ib global politics oral presentation examples

IB Global Politics IA examples

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Not sure what to search for? You can always look through our example Global Politics Internal Assessments below for inspiration.

All Global Politics IA Examples

Filter exemplars, to what extent can circular economy principles be used to address global environmental challenges and promote sustainable development on a local scale, why with all the aid given to haiti is the country underdeveloped (oral), want to get full marks for your ia allow us to review it for you 🎯, to what extent does the repression of linguistic rights (tamazight) fuel the social exclusion of amazigh women, to what extent are ngos effective in promoting health equity to ethnic minority communities in hong kong, to what extent are single mothers marginalized and mistreated because of the traditional norms of moroccan society, fast track your coursework with mark schemes moderated by ib examiners. upgrade now 🚀, to what extent are the challenges in cooperation between ngos and the state negatively affecting children´s protection against online pornography in sweden, to what extent do post-materialist values drive youth migration from biella, italy, how have the egyptian government’s counter-terrorism measures violated the human rights of civilians in north sinai, to what extent is non-violent civil disruption by ecologist groups like renovate switzerland a legitimate mechanism of climate action, to what extent is the warsaw’s administration effective in resolving the problem of homelessness in the capital city of poland, to what extent are mncs in the european fashion industry working towards environmental sustainability, to what extent is the taliban's ban on education in afghanistan justifiable by identity politics - extension no. 1, to what extent are non-governmental organisations (ngos) effective at influencing government policy on climate change, to what extent can multilateralism improve digital sovereignty between the united states and countries that depend on american technologies, to what extent the caa (citizenship amendment act) 2019 is justifiable by the indian government , what are the current challenges and potential solutions for improving access to feminine hygiene products for low-income individuals and underserved communities, to what extent does the close alliance between the united states and morocco play a role in morocco’s development as a country, how effective are prefectural policies in rennes in providing accommodation solutions for immigrants, an analysis of the role of political failure in the exacerbation of the housing crisis in the united kingdom, what are the obstacles to girls’ political participation in peru, which educational institution is most responsible for increasing social mobility in cambridge, how can we increase job opportunities for people with disabilities in cambridge, to what extent has morocco succeeded in exercising sovereignty over the territories of the western sahara - extension no. 2, to what extent is sexual violence against women in universities in colombia being addressed as a human rights issue by different political actors, how do non-governmental organizations (ngos) affect state action on the legality of abortion in the philippines, to what extent are civil society organisations (csos) effective in providing support to victims of gender based violence (gbv) and in advocating for the realization of justice in south africa, to what extent is women’s participation significant to politics in poland, how do systemic inequalities affect exposure to air pollution in london, in what ways has social media been weaponized, to what extent does democracy influence electoral politics and its resulting impact on women's representation in indian politics, to what extent are non-governmental organisations and activists effective in promoting the enforcement of the reproductive rights of women in poland, to what extent are canadian efforts in encouraging and supporting women in policing in ukraine as gender-equitable government services effective, what are the impacts of the covid-19 pandemic on the rohingya refugee camps in bangladesh, to what extent can macedonian girls and women share personal photos online without compromising their privacy the case of macedonia’s “public room” scandal, in what ways does the access to and equity of resource distribution in healthcare impact human rights and sustainable development during covid-19, to what extent do immigrants to canada face inequality in accessing healthcare, to what extent does the situation of lgbt+ community differ in local level, warsaw, compared to the national level, poland, to what extent has the densification of the informal settlements of south africa negatively affected their surrounds, to what extent is the rehabilitation process in the prison ‘el buen pastor’ a form of justice, coronavirus’ impact on migrant workers.

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Overview : Global Politics

Global Politics is a group 3, also known as Individuals and Societies, subject. The subject dispenses to appreciate the complex nature of politics in a local, national, international, and global manner. Global Politics’ main aim is to enable students to understand the relation between the key political concepts with contemporary political issues in a variety of contexts.

Curriculum Outline

Global Politics focuses on more than one discipline. It focuses on multiple ones such as economics, history, politics, and law. There are 4 core units for both SL and HL and an engagement activity that is compulsory for both levels.

Assessment Outline

Both levels are obligatory to finish Paper 1, Paper 2, and the internal which is the Engagement Activity. The table shows all of the mandatory exams and assessments to receive the grade.

Deciding whether you should take the course or not

When it comes to subject choices, especially if you are confused; there are a few things you should answer while making your decision about Global Politics.

1.Interest in the Politics

Everyone is somehow related to or interested in politics. Though, this subject is not only related to politics; it requires curiosity, personal interest, and view on the topics. Global Politics focuses on more contemporary events than historic events. These contemporary events will be linked with the political concepts in the lessons. With those studies, you will be able to analyze the events that are happening in a political manner. Therefore, if you are impassioned with or the issues of today’s, you can find the subject entertaining.

2. University and Career Choices

If you are someone planning on choosing Law, Politics, and even History, Global Politics might be the one subject you would like to choose. Because not only will you have a base for the upcoming major you will study; it will also show the administrators that you are passionate about the subject you want to study at the university. Global Politics is, as said, about contemporary events. Supposing that you are curious about the daily occurrences, especially on a global scale, with the politics that are happening beside those; then it is not wrong to say that you are passionate.

3. Writing Essay

As well as other Group 3 subjects, Global Politics requires a lot of writing. While there is no escape from essay writing, you should consider this particular thing whether you want to take the course or not. The difference about essay writing in Global Politics is that students are analyzing and using the case-study approach towards the essays. And not only assessments but the papers are based on writing short and long essays. On paper 1, it usually has “explain” type of questions; on paper 2, since it is demanding an extended response, there are mainly discuss and evaluate type of questions.

Welcome to IB Global politics

The new course is here.

If your exams are in May 2024, Nov 2024 or May 2025 keep using the 2017 syllabus.

If your exams will be in May 2026 or later choose the new syllabus.

2017 syllabus

2026 syllabus

GloPoPolis is a free online textbook and resource site for IB Global politics. It is not an IB copublished resource.

Is GloPoPolis a reliable source?

You should critically engage with all materials you use in your studies of Global politics. This includes the copublished textbooks (with the IB stamp on the cover) , all other articles, books, documentaries, news sources, TikToks, podcasts, and websites... everything including GloPoPolis.

The teacher who makes this site studied IB Peace and conflict studies which later became part of IB Global politics. Their post-16 academics focused on international relations, contemporary war studies and development. They have been part of the core IB syllabus review team since 2018.

Outdated and problematic content

Most of the materials for this course were made in 2017-19. I then moved to a school that only had IB Geography (visit GeogOpolis ). This means that many of the global politics resources are out of date. Inevitably, there are also materials which are problematic and controversial.

I am currently focusing on making materials for the 2026 syllabus. If you have feedback, spot a mistake or would like to contribute to making the website get in touch.

What are your political opinions?

Many of the materials do not reflect my political opinions, some of them do.

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ib global politics oral presentation examples

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Global Politics oral presentations

From 15 to 18 June 2020 Diploma Programme (DP) 1 students gave oral presentations on several topics for their Global Politics course as part of their Internal Assessments. The 10-minute virtual presentations marked one of the many highlights of the Aga Khan Academy’s online learning experience. Nawaf Ali and Faizaan Firoz give more details about the presentations.

The International Baccalaureate (IB) Global Politics course is an extremely engaging subject which explores fundamental concepts such as power, sovereignty, sustainability, peace and conflict.

Global Politics online session screenshot

We began the semester looking at poverty and its links to development and then moved on to preparing for our oral presentations which have been the main focus for the semester. These presentations required in-depth research and development over three weeks. The process was extremely challenging, requiring a lot of time to be invested by us and our teachers but it was equally rewarding and has allowed us to become confident speakers.

Nawaf Ali: I focused on the topic of borders, and my specific case study was the Somalia vs. Kenya maritime dispute. The dispute has drawn international attention as a result of its potential benefit for the international energy market and the promise of lucrative oil and gas contracts. Global powers like the United States, United Kingdom, France, Italy and Norway are all keen to share in the exploitation of the resource-rich maritime area. I explored whether the conflict would truly benefit Kenya or Somalia and concluded that they both needed each other much more than they needed the contested triangle of maritime territory. They are deeply intertwined and interdependent. These two countries should focus on enhancing their historical ties and economic and security interests for their mutual benefit. Both countries must remain vigilant against external interests that divide the continent and lay its resources bare for exploitation.

Faizaan Firoz: My case study was on the xenophobic attacks in South Africa and I tied it to the global political challenge of security. Xenophobia, which is a type of discrimination, is not given the attention it deserves. Today, discrimination threatens the lives of millions of people; it is therefore a very important issue that has drawn international attention due to the severe abuse of human rights and the trauma it has caused.

Other interesting case studies were the Kuril Islands dispute, the Arctic melt, Pakistan-India Kashmir conflict, the Heathrow airport expansion and the Darfur conflict over water.

The importance of the Global Politics course is to enable students to make connections between their lives and the issues that they see and experience around them. It gives them the chance to develop an understanding of the local, national, international and global dimensions of political activity, as well as allow them the opportunity to explore political issues affecting their own lives. Students acquire the skills to explore a variety of different challenges and analyse them through different perspectives.

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The Aga Khan Academies are a programme of the Aga Khan Development Network (AKDN) . The AKDN is a group of development organisations with mandates that include the environment, health, education, architecture, culture, microfinance, rural development, disaster reduction, the promotion of private-sector enterprise and the revitalisation of historic cities. AKDN programmes are conducted without regard to faith, origin or gender. [ Find out more ]

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The AKDN has been involved in education in the developing world for over a century. Its education programmes cover a wide spectrum of activities, from early childhood to post-secondary education, teacher training, literacy programmes, school improvement and educational policy reform. The Aga Khan Education Services , the Aga Khan Foundation , the Aga Khan University , the Aga Khan Academies and the University of Central Asia are the Network's lead organisations in education.

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IB Global Politics IA - IB Examiner Advice Included

Unlock the secrets of acing your IB Global Politics IA with insider tips from a former IB Global Politics examiner! Get ahead of the game and secure your top score today!

Table of content

Ib global politics under the microscope, unpacking the ib global politics ia, getting the global politics engagement activity topic just right, appropriately engaging with the political issue, complementary research: how, where, & when to do it, breaking down the ib global politics ia written report, ib global politics ia rubric: all the tea from a-z, ib global politics engagement activity ideas, unmissable advice from an ib examiner.

This one is for all the future world leaders out there!

Let's talk about IB Global Politics IA.

You're an IB Global Politics student (the GloPo kid), a leader in the making with a curiosity to better comprehend the challenges of the changing world and become aware of how you partake in it as a global citizen. But there's a catch. Your IB Global Politics Engagement Activity (IB Global Politics IA) holds you back. You don't know which Political Issue will be your best bet, and the structure of the entire thing is throwing you off.

This is where we come into the picture ;)

Nail IB presents a detailed compilation of everything IB Global Politics IA.

A lot goes into preparing a Global Politics IA that considers all the points that could make or break your work.

This comprehensive guide will ensure you understand and efficiently execute everything seamlessly expected of you.

Be it how to focus your scope on a Research Question based on a political issue of interest or perfecting the three pillars your work stands on, mainly- Engagement, Research, and the Written Report, we have you covered.

This IA guide is a game-changer you can't afford to miss!

Your path to a neat 7 is now clear!

Before we dive deeper, refer to this IB DP Global Politics document published by the IB. This document will clear things up and assist you even starting from scratch.

It makes sense to begin at the very basics. When we talk about the IB DP Global Politics course, the unifying theme of- People, Power, and Politics comes to mind. The IB states the nature of this course to be dynamic, one that "draws on a variety of disciplines in the social sciences and humanities, reflecting the complex nature of many contemporary political issues."

That means that students are encouraged to engage in dialogue, discussion, and debate to broaden their understanding of varying viewpoints in the political context. This is done by incorporating case studies and contemporary examples, fostering active and personal learning.

For SL and HL students, the four compulsory core units included in the syllabus are:

Power, sovereignty, and international relations
Human rights
Development
Peace and conflict.

The Engagement Activity - IB Global Politics IA - is based on a political issue of personal interest, complemented with research, and is submitted by both SL and HL students for their Internal Assessment. While this report makes for 25% of the overall grade for SL students, its weightage is 20% for HL students.

Skip to our IB Global Politics IA subsection to dive headfirst into the same.

In addition to this, as a part of their Internal Assessment, HL students have to also produce two video-recorded oral presentations (10 minutes maximum each) on two case studies out of the six global political challenges (HL extension topics) as listed below:

Environment

To better understand SL and HL Global Politics courses, give these IB documents for SL and HL a good read as required.

The Engagement Activity, aka the IB Global Politics IA, is an experiential exploration of a political issue of interest undertaken by SL and HL students as a part of their Internal Assessment.

The basic Engagement Activity workflow for Global Politics is as follows:

Complementary Research
Written Report

The typical workflow is as above, but you may have to switch back and forth between stages throughout the process - conducting preliminary research on the political issue you have chosen before getting involved in the groundwork. Continuous secondary research is also a must throughout the process.

While the Assessment is based on the final Written Report submitted, all the stages are equally significant. They synchronize the student's choice of topic, planning, actions, research, and execution.

This Engagement Activity aims to encourage and bridge the gap between active and reflective engagement. For instance, a global political issue that has caught your attention can be investigated on a local level by you. This can be done by engaging with primary sources and relating this information with concepts learned in the classroom before compiling it as a report.

The written Report is a 2000-word compilation on the same political issue explored through engagement and research that is finally submitted for internal Assessment and external moderation by the IB at the end of the course.

This Report must talk in detail about the following:

What the student learned about the issue through engagement,
Analysis of the problem,
Evaluation of the problem, supported by complementary research

The Report is marked out of 20 using the assessment criteria laid out by the IB. You should go through this section on the Assessment Criteria to get a better feel of the level descriptors for Global Politics IA first-hand.

The Engagement Activity should be approached in parts:

Choosing a political issue of interest, one you can actively engage in, for example, Interviewing State authorities/Focus Groups, Actively participating in Campaigns that directly relate to the issue at hand.
Conducting additional Secondary Research
Analyzing and Evaluating the issue based on the research conducted
Compiling the Report

Now that you have a pretty good idea about the IB Global Politics IA let us go into the different components of your Engagement Activity in detail. The following sections will give you a detailed insight into the various stages of your workflow.

