TOK Course Ouline and Unit Plan

Diploma Programme Course Outline—TOK
Sharanya Narayani International School 052163

School name School code
Time distribution Starting date of TOK course in year 1 August 2023 Ending date of TOK course in year 2 February 2025
of the Diploma Programme of the Diploma Programme
1. Course outline
Topic/unit Contents Allocat Assessment Resources

edtime instruments to be
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Month State the In one
topics/units in the week
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August- Unit 1: What is TOK? How does it fit into the DP From MyIB
Year 1
September General programme? Assessments in TOK – Theory of knowledge guide
Introduction to Explanation of Global impression marking Teacher support material
TOK and and Rubrics. 8 weeks IB exchange resources
The 12 TOK course st ruct ure - the core 16 hours Textbook Resources:
concepts in t heme, the optional themes and t he Class and small group Henly, Carolyn P, Sprague
TOK fi ve AOK s. discussions based on John. Theory of
The nature of knowledge: What is knowledge? questions from the Knowlegde, Hodder
The importance of perspectives – How do we knowledge framework. Education, 2020.
know what we know? What is a knowledge Writing short
question? What are knowledge frameworks? essays/responses on Sprague, John. Theory of
Understanding the 12 Key concepts and how topics/ Knowledge Knowledge Skills for
they are related to knowledge. questions. Success, Hodder
Presentation showing Education, 2020.
understanding of the
key concepts
Unit 2: Knowledge and the Knower- How is knowledge Online Resources:
October- Knowledge constructed, critically examined, evaluated and Group and class
renewed by communities and individuals.
December and the Distinguishing between claims that are 10 weeks discussions. https://theoryofknowledge.
Knower contestable or not, fake news and post truth 20 hours Research on net/
world, tools and lenses in the acquisition of contestable claims, http://www.tok2022.net/
knowledge. Examining the key concepts that fake news articles.
shape knowledge. The different types of Writing short
knowledge – How are they classified and their https://tok2022.com/
relevance in real life essays/responses on www.youtube.com
Introduction to the IA prompts and choosing one the topics /issues
object for a sample exhibition Mini
debates/discussions/
presentations on
chosen KQs from the
IA prompts to gain
an understanding of
the exhibition .
January- Mid Unit 3: Knowledge Knowledge and Technology Group and Class
February and Technology How has technology impacted knowledge and Discussions
knowers?
Research www.t
How does technology help and hinder our
pursuit of knowledge? 5 weeks historical ed.com
Should we hold people responsible for the 10 hours technological
applications of technologies they developments
develop/create? and its impact
on knowers and www.y
What is the impact of artificial intelligence on
knowledge and knowing? the outube
dissemination .com
of knowledge
and present.
Group answer www.in
questions from thinkin
scope, g.com
perspectives,
methods/tools and
ethicsfrom
knowledge
frameworks
Mid February- Unit 4: What are the fundamental differences
March AOK - Natural between the human sciences and the natural Compare and contrast
sciences in terms of how they interpret the word
Sciences and “science”, the methods they use for collecting the methods /
Human data, or how they test the validity and reliability experiment s in
Sciences of hypotheses? To what extent are the methods Natural and Human
used to gain knowledge in the human sciences 5 weeks Sciences using
“scientific”? 10 hours
Why is the knowledge generated in Natural examples from the
Science often regarded as being highly subjects studied.
reliable? Class and small group
What is meant by a paradigm shift?.
discussions.
What is the difference between science and Study case studies in
pseudoscience? both the sciences and
how the methods
adopted differ.
Presentation and
Mini essay.
April Unit 5 Students are familiar with the prompts and Submit a proposal
TOK review the exhibition assessment criteria. 4 Weeks about the chosen
Exhibitio Sample commentaries read, discussed and 8 hours prompt and the 3
n in pairs mark it. Explore how TOK manifests objects. Discuss with
in the world around us. Students choose one the teacher and after
IA prompt from the list on page 40/41 of the approval, write the
guide. Discuss how their claim connects to the commentary.
three chosen objects and justify their choice. Present the three
Once approved they create an individual objects at the
exhibition. Students to produce a single file exhibition
containing their exhibition including the
title, images of the objects and type
commentaries not exceeding 950 words.
They include citations where necessary.
May Unit 4: Explore scientific knowledge claims based 4 weeks Class and small group
AOK - on the structured scientific method. 8 hours (2+6) discussions. Debate /
Natural Discuss the importance of peer review and 2 hours for write an essay on "Is
Sciences falsification in Natural science. How are completing Unit 4 the advancement of
and the priorities for funding scientific research And 6 hours for natural sciences or
Human determined? What kinds of experiments Unit 5 human sciences more
Sciences should we (not) conduct and why? The crucial for societal
contd role of imagination in Science. The progress, and which
language of Mathematics and Science. discipline holds greater
potential in addressing
the complex challenges
facing humanity in the
21st century?"
May Unit 5 AOK – Arts What is art? Can art be defined? If so, how? Examples of
What is the role of the artist in how art is 4 weeks different types of
characterised? What is the relationship 8 hours (2+6) art. Visual,
between skill and quality in art? How does 2 hours for written, muscial,
the social response to a work of art affect its completing Unit 4 kinesthetic, etc.
value? What role do the arts play in our And 6 hours for Unit Classdiscussions.
lives?Are there universal standards in art? 5 Journal entries.
How does it differ from culture to culture? Group discussions.
To what extent can art be objective? To what Debates.
extent is art subjective? What makes a critic Presentation and mini
credible? How can the credibility of a critic essays based on past
be determined? PTs.
Total instructional hours in year 1- 72 hours
YEAR 2
Aug- Unit 1- Where do our political views and values 8 weeks Class and small group
Sept Knowled come from, and how do they discussions. Journal
