DP unit planner 1

Teacher(s) O. Furnival Subject group and course TOK Formatted: Font: (Asian) Japanese
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Course part Area of knowledge: History. SL or HL/Year 1 or 2 2 Dates April year 2
and topic Formatted: Font: (Asian) Japanese
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Unit description and texts DP assessment(s) for unit Formatted: Font: (Asian) Japanese

This unit concentrates on history as a way of knowledge. Students will Practice for the TOK essay and presentation. Formatted: Font: (Asian) Japanese
look at the relationship between historical facts and interpretations,
subjectivity versus objectivity, the reliability of sources, how our
historical knowledge is constructed and how it can shape our
knowledge today. Formatted: Font: (Asian) Japanese

INQUIRY: establishing the purpose of the unit

Transfer goals
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List here one to three big, overarching, long-term goals for this unit. Transfer goals are the major goals that ask students to “transfer” or apply, their
knowledge, skills, and concepts at the end of the unit under new/different circumstances, and on their own without scaffolding from the teacher. Formatted: Normal, Space Before: 6 pt, After: 6 pt
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Japanese

TOK Presentation rubric Formatted: Font: +Headings (Calibri)

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The knowledge question is effectively explored in the context of the real-life situation, using convincing arguments, with investigation of different
perspectives. Formatted: Font: +Headings (Calibri)
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TOK essay rubric
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 An investigation of different perspectives and linked effectively to areas of knowledge and/or ways of knowing.

Counterclaims are extensively explored;

ACTION: teaching and learning through inquiry

Content/skills/concepts—essential understandings Learning process
Check the boxes for any pedagogical approaches used during
the unit. Aim for a variety of approaches to help facilitate
learning.

Students will know the following content: Learning experiences and strategies/planning for self-supporting
learning:
Lecture
The history knowledge framework. Formatted: Font: +Headings (Calibri), 11 pt
Socratic seminar
Personal knowledge of the modern world depends on a good knowledge and Small group/pair work
understanding of our shared historical past.
PowerPoint lecture/notes
How the identity of a country is shaped by the memory of its military, political and Individual presentations
socioeconomic history. Formatted: Font: +Headings (Calibri), 11 pt, Not Bold
Group presentations

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 Objective view of history versus subjective view of history: Gandhi. Student lecture/leading Formatted: Font: +Headings (Calibri)

Interdisciplinary learning Formatted: Font: +Headings (Calibri), 11 pt

Unethical historical claims: David Irving
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The causes, course and consequences of historical events.
Other/s:
Language and reason as ways of knowing in history. Formatted: Font: +Headings (Calibri), 11 pt, Not Bold
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The assassination of President Kennedy in 1963 to explain what is meant by the Formative assessment:
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`outside` and `inside` of a historical event. Students will write one essay a week, responding to a knowledge issue.
The teacher will give weekly written feedback highlighting good practice Formatted: Font: +Headings (Calibri), 11 pt
The methodology used to gain knowledge on history with other areas of knowledge: and giving the students targets towards the essay criteria which they will Formatted: Font: (Default) +Headings (Calibri), 11 pt,
be assessed against in year 12. Not Bold, (Asian) Japanese, (Other) English (United
evidence, reliability and accuracy, analysis, imagination and reason.
The essay criteria have been broken down into student friendly language, States)
How historical knowledge can shape our moral and political actions today. taking into account the EFL students. Students will be shown the criteria
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for success regularly, and good practice will be modelled, through
examples of the students’ work and using examples from the IB. which will Formatted: Font: +Headings (Calibri), 11 pt
Knowledge of cause and effect: Cleopatra`s nose to explain counter-factor history. be translated into their mother tongue, and will be given it for summative
assessment, which will also be in student friendly language. Formatted: Font: +Headings (Calibri)
The certainty of historical fact versus historical certainty. Formatted: Font: +Headings (Calibri), 11 pt
Differentiation will be achieved by pair and group work where pupils can
learn from each other, with groupings set so that the more able and Formatted: Font: +Headings (Calibri), 11 pt, Not Bold
Shared and personal knowledge in history. weaker students can work together. Weaker students will get the chance
to read content before the lessons and be given writing frames to support Formatted: Font: +Headings (Calibri)
Eye witness accounts. them. More able students will be given the opportunities to use analysis,
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evaluation and synthesis through questions and knowledge issues.
How science can change how we see history: Richard III Formatted: Font: +Headings (Calibri)
The following is a list of the different teaching methodologies which will be Formatted: Normal, No bullets or numbering
employed. All activities will be modelled, with pupils participating in the
examples. Formatted: Font: +Headings (Calibri)

 Group talking point discussions.

