Humanities Notes

Humanities Notes
Humanities Notes 1
Unit 1: Growth and Development Indicators 2
Unit 2: Peace and Conflict 30
Unit 3: Demographics and its inventiveness 56
Unit 4: Resource management and industrialization 79
Unit 5: Conflict Resolution 89
Unit 6: Endeavour To Regain The Lost Systems 122
Unit 1: Growth and Development Indicators
Short Term Wants Long Term Wants

PS5 Money
Fast Food Happiness
Wifi Health
Netflix Family
Economics studies about the ends and scarce means and teaches you to balance
your wants and needs.
Ends are wants and means are needs.
Whichever is limited in supply has high price in the market whichever is abundant
in supply has low price in market.
Free goods are things we desire but are not limited.

Charged goods are things we desire but are limited.
Scarce Not Scarce
Oxygen HIV
Apartments in Zurich Murderers
Happiness Mosquitos
Doctors Dirt
Water Diamond Paradox
Even though life cannot exist without water and can easily exist without diamonds,
diamonds are, pound for pound, vastly more valuable than water. It is more
valuable because diamond is rarer to find compared to water due to which
demand/supply rate is more for diamond then water.
The Factors of Production
Land: Resources given to us by nature such as air routes,sea routes and soil.
Labour: Refers to the use of human good used in the production of goods
and services. Labour work can be physical and intellectual.
Capital: Refers to the use of tools and goods such as other machinery which are
used to produce more goods. Capital is limited so it's scarce.
1)What to produce?
The commodities which do not command positive prices in the market would not
be produced. Therefore only those commodities with positive prices are to be
produced and in such a way that would clear the markets.
2)How to produce?
A labour-intensive technique would employ relatively more labour and less capital.
On the other hand, capital- intensive technique means more capital and less labour.
3)For whom should you produce?

The purchasing power of the owner of capital is determined in the same way. Thus,
when the price of every commodity and every factor of production are determined,
the third problem will be solved.
Capitalist Socialist Mixed

Economy is free and Economy is restricted Mild restrictions by the
anyone can produce and controlled by the government
government
Richer become richer and The growth is planned so Most of the countries of
poor become poorer it takes more time for the world use it
country to grow
Microeconomics and Macroeconomics:
Microeconomics: The part of economics concerned with single factors and the
effects of individual decisions. Example: Study of firms and individuals
Macroeconomics: The part of economics concerned with multiple factors and the
effect of group decisions. Example: Study of society and government
Price Quantity Demanded

1 10
2 8
3 6
4 4
5 2
Demand and price are inversely proportional as the table shows as the price
becomes higher the demand becomes lower.
Demand Curve And Supply Curve
The law of supply is the microeconomic law that states that, all other factors being
equal, as the price of a good or service increases, the quantity of goods or services
that suppliers offer will increase, and vice versa.
A demand curve shows the relationship between quantity demanded and price in a
given market on a graph. A supply curve shows the relationship between quantity
supplied and price on a graph.
Equilibrium price is one where the buyer and seller agree to buy and sell the
product.
Price Of The Smartphone Demand Of The Smartphone
10 2
8 4
6 6
4 8
2 10
Ceteris paribus or caeteris paribus is a Latin phrase meaning "other things equal";
English translations of the phrase include "all other things being equal" or "other
things held constant" or "all else unchanged".
Trade deficit: More demand than supply. Occurs when the price is low.
Trade Surplus: More supply than demand. Occurs when the price is high.
Equilibrium: The place where supply and demand meet.Most of the trading in
markets takes place at this price because buyer and seller agree.
GDP : Gross domestic product is the total amount of goods and products produced
in a country during an accounting year. It's calculated by checking the value of the
products produced
Economic development : Increase in standards of living

STI = Total income/Total Population is the Per Capita Income
Even though GDP increases ipc can go down because in a lot of countries such as
china and india the major amount of the contribution to the gdp comes only from
major cities of the country like mumbai and shanghai. However the rural areas ipc
generally tends to stagnate or go down due to which there are chances of gdp
increasing but the ipc staying the same.
A subsidy or government incentive is a form of financial aid or support extended to
an economic sector (business, or individual) generally with the aim of promoting
economic and social policy.
Subsidiaries found in poor countries like Bangladesh :

Agriculture subsidies.
Housing subsidies.
Healthcare subsidies.
Inequality diagram or lorenz curve
A graph on which the cumulative percentage of total national income is plotted

against the cumulative percentage of the corresponding population . The extent to
which the curve sags below a straight diagonal line indicates the degree of
inequality of distribution.
Standards Of Living
Single standards of living and composite living are 2 different standards of living
the first one we're dealing with is single.
Standard of living includes Health, Income, Shelter and life expectancy rate which
is based on all these factors. All these factors together can be used as economic
indicators of the country.Life expectancy increases because of awareness , health
schemes and economic development.
Density of population shows the number of people living in a certain area; it is

generally measured in square meters. The state with highest density is West Bengal
and lowest population density is Arunachal Pradesh.
If there is technological development the chances are that there are higher chances
of people having a longer life span because good technology indicates good
economics and possibility to multiple areas of development.
A composite indicator is formed when individual indicators are compiled into a

single index, on the basis of an underlying model of the multi-dimensional concept
that is being measured.
HDI - Human Development Index

The Human Development Index is a statistical composite index of life expectancy,
education, and per capita income indicators, which are used to rank countries into
four tiers of human development.
Multidimensional Poverty Index

The global Multidimensional Poverty Index (MPI) measures the complexities of
poor people's lives, individually and collectively, each year. This report focuses on
how multidimensional poverty has declined.
Gender Inequality Index

The Gender Inequality Index (GII) is an index for measurement of gender disparity
that was introduced in the 2010 Human Development Report 20th anniversary
edition by the United Nations Development Programme (UNDP).
Qualitative factors are factors that are immeasurable in numbers but can be
observed, for example happiness.
Quantitative indicators are factors that are measurable in numbers, for example
GDP
Government redistributes income through taxing the rich and introducing new
schemes for the poor with the taxes they collected.
They even make subsidiaries for basic needs such as gas and electricity which
gives everyone a chance to have access to them. This is known as physical
economics. Our government uses progressive tax system which means if you earn
more you pay more percentage, the other one is proportional which means
everyone pays the same percentage of their earnings.
There are two types of poverty: absolute poverty and relative poverty.
In absolute poverty you don't have sufficient income to meet basic needs.
You are in relative poverty if you are below the median of income in your local
area. For example : Even if you have basic needs you don't have enough income to
be above the median in your area.
Characteristics of a developing economy :

Full employment, Inflation, Economic growth, Equal distribution of income and
balance of payment in equilibrium.
Vicious cycle of poverty : This is a phenomenon used often by economic scientists.

It simply means poverty begets poverty. It is a concept that illustrates how poverty
causes poverty and traps people in poverty unless an external intervention is
applied to break the cycle. It is a chain of negative events that can't be stopped until
the cycle breaks. There are alot of countries stuck in this cycle, for example
Bangladesh and Zimbabwe. Niger is the country which has the most poverty and
the main reason is because the government couldn't break this chain.
Positive and Negative Externality:
Externalities are negative when the social costs outweigh the private costs. Some
externalities are positive. Positive externalities occur when there is a positive gain
on both the private level and social level. Research and development (R&D)
conducted by a company can be a positive externality.
What do you mean by spillover effect?

The price of a product or service is paid by the consumer and used by the producer
to pay for the costs involved in making the product or delivering the service.
However, some of the benefits and costs of a product may not be part of a free
market transaction and may be borne by other parties.
Explain negative production externality with the help of diagram(s) and give at
least one solution.
Externalities are negative when the social costs outweigh the private costs.
Government can discourage negative externalities by taxing goods and services
that generate spillover costs. Government can encourage positive externalities by
subsidizing goods and services that generate spillover benefits.
This diagram explains the negative externality concept with the use of a picture to
make it easier for people to understand.
MSC : These are the total costs borne by the society as a whole including MPC’s
and all other external costs such as environment and pollution costs., along with
taxes.
Marginal Social benefit is equal to private benefit plus positive externality benefits.
Law of supply - Assuming that there is ceteris paribus (Assuming that other factors
are constant), price and quantity supply has direct relationship
While a tax drives a wedge that increases the price consumers have to pay and
decreases the price producers receive, a subsidy does the opposite. A subsidy is a
benefit given by the government to groups or individuals, usually in the form of a
cash payment or a tax reduction.
Now, students will apply the knowledge learnt involved in the process of
researching on the topic - Assessing Different Growth And Development
Indicators in Asia.
1. Locate the source relevant to your research.

I have located 3 different sources that can be used for my research purpose which
enhance my media literacy ATL skill:
- www.tutor2u.net for knowing the popular growth and development
measures in Asia.
- www.toppr.com for researching per capita consumption which is one
of the growth and development measures.
- www.britanicca.com for researching GDP which is another
development indicator in Asia.
2. Organize information in the specified format.

There wasn't any format specified so I am going to display the information in a
chronological order because I believe that will be helpful in explaining my research
better to the person who is reading it.
Firstly, what are the different popular growth and development measures or
indicators in Asia, there are 8 famous growth and development indicators in Asia.
Those are as follows:
- Gross Domestic Product (GDP)
- Gross National Product (GNP)
- GNP per capita
- Birth and death rates
- The Human Development Index (HDI)
- Literacy rate
- Life expectancy
- Per Capita Consumption (PCC)
Moving on, I am going to mainly research about 2 of the 8 that are mentioned
above based on which ones will be the most helpful for me, the indicators I will be
investigating are PCC and GDP.
The change in amount of good being used by people is measured in PCC. For
example, clothing, food, education, health, etc. An increase in PCC shows better
quality of life of people and higher economic development of the country. The
sector that has the highest PCC in Asia is the poultry sector which means people in
Asia mostly buy goods such as chickens and other dairy products that fall under
the primary production category.
Gross Domestic Product is the total value of the goods and services produced by a
country's economy in a brief period of time. It includes all goods and services that
are produced by the economic agents of that country without considering if they
are actually sold or not. It is used throughout the world as the main measure of
output and economic activity. The total GDP of Asia is $31.58 trillion as of 2019.
3. Analyse the given information using the OPVL analysis.