ge and inform and influence other areas of our lives? 16 hours (12+4) entries.
Politics In what ways is factual evidence sometimes 12 hours for unit 1 Students bring
used, abused, dismissed and ignored in articles related to
politics?(Politics, power and Knowledge) 4 hours for topics discussed in
Examine the impact of technology and the understanding the politics from
potential of new technologies to give politicians newspapers and
TOK essay
new powers. Consider the impact of
social media on political discussion. Examine requirements debate/ discuss them
persuasion, manipulation, misinformation Analyse Articles,
and propaganda and how political actors have videos, Make
denied or subverted knowledge using these. presentations and write
essays
TOK essay – Reviewing understanding of the In pairs analyse
evaluation criteria and applying them to
exemplar essays and
exemplar essays
grade them using the
criteria followed by
class discussion
justifying the grades
Octob Unit 2: What is Mathematics and does it have a 3 weeks + 2 hours
er AOK - social function? Is mathematics a language? 8 hours
Mathematics Could it be considered the language of the Class and small group
universe? discussions. Research
Can proofs be considered mathematical and present articles
truths? What makes a mathematical proof on the connection
“beautiful/elegant”? Was math discovered between Math and
or invented? Can the patterns observed in Art.
mathematics be compared with that of art? Journal entries.
What is the role of reason and intuition in Presentation based
mathematics? To what extent does on Knowledge
imagination impact the construction of framework questions
mathematical knowledge?
November Unit 3 What is history and how does it affect our
AOK – History understanding of the world? 4 weeks
How does language and culture affect our 8 hours
perspective of history? Can history be
manipulated? Can the study of history enrich Class and small group
our sense of human nature? What impact does discussions based on
the way history is recorded and reported have selected topics/ videos..
on society? How does time affect our Case studies of historical
perspective of historical events? How does the events from different
relationship between shared and personal perspectives Individual /
history affect an individual’s identity? What group presentations/
makes a past event historically significant? writing essays based on
How can the credibility for memory and eye- knowledge framework
witness accounts be determined? questions
December- Unit 4- TOK Essay The list of prescribed titles will be discussed 9 weeks
mid Feb with the student. Students begin their initial Choosing the PT. Research
exploration. Have the initial meeting with 18 hours and make notes. Plan the
supervisor after choosing the PT and structure of the essay.
planning the essay. Fill in the TKPPF form. Choosing examples from
Students work on finalizing the AOKs , AOKs. Find different
examples and create a structure for their perspectives Discussion
essay. Second meeting to discuss the essay. with TOK teacher and the
Update TKPPF. Notes and ideas that will then subject teacher. Writing
be turned into a more formal essay plan. the essay.
Students hand in first draft and discuss the
same with TOK supervisor and receive
feedback. Students work on the given
feedback and modify the draft and hand in
the final draft which is checked for
authenticity on Turnitin. Final essay
submitted for upload. Update TKPPF.
Links with Diploma Programme teachers
As the TOK guide indicates, it is an IB requirement that all Diploma Programme teachers are familiar with TOK as they have to make connections with TOK
questions in their own courses. They can also suggest some theoretical concerns that could be taken further in the TOK classroom. Within this context, how do
you plan to work with your colleagues to ensure that TOK becomes a real link among all of them?
At the beginning of the year, prior to the start of the academic year, there are INSET sessions where academic planning time is given. During this time
considering new and returning teachers, I conduct a workshop on what is TOK, the nature of TOK and how it can be integrated into the curriculum. They
are given samples of knowledge questions and asked to create similar questions from a topic they teach. They are also asked to refer to the Course text
books which have TOK links. Thus at the beginning of the academic year, they are prepared to integrate TOK into their teaching. During subsequent
meetings, some sessions are devoted to TOK, where each subject teacher is asked to share the TOK links they have made in their particular unit and how
their students have responded. In my TOK classes, when we begin an AOK, subject teachers are invited to speak about the subject ( Questions from the
Knowledge framework are shared to give them an idea of what are the key areas of focus) When prescribed titles are published, it is shared with subject
teachers and they are asked to add their insights on a shared document about how the question can be interpreted and approached using claims and
examples from the particular area of knowledge. Students are also encouraged to approach subject teachers to discuss their chosen examples when writing
their essay. Teachers are encouraged to have a TOK corner in their classrooms, where they can post TOK questions and responses that come up during
class discussions.
2. TOK assessment components
Briefly explain how and when you will work on them. Include the date when you will first introduce the assessment components to your students. Explain the
different stages, the timeline and how students will be prepared to undertake both.
Exhibition – the exhibition is scheduled for April in Year 1. Students will be given three weeks to work on the exhibition. In September2023 – Introduce IA Prompts in
class during the teaching of core theme.
November 2023- Exhibition samples and criteria are discussed in class. To check their understanding they undertake a mock exhibition. Students choose an IA prompt
and an object that relates to the prompt. They give a presentation explaining how the object is linked to the prompt, their connection to the object and justification for
choosing the object. They are given feedback.
January 2024- Students are asked to start choosing their prompt and objects. Students look at an annotated sample commentary and understand the exhibition criteria
better.
February 2024: Students choose their IA prompt and select three objects that show how the IA KQ manifests in the world around us. This may be linked to the core
