Final Reflection--submitted to Schoology
Monday, May 17th
I am proctoring an AP exam. You will be asynchronous at home. Those who are in-person will have a sub. Everyone who submitted A draft at this point has at least one round of teacher feedback, including late submissions (check both drafts--at least one has feedback from me). I am currently working through the latest round of feedback. Use our period to continue improving your most recent work, reviewing the samples/formatting requirements/rubric, and getting peer feedback. Everyone should also double-check their word count (950 words total--they will not read past 950) and references as needed.
Good Sample
Good Sample
Good Sample
Scoring Rubric
I am proctoring an AP exam. You will be asynchronous at home. Those who are in-person will have a sub. Everyone who submitted A draft at this point has at least one round of teacher feedback, including late submissions (check both drafts--at least one has feedback from me). I am currently working through the latest round of feedback. Use our period to continue improving your most recent work, reviewing the samples/formatting requirements/rubric, and getting peer feedback. Everyone should also double-check their word count (950 words total--they will not read past 950) and references as needed.
Good Sample
Good Sample
Good Sample
Scoring Rubric
Thursday, May 13th
Bellringer--Ms. Kitchka visit regarding EE
Schedule--Peer reviews for most recent draft improvements (after Mrs. Kane's feedback)
Homework--Next draft due Friday, May 14th (tomorrow) at 9 am.
References for continued use--
1. Overview, Word Count, and Other Formatting Requirements
2. Good Sample
3. Good Sample
4. Good Sample
5. Scoring Rubric
Bellringer--Ms. Kitchka visit regarding EE
Schedule--Peer reviews for most recent draft improvements (after Mrs. Kane's feedback)
Homework--Next draft due Friday, May 14th (tomorrow) at 9 am.
References for continued use--
1. Overview, Word Count, and Other Formatting Requirements
2. Good Sample
3. Good Sample
4. Good Sample
5. Scoring Rubric
Monday, May 10th
All feedback for drafts has been completed (draft that was due Friday morning). Make sure to click inside the document on Schoology and read the comment bubbles for improvements. We are having an asynchronous period since I am proctoring an AP exam. You are responsible for working on improving your next draft (using this feedback). It is due on Wednesday.
All feedback for drafts has been completed (draft that was due Friday morning). Make sure to click inside the document on Schoology and read the comment bubbles for improvements. We are having an asynchronous period since I am proctoring an AP exam. You are responsible for working on improving your next draft (using this feedback). It is due on Wednesday.
Thursday, May 6th
Submit to Schoology: completed rough draft w/ three objects
Schedule: peer review groups
Homework: updated, revised TOK Exhibition Assessment (showing changes) due tomorrow by 9 am.
Submit to Schoology: completed rough draft w/ three objects
Schedule: peer review groups
Homework: updated, revised TOK Exhibition Assessment (showing changes) due tomorrow by 9 am.
Monday, May 3rd
Open the document from last class (starting with 4/26) and begin an entry for today.
Bellringer A. Drop your five objects separately and directly in the chat! Copy and paste your prompt question along with each image.
B. Submit your document with images of selected objects and justifications to Schoology.
C. Reply to at least three images in the chat (can be three different students). Be sure to “@” the original owner.
D. Read the TOK Assessment Rubric (linked on class website). Then, read the following samples: Sample C, Sample E, Sample J (linked on class website). For today’s bellringer entry, rank and record a score for each sample. Explain each response. Be prepared to discuss.
Schedule— Items A, B, C, and D above (independently), class discussion of samples at the end using the Assessment Rubric (remember this will also be your final exam: 10=100 points, 9=90 points, 8=80 points, etc.). Official scores revealed for each sample.
Homework—Narrow objects down to the official three. Full draft due Wednesday, May 5th by 3:15 pm. See guidelines, word count, referencing, and other formalities here: https://tok2022.weebly.com/tok-exhibition.html
Open the document from last class (starting with 4/26) and begin an entry for today.
Bellringer A. Drop your five objects separately and directly in the chat! Copy and paste your prompt question along with each image.
B. Submit your document with images of selected objects and justifications to Schoology.
C. Reply to at least three images in the chat (can be three different students). Be sure to “@” the original owner.
D. Read the TOK Assessment Rubric (linked on class website). Then, read the following samples: Sample C, Sample E, Sample J (linked on class website). For today’s bellringer entry, rank and record a score for each sample. Explain each response. Be prepared to discuss.
Schedule— Items A, B, C, and D above (independently), class discussion of samples at the end using the Assessment Rubric (remember this will also be your final exam: 10=100 points, 9=90 points, 8=80 points, etc.). Official scores revealed for each sample.
Homework—Narrow objects down to the official three. Full draft due Wednesday, May 5th by 3:15 pm. See guidelines, word count, referencing, and other formalities here: https://tok2022.weebly.com/tok-exhibition.html
Thursday, April 29th
Open the document from last class (4/26) and begin an entry for today.
