Department of Accelerated Programs Theory of Knowledge and IB History PDF/IB... · TOK is a course...

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Department of Accelerated Programs

Theory of Knowledge Curriculum

5.0 Credits

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IB LEARNER PROFILE

IB Programs aim to develop internationally minded people who are striving to become:

Inquirers

Their natural curiosity is nurtured. They acquire the skills necessary to conduct constructive inquiry and research, and become independent active learners. They actively enjoy learning and this love of learning will be sustained throughout their lives.

Knowledgeable

They explore concepts, ideas and issues, which have global relevance and importance. In so doing, they acquire, and are able to make use of, a significant body of knowledge across a range of disciplines.

Critical thinkers

They exercise initiative in applying thinking skills critically and creatively to approach complex problems and make reasoned decisions.

Communicators

They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication.

Risk-takers

They approach unfamiliar situations with confidence and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are courageous and articulate in defending those things in which they believe.

Principled

They have a sound grasp of the principles of moral reasoning. They have integrity, honesty, a sense of fairness and justice and respect for the dignity of the individual.

Caring

They show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to action and service to make a positive difference to the environment and to the lives of others.

Open-minded

Through an understanding and appreciation of their own culture, they are open to the perspectives, values and traditions of other individuals and cultures and are accustomed to seeking and considering a range of points of view.

Well-balanced

They understand the importance of physical and mental balance and personal well being for themselves and others. They demonstrate perseverance and self-discipline.

Reflective

They give thoughtful consideration to their own learning and personal development. They are able to analyze their strengths and weaknesses in a constructive manner.

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Unit II

Theory of Knowledge

Course Description

TOK is a course about critical thinking and inquiring into the process of knowing, rather than about learning a specific body of knowledge. It is a core element, which all Diploma Program students undertake and to which all schools are required to devote at least 100 hours of class time. TOK and the Diploma Program subjects should support each other in the sense that they reference each other and share some common goals. The TOK course examines how we know what we claim to know. It does this by encouraging students to analyze knowledge claims and explore knowledge questions. A knowledge claim is the assertion that “I/we know X” or “I/we know how to Y”, or a statement about knowledge; a knowledge question is an open question about knowledge. A distinction between shared knowledge and personal knowledge is made in the TOK guide. This distinction is intended as a device to help teachers construct their TOK course and to help students explore the nature of knowledge.

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Areas of Knowledge

Pacing Guide Unit Topic Suggested Timing

Unit 1 Ways of Knowing Year I 10 Weeks

Unit 2 Areas of Knowledge Year I 10 Weeks

Unit 3 Introduction to CAS 10 Weeks

Unit 4 Extended Essay introduction 10 Weeks

Educational Technology Standards

8.1.12.A.1, 8.1.12.A.2, 8.1.12.B.2, 8.1.12.C.1, 8.1.12.D.1, 8.1.12.D.2, 8.1.12.D.3, 8.1.12.E.1, 8.1.12.F.1

Technology Operations and Concepts

Create a personal digital portfolio which reflects personal and academic interests, achievements, and career aspirations by using a variety of digital tools and resources

Produce and edit a multi-page digital document for a commercial or professional audience and present it to peers and/or professionals in that related area for review.

Creativity and Innovation

Apply previous content knowledge by creating and piloting a digital learning game or tutorial.

Communication and Collaboration

Develop an innovative solution to a real world problem or issue in collaboration with peers and experts, and present ideas for feedback through social media or in an online community.

Digital Citizenship

Demonstrate appropriate application of copyright, fair use and/or Creative Commons to an original work.

Evaluate consequences of unauthorized electronic access and disclosure, and on dissemination of personal information.

Compare and contrast policies on filtering and censorship both locally and globally.

Research and Information Literacy Produce a position statement about a real world problem by developing a systematic plan of investigation with peers and

experts synthesizing information from multiple sources.

Critical Thinking, Problem Solving, Decision Making

Evaluate the strengths and limitations of emerging technologies and their impact on educational, career, personal and or social needs.

Career Ready Practices

Career Ready Practices describe the career-ready skills that all educators in all content areas should seek to develop in their students.

They are practices that have been linked to increase college, career, and life success. Career Ready Practices should be taught and

reinforced in all career exploration and preparation programs with increasingly higher levels of complexity and expectation as a

student advances through a program of study.