theme of knowledge and the knower. They submit their choice and after approval work on their commentary.
March 2024: Students are to produce a single file containing evidence of what they will use in their exhibition. This will include a title clearly indicating the selected IA
prompt; images of their three objects, a typed commentary on each object (not exceeding 950 words), use appropriate citations and references. Feedback to be given to
students on one draft. This will focus on how the work can be improved. Students work on the feedback and edit the draft.
April 2024: Exhibition held in School where students present their objects. This is open to parents, teachers and other students in the MYP
Essay – the prescribed titles are released in the September of Year 2 and the essay is submitted in March of Year 2
Students are aware of the essay criteria when assessments are discussed and discuss earlier essay titles in class during exploration of optional themes and AOKs.
August 2024 : Students read sample essays, understand the structure of the essay, annotate sample essays for claims, evidence, evaluation and implication and
understand the essay criteria .
October 2024: The list of prescribed titles is discussed with students and students think about the titles that they would like to choose.
November 2024: Students choose their topic and undertake an initial exploration of their prescribed title.
December 2024: Initial explorations are discussed with the teacher.
February 2025: TOK First Draft is due
February 2025: Feedback is given on the first draft of the essay. Students work on the feedback and revise and edit the final essay
March 2025: The final essay is written and submitted for assessment.
3. Approaches to learning
Every IB course should contribute to the development of students’ approaches to learning skills. As an example of how you would do this, choose one topic from
your outline that would allow your students to specifically develop one or more of these skill categories (thinking, communication, social, self-management or
research).
Topic Contribution to the development of students’ approaches to learning skills (including one or more skill category)
Optional Theme : This unit can develop communication skill as we could look at how knowledge is disseminated and interpreted by knowers.
Knowledge and the Thus, this unit can authentically be used to develop students’ communication skills – in speaking, presenting and writing
knower when they need to respond with clarity to questions such as‘ what shapes their perspective as a knower?’ Students need to be
aware of how importance is coherence in communication and how misinformation and fake news can lead to mistrust and
chaos. This skill will be honed throughout the course as students learn to articulate their thoughts and ideas with clarity
This unit also serves the purpose of raising awareness about communication methods and styles, fostering a deeper
understanding of oneself and others. By cultivating this understanding, it is anticipated that a sense of compassion and
respect for others will be nurtured, ultimately reducing unintentional miscommunication through heightened awareness of
the communication process.
4. International mindedness
Every IB course should contribute to the development of international mindedness in students. As an example of how you would do this, choose one topic from
your outline that would allow your students to analyse it from different cultural perspectives. Briefly explain the reason for your choice and what resources you will
use to achieve this goal.
Topic Contribution to the development of international mindedness (including resources you will use)
Area of Knowledge : Arts Arts is an apt AOK to develop international mindedness in the students because it gives them the opportunity to look at it
from different perspectives as there is a lot of diversity in arts across ‘time, culture and context’. A knower’s perspective is
influenced by his or her context. This would be different from the original perspective of the artist whose creation would have
happened In a different context. This provides a rich opportunity for students to study and discuss different cultures allowing
them glimpses of how diverse it is but has an underlying commonality that speaks about human condition ( Eg.the various
performances using masks across the world) It promotes open mindedness and empathy and a realization that there can be
conflicts in differing view point but they are a part of existence. What is acceptable in art is also another topic that can raise a
discussion of whether there are ethical constraints in art and to what extent artists follow it. This discussion would help students
to be more aware of their own assumptions and help them view the world with a deeper understanding and tolerance promoting
international mindedness.
5. Development of the IB learner profile
Through the course it is also expected that students will develop the attributes of the IB learner profile. As an example of how you would do this, choose one
topic from your course outline and explain how the contents and related skills would pursue the development of any attribute(s) of the IB learner profile that you
will identify.
Topic Contribution to the development of the attribute(s) of the IB learner profile
Core Theme: This unit is one that can develop many learner profiles
Knowledge and the Knower Thinkers- During discussions on what is knowledge, how do we determine limits to knowledge, students need to think and
question themselves to arrive at answers and also think about the different perspectives they are exposed to and evaluate
them developing their critical thinking skills.
Open minded – There are never any definitive answers to a knowledge question especially when there are discussions
such as whether values and morals change with new knowledge. In a class discussion one cannot argue that only their
perspective is right. Students need to be open to different perspectives and understand that there can be differing views.
Communicator- Students need to articulate their ideas clearly in speaking, presenting and writing. In trying to express the
difference between knowledge, belief and opinion, ideas and arguments need to clearly expressed and supported with
examples. Thus clear thinking and communication are very important in a TOK class.
Knowledge & Knower
Sharanya Narayani International School Hanna (Hanna) Haris | Hanna, Deepthi C K
IB DP Theory of Knowledge (Grade 11)
Summary
Knowledge & Knower
Subject Year Start date Duration

