Group Three: Individuals and Societies Business Management Economics Geography History Psychology
Business Management
Paper 1 (2 hour and 15 minutes) Based on a case study issued in advance, with additional unseen material for sections B and C.
Paper 2 (2 hour and 15 minutes)
Internal assessment (30 teaching hours)
Assessment objectives 1, 2, 3, 4 (70 marks)
Assessment objectives 1, 2, 3, 4 (60 marks)
Section A
This component is internally assessed by the teacher and externally moderated by the IB at the end of the course.
Section A
Syllabus content: Units 1–5 including HL extension topics
Syllabus content: Units 1–5 including HL extension topics Students answer two of three structured questions based on the pre-seen case study. (10 marks per question) Section B Syllabus content: Units 1–5 including HL extension topics Students answer one compulsory structured question primarily based on the additional stimulus material. (20 marks) Section C Syllabus content: Units 1–5 including HL extension topics Students answer one compulsory extended response question primarily based on the additional stimulus material. (20 marks)
Students answer one of two structured questions based on stimulus material with a quantitative focus. (10 marks) Section B Syllabus content: Units 1–5 including HL extension topics Students answer two of three structured questions based on stimulus material. (20 marks per question) Section C Syllabus content: Units 1–5 including HL extension topics Students answer one of three extended response questions primarily based on two concepts that underpin the course. (20 marks)
Research project Students research and report on an issue facing an organization or a decision to be made by an organization (or several organizations). Maximum 2000 words. (25 marks)
SL Assessment Summary Paper 1 (1 hour and 15 minutes) Based on a case study issued in advance, with additional unseen material for section B.
Paper 2 (1 hour and 45 minutes)
Internal assessment (15 teaching hours)
Assessment objectives 1, 2, 3, 4 (50 marks)
Assessment objectives 1, 2, 3, 4 (40 marks)
Section A
This component is internally assessed by the teacher and externally moderated by the IB at the end of the course.
Section A
Syllabus content: Units 1–5
Written commentary
Syllabus content: Units 1–5
Students answer one of two structured questions based on stimulus material with a quantitative focus. (10 marks)
Students produce a written commentary based on three to five supporting documents about a real issue or problem facing a particular organization. Maximum 1500 words. (25 marks)
Students answer two of three structured questions based on the pre-seen case study. (10 marks per question)
Section B
Section B
Syllabus content: Units 1–5
Syllabus content: Units 1–5
Students answer one of three structured questions based on stimulus material. (20 marks)
Students answer one compulsory structured question primarily based on the additional stimulus material. (20 marks)
Section C Syllabus content: Units 1–5 Students answer one of three extended response questions primarily based on two concepts that underpin the course. (20 marks).
Syllabus Summary Year 1 (Grade 11) Unit 1: Business and the Environment Unit 3: Finance and Accounts Unit 5: Operations Management
Year 2 (Grade12) Unit 2: Human Resources Unit 4: Marketing IA completion
Detailed Syllabus Week/Approx date 1.
30th August
2.
6th Sept
3.
13th Sept
4.
5.
20th Sept
27th Sept
Syllabus Reference
Topic/Subject breakdown
Unit 1 Topic 1.1 Introduction to Business Management Unit 1 Topic 1.1 Introduction to Business Management
•
Assessment
Concept links
•
Introduction to Business Management The Role of Business
Change Innovation
• • •
Inputs vs Outputs Business Functions Economic Sectors
Unit 1 Topic 1.1 Introduction to Business Management
•
Entrepreneurs and Intrapreneurs Business Planning 1.1 Case Study Exam Practice
Ethics Change Globalisation Strategy Innovation Strategy
Unit 1 Topic 1.2 Types of Organisations
•
Unit 1
• •
• • •
Sole Traders vs Partnerships Companies and Corporations Social Enterprises Comparing types of businesses
Practice case study/Paper 2 style
TOK connections/Knowledge questions
Are business sectors timeless? Have they always existed, or are they specifc to certain historic periods?
Change Strategy Ethics Practice case study
Strategy
Is the label social enterprise appropriate?
6. 7.
4th Oct
Topic 1.2 Types of Organisations
•
Unit 1 Topic 1.4 Stakeholders
• •
•
•
8.
11th Oct
October Break 1. 25th Oct
CUEGIS essay
Unit 1 Topic 1.3 Organisational Objectives
• •
Can businesses be separated from a proft motive? Can any business be separated from a social purpose?
1.2 Case Study Exam Practice October Exam Preparation October Assessment Stakeholders and their interests Stakeholder conflict
•
Exam Feedback Introduction to CUEGIS essay Research on business
• • •
Aims and objectives SWOT analysis Ansoff Matrix
Summative October assessment (Unit 1 content to date). Paper 2 style structured response
Ethics
Culture Strategy Change
Futurists or futurologists are regularly wrong. In light of the unpredictability of the future, to what degree is planning for the future good use or a misuse of a business’s resources? Long before business tools such as SWOT analysis and the Ansof matrix existed, businesses operated successfully. Do these tools add value? To what degree, if any, do they obscure rather than clarify?
2.
1st Nov
Unit 1 1.5 External Environment
• • •
PESTLE analysis PESTLE analysis 1.5 Case Study Exam Practice
Practice case study
Globalisation Change Strategy
To what degree are businesses limited in how much they can know about the external environment?
3.
8th Nov
Unit 1 1.6 Growth and Evolution
•
• •
• •
4.
15th Noc
Unit 1 1.6 Growth and Evolution
5.
22nd Nov
Unit 1 1.7 Organisational Planning Tools (HL only)
6.
29th Nov (National Weekend 2 lessons)
Unit 1 1.7 Organisational Planning Tools (HL only)
•
7. 6th Dec Winter break 1. 3rd Jan
Strategy Change Globalisation
Economies and Diseconomies of scale Internal growth External growth
Globalisation 1.6 Case Study Exam Practice 1.7 Fishbone Diagram Decision trees Force Field Analysis Gantt Charts
Practice case study
•
1.7 Case Study Exam Practice Winter Assessment
Summative Winter Assessment (All unit 1). Paper 2 style structured response
Unit 1
•
Assessment Feedback
Unit 3 3.1 Sources of Finance
• •
Sources of Finance Internal vs External Sources of Finance Factors influencing choice
• • • •
•
As businesses grow, how do their methods of knowing (knowing their customers, knowing the business environment, knowing their markets, etc.) change? Are these changes for the better, or worse? How are they diferent?
Strategy Change Globalisation Strategy Change Globalisation
If business is a human enterprise, is it possible to quantify (express in numerate form) various business scenarios? What role should human methods, such as intuition, emotion, and hunches play in business decision making?
Strategy Change
What role does intuition play in fnancial decision making? Is there a moral obligation for fnancial institutions to lend to every start-up business?
2.
10th Jan
Unit 3 3.2 Costs and Revenue
• • •
Costs Revenue 3.2 Case Study Exam Practice
3.
17th Jan
Unit 3 3.3 Break – even analysis
• •
Break-even chart Calculating breakeven Effects of changing prices/ costs
•
4.
24th Jan
Unit 3 3.3 Break-even analysis
• • •
5.
31st Jan
Unit 3 3.4 Final Accounts
• • •
Break-even questions Break-even practice 3.3 Case Study exam practice February Assessment Profit and Loss Accounts Profit and Loss Accounts
Practice case study
To what extent is mathematics a vital input in knowing the costs and revenues of a business?
What you measure is what you get. What, if anything, does this tell you about the role of measurable objectives in business decision making? Do results obtained from quantitative methods always outweigh qualitative ones?
Practice case study Summative February Assessment (Unit 3 content to date). Paper 2 style structured response
Many businesses are introducing statements about their environmental, social or ethical performance together with other financial information. How can we efectively measure these social variables? Do financial statements reflect the truth about a business? What role does interpretation play in accounting? For example, how can we compare businesses just by looking at their financial statements?
6.
7th Jan
Unit 3 3.4 Final Accounts
• • •
Assessment Feedback Balance Sheet Balance Sheet
February break 1. 21st Feb
Unit 3 3.4 Final Accounts
• • •
Depreciation Depreciation 3.4 Case Study Exam Practice Profitability Ratios Efficiency Ratios Liquidity Ratios
Practice case study
Practice case study
2.
28th Feb
Unit 3 3.5 Profitability and liquidity Ratios Analysis
• • •
3.
7th Mar
Unit 3 3.6 Efficiency Ratio Analysis (HL only)
• • •
3.5 Case Study Practice Stock Turnover Creditor/ Debtor Ratios
4.
14th Mar
Unit 3 3.7 Cashflow
• • •
Profit vs Cashflow/ Working Capital Cashflow Forecast Cashflow Problems
Unit 3 3.8 Investment Appraisal
• • •
Spring Assessment Payback period Average Rate of Return
5.
21st Mar
Spring break 1. 11th Apr
Unit 3 3.8 Investment Appraisal
• • •
Net Present Value 3.8 Case Study Practice Case Study Practice
Strategy Change
What role does today’s financial evidence play in making judgments about an organization’s future performance?
Strategy
Summative Spring Assessment (Unit 3 content to date). Paper 2 style structured response
Practice case study
Often financial information is presented to the wider audience in statistical, graphical or another form of quantitative summary. Do such simplifying presentations limit our knowledge of accounts?
Is it morally right for businesses to insist on early payments from debtors while they delay payments to creditors?
How certain is the information we get from fnancial accounts? Can we, for example, know in advance if an investment will be successful? Does the accounting process allow for imagination?
2.
18th Apr
Unit 3 3.9 Budgets (HL Only)
• • •
3.
25th Apr
Unit 3 Summary
• • •
Unit 3 revision Unit 3 revision Unit 3 assessment
4.
2nd May
Unit 5 5.1 The Role of Operations Management
•
Operations and business functions Operations management and sustainability 5.1 Case Study Exam Practice Job production Batch production Mass production
• •
5.
9th May
Unit 5 5.2 Production Methods
• • •
Accounting practices such as budgeting vary from country to country. Is this necessary or could we have the same accounting practices everywhere?
Cost centres vs Profit centres Variance Analysis Role of budgeting and variance analysis Summative Unit 3 assessment. Paper 2 style structured response questions. Practice case study
Strategy Culture Globalisation Innovation
Is operations Mgt an Art or a Science
Strategy Innovation
Is there always an ideal production method? Or does that depend on who decides?
Are good working conditions universally the same all over the world or could they vary by country and culture
What evidence and whose experiences should business leaders consider when deciding on the production method? 6.
16th May
Unit 5 5.2 Production Methods
7.
23rd May
Mock Revision Week
8. 30th May 9. 6th June 13th June
• Cellular manufacturing Changing production methods • 5.2 Case Study Exam Practice • Exam Practice • Exam Practice • Exam Practice
Mocks Unit 5
Practice case study
Mocks – Paper 2 Mocks •
Lean Production
Strategy
Can quality be objectively measured?
5.3 Lean Production
• • •
th
20 June
Unit 5 5.4 Location
• • • •
27th June
Unit 5 5.5 Production Planning (HL Only)
• • •
5.6 Research and Development (HL Only)
•
Cradle-cradle design and manufacturing Quality control vs quality assurance TQM 5.3 Case Study Practice Factors affecting location Globalisation Outsourcing
Supply chain Stock control Productivity
Does the idea of “good” quality change with time and place?