Source analysis for introduction to types of economic indicators in Asia:
Origin Purpose Value Limitations
This source The purpose of This source was This is a very
comes from this information really useful as reliable source as
www.tutor2u.net. was to provide a my entire it has been
brief introductory checked by
The author is introduction to paragraph was multiple
unknown. the different based on the professionals in
types of information I the subject.
It was published economic derived from
in the month of indicators in this. I believe this is a
June in the year Asia. subjective text
2019. I gathered the because it is
The purpose of information from solely based on
It is evident it the text is very a trustworthy site facts and the
was written by a clear and puts that has authors opinions
group of people forward the professionals to aren't involved
because the information in a check its or affect the text
article has a lot way it’s easy to information in any manner.
of different parts understand. every month and
and each part has this is over a There aren’t any
a different style This piece of year old. So, itpolitical,
of writing. information is has surely been institutional,
considered as reviewed by religious,
factual others. cultural,
information ideological or
because it The information personal biases
consists of doesn’t need to involved in the
information that be synthesized as text.
has been proven it was reviewed
by many others by professionals
earlier. and the required
The point of changes were
view is impartial already made.
because there are
no opinions
mentioned
anywhere in the
entire text.
Source analysis for Per Capita Consumption in Asia:

This source The purpose of This source was The source cant
comes from this information really useful as be determined as
www.toppr.com. is to explain all the very reliable
what the Per information because it wasn't
The author for Capita related to Per refered or
the article is Consumption Capita reviewed by the
unknown. means in detail Consumption in experts in this
and give a few my research was subject.
The publishing examples of it based on this.
date of the for better I believe this is a
article is understanding. The information subjective text
unknown as wasn’t refered or because it is
well. The purpose of reviewed by solely based on
the text is very anyone so facts and the
The authors clear and puts synthesization authors opinions
credential or forward the should be done aren't involved
organizational information in a for the or affect the text
affiliations aren't way it’s easy to information. in any manner.
given because understand.
the author is Yes the There aren’t any
unknown. This piece of information can political,
information is be reviewed institutional,
considered as from other religious,
factual sources in the cultural,
information synthesization ideological or
because it part. personal biases
consists of involved in the
information that text.
has been proven
by many others
earlier.
The point of
view is impartial
because there are
no opinions
mentioned
anywhere in the
text and it is
purely based on
facts.
Source analysis for Gross Domestic Product in Asia:

www.britannica. is to explain my entire it has been
com. what the Gross information on checked by
Domestic Gross Domestic multiple
The author for Product means in Product was professionals in
the article is detail and give a based on the the subject.
Peter few examples of information I
Bondarenko. it for better derived from I believe this is a
understanding. this. subjective text
The publishing because it is
date of the The purpose of I gathered the solely based on
article is 26th the text is very information from facts and the
aprils 2017. clear and puts a trustworthy site authors opinions
forward the that has aren't involved
The authors information in a professionals to or affect the text
credential or way it’s easy to check its in any manner.
organizational understand. information
affiliations aren't every month and There aren’t any
given in the This piece of this is over 3 political,
article. information is years old. So, it institutional,
considered as has surely been religious,
factual reviewed by cultural,
information others. ideological or
because it personal biases
consists of The information involved in the
information that doesn’t need to text.
has been proven be synthesized as
by many others it was reviewed
earlier. by professionals
and the required
because there are
no opinions
mentioned
anywhere in the
text and it is
purely based on
facts.
4. Evaluate the weaknesses of the source.

Out of the 3 sources I used only one of them had weaknesses which is
www.toppr.com, weaknesses of the source include:
- Author not being mentioned.
- Publication date not being included.
- Not being very reliable as it wasn’t referred to by professionals.
- Consisting of few opinions such as PCC is the best way to calculate
economic growth.
5. Synthesize the information from one or more sources chosen to search the
information.
Synthesization of information I gathered from toppr.com:
Information from toppr Information from Bitanicca

The change in amount of good PCC is the change of the amount of
being used by people is measured in goods being used by the total
PCC. For example, clothing, food, amount of people.
For example, energy, food,water,
education, health, etc. An increase
health, etc.
in PCC shows better quality of life
Places with higher PCC are
of people and higher economic
considered to be more developed as
development of the country. The
sector that has the highest PCC in they have the spending capacity to
Asia is the poultry sector which buy more goods.
means people in Asia mostly buy Asia is the poultry sector which
goods such as chickens and other means people in Asia mostly buy
dairy products that fall under the goods such as chickens and other
primary production category. dairy products that fall under the
primary production category.
After synthesization of the source I noticed that all the information is very
accurate because it had the same information in other trustworthy sites such
as britannica as well. Doing synthesization is important because it helps you
get self awareness about if you gathered information from good sources or
bad sources.
6. Ethical use of information from various sources and media.

I learned a lot of important information in this task and in the process of
gaining this information I even developed the ATL skill media literacy.
The important information I gathered from this activity include:
- Learning about the 8 major economic indicators in Asia which are
Gross Domestic Product (GDP), Gross National Product (GNP), GNP
per capitaBirth and death rates, The Human Development Index
(HDI), Literacy rate, Life expectancy, and Per Capita Consumption
(PCC)
- Out of these I researched about GDP and PCC in detail and learned
about their definitions and a few examples of its implementation.
- The change in amount of good being used by people is measured in
PCC. For example, clothing, food, education, health, etc.
- Gross Domestic Product is the total value of the goods and services
produced by a country's economy in a brief period of time. The total
GDP of Asia is $31.58 trillion as of 2019.
I believe I developed the ATL skill media literacy because I followed the right
process and on top of that I used a wide amount of different sources on the internet.
ATL skill - Information literacy and Media literacy skill

1) First collect information from various sources available - websites,
online books.
For this part, I decided to gather information from websites such as :
- www.tutor2u.net for knowing the popular growth and development
measures in Asia.
- www.toppr.com for researching per capita consumption which is one
of the growth and development measures.
- www.britanicca.com for researching GDP which is another
development indicator in Asia.
Instead of online books because I don’t have access to a lot of them, all the
information below is collected from the sources I mentioned above.
Firstly, what are the different popular growth and development measures or
indicators in Asia, there are 8 famous growth and development indicators in Asia.
Those are as follows:
- GNP per capita
- Literacy rate
- Life expectancy
Moving on, I am going to mainly research about 2 of the 8 that are mentioned
above based on which ones will be the most helpful for me, the indicators I will be
investigating are PCC and GDP.
The change in the number of goods being used by people is measured in PCC. For
example, clothing, food, education, health, etc. An increase in PCC shows the
better quality of life of people and higher economic development of the country.
The sector that has the highest PCC in Asia is the poultry sector which means
people in Asia mostly buy goods such as chickens and other dairy products that fall
under the primary production category.
Gross Domestic Product is the total value of the goods and services produced by a
country's economy in a brief period of time. It includes all goods and services that
are produced by the economic agents of that country without considering if they
are actually sold or not. It is used throughout the world as the main measure of
output and economic activity. The total GDP of Asia is $31.58 trillion as of 2019.
2) Record information - Tables, graphs, reports

Under this section, we were given the choice of organizing our information as a
report, table, or graph. I think graphical representation would be irrelevant in this
case as there are barely any numbers involved in PCC so I am going to record my
information as a report and a table.
Different economic There are 8 famous growth and development indicators in

indicators in Asia Asia. Those are as follows:
- GNP per capita
- Literacy rate
- Life expectancy
Information about The change in the number of goods being used by people is
GDP measured in PCC. For example, clothing, food, education,
health, etc. An increase in PCC shows the better quality of
life of people and higher economic development of the
country. The sector that has the highest PCC in Asia is the
poultry sector which means people in Asia mostly buy
goods such as chickens and other dairy products that fall
under the primary production category.
Information about Gross Domestic Product is the total value of the goods and
PCC services produced by a country's economy in a brief period
of time. It includes all goods and services that are produced
by the economic agents of that country without considering
if they are actually sold or not. It is used throughout the
world as the main measure of output and economic activity.
The total GDP of Asia is $31.58 trillion as of 2019.
3) Verify the information - Source evaluation, asking questions

Under this section I did source evaluation for all the sources I gathered information
from and figured out that two of my sources were very reliable however I needed
to do standardization for one of them. I did the source evaluation using the opvl
method.
1. Analyze the given information using the OPVL analysis.
Source analysis for introduction to types of economic indicators in Asia:
www.tutor2u.net. was to provide a my entire it has been
brief introductory checked by
The author is introduction to paragraph was multiple
unknown. the different based on the professionals in
types of information I the subject.
It was published economic derived from
in the month of indicators in this. I believe this is a
June in the year Asia. subjective text
2019. I gathered the because it is
The purpose of information from solely based on
It is evident it the text is very a trustworthy site facts and the
was written by a clear and puts that has author’s opinions
group of people forward the professionals to aren't involved
because the information in a check its or affect the text
article has a lot way it’s easy to information in any manner.
of different parts understand. every month and
and each part has this is over a There aren’t any
a different style This piece of year old. So, it political,
of writing. information is has surely been institutional,
considered reviewed by religious,
factual others. cultural,
information ideological, or
because it The information personal biases
consists of doesn’t need to involved in the
information that be synthesized as text.
has been proven it was reviewed
by many others by professionals
earlier. and the required
because there are
no opinions
mentioned
anywhere in the
entire text.
Source analysis for Per Capita Consumption in Asia:

This source The purpose of This source was The source cant
comes from this information really useful as is determined as
www.toppr.com. is to explain all the very reliable
what the Per information because it wasn't
The author of the Capita related to Per referred to or
article is Consumption Capita reviewed by the
unknown. means in detail Consumption in experts in this
and give a few my research was subject.
The publishing examples of it based on this.
date of the for better I believe this is a
article is understanding. The information subjective text
unknown as wasn’t referred because it is
well. The purpose of to or reviewed solely based on
the text is very by anyone so facts and the
The author’s clear and puts synthesization author’s opinions
credential or forward the should be done aren't involved or
organizational information in a for the affect the text in
affiliations aren't way it’s easy to information. any manner.
given because understand.
the author is Yes, the There aren’t any
unknown. This piece of information can political,
information is be reviewed institutional,
considered from other religious,
factual sources in the cultural,
information synthesization ideological, or
because it part. personal biases
consists of involved in the
information that text.
has been proven
by many others
earlier.
The point of
view is impartial
because there are
no opinions
mentioned
anywhere in the
text and it is
purely based on
facts.
Source analysis for Gross Domestic Product in Asia:

www.britannica. is to explain my entire it has been
com. what the Gross information on checked by
Domestic Gross Domestic multiple
The author of the Product means in Product was professionals in
article is Peter detail and give a based on the the subject.
Bondarenko. few examples of information I
it for better derived from I believe this is a
The publishing understanding. this. subjective text
date of the because it is
article is 26th The purpose of I gathered the solely based on
April 2017. the text is very information from facts and the
clear and puts a trustworthy site author’s opinions
The author’s forward the that has aren't involved
credentials or information in a professionals to or affect the text
organizational way it’s easy to check its in any manner.
affiliations aren't understand. information
given in the every month and There aren’t any
article. This piece of this is over 3 political,
information is years old. So, it institutional,
considered has surely been religious,
factual reviewed by cultural,
information others. ideological, or
because it personal biases
consists of The information involved in the
information that doesn’t need to text.
has been proven be synthesized as
by many others it was reviewed
earlier. by professionals
and the required
because there are
no opinions
mentioned
anywhere in the
text and it is
purely based on
facts.
4) Process the information and report the results

