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Please list your name and two approaches that worked to enhance the level of your DP History class....Rick's examples: a) Use the IB Learner Profile as an icebreaker to start classes including a story about one - (ie story about the Namibian hotel proprietor and her PRINCIPLED way) b) Proper planning prevents poor performance

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Extended Essay Rubric - A) Adapted for History, B) History EE Subject Specific Guidance; C) An Example of a Noteworthy EE

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Extended Essay Rubric - A) Adapted for History, B) History EE Subject Specific Guidance; C) An Example of a Noteworthy EE

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Extended Essay Assessment Criteria (General and the meaning for History) .pdf

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Teaching the DP with ATL in mind

Teaching with ATL in mind needs to begin with a clear and explicit identification of what types of skills and dispositions are trying to be developed.

In general terms, the development of every ATL skill can follow the same seven basic steps.

1. Decide which particular and specific skills are going to be focused on in your classroom/subject/department/school.

2. Make the skills to be focused on explicit by clear description of each skill and by using examples of high and low skills proficiency.

3. Allow the students to self-assess their perceived competence in the skills in question.

4. Analyse the class results obtained, looking in particular for any general skills deficiencies across the class.

5. Develop mini-lessons or tutorials, or find online exercises for students to complete to bring all students up to the same skill level.

6. Build into subject lessons exercises that enable students to practise and improve the skills in focus.

7. Ask the students to continue to self-assess their proficiency.

Teaching with the development of ATL skills in mind impacts significantly on the wider pedagogical approach adopted by teachers, and in particular on how teachers view their role in the classroom. Teacher regulation of student learning is sometimes described in a continuum from strong, through shared, to loose regulation.

Strong teacher regulation

Shared teacher regulation

Loose teacher regulation

Teacher controls all information, regulates student processing, answers all questions, clarifies, explains, summarizes.

Student thinking at a minimum, teacher as maximum support.

Teacher provides access to resources, skills training, questions, problem statements, concepts, ideas, learning outcomes.

Students actively engage with information in order to answer questions, follow leads, solve problems.

Student thinking engaged, teacher as guide and support.

Teacher's only functions are supplying the learning objectives and assessing the students' level of achievement against them.

Student thinking at a maximum, teacher not involved in student thinking or learning at all.

A drawback of the strong teacher regulation model is that it can reduce the potential for the development of students' skills of self-regulation. The loose teacher regulation model also has limitations, as although it does allow for growth in students' self-regulation skills, this growth only occurs if it is instigated by the student. In contrast, adopting a shared regulation style in the classroom can be an excellent means to achieve growth in students' self-regulated learning skills.

An example of a teaching approach that can support the development of ATL skills and, in particular, students' self-regulation skills, is that of "process-oriented instruction". "Process-oriented teaching is teaching that facilitates independent learning, supporting students to become proficient learners in the field concerned and preparing them for lifelong learning" (Bolhuis and Voeten 2001). Process-oriented instruction is often contrasted with more traditional methods where the emphasis is on the transmission of information, where the teacher spends most of the time explaining the subject matter, and the main activities expected from the student are listening and writing notes. The teacher does not engage much with the students except to answer questions, assign tasks or give instruction concerning the learning process. In process-oriented instruction, the focus of the teaching is placed on the strategies and techniques the students are using to process the subject information. The teacher "teaches" learning skills by modelling, demonstration, creating skills-based tasks, monitoring performance, asking for feedback and helping build the students' metacognitive awareness (Bolhuis 2003).

In many schools, transmission is still a dominant teaching style. In 2001, a study of Dutch secondary schools observed 130 lessons-in foreign languages, Dutch, mathematics, science, social studies and the arts. The time spent by teachers using each of these teaching styles was found to be as follows (Bolhuis and Voeten 2001).

30% transmission- the teacher explains, the students listen, the teacher questions the students

40% activating-the teacher gets students to process information through directed tasks, using student feedback to guide the lesson

25% procedural and behavioural instruction

5% process-focused teaching-teaching the students to set learning goals, choose and execute learning strategies, diagnose and monitor the learning process.