Getting your Research Question right is a challenge you must take seriously. A clear and specific Political Issue makes way for appropriate engagement and can make or break your IA. Selecting an issue of interest is vital as you need to justify your choice in your report via a separate meeting. To ensure your work is as honest as possible, do lots of preliminary research beforehand.

Before you kickstart with an appropriate engagement, you must identify and acknowledge some broad areas of personal interest. From Justice to Sustainability, find what interests you and explore more about it. The concepts you learn in class will help you narrow your focus to a political issue for your IA.

A basic outline of this stage should look like this:

Selecting a general area of interest
Proposing a Political Issue based on your concept/theory/idea of interest
Framing a Research Question
Thoroughly going over how you plan on engaging with the political issue
Linking the issue to your course

This stage requires proper background research. The IB states that the political issue should affect a community or society in which the student has some involvement or experiences. That is not to say you can't select an issue not directly relating to you or your local community. For instance, you wish to dig deeper into the area of Human Rights in the context of an exploited/wronged female community on the other side of the world. Here you can show your experiential perspective by working and engaging with an NGO that is closely working for the cause of this community.

We have prepared a list of IB Global Politics Engagement Activity ideas to get the ball rolling. Skip to this section to get your creative juices flowing!

Next, let us move on to the selection of an appropriate engagement.

Active engagement is the backbone of your IA as it helps you get an experiential perspective on a political issue that you cannot achieve in the confines of the classroom. This engagement makes your IA a personal exploration. You can't mess it up.

So what does the IB expect?

It expects the engagement to give you room to participate in the dynamics of real-world politics and hence experience it first-hand. It also predicts the employment to initiate contact with the stakeholders/experts in the given context.

How do you know which engagement is appropriate and which isn't?

First, let's clear something up. You can't do away with a single interview for the engagement process. It needs to be elaborate with multiple and diverse perspectives recorded. This can be done in the form of the following:

Attending group discussions, council meetings, courtroom sessions, etc
Interviewing focus groups and different stakeholders, e.g., marginalized communities
Participating in rallies, campaigns, forums
Volunteering with NGOs
Investigating
Performing with activists, etc

Before finally settling on an engagement, please answer these questions to confirm whether it is the right choice.

Is the political issue explored through the engagement identified?
Is there a clear explanation for why this particular engagement and political issue interest the student?
On the other hand, is there a clear link between employment and political issues and course content?

The following vital piece of your Global Politics IA puzzle is Complementary Research.

Complementary Research is additional Research that complements your active and reflective engagement. You can only analyze and reflect on your experiential learning with lots of credible background information. Further reading makes this possible. It helps create a link between what you have seen and learned. Besides, your primary Research has its limitations as the scope is smaller. Exploring additional information broadens your take on the issue and gives you a birds-eye view.

The secondary material you collect can be from:

Audio-Visual Sources and Images

The Research is not the focus of your IB Global Politics Engagement Activity but rather a tool to bolster your experiential learning and is a continuous process throughout your IA making.

Next comes the Written Report, the most crucial aspect of your IA since all your efforts boil down to the execution.

The Written Report is the synthesis of your experience and research combined to address the political issue and derive an answer to the research question with the help of the Analysis you perform.

There is no prescribed format for the Report. But a general rule of thumb is to follow a typical structure, including an Introduction, a Body, a Conclusion, and a Bibliography. The assessment criteria point out no particular subheadings, so you can write the Report how you want to.

The Introduction should set the tone for your IA. Here you must identify the political issue, justify your choice for the same, and the engagement activity. Further, you must link the two with your course content and eventually describe what you did on the ground and why it holds importance in the context of the political issue.
The Body should be the Analysis of the political issue based on the learnings from the engagement and insights gathered from research. You must use and highlight key concepts and ideas from the course to do the same. Remember, this is the critical reflection of your work and reading by linking it with what you learned in theory. You will have to keep improving this section repeatedly before submitting a draft encapsulating what you truly want to present.
Concluding your Report means synthesizing your findings, evaluating them, and finally ending with the research question. Here you must state your opinion on the issue and your reasoning. You can also highlight the challenges you faced and improvements that could be considered.
Finally, ensure you present an organized Bibliography. This is an essential aspect of your IA as it gives the examiner a window to your complementary research. Make it as straightforward and as detailed as possible.

The IB Global Politics Engagement Activity is marked against the following assessment criteria set by the IB.

Criterion A: Identification of issue and justification (Levels: 0-4)
the political issue is clearly and explicitly identified,
the choice of engagement and
a clear link is established between the course and the political issue explored by the engagement
Criterion B: Explanation of the meeting (Levels: 0-4)
the explanation and description of the conference are clear,
the arrangement is relevant to the political issue and
the attention helped the student improve and increase their understanding of the issue
Criterion C: Analysis of issue (Levels: 0-6)
the Analysis is clear, critical, and explored in depth using the key concepts where necessary,
the claims are justified with ample evidence
Criterion D: Synthesis and evaluation (Levels: 0-6)
the synthesis of the experiential and research-based perspectives is integrated,
the conclusions are clearly stated, balanced and consistent with the evidence presented,
the evaluation is not done based on a single view only

We have compiled a list of Global Politics IA political issues' ideas shared by the IB to stimulate your grey cells. Use these as a reference and extra help ;)

When applied to personal responsibility for war crimes and crimes against humanity, what are the strengths and weaknesses of international law?

How does the nature of democracy impact upon representation of women in politics?
How do processes of global political influence where the products we need in daily life come from, and how are they made?
To what extent can soft power be used as a means of de-radicalization for extremist Islam in the west?
How legitimate and effective are the strategies employed by NGOs in improving women's rights in country A compared to the legitimacy and effectiveness of the outside military intervention?
What impacts does " voluntarism " impact country C's local and national development?
For Secondary Research, access material available on Google Scholar and other credible and legitimate sources of information and data.
The word limit should be at most 2000 words, but if your report is too short, there is a high chance your work will not be able to fulfill all the stated requirements, and you may end up with a low score. Ensure your work is crisp and hits the nail on the head.
Acknowledgments
Contents page
Tables of statistical data
Diagrams or figures
Equations, formulae, 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
While critically analyzing your findings, give counterclaims for every point you list. Also, keep the tone of your work as course relevant as possible.
For the Bibliography, use academic definitions.
The IB emphasizes the ethical guidelines for the Global Politics Engagement Activity. It will help if you follow these guidelines before proceeding with your IA.

Here's a complete IB DP Global Politics Guide published by the IB to wrap things up. It will come in handy throughout your Global Politics course journey.

We hope this comprehensive guide answers your queries about IB Global Politics IA! For premium ib resources and directions , check out our repository!

Remember to sign up for our comprehensive video lectures delivered by IB experts and IB alums that can be found here .

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Global politics updates

This page contains the latest updates on the Diploma Programme (DP) global politics course.

The new DP global politics course will be launched in February 2024 for first teaching in August 2024. First assessment will take place in May 2026.

Below you will find an overview of the course updates. For a technical breakdown of the DP curriculum and assessment methods for this course, read the global politics subject brief (SL & HL) .

Overview of the new course

DP global politics is for students who want to understand more about how the world they live in works and what makes it change (or prevents it from changing). The course draws on a variety of disciplinary traditions in the study of politics and international relations, and more broadly on the social sciences and humanities. Students build their knowledge and understanding of the local, national, international and global dimensions of political activity and processes by critically engaging with contemporary political issues and challenges.

Flexible and integrated syllabus

The common standard level (SL) and higher level (HL) syllabus is framed around four interconnected components, each with specified prescribed content—the global politics core topics and three thematic studies:

rights and justice
peace and conflict
development and sustainability

The core encompasses wide topics linked to the nature of the subject and its key concepts. These topics find a particular expression in all the thematic studies. The prescribed content from the core can be developed within each of the thematic studies or explored separately to serve as a foundational.

The flexible syllabus allows educators to build the course around their students’ contexts and interests as well as contemporary events and developments in global politics. The course develops thinking, analysis and research skills through guided and independent inquiries into political issues and challenges, with a special focus on identifying and engaging with diverse perspectives.

Inquiry-based design

The course integrates concepts, content and contexts through inquiries centered on power and political issues and challenges.

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 political systems and actors, power interactions, frameworks, treaties and conventions, relevant terminology and analysis models.
Contexts diversify, shape and channel inquiries through contemporary real-world examples and cases.

Students in the higher level course conduct extended inquiries around global political challenges, with an emphasis on the interconnected nature of these, the complexities and tensions for addressing them, and a solution-oriented focus that highlights possible courses of action. The higher level extension is not composed by additional prescribed content, but by a set of guiding questions that structure students’ research. Students are expected to conduct research on a variety of cases that reflect diverse contexts and relate to multiple global political challenges.

Engagement and agency in global politics

One of the most meaningful pieces of the global politics course is the engagement project, during which students identify and explore a political issue that is of personal interest to them. Through documentary research and engagement with individuals and groups involved, students familiarize themselves with diverse perspectives and gather a deeper understanding of the complexities of political issues. The engagement project not only provides opportunity to link the course topics through experiential learning, but also allows students to develop a sense of agency that goes beyond the classroom.

A challenging assessment model

There are no significant changes for most of the assessment components except for the internal assessment HL oral extension, which has been removed, and a new component, which has been added to HL external assessment.

External assessment

Paper 1 (common for SL and HL) . This is a source-based paper that integrates syllabus elements from the core theme: understanding power and global politics. Stronger emphasis will be placed on the relevance and diversity of sources.
Paper 2 (common for SL and HL) . This is an extended response paper that links the content from the thematic studies (rights and justice, development and sustainability, and peace and conflict). The paper includes questions directed at one of the thematic studies as well as cross-thematic questions which foster knowledge integration.
Paper 3 (HL only) . This new component will be a stimulus-based paper linked to the HL extension inquiries around global political challenges. Students will be able to use knowledge and evidence gathered from their own researched case studies to respond to the questions.

Internal assessment

Engagement project (internal assessment). The focus of this component continues to be on experiential learning and engagement with diverse perspectives, with a strong emphasis on skills development. Further support is offered for facilitating links with the rest of the course components, as well as evidencing the importance of all related planning, researching and reflecting processes and activities for meaningful engagement.

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Comprehensive IB Global Politics SL & HL Syllabus

October 23, 2022
IB - Comprehensive Syllabus , Individuals & Societies

Table of Contents

1.1 1. Power
1.2 2. Sovereignty
1.3 3. Legitimacy
1.4 4. Interdependence
1.5 5. Human rights
1.6 6. Justice
1.7 7. Liberty
1.8 8. Equality
1.9 9. Development
1.10 10. Globalization
1.11 11. Inequality
1.12 12. Sustainability
1.13 13. Peace
1.14 14. Conflict
1.15 15. Violence
1.16 16. Non-violence
2.1 Realism
2.2 Liberalism
2.3 Capitalism
2.4 Critical theories
2.5 Relativism
2.6 Universalism
3.2 International
3.3 Regional
3.4 National
3.6 Community
4 Core units: People, Power and Politics
5 1. Power, sovereignty and international relations
6 2.Human rights
7 3. Development
8 4. Peace and Conflict
9.1 Political issues

16 key components

Power is a central concept in the study of global politics and a key focus of the course. Power can be seen as ability to effect change and, rather than being viewed as a unitary or independent force, is 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, and so understanding the dynamics of power plays a prominent role in understanding global politics.

2. 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 heart of many important issues in global politics. Some theorists argue that sovereign power is increasingly being eroded by aspects of globalization such as global communication and trade, which states cannot always 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.

3. Legitimacy

Legitimacy refers to an actor or an action being commonly considered acceptable and provides the fundamental basis or rationale for all forms of governance and other ways of exercising power over others. The most accepted contemporary source of legitimacy in a state is some form of democracy or constitutionalism whereby the governed have a defined and periodical opportunity to choose who they wish to exercise power over them.

Other sources of legitimacy are suggested in states in which such an opportunity does not exist. Within any proposed overall framework of legitimacy, individual actions by a state can be considered more or less legitimate. Other actors of global politics and their actions can also be evaluated from the perspective of legitimacy.

4. 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 for access to resources that sustain living arrangements.

Often, this mutual reliance is economic (such as trade), but can also have a security dimension (such as defence arrangements) and, increasingly, a sustainability dimension (such as environmental treaties). Globalization has increased interdependence, while often changing the relationships of power among the various actors engaged in global politics.

5. Human rights

Human rights are basic claims and entitlements that, many argue, one should be able to exercise simply by virtue of being a human being. Many contemporary thinkers argue they are essential for living a life of dignity, are inalienable, and should be accepted as universal.

The Universal Declaration of Human Rights adopted by the UN in 1948 is recognized as the beginning of the formal discussion of human rights around the world. Critics argue that human rights are a Western, or at least culturally relative, concept.

There are a number of different interpretations of the concept of justice. It is often closely associated with the idea of fairness and with individuals getting what they deserve, although what is meant by deserve is also contested. One avenue is to approach justice through the idea of rights, and what individuals can legitimately expect of one another or of their government.

Some theorists also argue that equality not only in the institutions and procedures of a society but also in capabilities or well-being outcomes is required for justice to be realized.

The concept of liberty refers to having freedom and autonomy. It is often divided into positive and negative liberty, with negative liberty defined as individuals having the freedom from external coercion and positive liberty defined as individuals having the autonomy to carry out their own rational will.

Some scholars reject this distinction and argue that in practice, one form of liberty cannot exist without the other. It is also questioned if such an understanding of liberty is sufficient for an interdependent world, in which the seeming freedom and autonomy of some may depend on lack of some forms of liberty for others. Hence, debates on equality inform our understanding of liberty as well.

8. Equality

Egalitarian theories are based on a concept of equality that all people, or groups of people, are seen as having the same intrinsic value. Equality is therefore closely linked to justice and fairness, as egalitarians argue that justice can only exist if there is equality. Increasingly, with growing polarization within societies, equality is also linked to liberty, as different people have differing possibilities to be free and autonomous.