Theory of Knowledge Grade 11 Week 1, October 10 weeks 20 hours
Course Part
Core Theme
Description
This unit is intended to help students explore
• how they personally acquire knowledge and how individual knowers generally do
• the influences which shape individual knowledge
• limitations of knowledge
• how culture shapes what we can know.
• dependence on cognitive tools.
• how different perspectives inspire different interpretations and instill different values.
• notion of community of knowers.
• difference between knowledge, belief and opinion.
• Knowledge and ethical constraints
Inquiry & Purpose
Transfer goals
• Understand and define knowledge, truth, belief, opinion, fact
• Influence of others and the material world on knowledge
• Relevance of perspectives in knowledge
• Reliable sources of knowledge
Essential Understandings
Key content
Impact of new knowledge on values and morals
Effect of bias in acquisition and dissemination of knowledge
Knowledge and responsibility
Knowledge manipulation
Influence from the community of knowers you belong to
Critical evaluation of claims
Skills
Critical thinking
Analytical skills
Sharanya Narayani International School

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Communication skills
Concepts
Perspective
Evidence
Certainity
Justification
Curriculum
Aims
The aims of the TOK course are:
to encourage students to reflect on the central question, “How do we know that?”, and to recognize the value of asking
that question
to expose students to ambiguity, uncertainty and questions with multiple plausible answers
to equip students to effectively navigate and make sense of the world, and help prepare them to encounter novel and
complex situations
to encourage students to be more aware of their own perspectives and to reflect critically on their own beliefs and
assumptions
to engage students with multiple perspectives, foster open-mindedness and develop intercultural understanding
to encourage students to make connections between academic disciplines by exploring underlying concepts and by
identifying similarities and differences in the methods of inquiry used in different areas of knowledge
to prompt students to consider the importance of values, responsibilities and ethical concerns relating to the production,
acquisition, application and communication of knowledge.
Objectives
Having completed the TOK course, students should be able to:
demonstrate TOK thinking through the critical examination of knowledge questions
identify and explore links between knowledge questions and the world around us
identify and explore links between knowledge questions and areas of knowledge
develop relevant, clear and coherent arguments
use examples and evidence effectively to support a discussion
demonstrate awareness and evaluation of different points of view
consider the implications of arguments and conclusions.