Bellringer A. Submit your document that contains THE QUESTION you will be using for the Exhibition assessment and the 10-minute focused freewriting that you did in response.
B. What potential objects with real-life contexts can you use (for your selected prompt) to demonstrate how TOK applies outside of class and to the “real world?” List as many as you can.
Schedule— Bellringer, “How Should We Engage with Knowledge from the Internet?” instructional tool sharing/presentations
Homework—Due next class (Monday): Five objects that are applicable that you can use to address the IA prompt you selected. You should have images of these five objects in a Google or MS Word doc with a sentence or so briefly justifying your selection of each. Be prepared to share in class.
Remember—each object has to be something that would appear in the real world or have a real-world context. You could even use something that you "own" or have created yourself previously. However, it cannot be something you have created for the purpose of the TOK exhibition. Each object should have a particular context that is meaningful and has a real-world context in the world as it is. Generic photos of babies, for example, do not have this context.
Open the document from last class (4/26) and begin an entry for today.
Bellringer A. Submit your document that contains THE QUESTION you will be using for the Exhibition assessment and the 10-minute focused freewriting that you did in response.
B. What potential objects with real-life contexts can you use (for your selected prompt) to demonstrate how TOK applies outside of class and to the “real world?” List as many as you can.
Schedule— Bellringer, “How Should We Engage with Knowledge from the Internet?” instructional tool sharing/presentations
Homework—Due next class (Monday): Five objects that are applicable that you can use to address the IA prompt you selected. You should have images of these five objects in a Google or MS Word doc with a sentence or so briefly justifying your selection of each. Be prepared to share in class.
Remember—each object has to be something that would appear in the real world or have a real-world context. You could even use something that you "own" or have created yourself previously. However, it cannot be something you have created for the purpose of the TOK exhibition. Each object should have a particular context that is meaningful and has a real-world context in the world as it is. Generic photos of babies, for example, do not have this context.
Monday, April 26th
Open the document from last class (beginning with 4/15 through April 21st) for submission. Begin a NEW document for today’s work.
Bellringer A. Submit your bellringer and classwork document for 4/15-4/22 to Schoology.
B . Submit your TOK Exhibition Assessment prompt questions (annotated/notes) to Schoology.
C. Select three questions (the TOK Exhibition Assessment prompts) that you find most interesting. Record these questions in today’s document, and, next to each question, explain your selection.
Schedule— Bellringer, How Should We Engage with Knowledge from the Internet? and presentation project—Create your own instructional tool workshop (video, poster, graphic, meme, etc.):
Resources: BBC: How to Identify Fake News United Nations: Fight Fake News
Harvard University: Tips for Spotting a Fake News Story
Homework—Due next class:
A. “How Should We Engage with Knowledge from the Internet?” instructional tool
B. Using the TOK Exhibition Assessment questions, select THE QUESTION you will be using by next class. In a separate document, record the question, and complete a 10 minute “focused-freewriting” underneath:
In the simplest terms, freewriting refers to the act of writing quickly for a set time from ten to fifteen minutes, just putting down whatever is in the mind on the topic, without pausing and worrying about what words to use, and without going back to modify what has been written. In writing theorist Peter Elbow’s own words, “the only requirement is that you never stop.”
Wednesday, April 21st
Open the document from last class (beginning with 4/15)
Bellringer A. Look back at your 3, 3, and 3 reflection notes from last class. Select one item to explore and write about further.
B. Submit your 3, 3, and 3 reflection on technology/filter bubbles to Schoology.
C. Is bias inevitable in the production of knowledge through technology?
D. In what ways does our knowledge depend on our interactions with other knowers through technology?
Schedule— Bellringer, bellringer review/discussion, How Should We Engage with Knowledge from the Internet? Presentation project—Create your own instructional tool (video, poster, etc.):
Resources: BBC: How to Identify Fake News United Nations: Fight Fake News
Harvard University: Tips for Spotting a Fake News Story
Homework--Using the TOK Exhibition Assessment prompts, annotate each question with words/phrases that indicate possible ideas for responses. Consider our classwork through the lenses of knowledge and the knower, knowledge and language, & knowledge and technology when brainstorming ideas. Document due next class.
Open the document from last class (beginning with 4/15)
Bellringer A. Look back at your 3, 3, and 3 reflection notes from last class. Select one item to explore and write about further.
B. Submit your 3, 3, and 3 reflection on technology/filter bubbles to Schoology.
C. Is bias inevitable in the production of knowledge through technology?
D. In what ways does our knowledge depend on our interactions with other knowers through technology?
Schedule— Bellringer, bellringer review/discussion, How Should We Engage with Knowledge from the Internet? Presentation project—Create your own instructional tool (video, poster, etc.):
Resources: BBC: How to Identify Fake News United Nations: Fight Fake News
Harvard University: Tips for Spotting a Fake News Story
Homework--Using the TOK Exhibition Assessment prompts, annotate each question with words/phrases that indicate possible ideas for responses. Consider our classwork through the lenses of knowledge and the knower, knowledge and language, & knowledge and technology when brainstorming ideas. Document due next class.
