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?

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

• 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

 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 

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

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.

This is Antje's presentation.