Warning: Unusual Time Sensitive Due Dates!!!
written printed submission A day students due on 28 May by 3:30
B day students due on 29 May by 3:30
digital files in support of oral presentation due by 8:15 am
A day students on 29 May
B day students on 30 May
Warning: Unusual Time Sensitive Due Dates!!!!
Unlocking Galileo - Oral Presentation Guidelines
1) Present what you wrote to the class.
2) Cover the assessed standards and goals.
A, C, E, F, G, & H-
3) Use a PowerPoint or Prezi to keep your presentation on track.
(Be careful to NOT read us your slides!)
4) Speak for at least 5 and no more than 6 minutes.
5) Enjoy the opportunity to be the knower.
I will be assessing you as you speak. I will then scan through your
written submission to see if you met the remaining goals. Keep in mind
how much there is to be graded in a very short amount of time. You
should, therefore, aim to meet the goals while you speak as scores
tend to be lower when awarded through long, tedious, periods of
time-pressured evaluation - and there will be many typed pages to read!
Unlocking Galileo - Tracking Sheets have incorrect dates!
TimeSensitive printed written submissions due by
3:30 pm 28 May for A day students 3:30 pm 29 May for B day students
TimeSensitive presentations begin 29/30 May - digital files I can
open are due to me by 8:15 am (no exceptions) 29/30 MayEvery student must be ready to present when selected.
Due 16/17 May
David Hockney Secret Knowledge, Camera Obscura, Optics, Renaissance Painting
With Standards A, D, F, & G in mind, pretend you are David Hockney and write the
argument you imagine he wrote after he formed his conclusions which were in
conflict with the accepted “common knowledge” of art historians. Weave in your
response to the knowledge issue as you provide deep analysis explaining why you
believe what you now think to be true. Be careful to not turn this into a report, but,
rather, use the facts as evidence that supports the new meaning you bring to world.
KI: Can one talk meaningfully of a historical fact? How far can we speak with certainty
about anything in the past? In what ways has technology affected the study of history?
How have the methods of gaining evidence and the means of communicating historical
interpretation, for example, been affected by technological development? Can we now
observe the past more directly?
Due on May 8/9
With Standards B, D, & E in mind and using the Moibus activity as your only evidence,
respond to the following KI quote: Mathematics may be defined as the subject in which
we never know what we are talking about, nor whether what we are saying is true.
Bertrand Russell
Long Term Final Exam Assignment:
Unlocking Galileo – Individual Student Writings and Presentations
KI: Can it be said that every new technology affects the beliefs of
individuals and societies, in both positive and negative ways? How
can the impact of new technologies be predicted? How reliable are
these predictions?
Objective: Students are to “encourage consideration of the responsibilities
originating from the relationship between knowledge, the community and
the individual as a citizen of the world” by choosing a discovery, invention, or
historical achievement and detailing how it has fundamentally altered the lives
of later knowers and discussing ways in which modern life would have evolved
differently had that discovery, invention,or historical achievement not occurred.
Required Deliverables: With Standards A, C, E, F, G, & H in mind, meet the
project objectives and respond to the knowledge issue by working through
all six stages of the project.
Step One: Students submit formalized petitions with their selection
and their proposal about how they will meet the objectives and
requirements. (one page)
Step Two: Students submit research notes and documentation.
Step Three: Students submit detailed plans of how their
presentations will unfold.
Step Four: Students submit their comprehensive work in writing.
Step Five: Students complete their visual aids.
Step Six: Students formally present their UnlockingGalileo work
to the class. (Presentations must last between five and six minutes.)
first checkpoint 8/9 May
second checkpoint20/21 May
TimeSensitive printed written submissions due by 3:30 pm 28 May
TimeSensitive presentations begin 29/30 May - digital files I can
open are due to me by 8:15 am (no exceptions) 29/30 May
All six deliverables must be submitted or work is NS across all of the standards.
