Introduction

Welcome to your essential companion for navigating the IB Global Politics course. This guide provides 101 targeted prompts designed to leverage the power of Generative AI, helping both educators and students master the curriculum.

The prompts are engineered to be clear, actionable, and directly aligned with the course’s core units, HL extension topics, and assessment requirements. They can help you brainstorm ideas, create materials, deepen understanding, and prepare for exams with greater efficiency and creativity.

How to Use This Guide:

Copy and Paste: Simply copy a prompt and paste it into your preferred AI tool (like Gemini, ChatGPT, etc.).
Customize and Specify: For best results, replace bracketed text [like this] with your specific details, such as a particular case study, theorist, country, or political issue.
Iterate: Use the AI’s initial response as a starting point. Ask follow-up questions to refine the output until it meets your exact needs.

Section 1 – Educator Prompts (50)

These prompts are designed to streamline the teaching process, from curriculum planning to creating engaging and effective learning experiences.

Stage 1: Planning & Preparation (15 Prompts)

Syllabus Mapping: “Generate a semester-long pacing guide for IB Global Politics SL, breaking down the four core units (Power, Sovereignty & IR; Human Rights; Development; Peace & Conflict) into weekly topics. Suggest one contemporary case study for each sub-topic.”
Unit Planning: “Create a detailed unit plan for the ‘Human Rights’ unit. Include learning objectives, key concepts (human rights, justice, liberty, equality), essential questions, suggested activities, and formative assessment ideas for a 4-week period.”
HL Extension Integration: “Design a plan to integrate the HL extension topic ‘Borders’ with the core unit ‘Power, Sovereignty & IR.’ Outline three lesson ideas that connect the concepts of state sovereignty with challenges related to migration and border control, using the [Syrian refugee crisis] as a case study.”
Case Study Selection: “Act as an IB Global Politics curriculum developer. Suggest five diverse and recent case studies (post-2020) suitable for the ‘Development’ unit. For each, provide a brief rationale explaining how it illustrates key concepts like sustainability and inequality. Present this in a table.”
Essential Questions: “Generate a list of 10 thought-provoking essential questions for the ‘Peace and Conflict’ unit that encourage critical thinking and debate among students. Ensure questions connect to concepts like violence, peace, and conflict resolution.”
Resource Curation: “Curate a list of 5 high-quality online resources (e.g., academic journals, NGO reports, reputable news archives) for students researching the HL extension topic ‘Health.’ For each resource, provide a brief description of its focus and reliability.”
IA Brainstorming: “Provide five potential research questions for the Internal Assessment (Engagement Activity) related to the political issue of [fast fashion and labor rights]. Ensure the questions are focused, arguable, and allow for engagement with primary and secondary sources.”
TOK Links: “Identify three key links between the IB Global Politics unit on ‘Power, Sovereignty & IR’ and IB Theory of Knowledge. For each link, create a discussion prompt that encourages students to explore the nature of political knowledge and perspective. For example, ‘To what extent is the concept of ‘sovereignty’ a political fiction?'”
Vocabulary Tiers: “For the ‘Peace and Conflict’ unit, create a three-tiered vocabulary list: Tier 1 (foundational terms like ‘war’), Tier 2 (academic terms like ‘negative peace’), and Tier 3 (subject-specific terms like ‘jus ad bellum’). Provide a simple definition for each.”
Lesson Hook Ideas: “Suggest three creative ‘lesson hooks’ to introduce the concept of ‘interdependence’ to a new class. The hooks should be engaging and take no more than 10 minutes. Examples could include a short simulation, a provocative image, or a surprising statistic.”
Project-Based Learning Design: “Outline a project-based learning (PBL) assignment where students act as policy advisors to the [United Nations Security Council]. The task is to develop a multi-faceted resolution to the [Israel-Palestine conflict]. Specify the project timeline, deliverables (e.g., position paper, presentation), and assessment criteria.”
Connecting Units: “Create a mind map diagram showing the conceptual links between the ‘Development’ unit and the ‘Human Rights’ unit. Highlight how development models can impact the realization of first, second, and third-generation rights.”
HL Challenge Syllabus: “Generate a 6-week syllabus for the HL extension topic ‘Poverty,’ covering theories of poverty, measurements, and proposed solutions. Include key theorists like [Amartya Sen and Jeffrey Sachs].”
Film/Documentary List: “Suggest a list of 5 impactful documentaries that could supplement the ‘Peace and Conflict’ unit. For each, provide the title, a brief synopsis, and three discussion questions to guide a post-viewing analysis.”
Guest Speaker Briefing: “Imagine you are inviting a guest speaker from [Amnesty International] to talk to your class. Write a briefing document for the speaker, outlining the key concepts from the ‘Human Rights’ unit that students have studied and suggesting specific topics you’d like them to address.”

