IB DIPLOMA RESOURCES 2011

IB Diploma Resources 2011 For schools and colleges

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Cambridge University Press is a leading publisher for the IB Diploma. Our bestselling titles are written by specialists for students and teachers of the IB Diploma programme. They help to inspire, motivate and focus the work of schools and colleges, enabling students to succeed in higher education.

Cambridge resources for the IB Diploma aim to:

Contents Biology

2

Chemistry

3

Physics

4

Theory of Knowledge

5

English Literature

6

English Language and Literature

7

Geography: Patterns and Change

8

Geography: Global Interactions

9

Business and Management

10

Economics

11

20th Century World History

12

Mathematics

16

Implementing the IB Diploma Programme

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Cambridge Online IB Teacher Resources

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Contact your local Agent

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 encourage learners to explore concepts, ideas

and topics that have local and global

COMING SOON!

significance

Cambridge Online IB Teacher Resources

 help students develop a positive attitude

to learning in preparation for higher education

 assist students in approaching complex

questions, applying critical-thinking skills and

forming reasoned answers.

Looking for FREE teacher resources for the IB Diploma for a variety of subjects? Visit ibdiploma.cambridge.org to see our teacher support material and information on our full IB range, available absolutely FREE.

www.cambridge.org/cie www.cambridge.org/cie

See pages 18–21 for a full list of agents

IB Diploma

IB Diploma

NEW! Biology for the IB Diploma

NEW! Chemistry for the IB Diploma

Coursebook 978-0-521-17178-6

Coursebook with CD-ROM 978-0-521-18294-2

Brenda Walpole, Ashby Merson-Davies, Leighton Dann Course consultant: Peter Hoeben

Steve Owen, with Chris Martin, Caroline Owen and Roger Woodward

This lively new coursebook offers complete and thorough coverage of the IB Biology syllabus at both Standard and Higher Levels, including all eight Options. Students’ interest is stimulated by extra snippets of information displayed alongside the core text, offering deeper understanding and links with everyday life. Clear, simple language makes the text accessible to students of all abilities.

A comprehensive new book, with accompanying CD-ROM, offering an in-depth analysis of the IB syllabus at both Standard and Higher Levels.

Using accessible language, it efficiently presents topics to optimise learning and prepares students with the skills needed to succeed in the examination.

• Key concepts clearly highlighted in the text, to aid revision.

3

Figure 5.10 Most of the variation between humans is continuous variation, and is influenced by the environment as well as genes.

Evolution Cumulative change in the heritable characteristics of a population.

Figure 5.11 A fossil of Archaeopteryx, which is seen as a link between reptiles and birds. It looked like a small dinosaur, but had feathers and could fly.

Variation within a species is a result of both genetic and environmental factors. We say that selection pressures act on individuals: because of variation, some may be better suited to their environment than others. These are likely to survive longer and have more offspring.

The characteristics of a species are inherited and passed on to succeeding generations. The cumulative change in these heritable characteristics is called evolution. If we go back in time, then existing species must have evolved from pre-existing ones. All life forms can therefore be said to be linked in one vast family tree with a common origin.

years before present

• Questions throughout the text to test understanding, and exam-style

Equus – the modern horse 2 million

questions at the end of each chapter to prepare for the exam.

Pliohippus 5 million

What evidence is there for evolution?

The fossil record Fossils, such as the one shown in Figure 5.11, are the preserved remains of organisms that lived a long time ago. They are often formed from the hard parts of organisms, such as shell, bone or wood. Minerals seep into these tissues and, over time, deposit and harden. As the living tissue decays, the minerals form a replica that remains behind. Soft tissue can sometimes be preserved in the same way, as can footprints and animal droppings. Most fossils become damaged or are crushed through land or sea movement, but some are remarkably well preserved. The earliest fossils date from over three billion years ago, so the time scale of the fossil record is immense.

Most fossils are of species that died out long ago, because they did not adapt to new environmental conditions.

The study of fossils is called palaeontology. Palaeontologists have been collecting and classifying fossils for over two hundred years, but they have only been able to date them since the 1940s. Scientists do this by studying the amount of radioactivity in fossils. Over time, the amount of radioacticity decrease. This is because the reactive elements decay, so there is less radioactive material left. The rate of decay is fixed for each element, so it is possible to date fossils by measuring the amount of radioactivity in each specimen. Carbon-14 is used to study material up to 60 000 years old. For older material, other elements are used.

Although the fossil record is incomplete and fossil are very rare, it is possible to show how modern plants and animals might have evolved from previous species that existed hundreds or thousands of millions of years ago. For example, fossil sequences suggest how modern horses may have evolved from earlier species (Figure 5.12). It is important to recognise, though, that we can never say that ‘this species evolved into that species’, based on a fossil sequence – even when we have many fossils. All that we can say is that they appear to be related – that they probably share a common ancestor. Other species could well have existed too, for which no fossils have ever been found.

A few organisms seem to have changed very little. The horseshoe crab we see today is very similar to fossil specimens a million years old. This would seem to suggest that there has been little selection pressure on these crabs.

Observations of fossils provide evidence that life on Earth changes and that most of the changes occur over millions of years.

Merychippus

24 million Mesohippus

9 Redox

34 million Hyracotherium

9.1 Oxidation and reduction

55 million

• Define oxidation and reduction in terms of the loss/gain of electrons • Work out oxidation numbers for elements in compounds • Understand what is meant by a redox reaction • Work out whether an element has been oxidised or reduced in a given equation • Understand what is meant by an oxidising agent and a reducing agent

Selective breeding Further evidence for the way evolution might have occurred comes from observations of selective breeding. In this process, plants or animals with favourable characteristics are bred to increase their numbers in a population. Humankind has been domesticating and breeding plants and animals for thousands of years. Modern varieties of wheat produce higher yields and are shorter and stronger than varieties of a hundred years ago, and these in turn have many differences from the grasses that wheat was originally bred from 10 000 years ago. Similarly, farmers and animal breeders may look for favourable characteristics in a cow or a sheep, such as milk yield or quality of wool, and then use individuals displaying these characteristics to breed more animals with the same features (Figure 5.13).

Although the driving force for artificial selection is human intervention, which is quite different to natural evolution, selective or artificial breeding does show that species can change over time.

Homologous structures Further evidence for evolution is provided by homologous structures, which are anatomical features showing similarities in shape or function in different organisms. Their presence suggests that the species possessing

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Oxidation and reduction

Learning objectives

Figure 5.12 Some of the many species of fossil horses, and the modern horse, Equus. The fossil sequence shows that, over time, horses have developed single-toes hooves, longer legs and longer faces, with larger teeth for grazing.

Oxidation and reduction may be defined in many ways, e.g. oxidation is the loss of hydrogen or the gain of oxygen and reduction is the gain of hydrogen or the loss of oxygen. For instance, in the equation: C2H5OH + [O] → CH3CHO + H2O [O] indicates oxygen added in an oxidation reaction. we can see that the C2H5OH (ethanol) has been oxidised as it has lost H to form CH3CHO (ethanal).

Or, in the equation C6H5NO2 + 6[H] → C6H5NH2 + 2H2O [H] indicates hydrogen added in a reduction reaction.

C6H5NO2 has been reduced as it has lost oxygen/gained hydrogen.