9. Development

Development is a sustained increase in the standard of living and well-being of a level of social organization. Many consider it to involve increased income; better access to basic goods and services; improvements in education, health care and public health; well-functioning institutions; decreased inequality; reduced poverty and unemployment; and more sustainable production and consumption patterns.

The focus of development debates in contemporary global politics is on issues faced by developing countries, and on the imperative of shifting the focus from modernization (seen as Westernization). However, all societies and communities face questions about how to best promote well-being and reduce ill-being

10. Globalization

Globalization is a process by which the world’s local, national and regional economies, societies and cultures are becoming increasingly integrated and connected. The term refers to the reduction of barriers and borders, as people, goods, services and ideas flow more freely between different parts of the world.

Globalization is a process that has been taking place for centuries but the pace has quickened in recent decades, facilitated by developments in transportation and communication technology, and powered by cheap energy. It is now widely acknowledged that globalization has both benefits and drawbacks and that its benefits are not evenly distributed.

11. Inequality

Inequality refers to a state of affairs where equality between people or groups of people is not realized and the consequent potential compromises of justice and liberty. Inequality often manifests itself through unequal access to resources that are needed to sustain life and develop individuals and communities.

Consequently, the concept is closely connected to discussions of power and of who holds the rights to these resources and their proceeds. Inequality can be examined both as a phenomenon within and between societies.

12. Sustainability

Definitions of sustainability begin with the idea that development should meet the needs of the present without compromising the ability of future generations to meet their needs. Sustainability today has three fields of debate— environmental, sociopolitical and economic.

In global politics, mechanisms and incentives required for political institutions, economic actors and individuals to take a longer term and more inclusive well-being perspective in their decision making are particularly important.

Peace is often defined as both the absence of conflict and violence as well as a state of harmonious relations. Many also refer to peace as a personal state of nonconflict, particularly with oneself and with one’s relationship to others. Peace is the ultimate goal of many organizations that monitor and regulate social relationships.

14. Conflict

Conflict is the dynamic process of actual or perceived opposition between individuals or groups. This could be opposition over positions, interests or values. Most theorists would distinguish between non-violent and violent conflict. In this distinction, non-violent conflict can be a useful mechanism for social change and transformation, while violent conflict is harmful and requires conflict resolution.

15. Violence

Violence is often defined as physical or psychological force afflicted upon another being. In the context of global politics, it could be seen as anything someone does that prevents others from reaching their full potential.

This broader definition would encompass unequal distribution of power that excludes entire groups from accessing resources essential for improved living standards or well-being, and discriminatory practices that exclude entire groups of people from accessing certain resources.

16. Non-violence

Non-violence is the practice of advocating one’s own or others’ rights without physically harming the opponent. It often involves actively opposing the system that is deemed to be unjust, through for example boycotts, demonstrations and civil disobedience.

Theorists argue that non-violence can often draw attention to a conflict situation and that it could provide a fertile basis for post-conflict transformation.

THEORETICAL FOUNDATIONS:

Realists in global politics view the world in competitive terms. In a realist view, global politics is dominated by states acting in their own self-interest, prioritizing, first and foremost, national security. Relations between states are heavily influenced by the amount of power they have.

Liberals in global politics have a more cooperative view of the world. In a liberalist view, a host of actors influence outcomes in global politics and share a primary concern for justice, liberty and equality.

The economic theory of capitalism is the dominant ideology of production, exchange, distribution and consumption in the modern world, according to which the basis of resource allocation is the generation of profit.

Although there are various interpretations of how political decision-making should be involved in regulating the operation of the profit motive, all models of capitalism agree that the generation of profit is necessary for economic growth and maintenance of the global system, and generally conducive to development.

Neoliberalism is a strand of capitalism that advocates minimum political interference in the market mechanism.

Critical theories

Critical theories is an umbrella term for theoretical foundations that critique one or more major aspects of other theoretical foundations, the current world order and/ or ways of organizing life. Examples of critical theories include communitarianism, constructivism, feminism, Marxism, post-colonialism and environmentalism.

In the context of global politics, the ethical theory of relativism suggests values to be culturally and individually determined. In a relativist view, global agreements on the most fundamental aspects of human life are hence difficult to achieve.

Universalism

In the context of global politics, the ethical theory of universalism puts forward the notion of a universal human nature that transcends traditional boundaries of identity. In a universalist view, universal values are therefore possible.

LEVEL OF ANALYSIS:

In the context of the global politics course, the term global refers to events and trends that have far-reaching and long-term impact across the world, cutting across national identities and interests. Examples include, but are not limited to, climate change, migration, terrorism, epidemics, etc.

International

In the context of the global politics course, the term international refers to events and trends that have a narrower impact than global events and trends, but nonetheless have implications for several countries. Examples include, but are not limited to, the operation of various international organizations, non-governmental organizations (NGOs), multinational corporations (MNCs), international law, etc.

In the context of the global politics course, the term regional refers to events and trends that have implications limited to a particular geographic region, such as the Middle East, Latin America, Eastern Europe, Western Europe, etc.

Examples include, but are not limited to, the operation of the European Union (EU), the North Atlantic Treaty Organization (NATO), the Association of Southeast Asian Nations (ASEAN), The Arab League, etc.

In the context of the global politics course, the term national refers to events and trends that have a limited impact within the geographical boundaries of a particular country. Examples include, but are not limited to, economic crises or economic change in a particular state, political and legal reforms in a particular state, changes in the governance of a particular state, etc

In the context of the global politics course, the term local is used to refer to the geographic area in which social organization is created and in which culture is transmitted from one generation to the next. Local is defined by its inhabitants and their practices, and so can represent a geographic space as small as a gated community or as large as a city or region.

The idea of community is one of the most debated concepts in the social sciences. Communities were once thought of as geographically based groups of people with similar interests, mutual support and cultural traits.

The most commonly held view was that communities must include not only spatial and ecological definitions, but institutional and emotional ones. Recently, however, processes of globalization have led social scientists to rethink standard definitions.

Advances in communication technologies allow similar interests to be nurtured beyond physical boundaries, and the definition of community has become intertwined with debates about globalization and the role and place of people within it.

Core units: People, Power and Politics

Four compulsory units:

1. Power, sovereignty and international relations

2.Human rights

3. development, 4. peace and conflict, definition of poitical issues:, political issues.

Politics are conventionally considered to be the actions taken in the formation and maintenance of the state or other governing entity. a particular island has changed people’s dependency on outside assistance and the society’s resulting power dynamics.

Defining an interesting political issue in the wider, real-world situation they are studying is often an early and key step for students to make progress with their understanding of global politics. This is particularly important in order to see the connections between the key concepts and examples in the core units, to determine an appropriate reflective focus for the engagement activity and to select a well-defined aspect of the HL case studies for oral presentation.

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IB HL Global Politics

For students who initially enroll in IB HL Global Politics, this is a 5-credit course. In junior year, students take two mods: Power, Peace, and Well-Being; and Sovereignty, International Organizations, and Human Rights. In senior year, students take Political Engagement Activity; Oral Presentations on Case Studies; and Case Studies in Global Politics. Students who take the SL Global Politics sequence and want to change their registration after junior year to HL Global Politics must repeat Case Studies in Global Politics in senior year as a sixth total mod of Global Politics to refresh main ideas, review case studies, and prepare for the examination. (Parts of this course are also open to students taking Topics in Global Politics and IB SL Global Politics.)

Power, Peace, and Well-Being Students use realism, liberalism, and critical theory to examine different types of power, resources needed to acquire power, and examples of how individuals, organizations, and states effect change. Students also learn the difference between positive and negative peace, as well as the concept of structural violence, and use an understanding of these frameworks to identify a spectrum of conflicts in society that hinder well-being. Finally, students begin exploring development initiatives used to address conflict, improve living conditions, and strive towards peace. (This mod is also open to students taking Topics in Global Politics and IB SL Global Politics.)

Sovereignty, International Organizations, and Human Rights Students in this mod examine the notion of statehood and compare the power of states in the global system to the influence of multinational corporations, NGOs, and non-state actors. Students also develop an understanding of the history of human rights, as well as our mechanisms to monitor and enforce human rights, and the obstacles in doing so. (This mod is also open to students taking Topics in Global Politics and IB SL Global Politics.)

Political Engagement Activity This mod asks students to build on summer work they have completed related to their political engagement inquiry. Students spend this mod completing their research on their self-designed question and writing an 8-page activity report that is due at the completion of this mod for internal assessment.

Oral Presentations on Case Studies This mod gives students the opportunity to explore and investigate global political challenges through case studies. Students select a case study of interest to them personally and research and analyze it through two chosen lenses, and then prepare a ten-minute oral presentation to be delivered and recorded for submission.

Case Studies in Global Politics This mod is open only to IB diploma and certificate students. It focuses on preparing students for the IB exam, with attention to three in-depth case studies and regular exam practice, including both document analysis and regular analytical writing to demonstrate the application of political theory to current events. Students also engage in one independent research project and presentation of a case study of their choice, culminating in a multimedia presentation.

Min-Max Credit Hours: 5.0-6.0

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Price – $45 per ticket. Tickets will be on sale Monday, April 22 through Thursday, April 25 during lunch in Main Lobby. Quantity – 2 tickets per senior (yourself plus one guest) Guest Information – Guests who do not attend George School need approval through the Deans’ Office. Forms are due by Friday, May 17.

Friday, May 24, 2024 Spring Mill Manor 171 Jacksonville Rd, Ivyland, PA 18974

5:00 p.m. – Gather on Red Square. This is a George School tradition. You can invite your family and friends to come see you and take photos before you depart. 5:30 p.m. – Begin boarding the buses 5:45-6:00 p.m. – Depart for Spring Mill 10:30 p.m. – Board buses from Spring Mill back to campus

Half-day of classes for seniors Two classes in the morning plus senior assembly Dismissal at 11:35 a.m.

Boarding students who attend the dance must return to the dorms after the dance. No overnight leave requests will be approved. Day students who attend the dance cannot sleepover in the dorms.

Questions? Contact Class Sponsors Carly Wassel or Adam Wassel .

IB and AP exams begin Thursday, April 25 and conclude Wednesday, May 29. The schedule, including room locations, has been posted for students.

Please note that IB exams cannot be rescheduled and that there are strict guidelines about attendance for all external exams.

For any questions, please reach out to Abbi Tobin (Testing Coordinator) or Kim McGlynn (IB Coordinator).

Grades and Comments: Term 6 midterm grades and comments were released on Sunday, April 14 on the MyGeorgeSchool Portal.

Parents and guardians can access reports here and students can access them here .

We are looking for a few volunteers to help with another fun Commencement tradition: delivering graduation signs and mailing graduation window clings!

Questions: Contact Director of Parent Engagement Ginny Waller at [email protected] .

Get ready for Spirit Week, scheduled for the week of April 15-19 , sponsored by Student Council!

SPIRIT WEEK THEMES

Monday, April 15: BBQ Dad & Soccer Mom

Tuesday, April 16: Twin Tuesday

Wednesday, April 17 Men in Black

Thursday, April 18 Anything but a backpack

Friday, April 19 Cougar pride and “green out” for the games!

Term 6: Week 4 Schedule (4/15 to 4/18)

Math help is in MDA Library Room 201.
The Writing Center is in the MDA Café.
Science/Language help is in the MDA Café.
Schedule a virtual consultation with the Writing Center.

APRIL 10% OFF All Retiring Tree Merchandise **Select items 20% off

MAY 20% OFF All Retiring Tree Merchandise **Select items 40% off

Please email any questions to Madeline Roepcke at [email protected] .

The event will be held in the parking lot of Walton (FAC is the rain location).

Parents/Guardians: Snacks are needed for about 50-70 students. Any snack is welcome, especially those that are associated with your own family/cultural background.

Please contact Zahra Patterson (DEI Coordinator for Student Programs and Support) for details at [email protected] .

This weekend is hosted by UMOJA (George School’s black student affinity group)! UMOJA in Swahili means to strive for and maintain unity in the family and community.

🎶 Friday night = UMOJA dance from 7:00-10:00 p.m. in Marshall. All students are invited!

NSO is an exciting time for new students as they embark on their journey at GS and runs from August 28 – September 1.

August 28: NSO ends at 4:30 p.m.
August 29: 9:00 a.m.- 4:30 p.m.
August 30: 9:00 a.m.- 4:30 p.m.
August 31: Weekend Activities 12:00 – 8:30 p.m.
September 1 : 9:15 a.m.- 6:45 p.m. (dinner served)

During NSO, students will:

Meet and bond with classmates through fun group activities.
Explore Quakerism through an Essentials of a Friends Community (EFC) mini class.
Learn about the library and helpful resources available at GS.
Build skills to prepare you for your start of high school and life at GS.
Meet student mentors and learn about opportunities to get involved at school.
Get to know our friendly faculty and staff.
Experience the livelihood of campus!

What should you do to prepare for NSO?

Dress comfortably.
Bring a water bottle.
Bring your laptop and charger.
Meals will be provided.
Be ready to dive into your next adventure at GS!

All are invited to join Amedeo Salamoni’s ceramics class for a wood kiln firing on Saturday, April 20!

Parents and students: Stop by any time during the day to learn about this sustainable community tradition. Our ceramics students will be tending the wood fired kiln with wood from campus. The wood-fired kiln is located on North Loop Road (across from the Grounds building). Here is a campus map .

Participation from community members is encouraged! Bring work gloves and shoes, and enjoy community spirit!

Dear Friends,

Please join us in celebrating National Poetry Month at MDA Library’s annual Open Mic on Friday, April 19 during lunch from 11:45 a.m. – 12:30 p.m. Lunch will be provided.

Performance of original pieces—poetry, songs, spoken word—is encouraged, but not required. Sample poems will be available to read.

If you would like to perform, please sign up using this Google Form by Wednesday, April 17 : https://forms.gle/yhqp8XKYNtu1BB526

We hope to see you there!

MDA Library Staff

Alumni, parents, and friends–come and show your Cougar spirit during George School Westtown Day on Friday, April 19, 2024 !

The day will be packed with endless Cougar cheers and events. George School vs Westtown athletic competitions begin at 4:00 p.m.

Join us for a community BBQ dinner from 5:00-7:30 p.m. under a tent between Walton Center and the Meetinghouse.