CRP1. Act as a responsible and contributing citizen and employee

Career-ready individuals understand the obligations and responsibilities of being a member of a community,

and they demonstrate this understanding every day through their interactions with others. They are

conscientious of the impacts of their decisions on others and the environment around them. They think about

the near-term and long-term consequences of their actions and seek to act in ways that contribute to the

betterment of their teams, families, community and workplace. They are reliable and consistent in going

beyond the minimum expectation and in participating in activities that serve the greater good.

CRP2. Apply appropriate academic and technical skills.

Career-ready individuals readily access and use the knowledge and skills acquired through experience and

education to be more productive. They make connections between abstract concepts with real-world

applications, and they make correct insights about when it is appropriate to apply the use of an academic skill

in a workplace situation

CRP3. Attend to personal health and financial well-being.

Career-ready individuals understand the relationship between personal health, workplace performance and

personal well-being; they act on that understanding to regularly practice healthy diet, exercise and mental

health activities. Career-ready individuals also take regular action to contribute to their personal financial wellbeing,

understanding that personal financial security provides the peace of mind required to contribute more

fully to their own career success.


CRP4. Communicate clearly and effectively and with reason.

Career-ready individuals communicate thoughts, ideas, and action plans with clarity, whether using written,

verbal, and/or visual methods. They communicate in the workplace with clarity and purpose to make

maximum use of their own and others’ time. They are excellent writers; they master conventions, word

choice, and organization, and use effective tone and presentation skills to articulate ideas. They are skilled at

interacting with others; they are active listeners and speak clearly and with purpose. Career-ready individuals

think about the audience for their communication and prepare accordingly to ensure the desired outcome.

CRP5. Consider the environmental, social and economic impacts of decisions.

Career-ready individuals understand the interrelated nature of their actions and regularly make decisions that

positively impact and/or mitigate negative impact on other people, organization, and the environment. They

are aware of and utilize new technologies, understandings, procedures, materials, and regulations affecting

the nature of their work as it relates to the impact on the social condition, the environment and the

profitability of the organization.

CRP6. Demonstrate creativity and innovation.

Career-ready individuals regularly think of ideas that solve problems in new and different ways, and they

contribute those ideas in a useful and productive manner to improve their organization. They can consider

unconventional ideas and suggestions as solutions to issues, tasks or problems, and they discern which ideas

and suggestions will add greatest value. They seek new methods, practices, and ideas from a variety of sources

and seek to apply those ideas to their own workplace. They take action on their ideas and understand how to

bring innovation to an organization.

CRP7. Employ valid and reliable research strategies.

Career-ready individuals are discerning in accepting and using new information to make decisions, change

practices or inform strategies. They use reliable research process to search for new information. They evaluate

the validity of sources when considering the use and adoption of external information or practices in their

workplace situation.


CRP8. Utilize critical thinking to make sense of problems and persevere in solving them.

Career-ready individuals readily recognize problems in the workplace, understand the nature of the problem,

and devise effective plans to solve the problem. They are aware of problems when they occur and take action

quickly to address the problem; they thoughtfully investigate the root cause of the problem prior to

introducing solutions. They carefully consider the options to solve the problem. Once a solution is agreed

upon, they follow through to ensure the problem is solved, whether through their own actions or the actions

of others.

CRP9. Model integrity, ethical leadership and effective management.

Career-ready individuals consistently act in ways that align personal and community-held ideals and principles

while employing strategies to positively influence others in the workplace. They have a clear understanding of

integrity and act on this understanding in every decision. They use a variety of means to positively impact the

directions and actions of a team or organization, and they apply insights into human behavior to change

others’ action, attitudes and/or beliefs. They recognize the near-term and long-term effects that

management’s actions and attitudes can have on productivity, morals and organizational culture.

CRP10. Plan education and career paths aligned to personal goals.

Career-ready individuals take personal ownership of their own education and career goals, and they regularly

act on a plan to attain these goals. They understand their own career interests, preferences, goals, and

requirements. They have perspective regarding the pathways available to them and the time, effort,

experience and other requirements to pursue each, including a path of entrepreneurship. They recognize the

value of each step in the education and experiential process, and they recognize that nearly all career paths

require ongoing education and experience. They seek counselors, mentors, and other experts to assist in the

planning and execution of career and personal goals.

CRP11. Use technology to enhance productivity.