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Syllabus Content
Core theme: Knowledge and the knower
The core theme—knowledge and the knower—provides an opportunity for students to reflect on what shapes their
perspective as a knower, where their values come from, and how they make sense of, and navigate, the world around them.
Importantly, this theme does not focus exclusively on the individual knower. It also considers aspects such as the impact of
the different communities of knowers to which we belong, and how knowledge is constructed, critically examined, evaluated
and renewed by communities and individuals. This includes reflection on how our interactions with others and with the
material world shape our knowledge.
This theme encourages careful and critical consideration of claims, provoking students to reflect on how we distinguish
between claims that are contestable and claims that are not. It highlights the importance of not simply accepting claims at
face value, and then explores how this can be reconciled with a recognition that many situations require us to make decisions
without possessing absolute certainty.
The core theme has been explicitly designed to provide rich opportunities for teachers and students to make links to the
IB learner profile. Students are encouraged to consider both the power and the limitations of the tools that they have at
their disposal as knowers and thinkers, and to become more aware of their own biases and assumptions. They could also
consider what it really means to be open-minded or consider the importance of caring about how knowledge is used and
controlled.
An interesting focus for discussions in this theme could be misinformation and disinformation, deliberate deception and
manipulation, and how we know who/what to trust. This could include reflection on which sources of knowledge (books,
websites, personal experience, authority figures, and so on) students consider most trustworthy, and why.
It could also include reflection on how advances in technology have brought these issues into sharper focus through, for
example, discussion of “fake news” and its machinery.
Another interesting focus for discussions could be to explore how we perceive and construct our understanding of the world.
This could include consideration of the way that culture can be seen as a lens through which we look at the world, or the
impact of filters, image manipulation and propaganda.
Whatever approach to the core theme is taken, it is crucial that the focus remains clearly on knowledge. Teachers must also
ensure that within their exploration of the theme, they engage with the four compulsory elements required in every part of
the TOK curriculum: scope, perspectives, methods and tools, and ethics.
Scope
What criteria can we use to distinguish between knowledge, belief and opinion?
How do we distinguish claims that are contestable from claims that are not?
Why are the criteria for what counts as knowledge not obvious?
How do our interactions with the material world shape our knowledge?
Perspectives
What shapes my perspective as a knower?
Is the truth what the majority of people accept?
How do empathy and imagination help us to understand other perspectives?
Presented with the belief system of a community of knowers, how can we decide what we personally believe?

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Are there types of knowledge that are specifically linked to particular communities of knowers?
How can we know that current knowledge is an improvement on past knowledge?
Methods and tools
How do we acquire knowledge?
What constitutes a “good reason” for us to accept a claim?
Does knowledge always require some kind of rational basis?
How do our expectations and assumptions have an impact on how we perceive things?
What are the advantages and disadvantages of requiring that all knowledge is verified by a group?
Ethics
Are there responsibilities that necessarily come with knowing something or knowing how to do something?
Under what circumstances, if any, do we have a moral duty to share what we know?
Is there knowledge that a person or society has a responsibility to acquire or not to acquire?
If moral claims conflict, does it follow that all views are equally acceptable?
Content
Community of knowers
Claims that are contestable and claims that are not
Misinformation and disinformation,
Fake news and Post truth
Reliable sources of knowledge
Impact of new knowledge on values and morals
Effect of bias in acquisition and dissemination of knowledge
Knowledge and responsibility
Knowledge manipulation
Influence from the community of knowers you belong to
Skills
Critical thinking
Analytical skills
Communication skills- Active reading, Speaking, writing with coherence, Listening and responding,
Concepts

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• Truth
• Belief
• Opinion
• Knowledge
• Perspectives
• Certainity
• Justification
Connections
Metacognition
Reflection on content
Reflection on skills
Reflection on concepts
Students reflect on how they acquire knowledge, what can be considered as knowledge and what are the influences on their
knowledge. They reflect on what to believe when presented with belief systems of a community of knowers
Students understand the importance of critical thinking skills, on analysing knowledge from different perspectives, on evaluating
the validity of claims and evidence ,and challenging assumptions about knowledge.
Students reflect on their understanding of the ideas of truth , belief , opinion and certainity in knowledge to develop their
understanding of the world around them
International Mindedness
Students examine different quotes on knowledge by thinkers from around the world building awareness of different
perspectives. They discuss claims that are contestable and that are not by considering different advertisements which may be
from different cultures. They also learn to evaluate diverse sources of information presented by the media and recognise its
power to mislead. This is a global phenomenon and students discuss examples of misinformation about covid vaccines and
how they need to be vigilant against such information
Academic Integrity
Teachers role model practising academic integrity by acknowledging sources they use and urge students to follow the same
when researching and using ideas from sources to create presentations or mini essays.
Information Communication Technology

The students have to explore a number of websites to research. They read online articles , watch videos and TED talks . They
are asked to check the validity of sources by considering the authorty of the publisher , the accuracy of the content and their
purpose. Students are enocuraged to create presentations to show their understanding
Language and learning