Stage 2: Delivery & Instruction (15 Prompts)

Concept Explanation: “Explain the Westphalian concept of ‘sovereignty’ as if you were explaining it to a 16-year-old. Use an analogy to make the concept of state authority and non-interference clear.”
Worksheet Creation: “Generate a worksheet to help students analyze the Universal Declaration of Human Rights (UDHR). The worksheet should include sections for identifying different types of rights (civil, political, economic, social), and a critical thinking question about the UDHR’s enforceability.”
Debate Topic: “Create a formal debate motion: ‘This House believes that humanitarian intervention is an unacceptable violation of state sovereignty.’ Provide three arguments for the proposition and three for the opposition, each supported by a real-world example.”
Role-Play Scenario: “Design a role-play simulation of a [World Trade Organization] negotiation. Assign roles (e.g., delegate from USA, delegate from China, delegate from Kenya, NGO representative) and provide each role with a short brief outlining their objectives and constraints regarding a [proposed global carbon tax].”
Source Analysis (Paper 1): “Act as an IB examiner. Find a recent news article about [a protest movement in Iran]. Then, create three Paper 1-style short-answer questions based on the article, targeting skills of comprehension, comparison, and analysis.”
Differentiated Instruction: “Provide three versions of a task analyzing the causes of the [Rwandan Genocide]. The first version should be scaffolded with sentence starters for students who need support. The second is the standard task. The third should be an extension task requiring comparison with another case of identity conflict.”
Jigsaw Activity: “Design a jigsaw reading activity on different theories of development (modernization theory, dependency theory, neoliberalism). Create four ‘expert’ texts, each summarizing one theory in 200 words. Also, create a graphic organizer for students to fill in when they return to their home groups.”
Infographic Content: “Generate the key text and data points for an infographic titled ‘Global Inequality at a Glance.’ Include statistics on income disparity, access to education, and healthcare outcomes, citing sources like the World Bank or UNDP.”
Case Study Summary: “Write a 300-word summary of the [2015 Paris Agreement] as a case study in global cooperation. Explain its key objectives, the roles of state and non-state actors, and its main successes and limitations.”
Theorist Comparison: “Create a Venn diagram comparing and contrasting the realist and liberal perspectives on international relations. Focus on their views on human nature, the role of the state, and the possibility of cooperation.”
Podcast Script: “Write a 3-minute podcast script for students explaining the difference between ‘positive peace’ and ‘negative peace,’ using examples from post-conflict societies like [South Africa or Colombia].”
Exit Ticket Questions: “Generate five ‘exit ticket’ questions to quickly assess student understanding at the end of a lesson on the powers of the UN Security Council. Questions should range from simple recall to application.”
Ethical Dilemma: “Present an ethical dilemma for class discussion: ‘A developing country with a poor human rights record discovers vast oil reserves. Should multinational corporations invest there?’ Frame the dilemma from the perspective of a realist, a liberal, and a critical theorist.”
Visual Analysis: “Find a famous political cartoon about [the relationship between China and the USA]. Create a set of guiding questions to help students deconstruct the cartoon’s message, symbolism, and underlying bias.”
Key Term Game: “Design a simple classroom game (like Pictionary or charades) to help students revise the 16 key concepts of the Global Politics course. Provide a list of the concepts to be used.”

Stage 3: Assessment & Feedback (15 Prompts)

