Welcome to the 11th Grade TOK Wiki. Find out Homework or what you missed in class on this page.

Here are the selected book chapters that you requested for your presentations
Religion
History
Arts
Arts 2
Trimester 3
USE THIS TKPPD FILLABLE PDF (ONLY WITH INTERNET EXPLORER) to complete your final TK/PPD.


  • Timeline for presentations (I will check each week)
    • May 19th - Research at least three RLSs. Create a ladder of abstraction for each to arrive at a good KQ. RLS must be chosen by next class. TOK.net is a great resource for RLSs.
    • May 26th - Begin research into the various claims/counterclaims related to the KQ. Be prepared to show at least 4 claims/counterclaims with researched examples to support each. Each claim should also acknowledge the influence of at least 1 WOK.
    • June 2nd - No School - Complete and submit first draft of TK/PPD to mrabel@lapazschool.org. Continue research by identifying other knowledge questions that give rise to connections to new RLSs which feed the understanding of the original RLS (see pg. 55 of TOK Guide)
    • June 9th - Second Draft of TK/PPD due before class begins on Monday. Peer review of TK/PPD
    • June 16th - OSA
    • June 23rd - Third Draft of TK/PPD form submitted and practice presentations (two groups so all completed in one day)
    • June 30th - Final Drafts of TK/PPD submitted and Presentation Day 1 (Max 10 minutes per person) - 5-6 students
    • July 4th - Presentation Day 2 ( Max 10 minutes per person) - 5 students
Class for Monday, May 12th
  • Spark:
    • Refresh on the WOKs and the AOKs.
    • Discuss the questions that you had about the TOK presentation with those at your table. What AOK(s) would you like to explore for your RLS in your Presentation?
  • Preparing for your presentation. -Breaking down the task and Common Mistakes
  • Viewing and Analysis of TOK Presentations using the rubric to grade (also found in above Presentation Guide).
  • HW: Choose and RLS that you would like to focus on for your presentation and let Mr. Abel know which AOKs you would like to focus on.

Class for Monday, May 5th
  • Spark: What cultures from our present day society represent the Nacirema people described by Miner?
  • Discussion of Verstehen position as it relates to Nacirema?
  • Introduction to the TOK presentation
Class for Monday, April 28th
  • Spark: Are you a believer more in reductionism or holism? Explain with an example from your own belief system.
  • Class discussion on 9.18-9.24
  • Read the "Body Rituals Among the Nacirema" and comment in writing on how effectively the anthropologist Horace Miner has utilized the Verstehen position to describe the culture of the Nacirema people. Would you describe this culture as civilized or uncivilized? Give three examples of why/why not?
Class for Monday, April 21st
  • Gratitude - To what extent is one morally obligated to express gratitude for services exchanged with monetary value?
  • Moving forward with human sciences. pg. 272-281 Activities 9.18-9.24

Trimester 2

Class for Monday, March 17th
  • HW: Activity 9.15, 9.16, 9.17
  • Class Discussion on the Milgram Experiment. Create a Good Knowledge question related to the human sciences that addresses the issues raised in the video (ethics, human conscience, social experiments).
  • In-Class Reading and Discussion on Activity 9.11 and 9.12
  • 15 minute evaluated Free Write: Which country won the centennial Olympic Games? Write an answer that demonstrates your understanding of the various perspectives (and others) on this topic.
Class for Monday, March 10th
  • Spark: What are the Nationalities of La Paz 11th grade class? What questions arise from this "study"
  • Book discussion of 9.3-9.5. To be continued next Monday. Please be prepared to cite reading in your answers.
  • HW: Complete reading and discussion questions on centennial olympics.
Class for Monday, March 3rd
  • Homework for Monday, March 10th = Read pg. 256-265 in the book and complete activities 9.3, 9.4, 9.5, 9.6, 9.7, 9.8, 9.9
  • We worked to develop effective survey questions to the following, "What is the cultural make-up of La Paz Community School?"
  • We completed and analyzed the questionnaire on pg. 259
  • We shared a moment from TOK that was memorable in order to welcome Sydney and our guests
  • We chose a quote from pg. 256 that most resonated with us
Class for Monday, February 24th
  • We reviewed the vocabulary terms from the Natural Sciences chapter to check for understanding. Students who didn't have the opportunity to send definitions and sentences should send to Mr. Abel via email.
  • We returned the graded essays on DNA based tests of infants.
  • Here is the Natural Sciences Vocab. list that we were working on for future reference.
To be completed as HW submitted by Friday, February 14th to Abel's office
  • Read the following NY Times Article.
  • Answer the following KQ in a 5 paragraph handwritten essay. Utilize at least three key words from the natural sciences chapter to effectively analyze the KQ. You will be graded with a 6+1 writing rubric with the content focused on your meaningful introduction of natural science key words into the essay.
    • To what extent should DNA based tests of infants be utilized?
Due for MONDAY, FEBRUARY 10TH AT 12:35pm.
Monday, January 27th, 2014

Monday, January 20th, 2014
  • Draw a map of the world with as much detail as possible. Feel free to include places and geological features.
  • Walk around the classroom and take note of 3 similarities between the majority of the maps.
  • Write a paragraph about each similarity that utilizes the WOKs to explain why these similarities exist between your maps.
  • HW: Research the wide variety of types of world maps. Choose the map that you think best describes reality and be prepared to defend your choice.