Activating background knowledge
Demonstrating proficiency

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Students learn TOK terrminology and how words can have different meanings in the realm of TOK. They learn to express ideas
with clarity and support ideas with examples.
TOK Connections
Core theme
Key concepts
Students understAND what it means to be a discerning knower, to critically consider knowledge claims and be aware of the
influencse that shape their knowledge. They explore the 12 key concepts of TOK which helps them understand what is meant
by certainity, evidence or justification in knowledge helping them to evaluate ideas they encounter.
CAS Connections
Activity
Thought activity - Reflection and Research
ATL Skills
Approaches to Learning
Thinking
- In this unit, we will
ask students to formulate a reasoned argument to support their opinion or conclusion
give students time to think through their answers before asking them for a response
reward a new personal understanding, solution or approach to an issue
ask open questions
set students a task which required higher-order thinking skills (such as analysis or evaluation)
build on a specific prior task
help students to make their thinking more visible (for example, by using a strategy such as a thinking routine)
require students to take an unfamiliar viewpoint into account when formulating arguments
ask questions that required the use of knowledge from a different subject from the one you are teaching
include a reflection activity
make a link to TOK

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Communication
ask students to explain their understanding of a text or idea to each other
construct a task around the use of different vocabulary and examples when speaking to different audiences
ask students to monitor and check the quality of their writing
assess or give feedback on speaking or writing concisely
provide opportunities for students to read and understand different types of texts
encourage or require students to plan a response before they begin
ask students to formulate arguments clearly and coherently
encourage all students to contribute to discussions
Research
require students to practise effective online search skills (for example, use of Booleans and search limiters)
provide opportunities for students to reflect on how they determine the quality of a source, or analyse contradictory
sources
require students to record their search for sources in steps (types of search engines, search terms, and so on)
discuss or model the importance of academic honesty and clear acknowledgment of sources
Developing IB Learners
Learner Profile
Thinkers
Communicators
Open-minded
Description
Students need to look at different sources to enhance their knowledge of topics and in doing so practice critcal thinking skills,
evaluate the claims and challenge assumptions .
They communicate ideas speaking and writing with clarity, listen to discussions and respond to it in a focused manner.
Students need to be open minded as a class discussion can bring in many perspectives which requires them to acknowledge
that there can be differing views towards which they need to be tolerant.

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Assessment
Formative assessment
NOV IA prompts
8 Formative Exhibition prep 18/20 Students Wednesday at 9:00 PM
Choose one of the IA prompts from the TOK guide. Find an object that you can use to connect to the prompt and
justify your choice. Wrrite a commentary in about 300 words. Go through the samples given.
tok_2023_exhibition_B_comm_en.pdf
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tok_2023_exhibition_B_en.pdf
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Sample tok exhibition - annotated-1.docx

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DEC communities of knowers , expert knower

6 Formative Homework ,worksheet Wednesday at 10:10 AM
Read these articles for the next class so that you can answer the questions in class.
Plato_s-Allegory-of-the-Cave.pdf
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Communities-of-knowers-TOK-extract.pdf
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DEC communities of knowers

8 Formative Presentation Friday at 12:35 PM
There are 4 communities of knowers as decided after discussion. In your community of knower group use the
framework of knowledge questions given in the file uploaded to create a presentation. Use examples to support your
points. Please acknowledge any source you have used by citing it.
tokknow_community_Handout1_Writing_Frame.doc
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JAN Fake News

8 Formative classwork 14/20 Students Monday at 12:25 PM
In groups of 4 find one advertisement/ news article which has a claim that is contestable and one that is non
contestable. Present your ad to the class. What criteria we could use to test whether the claims are likely to be
credible?
Upload your ad, the claims you made and the criteria that you came up with to show how people are led to believe

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the calims are true.
JAN which news is subject to being fake

11 Formative classwork 14/20 Students Thursday at 11:25 AM
· Sort these claims into two groups. Which claims you think could be subject to “fake news” and deception and
which couldn’t.
· Explain what the nature of each group of claims has in common.
1. I have to pay income taxes or else I will get in trouble with the government.
2. I know how to ride a bike.
3. Humans evolved in Africa.
4. The paint on the walls is wet.
5. If I get pepper spray in my eyes, it will hurt.
6. The world has a spherical shape.
7. Vaccines are generally safe and benefit human health.
8. Genetically modified organisms (GMOs) are safe to consume.
9. The Earth’s climate is changing, due in some part to human activities.
10. The United States landed people on the moon in 1969.
11.I’m hungry.
12. The universe is 13.8 billion years old.Also there are a billion trillion stars in the universe.
13. When you see trails of vapor behind high-flying airplanes, it is not the government trying to spread chemicals on
people.
14. Jeffrey Epstein committed suicide in prison and was not ordered to be killed by Hillary Clinton or Donald Trump
or anyone else.
Could be subject to “fake news” Could not be subject to “fake news”
JAN Types of knowledge

22 Formative Presentation 14/20 Students Monday at 10:05 AM
Create a presentation on the topic allotted from types of knowledge. You should
1. Define the type of knowledge,
2. Explain by giving examples preferable from what your own real life sitatuations
3. Explain its relevance/ utility in life.
You should acknowldge all sources cited in your presentation.