We hope to see you on campus!

On Thursday, April 18 at 5:30 p.m. , we will celebrate the Class of 2024, along with their advisors, members of the George School Board of Trustees, and faculty/staff at our George School Pinning Ceremony.

A semi-formal dinner will be followed by the pinning ceremony in the Main Dining Room, where members of the board will formally welcome seniors into the George School Alumni community with the gift of a George School “Mind the Light” pin.

If any seniors have a conflict and cannot attend, they should inform their advisor.

We look forward to celebrating the Class of 2024 together this spring!

*Please note this event is for seniors, faculty, and staff only.

Jessica Harms Director of Alumni Engagement

On Monday April 8, there will be a partial solar eclipse in our area. The maximum or deepest point of the eclipse, when the Sun is at its most hidden, will occur at 3:23 p.m. and last for up to 4 minutes. Because the eclipse will be total here at 3:23 p.m., we are shortening Arrangement 1 by fifteen minutes, ending the academic class portion of our day at 3:00 p.m.

Many local school districts are closing early, which may affect students who take a bus home from school. Students who must leave school early due to bussing should connect with Laurie Moyer via Teams and will be excused. Check here for bussing information .
Safely viewing the eclipse requires proper eye protection for safety. All students and community members who wish to view the eclipse will be provided safety eclipse glasses on Red Square at the end of the class day. Ordinary sunglasses, even very dark ones, are not safe for looking at the Sun; they transmit far more sunlight than is safe for our eyes.
Athletic practices and games will be adjusted as needed to ensure student safety ; athletes should look for communications from their coaches .

College Visit Policy: The class absence must be approved at least two school days prior to the absence.

Seniors – may miss up to two class days before holiday break and two class days after holiday break to visit colleges.
Juniors – may miss two days of classes to visit colleges beginning in February.

To be excused from classes for a college visit, students are required to complete a “College Visit Leave Request” using REACH at least two school days ahead of the planned visit. The name of the college(s) they are visiting must be included on the form. They will receive permission from College Counseling, their parent(s)/guardian(s), and the Attendance Supervisor Laurie Moyer. This policy is noted on page 39 of the Community Handbook .

Requests for Scholarship Documents: Seniors must complete this Scholarship Documents Request Form: Class of 2024 if they need documents forwarded to a scholarship organization.

Save the Dates:

Thursday, May 2, 6:30-7:30 p.m. – Celebrating HBCUs Student Panel (Zoom)
Thursday, May 9, 6: 30 – 7:30 p.m. – Financial Aid 101 (Zoom)
June 6-7 & 10-11, 11:00 a.m.-12:30 p.m. – College Essay Writing Workshop (Zoom). The Class of 2025 only.

Over 70 colleges will be present for George School’s College Fair on Thursday, April 18 from 6:30-8:00 p.m. The event will be held in-person in the FAC Performance Gym.

11th graders are required to attend, and 10th graders are strongly encouraged to attend. Parents/guardians are also welcome to join their students.

For the first half of the college fair, colleges in attendance will appear “unbranded” without names or insignia visible – students are encouraged to mingle with admissions reps, ask questions, and learn about opportunities available at different campuses across the country (and the world!).

At the midway point, our colleges will reveal their identities, with students having the opportunity to meet with admissions reps in a traditional college fair format. This is a unique opportunity to not only discover new colleges of interest, but also engage with many admissions reps who represent our region!

After almost a year of assessing and evaluating the functioning of the Deans’ Office, including analysis of the community surveys last year, we have worked to create a more holistic, and thus less reactive, approach to supporting students and to improve channels of communication into, around, and out of the department.

The Deans’ Office has been renamed the Office of Student Life, with the following changes set to take place beginning in the 2024-2025 school year:

The Class Deans are:

Grade 12: Carly Wassel
Grade 11: Theresa Montagna
Grade 10: Kim Bryant
Grade 9: Lazarus Bruner, Jr.

The Office of Student Life is grateful to the community for providing valuable feedback that helped to inform this new office structure. We are excited to be expanding and shifting the office in these vital ways and enhancing our work together in support of our students.

We’re looking forward to celebrating the Class of 2024 during this year’s Commencement Ceremony on Sunday, May 26 from 10:30 a.m. to 12:00 p.m. on campus .

Review details about Commencement Week activities .

Attention Seniors: All graduation attire must be approved by Mo West or Gracie Coscia-Collins ’09 by Monday, April 29, 2024.

Stay tuned for more information as we approach the big day! 🎉⭐️🎓

Join us virtually as we discuss After the Lights Go Out by John Vercher on Tuesday, April 16 at 7:30 p.m.

All adult community members (faculty, staff, parents and guardians) are welcome to join. You can choose to attend any book club gathering that aligns with your schedule and interests; there’s no requirement to be present at all of them. Please email Danielle Carter ( p [email protected] ) to be added to our mailing list to receive the meeting link or to ask questions.

George School is committed to being a welcoming and inclusive community. Learn how DEIJ and Quakerism are woven into community life at GS from Director of Diversity, Equity, Inclusion, and Justice (DEIJ) Rachel Williams, Head of the Religions Department Tom Hoopes ’83, and current George School students.

Watch the recording here !

Join us for an exciting day of golf, food, and fun to raise funds for the George School Athletics Department!

MONDAY, MAY 6, 2024

Jericho National Golf Club, New Hope, PA

9:30 a.m. | Check-In/Driving Range Opens 10:00 a.m. | Breakfast Buffet 11:00 a.m. | Shotgun Start 3:00 p.m. | Luncheon and Awards Banquet

Review a full description of sponsorship and participant options .

Questions? Contact Ben Luber at [email protected] .

Listen to members of our arts faculty and current George School students host a discussion about visual and performing arts at George School.

Prospective families heard from the Head of the Arts Department Mo West and Director of Visual Arts and Design Danielle Picard-Sheehan.

Learn more about our athletics program with members of the Athletics Department, coaches, and current students.

Prospective families heard from Director of Athletics and Recreation Kurt Ruch, Assistant Athletic Director Ginna Lewing, Fitness and Athletics Center Manager Alyssa Batty, and Boys’ Basketball Varsity Coach Ben Luber.

Director of Admission Kim Major p ’23 & ’26 hosts a Q & A session for newly enrolled students and their families.

Current George School students hosted a Q & A about life at GS.

Interested in learning more about George School’s Academic Program and diving into the courses offered? Listen to faculty and current George School students present about academics at George School.

Prospective families heard from Director of Studies Laura Kinnel and IB Coordinator Kim McGlynn.

Questions? Contact Ginny Waller at [email protected] .

One Book, One Philadelphia is a signature project of the Free Library of Philadelphia that promotes literacy, library usage, and civic dialogue by encouraging the entire greater Philadelphia area to come together through reading and discussing a single book.

The 2024 One Book selection is True Biz , a novel by author Sara Novic and an unforgettable journey into the Deaf community through the experiences of high school students and a universal celebration of human connection.

In partnership with the MDA library, we are bringing One Book, One Philadelphia to campus this spring. There will be a series of programs throughout April and May ranging from silent reading groups to discussions in celebration of the work for anyone interested. So if you are looking for something to read over Spring Break, stop by the library to check out True Biz .

And we’re using this opportunity to officially launch Sora, a reading app for all GS community members. eBook and audiobook copies of True Biz as well as a growing collection of other popular titles will be available there. You can find Sora online or in your phone’s app store.

We look forward to reading with you.

Joelle Sanphy ’08 (she/her/hers) English Department [email protected]

Dear Artists and Creative Minds,

Theme: Inspiration Everywhere

Inspiration can be found in every corner of our lives. Whether it’s in nature, everyday objects, personal experiences, or emotions, there is beauty waiting to be discovered. We encourage artists to explore this theme and share their unique interpretations through their artwork.

Submission Guidelines:

Eligibility: Open to all faculty and staff of George School.
Artistic Medium: We welcome submissions in a variety of mediums, including but not limited to painting, drawing, sculpture, ceramics, photography, digital art, collage, and mixed media.
Size and Specifications: Artwork should be ready for display, 2D work should be framed and wired to hang. 3D work should be pedestal ready (pedestals will be supplied if needed).
Submission Deadline: May 1, 2024
How to Submit: Please email digital images of your artwork to [ [email protected] ] with the subject line “Community Art Exhibition Submission.” Include your name, title of the artwork, medium, and a brief description.
Selection Process: Submissions will be reviewed the Gallery Coordinator. Selected artworks will be notified via email.
Exhibition Dates: The Community Art Exhibition will take place at the Walton Lobby Gallery from 12/2/2024-2/17/2025.
Opening Reception: There will be an opening reception to celebrate the artists and their creations. Light refreshments will be served. (Date TBD)

Important Notes:

Artwork must be original and appropriate for display in a school setting.
Artists are responsible for delivering their artwork to Amedeo Salamoni in Hallowell Arts Building.
Delivery of Artwork: Delivery instructions and times will be sent upon acceptance into exhibition. (Contact Amedeo for delivery arrangements).

This Community Art Exhibition serves as a platform for creative expression and collaboration within our school community. We look forward to receiving your submissions and witnessing the beauty and diversity of artistic talent at George School.

Thank you for your participation and support!

Amedeo Salamoni

George School will again be offering online courses in US History as an alternative to the academic year version of the course. Students could choose Summer US History during Course Selection. However, enrollments will not be finalized until their parent/guardian reviews and agrees to the terms and conditions.

Director of Admission Kim Major p ’23 & ’26 will be available for a Q & A session for newly enrolled students and their families.

Monday, April 8 at 7:00 p.m.

Join the Zoom event here! Meeting ID: 810 5986 2330 Passcode: 603095

Parents/guardians of accepted students are invited to join current George School parents/guardians on Zoom to ask questions and build community. We look forward to connecting with you!

Saturday, April 6 at 10:00 a.m.

Join the Zoom event here! Meeting ID: 850 8447 3483 Passcode: 544158

The 4-Year Senior Photo will be taken on Monday, March 11 for seniors who have been at GS all 4 years. This yearbook tradition will be captured on the “Stairs To Nowhere” on campus at 11:40 a.m.

As tradition dictates you must be wearing white on top and have started your GS career in your 9th grade year. Please be there promptly at 11:40 a.m., dropping your backpacks on the opposite side of the street as you arrive. The photo will take about 10 minutes.

Cori Seraydarian ’91 Dorm Parent, Yearbook Sponsor

Parents/guardians: Please consider hosting a student over the upcoming Spring Break. Contact [email protected] for more information or to sign up.

Day students who park their cars on campus during the school day must complete the Vehicle Registration Form and send it to [email protected] . Both the student and their parent/guardian must sign the form. Students will receive an email when their decal is ready for pickup.

If a student registered a vehicle last year, they do not need to register it again, as long as the decal is still on it.
Any car that was registered to a sibling who has graduated needs to be re-registered to the current student.

Contact Joyce Falsetti at [email protected] with any questions.

Virtual Advisor Meetings with parents/guardians will be held on Thursday, February 8 from 8:00 a.m. to 3:00 p.m.

Schedules will be available on the Parent Portal on Tuesday, February 6 .

Contact Gayle Kowalewski with questions at [email protected] .

Spring Break begins at noon on Thursday, March 14. Students are expected to depart campus by 6:00 p.m. unless they are international students who are flying out of the country.

Boarders return on Monday, March 25, and classes resume on Tuesday, March 26. International students who are flying back to campus from out of the country may return on March 24 if needed.

On Thursday, March 14 we will offer the following shuttles to nearby transit hubs:

12:30 p.m. to PHL Airport ($55)
12:45 p.m. to Trenton Train Station ($25)
12:45 p.m. to Newark Liberty Airport ($55) and JFK Airport ($75)
7:00 p.m. to JFK Airport ($75)

On Monday, March 25 we will offer the following shuttles picking up at nearby transit hubs:

2:00 p.m. pickup at PHL ($55)
5:00 p.m. pickup at PHL ($55)
6:00 p.m. pickup at Trenton Train Station ($25)
8:00 p.m. pickup at PHL ($55)

Pickups at Newark Liberty Airport and JFK Airport will be scheduled based on demand. While we can always schedule a pickup through our partner Sterling Limousine, we cannot offer shuttle rates unless we have four or more passengers on a given trip.

Shuttle fees are applied to your bill from George School. Students do not need cash or a credit card to pay or tip our shuttle drivers.

All families receiving financial aid are required to reapply each year . The Financial Aid Office sent all returning families who are currently receiving financial aid a detailed email about the process. Please complete your financial aid application by the January 15 deadline .

In recognition of Martin Luther King, Jr. Day of Service on Monday, January 15, the PGA will support the George School community in collecting items for the following organizations:

100 meal kits and 100 hygiene bags for TASK ( Sign-up here! )
100 meal kits for A Woman’s Place ( Sign-up here! )
After school snacks for Pennsbury Kids ( Sign-up here! )

Items for these organizations can be placed in specially marked bins in the Dining Room (or dropped off at the FAC on January 15 from 10:30 a.m. – 12:00 p.m.)

Students will partner with their advisors to collect items for the Cradles to Crayons organization with their collection . If you wish to donate items, and do not have a designated collection space, please bring items to the nearest classroom with a designated space for donations. Items will be collected between January 4-12 and on January 15.

The following is the item list for Cradles to Crayons:

Clothing (new or gently used)
New socks and underwear
Pajamas (new or gently used)
Winter coats, hats, gloves/mittens
Sweatshirts/hoodies and sweatpants
Shoes, boots, and sneakers (toddler sizes 4–13 and adult sizes 1–10)
Books (ages 0-12)
New arts, crafts, and school supplies
New hygiene items
Unopened diapers, pull-ups, and diaper wipes

This virtual lunch and learn series for parents/guardians was presented by Evonna Bruner ’99 (Director of Learning Center Services) and discussed how to support students through understanding executive functioning and how to gain tools to effectively support their students’ success. Check out the recordings below if you were unable to attend!

S.T.E.P.S. To Supporting Executive Function in Students Lunch & Learn Series:

November 8: Watch the recording here .
November 10: Watch the recording here .
November 29: Watch the recording here .
December 6: Watch the recording here .
December 13: Watch the recording here .

Questions? Contact Evonna Bruner ’99 at [email protected].