These definitions are, however, only useful in a limited number of reactions and a more fundamental definition of oxidation and reduction is:

Figure 5.13 Selective breeding of cows over many centuries has produced many breeds including the Guernsey. Guernseys have been bred for the production of large quantities of fat-rich milk.

5 ECOLOGY AND EVOLUTION

Oxidation – loss of electrons.

Reduction – gain of electrons.

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Zn(s) 2+

Course Consultant: Dr Peter Hoeben has been a deputy chief examiner and workshop leader for IB Biology, as well as a teacher for the subject.

ibdiploma.cambridge.org

−

Cu (aq) + 2e

OXIDATION

Cu(s)

REDUCTION

electrons gained

Figure 9.1 Breaking an oxidation–reduction reaction into two half equations.

About the Authors:

Leighton Dann has taught Biology at school and has been instrumental in developing new practical work for GCSE and post-16 courses in schools and colleges.

Zn2+(aq) + 2e−

electrons lost

Visit ibdiploma.cambridge.org to view sample material for this title.

Ashby Merson-Davies has taught IB Biology for over 20 years. He was part of the IB Biology syllabus review team and has written a series of books which support the programme.

Oxidation Is Loss of electrons Reduction Is Gain of electrons

Oxidation number (oxidation state)

Figure 9.2 A mnemonic to help you remember the definition of oxidation and reduction.

Oxidation number is a purely formal concept, which regards all compounds as ionic and assigns charges to the components accordingly. It provides a guide to the distribution of electrons and relative charges on atoms in covalent compounds and allows us to understand redox processes more easily.

General rules for working out oxidation numbers 1 Treat the compound as totally ionic (if the compound is ionic then the charges on the ions are the oxidation numbers).

2 The most electronegative atom in a molecule is assigned a negative charge according to its valency (see Table 9.1).

3 Assign oxidation numbers (charges) accordingly to give the overall charge on the molecule/ion. That is, the sum of the oxidation numbers, taking into account signs and coefficients, is equal to the overall charge on the molecule/ion.

4 The oxidation number of atoms in an element is zero.

5 The elements in Groups 1–3 virtually always have the group number as their oxidation number (see Table 9.2).

6 The maximum possible oxidation number for an element will be its group number (see Table 9.3).

It is not possible to lose more electrons than there are in the outer shell – the maximum possible oxidation number for Group 6 is +6 because there are 6 electrons in the outer shell.

Atom Ionic charge Oxidation number Comment

For instance, in the equation:

Brenda Walpole has 20 years’ experience of teaching IB Biology and has written over 30 science books. She is currently an independent consultant in science education.

The word OILRIG can be used to help you remember the definition of oxidation and reduction (see Figure 9.2).

Although it is fairly easy to understand which species has been oxidised and reduced in ionic equations such as Zn(s) + Cu2+(aq) Zn2+(aq) + Cu(s) it is more difficult to see where electrons are being transferred and what is going on in redox reactions such as PCl3 + Cl2 → PCl5. To discuss a reaction such as this in terms of oxidation and reduction we use the concept of oxidation number (oxidation state).

Zn(s) + Cu2+(aq)

Zn2+(aq) + Cu(s)

the Zn has been oxidised to Zn2+ as it has lost electrons and the Cu2+ has been reduced to Cu as it has gained electrons. This can be seen more clearly by splitting the overall reaction into half equations, as shown in Figure 9.1.

Since if something loses electrons something else must gain them oxidation and reduction always occur together, that is, if something is oxidised, something else must be reduced. These reactions then are called redox reactions indicating that both oxidation and reduction occur. The reaction Zn(s) + Cu2+(aq) Zn2+(aq) + Cu(s) is thus a redox reaction because the zinc has been oxidised and the Cu2+ has been reduced.

F

F−

O

O2−

Cl

Cl−

–1

Not in compounds with O and F. Other oxidation numbers include +1, +3, +5, +7

H

H+

+1

Not in metal hydrides, e.g. NaH, where oxidation number is −1

–1

Always, since most electronegative element

–2

Virtually always, but not in compounds with F or in peroxides and superoxides

Table 9.1 Assigning negative charge according to valency.

Group 1

Group 2

Group 3

+1

+2

+3

Usual oxidation number

Table 9.2 Group number as oxidation number in elements from groups 1–3.

Maximum oxidation number

Group 1

Group 2

Group 3

Group 4

Group 5

Group 6

Group 7

+1

+2

+3

+4

+5

+6

+7

Table 9.3 Group number as maximum possible oxidation number.

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© Cambridge University Press 2010

© Cambridge University Press 2010

9 REDOX

21

Visit ibdiploma.cambridge.org to view sample material for this title.

About the principal Author: Steve Owen teaches at Sevenoaks School, one of the leading IB schools in the UK, and has over 14 years’ experience in teaching IB Chemistry. He has worked with IB extensively, acting as an Internal Assessment moderator and an examiner. In addition, he has been a team leader for Paper 3, and has been involved in setting mark schemes for that paper.

See pages 18–21 for a full list of agents

chemistry

• Worked examples help students tackle different types of questions.

biology

2

Chemistry

IB DIPLOMA

IB DIPLOMA

Biology

IB Diploma

IB Diploma

Physics

Theory of Knowledge

New Colour Version!

Physics for the IB Diploma

NEW COLOUR VERSION!

5th Edition (Full-colour version)

Coursebook 978-0-521-54298-2

Coursebook 978-0-521-13821-5

Now available as a full-colour version, this is a comprehensive, bestselling title for the Theory of Knowledge course in the IB Diploma Programme. It is also useful for students following other critical thinking courses.

Now available as a full-colour version, this best-selling fifth edition has been written for the IB student and covers the entire new IB syllabus, including all the options at both Standard Level and Higher Level. It includes a chapter on the role of physics in the context of the Theory of Knowledge course. The student-friendly design makes this comprehensive book easy to use and the accessible language ensures that the material is also suitable for students whose first language is not English. It includes:

The fundamental question in Theory of Knowledge is ‘How do you know?’ In exploring this question, the author encourages students to ask relevant questions, use language with care and precision, support ideas with evidence, argue coherently and make sound judgements.

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preliminary quotations to prompt critical thinking

• answers to the end-of-chapter questions

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questions and exercises to encourage students to actively engage with the material

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a ‘linking questions’ diagram which makes connections with other parts of the course

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cartoons and other illustrations to support the text

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a summary of key points and list of terms to remember

Coming soon...

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suggestions for further reading

Physics for the IB Diploma Exam Preparation Guide An essential revision guide for students, providing a refresher of the complete Physics for the IB Diploma course.

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reading resources to explore some of the topics covered in greater depth.

• worked examples highlighting important results, laws, definitions and formulae

• a glossary of key terms.

About the Author: Dr K. A. Tsokos teaches IB Physics and Mathematics at ACS Athens. His career in the IB Diploma Programme started 21 years ago at the Copenhagen International School.

