DP1-2 Geography HL and SL

Geography is a dynamic subject that is firmly grounded in the real world and focuses on the interactions between individuals, societies and the physical environment in both time and space. It seeks to identify trends and patterns in these interactions and examines the processes behind them. It also investigates the way that people adapt and respond to change and evaluates management strategies associated with such change. Geography describes and helps to explain the similarities and differences between spaces and places. These may be defined on a variety of scales and from a range of perspectives. Within group 3 subjects, Geography is distinctive in that it occupies the middle ground between social sciences and natural sciences. The Diploma Programme Geography course integrates both physical and human geography, and ensures that students acquire elements of both scientific and socio‑economic methodologies. Geography takes advantage of its position between both these groups of subjects to examine relevant concepts and ideas from a wide variety of disciplines. This helps students develop an appreciation of, and a respect for, alternative approaches, viewpoints and ideas.

The Geography course embodies global and international awareness in several distinct ways. It examines key global issues, such as poverty, sustainability and climate change. It considers examples and detailed case studies at a variety of scales, from local to regional, national and international.  Inherent in the syllabus is a consideration of different perspectives, economic circumstances and social and cultural diversity. Geography seeks to develop international understanding and foster a concern for global issues as well as to raise students’ awareness of their own responsibility at a local level. Geography also aims to develop values and attitudes that will help students reach a degree of personal commitment in trying to resolve these issues, appreciating our shared responsibility as citizens of an increasingly interconnected world. (DP Geography Guide, 2009)

Topics:

Part 1: Patterns and Change (HL and SL)

1.     Population (including trends, migration and gender inequality)
2.     Wealth and development (including measurement, disparities, MDG and aid)
3.     Environment (including climate change, soil, water and biodiversity)
4.     Resource consumption (including theories, fossil fuels vs. renewables, oil politics and conservation)

Part 2: Optional themes (HL x 3, SL x 2)

1.     Leisure, Sport and Tourism
2.     Urban environments
3.     Food and health (HL only)

Part 3: Global interactions (HL only)

1.     Measurement of economic, political and social globalisation
2.     The shrinking world
3.     Economic interactions and flows
4.     Environmental change – degradation and pollution
5.     Sociocultural exchanges – cultural diffusion, consumerism and integration
6.     Political outcomes – the loss of sovereignty and responses
7.     Local – glocalisation, the adoption of globalisation and responses.

Assessment:

Paper 1 (HL and SL both 90 minutes) short answers and extended response
Paper 2 (HL 2 hours; SL 80 minutes) structured questions
Paper 3 (HL only 1 hour) essay
Internal assessment (HL and SL), fieldwork and 2500 word report

History HL and SL

History is a dynamic, contested, evidence-based discipline that involves an exciting engagement with the past. It is a rigorous intellectual discipline, focused around key historical concepts such as change, causation and significance.

History is an exploratory subject that fosters a sense of inquiry. It is also an interpretive discipline, allowing opportunity for engagement with multiple perspectives and a plurality of opinions. Studying history develops an understanding of the past, which leads to a deeper understanding of the nature of humans and of the world today.

The IB Diploma Programme (DP) history course is a world history course based on a comparative and multi-perspective approach to history. It involves the study of a variety of types of history, including political, economic, social and cultural, and provides a balance of structure and flexibility. The course emphasizes the importance of encouraging students to think historically and to develop historical skills as well as gaining factual knowledge. It puts a premium on developing the skills of critical thinking, and on developing an understanding of multiple interpretations of history. In this way, the course involves a challenging and demanding critical exploration of the past.

Throughout the DP history course, students have the opportunity to explore historical events that have played a key role in shaping the world today, deepening their understanding of the complex and interconnected nature of past and present events. For example, students explore historical examples of many of the global challenges facing the world today, such as conflict, rights and governance. (DP History Guide, 2015)

Topics:

The move to global war (HL and SL)
5.     Japanese expansionism 1931-1941
6.     German and Italian expansionism 1933-1941

20th century Authoritarian States (HL and SL)
1.     Asia: China—Mao
2.     Europe: Germany—Hitler; USSR—Stalin; Italy—Mussolini

Causes and effects of 20th-century wars (HL and SL)
1.     Asia: Chinese Civil War (1927–1937 and 1946–1949)
2.     Europe: Russian Civil War (1917–1922);
3.     Cross-regional wars: First World War (1914–1918); Second World War (1939–1945); Russo-Japanese War (1904–1905)

The Cold War 1943-1950 (HL and SL)
1.     Origins and causes: ideology, fear and aggression, economics, the USA and the USSR
2.     Leaders: Truman, Stalin, Mao

Additional HL options:

• Europe and the First World War (1871–1918) (see Wars 3 above)
• European states in the inter-war years (1918–1939) (see Authoritarian 2 above)
• Versailles to Berlin: Diplomacy in Europe (1919–1945) (see Wars 3 above)
• Imperial Russia, revolution and the establishment of the Soviet Union (1894–1924)
• The Soviet Union (1924–1953) (see Authoritarian 2 above)

Assessment:

• Paper 1 (HL and SL 1 hour) source-based paper
• Paper 2 (HL and SL 90 minutes) 2 essays
• Paper 3 (HL only 2 hours 30 minutes) 3 essays
• Internal assessment: 2200 word historical investigation

Psychology HL and SL

Psychology is the systematic study of behaviour and experience and is a meeting ground for both the natural and the social sciences. Knowledge of Psychology as an academic discipline is now considered an integral part of many professions. Psychology allows students to develop an understanding of themselves and others and offers the opportunity to focus on individuals and societies in the context of a social science. The aims of the IB Diploma Psychology course are to develop an awareness of how psychological research can be applied for the benefit of human beings while ensuring that ethical practices are upheld in psychological inquiry. Students will develop an understanding of the biological, cognitive and sociocultural influences on human behaviour, develop an understanding of alternative explanations of behaviour and understand and use diverse methods of psychological inquiry.

Topics:

Perspectives (compulsory)

• The biological level of analysis
• The cognitive level of analysis
• The sociocultural level of analysis

Options (HL select two only/SL select one only)

• Abnormal psychology
• Developmental psychology
• Health psychology
• Psychology of human relationships
• Sport psychology

Research Methodology (compulsory)

• Qualitative research methods

Environmental Systems and Societies

IB Environmental Systems and Societies

Course Instructor: Mr. Alejandro Franco and Cisco Walker
Email Address: afranco@tisa.az
Course Name: IBDP Environmental Systems and Societies

Learning Overview
The IB ESS syllabus is a rigorous two-year college preparatory program. Through experimentation and discussions, students will develop a working understanding of the following major themes:

Topic 1—Foundations of environmental systems and societies
Topic 2—Ecosystems and ecology
Topic 3—Biodiversity and conservation
Topic 4—Water and aquatic food production systems and societies
Topic 5—Soil systems and terrestrial food production systems and societies
Topic 6—Atmospheric systems and societies
Topic 7—Climate change and energy production
Topic 8—Human systems and resource use

Completion of ESS program satisfies the experimental science component for the IB Diploma. As much core material as time will permit will be covered during the first year. The remaining core material, plus two chosen topic options, will be presented during the second year. A total of 150 hours will be devoted to covering the core material, including 30 hours for the laboratory component. At TISA, all students are required to participate in a Group 4 project.  
It is expected that all students in this course will remain committed for two years and take the IB exam in May of the second year. The DP grade for ESS is awarded as follows:

M2

M2 students develop their knowledge and understanding, critical thinking, investigative and communication skills through these Statements of Inquiry:

• Global interactions can lead to cooperation, innovation, competition and conflict (Abrahamic religions and modern conflict).
• Scientific and technical innovation can cause changes in Global interactions (natural disasters can cause changes to the social and economic infrastructure of a community).
• Whether the changes to a society’s culture through development are positive or negative depends on perspective (Genghis Khan, the Mongols and Marco Polo).

M3

M3 students develop their knowledge and understanding, critical thinking, investigative and communication skills through these Statements of Inquiry:

• Civilisations can be strengthened or weakened by their systems of governance in different ways (Meso-America)
• The extent to which we should manage and intervene in a process is dependent on time, place and ethics (Population)
• Changes in perspective can be significant enough to be considered turning points (The Renaissance)
• Human impact on the environment has consequences for the Earth's resources and sustainability (Ecosystems under threat)

M4

M4 students develop their knowledge and understanding, critical thinking, investigative and communication skills through these Statements of Inquiry:

• Conflict can cause change that may threaten authority, security and freedom (French Revolution).
• Innovation in the use of resources is dependent on time, place and space and can lead to inequality (Development - the Industrial Revolution to today).
• Global trade systems involve making choices (International Trade).
• There are causes and consequences of global interactions, which can have a significant impact on identity (Meiji Japan).

M5

M5 students develop their knowledge and understanding, critical thinking, investigative and communication skills through these Statements of Inquiry:

• Differing concepts of authority, security and freedom shape governance and ideologies which impacts change (Nineteenth century Russian Empire).
• Identity is influenced by the relationship and interconnectedness of individuals and societies and can cause change (German unification).
• The moral and ethical behaviour of a group can be dependent on time and place (Social Psychology, the Nazi Jewish Holocaust and post-2003 Iraq).
• Innovation in the use of resources may be dependent on time, place and space and can lead to inequality (economic development and resources).