Moving from a traditional subject-focused style of teaching to a skills-based, process-oriented style aimed at promoting self-regulation of learning by students can be challenging for both students and teachers, but it has the potential to yield excellent results in terms of student engagement and development of learning skills.

Whether ATL skills are taught entirely through being infused into subject lessons, or by being supplemented with standalone skills lessons, a key concern is ensuring that students transfer the skills learned in one context to other contexts. Because students often find it challenging to transfer these skills, it is important that the teaching of ATL skills also includes a focus on the importance of transfer. This "bridging" work is a vital aspect of the effective teaching of skills.

The DP encourages transfer through its emphasis on concurrency of learning. By studying different subjects and the core concurrently, it is intended that students will have more opportunities to make links and connections than they would otherwise. However, solely studying different subjects at the same time is not enough to guarantee that students are effectively transferring their learning. Instead, there needs to be explicit teaching for transfer; for example, explicitly encouraging transfer by exploring concepts across multiple subject areas, or by encouraging students to make connections between their learning in the different subjects.

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Teaching with ATL in mind needs to begin with a clear and explicit identification of what types of skills and dispositions are trying to be developed. In general terms, the development of every ATL skill can follow the same seven basic steps. Decide which particular and specific skills are going to be focused on in your classroom/subject/department/school.

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My DP History Implementation Plan (2023-2024)

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My DP History Implementation Plan (2023-2024)

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IBDP History Cat 2 Implementation Plan for 2023-2024 (January 2024 Outcome Project).docx

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My IBDP History work implementation plan (Nov 2023)

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My IBDP History work implementation plan (Nov 2023)

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IBDP History Cat 2 Implementation Plan for 2023-2024 (January 2024 Outcome Project).docx

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Content Session #12 History Alive:  Tips, Tricks and Tools for the IBDP History Classrooma

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Content Session #12 History Alive:  Tips, Tricks and Tools for the IBDP History Classrooma

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Essential understanding:  The DP history course should both support, and be supported by, the three elements of the DP core.

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Essential understanding:  The DP history course should both support, and be supported by, the three elements of the DP core.

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• To understand the EE, appreciate the demands of the EE on students, and explore links between the EE and the skills needed in the history course
• To explore how CAS programs may connect to the history course
• To develop understanding of the relationship between history and TOK

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Conceptual understanding (Ingatestone) - Name of school: Anglo European School, Ingatestone, Essex

DP subject: History lesson

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2017 Academic Honesty Competition: IB DP film winner

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2017 Academic Honesty Competition: IB DP film winner

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Academic Honesty (or known now as Academic Integrity) remains of crucial importance to students of DP History. Invite them to watch this and dialogue about it!

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 2017 Academic Honesty Competition: DP film winner

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Curious what the winning entry for the DP film category in our Academic Honesty Competition was? See the film created by U Jun Melissa Lam.

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Academic Honesty Resource for Workshops.pdf

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IBDP History Curriculum Review - update of May 2020

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IBDP History Curriculum Review - update of May 2020

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Andrew Engel (andrew.engel@ibo.org) - IBDP History Curriculum Global Manager - leads the History Curriculum revision. In the Fall 2022 the next update will be published.

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Antje Lakin's useful materials on the IA & critical thinking

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Antje Lakin's useful materials on the IA & critical thinking

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Antje will present at 11:45 (UK time) today Sat Nov 25th - right at the start of the session following the 30-minute break.

This is Antje's presentation.

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Copy of IA critical analysis & referencing.pptx

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From Activehistory.co.uk

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ACTIVE HISTORY BOOK MARK VOCAB FOR ESSAY WRITING.pdf

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Jenny Gillet - ATL Architect Guest Presentation - Please prepare questions! 

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Jenny Gillet - ATL Architect Guest Presentation - Please prepare questions! 

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Ms Jenny Gillet, the guru at the IBAEM Global Centre office in The Hague, The Netherlands, has agreed kindly to join us for about 20-30 mins to discuss the ATLs - their history within the IB world and her key role as the one who spearheaded the project.  Her contribution will be fascinating for you to hear.  I attended her super presentation on the ATL Project in Oct '14 at the IBAEM Regional Conference in Rome.