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14 types of knowledge.doc
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JAN Exhibition guidance

19 Formative classwork Friday at 11:45 AM
Please go through the attached resource - the sample objects and commentaries - to gain a deeper understanding of
the exhibition.
Tok digital toolkit.pdf

692.04 KB
http://www.tok2022.net/tok-exhibition.html You can check out the section on exhibition on this website.
Summative assessment
DEC Understanding and defining terms
4 Summative classwork 1/20 Students Monday at 12:15 PM
Afte listening to the video, fill in the woksheet given to you. A soft copy of the same is uploaded here .
TOKknower_Handout1_Kelly_The_Meaning_of_Knowledge.doc
56.32 KB
DEC Allegory of the cave

7 Summative Homework ,worksheet Thursday at 12:30 PM
● Read Plato’s Allegory of the Cave
https://scholar.harvard.edu/files/seyer/files/plato_republic_514b-518d_allegory-of-the-cave.pdf
Write down your thoughts on the following:
How are knowledge, belief and opinion represented in this allegory?
In your opinion, how do we see knowledge, belief and opinion in the allegory?
What impact does each have on the people in the cave?
Learning Engagement 2:
● Think of a situation (personal or observed) where knowledge was gained & it was difficult to convince others of
this new knowledge.
● Write down your answers to the following questions:
○ What was the situation?
○ Why was it challenging to convince others?
○ How did opinion impact acquisition of knowledge?
Describe the situation with your small group and discuss: How does opinion impact acquisition of knowledge

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FEB Framework of Knowledge questions

8 Summative Homework ,worksheet 1/20 Students Thursday at 10:30 PM
Please see the attached questions. Choose two questions from each section and answer them using evidence to
support your arguments. Bring in at least two perspectives in the answer. The evidence should be from the
subjects you study/ real life experiences. Each answer should be a minimum of 150 words. Each answer carries
5 marks.
Please note that:
The answer has a sustained focus on the question
Arguments are clear, coherent and effectively supported by specific examples .
There is clear awareness and explanation/ evaluation of different perspectives/ points of view
tok questions from Knowledge and the knower.doc

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OCT Claims contestable and not contestable

4 Summative Homework ,worksheet Wednesday at 10:25 PM
Research and find commercials that make claims that are contestable and that have claims that are not contestable.
What are the criteria that help you decide that a claim is contestable or not?
Learning Experiences
Prior learning experiences

Students will be encouraged to consider " how do I know" .
Students response to questions will allow them to demonstrate how much they are aware of topics.
Pedagogical approaches
1. Class Discussions and Debates:
a. Students engage in lively discussions on various knowledge questions and issues.

b. Debates allow students to explore different perspectives and challenge their own beliefs.
2. Critical Reading and Analysis:
a. Students read and analyze philosophical texts, articles, or other relevant literature.
b. Analyzing different perspectives helps students understand the nature of knowledge and the underlying assumptions in
various areas
c. Exploration of real-life situations or historical events to analyze the ways in which knowledge is constructed and
interpreted..
3. Presentations:
a. Students may be required to prepare and deliver presentations on specific knowledge questions or topics

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Feedback
Presentations and short responses to framework of knowledge questions are formative assessments for which feedback is
given.
Student expectations
Teachers to specify what is the objective of the lesson.
Explain criteria / rubrics for a task given
Their participation in discussion will determine their understanding.
Impromptu Quiz will determine their understanding of the discussed concepts.
Written responses which show evidence of thinking and research can be evidence of learning.
Support materials
Examples
Rubrics
Sample Exam Questions
The TOK guide is shared with students .Sample assessed work and criteria will be made available to students. Sample
prescribed titiles will be discussed. IA prompts are made available.
Learning Process
Socratic seminar
Small group/pair work
PowerPoint lecture/notes
Individual presentations
Differentiation
Value prior knowledge
Scaffold learning
Students prior knowledge is assessed through open ended questions . Any formative assessment is given with clear instructions
to help students. Sample responses are shown and discussed in class.
Reflections & Evaluation
General Reflections & Evaluation
Prior to studying the unit

Deepthi C K Feb 5, 2024 at 11:28 PM
The TOK guide is shared with students and the main ideas from the unit are identified. IB exchange resources and other

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websites are referred to select interesting topics for students.
During the unit

The students responded to questions about their profile as a learner. When the idea of considering many perspectives was
discussed, students felt it was possible to argue that eveyone's perspective could be right then .This was explained saying
that evidence was key to accepting a perspective as right. The connection between Knowledge and power was clear to
students and they brought in examples of censorship in authoritarian countries. They became more aware of the power of
media to mislead.
What worked well

