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TOK Presentation A sample Presentation for Students

TOK Presentation A sample Presentation for Students. Criterion A Identification of Knowledge Issue. Did the presentation identify a relevant knowledge issue involved, implicit or embedded in a real-life situation?

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TOK Presentation A sample Presentation for Students

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  1. TOK Presentation A sample Presentation for Students

  2. Criterion A Identification of Knowledge Issue Did the presentation identify a relevant knowledge issue involved, implicit or embedded in a real-life situation? 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.

  3. Knowledge issues • Who should decide, and on what grounds, which history should be taught in schools? • Whose history should we teach? • What part does the notion of historical truth play here?

  4. Real-life situation/contemporary problem The demonstrations in China against the issue of a new history textbook in Japan in 2009

  5. China will not apologise for violent protests against Japan

  6. Background • Screening text books • Pre-war Japan • National narrative struggles • ‘fine militarist stories’ – identity • Authorised text by Ministry of Education

  7. Further Considerations • More than just the teaching of History in schools and community • Confucian ideas • respect for authority • Deification of Emperor in Japan and ignorance of events of the past

  8. Language and perspective “Nanjing Incident” Dec 1937 Japanese perspective Rape of Nanjing Dec 1937 Chinese perspective Discuss the implications of the above two titles.

  9. Japanese troops formally enter the city of Nanjing in December 1937

  10. Japanese soldiers used live victims for bayonet practice

  11. Evidence of atrocities against civilian population

  12. This brutal massacre was possible because Japanese soldiers dehumanized their victims. Here a soldier is proudly showing off his kill.

  13. China will not apologise for violent protests against Japanese embassy and some businesses • Japan is accused of ‘glossing over’ history • No apologies from China • No remorse from Japan

  14. Criterion B Treatment of knowledge issues Did the presentation show a good understanding of knowledge issues, in the context of the real-life situation? 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.

  15. WOK - Language: The power of the textbook • Why are history textbooks important enough to fight over? • Should textbooks be truthful and accurate? • Students believe what they read in textbooks….

  16. The power of the textbook • history textbooks reflect an 'official' version of history • They shape contemporary patriotism • They are directed and published by the state • they have enormous authority

  17. The role of the historian The past is fixed and unchangeable. (Elton) History is the record of human behaviour, but crammed with an unlimited number of variables that is not susceptible of the scientific method. (Tuchman) History is the search for truth (G.R.Elton) By and large the historian will get the facts he wants. (E.H.Carr)

  18. Criterion C Knower's perspective Did the presentation, particularly in the use of arguments and examples, show an individual approach and demonstrate the significance of the topic? 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.

  19. My point of view Is history too important to be left to historians? “Historians are dangerous people. They are capable of upsetting everything.”(Khrushchev) … however … “History is the historian’s experience. It is ‘made’ by nobody save the historian: to write history is the only way of making it.”(Oakeshott) … finally … “History will be kind to me for I intend to write it.”(Churchill)

  20. The Nanjing museum The Nanjing Massacre museum

  21. What part does the notion of historical truth play here? • Iris Chang has written a critically acclaimed account of the atrocities and killings of Chinese civilians by Japanese soldiers. • There are eyewitnessesand overwhelming evidence of the deaths of over 300,000 people

  22. Iris Chang, author of ‘The Rape of Nanking’ talks of • ”correct history" • History should present a "positive view” • "dark history." Memorial to Iris Chang at Nanjing. She committed suicide in 2004

  23. The Nanjing massacre museum – the number of victims

  24. The Nanjing museum

  25. Language and perspective The Japanese dismiss the Nanjing Massacre as "nothing like a holocaust“. They describe the invasion of the Korean peninsula as “an unopposed annexation”, necessary for Japan's security. They allege that Japan's wartime rule prepared Asian countries for independence from their European colonial masters.

  26. Conclusions • Is there a moral or ethical need to find the truth? • How do we ascertain what is the truth of events in the past? Reason, evidence? • How should we acknowledge the reality of the past? (- Perception?) • Should we accept the ‘anything goes’ version of history? • How strong is the evidence? If the truth is to come out then, and the evidence is overwhelming, then to deny the truth behind the Nanking Massacre is to do more than merely cite another historical perspective.

  27. Criterion D Connections 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.

  28. Criterion D Connections 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.

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