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Photos from the 2014 Regional Conference

Videos from the 2014 Regional Conference

Keynotes from the 2014 Regional Conference

Professor Michael Fullan

Integrating Technology, Pedagogy, and Change Knowledge

Workshop presentations

Below you will find the 2014 Regional Conference workshop presentations and their main presenter.

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Photos from the 2014 Regional Conference Videos from the 2014 Regional Conference Keynotes from the 2014 Regional Conference Dr. Yong Zhao World Class...

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Essential Understandings:  The world history topics within Paper 2 provide teachers with a huge amount of flexibility to choose examples that best suit the needs and interests of their students.  DP history teachers need to understand the specific format and the challenges learners face with Paper 2 questions, and to understand that mark bands should be applied using a system of “best fit”

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Essential Understandings:  The world history topics within Paper 2 provide teachers with a huge amount of flexibility to choose examples that best suit the needs and interests of their students.  DP history teachers need to understand the specific format and the challenges learners face with Paper 2 questions, and to understand that mark bands should be applied using a system of “best fit”

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Objectives:
• To clarify the status of the “prescribed content” and “suggested examples” in the history guide
• To discuss the benefits and challenges of the concept based approach adopted in this component
• To discuss how teachers go about choosing effective examples, including the need to cover examples from more than one region for all elements
• To discuss strategies for approaching the topics in a more comparative and conceptual way
• To discuss challenges, and identify approaches to overcome these challenges
• To review the style of questions used on paper 2 (and discuss how these differ to the questions on other papers) • To review and discuss the skills required for success on Paper 2 • To discuss samples of student work for Paper 2 • To review the Paper 2 markbands in the history guide • To discuss the application of the markbands to the studentwork

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Nov 24 2023 Gr 12 SL History Paper 2 Test Cold War 

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Objectives of this Paper 2 Content Session:

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Objectives of this Paper 2 Content Session:

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1.  To clarify the status of the “prescribed content” & “suggested examples” in the history guide (see pp 24-35).

2.  To discuss the benefits & challenges of the concept based approach integral to Paper 2 (see pp 5, 11, 91-92)

3.  To discuss how teachers go about choosing effective examples, including the need to cover examples from more than one region for all elements (see pp 31-35)

4. To discuss strategies for approaching the topics in a more comparative and conceptual way (see pp 31-35)

5.  To discuss challenges, and identify approaches to overcome these challenges

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Using a Writing Frame for Paper 2 - InThinking Example

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Using a Writing Frame for Paper 2 - InThinking Example

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Tips: 1. Dissect the P2 question with students; 2. Encourage an outline or writing frame; 3) Debrief on the day feedback is provided regarding the utility of the writing frame/outline

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Here is a recent Paper 1 test RF gave to Gr 11s

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Here is a recent Paper 1 test RF gave to Gr 11s

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Tips: 1. Include the Grade Boundaries; 2. List the grading rubric for the last question; 3. Share the mark scheme with feedback simultaneously.

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Nov 7 2023 Question Paper - IB DP History Grade 11 Freedom Rides Specimen Paper Paper 1 Test.docx

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Essential Understanding:  The four HL regional options provide an opportunity for in-depth study of a particular region 

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Essential Understanding:  The four HL regional options provide an opportunity for in-depth study of a particular region 

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Objectives:
• To discuss the regional division for the HL extension
• To review the format of Paper 3
• To briefly review the markbands for Paper 3
• To discuss samples of student work for Paper 3

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Inquiry-based History teaching (6 minutes)

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Inquiry-based History teaching (6 minutes)

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Teaching through inquiry: Experiential learning (Ho Chi Minh City)

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September 11, 2001 - Mr Fitzpatrick’s personal connections to that event

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May 2021 History Extended Essay Subject Report

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May 2021 History Extended Essay Subject Report

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History extended essay report May 2021.pdf

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TOK, Namibia & Commemorating Cassinga Day

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TOK, Namibia & Commemorating Cassinga Day

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Different interpretations of this national holiday.