NOTE: Students will have most of the 20/21 May, 22/23 May, and 24/28 May
blocks to work on their written submissions, presentations, and presentation
visual aids. Additionally, they will have the 29/30 May block ahead of the final
exam blocks to begin their presentations.
due on 2/3 May
With Standards AA, C, & F in mind, view BrainGames National
Geographic Clips & NOVA How Does the Brain Work Video.
Then, form a single argument that allows you to address and
answer each of the following bulleted KIs using the videos as
your only supportive evidence.
· To what extent do our senses give us knowledge of
the world as it really is?
· How, and to what extent, might expectations, assumptions
and beliefs affect sense perceptions?
· How, if at all, can factors that bias our views of the world
be identified?
· Do knowers have a moral duty to examine their own
perceptual filters?
· What role does what we expect to see, or are used to seeing,
play in what we observe?
· Can we learn how to see things properly?
Panel Discussions in Groups of Four or Five Students
(8-10 minutes) will take place 25/26 Apr. (Groups
and KIs will be blindly drawn.) Missing your group’s panel
discussion will yield you NS for all three standards. Otherwise,
each student is assessed individually. (Dress OBVIOUSLY
“in-character” or “professionally” to receive personal
appearance credit.)
Deliverables: With Standards AA, B, & H in mind
A) Developa listing of topics you plan to cover and how each
person will contribute to demonstrate consideration of different perspectives.
B) Determine how personal experiences and backgrounds of each person
will be incorporated into the discussion.
C) Settle on Your Debatable Issue Thesis Statement: Everything your panel
discusses must be in support of your main point and your mission is to
convinceyour listeners with your brilliance, complexity, insightfulness, and
ability to draw pertinent connections to things relevant to the audience.
D) Plan your event. Your group will interact amongst yourselves to share
deas and communicate deep insights while serving on a panel that the rest
of the class will receive.
KIs:
1. How are truth, faith, and the practice of religion intertwined?
2. How is the secular culture hindering the pursuit of truth?
3. How can we determine if there is any absolute truth and what it is?
4. What does it mean when people proclaim a religion but don’t
agree with/follow its tenets?
5. How is the practice of religion hindering the pursuit of truth?
due on 24/25 Apr
(Submissions without completed worksheets are NS.)
With Standards AA, B, C, & G in mind, write about how
this Transactional Analysis information applied to your
interactions impacted you or provided you with valuable
insight while responding to the KI:
Can human behaviour be studied scientifically?
In order to understand conscious behaviour do we have
to examine motives, or the meaning of an action for the
people involved?
The human sciences are sometimes conceived as aiming
not only to explain human behaviour or action (“from the
outside”) but also to understand it (“from the inside”).
From this perspective, can the human sciences be said to
have a richness that the natural sciences lack, in terms of
ways of knowing and access to different forms of justification?
NOTE: Your labeled/completed Transactional Analysis
Interactions Worksheets and your (possibly stamped) collection
of interactions must be submitted with your written response.
Due Apr 12/15
Teach the Class about a Sense Perception
Knowledge Issue in Pairs
Scenario: Each pair will select a Knowledge Issue to explore
as they teach the class something about Sense Perception as
a Way of Knowing. Each pair will have 5-8 minutes to
complete their lesson.
Required Deliverables: With Standards A, D, E,& H in mind
Step One: Document your idea about what Sense Perception
lesson you intend to offer the class, how you think you can
connect it to your proposed KI, and how this fully implemented
plan will meet the assessed standards and goals.
Step Two: Develop a full lesson plan that includes some sort of
interactive activity where the rest of the class will be fully engaged
as they learn. Consider visual aids and handouts as you think
through how you want your lesson to proceed.
Step Three: Teach the class when your team is selected. Be ready
to go on the first day you might be chosen. All of your materials
will be due at that time, so don’t count on having extra preparation time.
