Cultural Ownership, Lesson 4
Lesson 4: Writing the TOK Essay
Focus: How can knowledge users develop strong, structured arguments?
Suggested length: 1 hour
Learning objectives:
- Write a fully developed TOK essay claim using the TOK essay structure.
- Apply real-world examples and counterclaims to support arguments.
- Engage critically with TOK concepts (e.g., power, ethics, culture).
- Practice structured writing for the TOK essay assessment.
| Critical Thinking Concepts | TOK Concepts | Reflection Questions |
|---|---|---|
| Confronting Biases and Assumptions: Reflect on how dominant voices shape which Indigenous stories are heard and which are sidelined. Responsiveness and Flexibility of Thought: Revise to address critiques around consent, compensation, and imbalance. Extrapolation and Reapplication of Principles: Apply bias, power, and ethics concepts from the Arts to the Human Sciences or Natural Sciences. | Bias and Power: How do industry interests and dominant cultures shape which knowledge is visible or profitable? Ethics and Responsibility: Is it ethical to use cultural knowledge without consent or compensation? Perspective: How do different cultural lenses interpret the same fashion design or symbol? Reflection on Knowledge Construction: Are we aware of how cultural knowledge is commodified, mythologized, or erased? | What was the most challenging part of writing this? How do different perspectives influence debates on cultural authenticity? How does this practice help prepare for the TOK essay assessment? |
Resources and Preparation
- Slides, attached below.
- TOK Essay Checklist, attached below.
- Students will need to create their own Kialo discussion to plan their essay paragraph. Instructions for this can be found in the slides.
- You may find it useful to have additional TOK essay prompts to supplement the examples in the slides.
Introduction
Present the guiding question: "How do we develop a strong argument in a TOK essay?"
Recap: What makes a TOK essay unique?
- Focus on knowledge (not merely opinions).
- Use real-world examples drawn from multiple Areas of Knowledge (AOKs).
- Include counterclaims.
- Refer to TOK concepts (e.g., ethics, culture, power).
- Reflect on the implications and limitations of your argument.
Main Activity
Examining a Strong TOK Essay Claim
Break down an example paragraph of your choice with students. Ask them to annotate:
- Claim: The stance or argument addressing the TOK prompt.
- Example: A real-world situation supporting or illustrating the claim.
- Counterclaim: A contrasting perspective that challenges the claim.
- TOK Links: Explicit connection to TOK concepts and reflection on how knowledge is produced or validated.
Discussion Questions:
- How does the example strengthen the claim?
- Which Ways of Knowing (WOKs) or Areas of Knowledge (AOKs) are relevant here?
- Does the counterclaim effectively challenge the claim, encouraging deeper exploration?
Teacher Tip: Show a quick visual of the TOK essay structure (introduction, body claims, conclusion), highlighting where this developed paragraph fits in.
Writing Task: Drafting a TOK Paragraph
Select a prompt: Provide students with a list of essay prompts to choose from. These could be prompts that you have prepared (e.g., “Does the use of Indigenous knowledge by global industries raise ethical concerns?”) or a prescribed title from the official IB list that ties to cultural appropriation.
Students plan the paragraph, including notes on:
- Claim: A statement connecting directly to the prompt.
- Example: A real-life scenario (e.g., Urban Outfitters’ misuse of Navajo patterns, Sage Paul’s Indigenous Fashion Week Toronto) that demonstrates the claim.
- Counterclaim: An alternative viewpoint or critique that challenges the initial argument.
- TOK Link: Exploration of how power, culture, or ethical considerations shape knowledge in this scenario.
Students could plan their essay section out on Kialo. The TOK essay checklist outlines a suggested approach.
Write the paragraph: Emphasize clarity, coherence, and the TOK focus (not just describing the event but analyzing how it affects knowledge).
Teacher Tip: Ensure students reference relevant AOKs — e.g., how the arts, such as fashion, are a medium of cultural expression, or how language helps in passing down traditions and knowledge.
Peer Review and Refinement
Students exchange their writing in pairs or small groups, and use the essay checklist to give feedback. Use the following discussion points to help students develop their feedback:
- Claim: Is it clearly stated, and does it tie back to the prompt?
- Example: Is it concrete, relevant, and well-explained?
- Counterclaim: Is it meaningfully different or just a weaker version of the claim?
- TOK Link: Does it show awareness of how knowledge is justified, constructed, or challenged?
- Language and Clarity: Are there any vague statements or unclear references?
If time permits, students revise immediately based on peer feedback.
Reflection Activity
Discuss the following reflection questions in open discussion or exit ticket format:
- What was the most challenging part of writing this?
- How do different perspectives influence debates on cultural authenticity?
- How does this practice help prepare for the TOK essay assessment?
Extension or Homework Activity
Students could complete one of the following activities as an in-class extension or as a homework task.
- Option A: Expand the paragraph by adding another real-world example or a deeper analysis of the counterclaim.
- Option B: Research a different context (another region or era) to see if the claim holds universally or changes with cultural/political conditions.
- Option C: Draft an introductory or concluding paragraph linking the argument to a broader TOK theme.