Coleen Ruch joined the George School community in 2019. She has spent most of her professional career educating young children. She was the assistant director of Germantown Academy’s Child Care Center and taught preschool for over a decade. She is mom to five children, and her two youngest are students at George School. Coleen enjoys time with her family, spending summer days in Cape May, and hanging out with her Labradors, Jack and Lady.

Mike Bailey came to George School in 2017 as the Interim Senior Athletic Director after an extensive career in fitness, camps, and coaching, including Head Track and Field Coach at the University of Southern California where he coached and assisted several Olympians. He also worked as Director of Youth Sports, including Summer Camp, at Asphalt Green and was the Director of Global Leadership Camps at the Dwight School.

Joe Swadlow is the Upper Camp Division Leader at George School Day Camp. Joe has been at GSDC every summer since he was 10 years old. He has been a camper, CIT, Counselor, and now Division Leader. Joe graduated from Temple University with a degree in Secondary Education and History and currently works in the Council Rock School District as a middle school social studies teacher. Outside of camp, you can find Joe playing tennis, reading history books, and spending time with friends and family.

MIKE BAILEY, CAMP DIRECTOR

Phone: 215.579.6689 Email: [email protected]

Address: George School Day Camp PMB 4587 1690 Newtown Langhorne Road Newtown, PA 18940-2414

Cold and Flu season is underway! One of our responsibilities as community members is to work together to keep our community healthy. Please do your best to help prevent the spread of flu and the common cold by following these simple steps:

1. During winter break, schedule a flu shot and make sure you are up-to-date with COVID boosters over break to help prevent infection with the flu— both are available at most national pharmacies and through your healthcare provider.

2. Practice healthy hygiene:

Cover your nose and mouth with a tissue when sneezing or coughing and dispose of the tissue immediately. Cough or sneeze into the bend of your elbow.
Wash your hands frequentl y with soap and warm water for at least 20 seconds. Use hand sanitizer if soap and water is not available. Always follow with soap and water as soon as it is available.
Disinfect frequently touched surfaces and shared items at least once a day.
Wear a mask if you have viral symptoms.

3. If you are sick:

Day students: If you are sick, stay home. Only return to school once you are naturally fever free (temp below 100.4 degrees without Tylenol or Motrin) for at least 24 hours and once symptoms have improved.
Boarding students: Report to the health center for evaluation. Distant bordering students will be admitted to the SHWC for symptom management. Local boarding students (within a 2 hour radius of campus) should plan to go home until naturally fever free (temp below 100.4 degrees without Tylenol or Motrin) for at least 24 hours and once symptoms have improved.

On Friday, January 5 and Saturday, January 6, Freedom from Chemical Dependency (FCD) Workshops will be offered by Hazelden Betty Ford representatives online via Zoom for George School students. These workshops are required for all ninth graders, new tenth graders, and eleventh graders .

FCD Workshop Schedule:

Friday, January 5:

Group 1: 3:30 – 4:40 p.m.
Group 2: 6:30 – 7:40 p.m.
Group 3: 8:00 – 9:10 p.m.

Saturday, January 6:

Group 4: 8:30 – 9:40 a.m.
Group 5: 10:00 – 11:10 a.m.
Group 6: 12:30 – 1:40 p.m.
Group 7: 2:30 – 3:40 p.m.
Group 8: 6:30 – 7:40 p.m.
Group 1: 3:40 – 4:50 p.m.
Group 2: 6:40 – 7:50 p.m.
Group 3: 8:10 – 9:20 p.m.
Group 4: 8:40 – 9:50 a.m.
Group 5: 10:10 – 11:20 a.m.
Group 6: 12:40 – 1:50 p.m.
Group 7: 2:40 – 3:50 p.m.
Group 8 : 6:40 – 7:50 p.m.

In keeping with best practices and current technology, George School is upgrading our point-of-sale system in the school store. The new system will be in effect when students return to campus in January 2024. Beginning January 1, 2024, students will only be allowed to charge school-related supplies and toiletries to their families’ school account. Snacks, drinks, clothing, gifts, and incidentals must be paid via cash or a George School Debit account. The new system will also accept bank credit and debit cards, ApplePay, and tap-to-purchase for purchases over $10.00. It is recommended that any student wishing to make GS ID card purchases or withdraw cash using their GS ID card have a George School Debit account set up before January 1, 2024.

George School partners with MyKidsSpending for George School Debit accounts. MyKidsSpending allows you to manage and supervise your child’s spending online or via their app.

ALL families who choose to provide a George School Debit Account for their child must create a MyKidsSpending account to facilitate school store purchases and cash withdrawals for their students. Accounts should be created prior to January 1. Create a George School Debit Account for your child . (No action is required for families who have already created a George School Debit Account via MyKidsSpending).

Questions? Email [email protected]

Class of 2024 Liaisons, Jonell Copeland and Brigitte Walker-Quinn, have started a PGA WhatsApp Group for the Class of 2024 .

The group is intended for anyone to share news, important dates, reminders, etc., with fellow parents and guardians of seniors.

All are invited to join Amedeo Salamoni’s ceramics class, and Carter Sio’s woodworking class, for wood milling and kiln firing on Saturday, October 28!

Parents and students: Arrive between 9:00-11:00 a.m. for hot cocoa, cider, and treats! You can stop by any time during the day to learn about this sustainable community tradition. The wood-fired kiln is located on North Loop Road (across from the Grounds building). Here is a campus map .

We will be sawing Ash logs into dimensional lumber from Ash trees located on campus–this wood is used for the woodworking program. In addition, our ceramics students will be tending the wood fired kiln. Participation from community members is encouraged! Bring work gloves and shoes, enjoy treats, and community spirit.

Involvement: Basketball, Soccer, Track, Ultimate Frisbee, French Club, MATES (School publication for STEAM subjects), MSA (Muslim Students Association)

Fun Fact: I am a triplet and have been playing soccer with my siblings for 8 years!

Laith was drawn to George School because he loved the dorm community at and how everyone is connected, in addition to the large number of courses and options for involvement and academics offered at George School.

Involvement: Fencing, Softball, Volleyball, Instrumental Music, Model UN, SAMOSA Club, Speech and Debate

Favorite Place on Campus: The tree swing between the tennis courts and Hallowell!

“My favorite GS memory is when Pete Holland, Dave Nolan, and their bandmates perform songs during lunch time. My friends and I enjoy watching, catching up, and eating ice cream.”

Involvement: Cheerleading, Volleyball, Dance, UMOJA, Inclusion Committee, Student Council, GS Thrift, Student Advisory Board

Advice for Incoming Students : “At GS, teachers, faculty, and staff really get to know their students and help them adjust to the workload and campus life.”

“I like being a boarding student because it is easy for me to focus on work but also have fun and be with my friends during breaks. A quick trip down the hall gives me a quick laugh and I can just as easily get back to homework!”

Involvement: Cheerleading, Track, Volleyball, LASO (Latin American Student Organization), Open Doors Club, Goldfish n Java, Book Club

Favorite Place on Campus: A three-way tie between South Lawn, the painting studio, and the gym!

“Growing up in a multicultural household (Cuban and French), and having lived in multiple different countries has absolutely shaped my worldview and instilled in me a deep appreciation for diversity and inclusivity. I looked for a place that could replicate the exciting blend of cultures and experiences I had encountered. George School, with its diverse and inclusive community, proved to be the place that fulfilled these wishes.”

Involvement: Football, Golf, Ski and Snowboard Club, Fencing

Fun Fact: I came to George School as a sophomore and can share my experience with other transfer students!

“My favorite place on campus is the Mollie Dodd Anderson Library. Whether it was spending lunch there studying for a big test or doing homework at study hall I’ve always felt calmed by this place.”

Involvement: Volleyball, Instrumental Music, MedForum, Psychology, Red Cross Club

Favorite Class at GS: AP Psychology with Joanna Sima

“I love being on the volleyball team. I have experienced the strongest sense of community on the team, and coach Dave Nolan never fails to create a loving, inclusive environment. There is no better place to grow and learn with the support of your peers other than a sports team, where you can strive to adapt a character that you may have not known you had in you before.”

Involvement: Equestrian, Psychology Club, Anthropology Club, Art History Club

Favorite Class at GS: Psychology

“I love being a boarding student because I love the caring dorm environment and the fun activities that we do together. As international students who first came to George School during the pandemic, we got support from many teachers, staff members, and dorm parents even before we landed at the airport.”

Involvement: Cheerleading, Volleyball, Dance, UMOJA, MedForum, UNICEF, SAB (Student Activity Board?)

Favorite Class at GS: Memoir to Service, a service learning course that visits a Senior Living Community on a weekly basis.

“Being a boarding student is an experience I truly cherish. I love the sense of community that comes with living on campus. I’m surrounded by peers who share similar goals and aspirations, creating an environment where friendships are easily formed and support is always within reach.”

Involvement: Model UN, Climate Action Club, Women’s Empowerment Club, Outdoor Games Club, Med Forum, Field Hockey, Lacrosse, Swimming

Favorite GS Memory: Going on the South Africa Service Learning Trip!

“The relationships I have formed with my teachers and adults in the community are one of the reasons I have felt so at home at George School. It is rare to have a school where the students have the ability to connect with teachers outside of the classroom, and it is a large part of what makes our school so special.”

Involvement: Cheerleading, Tennis, Dance, Amnesty, SEASU, MedForum

Favorite GS Memory: Picnics with friends on the field by the woods!

“I was first drawn to George School because of the beautiful college-like campus. I like walking to each of the individual buildings for different subjects, and I also liked how they offer the IB diploma to anyone who wants to do it.”

Involvement: Equestrian, Vocal Music, Instrumental Music, Standing Room Only (Leader), SAGA

Fun Fact: I am going on the Service Learning Trip to Vietnam!

“My favorite memory is Holiday Meeting for Worship. Junior year, I was in the orchestra and the music that we played was beautiful, the ambiance was magical, and I loved the experience of playing with the orchestra for the first time.”

Involvement: Golf, Soccer

Favorite Place on Campus: Red Square

“My collection has allowed me to get to know people on campus that I may not have gotten to know. It almost feels like a second home as it’s a place to just have fun, relax, and catch up.”

Involvement: Track, Vocal Music, Theater, Instrumental Music, Student Council, Model UN, UMOJA

Favorite Themed Weekend: Harvest Weekend!

“As a Quaker school, we value kindness, diversity, peace, and accepting the cultures of others, all of which are things I greatly value myself. These values have made such a great impact on my time at George School and has made school feel like my second home.”

Involvement: Volleyball, Dance, Model UN, FBLA (Future Business Leaders of America), MATES (School publication for STEAM subjects), Student Council, Speech and Debate

Favorite Themed Weekend: Student Council (STUCO) Weekend!

“The very first thing that struck me on my tour of George School was the camaraderie, warmness, and acceptance of the school community. It was amazing to me that I had the option to start my own club, put together fundraisers, organize collaborations, and practice sports I loved in state of the art facilities”

Involvement: Soccer, Track, Student Council, UMOJA, Model UN, Lego Club

Favorite Class at GS: Graphic Design with Susan Ross

“Something I love about George School is the access to outdoor activities that are available for everyone almost all the time. I especially like going on walks with my friends during the lunch period and just enjoying the sunny weather during the spring term.”

Involvement: Cross Country, Equestrian, Swimming, Tennis, Red Cross Club, Art History Club, Model UN, Food and Culture Club

Favorite Class at GS: Spanish with Cheri Mellor

“Living in Upper Drayton, I truly feel I am at my home. My dorm parents Mike and Ioanna are so nice and warm, they always offer care and help to the residents. Plus, I love the crepes and other food Ioanna makes every weekend!”

Involvement: Baseball, Soccer, Theater,

Favorite Class at GS: Ceramics

“One positive relationship I have is with Vince Campellone, who is the head baseball coach and the head grounds keeper on campus. I’m extremely lucky that I’m able to have him as a coach. One thing I admire in him is his devotion to the school and dedication to everything he does.”

Involvement: Cheerleading, Softball, Dance

Favorite Dining Hall Meal: Grilled cheese!

“Softball has taught me many valuable lessons like the importance of hard-work and teamwork. It has also taught me to take risks and step out of my comfort zone. It was definitely intimidating at first, especially since this was my first time playing the sport, but once I pushed through, and I grew as both an athlete and a person.”

Involvement: Baseball, Soccer, SRO (Standing Room Only), Table Top Club, GS Thrift

Favorite Place on Campus: The Music Studio

“The energy that George School and the community brought to learning was inspiring. George School made me see my own potential. Not only did George School open my eyes to the academic possibilities, it welcomed me into a community that is inclusive to all gender and sexualities. George School gave me the opportunity to express myself and be the best me I could be.”

Involvement: Cheerleading, Volleyball, Theater, LASO (Latin American Student Association), Women’s Empowerment Club

Favorite Dining Hall Food: Grilled Cheese or Chicken Sandwich!

“Learning to live in the dorm has been one of the best experiences of my life. My favorites memories have been getting ready for school dances in the dorm bathroom and taking pictures or saying goodbye to our prefects by making toilet paper dresses for commencement. Also, sitting on the south lawn with my closest friends and some music admiring the bright colors of the sunset makes my day at George School better.”

Involvement: Basketball, Tennis, Lacrosse, Model UN, SEASU, Women’s Empowerment Club

“Growing up in Newtown, the only Korean person I ever met was my mom. After spending two years at George School, I have met so many people from Asia and learned about their lives and experiences. I think growing up in a diverse environment is so important because it reflects how we will behave as adults.”

Involvement: Cross Country, Swimming, Instrumental Music, Chess Club, Music Club, Amnesty, UMOJA

Favorite Part of the GS Community: It allows you to choose your own adventure and pursue your interests!

“The diversity of George School is what attracted me to the school. The opportunity to meet and collaborate with others from different cultures, backgrounds, and experiences really stood out to me.”

Involvement: Baseball, Football, Robotics Club, Model UN

Favorite Themed Weekend: Student Council Weekend

“George School is a great school with amazing teachers and a strong community. I was able to see this right away during my tour and when I was looking into the school.”

