© International Baccalaureate Organization 2007
IB League of Parents Meeting
Tuesday, November 12, 2013
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© International Baccalaureate Organization 2007Page 2
IB – The Diploma ModelGrounded in the liberal arts tradition, the IB Diploma Program features concurrent study in 6 (or 5) subject areas in a rich curriculum that combines breadth and depth. Designed to instill a global perspective and to promote cross-cultural understanding and respect, the Diploma Program emphasizes inquiry-based learning and discovery. Along with a sense of social responsibility, students develop independent and critical-thinking skills vital to university studies. The Diploma Program rounds out students' experiences through creative expression, community involvement and physical activity.
© International Baccalaureate Organization 2007
Timeline for 2013/2014
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Important Dates:• Thursday, November 28th – grade 10 IB parent and student night• December – individual meetings for grade 10s with coordinator
(parents are welcome to attend individual meetings.• Semester 2 – IB Days for both grade 9 and 10s – dates TBA• Wednesday, January 8, 2014 – IB Option sheet for grade 10s going
into 11 due.
IB League of Parents – Staff Presentation ScheduleJanuary – Group 4: Biology, Chemistry, PhysicsFebruary – Group 5: Math SL/HL, Math Studies SL, Guidance CounselingApril – Group 2: French B SL, CAS (Creativity, Action, Service)
There may be more additional presentations.
© International Baccalaureate Organization 2007
Spanish Ab initio:Standard level
¿Por qué IB?
© International Baccalaureate Organization 2007
¿Por qué el español?● Spoken by 517 million people worldwide
● 2nd in terms of number of native speakers
● 4th most geographically widely spoken
● 18 million learning Spanish as a second language
● 16.3% of the US population is Spanish (lingos.com, ethnologue.com, Caro y Cuervo institute)
© International Baccalaureate Organization 2007
Spanish Ab initio Standard Level ● LITTLE or NO previous knowledge of Spanish
● Two semesters over two years
● First semester: Focus on the basics of Spanish
● Second semester: Focus on preparation and completion of IB tasks
© International Baccalaureate Organization 2007
Goals of Spanish ab initio
● Understand and use basic Spanish structures● Understand and use appropriate range of vocabulary● Understand and use appropriate register and format● Communicate in a range of situations● Intercultural awareness
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Language Skills and Assessment Criteria
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Themes and structures
● Individual & society
● Leisure & work
● Urban & rural environment
● Suggested list of vocabulary and grammatical structures provided by IB
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IB AssessmentsExternal Assessment: 75% Paper 1 (1 hr 30 min) (30%) Paper 2 (1 hr) (25%) Written Cultural Assignment (20%)
Internal Assessment: 25% 10 minute interview
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Oral assessment (25 points)
● 10 minute interview
● Based on a picture, cultural assignment, general conversation
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Written assignment (20 points)
● Compare one aspect of Hispanic culture with your own
● 3 sections (description, comparison, reflection)
● 200-300 words
● 2-4 Spanish sources
● Coversheet, bibliography
● Dictionaries and sources permitted
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Paper 1 (40 points)
● 3 texts that become progressively more difficult
● Fill in the blank, matching, true/false, short answer
● Ahttp://spanish4teachers.org/files/Spanish_AB_Initio_Paper_1_True_False_Recipe_Prueba_1_Falso_Verdadero_Receta.pdf
© International Baccalaureate Organization 2007
Paper 2 (25 points)
● 2 short compositions based on 2 situations
● IB text types
● 60 words and 100 words
● A - http://spanish4teachers.org/files/Spanish_AB_Initio_Paper_2_Travel_Postcard2.pdf
● B - http://spanish4teachers.org/files/Spanish_AB_Initio_Paper_2_Travel_Letter2.pdf
© International Baccalaureate Organization 2007
Why Spanish IB?● Smaller class sizes promote positive peer relationships● Faster paced and more challenging● Finer level of fluency● Greater appreciation of other cultures & attitudes ● Better able to articulate their views while being open to
those different from their own.
● It’s FUN!
