History

1. History

2. What characterises the methodologies of Historians? TaK - History

3. What is history? • Is it enough to define it as “the study of the past”? • Concerned with: • Evidence (the present traces of the past) • Significance (concerned with significant events) • Explanation & Understanding (not only describing the past, but also explaining it) TaK - History

4. Write down the two most significant events that have happened at the College since you arrived in the summer of 2010. • Who do you think is best qualified to write a history of RCNUWC: • a graduate? • a teacher? • a member of the board? • a local journalist? • Why? TaK - History

5. “Historians are dangerous people. • They are capable of upsetting everything” Khruschev • “He who controls the present, controls the past. • He who controls the past, controls the future.” Orwell • “If you do not like the past, change it.” Burton TaK - History

6. TaK - History In Russia…

7. TaK - History … and in China

8. TaK - History

9. Can we talk about historical truth? TaK - History

10. Why should you care about the past? What dangers are there in being obsessed with the past? What dangers are there in ignoring the past? TaK - History

11. “Those who don’t study the past are condemned to repeat it” Santayana “What experience and history teach is this - that people and governments have never learned anything from history” Hegel TaK - History

12. To what extent do you think that people keep making the same mistakes? Why? TaK - History

13. Different histories • Over-reliance on the written word? • In parts of West Africa, history is told through song by a griot, a respected wandering musician • Among many Australian Aborigines, the land itself is history. Geographical features reflect the creation stories of the ‘dreamtime’ TaK - History

14. What is history? • Micro histories. Our own. • “For the want of a nail…….” TaK - History

15. How can the past be known? • Primary Sources • (materials produced at the time of an event by people who were there) • Fallible eye-witness • Social bias • Deliberate manipulation • Secondary sources(second-hand accounts) TaK - History

16. TaK - History Primary sources

17. Writing history • History is the selection of a selection • Advantages of hindsight • Disadvantages of hindsight TaK - History

18. Perspectives in history • Study the historian before you study his facts • Reading an 18th Century account of the 13th Century will possibly tell you as much about the 18th as it will about the 13th Century • Propaganda and persuasion TaK - History

19. Some Problems of Bias • Topic choice bias • Confirmation bias • National bias • …others? TaK - History

20. Theories of history • The ‘Great Person’ theory • Economic Determinism • No meaning, only chance! • “Had Cleopatra’s nose been shorter, • the whole history of the world • would have been different” • Blaise Pascal TaK - History

21. Why study history? • History gives us a sense of identity • History is a defence against propaganda • History enriches our understanding of human nature TaK - History

22. Some key points: • History seeks to study and explain the significant events of the past on the basis of currently existing evidence • The study of History can be justified on the grounds that it contributes to our sense of identity, is a defence against propaganda, and enriches our understanding of human nature • History is based on primary sources, but since they are selective they cannot always be taken at face value • In seeking to explain the past the historian has the benefit of hindsight which can sometimes result in hindsight bias • We can perhaps get closer to the truth by exploring the past from a variety of perspectives • Historical events rarely have a single cause but are usually the result of a combination of factors TaK - History

23. Reason What fallacies arise in studying history? Maths What role do statistics play in history? Perception How reliable is eye-witness testimony as a primary source? TaK - History Ethics Should historians make moral judgments about the past? Natural Sciences Can the scientific method be applied to history? History Arts How is history similar to fiction? How is it different? Human Sciences How does history differ from other social sciences? Language Can historical events be described in neutral language?

25. The Presentation • Real-life situation • Contemporary problem TaK

26. The structure and vocabulary of a ToK Presentation 1 Real-life situation. Identify some central conflict revolving around a knowledge issue Tentative resolution of the central conflict in the real-life situation 4 Vocabulary of real-life situation TaK Abstraction Implications ToK vocabulary 2 3 Underlying knowledge issues Branching Arguments Evaluation of Knowledge Issues from Ric Sims

27. ToK Presentation Planner Other Real life Situations Start Here Real life Situation Vocabulary of Real Life Situation - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Implications Implications Implications Extract KI from RLS ToK Vocabulary Application Evaluation of Knowledge Issues Underlying Knowledge Issue Arguments

28. A topic A few weeks ago you saw a video about birth control in which, among other things, a foetus was shown to feel acute pain. You decide that the real-life situation for your ToK presentation will be Abortion. You decide first to answer for your class some basic questions concerning types of abortion, the variety of ways it is possible to induce it and a description of what you have learnt is called, “post-abortion syndrome”; then to present some comparative facts about abortion laws in different countries. Since your presentation partner is strenuously opposed to abortion, while you think that abortion should be a choice that belongs to each woman, the class is guaranteed to hear both sides of the argument. Everyone in the class will want to participate in the discussion your presentation is certain to provoke. TaK

29. Real-life situation/contemporary problem: • (Focus: History) • Scenario: • Demonstration in China against a new history textbook in Japan • Knowledge Issues: • “How is it decided what history is taught in schools?” • “How can we safeguard against bias?” • “Can we talk about historical truth?” • ….others? TaK

30. Strategies for finding topics • Think about any cause, local or global, that you support • Think about your favourite IB subject. Consider topics within it that interest you most • Think about items from the news that have caught your attention • Think about experiences you have had • Whatever your topic, you have to be able to formulate at least one good question about knowledge from it. TaK

31. Real-life situation/contemporary problem:(Focus:……………..) • Scenario:………………………………….. • State your knowledge issue clearly • Show how it arises from your selected real-life situation • Develop it • Demonstrate how it could be applied back to your real-life situation and others TaK

32. AIdentification of knowledge issue • • Did the presentation identify a relevant knowledge issue involved, implicit or embedded in a real-life situation? • Achievement level Descriptor • 0 Level 1 was not achieved. • 1--- 2 The presentation referred to a knowledge issue but it was irrelevant to the real-life situation under consideration. • 3--- 4 The presentation identified a knowledge issue that was in some ways relevant to the real-life situation under consideration. • 5 The presentation identified a knowledge issue that was clearly relevant to the real-life situation under consideration.

33. B Treatment of knowledge issues • • Did the presentation show a good understanding of knowledge issues, in the context of the real-life situation? • Achievement level Descriptor • 0 Level 1 was not achieved. • 1--- 2 The presentation showed some understanding of knowledge issues. • 3--- 4 The presentation showed an adequate understanding of knowledge issues. • 5 The presentation showed a good understanding of knowledge issues.

34. CKnower's perspective • • Did the presentation, particularly in the use of arguments and examples, show an individual approach and demonstrate the significance of the topic? • Achievement level Descriptor • 0 Level 1 was not achieved. • 1--- 2 The presentation, in its use of arguments and examples or otherwise, showed limited personal involvement and did not demonstrate the significance of the topic. • 3--- 4 The presentation, in its use of arguments and examples or otherwise, showed some personal involvement and adequately demonstrated the significance of the topic. • 5 The presentation, in its distinctively personal use of arguments and examples or otherwise, showed clear personal involvement and fully demonstrated the significance of the topic.

35. DConnections • • Did the presentation give a balanced account of how the topic could be approached from different perspectives? • • Did the presentation show how the positions taken on the knowledge issues would have implications in related areas? • • In awarding the higher achievement levels, the emphasis should be more on the quality of the consideration of connections than on the quantity of connections mentioned. • Achievement level Descriptor • 0 Level 1 was not achieved. • 1--- 2 The presentation explored at least two different perspectives to some extent. • 3--- 4 The presentation gave a satisfactory account of how the question could be approached from different perspectives, and began to explore their similarities and differences. • 5 The presentation gave a clear account of how the question could be approached from different perspectives and considered their implications in related areas.