Monday, April 19th
Open the document from last class (4/15)
Bellringer A. Submit the annotated TOK Exhibition samples to Schoology. Record any further questions you have about the assessment.
B. How does technology shape how we know?
Does technology aid or hinder cognition?
C. Reflect on the following opinion article on artificial intelligence https://www.theguardian.com/commentisfree/2021/jan/20/the-matrix-made-me-think-about-how-stupid-ai-is-making-us
For your reflection, consider personal experience, questions, predictions, connections (within the text and to works and experiences outside the text)
Schedule— Bellringer, bellringer review/discussion, technology and “filter bubbles” and how technology shapes how we know
Video clip w/ 3, 3, and 3: https://www.ted.com/talks/tristan_harris_how_a_handful_of_tech_companies_control_billions_of_minds_every_day/transcript
3 questions, 3 reactions, 3 connections in a separate document
Homework —Prepare 3, 3, and 3 document for submission and discussion next class
Open the document from last class (4/15)
Bellringer A. Submit the annotated TOK Exhibition samples to Schoology. Record any further questions you have about the assessment.
B. How does technology shape how we know?
Does technology aid or hinder cognition?
C. Reflect on the following opinion article on artificial intelligence https://www.theguardian.com/commentisfree/2021/jan/20/the-matrix-made-me-think-about-how-stupid-ai-is-making-us
For your reflection, consider personal experience, questions, predictions, connections (within the text and to works and experiences outside the text)
Schedule— Bellringer, bellringer review/discussion, technology and “filter bubbles” and how technology shapes how we know
Video clip w/ 3, 3, and 3: https://www.ted.com/talks/tristan_harris_how_a_handful_of_tech_companies_control_billions_of_minds_every_day/transcript
3 questions, 3 reactions, 3 connections in a separate document
Homework —Prepare 3, 3, and 3 document for submission and discussion next class
Thursday, April 15th
Welcome! Open the document from previous classes (3/29, 4/8)
Bellringer Submit to Schoology:
Bellringer/Classwork Document for 3/29 and 4/8 including —“Can #MeToo Fix Spain’s Language Problem?” article responses
Schedule-- Bellringer assignment submission, Assessment: TOK Exhibition introduction, reviewing samples:
Homework —TOK Exhibition--Sample A and Sample B
Using a PDF annotator (https://tools.pdf24.org/en/annotate-pdf), read and mark up both samples. Each paragraph and image should have at least two annotations.
TOK Exhibition Prompts
Welcome! Open the document from previous classes (3/29, 4/8)
Bellringer Submit to Schoology:
Bellringer/Classwork Document for 3/29 and 4/8 including —“Can #MeToo Fix Spain’s Language Problem?” article responses
Schedule-- Bellringer assignment submission, Assessment: TOK Exhibition introduction, reviewing samples:
Homework —TOK Exhibition--Sample A and Sample B
Using a PDF annotator (https://tools.pdf24.org/en/annotate-pdf), read and mark up both samples. Each paragraph and image should have at least two annotations.
TOK Exhibition Prompts
Thursday, April 8th
Welcome! Open the document from last bellringer (3/29)
Bellringer A. How might the context in which knowledge is presented through language influence whether it is accepted or rejected?
B. Read “The Sound of Racial Profiling” (article linked on class website)
C. Create an open-ended TOK-based question for discussion that addresses “The Sound of Racial Profiling” AND one question that addresses at least one of the following:
1. article on Rwandan genocide and language
2. video—“Animalogy: Change Your Language, Change the World”
3. article from The NewStatesmen on language and speciesism (homework last assigned)
Schedule-- Bellringer, bellringer review, graded group discussions
Homework —“Can #MeToo Fix Spain’s Language Problem?”—read the article and then respond to each of the following (in today’s document underneath your bellringer):
Welcome! Open the document from last bellringer (3/29)
Bellringer A. How might the context in which knowledge is presented through language influence whether it is accepted or rejected?
B. Read “The Sound of Racial Profiling” (article linked on class website)
C. Create an open-ended TOK-based question for discussion that addresses “The Sound of Racial Profiling” AND one question that addresses at least one of the following:
1. article on Rwandan genocide and language
2. video—“Animalogy: Change Your Language, Change the World”
3. article from The NewStatesmen on language and speciesism (homework last assigned)
Schedule-- Bellringer, bellringer review, graded group discussions
Homework —“Can #MeToo Fix Spain’s Language Problem?”—read the article and then respond to each of the following (in today’s document underneath your bellringer):
- What information would you include in an Insta story or Facebook live video about this article? How would you present it?
- What symbol would best represent the ideas presented in this text?
- How would you best capture the meaning of this text in exactly six words?
Monday, March 29th
Welcome! Open a new document for today’s work.
Bellringer A. How does the way that we organize or classify knowledge affect what we know? What role does language play in classifying and organizing our world (and everyone/everything in it)?
