Global politics guide

First assessment 2026

Global politics guide
First assessment 2026
 Diploma Programme
Global politics guide

Published February 2024

Published by the International Baccalaureate Organization, a not-for-profit educational

foundation of Rue du Pré-de-la-Bichette 1, 1202 Genève, Switzerland.
Website: ibo.org

© International Baccalaureate Organization 2024

The International Baccalaureate Organization (known as the IB) offers four high-quality
and challenging educational programmes for a worldwide community of schools, aiming
to create a better, more peaceful world. This publication is one of a range of materials
produced to support these programmes.

The IB may use a variety of sources in its work and check information to verify accuracy
and authenticity, particularly when using community-based knowledge sources such as
Wikipedia. The IB respects the principles of intellectual property and makes strenuous
efforts to identify and obtain permission before publication from rights holders of all
copyright material used. The IB is grateful for permissions received for material used
in this publication and will be pleased to correct any errors or omissions at the earliest
opportunity.

All rights reserved. No part of this publication may be reproduced, stored in a retrieval
system, or transmitted, in any form or by any means, without the IB’s prior written
permission, or as expressly permitted by the Rules for use of IB Intellectual Property.

IB merchandise and publications can be purchased through the IB Store

(email: [email protected]). Any commercial use of IB publications (whether fee-covered or
commercial) by third parties acting in the IB’s ecosystem without a formal relationship
with the IB (including but not limited to tutoring organizations, professional development
providers, educational publishers and operators of curriculum mapping or teacher
resource digital platforms, etc.) is prohibited and requires a subsequent written licence
from the IB. Licence requests should be sent to [email protected]. More information can
be obtained on the IB public website.

International Baccalaureate, Baccalauréat International, Bachillerato Internacional

and IB logos are registered trademarks of the International Baccalaureate Organization.
 IB mission statement
The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who
help to create a better and more peaceful world through intercultural understanding and respect.

To this end the organization works with schools, governments and international organizations to develop
challenging programmes of international education and rigorous assessment.

These programmes encourage students across the world to become active, compassionate and lifelong
learners who understand that other people, with their differences, can also be right.
 IB learner profile
profile IB learner
arner profile IB le
ile IB learner prof
IB learner profile H E IB L E AR
N

ER
er profile IB learn

PROFILE
IB learner profile
The aim of all IB programmes is to develop internationally minded people who, recognizing their common
humanity and shared guardianship of the planet, help to create a better and more peaceful world.
As IB learners we strive to be:

We nurture our curiosity, developing skills for inquiry and We critically appreciate our own cultures and personal histories,
research. We know how to learn independently and with others. as well as the values and traditions of others. We seek and evaluate
We learn with enthusiasm and sustain our love of learning a range of points of view, and we are willing to grow from the
throughout life. experience.

We develop and use conceptual understanding, exploring We show empathy, compassion and respect. We have a
knowledge across a range of disciplines. We engage with issues commitment to service, and we act to make a positive difference
and ideas that have local and global significance. in the lives of others and in the world around us.

We use critical and creative thinking skills to analyse and take We approach uncertainty with forethought and determination;
responsible action on complex problems. We exercise initiative in we work independently and cooperatively to explore new ideas
making reasoned, ethical decisions. and innovative strategies. We are resourceful and resilient in the
face of challenges and change.
We express ourselves confidently and creatively in more than one
language and in many ways. We collaborate effectively, listening We understand the importance of balancing different aspects of
carefully to the perspectives of other individuals and groups. our lives—intellectual, physical, and emotional—to achieve
well-being for ourselves and others. We recognize our interde-
pendence with other people and with the world in which we live.
We act with integrity and honesty, with a strong sense of
fairness and justice, and with respect for the dignity and rights We thoughtfully consider the world and our own ideas and expe-
of people everywhere. We take responsibility for our actions rience. We work to understand our strengths and weaknesses in
and their consequences. order to support our learning and personal development.

The IB learner profile represents 10 attributes valued by IB World Schools. We believe these attributes, and others
like them, can help individuals and groups become responsible members of local, national and global communities.

© International Baccalaureate Organization 2017

International Baccalaureate® | Baccalauréat International® | Bachillerato Internacional®
Contents

Introduction 1
About this publication 1
About the IB 2
About the Diploma Programme 3

The global politics course 7

Nature of the subject 7
Connections to subjects and programmes 10
Aims 14
Assessment in global politics 15
Approaches to learning and approaches to teaching in global politics 17

Syllabus 28
Syllabus outline 28
Syllabus structure 29
Syllabus content 35

Assessment 57
Assessment in the Diploma Programme and Career-related Programme 57
Assessment outline—SL 60
Assessment outline—HL 61
External assessment 62
Internal assessment 69

Appendices 76
Glossary of command terms 76
Bibliography 77

Global politics guide

Introduction

About this publication

This resource guides the planning, learning, teaching and assessment of the International Baccalaureate (IB)
global politics course. Teachers and students are the primary audiences. This publication, along with
additional support materials, subject reports and grade descriptors, can be found on the subject page of
the Programme Resource Centre at resources.ibo.org. It can also be purchased from the IB store at
store.ibo.org.

Prior learning
The global politics course requires no specific prior learning. No particular background in terms of specific
subjects studied for national or international qualifications is expected or required. The skills needed for the
course are developed within the course itself.

Additional resources
Additional publications, such as specimen papers and markschemes, teacher support materials (TSM),
subject reports and grade descriptors, can also be found on the Programme Resource Centre. Past
examination papers as well as markschemes can be purchased from the IB store. Teachers are encouraged
to engage with official IB online communities to find and share resources used and created by other
teachers.

Acknowledgement
The IB wishes to thank the educators, experts and schools who generously contributed time and resources
to the production of this guide.

First assessment 2026

Global politics guide 1

Introduction

About the IB

The aims and design of an IB education

An IB education develops internationally minded people who recognize their common humanity and
shared guardianship of the planet. The IB believes that we can create a better and more peaceful world
through high-quality learning and teaching informed by passionate pedagogical leadership.
All IB courses are designed to be:
• mission driven—by working with committed educators and experts, the IB provides a unique and
valuable educational experience rooted in shared values
• insights based—the IB draws on data and insights across the IB ecosystem to ensure that IB courses
are informed by research and practice anchored in the practical realities of the contemporary
classroom
• future focused—IB courses prepare students to live, lead and thrive in a rapidly changing world and
workforce.
The IB consists of four programmes: the Primary Years Programme (PYP) (ages 3–11), the Middle Years
Programme (MYP) (ages 11–16), the Diploma Programme (DP) (ages 16–19), and the Career-related
Programme (CP) (ages 16–19).
Any school, or group of schools, wishing to offer the IB programmes must first be authorized to do so by the
International Baccalaureate. For more information about the IB, see the following resources.
• The IB mission statement
• What is an IB education?
• Programme standards and practices

Inclusion and the IB

The IB is committed to ensuring access and engagement for all students by identifying and removing
barriers to learning. For more information about inclusion, see the following resources.
• Access and inclusion policy
• Learning diversity and inclusion in IB programmes
• Meeting student learning diversity in the classroom
• The IB guide to inclusive education: A resource for whole school development
• Using Universal Design for Learning (UDL) in the IB classroom

2 Global politics guide

Introduction

About the Diploma Programme

The DP is a rigorous pre-university course of study designed for students in the 16 to 19 age range. It is a
broad-based two-year course that aims to encourage students to be not only knowledgeable and inquiring
but also caring and compassionate. There is a strong emphasis on encouraging students to develop
intercultural understanding, open-mindedness and the attitudes necessary for them to respect and
evaluate a range of points of view.

The Diploma Programme model

The course is presented as six academic areas enclosing a central core (see figure 1). It encourages the
concurrent study of a broad range of academic areas. Students study two modern languages (or a modern
language and a classical language), a humanities or social science subject, an experimental science,
mathematics and one of the creative arts. It is this comprehensive range of subjects that makes the DP a
demanding course of study designed to prepare students effectively for university entrance. In each of the
academic areas, students have flexibility in making their choices, which means they can choose subjects
that particularly interest them and that they may wish to study further at university.

Figure 1
Diploma Programme model

Global politics guide 3

About the Diploma Programme

Choosing the right combination

Students are required to choose one subject from each of the six academic areas, although they can,
instead of an arts subject, choose two subjects from another area. Normally, three subjects (and not
more than four) are taken at higher level (HL), and the others are taken at standard level (SL). The IB
recommends 150 teaching hours for SL subjects and 240 teaching hours for HL subjects. Subjects at HL are
studied in greater depth and breadth than at SL.
At both levels, many skills are developed, especially those of critical thinking and analysis. At the end of the
course, students’ abilities are measured by means of external assessment. Many subjects contain some
element of coursework assessed by teachers.

The Diploma Programme core

The DP core reflects the IB’s commitment to providing a holistic educational experience for young people.
The DP core provides opportunities for students to think about their own values and actions, to deepen
their understanding of their place in the world and to consider sensitively the contexts and views of others.
There are three required components in the DP core.
• In the theory of knowledge (TOK) course, students explore themes and questions about knowledge
and knowing. TOK emphasizes comparisons and connections between areas of knowledge while
encouraging students to become more aware of their own perspectives and the perspectives of
others.
• The creativity, activity, service (CAS) component provides students with opportunities to participate
in real-world experiences to enrich their academic studies. The three strands of CAS are creativity
(experiences that involve creative thinking and making), activity (experiences contributing to a healthy
lifestyle) and service (engagements with communities).
• For the extended essay (EE), students investigate a topic of special interest, either through one of
their six DP subjects or through an interdisciplinary approach. The EE helps students to develop the
research and communication skills that they need to fulfil their aspirations at university and in future
work.

Approaches to learning and approaches to

teaching
Approaches to learning and approaches to teaching across the DP refers to deliberate strategies, skills and
attitudes that permeate the learning and teaching environment. These approaches and tools, intrinsically
linked with the learner profile attributes, enhance student learning and assist student preparation for the
DP assessment and beyond. The aims of approaches to learning and approaches to teaching in the DP are
to:
• empower teachers to create clearer strategies for facilitating learning experiences in which students
are more meaningfully engaged in structured inquiry and greater critical and creative thinking
• promote both the aims of individual subjects (making them more than course aspirations) and linking
previously isolated knowledge (concurrency of learning)
• encourage students to develop an explicit variety of skills that will equip them to continue to be
actively engaged in learning after they leave school, and to help them obtain university admission
through better grades and also prepare for success during tertiary education and beyond
• enhance further the coherence and relevance of the students’ DP experience
• allow schools to identify the distinctive nature of an DP education, with its blend of idealism and
practicality.
The five approaches to learning (developing thinking skills, social skills, communication skills, self-
management skills and research skills) along with the six approaches to teaching (teaching that is inquiry-

4 Global politics guide

 About the Diploma Programme

based, conceptually focused, contextualized, collaborative, differentiated and informed by assessment)

encompass the key values and principles that underpin IB pedagogy.
The design of each subject in the DP is guided by these approaches. For more information see the following
resources.
• Programme standards and practices
• Diploma Programme Approaches to teaching and learning
• The “Approaches to learning and approaches to teaching in global politics” section of this guide

The IB mission statement and the IB learner profile

The DP aims to develop in students the knowledge, skills and attitudes they will need to fulfil the aims of
the IB, as expressed in the organization’s mission statement and the learner profile. Learning and teaching
in the DP represent the reality in daily practice of the organization’s educational philosophy.

Academic integrity
Academic integrity in the DP is a set of values and behaviours informed by the attributes of the learner
profile. In teaching, learning and assessment, academic integrity serves to promote personal integrity,
engender respect for the integrity of others and their work, and ensure that all students have an equal
opportunity to demonstrate the knowledge and skills they acquire during their studies.
All coursework—including work submitted for assessment—is to be authentic, based on the student’s
individual and original ideas, with the ideas and work of others fully acknowledged. Assessment tasks that
require teachers to provide guidance to students or that require students to work collaboratively must be
completed in full compliance with the detailed guidelines provided by the IB for the relevant subjects.
For further information on academic integrity in the IB and the DP, please consult the IB publications
Academic integrity policy, Effective citing and referencing, Diploma Programme: From principles into practice
and the “General regulations” section in the Diploma Programme Assessment procedures. Specific
information regarding academic integrity as it pertains to external assessment and internal assessment (IA)
components of this DP subject can be found in this guide.

Acknowledging the ideas or work of another

person
Coordinators and teachers are reminded that students must acknowledge all sources used in work
submitted for assessment. The following is intended as a clarification of this requirement.
DP students submit work for assessment in a variety of media that may include audiovisual material, text,
graphs, images and/or data published in print or electronic sources. If a student uses the work or ideas of
another person, the student must acknowledge the source using a standard style of referencing in a
consistent manner. A student’s failure to acknowledge a source will be investigated by the IB as a potential
breach of regulations that may result in a penalty imposed by the IB final award committee.
The IB does not prescribe which style(s) of referencing or in-text citation should be used by students; this is
left to the discretion of appropriate faculty/staff in the student’s school. The wide range of subjects, three
response languages and the diversity of referencing styles make it impractical and restrictive to insist on
particular styles. In practice, certain styles may prove most commonly used, but schools are free to choose a
style that is appropriate for the subject concerned and the language in which students’ work is written.
Regardless of the reference style adopted by the school for a given subject, it is expected that the minimum
information given includes: name of author, date of publication, title of source, and page numbers as
applicable.
Students are expected to use a standard style and use it consistently so that credit is given to all sources
used, including sources that have been paraphrased or summarized. When writing text, students must
clearly distinguish between their words and those of others by the use of quotation marks (or another

Global politics guide 5

About the Diploma Programme

method, such as indentation) followed by an appropriate citation that denotes an entry in the bibliography.
If an electronic source is cited, the date of access must be indicated. Students are not expected to show
faultless expertise in referencing, but they are expected to demonstrate that all sources have been
acknowledged. Students must be advised that audiovisual material, text, graphs, images and/or data
published in print or in electronic sources that is not their own must also attribute the source. Again, an
appropriate style of referencing/citation must be used.

Learning diversity and learning support

requirements
Schools must ensure that equal access arrangements and reasonable adjustments are provided to students
with learning support requirements that are in line with the IB documents Access and inclusion policy and
Learning diversity and inclusion in IB programmes: Removing barriers to learning.
The documents Meeting student learning diversity in the classroom and The IB guide to inclusive education: A
resource for whole school development are available to support schools in the ongoing process of increasing
access and engagement by removing barriers to learning.

6 Global politics guide

The global politics course

Nature of the subject

Global politics
Global politics is a course for students who want to understand more about how the world they live in
works, what makes it change, or what prevents it from changing. The course draws on a variety of
disciplinary traditions in the study of politics and international relations, and more broadly in the social
sciences and humanities. Students build their knowledge and understanding by critically engaging with
contemporary political issues and challenges that interest them.
The scope of global politics extends over a wide range of topics and areas of study, many of which will find
links with other subjects in the individuals and societies group. Students develop their understanding of
political concepts and their knowledge of specific content by exploring and researching real-world case
studies and examples.
Developing an understanding of power is critical for analysing how political systems work and how they
change. Global politics students encounter the complexity and nuances of power from the beginning of the
course. They build their understanding of how power works across multiple and interconnected
dimensions, affecting the everyday lives of people around the world.

Inquiry in global politics

The course integrates concepts, content and contexts through inquiries centred on power and political
issues (see figure 2).

Figure 2
Inquiry in global politics

Global politics guide 7

Nature of the subject

• Concepts such as power, sovereignty, legitimacy and interdependence are explored and examined
critically throughout the course.
• Content informs inquiries through a variety of global politics topics encompassing, among other
areas, political systems, actors and stakeholders, power interactions, specific treaties and conventions,
relevant terminology and analysis models.
• Contexts diversify, shape and channel inquiries through contemporary real-world examples and
cases.

The teacher support material (TSM) includes an extended explanation about inquiry in the global politics
course.

Distinction between SL and HL

The global politics course includes a common syllabus with prescribed content that both standard level (SL)
and higher level (HL) students are expected to cover. This comprises a set of core topics and three thematic
studies: rights and justice, development and sustainability, and peace and conflict.
Both SL and HL students must also undertake an engagement project, which requires identifying and
analysing a political issue in a community or local setting through research and active engagement.
HL students engage in extended inquiries focused on global political challenges. This is done through
independent research in case studies selected by students. As part of their engagement project, HL
students are additionally expected to conduct complementary research and formulate recommendations
to address the identified political issue.
In terms of external assessment, paper 1 and paper 2 are common for both SL and HL students, while
paper 3 is for HL students only.

Engaging with sensitive topics

Studying global politics allows the opportunity for students to engage with exciting, stimulating and
personally relevant topics and issues. However, it should be noted that such topics and issues can also often
be sensitive and personally or culturally challenging. Teachers should be aware of this and provide
guidance to students on how to approach and engage with such topics in a responsible manner, providing
due guidance on questions and issues such as identity. Teachers should also carefully read and consider the
ethical guidelines for the engagement project provided in the “Engagement project—SL and HL” section.

Global politics and international-mindedness

Developing students’ awareness of multiple partial perspectives and approaches—including their own—is
at the heart of the global politics course. The course encourages dialogue, discussion and debate. Nurturing
students’ capacity to listen to themselves and others is important:
• to understand divergent opinions
• to interpret competing and contestable claims
• to appreciate that political beliefs and positions can be deeply held by individuals, and that these are
contextual.
By engaging in respectful and attentive dialogue, discussion and debate, it is hoped that students will
progress towards forming their own viewpoints, these being both well-informed and provisional. They will
be better equipped to understand the hurdles of and opportunities for political progress in the real world.
They should also be better prepared to build relationships with others and to resolve conflicts they may
encounter in a peaceful way.
The global politics course aims to develop international-mindedness in students through an examination of
fundamental political concepts and debates that have global significance. The course considers and
encourages the use of contemporary examples and case studies at a variety of levels, from local to global,

8 Global politics guide

 Nature of the subject

while facilitating comparison between the levels. Throughout the course, teachers can choose relevant
examples and case studies to ensure that the course appropriately meets their students’ needs and
interests, regardless of their location or cultural context.
The course also enables students to reach an awareness and appreciation of both their own civic
responsibility at a local level, and their shared responsibility as citizens of an increasingly interconnected
world. The inclusion of an engagement project in the course reflects the importance given not only to
appreciating and understanding the complex issues facing the world today but also to engaging with them
in an active and personal way.

A complementary examination of the implications of international-mindedness for the global politics

course is available in the TSM.

Global politics guide 9

The global politics course

Connections to subjects and programmes

Global politics and the DP core

Global politics and theory of knowledge
As with other areas of knowledge, in the social sciences there is a variety of ways of gaining knowledge. For
example, experimentation and observation, inductive and deductive reasoning, data and evidence
collection and discussion can all be used to help understand and explain patterns of human behaviour.
Students in individuals and societies subjects are required to evaluate the resulting claims by exploring
questions about their validity, reliability, credibility and certainty, as well as individual and cultural
perspectives on them. Having followed a course of study in an individuals and societies subject, students
should be able to reflect critically on the various methods used in the social sciences for building and
transmitting knowledge, and in so doing become inquiring, knowledgeable and caring young people, as
described in the IB learner profile.
The study of global politics makes use of the social scientific methods of gaining knowledge described
above. Political issues emerge and unfold in a variety of ways and contexts and tend to concern matters
about which people may care deeply. Consequently, a critical study of such issues requires students to
examine and reason about the observable, but also to investigate what lies behind political deliberations
and decisions. What are the motivations of the various actors? On which assumptions do these actors base
their beliefs, policies and behaviours? How do the power dynamics of a situation influence motivations,
assumptions and outcomes?
Studying political issues in this analytical, in-depth and engaged way, students also come to consider the
role, nature and origin of their own political beliefs and positions. They also consider claims about politics in
their own cultures, in the cultures of others, and around the world. In this way, students are encouraged to
become more aware of themselves as thinkers, to appreciate the complexity of knowledge in the human
spheres, and to recognize the need to act responsibly in an increasingly interconnected and unpredictable
world.