Career-ready individuals find and maximize the productive value of existing and new technology to accomplish

workplace tasks and solve workplace problems. They are flexible and adaptive in acquiring new technology.

They are proficient with ubiquitous technology applications. They understand the inherent risks-personal and

organizational-of technology applications, and they take actions to prevent or mitigate these risks.


CRP12. Work productively in teams while using cultural global competence.

Career-ready individuals positively contribute to every team, whether formal or informal. They apply an

awareness of cultural difference to avoid barriers to productive and positive interaction. They find ways to

increase the engagement and contribution of all team members. They plan and facilitate effective team

meetings.

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Differentiated Instruction Strategies to Accommodate Students Based on Individual Needs

Time/General

• Extra time for assigned tasks

• Adjust length of assignment

• Timeline with due dates for reports and projects

• Communication system between home and school

• Provide lecture notes/outline

Processing

• Extra Response time

• Have students verbalize steps

• Repeat, clarify or reword directions

• Mini-breaks between tasks

• Provide a warning for transitions

• Reading partners

Comprehension

• Precise step-by-step directions

• Short manageable tasks

• Brief and concrete directions

• Provide immediate feedback

• Small group instruction

• Emphasize multi-sensory learning

Recall

• Teacher-made checklist

• Use visual graphic organizers

• Reference resources to promote independence

• Visual and verbal reminders

• Graphic organizers

Assistive Technology

• Computer/whiteboard

• Tape recorder

• Spell-checker

• Audio-taped books

Tests/Quizzes/Grading

• Extended time

• Study guides

• Shortened tests

• Read directions aloud

Behavior/Attention

• Consistent daily structured routine

• Simple and clear classroom rules

• Frequent feedback

Organization

• Individual daily planner

• Display a written agenda

• Note-taking assistance

• Color code materials

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Enrichment Strategies Used to Accommodate Based on Students Individual Needs: • Adaption of Material and Requirements

• Evaluate Vocabulary

• Elevated Text Complexity

• Additional Projects

• Independent Student Options

• Projects completed individual or with Partners

• Self Selection of Research

• Tiered/Multilevel Activities

• Learning Centers

• Individual Response Board

• Independent Book Studies

• Open-ended activities

• Community/Subject expert mentorships

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Assessments Suggested Formative/Summative Classroom Assessments • Timelines, Maps, Charts, Graphic Organizers

• Teacher-created Unit Assessments, Chapter Assessments, Quizzes

• Teacher-created DBQs, Essays, Short Answer

• Accountable Talk, Debate, Oral Report, Role Playing, Think Pair, and Share

• Projects, Portfolio, Presentations, Prezi, Gallery Walks

• Homework

• Concept Mapping

• Primary and Secondary Source analysis

• Photo, Video, Political Cartoon, Radio, Song Analysis

• Create an Original Song, Film, or Poem

• Glogster to make Electronic Posters

• Internal and External IB Assessments

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Interdisciplinary Connections

English Language Arts • Journal writing • Close reading of industry-related content • Create a brochure for a specific industry • Keep a running word wall of industry vocabulary Social Studies • Research the history of a given industry/profession • Research prominent historical individuals in a given

industry/profession • Use historical references to solve problems World Language • Translate industry-content • Create a translated index of industry vocabulary • Generate a translated list of words and phrases related to

workplace safety

Math • Research industry salaries for a geographic area and

juxtapose against local cost of living • Go on a geometry scavenger hunt • Track and track various data, such as industry’s impact on the

GDP, career opportunities or among of individuals currently occupying careers

Fine & Performing Arts • Create a poster recruiting young people to focus their studies

on a specific career or industry • Design a flag or logo to represent a given career field Science • Research the environmental impact of a given career or

industry • Research latest developments in industry technology • Investigate applicable-careers in STEM fields

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Common Core State Standards (CCSS)

English Language Arts Standards: Writing: Grade 11-12

Text Types and Purpose:

• CCSS.ELA-LITERACY.WHST.11-12.1.A: Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences the claim(s), counterclaims, reasons, and evidence.

• CCSS.ELA-LITERACY.W.11-12.2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

• CCSS.ELA-LITERACY.WHST.11-12.2.A:Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

English Language Arts Standards: Reading: Informational Text

Craft and Structure:

• CCSS.ELA-LITERACY.RI.11-12.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text.

