TOK Lesson Plan 14 – Knowledge and Politics

The lesson plan is powerful for TOK journey through Knowledge and Politics — it’s reflective, provocative, and built for real-life relevance. Students don’t just learn about political knowledge — they learn how they construct, question, and share it. It’s perfect for both highly engaged and hesitant learners.

Table of Content

WEEK 13 — Foundations: Power, Knowledge & Ideology  

Class 1: Introduction to Knowledge and Politics  

Focus: What is political knowledge?

• Define key terms: knowledge, opinion, political belief

• Discuss how politics impacts what we claim to know

• Activity: Think-Pair-Share – “What’s one belief I have about politics? Is it knowledge?”

• Vocabulary introduction: ideology, censorship, propaganda

• Exit ticket: Students write 2 sentences each: one expressing a belief and one expressing knowledge

• TED Talk 1 (13 mins)

• TED Talk 2 (15 mins)

Class 2: Foucault’s Power/Knowledge  

Focus: Power structures and knowledge creation

• Intro to Foucault: “Knowledge is power; power produces knowledge”

• Class Diagram: Political power structures in school, community, world

• TED Clip (5 min): What is Power? – Michel Foucault

• Activity: Students write a “Foucault-style” explanation of how power affects knowledge at school

• Pair and Share

Class 3: Knowledge in Economic Decisions  

Focus: Who decides what counts as valid economic knowledge?

• Watch TED Talk (15 min): Why we need to rethink capitalism – Paul Tudor Jones II

• Prompt: “What knowledge justifies economic systems?”

• Class Debate: Capitalism vs. Socialism – What knowledge backs each?

• Homework: Reflective Journal – “How do my political beliefs influence what I consider valid knowledge?”

WEEK 14 — Censorship, Media & Manipulation  

Class 4: Understanding Censorship & Media Bias  

Focus: How information is filtered

• Hook: Show contrasting headlines from the same news event (BBC vs. Fox)

• Introduce Chomsky’s Propaganda Model (simplified)

• Group Discussion: Why do different outlets tell different truths?

• Vocabulary deep dive: censorship, spin, framing

Class 5: Media Simulation  

Focus: Roleplay political editorial decision-making

• Role Assignments: Each group is a different regime (free democracy, authoritarian state, corporate-owned outlet)

• Simulation: Choose which headlines get published

• Debrief: “What did we learn about control of knowledge?”

Class 6: Personal Data as Political Power  

Focus: Surveillance and ownership of knowledge

Watch Clip (3 mins): The Great Hack trailer

• Prompt: “How is your data knowledge about you? Who owns it?”

• Pair Activity: Students list 3 ways data about them can be used politically

• Homework: Journal Entry – “Have I ever ignored a truth because it didn’t align with my beliefs?”

WEEK 15 — Ideologies, Knowledge Claims & Contested Truths  

Class 7: Political Ideologies and Knowledge Claims  

Focus: How ideology shapes truth

• Intro: Difference between knowledge and ideology

• Comparative Chart: Capitalism vs. Socialism knowledge claims

• Group Activity: Choose a political system and defend its truth using 3 knowledge justifications

• Share and reflect

Class 8: Object Analysis – Political Narratives  

Focus: Applying the knowledge framework to real objects

• Students bring in a political item: poster, article, slogan, photo

• Use Knowledge Framework:

• • Scope: What knowledge is this presenting?

  • Perspectives: Whose voice is heard?

  • Methods: What tools support this claim?

  • Ethics: What responsibilities come with this knowledge?

  • Small Group Gallery Walk

Class 9: Knowledge Exhibition Practice  

Focus: Synthesizing learning for exhibition

• Prompt: “To what extent is knowledge shaped by ideology?”

• In groups of 3:

• • Choose a political object (real or proposed)

  • Link to prompt with written justification

  • Present to the class gallery-style

• TED Clip: The danger of a single story – Chimamanda Ngozi Adichie (10 mins)

• Homework: Final Reflective Entry – “What ethical responsibilities do I have in consuming and sharing political knowledge?

‌Week 13: Foundations of Power, Knowledge, & Ideology

Class 1: Introduction to Knowledge and Politics  

‌‌Welcome to our exploration of Knowledge and Politics, a fascinating optional theme in Theory of Knowledge. Throughout this presentation, we’ll examine how political beliefs shape what we accept as knowledge and how knowledge influences political discourse.‌This journey will take us through key concepts like ideology, censorship, and propaganda while challenging us to reflect on how our own cultural backgrounds influence our understanding of political knowledge. We’ll also explore cross-curricular connections with Global Politics, Language and Literature, and History.‌By the end, you’ll be equipped with tools to distinguish between knowledge, opinion, and political belief—essential skills for navigating today’s complex information landscape.

Theme: Knowledge and Politics (Optional TOK Theme)
Lesson Duration: 45 minutes
Students: IBDP Year 1 students
Teacher Readiness Level: Beginner-friendly, no prior political theory experience needed
Student Level: Beginner/Intermediate TOK thinker

Fig: A journey into how political knowledge is created, controlled, and contested in society.

 Learning Objectives   

By the end of this class, students will be able to:

• Distinguish between knowledge, opinion, and political belief

• Identify and explain foundational political TOK vocabulary: ideology, censorship, propaganda

• Reflect on how politics shapes what is accepted or rejected as knowledge

• Apply critical thinking through collaborative and personal reflection tasks

Class Focus: What is Political Knowledge?  

Introduction (10 mins)

Start by asking students:

“How do we know what we know about politics?”
“Is everything we hear about politics just opinion?”

Use this warm-up to briefly define and contrast:

• 📑 Knowledge – Justified, true belief with evidence

• 🗨️ Opinion – A personal view or attitude, not necessarily based on evidence

• 🏳️ Political Belief – A mix of values, assumptions, and perspectives about governance, rights, or justice

Mini anchor example:

“Climate change is real” – Is this a belief, opinion, or knowledge? Why?

Let students debate for a few minutes in pairs.

