Hunger Project – Solutions Through the Lens of a TOK student
An ethical person is one who thinks critically about how s/he acts, what choices s/he makes, what everyday decisions and actions s/he takes. Thinking about how we should react to world hunger can happen at a personal, family, community, business, school, organization and global level.  We need to ask ourselves some difficult questions like “What can and should I do?” “What sort of actions show that I care?”,” How do I justify my choices?” Making ethical decisions are difficult because our thoughts and actions are influenced by factors like our emotions, perceptions, culture, expectations, religion, personal beliefs, concern for others, obligations and reasoning skills.

The Challenge
Create a three to five minute documentary raising awareness about world hunger and suggesting a possible solution(s).
Before you begin this project, spend a moment in your group reflecting on your own awareness of this issue using the following questions as a guide.
a) Where are you right now in your beliefs, feelings and understanding of world hunger?
b) What are some of the important events and people that have influenced the way you think about the issue and your responsibility (if any)?
c) Consider your circle of concern for such a global issue by thinking about what have you done so far (if anything) and how you might act in the future.

Stages
Please note that we will be using some of your ‘flex’ periods as TOK periods in order to complete our Documentary project just prior to the 30-Hour Famine being held at SAS on February 5th.  We will ‘make up’ for these periods by giving you extra flex classes upon completion of the project.

Planning (2 lessons:  Jan 11/13)

Day 1: You will consider the ethical implications of our issue (Course Companion, pp. 243-245; in-class activities).
Day 2: Brainstorm key questions with regard to world hunger: What? Who? Where? When? Why? How?  You may find the list of sources on p. 261 a useful jumping off point. Now choose a big idea/issue to investigate (page 262-263 has some good examples).  We will discuss your choices together as well. In the end, you will need to gather information about the issue from at least three credible sources. Think on an individual, local and global level. If necessary, interview people.
Think about your audience. Who are they? Are you going to try and raise their awareness, encourage them to think or act differently, educate them? How will you communicate your message?

Just so we’re clear :  Your documentary is to identify the causes (implicit and explicit) of world hunger and to suggest solutions. Don’t forget to question the issue from a variety of perspectives and to consider counter arguments (see Course Companion pages 255-258 for further ideas)

2. Production (2 lessons: Jan 15/21)
Once the planning is done complete the storyboard using the Pages template. Think of the evidence you will need to collect. This could include still photographs, music, video footage and interviews. It is important that you visualize how you will communicate your message before you get in front of the camera. Before you shoot or start collecting/producing the artifacts the camera operator needs to meet with Mr May to learn how to use the video camera, tripod and basic lighting and sound techniques. The Director needs to have a lesson with Mr May on file management and how to use iMovie.

3. Presentation (3 lessons: Jan 27/29, Feb 2)
Create the documentary using iMovie, GarageBand, iPhoto, iTunes. It should contain at least three different media such as text, still images, video, animation, music, and sound. Remember: MORE IS LESS and SHOW DON’T TELL. Before you start filming the Technical director needs to meet with Mr May to learn how to the basics of iMovie and file management.

It is expected that you will spend an additional two hours of homework time per group each lesson. Flex times can be used to work on your production and presentation. Multimedia equipment can only be used during the school day. If you need to use multimedia equipment outside of class, this must be arranged in advance with Mr Salim in L202B.

Roles and Responsibilities
Each group needs students in the following leadership roles.
Producer – Ensures all deadlines are met and final product meets the criteria for an exemplary documentary.  Responsible for signing in and out all multimedia equipment.

Artistic Director – Overall responsibility for ensuring that the message is integrated seamlessly and that a human story is told.

Technical Director – Responsible for integrating and editing all multimedia footage. Must attend a meeting with Mr May to learn about editing using iMovie.

Camera Operator – Responsible for filming all video footage and locating appropriate still photographs/images. Must attend a meeting with Mr May before filming starts to learn about lighting, shooting video and sound.

Script writer – Responsible for the storyboard, script, research, voice overs and text.

Assessment
This is a group assessment. An exemplary project will accomplish the following:
Technical Skill - Used multimedia (e.g. video, images, text, music, transitions, special effects) in effective and seamless ways to enhance communication.
Collaboration – Group works together on all aspects of the project effectively, drawing on the strengths of one another. The final product created by all members represents something that would not have been possible to accomplish by working alone. Roles are assigned based on the skills/talents of individual members. All members strive to fulfill their responsibilities.
Audience – The project is useful to an audience beyond the students who created it. It raises viewers’ awareness in a way that encourages them to think and act more ethically.
Content – Information has been compiled from several relevant and reliable sources. Reflects broad research and application of critical thinking skills. Shows notable insight or understanding of the TOK concepts – understanding of knowledge issues, A of K, W of K, considers various perspectives
Acknowledging Sources – Full credit is given to all contributors and sources of information.

Check out the Chemistry class’ documentaries on environmental issues if you like, available at http://chemicalparadigms.wikispaces.com/Environmental+Chemistry+Water+Issues+Documentary

Tim, Jin Ho, Teddy, Liming and Julien

Ragna, Anika, Vincent, Jenna and Abie

Hutou, Conan, Jeffrey and Ben

Brenda, David, Min, Lancelot and Joel

Ashley, Inaki, Dylan, Akshay and Janina

Charlotte M, Charlotte V, Anna, Aileen and Vivienne

Ashley D, Hannah, Andrea, Terrence, Min Ju

TOK Hunger Project Documentary Outline

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