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 best-selling 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:

encourage learners to explore concepts, ideas

and topics that have local and global

significance

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.

Biology 2

Chemistry 3

Physics 4

TheoryofKnowledge 5

EnglishLiterature 6

EnglishLanguageandLiterature 7

Geography:PatternsandChange 8

Geography:GlobalInteractions 9

BusinessandManagement 10

Economics 11

20thCenturyWorldHistory 12

Mathematics 16

ImplementingtheIBDiplomaProgramme 17

CambridgeOnlineIBTeacherResources 17

ContactyourlocalAgent 18

Contents

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.

COMING SOON!

Cambridge Online IB Teacher Resources

See pages 18–21 for a full list of agents

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IB DiplomaBiology

NEW! Biology for the IB DiplomaCoursebook978-0-521-17178-6

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

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.

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About the Authors:

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.

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.

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.

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.

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.

NEW! Chemistry for the IB DiplomaCoursebookwithCD-ROM978-0-521-18294-2

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

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.

• Worked examples help students tackle different types of questions.

• Questions throughout the text to test understanding, and exam-style questions at the end of each chapter to prepare for the exam.

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Variationwithinaspeciesisaresultofbothgeneticandenvironmentalfactors.Wesaythatselection pressuresactonindividuals:becauseofvariation,somemaybebettersuitedtotheirenvironmentthanothers.Thesearelikelytosurvivelongerandhavemoreoffspring.

Thecharacteristicsofaspeciesareinheritedandpassedontosucceedinggenerations.Thecumulativechangeintheseheritablecharacteristicsiscalledevolution.Ifwegobackintime,thenexistingspeciesmusthaveevolvedfrompre-existingones.Alllifeformscanthereforebesaidtobelinkedinonevastfamilytreewithacommonorigin.

What evidence is there for evolution?

The fossil recordFossils,suchastheoneshowninFigure5.11,arethepreservedremainsoforganismsthatlivedalongtimeago.Theyareoftenformedfromthehardpartsoforganisms,suchasshell,boneorwood.Mineralsseepintothesetissuesand,overtime,depositandharden.Asthelivingtissuedecays,themineralsformareplicathatremainsbehind.Softtissuecansometimesbepreservedinthesameway,ascanfootprintsandanimaldroppings.Mostfossilsbecomedamagedorarecrushedthroughlandorseamovement,butsomeareremarkablywellpreserved.Theearliestfossilsdatefromoverthreebillionyearsago,sothetimescaleofthefossilrecordisimmense.Mostfossilsareofspeciesthatdiedoutlongago,becausetheydidnotadapttonewenvironmentalconditions.

Thestudyoffossilsiscalledpalaeontology.Palaeontologistshavebeencollectingandclassifyingfossilsforovertwohundredyears,buttheyhaveonlybeenabletodatethemsincethe1940s.Scientistsdothisbystudyingtheamountofradioactivityinfossils.Overtime,theamountofradioacticitydecrease.Thisisbecausethereactiveelementsdecay,sothereislessradioactivematerialleft.Therateofdecayisfixedforeachelement,soitispossibletodatefossilsbymeasuringtheamountofradioactivityineachspecimen.Carbon-14isusedtostudymaterialupto60000yearsold.Foroldermaterial,otherelementsareused.

Althoughthefossilrecordisincompleteandfossilareveryrare,itispossibletoshowhowmodernplantsandanimalsmighthaveevolvedfrompreviousspeciesthatexistedhundredsorthousandsofmillionsofyearsago.Forexample,fossilsequencessuggesthowmodernhorsesmayhaveevolvedfromearlierspecies(Figure5.12).Itisimportanttorecognise,though,thatwecanneversaythat‘thisspeciesevolvedintothatspecies’,basedonafossilsequence–evenwhenwehavemanyfossils.Allthatwecansayisthattheyappeartoberelated–thattheyprobablyshareacommonancestor.Otherspeciescouldwellhaveexistedtoo,forwhichnofossilshaveeverbeenfound.

Afeworganismsseemtohavechangedverylittle.Thehorseshoecrabweseetodayisverysimilartofossilspecimensamillionyearsold.Thiswouldseemtosuggestthattherehasbeenlittleselectionpressureonthesecrabs.

ObservationsoffossilsprovideevidencethatlifeonEarthchangesandthatmostofthechangesoccurovermillionsofyears.

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.

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

Evolution Cumulativechangeintheheritablecharacteristicsofapopulation.