Schedule: Students will have the remaining class time today and the
entire block next class to prepare. Presentations will begin on Apr12/15
and every pair must be ready to proceed when the bell rings. (All
deliverables are due at that time and must be turned in, regardless of
when your pair actually presents to the class.)
Due (phase one) 18/19 Apr
Long-term Interactionsassignment (phase one due 18/19 Apr):
Students will collect and document eight separate interactions where
they have exchanges with a parent figure. It’s in your best interest to
include as many different scenarios as you can – try to characterize
some heated moments, casual conversations, serious discussions, etc.
(You can document exchanges you clearly remember that have already
taken place or ones that haven’t happened yet but will occur before the
due date.) After each interaction has taken place, document notes about
the exchange. NOTE: To count as “an exchange”, an interaction must
have at least four lines of back and forth text.
Example:
Mom Your room is a mess.
Me I’ll pick it up after I finish my History paper.
Mom At least your room has a door so I don’t have to look
at your chaos.
Me Mom, the longer you bother me, the longer all of this
will take.
Mom Watch how you speak to me. Get back to work. I
expect miracles in here.
The exchanges do not have to be documented verbatim – so you don’t
need to be careful to quote things exactly. Your job is to characterize
how both parties communicated and responded.
These transactions are time sensitive and are due for a follow-on in-class
assignment. Items will be stamped when presented on time.
Since you are collecting these without knowing what they’ll eventually be
used for or how you’ll be assessed, you’ll need some guidance so you can
have confidence you are on track to be successful. You are best served
when you collect a wide variety of interactions.
This will form the basis of a submission that will be completed with
standards AA, B, C, & G in mind, so this will count four times.
Due20/21 Mar T/S
With standards AA andFF in mind, construct and record a one minute
answering machine return phonecall speech to the admissions board
of your first choice college explaining howTOK is preparing you for college.
Integrate a response to this knowledgeissue: In what ways haveyour
perspectives changed as a result of your TOK experiences ? These will be
played in class on 20/21Mar. You must make sure your digitalmedia
player will work with the teacher’s laptop computer in advance of the
duedate. Technical glitches that preventthe class from hearing the
message will result in NS for the assignment.
reminder due 6/7 Mar
Intellectual Risk long-term assignment
due 6/7 Mar Time Sensitive
With Standards C & G in mind, write an outline about your new comparative
religion MFCoC understandings and insights following your TOK exploration.
This will be presented orally next class. Each student will have a maximum
of three minutes and will be restricted to content contained in his typed outline.
Only true outlines with scant information and no sentences other than direct
quotes and your thesis statement will be accepted. (Two already printed
copies of the perspective outlines are Time Sensitive deliverables due 6/7 Mar)
Due 26/27 Feb Time Sensitive
T/S - With Standards A, D, & FF in mind, complete a typed formal argument
outline about your participation during your group’s TOK diagram development,
analysis, and presentation work happening today and next class. This will be
presented orally during the 26/27 Feb class. This assignment needs to comply
with formal college-level expectations and can only be a structured true outline.
Each student will have a maximum of three minutes and will be restricted to
content contained in the typed outline. (Two already printed copies of the
argument outline are Time Sensitive deliverables due 26/27 Feb.)
Due on 21/22 Feb
With Standards B and F in mind, write a structured argument defending one
side of your global issue using only ethos appeals. Submissions that stray
from ethos will be NS. This assignment has a maximum length of two pages,
double spaced, using 12 point Times New Roman font, with normal margins
and should comply with college-level structure expectations.
Due on 6/7 Mar
Long Term out of class summative assignment - respond to the Knowledge
Issue: How do values underlie the pursuit of truth and how do they
influence methodology? by taking an intellectual risk. With Standards
AA, C, E, & FF in mind, intellectually challenge an authority figure on a topic of
your choosing, while respecting the authority figure in the process.
· evaluate and justify your role as a risk-taker
· reflect on your experiences as a learner
· consider your growth on an intellectual and personal level
. make connections between academic disciplines, thoughts, feelings,
and actions and your consequently greater sense of yourself as a knower
This assignment needs to be double spaced, typed using 12 point Times New
Roman font, with normal margins and should comply with college-level
structure expectations.