Paper 2 Question: “Act as an IB Chief Examiner. Generate three original, challenging Paper 2 essay questions for the ‘Development’ unit. Ensure they require evaluation and comparison, for example: ‘Evaluate the claim that neoliberal policies are the most effective path to development for all states.'”
HL Paper 3 Question: “Create a stimulus-based question for HL Paper 3. Provide a short, fictionalized primary source extract from a ‘leaked government memo’ about a new surveillance technology. Then, write three questions that ask students to analyze the source and connect it to broader concepts of security, technology, and human rights.”
Quiz Creation: “Create a 10-question multiple-choice quiz on the ‘Human Rights’ unit. Include questions on key documents, types of rights, and the role of NGOs. Provide an answer key.”
Rubric Generator: “Generate a simplified, student-friendly rubric for a presentation on a chosen case study. The criteria should be: ‘Understanding of Concepts,’ ‘Analysis & Evidence,’ and ‘Clarity of Communication,’ with three levels of achievement (Developing, Proficient, Exemplary).”
Feedback Comments: “A student has written an essay arguing that globalization is entirely beneficial. Write three constructive feedback comments that challenge this one-sided view, prompting them to consider counter-arguments and nuances without being discouraging.”
Model Paragraph: “Write a model analytical paragraph for a Paper 2 essay answering the question: ‘To what extent has the nature of power changed in the 21st century?’ The paragraph should focus on the rise of non-state actors and use [a specific tech company or terrorist group] as an example.”
IA Report Checklist: “Create a self-assessment checklist for students to use before submitting their IA Engagement Activity report. The checklist should be based on the official IB assessment criteria, phrased as ‘I have…’ statements.”
Short-Answer Questions: “Write five short-answer questions (worth 2-4 marks each) on the structure and functions of the United Nations system.”
Essay Outline Correction: “A student has provided the following outline for an essay on the effectiveness of international law: Intro, Body 1: The ICJ, Body 2: The ICC, Conclusion. Critique this outline and suggest improvements to make it more analytical and less descriptive, such as organizing it by themes (e.g., ‘Successes in Adjudication,’ ‘Challenges in Enforcement’).”
Peer Assessment Form: “Design a peer assessment form for a group project. Include sections for students to rate their peers on ‘Contribution,’ ‘Collaboration,’ and ‘Preparedness,’ as well as a space for qualitative comments.”
Exam Command Terms: “Create a table explaining the differences between the IB command terms ‘Compare,’ ‘Contrast,’ ‘Evaluate,’ and ‘To what extent.’ For each term, provide a definition and a sample question from Global Politics.”
Mark Scheme Creation: “For the Paper 2 question, ‘Discuss the view that development is best measured by economic indicators,’ create a detailed mark scheme. Outline the points a student might make to achieve marks in the top band, including specific examples and theoretical perspectives.”
Predictive Questions: “Based on current global events, predict three potential themes or issues that might appear in this year’s Paper 1 stimulus material.”
IA Title Feedback: “A student proposes the IA title ‘Human Rights in North Korea.’ Explain why this title is too broad and suggest three revised, more focused titles.”
Exemplar Analysis: “Provide a short, exemplar response to a Paper 1 question asking to explain a concept. Then, annotate the response, highlighting where it demonstrates clear understanding, uses specific terminology, and links to the provided source.”

Stage 4: Enrichment & Differentiation (5 Prompts)

Advanced Reading List: “For an HL student excelling in the course, recommend three challenging academic articles on critical theories of global politics (e.g., Post-colonialism, Feminism). Provide the author, title, and a one-sentence summary of the core argument for each.”
Scaffolding Concepts: “Create a graphic organizer to help a struggling student understand the complex relationship between the three branches of the [US Government] and their role in foreign policy.”
Creative Project: “Design a creative project where students create a political satire portfolio (e.g., a series of cartoons, a short ‘fake news’ broadcast script) critiquing a specific aspect of [international climate change negotiations].”
Connecting to CAS: “Brainstorm three CAS (Creativity, Activity, Service) project ideas that directly relate to the Global Politics curriculum, such as organizing a school-wide Model UN, creating an awareness campaign for a local human rights issue, or volunteering with a refugee support organization.”
Future-Focused Prompt: “Generate a speculative scenario set in 2050 where AI-powered autonomous weapons systems are a reality. Create a discussion prompt asking students to analyze this scenario using the concepts of sovereignty, security, and the laws of war.”

Section 2 – Student Prompts (50)

These prompts are designed to empower you in your learning journey, from understanding core ideas to acing your exams.