B. Revisit your reflection for the article on how hateful speech in Rwanda led to violence. What specific connections can you make to your response for A above?
Schedule-- Bellringer, bellringer review and discussion
Homework --Article on Language and Speciesism from The NewStatesman--reflection response per boxed paragraph (question, connection, reaction, something learned, etc.). Type responses directly into document and save. Due at the beginning of next class.
Welcome! Open a new document for today’s work.
Bellringer A. How does the way that we organize or classify knowledge affect what we know? What role does language play in classifying and organizing our world (and everyone/everything in it)?
B. Revisit your reflection for the article on how hateful speech in Rwanda led to violence. What specific connections can you make to your response for A above?
Schedule-- Bellringer, bellringer review and discussion
- Language and Power—"Change Your Language…Change the World?” clip:
- post-viewing reflection questions (mini, open-ended reflection “quiz”)—responses entered in to online form: https://forms.office.com/r/L01ZSQSKwm
Homework --Article on Language and Speciesism from The NewStatesman--reflection response per boxed paragraph (question, connection, reaction, something learned, etc.). Type responses directly into document and save. Due at the beginning of next class.
Wednesday, March 17th
Welcome! Continue in the previous document from last class (starting with Monday, March 15th)
Bellringer A. What challenges are raised by the dissemination and/or communication of knowledge through language? Is bias inevitable in the production of knowledge, for example? Why or why not?
B. What is the connection between knowledge, language, and power? How might language, albeit subconsciously, reinforce social class, gender boundaries, and ethnic hierarchies?
Schedule -- Bellringer, bellringer review and discussion, Language and Power—“Orwellian Language” clip: https://www.youtube.com/watch?v=oe64p-QzhNE&t=318s with notes
Language and Power—Dehumanizing Language, article with brief reflection in today’s document (for discussion next class)
https://www.theatlantic.com/ideas/archive/2019/04/rwanda-shows-how-hateful-speech-leads-violence/587041/
Homework —Submit bellringer document (3/15 and 3/17 with today's notes) to Schoology by the end of the school day today.
Welcome! Continue in the previous document from last class (starting with Monday, March 15th)
Bellringer A. What challenges are raised by the dissemination and/or communication of knowledge through language? Is bias inevitable in the production of knowledge, for example? Why or why not?
B. What is the connection between knowledge, language, and power? How might language, albeit subconsciously, reinforce social class, gender boundaries, and ethnic hierarchies?
Schedule -- Bellringer, bellringer review and discussion, Language and Power—“Orwellian Language” clip: https://www.youtube.com/watch?v=oe64p-QzhNE&t=318s with notes
Language and Power—Dehumanizing Language, article with brief reflection in today’s document (for discussion next class)
https://www.theatlantic.com/ideas/archive/2019/04/rwanda-shows-how-hateful-speech-leads-violence/587041/
Homework —Submit bellringer document (3/15 and 3/17 with today's notes) to Schoology by the end of the school day today.
Monday, March 15th
Welcome! New quarter, new document!
Bellringer--Based on the documentary we viewed last class (Babies, Language), create three open-ended questions in which you reference specific ideas/research. You may use outside references that connect to our viewing.
Schedule -- Bellringer, bellringer review, split group discussions using bellringer questions (recorded meetings)
Welcome! New quarter, new document!
Bellringer--Based on the documentary we viewed last class (Babies, Language), create three open-ended questions in which you reference specific ideas/research. You may use outside references that connect to our viewing.
Schedule -- Bellringer, bellringer review, split group discussions using bellringer questions (recorded meetings)
Thursday, March 11th
Language Acquisition:
https://www.youtube.com/watch?v=BFtbXwnBRg8
Language Acquisition:
https://www.youtube.com/watch?v=BFtbXwnBRg8
Monday, March 8th
Welcome! Continue in the previous document from last class.
Bellringer A. Read through the brief article on nonhuman animals and language (linked). What connections can you make to previous class readings, discussions, bellringers, and our understanding of knowledge?
B. What decisions did you make for your previous one-pager that you believe reflect your own interpretations and perspective as a knower?
Schedule -- Bellringer, bellringer review, language and culture--Non-human language split group discussions (use previous articles, video clip, one-pager, today’s bellringer for basis)
Homework —Submit bellringer document (including previous classes) to Schoology on Wednesday (asynchronous) and complete 5 Essentials Survey (waiting on link from administration…check Teams messages for further info).
Welcome! Continue in the previous document from last class.
Bellringer A. Read through the brief article on nonhuman animals and language (linked). What connections can you make to previous class readings, discussions, bellringers, and our understanding of knowledge?
B. What decisions did you make for your previous one-pager that you believe reflect your own interpretations and perspective as a knower?
Schedule -- Bellringer, bellringer review, language and culture--Non-human language split group discussions (use previous articles, video clip, one-pager, today’s bellringer for basis)
Homework —Submit bellringer document (including previous classes) to Schoology on Wednesday (asynchronous) and complete 5 Essentials Survey (waiting on link from administration…check Teams messages for further info).