Monday, January 13th 2014 (Focusing on the Natural Sciences)
  • We analyzed the human responses to the realized of Global Warming and their consequences.
  • We then watched and discussed the following video. Do you agree with the simplicity of his analysis? Why/why not? Are their other examples in history when we could have used his diagram to avoid catastrophe? https://www.youtube.com/watch?v=zORv8wwiadQ&feature=youtu.be
  • Homework: Read pg. 221-239 in the TOK text. Answer all activity questions (8.1-8.12) in your notebook or on computer.
  • Interesting article on sea levels rising from New York Times. Read here.

Trimester 1

Nervous about your essays? Here are a few good resources...
Outlining your essay: http://www.timwoods.org/2012/03/02/how-to-outline-a-theory-of-knowledge-essay/
Paragraph Structure for your essay: http://www.timwoods.org/2011/11/13/how-to-structure-a-theory-of-knowledge-essay/
http://www.timwoods.org/2012/03/02/the-top-ten-theory-of-knowledge-essay-tips/
http://www.inter-bios.de/TOK/how%20to%20write%20a%20ToK%20essay%20cambridge.pdf

Friday, November 29th
  • We worked on our edits for the final draft today. Essays are due before class on Monday either to my email or hard copy.
Friday, November 22nd
Monday, November 18th
  • We discussed how each of the WOKs can and should be integrated into the essay discussion so as to provide context for the claims and counter-claims. Second draft of the essays are due to my inbox at mrabel@lapazschool.org (or hard copy) by Friday, November 22nd before class.
Monday, November 4th
  • HW for Friday: Make 3 connections between your AOK/KQ and with Rashomon, John's writing, or John's spoken word and publish by Thursday night (before midnight). These connections will help you in your essay. Continue developing your knowledge framework.

Friday, November 1st (Viewing of Rashomon) SUBMIT TO THE WIKI BEFORE CLASS ON MONDAY
  • Describe the events as they are told by each witness. Utilize as much detail as possible.
  • What Ways of Knowing influenced the accounts shared by each witness (bandit, wife, murdered man, woodcutter)? Describe how each WOK affected the witnesses observation of reality.
  • Who do you believe is telling the truth in the story? Why?
  • Have you ever been in a situation where you heard two different versions of the same event? How did you decide which is true?
  • How does viewing this movie change your perspective of reality. Is there such thing as an absolute truth that can only be seen by an omniscient observer?
  • How does this movie influence the way that you think our legal systems function?

Monday, October 28th
  • We reviewed the Knowledge Framework from the TOK study guide and worked on refining our RLS's.
  • Students must demonstrate progress towards completing their Framework by Friday.
    • Essay rubric is attached below and you may find it on pg. 60 of the TOK guide
      • Please note that you are writing about an RLS and not a "prescribed title".
      • Essay will be 1600 words double spaced in times new roman font (between 6-7 pages)
      • See examples of 50 excellent essays here http://14.140.95.113/r/ib-diploma-program/IB%20(D)/html/essays.html
      • Graded First Draft will be due on Friday, November 15th (peer edit)
      • Graded Second Draft will be due on Friday, November 22nd (teacher edit)
      • Graded Final Draft will be due on Friday, November 29thTheory of knowledge guide - Essay Assessment Rubric.jpg
  • Take a moment to review the following article about a man put to death by the government and he was potentially innocent. http://www.pbs.org/wgbh/pages/frontline/death-by-fire/etc/introduction.html
Friday, October 25th, 2013

Friday, October 18th, 2013
  • Due October 25th to my email (mrabel@lapazschool.org)
  • Choose your favorite RLS related to the AOK of ethics and from one of your IB curricular experiences from the past 8 weeks.
  • Create a list of second order Knowledge Claims and Counter-claims related to the RLS that you have chosen.
  • Develop a Ladder of Abstraction to a Good Knowledge Question.
  • Fill out each component of the knowledge framework (from pg. 29 (general) and 42 (ethics) of TOK guide) specific to the AOK to the best of your ability without doing any research.