Key Political Vocabulary

Introduction (10 mins) 

‌Understanding the language of political knowledge helps us analyse how information is created, shared, and sometimes manipulated. These foundational terms provide a framework for examining the relationship between knowledge and politics.‌Each concept represents a different way that political knowledge is shaped or controlled. By recognising these patterns, we become more critical consumers of political information and better equipped to evaluate claims about political “truths.”

Create a short explainer board/chart:

Term	Definition	Real-World Example
Ideology	A set of beliefs or values that guide political actions	Democracy, Marxism
Censorship	The suppression of information or ideas by authority	Banning books, blocking websites
Propaganda	Biased or misleading information used to promote a viewpoint	War posters, fake news
‌Hegemony	‌Dominance of one group over others in culture, politics, or ideas	‌Western media dominance in global news
‌Epistemic Injustice	‌When someone is unfairly treated as a knower based on identity	‌Ignoring indigenous knowledge in policy

Teacher Tip: Keep definitions short and clear. Reinforce with a visual or headline.

Activity: Think–Pair–Share (15 mins)  

Prompt: “What’s one belief I have about politics? Is it knowledge?”

Steps:

1. Think (2 mins): Each student writes one belief they hold about politics.

2. Pair (4 mins): Partners up and explain why they believe it.

3. Share (8 mins): Volunteers share theirs on the board or through Mentimeter.

Teacher Guidance:

Encourage students to ask each other:

• What evidence supports this?

• Where did this belief come from?

• Would someone from another country agree?

Exit Ticket: Belief vs. Knowledge (10 mins)  

Each student writes:

• One sentence that expresses a political belief they hold

• One sentence that expresses something they consider political knowledge

Sample Student Output:

• Belief: “I believe democracy is the fairest form of government.”

• Knowledge: “In 2022, India conducted the largest democratic election in history.”

You can collect these as physical tickets or Google Form entries.

Homework / Journal Prompt  

Reflect on this: “How does my cultural background influence what I accept as political knowledge?”
Write 100–150 words in your TOK journal. Students can illustrate with a memory, debate, or news story from their own country.

TOK Political Vocabulary Toolkit for Teachers  

Theme: Knowledge and Politics
Class: Week 13 – Class 1
Purpose: Help teachers introduce key TOK political terms clearly and confidently and encourage students to create their own political news or social media examples using the vocabulary.

 Term 1: Ideology   

• Definition: A set of beliefs and values that shape how a person or group sees the world and makes decisions

• In TOK terms : Ideology shapes what is accepted as knowledge in politics

• Example: Capitalism, Socialism, Nationalism, Feminism

• Discussion prompt: Can two people with different ideologies see the same event as completely different?

Term 2: Censorship   

• Definition: When authorities control or block information from being shared

• In TOK terms: Censorship affects access to and construction of knowledge

• Example: Banning books, internet restrictions in authoritarian regimes

• Discussion prompt: Is censorship ever justified? Can it protect knowledge?

 Term 3: Propaganda   

• Definition: Information that is biased or misleading, used to influence people’s opinions

• In TOK terms: Propaganda shapes and distorts what is accepted as political knowledge

• Example: Wartime posters, political campaign ads that only show one side

• Discussion prompt: How can we tell the difference between information and propaganda?

 Term 4: Hegemony   

• Definition: Dominance of one group over others, especially in culture, politics, or ideas

• In TOK terms: Hegemony influences which knowledge is mainstream or silenced

• Example: Western media dominance in global news narratives

• Discussion prompt: Whose voices are missing in global political conversations?

 Term 5: Epistemic Injustice   

• Definition: When someone is unfairly treated as a knower, or not taken seriously because of who they are

• In TOK terms: Political knowledge can be accepted or dismissed based on identity

• Example: Ignoring indigenous knowledge in climate policy discussions

• Discussion prompt: Who is heard and who is ignored when political decisions are made?

  Knowledge Questions to Anchor the Class  

 1. What counts as political knowledge?   

Political knowledge refers to information or understanding about political systems, power structures, policies, ideologies, civic processes, and actors that is justified and backed by evidence rather than merely held as opinion or belief. It includes facts (e.g., how laws are made), theories (e.g., liberalism or socialism), and interpretations of political behavior (e.g., voting trends or protest movements).

However, what counts as political knowledge is often contested — shaped by ideology, media narratives, and institutional power. For example, state-published statistics might be considered official knowledge, yet NGOs or whistleblowers might challenge their validity with alternative data. The context in which knowledge is produced and who controls it greatly influences what is accepted as valid.

Ultimately, political knowledge is not just about what we know but how we justify it — through reliable sources, logical coherence, and awareness of bias or manipulation.

2. How can we differentiate knowledge from belief in public discourse?   

In public discourse, knowledge is distinguished from belief by the presence of justification, critical scrutiny, and evidence. Beliefs are personal convictions or assumptions that may not be supported by facts, whereas knowledge requires support from credible sources, logical reasoning, and often a degree of consensus within informed communities.

For example:

• Belief: “My country is the best in the world.” — ‌This is a subjective claim based on personal values and national identity. It lacks specific criteria for evaluation and comparative evidence.

• Knowledge: “According to the UN Human Development Index, my country ranks in the top five globally for education and healthcare.” — ‌This claim references a specific source, uses measurable criteria, and provides comparative context that can be verified.

The challenge in political contexts is that beliefs are often presented as knowledge — especially through emotionally charged rhetoric or propaganda. Tools like fact-checking, diverse sourcing, and recognizing logical fallacies help us separate unexamined beliefs from substantiated knowledge.

Also, epistemic humility plays a role: acknowledging the provisional nature of what we “know” allows for open-minded discourse rather than ideological entrenchment.

 3. Who decides what political knowledge is valid or censored?   

What counts as valid political knowledge — and what gets censored — is often decided by those who hold power over knowledge production and dissemination: governments, media conglomerates, educational institutions, and increasingly, tech platforms.

In democratic societies, this decision-making is ideally distributed: peer-reviewed research, independent journalism, open data access, and legal frameworks (e.g., freedom of information laws) contribute to a pluralistic system of validation.