Thursday, March 4th
Welcome! Continue in the previous document from last class.
Bellringer A. Select one of the knowledge questions on the “ethics” of language to address below. In your response, connect to previous class discussions, readings, personal experience, or other courses--
Schedule -- Bellringer, bellringer review language and culture--
“When Will We Learn to Speak Animal Languages?”—article “One-Pager” assignment (class workshop time) , finish and submit to Schoology
Homework —Submit “When Will We Learn to Speak Animal Languages?” One-Pager Assignment. Each chunked section in the article should be addressed and represented on the one-pager. Page should include a combination or significant images, quotes, and own commentary.
Welcome! Continue in the previous document from last class.
Bellringer A. Select one of the knowledge questions on the “ethics” of language to address below. In your response, connect to previous class discussions, readings, personal experience, or other courses--
- How can we know if language is intended to deceive or manipulate us?
- To what extent are we morally responsible for the language that we use?
Schedule -- Bellringer, bellringer review language and culture--
“When Will We Learn to Speak Animal Languages?”—article “One-Pager” assignment (class workshop time) , finish and submit to Schoology
Homework —Submit “When Will We Learn to Speak Animal Languages?” One-Pager Assignment. Each chunked section in the article should be addressed and represented on the one-pager. Page should include a combination or significant images, quotes, and own commentary.
Tuesday, March 2nd
Welcome! Open a new document and put today’s date at the top.
Bellringer Select one of the knowledge questions on the “perspective” of language to address below. In your response, connect to previous class discussions, readings, personal experience, or other courses--
“When Will We Learn to Speak Animal Languages?”—article and “One-Pager” assignment (class workshop time)
Homework —Reading— “When Will We Learn to Speak Animal Languages?” One-Pager Assignment. Using the article, create a “One-Pager” (see examples: example 1, example 2). Each chunked section in the article should be addressed and represented on the one-pager. Page should include a combination or significant images, quotes, and own commentary. Digital or created by hand (but be able to take and upload a photo).
Welcome! Open a new document and put today’s date at the top.
Bellringer Select one of the knowledge questions on the “perspective” of language to address below. In your response, connect to previous class discussions, readings, personal experience, or other courses--
- Does the transmission of knowledge from one person or generation to another depend on language?
- What knowledge might be lost if the whole world shared one common language?
“When Will We Learn to Speak Animal Languages?”—article and “One-Pager” assignment (class workshop time)
Homework —Reading— “When Will We Learn to Speak Animal Languages?” One-Pager Assignment. Using the article, create a “One-Pager” (see examples: example 1, example 2). Each chunked section in the article should be addressed and represented on the one-pager. Page should include a combination or significant images, quotes, and own commentary. Digital or created by hand (but be able to take and upload a photo).
Thursday, February 25th
Ms. Paulus, Naviance Career Exploration
Ms. Paulus, Naviance Career Exploration
Monday, February 22nd
Welcome! Open the document from Friday and record today’s date after skipping some space.
Bellringer-- Select one of the knowledge questions on the “scope” of language to address below. In your response, connect to previous class discussions, readings, personal experience, or other courses--
Homework—Reading— “Language and Thought” from the Linguistic Society—reflection paragraph in today’s document
Welcome! Open the document from Friday and record today’s date after skipping some space.
Bellringer-- Select one of the knowledge questions on the “scope” of language to address below. In your response, connect to previous class discussions, readings, personal experience, or other courses--
- Can all knowledge be expressed in words or symbols?
- Is it possible to think or know without language?
Homework—Reading— “Language and Thought” from the Linguistic Society—reflection paragraph in today’s document
Monday, February 22nd
Welcome! Open the document from Friday and record today’s date after skipping some space.
Bellringer-- Select one of the knowledge questions on the “scope” of language to address below. In your response, connect to previous class discussions, readings, personal experience, or other courses--
Homework—Reading— “Language and Thought” from the Linguistic Society—reflection paragraph in today’s document
Welcome! Open the document from Friday and record today’s date after skipping some space.
Bellringer-- Select one of the knowledge questions on the “scope” of language to address below. In your response, connect to previous class discussions, readings, personal experience, or other courses--
- Can all knowledge be expressed in words or symbols?
- Is it possible to think or know without language?
Homework—Reading— “Language and Thought” from the Linguistic Society—reflection paragraph in today’s document
Friday, February 19th
Open a new document!
Bellringer-- Select one prompt below. In your response, connect to previous class discussions, readings, or other courses--
Homework—Reading— “The Randomness of Language Evolution”—chunked annotations directly in the document (connections, open-ended questions, and intellectual curiosity) due for discussion next class
Open a new document!
Bellringer-- Select one prompt below. In your response, connect to previous class discussions, readings, or other courses--
- How does language allow us to pool resources and share knowledge?
- Do people from different linguistic or cultural backgrounds live, in some sense, in different worlds?
