# data[].attributes.headline
ACTIVITY: Identify links to AK strands? How does it lend to ToK inquiry? 

# data[].attributes.subject
ACTIVITY: Identify links to AK strands? How does it lend to ToK inquiry? 

# data[].attributes.headline
KQ: Is there anything that is true for all cultures?

# data[].attributes.subject
KQ: Is there anything that is true for all cultures?

# data[].attributes.body
Teacher Activity: In which unit can the above KQ be integrated? For ex: Unit on Identity: Sub-cultures, Beliefs and values

Student Activity 1 : Watch the video

https://www.youtube.com/watch?v=EnLHo5orM4k

Student Activity 2: What is common to most cultures represented in the video?

Student Activity 3: What is common to most cultures in your country?

Student Activity 4: Students discuss and attempt to answer the KQ: Is there anything that is true for all cultures? How do we know?

# data[].attributes.attachment_link.title
Trip around the world - Chapter 4 (Full Documentary)

# data[].attributes.headline
KQ: In what ways do you think language can be used to influence, persuade or manipulate people?

# data[].attributes.subject
KQ: In what ways do you think language can be used to influence, persuade or manipulate people?

# data[].attributes.body
Teacher Activity: In which unit can the above KQ be integrated? For ex: Unit on Sharing the planet – Human Rights, Peace and Conflict, Equality.

Student Activity 1 in groups: Students watch a documentary in the target language related to an environmental issue and note down words that influence, persuade or manipulate people.

Student Activity 2: Students categorize these words.

Student Activity 3: Students discuss and identify what aspect of the words allow for influencing, persuading and/or manipulating. For ex: The words appeal to our ethics, emotions, logic (Ethos, Pathos, Logos)

Student Activity 4: Students attempt at answering the KQ – Monologues created by each group in the target language.

# data[].attributes.attachment_link.title
Drinking Nasty Swamp Water (to save the world)

# data[].attributes.headline
KQ - What would be lost if the whole world shared one common language?

# data[].attributes.subject
KQ - What would be lost if the whole world shared one common language?

# data[].attributes.body
Teacher Activity: In which unit can the above KQ be integrated? For ex: Unit on Experiences – Migration.

Student Activity 1 in groups: Students look first into the case of Esperanto and infer if the coinage of this language is a successful enterprise for the Union European or not. Students read the following articles:

https://www.npr.org/sections/goatsandsoda/2015/06/13/413968033/esperanto-is-not-dead-can-the-universal-language-make-a-comeback

https://www.dw.com/en/esperanto-often-given-up-for-dead-finding-new-popularity/a-3493772

Student Activity 2: Students read the article on the step by step approach to creating a language - https://www.wikihow.com/Create-a-Language

Student Activity 3: Students attempt at creating a language that can be spoken universally and create a poster of the alphabets or 20 common words.

Student Activity 4: Students discuss on two KQs….

1. What would be gained if the whole world spoke one language?

2. What would be lost if the whole world shared one common language?

# data[].attributes.attachment_link.readable_text
In his Tucson, Ariz., backyard, 10-year-old Linken Kay throws a ball for his dog, Harley.

The dog speaks only English. But Linken was raised speaking another language.

"Li ŝatas salti en la naĝejo por preni la pilkon," Linken says.

What's that, now?

"I said, um, he was going to jump in to get the ball," Linken explains. "And he likes to jump in and get the ball."

Linken is a rarity: He's a native speaker of Esperanto.

More than hundred years ago, a Polish physician and inventor had an ambitious idea: Create a language that anyone could learn easily. The hope was to promote world peace through a universal tongue.

It took several decades, but eventually L.L. Zamenhof designed Esperanto.

Although the language hasn't become as popular as Zamenhof hoped - or brought world peace - it's estimated that anywhere between 200,000 and 2 million people speak the language worldwide. Devotees say Esperantists exist all over the globe, with especially large pockets in Europe, as well as China, Japan and Brazil.

The popular language-learning platform Duolingo is even about to issue an Esperanto app.

But there are only about 1,000 native speakers, like Linken. Esperanto was his first language - and still the main one he uses with his dad, Greg Kay.

Greg fell for Esperanto when he was his late 20s and going to school in Japan.