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Activity -  Cassinga Day - Theory of Knowledge and the Study of History.docx

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TOK in History - Thoughts from IB TOK teacher Anthony Hemmens

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TOK in History - Thoughts from IB TOK teacher Anthony Hemmens

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Essential Understanding:  DP history teachers have huge flexibility when putting a history course together, and can avoid common problems through effective course design.

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Essential Understanding:  DP history teachers have huge flexibility when putting a history course together, and can avoid common problems through effective course design.

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Objectives:
• To briefly review the various syllabus components of the history course
• To explore principles of effective course design
• To discuss examples of different course designs from the subject guide and share examples from participants
• To identify ways in which effective course design can help to avoid common problems

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Excellent Extended Essays - Worth using...

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Excellent Extended Essays - Worth using...

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The IBO publishes two volumes of 50 Excellent Extended Essays, covering all Diploma Programme groups -- and all scored a top A grade.

Click on the link below to access PDFs of the essays.

All 50 essays are also available in electronic form in the QD Library on the iPads. Look for the display at the circulation desk. The essays are found in the iBooks app. The iPads are available for check out at the circulation for periods of 30 minutes at one time.

Recently, the IBO has produced another list of exemplars with marks. Click on the link below to access this:

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Qibao Dwight Library Resource Center: Extended Essay (First Exams 2018): Examples of Extended Essays

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Qibao Dwight Library Resource Center: Extended Essay (First Exams 2018): Examples of Extended Essays

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The Meeting ID: 873 7035 1505      Passcode: 689579

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Zoom is the leader in modern enterprise video communications, with an easy, reliable cloud platform for video and audio conferencing, chat, and webinars across mobile, desktop, and room systems. Zoom Rooms is the original software-based conference room solution used around the world in board, conference, huddle, and training rooms, as well as executive offices and classrooms. Founded in 2011, Zoom helps businesses and organizations bring their teams together in a frictionless environment to get more done.

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Suggested protocol for workshop communications

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Suggested protocol for workshop communications

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Welcome!  Let us have a fun time learning together!

Speak freely / Listen intently / Ask Questions / Feel relaxed / Relish this time!

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1.  Name & School & Country

2. School Roles

3. Our Family & my favorite annual holiday & why

4. Highlights OF - a) last 24 hours; b) the school year to date

5. My hobbies

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Essential Understanding:  DP history teachers should deepen their understanding of how the key features and values of an IB education play out within the context of the history course

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Essential Understanding:  DP history teachers should deepen their understanding of how the key features and values of an IB education play out within the context of the history course

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My aims for this DP History Cat 2 workshop are:

to deepen understanding of how the key features and values of an IB education play out within the context of the DP history course.

to strengthen your understanding of the nature of the internal assessment task and its assessment criteria

to help you to enhance your understanding of the external assessment  (P1, P2 & P3) requirements

to engage in stimulating discussions and share ideas and experiences

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Nature of DP History (from p 5 of the Guide)

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Nature of DP History (from p 5 of the Guide)

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Team Task (10 minutes):

1. Read aloud together.

2. Identify three words that jump out at you.

3. Share why these struck you and ponder how they impact the teaching of the course.

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IB Learner Profile (Overview video - 3 minutes)

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IB Learner Profile (Overview video - 3 minutes)

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Diploma Programme Grade Descriptors (see page 10 Individuals and Societies)

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Diploma Programme Grade Descriptors (see page 10 Individuals and Societies)

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How to make a difference by designing an effective course?

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How to make a difference by designing an effective course?