Key Ideas and Details:

• CCSS.ELA-LITERACY.RI.11-12.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

Integration of Knowledge and Ideas:

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• CCSS.ELA-LITERACY.RI.11-12.7; Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.

English Language Arts Standards: Science & Technical Subjects:


• CCSS.ELA-LITERACY.RST.11-12.1: Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.

• CCSS.ELA-LITERACY.RST.11-12.5: Analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas.

English Language Arts Standards: History/Social Studies


• CCSS.ELA-LITERACY.RH.11-12.2: Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.

Course: TOK Unit: II Grade Level: 11-12

Unit Overview: In this unit students will explore the first four areas of knowledge and how mathematics, history, natural science, and human sciences shape and generate knowledge.

Common Core State Standards (CCSS): WHST.11-12.1.A; W.11-12.2; WHST.11-12.2.A; RI.11-12.4; RI.11-12.1; RI.11-12.7; RST.11-12.1; RST.11-12.5; RH.11-12.2

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Student Learning Objectives (SLOs) Essential Questions Content Activities and

Assessments Resources

Examine how academic disciplines/areas of knowledge generate and shape knowledge CCCS: RI.11-12.4

How is knowledge created create knowledge? How do various subjects shape knowledge?

Ø Identify how we label the knowledge we posses.

Ø A knowledge framework is a way of unpacking the AOKs and provides a vocabulary for comparing AOKs.

Ø For each AOK the following can be examined: (1) Scope, motivation and applications (2) Specific terminology and concepts (3) Methods used to produce knowledge (4) Key historical developments (5) Interaction with personal knowledge.

Ø Identify the key

Discussion contributions: Ongoing, teacher assessed. Weekly journal responses: The journal responses require students to apply their knowledge from class.The questions posed to students will be based on real-life and/or academic topics/prompts. Harkness table method: Small group discussions based on TOK subject matter. Haiku Deck: Small group presentation about a Real Life Situation that students have to develop a Knowledge question, a

Dombrowski, Eileen. IB Theory of Knowledge Course Companion. Oxford: Oxford University Press, 2007. Print. Van De Lagemaat, Richard. Theory of Knowledge for the IB Diploma. 2nd. Cambridge, UK: Cambridge University Press, 2005. Print. TOK Online Resources: http://occ.ibo.org https://ibpublishing.ibo.org/exist/rest/app/tsm.xql?doc=d_0_tok_gui_1304_1_e&part=2&chapter=4

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features of the AOK

progression question about, and then apply those to other real-life situations. Questions for Inquiry (Refer to the line): Students will refer to a text and use the 10 questions of inquiry to develop inquiry based and knowledge questions about the text. TOK Socratic Seminar Notes: The goal is understanding through listening for deeper meaning and open-mindedness through the search for strength in all positions that culminates into an open-ended essay. Knowledge questions as Tools of Inquiry:

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Through this activity students will create a flow chart of a Real Life Situation that is specific to Areas of Knowing and create a Knowledge Question using general Theory of Knowledge vocabulary.

Analyze mathematics and its nature as a way of gaining knowledge. CCCS: WHST.11-12.1.A

What is mathematics? Is math a language? Is math invented or discovered? What is the relationship between math and science? If mathematics is out there in the world then where exactly can it be found?

Can you determine if something is beautiful through mathematics? What is the purpose of

Ø Identify the branch of science concerned with number, quantity, and space, either as abstract ideas (pure mathematics) or as applied to physics, engineering, and other subjects (applied mathematics).

Ø Discuss the origins of mathematics

Ø Deductive reasoning –

Discussion contributions: Ongoing, teacher assessed. Weekly journal responses: The journal responses require students to apply their knowledge from class.The questions posed to students will be based on real-life and/or academic topics/prompts. Harkness table

Dombrowski, Eileen. IB Theory of Knowledge Course Companion. Oxford: Oxford University Press, 2007. Print. Van De Lagemaat, Richard. Theory of Knowledge for the IB Diploma. 2nd. Cambridge, UK: Cambridge University Press, 2005. Print. TOK Online Resources: http://occ.ibo.org https://studysavers.word

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math?

general to particular

Ø Inductive reasoning – particular general

Ø Paradigm – a set of interrelated ideas for making sense of one or more aspects of reality e.g. Euclid Paradigm

Ø Axioms – starting points or basic assumptions. In Mathematics axioms are like a premise.

