Clicking on the TOK diagram will link you to the IB Theory of Knowledge Guide (examinations from May 2008)

IB Theory of Knowledge Diagram

IB Theory of Knowledge Diagram
traditional version

Thursday, June 6, 2013

TOK1 June exam 2013

TOK1 June Exam 2013

The two-hour exam period reserved for TOK1 will be used to advance your work in related areas of the IB Core, specifically CAS and the Extended Essay.

Part I – The Extended Essay Research Agenda (60 Minutes)

During the first exam hour, you must submit a copy of your Extended Essay Research Agenda, which will serve as a work plan for your project.
You will receive feedback on the extent to which your Research Agenda has been fleshed out.
You will use that feedback to improve or complete segments of the agenda, prioritized as follows:
1. Research Question (statement of purpose and direction for the project)
2. Project Plan (e.g. experiment, observation, data collection, activities)
3. Prospective Sources (e.g. titles, authors, journals, web sites)

If your Research Agenda is already in good shape, you may use the available time to do one or more of the following tasks:  
1. Determine and describe likely segments of the essay (a kind of outline)
2. Actually read one of the identified resources and take notes
3. Draft reflections about a resource you've read that might be incorporated into the essay
As you work, keep written notes to submit at the end of the exam hour.

Your improved research agenda will provide the basis for your summer work on the Extended Essay.

Keep in mind the following deadlines:
September 6: annotated bibliography and an essay outline
October 11: first draft of a full Extended Essay
December 9: final draft of the completed Extended Essay

Part II - TOK/CAS connections (60 minutes)

You will write a reflective essay (journal style) in which you:
  • Describe one or two CAS activities from this year
  • Discuss what you learned from these experiences with respect to at least one of the CAS “desired learning outcomes” (self-knowledge, global awareness, collaboration with others, ethical understanding, or practical skills)
  • Identify a knowledge issue related to your experiences in these activities
    • Analyze the knowledge issue by answering additional questions, such as:
      • What different perspectives might one take regarding this knowledge issue?
      • What are the implications of this knowledge issue, e.g. how does it apply to other situations?
You may bring notes, including official CAS “reflections” to the exam.
The score for this portion of the exam will be based on the grading rubric for TOK papers.
The resulting essay may be submitted to your CAS Coordinator as an official reflection.

Friday, May 24, 2013

Balloon Debate presentation activity

CW  Balloon debate prep
TOK1A: Tuesday, 28 May
TOK1B: Friday, 24 May

What is a balloon debate?
CW Perform the balloon debate 
TOK1A: Friday, 31 May (two) & Tuesday, 4 June (one)
TOK1B: Friday, 24 May (three)
Debate prompts
  • Which AOK has made the greatest beneficial contribution to our quality of life today?
    • AOK include the natural sciences, human sciences (economics, psychology, anthropology, sociology etc), history, the arts, ethics, mathematics
  • Which WOK could we not live without?
    • WOK from the traditional TOK diagram are emotion, reason, language, and sense perception
      • Additional WOK could include intuition, memory, and imagination
  • "IB hexagon on the wall, which is the 'fairest' subject of all?" 
    • What do we mean by the 'fairest'?  That's TOK in itself!
Debate rules
  • You must represent a particular contemporary or historical person
    • Participants will tell the audience who they are representing and give a brief reason why the character was chosen
  • Each participant will offer a two-sentence reason in each round to justify why he or she should remain in the balloon
    • Statements must be written out to be handed in, but students may ad-lib during the debate; for groups of 5: 3 rounds + final minute; for groups of 6: 4 rounds + final minute
  • The audience will vote to eliminate the weakest argument each round
  • The final round will allow the two remaining debaters one minute each to present their cases
    • Written notes for the final minute may be in outline form 
CW Balloon debate follow-up
TOK1A: Tuesday, 4 June
TOK1B: Monday, 3 June