Practice case study
Globalisation Change Culture
Is quality always a measure of value? What are the appropriate ways for leaders to decide on location? Is it possible for business leaders to anticipate the impacts of their location decisions?
Globalisation
To what extent are location decisions such as outsourcing and insourcing ethically determined? Is it possible to draw an exhaustive supply chain diagram? Are the capacity utilization rate and productivity rate always open to interpretation?
The importance of research and development for a business
Innovation Strategy
What is the role of creativity, imagination, and emotion in a business context? Imagination is more important than knowledge. How can Einstein’s famous words be reinterpreted in a business context? Can one make an argument that the more people’s needs and wants are met, the more difcult innovation is?
Is R&D a topic of business management, or a topic of science, design, and technology? Why? 5.7 Crisis Management and Contingency Planning (HL Only)
•
The difference between crisis management and contingency planning
Ethics Culture
Can a business plan for a crisis? Can the hypothetical scenarios o contingency planning be the same as a real crisis? Contingency planning uses scenarios (i.e. imagination) so is there a place for imagination in business management?
BUSINESS MANAGEMENT YEAR 2 Week 9.
29th August
10. 5th Sept
11. 12th Sept
12. 20th Sept
13. 26th Sept
14. 3rd Oct
Syllabus Reference Unit 2 2.1 Functions and Evolution of Human Resource Management
Unit 2 2.1 Functions and Evolution of Human Resource Management Unit 2 2.1 Functions and Evolution of Human Resource Management
Topic/Subject breakdown • • •
Overview of G12 Business Management Workforce Planning and Labour Turnover Internal and External factors
Concept links Culture Globalisation Strategy
• • •
HP Planning Training Appraisals and Dismissal
Strategy Ethics Culture
•
Changes in work practices Outsourcing and offshoring Impact of innovation/ ethics/ culture 2.1 Case study exam practice Organisational Charts Changes in organizational structures & communication 2.2 Case Study Exam practice Management Leadership October Assessment
Strategy Globalisation Culture Innovation
• •
Unit 2 2.2 Organisational Structures
•
Unit 2 2.2 Organisational Structures
•
Unit 2 2.3 Leadership and Management
Assessment
• •
• • • •
Practice Case study
Strategy Culture Change
Practice case study
Culture Strategy
Summative October assessment (Unit 2 content to date).
TOK connections and Knowledge questions To what degree should businesses resist workforce planning and instead base human resources on the strengths and weaknesses of its current and available workforce?
Why can organizational charts be misleading?
Paper 2 style structured response questions. 15. 11th Oct
Unit 2 2.3 Leadership and Management
• • •
October Break 8. 24th Oct
9.
31ST Nov
Ethics Culture
To what degree is it misleading to claim that a manager and a leader are diferent? How helpful is this terminology?
Ethics Culture Strategy
Business and psychological studies of motivation assume that a science to understanding human motivation is possible. To what degree, at both an individual and group level, is the science of motivation misleading?
Ethics Change
Culture cannot be heard, seen, smelled, tasted, or touched, only behaviour can.
Unit 2 2.4 Motivation
• • •
Motivational theories Monetary motivation Corporation culture
Unit 2 a.
•
Sources of conflict and approaches to resolution Resistance to change 2.6 Case Study exam practice
Practice case study
Purpose and role of marketing Marketing Objectives and considerations
Practice case study
b. 10. 7th Nov
Exam Feedback Ethical considerations in leadership and management 2.3 Case study exam practice
Organisational and Corporate Cultures (HL only) Employer & Employee relations
Unit 2 2.6 Employer and Employee relations (HL Only)
• •
• •
Is it correct to speak of culture at all?
Strategy Globalisation
When looking out at the world, capitalists tended to see the world as composed of individuals. Peoples of left-wing political persuasions generally see the world in groups: groups of capitalists, groups of workers, etc. Which perspective is closer to the truth?
The pace of change in modern business is high and what is important to know is not static. How do individuals and organizations cope with change and new demands? “Knowledge is power.” If this saying is true, how does it affect different stakeholders’ ability to contribute to business decision-making? In large businesses, many stakeholders are far from the centre of decisionmaking. What challenges does an organizational or a geographical distance create for understanding the concerns of individual and stakeholder groups? Each individual and stakeholder group in a business has its own interests. Does this mean that a genuine shared strategy is impossible? How can a good leader use the different ways of knowing for effective communication and interaction with employees? Can individual motivation only emerge internally or can it be created externally? Is there such a thing as collective motivation?
What types of knowledge, skills and attitudes might future business leaders and employees need?
11. 14th Nov
Unit 4 4.1 The Role of Marketing 4.2 Marketing planning
• • •
Market segmentation Product positioning USP’s and 4.2 Practice case study
Practice case study
Strategy
In marketing, what role does language play in the diferent areas of knowledge? To what extent are marketing practices a refection of the values of a given time and culture? To what extent does marketing respond to, or change, the perceptions of individuals and societies?
12. 21st Nov
Unit 4 4.3 Sales Forecasting
• • •
13. 28th Nov (National Weekend 2 lessons)
14. 5th Dec
Unit 4 4.4 Market Research
• • •
Unit 4 4.5 4 P’s
• • •
Time series analysis & moving averages Moving averages and variations 4.3 case study practice question Summative assessment Primary vs secondary research Sampling methods and results
Product life cycle Boston Matrix Aspects of a product
Practice case study
Change
To what extent does knowing assist us in predicting? How do we know that our predictions are reliable?
Summative Winter Assessment (All unit 2. Some unit 4). Paper 2 style structured response questions.
Strategy Innovation Globalisation
How does the language used in questionnaires infuence consumers and businesses conclusions when doing market research? To what extent is market research information reliable?
Strategy Globalisation
Is it possible to measure brand loyalty? Many advertisements use scientifc knowledge. Why
do they do this and what does this tell us about the hierarchy of diferent areas of knowledge?
15. 12th Dec
Winter break 7. 2nd Jan
Unit 4 4.5 4 P’s
• • •
Pricing strategies Promotion methods Place
Strategy Globalisation
What role do logic and emotion play in marketing? Is there room forboth?
Unit 4 4.6 Extended Marketing Mix (HL Only) 4.7 International Marketing
•
People, Processes & Physical evidence International market Globalisation and marketing
Strategy Change Globalisation Culture Innovation
The four Ps and seven Ps frameworks suggest that marketing has four or seven aspects, all of which can
• •
be described with a word that starts with a P. How helpful are such analytical frameworks to you as a knowledgeseeker? To what extent does the Internet provide true value to the customer?
8.
9th Jan
Unit 4 4.8 E- commerce
• • •
9. 16th Jan 10. 23rd Jan February break 6. 20th Feb
Internal assessments Internal assessments Exam Review & paper 1 case study preparation
Features and types of e-commerce 4.7 & 4.8 Case Study exam practice Unit 4 assessment
Summative assessment – Unit 4. Paper 2 style structured response questions.
Globalisation Innovation Change
7.
27th Feb
8.
6th Mar
9.
13th Mar
10. 20thMar Spring break 10. 10th Apr 11. 17th Apr 12. 24th Apr 13. 1st May
Exam Review & paper 1 case study preparation Exam Review & paper 1 case study preparation Exam Review & paper 1 case study preparation Exam Review & paper 1 case study preparation Exam Review & paper 1 case study preparation Exam Review & paper 1 case study preparation Exam Review & paper 1 case study preparation EXAMS
Economics
Syllabus Summary Year 1 (Grade 11) 2021/2022 Unit 1: Introduction to Economics Unit 2: Microeconomics Unit 3: Macroeconomics (Unit 3.1 – 3.3)
Year 2 (Grade 12) 2022/2023 Unit 3: Macroeconomics (Unit 3.3 – 3.7) Unit 4: The Global Economy IA Completion
Week No
Approx Dates
Unit
Course ID No
1.1 1
29/8/21 - 2/9/21
Content/assessment
Hours
TOK connections/possible knowledge questions Total
Factors of production, scarcity, nine concepts, economic questions, market structures - TEAMS HW task.
3
PPC, Opportunity cost, equity/equality, assumptions, models - TEAMS HW Task
3
-
Intro
- The relationships between hypotheses, theories, laws
1.1/1.2
2
5/9/21 9/9/21
-
Intro
6 - SL /HL D + S, non price determinants, movements along/of, signals, incentives, cons+ producer surplus. (SL, HL combined)
2.1, 2.2, 2.3
3
3
Micro
and models described here apply generally to all the sciences and social sciences based on the scientific method. Yet they may differ between disciplines in the ways they are used and interpreted. How are theories and laws used in economics as compared with other disciplines? Do they play the same role? Are they derived in the same ways? Do they have the same meaning?
- What is the significance of language in conveying -
-
12/9/21 16/9/21
Is it possible to ever arrive at the truth of a statement about the real world based on empirical testing? Even assuming that testing methods could be perfected and data vastly improved, can there ever be complete certainty about our knowledge of the social (and natural) worlds?
meaning; does the expression ‘maximum social welfare’ accurately reflect its actual meaning? If economists, as social scientists, cannot make recommendations about normative issues like the distribution of income, how are these decisions made? (Think about the political process, social values, tradition and history.) Based on your reading about economics in the press and listening to the news, do you think that economists in the real world make a clear distinction between positive and normative ideas? Do you agree with the principle that economists (and social scientists generally) should only be concerned with positive thinking (social scientific investigation) and should leave normative issues (about things that ought to be) to societal decision-making?
5
19/9/21 23/9/21 26/9/21 31/9/21
6
3/10/21 7/10/21
7
10/10/21 14/10/21
8
17 -21
4
Micro
2.3(SL/HL) 2.1, 2.2 (HL) 2.5
assumptions of S + D, caluclating CS/PS ( TEAMS HW task)
3
PED, assumptions, calculations, determinants, applications
3
YED, PES - TEAMS HW task
3
PED along the curve, primary commod, YED firms/ structure of economy, prim vs manufactured goods.
3
Gov't intervention, price controls, taxes/subsidies. TEAMS HW
3
Micro Micro
2.5, 2.6
2.5, 2.6 (HL only) Micro hols
- In your view, is Pareto optimality value-free, or is it -
2.7
-
9
10
11
24/10/21 28/10/21 31/10/21 4/11/21 7/11/21 11/11/21
Micro 2.7 Micro 2.8 Micro
legislation, direct provision, analysis (AO3 exam style questions) HL Nudges neg externalities, diagrams, explanations (HL - calculation HW task)
implicitly based on a value judgement? Does language in the expression ‘maximum social welfare’ convey values? Is it possible to have valuefree language? Does the inevitable use of language in the pursuit of economic knowledge complicate the job of economists as social scientists in pursuit of value-free knowledge? Do you think the natural sciences are value-free? Do you agree with Myrdal’s claim that it may be possible to reach ‘objectivity’ in theoretical social science by making values explicit? Do you think economics is or ever can be completely value-free?
3
3
- What do you think should be the role of science and social science in providing answers to these kinds of questions?