In contrast, in authoritarian regimes or ideologically biased contexts, political knowledge is controlled top-down. Governments may suppress dissenting voices, manipulate facts, or enforce narratives through state-run media. Even in democracies, commercial media ownership and algorithmic biases on social media can shape what political knowledge reaches the public — and what doesn’t.

Censorship often reflects ideological priorities. For instance, banning books, restricting protest footage, or deplatforming political activists may serve to maintain a dominant narrative or protect the status quo.

Thus, while knowledge should be validated through reason and evidence, in practice, its legitimacy is deeply tied to structures of power, access, and control.

Cross-Curricular Connections: Knowledge and Politics   

‌1. Global Politics — Ideology and Knowledge Construction

Connection Focus: Understanding ideologies like liberalism, conservatism, anarchism

‌Ideologies act as cognitive lenses through which we interpret political information. A liberal may interpret social welfare data as a sign of progressive success, while a conservative may see the same data as evidence of economic dependency. These interpretations aren’t just different opinions—they reflect how ideology shapes what we accept as valid knowledge.

In Global Politics, students explore how political ideologies shape governance, policy-making, civil liberties, and international relations. In TOK, we go a level deeper — we ask how ideologies shape what counts as knowledge in politics.

• TOK Insight: Ideologies act as cognitive lenses. A liberal may interpret social welfare data as a sign of progressive success, while a conservative may see the same data as evidence of economic dependency.

• Real-Life Example: Climate policy debates – one side may frame climate change as scientifically proven fact demanding regulation, while another may question the legitimacy of the data based on economic ideology.

• TOK Question: To what extent does our political ideology affect how we assess the credibility of knowledge?

In Global Politics, students study systems. In TOK, they question the epistemology behind those systems — how do we know a system works or fails?

2. Language and Literature   

Connection Focus: How Language Manipulates Political Narratives

Language doesn’t just describe political realities — it creates them. Through selective vocabulary, metaphor, tone, and repetition, language becomes a powerful tool to shape what is believed, accepted, and acted upon politically.

• TOK Insight: Political knowledge is rarely neutral. The language used in political speeches, manifestos, media headlines, or social media hashtags frames events and influences public knowledge.

• Real-Life Example:

• • Word Choice: “Freedom fighters” vs “terrorists”

  • ‌Euphemism:  “Enhanced interrogation” vs “torture”

  • ‌Framing: ‌“Tax relief” vs “tax cuts”

  • ‌Narrative: ‌“Economic opportunity” vs “wealth inequality”

    These aren’t just word choices — they determine moral perception and legal justification.

    Literary Link: Orwell’s 1984 — the concept of Newspeak — is a fictional but chilling reflection of how language can constrict thought and knowledge.

In Language and Literature, students analyze how texts construct meaning. In TOK, they question how that meaning constructs what counts as political knowledge.

 3. History  ‌and Political Truth

Connection Focus: Whose version of the past becomes political truth?

In History, students study evidence and narratives of the past. In TOK, they explore how and why certain versions of history are legitimized over others, especially in service of political ideologies.

• TOK Insight: Historical knowledge is often selectively curated to support national identity, justify war, or suppress dissent.

• Real-Life Example:

• • The partition of India is told differently in Indian, Pakistani, and British textbooks.

  • The Holocaust is a historical fact, yet denial still exists in politically motivated spaces.

‌These differences aren’t just academic—they shape national identities, international relations, and domestic politics.

Concepts: Hegemony, collective memory, historical revisionism

⇒ Competing Narratives: ‌Historical events are interpreted differently across national boundaries, with each version supporting different political agendas.

⇒ ‌Selective Memory: ‌Nations choose which aspects of history to commemorate and which to downplay, creating curated versions of the past.

⇒‌ Evolving Interpretations: ‌As political contexts change, historical narratives are revised, revealing the contingent nature of historical “truth.”

‌Here are two carefully selected TED Talks for Week 13 – Class 1: Introduction to Knowledge and Politics, each offering a unique lens on how political knowledge is constructed, manipulated, or questioned. These are ideal for sparking student reflection on the difference between belief and knowledge in political contexts.

TED Talk 1:

‌Title: The Political Power of Being a Good Neighbour Speaker: Michael Tubbs (Former Mayor of Stockton, California)

‌‌Duration: 13 mins

Tubbs challenges dominant political narratives about poverty, race, and responsibility by drawing on his personal experience as a Black mayor. He asks the audience to reconsider what they believe about government, leadership, and community. It encourages students to question: Is what I believe about politics shaped by evidence, or by the stories I’ve inherited?

 

 

 

 

‌Suggested classroom question: “Does political knowledge require personal experience or just facts?”

‌TED Talk 2:

‌Title: The Most Powerful Yet Forgotten Part of Democracy Speaker: Eric Liu

Duration: 15 mins
Liu explores civic power and how people come to believe they have—or lack—political influence. His talk lays the groundwork for understanding that what we “know” politically is often a product of education, exposure, and belief systems passed down by institutions.

‌

 

 

 

 

Suggested classroom question: “How do civic systems teach us what counts as political truth?”

In History, students assess sources. In TOK, they interrogate how the choice of sources itself reflects power, ideology, and political agendas.

Class 2: Foucault’s Power/Knowledge  

Week 13 – Session 2 (45 minutes)

Focus: Power structures and knowledge creation

Learning Objectives:  

• Understand Michel Foucault’s concept of power/knowledge in political and institutional contexts.

• Apply Foucault’s theory to real-life knowledge systems in the school, community, and global settings.

• Practice articulating TOK ideas using real, observable power-knowledge relationships.

1. Starter (5 minutes):  

Write on the board:
“Power produces knowledge. Knowledge sustains power.”
Ask students:

• What do you think this means?

• Who decides what we learn at school? Why?

Allow brief student responses aloud (no more than 2 minutes) and move directly to framing the theory.

2. Explanation of Foucault (10 minutes):  

Deliver this as a short lecture, teacher-centred and factual.

Key points to cover (write on board or slide):

• Michel Foucault was a French historian and philosopher who argued that knowledge is not neutral or objective — it is shaped by systems of power.

• Institutions (schools, governments, media, prisons, hospitals) decide what counts as knowledge.

• Those in power define what is “true,” what is “normal,” and what is “acceptable” — not always through force, but through control of knowledge.