Monday, October 14th, 2013
Knowledge Claims.
  • Write down, without prior warning, 5 things you claim to know in well formed sentences: “I know.”
  • Generate at least one personal example of something you know with certainty.
  • Work in pairs and attempt to refute each other's claims.
  • For each of your knowledge claims, determine if they are 1st or 2nd order. Give at least 2 examples of 2nd Order Claims that you “know”
  • Report back to the entire class highlights of the discussion.
In TOK there are two types of knowledge claims.
  • Claims that are made within particular areas of knowledge or by individual knowers about the world.
    It is the job of TOK to examine the basis for these first-order claims.
  • Claims that are made about knowledge. These are the second-order claims made in TOK that are justified using the tools of TOK which usually involve an examination of the nature of knowledge.
  • Here are some examples:
    “There are an infinite number of prime numbers.” This is a first-order knowledge claim because it resides firmly inside the area of knowledge mathematics. It is established using the method of mathematical proof.
    “Mathematical knowledge is certain.” This is a second-order knowledge claim because it is about mathematical knowledge. We establish this by examining the methods of mathematics themselves using the tools of TOK.
  • Determine the Knowledge Questions from the following statements and determine if they are 1st or 2nd order claims.
Belief in God can heal illness.

Buddha lived in 563 BC and is widely considered to have reached enlightenment.

Modern art is more meaningful than Renaissance art

I know how to prepare almonds so they are not poisonous

Friday, October 4, 2013
  • Meet in groups of three or four to agree on the top two AOKs and WOKs for each of the three articles assigned for HW. Agree on a good KQ as well.
  • Agree as a class on the previous task and place the agreed upon answers on the board.
  • Discuss and come to an agreement as a class about the first AOK that they would like to focus on as a class.
  • Engage in a quiet individual free write and list at least 10 specific pieces of knowledge that you "know" about the AOK that class chose.
  • For each piece of knowledge identify the WOK most associated with how you know and whether it is personal or shared knowledge.
  • Read PAGES 34-49 of the following doc. about the 8 AOKs.
    • Write 1 "Aha" comment for each of the AOKs that you read about.
    • "Aha" = something that interested or surprised you about the description

Monday, September 30th (Articles due on Friday)

Monday, September 23rd
  • We listened and took notes on the class presentation of "Ideas worth Knowing" from TOK.net. On Friday we will hear from the last three presenters as well as take a brief quiz on AOKs and WOKs.
  • Hint: Prepare for the quiz by viewing the recent newsletter from TheoryofKnowledge.net

Friday, September 20th

Friday, September 13th
  • Circle discussion about the Homework process and feedback.
  • Developing ladders of abstraction together as a class.
  • Homework Assignment for the next week

  1. TUESDAY (posted on wiki): Choose a good RLS, Identify WOKs and AOKs, Develop a ladder of abstraction from bad to good with 5 KQs.
  2. WEDNESDAY (posted on wiki): Repeat Process from Tuesday with NEW RLS!
  3. THURSDAY (posted on wiki): Repeat Process from Tuesday with NEW RLS!

Monday, September 9th
  • Spark: What are the 8 WOKs? If you were to break knowledge down into 8 areas... what would they be? (HEHIMRAN)
    • http://www.ted.com/talks/david_gallo_shows_underwater_astonishments.html
      • AOK: The Natural Sciences
      • RLS: The recent discoveries about the wonders of Cephalopods
      • Knowledge Claim: Human knowledge of only a small percentage of the world's oceans is representative of an unknown that will continuously transform the way we understand the world.
        • Be sure not to confuse first and second order claims with personal and shared knowledge
        • Develop a ladder of abstraction... from bad to good knowledge questions.
      • Knowledge Question: To what extent does human understanding of the oceans influence the evolution of scientific theories and thus the human experience? (Ex. Gallo's reference to sunlight).
    • Closing Video (we didn't get to this): from 3-5% http://www.ted.com/talks/deep_ocean_mysteries_and_wonders.html
    • HW for Friday
      • Refine RLS and KC so that it is specific and current
      • Post RLS, KC, and KQ on wiki by TUESDAY EVENING
      • Write a critique of at least 5 KQs of your classmates by WEDNESDAY EVENING
      • Utilize critiques to further refine your KQ by THURSDAY EVENING
Friday, September 6th
  • Activity: Refuting knowledge claims
  • Discerning between first order (world knowledge claims) and second order knowledge claims.
    • First order: Contour lines demonstrate changes in topography on a map
    • Second order: The knowledge developed by cartographers allow for humans to objectively view the world.
  • Good Knowledge Questions (KQs) are about knowledge, open ended, and general
    • To what extent...
    • Under what circumstances...
    • At what point....
    • On what basis...
    • How can we know that
    • Ex. from IB teacher support manual... "in a geography lesson explore the question, 'how are contour lines used on maps to indicate topography?' This is a specific first order questions about geography. However, in a TOK lesson a related knowledge question might be 'to what extent do maps represent reality?' This is an open second-order question about knowledge.
    • Subscribe to www.theoryofknowledge.net
      • Choose your favorite AOK, choose an RLS, create a second order knowledge claim about that area, develop a stong KQ related to that knowledge claim.

Monday, September 2nd
  • Intro: How do you know what you know?
    • Shared knowledge vs. Personal Knowledge
  • Class Discussion on 8 Ways of Knowing (WOK)
    • Check out TOK.net to learn more about the Ways of Knowing.
  • Development of Real Life Situations (RLS)
  • Next Class we will begin to focus on developing strong Knowledge Questions (KQ)