Elements of the TOK course Links to global politics

TOK concepts The 12 TOK concepts strongly resonate with the nature and study of global
politics.
Power, perspective, responsibility, truth, values, culture—these are central
concepts to discussions in the global politics course.
Evidence, certainty, interpretation, justification, explanation, objectivity—
these are essential elements for skills and assessment in global politics.
The core theme “Knowledge and the knower”: As political actors themselves, students are
encouraged to examine critically the underlying assumptions of their own
knowledge, beliefs and opinions, as well as those of others.
Optional themes Links to the theme of “knowledge and politics” can be extensively explored
throughout the course and serve as a critical perspective when analysing
political issues in the course.
Areas of knowledge Human sciences: Critical examination of how knowledge is constructed and
acquired in human sciences in general and in global politics in particular.

10 Global politics guide

 Connections to subjects and programmes

Examples of questions related to theory of knowledge (TOK) that global politics students might consider
include the following.
• How does knowledge in the social sciences differ from knowledge in other areas?
• How does knowledge in global politics differ from knowledge in some other social science disciplines,
such as history, economics and geography?
• How does the often deeply held nature of political beliefs and biases affect the acquisition of
knowledge in global politics?
• What are the benefits and difficulties of examining political issues against the backdrop of a certain
theoretical foundation or ideology?
• Why might the value of case studies as a method of acquiring knowledge be considered questionable?
• Can we have political beliefs or knowledge that are independent of our cultures?
• Why might some individuals or groups believe that they know what is right for others?
• How do we decide between the opinions of experts when they disagree? Who are the experts in
global politics?
• What is the role of communication and media in shaping people’s perception of issues in global
politics?
• Is it ever justifiable to make political decisions based on knowledge that is not fully supported?

An extended development of these links can be found in the TSM, including suggested activities for
integrating TOK into the global politics course.

Global politics and creativity, activity, service

An important characteristic of the global politics course is that students examine the complex political
issues of our time in a contextual way. Due to the interconnectedness of the 21st-century world, many
global challenges manifest themselves in students’ local or otherwise significant communities as powerfully
as at national and international levels. The ethos of creativity, activity, service (CAS) is to engage students in
experiential learning in a similarly contextual way.
CAS and global politics can complement each other in several ways. Learning about significant local and
global issues in the global politics course may give students new ideas for CAS experiences and/or CAS
projects. As a result of the knowledge and understanding students develop about an issue and its potential
solutions in the global politics course, they might be able to investigate, plan, act, reflect on and
demonstrate CAS experiences in a richer way. Similarly, CAS experiences can ignite students’ passion for
addressing a particular issue in global politics. Students may decide to examine the political dimension of
an issue and its potential solutions in their global politics class, or build an engagement project on it, or
utilize it as a case study in their HL extension work. This cross-pollination of ideas between CAS and global
politics may improve students’ grasp of an issue and its political dimensions, and may also stimulate further
CAS experiences.
While CAS activities can both be informed by academic subjects and inspire further learning in them, they
must be distinct from activities undertaken in the global politics course as part of Diploma Programme (DP)
assessment requirements. This is particularly important with respect to the potential overlap between CAS
experiences and the engagement project undertaken for global politics. Where an activity is extensive and
multifaceted, it may be that there is one element that could constitute an appropriate engagement project
for global politics, and other elements that could be appropriate as an activity for CAS. However, the same
elements may not be counted for both global politics and CAS. For example, a student participating in a
Model United Nations (MUN) simulation could nominate one particular element, such as researching
various political debating techniques, as their global politics engagement, and nominate other elements of
the MUN participation, such as leading their school delegation, for CAS. Similarly, a student involved in a
youth initiative in the local community could count examining the role of the community council in such
initiatives and canvassing the council’s support for this particular project as their global politics
engagement, while documenting the participation in actual activities with youth could count for CAS.

Global politics guide 11

Connections to subjects and programmes

An extended discussion of the links between global politics and CAS around community engagement is
available in the TSM.

Global politics and the extended essay

An extended essay (EE) in global politics provides students with an opportunity to undertake an in-depth
analysis of a significant, contemporary, global political issue. Students should choose a topic that will allow
them to demonstrate their knowledge, research skills and critical-thinking skills, leading to a substantial
essay that utilizes relevant key concepts, theoretical foundations and approaches of global politics. The
outcome of the research should be a coherent and structured essay that effectively answers a specific
research question.
Given the complexity of contemporary political issues, EEs in global politics are likely to draw on the
knowledge and methodologies of a range of social science subjects. Students must use relevant secondary
sources to substantiate their arguments and may supplement this with appropriate primary sources.
Various approaches to the research are possible—such as case studies, comparative studies, analyses of
discourse—with relevant techniques chosen for gathering and interpreting evidence, such as interviews,
literature or media reviews, and quantitative data analysis.
As is the case in their engagement project and their HL extended inquiries, students examine political
issues in their EEs. While this examination is primarily based on experiential learning in the engagement
project, the EE in global politics is a formal research essay. For example, students interested in a more
theoretical approach to political issues will find the EE an excellent opportunity to examine the key
concepts of global politics in a way that is more anchored in academic debates. Students with an interest in
how quantitative data is used to underpin decision-making or shape perceptions in global politics can
undertake comprehensive data analysis for their EE.

An extended discussion of the possible ways for students to explore independent inquiries in global
politics, including their EE, is available in the TSM.

Global politics and the Middle Years Programme

The individuals and societies subject group in the IB Middle Years Programme (MYP) involves inquiry into
historical, contemporary, geographical, political, social, economic, religious, technological and cultural
contexts that influence and impact on people’s and communities’ lives and environments. The MYP
individuals and societies courses therefore provide a very useful foundation for students who go on to
study the DP global politics course.
Key concepts encountered in MYP social sciences and humanities, such as time, place and change, are also
encountered within the global politics course but treated in more specific ways, as described in this subject
guide. Thus, studying global politics naturally extends the skills developed in MYP individuals and societies
subjects. Equally, students’ organization, collaboration, research and communication strategies that began
in MYP humanities and social sciences will become more sophisticated while undertaking the DP global
politics course.

Global politics and the Career-related Programme

In the IB Career-related Programme (CP), students study at least two DP subjects, a core consisting of four
components and a career-related study. The subject of global politics can assist CP students planning
careers in, for example, the hospitality industry, the technology industry or international business. Global
politics helps students to understand the underlying mechanisms of the 21st-century world and to engage
with current affairs. Students explore different political, social and economic structures and practices,
leading to a greater understanding of the world around them. Global politics encourages the development
of strong communication skills, critical thinking and ethical approaches that will assist students in the
global workplace.

12 Global politics guide

 Connections to subjects and programmes

Global politics and IB programme standards and

practices
Programme standards and practices (PSP) are the foundational set of principles for schools and the IB to
ensure quality and fidelity in the implementation of IB programmes. Learning and teaching are the most
important markers of quality and effective practice in schools; therefore, the expectations teachers and
learners share across all IB programmes can be found in PSP.
The PSP have been designed as a framework to help teachers understand their rights and responsibilities in
IB World Schools as they develop learning environments and experiences for their students. The IB
recognizes that for effective teaching to take place, teachers must be supported in their understanding,
well-being, environment and resources. Teachers in turn use core tenets of IB philosophy and pedagogy
(such as approaches to learning and approaches to teaching and the learner profile) to design learning
experiences and prepare learners to fulfil the aims and objectives outlined in this guide. This is explored in
detail in the “Approaches to learning and approaches to teaching in global politics” section.
To learn more about teachers’ rights and responsibilities, please see the Programme Resource Centre and
the publication Programme standards and practices.

Global politics guide 13

The global politics course

Aims

Individuals and societies aims

Individuals and societies subjects help young people develop a connection to our shared planet, exploring
how to live sustainably and promoting the well-being of all people in our pursuit of a more peaceful world.
The aims of all the individuals and societies subjects are to equip students to:
• explore and critically engage with multiple perspectives and ways of thinking
• investigate and evaluate the interactions between individuals and societies
• think and act as informed and principled individuals in societies
• understand and value the variety and diversity of the human experience across time and place.

Global politics aims

In addition to the group aims, the course aims to equip students to:
• explore and evaluate power in contemporary global politics
• examine how state and non-state actors operate and interact within political systems
• investigate and analyse contemporary political issues and challenges from multiple perspectives
• develop a lifelong commitment to active global citizenship through collaboration and agency.

14 Global politics guide

The global politics course

Assessment in global politics

Global politics assessment objectives

By the end of the global politics course, students are expected to achieve the following assessment
objectives (AOs).

Knowledge and understanding

Demonstrate knowledge and understanding of:
• power relationships
• political concepts
• relevant source material
• political issues and challenges.

Application and analysis

• Apply relevant concepts and tools to analyse contemporary political issues and challenges in a variety
of contexts.
• Identify and analyse information, claims and perspectives in source material.
• Identify and analyse relevant evidence to formulate, present and sustain an argument.

Synthesis and evaluation

• Synthesize and evaluate evidence (including source material) about global politics.
• Synthesize and evaluate perspectives and approaches to global politics.
• Examine and synthesize perspectives on political beliefs, positions and biases.

Use and application of appropriate skills

• Research and investigate political issues and challenges.
• Communicate analysis of political issues and challenges.
• Reflect on the process and results of research and investigation.

Assessment objectives in practice

Paper 1 (SL and HL)
Source-based paper that addresses the core topics and source analysis skills in an integrated way. Sources
may include text, images, diagrams and infographics.

Paper 2 (SL and HL)

Essay response paper based on prescribed content from the thematic studies. Students answer two
questions: one focused on a particular thematic study, and one integrating question that draws links across
the thematic studies as well as the core topics.

Global politics guide 15

Assessment in global politics

Paper 3 (HL only)

Stimulus-based paper based on the HL extension on global political challenges. The questions relate to a
particular item or topic presented through the stimulus; students support their responses with evidence
from their previously researched case studies.

Engagement project (internal assessment)

Students select a political issue and explore it through research and engagement with diverse stakeholders.
The experiential learning process includes exploration, planning, research, engagement activities, analysis
and reflection. The final outcome is a written report.
Additionally, HL students conduct further research to inform and formulate a recommendation for
addressing the identified political issue.

Assessment alignment
Assessment objectives are aligned with assessment components as indicated in the table below.

Assessment objective Paper 1 Paper 2 Paper 3 Engagement

(SL/HL) (SL/HL) (HL) project

Demonstrate knowledge and understanding of: √ √ √ √

• power relationships
• political concepts
• relevant source material
• political issues and challenges.
Apply relevant concepts and tools to analyse √ √ √ √
contemporary political issues and challenges in a
variety of contexts.
Identify and analyse information, claims and √ √
perspectives in source material.
Identify and analyse relevant evidence to formulate, √ √ √ √
present and sustain an argument.
Synthesize and evaluate evidence (including source √ √ √ √
material) about global politics.
Synthesize and evaluate perspectives and approaches √ √ √
to global politics.
Examine and synthesize perspectives on political √ √ √ √
beliefs, positions and biases.
Research and investigate political issues and √ √
challenges.
Communicate analysis of political issues and √ √ √
challenges.
Reflect on the process and results of research and √ √
investigation.

16 Global politics guide

The global politics course

Approaches to learning and approaches to teaching

in global politics

The approaches to learning and approaches to teaching in the global politics course offer innumerable
opportunities to help develop students’ learner profile attributes. The table below outlines some examples
of these as they relate to each attribute.

Attribute Descriptor Opportunities for developing the attribute in global

politics

Inquirers We nurture our Exploration of and inquiry into the complex, continuously
curiosity, developing changing world that we inhabit and share with others is at the
skills for inquiry and very core of global politics.
research. We know how • Throughout the course, students research and debate a
to learn independently variety of perspectives on significant global political issues
and with others. We and on issues they personally care about.
learn with enthusiasm
• The engagement project gives students the opportunity
and sustain our love of
to explore actively a political issue of their own choice in a
learning throughout life.
non-classroom context.
• The flexible syllabus and engagement project allow
students to choose and research cases of particular
interest to them. Students will be better equipped to
become active citizens by going through such processes
of inquiry.
Knowledgeable We develop and use The global politics course focuses on key concepts and themes,
conceptual like power, legitimacy, interdependence, sovereignty. These
understanding, underpin the subject and help students to build a holistic,
exploring knowledge nuanced understanding of global politics.
across a range of • The course gives students the opportunity to explore
disciplines. We engage ideas and issues that are of both local and global
with issues and ideas significance. For example, at HL there is an opportunity to
that have local and study two major global political challenges.
global significance.
• The course is grounded in contemporary, real-life
examples and case studies.
• The course also draws on a variety of disciplines in the
humanities and social sciences, reflecting the complex
nature of many political issues.
Thinkers We use critical and The DP emphasizes the development of higher-order thinking
creative thinking skills skills. In the global politics course, the combination of key
to analyse and take concepts and related themes helps develop students’
responsible action on understanding of wider phenomena in human societies, and
complex problems. We how these relate to political issues. They are encouraged to
exercise initiative in recognize the complexity of real-world political problems and
making reasoned, to consider a variety of perspectives on, and solutions to, these
ethical decisions. issues.
The global politics course helps to develop thinking skills that
enable students to be flexible and adaptive in their thought

Global politics guide 17

Approaches to learning and approaches to teaching in global politics

Attribute Descriptor Opportunities for developing the attribute in global

politics

processes, and to continue to learn throughout their lives,

preparing them for the dynamic world they will need to
navigate and co-construct in their adult lives.
Communicators We express ourselves Developing students’ awareness of multiple perspectives and
confidently and approaches, including their own, is at the heart of the global
creatively in more than politics course. Listening carefully to themselves and to each
one language and in other, and engaging in respectful dialogue, discussion and
many ways. We debate, are central to the evolution of a rich and balanced
collaborate effectively, understanding of the course’s key concepts and specific
listening carefully to the political issues.
perspectives of other • The course assessment tasks require that students express
individuals and groups. their ideas and arguments clearly and coherently.
• As part of the engagement project, students
communicate with people outside of the classroom,
which often requires them to explain what they are doing
and why they are doing it.
• The source-based paper 1 always contains one non-
textual source; students must interpret both textual and
non-textual stimuli.
• The essay-based paper 2 requires students to
demonstrate their writing skills—an essential form of
communication in all social science subjects.
• The stimulus-based paper 3 requires HL students to
answer specific questions, synthesizing and effectively
communicating their findings in the case studies they
have researched.
While the summative assessment is individual, the course
provides many opportunities for collaborative work in both
classroom and formative assessment tasks.
Principled We act with integrity The global politics course explicitly explores concepts such as
and honesty, with a justice, equality and sustainability.
strong sense of fairness • There is a dedicated unit on human rights, and issues of
and justice, and with human and planetary well-being are discussed in the
respect for the dignity development unit.
and rights of people
• The engagement project requires students to consider the
everywhere. We take
ethical dimension of engaging with people, with ethical
responsibility for our
guidelines provided in this guide.
actions and their
consequences. • In their HL work, students may encounter ethical issues if
they work with case studies in areas such as the
environment, poverty and health.
By its nature, the course content invites students to look at
some of their deeply held beliefs and compels them to justify
their positions. This can help orient students in advocating for
these principles in their adult lives, translating beliefs into
principled action.
Open-minded We critically appreciate Appreciation and exploration of multiple perspectives and
our own cultures and approaches is at the heart of the global politics course.

18 Global politics guide

 Approaches to learning and approaches to teaching in global politics

Attribute Descriptor Opportunities for developing the attribute in global

politics

personal histories, as Evaluation of a range of points of view is a key skill developed

well as the values and in the course.
traditions of others. We Many political issues are contentious and inspire a variety of
seek and evaluate a opinions. Even within their classroom, students are likely to be
range of points of view, exposed to many different opinions on issues. Meanwhile, their
and we are willing to research will reveal further perspectives. The course, therefore,
grow from the helps students to be open-minded enough to accept that their
experience. own opinions and political beliefs may change over time, even
within the relatively short time frame of the programme.
Caring We show empathy, The nature of the course content means that students explore
compassion and sensitive topics, such as human rights abuses or poverty. This
respect. We have a encourages the development of compassion and an
commitment to service understanding that people have different circumstantial
and we act to make a starting points, challenges and opportunities in their lives.
positive difference in • HL students explore global political challenges with a
the lives of others and in strong human, cultural or environmental element.
the world around us.
• Most engagement activities involve interaction with
others, often in students’ own communities.
Risk-takers We approach Studying global politics requires students to express their
uncertainty with opinions and to be articulate in defending their beliefs, some of
forethought and which are deeply held and others of which are only forming.
determination; we work This requires courage.
independently and Students are regularly exposed to new ideas and controversial
cooperatively to explore topics in the course. In the engagement project, they are
new ideas and exposed to an unfamiliar situation. Therefore, both students
innovative strategies. and teachers are required to take risks and explore contentious
We are resourceful and ideas and issues, often in a freer form than may be customary
resilient in the face of for them.
challenges and change.
Balanced We understand the The interdependence of actors and their interactions in global
importance of balancing politics is a key theme of the course. This also extends to the
different aspects of our essential relationship between humankind and the natural
lives—intellectual, world. The course helps students to appreciate the importance
physical, spiritual and of leading balanced and healthy lives, including in the context
emotional—to achieve of their future roles in local and global communities.
well-being for ourselves • When studying emotive and controversial topics, students
and others. We practise how to express emotions in appropriate and
recognize our balanced ways.
interdependence with
• The engagement project introduces students to
other people and with
experiential learning that can have meaningful social and
the world in which we
emotional aspects.
live.
• Activities such as simulations and gaming applied
elsewhere in the course help students to reach outside
purely intellectual and theoretical discussion of political
issues.
Reflective We thoughtfully The global politics course gives students a unique opportunity
consider the world and to reflect on the world around them and their place in it.
our own ideas and Reflection is often informal, but it is also a natural part of

Global politics guide 19

Approaches to learning and approaches to teaching in global politics

Attribute Descriptor Opportunities for developing the attribute in global

politics

experiences. We work to inquiry-based learning activities. It is an explicit element of the

understand our engagement project and of the extended inquiries in the HL
strengths and extension.
weaknesses to support
our learning and
personal development.