Involvement: Cross Country, Track, Volleyball, SAMOSA, Amnesty, Model UN, MedForum, Book Club

Favorite Class at GS: Creative Writing

“I like being a day student because I get to meet people from all over the world! I also like to participate in all the different activities on campus while still being able to go home at the end of the day.”

Involvement: Field Hockey, Lacrosse, Climate Action Club, Camping Club, Yearbook Club (Senior Editor)

Fun Fact : I am going on the India service trip during term 4!

“When I first toured campus, I quickly was made aware of the amazing financial aid packages that George School has to offer to all types of families in need. Meeting with financial aid officers who specialize in making kids’ dreams come true is the reason I was able to come to George School and experience a high school career like no other!”

Involvement: Volleyball, Theater, ARGO, Ski Club, LASO (Latin American Student Organization), Physics Research Team

Favorite Themed Weekend: Homecoming Weekend!

“My advisor has been there for me and I’ve come such a long way since freshman year because of her. I’m truly a different student. She’s there for me for not only for any academic needs I have, but everything that comes with being a high schooler.”

Involvement: Lacrosse, Swim Team, Investing Club

Favorite GS Memory: Winning the FSL championship last winter as Team Captain of the Swim Team!

“My teachers have always been there to help me while working on challenging projects. This experience can be found in every classroom on campus and that is what makes George school special.”

Involvement: Tennis, Instrumental Music, Table Top Club

Fun Fact: I went on the Tanzania Service Trip!

“My favorite place on campus is South Lawn because it truly embodies the feel of community that George school provides. Being able to watch the sunset light up and paint the sky over the trees on the west side of campus is where I’ve spent my favorite nights at George School.”

Involvement: Basketball, Soccer, Lacrosse, Theater, Ski Club

Fun Fact: I am a tri-citizen of the TCI, the UK, and USA

“My service trip to Greece was the most amazing experience I have had at George school. Overall, the trip was amazing, and changed my perspective on the world as well as opening me up to new passions.”

Involvement: Volleyball, Swim Team (Manager), Vocal Music, Theater, Black Student Union, UMOJA

Favorite Class at GS: IB Literature with Adam Wassel

“The George School dress code has been created in a way that is understanding toward people of all sizes, races, and religions. This is something that many other schools don’t have. I appreciate that I can feel comfortable in my skin at George School.”

Involvement: Golf, Cheerleading, Theater, SAGA, Photo Club, SEASU

Favorite Class at GS: Photography

“What I love about the gym here at George School is how everyone is so supportive of each other. One of the trainers who supervises the gym helped me when I first stared weightlifting. Anytime I would make a new lifting weight record for myself, he would high five me. It’s moments like these where I love George School the most. It helped me to be more confident and make new friends.”

Harleysville, PA Day Student She/her

Involvement: Basketball, Track, Climate Action Club

Favorite Class at GS: IB HL Global Politics with Meredith Baldi

“Basketball is a huge part of my life, and I love playing for the Varsity Basketball team! We have great coaches who care about our development and amazing resources to ensure our success! Being part of a team, especially here at George School, is an experience I hope everyone is able to have in their high school career.”

Involvement: Tennis, Ultimate Frisbee, Volleyball, Theater, UMOJA

Favorite Place on Campus: South Lawn

“The sense of community felt at George School is probably the highlight of the school in my eyes. As soon as I first stepped on campus, I saw students who genuinely wanted to be there. Whether it be kids having fun on Red Square or in Marshall, there’s never a dull moment and everyone always has a good time being together.”

Involvement: Cheerleading, Swimming, Instrumental Music, Anthropology (Leader), UMOJA (Leader), SEASU (Leader), LASO (Latin American Student Organization), UNICEF, Climate Action Club, Women’s Empowerment Club

Fun Fact: I went on the Service Learning Trip to Rome, Italy where we followed the plot of the Aeneid in person!

“The dorms have really been a place where I have made my closest friends here at George School. My most treasured memories include setting up a movie in the common room while making waffles, running around the floors while getting ready for prom, laughing and doing karaoke in the bathroom every night, or just sitting in my friends’ rooms and chatting until it’s time to go somewhere.”

Involvement: Basketball, Football, Lacrosse, Peer Group, Legos and Eggos, SAMOSA (Leader)

Favorite Class at GS: IB Theory of Knowledge with Kyle Abbott

“I love playing Spikeball on campus. Most of the school is gathered in one central area for almost an hour every single day participating and watching Spikeball games. It has been a great way for me to meet new people and form new relationships.”

Applications are now open for 2024-2025 service trips !

Students must apply for any trip on which they wish to go on. To apply, students must write a 1-2 page essay or record a 1-2 minute video of themselves responding to the following questions:

Why do you want to participate in this specific trip?
What are you hoping to learn from this course and experience?
What skills or experiences do you bring to the group, which you believe will enhance the experience for the whole group?
Is there anything else you would like the trip leaders to know about you and your interest in this trip?

Open to the Class of 2025 and 2026

About: Students in this course read, appreciate, and analyze Vergil’s Aeneid in English and use it to develop the skills of discussion, close reading, literary analysis, and writing for a credit in English. For a Latin credit, students establish an understanding of the craft of translation, comparing published English translations of excerpts of the text and composing their own. They also enhance their translating skills while learning about the legends and history of Rome’s founding, the historical events surrounding the Aeneid’s composition, and other historical episodes relevant to the Aeneid by reading excerpts of other texts in Latin.

During the travel segment of the course, students trace a portion of Aeneas’ journey from the ancient city of Troy in modern-day Turkey, to Mt. Etna (the home of the Cyclops) in Sicily, to Rome itself, stopping to explore Pompeii along the way. We visit relevant archeological sites, explore art and history museums, and read Latin inscriptions in situ. The trip will also fulfill the GS service requirement. While in Naples and Rome, we will join a local group dedicated to the improvement and beautification of public spaces for a history walk and clean-up of areas of historical significance. During the on-campus portions of the course, the students will put their Latin knowledge to work by helping local middle school Latin students.

Requirements: This trip involves extensive walking and moderate hiking. Students must have taken at least Latin 1.

Course Credit: Students earn 1 credit in language, 1 credit in English, and fulfill their service requirement. IB diploma candidates will be able to use this experience for their Creativity, Activity, and Service (CAS) project.

Trip Leaders: Sharada Shreve-Price and Adam Wassel

Trip Price: $ 4,475

About: This course will introduce students to the diversity of life in the rainforest and the knowledge and worldview of indigenous peoples. From the perspective of biology, students will study tropical forest ecology and conservation, the dynamic ecology of the Amazonian Rainforest and Amazon River, the diversity of plants and animals, the interactions between species, and the challenges facing the rainforest today. In the English component, students will get acquainted with how indigenous peoples in the Amazon view the relation between human and nature by studying the writings and the oral storytelling of indigenous peoples. Students will compare the indigenous and non-indigenous perspectives and evaluate how the stories we tell can affect the actual environment.

Requirements: In order to safely participate in the planned activities, students should be able to:

Walk in the woods in muddy and uneven terrain for more than a mile
Sleep in a hammock

Course Credit: Students earn 1 credit in science, 1 credit in English, and fulfill their service requirement. IB diploma candidates will be able to use this experience for their Creativity, Activity, and Service (CAS) project.

Trip Leaders: Bob Fest and Ariadne Costa

Trip Price: $5,495

About: This course explores: (1) the history of storytelling (myth, oration, theater, etc.) in Ancient Greece and its impact on human belief and relationships, with an exploration of how storytelling can forge relationships and reinforce ethical behaviors, (2) the current refugee crisis and its human impact, (3) media-making and journalism, equipping students with the tools they need to tell their own stories for social change. Students develop an academic foundation of storytelling and its history, an in-depth understanding of the political and social factors contributing to the refugee crisis, with a specific focus on the media’s impact on how we view issues in the refugee crisis, as well as the role NGOs and individuals play in humanitarian aid.

Students explore photography, graphic design, podcasting, and filmmaking as powerful media for sharing stories. Students will spend the majority of their travel in Athens, with a few notable trips to surrounding regions in Greece, to reinforce and deepen this learning and volunteer with organizations like Love Without Borders for Refugees in Need and Shedia Street Paper to learn firsthand about refugee experiences, the power of art to connect and educate people, and the role of constructive journalism. Upon return, students will host an art show at George School where they will share their experiences and use art and media to educate our local community about the refugee crisis in Greece.

Requirements: Students should be familiar with media tools for this trip, and be able to walk several miles and carry equipment weighing 20-25 lbs.

Course Credit: Students earn 1 credit in history, 1 credit in art, and fulfill their service requirement. IB diploma candidates will be able to use this experience for their Creativity, Activity, and Service (CAS) project.

Trip Leaders: Meredith Baldi and Prescott Seraydarian

Trip Price: $4,475

Open to the Class of 2026 and 2027

About: This course will explore the complex and often challenging interactions between humans and wildlife. We will examine the ecological, cultural, and historical dimensions of these interactions, as well as the root causes of conflict. We will also discuss multidisciplinary frameworks for understanding and addressing human-wildlife conflict, and we will learn from the lessons of practitioners who are working to promote coexistence. This course will specifically focus on human-wildlife conflict and coexistence in the Southern African nation of Botswana.

Requirements: Students will be required to participate in a 2–3-week field project in Botswana. Students will work on solution-based projects related to human-elephant and human-cheetah coexistence in Botswana. Students will learn about the different methods that are being used to reduce human-wildlife conflict, and they will have the opportunity to participate in the use of some of these methods in the field. Students will work with Ecoexist (Human-Elephant coexistence) and Cheetah Conservation Botswana (Human-Cheetah coexistence).

Course Credit: Students will receive 1 credit of Science and fulfill the George school service-learning requirement. IB diploma candidates in the class of 2026 will be able to use this experience for their Creativity, Activity, and Service (CAS) project.

Trip Leader: Bob Fest

Trip Price: $6,575

About: In this combined course and immersion trip, students will experience the richness of Peruvian culture, from the beginning of its history as the oldest civilization in the Americas to its modern-day reputation as the pride of South American cuisine. This 7th term course will include a historical overview, the study of indigenous communities, exposure to Peruvian literature, contemporary culture, environmental issues, and the development of sociocultural competence in preparation for a meaningful in-country experience.

The June 2025 trip that follows will be led by the Global Works organization which incorporates a combination of service and tourism experiences. In addition to exploring spectacular ancient ruins in the Sacred Valley, learning about the indigenous culture, visiting artisan markets and local farms, the group will help in a special needs school and learn about the traditional Quechua lifestyle in the village of Kayllarakay. Travel locations include Lima, Cusco, Urubamba, Calca, Pisac, Aguas Calientes, and Machu Picchu. Students will spend 7 days and 6 nights in homestays in Calca where they will have an authentic immersion experience with Peruvian families.

Prerequisites: Two mods of Spanish III or higher. This course may not count as the third term for IB SL and HL candidates. However, it could be added as an elective fourth mod.

Course Credit: Students earn 1 credit in language and fulfill their service learning requirement. IB diploma candidates in the Class of 2026 will be able to use this experience for their Creativity, Activity, and Service (CAS) project.

Trip Leader: Rachel Hudson

Trip Cost: $4,895

General questions can be directed to Service Learning Coordinator Meredith Baldi at [email protected] .

Curriculum and travel-specific questions should be directed to trip leaders:

Bonaire: Chris Odom & Edna Valdepenas
Brazil: Bob Fest & Ariadne Costa
Greece: Meredith Baldi & Prescott Seraydarian
Italy/Turkey: Sharada Shreve-Price & Adam Wassel
Philadelphia: Zahra Patterson
Botswana: Bob Fest
France: Theresa Montagne
Peru: Rachel Hudson
Poland : Adam Wassel

About: This trip offers participants an immersive tour of several Holocaust-related historical sites in and around Krakow, Poland. Four of our eight days abroad will be spent at Auschwitz, both the main camp (Auschwitz I) and its auxiliary, Auschwitz II/Birkenau. Our itinerary in Poland will be set by the CANDLES Holocaust Museum and Education Center, founded by Auschwitz survivor Eva Mozes Kor. Participants will experience Kor’s journey through her audio tour, learn the history of authentic sites with professional guides, and become witnesses both to historical atrocity and to the healing power of forgiveness. Eva’s son, Dr. Alex Kor, will accompany our group and offer personal insights.

Days not spent visiting Auschwitz will be spent visiting Holocaust-related sites walkable from Krakow (Plaszow concentration camp, Oskar Schindler’s enamelware factory, Krakow ghetto fighters memorial, remains of the Krakow ghetto wall, the former Jewish quarter of Krakow). Additionally, we will visit some sites important to Polish culture and heritage, which may include the Wieliczka Salt Mine, Wawel Castle, and/or St. Mary’s Cathedral. Participants should expect to walk the equivalent of 3-5 miles per day.

Prerequisite: “Encountering the Holocaust through Literature” elective course (English Department).

This trip does not offer academic credit, but is an optional experiential addendum to the George School course “Encountering the Holocaust through Literature.”

Trip Leader: Adam Wassel

Trip Cost: $5,125

About: This interdisciplinary combined course and trip begins with classroom instruction Term 7 and culminates with travel to France, offerent students a firsthand experience related to their five-week classroom studies. This course, taught in French, focuses on essential themes in French history and culture, utilizing authentic materials such as press articles, videos, podcasts, historical documents, comic books, children’s books for assessment in listening, speaking, reading and writing and writing skills. Topics include the discovery of prehistoric cave art, Roman Gaul, and Quaker history in France, with a particular emphasis on Paris and the South of France. Environmental considerations in travel, such dining and transportation choices, are integrated. We will be spending 10 days at La Maison Quaker in Congénies, 3 days in Sarlat, and 3 days in Paris before returning to the States. This program involves collaborative efforts with the aging Quaker community at La Maison Quaker in the South of France. Activities include restoring historic gravestones, preserving Quaker life stories and learning the art of boutis for contributing to a quilt panel representing La Maison Quaker.

Requirements: Participants should be available for a weekend training session during Term 7, and they will share their reflections on George School’s social media before the trip’s conclusion. Physical requirements include the ability to complete 3-5 hours of work each day during the service portion of the trip with the range of motion expected for a variety of typical household tasks (bending, lifting, scrubbing), manage their own luggage on public transportation and on foot, and walk an average of 20,000 steps on days when we are sightseeing.

