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    May 2016
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  1. @Shooting, I know some of the non-IB teachers in my school (as I did not do pre-IB), and they're great (at least the ones I had). Plus, some IB teachers in my school are also non-IB teachers. I know that IB is really beneficial for those applying to foreign universities, but if I intend to go to a university here in Canada I think it shouldn't matter if I do IB or not. I mean IB may give me an advantage, but not doing IB shouldn't harm my chances of getting in (at least I think so). @Rainbow, I'd definitely continue with French if I had some sort of experience. At the moment I cannot speak in French at all, and I can barely understand what I read in French and write in French. Our orals are in March 2015, and our exams are in May 2015. That means I have 2 and a half months to learn how to speak in French for 8-10 min, and I have 5 and a half months to learn how to understand what I read in French and how to write in French. This is impossible for me, at least. And to answer your question, I'm intending to go to University of Toronto.
  2. Another reason I don't want to do IB is because I intend to study at a university in the same country I am in currently (Canada). I heard IB is best if you're applying to an international university, but I intend to literally study at a university 3 cities away, so I don't know if it's worth it to go through all this trouble when I'm going to end up going to a university 3 cities away... Plus, I have terrible time management skills, and I am very disorganized. I told my parents that I want to drop out, but they're forcing me to continue. I even tried telling them how this is not right for me due to how I don't have the necessary skills to succeed (time management, organization, etc.), and due to how I don't intend to study abroad. They keep telling me, "Oh you have good marks so far, so it doesn't make sense why you want to drop out," and "If you can't stand IB, how will you be able to stand university," etc. They think that if I give up in IB I will give up in university. If that's the case, how do these people (that did not take the IB program) go to university, and succeed... I know this program isn't right for me, but my parents are forcing me, and I honestly can't take anything anymore.
  3. I'll try my best to convince my coordinator to let me take 'Spanish ab initio'. But 1 semester has already gone by, so I don't know if it's possible. I have zero experience in Spanish though; is it (Spanish ab initio) easier compared to SL French B? Thanks.
  4. Hello guys, This is my 1st semester taking IB, and the semester is almost over. I'm thinking about dropping IB already, because I just can't take the stress. All of my subjects are fine except SL French B. That subject, for me, is harder than all of my other subjects combined. What sucks is that my SL French B exams are in May 2015 (in 5 months). As of now I am literally a novice in French; I cannot speak French, I cannot write in French, I cannot read French, and I cannot understand French. It's too late to switch courses now, so either I will fail this course or I can drop IB. There's no way I can learn French in 5 months (considering I am a 'novice' right now), so my 2 options are to either 1) fail the course, or 2) drop IB (can't drop the course and switch because it's too late- 1 semester is almost already done, and there's only 1 left for SL French B until the exams in May 2015). Any advice/help will be appreciated. Thanks!
  5. Yesterday, in Pakistan (as many of you know by now probably) members of the Taliban went into a school and killed 141 people in total (132 of them were kids). These kids probably had dreams just like us, and wanted a good education; a right that we all have. May god be with these kids and their families. R.I.P.
  6. Just a worry though- In Part B I'm supposed to include factual information that supports the answer to my question. In that case, I can only use one-sided historiography, right? I mean I can only use the opinion of historians that support my answer. It wouldn't make sense to bring the other side (contradicting my answer) into this section, as this section includes information answering my question (not opposing it). So where do I include the other side?
  7. I understand that. However, my teacher said that EVERYTHING in Part B is all what I can use for analysis in Part D. So if I don't include something in Part B, how can I refer to it in Part D? Hence, doesn't that make it necessary to include historiography in Part B, or otherwise I won't be able to include it in Part D?
  8. Wait, I thought that all of the analysis (including historiography) in Part D comes from the information from Part B. So if I don't include historiography in Part B, how can I bring historiography up in Part D (as all analysis in Part D relates to the information in Part B)?
  9. Hi guys, So I'm starting Part B of my history IA (Summary of Evidence), and I just wanted to ask where do I include historiography? Do I include it in Part B or Part D? In Part B I'm supposed to use factual knowledge (from sources) that supports my argument/answer to the research question, and in this case I can only use one-sided historiography, if you know what I mean. I can only bring up views of historians who support my argument/answer to the research question (it wouldn't make sense to bring up views of historians who are against my argument/answer to the research question in this section as Part B is factual knowledge that supports my argument/answer). However, my topic includes historiography giving both sides (supporting my argument/answer, and opposing it), but in Part B it'd make sense to only use one of the two sides (the one that supports my argument/answer), so where do I include the opposing side? I'm just confused about where and how to use historiography in my history IA. Any help will be greatly appreciated. Thanks.
  10. @Ver, Can you point out some of the main factual inaccuracies in the Oxford book? I want to convince my teacher to get us the new books, and he won't be convinced until I show him enough inaccuracies in the Oxford book. Thanks.
  11. SL French B. What's your favorite video game (console game, PC game, etc.)?
  12. It would be good if you used historians, but if you can't find any then I guess you can't do much. In that case, justifying his actions, and talking about opinions that take up a different position should be a good alternative. However, do try to find any historiography (quote from historians on him). You don't need a whole lot; even if you can find 4 in total, where the 1st contrasts the 2nd and the 3rd contrasts the 4th (vice versa) that will be okay. Also try to challenge the question; from my experience "to what extent" questions are the easiest to challenge (and I believe yours is a 'to what extent' question?).
  13. Just wondering- do swimming lessons count for "Action"? Not teaching swimming lessons, but learning swimming through lessons (in prep for lifeguarding).
  14. Thanks. I tried doing that (finding some of the info I have from one source in another) and now I'm at 8 sources. However, I still have no primary sources.
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