I learned a lot of important information in this task and in the process of
gaining this information I even developed the ATL skill media literacy.
The important information I gathered from this activity include:
- Learning about the 8 major economic indicators in Asia which are
Gross Domestic Product (GDP), Gross National Product (GNP), GNP
per capita birth and death rates, The Human Development Index
(HDI), Literacy rate, Life expectancy, and Per Capita Consumption
(PCC)
- Out of these I researched about GDP and PCC in detail and learned
about their definitions and a few examples of its implementation.
- The change in the number of goods being used by people is measured
in PCC. For example, clothing, food, education, health, etc.
- Gross Domestic Product is the total value of the goods and services
produced by a country's economy in a brief period of time. The total
GDP of Asia is $31.58 trillion as of 2019.
I believe I developed the ATL skill media literacy because I followed the
right process and on top of that I used a wide amount of different sources on
the internet.
5) Seek a range of perspectives from multiple and varied sources
In order to seek a range of perspectives from multiple and varied sources, I
did standardization for the information I gathered from wwwtutor2u.com by
cross-checking it with the information I gathered from Britannica which is a
very trustworthy site.
Information from toppr Information from Bitanicca

The change in the number of goods PCC is the change in the number of
being used by people is measured in goods being used by the total
PCC. For example, clothing, food, amount of people.
For example, energy, food, water,
education, health, etc. An increase
health, etc.
in PCC shows the better quality of
Places with higher PCC are
life of people and higher economic
considered to be more developed as
development of the country. The
they have the spending capacity to
sector that has the highest PCC in
buy more goods.
Asia is the poultry sector which
Asia is the poultry sector which
means people in Asia mostly buy
means people in Asia mostly buy
goods such as chickens and other
goods such as chickens and other
dairy products that fall under the
dairy products that fall under the
Unit 2: Peace and Conflict

1. Empire building and the World War - 1.
2. The League of Nations as a supranational organization along with its aims,
failures.
3. The World War - 2 and the contributions of the UN as a supranational
organization.
4. The Cold War and the Super powers.
KC: Global interactions
RCs: Causality (Cause and effect), conflict and cooperation
GC: Identities and relationships
SOI: Global interactions may lead to conflict impacting the relationships of the
nations which need cooperation to rebuild the identities for a peaceful existence.
Why do nations go to war and why is peacekeeping difficult?
What I Know? What I want to What I Have How do I learn

Learn? Learned? more?
Nations go to war What are all the
for resources such different reasons
as gold. countries go to
war?
Peacekeeping is Why are
hard because peacekeeping
peacekeeping forces
nations like the unsuccessful in
UN don't have doing their job?
enough control.
Nations go to war What are the
for portraying challenges faced
their supremacy by UN
and gaining land. peacekeeping
forces?
The main point of What are supra
modern war is to organisations and
impose political are they effective?
change quickly.
Peacekeeping is Empire building
hard because and how it
successful nations affected the first
with huge armies world war.
are unwilling to
provide all the
required troops.
Key factors Are there other
leading to the organisations
outbreak of World similar to the UN
if yes what are a
War 1 are:
few examples of
Assination of them, if not is it
Archduke Franz possible to make
Ferdinand, them?
militarism,
alliances,
imperialism and
nationalism.
Key factors What were the

leading to the consequences of
outbreak of World World War 1 & 2
War 2 are: The and the Cold War?
Failure of Peace
Efforts.
The Rise of
Fascism.
Formation of the
Axis Coalition.
German
Aggression in
Europe.
Terminology of this unit:
Terminology Meaning
Nationalism Nationalism is identification of one's nation and support for its

interests, especially exclusion of other nations' ideas.
Militarism This is a common belief in developed countries that countries

should maintain a good and strong military capability and be
aggressive in wars.
Propaganda Propaganda refers to biased or generally misleading

information used to promote their political point of view.
Contraband The term contraband refers to goods that have been imported
to the country illegally for example bombs and other illegal
items.
U-boat U-boat refers to the German submarine that was used in WW1
and WW2 for naval combat.
Espionage The practice of spying on others typically by governments to

obtain political and military information.
Convoy A group of automobiles such as cars and boats travelling in a

group generally armed for protecting something or someone
important.
Trench warfare Trench warfare is a type of land warfare used in WW2, the
troops dug trenches during the harsh winter and any armies
barely gained any land at all.
Stalemate A position where both the armies reach a point where they
can't progress further in any direction and are stuck as it is for
long periods of time.
Armistice This term refers to the agreement made by opposite sides of

the war to stop fighting for a brief period of time.
Self The process by which a country determines its own statehood
determination and forms its own government.
Reparation The action of making amends or changes to correct the wrong

done by others in the past, in most cases by providing
payment.
Red scare Red scare refers to the propaganda done in the USA where
they promoted fear of potential rise of communism by making
it seem way worse than it actually is.
Allies In war the term allies refers to friends and that's what the
winning side in WW2 called themselves the major countries
involved in it were UK, USA, Soviet Union and France
Central powers Central powers refer to the ottoman empire, Germany and
Austria-Hungary province that took part in WW2 together.
Triple Alliance The Triple Alliance was an agreement between Germany,

Austria-Hungary, and Italy. It was formed on 20 May 1882 and
renewed periodically until it expired in 1915 during World War
1
Triple Entente Triple Entente refers to the informal agreement of peace

between the French Republic, Soviet Union and Great Britain
in the early 1900’s.
Lusitania Lusitania was a naval ship that belonged to the UK and was
sunk by the German navy during the naval blockade the UK
imposed on may 7th 1915 during the first world war.
Franz Ferdinand Archduke Franz Ferdinand Carl Ludwig Joseph Maria of

Austria was the heir presumptive to the throne of
Austria-Hungary. He and his wife were executed by a Serbian
assassin, this was what sparked the immediate WW1.
ANZAC Anzac stands for Australian and New Zealand Army Corps, a
grouping of several regiments from both sides drafted before
WW1 and lasted till 1918. They built the ANZAC bridge in
honor of this and celebrate it every year on 25th April.
Fourteen points The Fourteen Points was a statement of principles for peace
that was to be used for peace negotiations in order to end
World War I. These principles were drafted on January 8th,
1918 by the US Congress president Woodrow Wilson.
Treaty of This was the most important peace treaty at the end of WW1
Versailles which imposed limits on the German army and Navy and
stated that they are going to be the country that is going to pay
all the war damage which broke the countries already
deteriorating economy.
Leagues of The League of Nations was an international organization,

Nations headquartered in Geneva, Switzerland, created after the First
World War to provide a forum for resolving international
disputes.
Why was there an expansion of empires in the nineteenth century?

Expansion of empires refers to imperialism and the main reasons imperialism
occurred in 19th century is:
Economic: Imperial traders set up their factories or shops offshore places that aren't
colonised yet. They started building infrastructure required for their businesses,
slowly multiple merchants started developing places and these places began to
grow into small separate empires that would come together in order to form bigger
empires. The Omani empire grew in a similar way during ancient times.
Ethnocentric: Imperial nations or their citizens wanted to explore unknown

territory. Most of the time they did it for scientific or medical purposes however a
few times they did it for adventurous reasons. They often found areas and claimed
them before their imperial competition did. France and the UK had a similar race
in Africa and America to gain more land. The UK ended up winning in both the
continents because it controlled most of the important places.
Political: As the imperial armies grew they started having more competition and
when the competition grew the citizens of the nation started supporting their
country in order to have supremacy. Slowly, this turned into patriotism as it was a
matter of national pride, prestige and security. Empires sought strategic territory to
ensure access for their navies and armies around the world.
Religious: During the expansion of imperial armies such as France and Uk they
converted the countries they invaded or the land they claimed to catholicism
mainly because their king was a catholic or their pope supported catholics over
protestants. Chritian missionaries travelled from Europe to different parts of Africa
and America to promote chritianity, they did this by helping the poor who were in
need in exchange for them to convert into chritians. This helped in forming new
empires as religion played and still plays a huge role on who is supported between
different public figures or 2 parties. The converted christians were loyal to their
empire as it supported their religion.
UNIFICATION OF GERMANY:
How was the country before the unification?
Old Prussians or commonly known as the Balatic Prussians formed their state in
the year 1701 by a group of indegenous tribes among the Baltic people that
inhabited the region of Prussia, at the south east shore of Europe. It was still. A
much smaller state compared to their neighbours such as Uk, France or the Great
Ottoman Empire.
Who were the leaders that led the unification?
Otto Von Birsmick led the final act of German unification which was the
Franco-Prussian war of 1870-1871 to draw the western German alliances into the
alliance with North German Confederates. Under his leadership the french army
was defeated and the German Empire was proclaimed in 1871 in the palace of the
Versailes, France. Otto Von Birsmick was the chancellor of Germany so he had a
lot of power even after the unification of the Empire.
How did the process of unification happen?

In the process of unification of Germany there were multiple wars involved and the
first war took place in 1862 and it was known as the Danish War which began over
the duchies of Schleswig and Holstein. The second war of unification was against
Austrians that took place in 1866 and this was the smallest of all the 3 wars. The
third and final act of unification was the Franco-Prussian war which seemed to be
in favour of France however Germany came out on top because of its great leader
such as Otto Von Birsmick. After the 3 wars Germany Finally proclaimed itself as
an empire in 1971 at the Palace of Versailles.
What were the outcomes of the unification?

After the unification the Prussians thought that their problems would be solved,
however quite the contrary they ended up with even bigger new problems such as:
Comparatively poor productivity of the former East Germany economy, collapsing
links with major superpowers such as the Soviet Union and easten Europe. On the
other hand few positives would include: Establishing its own military and political
system so they had a sense of power and the decline of Austrian reign brought out
the true German culture and its rich varied heritage.
UNIFICATION OF ITALY:
How was the country before the unification?

Before the unification of Italy in 1861, the Italian peninsula was divided into
multiple kingdoms, duchies, and states. Before the unification it was under the rule
of the Great Roman Empire which divided different provinces in Italy to make sure
they have better control over the country.
Who were the leaders that led the unification?

Unlike Germany’s unification Italy’s unification had three main men involved in it.
Giuseppe Mazzini, Count Camillo di Cavour, and Giuseppe Garibaldi were the
men responsible for the Italian unification. Giuseppe Mazzini was an Italian
politician, journalist and an activist who promoted the thought of Italian unification
and spread awareness about how useful the unification would be for the country.
Count Camillo di Cavour was an Italian statesman who played a leading role in the
movement of Italian unification with the help of his money. Giuseppe Garibaldi
was an Italian general, patriot and republic who led the war efforts of Italy during
the unification.
How did the process of unification happen?

The Franco-Austrian war of 1859 was the main cause that began the process of
Italy transforming into a mere province into an Empire of its own through
unification which refers to unifying the different Italian states in order to form a
strong and a stable empire. However, this unification was much harder as Italian
grounds were controlled by multiple foreign countries instead of just one. There
were totally seven states which were controlled by the Romans or the French so
during the unification Italy needed to fight against Rome and France which made
the process lengthy and harder.
What were the outcomes of the unification?