He served as Assistant Examiner, Deputy Chief Examiner and Acting Chief Examiner for IB Physics and participated in the last curriculum review. In addition to Physics for the IB Diploma, he is also the author of Series and Differential Equations, a textbook for Mathematics HL, IB Physics in a Nutshell, a study guide for Physics and the forthcoming IB HL Mathematics: a student workbook.

ibdiploma.cambridge.org

All chapters include the following features:

About the Author: Richard van de Lagemaat is the founder and director of InThinking (www.inthinking.co.uk), an innovative educational consultancy service which provides quality training for teachers and administrators in IB World Schools. With more than 25 years experience in international education, Richard has been actively involved in teacher training and curriculum development since 1988. He has run workshops and seminars for teachers and students in fifty countries and is a regular speaker at educational conferences.

Richard has a Masters degree from the University of Oxford and a PhD in philosophy from the University of Warwick. His book, Theory of Knowledge for the IB Diploma has sold more than 56,000 copies.

See pages 18–21 for a full list of agents

5 theory of knowledge

physics

4

K.A. Tsokos

Richard van de Lagemaat

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This title is now available as an ebook!

Visit www.ebooks.com and search for ‘IB Physics’

Theory of Knowledge for the IB Diploma

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English Literature

English Language and Literature

FOR 2011 Syllabus

FOR 2011 Syllabus

NEW! English Literature for the IB Diploma

NEW! English Language and Literature for the IB Diploma

Coursebook 978-1-107-40223-2

Coursebook 978-1-107-40034-4

Some questions: is fame intrinsically degrading, both for the famous and for those who make them famous?

To what extent should those who elect to be famous be protected from the media? Does every society get the celebrities it deserves? Should reality television be banned on ethical grounds? Can we test the moral health of a society by measuring the value that society places on fame?

English Literature for the IB Diploma 5 Sarah, do not mourn me dead; think I am gone and wait for thee, for we shall

Activity

meet again.

• What is the purpose of this article? To persuade? To inform? To state an opinion?

• What do you think the audience for this article might be? Informed and sophisticated? Young or old? What evidence do you have to make such a judgement?

• How would you describe the language in this article? Is it balanced, or overemotive? Does the language clearly explain the main points the writer wants to make?

• Comment on the structure of the article: how is the argument developed?

What phases does the article go through? Is the conclusion effective?

As for my little boys, they will grow as I have done, and never know a father’s

love and care. Little Willie is too young to remember me long, and my blue-eyed

Sarah, I have unlimited confidence in your maternal care and your development of

Visit this website to find out more about Sullivan Ballou and the American Civil War

O Sarah, I wait for you there! Come to me, and lead thither my children.

http://www.civil-war.net/pages/ sullivan_ballou.asp

Edgar will keep my frolics with him among the dimmest memories of his childhood. their characters. Tell my two mothers his and hers I call God’s blessing upon them.

Sullivan

Activity

1 Language in cultural context

Text 5.2 Sullivan Ballou Letter to his wife Sarah 1861 Read the following letter, written by Sullivan Ballou, to his wife Sarah, one week before he and 27 of his comrades would die in the battle at First Manassas, in the American Civil War.

This letter is very different to that of Emily Dickinson’s letter: it’s purpose, audience, language and structure vary considerably.

TOK

• What purpose do you think the writer has in writing this to his wife? Is it to console her? To express his love for her? Or is there a more political purpose?

• How would you describe the language of this letter? Is it poetic or prosaic?

Formal or informal? Emotive or objective?

• What images are the most striking and why?

• What word choices are the most interesting and why?

• To what extent does the highly developed and polished structure of this letter (it has a strong introduction and explanation, a development of ideas, as well as a rhetorical conclusion) both clarify his ideas, but lessen the emotional impact of his words?

Some points to consider when answering these questions:

My very dear Sarah:

July 14th 1861

The indications are very strong that we shall move in a few days -- perhaps

tomorrow. Lest I should not be able to write you again, I feel impelled to write lines that may fall under your eye when I shall be no more.

Is it ethically defensible to publish the private letters and diaries of people who did not intend to have them published? Does it matter if these documents are written by great men and women? A hypothetical question: imagine that a great scientist had written in his will that all his research should be destroyed when he dies; those in charge of this material find, before it is destroyed, work which could benefit mankind. Should they honour the wishes of the scientist, or should the interests of the greater good be put first?

200 million 400 million 600 million 1 billion

a 300 million b 400 million c 600 million d 1 billion 3 How many people are learning English today as a foreign language?

• If his audience is purely personal why does he write ‘ If it is necessary that I should fall on the battlefield for my country, I am ready’?

• Does this go beyond the purely personal? Does it have a rhetorical purpose?

• Why might the writer do this, and how does it affect our reading of the letter?

a 300 million b 400 million c 600 million d 2 billion

But, my dear wife, when I know that with my own joys I lay down nearly all

of yours, and replace them in this life with cares and sorrows -- when, after

having eaten for long years the bitter fruit of orphanage myself, I must offer it

as their only sustenance to my dear little children -- is it weak or dishonorable,

while the banner of my purpose floats calmly and proudly in the breeze, that my unbounded love for you, my darling wife and children, should struggle in fierce, though useless, contest with my love of country?

I cannot describe to you my feelings on this calm summer night, when two

thousand men are sleeping around me, many of them enjoying the last, perhaps,

before that of death -- and I, suspicious that Death is creeping behind me with his fatal dart, am communing with God, my country, and thee.

C – 600 million people speak English as a native language according to database machine Wolfram Alpha

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C and D – 600 million to 1 billion people speak English as an additional language, depending on the source and the definition of speaking a language as an ‘additional’ language. Levels of proficiency vary.

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Answers

About the Authors: David James is Director of IB at Wellington College in the UK where he is in overall charge of the Diploma and Middle Years Programmes. He has taught the International Baccalaureate for ten years, and is a workshop leader for the English Literature programme (formerly A1). David was Head of English at Haileybury College, an IB school, for five years. He has authored student study guides and teacher resources, and has written on a range of educational matters for newspapers and journals. He is Editor-in-Chief for the Cambridge Online IB Teacher Resources.

Nic Amy is Head of English at Wellington College, an independent boarding school in the UK. He has taught the IB Diploma Programme for several years both at Wellington and at St Dunstan’s College in London, where he was previously Head of English. He has taught in several British state and independent schools.

ibdiploma.cambridge.org

Global village describes the phenomenon that members of a social group may be spread around the world and interconnected through various media.

The legacy of the British Empire 2 How many people speak English as an additional language?

The number of English language users in the world today is expanding greatly, a trend that is not new. Between the reign of Elizabeth I (1602) and Elizabeth II (1952) the number of native English speakers increased fifty fold, from 7 to 250 million speakers.

During the age of the British Empire, there was a saying that the sun never set on the British Empire. It still never sets on the English-speaking world. In fact English is the only language spoken by more people as an additional language than as a native language. It is the world’s number one lingua franca, which is to say it is spoken by many people who do not speak each other’s native language.

Marshal McLuhan, the Canadian philosopher, writer and professor, once said that the world is becoming a ‘global village’. He was referring to the way in which people with similar interests are reaching out and making contact with each other, forming networks through various media and a common language. English has become the common language that facilitates this process. Texts 1-3 all reveal different reasons why English of all languages has become the lingua franca of this global village.

First of all, Text 1 proves the interconnected nature of this global village that McLuhan was referring to. If seafarers cannot agree to speak one language, then dangerous situations will arise. The context of Text 1 proves the necessity of a lingua franca in the first place.