5 ECOLOGY AND EVOLUTION 115

Selective breedingFurtherevidenceforthewayevolutionmighthaveoccurredcomesfromobservationsofselectivebreeding.Inthisprocess,plantsoranimalswithfavourablecharacteristicsarebredtoincreasetheirnumbersinapopulation.Humankindhasbeendomesticatingandbreedingplantsandanimalsforthousandsofyears.Modernvarietiesofwheatproducehigheryieldsandareshorterandstrongerthanvarietiesofahundredyearsago,andtheseinturnhavemanydifferencesfromthegrassesthatwheatwasoriginallybredfrom10000yearsago.Similarly,farmersandanimalbreedersmaylookforfavourablecharacteristicsinacoworasheep,suchasmilkyieldorqualityofwool,andthenuseindividualsdisplayingthesecharacteristicstobreedmoreanimalswiththesamefeatures(Figure 5.13).

Althoughthedrivingforceforartificialselectionishumanintervention,whichisquitedifferenttonaturalevolution,selectiveorartificialbreedingdoesshowthatspeciescanchangeovertime.

Homologous structuresFurtherevidenceforevolutionisprovidedbyhomologous structures,whichareanatomicalfeaturesshowingsimilaritiesinshapeorfunctionindifferentorganisms.Theirpresencesuggeststhatthespeciespossessing

years before present

2 million

5 million

24 million

34 million

55 million

Hyracotherium

Mesohippus

Merychippus

Pliohippus

Equus – the modern horse

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.

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.

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9 Redox

Oxidation and reductionOxidation and reduction may be de� ned 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

9.1 Oxidation and reduction

Learning objectives

• Defi ne 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

[O] indicates oxygen added in an oxidation reaction.

[H] indicates hydrogen added in a reduction 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

C6H5NO2 has been reduced as it has lost oxygen/gained hydrogen.These de� nitions are, however, only useful in a limited number

of reactions and a more fundamental de� nition of oxidation and reduction is:

Oxidation – loss of electrons.Reduction – gain of electrons.

For instance, in the equation:

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.

Zn(s) Zn2+(aq) + 2e− OXIDATION electrons lost

Cu2+(aq) + 2e− Cu(s) REDUCTION electrons gained

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

© Cambridge University Press 2010 9 REDOX 21

The word OILRIG can be used to help you remember the de� nition 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 dif� cult 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).

Oxidation number (oxidation state)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 numbers1 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 coeffi cients, 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).

Atom Ionic charge Oxidation number Comment

F F − –1 Always, since most electronegative element

O O2− –2 Virtually always, but not in compounds with F or in peroxides and superoxides

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

Table 9.1 Assigning negative charge according to valency.

Group 1 Group 2 Group 3

Usual oxidation number +1 +2 +3

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

Group 1 Group 2 Group 3 Group 4 Group 5 Group 6 Group 7

Maximum oxidation number +1 +2 +3 +4 +5 +6 +7

Table 9.3 Group number as maximum possible oxidation number.

Oxidation

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Loss of electrons

Reduction

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Gain of electrons

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

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.

© Cambridge University Press 2010

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


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NEW COLOuR VERSION! Physics for the IB Diploma5th Edition (Full-colour version)Coursebook978-0-521-13821-5

K.A. Tsokos

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:

• answers to the end-of-chapter questions

• 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.

IB DiplomaPhysics

This title is now available as an ebook!Visit www.ebooks.com and search for ‘IB Physics’

Coming soon...

PhysicsfortheIBDiplomaExamPreparationGuideAn essential revision guide for students, providing a refresher of the complete Physics for the IB Diploma course.

Richard van de Lagemaat

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

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.

All chapters include the following features:

• preliminary quotations to prompt critical thinking

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

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

• cartoons and other illustrations to support the text

• a summary of key points and list of terms to remember

• suggestions for further reading

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

NEW COLOuR VERSION!

Theory of Knowledge for the IB DiplomaCoursebook978-0-521-54298-2

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.

IB DiplomaTheory of Knowledge

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IB DiplomaEnglish Literature

Brad Philpot

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.

NEW! English Language and Literature for the IB DiplomaCoursebook978-1-107-40034-4

FOR 2011 SyLLABuS

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.

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1 Language in cultural context English in a global context 1

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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

(answers below)

1 How many people speak English as a native language?

a 200 millionb 400 millionc 600 milliond 1 billion

2 How many people speak English as an additional language?


3 How many people are learning English today as a foreign language?


Answers

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

2 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.

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

[KeyT] 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.

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

Unit 1.3 English as a global language

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.

The legacy of the British EmpireThe 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,

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

spoken around the world.