Ø Theorems – in mathematics theorems are like a conclusion.

Ø Proof – a theorem is shown to follow logically from an axiom.

Ø Conjecture – is a hypothesis that

method: Small group discussions based on TOK subject matter. Haiku Deck: Small group presentation about a Real Life Situation that students have to develop a Knowledge question, a progression question about, and then apply those to other real-life situations. Questions for Inquiry (Refer to the line): Students will refer to a text and use the 10 questions of inquiry to develop inquiry based and knowledge questions about the text. TOK Socratic Seminar Notes: The goal is understanding through listening for deeper

press.com/2010/10/26/tok-mathematics/

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seems to work but has not shown to be necessarily true.

Ø Link logic and mathematics

meaning and open-mindedness through the search for strength in all positions that culminates into an open-ended essay. Knowledge questions as Tools of Inquiry: Through this activity students will create a flow chart of a Real Life Situation that is specific to Areas of Knowing and create a Knowledge Question using general Theory of Knowledge vocabulary.

Identify the key characteristics of natural sciences as an area of knowledge. CCCS: RI.11-12.4; RST.11-12.1

Is there a scientific method? What is science and what is not? Is scientific discovery logical, or does the process include other elements? Is imagination important

Ø Identify and natural sciences natural sciences

Ø astrology - are horoscopes worth anything?

Ø homeopathy - hoax or good alternative medicine?

Discussion contributions: Ongoing, teacher assessed. Weekly journal responses: The journal responses

Dombrowski, Eileen. IB Theory of Knowledge Course Companion. Oxford: Oxford University Press, 2007. Print. Van De Lagemaat, Richard. Theory of Knowledge for the IB Diploma. 2nd.

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in science? How does one know in advance which factors will be relevant to the final explanation? How can one decide when one model/explanation/theory is better than another? How can we build understanding about the world independent of the human act of measuring it? How can it be that scientific knowledge changes over time? How can we know cause and effect relationships given that one can only ever observe correlation? Given the problems associated with the inductive process, how is it that science can be

Ø acupuncture - same question

Ø creation or evolution

Ø nuclear power - safe or not?

Ø military technology - is it ethical to use our scientific knowledge to make better weapons?

Ø UFOs: have aliens visited us?

Ø radiation from mobile phones - a threat to us?

Ø genetic engineering and food safety

Ø Explore the meaning of sciences in different

Ø Determine the subjects that can be classified as

require students to apply their knowledge from class.The questions posed to students will be based on real-life and/or academic topics/prompts. Harkness table method: Small group discussions based on TOK subject matter. Haiku Deck: Small group presentation about a Real Life Situation that students have to develop a Knowledge question, a progression question about, and then apply those to other real-life situations. Questions for Inquiry (Refer to the line): Students will refer to a text and use the 10

Cambridge, UK: Cambridge University Press, 2005. Print. TOK Online Resources: http://occ.ibo.org https://pac-tok.wikispaces.com/Area+of+Knowledge+-+Natural+Sciences http://www.slideshare.net/plangdale/human-and-natural-sciences

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reliable?

'natural sciences'

questions of inquiry to develop inquiry based and knowledge questions about the text. TOK Socratic Seminar Notes: The goal is understanding through listening for deeper meaning and open-mindedness through the search for strength in all positions that culminates into an open-ended essay. Knowledge questions as Tools of Inquiry: Through this activity students will create a flow chart of a Real Life Situation that is specific to Areas of Knowing and create a Knowledge Question using general Theory of Knowledge vocabulary.

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Explore and analyze human sciences as an area of knowledge. CCCS: RST.11-12.5

Human sciences are less able to predict because humans have free will. But human sciences nevertheless try to establish laws of human behavior. How can this be? To what extent are the methods of the human sciences “scientific”? There are exceptions to laws in the human sciences. To what extent then are these actually laws? How can one eliminate the effect of the overseer being part of the system in the human sciences? In the verstehen approach, how might the emotions of the investigator as object of study affect the result of

Ø Differentiate between human and natural sciences.

Ø Identify how human sciences corresponds to humanities and social sciences, but also includes aspects of psychology and even mathematics, as one of the key things we are concerned with is how we gather information in our study of human behavior.