How the English language came to be spoken in the ports of Hong Kong, Kingston and Sydney, is another matter. In our studies of the Anglophone world, we will eventually have to recognise the historical significance of the British Empire. Figure 1.3 shows where English is spoken around the world and its British ancestry. This map directly reflects the footprint of British Empire across the ports of the world. It is no wonder that English of all languages is the language of the shipping industry.

The IMO’s use of American English is surprising. It is the ‘International Maritime Organization’ with ‘z’. We must remember that the majority of people who consult the IMO’s phrase book are not native speakers of English, and many foreigners find the phonetic spelling of American English more accessible. What’s more, we recognise quite quickly that the use of English in Text 1 is specific to a particular profession. You could argue that these seafarers on ocean-going vessels are not even learning English as we know it, but a jargon. Chances are you would not tell someone about a fire in the way the IMO Standard Communication Phrase Book suggests. This peculiar use of English presents a question that we will return to throughout this course book: ‘How does your use of English define who you are?’

Text 3 is exemplary of the attitudes prevalent in the Anglophone world at the height of the British Empire in the 1920’s. The text shows that there was an interconnected, ruling elite in the Americas and Europe and an interest to spread and preserve the British custom of proper tea, which was in ‘vogue’ among these countries according to Rye. Fashion is an important linguistic concept for us to pause and ponder. In his book,

1

Lingua franca is a global language, spoken by many people who are not necessarily native speakers of the language as a means to communicate.

English is not the only lingua franca in the world, but certainly the largest.

Texts 1-3 offer us some insight into the nature and status of the English language and culture around the world. In the last activity we described how each text is embedded in a context. You will notice that all three contextual descriptions say something about the global nature of the English language. Texts 1-3 tell us something about why people learn English, how well they learn English and what they accomplish through English.

Before we begin to understand the implications of Texts 1-3, test your knowledge of the global nature of the English language, by taking the quiz on this page.

(answers below)

How many people speak English as a native language? a b c d

English in a global context

[KeyT]

Unit 1.3 English as a global language

Quick quiz 1

Letters The examples you have read, discussed, and analysed, have been written by journalists for specific purposes, and with a wide audience in mind. But you are just as likely to be given a piece of non-fiction from another genre: for example, a letter, or a diary entry.

How differently should you approach a passage which was written with a very different purpose and audience in mind?

Fig 5.9 Sullivan Ballou, the author of a famous letter, written during the American Civil War

Further resources

D – over 2 billion people are learning English according to Jay Walker in his TED talk.

english literature

TOK

Figure 1.3 The British Empire has left its footprint across the globe; the English language is spoken around the world.

he stresses the connection between dining customs and access to the economically successful elite. Together with the spread of high tea as a fashion statement, travelled the English language. English gained a higher currency on the world market of languages because of its relation to this prestigious and economically successful culture.

Many people today still find Anglophone cultures intriguing as they are spread around the world through influential media such as MTV and the BBC. The English language has become associated with blue jeans, iPods and David Beckham.

Why learn English?

This raises the point of language currency. Learning and mastering English has financial rewards. Many find the English language valuable and learn it for reasons of instrumental motivation, meaning they can accomplish something through it, such as preventing an accident (Text 1) or finding a wife (Text 2). What’s more, one’s ability to speak and understand English may give a candidate an edge over another in a job interview. It may earn one company a contract over another. In short English opens doors.

On the other end of the spectrum of why people learn languages is integrative motivation, which refers to how people learn languages in order to integrate and become a member of a society. Compare why one might learn the English language over the Dutch language. If you are learning Dutch, most likely your interests lie in

Key terms Jargon is a choice of vocabulary and manner of speech that defines and reflects your profession. People speak differently to strangers on the street than to colleagues on the work floor.

Language currency. Many people find English valuable, financially and intellectually. You can take it to the market, figuratively and literally, meaning you can get a better job or acquire more knowledge through it.

Instrumental motivation. If you learn a language as a tool to accomplish something financially, then we refer to an instrumental motivation to learn the language.

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About the Author: Brad Philpot has taught IB Diploma English and Theory of Knowledge in Amsterdam since 2005. He has also worked as a consultant for bilingual schools in the Netherlands, and has offered workshops for students and teachers since 2008. He is an examiner and an IB workshop leader for the English Language and Literature programme.

See pages 18–21 for a full list of agents

7 english language and literature

5 Paper 1: unseen literary analysis

Written by an experienced, practising IB English teacher, this new title is an in-depth and accessible guide for Standard and Higher Level students of the new Language A Language and Literature syllabus for the IB Diploma. This lively, well structured coursebook includes: key concepts in studying language and literature; text extracts from World literature (in English and in translation); international media and language sources; a wide variety of activities to build skills; materials for exam preparation; links to assessment criteria; Theory of Knowledge links; and Extended essay opportunities.

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Brad Philpot

Written by experienced, practising IB English teachers, this new title is a clear and concise guide to studying the revised Language A Literature syllabus in English for the IB Diploma. It covers all parts of the Language A Literature programme at both Standard and Higher Levels, and contains a wide variety of text extracts including works originally written in English and World literature in translation. Integrated into the coursebook are links to assessment criteria, Theory of Knowledge opportunities, Extended Essay suggestions, and activities to help students read, think, discuss, write and present ideas.

IB DIPLOMA

IB DIPLOMA

David James and Nic Amy

IB Diploma

IB Diploma

Geography

Geography

NEW! Geography for the IB Diploma: Patterns and Change

NEW! Geography for the IB Diploma: Global Interactions

Coursebook 978-0-521-14733-0

Coursebook 978-0-521-14732-3

Paul Guinness This attractive, full-colour Coursebook covers the seven topics of the Higher Level extension syllabus in Geography for the IB Diploma. It is written by a highly experienced author and former head of Geography at a major IB school in the UK. The Coursebook explores the Higher Level theme of Global Interactions and contains: key questions outlining the issues for each topic; case studies selected from every continent; activities and geographical skills exercises; discussion points and research ideas; integrated Theory of Knowledge links; examination-style questions; definitions of key terms and useful web links.

02 Global core and periphery Discussion point

•

•

Some countries had a much larger base population and thus the impact of high growth in stage 2 and the early part of stage 3 has been far greater. No countries that are now classed as developed countries had populations anywhere near the size of India and China when they entered stage 2 of demographic transition.

Births and deaths per 1000

Yk Yj

Japanese – Mexican type Yl Yk Yj

Natural increase

Yi Stage I

The relationship between births and deaths (natural change) is not the only factor in population change. The balance between immigration and emigration – that is, net migration – must also be taken into account as the input-output model of population change shows (Figure 7). The corrugated divide in Figure 7 indicates that the relative contributions of natural change and net migration can vary over time within a particular country as well as between countries at any one point in time. The model is a simple graphical alternative to the population equation P = (B – D) +/– M, the letters standing for population, births, deaths and migration respectively.

Stage II

Figure 6 Types of demographic transition.

Births

Immigration

0

1

The relationship between population change and economic development has been much more tenuous.