- To what extent do you think market forces can be -
-
12
14/11/21 18/11/21
2.8 Micro
positive externalities, diagrams, explanations (HL - Calculations HW Task) Gov't responses to externalities, common pool resources
3
3
-
2.8 -
13
21/11/21 25/11/21
Micro
relied upon, if at all, to deal with problems of environmental sustainability? Market economies are based upon human behaviour motivated by rational self-interest. To what extent do you think this self-interest is the root cause of the environmental problems that beset the human race today? (See also the Theory of knowledge feature on page 131 of Cambridge text.) Given that, historically, economically more developed countries have been mainly responsible for today’s environmental problems, do you agree with the view that economically less developed countries should simply ignore calls for them to limit their growth rates to prevent further global warming?
How realistic do you think is the assumption that economic decision-makers are motivated by rational self-interest in making economic decisions? Many economists argue that even if rational selfinterest is not a realistic assumption, it does not matter as long as the predictions of a theory fit with what happens in the real world. What does Ostrom’s work tell us about this perspective? If people sometimes behave co-operatively rather than competitively, what are the implications for the idea that environmental destruction is caused by externalities? Ostrom suggests that many people would change their behaviour if they understood that certain choices would be in their own best interests as well as in society’s best interests (for example, biking rather than using a car). But many people may not know about such joint personal and social benefits. What can be done about this?
15
28/11/21 2/12/21 (Nat Day hols 5/12/21 9/12/21
16
13/12/21 - 2/1/22
14
Analysing govt responses to externalities - Exam style questions
3
Public goods, responses, sustainability (SL MICRO COMPLETE)
3
IA + Micro 2.4 HL
Introduction to IAs. SL - IA, HLRational choice/ assumptions
3
SL IA, Micro 2.4 HL SL IA, Micro 2.4 HL
Behaviour econ, Nudge theory
3
2.8 Micro 2.9 Micro
SL 36 (rec 35)
hols
17 18 19
20
21
22
2/1/22 6/1/22 9/1/22 13/1/22 16/1/22 20/1/22 23/1/22 27/1/22
Micro
Micro
Micro Micro HL
SL IA - 4-5 hours Business objectives, SL IA draft due.
3
Asymmetric, gov't responses.
3
Perfect comp, Monopoly + Diagrams
3
Market power + Diagrams
3
2.10.
2.11
events. Does it matter if a theory is based on unrealistic assumptions?
23
30/1/22 - 3/2/22
Micro HL
24
6/2/22 10/2/22
Micro HL
25
14 - 18
hols Micro HL
2.11
Monopoly + diagram + analysis AO3
3
26
20/2/22 -24/2/22
Micro HL
2.11
Oligopoly, incentives, competition, concetration ratio
3
27
27/2/22 - 3/3/22
2.11
- Remember that a theory tries to explain real- world
Monopolistic competition, AO3 diagram analysis
-
3
-
2.11 28
29
30 31
6/3/22 10/3/22 13/3/22 17/3/22 20/3/22 24/3/22 28/3 8/4
Micro HL
10/4/22 -14/4/22
IA HL/SL
Micro HL
2.11
Micro HL
2.12
Economies of scale, analysis of market power, Gov't intervention.
3
Summary, distribution, TEST
3
How useful do you think is the model of perfect competition? Do you think it matters that it is based on highly unrealistic assumptions (see also the Theory of knowledge feature on page 166 of Cambridge text). Do you think economists should focus more on developing and using more realistic market models, based on monopolistic competition and oligopoly?
HL 69 (70 rec)
hols
32 33
34
35
17/4/22 -21/4/22 24/4/22 28/4/22
IA
3.1 Macro 3.1 Macro
Final version of SL IA Due - HL IA draft
3
National accounting, circular flow, GDP, GNI, Real, Nominal, per capita, business cycle National accounting, circular flow, GDP, GNI, Real, Nominal + calculations using deflator Measures of economic wellbeing use of stats
3
4 hours HL cumulative
3
3
- Can you think of other variables used by economists that are not directly observable or measurable?
- Do you think the inability to observe some variables 3.1
36
1/5/22 5/5/22
Macro
37
8/5/22 10/5/22
short week
IA
-
HL - Final copy of IA 1 due
3
makes the social scientific method less ‘scientific’? What kinds of difficulties might be created for policymakers who use the concept of ‘potential output’ to determine appropriate policies for the economy?
likely Eid
38
39
15/5/22 21/5/22 22/5/22 26/5/22
3.2
AD and determinants, AD curve, shifts due to determinants.
3
SRAS and determinants - graph, shifts. - Keynesian vs Monetarist. + graphs Monetarist/Keynesian shifts, full employment, persistent recesisonary gaps
3
Macro 3.2 Macro
- Do you agree with Solow that it is very likely that
3
-
3.2
-
40 41
42
43
44
29/5/22 - 2/6/22 5/6/229/6/22 12/6/22 16/6/22 19/6/22 23/6/22 26/6/22 – 30/6/22
Macro Macro
3.3
Applying AD/AS to exam style questions
3 24 HL/SL
likely mock
likely mock
3.4 Macro
Summer reading prep - IA articles macro
3
personal value judgements influence economists’ choices between alternative theories (the choice of ‘analytical framework’) and more generally their work as social scientists? Is the effective use of the scientific method influenced by economists’ personal beliefs and ideologies? Do the social sciences, and economics in particular, differ from the natural sciences by having political beliefs and ideologies influence thinking? What kind of political beliefs and idealogies do you think are likely to be linked with (a) the monetarist/ new classical perspective, and (b) the Keynesian perspective?
IBDP ECONOMICS - YEAR 2 Week No
Dates
Unit
Course ID No
Content/assessment
Hours
1
28/8/22 - 1/9/22
Macro
3.3
4
2
4/9/22 8/9/22
Macro
3.3
Econ growth, shifting graphs, consequences of growth, living standards Unemployment, causes, diagrams, inflationa, causes, costs, calculations
4
Total
TOK connections/possible knowledge questions
- Do the terms ‘natural’ rate of unemployment and ‘full
-
3
11/9/22 15/9/22
Macro
3.3
Inflation v unemployment + HL Philips curve, lorenz, distribution, sustainability (HL calc)
4
employment’ have a normative aspect? What do they suggest in terms of government policy action (or inaction) to reduce the rate of unemployment? Can the use of language to reflect an underlying political ideology interfere with the use of the scientific method? Do you agree with Friedman (and other economists) that all non-cyclical unemployment can be explained in terms of labour market institutions that create rigidities in the labour market?
- What does Stiglitz mean when he says the
perspective of inflation hawks ‘is a matter of religion, not economic science’? (see P291 of Cambridge Text)
- On the basis of what knowledge criteria have
-
societies made a consistent choice over many years to make a priority of low inflation over low unemployment? Why do many economists consider the policy choice between low inflation and low unemployment to be a battle between conservative and non-conservative economists?
4
18/9/22 22/9/22
Macro
3.4
Poverty indicators + causes of poverty + Impacts of poverty, Taxation - reducing inequality
4
- Does society have a moral obligation to help the poor?
- Adam Smith identifies ‘necessaries’ to be ‘those
-
-
5
6
25/9/22 29/9/22 2/10/22 -6/10/22
Macro
3.5
Monetary Policy, interest rates, effectiveness
4
Macro
3.6
Fiscal policy, exp + cont. - HL Multiplier.
4
- Why do you think it is important for a tax system to -
-
7
9/10/22 13/10/22
Macro
3.6/3.7
Analysisg Fiscal. (HL crowding out + auto stabilisers) supply side
4
things which established rules of decency have rendered necessary’. Would he define poverty in the absolute or in the relative sense? What kinds of criteria are important for making a choice between absolute and relative poverty as the basis for anti-poverty programmes (social scientific, ethical, or other)? A society’s choice between an absolute or relative poverty measure as the basis for policy rests on some principle of equity. What do you think might be an equity principle for the US use of absolute poverty and for the EU use of relative poverty? How do the equity principles differ from each other?
-
be based on a principle of equity that is generally accepted by the members of a society? Examine the benefits-received and the ability-to-pay principles from the perspective of equity. Which do you think is more ‘fair’? How can you justify your argument? Do the people of a society have a moral obligation to pay taxes? What if they do not agree with the equity principle of the tax system? Can you detect a pattern in the balance between markets and government intervention that has been occurring in the shift from one paradigm to another? Can you think of any paradigm shifts that may have occurred in another social science or science you are studying?
-
-
8 9
10
11
hols 23/10/22 27/10/22 30/10/22 3/11/22 6/11/22 10/11/22
Macro
3.7
Supply side + demand side effects + evaluation, TEST
4
IA - HL SL
IA no 2
Macro IA
4
Global Econ
4.1
benefits of trade + HL calculations + HL Comparative + Absolute adv
4
56 hours
- Do you agree that there is a moral judgement in the economic argument in favour of free trade?
- If there is a moral judgement, does it matter that it is -
12
13
14
Based on the paradigm shifts described above, what has happened in the economy in each case to bring forth a paradigm shift? What kind of events do you think are likely to lead to paradigm shifts in other social sciences and in the natural sciences? Do they differ from those in economics? Why do you think paradigm shifts do not happen easily? Why do they occur infrequently?
13/11/22 17/11/22 20/11/22 24/11/22 29 + 30/11
Global Econ
4.2
Tariffs, Quota, + Calculations HL, Subsidy
4
Global Econ
4.3
Analysing trade protections
4
Global Econ
4.5
Economic integration - advantages, disadvantages
4
generally ‘covered up’ and ignored in discussions of free trade? Do economists have a moral responsibility toward societies when making policy recommendations, or can they make recommendations in the belief that they are functioning purely as social scientists?
(Nat Day hols 15
4/12/22 8/12/22 13/12/20 - 2/1/21
mock review
19
3/1/23 5/1/23
likey mock
20
8/1/23 12/1/23
likely mock
21
15/1/23 19/1/23 22/1/23 26/1/23 29/1/23 - 2/2/23
Global Econ
16
mock review
4
4.4/4.5
monetary union, WTO, X rates.
4
Global Econ
4.5
X rates
4
Global Econ
4.6
balance of payments
4
hols
17 18
22
23
-
Economic development draws from a set of values set out by Denis Goulet in 1971 (life sustenance, selfesteem and freedom). Does this make the pursuit of economic development unscientific?
-
What knowledge questions might be encountered in constructing a composite indicator to measure development? Are the values on which development is based universal or do they depend on culture? Are there some goals among the Sustainable Development Goals that may not be acceptable to some cultures?
-
24
5/2/23 9/2/23
4.6
Balance of payments - SL - IA Trade protection
4
14 – 18
Global Econ HL hols
25 26
19/2/23 -23/2/23
Global Econ
4.7/4.8
sustainable dev. Measuring development, growth vs dev
4
- Is‘ development’ an appropriate concept to reflect
-
-
27
26/2/23 - 2/3/23
Global Econ
4.9
barriers to growth, startaegy for Growth.
4
HL 68 hours
the ideas and values discussed above, or might another concept, like ‘progress’, or ‘transformation’, or something else be more appropriate? There are very many different cultures around the world, each of which has its own set of social customs and values. Examine each of the goals listed in the Millennium Development Goals (pages 450–51 of Cambridge text)), and try to determine whether there might be some values that would not be accepted by some cultures. Do you think there are any universal values for development, or values that are shared by all societies in the world?