Approaches to teaching in practice

Teaching based on inquiry
Inquiry-based teaching in IB programmes helps to develop students’ natural curiosity, along with the skills
of self-management, thinking, research and collaborative learning, so that they can become motivated and
autonomous lifelong learners.
The most significant aspect of inquiry-based teaching is that students are actively engaged in their own
learning, constructing their own understandings of interesting issues and phenomena. In an inquiry-based
classroom, there is repeated interaction between students, and between students and teacher. The
teacher’s primary role is to promote opportunities for inquiry and to facilitate the learning process. Students
have a degree of freedom to make decisions about how to proceed in their learning process, which can
often progress from the tangible (observable politics in the real world) towards the abstract (the political
concepts explored in this course). Examples of inquiry-based teaching include structured inquiry, open
inquiry, experiential learning, problem-based learning and case-based learning.
In this global politics course, teachers now have a greater opportunity to make room for inquiry-based
teaching, given that content is less prescribed and more open-ended than previously. This is intentional:
the course aims to encourage students to examine significant global political issues—and matters they
personally care about—in an in-depth and meaningful way. As such, inquiry-based teaching suits global
politics particularly well.
Through their inquiries, students can learn about the factual aspects of political issues and also delve into
the background, motivation, assumptions and implications of political beliefs, reasoning and decisions.
While doing so, they come to appreciate that inquiries can often lead to multiple—even differing—
possibilities. In reality, political issues are contentious: different answers will have different strengths and
weaknesses, depending on the perspectives and approaches chosen.
Examples of inquiry-based teaching approaches and activities in global politics include:
• individual and group research tasks, case studies and presentations, based on students’ own questions
and areas of interest
• shorter inquiries stimulated by news and current events
• games in which students pursue various strategies to make progress with respect to a political issue,
but where the outcomes of the game are dependent on other players’ moves
• role-plays in which students act as political decision-makers, advisers or commentators, perhaps over a
period of time, treating different yet interdependent political issues
• TOK-style thinking with students that helps to develop their collective curiosity
• readings and videos that emphasize the contested nature of knowledge, thereby encouraging
questioning
• engagement with real political actors, e.g. visits from guest speakers and visits to political
organizations.

20 Global politics guide

 Approaches to learning and approaches to teaching in global politics

Focusing on conceptual understanding

An important motivation for conceptually focused teaching in IB programmes is to help students build the
ability to engage with significant ideas about humankind and how it relates to and shapes the world. Of
equal value are discussions about the “big ideas” behind a topic, which can help students get to the heart of
why they are learning what they are learning.
To appreciate the role of concepts in building lasting and significant understandings, it is helpful to think of
concepts as the building blocks of students’ cognitive frameworks. When they are learning at a conceptual
level, students are integrating new knowledge into their existing understandings. They see how seemingly
discrete topics are connected and they are ready to transfer their learning to new contexts. A subject
emerges for them in a holistic light. In a classroom where conceptually focused teaching is happening,
there is continuous movement between facts and what they mean. Students become used to asking why
the facts matter as a natural part of their learning process.
In global politics, concepts are the main organizing elements of the course. Selected key concepts to which
learning and teaching regularly return can help students make sense of a rapidly changing, interconnected
world. When teachers approach the various political issues examined in the course from the perspective of
what they add to students’ understanding of, say, power, equality, sustainability or peace, students’
learning becomes more meaningful. Political issues are inherently of interest to students. Recognizing how
these relate to wider and impactful phenomena allows for learning to deepen and become more connected
and transferable.
Examples of conceptually focused teaching approaches and activities in global politics include:
• thematic, regional or case study pathways through the course, integrating relevant key concepts at
appropriate points
• explicit discussions about distinct, conflicting and complementary understandings of the key concepts
as a natural part of studying examples, case studies and students’ own experiences
• activities designed to engage students on the key concepts in implicit ways—such as activating pre-
existing knowledge of the concepts, illustrating them with examples, and bringing them to life with
the help of experiments
• building up students’ own understanding of the key concepts through, for example, a “concept diary”,
where students record their evolving understanding of the concepts, along with examples that
contribute to these understandings
• identifying the key concepts in readings and other materials studied
• integrating the key concepts into formative and summative assessment tasks.

Using local and global contexts

As young individuals and as members of local and global communities, students make sense of the world
through their life experiences and the world around them. IB programmes emphasize contextualized
teaching because the more students can relate to their learning, the more likely they are to engage with it.
Equally valuable is that contextualized teaching, like conceptually focused teaching, enables students to
see the applications of their learning, helping them get to the heart of why they are learning what they are
learning.
To appreciate the role of contexts to relevant learning, it is helpful to think of contexts as students’ frames
of reference. When students are learning in a contextualized way, they are grounding abstract ideas and
new information in familiar real-life situations. In a classroom where contextualized learning and teaching is
the norm, concepts and theories are related to accessible and meaningful examples, illustrations and
stories, which again inform further conceptual and theoretical understandings.
In the global politics course, contemporary examples, case studies and real-life engagement with political
issues bring the course to life. Students learn that political issues are dynamic, varied and present at all
levels of global social organization: global issues have local ramifications and local issues are often part of
wider phenomena. The issues that are relevant to study will vary according to when the course is taught,
and where and what the students’ particular interests are. Teachers’ free choice of examples to illustrate the
content of the core topics and thematic studies, and students’ free choice of activities in the engagement

Global politics guide 21

Approaches to learning and approaches to teaching in global politics

project and case studies in the HL extension, allow each global politics course and experience to be
different, reflecting the contextual nature of politics.
Examples of contextualized teaching approaches and activities in global politics include:
• a weekly news briefing in class, where current local and/or global news is discussed and connected
with the key concepts and theories being studied
• extensive, research-based analyses of contemporary political issues debated at various levels of global
politics
• drawing on students’ backgrounds, experiences and interests
• individual students becoming “experts” on a territory, issue or theme over time; teachers can then
draw on this expertise in specific situations for the benefit of the whole class
• participating in a virtual student community where the same political issues are explored by students
from different parts of the world
• real-life learning experiences, especially the engagement project.

Promoting effective teamwork and collaboration

IB programmes acknowledge that learning is a social activity. Students and teachers come together, each
with unique life experiences, beliefs, ideas, strengths and weaknesses. They then interact with the intention
of making progress, ideally on shared objectives, and do so within a specific context. Learning is the result
of these complex interactions.
Developing an awareness of multiple perspectives is at the heart of the global politics course. Though many
perspectives on political issues can be discovered from literature and explored through individual thinking,
an appreciation of the contextual and deeply held nature of political beliefs and positions may be most
effectively developed through social learning. When students practise listening and responding to one
another respectfully and critically, they discover a variety of perspectives other than their own. They may
also start developing a collaborative spirit, experiencing the positive benefits that dialogue and negotiation
bring in the guise of acceptable compromises and shared understandings. Teamwork and collaboration
model how political issues are often solved in the real world and teach students to draw on each other’s
strengths. Students can gradually learn to appreciate that different perspectives and ways of being do not
necessarily amount to an inability to work together: on the contrary, they are critical for human progress.
Examples of teaching approaches and activities focused on effective teamwork and collaboration in global
politics include:
• establishing clear expectations of mindful behaviour from the start, and discussing this with students if
expectations are not being met
• modelling listening and interaction skills
• working in teams (either changing or permanent) involving mixed languages and cultural groups
• establishing formalized peer support as part of teamwork
• taking collective responsibility for the team’s final product
• games, simulations, role-plays, debates and other collaborative learning activities: possibly involving
different interests, starting points and natural roles, but always with shared goals
• regular, specific and constructive feedback from students to their teachers about learning challenges,
and on learning performance and progression from teachers to students
• collaborations with other teachers and political actors outside school, e.g. experts on specific topics in
global politics.

Removing barriers to learning

IB programmes promote equal access to the curriculum for all learners. Removing barriers to learning
involves planning for student differences through a variety of teaching approaches, implementing a variety
of learning activities, and making available to students a variety of formats and modes of exploring
knowledge and understanding. It also involves identifying, with each student, the most effective strategies

22 Global politics guide

 Approaches to learning and approaches to teaching in global politics

for them to develop, pursue and achieve realistic and motivational learning goals. In the context of an IB
education, special consideration often needs to be given to students’ language backgrounds and skills.
Affirming students’ identity and valuing their prior knowledge are important aspects of treating students as
unique individuals and helping them develop holistically as young adults.
In the global politics course, multiple perspectives can often be found most naturally in the classroom.
Different students are interested in different political issues. Their beliefs and positions on the same political
issue differ, and they are differently placed to help their classmates understand a certain key concept,
theory, idea or example. Teachers should identify and draw on this richness in their planning and teaching.
The activities in the engagement project and the case study research in the HL extended inquiries allow for
differentiated learning and more individualized guidance.
A challenge of differentiation may be how best to help all students acquire a conceptual understanding of
global politics—arguably the most challenging aspect of the course, especially for second-language
learners and learners more oriented towards concrete examples rather than abstract thinking. Here, a
variety of approaches to the key concepts throughout the course is likely to be most helpful. It will also be
important to be alert from the beginning to students who are struggling with the conceptual layers, and
look for ways to help them on a more individualized or small-group basis.
Examples of teaching approaches and activities differentiated to meet the needs of all learners in global
politics include:
• a variety of teaching approaches, learning activities and examples intended to reach each student
meaningfully several times over the course
• student choice in approaches and activities, such as the freedom to explain terms or key concepts in
ways that resonate with students, the freedom to select sources in research, and the freedom to use
preferred media and methods by which students can communicate their learning
• drawing on students’ backgrounds, experiences and interests
• individual students becoming “experts” on a territory, issue or theme over time, with teaching drawing
on these experts in specific situations, for the benefit of the whole class
• individualized support in research-based work.

Teaching informed by assessment

Assessment plays a crucial role in IB programmes in supporting and measuring learning. Formal DP
assessments are based on course aims and objectives. As such, effective teaching to the course
requirements also ensures effective teaching to the summative assessment requirements. Meanwhile,
formative assessment methods developed by teachers include tasks, tools and processes that will help
improve student learning. Here, constructive feedback is most effective as a two-way channel. Students
learn how they are doing. Teachers learn what students understand or struggle with, and what they find
engaging or not worthwhile. Formative feedback can also be provided more informally: for example,
through individual and group feedback sessions, surveys, polls or brief—even spontaneous—reflections.
Examples of approaches to teaching and activities informed by assessment in global politics include:
• assessments modelling the summative global politics assessments
• active use throughout the course of global politics assessment criteria, markbands, past papers and
sample student answers
• student self-assessments, oral feedback from fellow students, and feedback to and from the teacher
• detailed feedback for individual students throughout the learning process, tracking the development
of issues specific to each student
• identifying possible misunderstandings or gaps in learning and providing further support, such as:
◦ returning briefly to topics that were not understood, doing so through a different approach
◦ modelling answers
◦ debriefing with students after assessments and activities.

Global politics guide 23

Approaches to learning and approaches to teaching in global politics

Approaches to learning in practice

Thinking skills
IB programmes are designed to offer students ample opportunities to develop their thinking skills, and to
gain an awareness of themselves as thinkers and learners. Being “thinkers” is a key attribute of the IB learner
profile. It is defined in terms of exercising initiative in applying thinking skills, critically and creatively, in
recognizing and approaching complex problems and making reasoned, ethical decisions.
Thinking skills consist of many related skills. In the DP, particular emphasis is placed on skills such as
metacognition, reflection, critical thinking, creative thinking and transfer.
Metacognition—or control over one’s cognitive processes of learning—can be thought of as a foundation
to developing other thinking skills. When practising metacognition, students think about the way they
process information, find patterns, build conceptual understandings and remember key facts and ideas.
Once they become aware that they are using a variety of techniques and strategies to perform even the
most basic learning tasks, students can be encouraged to consider if there are more effective or efficient
ways to achieve the same learning, try these new ways out, and evaluate them.
Similarly, reflection is a thinking skill that plays a critical role in improving learning. When practising
reflection, students think about the success, value or otherwise of their learning. The DP course aims, AOs
and assessment tasks place a premium on higher-order thinking skills, such as critical thinking, creative
thinking and transfer.
In the global politics course, the thinking skills described above are practised continuously. In fact, one way
to view the subject is as a space where students can learn to think about the world they inhabit in richer
and deeper ways. While metacognition and reflection are skills that teachers consciously need to build into
the learning routines of the course, critical thinking, creative thinking and transfer are emphasized in the
set-up of the global politics curriculum and assessment. Working through the global politics course on a
conceptual level and exploring political issues through a variety of perspectives and approaches exposes
students to many ideas and thoughts. These require sorting and evaluation, which can spark further new
ideas and thoughts. For example, while working with the same key concept or political issue on a global,
national or community level, students can connect related ideas, recognize that the “story” may look
different from another perspective (depending on which actors are the focus), and develop a more
nuanced response. While thinking through such matters, they engage in critical thinking, creative thinking
and thought transfer from one area of global politics to another.
Example approaches and activities that develop students’ thinking skills in global politics include:
• starting learning sequences with activities that engage students’ minds, such as activating their pre-
existing views on contentious issues, visual thinking, thinking through analogies, think–pair–share
activities
• taking similar approaches to closing learning sequences, such as mapping learning to key concepts,
writing newspaper-type headlines to capture the essence of an idea, engaging in the routine “I used to
think ... now I think”
• establishing connections between global politics and news, current events and life outside the
classroom
• ensuring a variety of perspectives is available in learning materials
• establishing rigorous expectations regarding students’ written and oral reactions to class discussions
or text and audiovisual materials, and helping students construct arguments
• using active learning—such as simulations, games, role-plays and debates—where students need to
“think on the go”, followed by debriefing and reflection.

Research skills
Research skills are a central element of the inquiry-based pedagogy of IB programmes. While good research
skills have always been at the centre of academic endeavour, the availability of digital resources and the
explosion in the amount of information easily accessible to students mean that developing these skills is

24 Global politics guide

 Approaches to learning and approaches to teaching in global politics

particularly pertinent to today’s education. Also, learning to work in a way that demonstrates academic
integrity and respects others’ intellectual contributions is an important aspect of learning in all IB
programmes.
Fundamental research skills include formulating focused and precise research questions, appraising
sources, recording, analysing, evaluating and synthesizing information, and presenting and evaluating
results. These skills are as critical in the age of digital research as they have been in the past. Indeed,
research today requires even greater validation, comparison and contrasting of available information:
narrowing down increasing volumes of data into manageable quantities that are relevant to the research
question.
Modern students are confident in browsing and communicating online but often lack the information
literacy skills needed for the kind of effective and self-directed research they are expected to do as part of
their inquiries. In the global politics course, they have ample opportunities to develop their research skills.
As a course intrinsically about current affairs, the key concepts, theories and ideas are grounded in local and
global examples. As such, students need to engage in varied research, depending on the type and
geography of the political issue they examine for any given task. They are exposed to various types of
media and encounter sources with varying degrees of reliability.
There is no stationary body of global politics knowledge that could be studied from a single textbook.
Instead, the course’s summative assessment tasks, and the types of activities that lend themselves to
learning about continuously evolving political issues, require engagement with the world through wide,
continuous and up-to-date research. The self-selected case studies of the HL extension are one of the best
opportunities in the DP to do in-depth research, as are EEs in global politics.
Example approaches and activities that develop students’ research skills in the global politics course
include:
• modelling by the teacher of effective research skills and solid academic practices that also
demonstrate academic integrity
• individual research-based essays, papers, reports and presentations, with adequate guidance from
teachers on aspects such as finding, using and referencing appropriate sources
• group research tasks, where each student studies one aspect of a full phenomenon and the group
compiles this as a resource booklet for other students at the end of the exercise
• preparatory and ongoing research for simulations, games, debates, role-plays and the IA engagement
project.

Communication skills
Communication skills are important in IB programmes for success in school disciplines and they are an
essential part of a wider positive dynamic in the learning community: they help to form and maintain good
relationships between students, and between students and adults. Furthermore, good communication
contributes to the development of students’ self-confidence and enhances their future prospects because
communication skills are a critical ingredient of success in working life. They help students reach outside
themselves and connect to others.
Communication skills consist of a cluster of different skills and forms of communication, including the
ability to:
• listen to and understand a range of spoken messages
• read and understand diverse written texts and other forms of media
• respond clearly and convincingly in spoken, written and digital form.
Some of these forms of communication are independent of era and culture. In this century, interacting with
and within the digital space is a significant part of communication and social interaction for most students.
Online activities present ample and stimulating opportunities to develop students’ communication skills:
they are often collaborative in nature and have much creative potential via new previously inconceivable
tasks.

Global politics guide 25

Approaches to learning and approaches to teaching in global politics

In the global politics course, all these communication skills are practised and developed. Examining
complex political issues invites dialogue, discussion and debate but also requires reflective engagement
with arguments and views expressed in academic literature, popular opinion and news media. When
students write and present on political issues, ideas and concepts, their own arguments and beliefs are
clarified. Essays, reports, shorter writing tasks and oral presentations are often the assessable end outcome
of a learning sequence, and make up students’ summative assessment in global politics.
Examples of approaches and activities that develop students’ communication skills in global politics
include:
• practising various oral communication techniques, such as: Socratic discussions, seminars, student-led
discussions, formal debates, classroom practice where students are required to respond to a point just
made, group and individual presentations, using a variety of presentation formats
• purposeful use of digital tools in enriching understanding of global politics and improving
communication and feedback in the class community, such as virtual learning environments, polls,
data tools expert talks, student-created videos
• workshop-style writing classes for various writing styles, with an emphasis on conceptual essays
• enabling students to practise taking on roles through, for example, role-plays and games, followed by
reflection on the reality, benefits and drawbacks of roles in global politics and in social life in general.

Social skills
Closely related to communication skills are social skills, whose importance in IB programmes relates to the
development of the learner as an individual within a complex and changing society, and the value of
community in learning to develop the social skills necessary for this. As a fundamental community in young
people’s lives, school can play a significant role in the development of their social and emotional skills. The
inherent social nature of school helps students appreciate their contributions to humankind and connect
these with others’ contributions. This is one of the most valuable life skills an educational community can
help to develop.
The ability to understand the perspectives of others, to form good relationships and to regulate one’s own
emotions and behaviour are essential to the IB learner profile and the IB’s aspiration to develop
internationally minded students. From the perspective of learning, the ability to collaborate is a particularly
important social skill. The role of and potential for collaboration in global politics is addressed in the section
“Promoting effective teamwork and collaboration”.
A starting point for developing students’ social skills is to acknowledge that people differ greatly in their
degree of introversion and extroversion, and that these differences should be respected. Similarly, different
cultures have different expectations of appropriate behaviours in social situations.

Self-management skills
In addition to developing life skills in their interactions with others, IB learners also need to learn to
persevere and be emotionally stable as individuals. Often these two processes go hand in hand, as
membership and support of a community is critical for individual well-being. For students, learning to
manage themselves is essential in a demanding educational programme like the DP. This will also serve
them in their later adult lives, with all the additional complexities and responsibilities this brings.
Self-management skills consist of organization skills, such as setting goals and managing time and tasks
effectively, and affective skills, such as managing one’s state of mind, motivation and resilience. Like other
learning skills, these can be modelled and practised.
For DP students, time management is a particularly pertinent organization skill. Strategies for improving
time management include breaking down assignments into achievable steps and timelining each step,
planning revision and study sessions for tests and examinations, and building study timetables. A positive
aspect of such strategies is not only what they factually achieve with students’ use of time, but that they
also give students greater control over their time.
Affective self-management skills enable students to gain some control over their mood, their motivation
and their ability to deal with setbacks and difficulties. A school environment where students feel they have

26 Global politics guide

 Approaches to learning and approaches to teaching in global politics

a degree of autonomy and self-direction, and where they do not need to get everything right the first time,
will support the development of students’ affective skills. Setting challenging but not overly difficult
objectives, and promoting psychological techniques such as mindfulness training, can also be helpful in
this regard. Note, too, that the course can teach students much about affective skills when they study
inspirational individuals at all levels of global politics.
In DP global politics, students have a more open-ended course than in many other DP subjects and they
need to come to terms with this open-endedness. On the one hand, they have the opportunity to focus on
issues of particular interest to them, which can be highly motivating. On the other hand, they must conduct
their inquiries in the context of the course framework, always returning to the key concepts but also being
sure to move on and cover all course requirements. Teachers, of course, will guide them in this process.
Examples of approaches and activities that develop students’ self-management skills in global politics
include:
• establishing clear deadlines, managing expectations and specifying consequences if these are not met
• consistent attention to study techniques, such as time management, note-taking, mind mapping,
digital behaviour
• student choice on when to seek teacher or peer support
• self-reflection on progress, such as start–stop–continue, use of tracking tools for longer term
assignments, written reflections.