Stage 1: Understanding Concepts & Content (15 Prompts)

Simple Explanation: “Explain the concept of ‘legitimacy’ in simple terms. Give one example of a government that has it and one example of a government that struggles with it.”
Analogy Creator: “Create an analogy to help me understand the difference between a nation, a state, and a nation-state.”
Theorist Duel: “Imagine Realist theorist [Hans Morgenthau] and Liberal theorist [Robert Keohane] are in a debate. Write a short script of their conversation about the purpose of the [United Nations].”
Key Term Glossary: “Generate a glossary of the 10 most important key terms from the ‘Development’ unit. For each term, provide a definition and use it in a sentence related to the case study of [Microfinance in Bangladesh].”
Concept Mind Map: “Create a mind map for the key concept ‘Power.’ Branch out to show its different forms (hard, soft, smart), sources, and how it is exercised by different actors (states, IGOs, NGOs, MNCs).”
Summarize for Me: “I have a 10-page academic article on [the responsibility to protect (R2P)]. Summarize the key arguments and conclusions in 5 bullet points.”
ELI5 (Explain Like I’m 5): “Explain the difference between IGOs (Intergovernmental Organizations) and NGOs (Non-Governmental Organizations) as if you were explaining it to a 5-year-old.”
Historical Context: “Provide a brief historical background to the [Universal Declaration of Human Rights]. What major world event prompted its creation?”
Pros and Cons: “Create a T-chart listing the pros and cons of economic globalization for developing countries.”
Myth Buster: “Identify and debunk three common myths about [foreign aid].”
Visual Learner: “Describe the concept of ‘structural violence’ using a visual metaphor or a simple diagram.”
Connecting Ideas: “How does the concept of ‘interdependence’ challenge the traditional realist view of states as solitary, self-interested actors?”
Unpacking a Quote: “Unpack the meaning of the quote by [Mahatma Gandhi]: ‘Poverty is the worst form of violence.’ How does this relate to the concepts of structural violence and positive peace?”
Case Study Deep Dive: “Give me five key facts I need to know about the [International Criminal Court’s] involvement in [a specific country].”
HL Challenge Primer: “Provide a 200-word introduction to the global political challenge of ‘identity,’ explaining how it relates to concepts of nationalism, ethnicity, and religion.”

Stage 2: Practicing Skills & Application (15 Prompts)

Argument Builder: “I need to argue that ‘humanitarian intervention is justified, even if it violates sovereignty.’ Give me three distinct points to support this argument, each backed by a different case study.”
Counter-Argument Finder: “What are the strongest counter-arguments to the claim that ‘globalization has reduced poverty worldwide?'”
Source Evaluation: “Here is a news article: [paste article link or text]. Act as an IB student and analyze this source using the OPCVL (Origin, Purpose, Content, Value, Limitation) framework.”
Essay Outline: “Create a detailed essay outline for the Paper 2 question: ‘Compare and contrast the roles of state and non-state actors in promoting peace.’ My case studies will be the [UN in Sierra Leone] and [the Carter Center’s election monitoring].”
Deconstruct a Question: “Deconstruct the essay question: ‘To what extent is development compatible with sustainability?’ What key terms do I need to define, and what is the question asking me to do?”
Evidence Hunt: “Find three specific statistics or pieces of evidence from a reputable source (like the World Bank or IMF) that I can use to support an argument about the impact of [Structural Adjustment Programs] on developing nations.”
Apply a Theory: “Analyze the [2022 Russian invasion of Ukraine] from a realist perspective. What concepts would a realist use to explain Russia’s actions?”
Paper 1 Practice: “Here is a short text about [an international treaty] [paste text]. Ask me one question that requires comprehension and one question that requires analysis of the text, just like in Paper 1.”
IA Brainstorming: “I’m interested in the political issue of [the use of social media in political campaigns]. Help me brainstorm three possible research questions for my IA that are focused and researchable.”
Perspective Shift: “Describe the [Israeli-Palestinian conflict] from the perspective of a Palestinian teenager in Gaza. Now, describe it from the perspective of an Israeli teenager living near the border. What are the key differences in their viewpoints?”
Strengthen My Argument: “Here is my argument: ‘The UN is ineffective because of the veto power.’ How can I make this argument more nuanced and sophisticated?”
Link to a Concept: “How can I use the case study of [the #MeToo movement] to illustrate the concept of ‘soft power’ and the role of non-state actors in challenging global norms?”
HL Paper 3 Analysis: “Here is a graph showing [global carbon emissions by country]. [paste or describe graph]. What are three key conclusions an HL student could draw from this source regarding the political challenges of climate change?”
Stakeholder Analysis: “Identify all the key stakeholders in the debate over [Amazon rainforest deforestation]. For each stakeholder (e.g., Brazilian government, indigenous communities, multinational corporations, environmental NGOs), what is their primary interest?”
Formulate a Thesis: “Help me write a clear, arguable thesis statement for an essay on the topic of whether economic sanctions are an effective tool of foreign policy.”