Homework—Reading— “The Randomness of Language Evolution”—chunked annotations directly in the document (connections, open-ended questions, and intellectual curiosity) due for discussion next class
Thursday, February 18th
Continue in previous document (started with 2/8 and 2/10). Skip some space before entering today’s date.
Bellringer-- A. Think of a single day in your life. How, during it, do you use language? Do you use it to gain or give knowledge in the form of information? Probably. But what else? What are the first words you utter as you wake up in the morning? Think of all the different roles that language plays in your life during a typical day.
B. What would you say, right from the outset, is the role of language in knowing? How does it influence what we know and how we know it?
Schedule-- Bellringer, bellringer review, discussion: language introduction/evolution, “How Language Shapes the Way We Think”, submit bellringer/classwork document for 2/8, 2/10, and 2/18 (today)
Homework --“Lost in Translation” article—paragraph annotations in separate document
Continue in previous document (started with 2/8 and 2/10). Skip some space before entering today’s date.
Bellringer-- A. Think of a single day in your life. How, during it, do you use language? Do you use it to gain or give knowledge in the form of information? Probably. But what else? What are the first words you utter as you wake up in the morning? Think of all the different roles that language plays in your life during a typical day.
B. What would you say, right from the outset, is the role of language in knowing? How does it influence what we know and how we know it?
Schedule-- Bellringer, bellringer review, discussion: language introduction/evolution, “How Language Shapes the Way We Think”, submit bellringer/classwork document for 2/8, 2/10, and 2/18 (today)
Homework --“Lost in Translation” article—paragraph annotations in separate document
Wednesday, February 10th
Open a new document!
Bellringer-- Using the reading from last class (“The Ethics of Erasing Bad Memories”), create a TOK knowledge question. See linked background, directions, and examples.
Schedule-- Bellringer, bellringer review, discussion: “The Ethics of Erasing Bad Memories”
Homework —Chunked annotations: “How Instagram May Be Ruining Your Memory” and reflection at the bottom of the article (all in actual article document)—due next class
Open a new document!
Bellringer-- Using the reading from last class (“The Ethics of Erasing Bad Memories”), create a TOK knowledge question. See linked background, directions, and examples.
Schedule-- Bellringer, bellringer review, discussion: “The Ethics of Erasing Bad Memories”
Homework —Chunked annotations: “How Instagram May Be Ruining Your Memory” and reflection at the bottom of the article (all in actual article document)—due next class
Monday, February 8th
Open a new document!
Bellringer-- A. Read the following five statements. True or false? 1. Amnesia makes one unable to remember one’s identity. 2. Unexpected objects generally grab attention. 3. Memory can be enhanced through hypnosis. 4. A confident eyewitness should be sufficient to convict a defendant on criminal charges. 5. Memory works like a video camera.
B. How can memories of the past be checked for accuracy? What are the dangers to knowledge of overemphasizing the reliability of memory? What are the dangers to knowledge of overemphasizing the unreliability of knowledge?
Schedule-- Bellringer, bellringer review, memory discussion, Eternal Sunshine of the Spotless Mind clip, “The Ethics of Erasing Bad Memories”
Homework —Reflection response to the article PLUS three open-ended discussion questions (be prepared to share) in today's document--“The Ethics of Erasing Bad Memories” due Wednesday during our class period (submit to Schoology)
Thursday, February 4th
Continue in the document from last class. Skip some space before today’s date.
Bellringer-- Using the article your read for last class (“Imagining the Future…”), create a TOK knowledge question. See linked background, directions, and examples here.
Schedule—bellringer, bellringer discussion, Knowledge and the Knower continued: split group discussion of “Imagining the Future…”
Homework —Submit bellringer/classwork document (begins with 1/28 and includes today’s work)
Continue in the document from last class. Skip some space before today’s date.
Bellringer-- Using the article your read for last class (“Imagining the Future…”), create a TOK knowledge question. See linked background, directions, and examples here.
Schedule—bellringer, bellringer discussion, Knowledge and the Knower continued: split group discussion of “Imagining the Future…”
Homework —Submit bellringer/classwork document (begins with 1/28 and includes today’s work)
Monday, February 1st
Continue in the document from last class. Skip some space before today’s date.
Bellringer-- Using the article your read for last class (“How Many Memories…”), create a TOK knowledge question. See linked background, directions, and examples here.
Schedule—bellringer, bellringer discussion, Knowledge and the Knower continued: whole class discussion of “How Many of Your Memories…”
Homework —Submit “How Many of Your Memories…” document to Schoology
“Imagining the Future” article annotation in a separate document (respond directly to each block of text with an annotation—use annotation options)—completed by next class
Continue in the document from last class. Skip some space before today’s date.
Bellringer-- Using the article your read for last class (“How Many Memories…”), create a TOK knowledge question. See linked background, directions, and examples here.