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Diploma Program
Grade Ten History ISPHistory HL and SL - Americas (Route 2)
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WHY IB ???Grade Ten History ISP
Student Preparation for History HL and SL - Americas (Route 2)
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Best Reasons to take ISP from an Historical Perspective
The course emphasizes the GLOBAL forces, along with the local and national forces, that have shaped Canada’s national identity from World War One to present day
Students will use critical thinking and communication skills to evaluate various interpretations of the issues and events of the period and to present their own points of view
© International Baccalaureate Organization 2007
Value of Taking History ISP for the Student
There are many similarities between IB and OSSD in terms of content
Topic similarities include:• World War One and World War Two • The October Crisis• The Status of Women• Historical Personalities• The Cold War
© International Baccalaureate Organization 2007
Value of Taking History ISP for the Student
Aside from knowledge based similarities there are also skill based similarities
ISP students will frequently use historical inquiry to gain their own understanding about topics
They will “assess the origin, purpose, value, and limitations” of historical sources
© International Baccalaureate Organization 2007
Value of Taking History ISP for the Student
Students are given several opportunities to do IB style assessments and evaluations
These opportunities include:• An World War One Source Analysis assignment using OPVL
(Origin, Purpose, Value, and Limitations)• Tests that use the IB Command Terms• A test based on the Paper Two Exam Style (essay answer)• An Historical Investigation for their Culminating Task
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WHY IB?History SL and HL
History SL and HL – Americas (Route 2)
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Top Two Reasons to Take History HL from a Historical Perspective
History SL and HL intensively explores European and Americas history from the 1900s to 1990s• Time to explore the history behind the history• Contemporary curriculum fosters student interest but also permits
meaningful connections between eras A focus not just on the ‘who’, ‘when’ and ‘what’, but also on the ‘how’
and ‘why’• Multiple perspectives encourage critical analysis• The importance of history as an academic subject
© International Baccalaureate Organization 2007
Value of Taking History HL for the Student
Connections, Connections, Connections• Students stop seeing history as a series of isolated events• Critical thinking skills are enhanced• Assignment diversity
University Preparation• Historical Investigation• Research and information evaluation skills• IB Exams
© International Baccalaureate Organization 2007
Topic Sub-TopicsCauses, Practices, and Effects of War World War One
Peacemaking and Peacekeeping
International Relations 1918-1936 Wilson's 14 points
Paris Peace TreatiesMandate System
League of Nations 1920 – 1925Ruhr Crisis 1923
Locarno Spring 1925Stalin's RussiaUS IsolationismHitler’s Germany
Causes, Practices, and Effects of War World War Two
Semester 1
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Origins and Developments of Authoritarian and Single-Party
States
Hitler’s GermanyStalin’s Russia 1945 - 53
Causes, Practices, and Effects of War Spanish Civil War 1936 - 39Chinese Civil War 1927 – 37 and 1946 – 49
Origins and Developments of Authoritarian and Single-Party
States
Mao’s China 1945 - 1976Castro’s Cuba 1959 – 1962
Semester 2
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Topic Sub-TopicsThe Cold War and the Americas
1945 - 1981• Truman• Korean War and the United States and the Americas• Eisenhower and Dulles• United States’ involvement in Vietnam• United States’ foreign policies from Kennedy to Carter• Cold War in Canada
Political developments in the Americas after the Second World War
1945- 79
• Truman, Eisenhower and Kennedy• Johnson and “the Great Society”; Nixon’s domestic reforms• Canada: domestic policies from Diefenbaker to Clark and Trudeau• Causes and effects of the Silent (or Quiet) Revolution• Populist leaders in Latin America: (Perón and Vargas)• The Cuban Revolution• Fidel Castro• Military regimes in Latin America
Civil rights and social movements
in the Americas • Native Americans and civil rights: Latin America, the United State and Canada• African Americans and the Civil Rights Movement (1955-65)• Role of Dr Martin Luther King in the Civil Rights Movement; Black
Panthers; Black Muslims; Black Power and Malcolm X• Role of governments in civil rights movements in the Americas• Youth culture and protests of the 1960s and 1970s• Feminist movements in the Americas
Semester 3
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OSSD Credits: CHA3U, CHY4U, CHI4U
External Assessment – 80% Paper 1: 20% - 60 minutes Three prescribed subjects; Four short-answer/structured questions;
Assessment objectives: 1–3 Paper 2: 25% - 90 minutes Two extended-response questions; Assessment objectives 1–4 Paper 3: 35% - 150 minutes Three extended-response questions; Assessment objectives 1–4
Internal Assessment – 20% Historical Investigation: Historical investigation of any aspect of the syllabus
- 20%
IB Evaluations
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Principal Judy Langsner – [email protected] ext 305
IB CoordinatorJason Smith – [email protected] ext 318
QUESTIONS?????