Due on 15/18 Feb
Another out of class summative assignment: With Standards B and F in mind,
write a structured argument defending one side of your global issue using only
pathos appeals. Submissions that stray from pathos will be NS. This assignment
has a maximum length of two pages, double spaced, using 12 point Times New
Roman font, with normal margins and should comply with college-level structure
expectations.
A: Due on 11 Feb. B: Due on 14 Feb
With Standards A, E, & G in mind, write a comparative analysis considering the
collection of your three risks. Provide specific details and show thoughtfulness.
This assignment has a maximum length of two pages, double spaced, using 12
point Times New Roman font, with normal margins and should comply with
college-level structure expectations.
A day: Due on 5 Feb. B day: Due on 8 Feb
With Standards D and F in mind, write a structured argument defending one side of your
global issue using only logos appeals. Submissions that stray from logos will be NS.
This assignment needs to comply with formal college-level writing expectations and has a
maximum length of two pages, single-sided, double spaced, using 12 point Times News
Romans font, with normal margins.
formative assignment: Document details about three separate times you took a personal
risk. Include context (why you think this was a risk), considerations (the process of
weighing the penalties/rewards), rationales (why/how you made your decisions), and
results from each one described.
due 30 Jan / 4 Feb
With standards C, E, & G in mind, revise your global issue response to submit for a grade.
This assignment needs to comply with formal college-level writing expectations and has a
maximum length of two pages, single-sided, double spaced, using 12 point Times News
Romans font, with normal margins.
due 24/25 Jan
formative - not for a grade
With Standards C and E in mind, respond to the following knowledge issue:
How is the knower obligated when making a claim? Or What responsibilities exist for
the knower when claiming some piece of knowledge? by justifying that your selection
is a debatable global issue. Be sure to specify its global qualities and include
a preview of two opposing legitimate positions without choosing or defending
either side; choose words that allow you to project neutrality. This assignment
needs to comply with formal college-level writing expectations. (Each student
needs to complete this and have five paragraphs available next class for a
follow-on activity.)
due 9/10 Jan (T/S)
With standards C and F in mind, produce a typed argument/position
outline that you will present orally in class. Only evidence from
Nacirema-related things may be used as support. Presentations will be
restricted to content contained in produced outlines and may be no
longer than three minutes. Two already printed copies will be needed
for next class – otherwise NS.
Outlines are bulleted items of information, but you may copy entire quotes
if you wish to incorporate them in your oral argument. You may not, however,
type up entire paragraphs and shove them into an outline format in order to
read to the class. You are speaking from an outline, not reading!
NOTICE: Jan 9th is the last day to submit work that may
possibly be considered, scored, recorded, and counted toward
second quarter's TOK grade.
due 7/8 Jan
With Standards A, B, & E in mind, write a reflection that explains
what you got out of the experience. This should not be a listing
of accomplishments, but, rather, an analysis of why they mattered
and how things will be different (for you) because of what happened
and the manner of your participation. This should be a personal
account using only first person voice. (Even if you worked with others,
you are only speaking for yourself.) Reflections that stray from first
person at all will be considered NS/NS/NS TOK submissions. Keep in
mind that this same piece of writing will also be assessed on two English
standards by Mrs. Hartle, so you need to put substantial time and effort
into planning, revising, editing, and polishing your writing. Write with
the standards in mind and after you have completed your first draft,
use the goals diagnostically to find areas for improvement so you can
make value-added revisions and meet the requirements of the assignment.
due 17/18 Dec
Time Sensitive - With Standard F in mind, write a complete argument
that compares or contrasts the Nacerima culture described in the
anthropology journal to a culture you know. (Write in first person only.)