Ø Discuss the subjects that fall under human sciences: Anthropology Human biology Business studies

Discussion contributions: Ongoing, teacher assessed. Weekly journal responses: The journal responses require students to apply their knowledge from class.The questions posed to students will be based on real-life and/or academic topics/prompts. Harkness table method: Small group discussions based on TOK subject matter. Haiku Deck: Small group presentation about a Real Life Situation that students have to develop a Knowledge question, a

Dombrowski, Eileen. IB Theory of Knowledge Course Companion. Oxford: Oxford University Press, 2007. Print. Van De Lagemaat, Richard. Theory of Knowledge for the IB Diploma. 2nd. Cambridge, UK: Cambridge University Press, 2005. Print. TOK Online Resources: http://occ.ibo.org http://ibdiploma.cambridge.org/media/IB_TOK_9_resources_cs9.pdf

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the investigation? How can we judge whether one model is better than another?

Criminology Ø Geography

Development studies Economics Education Human geography Law Media studies Philosophy Political science Psychology Sociology

Ø Determine whether or not human sciences are truly sciences.

Ø Methodology of human sciences

Ø Quantitative vs. qualitative

Ø Identify the potential flaws of human sciences.

Ø Evolution of the human sciences over time

progression question about, and then apply those to other real-life situations. Questions for Inquiry (Refer to the line): Students will refer to a text and use the 10 questions of inquiry to develop inquiry based and knowledge questions about the text. TOK Socratic Seminar Notes: The goal is understanding through listening for deeper meaning and open-mindedness through the search for strength in all positions that culminates into an open-ended essay. Knowledge questions as Tools of Inquiry:

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Through this activity students will create a flow chart of a Real Life Situation that is specific to Areas of Knowing and create a Knowledge Question using general Theory of Knowledge vocabulary.

Test history as an area of knowledge by examining how we can speak of historical certainty and how studying history deepens our understanding of human behavior, as reflecting on the past can help us to make sense of the present. CCCS: RH.11-12.2

Is it possible for historical writing to be free from perspective?

How does a historian assess the reliability of sources? How can one gauge the extent to which a history is told from a particular cultural or national perspective. What is the relation between the style of language used and the history written? What is history but a fabled agreed upon?

Ø Define history Ø Determine what is

meant by history. Ø Examine scope

and applications of history

Ø Concepts of historical language

Ø Historical methodology

Ø Understanding and perception of history changed over time

Ø Relationship to the past

Ø Links to personal

Discussion contributions: Ongoing, teacher assessed. Weekly journal responses: The journal responses require students to apply their knowledge from class.The questions posed to students will be based on real-life and/or academic topics/prompts. Harkness table

Dombrowski, Eileen. IB Theory of Knowledge Course Companion. Oxford: Oxford University Press, 2007. Print. Van De Lagemaat, Richard. Theory of Knowledge for the IB Diploma. 2nd. Cambridge, UK: Cambridge University Press, 2005. Print. TOK Online Resources: http://occ.ibo.org http://www.theoryofknowledge.net/areas-of-

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What is a fact in history? How can historical accounts be assessed? What distinguishes a better historical account from a worse one?

knowledge method: Small group discussions based on TOK subject matter. Haiku Deck: Small group presentation about a Real Life Situation that students have to develop a Knowledge question, a progression question about, and then apply those to other real-life situations. Questions for Inquiry (Refer to the line): Students will refer to a text and use the 10 questions of inquiry to develop inquiry based and knowledge questions about the text. TOK Socratic Seminar Notes: The goal is understanding through listening for deeper

knowledge/history/knowledge-framework-for-history/ http://www.slideshare.net/plangdale/history-for-theory-of-knowledge

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meaning and open-mindedness through the search for strength in all positions that culminates into an open-ended essay. Knowledge questions as Tools of Inquiry: Through this activity students will create a flow chart of a Real Life Situation that is specific to Areas of Knowing and create a Knowledge Question using general Theory of Knowledge vocabulary.

Explore links between knowledge claims, knowledge questions, ways of knowing and areas of knowledge. CCCS: WHST.11-12.2.A

How do the different aspects of TOK encourage you to discuss the different parts of the course in unison? How do you structure a TOK presentation? What do the conclusions

Ø Connections between the elements of the TOK diagram can also be explored by further linking questions such as those offered below, which raise issues and

Discussion contributions: Ongoing, teacher assessed. Weekly journal responses: The journal responses

Dombrowski, Eileen. IB Theory of Knowledge Course Companion. Oxford: Oxford University Press, 2007. Print. Van De Lagemaat, Richard. Theory of Knowledge for the IB Diploma. 2nd.