- Do developed country societies have a moral
obligation to help developing ones (especially the poorer ones)?
- Consider the following question posed by Joseph
-
-
Stiglitz. ‘At one level, it is natural for a country to pursue its own interests. But ... at what point does this pursuit of a country’s own interest (or, as is more frequently the case, special interests within one’s country) at the expense of the poor, become a moral issue?’37 Are developed countries morally justified in promoting bilateral free trade agreements with developing countries when they refuse to give up protection of their farmers? How fair are the trade rules of the WTO? Do the organisations of the Washington Consensus bear any moral responsibility toward developing countries for mistaken policies
that in some cases were damaging to the poor of those countries (such as countries in SubSaharan Africa)? 28
5/3/23 9/3/23
IA 3
HL + SL trade IA due
29
12/3/23 16/3/23 19/3/23 23/3/23 28/3 8/4
IA 3
Full portfolio due for final checking, cover sheet
33
9/4/23 13/4/23
review
34
16/4/23 -20/4/23
review
35
23/4/23 27/4/23
review
30
31
Exam review begins hols
32
36 37 38 39 40
IB EXAMS IB EXAMS IB EXAMS IB EXAMS IB EXAMS
Geography
Syllabus Summary
Year 1 (Grade 11) 2021/2022
Year 2 (Grade 12) 2022/2023
Two Optional Themes (SL + HL)( Chosen by students in Gr.11) • Option B – Oceans and Coastal Margins • Option C – Extreme Environments
Third Optional Theme (HL) • Option G – Urban Environments
Core Units 1,2,3 (SL + HL ) • Unit 1 - Changing Population • Unit 2 - Global Climate • Unit 3- Global Resource consumption and security IA introduction • Impacts of Urban Environments (Tentative)
Core Extension Units 4,5,6 (HL) • Unit 4 – Power, places and networks • Unit 5 – Human development and diversity • Unit 6 – Global risks and resilience IA Completion (SL + HL) • Impacts of Urban Environments (Tentative)
Detailed Syllabus
Week No
1
Appro x Dates 29/8/2 12/9/21
Topic
Option B – Oceans and Coastal Margins
Syllabus Reference
• • •
Intro to Geography Ocean Currents o Specific heat capacity o Ocean Conveyor belt El Nino and La Nina o Conditions in the oceans o Managing impacts
Textbook Reference
B.1 -OceanAtmosphere Interactions
TOK connections/possible knowledge questions
The operation of ocean currents, including their distrib nutrient and energy transfers and the importance of oce conveyor belts Atmosphere–oceanic interactions associated with El N Southern Oscillation (ENSO) and La Niña cycles and t climatic, environmental and economic effects Detailed examples of the geographic impacts of El Niñ La Niña
2
5/9/21 9/9/21
Option B – Oceans and Coastal Margins
•
•
3
12/9/2 116/9/2 1
Option B – Oceans and Coastal Margins
•
•
4
19/9/2 123/9/2 1
Option B – Oceans and Coastal Margins
• •
Hurricanes/tropical cyclones o Causes o Impacts o Typhoon Haiyan (Case Study) The role of oceans as a source of carbon dioxide o Ocean acidification
B.1- OceanAtmosphere Interactions
Coastal Environments o Waves o Longshore drift o Tides o Sediment supply o Subaerial wave processes o Lithology Features of Erosion o Cliffs o Stacks
B.2- Interactions between oceans and coastal places
Features of deposition o Spits (Palisades Case Study) o Beaches Advancing and retreating coastlines o Role of coastal processes o Sand Dune formation
B.2- Interactions between oceans and coastal places
The formation, distribution and physical impacts of hu on coastal margins, including storm surges Case study of one hurricane and its impacts on coastal and people The changing role of oceans as a store and source of ca dioxide (CO2) and the impacts of ocean acidification o reefs
Physical influences on coastal landscapes, includin waves, tides, sediment supply, lithology, vegetatio subaerial processes and wave processes (littoral dr hydraulic action and abrasion)
The characteristics and formation of coastal landfo erosion and deposition, including wave cut platfor cliff, stack, spit and beaches
Advancing and retreating coastlines, including the isostatic and eustatic processes, and the associated landforms (relict cliff, raised beach, fjord)
The role of coastal processes, wind and vegetation sand dune development
TOK – How do we know that levels of land and se vary? 5
26/9/2 131/9/2 1
Option B – Oceans and Coastal Margins
•
•
Coastal erosion and flooding management o Cliff failure o Cost-benefit analysis of coastal defence o Palisadoes Spit Protection ( Case Study ) o Thames Barrier ( Case Study ) Conflicting pressures on the coastlines
B.3- Managing Coastal Margins
Coastal erosion and flooding management strategi including cliff line stabilization and managed retre
One coastal management case study focused on th decision-making process and perspectives of diffe actors
o
Conflicting land-use pressures on coastlines, inclu commercial land uses (tourism, industry and housi and conservation measures
Soufriere Marine Management Area
One case study to illustrate the roles of, and outco for, coastal stakeholders 6
3/10/2 1 7/10/2 1
Option B – Oceans and Coastal Margins
•
•
7
10/10/ 21 14/10/ 21
Option B – Oceans and Coastal Margins
• •
Managing coral reefs and mangrove swamps o Environmental and economic value of coral reefs o Mangrove swamps (Pressure and Management) Sovereignty rights of nations o Exclusive economic zone
B.3- Managing Coastal Margins
Developing abiotic resources o Deep-water discoveries The environmental, economic and geopolitical consequences of overfishing o World fisheries o Fish Stocks o European fishing industry
B.4- Ocean Management Futures
Management of coral reefs and mangrove swamps including different stakeholder perspectives on the and value
Detailed examples of both ecosystems and their is
Sovereignty rights of nations in relation to territor limits along coastal margins and exclusive econom zones (EEZs)
Causes and consequences of increasing demand fo abiotic resources of oceans, including minerals, oi gas Trends in biotic resource use (fish and mammals) viability of alternatives to overfishing, including aquaculture, conservation areas and quotas
TOK – IS BP to blame for the Deepwater Horizon accident or the owner of the rig or Transocean responsible? TOK – Tragedy of the commons.
8
17 -21
HOLIDA YS
9
24/10/ 21 28/10/ 21
Option B – Oceans and Coastal Margins+ Assessment Prep
• • •
Initiatives to manage oceanic pollution o Radioactive waste o Plastic South China Sea and expansion The Arctic and global geopolitical opportunities and challenges
B.4- Ocean Management Futures
Strengths and weaknesses of initiatives to manage pollution, including local and global strategies for radioactive materials, oil and plastic waste
The strategic value of oceans and sources of intern conflict/insecurity, including the contested owners and control of island, canals and transit choke poin
One contemporary geopolitical case study focusin contested ocean area
TOK – To what extent can a country have claim o another in the middle of the ocean? 10
31/10/ 21 4/11/2 1
Option B Assessment Option C – Extreme Environment
• •
•
11
7/11/2 111/11/ 21
Option C – Extreme Environment
•
•
Option B Assessment Global distribution of extreme environments o Cold and high – altitude environments o Desert and semi-arid environments Conditions in extreme environments
C.1 – Characteristics of extreme environments
People in extreme environments o Coping with periglacial environments o Coping with arid environments Changing distribution of extreme environments o The advance and retreat of glaciers o Natural Desertification
C.1 – Characteristics of extreme environments
Global-scale distribution of cold and high altitude environments (polar, glacial areas, periglacial area mountains in non-polar places) and hot arid environments (hot deserts and semi-arid areas)
Relief and climatic characteristics that make environments extreme, including unreliability and intensity of rainfall in arid environments and the ri flash floods
How relief, climate, human discomfort, inaccessib and remoteness present challenges for human habi and resource development Detailed examples for illustrative purposes
The changing distribution of extreme environment time, including the advance and retreat of glaciers natural desertification
TOK – To what extent does physical geography se limits on human activities? 12
14/11/ 21 18/11/ 21
Option C – Extreme Environment
•
•
•
13
21/11/ 21 25/11/ 21
Option C – Extreme Environment
•
• 14
15
28/11/ 21 2/12/2 1 (Nat Day hols 5/12/2 19/12/2 1
Option C – Extreme Environment
•
Option C – Extreme Environment
• •
Glacial erosion o Plucking o Abrasion o Mechanisms Landforms produced by glacial erosion o Cirques o Aretes, peaks, throughs, basins, hanging valleys Glacial deposition o Characteristics of deposits o Moraines o Drumlins Periglacial environment o Landforms created with periglacial environments o Permafrost o Pingos o Thermokarst Hot Arid environments o Weathering in deserts o Water in deserts Hot Arid environments o Wind action in deserts o Features of the arid landscapes
Agriculture in arid areas o Hot arid areas o Semi arid areas Mineral extraction in hot, arid areas o Rosemont Copper, Arizona ( Case Study)
C.2 – Physical processes and landscapes
C.2 – Physical processes and landscapes
Glacial processes of erosion, transport and deposit and landscape features in glaciated areas, includin cirques/corries, lakes, pyramidal peaks/horns, arêt glacial troughs; lateral, medial and terminal morai erratics
Periglacial processes of freeze-thaw, solifluction and f heave, and periglacial landscape features, including permafrost, thermokarst, patterned ground and pingos
Physical and chemical weathering in hot arid environm and erosion, transportation and deposition by water.
C.2 – Physical processes and landscapes
C.3 – Managing extreme environments
Physical and chemical weathering in hot arid environm and erosion, transportation and deposition by wind. Hot, arid landscape features, including dunes, wadis, rock pedestals, mesas and buttes
Agricultural opportunities and challenges in arid areas including the distinction between aridity and infertility irrigation access, salinization risk and land ownership
Human and physical opportunities and challenges for minerals, oil and gas extraction in arid environments, including inaccessibility and climatic and political fac
Case study of one arid environment to illustrate the is 16
17 18 19
13/12/ 21 2/1/22
2/1/22 6/1/22
HOLIDA YS
Option C – Extreme Environment
•
•
Mineral extraction in periglacial environments o Oil mining in Alaska (Case Study) Tourism in arid and cold environments o Tourism in Nepal – Mt, Everest o Tourism in New Mexico
C.3 – Managing extreme environments
Human and physical opportunities and challenges for minerals, oil and gas extraction in cold environments, including inaccessibility, permafrost and resource nationalism
Case study of one cold environment to illustrate the is Opportunities and challenges for tourism in extreme environments
Detailed examples illustrating the involvement of loca global stakeholders 20
9/1/22 13/1/2 2
Option C – Extreme Environment
• •
The causes, acceleration, consequences and management of desertification o Sahel Case study Increasing international competition for access to resources in extreme environments o Yamal Megaproject (Case Study)
C.4- Extreme Environments futures
The causes, acceleration, consequences and managem desertification, including land use, conflict and climat change One case study illustrating the human and physical dimensions of desertification
Increasing competition for access to resources in extre environments, including the role of indigenous groups society organizations, transnational corporations (TNC militia groups One case study to highlight the issues
TOK – Reliability of statistical data. Drawing conclus from limited samples. 21
16/1/2 220/1/2 2
Option C – Extreme Environment
•
•
• 22
23/1/2 227/1/2 2
Option- C Assessment Unit 1 – Changing Population
• • • •
New technology and sustainable development in Extreme environments o Sustainable farming in Egypt o Desalination o Solar power Impacts and management of global climate change in extreme environments o Climate change and food security o Sahel Case Study Assessment Prep
C.4- Extreme Environments futures
Option C Assessment Factors affecting population distribution at the global scale Global patterns and classification of economic development o Economic classification Population distribution and economic development at the national scale o Population distribution in China and Australia o Population migration in China and Australia
U1.1 – Population and economic development patterns
New technology and sustainable development in extre environments, including greater use of solar power an desalination
The impacts and management of global climate chang extreme environments, including adaptation by local populations
TOK – The local population can and should do somet manage and adapt to climate change.
