International Baccalaureate

2019-20 IB Application

2019-20 IB Application.pdf

Rising IB Meeting Powerpoints

RisingSeniorRegistration.pdf (268.2 KBs)

risingJuniorRegistration.pdf (153.2 KBs)

IB Downloads

Developing your CAS Project.pdf (76.5 KBs)

Effective Citing and Referencing.pdf (2.5 MBs)

Extended Essay Guide.pdf (2.7 MBs)




FMHS_0728_LANGUAGEPOLICY.pdf (112.8 KBs)


General IB Information

IB History

The idea of an International Baccalaureate---that is of an international university entrance examination that could be taken and recognized in any country---was first conceived by a group of educators in the International School of Geneva in conjunction with other international schools in Wales, New York, Teheran, Copenhagen, Paris, Frankfort, and Montevideo. Among the concerns of the founders was the ever increasing emphasis on education as the mere delivery of information, the related fragmentation of knowledge, and the crowding out of aesthetic and creative experience.

In 1963, a grant from the Twentieth Century Fund made it possible for the International Schools Association to set up a group of educators to continue planning for the International Baccalaureate. Their studies and discussions and the programs that resulted also received substantial support from the Ford Foundations. The International Baccalaureate Program was formally initiated in Geneva in 1965.

By 1980, twenty national governments were providing financial support, and International Baccalaureate Programs were operating on five continents and in thirty-six countries. Today, there are more than 1000 member schools in over 100 countries around the world. Students have been admitted to more than 2500 universities, colleges, or other institutes of higher education, in many different countries.

The International Baccalaureate Office in Geneva is represented in Canada and the United States by the International Baccalaureate North America, Inc.(IBNA), a tax exempt, publicly supported corporation charted in New York. Almost seventy-five percent of the IBNA’s incomes is derived from foundation grants including The College Board, Exxon Education Foundation, Armand Hammer Foundation, IBM World Trade, The New York Times, Western Electric Fund, et .al.

The IB Diploma Program at Fort Myers High

Fort Myers High School is one of 40 IB schools in Florida, and one of over 1300 in the world. IB is a two year pre-university course of study designed to fulfill the higher academic standards of a mobile society and to foster global tolerance. Lee County, like many other school districts, offers two years of additional study as preparation for the IB. Students enroll in Pre-Diploma in grades nine and ten and then advance to IB in grades eleven and twelve.

The effectiveness of the IB Diploma Program is due not only to the depth of the individual courses, but also to the comprehensive nature of the entire program. Students must take courses in six academic areas. Diploma candidates also participate in community service and a unique course called Theory of Knowledge. Students who earn the IB diploma can be awarded advance standing at universities throughout the world.

The ideal IB student combines intellectual potential with motivation and a love of learning. As students progress through four years of the Program, they will demonstrate superior performance in higher level thinking skills such as analysis, synthesis, and evaluation; acquire breadth and depth of knowledge in literature, science, and other areas; develop the ability to communicate in writing with a high degree of competence; become proficient in research and independent studies; and be leaders in service to others.

At this time, there are 800 students in the Pre-Diploma and IB Diploma Program at FMHS. Many of the Pre-Diploma and IB students are involved in band, orchestra, drama, student government, and sports. One of the benefits of the IB program is that students learn how to manage their time and learn the importance of self discipline. Those learned behaviors are valuable for young adults as they go on to further education and careers.

The IB program is for students who strive to do their best. To date and collectively, FMHS IB students have earned over $25 million in scholarships, and they have been accepted to prestigious schools nationally and internationally.

IB Mission Statement---Education for Life

Through comprehensive and balanced curricula coupled with challenging assessments, the International Baccalaureate Organization aims to assist schools in their endeavors to develop the individual talents of young people and teach them to relate the experience of the classroom to the realities of the world outside. Beyond intellectual rigor and high academic standards, strong emphasis is placed on the ideals of international understanding and responsible citizenship, to the end that IB students may become critical and compassionate thinkers, lifelong learners, and informed participants in local and world affairs, conscious of the shared humanity that binds all people together while respecting the variety of cultures and attitudes that makes for the richness of life.

IB General Description

The International Baccalaureate Diploma Program is designed to meet the highest standards required of any high school student in the world. Successful completion of the Diploma Program earns the student a diploma recognized for university admission throughout the world and for course credit and academic placement at 1000 leading colleges and universities in the United States.

The IB Diploma Program is a system of syllabuses and examinations based on the idea that general education at the upper secondary level should encompass the development of all the main powers of the mind through which the student interprets, modifies, and enjoys his/her environment.

