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IB Glopo Syllabus

DP Group 3: HL Global Politics Course Syllabus (Year 1)

Ms. Fitze

Room 010

612-692-1634

612-460-7507(cell)

erin.fitze@mpls.k12.mn.us


 

Course Description Global Politics:

The world changes faster than ever. Connecting with the rest of the world is easier than ever too, creating new opportunities and challenges. Global politics uses the tools of economics, history, geography, and other social sciences to find new solutions to global issues. Topics discussed in this course include power, equality, sustainability, and peace in local, national, and global contexts. Real-world experiences of students are used to compare concepts and actual outcomes for people everyday.


 

Aims of Global Politics Course:

The aims of the global politics course are to enable students to:

  1. understand key political concepts and contemporary political issues in a range of contexts

  2. develop an understanding of the local, national, international and global dimensions of political activity

  3. understand, appreciate and critically engage with a variety of perspectives and approaches in global politics

  4. appreciate the complex and interconnected nature of many political issues, and develop the capacity to interpret competing and contestable claims regarding those issues.

Course Assessment Objectives:

Assessment objective 1: Knowledge and understanding

  • Demonstrate knowledge and understanding of key political concepts and contemporary issues in global politics

  • Demonstrate understanding of relevant source material

  • Demonstrate understanding of a political issue in a particular experiential situation (engagement activity)

  • At HL only, demonstrate in-depth knowledge and understanding of political issues in two detailed case studies

Assessment objective 2: Application and analysis

  • Apply knowledge of key political concepts to analyse contemporary political issues in a variety of contexts

  • Identify and analyse relevant material and supporting examples

  • Use political concepts and examples to formulate, present and sustain an argument

  • Apply knowledge of global politics to inform and analyze experiential learning about a political issue (engagement activity)

  • At HL only, apply knowledge of global politics to analyse political issues in two case studies

 

Assessment objective 3: Synthesis and evaluation

  • Compare, contrast, synthesize and evaluate evidence from sources and background knowledge

  • Compare, contrast, synthesize and evaluate a variety of perspectives and approaches to global politics, and evaluate political beliefs, biases and prejudices, and their origin

  • Synthesize and evaluate results of experiential learning and more theoretical perspectives on a political issue (engagement activity)

  • At HL only, demonstrate synthesis and evaluation of different approaches to and interpretations of political issues in two case studies

 

 

Assessment objective 4: Use and application of appropriate skills

  • Produce well-structured written material that uses appropriate terminology

  • Organize material into a clear, logical, coherent and relevant response

  • Demonstrate evidence of research skills, organization and referencing (engagement activity and HL extension in particular)

  • At HL only, present ideas orally with clarity

 





 

DP GROUP 3: HL Global Politics ASSESSMENT POLICIES AND PROCEDURES:

Standards-Based Grading:

This course uses standards-based grading, to ensure that course grades accurately reflect the level of student proficiency on established course content standards and assessment objectives.  All assessments, both formative and summative, are aligned to IB assessment objectives. Course assessments are organized into two categories:

·         Academic Practice and Formative Assessment (20% of course grade) = Formative assessments are assignments and assessments that provide you with opportunities to develop and practice the knowledge and skills necessary to meet and/or exceed the content standards for this course.  Academic practice and formative assessment work offers feedback to the student and is essential in strengthening one’s knowledge, skills and performance in advance of completing summative assessments. Traditionally, these are the short quizzes, daily class work and activities and/or homework assignments.


 

·         Summative Assessments (80% of course grade) = Summative assessments are assessments that evaluate the level of student proficiency according to established content standards and assessment objectives.  Such assessment will be marked according to the IB assessment rubrics relevant to the task and content.  Traditionally, summative assessments are tests, essays and projects, but may also include graded discussions and simulations.  NOTE: All summative assessments must be completed in order to receive a passing grade for the course.

 

Your very best effort is expected in all assignments and assessments, whether formative or summative in nature.  You may track course progress via the online Student Portal and family members may do the same via the Parent Portal. If you or family members have any questions about the course, progress within the course or general concerns, please do not hesitate to contact Ms. Fitze at the contact information provided.  Additionally, if your overall course grade is less than a C, you can expect a one-to-one conversation with Ms. Fitze as well as communication with parents/guardians regarding expectations and opportunities to improve academic success.

 

The Grading Scale is:

A   = 92-100%

A-  = 90-91.9%

 

B+  = 88-89.9%

B   = 82-87.9%

B-  = 80-81.9%

 

C+  = 78-79.9%

C   = 72-77.9

C-  = 71-73.9%

 

D+  = 68-69.9%

D   = 62-67.9%   

D-  = 60-61.9%

F = 59.9% & below

 

 


 

 

Assessment Due Dates and Deadlines

If you are absent for excused or foreseen reasons, you should notify the instructor and turn in the assigned work before your absence. I expect you to submit all assigned work – whether formative or summative – on the established due date. Some flexibility regarding due dates may be available at the discretion of Ms. Fitze provided that you communicate early and often about the challenges you are having with meeting the established due date.

 

The deadline for all assigned work is two weeks following the due date.  Deadlines are non-negotiable. In other words, assessments will not be accepted after established deadlines pass. Many deadlines are established by IB, necessitating that school due dates are adhered to in order to comply with non-negotiable IB deadlines.  Note all deadlines as well as other commitments so that you may successful manage the demands on their time.  NOTE: IB Internal assessment final deadlines are non-negotiable and are NOT subject to the standards-based grading policy.