The Italian Unification promoted free tarde through railway construction in the 7
Italian states in order to prove to the other European Empires that Italy was capable
of governing themselves. AFter the unification they proceeded to establish
National Societies throughout Italy in order to proclaim the benefits of unification
would bring the Italian Peninsula. Unification guaranteed the Italian citizens a
stable and a strong government which gave the people of a better and a future with
steady growth instead of instability.
MYP – 4 Unit 2
KC: Global interactions
RCs: Causality (cause and effect), Cooperation, Conflict
GC: Identities and relationships
SOI: Global interactions may lead to conflict impacting the identities of nations
which need cooperation to rebuild relationships for a peaceful co -existence.
Inquiry question focused: Why was there rapid expansion of empire building
in the 19th century?
Introduction:
In the nineteenth century, the terms imperialism and imperialist were not seen as
negative terms. Many Europeans believed that the building of a great empire was
something to feel proud and patriotic about.
By the end of that century, Britain and France had vast overseas empires. The
Belgian King Leopold had an African colony that was 80 times bigger than
Belgium itself. Italy and Germany (new countries founded in 1871) rapidly
developed overseas empires at the end of the century. Austria-Hungary had a large
land-based empire in Europe, and so did Russia - its empire reaching into Asia.
By 1900 the European empires controlled 85 percent of the globe.
Some colonies were taken over directly by the colonial power and ruled over as
their own territory. Other colonies were more indirectly controlled by the
Europeans, for example, some were forced to sign agreements over trading rights.
The causes were as follows:
1. TECHNOLOGICAL ADVANCES
Technology was a key motive for Europeans to build empires, as the Industrial
Revolution had led to an ever growing demand for raw materials to feed the new
factories and industries. In turn, when home markets were saturated by
mass-produced goods, new markets for the products were sought.
Technology made the building of empires possible. Without the advantages that
new technology gave the Europeans, they would not have been capable of so
rapidly expanding their overseas empires in the nineteenth century. A few hundred
Europeans armed with guns - fast-firing rifles and, later, machine guns - could
overwhelm thousands of indigenous peoples in Africa armed with only spears and
shields. The courage of the Zulus was no match for British troops armed with
machine guns. In China, the government gave in to British demands after their
wooden sailing junks were destroyed by steam-driven ironclad ships.
Technology facilitated the expansion of empires. Travel to distant lands was made
easier as steam ships were faster, more comfortable, safer and more reliable than
sail ships. In addition, medicine had advanced and doctors were more able to treat
people suffering from tropical diseases. The new technology of refrigeration in the
1880s meant that it was possible to export perishable products around the world -
for example, meat could be brought from New Zealand for sale in Europe. The
building of railways in colonies meant that materials could be quickly transported
across the empire and opened up new territories for farming.
2. ECONOMIC REASONS
aw materials, new markets and cheap labour were three key economic motives
R
for building and expanding an empire.
The territories of an empire would contribute raw materials and food products -
many of which were not available in the 'mother' country, for example, bananas
from Ghana; cocoa, palm oil, tea from China; rubber from the Congo and
diamonds from South Africa.
They would provide markets for manufactured goods and there would be no 'tariffs'
or import taxes to pay. India was a huge market for British goods; it purchased 40
percent of Britain's cotton goods. The Europeans also wanted to develop the vast
market potential of China.
3. POPULATION GROWTH
During the nineteenth century, Europe's population increased rapidly- from 200
million to about 600 million. This was faster than anywhere else in the world. In
1914, one in three people in the world were European. In 1800 it had been one in
five. This growth led to acute land shortages in the countryside and overcrowding
in the cities. Thus many people looked to emigrate in search of a better standard of
living. Sometimes people had to emigrate to survive due to famines; for example,
in Ireland in the 1840s, approximately 1 million people starved to death and 1
million emigrated. By the 1890s, around 1 million Europeans were emigrating
every year. Many went to North America, others went to Africa, Australasia and
the Far East.
4. NATIONALISM AND NATIONAL RIVALRIES
To the European general public, an empire was something to take great pride in. It
was a sign of your nation's importance and greatness. It demonstrated your
superiority. The public supported their governments both in expanding the empire
and fighting for it.
Many European leaders wanted colonies to compete with rival European powers.
Therefore, some territories were colonized even when there was no economic
reason to have them. In fact some territories were an economic drain on the
imperial powers, as occupying forces had to be funded to prevent other powers
taking them. One example is the British in Sudan. Their main concern was to keep
other Europeans out!
5. STRATEGIC REASONS
Britain had a much larger navy than the other Europeans but its army was small.
Therefore India was an important colony for the British for military reasons, as
they recruited Indian soldiers under British officers. Having a reliable supply of
coal to fuel a navy was also important-fighting wars overseas required a reliable
coaling station to keep steam-powered ships at sea. Individual trading ships also
needed to be able to take on fuel and food at stations en route to lands far from
Europe. For example, in 1884 a steamship that left Britain to travel to Hong Kong
would take on coal at Gibraltar, Malta, Aden, Bombay, Trincomalee and
Singapore.
6. EXPLORERS AND MISSIONARIES
Both explorers and missionaries 'discovered' new territories and identified the
potential resources in other lands. Some missionaries were explorers - like Dr
Livingstone, who kept detailed records of places that had never been mapped
before. Some explorers were just seeking adventures, whereas others were looking
for opportunities to make themselves very wealthy. Many took armed men with
them, and their governments often had to support them when conflicts developed.
A private army of Cecil Rhodes, a British millionaire, conquered a huge area of
Africa - what today is Zimbabwe - and called it Rhodesia.
The churches of Europe (and the USA) were important in the growth of empire.
Missionaries believed that they were 'saving souls' and that they were doing what
was right for the people they encountered. Often the missionaries undermined the
local power structures and traditional beliefs of the societies they entered.
When missionaries ran into difficulties, their governments often took action to
support them - for example, in 1897, after two German missionaries had been
murdered, the German government protested to the Chinese government and then
seized the port of Kiaochow (Jiaozhou).
Different perspectives on empire building:

CECIL RHODES: 'I am content that we [the British] are the first race in the world
and that the more of the world we inhabit the better it is for the human race.'
'I contend that every acre added to our territory provides for the birth of the English
race, who otherwise would not be brought into existence.'
'I believe it to be my duty to God, Queen and my country to paint the whole map of
Africa red, red from the Cape to Cairo. That is my creed, my dream and my
mission.'
J.A. HOBSON
Hobson argued that:
' ... the new imperialism has been bad business for the nation, but has been good
business for certain classes and certain trades ... armaments, costly wars that
caused injury to the nation, have served well the present business interests of
certain industries and professions.'
VLADIMIR LENIN (Russian communist revolutionary)
Lenin believed that capitalism inevitably led to imperialism, and this in tum would
lead to world conflict. He argued that the whole world would eventually be carved
up by the imperialists, and they would then fight among themselves in an attempt
to expand their empires into those of their rivals. This would lead to a world war,
which Lenin defined as an 'imperial war'.
'When the colonies of the European powers in Africa, for instance, comprised only
one-tenth of that territory, colonial policy was able to develop ... by the 'free
grabbing' of territories, so to speak. But when nine-tenths of Africa had been
seized, when the world had been divided up, there was inevitably ushered in a
period of colonial monopoly and, consequently, a period of intense struggle for the
division and re-division of the world.'
EDWARD WAKEFIELD
Edward Wakefield was a British politician. Wakefield argued that Britain has a
rapidly growing population - there were about 23 million people living in Britain
and Ireland in 1831 when he founded his Colonization Society - and that some of
these people should be encouraged to emigrate overseas. He wanted active
colonization that would involve all classes in society and not just the poor and
convicts.
New colonies in Canada, Australia and New Zealand should be developed that
would be ' ... extensions of an old society ... emigration from Britain would not be
confined to paupers.'
Wakefield wanted ' ... a balanced and representative society', which included men
and women from every class.
He wanted to encourage British emigration to the colonies by offering land at a fair
price - and that the funds raised from this could be used to pay the fares of people
that could not afford to travel and provide for the welfare of colonists once they
were there.
Wakefield's ideas were influential on the colonization of Australia and New
Zealand.
SIR THOMAS RAFFLES
Sir Thomas Stamford Raffles worked for the East India Company and was appalled
to discover that the company was about to give up its base in Malacca and move all
operations to Penang. He urged the company to expand trade at Malacca, to take
the rich island of Java from the Dutch and to found a new base at Singapore. He
said everyone would benefit if Britain was serious about colonizing the Far East.
'If commerce brings wealth to our shores, it is the spirit of literature and
philanthropy that teaches us how to employ it for the noblest purposes. It is this
that has made Britain go forth among the nations, strong in her native Iight, to
dispense blessings to all around her.'
RUDYARD KIPLING
A poem by Kipling suggests his opinion of British imperialism:
Take up the White Man's Burden
And reap his old reward
The blame of those ye better
The hate of those ye guard.
Class work: 27th of October 2020

Practice questions: Read the notes on empire building and answer the questions
carefully:
Criterion D: Thinking Critically (iv) – Interpret different perspectives and their
implications.
Task:
1. Examine the different viewpoints from the nineteenth century about

imperialism. Discuss these and answer the following questions in note form:
a. Which people supported imperialism?
SIR THOMAS RAFFLES, CECIL RHODES, RUDYARD KIPLING and

EDWARD WAKEFIELD supported imperialism and it is important to note that
all of the people mentioned above were from England which was a growing
empire and they have done this with the use of imperialism.
b. List the arguments that they put forward in favour of imperialism.
The points they put forward in favour of imperialism include:
Cecil Rhodes promoted imperialism because it gave birth to Englishness in

different parts of the world and if not for imperialism its culture wouldn’t
spread.
Sir Thomas Raffles believed that imperialism increased the trading in colonies
which increased their economic standard and helped a noble cause of becoming
a better empire with good standards of living.
Wakefield believed that imperialism was a good way to diversify Britain's

rapidly growing population that has already reached 23 million. He wanted a
few of the Brits to go to Islands such as New Zealand and Australia.
Ruyard Kipling supports imperialism because he believes that it's the moral
burden of the white race who are destined to civilize the brutes and he has
expressed this through many of his poems.
c. How might the indigenous people in the colonies view these

opinions?
Indigenous people might take these opinions and views to be racist because a
few people who supported imperialism thought that white was the superior race
and considered the locals to be brutes and needed to be civilised (Kipling's
opinion). Others believed that Englishmen had the best culture and disregarded
other local beliefs and cultures and tried promoting their only culture by force
(Cecil Rhodes opinion). These would be the two opinions I believe would
anger or hurt the indegenous people the most because they have bad opinions
about the indegenous people. Other views and opinions put forward by the
imperialism supporters might not affect the indigenous people as much because
they aren't involved in the other opinions.
d. Which people did not support imperialism?
The people who did not support imperialism are J.A. HOBSON, VLADIMIR
LENIN. Lenin was completely against imperialism but Hobson believed that it
had both pros and cons.
e. List the arguments that they put forward against imperialism.
Main points that were put forward against imperialism:
J.A Hobson believed that imperialism was bad for business in the current
nation but only a few classes and a few businesses are benefiting from it. I
believe this is a negative point because he believed that imperialism harms the
business in the current nation.
Vladimir Lenin believed that capitalism eventually will lead to imperialism and
as he a Russian communist and despised capitalism as he believed it will lead
to the world war he started promoting imperialism as a factor that might lead to
war and called it the imperial war and this war would lead to the division and
redivision of the current world which will benefit noone.
2. Now consider the following statements. Decide whose viewpoint is

represented by each statement:
3. Now consider the following statements. Decide whose viewpoint is
represented by each statement:
a. Sooner or later imperialism will lead to world war. (Vladimir Lenin)
b. It is the White Man's burden to civilize the primitive parts of the

world. (Ruyard Kipling)
c. It is a good idea for overcrowded populations to make new
lives for themselves overseas. Ways should be found to help them do this.
(Edward Wakefield)
d. Everybody would benefit from the British imperial expansion in the