Schedule—bellringer, bellringer discussion, Knowledge and the Knower continued: whole class discussion of “How Many of Your Memories…”
Homework —Submit “How Many of Your Memories…” document to Schoology
“Imagining the Future” article annotation in a separate document (respond directly to each block of text with an annotation—use annotation options)—completed by next class
Thursday, January 28th
Open a new document for today!
Bellringer-- What is your earliest memory? Are you aware of parts of your own life that, for the moment, at least, have escaped your memory? Do you think your memories of the past influence your interpretations of the present and your choices for the future?
Schedule—bellringer, bellringer discussion, Knowledge and the Knower continued: memory exercise, Eyewitness Testimony clip (start at 5:46, end at 11:04), article: “How Many of Your Memories…”
Homework —article annotation in a separate document (respond directly to each block of text with an annotation--use annotation options)
Open a new document for today!
Bellringer-- What is your earliest memory? Are you aware of parts of your own life that, for the moment, at least, have escaped your memory? Do you think your memories of the past influence your interpretations of the present and your choices for the future?
Schedule—bellringer, bellringer discussion, Knowledge and the Knower continued: memory exercise, Eyewitness Testimony clip (start at 5:46, end at 11:04), article: “How Many of Your Memories…”
Homework —article annotation in a separate document (respond directly to each block of text with an annotation--use annotation options)
Monday, January 25th
Open a new document for today!
Bellringer-- Nobel prize-winning physicist Richard Feynman once said, “The first principle is that you must not fool yourself—and you are the easiest person to fool.” Discuss this quote using our class discussions, lectures, presentation notes, or other TOK class content. Be specific in your references.
Schedule—bellringer, bias presentations—wrap-up, The Pattern Behind Self-Deception
Homework —Be prepared to submit today’s document in Schoology at 3:15
Open a new document for today!
Bellringer-- Nobel prize-winning physicist Richard Feynman once said, “The first principle is that you must not fool yourself—and you are the easiest person to fool.” Discuss this quote using our class discussions, lectures, presentation notes, or other TOK class content. Be specific in your references.
Schedule—bellringer, bias presentations—wrap-up, The Pattern Behind Self-Deception
- 3, 3, 3 notes (3 questions, 3 connections, and 3 things you learned)
- Reflection response (show improvement based on samples discussed in class)
- Reflection ideas to consider include:
- Your perceptions
- Any questions you have
- Other experiences, ideas and observations you have had and how they relate
- What you found confusing, inspiring, difficult, or interesting and why
- Possibilities, speculations, hypotheses, or solutions
- Alternative interpretations or different perspectives on what you have read or experienced
- How new ideas challenge what you already know
- How you reached a point of understanding
Homework —Be prepared to submit today’s document in Schoology at 3:15
Thursday, January 21st
Continued in the same document as last class
Bellringer-- (none—we will pick up where we left off last class)
Schedule—previous assignment feedback and examples, biases--sharing out and recording continued
Homework —Be prepared to submit today’s document, including previous classes (bellringer responses, bias notes) on Schoology
Continued in the same document as last class
Bellringer-- (none—we will pick up where we left off last class)
Schedule—previous assignment feedback and examples, biases--sharing out and recording continued
Homework —Be prepared to submit today’s document, including previous classes (bellringer responses, bias notes) on Schoology
Tuesday, January 19th
Continued in the same document as last class
Bellringer-- (none—we will pick up where we left off last class)
Schedule—previous assignment feedback and examples, biases--sharing out and recording continued
Homework —Be prepared to submit today’s document, including last class (bellringer responses, notes, reflections) on Schoology
Continued in the same document as last class
Bellringer-- (none—we will pick up where we left off last class)
Schedule—previous assignment feedback and examples, biases--sharing out and recording continued
Homework —Be prepared to submit today’s document, including last class (bellringer responses, notes, reflections) on Schoology
Thursday, January 14th
Continued in the same document as last class
Bellringer-- (none—we will pick up where we left off last class)
Schedule—sharing out and recording
Homework —Be prepared to submit today’s document, including last class (bellringer responses, notes, reflections) on Schoology
Continued in the same document as last class
Bellringer-- (none—we will pick up where we left off last class)
Schedule—sharing out and recording
Homework —Be prepared to submit today’s document, including last class (bellringer responses, notes, reflections) on Schoology
Wednesday, January 13th
Open up a new document and place today’s date at the top.
Bellringer--Knowledge and the Knower continued…
Homework —Be prepared to submit today’s document, including last class (bellringer responses, notes, reflections) on Schoology next class
Open up a new document and place today’s date at the top.
Bellringer--Knowledge and the Knower continued…
- Ms. Kitchka (record notes of important information she shares with you)
- Do you have personal experience that you can recall with the bias you were assigned? Explain.
Homework —Be prepared to submit today’s document, including last class (bellringer responses, notes, reflections) on Schoology next class
Monday, January 11th
Open up your document from last class and skip some space below your reflection before adding today’s date/entry.