Physical and human factors affecting population distri at the global scale
Global patterns and classification of economic develo • • •
Population distribution and economic development at national scale, including voluntary internal migration, periphery patterns and megacity growth •
23
30/1/2 23/2/22
Unit 1 – Changing Population
•
Population change and demographic transition model o Natural Increase o Life Expectancy o Fertility Rates
low-income countries middle-income countries and emerging economies high-income countries
U1.2 – Changing populations and places
Two detailed and contrasting examples of uneven population distribution
Population change and demographic transition over tim including natural increase, fertility rate, life expectanc population structure and dependency ratios
Detailed examples of two or more contrasting countri
24
6/2/22 10/2/2 2
Unit 1 – Changing Population
• •
o Age/sexy pyramids o Dependency ratios o Ageing Ratios Megacities Growth o Mumbai Case Study Causes and consequences of forced migration o Types of forced migrant o Forced migration in Syria o Forced migration in Nigeria
U1.2 – Changing populations and places
The consequences of megacity growth for individuals societies •
One case study of a contemporary megacity experi rapid growth
The causes and consequences of forced migration and internal displacement •
Detailed examples of two or more forced movemen include environmental and political push factors, a consequences for people and places
TOK – Migration and terminology used leading to dif perception by certain groups 25
14 - 18
26
20/2/2 224/2/2 2
HOLIDA YS Unit 1 – Changing Population
• • •
Ageing populations o Japan Case study Pro-natalist and anti-natalist policies o China and Russia Case studies Anti-trafficking policies
U1.3 – Challenges and opportunities
Global and regional/continental trends in family size, ratios, and ageing/greying
Policies associated with managing population change, focusing on: • • •
policies related to ageing societies pro-natalist or anti-natalist policies gender equality policies and anti-trafficking policie
TOK – Is an ageing world an advantage or a disadvantage? TOK – Should governments dictate family size? 27
27/2/2 23/3/22
Unit 1 – Changing Population +
• •
Demographic Dividend o Ethiopia Case Study o South Korea Case Study Unit 1 Assessment
U1.3 – Challenges and opportunities
The demographic dividend and the ways in which pop could be considered a resource when contemplating p futures
Assessment Prep + Assessment
28
6/3/22 10/3/2 2
Unit 2 – Global Climate – Vulnerability and Resilience
•
•
•
The structure of the Earth’s atmosphere o Atmospheric Energy balance o Atmospheric Energy budget o Radiation The natural and enhanced Greenhouse effect o Positive and negative feedback loops
U2.1 – The Causes of global climate change
One case study of a country benefiting from a demographic dividend
The atmospheric system, including the natural greenh effect and energy balance (incoming shortwave radiat outgoing longwave radiation) Changes in the global energy balance, and the role of feedback loops, resulting from:
solar radiation variations, including global dimming d volcanic eruptions terrestrial albedo changes and feedback loops methane gas release and feedback loops
The enhanced greenhouse effect and international vari in greenhouse gas sources and emissions, in relation to economic development, globalization and trade TOK- The uncertainty of climate change 29
13/3/2 217/3/2 2
Unit 2 – Global Climate – Vulnerability and Resilience
•
•
•
30
20/3/2 2-
Unit 2 – Global Climate –
•
The implications of climate change o Changes to hydrosphere o Changes to sea ice o Glaciers and ice caps Changes in carbon storage o Ice o Oceans o Biosphere Impact of climate change on people and places
U2.2 – The consequences of global climate change
Changes in biomes o Agriculture o Migration
U2.2 – The consequences of
Climate change and the hydrosphere, atmosphere and biosphere, including: • • •
water stored in ice and oceans, and changing sea le carbon stored in ice, oceans and the biosphere spatial changes in biomes, habitats and animal mig patterns
Impacts of climate change on people and places, including hazards, migration and ocean transport routes
Climate change and the hydrosphere, atmosphere and biosphere, including:
24/3/2 2
Vulnerability and Resilience
• •
o Crop Yields Extreme weather events o Potential impacts of temperature increase UK Case study
global climate change
• •
changes to agriculture, including crop yields, limit cultivation, soil erosion incidence and severity of extreme weather events, including drought
TOK- Are the poor more vulnerable to global warming the rich?
31 32 33
28/3 8/4 10/4/2 214/4/2 2
HOLIDA YS Unit 2 – Global Climate – Vulnerability and Resilience
•
•
Disparities in exposure to climate change o Flooding in Bangladesh o Vulnerability and adaptation in Ghana Government – led action on climate change o UN Framework o Kyoto Protocol o Paris Agreement
U2.3 – Responding to climate change
Disparities in exposure to climate change risk and vulnerability, including variations in people’s location wealth, social differences (age, gender, education), ris perception •
Government-led adaptation and mitigation strategies f global climate change: •
34
17/4/2 221/4/2 2
Unit 2 – Global Climate – Vulnerability and Resilience + Assessment Prep
•
• •
Mitigation strategies o Pollution management and control o Reduction of energy consumption Adaptation strategies Civil society and corporate strategies to address climate change
Detailed examples of two or more societies with contrasting vulnerability
U2.3 – Responding to climate change
global geopolitical efforts, recognizing that the sou greenhouse gas emissions may be spatially distant the countries most impacted
carbon emissions offsetting and trading technology, including geo-engineering
Civil society and corporate strategies to address globa climate change
Case study of the response to climate change in one co focusing on the actions of non-governmental stakehold 35
36
24/4/2 228/4/2 2
Unit 2 Assessment + Unit 3 Global resources
• •
1/5/22 5/5/22
Unit 3 Global resources
•
•
• •
Unit 2 Assessment Poverty reduction and the global middle class o Vietnam Case Study Global Consumption of resources o Ecological footprint o
U3.1 – Global trends in consumption
Patterns and trends in water availability and consumption Pattern and consumption in energy Advantages and disadvantages of different energy sources
U3.1 – Global trends in consumption
Global and regional/continental progress towards pov reduction, including the growth of the “new global mi class” Measuring trends in resource consumption, including individual, national and global ecological footprints
An overview of global patterns and trends in the avai and consumption of: • • •
water, including embedded water in food and manufactured goods land/food, including changing diets in middle-inco countries energy, including the relative and changing import hydrocarbons, nuclear power, renewables, new sou modern energy
TOK – Has peak oil already happened? 37
8/5/22 10/5/2 2
Unit 3 Global resources
• • •
The water – food – energy nexus Climate change and the nexus Resource security
Unit 3.2 – Impacts of changing trends in resource consumption
The water–food–energy “nexus” and how its complex interactions affect: • • •
national water security, including access to safe wa national food security, including food availability national energy security, including energy pathway geopolitical issues
The implications of global climate change for the wate food–energy nexus
•
38
15/5/2 221/5/2 2
Unit 3 Global resources
• •
The disposal and recycling of waste Export of waste
39
22/5/2 226/5/2 2
Unit 3 Global resources
•
Contrasting views of population and resources o Thomas Malthus theory of population o Esther Boserup theory of population o Emilie Durkheim theory of population Carrying capacity Resource Stewardship The Sustainable goals
• • •
Unit 3.2 – Impacts of changing trends in resource consumption U3.3 – Resource Stewardship
The disposal and recycling of consumer items, includi international flows of waste
Divergent thinking about population and resource consumption trends: • • •
41
42
29/5/2 22/6/22 5/6/22 9/6/22 12/6/2 216/6/2 2
IA introduction
IA Introduction (Urban Environments)
IA introduction
IA Introduction + development and planning (Urban Environments) Mock Review
pessimistic views, including neo-Malthusian views optimistic views, including Boserup balanced views, including resource stewardship
Resource stewardship strategies, including: • •
40
Detailed examples of two countries with contrastin of resource security
the value of the circular economy as a systems app for effective cycling of materials and energy the role of the UN Sustainable Development Goals progress made toward meeting them
43
44
19/6/2 223/6/2 2 26/6/2 2– 30/6/2 2
likely mock
IA prep for the students
Summer reading prep - IA articles
IBDP GEOGRAPHY - YEAR 2 Week Dates No
Unit
1
UNIT 4 – Power, Places and Networks
28/8/22 - 1/9/22
Syllabus Reference • • • •
Global indices o KOF index of globalization Global Superpowers Global organizations and groups Global Lending institutions
Textbook Reference U4.1 – Global Interactions and global power
TOK connections/possible knowledge questions
Globalization indices showing how countries participate in global interactions Global superpowers and their economic, geopolitical and cultural influence Detailed examples of at least two actual or potential global superpowers Powerful organizations and global groups: G7/8, G20 and Organization for Economic Cooperation and Development (OECD) groups Organization of the Petroleum Exporting Countries’ (OPEC) influence over energy policies global lending institutions, including the International Monetary Fund (IMF) and New Development Bank (NDB) TOK – Should debt be cancelled
2
4/9/22 8/9/22
UNIT 4 – Power, Places and Networks
• • •
Global trade in materials, manufactured goods and services International aid, loans and debt relief Illegal Flows o Trafficked people o Counterfeit goods o Drugs
U4.2 – Global Networks and flows
An overview of contemporary global networks and flows: global trade in materials, manufactured goods and services an overview of international aid, loans and debt relief international remittances from economic migrants illegal flows, such as trafficked people, counterfeit goods and narcotics
3
11/9/22 15/9/22
UNIT 4 – Power, Places and Networks
•
Foreign Direct Investment o TNCs o TATA Group Case Study o Apple Case Study
U4.2 – Global Networks and flows
Foreign Direct Investment (FDI) and outsourcing by transnational corporations (TNCs), and ways in which this networks places and markets Two contrasting detailed examples of TNCs and their global strategies and supply chains
4
18/9/22 22/9/22
UNIT 4 – Power, Places and Networks
•
Multi- government organizations o Trading blocs o NAFTA ( Case Study) o Free trade zones Data flows and patterns Transport over time
U4.3 – Human and physical influences on global interactions
Political factors that affect global interactions: multi-governmental organizations (MGOs) and free trade zones economic migration controls and rules Our “shrinking world” and the forces driving technological innovation: changing global data flow patterns and trends transport developments over time
Patterns and trends in communication infrastructure The influence of the physical environment on global interactions Unit 4 Assessment
U4.3 – Human and physical influences on global interactions
Our “shrinking world” and the forces driving technological innovation: patterns and trends in communication infrastructure and use The influence of the physical environment on global interactions:
• •
5
25/9/22 29/9/22
UNIT 4 – Power, Places and Networks + Assessment Prep + Assessment
• • •
natural resource availability the potentially limiting effect of geographic isolation, at varying scales
6
2/10/22 -6/10/22
Unit 5 – Human Development and Diversity
• • •
The UN Sustainable goals The Human Development Index The Human Poverty Index
U5.1Development opportunities
The multidimensional process of human development and ways to measure it: UN Sustainable Development Goals criteria validity and reliability of development indicators and indices, including the human development index (HDI) and gender inequality index (GII) TOK- How can we measure poverty?
