 Topics

 promote the skills of rational thought, persuasion, analysis, interpretation and evaluation;  encourage the broad exploration and appraisal of social, cultural, economic, philosophical, scientific and technological issues;  promote maturity of thought and clarity of expression;  promote understanding and appreciation of individual, societal and cultural diversity;  encourage independent, critical reading.

In the assessment, candidates should be able to demonstrate the following skills in relation to what they’ve learned in GP:  KNOWLEDGE  UNDERSTANDING  ANALYSIS  APPLICATION  COMMUNICATION  EVALUATION

The topics for this course span the curriculum. The good news is…students will arrive with at least ONE area of interest or expertise, which will naturally enhance the learning environment. The downside is…there is still much to be covered in terms of topics.

SECTION 1: Historical, Social, Economic, Political and Philosophical the role of history and war; terrorism the role of the individual in society – the family, marriage, peer pressure, social class cultural changes – youth and drug culture education and welfare sport, leisure, international competition wealth; changes in work practice the importance and impact of tourism on a country – implications for the economy, employment public transport, environmental concerns aid provision the State and its institutions; development of State, democracy post- imperialism, nationalism minority groups, pressure groups freedom of speech, action, thought Judiciary matters of conscience, faith, tolerance, equality.

SECTION 2: Science, Geography, Math medical dilemmas and issues of research and ethics; concept of progress in science drug manufacture and provision diet, health education old and new industries spin-offs from space industry; weaponry information and communications technology; the Internet environmental concerns; renewable energy resources; climate change migration; population dynamics feeding the global population; farming techniques for the twenty- first century public transport and travel the uses and applications of mathematics in everyday life.

SECTION 3: Literature, Language, Arts and Crafts literature, biography, diary, science fiction language – heritage, tradition, dialect the global media – tv, radio, satellite; influence and controls; effects on lifestyle, culture and habits cultural dilution and diversification; advertising; role models censorship; privacy; the right to know; freedom of the press, etc. uses and abuses traditional arts and crafts; creativity; national heritage/preservation; effects of tourism architecture; painting; fashion; photography; sculpture; music; heritage, etc.

Cambridge CAMBRIDGE:  The GP exam is “not primarily a test of general knowledge” and “teachers [need not] cover all topic areas when teaching the course, as candidates should be able to draw upon knowledge and understanding gained when studying other subjects.”

Did you pick essay prompts from different sections? Did you notice the different essay styles contained on the exam? Did this play a role in your selection of prompts? What prompts did you avoid? Why? What prompts enticed you? Why? What support ideas did you come up with as you brainstormed? Share them!

Take Notes!

Essay Styles Con’t

KEY KEY: Prompt Identification: Section 1 1. How far do you agree that an [sic] hereditary monarch as Head of State is preferable to an elected president? (Discursive) 2. “History repeats itself.” To what extent do you agree? (Discursive) 3. Should every country have the right to possess weapons of war? (Persuasive) 4. “No man is an island.” Discuss. (Discursive) 5. Should women be more prominent in public life in your country? (Persuasive)

KEY KEY: Prompt Identification: Section 2 6. ‘Human beings should look forward to the next century with pessimism, not optimism.’ Discuss. (Discursive) 7. Assess the ability of technology to ensure human happiness in the present society. (Discursive) 8. Account for the ever-increasing popularity of numbers and word puzzles. (Expository) 9. Consider the problem of noise in society and ways to reduce it. (Expository) 10. Consider the case for and against stem cell research. (Discursive)

KEY KEY: Prompt Identification: Section “A book has one purpose: to entertain.” Evaluate this statement. (Discursive) 12. What music appeals to you and why? (Expository) 13. Is it important to preserve old buildings or to encourage new forms of architecture? (Persuasive) 14. Explain the popularity of designer labels. (Expository) 15. Consider the artistic and social value of cartoons and/or animated films. (Discursive)

PROMPT TASKS…a Guide to Success We will discuss much when it comes to decoding prompts, but here are your GOLDEN RULES when determining the style of your essay: GOLDEN RULE #1…  Once a Discursive, always a Discursive. GOLDEN RULE #2…  Persuasive is fine, but add to refine! GOLDEN RULE #3…  It might be expository, but don’t get freaked if you feel like the force is with you…(every time we put the pen to paper we are arguing-ish!)