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you’ve reached about the WOK say about the nature of the AOK? Does your conclusion about the WOK suggest that certain AOKs use particular concepts or ideas in distinct ways? How does the effect of the WOK impact the processes governing how knowledge in the AOK is constructed in a reliable and responsible way? Given than an individual’s WOK works in such and such a manner, how does the individual deal with this when constructing reliable knowledge in the AOK?’

concepts central to the course.

Ø Implications of knowledge

Ø Knowledge controversies

Ø Knowledge issues

require students to apply their knowledge from class.The questions posed to students will be based on real-life and/or academic topics/prompts. Harkness table method: Small group discussions based on TOK subject matter. Haiku Deck: Small group presentation about a Real Life Situation that students have to develop a Knowledge question, a progression question about, and then apply those to other real-life situations. Questions for Inquiry (Refer to the line): Students will refer to a text and use the 10

Cambridge, UK: Cambridge University Press, 2005. Print. TOK Online Resources: http://occ.ibo.org http://www.theoryofknowledge.net/tok-essay/linking-different-parts-of-tok/ https://www.hoddereducation.co.uk/media/Documents/magazine-extras/IB%20Review/IBRev%203_1/IBReview3_1_TOK_WOKs_AOKs.pdf?ext=.pdf http://school.fultonschools.org/hs/riverwood/Documents/Social%20Studies/Syllabus%20Theory%20of%20Knowledge%202012-2013.pdf

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questions of inquiry to develop inquiry based and knowledge questions about the text. TOK Socratic Seminar Notes: The goal is understanding through listening for deeper meaning and open-mindedness through the search for strength in all positions that culminates into an open-ended essay. Knowledge questions as Tools of Inquiry: Through this activity students will create a flow chart of a Real Life Situation that is specific to Areas of Knowing and create a Knowledge Question using general Theory of Knowledge vocabulary.

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Unit 2 Vocabulary Knowledge Areas of Knowledge Inquiry Empathy Conscience Imagination Authority Evidence Memory Emotion Logic Faith Perception Introspection Instinct Intuition Practice Language Inquirers Knowledgeable Critical thinkers Communicators Risk-takers Principled Caring Openminded Well-balanced Reflective

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TOK Connections

There are TOK connections throughout all six IB subject groups as well as the IB core.

Contribution to the Development of Students’ Approached to Learning Skills

DP students will utilize thinking skills, communication skills, social skills, self-management skills, and research skills. Throughout this unit students will focus on research skills, social skills, and self-management skills. Students will be required to formulate/construct knowledge questions (both in class and as a take home assignment). They will utilize correct citation and referencing and be assigned a task that requires the use of the library. Additionally, they will practice effective online research schools (for example, the use of Booleans and search limiters). Undergirding the development of these research skills is the development of social skills. To this end, students will work in small groups, allocating among themselves different roles in classroom discussions and activities. Both in groups and individually, students will set deadlines, revise and improve on work previously submitted, and set their own learning goals. Students will break down a larger task into specific steps and develop, practice and discuss strategies to increase understanding.

Contributions to the Development of the Attribute(s) of the Learner Profile

Students will be able to fulfill many aspects of the IB learner profile throughout this unit. Students will become knowledgeable, balanced, and reflective thinkers. Each section of the IB learner profile will help the students develop an understanding of the areas of knowing. Students will be encouraged to ask critical thinking questions and develop their own knowledge questions. This will help develop knowledgeable students capable of analyzing this topic by investigating general the areas of knowing.

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Contribution to the Development of International Mindedness This course allows our students to analyze specific social, cultural, and economic developments of different nations. The use of wide range of sources, including newspapers, magazines, and online journals, international organizations, research of sociologists, culturologists, economists, anthropologists, social-psychologists, journalists, authors, activists, and a variety of social media. This wide array of global perspectives encourages students to reinforce their international mindedness and think of themselves as global citizens.

Department of Accelerated Programs Theory of Knowledge and IB History PDF/IB... · TOK is a course...

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Transcript of Department of Accelerated Programs Theory of Knowledge and IB History PDF/IB... · TOK is a course...