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3.6 A Global Conspiracy (Self-Guided Lesson Presentation)

This lesson discusses different ways of representing global data and information on maps. It addresses how maps can be misleading depending on the map projection used, and explores alternative maps that represent data based on factors like population, GDP, or number of languages spoken. The lesson encourages students to consider what information should and shouldn't be conveyed by maps, and how viewing global statistics in real-time or through comparison can change understanding of the world. Students are prompted to link these ideas to TOK themes like knowledge and the knower.

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Ali Maki
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48 views12 pages

3.6 A Global Conspiracy (Self-Guided Lesson Presentation)

This lesson discusses different ways of representing global data and information on maps. It addresses how maps can be misleading depending on the map projection used, and explores alternative maps that represent data based on factors like population, GDP, or number of languages spoken. The lesson encourages students to consider what information should and shouldn't be conveyed by maps, and how viewing global statistics in real-time or through comparison can change understanding of the world. Students are prompted to link these ideas to TOK themes like knowledge and the knower.

Uploaded by

Ali Maki
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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BQ3 Spin Lesson 6

A global
conspiracy
I can explain how different representations of the globe change our
understanding of it
Self-guided TOK lessons
● This presentation has been designed for you work on autonomously.
● You should open a Google Doc, copy the title and learning objective (from the title slide), and
offer your responses to the questions and activities.
● If you aren’t quite sure about an instruction or a term, use the support notes. We’ve provided a
link for these in the notes section beneath each slide.
● Obviously, feel free to look anything up on the Internet as well, but make sure you attribute any
ideas you use.
● For the final ‘exit’ question, write a fully explained, justified answer, and submit to Google
Classroom. This will indicate that you have understood the key concepts of the lesson, and we’ll
give you feedback on this.
Starter: Draw a map of
the world
The impossibility of
maps

● Why are ‘all [2D] maps


wrong’?
● Why is the Mercator
Projection the most common
representation of the globe?
● What are the implications of
using the Mercator
representation?
● What solution do you propose?
Quick
question
What information
should be conveyed by
maps?
Choose one of these ‘alternative’ maps to view:

Alternative 1. Map based on population size @Vox.


2. Map based on debt per head of capita @BigThink.
maps 3.
4.
Map based on number of languages spoken, @TheLinguisticsRoadshow.
Map showing the cities with the highest GDPs in the world, comparing
them to countries with similar GDPs @BigThink.

Think about:

● How does this change your understanding of the world?


● How useful is this way of representing global information?

Swap your information with another person. If you have time, try to find out
about the two remaining maps from other class members.

Overall, which map gives us the most useful information about the world?
Why?
‘If it were my home’
Visit the If it were my home website.

1. Find a fact about another country or


culture that most surprises or shocks
you.
2. What extra insight do we gain when
we approach information about the
world in a comparative way?
The world in real
time
Check out Worldometers.info
How does seeing information
in ‘real time’ change the way
you understand the world?
How should - and
shouldn’t - information
about the world be
represented?
● During this lesson, we consider the highlighted aspects of the TOK course
Linking this lesson to the ● Also note the images used in the presentation slides, which can give students ideas
about selecting their exhibition objects

CORE THEME OPTIONAL THEMES AREAS OF TOK ASSESSMENT


KNOWLEDGE

Indigenous societies The arts The TOK essay


Knowledge & the
knower
Language History

Politics The human sciences The TOK exhibition


course

Religion Mathematics

Technology The natural sciences


Exploring
To explore the TOK themes and areas of knowledge in more depth, follow the
links below to take you to the EXPLORATION POINTS for BQ3.

deeper
The exploration points will help you take ownership of all aspects of TOK, via
a huge range of ideas, thinkers, and real-life situations. They will also help
you to craft a great TOK exhibition and essay.

CORE THEME OPTIONAL THEMES AREAS OF


KNOWLEDGE
● Knowledge & the know ● Indigenous societies
er ● Language ● The arts
● Politics ● History
● Religion ● Human sciences
● Technology ● Mathematics
● Natural sciences

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