This assignment may not be submitted after the due date as the subject
will be covered extensively in class and then independent thought is
unlikely if not impossible.
due 17/18 Dec
FedEx Experience will take place this wek Monday through Thursday
during Lanuage A and TOK Blocks. Make sure you are prepared and
have your materials. Only the reflection will be graded (against five
standards) following the event.
due 13/14 Dec
Time Sensitive - With Standard D in mind, conduct some research so you
can produce a colorful and attractive storyboard visual presentation of your
global issue and link logos, ethos, and pathos appeals that support your
position. These will be presented during class. Presentations are mandatory,
not optional. Additionally, students will peer assess each other for insightful
feedback (not for a grade.) [Students who wish to develop some other
form of visual display may do so, but bland power points that just have
information typed on template slides are not suitable. Students should
target 90 secnds for the length of their presentations. Students will
receive a maximum of two minutes. Students who are ready to present
on the due date but wo do not have a chance to do so will present on
the Friday prior to break (A day, December 21st) and on the Wednessday
directly following the break (B day, January 2nd, the first day of school in
the new year). This assignment may not be submitted after the due date
as class time must be scheduled for presentations.
due 3/4 Dec
Select a global issue (other than the ones used in class). Make sure
you pick something that interests you as you will be dealing with it
for quite some time in many different ways. It would be wise to pick
something you understand and for which there are plenty of sources
as you will need to conduct some research for the assignments.
due 29/30 Nov
With Standards A (analyze) & B (generate) in mind, produce your own
personal SoP (Statement of Philosophy). Deliberately determine style
and content.
Your SoP must be something physical and permanent to submit and,
in addition, it must be presented orally, either openly to the class or
individually to just your teacher. (Be prepared to present on 29/30 Nov).
due 27/28 Nov
With Standards A, C, and E in mind, answer the following KI:
Do the people in our lives influence our beliefs or
do we seek out people in our lives whose beliefs suit ours?
using only examples from your three interviews as support.
With Standard B in mind, carefully and fully respond to the
candidate’s prompts and submit digitally
(recommendation responses in subject line) via e-mail and
physically typed on paper.Correct grammar, spelling, punctuation, are necessary along
with deliberate word choice as
direct quotes will be extracted and used verbatim.
due 14/15 Nov
With Standard D in mind, answer the following KI:
In what sense is your community of knowers like
bees constructing the labyrinths of their hive or
a group of builders constructing a building?
using only examples from the Knowledge Issues in Rotation
(we did it in the library) exercise as support.
due 7/8 Nov
With Standard E (communicate) in mind,
construct a typed informal resume using three or four of
the categories (I think, I believe, I know, I am) and
at most two sides of a single page.
Communicate who you uniquely are so that your
submission is memorable in a positive way.
New Heading Requirement: (begins second quarter)
The entire assignment (word for word) must be typed
at the top of your work.
due 1/2 Nov
last date to submit
Inventory, Determination, and Self Evaluation
documents and have them count for
first quarter’s grades.
(Otherwise NS for 3rd assessment of Std C and Std E)
due 25/26 Oct
in-class assessment
With standard C in mind,
complete the Interview Determination Justications.(No opt-out provisions; time sensitive)
This is foundational work for follow-on assignments.
due 23/24 Oct
in-class assessment
With standard E in mind,
complete the Intellectual Idealist's Inventory(No opt-out provisions; time sensitive)
This is foundational work for follow-on assignments.
due 23/24 Oct
With standard D in mind, discuss how
the Flatlands activity was linked to you
understanding your limitations as a knower.
due 19/22 Oct
With Standard C in mind, write about how the
"different ways a pen can be viewed" exercise
impacted you as a knower.
due 16/17 Oct
With Standard C in mind, write about how the unpacking Kerouac
exercise facilitated you to think deeply.
due 11/12 Oct
With standard E in mind, pick the Mother Theresa or St. Augustine
Thought Journal quote and draft a script of monologue. Monologues
must be grounded in the selected quote and can last up to a maximum
of one minute for each presentation to the class. Typed scripts will have
to be submitted just prior to presentations (perhaps print two so you can
have one and I can have one.) Only the script will be assessed.
due 9/10 Oct
CIDN CAL # 3
HEADING UPDATE
As of Oct 5, every piece of submitted work must have a heading that includes:
name, block, description of the item, standard(s), and file number
due 5/8 Oct
With standard B in mind, produce a print magazine advertisement
"selling" American profanity as either good or bad - pick only one side!