• The production of knowledge is one of the most effective tools of control.

Use a relatable example:

• In schools : Who decides the syllabus? Why are some histories taught and others not?

• In media: Who owns the news channels? What stories get told and repeated?

Avoid quoting Foucault. Just make his core idea clear and grounded.

3. Watch (5 minutes):  

Play the following video in class (ensure subtitles if audio quality is a concern):
TED-Ed: What is Power? – Michel Foucault

While watching, ask students to note 2 examples from the video where power influences what people are allowed to know or say.

4. Diagram Activity (10 minutes):  

On the board or slide, draw 3 columns titled:

| School | Community | Nation/World |

Ask students to identify power structures in each.
Examples to elicit:

• School: principal, IB curriculum, school management

• Community: local council, religious authority, media

• World: government, corporations, social media platforms

For each, ask:

• Who holds power?

• What kind of knowledge do they promote or restrict?

Students fill this chart individually or in pairs in their notebooks.

5. Main Activity – Written Task (10 minutes):  

Prompt: “Write a short explanation, in the style of Foucault, about how power shapes knowledge at your school.”
Structure for students to follow:

• Identify a power structure (school board, exam system, teacher hierarchy, rules)

• Explain how it decides what is considered valid or valuable knowledge

• Reflect briefly: Is this neutral, or does it serve certain interests?

Sample sentence to show:
“At my school, the curriculum is decided by the board, which determines what we are tested on. This shapes what students see as important and discourages learning that is not graded.”

Students write individually (7–8 minutes), then choose one sentence to read aloud to a peer (2 minutes).

6. Pair and Share (5 minutes):  

Each student reads their sentence to a partner.
Each partner provides one comment: either a question or an agreement.

You may choose 2–3 volunteers to read to the full class as a closing.

Optional Homework (if needed):  

Prompt: “In what ways do you see Foucault’s idea of power/knowledge in your social media experience?”
Write 150–200 words.

Class 3: Knowledge in Economic Decisions  

Week 13 – Session 3 (45 minutes)

Focus: Who decides what counts as valid economic knowledge?

Learning Objectives : 

By the end of this class, students will:

• Understand that economic systems (e.g., capitalism and socialism) rely on specific knowledge claims and justifications.

• Explore how ideology influences the acceptance or rejection of economic knowledge.

• Compare the knowledge foundations of two contrasting economic models.

• Reflect on how personal political beliefs influence what is accepted as valid knowledge.

Pre-Class Setup  :

• Ensure internet access and speakers for the TED Talk.

• Write the day’s essential question on the board:

• “What knowledge justifies economic systems like capitalism or socialism?”

• Prepare a board or slide with a simple two-column table:
  | Capitalism | Socialism |

1. Introduction & Framing (5 minutes)  

Tell students:
“Today we’re going to explore how different economic systems are not just based on numbers, but on knowledge claims — ideas about how people behave, what’s fair, and what success looks like.”

Ask:

• Who decides what economic data we trust?

• Is economic success measured by GDP, equality, happiness, or something else?

Then introduce the TED Talk.

2. Watch TED Talk (15 minutes)  

Video: Why we need to rethink capitalism – Paul Tudor Jones II (~15 mins)

Ask students to jot down the following while watching:

1. What kinds of knowledge does Paul Tudor Jones use to justify his points? (e.g. statistics, ethical claims, historical evidence)

2. What values does he prioritise? (e.g. profit, fairness, long-term sustainability)

As the video ends, write key terms on the board: profit, inequality, justice, markets, growth, and well-being.

3. Guided Class Discussion (10 minutes)  

Use the following questions to engage students:

• What kind of knowledge does Jones use to argue for change?

• Does he value data more or moral reasoning?

• What assumptions does he make about human nature and economics?

Take 3–4 short responses from students. Guide the conversation to show that:

• Economic models rest on assumptions about what humans are like.

• Knowledge can be statistical, moral, political, historical — all of which shape decisions.

Write these categories on the board:

• Empirical knowledge (data, GDP, unemployment rates)

• Moral/ethical knowledge (fairness, justice)

• Cultural knowledge (what different societies value)

• Political knowledge (government roles, public trust)

4. Class Debate: Capitalism vs. Socialism (10 minutes)  

Setup:
Split the class into two groups. One supports capitalism, the other supports socialism.
Give them 3 minutes to brainstorm answers to:

“What kind of knowledge supports this system as effective or fair?”

Each group must:

• Name 2 types of knowledge that justify their system (e.g., data on innovation, equity outcomes)

• Explain why those knowledge claims matter

Let each side present for 2 minutes
2-minute rebuttal/discussion

If students are unfamiliar with socialism, give this one-sentence neutral definition:

“Socialism prioritises collective ownership and equal access to resources, believing that redistribution ensures fairness.”

Provide guiding questions if needed:

• What knowledge supports free markets or regulated markets?

• Whose voices are included in these systems: businesses, workers, governments?

5. Closing Reflection (5 minutes)  

Ask:

• Did you notice that both systems claim to be supported by ‘knowledge’?

• Who decides which kind of knowledge we value more?

• Does economic truth depend on numbers, ideology, or values?

Have 2–3 students share responses aloud. If time is tight, move to the homework briefing.

Homework: Reflective Journal  

Prompt:

“How do my political beliefs influence what I consider valid knowledge?”

Instruct students to write 150–200 words in their TOK journal.
Ask them to refer to something from today’s class — the TED Talk, the debate, or their personal views — and reflect on how their political lens may shape their knowledge judgments.

Optional Scaffolding (for students who struggle):

• What economic system do I personally prefer? Why?

• Do I trust data or values more when deciding what’s right?

• Have I ever rejected an economic argument just because it came from a politician or ideology I disagree with?

Optional Extension (for early finishers or advanced classes)  

Provide this question to explore at home or in extra time:

“Are economic systems more like scientific models (based on evidence) or more like belief systems (based on values)?”

Class 4: Understanding Censorship & Media Bias  

Week 14 – Session 1 (45 minutes)

Focus: How information is filtered

Lesson Objectives : 

Teachers should ensure that by the end of the class, students:

• Understand that political knowledge is shaped through media filters.