Embracing the last two years of secondary education, the curricula of the Diploma Program incorporates standards that assume a high level of achievement during the prior years. The subjects are outlined according to six areas:

  • Language A (English)
  • Language B (Foreign Language)
  • Individuals and Societies (Social Studies)
  • Experimental Sciences
  • Mathematics
  • Arts and Humanities

In addition to the above courses, the IB Diploma Candidate must also take a unique course called Theory of Knowledge, participate in an intensive community service project, and write an extended essay. At FMHS and many other accredited schools, a Pre-Diploma curriculum for the ninth and tenth grades has been developed to prepare students for the full IB diploma that they can earn in the eleventh and twelfth grades.

University Recognition

Many colleges and universities recognize the rigor and demands of the IB Diploma Program. At some universities (including the Florida University System), up to one year’s credit is given for the successful completion of the IB Program. IBO has posted this information on the world wide web. Access it by pointing your browser to Click on Diploma Programme. Choose University Details.

Elizabeth G. Vermey, the Director of Admissions at Bryn Mawr College has this to say about the International Baccalaureate:

"We have been admitting students with the IB Diploma since 1975 and have found them to be superbly prepared for Bryn Mawr. . .

Because the IB jibes so well with our faculty’s idea of a liberal-arts curriculum, we decided to offer a full year’s credit to any student who came to us with a score of 30 or above on the full Diploma. We had already been giving college credit for high grades on individual Higher Level exams (following our policy of giving course credit on the Advanced Placement examinations of the College Board). But it soon became clear to us that the full IB was something more than the sum of the parts in a way that three or four AP’s were not, or not so necessarily, in that it insured all the elements of breadth, coherence, basic writing, research and analytical skills, as well as, in most cases, some practical and community experience."

Clifford Sjogren, formerly of the University of Michigan and the University of Southern California, has written:

"The best predictor of academic success is precious academic performance. Students who elect and satisfy the standards of a rigorous and demanding program in high school are the ones best suited to benefit from the intellectual environment at university. A transcript reveals a student’s enrollment in IB courses and serves notice to the admissions officer that the applicant is someone who accepts rather than avoids educational challenges. Further, a successful IB student will enroll with some advantages over students who have taken less intensive programs. The educational sophistication that students develop through an experience in an IB program will serve them well at institutions that attract serious students. Other advantages include increased self-confidence that comes from classroom experience with college-level academic material, a sharing of intellectual activities with the best students of the school, better time management, more experience with study..."

IB 101

IB 101 #1

The International Baccalaureate Program is divided into six academic groups, plus three additional core requirements including; a course called Theory of Knowledge (TOK), a 4,000 word Extended Essay (EE), and volunteering in three areas; Creative, Action and Service (CAS).

Group 1: Language A (The following curriculum information is available on the IB Online Curriculum Center)

The course is built on the assumption that literature is concerned with our conceptions, interpretations and experiences of the world. The study of literature can therefore be seen as an exploration of the way it represents the complex pursuits, anxieties, joys and fears to which human beings are exposed in the daily business of living. It enables an exploration of one of the more enduring fields of human creativity, and provides opportunities for encouraging independent, original, critical and clear thinking. It also promotes respect for the imagination and a perceptive approach to the understanding and interpretation of literary works.

Through the study of a wide range of literature, the language A: literature course encourages students to appreciate the artistry of literature and to develop an ability to reflect critically on their reading. Works are studied in their literary and cultural contexts, through close study of individual texts and passages, and by considering a range of critical approaches. In view of the international nature of the IB and its commitment to intercultural understanding, the language A: literature course does not limit the study of works to the products of one culture or the cultures covered by any one language. The study of works in translation is especially important in introducing students, through literature, to other cultural perspectives. The response to the study of literature is through oral and written communication, thus enabling students to develop and refine their command of language.

Language A: literature is divided into four parts, each with a particular focus.

Fort Myers IB Group 1: Language A
  • Part 1: Works in translation ( Chronicle of a Death Foretold, by Garcia Marquez, A Doll’s House, by Ibsen, The Stranger, by Camus)
  • Part 2: Detailed study (17th Century Poetry, Donne, Hamlet, by Shakespeare, In Cold Blood, By Capote)
  • Part 3: Literary genres( In the Lake of the Woods, by, O’Brien, Penelopiad, Atwood, The Signet Classic Book of Mark Twain’s Short Stories, by Twain, Wuthering Heights, by Bronte
  • Part 4: Options (The Sun Also Rises, by Hemmingway, A Long Way Gone, by Beah, The Sound and the Fury, by Faulkner)
IB 101 #2

Group 2: Language B (The following curriculum information is available on the IB Online Curriculum Center)

Language B is a language acquisition course developed at two levels—standard level (SL) and higher level (HL)—for students with some background in the target language. While acquiring a language, students will explore the culture(s) connected to it. The focus of these courses is language acquisition and intercultural understanding.

