Grace1

Due 20 April - Real life situation and central Knowledge Issue
 * 1) What is the real life situation under consideration?
 * The Japanese History Textbook controversy about the government-approved history textbooks being used, where people argue that it is a systematic distortion of historical records propagated in the post-war Japanese educational system, and not providing accurate information of the accounts of the Japanese invasions and attacks and the screenings that took place in order to "represent Japan positively in history and increase Japanese nationalistic fervour." Also referencing the controversy of the Chinese textbooks, in the same situation.**
 * 1) What is the TOK knowledge issue that will be the focus of your presentation? (This must be expressed as a question.)
 * Does history tell us the truth?**

Due 10 May - Knowledge issues and different perspectives 2) How does the study of history alter our perception of the world around us? 3) How do different views of history affect its reliability?** 2) Screening textbooks distorts history and gives a one-sided perspective and a one-sided picture** **of the history of Japan. It also goes against freedom of speech (Saburo Lenaga). 3) Comparison with Germany: even without screening textbooks, a patriotic and nationalistic view of the country can still be created whilst still accepting a country's history, such as in Germany. Portraying the whole picture can teach a population of the mistakes and to avoid them in the future.**
 * 1) Identify (sub)knowledge issues related to the KI which is the focus of your presentation.
 * 1) What is the purpose of teaching history in school?
 * 1) Explain how the knowledge issue(s) relate to the topic you have chosen.
 * The knowledge issue, does history tell us the truth?, relates to the controversy of the history textbooks in Japan, as educational textbooks are seen as a source of history knowledge and an accurate representation of past events. This brings us to the question of how do textbooks and history influence our perception (SKI 2) of countries, politics and can impact our emotions on how we view our own culture.**
 * 1) Identify at least two perspectives of different knowers.
 * 1) Japanese Reformers: screening and altering textbooks creates a nationalistic view of Japan, focusing on the positive acts of government and dispelling the negative events, to avoid negative perspectives of Japan amongst society and the children/students. Negative textbooks could "overthrow the principle of the education of Japan."
 * 1) Illustrate your points with supporting quotes.
 * 2) What is YOUR perspective on the topic?
 * --> We understand the reasons and purpose for screening textbooks, however we still don't agree that it is necessarily right and moral, due to the fact that other nations have refrained from textbook screening (Germany example) and still maintain a nationalistic and patriotic feel.**

Due 17 May - Format of presentation and outline
 * 1) Explain the format of your presentation (such as lectures, skits, simulations, games, dramatized readings, interviews or debates.)
 * 2) What supporting materials will you use? (videos, PowerPoint, posters, questionnaires, recordings of songs or interviews, costumes, or props)
 * 3) Write a summary in note form (for example, a bullet point list), of the way you plan to deal with knowledge issues during your presentation).
 * 4) Provide a clear bibliography for your presentation.

31 May - Begin presenting!!!