 

 

Assessment Revision Opportunities

To assist you in meeting or exceeding the standards and assessment objectives, you have the opportunity to improve your achievement on summative assessments by redoing the assessment or completing alternative assessments that address the same standards and assessment objectives.  In order to re-submit or revise a summative assessment, you must meet with Ms. Harder, discuss steps you will take to improve your performance on the summative assessment and schedule a time to re-submit or revise the specific summative assessment in question.  “Request to Revise/Resubmit” forms will be available in class and on Ms. Harder’s website.

 

DP GROUP 3: HL HISTORY CURRICULUM

The curriculum we follow is set out by IB and will best prepare you for the examinations you will take at the end of the two-year course. Topics chosen from the IB curriculum are based on topics of previous study, connections to state and national standards and, finally, interest in and relevance to your lives both now and in the future. Using elements of the IB educational and pedagogical philosophy, together with a variety of instructional strategies and ongoing support to improve academic success, you enjoy a rich, challenging and college-preparatory educational experience in this course.

 

All students are required to complete all required IB internal and external assessments for the course.  These assessments are to be completed according to the calendar dates provided by the IB and set by the school to support successful completion of these assessments.  For this course, all students must complete the following:

Core units: people, power and politics

The common core for SL and HL students consists of four units. The first unit can be perceived as the foundational unit for the other units, and some treatment of it is likely to be desirable at the start of the course. However, there is no expectation of a linear progression, and topics within the course can be studied in any order.

Specific key concepts are tied to specific units to aid course planning and to help create focus. However, given the connections between political issues discussed in the different units, these concepts should be addressed as natural in the progression of the course.

Foundational unit: power, sovereignty and international relations

Key concepts: power, sovereignty, legitimacy, interdependence

Learning outcomes:

  • Nature of power

  • Operation of state power in global politics

  • Function and impact of international organizations and non-state actors in global politics

  • Nature and extent of interactions in global politics

Human rights unit

Development unit

Peace and conflict unit (Taught in year 2)

Key concepts: human rights, justice, liberty, equality

Key concepts: development, globalization, inequality, sustainability

Key concepts: peace, conflict, violence, non-violence

Learning outcomes:

  • Nature and evolution of human rights

  • Codification, protection and monitoring of human rights

  • Practice of human rights

  • Debates surrounding human rights and their application: differing interpretations of justice, liberty and equality

Learning outcomes:

  • Contested meanings of development

  • Factors that may promote or inhibit development

  • Pathways towards development

  • Debates surrounding development: challenges of globalization, inequality and sustainability

Learning outcomes:

  • Contested meanings of peace, conflict and violence

  • Causes and parties to conflict

  • Evolution of conflict

  • Conflict resolution and post-conflict transformation

Political Engagement activity (Internal Assessment) = The engagement activity provides students an opportunity to explore the central unifying theme of the course—people, power and politics—in practice and outside of the classroom. In the course of their engagement activity, students may, for example, learn about the local manifestations of a global issue, engage with primary sources and experience the dynamics and consequences of decision-making on individuals and communities. Although the emphasis of the task is on active engagement rather than primarily on research, it is expected that students make use of the key concepts, theories and ideas they are learning in the classroom and undertake further reading to inform their planning and actions, and their discussion of the political issue raised in their activities. In brief, the task aims at active and reflective engagement. The engagement activity work culminates in a 2,000-word written report.

·         Papers (External Assessment) = Students take examinations, called Papers, in the month of May at the end of the second year of this course.  All DP HL Global Politics students take Papers 1, and 2.

Together, these assessments create your IB course mark of 1 – 7, with a score of 4 considered satisfactory and many colleges and universities getting credit for scores of 4 or higher.  College recognition policies vary from school to school.  The course mark of 1 – 7 is based on the following assessment percentages:

 

Assessment Description

IB Assessment Dates

HL %

Topic Addressed in

Political Engagement Activity

Internal Assessment

Rough Draft = March 19, 2018

Final, Moderator-Ready Draft = April 20th, 2018

 

20%

HL

Year 1 (11th grade) - Written report(2,000 word maximum) on a political issue explored through engagement and research

HL Extension

Internal Assessment

2018-2019 School Year


20%

 HL

Year 2 (12th grade) - Two video recorded oral presentations (10 minute maximum each) of two case studies chosen from two different HL extnsion topics

Paper 1

External Assessment

May 2019

Length of Examination = 1 hour 15 minutes

 

20%

HL

Year 2 (12th grade)-Stimulus-based paper on a topic taken from any of the the four units.  Four stimuli are presented which may be written, pictoral, diagrammatic.  Students must answer all four structured questions

Paper 2

External Assessment

May 2019

Length of Examination = 1 hour 45 minutes SL;

2 hours 45 minutes HL

 

40%

HL

Year 2 (12th grade)- Essay paper with two questions set on each of the four core units.  At least one of the questions for each unit is firmly anchored in one unit and second question may open up to a cross-unit approach. SL students must answer two questions from a different unit and HL students must answer three from different core unit.


 

Outline

Semester One

Semester Two

Year One

QUARTER ONE

  • Introduction to Course and Key Course

    • Theme of course

    • Key Concepts

    • Units

    • HL extensions

    • Assessments

  • Power, Sovereignty and International Relations

    • Pipeline Case Study

    • Any information that Pipeline misses

QUARTER TWO

    • CASE STUDY: Syria

    • Assessment- Paper 1 practice

QUARTER THREE

  • Human Rights

    • Information re Unit Theme

    • CASE STUDY - Tibet

  • Introduction of PEA and Research support


QUARTER FOUR

  • Development

    • Information re Unit Theme

    • CASE STUDY: Venezuela