Global politics guide 27

Syllabus

Syllabus outline

Syllabus component Teaching hours

SL HL

Global politics core topics 125 125

• Understanding power and global politics
Thematic studies
• Rights and justice
• Development and sustainability
• Peace and conflict
Prescribed content is specified for each theme, with a common framework.
Teachers and students have the flexibility to study the core topics separately or
integrate them with the thematic studies. They can also examine extended
case studies encompassing more than one theme.
Internal assessment engagement project 25 35
A project focused on the analysis of power and agency at a local or community
level, integrating research and experiential learning.
HL students conduct additional research to inform their formulation of a
recommendation to address the identified political issue.
HL extension: Global political challenges – 80
Extended inquiries focused on global political challenges.
Students conduct independent research on case studies that connect to the
following HL topic areas:
• Borders
• Environment
• Equality
• Health
• Identity
• Poverty
• Security
• Technology
Total teaching hours 150 240

The recommended teaching time is 150 hours to complete standard level (SL) courses and 240 hours to
complete higher level (HL) courses, as stated in the publication Diploma Programme Assessment procedures.

28 Global politics guide

Syllabus

Syllabus structure

The SL and HL syllabus comprises four interconnected components, each with specific prescribed content:
the global politics core topics and three thematic studies.

Figure 3
Global politics integrated syllabus

The core topics encompass wide overarching elements that are central to the study of the subject.
Meanwhile each of the thematic studies presents a particular focus and provides additional conceptual and
analytical tools. As figure 3 shows, rather than thinking of each component as an independent unit,
educators and students are invited to take an integrated approach in engaging with the syllabus.
Establishing connections across the syllabus will contribute to a deeper understanding of global politics.
The content of the guide is necessarily organized and ordered into discrete sections, aligning with the four
components. Nevertheless, there is no prescribed order in which the syllabus sections must be studied, nor
is there any expectation for the topics to be covered in specific units in a linear manner. The flexible syllabus
structure allows—and aims to encourage—educators to build the course around their students’ contexts
and interests, and contemporary events and developments in global politics. Teachers and students can
select specific political issues and cases, within which they explore and develop their understanding of
topics and prescribed content.

Planning the course

Teachers can therefore choose to plan the course in multiple ways. The following are just some examples.
• Structuring the course around the three thematic studies and integrating the core topics within these.
• Presenting the core topics as an introductory or foundational unit and following them with the
thematic studies sequentially.

Global politics guide 29

Syllabus structure

• Building the course around targeted global issues, selected case studies or particular contexts that are
of interest to their students, and integrating the prescribed content from both the core topics and
thematic studies that is most relevant in each case.

The teacher support material (TSM) includes further guidance on the possibilities for structuring the course.

The purpose of the core topics is to articulate some of the overarching elements of the subject in an
integrated way. When exploring each thematic study, it is important to consider the specific ways the core
topics and the key concepts can be linked with the prescribed content. For instance:
• sovereignty will have different implications for rights and justice than for development and
sustainability
• legitimacy in peace and conflict might be considered differently than when it is studied in the context
of development and sustainability.
Likewise, each of the types of actors and stakeholders listed in the core topics may take different roles
depending on the theme being studied.

Figure 4
Example syllabus extract

Prescribed Prescribed content Supporting details (further explanation, possible examples)

topic

Power in Classifications of The specific characterizations of power included in the prescribed

global power content should be addressed explicitly.
politics Types of power Rather than merely listing these classifications or defining them
• hard, soft and abstractly, students should familiarize themselves with the
smart power classifications and try to use them when they are relevant in
analysing real-world examples and cases. They might evaluate their
• structural and
advantages and limitations as analysis tools, or examine their
relational power
similarities or links.
• economic,
• Hard power (coercion)—e.g. military interventions, economic
political, social
sanctions
and cultural
power • Soft power (persuasion)—e.g. cultural influence, ideology,
economic aid
• power to, power
over, power with • Smart power (an eclectic combination of hard and soft power,
depending on aims)—e.g. approaches to climate change,
negotiations
• Structural power—e.g. United Nations Security Council
membership, heads of state
• Relational power—e.g. alliances, collective civil movements

In the syllabus extract shown in figure 4, the first column details the prescribed topics. The second details
prescribed content, indicating specific subtopics, items or aspects expected to be covered. For example,
when covering the United Nations (UN), it is particularly important to examine the General Assembly and
the Security Council.
Note that:
• all content included as prescribed topics or prescribed content may be addressed directly in
examination questions
• any other topics or elements not mentioned explicitly in the prescribed content can be covered and
addressed throughout the course, e.g. alternative classifications of power, or different types of
stakeholders. These allow global politics students to explore areas of personal interest or areas that
may be more relevant to their context.

30 Global politics guide

 Syllabus structure

The prescribed topics and prescribed content are accompanied by a third column of supporting details. In
addition to possible examples, this will include further guidance and clarifications that may help teachers
gain a better understanding of what is expected to be covered in some topics or some important
conceptual or content considerations. For example, “institutions” and “institutional factors” might be
understood as having a wider meaning than “formal organizations”.

The list of examples included in the guide is complemented with a more extensive list in the TSM, as well as
planners that list the examples and case studies used by educators in their structure of the course.

Political issues and inquiry-based learning

The flexible and open design of the syllabus intends to promote greater opportunities for learner agency.
Students are not expected to learn about the subject passively through the review of content. Instead, they
are invited to explore and engage critically with the complexities of global politics, from abstract concepts
to the real manifestations present in contexts that are familiar to them, or that they discover as part of the
course. Ideally, as part of their progression through the course, students will be able to understand how
they—as individuals or as part of a group—can contribute to the development of global politics, both as
learners and as global citizens.
Over recent decades, wide transformations in global social organization and trends in scholarship have
contributed to a more nuanced understanding of the complexity of real-world politics. Phenomena such as
population growth, climate change, developments in technology and changes in economic patterns all
transcend the state and have facilitated the entry of new actors at various levels of social organization.
Research on the roles of social movements, multinational corporations (MNCs) and international
organizations, to name just three, has emphasized the profoundly political intent and impact of their
actions. Alongside nation states, communities and international bodies compete for resources and take
political positions. States are therefore often confronted with new forms of power and influence from
within and outside their boundaries. The world has evolved and academic scholarship has evolved with it,
providing us with ever more modern approaches to understanding how politics is part of our everyday
lives.
In Diploma Programme (DP) global politics, a political issue is any situation or matter that deals with how
power is distributed and how it operates within social organization. This can be extended to the different
ways people think about and engage with matters that affect their lives, their communities and the wider
world. Political issues are researched in university social science departments and think tanks. They fill the
agendas of politicians and policymakers. They occupy the minds of executives in global corporations and
local social entrepreneurs. They affect how people participate in and resist change. They are discussed in
social media, mass media and over coffee. They inspire oratory and art. They are deeply rooted in history
and culture. In short, political issues are an ongoing, ever-present part of our daily lives.
Political issues can be explored at various levels. Take climate change as an example.
• At the global level, student inquiry could focus on the degree to which the UN’s limited ability to
enforce legally binding agreements on its member states inhibits progress towards climate action.
• At the regional level, inquiry could centre on the fact that many developing countries have already
experienced the impact of climate change, and explore how this affects their positions in international
climate negotiations.
• At the national level, the focus could be on the impact of a typhoon on disaster prevention decisions
and policies, as taken by the central government of a multi-island nation state.
• At the local level, students could delve into the typhoon’s effect on a small island (part of the same
nation state) and how this increased local people’s dependency on outside assistance, and the local
society’s resulting power dynamics.
• At the group or individual level, students could investigate the mechanisms and the degree to which
migrant workers and emigrants are able to help support their families and relatives in a post-disaster
community.

Global politics guide 31

Syllabus structure

So, for students, defining an interesting contemporary political issue in the wider, real-world situation they
are studying is often an early and key step in making progress with their understanding of global politics.
This is particularly important to facilitate the connections between the core topics and thematic studies, to
determine an appropriate reflective focus for the internal assessment (IA) engagement project, and for HL
students to conduct their extended inquiries into the global political challenges.

Concepts
Integrating political content and topics revolves around a set of key concepts that are central to the study
of global politics: power, sovereignty, legitimacy and interdependence. These weave a conceptual
thread through the course and facilitate connections between topics and also with other subjects. Even
when not explicitly addressed, these key concepts are related to most of the prescribed content of the
course and are central to the analysis of political issues.
The table briefly explains the key concepts and their importance to the course. The “Initial guidance”
column should be taken as a starting point only. The definitions of each key concept and their relationship
to the study of global politics are subject to debate and should be treated as contestable. A significant part
of the learning in the course will come from discussions on how these concepts are understood, interpreted
and prioritized in different contexts or by a diverse range of stakeholders.

Concept Initial guidance

Power Power is a central concept in the study of global politics and a key focus of the
course. Power can be seen as an ability to effect change. Rather than being viewed as
a unitary or independent force, it can also be seen as an aspect of relations among
people functioning within a social organization. Contested relationships between
people and groups of people dominate politics, particularly in this era of increased
globalization. Understanding the dynamics of power therefore plays a central role in
understanding global politics.
Sovereignty Sovereignty characterizes a state’s independence, its control over territory and its
ability to govern itself. How states use their sovereign power is at the centre of many
important issues in global politics. Some theorists argue that sovereign power is
increasingly being eroded by aspects of globalization such as borderless
communication and trade, which states cannot fully control. Others argue that
sovereign states exercise a great deal of power when acting in their national interest,
and that this is unlikely to change.
Legitimacy Legitimacy refers to an actor or an action that is commonly considered acceptable to
a population. It provides the fundamental rationale for all forms of governance and
other ways of exercising power.
The most accepted contemporary form of state legitimacy is some form of
democracy or constitutionalism, whereby the governed have a defined and periodic
opportunity to choose who governs and exercises power. In states where this is not
the norm, other sources of legitimacy might be expressed, such as hereditary or
traditional leadership.
Within any proposed framework of legitimacy, individual actions by a state can be
considered legitimate to a greater or lesser extent. Other actors in global politics, and
their behaviour, can also be evaluated from the perspective of legitimacy. Evaluation
can be based on the acceptance or recognition these actors are given by others in
exercising certain roles or taking specific decisions.
Interdependence In global politics, the concept of interdependence most often refers to the mutual
reliance between and among groups, organizations, geographic areas and/or states
on access to resources that sustain living arrangements. Often, this mutual reliance is
economic (e.g. trade), but it can also have a security dimension (e.g. defence

32 Global politics guide

 Syllabus structure

Concept Initial guidance

arrangements) and, increasingly, a sustainability dimension (e.g. environmental

treaties). Globalization has increased interdependence, while often changing the
power relationships among and between global political actors.

Many other political concepts merit consideration and are examined as part of the course. Some of these
are presented in the “Contested meanings” within each table the “Thematic studies” area of the syllabus.

An extended exploration of conceptual understanding in the global politics course can be found in the
TSM.

Prescribed topics and content

In this global politics syllabus, prescribed content is specified for the core topics and the thematic studies.
Everything shown in the syllabus as “prescribed topics” and “prescribed content” must be covered explicitly
as part of the course. Most of the topics are defined open-endedly: specifically to give teachers and
students the opportunity to build their course and inquiries based on particular interests, contexts, topical
events and discussions. Within and beyond the prescribed topics and content, educators and students can
explore a variety of related topics, even if these topics are not explicitly mentioned.
Note that examination questions are set on the prescribed topics and prescribed content, so students must
be familiar with these. Examination questions do not require the use of particular content or cases: they can
be answered with the help of any relevant examples.

An extended list of possible examples to illustrate the prescribed content can be found in the TSM.

Contexts: Examples, cases and case studies

When addressing contexts in the global politics course, two guiding parameters should be considered.
• Scale—This refers to the level or scope to which political issues, concepts and topics are studied or
addressed. Scale includes global, international, regional, national, subnational, local and community.
Scale helps students to appreciate that what may initially appear to be a global issue may in reality
have many local implications, and vice versa. Similarly, decision-making on the same phenomenon
may be quite different, depending on whether it is analysed at a systemic or sub-systemic level. The
appropriateness of the level of analysis depends on the issue being studied and students’ objectives in
their task.
• Diversity—This refers to the range of contexts and real-world examples considered. Diverse cultural,
geographical, economic and institutional contexts should be studied to promote a critical examination
of political issues and challenges.
Examples, cases and case studies are at the heart of the course and should drive learning and teaching in
global politics. They are particularly useful in helping students to apply abstract concepts and ideas and to
appreciate that political issues and challenges are contextual.

Supporting details
In the “Supporting details” column of the syllabus, an initial list of possible examples is presented for each
part of the core topics and thematic studies, along with further guidance. Note the following in particular.
• These examples are intended purely as a starting point: as support and inspiration for teachers
and students. For many topics, local and/or current examples will be more appropriate than
those suggested in this guide.
• For most topics, more possible examples are listed than are expected to be covered during the
course.

Global politics guide 33

Syllabus structure

Many of the possible examples are formulated as subtopics through which the prescribed content might be
approached, and some examples additionally refer to specific models, actors and events. The listed
examples illustrate a breadth of possibilities and are intended to point towards some possible directions in
which to guide inquiries. It is emphasized that any examples that bring to life the prescribed content and
key concepts can be explored.

Choosing examples, cases and case studies

In their choice of examples and case studies, teachers should consider that the course should be grounded
in contemporary examples. In the context of the global politics course, “contemporary” is understood
to refer to events occurring approximately over the past two decades. Historical examples can be used:
• if they provide useful background context
• if they are necessary for gaining a better understanding of a topic
• when they have clear implications for the present.
However, the emphasis of the course on current affairs and recent examples and case studies must be the
primary driver in choosing examples, cases and case studies. Where historical examples are used, they
should only be mentioned in a supporting role: the focus of the learning should then move to
contemporary issues.
Two further factors are also worthy of note.
• Teachers should exercise their judgement on when enough examples have been examined for
students to have gained a rich and balanced understanding of the relevant prescribed content.
• It is also important to consider that examples, cases and case studies may prove useful in illustrating
multiple topics or elements of prescribed content rather than just one topic.

An extended exploration of how to engage with diverse contexts can be found in the TSM.

34 Global politics guide

Syllabus

Syllabus content

Core topics: Understanding power and global

politics
Prescribed topic Prescribed content Supporting details (further explanation, possible
examples)

Framing global Stakeholders and actors The inclusion of “stakeholders” alongside “actors”
politics • States suggests that, in many cases, political issues affect
Systems and individuals and groups that may not possess the
• Subnational and local
interactions in agency or means to act—i.e. exercise power—in a
governments
global politics particular situation. As such, they might not be
• Intergovernmental analysed as “actors” per se. Nevertheless, all affected
organizations (IGOs) stakeholders should be considered when studying
• Organized civil society political issues.
(including non- When addressing political issues, the structure and
governmental dynamics of political systems should be considered,
organizations (NGOs)) and how these regulate the interactions and possible
• Private actors/ courses of action of political actors. Similar types of
companies actors in diverse contexts or systems may have
• Social movements drastically different power and legitimacy. For
example, private companies in North America and Asia
• Resistance movements
might be perceived differently, as might organized
• Political parties
civil society in Latin America and in Europe.
• Interest and pressure
Particular rules, norms and institutions that regulate
groups
interactions between political actors are also
• Political leaders considered because they ultimately shape or limit
• Formal and informal possible approaches to political issues; or may in some
political forums cases be the source of these.
• The media Institutions encompass formalized organizations or
• Other individual and agencies and also any social structures of rules and
collective actors norms that shape—and constrain—individual and
collective behaviour.
Systems—structures and
dynamics
Legal frameworks, norms and
institutions
Power in global Definitions and ways of Students should engage critically with a variety of
politics understanding power definitions and approaches to the concept of power. It
is important that any definitions considered are
discussed and evaluated throughout the course.
• Some authors and thinkers whose views on
power might be useful to consider could include:
• Hannah Arendt, Michel Foucault, Antonio
Gramsci, Bell Hooks, Eric Liu, Steven Lukes, John

Global politics guide 35

Syllabus content

Prescribed topic Prescribed content Supporting details (further explanation, possible

examples)

Mearsheimer, Walter Mignolo, Joseph Nye, Hanna

Pitkin, Yaqing Qin.
Classifications of power The specific characterizations of power included in the
Types of power prescribed content should be addressed explicitly.

• Hard, soft and smart Rather than merely listing these classifications or
power defining them abstractly, students should familiarize
themselves with the classifications and try to use them
• Structural and relational
when they are relevant in analysing real-world
power
examples and cases. They might evaluate their
• Economic, political, advantages and limitations as analysis tools or
social and cultural examine their similarities or links.
power
• Hard power (coercion)—e.g. military
• Power to, power over, interventions, economic sanctions
power with
• Soft power (persuasion)—e.g. cultural influence,
ideology, economic aid
• Smart power (an eclectic combination of hard
and soft power, depending on aims)—e.g.
approaches to climate change, negotiations
• Structural power—e.g. UN Security Council
membership, heads of state
• Relational power—e.g. alliances, collective civil
movements
Sovereignty in Nature of state sovereignty The nature of state sovereignty should be examined in
global politics • Traditional and modern the light of the three thematic studies. Areas to
notions of state consider could include:
sovereignty • the Westphalian conception of state sovereignty
• Sources of sovereignty • possession and use of force
• Internal and external • international law and norms
dimensions of • recognition by other states due to considerations
sovereignty of economics and balance of power
• consent (or lack thereof) of the governed through
political participation.
Challenges to state Assessing what constitutes a challenge to state
sovereignty sovereignty may depend on which notions of
sovereignty are examined. Areas to consider could
include:
• increased global interdependence, influence or
interference from other states, supranationality,
humanitarian intervention
• indigenous national claims and alternative
notions of sovereignty, transnational cultural
groups, nationalist movements, violent non-state
actors, influence of transnational companies
(TNCs).

36 Global politics guide

 Syllabus content

Prescribed topic Prescribed content Supporting details (further explanation, possible

examples)

Legitimacy in Sources of state legitimacy, The complex distinction between state legitimacy and
global politics including government the legitimacy of a particular government should be
legitimacy considered when analysing political issues.
The links and distinctions between sovereignty and
legitimacy are of particular importance as well.
Sources of state and government legitimacy to
consider could include:
• history
• ideology
• national identity
• leadership recognition
• government performance
• free and fair elections
• representation
• consent of governed people
• transparency
• citizen welfare
• order and stability
• economic, political, and social development
• sustained development
• international recognition
• quality of governance.
Challenges to state and When addressing challenges to state legitimacy,
government legitimacy students should consider both challenges from within
the state and from external stakeholders. Areas to
consider could include:
• political, economic, and social instability
• inability to govern effectively
• inability to ensure well-being of citizens
• excessive use of force, threat
• violence, oppression, human rights violations.
Sources of legitimacy of non- Strong emphasis should be placed on the legitimacy
state actors of non-state actors, not only from and towards
governments but also in connection to other actors.
Areas to consider could include:
• representation—how representative they are of
the interests of groups in society
• interaction—how they relate to other state and
non-state actors
• ability—what means they may have of exerting
influence
• efficacy—to what extent they can achieve goals
or intended outcomes.