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.

Quick quiz

Keyterms

David James and Nic Amy

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.

NEW! English Literature for the IB DiplomaCoursebook978-1-107-40223-2

FOR 2011 SyLLABuS

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.

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5 Paper 1: unseen literary analysis English Literature for the IB Diploma 5

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Activity

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 over-•emotive? 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?

LettersThe 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?

Text 5.2 Sullivan Ballou Letter to his wife Sarah 1861

Sarah, do not mourn me dead; think I am gone and wait for thee, for we shall meet again.

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 Edgar will keep my frolics with him among the dimmest memories of his childhood. Sarah, I have unlimited confidence in your maternal care and your development of their characters. Tell my two mothers his and hers I call God’s blessing upon them. O Sarah, I wait for you there! Come to me, and lead thither my children.

Sullivan

Activity

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

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:

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?

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?

TOK

Fig 5.9 Sullivan Ballou, the author of a famous

letter, written during the American Civil War

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.

July 14th 1861My very dear Sarah:

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.

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.

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

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

Further resources

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 fi nd, before it is destroyed, work which could benefi t mankind. Should they honour the wishes of the scientist, or should the interests of the greater good be put fi rst?

TOK



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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.

NEW! geography for the IB Diploma: global InteractionsCoursebook978-0-521-14732-3

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.

Global core and periphery021 Measuring global interactions

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:

• developed and developing countries

• more economically developed countries (MEDCs) and less economically

developed countries (LEDCs).

Key questions• Where are the core areas

at the focus of global interaction?

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

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

0 2000 km

Equator

Tropic of Cancer

NORTH

SOUTH

Tropic of Capricorn

N

Figure 1 The North–South divide.

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.

14

9780521147323_c02_14-26.indd 14 10/20/2010 1:15:22 PM

1502 Global core and periphery

However, in recent decades the world economy has

become much more complex. It is now more accurate to

distinguish between:

• the core

• the semi-periphery and

• the periphery.

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.

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.

World-systems theory: I.G. WallersteinNew 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

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.

Core

Semi-periphery

Periphery

USA

UK

Italy

Germany

China

Brazil

India

Mexico

Malaysia

Thailand

BangladeshKenya

Mali

MongoliaNepal

JamaicaPakistan

Haiti Bolivia

Chad

Nigeria

Ethiopia

Tanzania

Indonesia

Japan France

Canada

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

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

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

Discussion point

9780521147323_c02_14-26.indd 15 10/20/2010 1:15:37 PM

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.

Paul Guinness

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.

8 1 Populations in transition

Demographic transition in the developing world

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:

• 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 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 signifi cantly in some

countries, particularly in sub-Saharan Africa.

• 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.

• 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.

• The relationship between population change and

economic development has been much more tenuous.

Diff erent models of demographic transitionAlthough 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

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

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

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

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

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

6 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?

1 What is a geographical mod

Activities

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

What do you think are the main factors respons

Discussion pointincreased in stage 2 due mainly to the improved health of

women in the reproductive age range.

Figure 6 Types of demographic transition.

Yl

Yk

Yj

Yi

Stage I Stage II

Japanese – Mexican type

Yl

Yk

Yj

Yi

French type

Yl

Yk

Yj

Yi

English type

Birt

hs a

nd d

eath

s pe

r 10

00

Naturalincrease

Naturalincrease

Naturalincrease

Births

Deaths

901 Population change

The components of population changeThe 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.

Look at the latest World Population Data Sheet on the Population Reference Bureau’s website (www.prb.org). Select three countries which you feel reasonably fi t each of stages 2, 3, 4 and 5 of the model of demographic transition.

Look at the latest World Population Data S

Research idea

Figure 7 Input-output model of population change.

Births

Deaths

Immigration

Naturalchange

Netmigration

Emigration

Nigerian woman and children.

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 infl uenced 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.

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 infl uencing fertility.

Figure 8 (page 11) shows in detail how the fertility rate

varies by country around the world.

Factors aff ecting fertility

The factors affecting fertility can be grouped into four main

categories:

P Demographic

Other population factors, particularly mortality rates,

infl uence 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.

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28 Part 2: Microeconomics

2.1 Introduction to markets and market structures

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 sellersmay 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 conveyinformation 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.

1 What is a market?

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

Test your understanding 2.1

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

Chapter 2 MarketsIn 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.

Microeconomics

Chapter 2 Markets 29

firms within an industry. There are four market structures identified by economists:

• perfect competition (also know as pure competition)

• monopoly

• monopolistic competition

• oligopoly.