2 3

Although most countries followed the classical model of demographic transition illustrated in the last section, some countries did not. The Czech demographer Pavlik recognised two alternative types of population change (Figure 6). In France the birth rate fell at about the same time as the death rate and there was no intermediate period of high natural increase. In Japan and Mexico the birth rate actually

5

4

6

What is a geographical mod model (such as the model of demographic transition)?

Explain the reasons for declining mortality in stage 2 of demographic transition.

Why does it take some time before fertility follows the fall in mortality (stage 3)?

Suggest why the birth rate is lower than the death rate in some countries (stage 5).

Discuss the merits and limitations of the model of demographic transition.

Why has the death rate in developing countries fallen much more steeply over the last 50 years, compared with the fall in the death rate in earlier times in developed nations?

developed and developing countries more economically developed countries (MEDCs) and less economically developed countries (LEDCs).

However, in recent decades the world economy has become much more complex. It is now more accurate to distinguish between: N

2000 km

The factors affecting fertility can be grouped into four main categories:

People living in an abandoned railway carriage: shelter takes many different forms in poor countries.

P Demographic

Equator Tropic of Capricorn SOUTH

While a useful classification at the time, the North–South divide is now seen as rather simplistic. Undoubtedly it overestimated the strength of the economies of the former Soviet Union and its Eastern European satellites. It was not really until the fall of the Berlin Wall and the Iron Curtain that the fragility of these economies became apparent. It also failed to take note of those newly industrialised countries that had already made significant progress by 1980, namely the four ‘Asian tigers’. A tiger economy is one that grows rapidly in a short period of time.

Net migration

Pakistan

Tanzania Haiti

Chad Bolivia

Figure 2 The global core, semi-periphery and periphery examples of countries in each grouping.

the semi-periphery and the periphery.

Discussion point Why is poverty such a significant problem in many countries in the global core? What is the evidence of such poverty?

A beggar in Vienna, Austria – poverty amidst wealth in rich countries.

World-systems theory: I.G. Wallerstein New approaches to an issue or subject are often stimulated by the shortcomings of previous theorising.

The breakthrough of world-systems theory in the mid 1970s, popularised by Immanuel Wallerstein and others, was at least partly a response to the deficiencies of earlier

02 Global core and periphery

14 Deaths

Mongolia

the core

Immanuel Wallerstein with his world-systems theory was arguably the first academic to make this distinction between the different types of world region and to attempt to explain the interactions between them.

Figure 1 The North–South divide.

Natural change

Nepal

The semi-periphery occupies a position between the core and periphery. In this tripartite system countries can move from one level to another, with most changes being in an upward direction. Figure 2 gives examples of countries currently at each level. The semi-periphery is the location of the world’s newly industrialised countries. The number of newly industrialised countries has increased significantly over the past 50 years. Undoubtedly, more countries will move from the periphery to the semi-periphery in the future.

Tropic of Cancer

Other population factors, particularly mortality rates, influence fertility. Where infant mortality is high, it is usual for many children to die before reaching adult life.

In such societies, parents often have many children to compensate for these expected deaths.

• • •

Nigeria Ethiopia

Mali

Jamaica

NORTH

Factors affecting fertility

Activities

For those countries in stage 3 the fall in fertility has also been steeper. This has been due mainly to the relatively widespread availability of modern contraception with high levels of reliability.

Different models of demographic transition

8

Natural increase

Yi

• •

Malaysia Kenya

ery

•

The death rate fell much more steeply and for different reasons. For example, the rapid introduction of Western medicine, particularly in the form of inoculation against major diseases, has had a huge impact on lowering mortality. However, AIDS has caused the death rate to rise significantly in some countries, particularly in sub-Saharan Africa.

Yl

For more accurate measures of fertility, the fertility rate and the total fertility rate are used. The total fertility rate varies from a high of 7.4 in Niger to a low of 1.0 in China, Macao. Table 4 (page 10) shows the variations in birth rate and total fertility rate by world region alongside data for the percentage of women using contraception in each region. Contraception is a major factor influencing fertility.

Figure 8 (page 11) shows in detail how the fertility rate varies by country around the world.

Bangladesh

Buckingham Palace, UK; the UK is one of the richest countries in the world (part of the core) and Queen Elizabeth II is one of the richest individuals.

riph

•

Birth rates in stages 1 and 2 were generally higher.

About a dozen African countries currently have birth rates of 45 /1000 or over. Twenty years ago many more African countries were in this situation.

The components of population change

French type

Brazil Thailand

Indonesia

Pe

Yi

There are a number of important differences in the way that developing countries have undergone population change compared with the experiences of most developed nations. In the developing world:

•

Natural increase

at the focus of global interaction?

Where are the global peripheries and areas relatively unaffected by these interactions?

India

ry

Yj

•

France

China

Mexico

he

Demographic transition in the developing world

Key questions • Where are the core areas

Italy

erip

Deaths

Yl Yk

Research idea Look at the latest World Population Data S Sheet on the Population Reference Bureau’s website (www.prb.org).

Select three countries which you feel reasonably fit each of stages 2, 3, 4 and 5 of the model of demographic transition.

Canada Japan

mi-p

Births

UK USA Germany

The application of core–periphery theory at the global scale identifies the developed countries of the world as the economic core of the global economic system and the developing countries as the economic periphery. This correlates with the general distinction made between the developed ‘North’ and the developing ‘South’. These terms were first used in North–South: A Programme for Survival published in 1980, a significant exercise in international diplomacy oriented towards global reform (Figure 1). This publication was produced by a distinguished international commission and is generally known as the ‘Brandt Report’ after its chairperson Willy Brandt, former chancellor of the then West Germany. Here, the South was taken to be Latin America, Africa and the Middle East, and Asia (with the exception of Japan and the Asiatic region of Russia).

Other terms used to distinguish between the richer and poorer nations are:

Se

English type

What do you think are the main factors respons responsible for the UK’s current relatively low birth rate of approximately 13 /1000?

Fertility varies widely around the world. According to the 2009 World Population Data Sheet the crude birth rate – the most basic measure of fertility – varied from a high of 53 /1000 in Niger to a low of 7 /1000 in Monaco.

The word ‘crude’ means that the birth rate applies to the total population, taking no account of gender and age. The crude birth rate is heavily influenced by the age structure of a population. The crucial factor is the percentage of young women of reproductive age, as these women produce most children.

re

increased in stage 2 due mainly to the improved health of women in the reproductive age range.

15

Emigration

Figure 7 Input-output model of population change.

1 Populations in transition

9780521147323_c02_14-26.indd 14

Nigerian woman and children.

01 Population change

9

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About the Author: Paul Guinness is a highly experienced author, teacher and examiner. Until recently he was Head of Geography at King’s College School, Wimbledon, an IB school in the UK that was named the Sunday Times International Baccalaureate School of the Year for 2010. Paul has written or co-authored over 30 textbooks and produced over 80 articles for IB, A Level and GCSE courses. He has travelled extensively to produce a wide range of case study material.

In 2010 he was accredited with the title of Geography Consultant by the Geographical Association in the UK.

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About the Author: Paul Guinness is a highly experienced author, teacher and examiner. Until recently he was Head of Geography at King’s College School, Wimbledon, an IB school in the UK that was named the Sunday Times International Baccalaureate School of the Year for 2010. Paul has written or co-authored over 30 textbooks and produced over 80 articles for IB, A Level and GCSE courses. He has travelled extensively to produce a wide range of case study material.