Stage 3: Revision & Consolidation (15 Prompts)

Flashcard Maker: “Create a set of 10 digital flashcards for the ‘Peace and Conflict’ unit. On one side, put a key term (e.g., ‘Asymmetric Conflict,’ ‘Gacaca Courts’). On the other side, provide a concise definition and a real-world example.”
Summary Sheet: “Generate a one-page summary sheet for the ‘Power, Sovereignty & IR’ unit. It should include key definitions, main theories, and a list of 5-6 essential case studies.”
Explain it Back to Me: “I’m going to explain a concept to you. ‘Structural violence is like an invisible force in society that causes harm to people, like when poor neighborhoods have worse schools.’ Now, ask me two questions to check if I really understand it.”
Acronym Buster: “List all the common acronyms in the IB Global Politics course (e.g., IGO, NGO, MNC, ICC, ICJ, UNSC) and write out what they stand for.”
Top 5 Mistakes: “Act as an experienced IB Global Politics teacher. What are the top 5 mistakes students make in their Paper 2 essays, and how can I avoid them?”
Case Study Quiz: “Quiz me on the [Syrian Civil War]. Ask me five questions about the key actors, causes, and international responses.”
Connect the Dots: “Draw a connection between the concept of ‘cultural relativism’ in the Human Rights unit and the challenges of ‘nation-building’ in the Peace and Conflict unit.”
Revision Plan: “Create a 7-day revision plan for me to prepare for my final IB Global Politics exam. Assign specific units or topics to each day and suggest a revision activity (e.g., practice essay, flashcards).”
Essay ‘Health Check’: “I will paste a paragraph from my practice essay. Please review it and give me feedback on its clarity, use of evidence, and analytical depth.”
Audio Summary: “Generate a 2-minute audio script summarizing the main arguments of dependency theory. I will use a text-to-speech app to listen to it while I’m on the go.”
Rank the Concepts: “For the ‘Development’ unit, which three key concepts are the most important to understand for the exam? Justify your ranking.”
‘What If’ Scenarios: “‘What if the UN Security Council did not have a veto power?’ Briefly explain three likely consequences for global politics.”
Theorist Cheat Sheet: “Create a ‘cheat sheet’ table for Realism, Liberalism, and Constructivism. Columns should be: ‘View on Power,’ ‘Key Actors,’ ‘Prospects for Cooperation,’ and ‘Key Thinkers.'”
Exam Question Generator: “Generate one practice Paper 2 essay question for each of the four core units.”
Self-Assessment Questions: “Give me a list of 10 questions I can ask myself after writing a practice essay to self-assess my work against the IB criteria.”

Stage 4: Preparing for Assessment (5 Prompts)

Time Management Plan: “I have 1 hour and 45 minutes for my Paper 2 exam, and I need to write two essays. Create a detailed time management plan, breaking down how many minutes I should spend on choosing questions, planning, writing, and proofreading for each essay.”
Unpacking Command Terms: “Explain the difference between ‘Discuss’ and ‘Evaluate’ in an exam question. What is each term asking me to do?”
Thesis Statement Tester: “Here is my thesis statement for an essay: [paste thesis]. Act as an examiner and tell me if it is clear, arguable, and focused.”
Introduction Formula: “Provide a simple, effective formula or template for writing a strong introduction for a Paper 2 essay. It should include context, definitions, thesis statement, and an outline of arguments.”
Pre-Exam Pep Talk: “Act as a supportive teacher. Write a short, encouraging ‘pep talk’ for me to read the night before my IB Global Politics exam, reminding me of key strategies and boosting my confidence.”

Section 3 – Bonus Universal Prompt (1)

This prompt is designed for creative, interdisciplinary thinking and can be used by both educators and students.

The Museum of Global Politics: “You are the curator of a new, innovative museum dedicated to Global Politics. Design one exhibit on the theme of ‘Interdependence.’ Your design brief must include:
* The Exhibit Title: A catchy, thought-provoking title.
* Core Message: The main idea you want visitors to take away.
* Key Artifacts (3-5): Describe real or symbolic objects that would be displayed. For each, explain what it represents. (e.g., a smartphone representing technological connection, a shipping container representing global trade, a vial representing a vaccine for a global pandemic).
* Interactive Element: Describe an interactive activity for visitors that makes the concept of interdependence tangible and memorable.
* Link to Another Subject: Explain how this exhibit connects to another IB subject, such as Economics, Environmental Systems and Societies, or Visual Arts.”