We will learn to decode the style of the essay pretty easily, but the hard part of prompt selection often lies in interpreting what it wants you to talk about. Interpret the following prompt:

Prompt Interpretation How successfully is crime tackled in your society? Discursive Style required Political crime, social crime, environmental crime, white- collar crime, cyber-crime, etc. “Your” involves YOU! You may discuss your AMERICAN society, OR if you indicate that you consider yourself a member of GLOBAL society or MODERN society, for example, you can broaden your coverage. Handled, Halted, Minimized

The Hand Place your hand on a blank piece of notebook paper. Trace your hand with a pen. Label each one of the fingers as shown below. Science & Technology Politics/Gov’t Environment Social/Cultural Media/ Entertainment

The Hand We will use this “graphic organizer” to break down and analyze future prompts. Remember

Crime Make a hand for crime

CRIME Science/Tech. Environment Politics/Gov’t Social/Cultural Media, Entertainment

1. How far do you agree that an [sic] hereditary monarch as Head of State is preferable to an elected president? 2. “History repeats itself.” To what extent do you agree? 3. Should every country have the right to possess weapons of war? 4. “No man is an island.” Discuss. 5. Should women be more prominent in public life in your country? 6. ‘Human beings should look forward to the next century with pessimism, not optimism.’ Discuss. 7. Assess the ability of technology to ensure human happiness in the present society. 8. Account for the ever-increasing popularity of numbers and word puzzles. 9. Consider the problem of noise in society and ways to reduce it. 10. Consider the case for and against stem cell research. 11. “A book has one purpose: to entertain.” Evaluate this statement. 12. What music appeals to you and why? 13. Is it important to preserve old buildings or to encourage new forms of architecture? 14. Explain the popularity of designer labels. 15. Consider the artistic and social value of cartoons and/or animated films.

Seeing Double: Prompt Recycling Want to know a TOP SECRET bit of information? What does that mean? Observe: __________________________________________ Technology is more of a curse than a blessing in the workplace. Do you agree? Discuss the view that the Internet can be more harmful than helpful. Are mobile phones more of a nuisance than a benefit? The AICE: GP Exam RECYCLES prompts!! (How ‘green’ of them…!) How does this impact you? STUDENTS can RECYCLE Content!!!!

SCORING

PREPARING TO WRITE A DISCURSIVE ESSAY… Sample Lesson: STUDENT SIMULATION

PROMPT (-)(+) A AB B LOGICAL POINT / THEME  primary example * details  secondary example * details LOGICAL POINT / THEME  primary example * details  secondary example * details LOGICAL POINT / THEME  primary example * details  secondary example * details LOGICAL POINT / THEME  primary example * details  secondary example * details

Assess society’s record on human rights.

Discursive prompt Good or bad… Civil rights/liberties Women’s rights Gay rights Equality: race/culture Labor rights Children’s rights

(-)(+)

Assess society’s record regarding human rights. (-)(+) A AB B RIGHTS IN THE U.S.  Women’s Rights 1920’s Suffragette Movement  Habeus Corpus/Fair Trial Rights “innocent until proven guilty”; “protection against cruel and unusual punishment”; “Miranda Rights” RIGHTS ABROAD  Labor Rights Honda Factory Strike; Child Labor policies  Democratic Rights Botswana—new dem. gov’t; Afghanistan—efforts to instill democratic values RIGHTS ABROAD  Women’s Rights Iraq-wearing the abaya as trad’l garb; China’s one-child policy  Children’s Rights Child soldiers in: - Somalia - Sierra Leone RIGHTS IN THE U.S.  Gay Rights “Don’t Ask, Don’t Tell” Policy; Proposition 8  Religious Rights Mosque-building in NYC