7
9/10/22 Unit 5 – Human 13/10/22 Development and Diversity
• •
Empowering women Empowering indigenous and minority groups Social entrepreneurship and human development
U5.1Development opportunities
empowering women and indigenous or minority groups Detailed illustrative examples of affirmative action to close the development gap
•
The importance of social entrepreneurship approaches for human development: the work of microfinance organizations and their networks alternative trading networks such as “Fairtrade” TNC corporate social responsibility frameworks and global agreements
8 9
HOLIDAY 23/10/22 Unit 5 – Human 27/10/22 Development and Diversity
• • •
Cultural traits A global Culture Cultural Imperialism
U5.2 – Changing identities and culture
The global spectrum of cultural traits, ethnicities and identities, and ways in which the spectrum of diversity is widening or narrowing at different scales The effects of global interactions on cultural diversity in different places: the diffusion of cultural traits, and cultural imperialism
TOK- What is cultural imperialism and how has it changed over time
10
30/10/22 Unit 5 – Human 3/11/22 Development and Diversity
• • • •
Cultural diffusion and indigenous groups Glocalization Changing urban landscape Diasporas
U5.2 – Changing identities and culture
glocalization of branded commodities, and cultural hybridity cultural landscape changes in the built environment
How diasporas influence cultural diversity and identity at both global and local scales Case study of a global diaspora population and its cultures(s) TOK- What type of urban area is unique?
11
6/11/22 Unit 5 – Human 10/11/22 Development and Diversity
• •
The rejection of globalized production Alternatives to globalization o NGO’s o Anti-immigration
U5.3 – Local Responses to global interactions
Local and civil society resistance to global interactions: •
•
12
13/11/22 Unit 5 – Human 17/11/22 Development and Diversity
• •
Geopolitical constraints on global interactions The role of civil society
U5.3 – Local Responses to global interactions
rejection of globalized production, including campaigns against TNCs and in favour of local sourcing of food and goods by citizens rise of anti-immigration movements
Geopolitical constraints on global interactions: •
•
government and militia controls on personal freedoms to participate in global interactions national trade restrictions, including protectionism and resource nationalism
The role of civil society in promoting international-mindedness and participating in global interactions, including social media use and campaigning for internet freedom
•
13
14
15
16 17 18
20/11/22 Unit 6 – Global Risks 24/11/22 and Resilience
29 + IA draft Due 30/11 (Nat Day hols 4/12/22 mock review 8/12/22 13/12/20 HOLIDAY - 2/1/21
• • •
Threats to individuals and businesses New and emerging threats to the sovereignty of states Increased globalization and renewed nationalism
IA draft Due
mock review
U6.1 – Geopolitical and economic risks
Two detailed examples of places where restricted freedoms have been challenged
Threats to individuals and businesses: hacking, identity theft and the implications of surveillance for personal freedoms political, economic and physical risks to global supply chain flows New and emerging threats to the political and economic sovereignty of states: profit repatriation and tax avoidance by TNCs and wealthy individuals disruptive technological innovations, such as drones and 3D printing The correlation between increased globalization and renewed nationalism/tribalization Two detailed examples to illustrate geopolitical tension/conflict
19
3/1/23 5/1/23
Mock Exams
20
8/1/23 12/1/23
Unit 6 – Global Risks and Resilience
• • •
U6.2 – Transboundary Pollution Environmental impacts of global Environmental flows risks Environmental issues linked with the global shift of industry
Transboundary pollution (TBP) affecting a large area/more than one country One TBP case study including the consequences and possible responses Environmental impacts of global flows at varying scales: localized pollution, including impacts along shipping lanes carbon footprints for global flows of food, goods and people Environmental issues linked with the global shift of industry: polluting manufacturing industries food production systems for global agribusiness TOK – Is the relocation of polluting industries the main cause of pollution in Mexico?
21
15/1/23 19/1/23
Unit 6 – Global Risks and Resilience
• • •
International civil society organizations and risks related to global interactions Strategies to build resilience New technology for global flow of data and people
U6.3 – Local and global resilience
The success of international civil society organizations in attempting to raise awareness about, and find solutions for, environmental and social risks associated with global interactions •
Detailed examples of one environmental and one social civil society organization action
Strategies to build resilience: • •
re-shoring of economic activity by TNCs use of crowd-sourcing technologies to build resilience by government and civil society
•
22
23
22/1/23 26/1/23
Option G – Urban Environments
• •
29/1/23 - 2/2/23
Option G – Urban Environments
•
• •
• •
Characteristics of urban places Megacities and. Urban growth and economic development Function of urban Settlements
G.1 – The variety of urban environments
Factors affecting the pattern of urban economic activity in cities Factors affecting the location of urban residential areas Urban poverty, deprivation and informal activity in urban areas
G.1 – The variety of urban environments
new technologies for the management of global flows of data and people, including cybersecurity and e-passports
Characteristics of urban places, including site, function, land use, hierarchy of settlement (including megacities) and growth process (planned or spontaneous)
Factors affecting the pattern of urban economic activities (retail, commercial, industrial), including physical factors, land values, proximity to a central business district (CBD) and planning Factors affecting the pattern of residential areas within urban areas, including physical factors, land values, ethnicity and planning The incidence of poverty, deprivation and informal activity (housing and industry) in urban areas at varying stages of development
24
5/2/23 9/2/23
Option G – Urban Environments
•
•
Urbanization, natural increase and population movements o Shanghai Case Study o Cape Town Case Study The causes and consequences of urban deindustrialization
G.2 – Changing urban systems
Urbanization, natural increase and centripetal population movements, including rural–urban migration in industrializing cities, and inner city gentrification in post-industrial cities Centrifugal population movements, including suburbanization and counter-urbanization Urban system growth including infrastructure improvements over time, such as transport,
sanitation, water, waste disposal and telecommunications •
Case study of infrastructure growth over time in one city
The causes of urban deindustrialization and its economic, social and demographic consequences 25
14 – 18
HOLIDAY
26
19/2/23 -23/2/23
Option G – Urban Environments
• • • •
Urban Microclimates Air pollution patterns Pollution management strategies Traffic congestions patterns, trends and impacts
G.3- Urban environmental and social stresses
Urban microclimate modification and management, including the urban heat island effect, and air pollution patterns and its management •
Case study of air pollution in one city and its varying impact on people
Traffic congestion patterns, trends and impacts •
27
26/2/23 - 2/3/23
Option G – Urban Environments
• • •
Contested Land Depletion of urban green space Urban crime
G.3- Urban environmental and social stresses
Case study of one affected city and the management response
Contested land use changes, including slum clearances, urban redevelopment and the depletion of green space •
Detailed contrasting examples of two affected neighbourhoods and their populations
Managing the impacts of urban social deprivation, including the cycle of deprivation and geographic patterns of crime 28
5/3/23 9/3/23
Option G – Urban Environments
• • •
Urban growth projections Resilient city design Eco-city design
G.4 – Building sustainable urban systems for the future
Urban growth projections for 2050, including regional/continental patterns and trends of rural–urban migration and changing urban population sizes and structures Resilient city design, including strategies to manage escalating climatic and geopolitical risks to urban areas •
Two detailed examples to illustrate possible strategies
Eco city design, including strategies to manage the urban ecological footprint •
29
12/3/23 16/3/23
Option G – Urban Environments+ Assessment Prep + Assessment
30
19/3/23 23/3/23
IA FINAL DUE
31
28/3 8/4
HOLIDAY
32
• •
Smart cities Option G Assessment
IA FINAL DUE
G.4 – Building sustainable urban systems for the future
Two detailed examples to illustrate possible environmental strategies
Smart city design and the use of new technology to run city services and systems, including purpose-built settlements and retrofitting technology to older settlements
33
9/4/23 13/4/23
review
34
16/4/23 20/4/23
review
35
23/4/23 27/4/23
review
36
IB EXAMS
37
IB EXAMS
38
IB EXAMS
39
IB EXAMS
40
IB EXAMS
History
Diploma Program Standard Level & Higher Level History
History aims The aims of the history course at SL and HL are to: 1. 2. 3. 4. 5. 6.
1.
develop an understanding of, and continuing interest in, the past encourage students to engage with multiple perspectives and to appreciate the complex nature of historical concepts, issues, events and developments promote international-mindedness through the study of history from more than one region of the world develop an understanding of history as a discipline and to develop historical consciousness including a sense of chronology and context, and an understanding of different historical perspectives develop key historical skills, including engaging effectively with sources increase students’ understanding of themselves and of contemporary society by encouraging reflection on the past.
Topics (order subject to change):
Year 1 1. World War I (1800’s – 1919) (P2/P3) 2. Chinese Civil War (P2) & Japanese Expansion (1921 – 1942) (P1) 3. German & Italian Expansion (P1) and the Causes of World War II (1919 – 1939) (P2/P3) 4. Mao’s Rise, Victory, & Domestic Policies (1921 – 1950) (P2)
Year 2 1. The Interwar Years (1920’s) (P2/P3) 2. Russia: Civil War and Revolution (1855 to 1924) (P2/P3) 3. Stalin’s Rise & Domestic Policies (1917 – 1953) (P2/P3) 4. Hitler’s Rise & Domestic Policies (1919 – 1945) (P2/P3) 5. World War II (1939 – 1945) (P2)
Teacher assessment: In Grade 11 (and for the Predicted Grade in Grade 12), students will be assessedon formative assessments that mimic the IB’s External Assessments (Paper 1 and Paper 2 for SL & HL students; and Paper 3 for HL students). Furthermore, while your class work does not directly impact your grades, it certainly does so indirectly in two ways: 1) If you don’t keep up, you will not have the knowledge or the skills to succeed, and 2) when I am deciding whether a student is closer to a5 or a 6 (for example), I look at the quality and consistency of the class work submitted over the year and that can greatly inform my final decision.
To succeed in this course, you must: • • • • • • • • • •
Come to class on time and prepared Device + Pen + Copybook + textbook(s) Take detailed, neat notes Listen, speak, ask questions Read, read, read Develop your analytical essay writing skills (Topic, Intro to Evidence + Evidence, Analysis + Implications, Conclusion) Pay very special and close attention to teacher feedback on assessments and learn and improve from that feedback Revise every night for 30 minutes Keep up with classroom tasks and homework tasks Be attentive and engage yourself.