 Peer marking of essays and assessments.
 Research items using the library and internet

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  Textbook readings with content &skills based questions
 Provide comments, opinions and questions in small group
discussions
 Participate in knowledge building and reviewing quizzes and games
 Skills practice: comparison, evaluation, and making conclusions.
 Writing descriptive analytical and interpretive answers and short
essays.
 Structured writing exercises
Students will develop the following skills:
 Oral presentation. Through preparation in pairs and small groups
and as a whole class. These debates will respond to facts that
have been found.
1. Identify and analyse the various kinds of justifications used to support knowledge
 Preparation and presentation of analytical essay on a citizenship
claims topic
2. Formulate, evaluate and attempt to answer knowledge questions
 Peer assessment of student presentations
3. Examine how academic disciplines/areas of knowledge generate and shape
knowledge  Responding to evidence, both visual and written.
4. Understand the roles played by ways of knowing in the construction of shared  Open ended questions based on all 7 components of Bloom`s
and personal knowledge Taxonomy.
5. Explore links between knowledge claims, knowledge questions, ways of knowing  Evaluating information through ranking activities.
and areas of knowledge
 Gathering and responding to evidence from sources.
6. Demonstrate an awareness and understanding of different perspectives and be
able to relate these to one’s own perspective  Self assessment.
7. Explore a real-life/contemporary situation from a tok perspective in the  Student / teacher led talking point discussion
presentation.
 Whole class debates with notes and follow worksheets

 Develop source work skills though practice questions individually

and teacher directed

 Short knowledge based quizzes and games

 Guided readings with comprehensions questions

 Research activities.

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 Students will grasp the following concepts:
 Lesson worksheets based on textbook reading and internet research
History studies the recorded past using a method based on the concepts of evidence, Formatted: Font: +Headings (Calibri), 11 pt
reliability and accuracy.  Guided essay writing exercise

 Student and teacher led discussion circles.

Our personal knowledge of the modern world depends on a good knowledge and
understanding of our shared historical past.  Pair work activities to enable pupils to teach and learn from their
peers
The identity of a country is shaped by the memory of its military, political and
 Envoying activities to aid retention of facts
socioeconomic history.
 Think-pair-share.
History is more than just finding facts about what happened in the past. It is also an
 Hot seat activities to help formulate questions and respond to new
attempt to understand in a critical way the causes, course and consequences of those
ideas.
events.
 Jigsawing
History must be based on sound interpretation of the evidence. Historians use an
 Card sorts
empirical method (observation and experience) based on interpretation of historical
sources.  Ranking activities

Summative assessment:

Presentation
Students will use the example on page 79 of Decoding Theory of Formatted: Font: Not Bold
knowledge to choose a real life situation and form a knowledge
question, which will be presented according to the rubric.

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 Essays.
Students will choose one of the following essays which will be
marked against the rubric.

What similarities and differences are there between historical

and scientific explanations?
To what extend does a historians knowledge rely on particular
ways of knowing?
Is our shared historical knowledge closer to our shared
knowledge in science or literature?
How do we decide which events are historically significant?
Compare and contrast our approach to knowledge about the past
with our approach to knowledge about the future.

Differentiation:
Affirm identity—build self-esteem
Value prior knowledge
Scaffold learning
Extend learning
Details:

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 Approaches to learning (ATL)
Check the boxes for any explicit approaches to learning connections made during the unit. For more information on ATL, please see the guide.

Thinking
Social
Communication
Self-management
Research
Details:

Language and learning TOK connections CAS connections

Check the boxes for any explicit language and learning Check the boxes for any explicit TOK Check the boxes for any explicit CAS connections.
connections made during the unit. For more connections made during the unit If you check any of the boxes, provide a brief note
information on the IB’s approach to language and in the “details” section explaining how students
learning, please see the guide. engaged in CAS for this unit.