In 2010 he was accredited with the title of Geography Consultant by the Geographical Association in the UK.

See pages 18–21 for a full list of agents

9 geography

1 Measuring global interactions Co

geography

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This lively Coursebook covers the four compulsory topics of the Core theme Patterns and Change in the Geography syllabus for the IB Diploma Programme. The book is divided into thematic sections closely following the IB syllabus structure, and is written in clear, accessible English. It guides students through the Core topics, building geographical skills and making connections to other areas of the Geography course and to concepts in the Theory of Knowledge. The Coursebook is tailored to the requirements and assessment objectives of the IB syllabus, and emphasises an international dimension using carefully selected case studies from every continent.

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Also of interest...

01

The nature of business activity

1 BUSINESS ORGANISATION AND ENVIRONMENT

Sectors of industry All production can be classified into three broad types of business activity, or sectors of industry. These categories are also the three stages involved in turning natural resources, such as oil and timber, into the fi nished goods and services demanded by consumers.

The stages are the primary, secondary and tertiary sectors of industry.

KEY TERMS primary sector business activity firms engaged in farming, fishing, oil extraction and all other industries that extract natural resources so that they can be used and processed by other firms secondary sector business activity firms that manufacture and process products from natural resources, including computers, brewing, baking, clothing and construction tertiary sector business activity firms that provide services to consumers and other businesses, such as retailing, transport, insurance, banking, hotels, tourism and telecommunications

Some people also refer to a fourth sector – the ‘quaternary sector’ – which is focused on information technology (IT) businesses and information service providers, but this distinction is not made in the IB syllabus.

The balance of the primary, secondary and tertiary sectors in the economy varies substantially from country to country. It depends on the level of industrialisation in each country. The balance between the sectors is often referred to as a country’s ‘economic structure’. Table 1.1 shows the different economic structures of three countries.

United Kingdom China Ghana

Primary

Secondary

Tertiary

2

17

81

40

28

32

53

21

26

Table 1.1 Employment data 2010 – as percentage of total employment

This title is now available as an ebook!

Primary

Secondary

Tertiary

Description of main activities

Coca Cola HSBC FAW (China) RTZ Wyndham Worldwide RR plc

Microeconomics

20 marks, research time Country

Economics for the IB Diploma 1st Edition 978-0-521-74434-8 Visit www.ebooks.com and search for ‘IB Economics’

ACTIVITY 1.1 Business

1 Copy out this table. Use the internet or other means of research to: a identify these well-known international companies b identify the main sector of industry that they operate in c give details of their main activities.

[10]

Chapter 2 Markets

2 Research five businesses that operate in your country and identify which sector of industry they mainly operate in and what their main activities are.

[10]

In this chapter we examine what lies at the heart of every market-based economy: the forces of demand and supply. We will also study what happens in an economy when governments interfere with these forces.

2.1 Introduction to markets and market structures

H

HIGHER LEVEL

CHANGES IN ECONOMIC STRUCTURE It is very important to recognise two features of this classification of business activity: 1 The importance of each sector in a country’s econo-

Primary production – dairy cattle following milking

mic structure changes over time. Industrialisation describes the growing importance of the secondary sector manufacturing industries in developing countries. The relative importance of each sector is measured in terms either of employment levels or output levels as a proportion of the whole economy. In many countries of Africa and Asia, the relative importance of secondary sector activity is increasing. This brings many benefits as well as problems.

Secondary production – clothing factory in India

Benefits ● Total national output (Gross Domestic Product) increases and this raises average standards of living. ● Increasing output of goods can result in lower imports and higher exports of such products. ● Expanding manufacturing businesses will result in more jobs being created. ● Expanding and profitable fi rms will pay more tax to the government.

Tertiary sector – the breathtaking Burj Al Arab hotel in Dubai

4

9780521147309_c01_1-7.indd 4

●

Value is added to the country’s output of raw materials rather than simply exporting these as basic, unprocessed products.

Problems ● The chance of work in manufacturing can encourage a huge movement of people from the country to the towns, which leads to housing and social problems.

It may also result in depopulation of rural areas and problems for farmers in recruiting enough workers. ● The expansion of manufacturing industries may make it difficult for a business to recruit and retain sufficient staff. ● Imports of raw materials and components are often needed, which can increase the country’s import costs. Business import costs will vary with changes in the exchange rate. ● Pollution from factories will add to the country’s environmental problems. ● Much of the growth of manufacturing industry is due to the expansion of multinational companies.

The consequences of this are covered in Chapter 9.

In developed economies, the situation is reversed.

There is a general decline in the importance of secondary sector activity and an increase in the tertiary sector. This is known as deindustrialisation.

In the UK, the proportion of total output accounted 5

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economics

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Designed for class use and independent study, this new Coursebook is tailored to the thematic requirements and assessment objectives of the IB syllabus. It includes: learning objectives and summaries; integrated Theory of Knowledge material; exam-style practice questions; and a chapter on assessment and exam techniques. It features the following topics: Business Organisation and Environment; Human Resources; Accounts and Finance; Marketing; Operations Management; and Business Strategy.

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Markets  Show that substitute goods have a positive value of XED and complementary goods have a negative value of XED. A market originally was a place where people gathered to buy and sell goods. Such markets still exist today, for example cattle markets, fish markets, fruit and vegetable markets, flea markets, involving a physical meeting place where buyers and sellers meet face to face.

The market may be in a specific place (such as a vegetable market), or it may involve many different places (such as the oil market). Buyers and sellers may meet (say, in a shop), or they may never meet, communicating by fax, phone, internet, classified ads, or any other method which allows them to convey information about price, quantity and quality.

The term market has since evolved to include any kind of arrangement where buyers and sellers of a particular good, service or resource are linked together to carry out an exchange.

A market can be local, where the buyers and sellers originate from a local area; it may be national, in which case the buyers and sellers are from anywhere within a country; or it may be international, with buyers and sellers from anywhere in the world. For example, small neighbourhood bakeries produce and sell bread and other baked goods for the local community – this is a local market. Local takeaway restaurants also produce for the local market. The labour market, on the other hand, tends to be mostly a national market. By contrast, the world oil market includes oil producers in different countries, and buyers of oil virtually everywhere in the world, as well as wholesalers, retailers and other intermediaries involved in buying and selling oil around the world.

Goods and services are sold in product markets, while resources (or factors of production) are sold in resource markets (or factor markets). As we know from the circular flow model (Chapter 1, page 6), households (or consumers) are buyers of goods and services in product markets and sellers of factors of production in resource markets; firms (or businesses) are buyers of factors of production in resource markets and sellers of goods and services in product markets.

Test your understanding 2.1 1 What is a market?

2 Can you think of more examples of local, national and international markets?

Firms, industries and market structures  Explain that the (absolute) value of XED depends on the closeness of the relationship between two goods.

 Examine the implications of XED for businesses if prices of substitutes or complements change.