Far East. (Sir Thomas Raffles)
e. The British have a duty to gain control over as much of Africa as

possible - it is best for Britain and best for the rest of the world too.
(Cecil Rhodes)
f. Imperialism really only benefits certain groups notably those

involved in war industries. (J.A Hobson)
Research on the nations that were part of the alliance system and their rivalry with
each other before the starting of world war - 1.
Triple Entente consisted of the UK, France and Russia.
By 1907 Germany already became a strong and an empire with steady

growth so Britain knew it was going to threaten its power in central Europe.
As a result Britain started to support Russia and France in all the conflicts
ever since. Despite being part of the Triple Entente Britain refused to go to
WW1 ealy on but it ultimately ended up siding with France and Russia
because they were stronger.
In 1882 Germany, Austria-Hungary and I talk formed the triple alliance to

make sure that they help each other when they are in a war with already
huge empires such as France and Russia. France knew that if these three
came together they could easily take control of important resources in
Europe so it proposed the idea of the three major empires of Europe (Russia,
France and Britain) come together and maintain their monopoly over the
continent.
Russia joined the triple Entente because it feared losing its land to the
rapidly growing Ottoman empire because Germany and Italy gave it military
support. To make sure Russia is stronger than the Ottoman empire and its
empire is safe from the threat of invasion it sided with the triple Entente.
The Triple Alliance consisted of Germany, Austria-Hungary and Italy.
Germany had a rocky past with France because in its unification process it
had a really important war with France which they won and took France's
important cities with good resources. They knew that France would be
looking to defeat them in a war and take their land back so they proposed to
form an alliance with Austria-Hungary and Italy to protect each other's
empire from France and Russia.
The Ottoman empire commonly known as Austria-Hungary was a

neighbouring empire to the German Empire. They thought that instead of
having wars with Germany if they formed an alliance they could grow
together and fight against the already big European empires and agreed to
the alliance.
In 1882, France occupied Tunis and forestalled the Italian expansion which
angered the Italians. Italy knew that they couldn’t fight France alone so they
signed a secret treaty with Germany and Austria-Hungary which allowed
them to continue their advance without the fear of France stopping them.
Immediate or Short Term cause of WW1:
Long Term causes of WW1 include:

- Militarism: Militarism is considered a long term cause of world war 1 as
decades before WW1 happened many European nations such as the UK and
Germany expanded and strengthened their military forces. In addition to the
arms race there was even a naval race between Britain and Germany which
encouraged other European countries to build up their army and always be
ready for a war.
- Forming Alliances: Britain, France and Russia formed the triple Entente
because France was scared of the rapidly growing German empire invading
France's important and strategic places and Russia was threatened by the
Austrian-Hungary empire which was in an alliance with Germany and Italy
which were newly formed strong empires. Britain wanted to join the Entente
because they were amongst the biggest Empires in Europe and they knew
tieing up with others can benefit them to colonise other continents such as
Africa and the Americas. On the other side were the Triple alliance which
consisted of Germany,Italy and the Ottoman empire which were still much
smaller compared to the UK,France and Russia. They wanted to form an
alliance so that they help each other when any of the 3 mainly Russia tries
invading any of them to stop their growth.
- The third most important long term cause of the first world war is
imperialism. The term imperialism refers to a country capturing and ceasing
places of other countries in order to grow their empire. This was done by
many large European countries such as the UK and France in other parts of
the world to assert their dominance and stay in the prestigious first place for
the best global power. Doing this sparked a sense of nationalism and pride in
the people who were of that origin which ties into our fourth and final point
of extreme nationalism. Nationalism is when a group displays loyalty to a
country.Nationalism grows when people share similar beliefs, values, ethnic
heritage, relationship to land, language, culture and customs. When they
dont they end up in wars against each other which happened multiple times
in Austria-Hungary which was made up of multiple different small countries
with their own views. The same thing happened in WW1 as well but this
time it was large empires having wars instead of small countries.
The End of World War One
The Treaty of Versailles
World War One ended at 11am on 11th November 1918. In 1919, Lloyd George of
England, Orlando of Italy, Clemenceau of France and Woodrow Wilson from the
US met to discuss how Germany was to be made to pay for the damage world war
one had caused.
Wilson had devised a 14 point plan that he believed would bring stability to
Europe.
- There were to be no secret treaties between powers like the treaties that had
helped to cause the First World War. (Open Diplomacy)
- Seas should be free in peace and in war to ships of all nations (Freedom of
Navigation)
- The barriers to trade between countries such as custom duties should be
removed (free trade)
- All countries should reduce their armed forces to the lowest possible levels
(Multilateral disarmament.)
- The national groups in Europe should, wherever possible, be given their
independence. Wilson supported the idea of National Self-Determination,
whereby a nation had the right to self-government.
- Russia should be allowed to operate whatever government it wants.
- Territorial changes:
Germany should give up Alsace-Lorraine and any lands taken away during
the war.
- The Italian frontier should be readjusted.
- Belgium should be evacuated.
- Poland should be given an outlet to the sea.
- The defeated nations should not be made to pay for the war as a whole.
- A ‘League of Nations’ should be formed to protect world peace in the
future.
Germany expected a treaty based on these 14 points. However, the French were not
happy and wanted more from Germany. The Germans were not invited to the Paris
Conference and had no say in the making of the peace treaty. Although Germany
complained about the severity of the Treaty, in the end Germany had no choice but
to sign the document.
Supra national: Organisation, alliance, Empire

Supranational organizations - League of Nations and UNO
Supranational alliances - Triple Alliance, Triple Entente, Axis powers, Allied
powers, NATO and Warsaw Pact
Supranational Empire - Japan
WW2 Notes: Causes and Effects

Cold War:
Overview
Important Details
Unit 3: Demographics and its inventiveness
Key Concept : Change
Related Concept : Choice and Sustainability
Global Context : Orientation in space and time
Statement of inquiry : Causes and effects of change in resources and

people over time affects the sustainability across the globe.
E assessment topic - Growth and development indicators

Changing population: natural increase, structure and migration
Globalization: trade, aid, exchange and flows
Key terminologies:
Population density
Population distribution
Sparsely populated
Shanty towns
Population explosion
Demographic transition model
Dependent population
Ageing population
Life expectancy
Death Rate
Birth rate
Natural increase
Maternity rate
Total fertility rate
Infant mortality rate
Population pyramids
Pro- natalist policies
Anti -natalist policies
Mega cities
Poverty rates
Employment rates
HDI
Key terminologies - Trade, aid and exchange
The silk Road
Communism, Capitalism,
GDP, Economic integration
Open markets
Closed markets
The Comparative Advantage Theory
Opportunity Cost
Protectionist policies
Dumping
Tariffs
Trade bloc
Free trade area
preferential trade agreement
Carrying capacity
Relief features
Densely populated
Sparsely populated
Dependent population - Ageing population
Voluntary migration - Social and the economic reasons
Forced migration - Sahel region - Environmental and the political factors
IDP - Internally displaced people
How Mikhail Gorbachev helped end the cold war
In this report I will explore all the plans and steps Mikhail Gorbachev took in order to end the
cold war. Before we get into how he ended the cold war let's talk about who he is. Mikhail
Sergeyevich Gorbachev was born on the second march 1931 in privolnoye, Russia. He pursued
law in Lomonosov Moscow state university and was always concerned about the growth and
development of the societies and nation in the USSR. Later he became a Russian politician. He
was the eighth and the final leader of the soviet union as he was the general secretary of the
soviet party at the time. He had his secretary post from 1985 to 1991. Later on a lot of movies
and plays have been made about Mikhail Gorbachev to spread the incredible story of how he
helped end the cold war. A few of the movies that explore this topic are Meeting Gorbachev, and
Putin's Witnesses mention Gorbachev to be a certain extinct.
Although Mikhail Gorbachev was committed to let USSr have the socialistiv idealism he knew
that the Soviet Union needed major reforms especially after the 1986 chernobyl incident where a
sudden surge of power in unit four of the nuclear power station at Ukraine. The accident and the
fire caused by it emitted massive amounts of radioactive material into the environment. It was
the primary cause which caused the death of 30 operators and firemen within the first thirty days
and has caused even more deaths later on because of the radioactive particles that have been
released. It is said that you can feel the radioactive effects at a very small area in chernobyl. It is
believed that the main reason this has been caused is because of a flawed soviet design operated
by workers that have not been trained properly according to the World Nuclear Association
which is committee which keeps all the countries in check to make sure they are not using
nuclear energy too much because it is very harmful for the planet. The plant at Chernobyl used
RBMK-1000 nuclear reactors, ever since the incident they have universally been accepted as
flawed designs.
Other reasons behind the end of the cold war include: Soviet occupation in Afghanistan ending,
the berlin war falling which united west and east berlin. Now, let's look into each of them in
detail so we have more info. Main reasons for Soviet occupation ending in Afghanistan include:
Failing to implement a sympathetic regime in the areas they occupied because of having tie ups
with the Taliban which was a terrorist organisation which slaughtered civilians. Apart from that
the soviet union signed an accord with the United States which stated that they will be
withdrawing the Soviet Union troops from Afghanistan as Pakistan agreed that they will
withdraw their troops from Afghanistan as well. This was in everyone's best interest and it was
especially beneficial for the Afgan population. The soviet troops finally withdrew on 15th
february 1989 and Afghanistan returned to a non aligned status.
On november 9th just five days after five million people met near the border of east germany
and west germany to protest against the wall that is splitting the city into two halves run by
different ideologies the berlin wall came down. East Berlin officials wanted to make the border
terms a bit less stricter because of the nonstop protests however by the time the officials came to
a conclusion on what to do about the situation it was too late. East Berliners who are fed up with
the failing communism rule in East Germany jumped over, broke through and dug under the
Berlin war in order to unite with their fellow city members in west Germany. Other USSR
nations used this to their advantage and formed the east Europe bloc which would soon rebel
against the global superpower.
Mikhail Gorbachev played a huge role when all of this was taking place because he was one of
the youngest presidents Russia had and had a lot of visionary ideas for the future of the soviet
union. During the cold war russia and usa had a lot of proxy wars such as the korean war, cuban
missile crisis etc. DUe to such proxy war both sides needed to spend a lot of money on war
equipment instead of using it in order to improve the living standards of their people better. As
Mihail Gorbachev realised all the issues the Soviet Union had he came to a conclusion that its
the best for all the nations of the USSR if the split into separate republic states and put that to
effect from 1990. The cold war finally ended in 1991 when Soviet Union completed the
dissolving process. Now that Soviet Union was no more the United States of America became
the sole superpower of the world. However, many analysts suggest that Mikhail Gorbachev made
a good move putting an end to the cold war because if he did not then Russia's economy would
suffer even more.
Research - Examples for Forced Migration, IDP, Asylum seeker.