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September 11, 2001 - Mr Fitzpatrick’s personal connections to that event

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TASK:  Nature of DP History - Focus on the Key Concepts

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TASK:  Nature of DP History - Focus on the Key Concepts

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Step #1 - Go to page 92-93 of the DP History guide.
Step #2 - Read and think deeply about your 'assigned' History concept - Continuity, Change, Consequence, Perspectives, Significance, Causation. Work with your assigned partner(s).
Step #3 - Option A - Aware of the IB's requirement to ONLY take topics more than 10 years old for the History IA or History EE, consider the events of 9/11.  Prepare a viable hypothetical EE or IA research question weaving in one of these DP History concepts.  (You will want to use an IBDP History command term - and these are located on page 95 of the guide). Option B - Use your 'assigned' History concept to analyze one of these 'watershed' event in 20th Century History (ex - October 1917 Russian Revolution, August 1945 Atomic Bombings, June 1967 Six Day War, Nov 1989 Fall of the Berlin Wall)
Step #4 - Share this in your assigned break out group.  Discuss it.

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Though flexible teaching practices can be implemented at any time and for any course, for Fall 2020, you should assume that at least some of your students will be participating remotely. It is also likely that many faculty will be teaching remotely. All courses should therefore be designed to be online, even if it may be possible to interact with students in person from time to time.

The course design process involves intentional and deliberate planning in order to create a course that best supports students. This process works equally well for on-campus courses, fully online courses and hybrid courses that have elements of both. All of the practices described in these guides are supported by significant research in the field of online learning.

This Guide to Course Design will help you complete a Course Design Template to serve as the basis of your course.

How To Use this Guide

This Guide to Course Design will help you create a course that is based on best practices in pedagogy. We invite you to either visit them in order or skip to the topics that seem most relevant to you.

Each topic includes resources you can use and next steps describing where you can find templates, suggested activities and further resources. Read below for some general advice on course design, or skip straight to the topic you need:

Topic 1: What will my students lear n?
Topic 2: How will I know what my students have learned?
T opic 3: What will we do in my course?
Topic 4: How will we communicate?
Topic 5: What will my syllabus look like?

Courses should be guided by well-articulated course learning objectives. Identify what your students should be able to produce or tackle by the end of your course and let those learning objectives lead your choices for daily activities, assignments and grading. If the course learning objectives are clear, it makes it easier to identify ways to adjust activities and assessments to fit different teaching scenarios.

The best course activities incorporate active learning. Students will be more engaged in learning when they collaborate with others, answer real-world questions and make their own choices. Face-to-face sessions should take advantage of technologies to include all students in conversations about the materials.

Good courses cultivate a learning community. You can make your course conducive to learning by defining respectful conversations. Thoughtful interactions with students and the support of peer-to-peer learning increases students' satisfaction with the course, its instructor and the materials. Courses that lack a physical space need to prioritize this in their design.

Clear communication is crucial. Students should be able to navigate the course materials, find assignment instructions and understand the path of the course from the first day. A syllabus that details the course schedule and has defined expectations of students allows you to concentrate on the teaching and not organization during the semester.

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Though flexible teaching practices can be implemented at any time and for any course, for Fall 2020, you should assume that at least some of your students will be participating remotely. It is also likely that many faculty will be teaching remotely.

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Education for a Better World - An IB Education (6 minutes)

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Education for a Better World - An IB Education (6 minutes)

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Education for a Better World: the IB Diploma Programme

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the IB Diploma Programme explained by IB students and teachers

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Putting the Course Together (from the IBDP History guide)

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Putting the Course Together (from the IBDP History guide)

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What is an IB Education? (6 minute video)

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What is an IB Education? (6 minute video)

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IBDP History Paper 2 & 3 Bible by Paul Hart.pdf

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Essential Understandings:  It is crucial that the content for the chosen prescribed subject is explored using a range of primary and secondary sources, so that students develop the skills they will need on paper 1.

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Essential Understandings:  It is crucial that the content for the chosen prescribed subject is explored using a range of primary and secondary sources, so that students develop the skills they will need on paper 1.

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Objectives:
• To discuss the “two case study” format for each prescribed subject
• To discuss the importance of source analysis on paper 1, and the link to the skills needed for the IA
• To review the format of Paper 1 and the approaches required for the different questions
• To discuss samples of student work for Paper 1 and the application of the markscheme to the student work
• To discuss common weaknesses seen in student responses on paper 1, and discuss how these can be avoided

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Sample DP History Syllabus (mine) - Tanzania 

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Sample DP History Syllabus (mine) - Tanzania 

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Paper 1 Practice Materials - a gift / GOLD!