Global politics guide 37

Syllabus content

Prescribed topic Prescribed content Supporting details (further explanation, possible

examples)

Legitimation processes and Legitimacy is not a fixed condition for political actors.
loss of legitimacy of political It can be gained, strengthened, reduced or lost,
actors depending on actions, interactions and outcomes
among and between different political actors and
stakeholders. Areas to consider could include:
• formal recognition processes established by an
actor in an authority role (“top down”)
• self-legitimation strategies by political actors
• organic recognition gained from stakeholders or
audiences
• (de)legitimation strategies by opposing or
alternative political actors.
Interdependence Global governance and The distinction between “government” and
in global politics international law “governance” should be examined, as well as the
difference between the scope, nature and dynamic of
national and international law.
Examples—UN Security Council resolutions, climate
change agenda, Basel accords on financial regulation,
World Trade Organization (WTO) trade agreements,
regional decision-making mechanisms.
Sources of international law—treaties, international
custom, general widely recognized principles of law,
decisions of international, national and regional
courts, scholarly writings.
The UN Particular examples of other UN committees, agencies
Achievements and limitations and programmes, as well as their roles, achievements
of the UN and limitations, should be examined in the light of
each of the thematic studies. Examples include:
General structure, roles and
functions of the UN, including • United Nations Development Programme (UNDP)
the UN Charter, General • United Nations Human Rights Council (UNHRC)
Assembly and Security • International Court of Justice (ICJ).
Council
Participation of IGOs and The role of multiple diverse actors and stakeholders in
non-state actors in global global governance should be examined.
governance • Regional organizations, e.g. African Union (AU),
Cooperation and competition Association of Southeast Asian Nations (ASEAN),
between political actors European Union (EU), Mercosur
Treaties, collective security, • Organizations with specific scope and functions,
strategic alliances, economic e.g. Commonwealth of Learning (COL), Digital
cooperation Nations (DN), International Energy Agency (IEA),
Global interactions and Organisation of the Petroleum Exporting
networks Countries (OPEC)
• Treaties, e.g. Non-Proliferation Treaty (NPT),
Montreal Protocol
• Collective security, e.g. North Atlantic Treaty
Organization (NATO), Organization of American
States (OAS)

38 Global politics guide

 Syllabus content

Prescribed topic Prescribed content Supporting details (further explanation, possible

examples)

• Strategic alliances, e.g. China’s alliances in Africa

and Latin America, USA and Taiwan, USA and
Israel, India and Afghanistan
• Economic cooperation, e.g. bilateral and
multilateral trade agreements, economic
integration, facilitation and regulation of
international production
• Informal cooperation, e.g. extraordinary
rendition, technology harmonization, cultural
exchange
Theoretical Theories, models and No specific political theories are included as
perspectives in analytical frameworks in prescribed content. However, educators are strongly
global politics global politics encouraged to review diverse theories, e.g. critical
Use and applicability of theories such as feminism, postcolonialism or social
theories and models to constructivism, along with realism and liberalism.
political issues Approaches to consider could include:

Bias and limitations of • uses of theories, models and analytical

theories and models frameworks
• organizing, evaluating, critically reviewing,
simplifying, explaining (causes, consequences
and motives), predicting and prescribing
• successes and limitations of theoretical models
when studying real-world cases.

Thematic studies: Summary outline

The table below summarizes the integrated nature of the thematic studies. Specific details of the three
themes then follow in the three subsequent tables.

Rights and justice Development and Peace and conflict

sustainability

Contested • Rights • Development • Peace

meanings • Justice • Sustainability • Conflict
• Liberty • Poverty • Violence
• Equality • Inequality • Non-violence
Interactions of • Civil society • Civil society, including • Parties to conflict
political organizations, grassroots initiatives • Third-party
stakeholders and including advocacy • National and regional intervention, i.e.
actors • National and regional governmental mediation,
governmental commissions and negotiations,
commissions and courts interventions
courts • IGOs—including • Marginalized,
• Marginalized, international financial vulnerable and most
vulnerable and most institutions affected groups and
affected groups and • Private companies individuals; non-
individuals combatants

Global politics guide 39

Syllabus content

Rights and justice Development and Peace and conflict

sustainability

• Private companies and • Marginalized, • Non-violent and

labour unions vulnerable and most violent protest
• Resistance and social affected groups and movements, including
movements individuals terrorism

Nature, practice • International and • Dimensions and • Conflict dynamics

and study of … regional rights assessment of • Causes of conflict
frameworks, including development and
• Types of conflict
the UN system, the sustainability
Universal Declaration • • Peacemaking,
Economic,
of Human Rights including negotiations
environmental,
(1948) and treaties
political, social and
• Development of world institutional factors • Peacekeeping
norms in rights and • Links between • Peacebuilding,
justice, including development and including
“Responsibility to sustainability reconciliation
protect” (R2P) processes and justice
• Codification, institutions, e.g. the
protection and International Criminal
monitoring Court (ICC)

• Responses to
violations of rights
and perceived
injustices
Debates on … • Politicization of rights • Globalization and • Justifications of
and justice development violence in conflict
• Claims on individual • Sustainable • Legitimacy of non-
and collective rights development violent and violent
• Universal and relative • Alternative views on protests
rights development and • Effectiveness of
sustainability peacebuilding efforts

Thematic studies: Rights and justice

Prescribed topic Prescribed content Supporting details (further explanation, possible
examples)

Contested • Rights • Human rights

meanings • Justice, including • Egalitarian, cosmopolitan, ecological justice
political and social • Individual freedom
• Liberty • Legal equality; conceptualization of equality and
• Equality equity
Interactions of • The state and national • ICJ, UNHRC, UNHCR, ICC
political governments • Inter-American Court of Human Rights, European
stakeholders and • IGOs, including ICJ, Court of Human Rights, African Court of Human
actors United Nations High and People’s Rights
Commissioner for

40 Global politics guide

 Syllabus content

Prescribed topic Prescribed content Supporting details (further explanation, possible

examples)

Refugees (UNHCR), • Human Rights Watch, Amnesty International,

UNHRC, ICC Child Rights International Network
• Regional human rights • Migrants and refugees, children
tribunals • Violations of workers’ rights by TNCs
• Civil society
organizations, including
advocacy
• Marginalized, vulnerable
or most affected groups
and individuals
• Private companies and
unions
Nature, practice • Codification, protection • Different conceptions of justice may lead to
and study of and monitoring different codifications and hierarchies of rights
rights and justice • International and • Even when rights are codified, political actors
regional rights may lack the means or will to protect or enforce
frameworks, including them
UN system and 1948 • Internationalization of human rights, e.g.
Universal Declaration of universal jurisdiction, international humanitarian
Human Rights law
• Development of world • Child soldiers, human trafficking, forced labour,
norms in rights and forced relocation, denial of rights of prisoners of
justice, including R2P war, violations of freedom of speech, violations in
• Responses to violations the name of prevention of terrorism, gender
of rights and perceived discrimination
injustices
Debates on rights • Diverse standards and • Use of human rights for political gain,
and justice understandings of rights humanitarian arguments, R2P, use of sanctions
• Politicization of rights • Labour rights, indigenous land claims,
and justice movements for gender equality, debates about
• Claims on individual and rights related to sexual identity, orientation and
collective rights behaviour
• Sharia law, honour killings, hate crime laws

Thematic studies: Development and sustainability

Prescribed topic Prescribed content Supporting details (further explanation, possible
examples)

Contested • Development • Political, social, institutional, economic

meanings • Sustainability development

• Poverty • Environmental, social, economic sustainability

• Inequality • Sustainability (and unsustainability) as a possible

condition of systems and practices
• Poverty as lack of opportunities, lack of resources

Global politics guide 41

Syllabus content

Prescribed topic Prescribed content Supporting details (further explanation, possible

examples)

• Economic, political and social inequality, power

asymmetries
Interactions of • State, national and local • International Committee of the Red Cross
political governments and • World Bank, International Monetary Fund (IMF),
stakeholders and agencies Inter-American Development Bank (IDB), World
actors • Civil society Trade Organization (WTO)
• International • Groups affected by extreme poverty or structural
governmental arrangements
organizations, including • Global trade networks
international financial
institutions
• Marginalized, vulnerable
or most affected groups
and individuals
• Transnational and
multinational companies
(TNCs and MNCs)
Nature, practice • Dimensions and Multiple dimensions and meanings of development
and study of assessment of and sustainability should be examined in the study of
development and development and global politics. For example, development should be
sustainability sustainability considered far beyond “economic growth” alone, and
• Pathways towards the exploration of sustainability should not be limited
development and to environmental factors and natural resources.
sustainability • Assessment of development and sustainability
• Economic, should include: Human Development Index (HDI),
environmental, political, Human Poverty Index (HPI), Multidimensional
social and institutional Poverty Index (MPI), Happy Planet Index, Gini
factors index, corruption indices, trust indices,
Environmental Sustainability Index (ESI),
• Links between
Sustainable Society Index, Sustainable
development and
Governance Indicators
sustainability
• Political factors: Ideologies, history and
persistence of conflict, stability, accountability,
transparency, legal frameworks, political
consequences of different development paths,
decisions about the allocation of aid, political
culture, culture of bureaucracy, vested interests
• Economic factors: Access to resources, increasing
resource constraints, infrastructure, debt, access
to capital and credit, aid, trade, foreign direct
investment (FDI), income distribution, informal
economy, vested interests
• Social factors: Values, cultures, traditions, gender
relations, migration
• Institutional factors: The UN, IMF, World Bank,
WTO, partnerships between developing
countries, efficacy of national and local
institutions

42 Global politics guide

 Syllabus content

Prescribed topic Prescribed content Supporting details (further explanation, possible

examples)

• Environmental factors: Geography, resource

endowment, consequences of climate change on
people’s and communities’ lives
Debates on • Globalization and Impacts of globalization on development and
development and development and sustainability
sustainability sustainability • Critical views on sustainable development and
• Sustainable UN Sustainable Development Goals (SDGs)
development • De-growth, regenerative approaches
• Alternative views on
development and
sustainability

Thematic studies: Peace and conflict

Prescribed topic Prescribed content Supporting details (further explanation, possible
examples)

Contested • Peace, including positive • Peace as balance of power, peace in different

meanings and negative political traditions and religions, feminist peace
• Conflict, including latent • Alternatives beyond non-violence, e.g. pacifism
and overt
• Violence, including
direct, structural and
cultural
• Non-violence
Interactions of • Parties to conflict • States, intrastate groups, protest groups,
political • Violent and non-violent individuals
stakeholders and state and non-state • Weapon embargoes, financial freezes, trade
actors actors limitations, NATO involvement, UN peace
• Third parties, including enforcement, election observers
mediation processes, • Non-combatants
negotiation processes
and interventions
• Marginalized, vulnerable
and most affected
groups and individuals
Nature, practice • Conflict dynamics • Useful models and tools for analysis could
and study of • Causes of conflict: include: Galtung’s conflict triangles; positions,
peace and identity, ideology, interests, needs (PIN); conflict cycles
conflict interests, resources, • Greed vs grievance, territorial control, material
socio-economic interest, resource scarcity, ideology, threatened
divisions, institutional identity, perception
arrangements • Military victory, imposed settlement, ceasefires,
• Types of conflict: inter-, truces, arbitration, mediation, peace treaties
intra-, non- and extra-
state conflicts

Global politics guide 43

Syllabus content

Prescribed topic Prescribed content Supporting details (further explanation, possible

examples)

• Peacemaking, including • Truth and reconciliation commissions (e.g.

negotiations and treaties Gambia, Canada, Tunisia), courts (e.g. Cambodia,
• Peacekeeping ICC), forgiveness, empathy

• Peacebuilding, including
reconciliation processes
and justice institutions
Debates on peace • Justifications of violence • Demonstrations, civil disobedience, violent
and conflict in conflict, including protests, guerrilla warfare, terrorism, genocide,
cultural, legal and arms proliferation, nuclear deterrence
religious justifications
• Legitimacy of non-
violent and violent
protests
• Effectiveness of
peacebuilding efforts

An extended list of examples can be found in the TSM.

Engagement project—SL and HL

The engagement project provides students with an opportunity to explore power and agency in practice
and outside the classroom. As part of their engagement project, students may, for example:
• learn about the local manifestations of a global issue
• engage with primary and secondary sources
• explore the dynamics and consequences of decision-making on individuals and communities.
Although the emphasis of the task is on active engagement, it is expected that students undertake
exploratory and complementary research to inform their planning and actions, and their discussion of the
political issue identified in their project.
There are multiple tasks that make up the engagement project.
• Exploratory research.
• Identification of a political issue.
• Planning and undertaking engagement activities.
• Doing complementary research.
• Writing the report.
Although the written report is the assessed component, students’ planning, research, discussions and
interactions with stakeholders are interconnected, and all of these are required for a good result.
The project aims to give students the opportunity for active and reflective engagement. Teachers
should be especially mindful in helping students understand this focus of the task: “active
engagement” in this project—about engaging with and exploring a political issue—is not the same
as the type of extensive research students conduct for, say, their extended essay (EE).
Students can therefore expect to go back and forth between the different project tasks. For example, they
should do preliminary research on the context of the political issue identified before engaging with
stakeholders and while writing their report. Similarly, they may discover areas for which additional research
is needed to balance the perspectives acquired throughout the engagement. In many cases, students
might not be able to complete the activities originally planned and so may have to explore alternative or
additional options (see figure 5).

44 Global politics guide

 Syllabus content

Figure 5
Possible engagement project workflow

Selecting appropriate engagements

When selecting their engagements, it is crucial that students identify a concrete political issue of interest to
them that can be analysed adequately. The political issue should be at the centre of their project planning.
Similarly, the engagement activities should allow the student to truly develop a deeper understanding of
the political issue.
For example, if a student suggests engaging in a beach clean-up, what they do would be largely apolitical:
any political issues are likely to be artificially or remotely connected to the activity. However, if a student
proposes to organize an awareness-raising campaign for beach clean-ups, including cleaning up a beach,
many political issues are authentically embedded in this engagement: for example, a comparison of the
opportunities for and limitations of citizen activism versus governmental responsibility for such tasks.
Furthermore, in selecting campaign means, discussing these with the local council, executing the campaign
and organizing activities on the ground, the student discovers multifaceted aspects and challenges of their
selected political issue, first hand.
Students should therefore choose an engagement that helps them gain an experiential perspective on a
political issue that genuinely interests them. Often, this is likely to happen if:
• the engagement allows students to experience the dynamics of real-world politics, and to do so in a
participatory way
• the chosen political issue affects a community or a society in which the student has some personal
stake and experiences, e.g. the beach clean-up is a collective effort around a real problem in the
student’s own locality
• the engagement involves contact with others who are also interested in, or have a stake in, the
political issue.
Other quite different kinds of engagements can also be the basis of a meaningful and successful
engagement project: such as political simulations or activities centred on the lives of other communities
and societies, even in other parts of the world. Issues encountered by students in their everyday activities
can make for wholly viable projects: as long as a significant experiential element is involved, and as long as
this allows students to explore diverse perspectives on a political issue that interests them.
For example, a student interested in the negotiating techniques that can be employed by parties with less
power in a negotiation situation where other parties have greater power, can initially learn about this
through a simulation. They can then complement their experience with research into specific cases.
Similarly, a student interested in the political issue of women’s rights in a different part of the world can

Global politics guide 45

Syllabus content

learn about this meaningfully through activities, such as becoming involved with a human rights NGO
working with immigrant women from that part of the world.
During their engagement project, students should consider a wide collection of perspectives, from their
research sources to the stakeholders and actors they plan to engage with in their activities. The table below
outlines further examples of the kinds of engagements, and the political issues embedded in them, that are
likely to lend themselves to meaningful and successful engagement activities in global politics. Teachers
and students are free to choose their own topics: the topics listed here only serve as examples.

Possible line of inquiry Engagement activities

How does the nature of democracy • Attendance at the full meeting of a city council, followed by
impact the representation of women in interviews with two of its female councillors
politics? • Campaigning with a city councillor in support of a female
candidate running for the national parliament
• Attendance at a conference to hear a speech by a female
member of parliament opposed to quotas for women in
politics
• Participation in a group discussion with a female
government minister
How legitimate and effective are the • Preparation and performance of street theatre on the theme
strategies employed by NGOs in of women’s rights in country A for NGO B
improving women’s rights in country A, • Interviews with women from country A involved in NGO B’s
compared with the legitimacy and work
effectiveness of an outside military
intervention?
What are the impacts of “voluntarism” • Three-week stay and work at a “voluntarism” school in
on the local and national development country C
of country C? • Interviews with the school’s representatives and other local
stakeholders
• Discussions with students and parents
What are the strengths and weaknesses • Participation in a question-and-answer session at
of international law when applied to international criminal courts D and E
the concept of personal responsibility • Observation of a trial against a war criminal at court D
for war crimes and crimes against
• Preparation and participation in a mock war crimes trial, in
humanity?
the role of a prosecutor
How do processes of global politics • Investigation into the value chain of three products selected
influence where the products we need from a local store: a locally sourced vegetable, a nationally
in daily life come from and how they sourced drink, and an internationally sourced toy
are made? • Interviews with the store purchasing manager, the local
farmer selling the vegetable, the drinks company, and an
NGO working on consumer-awareness issues

In the normal course of their global politics studies, students may be involved with several activities that
could qualify as engagements. They could potentially choose the most interesting and suitable of these to
develop further as the foundation for their engagement project. However, teachers should actively guide
students and advise them on their time commitments so that other elements of their DP do not suffer.
It is not a requirement that students link their engagement project to any specific section of the course
syllabus, but their analysis of the selected political issue should show evidence of knowledge and
understanding of relevant course content, with an emphasis on the key concepts. When selecting an
appropriate project, some students might find it useful to select one of the thematic studies or one of the

46 Global politics guide

 Syllabus content

HL extension topic areas as a starting point. Others might first identify a specific situation they are
interested in, and then establish links with course content.

Preliminary and complementary research

The role of research in the engagement project is to complement what students learn through their
engagement activities, including their own evolving beliefs and perspectives. A helpful way of thinking
about research is to ask the following question.
• In addition to the experiential learning students gain through their engagement project, and on
which they critically reflect, what else do they need to know and understand to be able to write a
quality evaluative analysis of their selected political issue?
Often, background information on actors, organizations, events and so on is required for understanding the
context in which the engagement takes place. Some additional reading to establish links between students’
activities, their chosen political issue and the key concepts and topics studied in the course is also called for.
Note too that the perspectives students gain through their engagement are partial and limited. Research is
needed to establish which other perspectives on the political issue and the stakeholders students have
been engaging with are possible, and what the strengths and limitations of various perspectives are.
Considering again the example of organizing an awareness-raising campaign for beach clean-ups, the role
of research in this engagement project could be to:
• compare the results of the student’s campaign with other similar clean-up campaigns
• read up on what political factors might explain the success of citizenship activism in the culture and
society in question
• study the effectiveness (or lack thereof) of citizen activism versus governmental measures in achieving
collective “goods” like clean beaches.
Students’ preparatory and complementary research can be based on primary and secondary material,
although the emphasis is likely to be on secondary sources as any primary research will probably be a part
of the engagement itself. During their experiential learning, students may collect items such as photos,
responses to questionnaires and extracts of interviews. Newspaper, magazine and journal articles,
textbooks, carefully selected websites, images and audiovisual material are all legitimate secondary
sources. Students must provide in-text citations and references detailing the supporting documents, and a
bibliography structured in a recognized academic format. Any primary sources significant to the students’
discussion should be included in an appendix, where appropriate. For further guidance, educators and
students can refer to the IB publication Effective citing and referencing.
Teachers should be mindful that the main focus of the task is active engagement, rather than the type of
extensive research students conduct for, say, their EE. Again, the role of the research is to enhance students’
understanding of the political issue raised by their engagement, and help them answer questions that
emerge as a result of their planning, actions and discussion. Additionally, exploratory research might prove
useful for identifying possible political issues of interest or stakeholders that students could engage with.
Before carrying out formal engagement activities, students are advised to conduct preliminary research to
prepare and improve their learning experience.