The main reason behind forced migrations are factors such as drought, hunger, flooding,
earthquakes, war and conflict and economics circumstances. Examples of forced migration in the
past can be seen in Myanmar during the Rohingya crisis with nearly 75% of the countries
muslim population fleeing to neighbouring countries. Internally displaced persons are a group of
people who have been obliged or forced to flee homes or places of habitual residence. In general
this is because of the armed forces. An example of IDP can be seen in Nigeria where people
were displaced because of the government issues. An asylum seeker is someone who is seeking
international protection but whose refugee status has not been determined yet. There are many
asylum seekers near the USA and Mexican border.
Title - Case study of Forced migration from the country of your choice
You will be making a case study and the following are the guiding questions for you to structure
your research:
Where is the event set?
Who is affected?
When did the event unfold?
Why has it happened?
Notes about the Ted Talk
- In the 1960's most of the countries that were already industrialised like the
US and Uk had small families but longer lifespans. However, developing
countries like China and a few other African countries had big families but
short lifespans.
- Since 1962 China, and Latin American countries are moving towards
smaller families and better health care which resulted in developing
countries having longer life spans as well. However, there were a few
exceptions like the Arab countries which still had big families along with
long lifespans.
- In the early 90’s HIV became a huge problem and underdeveloped countries
like the one in Africa started having a really bad life expectancy rate for the
next decade.
- By 2003 most of the world started having long lives and small families
which resulted in a completely new world.
- There were more social changes in Asia which resulted in economical
changes and explained why the richest 20% takes 74% of the world's wealth.
- The correlation between money and child survival is very strong. This was
proven by using the Sub Saharan region as an example to show how poor
countries have lower life expectancy rates.
- The differences between the countries that belong to the same area are also
very different. For example if you take east asia as an example sri lanka and
afghanistan have a huge gap between them.
- If you take money and health into consideration the countries move at a
more or less same rate throughout the late 20th century.
- You cannot discuss a solution for a problem even taking it on a regional
level but instead you should take it on a local level because place to place
which belong to the same region are very different.
- He explained how more people using the internet will help spread more
information with ease from place to place and why spreading information is
important.
- He explained how there was a huge difference between how a person in a
poor country lives and how a person in the rich country thinks.
- The old west became the foundation of the new world, nothing more nothing
less.
1. What do you think you know about this topic?
I learnt that survival rate and money have a positive correlation which suggests that if
you are born in a richer country then you might have a longer lifespan.
In the 1960's most of the countries that were already industrialised like the US and Uk
had small families but longer lifespans. However, developing countries like China and a
few other African countries had big families but short lifespans.
2. What questions or puzzles do you have?
Why are there so many differences between the countries that belong to the same region?
Why do the people who belong to a richer country and people who belong to a poor
country think differently?
Are there any exceptions to the correlation we found between money and life
expectancy?
3. How can you explore this topic?

You can explore this topic by choosing one country and seeing how it changed from the
1960’s, analyse if the economy and life expectancy of the country are linked, and cover
other details we saw in the ted talk. But, this will be concentrating on only one region or
country instead of the entire world so it will be more detailed. After doing that we can
present our country in front of the class and watch others' presentations to learn more.
Number of life births to women in the specified age group divided by the number of women in
the same age group times thousand. This is the age specific fertility rate.
Women started focusing on earning money and helping the economy. Getting children will stop
them from exploring their dreams so they stopped giving birth to multiple children.
Fertility rate in 1950’s: 6.6
Fertility rate in 2010: 3.2
Life expectancy rate in 1950’s: 38.4

General observations for Fertility Rate Overlay - What do you observe about your region and
any identifiable trends as you go from 1950 to the present? Do you notice any patterns
The blue line represents the birth rate.
The green line represents the death rate.
The orange line shows the total population.
The X axis shows the stages of economic and social improvement.
The Y axis shows the death rate and birth rate but with different scales.
In stage one the birth rate and death rate cancel themselves out.
In stage two the death race decreases but birth rate increases because healthcare becomes better.
In stage three women started becoming more independent and started concentrating on economic
growth so the birth rate decreased and death rate decreased by a small amount.
In stage 4 death rate and birth rate almost start cancelling out each other but at a smaller rate.
In stage 5 they estimate that the death rate will be higher than the birth rate so the population will
have a negative growth.
01Population Pyramids
What is a population pyramid?
A population pyramid is a pyramid-shaped diagram illustrating the age distribution of a population; the
youngest ages are at the bottom ascending in age till the oldest age at the top of the pyramid.
How do you read a population pyramid?

Types of Population Pyramids
A population pyramid shows the age and gender of a society. Population pyramids allow geographers to
analyze a place and identify its rate of growth. There are three types of growth; rapid, slow/stable and
negative/declining. Below are examples of each stage.
AGE POP IN MILLIONS
GROU Male Female
P
65+ 2.2 2.4
60-64 2.2 2.3
55-59 2.7 2.8
50-54 3.1 3.0
45-49 3.6 3.4
40-44 3.4 3.3
35-39 2.6 2.5
30-34 2.4 2.3
25-29 2.4 2.4
20-24 2.5 2.4
15-19 2.1 2.0
10-14 2.0 1.9
5-9 1.8 1.7
0-4 1.7 1.6
POPULATION PYRAMIDS WORKSHEET
65+
60-64
55-59
50-54
45-49
40-44
35-39
30-34
25-29
20-24
15-19
10-14
5-9
0-4
4.0 3.5 3.0 2.5 2.0 1.5 1.0 .5 .5 1.0 1.5 2.0 2.5 3.0 3.5 4.0
AGE POP IN MILLIONS

GROU Male Female
P
65+ 2.1 2.6
60-64 3.0 3.5
55-59 4.0 4.3
50-54 5.0 5.3
45-49 6.0 6.2
40-44 6.6 6.7
35-39 7.1 7.2
30-34 8.0 8.0
25-29 8.8 8.7
20-24 8.7 8.5
15-19 8.5 8.2
10-14 8.7 8.4
5-9 8.7 8.3
0-4 8.0 7.7
65+
60-64
55-59
50-54
45-49
40-44
35-39
30-34
25-29
20-24
15-19
10-14
5-9
0-4
9.0 8.0 7.0 6.0 5.0 4.0 3.0 2.0 1.0 1.0 2.0 3.0 4.0 5.0 6.0 7.0 8.0 9.0
AGE POP IN MILLIONS
GROU Male Female
P
65+ .6 .8
60-64 .9 1.1
55-59 1.4 1.7
50-54 2.1 2.4
45-49 2.7 2.8
40-44 2.9 3.0
35-39 3.3 3.3
30-34 3.7 3.
25-29 4.3 4.2
20-24 4.6 4.3
15-19 4.5 4.2
10-14 3.9 3.6
5-9 3.9 3.6
0-4 4.0 3.6
65+
60-64
55-59
50-54
45-49
40-44
35-39
30-34
25-29
20-24
15-19
10-14
5-9
0-4
8.0 7.0 6.0 5.0 4.0 3.0 2.0 1.0 1.0 2.0 3.0 4.0 5.0 6.0 7.0 8.0
Population Pyramids Comparisons

In a group of three, (each member must have a different country) answer the following questions below
using your population pyramids.
1. Identify the which countries are:
a. Rapid Growth
________________________________________________________________________
_ Why?
________________________________________________________________________
________
b. Stable Growth
________________________________________________________________________
_ Why?
________________________________________________________________________
________
c. Negative Growth
_______________________________________________________________________
Why?
________________________________________________________________________
________
2. Why are there, generally, more females than males in the older age groups?
_____________________________
______________________________________________________________________________
_____________
3. What could a negative growth country do to increase the population of the younger age groups to
become more stable?
______________________________________________________________________________
_______
______________________________________________________________________________
_____________
4. What infrastructures might a rapid growth country improve to stem the high infant mortality rate
allowing their growth to become more stable?
_________________________________________________________________
______________________________________________________________________________
_____________
5. What factors must a stable growth country focus on to remain stable?
__________________________________
______________________________________________________________________________
_____________
Can the population be managed?
Various policies that are in place to manage the population. Examples of nations that are
adopting these policies.
Mega cities are cities with over 10 million population, there are many advantages and
disadvantages of living in a mega city.
Positives:
- Technologically Advanced
- More job opportunities
- Better services
- Better medical care
- Industrial growth
- Better living conditions
Negatives:
- Less resources for more people
- High costs of living
- Slums are coming up
- Lack of space to live
- Cut throat competition for everything
- Higher crime rates
- Pollution and traffic are high
Pick one megacity from any country and research about the problems there and the possible
solutions.
Los Angeles is the mega city I picked for this research. Before we get into the problems and
possible solutions to the problems in Los Angeles, let's talk about the city first. Los Angeles is
the second biggest city in the United states in terms of population and the biggest in terms of
area. Los Angeles is an important international center of trade, banking, manufacturing, and
tourism. Water pollution is a really huge problem in Los Angeles because of storm water
pollution, which is a major environmental and public issue. This leads to unhealthy surface
waters like lakes, creeks and rivers, unhealthy ocean and beach conditions, and street and
neighborhood flooding during the rainy season.
Superpowers, empires and supra-national institutions and organizations
· Significant individuals
· Peace and conflict
· Rights and social protest
· Sustainable management of urban systems and environments
· Sustainable management of natural environments: characteristics and human impacts on

aquatic, deserts, forests, grasslands, and Arctic/tundra
· Globalization: trade, aid, exchange and flows
· Industrialization and technological developments
· Economic agents, their interests and role in the economy: consumers, producers, governments,
banks
· Changing population: natural increase, structure and migration
· Resource management: management of the extraction, production and consumption of natural
resources and their security
· Growth and development indicators
Exchange is mandatory cause there is a scarcity of resources and without trading . Surplus
goods and deficit goods are the two types of goods.
Unit 4: Resource management and industrialization

