c
 

  


 
 
 



 
 
d How are knowledge claims justified?
d How does one critically assess the nature of knowledge claims?
d Does making a knowledge claim carry any particular obligation or responsibility for the knower?
J
 
 
d How does belief differ from knowledge?
d What is knowledge? Can it be defined?
d How much of one¶s knowledge depends on interaction with other knowers?

 

c


d there is a difference between knowledge and belief
d whatever you believe, you should support your beliefs with evidence and be able to consider and respond to criticisms of your
views
d one definition of knowledge is justified true belief
d the way we acquire knowledge and assess truth is influenced by the cultures and communities of which we are a part.

    

J  

 
d the definition of knowledge as justified true belief, and will be able to explain how all three words in that definition contribute to an
understanding of reliable knowledge
d their own role as the knower in exploring relevant issues in the context of ToK
d various philosophical ideas about the nature of truth and knowledge
J  
  
d analyze their own understandings about truth and knowledge
d identify the main ideas of philosophers and make connections between those ideas
d raise questions about the nature of knowledge
d evaluate their own belief system, including religion/faith
d identify knowledge issues and their implications
d analyze the affect of community on knowledge claims



   The students will outline a knowledge issue

 ToK Year 1 Daily Lesson Plans: Week 1
Day 1 Day 2 Day 3


What is knowledge? Can it be defined? What is knowledge? Can it be defined?



Essential
Questions How does belief differ from knowledge? 
Addressed How does one critically assess the nature of knowledge claims?
How are knowledge claims justified?
How much of one¶s knowledge depends on interactions with other knowers?
Does making a knowledge claim carry any particular obligation or
responsibility for the knower?


Students will understandthe definition of knowledge as justified true belief, and will be able to explain The students will be able to analyze their
Learning how all three words in that definition contribute to an understanding of reliable knowledge
Goals own understandings about truth and
knowledge
Students will understand their own role as the knower in exploring relevant issues in the context of ToK

Assessed
Students will understandvarious philosophical ideas about the nature of truth and knowledge
The students will be able to analyze their own understandings about truth and knowledge
The students will be able to identify the main ideas of philosophers and make connections between
those ideas
The students will be able to raise questions about the nature of knowledge
The students will be able to evaluate their own belief system, including religion/faith
The students will be able to identify knowledge issues and their implications
The students will be able to analyze the affect of community on knowledge claims

Learning Course Intro: Syllabus What does it mean to be a ToK student? - introduce the Intro to ToK Powerpoint
Activities  attributes and have the students develop and perform skits for
Interest Inventory each in small groups
 
Icebreaker: 10 fingers Group Brainstorm: What does a good discussion look like? a
 bad one?
Confidential Information Sheets 
 video clips: good discussion: (at 4:30- don¶t watch much)
Icebreaker: Silent Interviews http://www.youtube.com/watch?v=59twO1fJwtQ
bad discussion:
 http://www.youtube.com/watch?v=xht0HcPryWA
Goal Setting: What do you want to
accomplish this year socially, academically,

and spiritually? What will you need to do to The class will develop a list of ToK essential agreements. 
accomplish your goals? Make a plan.

video clips, example of essential agreements, attributes slides powerpoint



Resources
Needed

Teacher observation of class discussions



Formative Teacher observation of class

Assessment discussions

Summative Outline of a knowledge issue Outline of a knowledge issue Outline of a knowledge issue
Assessment

Reflection  The ³good discussion´ clip could be much better- need to Lesson is entirely too short-
 keep looking needs more development. (Add
ToK Introductory Lesson 2??)
 ToK Year 1 Daily Lesson Plans: Week 2
Day 1 Day 2 Day 3


Essential Questions What is knowledge? Can it be defined? What is knowledge? Can it be defined? What is knowledge? Can it be defined?
Addressed

Learning Goals The students will be able to analyze their The students will be able to analyze their own The students will be able to analyze their own understandings about
understandings about truth and knowledge truth and knowledge
Assessed own understandings about truth and
knowledge

Learning Watch J
 Watch J
 Certainty and Relativism

Activities  
Homework: read Pages 8-13 of Finish the Matrix (5 min)
the textbook by day 3 
Class Discussion: ³I think therefore I am´- Renee
Descartes, Can this statement be doubted? What
evidence can be found? (Brainstorm on board) List all of
the reasons why it is important to
question what we know/think we know. Are there dangers
in questioning every truth or axiom or
established thought? What problems arise if we think that
nothing can be absolutely true?