The language B syllabus approaches the learning of language through meaning. Through the study of the core and the options at SL and HL, plus two literary works at HL, students build the necessary skills to reach the assessment objectives of the language B course through the expansion of their receptive, productive and interactive skills.

SL and HL are differentiated by the recommended number of teaching hours, the depth of syllabus coverage, the study of literature at HL, and the level of difficulty and demands of assessment and assessment criteria.

The core—with topics common to both levels—is divided into three areas and is a required area of study.

  • Communication and media
  • Global issues
  • Social relationships

In addition, at both SL and HL, teachers select two from the following five options. Fort Myers High School students focus on the Health and Leisure options.

  • Cultural diversity
  • Health
  • Leisure
  • Science and technology

In addition, at both SL and HL, teachers select two from the following five options. Fort Myers High School students focus on the Health and Leisure options.

Also, at HL, students read two works of literature. The FMHS HL students read the following attached works of literature.

IB 101 #3

Group 3: Individuals and Societies (The following curriculum information is available on the IB Online Curriculum Center)

Individuals and Societies. More commonly, these subjects are collectively known as the human sciences or social sciences. Group 3 subjects, explore the interactions between humans and their environment in time, space and place.

History is more than the study of the past. It is the process of recording, reconstructing and interpreting the past through the investigation of a variety of sources. It is a discipline that gives people an understanding of themselves and others in relation to the world, both past and present.

Students of history should learn how the discipline works. It is an exploratory subject that poses questions without providing definitive answers. In order to understand the past, students must engage with it both through exposure to primary historical sources and through the work of historians. Historical study involves both selection and interpretation of data and critical evaluation of it. Students of history should appreciate the relative nature of historical knowledge and understanding, as each generation reflects its own world and preoccupations and as more evidence emerges. A study of history both requires and develops an individual’s understanding of, and empathy for, people living in other periods and contexts.

History HL core syllabus comprising an in-depth study of an individual prescribed subject and the selection of two topics. FMHS IB students study route 2 that encompasses the main developments in 20th century world history.

Thus, Diploma Programme history provides both structure and flexibility, fostering an understanding of major historical events in a global context. It requires students to make comparisons between similar and dissimilar solutions to common human situations, whether they be political, economic or social. It invites comparisons between, but not judgments of, different cultures, political systems and national traditions.

The content of the history course is intrinsically interesting and it is hoped that many students who follow it will become fascinated with the discipline, developing a lasting interest in it, whether or not they continue to study it formally.

The international perspective in Diploma Programme history provides a sound platform for the promotion of international understanding and, inherently, the intercultural awareness necessary to prepare students for global citizenship. Above all, it helps to foster respect and understanding of people and events in a variety of cultures throughout the world.

Information Technology in a Global Society (ITGS) HL course is the study and evaluation of the impacts of information technology (IT) on individuals and society. It explores the advantages and disadvantages of the access and use of digitized information at the local and global level. ITGS provides a framework for the student to make informed judgments and decisions about the use of IT within social contexts.

Although ITGS shares methods of critical investigation and analysis with other social sciences, it also considers social and ethical considerations that are common to other subjects in group 3. Students come into contact with IT on a daily basis because it is so pervasive in the world in which we live. This increasingly widespread use of IT inevitably raises important questions with regard to the social and ethical considerations that shape our society today. ITGS offers an opportunity for a systematic study of these considerations, whose range is such that they fall outside the scope of any other single discipline.

The nature of the subject is defined by the use of fundamental ITGS terms. For the purpose of the ITGS syllabus the following definitions apply.

Information technology (IT) is the study, design, development, implementation, support or maintenance of computer-based information systems. Social and ethical significance refers to the effects that the development, implementation and use of information technology has on individuals and societies. Social impacts and ethical considerations are not mutually exclusive and are therefore categorized as a single entity. However, in general: social impacts tend to refer to the effects of IT on human life ethical considerations tend to refer to the responsibility and accountability involved in the design and implementation of IT. An information system is a collection of people, information technologies, data, processes and policies organized to accomplish specific functions and solve specific problems.