Students enjoyed identifying fake news items and the criteria to determine what type of news can be faked. Students
enjoyed watching videos on the meaning of knowledge - crash course philosophy series. They were able to understand the
associated TOK terms better by watching the video.
What didn’t work well

Though students watched the video and understood the main ideas in Plato;s Allegory of the cave, their response to the
questions on opinion and belief lacked clarity.
Transfer reflection
Students understood the relevance of perspectives in knowledge.
Students are aware of the various influences that shape knowledge.
They realise the importance of reliable sources of knowledge
Notes/changes/suggestions:

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Time management in completing the unit needed.
Stream & Resources
Resources
Hanna (Hanna) Haris | Hanna
Posted 1 file on Feb 14, 2022 at 1:50 PM
Community of knowers
PFA of the content about 'community of knowers.
Reading activity - CW
Communities-of-knowers-TOK-extract.pdf
700 KB PDF Document

Posted 1 file on Feb 14, 2022 at 1:45 PM
Selecting objects and drawing implications

It's a class activity.
Please fill the worksheet to the best of your understanding.
Topics to consider : AOKs, Themes and Object selection
474659_TOK_TFS_ch2-2__1_.pdf
80 KB PDF Document

Posted website on Dec 1, 2021 at 12:50 PM
Plato's Allegory of Cave

Plato's Allegory of Cave :
Reading assignment
http://classics.mit.edu/Plato/republic.8.vii.html

Posted video on Dec 1, 2021 at 12:15 PM
Plato's Allegory of Cave
https://www.youtube.com/watch?v=1RWOpQXTltA http://classics.mit.edu/Plato/republic.8.vii.html

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Posted website on Nov 19, 2021 at 12:02 PM
Realizing prejudices and identifying bias

Reading NY Times article on the Ayodhya Temple - Mosque Controversy
https://www.nytimes.com/2020/08/05/world/asia/modi-temple-ayodhya.html

Posted website on Nov 17, 2021 at 9:46 AM
Bias 2 - TOK
https://tok2022.com/what-is-bias/

Bias 1 - Limitation of Knowledge
https://prezi.com/-k2e0i5ea1de/tok-bias-presentation/

Limitation of knowledge
https://prezi.com/uo0qr_bxxigf/tok-how-can-we-understand-the-limitations-of-our-knowledge-tools/

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TOK Course Ouline and Unit Plan

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Diploma Programme Course Outline—TOK

Sharanya Narayani International School 052163

Topic/unit Contents Allocat Assessment Resources

Total instructional hours in year 1- 72 hours

December 2024: Initial explorations are discussed with the teacher.

February 2025: TOK First Draft is due

Topic Contribution to the development of the attribute(s) of the IB learner profile

IB DP Theory of Knowledge (Grade 11)

Knowledge & Knower

Subject Year Start date Duration

Inquiry & Purpose

Impact of new knowledge on values and morals

Effect of bias in acquisition and dissemination of knowledge

Knowledge and responsibility

Influence from the community of knowers you belong to

Critical evaluation of claims

Sharanya Narayani International School

IB DP Theory of Knowledge (Grade 11)

The aims of the TOK course are:

Having completed the TOK course, students should be able to:

demonstrate TOK thinking through the critical examination of knowledge questions

develop relevant, clear and coherent arguments

use examples and evidence effectively to support a discussion

demonstrate awareness and evaluation of different points of view

consider the implications of arguments and conclusions.

Sharanya Narayani International School

IB DP Theory of Knowledge (Grade 11)

What shapes my perspective as a knower?

Is the truth what the majority of people accept?

How do empathy and imagination help us to understand other perspectives?

Sharanya Narayani International School

IB DP Theory of Knowledge (Grade 11)

How can we know that current knowledge is an improvement on past knowledge?

Methods and tools

How do we acquire knowledge?

What constitutes a “good reason” for us to accept a claim?

Does knowledge always require some kind of rational basis?

Claims that are contestable and claims that are not

Misinformation and disinformation,

Fake news and Post truth

Reliable sources of knowledge

Impact of new knowledge on values and morals

Effect of bias in acquisition and dissemination of knowledge

Knowledge and responsibility

Influence from the community of knowers you belong to

Sharanya Narayani International School

IB DP Theory of Knowledge (Grade 11)

Information Communication Technology

Language and learning

Sharanya Narayani International School

IB DP Theory of Knowledge (Grade 11)

Thought activity - Reflection and Research

- In this unit, we will

ask students to formulate a reasoned argument to support their opinion or conclusion

reward a new personal understanding, solution or approach to an issue

ask open questions

build on a specific prior task

include a reflection activity

make a link to TOK

Sharanya Narayani International School

IB DP Theory of Knowledge (Grade 11)

- In this unit, we will

ask students to explain their understanding of a text or idea to each other