Prerequisites Two mods of French III or higher. This course may not count as the third term for IB SL and HL candidates. However, it could be added as an elective fourth mod. Bilingual students (French – English) are encouraged to apply.

Course Credits: Students earn 1 credit in language and fulfill their service learning requirement. IB diploma candidates in the class of 2026 will be able to use this experience for their Creativity, Activity, and Service (CAS) project.

Trip Leader: Theresa Montagne

Open to Classes 2025 and 2026

About: This course explores contemporary topics in the prison abolition movement. It also provides an historic overview of the role of incarceration in the development of the modern world. Students learn how literature serves as a lifeline for incarcerated people and how literary expression is used as a vehicle for change. Students read the work of abolitionist poets, incarcerated writers, and volunteer with transformative justice organizations in the Philadelphia area. Workshops and trainings will include strategies in anti-violence organizing, grassroots publishing, and political advocacy. Field trips to Philadelphia and the surrounding areas help students understand the impact of mass incarceration on communities. Volunteer opportunities include shipping and packing books with Books Through Bars and supporting advocacy with Youth Art and Self-Empowerment Project and the Coalition to Abolish Death by Incarceration.

Requirements: Students are expected to maintain a journal in which they take notes, write reflections, and imagine a gentle world. At the end of four weeks of coursework, volunteer work, and workshops, students take a four-day retreat to understand the role of self-care in activist work and begin to imagine their final projects. Then, in the final week of the course, students conduct research and complete a traditional essay or creative project to build on and respond to their learning experience. Students may also conceive an advocacy campaign that directly supports the work of an abolitionist organization.

Course Credit: Students earn 1 credit in history, 1 credit in English, and fulfill their service requirement. IB diploma candidates will be able to use this experience for their Creativity, Activity, and Service (CAS) project. This domestic-travel course requires parental consent.

Trip Leader: Zahra Patterson

Trip Price: $975

About: The combined Science and English courses explore reef ecology and human relationship to the sea. In addition to the study of Derek Walcott’s poetry, students will study a dynamic mixture of marine studies, physics, biology, chemistry, ocean science, ecology, and technology. This trip is designed to give students a unique and close-up immersive experience on the Caribbean island of Bonaire and in the waters surrounding it. Field work and environmental service components include coral restoration projects in the laboratory and underwater; in-water sea turtle surveys; scientific data collection of invasive species, coral health, and marine life; and beach, mangrove, and underwater cleanups.

All students must know how to swim and must demonstrate competency and comfort with scuba diving in the George School pool prior to the trip. Students who are not scuba certified will be trained on campus as part of the pre-travel coursework by a PADI-certified scuba instructor (Chris), and, by the end of the course, will receive their PADI Open Water Diver (OWD) certification. The immersive experience has set a goal of being 100% carbon neutral. To that end, students must demonstrate a commitment to environmental stewardship by altering some of their personal habits and behaviors to completely offset the negative environmental impact of traveling to Bonaire.

Requirements: Prior to acceptance for the trip, students must (1) complete a medical questionnaire, (2) swim 200m unassisted, (3) float for 10 minutes, and (4) pass a 60-second snorkel test. While on the trip, students must be able to carry their own scuba gear (approximately 50 pounds).

Trip Leaders: Chris Odom and Edna Valdepeñas

Trip Price: $4,895

Attention Class of 2027 Parents/Guardian: Travel learning opportunity for ninth grade students

Human Geography introduces students to the “Why of Where.” Using The Netherlands as our case study, students will explore the country by bike, riding town-to-town to examine the traditional and global influences on the landscapes and culture of Holland.

Highlights include learning how painter Vincent Van Gogh was influenced by Japanese art, visiting a floating dairy farm, exploring the silver trade and the skills of the silversmith, discovering how windmills are used in water management, and meeting with city planners to understand how the city center in Utrecht became car-free.

DATES: Depart: Saturday, June 1, 2024 Return: Sunday, June 16, 2024

APPLICATION MATERIALS: Student Application Form Parental Consent Form

*Applications are due Wednesday, November 1, 2023. Families are notified by Friday, November 17. This experience is designed for students in the Class of 2027 who have completed Human Geography.

Read the trip itinerary and learn more here!

Involvement: Fencing, Volleyball, Dance, UNICEF, Psychology, FBLA, Amnesty, Asian Student Union

Favorite Activity as a Boarding Student: Stargazing with friends on South Lawn

“Sophomore year, I started a UNICEF club here at George School and I’ve had so much fun with this club ever since. Having never started a club before this, UNICEF was really a chance for me and the members to explore and take initiatives in advocacy while gaining lifelong memories.”

Involvement: Volleyball, Lacrosse, Biochemistry Club, SEASU, Orchestra, Community Wellness Committee (CWC), GS Science Olympiad

Favorite GS Memory: Hosting a picnic under the cherry blossom trees during AP/IB exam season in the Spring to destress with friends.

Elizabeth finds community through her collection, her friends, and dorm parents. As a boarder, she views her dorm members as her second family, and appreciates how they all take care of each other throughout the school year.

Yardley, PA Day Student She/her

Involvement: Cheerleading, Lacrosse, Vocal Music, Jazz Club, Goldfish n Java, Student Council

Favorite GS Memory: Winning the last cheer competition of the year and celebrating all of their hard work throughout the season!

“I chose to come to George School because I was excited to start fresh. Coming to George School from public school meant new people, harder classes, and better athletics. Overall, I was just excited to make new first impressions and learn to become the best version of myself.”

Involvement: Book Club, Model UN, Community Chorus, Theater, Vocal Ensemble

Favorite Place on Campus: The Cherry Grove on South Lawn

Elspeth describes her collection as a strong, cohesive community inside the larger community of George School. Her advisor, Eric Wolarsky, provides advice for those who need it and her collection is composed of a group of students with varied GS experiences, such as people in different grades, from different countries, and who are both boarders and day students.

Involvement: Cross Country, Swimming, Theater, Model UN, Film Club (leader), ARGO (editor)

Favorite Place on Campus: Underneath the skylight at the Mollie Dodd Anderson Library

“My favorite class was the very first class I took at George School, Essentials of a Friends Community, with Pete Holland. It was just such a great class to start my GS career with, and an excellent introduction to the values and traditions of George School.”

Involvement: Field Hockey, Ultimate Frisbee, Softball, Theater, Thrift Club, Goldfish n Java

Fun Fact: I started the Ultimate Frisbee team and also organized two live music festivals!

“One of my favorite activities to do on campus is go on walks in the vast woods that we have. It’s always really peaceful to go on a walk and I’ve found so many cool niche spots on campus that I’ve been able to show my friends.”

Involvement : Lacrosse, Soccer, Goldfish n Java Club, Thrift Club

Fun Fact: My brother is also a George School student! (Class of 2025)

“I love being a day student because it allows me flexibility with my schedule. It allows me to be able to do sports on campus and off campus really easily, and it also gives me the option to go back to GS when I want to to do the weekend activities GS offers.”

Involvement: Cross Country, Softball, Track, Instrumental Music

Favorite Place on Campus: The swing on South Lawn

“I decided to attend George School because of all of the opportunities I saw here. It is also set up much like a college campus, so I know that I will be well prepared when the time comes for me to go to college.”

Involvement: Lacrosse, Soccer, Climate Action Club

Favorite GS Memory: Storming the lacrosse field after a memorable win

“As an international student, I really like the birthday celebrations that Orton (Dormitory) puts on for every member of the community. It is one of the many traditions that makes boarding life feel more like living at home.”

Involvement: Cross Country, Swimming, Track, Science Olympiad, USAYPT (United States Association for Young Physicists), Food and Culture Club, Astronomy Club

Favorite Subjects at GS: Science and Art

“I really love the support system my collection provides. I feel my collection is becoming a second family. Everyone in the collection is there for both your triumphs and struggles, and they really care about helping you through them.”

Pennington, NJ Day Student She/her

Involvement: Basketball, Volleyball, Vocal Music, SAMOSA, Women’s Empowerment

Fun Fact: I play travel basketball outside of school and travel the country with my team for tournaments and showcases.

“I have always gone to public school growing up and moved once so I’ve been through lots of change. Also, switching to a private school is a big step. I was nervous at first, but George School was the perfect place for me!”

Involvement: Softball, Tennis, Goldfish n Java (leader), LASO (Latin American Student Organization)

Fun Fact: I was born in Brazil and have lived in Madagascar, Lesotho, and Colombia since then! I also speak Portuguese.

“I wanted to go to a school that could push me and be challenging while at the same time not be too competitive. Since being here, I don’t feel as though I am constantly trying to stay ahead of everyone, but instead I find myself working together with my friends and teachers to do better as a whole.

Involvement: Basketball, LASO (Latin American Student Organization), Women’s Empowerment Club, Morgan’s Message

Why she chose George School: “A perfect combination of a strong academic program, a great basketball coach, and an extremely diverse student body”

Whether it be teachers, coaches, classmates, teammates, or advisors, Bree has met people at George School who care about each other and the community. Bree has learned that at George School the faculty and staff care for the students and are invested in their growth.

Involvement: Cross Country, Swimming, Standing Room Only (SRO), MATES (School publication for STEAM subjects), GS Athletic Media Team, Psychology Club

Favorite Place on Campus: The Mollie Dodd Anderson Library

George School gave Celine a chance to explore her previous passions in a new setting. Live Music Weekend is her favorite weekend where students can sing and play music, reminding her of the past eight years she spent in the most famous Children’s Choir in Shanghai.

Involvement: Baseball, Cross Country, Theater

Favorite Class at GS: Painting and Drawing

Jerry loves being a boarder at George School because of the constant support and community. For example, during the week of the school musical, Jerry returned to his dorm after a late night of rehearsal to his roommates waiting for him in the lobby to congratulate him and his castmates on their hard work.

Involvement: Cross Country, Field Hockey, Lacrosse, Volleyball, Climate Action Club, Book Club, Thrift Club

Favorite Class at GS : AP U.S. History

Ivy’s favorite parts of the day are getting fresh air on her walk between classes and eating at the picnic benches outside of Main. Her best memories of George School have been made while sitting on those benches eating lunch with her friends and relaxing under one of the many trees on campus between classes.

Involvement: Equestrian, Swimming, Theater, Instrumental Music, Psychology Club, Plant Club, Science Olympiad

Fun Fact: I travel around the world every year with my family and I have been to more than 20 different countries. I love doing exciting sports such as rock climbing, skiing, ice skating and snorkeling.

“George School is famous about its wonderful and diverse group of students, it makes me feel safe and welcomed as an international student in this community.”

Involvement: Soccer, Swimming, Tennis, SAGA, Percussion Club (co-leader)

Favorite Place on Campus: Betty’s Place or the Woodshop!

Irina chose George School for the loving community she grew up with at Newtown Friends School. She hopes to show prospective students that it is possible to maintain good grades and a social life on campus while pursuing all of your interests at George School.

Involvement: Cheerleading, Vocal Music, UMOJA, Women’s Empowerment

Favorite GS Memory: Volunteering at the Haunted Trail Walk during Haunted Hayride Day

“I had come from a small Quaker school, and I wanted to continue being in a community that was as respectful, diverse, and fun as the one I came from. When I toured George School, I immediately felt that same sense of community, and I knew this was the right place for me!”

Involvement: Soccer, Ultimate Frisbee, Vocal Ensemble

Favorite Class at GS: AP Language and Composition with Joelle Sanphy

“If you asked 14-year-old me what 16-year-old me would be like, he wouldn’t guess it in a million tries. George School has taken all of the areas I lacked in and transformed them into the highlights of my character and I can’t wait to see what I will be like my senior year.”

Involvement: Field Hockey, Lacrosse, Tennis, Climate Action Club, Ski Club, Yearbook Committee

Favorite GS Memory: Bonding with her teammates during preseason on the tennis team

“Being able to be outside in between each class and walking to each building in the fresh air and sunlight is such a special gift we have as students here. When I catch myself taking it for granted, I have to stop and just look around at the beautiful buildings, trees, and nature that surrounds me.”

Involvement: Soccer, Softball, Ultimate Frisbee, Dance, ARGO, Thrift Club, Climate Action Club

Fun Fact: My mom is a George School alumna!

“I’m so happy I am a boarder because I love the moments that spontaneously happen in the dorm, like when everyone on my hall ends up watching a tv show together, or just laughing with my friends before lights out.”

Involvement: Lacrosse, Women’s Empowerment, Dance, UNICEF, ARGO, Climate Action Club, Thrift Club

Favorite GS Memory: Dancing to “Closing Time” by Semisonic to celebrate the end of Live Music Weekend

“I chose George School because not only did the community and environment seem like the place I wanted to put myself, I learned what it was like to be in the George School community. It is a place that highlights inclusivity and equality as well as the strive to push and challenge students to do their best in and out of the classroom.”

Involvement: Tennis, Softball, Equestrian, Basketball

Favorite Themed Weekend at GS: Harvest Weekend

Charlotte knew George School was the high school for her because of the instant connection and kindness from everyone on campus. Even when doing virtual zooms, everyone was so friendly and willing to answer any questions she had.

Involvement: Field Hockey, Lacrosse, Student Council, Women’s Empowerment Club, Morgan’s Message

Favorite Themed Weekend at GS: Student Council Weekend

For Caroline, community comes from sports, where she adores her teammates and looks forward to seeing her friends at every practice, workout, or game—even if it is early in the morning. The bus rides back from field hockey and lacrosse games have become her favorite memories at George School.

Beijing, China Boarding Student He/him

Involvement: Fencing, Tennis, Soccer, MATES (School publication for STEAM subjects), Math Team, Psychology Club, Chess Club

Fun Fact: I started Fencing Club with my advisor, Kai, who also happens to be my teacher, club sponsor, coach, and dorm parent!

“I believe that boarding has helped me build relationships with those who I normally would not have interacted with. When you are living with others in such a close environment, you eventually start to know everyone and get close with them.”

Henryville, PA Boarding Student She/her

Involvement: Volleyball, Vocal Music, Theater, LASO (Latin American Student Union), Film Club

Favorite Place on Campus: The Music Studio!

