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International Baccalaureate Seminar Presentation

September 20, 2004

A.C. Flora High School in Richland County, Columbia, South Carolina has an International Baccalaureate (IB) program like other IB programs around the country. Most parents and school board members are convinced that the IB program is a top-notch curriculum. But what does IB actually teach our children? EdWatch has previously revealed some of the an anti-American foundation of IB -- see http://edwatch.org/updates/063004.htm.

The IB Seminar printed below describes the IB program at A.C. Flora high school as a model for other schools that are offering or want to offer IB. To understand the description below, the terms must be defined. As examples, we begin with definitions of  three terms that are used generously in the IB Seminar description.

Since IB now operates in partnership with the United Nations UNESCO, all of the terms used in the IB program will need to be consistent with UNESCO terms.

1.) Definition of Environmental issues
Both UNESCO and the IB program use the Earth Charter approach to environmental issues (see http://www.earthcharter.org/). IB is a signatory of the Earth Charter. The positions of the Earth Charter are: 2.) Definition of Multiculturalism
David Horowitz, founder of the New Left movement in the 1960's and today's chief critic of that ideology defines multiculturalism this way --
"[Multiculturalism] is two lies in one word, since it is neither multi- nor cultural. It is, instead, fundamentally political and       like Stalinism, allows only one party and one party line. Its bottom-line agenda is the deconstruction of the American nationality, in the service of the mindless, destructive, never-ending radical assault on the capital of the democratic world. Because it is the capital of the democratic world, multiculturalism is the banner of the hate-America Left. " [David Horowitz, “Up From Multiculturalism,” January, 1998, p. 2. http://www.fiuedu/~yaf/multigarbage.html]

3.) Definition of Globalism
The UNESCO pamphlet published in 1949 stated it clearly:
"[Children should be taught] those qualities of citizenship which provide the foundation upon which international government must be based if it is to succeed."
Along the same lines, the first Directory-General of UNESCO, Sir Julian Huxley said:
"Specifically, in its educational program it [UNESCO] can stress the ultimate need for world political unity and familiarize    all peoples with the implications of the transfer of full sovereignty from separate nations to a world organization ... political unification in some sort of world government will be required." [Sir Julian Huxley, UNESCO: Its Purpose and Philosophy, 1947, p. 13]

The IB Seminar description below is quoted in its entirety.
IB Seminar Presentation

Danvers, MA  October 26-27, 2002

The following report will be used by the presenters at the International Baccalaureate Introductory Seminar in Danvers, MA, on Oct. 26-27. This workshop is designed for schools from around the world interested in becoming part of the IB Program.

A. C. Flora's Plan for Integrating Global Concerns into the Curricula

Global concerns will be addressed in the curriculum of each course in a variety of ways, depending on the type of course.

For instance, the Math Studies curriculum explores problems concerning the weather, environmental protection, conservation, and energy.

Students will learn the conversion of world currencies as part of the financial studies unit and will be expected to focus their research project topics on global issues.

In HL Math the students will investigate a variety of problems with an international emphasis. For example, in studying exponential growth and decay, they will look at the global population problem, regional population problems, and models for the spread of disease, using data from problem areas such as the African AIDS epidemic.

The statistics unit will examine a variety of problems from a global perspective, such as the disparity of wealth distribution between first and third world countries.

The IB Physics curriculum will integrate global concerns and perspectives in the following ways: Students will delve into some of the more pressing international pollution concerns, such as global warming, fossil fuels, heavy metals, and other waste products of an increasingly industrialized world.

Because science is an international discipline, many opportunities exist for integrating global issues into the lessons. Some examples include : In Theory of Knowledge, students will frequently address issues from a multicultural perspective. For example, ethical topics must always be discussed from the perspective of different cultures, such as Muslim, Native American, Western European, African, and so forth. Also, students will seek to identify and examine the validity of cultural stereotypes for example, the common assumption that Europeans use primarily linear rational thought, while people of the Far East think in non-linear, mystical ways.

IB Theatre Arts will integrate the consideration of global concerns and international perspectives through a learning environment that utilizes inquiry, ethics and an exploration of non-western theatre traditions. Students will be expected to become deeply engaged in reading, research, writing and performance while exploring the relationships between theatre arts and real life within the historical and current contexts of cultures outside their own. Potential areas for in-depth inquiry are Sanskrit drama, Noh drama, Kabuki, Bunraki, folk drama, storytelling, and Russian theatre and its influence on the West. Current global, ethical, and social concerns will be researched through print media and the Internet.

Students will develop thematic units that explore how individual and community perceptions are influenced by the biases associated with cultural diversity. These units will be given intellectual and creative priority through the development of artistically engaging original scripts, song lyrics, choreography, and conceptual theatrical designs. IB Language A1 (English) will study world literature through genre and thematic units that deal with universal themes. The students will research and explore how these themes are understood by the different worldwide social and cultural societies and how they relate to current global issues.

Students will write critical essays, both original and researched, on topics on the universal themes that deal with global issues.

Students will look at languages in translation and how misperceptions can arise from translation and social and cultural biases.

IB History of the Americas will include journal writings on worldwide current events and how events that originated in the other countries of the world will affect the countries of the Americas and how events that originated in the Americas will affect the other countries of the world.

Speakers from the community will address relevant issues, and students will attend university and community events that emphasize plurality and multiculturalism.

In Latin SL, an ancient language, students will examine the ancient world as a sounding board to measure and compare the global issues in a modern world. Students will discuss the impact on the Roman world, as well as their own, of such topics as women’s rights, slavery, and national imperialism.

Spanish SL will emphasize communication and the cultural knowledge of different Spanish-speaking countries, the differences and similarities between cultures. Students will become more tolerant and understanding of different ways of living and viewing the world.

Students will be exposed to a variety of experiences with the language and culture through films, songs, lectures, news broadcasts, readings, conversations with native speakers, field trips, and future trips to places where Spanish is the primary language. Through their knowledge of the language, they will discover practices and products that are similar to and different from those in their own culture.

Realizing that they have a new tool for communication, students will become active participants in the globalization process.

At A. C. Flora the French classes have continuously integrated global concerns, such as pollution, endangered species, health issues (obesity, aging, AIDS, cloning), space research, human rights, and the death penalty.

Students have read the unabridged version of the Petit Prince and the abridged version of La Chanson de Roland. They have watched and discussed the movies Jean de Florette and Manon des Sources, both based on novels written by the renowned French writer Marcel Pagnol. The IB classes will continue in and expand on this tradition.

In IB French classes, when discussing issues in class, students will be given open-ended questions that allow them to exchange ideas freely. They will write papers in which they discuss issues that concern them on a very personal level and then expand these concerns to France where they are allowed to see the French point of view and then expand this view to the worldwide view.

The students will be required to identify global concerns in writing and in oral presentations. When they fully understand the issues, they will be required to develop solutions for these problems. Students will use their creativity in the target language.

As is evidenced in this report, the global concerns and perspectives in all the IB classes overlap or are similar, which will help students realize how the different disciplines, as well as all issues, are related and should not be addressed in isolation.


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