A firm (or business) is an organization that employs factors of production to produce and sell a good or service. A group of one or more firms producing identical or similar products (goods or services) is called an industry. For example, the car industry consists of a number of firms that are car manufacturers (Ford, Honda, Mercedes, etc.); the shoe industry consists of firms that are shoe manufacturers; the banking industry consists of firms that provide banking services (banks); the agricultural industry consists of firms that produce agricultural products (farms). There are many kinds of industries with various characteristics, which economists analyse by use of models called market structures. A market structure describes characteristics of a market organization that determine the behaviour of

firms within an industry. There are four market structures identified by economists: • perfect competition (also know as pure competition) • monopoly • monopolistic competition • oligopoly.

product sold by all firms is identical, and any new firm is free to enter the industry. Note that perfect competition occurs mostly in international markets and sometimes in national ones. Perfectly competitive markets are not encountered frequently in the real world.

Monopoly

Market structures can be defined on the basis of four main characteristics:

 The law of supply: explain the positive casual relationship

• the number of firms in the industrythe ability of the firm to control the price at which the good is sold in the market

Monopoly has the following characteristics:

between price and quantity supplied.

• the type of product, in particular how similar or different are the goods or services produced by firms in the industry

• There is a single firm in the industry.

• how easy or difficult it is for new firms to enter the industry and begin producing, which depends on the degree to which there are barriers to entry in the industry; barriers to entry include anything that can prevent a firm from entering an industry and beginning production.

• The firm produces and sells a unique good or service, which cannot be purchased elsewhere.

Perfect competition (or pure competition)

Examples of monopolies include telephone, water and electricity companies in areas where they operate as a single supplier. These may be local areas, in which case the firm is a local monopoly, or it may involve a national market if it covers all residents of a country.

A postal service is another example of a monopoly with a national market. On the other hand, Microsoft Corporation is a monopoly in the market for Windows®, which is an international market. In all these cases, there is a single firm providing the entire, or at least the greatest part of the market, whether this is local, national or international; the consumer has no choice but to purchase the good or service from this firm; and it is extremely difficult for other firms to enter the industry.

Since a monopolist is the sole producer in an industry, it has significant control over the price at which it sells its good or service. Like firms in perfect competition, monopolies are not frequently encountered in the real world.

 Calculate XED using the following equation.

XED = percentage change in quantity of good x percentage change in price of good y Perfect competition has the following characteristics: • There is a very large number of firms in the industry.

• Each firm has no control over the price at which it sells its product; because of the large number of firms, each firm’s output is a very small fraction of the total output of the industry so it cannot influence price.

• All the firms in the industry sell a standardized or identical (undifferentiated) product; from the consumers’ point of view it makes no difference from which firm they buy the product, as it is exactly the same in all firms; there are no brand names.

• There are no barriers to entry into the industry; any firm that would like to enter the industry and begin producing and selling the good or service can do so freely.

Examples of perfect competition include the international markets for agricultural commodities such as wheat, rice, corn and livestock, other commodities like silver and gold, stock and bond markets, and the foreign exchange market (in which currencies of different countries are bought and sold). In all these cases, each firm is so small relative to the total number of firms that it is impossible for any one of them to have any control over the price of the item being sold. Further, the

• The firm has significant control over the price at which its product is sold in the market.

• There are high barriers to entry in the industry; if a new firm would like to enter the industry, it cannot do so. (The reasons for this are examined in Chapter 5 at higher level.)

Monopolistic competition

 Outline the concept of cross price elasticity of demand, understanding that it involves responsiveness of demand for one good (and hence a shifting demand curve) to a change in the price of another good.

Monopolistic competition has the following characteristics: • There is a fairly large number of firms in the industry (but not as large as in perfect competition).

28 Part 2: Microeconomics

About the Authors: Peter Stimpson has 35 years’ experience in teaching Business Studies and Economics. He is a senior examiner for several major exam boards and also trains international teachers in syllabus development, teaching methods and examination skills. He is the author of numerous Business and Management textbooks.

Alex Smith teaches Economics and Business and Management at Sevenoaks School, one of the UK’s leading IB schools. He has taught IB Business and Management and Economics for over 20 years and is a senior IB examiner.

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About the Author: Dr Ellie Tragakes teaches Micro, Macro, Health Economics and Economic Development at the American College of Greece. She has worked in a variety of organisations including the World Bank and World Health Organization, and has a large number of professional publications. She served as IB Economics Chief Examiner in 2007–2009, and participated in the curriculum review for the new syllabus (for first examinations in 2013). She currently continues in the roles of IB examiner and paper setter. For more information, visit her website (www.ellietragakes.com).

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20th century world history

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Detailed primary and secondary sources develop students’ analytical skill and a historiographical approach introduces them to the key historical debates. There is extensive exam practice with Paper 1 and Paper 2 exam-style questions at the end of each chapter and in a separate chapter at the end of the book. There are frequent links to Theory of Knowledge concepts to stimulate thought and discussion.

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4 The First Cold War (1946–53)

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1 Developments in Europe Timeline

Introduction

1946 Feb: Kennan’s ‘Long Telegram’

As we explored in Chapters 2 and 3, historians have found it difficult to establish a precise date on which they can all agree for the start of the Cold War. However, many see events in early 1946, such as Churchill’s famous ‘Iron Curtain’ speech on 5 March 1946, as a good point at which to begin the history of the Cold War proper. By then, the various long-term goals and objectives of the Allies were leading to the emergence of several short-term differences. By the mid-1950s, two rival power blocs had emerged and consolidated – one led by the USA, the other by the Soviet Union.

Question What do you think is the message of this cartoon?

Stephen Nutt and Jean Bottaro The book covers the following major themes:

• origins and rise of nationalist and independence movements in Africa and Asia

Overview •

•

68

This chapter is divided into two units, which deal with the main aspects of the early stages of the Cold War (1946–53) in Europe and in Asia respectively. During this period there were several actions, reactions and counteractions by the former Allies. In particular, this chapter will examine the origins of, and the reasons for, the US policy of containment, the problems surrounding the question of Germany, the establishment of NATO in the West, and the corresponding actions and reactions of the USSR – including the increasing control of Eastern Europe.

These developments mostly played out in Europe which, by 1949, had become divided into two rival spheres of influence. However, after 1949 and the victorious Communist Revolution in China, Cold War tensions spread to Asia. The main impact of this revolution was that it led to the development of a new international relations system. From this point on, the Cold War changed from being essentially a US–European conflict to being increasingly a global struggle between two rival economic, social, ideological and military systems. This struggle began to impact other parts of the world, most immediately evidenced by the outbreak of a conventional ‘hot’ war in Korea in 1950. The global impact of the Cold War spread, and was often characterised by regional civil wars and conflicts, in which the two main powers supported opposing sides. Communist China also began to emerge as a major player in the Cold War.

•

•

•

•

Continued disagreements during 1946 began an East–West hostility, symbolised by Churchill’s ‘Iron Curtain’ speech in March 1946.

Economic crisis in Europe, communist electoral successes in Italy and France, and the Greek Civil War saw the US respond in 1947 with the Truman Doctrine and the policy of ‘containment’.

This was followed by Marshall Aid. Soon, the term Cold War was being widely used.

Growing Soviet power in Eastern Europe, the Brussels Treaty formed by Western European states, and the merger of the West’s zones in Germany, resulted in a near-complete breakdown of relations in 1948. The Soviet response was the Berlin Blockade, which was met by the West’s Berlin Airlift.