Written report
The written report is an opportunity for students to bring together the lessons they have learned about
their chosen political issue through their engagement activities and complementary research. As for other
large writing projects, it is likely to be helpful for students to formulate an initial question, tightly linked to
the political issue, that they attempt to answer through their experiences and research. They can refine this
question and how they plan to address it throughout the engagement project process.
In their reports, students must identify a political issue they decided to explore through the engagement
activities and explain the reasons why they wanted to get involved with this specific engagement and issue.
If the engagement is large and multifaceted—perhaps consisting of several tasks, or with the student
having several roles in the course of the engagement—students need to focus their report on aspects of
the engagement that are most relevant for their treatment of the political issue. Instead of describing at

Global politics guide 47

Syllabus content

length what they did, the key sense in which students outline their engagement in the written report
is to analyse what it contributed to their understanding of the selected political issue. The lessons
from experiential learning, combined with insights from research, inform students’ analysis of the political
issue. They are expected to synthesize their insights and evaluate the political issue from multiple
perspectives.
There is no specific format required of the written report, but it is expected that the report is a structured
piece of well-presented writing.

Word count
The written report must not exceed 2,000 words for SL and 2,400 words for HL. Work that falls significantly
below these word counts is unlikely to meet fully the stated requirements of the task, and is likely to receive
lower marks.
A word count must be included as part of the report. If the word limit is exceeded, the teacher’s assessment
must be based on the first 2,000 words (SL) or 2,400 words (HL) only.
The following are not included in the word count.
• Acknowledgements
• Contents page
• Tables of statistical data
• Diagrams or figures
• Equations, formulas and calculations
• Citations (which, if used, must be in the body of the written report*)
• References (which, if used, must be in the footnotes/endnotes**)
• Bibliography
• Appendices

*A citation is a shorthand method of making a reference in the body of the report, which is then linked to
the full reference in the bibliography.
**Footnotes/endnotes may be used for references only. Definitions of terms and quotations, if used, must
be in the body of the work and are included in the word count.

Teacher guidance
• With the teacher’s support, students must choose appropriate engagement activities for their project.
• Before any formalized contact with external stakeholders takes place, the teacher should approve the
student’s proposed political issue and its corresponding engagement activities. This will ensure that
the issue and activities are suitable, affording the student full access to all levels of the assessment
criteria. (It is also highly advisable that every student is supplied with a copy of the assessment criteria.)
• It is particularly important for teachers to take an active role in guiding students’ choice of
engagement project, to ensure that:
◦ a political issue is identified that can be actively explored through what students suggest they
can do
◦ the political issue is of genuine interest to the student.
• The teacher should also guide students regarding the relevance and sufficiency of their research, both
in preparation for the engagement activities and in complementing their experiential learning.
• Throughout the engagement project process, student and teacher should engage in dialogue that is
supportive of the students’ work, i.e. formative feedback. For example, as part of the learning process,
the teacher may comment on students’ plans, including the scope of their research and the first draft
of the written report.

48 Global politics guide

 Syllabus content

Ethical guidelines for the engagement project

Students must adhere to the following ethical guidelines when undertaking their engagement project in
the global politics course. They must show tact and sensitivity, respect confidentiality and acknowledge all
sources used. Teachers are responsible for discussing these guidelines as part of their teaching and for
ensuring students understand them and adhere to them.
• Students and teachers must exercise judgement on which engagements may be suitable. This will vary
from one location to another.
• Under no circumstances must the safety of the student or any other participants in the activities be
compromised. As a general standard, if there are any doubts or concerns about a student undertaking
a particular activity, it is probably not a suitable engagement. Schools may also develop their own risk
assessment protocol, reflective of their own context.
• Any data collected must be kept in a confidential and responsible manner and not divulged to any
other person.
• Any activity that involves deception, involuntary participation or invasion of privacy, including the
inappropriate use of information and communication technology (ICT), email and the internet, must
be avoided.
• Young children (under 12 years) must not be involved as participants. Any interviews involving older
students (12–16 years) need the written consent of parent(s) or guardian(s), who must also be fully
informed about the nature of the activity. Where an activity is conducted with children in a school, the
written consent of the teachers concerned must also be obtained.
• Students must avoid conducting research with any adult who is not able to respond freely and
independently.
• Any activity that creates anxiety, stress, pain or discomfort for participants must not be permitted.
• Participants and interviewees must be debriefed and given the right to withdraw their own personal
data and responses. Anonymity for each participant must be guaranteed, unless participants have
given explicit permission to the contrary. For interviewees in an elected or appointed government
role, or in a formal role in a non-state organization, any relevant information can be included without
personal details.
• Acknowledging that some interviewees may not be in a position to, or may choose not to, respond to
questions freely and independently, students should, when suspecting this to be the case,
complement their primary research with other resources, such as alternative or complementing
engagements.
• Using family members or relatives as a source in the engagement project is not advisable. If students
should choose to do so, this must be declared.
• Teachers and students should exercise sensitivity to local and international cultures.
• Students must not falsify or invent data.
Activities that are conducted online are subject to the same guidelines. Any data collected online must be
deleted once the research is complete. Such data must not be used for any purpose other than the
completion of the engagement project.
Students found to have carried out unethical work will be awarded zero marks for the engagement project
component.

Links to creativity, activity, service

It is possible that there may be links between the engagement activities chosen by students and an activity
undertaken by them for CAS, considering the experiential nature of both. However, it should be noted that
although CAS activities can be both inspired by and informed by components of other DP academic
subjects, CAS activities must still be distinct from activities undertaken as part of DP assessment
requirements.

Global politics guide 49

Syllabus content

Where an activity is extensive and multifaceted, it may be that there is one element that could constitute an
appropriate engagement for global politics, and other elements that could be appropriate as activities for
CAS. Nonetheless, the same elements may not be counted for both global politics and CAS. For example:
• A student participating in a Model United Nations (MUN) simulation could identify one specific
element—such as discussing various political discourse techniques—as one of their global politics
engagement activities
• The student could then identify other elements of their MUN participation—such as leading their
school delegation—for CAS.
Similarly, a student involved in a youth initiative in the local community could:
• as part of their global politics engagement project, examine the role of the community council in
empowering youth, and canvassing youth support for this specific project
• for CAS, document their participation in actual activities with youth.

HL engagement project: Additional details

The HL engagement project shares all the elements and requirements as outlined for the SL engagement
project. Additionally, it also requires students to conduct further research in order to formulate a
recommendation for addressing the identified political issue. The recommendation can be focused on a
specific stakeholder, for example, how a local NGO could increase its influence. Or, it could target structural
elements that contribute to the political issue, for example, reforms to the local electoral system to make it
more representative or accessible.
The recommendation should present an advisable course of action with appropriate supporting evidence.
The evidence could come from statistical information, similar initiatives implemented in other contexts, and
political theory and models.

HL extension: Global political challenges

Students taking the HL course conduct extended inquiries around global political challenges, with an
emphasis on:
• the interconnected nature of these challenges
• the complexities and tensions involved in addressing these challenges
• a solution-oriented focus that highlights possible courses of action.
While there is no additional content prescribed for the HL extension, the students’ explorations of global
political challenges should build on the core topics and thematic studies. The concepts, content and
contexts explored as part of the common syllabus serve as a foundation for the HL extension. Ideally, links
to global political challenges will be identified as the common syllabus is covered, rather than making their
exploration a separate part of the course (see figure 6).
There are many explicit and implicit links to the suggested HL themes throughout the core topics and
thematic studies. Some ways of making effective connections could include:
• explicit mention in prescribed content, e.g. identity as a cause of conflict, environmental factors of
development, conceptions of poverty
• possible expansion of prescribed topics and content, e.g. environmental rights as part of human rights
• integration of elements from thematic studies into HL topic areas, e.g. identity as an individual and
collective right, as a sign of political development, and as a possible cause of conflict.

50 Global politics guide

 Syllabus content

Figure 6
Integration of the HL extension with the common SL/HL syllabus

Structuring the HL extension inquiries

As part of their extended inquiry, it is expected that students consider the following guiding lines of
inquiry in analysing global political challenges and how they can be addressed.
• What connections can be established between the global political challenge(s) and the core topics?
• What connections can be established between the global political challenge(s) and the thematic
studies?
• To what extent are the global political challenges interconnected? What are some of the links in how
they are studied and/or addressed?
• How are the global political challenges perceived and addressed in different contexts?
• What are some of the frameworks, systems, organizations and mechanisms put in place for addressing
global political challenges?
• How can looking at specific cases from different topic areas change the way global political challenges
are perceived or addressed?

HL extension topic areas: Global political challenges

A set of topic areas is presented for the study of global political challenges to facilitate students’
explorations. These should not be seen as fully discrete or disconnected topics, but rather as overlapping
areas of study that can contribute to understanding and addressing global challenges. Students can
conduct an in-depth study of two of the topic areas—for example, security and health—or they might
choose to explore the interconnections of multiple topic areas based on a selected case study.

Global politics guide 51

Syllabus content

Figure 7
Interconnected nature of the global political challenges and HL topic areas

In a similar way to the thematic studies, the HL topic areas can be seen as areas of study in global politics
that provide additional tools for analysis, models, frameworks and terminology, to delve deeper into
political issues. Additionally, exploring the links between multiple topic areas will most likely evidence the
complexities of global political challenges but also the tools available to address them. For example, some
students might look into the links between poverty and health, and research their impacts in vulnerable
populations. Other students might explore how technology is used to address security concerns or reduce
environmental risks.
Two main approaches to conducting the HL extended inquiries are suggested.
• Using HL topic areas as entry points: If a student is interested in one of the HL topic areas, they may
begin an in-depth study of this, then select an appropriate case through which to investigate it further.
• Using cases as entry points: If a particular case or topic is of special interest to the student, they may
explore the case and make links to multiple topic areas that they consider relevant.

Regardless of the approach taken, as part of their extended inquiries HL students must sure that they
conduct research on at least two different case studies and on at least two different topic areas.

This section includes initial orientation for each of the HL topic areas, as well as some possible examples of
appropriate case studies. However, as figure 7 illustrates, emphasis should be placed on the interconnected
nature of these topic areas, rather than on what sets them apart.

HL topic area Initial guidance and possible links with Suggested examples
course content

Environment Many environmental problems transcend • Melting ice caps in the Arctic—
national boundaries, and the activities of opportunities of and threats to regional
one country can have a direct impact on political cooperation between Russia and
multiple countries. northern European states
Mitigation of and responses to climate • The 2016–2018 drought in Cape Town,
change and other such global South Africa—government control in an
environmental challenges involve and environmental crises

52 Global politics guide

 Syllabus content

HL topic area Initial guidance and possible links with Suggested examples
course content

require international political cooperation • Deforestation in the Gadchiroli district of

and action. India—constraints on correcting for an
The deplention of natural resources in the environmental failure in a developing
face of growing populations and country
increasingly resource-heavy lifestyles • Shale gas production in the USA—the
across the globe raises many political influence of environmental NGOs on
issues. This is also a source of increasing congressional decision-making
political tensions. • The carbon offsetting policy of airline “A”
The compatibility of economic growth —the role of political decisions at
and sustainable development is debated different levels of global politics in
at all levels of politics. bringing about such a policy
Poverty The impact of globalization and economic • Child labour in the “Smokey Mountain”
integration on poverty, or cooperation rubbish dump in Manila, the Philippines
between states and non-state actors in —the effectiveness of a local vs a
initiatives to address poverty. national political approach
There are particularly strong links to the • Poverty within the Aboriginal
thematic area “Development and community in Queensland, Australia—
sustainability”, with its emphasis on the why do the state’s policies continually
concept of inequality. fail?
Experience of poverty can also be • “Relative poverty” in the UK—at which
approached from a human rights governmental level of politics is this
perspective, and poverty plays a most effectively tackled?
significant role in some conflicts. • The Global Poverty Project and the
campaign “Live Below the Line”—the
role of empathy in the fight against
poverty
Health The function and impact of local and • Syrian refugees in Jordan—the role of
national initiatives to improve public different political actors in arranging
health, compared with the role of global health care provision in refugee camps
actors such as the World Health • HIV/AIDS in rural South Africa—to what
Organization (WHO) or international extent are poverty and the spread/
NGOs. contamination of the epidemic linked?
Epidemics travel across borders and • Drug addiction and access to health care
require international cooperation. in Florida, USA—how are “quiet voices”
Health is an important determinant of heard in US politics?
quality of life, and the health issues from • Leprosy in Nepal—the efficacy of
which people suffer in different parts of international NGOs vs governmental
the world are indicative of wider socio- health care
economic developments.
• The 2014/2015 Ebola outbreak in Liberia
—the state’s consideration (or lack
thereof) of civil liberties
Identity In a more interconnected, complex world, • Religion in Bhutan—the role of identity
people may become more conscious of politics in the peaceful evolution from
and interested in their own identities, absolutist monarchy to democracy
including in ways that have political • Lesbian, gay, bisexual, transgender,
implications. queer, other (LGBTQ+) marches in
Eastern Europe, from Belgrade in 2010 to

Global politics guide 53

Syllabus content

HL topic area Initial guidance and possible links with Suggested examples
course content

For example, since the 9/11 terrorist present day—are attitudes changing? If
attacks in the USA (2001), increasing so, how and why?
attention has been given to the • Class identity in South Africa—how is the
significance of cultural and religious role of the working class changing in
identity in global politics. labour-related politics?
The identities of women and ethnic • Race and incarceration in the USA—what
minorities can be similarly political, with are the reasons for and the effects of
debates in many societies about the racial profiling in US policing?
appropriate line between the private and
• National identity in Hungary—the
public spheres of life.
Fidesz-led government’s use of national
Media coverage of how cases of genocide identity as a method to rally public
and ethnic violence are treated in support for its policies
international justice institutions point to
the role identity can play in some of the
most horrific conflicts of recent times.
There are particularly strong links
between this topic and the thematic area
“Rights and justice”, i.e. human rights.
Borders “Borders” may be physical borders • The 2014 Scottish referendum on
between countries but also less obvious independence—the role of different
but equally influential borders of, for borders between England and Scotland
example, social class, ethnicity, gender. in strengthening the “Yes” campaign
Sometimes it is not the existence of • The USA–Mexico border fence/wall—the
borders that may be regarded as a effect of new migration legislation in the
political challenge but rather a lack USA on the principles and practice of
thereof: an example might be the cross- operations on this border
border movement of capital or treatment • Forced relocation and conflict over
of labour. ancestral land between the national
Migration is closely linked to the concept government and Bushmen in Botswana
of globalization as physical borders —do claims emphasizing the right to a
between nations are increasingly reduced. different way of life have authority in
Immigration is a controversial and topical modern land conflicts?
issue in many countries, and political • Migration in Europe—the role of national
backlashes to immigration are widespread vs regional (European Union (EU))
in the face of changing and unstable policies in facilitating youth migration
economic conditions. from the south to the north
Many conflicts have a dimension related • Gender borders—the role of Islam in
to borders of various kinds; often, human shaping women’s rights in Egypt
rights are violated in crossing borders, e.g.
human trafficking.
Security Many of the topics, political issues and key • The 2012 case of Joseph Kony in Uganda
concepts encountered in the core topics —to what extent can social media be a
and the thematic studies are central to catalyst for social change?
discussions of security. • Disputed claims over the South China
For example, discussions of sovereignty, sea—implications for regional maritime
military power, wars between and within security
states, arms proliferation, and the

54 Global politics guide

 Syllabus content

HL topic area Initial guidance and possible links with Suggested examples
course content

activities of non-state actors all have clear • Securitization as a response to ISIS—

links to security. changes in security policies in France in
There are particularly strong links 2015
between this topic and the theme “Peace • The Syrian refugee crisis and its impact
and conflict”. However, security also has on German security
cultural, social and economic dimensions. • Security vs human rights?—implications
Issues such as food, water and energy of the “Mano dura” security strategy used
security have increasingly material to combat gangs in El Salvador
ramifications in global politics.
Human rights violations can be viewed as
attacks on individuals’ fundamental sense
of security. Furthermore, in an uncertain
world, political actors may sometimes try
to benefit from people’s sense of
insecurity.
Equality The topic of equality is highly relevant to • The Rohingya Crisis—implications of
the study of global politics. It affects the institutionalized inequalities in Myanmar
ways states, groups and individuals • Black Lives Matter—evolution of
interact with each other, and how they grassroots movements, from local to
approach issues such as trade, global
development and security.
• Zero flags—art as political activism to
In political systems, inequality can create promote equality and the
power imbalances, which can result in decriminalization of homosexuality
conflict or the exploitation of vulnerable
• Racial discrimination in Mexico—an
stakeholders.
invisible and undisclosed evil
For example, economic inequality can
lead to social and political instability,
which can have far-reaching
consequences beyond national borders.
Moreover, equality is central to rights and
social justice, as well as development. In
relation to cultural and national identities,
equality might be promoted along with
diversity.
Technology Technology has transformed the way • The rise of cyberattacks—confrontations
political actors interact. One of the most between the USA and China
evident changes has been in • “Legitimate” attacks—the use of drone
communication and information technology in Pakistan
dissemination.
• ICT and political movements—the
The internet and social media have Honduran National Front against the
revolutionized the way people connect 2009 coup
and communicate, making it easier for
• Big Tech in the USA—the dilemma
individuals and groups to organize and
between privacy and security
mobilize across national borders.
• Green technology as a pathway to
This has led to new forms of political
development in India—collaboration
activism, such as online protests and
between the national government, IGOs
social media campaigns, which can have
and private companies
significant impacts on global politics.

Global politics guide 55

Syllabus content

HL topic area Initial guidance and possible links with Suggested examples
course content

Technological advances have also given

rise to new forms of power and influence.
For example, states with advanced cyber
capabilities can use these to engage in
espionage, disrupt critical infrastructure
and conduct propaganda campaigns.
This has led to concerns about
cyberwarfare and the need for
international norms and regulations to
govern behaviour in cyberspace.

Additional questions for research in the HL extension inquiries

The following list indicates questions students should explore during their research. While researching, they
should already be thinking about connections between the discrete pieces of information and how these
could be useful as evidence for an examination.

1. Background, data and political issues

• What data exist on the case, how valid are the data analysed, and to what extent are the data
contestable?
• Who are the principal actors and stakeholders?
• What is happening?
• Which terms are central to understanding the case?
• What are the indicators that this case can be understood as part of global political challenges?
• Which other similar cases are relevant to understanding this case?
• Which political issues manifest themselves in the case?

2. Causes of, impact of and responses to the political issue

• What factors are causing this situation?
• What are the political, social and economic impacts of the issue at various levels of global politics on
various actors and stakeholders?
• What are the responses to the issue at various levels of global politics by various actors and
stakeholders?
• How do interpretations of the issue vary by actor and stakeholder?
• What considerations influence how the issue will play out?

3. Reflection
• How can I use the key concepts, theories, ideas and examples I have learned in the course to analyse
this case and political issue?
• Which wider issues or developments in global politics are relevant in understanding this case?
• What is the particular significance of this case?
• What other interpretations of or points of view on the case are possible?
Students’ research can be based on primary and secondary material, although the emphasis is likely to be
on secondary sources. Newspaper, magazine and journal articles, books, carefully selected websites, images
and audiovisual materials are all valid secondary sources. Good research practice requires that the sources
represent a balance of views.