Trade
The patterns of international trade facilitate in developing an overview about the types of
products traded and the countries involved in trade. The shifts in trade patterns and their causes
provide insights into the upheavals in the economic environment and trade policies of nations.
Trade is central to ending global poverty. Countries that are open to international trade tend to
grow faster, innovate, improve productivity and provide higher income and more opportunities to
their people. Open trade also benefits lower-income households by offering consumers more
affordable goods and services.
Trade liberalization can pose a threat to developing nations or economies because they are forced
to compete in the same market as stronger economies or nations. This challenge can stifle
established local industries or result in the failure of newly developed industries there.
Pattern of Trade
Pattern of Trade
The composition of a country’s imports and exports, and the volume of its trade with the rest of
the world is likely to change over a period of time. This can be seen clearly in the case of the
U.K. the most important changes in U.K. trade are as follows:
__Increase in foreign trade relative to GDP __– In recent decades the U.K. has become more
dependent on the world economy. In the 1950s, exports of goods and services accounted for
approximately a quarter of GDP. This figure is now around a third.
Relative decline of manufactured goods – Manufactured exports have steadily declined relative
to both exports of services and to the imports of manufactures. In the 1950s the U.K. exported
three times as much manufactured goods as it imported. Now the U.K. is a net importer of
manufactured goods (ie imports of goods exceed exports). Services have correspondingly
increased in importance. In the 1950s the value of exports of goods exceeded services by a factor
of 3:1. Now the ratio is much closer at 3:2.
Changing geographical pattern of trade - For much of the 20th century, the U.K. still relied to a
large extent on the countries of its former empire for trade; importing raw materials and food
from them and exporting back finished manufactured goods. This pattern has changed greatly
since the 1970s. Over half our trade is now with members of the E.U. and a rising proportion is
also with emerging market economies.
Arguments for Free Trade
There are several key arguments in favour of free trade:
● The scale of the economy as a whole expands as a result of free trade. It allows for
more productive production of goods and services. This is because it allows goods and
services to be generated in areas with the best natural resources, infrastructure, or
skills and expertise. It improves productivity, which can lead to higher long-term
incomes.There is widespread agreement that rising global trade in recent decades has
increased economic growth.
● Consumers profit from free trade. By removing tariffs and growing competition, it
decreases prices. Quality and options are expected to improve as a result of increased
competition. Without trade, some products, such as tropical fruit, will not be available
in the UK.
● Non-tariff barriers can be eliminated, resulting in less red tape and lower trade costs.
Companies that operate in many countries can reduce their enforcement costs by
dealing with a common set of regulations. In theory, this would lower the cost of
goods and services.
● Protectionism, on the other hand, can lead to expensive trade wars that raise prices and
uncertainty as each side seeks to defend its own economy. Protectionist policies can
support big business and corporate interests, which have the power to lobby most
effectively.
Arguments for Protectionism
While free trade increases the size of the economy as a whole, it isn’t always good for everyone:
● Traditional domestic industries may decline as more countries undergo industrial

growth. The shipbuilding industry in the United Kingdom, for example, has been
declining in the face of foreign competition since the 1950s, and steel manufacturing
is currently facing intensified competition. Protectionism can help save jobs in these
industries, or at the very least slow down the rate of change.
● Protectionism may also assist in the growth of new industries. New firms can struggle
to compete in sectors with high start-up costs if the government does not provide
assistance in the form of tariffs or subsidies. Such barriers can be eliminated because
they have become successful.
● Energy, water, steel, armaments, and food are examples of ‘strategic' industries that
can benefit from protectionism. For example, ‘food security' could be regarded as
crucial in order to ensure that we can sustain ourselves in the event that the global
trading system is disrupted.
● Some citizens are worried that free trade agreements would result in a lowering of
standards. Such agreements may require us to allow goods and services that do not
meet our standards, but are cheaper than those provided by domestic industries. Some
people have recently expressed concern that a free trade agreement with the United
States would allow chlorine-washed chicken to enter the world. There may also be
pressure to lower our standards for workers' rights or environmental protection in
order for our businesses to compete with those in countries with lower standards.
Activity: How does your country trade?
1. The country I chose is the United States of America

2. The United States is located in North America and consists of 51 different states, and 5
insular territories. The United States shares land borders with Canada and Mexico.
Russia, Cuba, the Bahamas, and a few other countries share maritime borders with the
United states. Due to its geographical location and its long shore line, the United States of
America has about 360 commercial ports which is a really staggering amount.
3. Main imports to United States of America are:
- Machinery
- Electronics
- Vehicles
- Minerals
- Pharmaceuticals
Main exports from United States of America are:
- Foods and beverages
- Crude oil
- Aircrafts
- Industrial material
- Spacecrafts and technology
4. The main countries that the United States of America trades with are:
- Canada
- United Kingdom
- China
- Japan
- Germany
5. I think the United States of America, which is my chosen country, exports diverse sets of
goods as it exports really cheap things such as Food and beverages to really expensive
and costly things such as Spacecrafts and industrial materials.
6. Industrialisation and reformation of the United States took place from 1870-1916. The
industrial growth that began in the early 1800’s continued to grow steadily even during
and after the civil war. I believe the main reason the United States of AMerica exports
things such as Aircrafts, Industrial material, and Spacecrafts is because of the changes
that took place between these years. Other things it exports such as the Foods and
beverages is because they have a lot of demand in the modern world.
What is globalisation?
How does it manifest in real sense?
What are the advantages and disadvantages of globalisation?
Opportunity Cost
The term opportunity cost when used in economics refers to the value of the next highest-valued
alternative use of that resource. If you spend money and time going to a movie. You cannot
spend that time at home reading a book or spend the money on something else.
Research task - How did countries take over the lands for the sake of resources and started a
conflicting situation.
In this task we need to take examples where a country took over the land that belongs to another
country for the sake of resources. As we discussed earlier, wars for land and resources are very
common these days. So, now we need to find an example where the countries took over some
land for resources and started a conflict or a war with the opposing party. The reason the
Iran-Iraq war started in 1980 was because there were a number of territorial disputes between
both the countries. There were certain areas of land that both the countries claimed belonged to
them. The reason the countries were so interested in this land was because there was a lot of oil
and had a potential of having oil wells. This can be taken as an example where two countries
went to war because they wanted resources which were present in a specific area. Even though
this war started a small conflict with only localites it became a political issue very soon and got
multiple allies of both the countries involved. This is an example that happened during the cold
war period the two superpowers Russia and USA sided with one of the countries that provided
them with aid during the war which made it more damaging and one of the notable proxy wars
that was fought during this time. The US backed Saddam who was the president of Iraq up by
giving their military guns, money, satellite intelligence, and even chemical and biological
weapons precursors are all on the table. Up to 90 US military advisors aided Iraqi forces and
assisted in the selection of targets for Iraqi air and missile attacks. This forced Russia to support
Iran because they could not be on the same side as their enemy. Ultimately the war ended with
Iran being declared the single victor.
FA - Resource Management
Criterion A & C
Task details:
Research on one of the major countries that took part in the World War- I/ II or the Cold War.
Your research should involve the following points related to the chosen major country:
1. Explain the geographical location of the country.
2. List the War and the side in which this particular country has participated.
3. Describe the events, conflicts and the alliances that this chosen country was involved in which
were prompted by their motive to procure the resources/safeguard the resources.
4. How did the country cope with the changes posed by these new alliances, conflicts and the
events?
Product: Google doc - research points in paragraphs.
The country I picked for this formative is France. The reason I picked France was because it was
an important country in both world war 1 and world war 2 which makes it easier for me to find
important information I need to know about the country in order to complete this task. First let's
look at the geographic location of France and how it influenced the wars it fought in. The Bay of
Biscay (North Atlantic Ocean) borders France on the west, the English Channel on the
northwest, and the North Sea on the north. In the north and west, France's landscape is mainly
flat plains or gently rolling hills, while in the south and east, it is mountainous. The bays were
used to its advantage in both ways as France had a stronger navy compared to a lot of other
countries at the time and the hills towards its south and east helped France position their soldiers
in strategic points for defensive purposes. During World War I, France was an individual from
the Triple Entente, a gathering of countries joined to battle the Central Powers. Great Britain,
France (besides during the German occupation, 1940–44), the Soviet Union (after its entrance in
June 1941), the United States (after its entrance on December 8, 1941), and China were the
major Allied powers during World War II. This shows the other countries that were with France
against the axis powers in both the world wars. France formed alliances with most of the strong
countries at the time such as the United States of America, United Kingdom, and Russia. Due to
this reason it was on very good trading terms with all these countries. When the war started
Germany occupied Paris and more than half of France made it hard for France to safeguard its
resources. So, France sold most of their primary resources to their allies or shipped them away
for safekeeping which was a brilliant way of keeping their resources safe. Other events that
encouraged France to safeguard its resources was world war two as a whole. There was a lot of
food scarcity during the second world war and the soldiers fighting on the front lines were not
getting enough nutrition. France was a country with very limited farming resources so when they
imported food from other countries they needed to store it properly and make sure none of it was
wasted. On June 22, 1940, France was defeated and forced to sign an armistice with Nazi
Germany. In Germany, French soldiers were taken prisoner of war and forced to work in
munitions factories as captives. In 1944, Allied powers, like Free France, liberated France after
four years of occupation and strife. This resulted in France having good relations with all the
countries that were on the Allies side and bad relations with countries that were a part of the Axis
Power such as Germany and Italy. However, as time passed by France repaired its relation with
these countries as well and now France has good trade agreements with countries that were a part
of the Axis Powers.
Works Cited
“Allied Powers | World War II.” Encyclopædia Britannica, 2019,
www.britannica.com/topic/Allied-powers-World-War-II.
“France - World War I.” Encyclopædia Britannica, 2019,
www.britannica.com/place/France/World-War-I.
Isser Woloch, and Patrice Louis-René Higonnet. “France | History, Map, Flag, Capital, & Facts.”
Encyclopædia Britannica, 30 Jan. 2019, www.britannica.com/place/France.
John Graham Royde-Smith, and Thomas A Hughes. “World War II - Forces and Resources of the
European Combatants, 1939.” Encyclopædia Britannica, 30 Dec. 2018,
www.britannica.com/event/World-War-II/Forces-and-resources-of-the-European-combata
nts-1939.
“World War II - the Invasion of the Low Countries and France.” Encyclopædia Britannica, 2019,
www.britannica.com/event/World-War-II/The-invasion-of-the-Low-Countries-and-France
How Mikhail Gorbachev helped end the cold war
In this report I will explore all the plans and steps Mikhail Gorbachev took in order to end the
cold war. Before we get into how he ended the cold war let's talk about who he is. Mikhail
Sergeyevich Gorbachev was born on the second march 1931 in privolnoye, Russia. He pursued
law in Lomonosov Moscow state university and was always concerned about the growth and
development of the societies and nation in the USSR. Later he became a Russian politician. He
was the eighth and the final leader of the soviet union as he was the general secretary of the
soviet party at the time. He had his secretary post from 1985 to 1991. Later on a lot of movies
and plays have been made about Mikhail Gorbachev to spread the incredible story of how he
helped end the cold war. A few of the movies that explore this topic are Meeting Gorbachev, and
Putin's Witnesses mention Gorbachev to be a certain extinct.
Although Mikhail Gorbachev was committed to let USSR have the socialistic idealism he knew
that the Soviet Union needed major reforms especially after the 1986 chernobyl incident where a
sudden surge of power in unit four of the nuclear power station at Ukraine. The accident and the
fire caused by it emitted massive amounts of radioactive material into the environment. It was
the primary cause which caused the death of 30 operators and firemen within the first thirty days
and has caused even more deaths later on because of the radioactive particles that have been
released. It is said that you can feel the radioactive effects at a very small area in chernobyl. It is
believed that the main reason this has been caused is because of a flawed soviet design operated
by workers that have not been trained properly according to the World Nuclear Association
which is committee which keeps all the countries in check to make sure they are not using
nuclear energy too much because it is very harmful for the planet. The plant at Chernobyl used
RBMK-1000 nuclear reactors, ever since the incident they have universally been accepted as
flawed designs.
Other reasons behind the end of the cold war include: Soviet occupation in Afghanistan ending,
the Berlin war falling which united west and east berlin. Now, let's look into each of them in
detail so we have more info. Main reasons for Soviet occupation ending in Afghanistan include:
Failing to implement a sympathetic regime in the areas they occupied because of having tie ups
with the Taliban which was a terrorist organisation which slaughtered civilians. Apart from that
the soviet union signed an accord with the United States which stated that they will be
withdrawing the Soviet Union troops from Afghanistan as Pakistan agreed that they will
withdraw their troops from Afghanistan as well. This was in everyone's best interest and it was
especially beneficial for the Afghan population. The soviet troops finally withdrew on 15th
february 1989 and Afghanistan returned to a non aligned status.
On november 9th just five days after five million people met near the border of east germany
and west germany to protest against the wall that is splitting the city into two halves run by
different ideologies the berlin wall came down. East Berlin officials wanted to make the border
terms a bit less stricter because of the nonstop protests however by the time the officials came to
a conclusion on what to do about the situation it was too late. East Berliners who are fed up with
the failing communism rule in East Germany jumped over, broke through and dug under the
Berlin war in order to unite with their fellow city members in west Germany. Other USSR
nations used this to their advantage and formed the east Europe bloc which would soon rebel
against the global superpower.
Mikhail Gorbachev played a huge role when all of this was taking place because he was one of
the youngest presidents Russia had and had a lot of visionary ideas for the future of the soviet
union. During the cold war russia and usa had a lot of proxy wars such as the korean war, cuban
missile crisis etc. DUe to such proxy war both sides needed to spend a lot of money on war
equipment instead of using it in order to improve the living standards of their people better. As
Mihail Gorbachev realised all the issues the Soviet Union had he came to a conclusion that its
the best for all the nations of the USSR if the split into separate republic states and put that to
effect from 1990. The cold war finally ended in 1991 when the Soviet Union completed the
dissolving process. Now that the Soviet Union was no more, the United States of America
became the sole superpower of the world. However, many analysts suggest that Mikhail
Gorbachev made a good move putting an end to the cold war because if he did not then Russia's
economy would suffer even more.
Unit 5: Conflict Resolution