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Paper 1 Practice Materials - a gift / GOLD!

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Paper 1 Practice Materials - DP History Category 1 & 2 Combined Workshop - Sept 9-11, 2022 IBAEM

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Approaches to Teaching and Learning (ATLs)

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Approaches to Teaching and Learning (ATLs)

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A presentation in 2014 by IB official Jenny Gillett who will speak tomorrow morning at 8:30 AM UK time on her work with the IB.

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IBDP History Coursework Practice Materials 

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IBDP History Coursework Practice Materials 

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Coursework Practice Materials - DP History Category 2 IBAEM 253 Workshop - Sept 9-11, 2022 UWC-USA

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DP History Category 2 - Paper 2 Practice Materials

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DP History Category 2 - Paper 2 Practice Materials

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Paper 2 Practice Materials - DP History Category 2 Workshop - Sept 2022

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ch

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May 2019 Subject Report (with Grade Boundaries for P1, P2, P3 and the IA) [these do not vary much year to year!]

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May 2019 Subject Report (with Grade Boundaries for P1, P2, P3 and the IA) [these do not vary much year to year!]

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Grade Boundaries for Paper 1: 7=17-24; 6=15-16, 5=12=14; 4=9-11; 3=7-8; 2=4-6; 1 = 0-3.

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Amendments to DP History Guide (1st Exams 2020) 

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Amendments to DP History Guide (1st Exams 2020) 

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Part 1 - Internal assessment: the nature of the task.  Essential Understanding:  The internal assessment task (the historical investigation) is an integral part of the DP history course and teachers need to develop an in-depth understanding of the nature of the task

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Part 1 - Internal assessment: the nature of the task.  Essential Understanding:  The internal assessment task (the historical investigation) is an integral part of the DP history course and teachers need to develop an in-depth understanding of the nature of the task

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Objectives:
• To review the requirements for the IA as described in the history guide (pp. 83-90)
• To unpack the three elements of the historical investigation • To take an in-depth look at the “reflection” element
• To discuss strategies for the development of essential skills such as formulating research questions, developing research and source analysis skills, etc.
• To discuss practical issues such as timing during the course, setting interim and submission dates, etc.

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Essay Writing Outline Template - Antje Lakin

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Essay Writing Outline Template - Antje Lakin

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Assessment for learning in the DP/CP - Assessment principles and practices - Quality assessment in a digital age extracts

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Assessment for learning in the DP/CP - Assessment principles and practices - Quality assessment in a digital age extracts

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IBDP History Cat 1 & 2 Presentation (slides 31 to 37) linked to Paper 1

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IBDP History Cat 1 & 2 Presentation (slides 31 to 37) linked to Paper 1

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Oct 14 to 16 2022 InThinking Barcelona History Cat 1 workshop presentation on the Internal Assessment.pptx

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History Audit of myself as an IBDP History teacher

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History Audit of myself as an IBDP History teacher

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Burning Questions - please post your question below at any time during our workshop!

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Burning Questions - please post your question below at any time during our workshop!

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Part 2 - Internal assessment: Understanding and applying the assessment criteria.  Essential understanding:  The internal assessment task (the historical investigation) is an integral part of the DP history course and teachers need to develop an in-depth understanding of the way that it is assessed

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Part 2 - Internal assessment: Understanding and applying the assessment criteria.  Essential understanding:  The internal assessment task (the historical investigation) is an integral part of the DP history course and teachers need to develop an in-depth understanding of the way that it is assessed

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• To discuss the assessment criteria for internal assessment • To provide participants with an opportunity to discuss samples of student IAs
• To practice and discuss the application of the assessment criteria to the student IAs

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Essay Writing Scaffolding Exercise - Antje Lakin

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Essay Writing Scaffolding Exercise - Antje Lakin

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History Teacher Support Materials (need MyIB access)

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History Teacher Support Materials (need MyIB access)

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Please provide your email address

Email Address

Cancel Submit

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What is an IB Education? (16 page narrative)

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What is an IB Education? (16 page narrative)

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History and Memory: Deeper
connections for TOK instruction

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Please add your self-reflection as a reply to this!