In 1949, NATO was set up initially at the request of states in Western Europe, but soon became increasingly dominated by the US. Though the Berlin Blockade ended in May, Cold War tensions increased when the USSR exploded its first atomic bomb. At the end of 1949, Germany was divided into two separate states.

From 1949, with the communist victory in China and the start of the Korean War the following year, Cold War tensions shifted mainly to Asia (see Unit 2, page 88). In Europe, the Cold War was heightened by the US exploding its first H-bomb.

However, a ‘thaw’ in Cold War tensions began to emerge after Stalin’s death in March 1953, despite the USSR exploding its first H-bomb shortly after. The new Soviet leadership soon announced a willingness to negotiate over Cold War problems, as did both Eisenhower and Churchill.

A French cartoon that appeared in 1950, giving a Western view of Stalin’s takeover of Eastern Europe and the possible threat from communism

Mar: Churchill delivers ‘Iron Curtain’ speech Jul–Oct: Paris Peace Conference held Oct: communists win elections in Bulgaria Nov: rigged elections in Romania result in communist victory

1947 Jan: communists rig elections in Poland Mar: Truman Doctrine (containment) announced May: Britain and US merge German zones to form Bizonia Jun: Marshall Plan announced Aug: communists win elections in Hungary

69

Sep: Cominform set up; Zhdanov gives ‘Two Camps’ speech

1948 Feb–Mar: communist coup in Czechoslovakia, after non-communists resign from government Jun: France joins its German zone to Bizonia to form Trizonia; the West introduces new currency in West Germany; start of Berlin Crisis (Blockade and Airlift)

1949 Jan: Comecon established Apr: NATO set up May: Berlin Blockade ended; West Germany (FDR) formally established Aug: Soviet A-bomb tested Oct: East German state (GDR) set up

1952 Mar: ‘Stalin Notes’ on Germany issued Nov: US explodes H-bomb

1953 Jan: Eisenhower becomes US president Mar: Stalin dies Jul: USSR explodes H-bomb

Areas for detailed study include:

• nationalist and independence movements in Africa and Asia –

15

Europe and the Balkans.

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Rhodesia/Zimbabwe; India and Pakistan; Indochina

• post-1945 nationalist and independence movements in Central and Eastern Europe – Czechoslovakia; Poland.

The Cold War Coursebook 978-0-521-18932-3

About the Authors: Allan Todd (author and Series Editor) has been a teacher, exam workshop leader and senior examiner of 20th Century / Modern World History for more than 25 years. He has been an IB History examiner for over 10 years. He is also the author of many GCSE and A Level History textbooks.

Jean Bottaro teaches South African, African and Modern World History in South Africa. She is an experienced examiner and moderator and the author of numerous history textbooks.

Dr Stephen Nutt is Head of History at the Sixth Form College, Colchester, a leading IB school in the UK. He has extensive experience at all levels of the assessment process from Principal Examiner downwards.

Allan Todd The Cold War covers the origins, nature, development and impact and the end of the Cold War. Areas for detailed study include:

• wartime conferences: Yalta and Potsdam • US policies and developments in Europe • Soviet policies: sovietisation of Eastern and Central Europe • Sino – Soviet relations • US – Chinese relations • Germany • Castro, Gorbachev, Kennedy, Mao, Reagan, Stalin, Truman.

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John Stanley teaches Modern History at Queen Elizabeth School in Kirkby Lonsdale, in the UK. He has been a History Examiner for the IB and other UK exam boards.

Sally Waller teaches History at all levels, including IB, at the Cheltenham Ladies’ College and is an A level chief examiner as well as being an experienced IB examiner. She has also written a number of widely used educational textbooks for 16–18-year-olds.

Michael Wells has taught History for 38 years. He is a senior examiner for IB Paper 2 and moderates the IB Internal Assessment. He has written a biography of Bismarck and text books on Russia 1855–1964 and Sir Winston Churchill as well as teacher guides for AS and GCSE History.

See pages 18–21 for a full list of agents

20th century world history

20th century World history

14

• challenges to Soviet or centralised control in Central and Eastern

• How far was 1946 a turning point?

• How important were the Truman Doctrine and the Marshall Plan?

• What were the main points of tension in Europe from 1947 to 1949?

• How did the First Cold War develop in Europe from 1949 to 1953?

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• methods of achieving independence in Africa and Asia

While the origins and the very early stages of the First Cold War were clearly in Europe, the struggle that emerged after 1945 between the two main powers very quickly spilled over into other regions of the world. In the early period it took place mainly in Asia but, as later chapters will show, it soon affected Africa and the Americas, too.

Key questions

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Mathematics

Mathematics for the IB Diploma

Implementing the IB Diploma Programme

Mathematics for the IB Diploma Standard Level 978-0-521-69928-0 Mathematics for the IB Diploma Higher Level 1 978-0-521-69929-7 Mathematics for the IB Diploma Higher Level 2 978-0-521-69930-3

978-0-521-54487-0

Hugh Neill and Douglas Quadling

• past-exam questions with full answers to prepare students for the IB

A practical manual for principals, IB coordinators, heads of department and teachers. This hands-on manual helps prospective IB schools to navigate the process of implementing the IB Diploma Programme by providing comprehensive information and a clear roadmap for successful implementation.

examinations

• revision sections at regular intervals to keep students motivated • methods for using a graphical calculator, as required by the IB syllabus.

COMING SOON! Cambridge Online IB Teacher Resources

IB Mathematics Option Books Mathematics for the IB Diploma Higher Level – Topic 8: Statistics and Probability 978-0-521-71463-1 Mathematics for the IB Diploma Higher Level –Topic 9: Sets, Relations and Groups 978-0-521-71462-4 Mathematics for the IB Diploma Higher Level – Topic 10: Series and Differential Equations 978-0-521-71464-8 Mathematics for the IB Diploma Higher Level – Topic 11: Discrete Mathematics 978-0-521-71465-5 Further Mathematics for the IB Diploma Standard Level 978-0-521-71466-2

Stan Dolan, Hugh Neill and Douglas Quadling These books have been specifically written by experienced authors for the option modules in the Higher Level IB Mathematics syllabus. Each book has been thoroughly reviewed by IB teachers and contains detailed explanations, plenty of questions, a review section and past exam questions.

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Editor-in-Chief: Dr David James, Wellington College, UK Looking for FREE teacher resources for the IB Diploma for the following subjects?

• Theory of Knowledge • History PAPER 2 • Geography • Biology • Chemistry • Physics • Business and Management • Economics FOR THE NEW 2011 SYLLABUS • English Language and Literature FOR THE NEW 2011 SYLLABUS • English Literature FOR THE NEW 2011 SYLLABUS These resources are available absolutely FREE. Visit ibdiploma.cambridge.org to see our teacher support material and information on our full IB range.

See pages 18–21 for a full list of agents

17 cambridge online teacher resources

mathematics

16

• clearly stated learning objectives

Marc van Loo and Kevin Morley

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These books have been written by experienced authors and extensively reviewed by IB teachers to create a reliable resource for teaching IB Mathematics. There is one book for Standard Level and two books for Higher Level, providing full coverage of the syllabus. The books include:

Contact your local agent For general enquiries outside the UK and Europe, contact Richard Groom rgroom@cambridge.org.

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