Do not: • • • • •
Fall behind E-mail me the night before about deadlines Be disorganized and sloppy in your note-taking Rely on others: it won’t work Dismiss teacher feedback on assessments
Assessment: SL Assessment component
Weighting
External assessment (2 hours 30 minutes) Paper 1 (1 hour) Source-based paper based on the five prescribed subjects. Choose one prescribed subject from a choice of five. Answer four structured questions. (24 marks)
30%
Paper 2 (1 hour 30 minutes) 45% Essay paper based on the 12 world history topics. Answer two essay questions on two different topics. (30 marks)
Internal assessment (20 hours) This component is internally assessed by the teacher and externally moderated by the IB at the end of thecourse. Historical investigation
25%
Students are required to complete a historical investigation into a topic of their choice. (25 marks)
Assessment: HL Assessment component
Weighting
External assessment (5 hours) Paper 1 (1 hour)
20%
Source-based paper based on the five prescribed subjects. Choose one prescribed subject from a choice of five. Answer four structured questions. (24 marks) Paper 2 (1 hour 30 minutes) Essay paper based on the 12 world history topics. Answer two essay questions on two different topics. (30 marks)
25%
Paper 3 (2 hours 30 minutes) Separate papers for each of the four regional options. For the selected region, answer three essay questions. (45 marks)
35%
Internal assessment (20 hours) This component is internally assessed by the teacher and externally moderated by the IB at the end of the course. Historical investigation
20%
Students are required to complete a historical investigation into a topic of their choice. (25 marks)
41
2.
DP History Assessment Criteria
Assessment objective 1: Knowledge and understanding • • •
Demonstrate detailed, relevant and accurate historical knowledge. Demonstrate understanding of historical concepts and context. Demonstrate understanding of historical sources.
Assessment objective 2: Application and analysis • • •
Formulate clear and coherent arguments. Use relevant historical knowledge to effectively support analysis. Analyse and interpret a variety of sources.
Assessment objective 3: Synthesis and evaluation • • • •
Integrate evidence and analysis to produce a coherent response. Evaluate different perspectives on historical issues and events, and integrate this evaluation effectively into a response. Evaluate sources as historical evidence, recognizing their value and limitations. Synthesize information from a selection of relevant sources.
Assessment objective 4: Use and application of appropriate skills • • • •
Structure and develop focused essays that respond effectively to the demands of a question. Reflect on the methods used by, and challenges facing, the historian. Formulate an appropriate, focused question to guide a historical inquiry. Demonstrate evidence of research skills, organization, referencing and selection of appropriate sources.
42
Teaching hours SL HL
Syllabus component
Part I: Prescribed subjects 40
40
90
90
Topic 3: The move to global war
Part II: World history topics Topic 10: Authoritarian states (20th century) Topic 11: Causes and effects of 20th-century wars
Part III: HL options: Depth studies 90 Topic 4: History of Europe Internal assessment Historical investigation Total teaching hours
20
20
150
240
Pathway C: An HL Course with an Emphasis on 20th-century World History Part I Prescribed Part II World Topics: Part III HL Option: Internal Assessment: Subject: Topic 3 The 90 hours Topic 4 History of 20 hours move to global war (40 Europe (90 hours) hours) Cross-regional wars: Student chooses First World War (1914– 12: Imperial Russia, any historical topic Case study 1: 1918); revolution and the to investigate, Japanese establishment of the for example, the expansion in East Second World War Soviet Union (1855– significance of 1924) Asia (1939–1945) American use of atomic (1931–1941) weapons against Japan. 14: European states in Case study 2: the inter-war years (1918–1939) German and Italian expansion 15: Versailles to Berlin: (1933–1940) Diplomacy in Europe (1919–1945) 16: The Soviet Union and post-Soviet Russia (1924–2000)
43
3.
Prescribed subject 3 The move to global war: Paper 1 (HL/SL)
This prescribed subject focuses on military expansion from 1931 to 1941. Two case studies are prescribed, from different regions of the world, and both of these case studies must be studied. The first case study explores Japanese expansionism from 1931 to 1941, and the second case study explores German and Italian expansionism from 1933 to 1940. The focus of this prescribed subject is on the causes of expansion, key events, and international responses to that expansion. Discussion of domestic and ideological issues should therefore be considered in terms of the extent to which they contributed to this expansion, for example, economic issues, such as the long-term impact of the Great Depression, should be assessed in terms of their role in shaping more aggressive foreign policy. Case studies
Material for detailed study Causes of expansion • • •
The impact of Japanese nationalism and militarism on foreign policy Japanese domestic issues: political and economic issues, and their impact on foreign relations Political instability in China
Events Case study 1: Japanese expansion in East Asia (1931–1941)
• • •
Japanese invasion of Manchuria and northern China (1931) Sino-Japanese War (1937–1941) The Three Power/Tripartite Pact; the outbreak of war; Pearl Harbor (1941)
Responses • • •
League of Nations and the Lytton report Political developments within China—the Second United Front International response, including US initiatives and increasing tensions between the US and Japan
Causes of expansion • • •
Impact of fascism and Nazism on the foreign policies of Italy and Germany Impact of domestic economic issues on the foreign policies of Italy and Germany Changing diplomatic alignments in Europe; the end of collective security; appeasement
Events Case study 2: German and Italian expansion (1933–1940)
• • •
German challenges to the post-war settlements (1933–1938) Italian expansion: Abyssinia (1935–1936); Albania; entry into the Second World War German expansion (1938–1939); Pact of Steel, Nazi–Soviet Pact and the outbreak of war
Responses • • •
International response to German aggression (1933–1938) International response to Italian aggression (1935–1936) International response to German and Italian aggression (1940)
44
4.
World History Topics: Paper 2 (HL & SL) 1.
World history topic 10: Authoritarian states (20th century)
This topic focuses on exploring the conditions that facilitated the rise of authoritarian states in the 20th century, as well as the methods used by parties and leaders to take and maintain power. The topic explores the emergence, consolidation and maintenance of power, including the impact of the leaders’ policies, both domestic and foreign, upon the maintenance of power. Examination questions for this topic will expect students to make reference to specific authoritarian states in their responses, and some examination questions will require discussion of states from more than one region of the world. In order for students to be able to make meaningful comparisons across all aspects of the prescribed content, it is recommended that a minimum of three authoritarian states should be studied. Topic Emergence of authoritarian states
Prescribed content • Conditions in which authoritarian states emerged: economic factors; social division; impact of war; weakness of political system • Methods used to establish authoritarian states: persuasion and coercion; the role of leaders; ideology; the use of force; propaganda •
Consolidation and maintenance of power
Aims and results of policies
2.
• •
• • •
Use of legal methods; use of force; charismatic leadership; dissemination of propaganda Nature, extent and treatment of opposition The impact of the success and/or failure of foreign policy on the maintenance of power Aims and impact of domestic economic, political, cultural and social policies The impact of policies on women and minorities Authoritarian control and the extent to which it was achieved
World history topic 11: Causes and effects of 20th century wars
This topic focuses on the causes, practice and effects of war in the 20th century. The topic explores the causes of wars, as well as the way in which warfare was conducted, including types of war, the use of technology, and the impact these factors had upon the outcome. Examination questions for this topic will require students to make reference to specific 20th-century wars in their responses, and some examination questions will require discussion of wars from more than one region of the world. Please note that the suggested examples for this topic include “cross-regional” wars such as the First and Second World Wars. In examination questions that ask students to discuss examples of wars from different regions, students may use these wars in a regional context (for example, the Second World War in the Pacific) but may not then use the same war in a different region (for example, the Second World War in Europe) in the same response. Topic Causes of war
Practices of war and their impact on the outcome
Prescribed content • Economic, ideological, political, territorial and other causes • Short- and long-term causes • • • •
Types of war: civil wars; wars between states; guerrilla wars Technological developments; theatres of war—air, land and sea The extent of the mobilization of human and economic resources The influence and/or involvement of foreign powers
45
Effects of war
• • • •
The successes and failures of peacemaking Territorial changes Political repercussions Economic, social and demographic impact; changes in the role and status of women
46
5.
HL option 4: History of Europe: Paper 3 (HL Only)
12: Imperial Russia, revolution and the establishment of the Soviet Union (1855–1924) This section deals with modernization and
conservatism in tsarist Russia and the eventual collapse of the tsarist autocracy, as well as the revolutions of 1917, the Civil War and the rule of Lenin. There is a focus on the concepts of change and continuity, with examination and consideration of the social, economic and political factors that brought about change. 14: European states in the inter-war years (1918–1939)
This section deals with domestic developments in certain key European states in the period between the two world wars. It requires the study of four European countries: Germany, Italy, Spain and any one other country. The section considers the impact of the end of the First World War, then examines the economic, social and cultural changes in each country during the 1920s and 1930s. 15: Versailles to Berlin: Diplomacy in Europe (1919–1945)
This section addresses international relations in Europe from 1919 to 1945 with initial emphasis on the Paris Peace Settlement: its goals, impact and the problems relating to its enforcement. The section covers attempts to promote collective security and international cooperation through the League of Nations and multilateral agreements (outside the League mechanism), arms reduction and the pursuit of foreign policy goals without resort to violence. This section also addresses the individual foreign policies of Italy, Germany, France, Britain and Russia/Soviet Union, looking at the aims, issues and success of each one. It concludes with a study of the Second World War, looking particularly at the impact of the war and the reasons for German defeat and Allied victory. 16: The Soviet Union and post-Soviet Russia (1924–2000) This section examines the consolidation of the Soviet state from 1924 and
the methods applied to ensure its survival, growth and expansion inside and outside the borders of the Soviet Union. It explores the rise and nature of the rule of Stalin, Khrushchev, Brezhnev and their policies. East–West relations post-1945 in relation to Soviet aims and leadership should also be considered. Finally, the decline and collapse of the Soviet Union should be considered, as well as political and economic developments in post-Soviet Russia.
Links to Theory of Knowledge What is the role of the historian?
What methods do historians use to gain knowledge? Is it possible to describe historical events in an unbiased way? Do we learn from history? What is the difference between bias and selection? Who decides which events are historically significant? To what extent does studying history help us to better understand ourselves in the present? What is the role of individuals in history? How does the context within which historians live affect historical knowledge?
Psychology
Month/Dates Early-September
YEAR 1 DP PSYCHOLOGY TOPICS •
Introduction to IB DP Psychology
• •
The 2-year HL & SL Psychology Syllabus outline HL & SL Assessments (Paper 1,2,3, IA)
•
Methodology (Quantitative & Qualitative)
ToK Connections/Knowledge Questions
ATL Connections
This unit introduces some important concepts relevant to TOK. First, is psychology a science? Why or why not? And does it matter? The difference between quantitative and qualitative data - is one superior to the other? And ethical considerations in psychological research. Does the end justify the means?
Critical Thinker The goal of this introductory unit is to learn the language of psychology and begin the development of a “critical thinking toolbox” which students will use throughout the course. The focus of this first unit is on quantitative research methods, although students will also be introduced to observations, interviews and case studies. Students will learn how to plan out their own research and how to write a research report.
Does psychological research ever prove anything? Why do we say that results only indicate or suggest? To what extent can empathy, intuition and feeling be legitimate ways of knowing in the human sciences? How are ethics involved in the study of psychology? When and how do ethical standards change?
Mid-September
SECTION 1: Sociocultural Approaches to Understanding Behaviour •
Defining and explaining the SAUB
•
Assessment Skill Development (writing and SAQ and ERQ responses) Social identity theory
•
The role of culture and how we learn our culture are interesting links to knowledge. In addition, the emic vs etic approach to research is a good link to inductive and deductive ways of knowing.
Thinker Do you think the experimental method can be used to gain knowledge in the social sciences? Why do you think people are reluctant to accept immigrants or refugees from other cultures (excluding COVID)?