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Essay Writing process flowchart - Antje Lakin

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Essay Writing process flowchart - Antje Lakin

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Paper 3 Practice Materials - DP History Category 2 Workshop - Sept 2022

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IBDP Overview (a Broad/Balanced Curriculum) - 3 minute video

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IBDP Overview (a Broad/Balanced Curriculum) - 3 minute video

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The International Baccalaureate® (IB) Diploma Programme (DP) is for students aged 16-19.

Find out more about the Diploma Programme (DP), including information on pathways to university, employment and on who can offer the programme.

What is the DP?

Research suggests that there are many benefits to choosing the Diploma Programme (DP). The programme aims to develop students who have excellent breadth and depth of knowledge-students who flourish physically, intellectually, emotionally and ethically.

Find out more about the DP.

The DP curriculum

The Diploma Programme (DP) curriculum is made up of six subject groups and the DP core, comprising theory of knowledge (TOK), creativity, activity, service (CAS) and the extended essay.

Through the Diploma Programme (DP) core, students reflect on the nature of knowledge, complete independent research and undertake a project that often involves community service.

Read about the DP curriculum.

Assessment and exams

The International Baccalaureate® (IB) assesses student work as direct evidence of achievement against the stated goals of the Diploma Programme (DP) courses.

Read about assessment and exams.

There is information on getting results, including information on how to request that an exam is remarked.

Who is the DP for?

The Diploma Programme (DP) is open to any student aged 16 to 19, at schools that have been authorized to implement the programme.

Learn more about students in the DP.

Resources for DP schools

Educators are given access to a range of resources that help them to teach and develop.

Explore resources for educators.
Find out more about becoming an IB World School

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Find out more about the International Baccalaureate Diploma Programme (DP) for students aged 16-19, including information on pathways to university and employment and on who can offer the programme.

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Prescribed Subject:  Paper 1 Materials & Samples (PLEASE do not access/use until instructed to do so in our workshop!)

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Prescribed Subject:  Paper 1 Materials & Samples (PLEASE do not access/use until instructed to do so in our workshop!)

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Paper 1 Practice Materials - DP History Category 1 & 2 Combined Workshop - Sept 9-11, 2022 IBAEM

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IBDP Subject Outline - Individuals & Societies

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IBDP Subject Outline - Individuals & Societies

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DP Subject Outline Group 3 Individuals and Societies.docx

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Nov 24 to 26, 2023 IBSCA History Cat 2 workshop schedule

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Nov 24 to 26, 2023 IBSCA History Cat 2 workshop schedule

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V2 WSL Schedule Template - Rick Fitzpatrick - Hist Cat 2 24-26 Nov 2023.docx

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RF 2022 History Internal Assessment Checklist (1).docx

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essay writing from narrative to critical.pdf

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Framework:  4 persons per team / 6 teams / 6 minutes

Activator: Mix, Whisk and Whirl WSL instructs participants that they will work with several partners (preferably someone they do not know). Introduce themselves by name and school to their partners to collaboratively discuss the MIX question below for three minutes and then discuss the WHISK question for three minutes and then discuss the WHIRL for three minutes.

Mix: What do they know about ATL (Approaches to Learning) in the IB?
Whisk: What excites them about ATL?
Whirl: What concerns them about ATL?

On the Padlet one team member write on behalf of the group their answers to the following prompt: This workshop will be a success for me if. . . ● As a group they are to synthesize their thinking in the  and record those on the Padlet  ● Review other padlet posts and comment on the graffiti wall.