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

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

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

Perfect competition (or pure competition)

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

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

The law of supply: explain the positive casual relationship between price and quantity supplied.

Monopoly has the following characteristics:

• There is a single firm in the industry.

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

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

• 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.)

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.

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).

Peter Stimpson and Alex Smith

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.

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.

4

Sectors of industryAll production can be classifi ed 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.

The nature of business activity01

KEY TERMS

primary sector business activity fi rms engaged in farming, fi shing, oil extraction and all other industries that extract natural resources so that they can be used and processed by other fi rms

secondary sector business activity fi rms that manufacture and process products from natural resources, including computers, brewing, baking, clothing and construction

tertiary sector business activity fi rms that provide services to consumers and other businesses, such as retailing, transport, insurance, banking, hotels, tourism and telecommunications

Country Primary Secondary Tertiary

United Kingdom 2 17 81

China 40 28 32

Ghana 53 21 26

Table 1.1 Employment data 2010 – as percentage of total employment

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 indus-trialisation 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.

Tertiary sector – the breathtaking

Burj Al Arab hotel in Dubai

Primary production – dairy cattle following milking Secondary production – clothing factory in India

9780521147309_c01_1-7.indd 4 10/8/2010 5:55:40 PM

5

H HIGHER LEVEL

CHANGES IN ECONOMIC STRUCTUREIt is very important to recognise two features of this clas-sifi cation of business activity:

1 The importance of each sector in a country’s econo-mic structure changes over time. Industrialisation describes the growing importance of the secondary sector manufacturing industries in developing coun-tries. The relative importance of each sector is meas-ured 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 benefi ts as well as problems.

Benefi ts● 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 profi table fi rms will pay more tax to the government.

1 BUSINESS ORGANISATION AND ENVIRONMENT

ACTIVITY 1.1

Business Primary Secondary Tertiary Description of main activities

Coca Cola

HSBC

FAW (China)

RTZ

Wyndham Worldwide

RR plc

20 marks, research time

1 Copy out this table. Use the internet or other means of research to:a identify these well-known international companiesb identify the main sector of industry that they

operate inc give details of their main activities. [10]

2 Research fi ve businesses that operate in your country and identify which sector of industry they mainly operate in and what their main activities are. [10]

● Value is added to the country’s output of raw mate-rials 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 diffi cult for a business to recruit and retain suffi cient 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

9780521147309_c01_1-7.indd 5 10/8/2010 5:55:46 PM

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68

Timeline 1946 Feb: Kennan’s ‘Long Telegram’

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

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

68 69

IntroductionAs 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.

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.

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 counter-actions 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.

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

The First Cold War (1946–53)4Key questions • 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?

Overview• 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.

1 Developments in Europe

QuestionWhat do you think is the message of this cartoon?

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Stephen Nutt and Jean Bottaro


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

• methods of achieving independence in Africa and Asia

• challenges to Soviet or centralised control in Central and Eastern Europe and the Balkans.


• nationalist and independence movements in Africa and Asia – Rhodesia/Zimbabwe; India and Pakistan; Indochina

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

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.

nationalist and Independence MovementsCoursebook978-0-521-18938-5

The Cold WarCoursebook978-0-521-18932-3


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IB Diploma

Mathematics for the IB DiplomaMathematicsfortheIBDiplomaStandardLevel978-0-521-69928-0MathematicsfortheIBDiplomaHigherLevel1978-0-521-69929-7MathematicsfortheIBDiplomaHigherLevel2978-0-521-69930-3

Hugh Neill and Douglas Quadling

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:

• clearly stated learning objectives

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

• revision sections at regular intervals to keep students motivated

• methods for using a graphical calculator, as required by the IB syllabus.

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.

IB Mathematics Option BooksMathematicsfortheIBDiplomaHigherLevel–Topic8:StatisticsandProbability978-0-521-71463-1MathematicsfortheIBDiplomaHigherLevel–Topic9:Sets, RelationsandGroups978-0-521-71462-4MathematicsfortheIBDiplomaHigherLevel–Topic10:SeriesandDifferentialEquations978-0-521-71464-8MathematicsfortheIBDiplomaHigherLevel–Topic11:DiscreteMathematics978-0-521-71465-5FurtherMathematicsfortheIBDiplomaStandardLevel978-0-521-71466-2

Marc van Loo and Kevin Morley

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.

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.

Implementing the IB Diploma Programme978-0-521-54487-0

COMING SOON!

Cambridge Online IB Teacher ResourcesEditor-in-Chief: Dr David James, Wellington College, uK

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