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11/12 English Summer Project
English 11/12 Summer School Project: What Is On Your Cave Wall; the Will to Meaning
Project Description: This is a Multi-media response project that requires both a personal response from each student and collaborative (small group) research output. These “outputs” will utilize Power Point, video, photographs, animation and music—ultimately each student or group decides what they wish to include, but each group will be encouraged to utilize a variety of technology systems. We will work on this project each day in class during our first summer session. Students publish what they have created on both our classroom blog and their individual blogs via PantherNet. The inspiration for this project comes from three main sources: the International Baccalaureate (IB) Syllabus: Theory of Knowledge (TOK) Class; Viktor Frankl’s, Man’s Search for Meaning; and Plato’s, “The Allegory of the Cave.”
Theory of Knowledge: The“flagship” element in the IB curriculum is a class called Theory of Knowledge (TOK). The following excerpt is part of the IB Syllabus, “The TOK course . . . encourages critical thinking about knowledge itself, to try to help young people make sense of what they encounter.
Man’s Search for Meaning: Central to the understanding of Viktor Frankl’s theory of Logotherapy is his concept of Will to Meaning. Frankl makes the distinction between his Will to Meaning and Sigmund Freud’s Will to Pleasure and Alfred Adler’s, Will to Power. Frankl discusses his concept in his book Man’s Search for Meaning, “Life ultimately means taking the responsibility to find the right answer to its problems and to fulfill the tasks which it constantly sets for each individual. These tasks, and therefore the meaning of life, differ from man to man, and from moment to moment” (Man’s Search for Meaning, p. 98.Signet, 1985).
“The Allegory of the Cave”: Plato’s “The Allegory of the Cave” dates from the fourth century B.C. In his allegory Plato addresses a variety of the ways we (human beings) know: what we perceive with our senses, our minds, and our imaginations.
“The Matrix and The Cave”
Enduring Understandings:
What counts as knowledge?
How does it grow? What are its limits?
Who owns knowledge?
What is the value of knowledge?
What are the implications of having, or not having, knowledge?
Overall Question: How does understanding how/why you know what you know effect the choices you make, and how do those choices help you live a meaningful life?
Evidence of Competency (taken from ISTE site):
Before listing Performance Indicators, I want to make it clear that all student assessments will occur with the collaboration of the students involved.
1. Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.
2. Communication and Collaboration Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.
3. Research and Information Fluency Students apply digital tools to gather, evaluate, and use information.
4. Critical Thinking, Problem Solving, and Decision Making Students use critical thinking skill to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.
5. Digital Citizenship Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.
6. Technology Operations and Concepts Students demonstrate a sound understanding of technology concepts, systems, and operations.
Using Plato’s Allegory of the Cave as a starting place (we will read it together and discuss it in class. Part of this discussion will focus on aspects of Theory of Knowledge and Will to Meaning), students in our 11/12 Summer School English Class will be asked to think (Remember) about what information/concepts (Understand) most influence the choices they make about their lives (Applying). For example, how do they decide the style of clothing they wear, the music they enjoy, the games they play, what is important to them: family, nationality, politics, religion (Analyzing & Evaluating)? Students will be asked to create a multimedia presentation (either individually or in small groups) where they will express what they think (they know) about who they are and the relationship(s) they have/share in their/our world. Each presentation should be between 10 and 15 minutes in length. These collaborative projects will be published on both the student’s individual blog and on our class blog (via PantherNet).
Project Description: This is a Multi-media response project that requires both a personal response from each student and collaborative (small group) research output. These “outputs” will utilize Power Point, video, photographs, animation and music—ultimately each student or group decides what they wish to include, but each group will be encouraged to utilize a variety of technology systems. We will work on this project each day in class during our first summer session. Students publish what they have created on both our classroom blog and their individual blogs via PantherNet. The inspiration for this project comes from three main sources: the International Baccalaureate (IB) Syllabus: Theory of Knowledge (TOK) Class; Viktor Frankl’s, Man’s Search for Meaning; and Plato’s, “The Allegory of the Cave.”
Theory of Knowledge: The“flagship” element in the IB curriculum is a class called Theory of Knowledge (TOK). The following excerpt is part of the IB Syllabus, “The TOK course . . . encourages critical thinking about knowledge itself, to try to help young people make sense of what they encounter.
Man’s Search for Meaning: Central to the understanding of Viktor Frankl’s theory of Logotherapy is his concept of Will to Meaning. Frankl makes the distinction between his Will to Meaning and Sigmund Freud’s Will to Pleasure and Alfred Adler’s, Will to Power. Frankl discusses his concept in his book Man’s Search for Meaning, “Life ultimately means taking the responsibility to find the right answer to its problems and to fulfill the tasks which it constantly sets for each individual. These tasks, and therefore the meaning of life, differ from man to man, and from moment to moment” (Man’s Search for Meaning, p. 98.Signet, 1985).
“The Allegory of the Cave”: Plato’s “The Allegory of the Cave” dates from the fourth century B.C. In his allegory Plato addresses a variety of the ways we (human beings) know: what we perceive with our senses, our minds, and our imaginations.
“The Matrix and The Cave”
Enduring Understandings:
What counts as knowledge?
How does it grow? What are its limits?
Who owns knowledge?
What is the value of knowledge?
What are the implications of having, or not having, knowledge?
Overall Question: How does understanding how/why you know what you know effect the choices you make, and how do those choices help you live a meaningful life?
Evidence of Competency (taken from ISTE site):
Before listing Performance Indicators, I want to make it clear that all student assessments will occur with the collaboration of the students involved.
1. Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.
2. Communication and Collaboration Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.
3. Research and Information Fluency Students apply digital tools to gather, evaluate, and use information.
4. Critical Thinking, Problem Solving, and Decision Making Students use critical thinking skill to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.
5. Digital Citizenship Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.
6. Technology Operations and Concepts Students demonstrate a sound understanding of technology concepts, systems, and operations.
Using Plato’s Allegory of the Cave as a starting place (we will read it together and discuss it in class. Part of this discussion will focus on aspects of Theory of Knowledge and Will to Meaning), students in our 11/12 Summer School English Class will be asked to think (Remember) about what information/concepts (Understand) most influence the choices they make about their lives (Applying). For example, how do they decide the style of clothing they wear, the music they enjoy, the games they play, what is important to them: family, nationality, politics, religion (Analyzing & Evaluating)? Students will be asked to create a multimedia presentation (either individually or in small groups) where they will express what they think (they know) about who they are and the relationship(s) they have/share in their/our world. Each presentation should be between 10 and 15 minutes in length. These collaborative projects will be published on both the student’s individual blog and on our class blog (via PantherNet).
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