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IBDP History Command Terms - Translation Worksheet

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IBDP History Command Terms - Translation Worksheet

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My IBDP History workshop implementation plan (Nov 2023)

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My IBDP History workshop implementation plan (Nov 2023)

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IBDP History Cat 2 Implementation Plan for 2023-2024 (January 2024 Outcome Project).docx

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General data points from the survey and our background:

1. We are working in eight different countries (China, UK, Spain, The Netherlands, Belgium, Egypt, UAE & Namibia)

2. 1-2 years experience remains the norm. Rick has DP History teaching experience from Egypt (3y), Germany (3y), Tanzania (8y) and Namibia (5+y) = 19 years.

3. Amy & Stephen are Head of History also; Elize is an EE Coordinator; Sara & Elize also teach English; Pieter (like Rick) also teachers IGCSE Hist and Global Perspectives); Claire, Jaime, Sascha & Igor are I & S MYP teachers; Will is also a A-level History and Politics teacher & Lead of Extended Project Qualification

4. P1 subject choice - Move to Global War (7), Rights and Protest (4); Conflict and Intervention (1)

5. P2 subject choice - 10 of us - Authoritarian States and 7 of us - The Cold War: Superpower tensions and rivalries (20th century)

6. p3 - 9 of 13 History of Europe

7. Expectations - Curriculum & Assessment especially IA.

8. IA & P1 & P2 - new so keen to absorb all I can

9. TOK and History - ideas:

*Philosophies of ideologies.

*Looking at historiography of Imperial Russia, and the influence of the end of the Soviet Union on academic writing on the Tsars.

*Talking about how the Battle of Kosovo myth is as important as the event itself. And how myths and facts get intertwined and manipulated and how important this is in order to understand how history “works”

*History and language - weighing the advantages and disadvantages of a linguistically diverse country, along with the implications on those whose mother tongue is not an officially recognised language

*Activities on different historical perspectives - how views of historians are influencing the way how History is being written.

*Applied to Source Analysis - examining the validity/reliability/value of sources in informing us about the past.

*I have debated with my students about the benefits of historians knowing different perspectives and how reliable history really is.

*Analysis of sources (question: can we be sure to know the truth)

*How do students access knowledge in the different social sciences

*historiography

10. Favorite non-fiction read:

*The Lost Rainforests of Britain (Guy Shrubsole) - completely unique research and evidence that amazing things are still there to be discovered, even very close to home (in my case!)

*King Leopold's Ghost, Adam Hochschild - Fascinating study into the Belgian Congo, the conditions that created it, and the destruction it caused. Very relevant for a Belgian school.

*The Silk Roads - Peter Frankopan - impressive in its scope and narrative, capturing the imagination well.

*Season of Blood by Fergal Keane

*Age of Revolutions: Europe 1789-1848 - I appreciated this picture it painted of the developments and results of this period, as well as finding it a useful supplement to my instruction of Paper 3 History of Europe.

*Zlata Filipovic - Zlata's Diary: A Child's Life in Sarajevo. It impressed me because it showed the life of a little girl who lived in a besieged city and how there is always hope, even in the worst situations.

*I've enjoyed (partially) reading about Sleepwalkers - Christopher Clarke and (partially) The Wehrmacht: History, Myth and Reality -

*Wolfram Wette as both have given (relatively) fresh insights into the causes of WW1 and the culpability of the German army in the Holocaust.

*Big Panda and Tiny Dragon by James Norbury because it offers a zen and wise approach to challenges.

*Voices from Chernobil, written by Stevlana Alexievich, It is a compilation of testimonies from those who lived through the Chernobyl disaster, providing a really interesting perspective on the event.

*Bartolome' de las Casas - A short account of the destruction of the indies.

*Napoleon the Great, Andrew Roberts. A really interesting collection of Historical sources interpreted and presented by one of the best Napoleonic Historians, a new way of looking at Napoleon

*The Greatest Knight - Thomas Asbridge - because who doesn't like knights in shinning armour?

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Rick's survey of participants in the DP History Category 2 virtual workshop (24-26 Nov 2023)

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To enable me to better organize this experienced IB DP teachers workshop and for us to get to know one another, I would be grateful if you could take 5 minutes and answer these twelve questions. FYI - after collecting the results I will share them with you and the other participants.