“Everyone has been so welcoming and encouraging ever since I first stepped foot on campus for Celebration for Accepted Students Day. George School has allowed me to become comfortable in my own skin and has encouraged me to explore many things that I didn’t have the opportunity to try before coming here.”

Bethlehem, PA Day Student She/her

Involvement: Lacrosse, Field Hockey, Morgan’s Message, Prom Committee

Favorite Themed Weekend at GS: LASO (Latin American Student Organization) Weekend

As a member of the lacrosse and field hockey teams, her favorite place on campus is the turf field where she finds camaraderie with her teammates. Being a part of a close knit team offers endless support on and off the playing field.

Involvement: Cheering, Tennis, Softball, Model UN, ComEngineering

Why she chose George School: “It was the school that wished me ‘Happy Birthday’ while I was applying”

“I am able to be my true self in front of my advisor and she’s become my second mom. She’s always the first person I would go to whenever something comes up and I love how patient and helpful she is.”

Plainfield, NJ Boarding Student She/her

Involvement: Volleyball, Dance, UMOJA

Favorite Dining Hall Food: Waffles with applewood bacon

“I love holiday weekend because it’s a time when I see our campus light up the most. It’s a time where we gather together to see the beautifully decorated meeting house and a time I truly enjoy.”

Philadelphia, PA Day Student She/her

Involvement: Equestrian, Climate Action Club

Favorite Class at GS: Spiritual Practices for Wellbeing with Robert Mooney

“The riding team is what drew me to look at GS, and was the ultimate attraction when I toured. After touring, though, I fell in love with the outdoor campus, the old buildings, and the huge painting and drawing studio. Colby interviewed me and we immediately got along so well. I loved how respected and seen I felt during my interview and I really saw myself growing at George School.”

Feasterville, PA Day Student She/her

Involvement: Dance, Theater, UMOJA, Thrift Club

Favorite Class at GS: Dance and Creative Process

“Creativity is a large part of how I identify and truly makes me who I am. George School is a great place to help you discover those little things that make you different that you can include in your work to make it great.”

Beijing, China Boarding Student She/her

Involvement: Cross Country, Curious George, Yearbook, Art History Club, Anthropology Club

Favorite Class at GS: AP Language and Composition with Kyle Abbott

“My favorite George School memory would be when I first sang the George School hymn at the start of my sophomore year. It was the first time that I experienced a whole school gathering and shouting ‘George School!’ It empowered me with school spirit and forever love for my high school.”

Involvement : Soccer, Swimming, Vocal Music, Red Cross Club President, UNICEF, MedForum, Amnesty, Thrift Club

After transferring to George School her junior year, Hannah was immediately welcomed into the George School community. Gathering with her advisor and collection weekly helped her cultivate a strong support system and friendships as a new student on campus. “When I first walked on campus for my tour, I felt at home.”

Newtown, PA Day Student He/him

Involvement: Baseball, Football, Lacrosse, Model UN, Ski and Board, Robotics, Yearbook Club

Favorite Class at GS: Global Politics with Dar Sheth

Axton is an International Baccalaureate (IB) Diploma candidate and practicing Quaker with a passion for history. Whether he is studying or collaborating with friends, he enjoys spending his time in the back tables of the Mollie Dodd Anderson Library.

Tim has been with George School for over 15 years and brings with him many years of restaurant and catering experience. Tim shows his passion for food everyday, not only by creating all of George School’s menus, but by leading his team in making all recipes from scratch. Tim is dedicated and proud to be part of the George School community.

ON THE MENU

Pesto Chicken
Cheese Tortellini
Zucchini & Squash
Rustic Italian Chimichurri Sauce Watermelon, Cucumber & Basil Salad
Panzanella Salad

Students, faculty, and staff are welcome to meet Tim on Wednesday, September 13 in the Dining Hall and ask him any questions they may have!

Visit the Health and Wellness Guidelines page for guidance on how our community manages contagious illnesses on campus.

Did you know that MDA Library provides access to OneSearch , a discovery system that simplifies access to our vast collection of digital and print resources? This powerful tool allows you to search for books, e-books, articles, and other materials all in one place from the library webpage .

Instead of searching through multiple databases and websites to find the resources you need for your assignments, projects, or lesson plans, you can save time and focus on what really matters: your research.

OneSearch makes it easy to filter results by type, date, subject, and more in addition to providing recommendations for related resources based on your searches. Whether you are a community member looking for research materials, teaching resources, an article blocked by a paywall, or your next great read, OneSearch will make your search more efficient.

The MDA Library team is available to provide support and training to help you get the most out of this new tool. Visit our website to explore OneSearch and incorporate it into your work, teaching, and research.

Questions? Email [email protected] or book a research consultation here .

Join current George School students for a Q & A about life at GS on Tuesday, March 28 at 7:30 p.m. ET.

Watch the recording here .

Director of Admission Kim Major p ’23 & ’26 will be available for a Q & A session for newly enrolled students and their families on Thursday, April 6 at 7:00 p.m. ET.

Meeting ID: 810 5986 2330 Passcode: 603095

Get ready for the 2023-24 school year! Bookmark www.georgeschool.org/backtoschool , your planning hub for the 2023-24 school year, to refer to as you plan for the coming year.

Questions? Visit our Parent/Guardian FAQ page for more information about life at GS.

Enrollment Process: George School Admission Team , 215.579.6547 Financial Aid: Mike Murray , Director of Financial Aid, 215.579.6550 Billing, Payments, or Insurance: Rose Rosenberg , Accounts Receivable Specialist, 215.579.6510 Registration: Registration Team Transportation and Residential Life: Deans’ Office , 215.579.6589 Health and Wellness: Student Health and Wellness Center, 215.579.6715 General Questions: George School Admission Team , 215.579.6547

Dear George School Students,

Do you remember the moment you said “yes” to GS?! For so many, attending the Celebration for Accepted Students (CAS) IS that moment. Every year, the Admission Office works to create an exciting, special, fun-filled experience for our newly accepted students… and we need YOUR help to make the 2023 CAS our best event yet!

This year, there will be two CAS days: March 30 and April 4.

Families will come to campus and attend programming throughout the morning and afternoon to get a sense of what George School is all about. We will need high-energy, dynamic, positive student volunteers to help families navigate campus; answer questions about life at GS; run icebreakers and other games; and so much more. If you are interested in being a Student Volunteer, please fill out this form at your earliest convenience.

Thank you! The Admission Team

Attention Parents/Guardians: The Admission Team is looking for parent volunteers to help out with Celebration for Accepted Students (CAS) on March 30 and April 4.

If you are interested in being a volunteer, please contact Admission Visit and Outreach Coordinator Deb Soufleris at [email protected] .

IMAGES

Global issues in IB Lang/Lit by Fran Crouch on Prezi Next
Course Outline
IB Diploma Global Politics Resources
IB global politics presentation by Ahmad Ander Qaisar on Prezi
Revise IB: Global Politics TestPrep Workbook (SL & HL)
IB Global Politics

VIDEO

This World Oral Health Day, Be Sensitive with your Time
Countdown to Paper One
IB 글로벌 콘퍼런스 대구 개최
IB Global Conference
AIB Journals Webinar #32: MNEs’ Navigation of Rising Nationalism and Political Tensions
IBDP Global Politics

COMMENTS

The Global Politics HL Extension Task (Oral Presentation) Structure
HL Global Politics students are required to do two oral presentations are (in total) worth 20% of your final mark in the course. (10% for ET1 and 10% for ET2) That's a lot. And, as you may have noticed, there are quite a lot of boxes you're trying to tick in this time. This article will help you go step-by-step as you prepare your extension ...
Overview: Global Politics HL Presentations
Overview: Global Politics HL Presentations. This is an overview of the extra two video-recorded oral presentations HL Global Politics students must complete. For the presentations, a political issue must be discussed in detail. This is similar to an IA: you can research it, practice it, and perfect it in your own time.
IB Global Politics HL Oral Presentations
Share your videos with friends, family, and the world
IB Global Politics IA examples
An analysis of the role of political failure in the exacerbation of the Housing Crisis in the United Kingdom. IA Global Politics HL 7. Fast track your coursework with mark schemes moderated by IB examiners. Upgrade now 🚀. Promoted. Advertise with Clastify.
IB Global Politics: A Complete Guide
The IB Global Politics syllabus is split into core units and optional themes, fostering a comprehensive understanding of global political issues. The core units cover four key areas: 'Power, Sovereignty, and International Relations', 'Human Rights', 'Development', and 'Peace and Conflict'. Each unit provides a foundation in political theory ...
PDF International Baccalaureate Diploma Programme Subject Brief
sion: global political challenges Two video-recorded oral presentations (10-minute maximum each) of two case studies chosen from two dif-ferent HL extension topics. 90 20 IV. Sample questions Paper 1 • According to the stimulus material, what are three advantages of NGOs over other actors in global politics?
HL Presentation of Global Politics
Hey all, I am, Monika Agarwal, an examiner of HL Extension and paper 2 of Global Politics. I am presenting my understanding of this assessment component.Here...
The Global Politics Extension Task (ET) Oral Presentation Structure
HL Global Politics students are required to do double oral presentations are (in total) worthwhile 20% of your final mark included the course. (10% required ET1 and 10% for ET2) The HL Extension focused in Global Politic Challenges is a compulsory internally assessed component for total HL pupils and shall worth 20% of autochthonous final grade.
PDF Global politics guide
About the IB. 2 Global politics guide. The IB mission statement. What is an IB education? Programme standards and practices. Access and inclusion policy. Learning diversity and inclusion in IB programmes: Removing barriers to learning. Meeting student learning diversity in the classroom. The IB guide to inclusive education: A resource for whole ...
PDF Individuals and societies: Global politics
The aims of the global politics course at SL and at HL are to enable 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
Subject Overview: Global Politics HL
The EA is a 2000-word report that written about a political issue that you have actively participated in - whether that's volunteering in NGOs, running an in-school campaign about environmental issues, or interviewing relevant figures. 2 Video-Recorded Oral Presentations. These presentations have a maximum time limit of 10 minutes each.
Overview : Global Politics
Global Politics is a group 3, also known as Individuals and Societies, subject. The subject dispenses to appreciate the complex nature of politics in a local, national, international, and global manner. Global Politics' main aim is to enable students to understand the relation between the key political concepts with contemporary political ...
Welcome to IB Global politics
Welcome to IB Global politics. The new course is here. If your exams are in May 2024, Nov 2024 or May 2025 keep using the 2017 syllabus. If your exams will be in May 2026 or later choose the new syllabus. GloPoPolis is a free online textbook and resource site for IB Global politics. It is not an IB copublished resource.
Global Politics oral presentations
From 15 to 18 June 2020 Diploma Programme (DP) 1 students gave oral presentations on several topics for their Global Politics course as part of their Internal Assessments. The 10-minute virtual presentations marked one of the many highlights of the Aga Khan Academy's online learning experience. ... (IB) Global Politics course is an extremely ...
Studying global politics
For more information on global politics, please familiarize yourself with global politics guide available on the global politics page on the programme resource centre. Learn more about global politics in a DP workshop for teachers. Global politics subject brief. Subject briefs are short two-page documents providing an outline of the course.
IB Global Politics IA
The Engagement Activity - IB Global Politics IA - is based on a political issue of personal interest, complemented with research, and is submitted by both SL and HL students for their Internal Assessment. While this report makes for 25% of the overall grade for SL students, its weightage is 20% for HL students.
Topics
Topics for global political challenge. Topic 1: Environment. This topic provides an opportunity to explore political issues connected to the environment through a case studies approach. Many of the topics, political issues and key concepts encountered in the core units of the course are also central to discussions of the environment.
IA: Global Challenges Presentations
IB Global Politics HL Oral Presentations - YouTube. Introducing the HL Extension. The aim of of HL Extension is to erforschung global political challenges through a case study how. You must select couple of this following six topics and, for each fallstudien study, give adenine 10 minute presentation toward an audience.
Global politics updates
The new DP global politics course will be launched in February 2024 for first teaching in August 2024. First assessment will take place in May 2026. Below you will find an overview of the course updates. For a technical breakdown of the DP curriculum and assessment methods for this course, read the global politics subject brief (SL & HL) .
PDF IB Global Politics Sample Key Concepts
These cartoons about interdependence, human rights, development, and confl ict are helpful in starting the conversation about global politics. When looking at interdependence, you can brainstorm about the different ways nations depend on each other for survival and security. Human rights are supposed to be universal; however, can you think of ...
Comprehensive IB Global Politics SL & HL Syllabus
16 key components. 1. Power. Power is a central concept in the study of global politics and a key focus of the course. Power can be seen as ability to effect change and, rather than being viewed as a unitary or independent force, is as an aspect of relations among people functioning within a social organization.
The Global Politics Extended Essay Structure
Tim helps students with IB Global Politics, Business Management, Economics, History, English IOs, Biology IAs and College Admissions essays. Here is a step-by-step structure you can follow if you're doing your Extended Essay in Global Politics. This post is up-to-date (and it includes a lot of helpful links).
IB HL Global Politics
For students who initially enroll in IB HL Global Politics, this is a 5-credit course. In junior year, students take two mods: Power, Peace, and Well-Being; and Sovereignty, International Organizations, and Human Rights. In senior year, students take Political Engagement Activity; Oral Presentations on Case Studies; and Case Studies in Global Politics. Students...

IB Global Politics IA examples

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All Global Politics IA Examples

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Overview : Global Politics

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AKA Mombasa IB School Profile 2022-2023

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IB Global Politics IA - IB Examiner Advice Included

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Global politics updates

Overview of the new course

Flexible and integrated syllabus

Inquiry-based design

Engagement and agency in global politics

A challenging assessment model

External assessment

Internal assessment

IB CRASH COURSE FOR MAY SESSION 2024

Comprehensive IB Global Politics SL & HL Syllabus

16 key components

2. Sovereignty

3. Legitimacy

4. Interdependence

5. Human rights

8. Equality

9. Development

10. Globalization

11. Inequality

12. Sustainability

14. Conflict

15. Violence

16. Non-violence

THEORETICAL FOUNDATIONS:

Critical theories

Universalism

LEVEL OF ANALYSIS:

International

Core units: People, Power and Politics

1. Power, sovereignty and international relations

2.Human rights

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