• Can identify how tone, word choice, and selection of sources create media bias.

• Grasp Chomsky’s simplified Propaganda Model (ownership, advertising, sourcing).

• Use key TOK terms accurately: censorship, spin, framing.

Teacher Preparation  

1. Use this real event: US aid to Gaza in May 2024.

2. Project or print the following contrasting articles:

• BBC Article (centrist/international):
  → https://www.bbc.com/news/world-middle-east-65540855
• Fox News Article (conservative, U.S.-based):
  → https://www.foxnews.com/world/biden-sends-additional-aid-gaza-sparking-republican-backlash

3. Display or write today’s question on the board:
   “Can two truths conflict? Who filters political knowledge for us?”

Step-by-Step Lesson Delivery  

1. Headline Comparison Activity – 10 minutes

• Write or project these two headlines side by side without attribution.

BBC:

“US to send additional aid to Gaza amid worsening humanitarian crisis”
Fox News:
“Biden sends more aid to Gaza as Republicans slam move: ‘Hamas wins again’”

• Ask students:
  “What impression do you get from each headline? What assumptions are being made? Who is centred in each story?”

• After 3 minutes of discussion, reveal the source of each.
  Ask: “How does knowing the source change your trust in the information?”

2. Explain Chomsky’s Simplified Propaganda Model – 10 minutes

Use the whiteboard or a basic handout to cover 3 simplified filters:

Filter	Definition	Classroom Explanation
Ownership	News outlets are owned by businesses or political allies who shape what’s covered.	If a billionaire owns a channel, will it criticise capitalism openly?
Advertising	The media need funding. They avoid upsetting sponsors.	Would a TV channel funded by oil companies expose climate policy failures?
Sourcing	Most news comes from official sources — governments, militaries, or elites.	Is the truth different when only one side gets quoted?

Say directly:
“Chomsky argues that the media doesn’t lie — it filters. What gets published or emphasised depends on power and funding.”

Write this quote on the board if needed:

“The smart way to keep people passive is to strictly limit the spectrum of acceptable opinion.” — Noam Chomsky

3. Group Discussion – 12 minutes

Instructions:

• Divide students into groups of 3.

• Give each group printed or digital access to both BBC and Fox articles.

• Each group must:

• • Highlight emotionally charged words or loaded phrases.

  • Identify what facts are included in one but excluded in the other.

  • Ask: Who benefits from each narrative?

After 8 minutes, call on 2 groups to present 1 finding each.

Use the board to list contrasting word choices (e.g. “humanitarian crisis” vs “Hamas wins”).

4. Vocabulary Deep Dive – 8 minutes

Write and define these three key terms clearly:

Censorship
Definition: The intentional suppression or control of information by authorities.
TOK use: Censorship limits what knowledge is accessible, often justified as national security or public decency.
Example: A government bans reports about protest deaths to preserve its image.

Spin
Definition: Deliberate bias in how facts are presented to shape perception.
TOK use: Spin is not lying — it’s selective storytelling to influence belief.
Example: Calling a protest “a violent mob” vs “a peaceful resistance.”

Framing
Definition: The angle or perspective from which a story is told.
TOK use: Framing determines what is emphasised or ignored in knowledge construction.
Example: Reporting an aid shipment as “supporting civilians” vs “enabling terrorism.”

After writing each term:

• Ask: “Which term fits what Fox did?” “Which fits BBC?”

• Students answer using the articles in hand.

5. Wrap-Up Question (5 minutes)

Write this on the board:
“Can we trust the media to give us knowledge, or just competing narratives?”

Let 2–3 students answer aloud.

Optional Homework  

Reflective prompt for journals:
“Describe a time you trusted or distrusted a news story. What convinced you?”

Class 5: Media Simulation  

Week 14 – Session 2 (45 minutes)

Focus: Roleplay political editorial decision-making
TOK Theme: Knowledge and Politics
Core Idea: The control of information defines the control of political knowledge

Lesson Objectives :

By the end of this class, students will:

• Understand how political systems influence what information becomes public knowledge.

• Analyse how editorial decisions are shaped by ideology, authority, and economic pressure.

• Recognise how censorship, spin, and agenda-setting are enacted in media environments.

• Reflect on how power structures influence public understanding of “truth.”

Preparation Before Class  

1. Prepare headline slips (or slides) in advance. Use realistic but fictionalised news events (examples provided below).

2. Prepare three group roles:

• • Free Democracy

  • Authoritarian State

  • Corporate-Owned Outlet

Each role should come with a short description, printed or projected.

Load this video clip on the screen:
“How the News Media Works” – TED Ed (2 minutes)

Step-by-Step Lesson Structure  

1. Hook (5 minutes):

Say this to the class:
“Every day, editors choose what we see, hear, and believe. Today, you’ll be the editors. But not all editors live in the same kind of country…”

Play the video: https://www.youtube.com/watch?v=AD7N-1Mj-DU

While playing, tell students to listen for these three ideas:

• What is editorial power?

• Who funds news media?

• Why does the selection of stories matter more than the stories themselves?

After the video, ask 1 or 2 students: “What stuck with you?”

2. Role Setup (5 minutes):

Divide students into 3 groups. Assign each group one of the following roles:

Role 1: Free Democracy

• Media is independent

• Free speech is protected

• Ethical journalism expected

• Some political pressure still exists

Role 2: Authoritarian State

• Media is state-controlled

• All stories must serve national unity

• Any dissent or critique of leadership is blocked

Role 3: Corporate-Owned Media

• Media is privately owned

• Profit is the top priority

• Editorial decisions must protect advertisers and ratings

• News should not alienate sponsors or major investors

Distribute or project these roles clearly so each group understands their constraints.

3. Simulation Activity (20 minutes):

Provide each group with a set of 5 headline slips (realistic political topics).

Example headlines to distribute to all groups:

1. “Leaked report exposes corruption in ruling party”

2. “Thousands protest education cuts across capital”

3. “New defence deal with global power signed in secrecy”

4. “Billion-dollar pharmaceutical company evades taxes”

5. “Local youth wins international climate award”

Instructions for students: Each group acts as the editorial board of a major media outlet in their system.