J
 Computer J
, Computer



Materials
Needed

Teacher observation of class discussion

 

Formative
Assessment

Summative Outline of a knowledge issue Outline of a knowledge issue Outline of a knowledge issue
Assessment

Reflection ***Extension Activity ***Extension Activity I neglected to assign the homework at the beginning of
 the week, so gave the students time to read in class. 






 ToK Year 1 Daily Lesson Plans: Week 3
Day 1 Day 2 Day 3


Essential How does belief differ from knowledge?  How does belief differ from knowledge?  How does belief differ from knowledge? 
Questions How does one critically assess the nature of How does one critically assess the nature of knowledge claims? How does one critically assess the nature of
Addressed knowledge claims? How are knowledge claims justified? knowledge claims?
How are knowledge claims justified? How are knowledge claims justified?

Learning Students will understandthe definition of Students will understandthe definition of knowledge as justified true belief, and Students will understandthe definition of
Goals knowledge as justified true belief, and will be will be able to explain how all three words in that definition contribute to an knowledge as justified true belief, and will be
able to explain how all three words in that understanding of reliable knowledge able to explain how all three words in that
Assessed definition contribute to an understanding of Students will understandvarious philosophical ideas about the nature of truth definition contribute to an understanding of
reliable knowledge and knowledge reliable knowledge
Students will understandvarious philosophical The students will be able to analyze their own understandings about truth and Students will understandvarious philosophical
ideas about the nature of truth and knowledge knowledge ideas about the nature of truth and knowledge
The students will be able to analyze their own The students will be able to raise questions about the nature of knowledge The students will be able to analyze their own
understandings about truth and knowledge understandings about truth and knowledge
The students will be able to raise questions The students will be able to raise questions
about the nature of knowledge about the nature of knowledge

Learning What Is a Knowledge Claim? Finish ³The Map Is the Territory´ reading together (Chapter 1 of Lesson 8 Truth powerpoint
Activities  J


 






) 
Know Statements  Introduce Knowledge Issues
 Truth Tests: Jigsaw Truth Tests Articles 
Justified True Belief ppt ³What Is Truth?´ Homework: Philosopher¶s Debate
 Correspondence Theory: http://plato.stanford.edu/entries/truth- (truth debates)
hmwk: chapter 2  correspondence/ 
Coherence Theory: http://plato.stanford.edu/entries/truth- Homework: Truth Essay (last slide of
coherence/ powerpoint), due next Thursday- post
Pragmatic Theory: http://plato.stanford.edu/entries/pragmatism/ to blog

Materials Justified True Belief ppt, Computer, ³Truth Tests Articles, student computers Lesson 8 powerpoint, computers
Needed Know Statements handouts

Formative Teacher observation of participation Teacher observation of participation in class discussion Teacher observation of participation in
Assessment in class discussion class discussion

Summative Outline of a knowledge issue Outline of a knowledge issue Outline of a knowledge issue
Assessment

Reflection Need to develop this lesson It may be better to use ³The Map Is the Territory´ to introduce Did not introduce Knowledge Issues or
further...ran out of material, so began culture... Philosopher¶s Debate- will do next
³The Map Is the Territory´, will finish week
next class. 


 ToK Year 1 Daily Lesson Plans: Week 4
Day 1 Day 2 Day 3


Essential How does one critically assess the nature of How does belief differ from knowledge?  How does belief differ from knowledge? 
Questions knowledge claims? How does one critically assess the nature of knowledge claims? How does one critically assess the nature of
Addressed How are knowledge claims justified? How much of one¶s knowledge depends on interactions with other knowledge claims?
knowers? How are knowledge claims justified?
Does making a knowledge claim carry any particular obligation or How much of one¶s knowledge depends on
responsibility for the knower? interactions with other knowers?
Does making a knowledge claim carry any particular
obligation or responsibility for the knower?

Learning Students will understand their own role as the Students will understand their own role as the knower in exploring The students will be able to analyze their own
knower in exploring relevant issues in the context of relevant issues in the context of ToK  understandings about truth and knowledge
Goals ToK The students will be able to analyze their own understandings about The students will be able to raise questions about the
Assessed The students will be able to identify knowledge truth and knowledge nature of knowledge
issues and their implications  The students will be able to raise questions about the nature of The students will be able to identify knowledge issues
The students will be able to identify the main ideas knowledge and their implications 
of philosophers and make connections between The students will be able to evaluate their own belief system, The students will be able to analyze the affect of
those ideas  including religion/faith community on knowledge claims 
The students will be able to analyze the affect of community on
knowledge claims 