56 Global politics guide

Assessment

Assessment in the Diploma Programme and Career-

related Programme

General
Assessment is an integral part of learning and teaching. The most important aims of assessment are that it
should support curricular goals and encourage appropriate student learning. Both external and internal
assessments are used in the Diploma Programme (DP) and Career-related Programme (CP). IB examiners
mark work produced for external assessment, while work produced for internal assessment (IA) is marked
by teachers and externally moderated by the IB.
There are two main types of assessment identified by the IB.
• Formative assessment informs both learning and teaching. It is concerned with providing accurate and
helpful feedback to candidates and teachers on the kind of learning taking place and the nature of
candidates’ strengths and weaknesses in order to help develop candidates’ understanding and
capabilities. Formative assessment can also help to improve teaching quality as it can provide
information to monitor progress towards meeting the course aims and objectives.
• Summative assessment gives an overview of previous learning and is concerned with measuring
candidate achievement at, or towards, the end of the course of study.
A comprehensive assessment plan is viewed as being integral to learning, teaching and course
organization. For further information, see the IB Programme standards and practices publication.
The approach to assessment used by the IB is criterion-related, not norm-referenced. This approach to
assessment judges candidates’ work by their performance in relation to identified levels of attainment, and
not in relation to the work of other candidates. For further information on assessment within the DP, please
refer to the publication Assessment: principles and practice—Quality assessments in a digital age.
To support teachers in the planning, delivery and assessment of the DP or CP courses, a variety of resources
can be found on the Programme Resource Centre or purchased from the IB store (store.ibo.org). Additional
publications such as specimen papers and markschemes, teacher support materials (TSMs), subject reports
and grade descriptors can also be found on the Programme Resource Centre. Past examination papers as
well as markschemes can be purchased from the IB store.

Assessment-related resources
For more information about assessment in the IB, please refer to the following resources.

Assessment
• Diploma Programme Assessment procedures (updated annually)
• Assessment principles and practice—Quality assessments in a digital age
• Conduct of examinations booklet (updated annually)
• Programme standards and practices

Assessment access and inclusion

• Access and inclusion policy
• Learning diversity and inclusion in IB programmes
• “B1 General regulations: Diploma Programme” in Diploma Programme Assessment procedures (updated
annually)

Global politics guide 57

Assessment in the Diploma Programme and Career-related Programme

Assessment integrity
• Academic integrity policy
• Effective citing and referencing
• Diploma Programme: From principles into practice (For use from August 2015)
• “B1 General regulations: Diploma Programme” in Diploma Programme Assessment procedures (updated
annually)
• “C5 Academic honesty” in Diploma Programme Assessment procedures (updated annually)

Methods of assessment
The IB uses several methods to assess work produced by candidates.

Assessment criteria
Assessment criteria are used when the assessment task is open-ended. Each criterion concentrates on a
particular skill that candidates are expected to demonstrate. An assessment objective (AO) describes what
candidates should be able to do, and assessment criteria describe how well they should be able to do it.
Using assessment criteria allows discrimination between different answers and encourages a variety of
responses. Each criterion comprises a set of hierarchically ordered level descriptors. Each level descriptor is
worth one or more marks. Each criterion is applied independently using a best-fit model. The maximum
marks for each criterion may differ according to the criterion’s importance. The marks awarded for each
criterion are added together to give the total mark for the piece of work.

Markbands
Markbands are a comprehensive statement of expected performance against which responses are judged.
They represent a single holistic criterion divided into level descriptors. Each level descriptor corresponds to
a range of marks to differentiate candidate performance. A best-fit approach is used to ascertain which
particular mark to use from the possible range for each level descriptor.

Analytical markschemes
Analytical markschemes are prepared for those examination questions that expect a particular kind of
response and/or a given final answer from candidates. They give detailed instructions to examiners on how
to break down the total mark for each question for different parts of the response.

Marking notes
For some assessment components marked using assessment criteria, marking notes are provided. Marking
notes give guidance on how to apply assessment criteria to the particular requirements of a question.

Inclusive access arrangements

Inclusive access arrangements are available for candidates with access requirements. Standard assessment
conditions may put candidates with assessment access requirements at a disadvantage by preventing them
from demonstrating their attainment level. Inclusive access arrangements enable candidates to
demonstrate their ability under assessment conditions that are as fair as possible.
The IB publication Access and inclusion policy provides details on all the inclusive access arrangements
available to candidates. The IB publication Learning diversity and inclusion in IB programmes: Removing
barriers to learning outlines the position of the IB with regard to candidates with learning support
requirements in the IB programmes. For candidates affected by adverse circumstances, the IB publication
Diploma Programme Assessment procedures (updated annually), which includes the general regulations,
provides details on access consideration.

58 Global politics guide

 Assessment in the Diploma Programme and Career-related Programme

Responsibilities of the school

The school is required to ensure that equal access arrangements and reasonable adjustments are provided
to candidates with learning support requirements that are in line with the IB documents Access and
inclusion policy and Learning diversity and inclusion in IB programmes: Removing barriers to learning.

Global politics guide 59

Assessment

Assessment outline—SL

First assessment 2026

Assessment component Weighting

External assessment (3 hours) 70%

Paper 1 (1 hour 15 minutes) 30%
Source-based paper that draws from the common SL and HL core topics.
Candidates answer four compulsory structured questions.
(25 marks)
Paper 2 (1 hour 45 minutes) 40%
Extended response paper based on the common SL and HL thematic studies.
Candidates must answer two questions: one essay from section A (comprising questions
from each of the thematic studies) and one essay from section B (comprising integrating
questions).
(30 marks)
Internal assessment (25 hours) 30%
Engagement project (25 hours) 30%
This component is internally assessed by the teacher and externally moderated by the IB at
the end of the course.
Engagement with a political issue chosen by the candidate—this requires preparatory
research, planning, active engagement and complementary research and reflection.
Candidates must submit for assessment a written report that includes a justification,
discussion of methodology, explanation of the links between the political issue and course
content, discussion of the engagement activities carried out and analysis and synthesis of
the political issue and the perspectives of involved stakeholders.
(24 marks)

60 Global politics guide

Assessment

Assessment outline—HL

First assessment 2026

Assessment component Weighting

External assessment (4 hours 30 minutes) 80%

Paper 1 (1 hour 15 minutes) 20%
Source-based paper that draws from the common SL and HL core topics.
Candidates answer four compulsory structured questions.
(25 marks)
Paper 2 (1 hour 45 minutes) 30%
Extended response paper based on the common SL and HL thematic studies.
Candidates must answer two questions: one essay from section A (comprising questions
from each of the thematic studies) and one essay from section B (comprising integrating
questions).
(30 marks)
Paper 3 (1 hour 30 minutes) 30%
Stimulus-based paper related to the HL extension syllabus (global political challenges).
Candidates must respond to three questions drawing from their researched case studies.
(28 marks)
Internal assessment (35 hours) 20%
Engagement project (35 hours) 20%
This component is internally assessed by the teacher and externally moderated by the IB at
the end of the course.
Engagement with a political issue chosen by the candidate—this requires background
research, planning, active engagement and complementary research and reflection.
Candidates must submit for assessment a written report that includes a justification,
discussion of methodology, explanation of the links between the political issue and course
content, discussion of the engagement activities carried out and analysis and synthesis of
the political issue and the perspectives of involved stakeholders. Candidates also formulate
a recommendation for addressing the political issue.
(30 marks)

Global politics guide 61

Assessment

External assessment

About external assessment

External assessment in the course consists of two examination papers at standard level (SL) and three
examination papers at higher level (HL) that are externally set and externally marked. Examination papers
allow candidates to demonstrate learning aligned to the stated AOs and the global politics syllabus. All
questions on examination papers will be based on the topics contained in this guide.

Command terms
Command terms are used in examination questions to indicate the required depth of treatment for
candidate responses. There is a progression in demand from AO 1 to 3. Examination questions may use any
command term from the AO level specified in the paper descriptions found in this guide.
The command terms used in examinations are indicated below and defined in the glossary.
Candidates and teachers must be familiar with command terms used in the course.

Global politics command terms

Assessment objective Command terms Description
(AO) and level
AO1: Knowledge and Define Command terms that require candidates to demonstrate
understanding Describe comprehension.

Identify
Outline
AO2: Application and Analyse Command terms that require candidates to apply their
analysis Distinguish knowledge and understanding to demonstrate analysis.

Explain
Suggest
AO3: Evaluation and Compare Command terms that require candidates to demonstrate
synthesis Compare and evaluation and synthesis.
contrast
Contrast
Discuss
Evaluate
Examine
Justify
Recommend
To what extent

Relevant and accurate knowledge

Candidates are expected to support claims and responses with relevant and accurate knowledge, which
can include real-world examples and cases studied as part of the course or as independent research.

62 Global politics guide

 External assessment

When real-world examples and cases are used, candidates should not just state an example (as this is too
limited) but also offer a proper explanation or contextualization, depending on the question asked.
Candidates are expected to use and apply global politics terminology consistent with relevant and accurate
knowledge.

External assessment details—SL

Paper 1
Duration: 1 hour 15 minutes
Maximum mark: 25
Weighting: 30%
Paper 1 is the same for SL and HL.
This is a source-based paper focused on analysis skills and whose content is the global politics core topics,
and it is composed of four sources and four structured questions. The sources may be text, images,
diagrams and infographics. Candidates must answer all questions, referring to the sources and their own
knowledge.

Paper 1 question structure

Question Assessment Description

objective (AO)
Question 1 AO1 Question 1 tests understanding of a source. This can be demonstrated, for
(3 marks) example, by identifying specific elements present in a source or by
describing or summarizing information included in a diagram or table.
Question 2 AO2 Question 2 tests the application of knowledge for the analysis of a source.
(4 marks) This can be demonstrated, for example, by explaining a term used in a
source or by explaining a claim expressed by the source.
Question 3 AO3 Question 3 tests the comparison and/or contrast of the views, ideas, claims
(6 marks) and information presented in two of the sources.
Candidates should focus on comparing and/or contrasting specific points
in the sources but may make use of their wider study of global politics to
provide context, if relevant.
Candidates should organize the material into a clear, logical and coherent
response. For the highest marks, a detailed running comparison and/or
contrast is expected.
Question 4 AO3 Question 4 tests the evaluation of sources and synthesis of source material
(12 marks) and previous knowledge.
Candidates should evaluate the sources and synthesize relevant evidence
from them with their own knowledge about the prescribed content of the
course.
Candidates should organize the material into a clear, logical and coherent
response.

Paper 2
Duration: 1 hour 45 minutes
Maximum mark: 30
Weighting: 40%
Paper 2 is the same for SL and HL and is an extended response paper.

Global politics guide 63

External assessment

The paper has two sections, and candidates answer one question from each. Section A includes questions
from each of the thematic studies. Section B includes integrating questions, which allows and requires
candidates to make connections across the three thematic studies as well as the core topics.
The ability to synthesize elements from the course prescribed content, key concepts and diverse contexts in
an integrated way is particularly important in this paper. Even where the key concepts are not explicitly
mentioned in a question, candidates should demonstrate a conceptual understanding of global politics. In
their responses, candidates are invited to draw on the complexities of any relevant political concepts,
depending on the arguments they put forward.
Marks are awarded for demonstrating relevant knowledge and understanding of political concepts and
prescribed content, sustaining arguments and referring to specific relevant examples and cases. Candidates
are expected to examine diverse perspectives through: consideration of different views on the question;
consideration of claims and counterclaims; or evaluation of the arguments they propose and the examples
they use to support them.

External assessment markbands—SL

Paper 1
Questions 1–3 will be marked according to an analytical markscheme developed for the specific question
presented in the paper in each session.
In addition to paper-specific analytical markschemes used for all questions, the marks for question 4 are
also allocated using markbands. Within these bands, level descriptors are written as individual bullet points,
and markbands are applied holistically using a best-fit approach.

Paper 1, question 4

Marks Level descriptor

0 The work does not reach a standard described by the descriptors below.
1–3 The response shows a limited understanding of the demands of the question.
• Little relevant knowledge is demonstrated.
• References to the sources are made, but they are mostly descriptive or no clear
evidence is integrated in the response.
• Different perspectives are not identified.
4–6 The response shows some understanding of the demands of the question.
• Some knowledge is demonstrated, but this is not always relevant or accurate.
• Evidence from the sources is partially integrated into the response.
• Different perspectives are identified, but not explored.
7–9 The response shows adequate understanding of the demands of the question.
• Relevant and accurate knowledge is demonstrated.
• There is synthesis of own knowledge and source material.
• Different perspectives are explored.
10–12 The response shows an in-depth understanding of the demands of the question.
• Relevant and accurate knowledge is used effectively throughout.
• There is effective synthesis of own knowledge and source material, with appropriate
examples integrated in the response.
• Different perspectives are explored and evaluated.

64 Global politics guide

 External assessment

Paper 2
In addition to paper-specific analytical markschemes used for all questions, the marks for paper 2 are also
allocated using markbands. Within these bands, level descriptors are written as individual bullet points, and
markbands are applied holistically using a best-fit approach.

Marks Level descriptor

0 The work does not reach a standard described by the descriptors below.
1–3 The response shows limited understanding of the demands of the question.
• The arguments are poorly structured and unclear.
• There is little relevant knowledge present.
• The response is descriptive or is based in unsupported generalizations.
4–6 The response shows some understanding of the demands of the question.
• The response is structured to an extent, but the organization lacks clarity or
coherence.
• There is limited justification of the claims presented.
• The response demonstrates limited understanding of global politics concepts.
• Some relevant knowledge is present.
• Some examples are mentioned, but they are not developed, or their relevance is
unclear.
• Diverse perspectives are not identified.
7–9 The response indicates an understanding of the demands of the question, but these
demands are only partially addressed.
• The response presents an adequate structure and organization. Arguments are clear
and coherent.
• Most of the main claims are justified.
• Relevant and accurate knowledge is present.
• Supporting examples are partly developed.
• Diverse perspectives are identified, but not explored.
10–12 The response indicates that the demands of the question are understood and addressed.
• The response is well structured and organized. Arguments are clear, coherent and well
supported.
• All of the main claims are justified.
• Relevant and accurate knowledge is demonstrated throughout the response.
• Supporting examples are adequately developed.
• Diverse perspectives are explored.
13–15 The response indicates that the demands of the question are understood and addressed,
and that possible implications are considered.
• The response is well structured, balanced and effectively organized. Arguments are
clear, coherent and compelling.
• All of the main claims are justified and evaluated.
• Relevant and accurate knowledge is used effectively throughout the response.
• Supporting examples are effectively developed.
• Diverse perspectives are explored and evaluated.

Global politics guide 65

External assessment

External assessment details—HL

Paper 1
Duration: 1 hour 15 minutes
Maximum mark: 25
Weighting: 20%
Paper 1 is the same for SL and HL.
Please refer to the section “External assessment details—SL” for further details.

Paper 2
Duration: 1 hour 45 minutes
Maximum mark: 30
Weighting: 30%
Paper 2 is the same for SL and HL and is an extended response paper.
Please refer to the section “External assessment details—SL” for further details.

Paper 3 (HL only)

Duration: 1 hour 30 minutes
Maximum mark: 28
Weighting: 30%
Paper 3 is a stimulus-based paper and is focused on the HL extension global political challenges.
Knowledge of course concepts, content and contexts, as well as additional research of multiple case
studies, is required to address questions properly. The stimulus may include text, data, diagrams and
infographics.
In a source-based paper, candidates must identify, analyse or explain information or claims from the source.
However, the main purpose of the stimulus in paper 3 is to focus candidates on a particular topic or item for
analysis or promote discussion. The relevant evidence for the responses will mostly draw from the case
studies candidates have researched.

HL paper 3 question structure

Question Assessment Description

objective (AO)
Question 1 AO2 Question 1 requires understanding and analysis of the presented
(3 marks) stimulus, as well as knowledge on global political challenges.

Question 2a AO2 Question 2a requires demonstration of knowledge, understanding and

(4 marks) analysis of an identified political issue.

Question 2b AO3 Question 2b requires a recommendation of a possible course of action or

(6 marks) solution to the identified political issue.

Question 3 AO3 Question 3 requires synthesis and evaluation of researched case studies
(15 marks) and global political challenges
The question will be based on the guiding lines of inquiry for the HL
extension.

66 Global politics guide

 External assessment

External assessment markbands—HL

Paper 1
Paper 1 markbands are the same for SL and HL.
Please refer to the section “External assessment markbands—SL” for further details.

Paper 2
Paper 2 markbands are the same for SL and HL.
Please refer to the section “External assessment markbands—SL” for further details.

Paper 3
Question 1 will be marked according to an analytical markscheme developed for the specific question
presented in the paper in each session.
In addition to paper-specific analytical markschemes used for all questions, the marks for question 2 and
question 3 are also allocated using markbands. Within these bands, level descriptors are written as
individual bullet points, and markbands are applied holistically using a best-fit approach.

Paper 3, question 2, part a

Marks Level descriptor

0 The work does not reach a standard described by the descriptors below.
1–2 The demands of the question are partially addressed.
• The response is mostly descriptive.
• Some knowledge of the political issue is demonstrated, but it is not all relevant or
accurate.
3–4 The demands of the question are addressed.
• The response provides a clear analysis of a political issue.
• Relevant and accurate knowledge of the context is demonstrated.

Paper 3, question 2, part b

Marks Level descriptor

0 The work does not reach a standard described by the descriptors below.
1–2 A recommendation is presented, but it is vague or unclear.
• The recommendation does not clearly address the identified political issue.
3–4 An adequate recommendation is presented.
• The recommendation addresses the identified political issue.
• Possible challenges or implications are not considered.
5–6 A clear and well-supported recommendation is presented.
• The recommendation addresses the identified political issue effectively.
• Possible challenges, implications or unintended consequences are considered.

Global politics guide 67

External assessment

Paper 3, question 3

Marks Level descriptor

0 The work does not reach a standard described by the descriptors below.
1–3 The response shows limited understanding of the demands of the question.
• The arguments are poorly structured and unclear.
• There is little relevant knowledge present.
• The response is descriptive or is based in unsupported generalizations.
4–6 The response shows some understanding of the demands of the question.
• The response is structured to an extent, but the arguments lack clarity or coherence.
• There is limited justification of the claims presented.
• Some relevant knowledge is present.
• Some examples are mentioned, but they are not developed, or their relevance is
unclear.
• Diverse perspectives are not identified.
7–9 The response indicates an understanding of the demands of the question, but these
demands are only partially addressed.
• The response presents an adequate structure and organization. Arguments are clear
and coherent.
• Most of the main claims are justified.
• Relevant and accurate knowledge is present.
• Supporting examples are partly developed.
• Diverse perspectives are identified, but not explored.
10–12 The response indicates that the demands of the question are understood and addressed.
• The response is well structured and organized. Arguments are clear, coherent and well
supported.
• All of the main claims are justified.
• Relevant and accurate knowledge is demonstrated throughout the response.
• Supporting examples are adequately developed.
• Diverse perspectives are explored.
13–15 The response indicates that demands of the question are understood and addressed, and
that possible implications are considered.
• The response is well structured, balanced and effectively organized. Arguments are
clear, coherent and compelling.
• All of the main claims are justified and evaluated.
• Relevant and accurate knowledge is used effectively throughout the response.
• Supporting examples are effectively developed.
• Diverse perspectives are explored and evaluated.