"Having lived abroad, I realize that the language barrier is a significant barrier, and can create many misunderstandings," Greg explains.

He used Esperanto while traveling when he was younger, bicycling between Esperanto-speaking homes in Korea. He used a free hospitality network, called Pasporta Servo, which lists Esperanto speakers willing to open their homes to fellow Esperantists. Pasporta Servo still exists today.

"Thanks to Esperanto, I've met many people that I would have just passed by otherwise - many fascinating people," Greg says.

Esperanto creates a kind of "level playing field," because it's a second language for almost everyone who speaks it, says Humphrey Tonkin, an English professor at the University of Hartford in Connecticut. He taught himself Esperanto at age 14, and then used it to travel across Eastern Europe and beyond.

"The result is that you're kind of lifted out of your own cultural limitations," Tonkin says. "And you're really in an authentically international environment."

That was the hope of Esperanto's founder, Zamenhof. He wanted to bridge differences between people, especially religious differences, Tonkin says. Zamenhof was Jewish, and many of Esperanto's earliest adopters were also Jewish. They connected with this new language that emphasized equality, Tonkin says.

So many years later, the language has grown far beyond Europe's Jewish community, but hasn't taken off as Zamenhof envisioned. When Zamenhof died in 1917, Tonkin says he was "deeply disillusioned."

It's hard to know what it is about Esperanto that has kept it from blossoming, but Tonkin calls it a language of "low prestige," one that's still a bit hard to explain to those who've never learned it.

"When I say that I speak Esperanto, they say, 'What do you do that for?' since I appear to be a perfectly normal person in every other respect," he says. "Or they say, 'I heard about that once. That died, didn't it?' "

Not only has it not died, but Tonkin thinks it might actually be growing, though he says it's hard to gauge an accurate number of speakers.

Even if Esperanto's reach is static, the language has survived against some steep odds. The rise of English could have easily killed it off, Tonkin says. Or it could have faded away during both world wars, when its speakers were persecuted. But Esperanto kept going, and Tokin thinks idealism probably had a good part in it.

At this point, learning it is kind of, "dare I use the word - a utopian thing?" Tonkin says - especially since the world is full of problems.

"That's all the more reason for hanging on to those things that will make the world a better place," he says. "We just need to get together better, and maybe Esperanto is one of the ways we can do it."

# data[].attributes.attachment_link.title
Esperanto Is Not Dead: Can The Universal Language Make A Comeback?

# data[].attributes.attachment_link.description
In his Tucson, Ariz., backyard, 10-year-old Linken Kay throws a ball for his dog, Harley. The dog speaks only English. But Linken was raised speaking another language. "Li ŝatas salti en la naĝejo por preni la pilkon," Linken says. What's that, now? "I said, um, he was going to jump in to get the ball," Linken explains.

# data[].attributes.headline
KQ: Is it possible to think without language?

# data[].attributes.subject
KQ: Is it possible to think without language?

# data[].attributes.body
Teacher Activity: In which unit can the above KQ be integrated? For ex: In Human ingenuity – Artistic expressions – this KQ can be integrated effectively as one can argue that art does not necessarily rely on language for communication of knowledge or personal expression.

Student Activity 1 in groups: Students translate the KQ into target language.

Discussion 1 in groups: What cognitive mechanism-s were used to translate the KQ from English to the target language? For ex: Substitution of words.

Student Activity 2:  Identify at least three arguments to respond to the KQ and enter them onto the Padlet link provided by the teacher.  For ex: 1. Through experiential learning – cooking experiment; 2. Through imitation- watch and do; 3. Through observation, inference and action – listen, deduce, and do.

Student Activity 3: Out of the three arguments presented in the Padlet, each group chooses one and demonstrates it to the class. For ex: Argument 2: One can think without language if one chooses to imitate an action blindly. Observing a potter at his wheel, one could try and produce a pot. The experience and the resultant pot is “proof of knowledge without the use of language”. Do others agree or disagree?

# data[].attributes.attachment_link.title
Mark Plotkin: What the people of the Amazon know that you don’t

# data[].attributes.attachment_caption
An 1887 Swiss-German map titled "Today's Europe." Prompt- How does art, in this case cartographic art, help us gain Historical Knowledge?