• As a group, they must decide:

• • Which 3 headlines to publish

  • Which 2 to reject or censor

  • For each choice, write 1–2 sentences explaining why

Constraints:

• Democracy: Justify choices using public interest, accuracy, and ethics

• Authoritarian: Justify choices based on regime loyalty, state image

• Corporate: Justify choices based on advertiser relationships, profits, and audience ratings

Teachers must circulate and make sure the groups stay in role — not as themselves, but as media operating under specific rules of power.

4. Group Reporting (10 minutes):

One spokesperson per group announces:

• The 3 stories they chose to publish

• Their justification, in role

The teacher points out the differences across groups. Use the board columns:

Headline	Democracy	Authoritarian	Corporate
Protest	✓ Publish – public interest	✗ Block – anti-regime	✗ Block – risky for image
Climate award	✓ Publish – human story	✗ Block – distracts from the state agenda	✓ Publish – feel-good clickbait

Let students see how drastically the selection of knowledge shifts by system.

5. Debrief and Reflection (5 minutes):

Use the following direct prompts in class discussion:

• “What did this simulation reveal about how political knowledge is filtered?”

• “Was truth ever the only factor in your choices?”

• “Which role felt most difficult to play? Why?”

Final statement by teacher (say aloud):

“Political knowledge isn’t just about facts. It’s about which facts get published, whose voices are heard, and who benefits from silence.”

Optional Journal Prompt (if assigning homework)  

Reflective Journal Question:

“In the media system I live in, who decides what stories I see — and what stories I never hear?”

Class 6: Personal Data as Political Power  

Week 14 – Session 3 (45 minutes)

Focus: Surveillance and Ownership of Knowledge
TOK Theme: Knowledge and Politics
Core Question: How is personal data political knowledge, and who controls it?

Learning Objectives  :  

By the end of this class, students will:

• Understand how personal data functions as a form of political knowledge.

• Identify how private information is collected, interpreted, and used to influence behavior and beliefs.

• Reflect on data ownership and the ethics of surveillance.

• Explore the relationship between self-knowledge and external control.

Materials Needed Before Class  

• Load this YouTube clip in advance:
  The Great Hack – Official Trailer (Netflix)
  https://www.youtube.com/watch?v=iX8GxLP1FHo– Duration: 2:49

• Prepare the day’s question on the board:
  “How is your data knowledge about you, and who owns that knowledge?”

Lesson Breakdown  

1. Introduction (5 minutes)

Begin with a clear statement:

“Every time you like a post, use a search engine, or swipe on your screen, data is being created about you. That data isn’t just information. It becomes knowledge about your behaviour, your opinions, your future choices.”

Write the word “surveillance” on the board.

Ask the class:

• “When you hear this word, do you think of cameras and police? Or algorithms and clicks?”

Then say:

“Today, we will explore how personal data is a new form of political knowledge — used to influence opinions, elections, and even revolutions.”

2. Watch Clip (5 minutes)

Play the trailer:
The Great Hack – Netflix Trailer
https://www.youtube.com/watch?v=iX8GxLP1FHo

Tell students:

“While you watch, focus on these two things:

1. How do they describe personal data?

2. What happened to political knowledge because of that data?”

After viewing, ask:

• “What stuck with you?”

• “Was there a moment in the video where you realised how powerful your data is?”

No more than 2–3 comments. Then transition into the discussion.

3. Guided Prompt Discussion (5 minutes)

Write on the board:

“How is your data knowledge about you? Who owns it?”

Speak this clearly to the class:

“You don’t need to have taken an oath or written an essay to produce knowledge. You just have to scroll, search, and click. That trail builds a picture — of your fears, interests, political leanings, and vulnerabilities. Someone is watching. The question is: who owns what they know about you?”

Take 3 student responses to the prompt and write down any common themes (e.g. tech companies, governments, privacy, manipulation).

4. Pair Activity – Data & Political Use (15 minutes)

Instructions:

• Students pair up.

• Each pair must list 3 concrete ways their personal data could be used for political purposes. Examples you can say aloud to model:

• • Targeted political ads before elections

  • Censorship algorithms filtering their feed

  • Profiling protestors based on digital footprints

Worksheet prompts for pairs (write or distribute):

1. What kind of data is collected most easily from you?

2. How could this data be used in an election campaign?

3. Would you know if your data was influencing your choices?

Give them 8–10 minutes. Afterwards, ask 2–3 pairs to share one of their examples aloud.

5. Mini-Debrief (5 minutes)

Ask the class directly:

• “If knowledge is power, who becomes powerful through your data?”

• “Is data about you still your knowledge — or has it become someone else’s?”

Write any significant student insight on the board.

Then close with this takeaway (say aloud):

“Political knowledge today isn’t just in newspapers or speeches. It’s embedded in your online behavior, stored by systems you didn’t design, and used by people you’ll never meet. And yet it still influences what you know — and believe.”

Homework – Reflective Journal Entry  

Prompt: “Have I ever ignored a truth because it didn’t align with my beliefs?”

Instruct students to write 150–200 words in their TOK journal.

Encourage them to be honest and specific. They should identify:

• The belief or issue in question

• The conflicting information they encountered

• Why did they dismiss or avoid it

• What does this say about the limits of their political knowledge

If students need guidance, provide this model:

“I believe strongly in X. But last year, I saw a study that contradicted my view. I felt uncomfortable and chose not to read more. Looking back, I realize that I filtered that truth out — just like media filters stories. My belief shaped what I allowed myself to know.”

Class 7: Political Ideologies and Knowledge Claims  

Week 15 – Session 1 (45 minutes)

Focus: How ideology shapes truth
TOK Theme: Knowledge and Politics
Core Issue: Political ideologies justify different, and often opposing, claims as knowledge.

Learning Objectives  :

By the end of this class, students will:

• Understand the distinction between ideology and knowledge.

• Identify how political ideologies shape what is accepted as valid knowledge.

• Analyse two contrasting systems — capitalism and socialism — through their knowledge claims.