Bellringer--Knowledge and the Knower continued…
Watch the brief clip on our class website, and then respond the following:
What kind of things do you think we cannot know, simply because we are human? If you could get the chance to take a pill that showed you the real, bare truth, would you take it? Or do you prefer to (comfortably) stay in your current world? Even though this was from a science-fiction film, how might this translate to our own lives? Be specific.
Schedule—Bellringer and attendance, discussion, notes, “knowledge and the knower” biases assignment- mini presentation (image or clip, example, and way to remember)
Homework —Submit today’s document, including last class (bellringer responses, notes, reflections) on Schoology
Open up your document from last class and skip some space below your reflection before adding today’s date/entry.
Bellringer--Knowledge and the Knower continued…
Watch the brief clip on our class website, and then respond the following:
What kind of things do you think we cannot know, simply because we are human? If you could get the chance to take a pill that showed you the real, bare truth, would you take it? Or do you prefer to (comfortably) stay in your current world? Even though this was from a science-fiction film, how might this translate to our own lives? Be specific.
Schedule—Bellringer and attendance, discussion, notes, “knowledge and the knower” biases assignment- mini presentation (image or clip, example, and way to remember)
Homework —Submit today’s document, including last class (bellringer responses, notes, reflections) on Schoology
Thursday, January 7th
Bellringer--Thinking back to our knowledge/map metaphor from yesterday, consider the importance of perspective further in the following article about actual maps--
https://www.theguardian.com/education/2017/mar/19/boston-public-schools-world-map-mercator-peters-projection
Read through the article above. Then, connect what you’ve learned about the differences in world maps to “knowledge.” Use previous notes to assist you.
Schedule—Bellringer and attendance, discussion, native cartography—video and “map” reflection--
Reflection ideas to consider include:
Bellringer--Thinking back to our knowledge/map metaphor from yesterday, consider the importance of perspective further in the following article about actual maps--
https://www.theguardian.com/education/2017/mar/19/boston-public-schools-world-map-mercator-peters-projection
Read through the article above. Then, connect what you’ve learned about the differences in world maps to “knowledge.” Use previous notes to assist you.
Schedule—Bellringer and attendance, discussion, native cartography—video and “map” reflection--
Reflection ideas to consider include:
- Your perceptions
- Any questions you have
- Other experiences, ideas and observations you have had and how they relate
- What you found confusing, inspiring, difficult, or interesting and why
- Possibilities, speculations, hypotheses, or solutions
- Alternative interpretations or different perspectives on what you have read or experienced
- How new ideas challenge what you already know
- How you reached a point of understanding
Wednesday, January 6th
WELCOME! 😊
Open up a document and place today’s date at the top. You can use MS Word, Google Docs…your choice.
Bellringer--Respond to the following in your document under today’s date (be prepared to share your response):
“We know with confidence only when we know little; with knowledge, doubt increases” (adapted from Johann Wolfgang von Goethe).
Discuss the statement above. Be sure to include what you’ve learned/connected yesterday (from the clips) as well as real-life situations/examples.
Schedule—Bellringer and attendance, discussion, notes: knowledge as a “map”
Homework —Submit today’s document (bellringer response, notes) on Schoology by the end of the period
WELCOME! 😊
Open up a document and place today’s date at the top. You can use MS Word, Google Docs…your choice.
Bellringer--Respond to the following in your document under today’s date (be prepared to share your response):
“We know with confidence only when we know little; with knowledge, doubt increases” (adapted from Johann Wolfgang von Goethe).
Discuss the statement above. Be sure to include what you’ve learned/connected yesterday (from the clips) as well as real-life situations/examples.
Schedule—Bellringer and attendance, discussion, notes: knowledge as a “map”
Homework —Submit today’s document (bellringer response, notes) on Schoology by the end of the period
Monday, January 4th AP Lit
WELCOME! 😊
Open up a document and place today’s date at the top. You can use MS Word, Google Docs…your choice.
Bellringer--Respond to the following in your document under today’s date (be prepared to share your response):
What kind of things would you probably have accepted as knowledge if you had been born 500 years ago? What would you, most likely, have rejected? What does this imply?
Schedule—Bellringer and attendance, introduction and course info—course website/general setup on Schoology, brief videos--
Video 1
Video 2
3, 3, and 3 notes in your document (3 questions, 3 connections, and 3 things you learned)
Homework —Submit today’s document (bellringer response, notes) on Schoology by the end of the period
WELCOME! 😊
Open up a document and place today’s date at the top. You can use MS Word, Google Docs…your choice.
Bellringer--Respond to the following in your document under today’s date (be prepared to share your response):
What kind of things would you probably have accepted as knowledge if you had been born 500 years ago? What would you, most likely, have rejected? What does this imply?
Schedule—Bellringer and attendance, introduction and course info—course website/general setup on Schoology, brief videos--
Video 1
Video 2
3, 3, and 3 notes in your document (3 questions, 3 connections, and 3 things you learned)
Homework —Submit today’s document (bellringer response, notes) on Schoology by the end of the period