Late September
Research Methods Vocabulary Examination
Early-October
Mid-October
Early-November
•
Social cognitive theory
Where does language come from? Is it innate or learned?
Can a social phenomenon that normally takes place within a complex set of social relationships ever be studied in such a contrived and controlled situation? Do experiments on social learning lack ecological validity?
How does your culture define happiness? Do you think that people in your culture are happy?
Activity Find two examples of stereotypes in the media— newspapers, magazines, books, packaging, products, posters, or films. Bring the image to class, and explain why the image represents a stereotype and why you think this image persists.
MID TERM BREAK •
Stereotypes
• •
Culture and its influence on behavior and cognition Cultural dimensions
•
Enculturation
•
Acculturation (plus the new SAQ SAUB topics)
How does your culture compare to the two studies above (Tibetan Buddhism and the Danes)?
Thinker To what extent do you think that psychology can be used to promote peaceful cooperation in the world?
HL ONLY SAUB TOPIC
•
Late-November
•
Early-December
The influence of globalization on individual attitudes, identities and behaviour SCAUB Section Review
PUBLIC HOLIDAY - Commemoration Day & National Day
Late-November
SAUB REVISION EXAM (SAQ & ERQ)
Mid-December – Late-January Early-January
WINTER BREAK SECTION 2: Biological Approaches to Understanding Behaviour Defining and explaining the BAUB Techniques used to study the brain in relation to behaviour Localisation Neuroplasticity
February
Neurotransmitters and their effect on behaviour Hormones and behaviour
Freedberg and Gallese (2007) have proposed that mirror neurons are the basis for our aesthetic value.
To what extent is appreciation of the arts “feeling”—as seen in mirror neuron response—and to what extent is it a learned, cognitive response appreciation—or lack thereof—of art.
When we see Bernini’s David grimacing in his effort, or we see pain inflicted on another in a painting, it is our mirror neurons that help us to identify with the painting and see it as having?
Mid to Late February
March
Thinker Until recently, as a species we used to go to sleep when the sun set and wake up when it rose. With the development of electricity and the ability to have lighting on demand, we have changed our environment in a way that is “unnatural” with regard to our physiology. 1. 1 How do you think that the changes in our daily rhythms affect our lives? 2. 2 Are we meant to sleep more in winter? If so, what does our manipulation of light mean for us as human beings?
MID TERM BREAK •
Pheromones and behaviour
•
Genes and behaviour
•
Genetic similarities
Ethics The use of PET and fMRI scans has helped psychologists to identify brain patterns for dysfunctional behaviours. In
Thinker On the Internet you will find several free IQ tests. Go online and take at least three different
•
Evolutionary explanations for behavior (plus the new SAQ BAUB SAQ topics)
HL ONLY BAUB TOPIC Mid-March
The role of animal research in understanding human behaviour BAUB REVISION EXAM (SAQ & ERQ)
Late-March – EarlyApril Mid-April
SPRING BREAK
fact, some scientists say that these scanning images are like fingerprints. There is a certain pattern for people with schizophrenia, alcoholism, and depression, among other disorders. These patterns are present, even if the person does not show any symptoms of the disorder. 1. 1 Do you think that doctors should scan patients to let them know if they have a predisposition for a mental illness? What effect do you think this would have on the individual? 2. 2 Could this technology be misused? Does the potential abuse of technology and knowledge mean that it should not be pursued?
tests. Each test should give you a score. 1. 1 Do you think that these tests appropriately evaluate your intelligence? 2. 2 Do you feel that the tests were adequate? Why or why not? 3. 3 How would you change the tests to make them reflect more accurately what you consider to be your “intelligence”? CAS With the. knowledge you have acquired in this chapter on how to improve intelligence, suggest how a CAS project could enhance learning possibilities for impoverished children in your community.
SECTION 3: Cognitive Approaches to Understanding Behaviour (SAQ ONLY) •
Define and explain the CAUB
•
Models of memory
Ethics What if psychologists can determine that criminals have a biological
Thinker Will it ever be possible to develop robots that can think like humans?
May
Yr. 12 DP IB EXAMS Early May
•
Schema Theory
•
Thinking and decision making
•
Reconstructive memory
•
Bias in thinking and decision making
•
The influence of emotion on cognitive processes (plus the new SAQ CAUB topics)
predisposition towards their behaviour? Should the courts be more lenient if they are presented with medical evidence that an individual has a neurochemical imbalance or genetic predisposition? Would that force governments to rethink policies of punishment as a deterrent to crime? Discuss the following quote from the psychologist Daniel Gilbert: “Our experience of the world— how we see it, remember it and imagine it—is a mixture of stark reality and comforting illusion.” Discuss the following quote from the psychologist Daniel Gilbert: “Our experience of the world— how we see it, remember it and imagine it—is a mixture of stark reality and comforting illusion.” 1.
What do you feel when you look at the homeless person? Why do you think you are feeling this way? How do you know what you are feeling? 2. 2 Discuss in your group how you identify your own emotions, and how we know what other people are feeling. 3. 3 Read the following passage and then discuss how science can add new dimensions to our own intuitive knowledge of emotions.
1.
1 Work in groups of four and compare the human mind and the computer. Make a list of what the human mind can do and what the computer can do. Discuss your list. Does it make sense to you to compare the human mind to a computer? 2. 2 What do you consider to be the major difference between the computer and a human being? 3. 3 Discuss how computers are pictured in one science-fiction film that you have seen. 4. 4 Discuss whether you think it will ever be possible to construct a robot that can be exactly like a human. You may find this website helpful: http://news.bbc.co.uk/2/hi/uk_news/ wales/mid_/4495257.stm Enquirer and a Communicator 1. 1 Do we actually gain anything by using models in science? Consider the role of models in “knowing”. 2. 2 Write a brief note in which you explain the working model of memory to a student who is younger than you and has never studied psychology.
For years, psychologists, philosophers, and neuroscientists have wondered why we seem instinctively to understand other people’s feelings and intentions. Some researchers now believe that this is due to a special kind of brain cells, called mirror neurons. It seems that mirror neurons respond in the same way when we actually perform an action ourselves and when we witness somebody else performing the same action. Researchers think that mirror neurons can explain why humans are capable of empathy, and also why people with autism are not able to show empathy—their mirror neurons are not functioning.
•
HL ONLY CAUB TOPIC
Cognitive processing in the digital world CAUB Section Review
End of May
CAUB REVISION EXAM (SAQ) •
Paper One Review
June
YEAR 11 MOCK EXAMS
Mid-June
INTERNAL ASSESSMENT INTRODUCTION Introduction & examples Interpreting the assessment rubric
Data collection & draft report writing (finish draft over Summer Break)
Month & key dates
YEAR 2 DP PSYCHOLOGY TOPICS
July / August
SUMMER BREAK
ToK Connections
ATL Connections
HL & SL OPTION 1 = PSYCHOLOGY OF HUMAN RELATIONSHIPS •
Introduction & 3 key focus topics
•
Formation of personal relationships
September
•
Role of communication
EE draft submit
•
*University PG’s
•
Explanations of why relationships change or end Biological links to personal relationships
•
Cognitive links to personal relationships
•
Sociocultural links to personal relationships Ethical considerations when researching personal relationships Research methods used when investigating personal relationships
October
• •
Can we ever come to understand pro-social behaviour? How could you include what you have learned in TOK about ways of knowing to what you have learned here on pro-social behaviour to find valid arguments?
Some sociobiologists argue that monogamy is not a natural human behaviour. Unfaithfulness may be beneficial to both sexes. The male increases his chances of passing on his genes; the female has the opportunity to have a better combination of genes, while still having the current loyal partner to raise the child. Does the argument that this is a natural and logical behaviour mean that it is moral? Why or why not?
Mid-October
Human Relationships REVISION EXAM
Thinker Equity theory of love predicts that people are happiest in relationships where benefits and costs are balanced so that both partners contribute and receive more or less the same. • To what extent is the theory supported? • Do you think it is a good idea to use theories from economics to explain human relationships? Why or why not? Empathy 1. 1 Based on the research regarding the role of cultural norms on relationships, what do you think would be the difficulties of having a cross- cultural relationship? 2. 2 How do you think these difficulties could be overcome?
October
INTERNAL ASSESSMENT FINAL •
Gathering data
Ethics
•
IA Report writing
What would you have to consider if you were to conduct research interviews in relation to coping with AIDS cross-culturally? How could you prepare for the interviews?
Researcher • What would you have to consider if you were to conduct research interviews in relation to coping with AIDS crossculturally? • How could you prepare for the interviews? Critical Thinker • Give two reasons for why reflexivity could be important in qualitative research. • What is the main difference of this approach to the researcher’s role in the natural sciences?
October
November
Mid Nov. Final EE due
HL ONLY OPTION 2 – Developmental Psychology *(section not included in COVID modified course)* •
Introduction & 3 key focus topics
•
Cognitive development
•
Brain development
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Biological links to developing as a learner
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Cognitive Links to developing as a learner
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Sociocultural links to developing as a learner
In many countries—for example, the Czech Republic, Korea, and Turkey— young students do much more advanced mathematics than in western countries. However, these students are actually memorizing model problems for advanced mathematical concepts. It is important that they “learn the maths”, even if they are not cognitively able to understand it.
Reflective and Enquirer 1. 1 What constitutes an individual’s identity? Is it possible to come up with a complete description? 2. 2 Design a small interview study with two or three adolescents. Ask them how they have experienced the transition from childhood to adolescence, in terms of changes in identity
December Early Dec. 2nd PG
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Ethical considerations when researching the development of a learner
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Research methods used when investigating the development of a learner
1. 1 To what extent do these students “know mathematics”? 2. 2 Do you think this approach to learning mathematics is valid? Piaget’s theory deals with how children come to know about the world. Discuss what ways of knowing a child uses at the different stages.
and their relationship with their parents. Thinker 1. 1 How may cultural ideals influence adolescents’ body image? 2. 2 Discuss how globalization could influence cultural ideals of body image. Critical Thinker Erikson’s theory was developed in the 1950s in the USA. His ideas on adolescence were primarily based on his clinical work with adolescent boys, but he also did some research on Native American children (Sioux). • Are his ideas on adolescence culturally biased? Why or why not? • To what extent is his theory supported by empirical evidence? • Is it possible to formulate a universal theory of development? Support your argument.
December late
Developmental Psychology REVISION EXAM
Mid to Late December January
WINTER BREAK Grade 12 MOCK EXAMS
January late
End of Jan Final IA due
HL PAPER 3 *(section not included in COVID modified course)* •
HL- Introduction to Paper 3
Ethics
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Qualitative & Quantitative Research
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Assessment requirements & Interpreting stimulus material
What would you have to consider if you were to conduct research interviews in relation to coping with AIDS cross-culturally?
February early
PAPER 3 REVISION EXAM
Mid-Late February
MID TERM BREAK
March
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Review
April
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Review
Week prior to exam May
YEAR 12 REVISION WEEK (whole year) FINAL EXAMS
Syllabus Overview with Teaching Hours:
How could you prepare for the interviews?
Researcher 1. 1 What data collection method would be the most appropriate if you were to conduct a case study with a street gang? Why? 2. 2 Mention some ethical considerations in such a study.
SL & HL Assessment Outline:
