World Studies Extended Essay Introduction presentation Link to Video: https://www.youtube.com/channel/UC_KvGMAmMVolZt1wK095H9g?view_as=subscriber

1. World Studies
Extended Essay

2. About me
Love Trivedi
IGCSE
Physics
Examiner
Career
coach
Global
Social
Leader
M.S.IET.
(EIU)
Learner

3. Use the link to Google drive to access the various resources
● Link to PADLET : Remarkable Map Introduction
● Join the group : World Studies Extended Essay
● Common Drive: Google Drive ---> To share resources

4. Assessment Objectives for the WSEE
The essay itself is assessed against common criteria, interpreted in ways
appropriate to each subject.
Source:https://ibpublishing.ibo.org/extendedessay/apps/dpapp/tsm.html?doc=d_0_eeyyy_gui_1602_1_e&part=2&chapter
=1

5. Key features of the EE
● The EE is compulsory for all students taking the Diploma and is an option for course students.
● A student must achieve a D grade or higher to be awarded the Diploma.
● The EE is externally assessed. Together with the grade for theory of knowledge, it contributes up to
three points to the total score for the diploma.
● The EE process helps prepare students for university and other pathways beyond the Diploma
Programme.
● Students must choose a subject for their essay from the list of Diploma Programme subjects in the
Diploma Programme Assessment procedures for the session in question.
● The EE is a piece of independent research on a topic chosen by the student in consultation with a
supervisor in the school.
● It is presented as a formal piece of sustained academic writing (4,000 words maximum) accompanied
by a reflection form (500 words maximum).
● It is the result of approximately 40 hours of work by the student.
● Students are supported by a supervision process recommended to last three to five hours in total,
which includes three mandatory reflection sessions.
● The third and final mandatory reflection session is the viva voce, which is a concluding interview with
the supervising teacher after the essay is completed.
https://ibpublishing.ibo.org/extendedessay/apps/dpapp/tsm.html?doc=d_0_eeyyy_gui_1602_1_e&part=2&chapter=1

6. The WSEE invites students to conduct an in-
depth,interdisciplinary investigation into an issue of
contemporary global importance (maximum 4,000 words)
WSEE INTRODUCTION
Source:https://ibpublishing.ibo.org/extendedessay/apps/dpapp/tsm.html?doc=d_0_eeyyy_gui_1602_1_e&part=2&chapter=1

7. Aims of the WSEE
01 02 03 04
frame & understand
complex contemporary
world problems for
in-depth study
Research and Gather
insights from two
subjects to understand
the issue
Develop global
consciousness
( local and global
relationships in dynamic
interactions)
View themselves as
interpreters of and
actors in an
increasingly
interconnected world.

8. —Someone Famous
“This is a quote. Words full of
wisdom that someone important
said and can make the reader get
inspired.”

9. Focus?
The IB recommends that you use two
IB Diploma Programme subjects, one of
which you must be studying.
Source:https://ibpublishing.ibo.org/extendedessay/apps/dpapp/tsm.html?doc=d_0_eeyyy_gui_1602_1_e&part=2&chapter=1
The process of researching and writing the world studies
extended essay develops international-mindedness and
specifically the concept of global consciousness.

10. Global sensitivity
Global
consciousness
Three Dimensions of global consciousness
Sensitive to local phenomena and
experiences as manifestations of
broader developments on the
planet.
A perception of self as a
global actor and member of a
local community, a city, a
nation and humanity, capable
of making a positive
contribution to the world.

11. To be globally conscious, One should:
● have information about the world, AND
● exhibit a distinctive way of being in the world—
○ be attentive to the ways in which global phenomena are manifested in local
realities, as well as your own and others’ realities
○ be reflective about their own roles as participants in local, national and
global contexts.
One exhibits global consciousness when you:
● are attentive to issues of global significance around you
● understand such issues in depth

12. Proposed sequence for undertaking
WSEE
Global Theme
02 Topic
03 Disciplinary Lenses
04
Brainstorming Research
Questions
01
05 Sources of Data
Collection

13. Science, technology
and society
Conflict, peace and
security
Culture, language
and identity
Health and
development
Equality and
inequality
Environment and/or
economic sustainability
https://ibpublishing.ibo.org/extendedessay/apps/dpapp/tsm.html?doc=d_0_eeyyy_gui_1602_1_e&part=4&chapter=3
GLOBAL THEMES6

14. https://sustainabledevelopment.un.org/?menu=1300

15. The process involves students in:
1. identifying a topic of personal, local* and global significance
2. framing a researchable question
3. identifying the sources of expertise and disciplinary perspectives to further
their understanding of the topic
4. gathering relevant information, ideas and tools in such disciplines
5. defining a research approach or method
6. synthesizing the different perspectives to advance their own interpretation
or explanation of, or solution to, the problem under study
7. crafting the essay and reflecting on their work, its significance,
limitations and possibilities.
Interdisciplinary research values the process of learning

16. *Local is defined in its widest sense to mean
specific examples or case studies and does not
necessarily imply that the focus must be
geographically local for the student.

17. Disciplinary lenses

20. Interdisciplinary Essay
A student studied the economic and cultural causes of
infant malnutrition in the rural district of Maharashtra
and considered the public health policies needed to tackle
the problem.
Her wide-ranging study incorporated knowledge and concepts
from a range of disciplines including economics, the
humanities, biology and political science.
She developed a complex integration of some of the causes
and effects of malnutrition in this Indian state, taking into
account the interconnection between low maternal literacy
levels, decreased government health spending and poor child
nutrition when considering elevated levels of child
malnutrition.
She then applied this understanding to come up with policy
recommendations.
A student assesses the effectiveness and viability of the
environmentally friendly method of "cleaner production".
He focused on a specific ceramic tile manufacturer in China,
placing this local case in the context of global environmental
sustainability.
He used concepts from environmental systems and societies
such as “end-of-pipe protection” and “cyclonic separation”, as
well as tools such as a “water balance flow diagram” and an
“analysis of pollution or inefficiency” to assess the potential
environmental advantages of adopting a cleaner production
approach.
He also incorporated the financial tool of “net present value”
(NPV) to appraise the viability of a long-term project such as
pollution control.
Through his study, he convincingly demonstrated that cleaner
production makes environmental as well as financial sense for
companies.

21. Selecting and evaluating disciplinary insights
Students need to look beyond a discipline’s content when exploring whether it
will be useful to their essay. They should also reflect on these aspects:
● insights
● findings
● theories
● methods
● techniques
● approaches
● forms of communication.

22. Multiple Forms
of Integration
Complex
Explanation
Contextualization
Transdisciplinary
Exploration
Artistic Synthesis

23. How students submit their proposal?
https://docs.google.com/forms/d/e/1FAIpQLSf-hES5u2BDbuQa0Njk2N6bMSjfecst1wLU8q2Ec8PNpZ_zug/viewform?usp=sf_link

25. A step by step WSEE Interdisciplinary guide
(found on web)
https://docs.google.com/document/d/1gypzfVKt5aGInufa0R1L94V5PGjkI9qrrL3UJbPae8E/edit

26. Love trivedi’s Channel
Problems
encountered by
WSEE students
during their
research
Love’s Podcast
Interpreting the EE
Assessment criteria

27. A picture is
worth a
thousand words

28. WSEE Process Diagram
Year 1
MARCHFEBRUARYJANUARYDECEMBERNOVEMBER
Introduction to EE Brainstorming Sessions
-General session by DPC
-Subject specific Presentations
-Students do few activities
and review samples
-Selection of Global Crisis
-Interdisciplinary subjects
-RQ?
Final Research Question
Decide Focus and
Method
First Reflection Meet
Christmas Break
Selection of sources
Source validation and
research various primary
and secondary sources
for the investigation.
WSEE Introduction
Deadline for submission of
Introduction to supervise
the work and the ideas

29. WSEE Process Diagram
Year 1
November/DEcember
(Flexible)
August/SeptemberJune/JulyMayApril
Year 2
Data collection
Begin the process of
Gathering primary
/secondary data and
analysing it
Integrative Arguments
Interim reflection
EE Draft
Utilise summer break for
completion of EE draft
Deadline EE draft
Feedback
Deadline Final EE
-Third reflection session
-Viva-voce

30. PRACTICAL
USES OF THe
WSEE
RESEARCH
Developing
Skills
Looks good in UniVersity
portfolio
Sustainable

31. CREDITS: This presentation template was created by
Slidesgo, including icons by Flaticon, and infographics
& images by Freepik.
THANKS!
Do you have any questions?
love3vedi@gmail.com
IBO.org