Other than restricting yourself to a single side of one sheet of paper,
there is no format requirement and this doesn't need to be typed.
These may be hand done or they may be "computerized", etc.
Please put the appropriate heading on the back of your submissions.
(Paper can be no larger than 8.5" x 11")
due 3/4 Oct
prepare for a SS on CIDN with standard D in mind. Every offering must
be a link or comparison to be scored. You may submit up to seven typed
questions at the time of the seminar. (format/heading)
due 1/2 Oct
Write a letter with standard E in mind to the decision makers of Innovation Showcase.
Explain why they should encourage and convince teachers to have high school students
consider Giggle Giggle Quack. (typed with heading - of course)
due 27/28 Sep
CIDN CAL # 2
due 21/24 SepWith Standard D in mind, write (for a grade) about how the
Maheo account compares/contrasts with your own beliefs.
How the World was Made is available on my resources webpage.
due 19/20 Sep
CIDN CAL # 1
due 17/18 Sep
SS CIDN - Prepare for Socratic Seminar restricted to assigned reading
With standard B in mind, type SS questions designed to meet the objective and goals.
I will assess up to seven typed questions submitted during class.
Follow documented heading directions.
The seminar will be conducted on 17/18 Sep
due 11/12 Sep
Students need to have CIDN in class
Nooks and Kindles are acceptable providing:
you are ONLY using them for CIDN during class
you know how to annotate using the technology
CIDN Reading Schedule & CAL Assignment
10 reading assignments (Time Sensitive!)
annotate text with iceberg culture categories
find and mark every category you discern
complete entries for five rows in your Cultural Awareness Log
with the fullest, most in-depth inferences you can produce
each time spend 45 minutes (including reading time)
to prompt brilliant and unique deep thought
you may not reuse a category during the first 41 chapters
no category may be used more than three times total
Since there are 10 days of reading assignments listed,
there should be 50 rows of completed CAL entries for the book
CIDN and Cultural Awareness Logs – Standard A Supplement descriptions
first assessment row 1 – row 15 due date (feedback) 19/20 Sep
second assessment row 16 – row 30 due date (feedback) 27/28 Sep
third assessment row 31 – row 50 due date 9/10 Oct
Submissions must be typed and include a heading:
name and block
description of the assignment
the standard(s) on which it is being assessed
(Only physical copies will be accepted – printing must be done in advance.)
A WORD document CAL template is available - see the above link
students submit only requested rows/chapters each time.
three separate files would streamline organization
due10/11 Sep
Bring written definitions of the cultural features
you were assigned in class. Think deeply.
Use specific language. Invest appropriate time.
due 5/6 Sep
Prepare for Socratic Seminar over
Click Clack Moo Cows That Type
with Standard B in mind.
If you wish to submit questions for scoring, they must be typed.
Please bring the text and your TOK rubrics to class.
due 31 Aug /3 Sep - personal pictographs
horizontal and clear very readable name
one side of a sheet of white unlined copy paper
three objectives depicted in any manner WITHOUT WORDS
1) significant thing(s) about your family
2) significant thing(s) about your future course of study, college major, choice of college, or career
3) significant thing(s) about what fills your time, mind, and heart when you aren't working or doing family stuff
(number 3 might include the hobby category)
you may use color, computers, hand-drawn images, photographs, etc - whatever you like
this will be a public document - I am planning on posting them on the wall
after they are submitted they become my property - you won't get yours back
students will have up to one minute to orally explain their inclusions
