IB League of Parents Meeting Tuesday, November 12, 2013

© 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.


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.


Spanish Ab initio:Standard level

¿Por qué IB?


¿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)


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


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


Language Skills and Assessment Criteria


Themes and structures

● Individual & society

● Leisure & work

● Urban & rural environment

● Suggested list of vocabulary and grammatical structures provided by IB


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


Oral assessment (25 points)

● 10 minute interview

● Based on a picture, cultural assignment, general conversation


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


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

http://spanish4teachers.org/files/Spanish_AB_Initio_Paper_1_True_False_Recipe_Prueba_1_Falso_Verdadero_Receta.pdf





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

http://spanish4teachers.org/files/Spanish_House_Chores_Quehaceres_Domesticos_AB_Initio.pdf

http://spanish4teachers.org/files/Spanish_AB_Initio_Paper_2_Travel_Postcard2.pdf

http://spanish4teachers.org/files/Spanish_AB_Initio_Paper_2_Travel_Postcard2.pdf

http://spanish4teachers.org/files/Spanish_AB_Initio_Paper_2_Travel_Letter2.pdf




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!


Diploma Program

Grade Ten History ISPHistory HL and SL - Americas (Route 2)


WHY IB ???Grade Ten History ISP

Student Preparation for History HL and SL - Americas (Route 2)


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


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



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



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


WHY IB?History SL and HL

History SL and HL – Americas (Route 2)


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


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


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


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


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


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

© International Baccalaureate Organization 2007Page 29

Principal Judy Langsner – [email protected] ext 305

IB CoordinatorJason Smith – [email protected] ext 318

QUESTIONS?????

Documents

IB League of Parents Meeting Tuesday, November 12, 2013