• Justify how knowledge can be constructed, accepted, or rejected based on ideological affiliation.

Definitions to Anchor the Class  

Ideology
A system of ideas and values, often political, that shapes how people interpret facts, events, and social structures. Ideologies are not neutral — they frame what is seen as true, just, or necessary.

Knowledge Claim
A statement that asserts something is known — typically requiring justification through evidence, logic, or authority. In politics, knowledge claims are rarely neutral. They are embedded in ideological contexts.

Distinction to clarify in class (write this on the board):

Knowledge	Ideology
Justified with evidence, logic, or data	Rooted in values, identity, or belief systems
Claims objectivity	Admits or disguises partiality
Changes with new facts	Defends core assumptions

Say aloud:

“Every ideology generates knowledge claims — claims about what’s true, what matters, and what’s possible. Today, we’ll compare how different systems make different truths.”

Step 1: Intro – Distinguishing Knowledge from Ideology (7 minutes)  

Instructions for teacher:
Write on the board:
“Education is a public good.”
Ask: Is this a knowledge claim or an ideological belief?

Lead students to explore:

• Who defines what counts as a “public good”?

• Is this claim equally true under capitalism and socialism?

Then repeat with:
“Markets allocate resources efficiently.”
Again, guide students:

• Efficient for whom?

• According to what evidence?

Explain clearly:

“This is how ideology shapes what counts as knowledge. An economist trained in neoliberal theory sees markets as rational. A socialist may see them as exploitative.”

Step 2: Comparative Chart – Capitalism vs. Socialism (10 minutes)  

On the board, draw two columns:

Capitalism (Liberal/Neoliberal)	Socialism (Democratic or Marxist)
Individuals pursue self-interest to drive innovation	Collective needs are prioritised for equity
Free markets are efficient and self-correcting	Unregulated markets create inequality and instability
Wealth disparities are a natural outcome of merit	Wealth should be redistributed for justice
The government should play a limited role	The government must ensure fairness and access

Say to students:
“These are not just economic theories — they are ideologically embedded knowledge claims. Each side presents their view as ‘truth’ — but the truths don’t match.”

You can write at the top of the chart:
“Whose truth is this?”

Step 3: Group Activity – Ideological Defence of Knowledge (15 minutes)  

Instructions for teacher:

• Divide students into three or four small groups.

• Assign each group one political system (or allow them to choose):
  – Capitalism
  – Socialism
  – Social Democracy
  – Authoritarian Nationalism

Task for each group: Prepare a short (3–5 minute) presentation defending your system’s view of truth by answering:

1. What does your system define as political or economic “truth”?

2. What knowledge claims justify that truth? (Use evidence, examples, or logic.)

3. What kinds of knowledge are dismissed or devalued by your system?

Structure for the students to follow:

• Opening statement: “Under [ideology], truth is defined as…”

• Three claims: Back each with reasoning (data, ethical principles, authority)

• Conclusion: How this ideology frames its version of knowledge

Circulate while groups work. Ensure each group understands they are not debating what’s “right” — they are showing how truth shifts with ideology.

Step 4: Group Presentations and Reflection (10 minutes)  

Each group presents their 3 knowledge justifications.

After all groups finish, ask the entire class:

• “What did you notice about how truth changed between systems?”

• “Were the same facts used to justify different values?”

• “Did any system reject certain knowledge altogether?”

Write this prompt on the board to close:
“Is truth constructed — or discovered — in politics?”
Let 2–3 students respond aloud.

Optional Homework Prompt (if extending)  

Journal Entry:

“Choose a belief you hold about society. Is it based on knowledge or ideology? How would someone with a different ideology view it differently?”

Class 8: Object Analysis – Political Narratives  

Week 15 – Session 2 (45 minutes)

Focus: Applying the knowledge framework to real objects
TOK Theme: Knowledge and Politics
Core Question: How do political objects carry and shape knowledge?

Learning Objectives :

By the end of this class, students will:

• Analyse how political knowledge is communicated through objects.

• Apply the TOK Knowledge Framework (Scope, Perspectives, Methods, Ethics) to deconstruct political meaning.

• Identify the relationship between visual/persuasive tools and knowledge claims.

• Reflect on how objects represent or suppress political voices.

Pre-Class Preparation  

Teacher responsibilities before class:

1. Instruct students a day prior to bring in or print an image of a political object. Acceptable examples:

• • A campaign poster

  • Protest signage

  • A political meme

  • A news article headline with  images

  • A photograph of a political event

  • A political cartoon

  • A piece of government propaganda

2. Prepare and print (or project) the TOK Knowledge Framework analysis questions below. You may use A3 paper if doing this physically.

3. Prepare four “Analysis Stations” labelled:

• • Scope

  • Perspectives

  • Methods and Tools

  • Ethics

Each station should contain the questions listed under its framework component below.

Step-by-Step Lesson Plan  

1. Introduction – What Makes an Object Political? (5 minutes)

Open class with this framing statement (say aloud):

“Political knowledge is often presented through text, image, and symbol. These objects don’t just represent ideas — they construct narratives, reinforce ideologies, and filter truth.”

Write on the board: “What counts as political knowledge in an object?”

Ask students to respond with short phrases. Expected answers might include:

• Slogans

• Flags

• Charts

• Emotional imagery

• Quotes from authority figures

Tell students they will now deconstruct the knowledge embedded in these objects using the TOK framework.

2. Object Setup (5 minutes)

Have students place their object at their desk or tape it to a wall space if physical. If digital, they can display it on their screen.

Tell students:

“Today, you are curators and analysts. You’ll use TOK lenses to ask: What is this object really saying — and how is it shaping what we know?”

3. Knowledge Framework Station Rotation (25 minutes total)

Divide the class into four groups. Assign each group a station to begin. They will rotate every 6–7 minutes. Each student should carry a worksheet or notebook to record answers for each object they observe.

Knowledge Framework Questions for Station Analysis  

Station 1: Scope

• What kind of political knowledge is this object trying to communicate?

• Is the claim broad (systemic) or specific (event-based)?

• Is the knowledge presented as factual, persuasive, or emotional?

Station 2: Perspectives

• Whose voice or interests are being represented?