68 Global politics guide

Assessment

Internal assessment

Purpose of internal assessment

IA is an integral part of the course and is compulsory for both CP candidates and DP candidates at SL and
HL. It enables candidates to demonstrate the application of their skills and knowledge, and to pursue their
personal interests, without the time limitations and other constraints that are associated with written
examinations. The IA should, as far as possible, be woven into normal classroom teaching and not be a
separate activity conducted after a course has been taught.
The IA for global politics comprises an engagement project. At both SL and HL, candidates conduct an
inquiry into a political issue of their choice at a local or community level. They then produce a written report
in which they: outline their research and engagement process; analyse the identified political issue; reflect
on the limitations and the experiential learning as a result of undertaking the project.
Additionally, HL candidates conduct further research and produce a recommendation to address the
political issue.

Guidance and authenticity

The engagement project (SL and HL) submitted for IA must be the candidate’s own work. However, it is not
the intention that candidates should decide on a title or topic and be left to work on the IA component
without any further support from the teacher. The teacher should play an important role during both the
planning stage and the period when the candidate is working on the internally assessed work. It is the
responsibility of the teacher to ensure that candidates are familiar with:
• the requirements of the type of work to be internally assessed
• the global politics course ethical guidelines
• the assessment criteria—candidates must understand that the work submitted for assessment must
address these criteria effectively.
Teachers and candidates must discuss the internally assessed work. Candidates should be encouraged to
initiate discussions with the teacher to obtain advice and information, and candidates must not be
penalized for seeking guidance. As part of the learning process, teachers should read and give advice to
candidates on one draft of the work. The teacher should provide oral or written advice on how the work
could be improved, but they should not edit the draft. The next version handed to the teacher must be the
final version for submission.
It is the responsibility of teachers to ensure that all candidates understand the basic meaning and
significance of concepts that relate to academic integrity, especially authenticity and intellectual property.
Teachers must ensure that all candidate work for assessment is prepared according to the requirements
and they must explain clearly to candidates that the internally assessed work must be entirely their own.
Where collaboration between candidates is permitted, it must be clear to all candidates what the difference
is between collaboration and collusion.
All work submitted to the IB for moderation or assessment must be authenticated by a teacher and must
not include any known instances of suspected or confirmed malpractice. Each candidate must confirm that
the work is their authentic work and constitutes the final version of that work. Once a candidate has
officially submitted the final version of the work, it cannot be retracted. The requirement to confirm the
authenticity of work applies to the work of all candidates, not just the sample work that will be submitted to
the IB for the purpose of moderation. For further details, refer to the IB publications Academic integrity
policy, Diploma Programme: From principles into practice and the relevant articles in the “B1 General

Global politics guide 69

Internal assessment

regulations: Diploma Programme” section in Diploma Programme Assessment procedures (updated

annually).
Authenticity may be checked by discussion with the candidate on the content of the work and scrutiny of
one or more of the following.
• The candidate’s initial proposal
• The first draft of the written work
• The references cited
• The style of writing compared with work known to be that of the candidate
• The analysis of the work by a web-based plagiarism detection service such as turnitin.com
The same piece of work cannot be submitted to meet the requirements of both the IA and the extended
essay (EE).

Group work and collaboration

Collaborative work may be undertaken in some portions of the engagement project. Particularly in settings
where candidates’ active engagement with the local or community context might be limited, it might be
appropriate for candidates to put together collective efforts, so as not to exhaust community resources. For
instance, if multiple candidates are interested in working with a particular civil society organization, it might
be more effective to conduct some of the engagement activities in conjunction. This might be helpful
during initial stages where candidates are exploring possible political issues to analyse or stakeholders to
engage with.
However, even where collaboration might be present, it is important that the individual contributions are
clearly identified and that the candidates provide a particular focus. It could be that even if they participate
in a common activity as part of their respective projects, they each analyse a different political issue or they
differentiate their participation. The written report should be completely individual and the candidates’
own work, including any generated primary sources.

Additional guidance on collaboration while conducting the engagement project can be found in the TSM.

Time allocation
IA is an integral part of the global politics course, contributing 30% to the final SL assessment and 20% to
the final HL assessment. This weighting should be reflected in the time allocated to develop the knowledge,
skills and understanding required, as well as the time allocated to carry out the work.
It is recommended that a total of approximately 25 hours (SL) and 35 hours (HL) of teaching time should be
allocated to the engagement project. This should include time for:
• the teacher to explain to candidates the requirements of the project and the ethical guidelines for any
engagement activities
• consultation between the teacher and each candidate, e.g. to discuss initial ideas about the focus of
the project, review planned engagement activities
• candidates to conduct preparatory research, plan and undertake their engagement activities, conduct
complementary research, and write their report
• the teacher to review and monitor progress throughout the process (especially when candidates carry
out their engagement activities), and check authenticity.
• Since the engagement project requires interactions with external stakeholders, it is advised that
appropriate time is reserved throughout the course for candidates to become familiar with the
requirements, plan carefully and carry out their engagement activities successfully.

70 Global politics guide

 Internal assessment

Using assessment criteria for internal assessment

Assessment criteria and associated level descriptors have been identified for the IA. The level descriptors
concentrate on positive achievement, although for the lower levels, failure to achieve may be included in
the description.
Teachers must judge the internally assessed work at SL and at HL against the criteria using the level
descriptors.
• Different assessment criteria are provided for SL and HL.
• The aim is to find, for each criterion, the descriptor that conveys most accurately the level attained by
the work, using a best-fit approach. A best-fit approach means that compensation should be made
when a piece of work matches different aspects of a criterion at different levels. The mark awarded
should be one that most fairly reflects the balance of achievement against the criterion. It is not
necessary for every single aspect of a level descriptor to be met for that mark to be awarded.
• When assessing work, the level descriptors for each criterion should be read until a descriptor that
most appropriately describes the level of the work being assessed is reached. If a piece of work seems
to fall between two descriptors, both descriptors should be read again and the one that more
appropriately describes the work should be chosen.
• Where there are two or more marks available within a level, the upper marks should be awarded if the
work demonstrates the qualities described to a great extent; the work may be close to achieving marks
in the level above. The lower marks should be awarded if the work demonstrates the qualities
described to a lesser extent; the work may be close to achieving marks in the level below.
• Only whole numbers should be recorded; partial marks (fractions and decimals) are not acceptable.
• Instead of pass or fail boundaries, focus should be on identifying the appropriate level descriptor for
each assessment criterion.
• The highest level descriptors do not imply faultless performance but should be achievable. The
extremes should be used without hesitation if they are appropriate descriptions of the work being
assessed.
• Work that attains a high level in one criterion will not necessarily attain high levels in the other criteria.
Similarly, work that attains a low level in one criterion will not necessarily attain low levels in the other
criteria. The overall assessment of the work should not be assumed to produce any particular
distribution of marks.
• It is recommended that the assessment criteria be made available to candidates.

Internal assessment details—SL

Engagement project
Duration: 25 hours
Maximum mark: 24
Weighting: 30%
For their engagement project, candidates engage with a political issue of their choice at a local or
community level through research and experiential learning. As the final deliverable, candidates are
required to write a report of maximum 2,000 words. The report includes:
• an explanation of the project, outlining the research and engagement process
• an analysis of the political issue identified
• a justification of the engagement activities carried out
• evaluation and synthesis of the perspectives presented
• a critical reflection on the project as a learning experience.
The following are not included in the word count.

Global politics guide 71

Internal assessment

• Acknowledgments
• Contents page
• Tables of statistical data
• Diagrams or figures
• Equations, formulas and calculations
• Citations (which, if used, must be in the body of the written report*)
• References (which, if used, must be in the footnotes/endnotes**)
• Bibliography
• Appendices
* Note that citation is a shorthand method of making a reference in the body of the report, which is then
linked to the full reference in the bibliography.
** Note that footnotes/endnotes may be used for references only. Definitions of terms and quotations, if
used, must be in the body of the work and are included in the word count.

Internal assessment criteria—SL

Overview

Criterion Description Marks

A Explanation and justification 4

B Process 3
C Analysis and synthesis 8
D Evaluation and reflection 6
E Communication 3

Criterion A: Explanation and justification

• Does the report clearly identify and explain a political issue?
• Does the report explain why the candidate decided to conduct particular engagement activities?

Marks Level descriptor

0 The work does not reach a standard described by the descriptors below.
1–2 The report includes a limited explanation and justification of the engagement project.
• A political issue is identified, but not clearly explained.
• There is a limited explanation of the importance and suitability of the project.
• The engagement activities are described, but their relevance is not justified.
3–4 The report includes an appropriate explanation and justification of the engagement
project.
• A political issue is identified and clearly explained.
• There is a clear explanation of the importance and suitability of the project.
• The engagement activities are explained, and their relevance is justified.

Criterion B: Process
• Does the report evidence a well-developed process of research and engagement?

72 Global politics guide

 Internal assessment

Marks Level descriptor

0 The work does not reach a standard described by the descriptors below.
1 The report evidences a limited research and engagement process.
2 The report evidences an adequate research and engagement process.
3 The report evidences a well-planned and integrated research and engagement process.

Criterion C: Analysis and synthesis

• To what extent is the political issue analysed, with reference to the specific context of the
engagement?
• To what extent does the report capture and synthesize diverse perspectives of sources and engaged
stakeholders?

Marks Level descriptor

0 The work does not reach a standard described by the descriptors below.
1–2 The report is mostly descriptive.
• There is a vague reference to relevant course concepts and content.
• The political issue is identified, but not analysed.
• There is no synthesis of perspectives.
3–4 The report presents limited analysis and synthesis of the political issue.
• The analysis demonstrates a limited understanding of relevant course concepts and
content.
• Analysis of the political issue is limited.
• There is limited synthesis of the perspectives of stakeholders and sources.
5–6 The report presents an adequate analysis and synthesis of the political issue.
• The analysis demonstrates an adequate understanding of relevant course concepts
and content.
• The political issue is partially analysed.
• Perspectives of stakeholders and sources are partially synthesized, but not always
clear.
7–8 The report presents an effective analysis and synthesis of the political issue.
• The analysis demonstrates a good understanding and application of relevant course
concepts and content.
• The political issue is clearly analysed.
• There is an effective synthesis of the perspectives of involved stakeholders and
sources.

Criterion D: Evaluation and reflection

• Is there an evaluation of the selected sources and the conducted engagement activities?
• Does the report evidence the candidate’s critical reflection about the project as a learning experience?

Marks Level descriptor

0 The work does not reach a standard described by the descriptors below.
1–2 The report demonstrates limited evaluation and reflection.

Global politics guide 73

Internal assessment

Marks Level descriptor

• The research and engagement activities are not evaluated.

• Personal positions and biases related to the political issue are not identified.
• There is limited reflection on the engagement project as a learning experience.
3–4 The report demonstrates an adequate evaluation and reflection.
• The research and engagement activities are partially evaluated.
• Some personal positions and biases related to the political issue are identified.
• There is adequate reflection on the engagement project as a learning experience.
5–6 The report evidences a critical evaluation and reflection.
• The research and engagement activities are critically evaluated.
• Personal positions and biases related to the political issue are explained.
• There is an in-depth reflection on the engagement project as a learning experience.

Criterion E: Communication
• Are the information and points presented in the report communicated clearly?

Marks Level descriptor

0 The work does not reach a standard described by the descriptors below.
1 Communication is limited.
• The organization and clarity of the report are limited and do not support
understanding.
2 Communication is adequate.
• The report is adequately organized and supports understanding.
3 Communication is effective.
• The report is well organized and coherently supports understanding.

Internal assessment details—HL

Engagement project
Duration: 35 hours
Maximum mark: 30
Weighting: 20%
For their engagement project, candidates engage with a political issue of their choice at a local or
community level through research and experiential learning.
In common with the SL engagement project, candidates are required to write a report of maximum 2,000
words as the final deliverable. Please refer to the section “Internal assessment details—SL” for further
details.
As an extension, HL candidates carry out further research to formulate and present a separate
recommendation, additional to the report, to address the political issue.
• The recommendation must be made in response to the specific political issue identified in the report.
• The recommendation must also:
◦ be presented as a separate section, in addition to the 2,000 words (maximum) of the report
◦ total 400 words or less.

74 Global politics guide

 Internal assessment

Internal assessment criteria—HL

Overview
Criterion Description Marks

A Explanation and justification 4

B Process 3
C Analysis and synthesis 8
D Evaluation and reflection 6
E Communication 3
F Recommendation 6

Assessment criteria A to E are the same for SL and HL.

Please refer to the section “Internal assessment criteria—SL” for further details.

Criterion F: Recommendation
• Does the report include a well-supported recommendation?
• Is the recommendation presented appropriate for the analysed context?

Marks Level descriptor

0 The work does not reach a standard described by the descriptors below.
1–2 A limited recommendation is presented.
• The recommendation is partially supported, with limited reference to specific
evidence.
• The recommendation partly addresses the political issue with some considerations of
the context studied.
• Possible implications or challenges are not identified.
3–4 An adequate recommendation is presented.
• The recommendation is supported by relevant evidence.
• The recommendation adequately addresses the political issue within the context
studied.
• Possible implications or challenges are identified.
5–6 An effective recommendation is presented.
• The recommendation is well supported by relevant and specific evidence.
• The recommendation effectively addresses the political issue within the context
studied.
• Possible implications or challenges are explained.

Global politics guide 75

Appendices

Glossary of command terms

Command terms for global politics

Students should be familiar with the following key terms and phrases used in examination questions, which
are to be understood as described below. Although these terms will be used frequently in examination
questions, other terms may be used to direct students to present an argument in a specific way.

Command term Assessment Definition

objective (AO)
level

Analyse AO2 Break down in order to bring out the essential elements or
structure.
Compare AO3 Give an account of the similarities between two (or more) items or
situations, referring to both (all) of them throughout.
Compare and AO3 Give an account of similarities and differences between two (or
contrast more) items or situations, referring to both (all) of them
throughout.
Contrast AO3 Give an account of the differences between two (or more) items or
situations, referring to both (all) of them throughout.
Describe AO1 Give a detailed account.
Discuss AO3 Offer a considered and balanced review that includes a range of
arguments, factors or hypotheses. Opinions or conclusions should
be presented clearly and supported by appropriate evidence.
Distinguish AO2 Make clear the differences between two or more concepts or items.
Evaluate AO3 Make an appraisal by weighing up the strengths and limitations.
Examine AO3 Consider an argument or concept in a way that uncovers the
assumptions and interrelationships of the issue.
Explain AO2 Give a detailed account including reasons or causes.
Identify AO1 Provide an answer from a number of possibilities.
Justify AO3 Give valid reasons or evidence to support an answer or conclusion.
List AO1 Give a sequence of brief answers with no explanation.
Outline AO1 Give a brief account or summary.
Recommend AO3 Present an advisable course of action with appropriate supporting
evidence/reason in relation to a given situation, problem or issue.
Suggest AO2 Propose a solution, hypothesis or other possible answer.
To what extent AO3 Consider the merits or otherwise of an argument or concept.
Opinions and conclusions should be presented clearly and
supported with appropriate evidence and sound argument.

76 Global politics guide

Appendices

Bibliography

The principal works used to inform the curriculum review are listed below. It is not an exhaustive list and
does not include all the literature available: judicious selection was made in order to better advise and
guide teachers. This bibliography is not a list of recommended textbooks.
Acharya, A. (2014). Global international relations (IR) and regional worlds: A new agenda for international
studies. International Studies Quarterly, 58(4), 647–659.
Acharya, A. (2017). Towards a global IR. In S. McGlinchey, R. Walters, & C. Scheinpflug (Eds.), International
relations theory (pp. 76–82). E-International Relations Publishing.
Acharya, A., & Buzan, B. (2019). The making of global international relations: Origins and evolution of IR at its
centenary. Cambridge University Press.
Brown, C. (2018). International relations and international political theory. In C. Brown, & R. Eckersley (Eds.),
The Oxford handbook of international political theory (pp. 48–59). Oxford University Press.
Caraccioli, M. J., Wigen, E., Costa Lopez, J., Cheney, A., & Subotic, J. (2021). Forum: Interlingual relations:
Approaches, conflicts, and lessons in the translation of global politics. International Studies Review, 23(3),
1015–1045.
Crilley R., Manor, I., & Bjola, C. (2020). Visual narratives of global politics in the digital age: An introduction.
Cambridge Review of International Affairs, 33(5), 628–637.
De Oliveira Andreotti, V. (2011). The political economy of global citizenship education. Globalisation,
Societies and Education, 9(3–4), 307–310.
Diehl, P. F. (2016). Exploring peace: Looking beyond war and negative peace. International Studies Quarterly,
60(1), 1–10.
Galtung, J. (2017). Bringing in the future: An essay on time. World Futures Review, 9(1), 17–18.
Gerring, J. (2004). What is a case study and what is it good for? The American Political Science Review, 98(2),
341–354.
Haggart, B. (2017). Rise of the “knowledge structure”: Implications for the exercise of power in the global
political economy. Journal of Information Policy, 7, 164–175.
Held, D., & Maffetone, P. (2016). Global political theory. Wiley.
Herrmann, R. K. (2017). How attachments to the nation shape beliefs about the world: A theory of motivated
reasoning. International Organization, 71(S1), S61–S84.
Hierro, M. J., & Gallego, A. (2018). Identities in between: Political conflict and ethnonational identities in
multicultural states. Journal of Conflict Resolution, 62(6), 1314–1339.
Icaza Garza, R. (2021). Decolonial feminism and global politics: Border thinking and vulnerability as a
knowing otherwise. In Vulnerability and the politics of care: Transdisciplinary dialogues. Oxford University
Press.
Icaza Garza, R., & Valiana, A. (2021). Un feminismo otro. On the (im)possibilities of encountering each other
across the colonial divide. Journal fur Entwicklungspolitik, 38(1/2), 210–238.
Katzenstein, P. J., & Seybert, L. A. (2018). Protean power and uncertainty: Exploring the unexpected in world
politics. International Studies Quarterly, 62(1), 80–93.
Lösch, B. (2011). The political dimension of global education: Global governance and democracy. Journal of
Social Science Education, 10(4), 50–58.
McGlinchey, S., Walters, R., & Scheinpflug, C. (Eds.). (2017). International relations theory. E-International
Relations Publishing.

Global politics guide 77

Bibliography

McInerney, P., Smyth, J., & Down, B. (2011). “Coming to a place near you?” The politics and possibilities of a
critical pedagogy of place-based education. Asia-Pacific Journal of Teacher Education, 39(1), 3–16.
Meyer, J. H. F., & Land, R. (2003). Threshold concepts and troublesome knowledge: Linkages to ways of
thinking and practising within the discipline. In C. Rust (Ed.), Improving student learning theory and practice,
10 years on (pp. 1–16). Oxford Centre for Staff & Learning Development.
Mirra, N., & Garcia, A. (2017). Civic participation reimagined: Youth interrogation and innovation in the
multimodal public sphere. Review of Research in Education, 41(1), 136–158.
Ní, M. A. (2016). Critical imaginations in international relations. Routledge.
Osler, A., & Leung, Y. W. (2011). Human rights education, politics and power. Education, Citizenship and Social
Justice, 6(3), 199–203.
Osler, A., & Zhu, J. (2011). Narratives in teaching and research for justice and human rights. Education,
Citizenship and Social Justice, 6(3), 223–235.
Parmenter, L. (2011). Power and place in the discourse of global citizenship education. Globalisation,
Societies and Education, 9(3–4), 367–380.
Reus-Smit, C. (2017). Review: Cultural diversity and international order. International Organization, 71(4),
851–885.
Qin, Y. (2018). A relational theory of world politics. Cambridge University Press.

78 Global politics guide