Activating background knowledge Personal and shared knowledge Creativity

Scaffolding for new learning Ways of knowing Activity
Acquisition of new learning through practice Areas of knowledge Service
Demonstrating proficiency The knowledge framework Details:
Details: Details:

Resources

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 List and attach (if applicable) any resources used in this unit

EDL TOK in a box.

Decoding Theory of Knowledge for the IB Diploma: Themes, skills and assessment. Wendy Heydorn and Susan Jesudason

http://www.youtube.com/watch?v=MHcDxgzni5k

http://www.bbc.co.uk/news/uk-england-21370580

http://www.google.co.uk/search?hl=en&site=imghp&tbm=isch&source=hp&biw=1366&bih=594&q=richard+111&oq=richard+111&gs_l=img.3..0i3j0l7j0i
5j0i24.452.2152.0.3761.11.10.0.1.1.1.169.1138.5j5.10.0...0.0...1ac.1.2.img.TMxrhvMiVtk#imgrc=EjY3KAZKsUKTFM%3A%3BdqHVv-
AXkBnSEM%3Bhttp%253A%252F%252Fwww.thetimes.co.uk%252Ftto%252Fmultimedia%252Farchive%252F00335%252F111955132_richardII_335549c.j
pg%3Bhttp%253A%252F%252Fwww.thetimes.co.uk%252Ftto%252Fnews%252Fuk%252Farticle3535870.ece%3B620%3B413

http://www.google.co.uk/search?hl=en&sugexp=les%3B&gs_rn=2&gs_ri=serp&pq=richard+iii+family+tree&cp=15&gs_id=i&xhr=t&q=richard+iii+remains
&bav=on.2,or.r_gc.r_pw.r_qf.&biw=1366&bih=594&wrapid=tljp136027970103607&um=1&ie=UTF-8&tbm=isch&source=og&sa=N&tab=wi&ei=ljgUUe-
wNqrQmAWQk4DIDg#imgrc=x6sWPnCJgvIi7M%3A%3BrOMbsU9swAw5MM%3Bhttp%253A%252F%252Fimages.publicradio.org%252Fcontent%252F201
3%252F02%252F04%252F20130204_richard-iii-
remains_33.jpg%3Bhttp%253A%252F%252Fminnesota.publicradio.org%252Fdisplay%252Fweb%252F2013%252F02%252F04%252Fnews%252Frichard-
iii-remains%3B650%3B430

http://www.bbc.co.uk/news/uk-england-leicestershire-21063882

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Formatted Table
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Japanese

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Content in context / connections
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How can the broader curriculum goals of the DP in Tamagawa Academy K-12 & University be developed? Describe how the contents can be approached to support Formatted: Font: +Headings (Calibri), (Asian)
Tamagawa Academy’s 6 educational ideals of Zenjin Education and/or the 12 precepts of Education. Japanese
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6 EDUCATIONAL IDEALS OF ZENJIN EDUCATION 12 PRECEPTS OF EDUCATION Formatted: Font: +Headings (Calibri), 10 pt, Not Bold
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Zenjin Education is to realize the optimal development of the human personality embodied The 12 precepts of education are advocated in supporting awareness and Asian text, Don't adjust space between Asian text and
in six basic values in a well-balanced and harmonious way. In this unit students are understanding of the educational philosophy and values of the school. In numbers
provided with opportunities to reflect on how the following ideals relates to their learning: this unit the following precept(s) will be addressed: Formatted: Font: +Headings (Calibri), 10 pt

Truth: as the ideal of academe Self Study, Self Autonomy Formatted: Font: Not Bold, English (United Kingdom)
Goodness: as the ideal of morality Enabling students to acquire methods to seek their own truths, Formatted: Font: +Headings (Calibri), 11 pt
through their own system of reason, emotions and values. Formatted: Font: +Headings (Calibri), 11 pt
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Japanese

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Stage 3: Reflection—considering the planning, process and impact of the inquiry
What worked well What didn’t work well Notes/changes/suggestions:
List the portions of the unit (content, assessment, List the portions of the unit (content, assessment, List any notes, suggestions, or considerations for the
planning) that were successful planning) that were not as successful as hoped future teaching of this unit

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