Generating Ideas But how do I find ideas?? Think GP RELEVANCE…!!! Think GP RELEVANCE…!!!  State, national, international  Past history, current events  Consider all academic categories Use the Hand Approach to help you… Use the Hand Approach to help you…

THUMB: SCIENCE and TECHNOLOGY INDEX: GOVERNMENT and POLITICS MIDDLE: ENVIRONMENT RING: SOCIAL RELATIONSHIPS PINKY: MEDIA, SPORTS and ENTERTAINMENT PROMPTPROMPT CREDITS: Teaching the General Paper: Strategies That Work, By Teachers, For Teachers National Institute of Education, Nanyang Technological University Edited by Caroline Ho, Peter Teo, Tay May Yin (2006)

“History repeats itself.” Discuss.

SCI/TECH: Repeats— nuclear threats with USSR then and Iran now are similar Doesn’t— innovative military technology i.e. drones of today replace kamikazi missions of old GOV’T: Repeats—economic slump: the Great Depression and the 2008 Recession. Doesn’t—terrorist invasion ie. 9/11 heightened awareness and security precautions ENVIRON.: Repeats—effects of oil spills on ecosystem i.e. Exxon Valdez and Deepwater Horizon Doesn’t— epidemics and pandemics no longer as drastic i.e. Bubonic Plague vs. Swine Flu SOCIAL: Repeats—religious unrest in ie. Irish Catholics then similar to Muslim Americans now Doesn’t—women’s rights i.e. suffragette movement; political leadership ENTERTAINMENT: Repeats—violence in sports ie. Political riots during Yugoslavic war then and terrorist threats at recent World Cup (Uganda) now Doesn’t—reality t.v. phenomenon in 21 st century

Now You Try It: Writing the discursive essay requires one to think BEYOND one’s own personal world. Look at the prompt below: “The truth should always be told, whatever the cost.” Discuss. As an AICE writer, students must elevate their discussion of this topic beyond the personal realm… TASK TASK: Bring “GP Relevance” to the essay by applying the Hand Approach to this prompt.

THUMB: Science and Technology Medical field  TELL THE TRUTH…  Hippocratic Oath  VS.  WITHHOLD THE TRUTH…  Placebo Effect

INDEX: Government and Politics TELL THE TRUTH… TELL THE TRUTH…  Obama’s “open door” policy VS. VS. WITHHOLD THE TRUTH… WITHHOLD THE TRUTH…  FDR, who hid his polio to avoid appearing “weak” to avoid appearing “weak” to the public eye the public eye

MIDDLE: Environment TELL THE TRUTH… TELL THE TRUTH…  Al Gore’s, An Inconvenient Truth An Inconvenient Truth VS. VS. WITHHOLD THE TRUTH… WITHHOLD THE TRUTH…  Resource-rich areas that reveal such truths/ reveal such truths/ discoveries may be taken discoveries may be taken advantage of as a result advantage of as a result

RING: Social Relationships TELL THE TRUTH… TELL THE TRUTH…  AIDS patients VS. VS. WITHHOLD THE TRUTH… WITHHOLD THE TRUTH…  “Don’t Ask, Don’t Tell” Policy  (note: recently abolished…)

PINKY: Media, Sports and Entertainment TELL THE TRUTH… TELL THE TRUTH…  Libel/Slander VS. VS. WITHHOLD THE TRUTH… WITHHOLD THE TRUTH…  Gambling for sport and the “poker face” the “poker face”

NOW WE KNOW WHAT THE QUESTION IS ASKING US (BY BREAKING DOWN THE PROMPT) AND WE KNOW HOW TO GENERATE IDEAS (THAT ARE “GP RELEVANT”)… NEXT STEP? WE WILL LEARN HOW TO ACTUALLY PUT THIS DIRECTION AND THESE IDEAS INTO AN ESSAY!!! GET READY TO ROCK, GP-STYLE! WHAT DID WE LEARN?