Friday, May 3, 2013

“The 16th Man” – Sport as an Area of Knowledge

Sport has the power to change the world. It has the power to inspire, it has the power to unite people in a way that little else does. It speaks to youth in a language they understand. Sport can create hope, where once there was only despair. It is more powerful than governments in breaking down racial barriers. It laughs in the face of all types of discrimination.
- Nelson Mandela

A. Listen to …
B. Listen to…
C. Class discussion
  • Identify knowledge issues relating to language (the lyrics), reason (Mandela’s strategy), emotion (Knower’s perspectives of citizens from varied cultural backgrounds), and sense perception (game in the rain).
  • To what extent do assumptions affect the role of the WOK in your analysis?
  • Explore potential implications of a WOK on other AOK?
D.  Blog reflection -- by Friday, 24 May, 23.59
  1. At the 16th Man ESPN films site
    1. Read the Director's Bio and the Director's Take
    2. View the clip on Justice Bekebeke [1:27]
    3. Write a ‘good’ knowledge issue question relating to one of the clips.
  2. Review Mandela’s quote on the power of sport
    1. Choose one of your CAS activities of the year (Creativity, Action, Service)
    2. Examine your CAS involvement from a TOK perspective, relating to the Mandela quote
  3. OPTIONAL EXTRA reflection
    1. Compare the pre- and post-apartheid South African country flags
    2. Analyse the evolution of the SA flag from a TOK perspective

Wednesday, May 1, 2013

Decision-making: emotion v reason

Blog reflection due

TOK1A: Tuesday, 7 May
TOK1B: Wednesday, 8 May

TOK1A: Wednesday, 1 May
TOK1B: Thursday, 2 May

Listen to in-class
View in-class
View or read on own
Blog post
  • Review the npr radio piece and the Frontline video segment on the teenage brain (links above)
  • Read on TOK concepts relating to decision-making, reason and emotion
Written assignment
Q1-3: 2+ sentences; Q4: 1-2 paragraphs
  1. Question on npr piece, "The Teen Brain: It's Just Not Grown Up Yet": How do teen brains work differently, ie, what is the role of myelin in the frontal lobe and decision-making?
  2. Question on Frontline segment, "You Just Don't Understand": What is the role of the cerebellum in decision-making?
  3. Question on NYTimes article, "The Moral Life of Babies": What is the role of socialization in the moral development of children?  What are the implications of socialization on the possbility of a universal moral code?
  4. When making a decision and taking action, how do you know the benefits outweigh the costs?  And, to what extent does it matter? Support with concrete examples.
Additional resources

Friday, April 26, 2013

Emotion, memory & reason

Blog reflection assignment

DUE by
TOK1A: Wednesday, 1 May
TOK1B: Thursday, 2 May

Give a one-paragraph response (5 sentence minimum) for each prompt.

  1. Comment on the connections between emotion & memory.  You may research to find out more about emotion, memory & the brain (cite as needed).
  2. Define 'high reason' and the 'somatic hypothesis'.  How do you approach decision-making?  Examples of decisions: doing your HW, EE topic, future education & career, what to eat at lunch

Thursday, April 25, 2013

Guest TOK talk

TOK1B + interested Grade 11s
Thursday, 25 April 2013

Dr. Colin Crowder, Durham University
  • planned talk topics:
    • Religion & rationale
    • IB TOK, EE & university study

Monday, April 22, 2013

Introduction: Emotion as a Way of Knowing

Class activity & discussion
TOK1A: Monday, 22 April
TOK1B: Tuesday, 23 April

In small groups
  • Plot, as best you can, the varied emotions, feelings and moods, on a two-dimensional 'coordinate' system: horizontal axis spans inward to outward-looking, while the vertical axis spans a (presumed) continuum from instinctive (innate) to social (learned)
  • Was the task easy for you?  Was consensus easily reached in your group? In the class?
Emotion reading
  • Read emotion packet by mid-next week
    • What are primary, secondary & background emotions?
    • How do emotions vary among cultures? at different times?
    • To what extent may emotions be controlled by reason?
    • What is the relationship between emotion & memory?
    • Case of Phineas Gage
EE workshop in next double-block