Psychology HL and SL is the systematic study of behavior and mental processes. Psychology has its roots in both the natural and social sciences, leading to a variety of research designs and applications, and providing a unique approach to understanding modern society. IB psychology examines the interaction of biological, cognitive and sociocultural influences on human behavior, thereby adopting an integrative approach. Understanding how psychological knowledge is generated, developed and applied enables students to achieve a greater understanding of themselves and appreciate the diversity of human behavior. The ethical concerns raised by the methodology and application of psychological research are key considerations in IB psychology. Psychology and the international dimension Psychology is the systematic study of behavior and mental processes. Psychology has its roots in both the natural and social sciences, leading to a variety of research designs and applications, and providing a unique approach to understanding modern society.

IB psychology examines the interaction of biological, cognitive and sociocultural influences on human behavior, thereby adopting an integrative approach. Understanding how psychological knowledge is generated, developed and applied enables students to achieve a greater understanding of themselves and appreciate the diversity of human behavior. The ethical concerns raised by the methodology and application of psychological research are key considerations in IB psychology.

Economics SL is a dynamic social science, forming part of group 3, The study of economics is essentially about dealing with scarcity, resource allocation and the methods and processes by which choices are made in the satisfaction of human wants. As a social science, economics uses scientific methodologies that include quantitative and qualitative elements.

The IB Diploma Programme economics course emphasizes the economic theories of microeconomics, which deal with economic variables affecting individuals, firms and markets, and the economic theories of macroeconomics, which deal with economic variables affecting countries, governments and societies. These economic theories are not to be studied in a vacuum—rather, they are to be applied to real-world issues. Prominent among these issues are fluctuations in economic activity, international trade, economic development and environmental sustainability.

The ethical dimensions involved in the application of economic theories and policies permeate throughout the economics course as students are required to consider and reflect on human end-goals and values. The economics course encourages students to develop international perspectives, fosters a concern for global issues, and raises students’ awareness of their own responsibilities at a local, national and international level. The course also seeks to develop values and attitudes that will enable students to achieve a degree of personal commitment in trying to resolve these issues, appreciating our shared responsibility as citizens of an increasingly interdependent world.

IB 101 #4 Group 4: Experimental Sciences

A common curriculum model applies to all the Diploma Programme group 4 subjects: Biology, Chemistry, Environmental Systems & Societies. There are some differences in this model for design technology and these arise from the design project, which is a unique feature of this subject. Students at both SL and HL study a core syllabus, and this is supplemented by the study of options. Students at HL also study additional higher level material. Students at both SL and HL study two options. Students at SL are required to spend 40 hours, and students at HL 60 hours, on practical/investigative work. This includes 10 hours for the group 4 project.

Biology is the study of life. The first organisms appeared on the planet over 3 billion years ago and, through reproduction and natural selection, have given rise to the 8 million or so different species alive today. Estimates vary, but over the course of evolution 4 billion species could have been produced. Most of these flourished for a period of time and then became extinct as new, better adapted species took their place. There have been at least five periods when very large numbers of species became extinct and biologists are concerned that another mass extinction is under way, caused this time by human activity. Nonetheless, there are more species alive on Earth today than ever before. This diversity makes biology both an endless source of fascination and a considerable challenge.

An interest in life is natural for humans; not only are we living organisms ourselves, but we depend on many species for our survival, are threatened by some and co-exist with many more. From the earliest cave paintings to the modern wildlife documentary, this interest is as obvious as it is ubiquitous, as biology continues to fascinate young and old all over the world.

Chemistry is an experimental science that combines academic study with the acquisition of practical and investigational skills. It is often called the central science, as chemical principles underpin both the physical environment in which we live and all biological systems. Apart from being a subject worthy of study in its own right, chemistry is a prerequisite for many other courses in higher education, such as medicine, biological science and environmental science, and serves as useful preparation for employment.

Environmental Systems and Societies The prime intent of this course is to provide students with a coherent perspective of the interrelationships between environmental systems and societies; one that enables them to adopt an informed personal response to the wide range of pressing environmental issues that they will inevitably come to face. Students’ attention can be constantly drawn to their own relationship with their environment and the significance of choices and decisions that they make in their own lives. It is intended that students develop a sound understanding of the interrelationships between environmental systems and societies, rather than a purely journalistic appreciation of environmental issues. The teaching therefore includes the students evaluating the scientific, ethical and socio-political aspects of environmental issues.

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