Learning Introduce Knowledge Issues (Lesson 1 Review Knowledge Issues: Go over homework Finish Knowledge Communities ppt
Activities from files)  
 Students list groups they are members of- identify 1-2 Discuss: Does making a knowledge claim carry any
Knowledge Issue Powerpoint?? things they know as members of that group, can they particular obligation or responsibility for the knower?
 find something they know independent of their listed 
What are Counterclaims? groups? Can they account for that knowledge with Students write what they believe
 another group? 
Assign Philosopher¶s Debate?  Assign Summative
Students complete culture and values handout 
 Pass out and review essay rubric (A&C)
Discuss Questions from Culture and Bias lesson plan

Discuss Knowledge Communities PPt

Formative PoK Handout, Identifying PoK Handout, Handout, Teacher observation of class discussion Teacher Observation of Class Discussion
Assessment Guardian Examples Handout, BLURBS
handout, What Is a KI powerpoint

Summative Outline of a knowledge issue Outline of a knowledge issue Outline of a knowledge issue
Assessment

Reflection 


Did not assign summative. Will do so next week.

Perhaps in the future it would be a good ideas to have
 the student read the Niceane or Apostles Creed and
 write their own?
 ToK Year 1 Daily Lesson Plans: Week 5
Day 1 Day 2 Day 3


What is knowledge? Can it be defined? What is knowledge? Can it be defined?



Essential Questions
Addressed How does belief differ from knowledge?  How does belief differ from knowledge? 
How does one critically assess the nature of How does one critically assess the nature of knowledge claims?
knowledge claims? How are knowledge claims justified?
How are knowledge claims justified? How much of one¶s knowledge depends on interactions with
How much of one¶s knowledge depends on other knowers?
interactions with other knowers? Does making a knowledge claim carry any particular obligation
Does making a knowledge claim carry any particular or responsibility for the knower?
obligation or responsibility for the knower?

Learning Goals Students will understandvarious philosophical ideas Students will understandvarious philosophical ideas about the Meeting about CAS with Mr. Schmidt-
about the nature of truth and knowledge nature of truth and knowledge
Assessed Bellach
The students will be able to analyze their own The students will be able to analyze their own understandings
understandings about truth and knowledge about truth and knowledge
The students will be able to raise questions about the The students will be able to raise questions about the nature of
nature of knowledge knowledge
Students will understand their own role as the knower Students will understand their own role as the knower in
in exploring relevant issues in the context of ToK  exploring relevant issues in the context of ToK 
The students will be able to raise questions about the The students will be able to raise questions about the nature of
nature of knowledge knowledge

Work day for Philosopher Debate Philosopher¶s Debate



Learning
Activities

Debate/Explanation Sheet Debate/Explanation Sheet



Formative
Assessment

Summative Outline of a knowledge issue Outline of a knowledge issue Outline of a knowledge issue
Assessment

Reflection ***Extension Activity *** Extension Activity



 Heemin: Aristotle; Paul: Spinoza; Steve: Kant;

 Hegel: Lauren; Chaeyeon: Rosseau; Descartes:
Ray; Daniel: Bacon; Rong: Socrates; Kierkegaard:
 David
 
 Switched with day 1 next week


 ToK Year 1 Daily Lesson Plans: Week 6
Day 1 Day 2 Day 3


What is knowledge? Can it be defined?

 

Essential Questions
Addressed How does belief differ from knowledge? 
How does one critically assess the nature of
knowledge claims?
How are knowledge claims justified?
How much of one¶s knowledge depends on
interactions with other knowers?
Does making a knowledge claim carry any
particular obligation or responsibility for the
knower?
 

Students will understandthe definition of knowledge as justified true

Learning Goals belief, and will be able to explain how all three words in that
Assessed definition contribute to an understanding of reliable knowledge
Students will understand their own role as the knower in exploring
relevant issues in the context of ToK
Students will understandvarious philosophical ideas about the
nature of truth and knowledge
The students will be able to analyze their own understandings about
truth and knowledge
The students will be able to identify the main ideas of philosophers
and make connections between those ideas
The students will be able to raise questions about the nature of
knowledge
The students will be able to evaluate their own belief system,
including religion/faith
The students will be able to identify knowledge issues and their
implications
The students will be able to analyze the affect of community on
knowledge claims

Learning Activities Assign Summative Assessment Watch J


 WatchJ



  
Go over Essay Rubric The students will answer questions while they watch The students will answer questions while
 they watch
Work Day for Summative Assessment
(Due when we return from Chuseok)

Questions Sheets Question Sheets



Formative
Assessment

Summative Outline of a Knowledge Issue Ways of Knowing Presentation Ways of Knowing Presentation
Assessment

Reflection switched with day 2 of previous week