• Who is missing or silenced in this narrative?

• Does the object assume a “universal truth” or reflect a specific group’s values?

Station 3: Methods and Tools

• What medium is used — image, text, layout, color, symbolism?

• Is data, emotion, or authority used to make the claim seem credible?

• What tools make the object persuasive (e.g., quotes, statistics, patriotic imagery)?

Station 4: Ethics

• What responsibilities come with creating or sharing this object?

• Could the object mislead or harm certain groups?

• What ethical line (if any) does this object approach or cross?

Rotation Procedure:

• Each group visits one object and answers only the questions at their assigned station.

• After 6–7 minutes, groups rotate clockwise to the next station.

• Continue until all groups have visited all four stations and reviewed each object.

4. Debrief Discussion (7–8 minutes)

Reconvene the class.

Ask:

• “What was one object that surprised you — and why?”

• “Did any object seem neutral at first but carry a strong political perspective on closer inspection?”

• “Which part of the framework helped you understand the object most deeply?”

Close with this observation (say aloud):

“Objects are not neutral. They reflect decisions about what knowledge to include, exclude, and elevate. In politics, what we see and share becomes what we believe.”

Optional Homework – Mini TOK Commentary (Due next class)  

Prompt:

“Choose one object from today. Write a 200-word commentary analyzing how it communicates political knowledge. Use at least two elements from the TOK Knowledge Framework.”

Students must include:

• A description of the object and its intended message

• An analysis using TOK concepts (e.g., bias, justification, authority, power)

Class 9: Knowledge Exhibition Practice  

Week 15 – Session 3 (45 minutes)

Focus: Synthesising learning for exhibition
TOK Theme: Knowledge and Politics
Exhibition Prompt: “To what extent is knowledge shaped by ideology?”

Learning Objectives : 

By the end of this class, students will:

• Select or design a political object and connect it to the exhibition prompt.

• Construct a justification linking object, context, and TOK concepts (authority, ideology, power).

• Present and defend their object in a gallery-style format using formal TOK language.

• Reflect on the ethical dimension of sharing and consuming political knowledge.

Before Class – Teacher Preparation  

1. Prepare the workspace for group stations or posters to be displayed.

2. Queue up the TED Talk video:
   Chimamanda Ngozi Adichie – “The danger of a single story”
   https://www.ted.com/talks/chimamanda_ngozi_adichie_the_danger_of_a_single_story
   (Length: 18:48 — only play the first 10 minutes in class)

3. Have the printed exhibition prompt visible:
   “To what extent is knowledge shaped by ideology?”

4. Prepare a sample object justification paragraph to model structure and tone.

Part 1 – Framing the Exhibition (7 minutes)  

Begin class with this statement (read aloud):

“The TOK exhibition asks you to connect knowledge to the real world. Today, we’ll create a mini-exhibition that pulls together everything we’ve explored over the last three weeks about knowledge and politics.”

Write the exhibition prompt on the board:
“To what extent is knowledge shaped by ideology?”

Ask the class:

• “In what ways have we seen ideology shaping truth, media, history, and power?” Let 2–3 students respond.

Then say:

“You will now work as a team of curators. Your job is to select or design a political object and justify how it relates to this prompt — not as a description, but as a TOK argument.”

Part 2 – TED Talk Anchor (10 minutes)  

Play the first 10 minutes of:
Chimamanda Ngozi Adichie – “The danger of a single story”
https://www.ted.com/talks/chimamanda_ngozi_adichie_the_danger_of_a_single_story

Before pressing play, tell students:

“Listen closely to how stories — especially political or cultural ones — are shaped by dominant perspectives. This will help you recognise how objects may reflect a singular or biased truth.”

After watching, ask:

• “How does Adichie’s idea of a ‘single story’ connect to the role of ideology in shaping knowledge?”

• “Have you ever shared or believed a ‘single story’ without realising it?”

Write key terms on the board: Bias | Narrative control | Representation | Power

Part 3 – Group Exhibition Project (20 minutes)  

Instructions:

• Students work in groups of 3.

• Each group must:

• • Choose a political object (can be real or imagined — poster, news article, meme, government document, law, photograph, speech quote).

  • Link it clearly to the prompt:
    “To what extent is knowledge shaped by ideology?”

  • Write a short justification (100–150 words) explaining:

• • • What the object is

    • What political knowledge does it reflect

    • How ideology is influencing the knowledge it promotes

    • Whether this knowledge is objective, partial, or controlled

Model structure on the board:

Example Structure for Justification:

“This object is a campaign poster from [year]. It promotes the idea that economic growth depends on individual initiative. This reflects a capitalist ideology that values merit and market freedom. By highlighting success stories and ignoring structural inequality, the object constructs a selective version of truth. The knowledge it promotes is framed to align with neoliberal political values.”

Remind students:

• The object is just a starting point — the TOK value lies in their analysis.

• Encourage them to use the TOK vocabulary they’ve worked with: ideology, perspective, justification, authority, bias.

Part 4 – Gallery Walk (7–8 minutes)  

Set up desks or wall space so each group can display their object and paragraph.

Students circulate silently or in pairs and read 2–3 other groups’ displays.

Optional peer prompt:

• “Whose knowledge is being validated in this object?”

• “What ideology seems embedded in the design or message?”

If time permits, invite one group to present and explain their object to the full class.

Final Reflection Prompt for Class Closure (2–3 minutes)  

Ask the class:

• “What have we learned about the relationship between political knowledge and ideology?”

• “Is there ever such a thing as neutral political knowledge?”

Write a closing statement on the board:

“All knowledge is told from somewhere — ideology defines the frame. Recognising that frame is the beginning of TOK awareness.”

Homework – Final Reflective Journal Entry  

Prompt:

“What ethical responsibilities do I have in consuming and sharing political knowledge?”

Students must write 200–250 words. They should address:

• Their role in spreading narratives or ‘single stories’

• How they handle information that supports their beliefs vs challenges them

• The responsibility to fact-check, question bias, and avoid amplifying ideological manipulation

Encourage the use of at least two TOK terms and one example from the Knowledge and Politics unit.