One of biggest genocide known to humans the holocaust took place in the year 1941. During the
holocaust the Nazi Germans and other parties that worked with them murdered around 6 million
Jews all across Europe. The reason behind this was the hatred Nazi Germany leader Hitler ahd
towards the Jews. The main reasons jews were hated were because they were nomads and used
to try to settle down in developed European nations which the localities didn't like, they followed
different faith from most of the other European superpowers, and they were blamed for bringing
the blackdeath to Europe. But, the reason that made Hitler hate Jews the most was that they were
blamed for Germany losing the first world war. When most of the people who belonged to the
Aryan race were pro-war and made up a huge part of the army jews were trying to promote
anti-war ideology.
Works Cited
Taylor, Alan. “World War II: The Holocaust.” The Atlantic, 16 Oct. 2011,
www.theatlantic.com/photo/2011/10/world-war-ii-the-holocaust/100170/.
United States Holocaust Memorial Museum. “Introduction to the Holocaust.” Ushmm.org,
United States Holocaust Memorial Museum, 12 Mar. 2018,
encyclopedia.ushmm.org/content/en/article/introduction-to-the-holocaust.
Unit I [Conflict resolution - Towards a fairer world]
Concept - Change (KC), Equity, Causality (RCs)
GC: Fairness and Development
Context exploration - Peace and conflict management
SOI -Nations/societies/people form alliances to protect their social, economic and

cultural interests. [This is different from Unit SOI]
Task:-Criterion B - Investigating
Bi- Formulate a clear and focused research question with reference to the given
SOI. [You may focus on the below topics for the investigation]
● Civil Rights Movement in America

● Anti-Apartheid movement in South Africa
● Independence movement in India - Gandhian phase
RQ: To what extent did the anti apartheid Movement in south africa make
cultural, national economic, and social conditions better for the blacks in between
1990 and 1994?
Bii - Formulate an action plan to investigate the research question.
Research question: To what extent did the anti apartheid Movement in

south africa make cultural, national economic, and
social conditions better for the blacks in between
1990 and 1994?
Action plan:
Make multiple sub questions
Research about the subquestions
Combine all the research to answer the main research question.
Cite all the sources I used
Do opvl source analysis
Evaluate the research
What to research? [Sub RQ’s] Which sources When Where do I record
can help me should I the information?
with this? have Documentation
completed
this part?
Who lead the anti apartheid Britannica.com 30-07-2021 I will document the
movement in south africa? information by
noting all the key
points down as
bullet points.
What were the main motives of the History.com 31-07-2021 I can make it for
anti apartheid movement? myself to
remember the main
motives by making
a mind map.
What were the after effects of the Bridgespan.org 1-08-2021 I can write a
anti apartheid movement? paragraph or two
about the after
effects of the
movement.
Checklist:
● My research question is clear
● My research question is focused
● The action plan includes many steps
● The importance of each of the steps have been explained
● The research has a variety of sources (not just websites or just the same type
of websites)
● All of the information is relevant/consistent with my research question
(does all of the information help me answer the question?)
I have addressed the research question efficiently by...
● Collecting a variety of information
● Using a substantial amount of facts and examples
● Used evidence to answer my research question
● Addressing all elements of the research question
● Clearly state a conclusion to the research question
Biii- Use research methods to collect and record appropriate, varied and relevant
information.
Who lead the anti apartheid movement in south africa?
The Anti-Apartheid Movement (AAM) was a British organisation at the forefront
of the international movement opposing South Africa's apartheid system and
supporting the country's non-White people who were oppressed by apartheid
policies. The AAM has been renamed ACTSA: In 1994, when South Africa
gained majority government through free and fair elections, action was taken for
Southern Africa.
What were the main motives of the anti apartheid movement?
Apartheid, the Afrikaans name given to the country's harsh, institutionalised
system of racial segregation by the white-ruled Nationalist Party in 1948, came to
an end in the early 1990s in a series of actions that led to the installation of a
democratic government in 1994.
What were the after effects of the anti apartheid movement?

- Separation amongst white South Africans who speak different languages has
become more pronounced.
- During the apartheid era, there was a dearth of investigation into human
rights violations.
- Conflicts between the National Party and the African National Congress on
the battlefield.
- Poverty is widespread, particularly among black and coloured South
Africans.
BiV - Evaluate the process and results of the investigation.
Works Cited
Editors, History com. “Apartheid.” HISTORY, 7 Oct. 2010,
www.history.com/topics/africa/apartheid#:~:text=Apartheid%20(%E2%80%9Capartness
%E2%80%9D%20in%20the.
Marks, Shula E. “Southern Africa - Independence and Decolonization in Southern Africa.”
Encyclopædia Britannica, 1 July 2014,
www.britannica.com/place/Southern-Africa/Independence-and-decolonization-in-Souther
n-Africa.
“The Anti-Apartheid Movement.” Bridgespan.org, 2017,
www.bridgespan.org/anti-apartheid-movement.
Stages of the What went well? What could have What
assessment task gone better? improvement or
changes would
you make next
time?
Researching the Gathering Keeping a record The next time we

topic: Information went of my references have a similar
well because I could have been project I will make
- gathering completed all my better sure that I record
information research because I did not which I am using
- taking notes according to plan record the sources so that I
so I had more for the first days don't need to
- keeping a
time to work on and finding out struggle when I
record of your
other things like where I got that am trying to cite
references opvl analysis. information from all my sources at
Taking notes became a huge the end of the
went well burden. report.
aswell because
most of the key
points I found were
taken down as
bullet points using
the notes app on
my chromebook.
Evaluating the I had no I think everything I think that I could
research results knowledge about went as planned improve the
the anti apartheid under this section reliability of the
- Value of my research. information I used if
movement prior
I cross checked the
addition in to this task. So, I
information from
terms of think it is safe to multiple sources. I
enhancing say that this task will make sure I do
helped me learn a this next time so
your
lot about a new that I feel more
knowledge confident about the
topic .
about the facts in my report.
topic
- The validity of
the research
results I think I tested
the validity of the
research really
well because I
synthesized the
information by
cross checking
multiple facts
instead of just one to
be more confident
about the
information I use in
my report.
Activity - Research
1. Task- Using secondary sources, research the below questions and write an essay on Martin
Luther King to inform your research.
a. What was Martin Luther King's early life like?
Martin Luther King, Jr. was born on January 15, 1929, in the big Victorian house of his maternal
grandparents on Auburn Avenue in Atlanta, Georgia. He was the second of three children, and his
father gave him the name Michael. When the boy was little, they both changed their names to
Martin. James Albert King, King's paternal grandpa, was a sharecropper near the little hamlet of
Stockbridge. King's experiences with racial discrimination as a child were little yet profound. The
first one occurred when he started school. His white playmates were assigned to a different
elementary school, and their parents forbade King from seeing them once the school year began.
It was because of this act of injustice that his mother decided to teach him about the history of
slavery.
b. What are the key events in his protest movement?
c. What ideals did he follow to run the Civil Rights movement?

Martin Luther King Jr. aimed to increase public awareness about racism and to bring an end to
racial discrimination and segregation in the United States. While his ultimate goal was racial
equality, King set forth a number of smaller goals, including local grassroots efforts for African
American equality. Martin Luther King Jr. travelled throughout the country in his quest for
freedom as the leader of the nonviolent Civil Rights Movement of the 1950s and 1960s. His
engagement in the campaign began during the 1955 bus boycotts and ended in 1968 when he was
shot by an assassin.
d. What was his contribution to the civil rights movement?

He played a significant role in the American civil rights movement, organising a number of
marches and protests. He was a key figure in the sanitation workers' strike in Memphis, the
Montgomery bus boycott, and the March on Washington. King is famous for his nonviolent
rallies against African-Americans' unfair treatment. As a result of his acts, all people now have
equal rights under the law. King's efforts aided in the passage of the Civil Rights Act of 1964. The
law abolished the legal separation of individuals in public areas based on race.
2. Formative - Essay writing
An essay writing to discuss the impacts of the civil rights movement
Martin Luther King, who was born in 1929 in Atlanta, Georgia, was profoundly affected by his
father, a church preacher, who King observed in his daily life fight up against segregation. King's
father also led a march of several hundred African Americans to Atlanta's city hall in 1936 to
protest discrimination in voting rights. He gained a reputation as a member of his high school
debate team for his outstanding public speaking talents, which were aided by his deep baritone
voice and wide vocabulary. At the age of 15, King dropped out of high school to attend Atlanta's
Morehouse College, an all-male historically Black university where both his father and maternal
grandfather were students. Following in his father's footsteps and enrolling in a seminary in
Pennsylvania before pursuing a PhD in theology at Boston University, King opted to follow in
his father's footsteps and enrol in a seminary in Pennsylvania after graduating with a bachelor's
degree in sociology in 1948. King worked as an assistant minister at Boston's Twelfth Baptist
Church, which was known for its abolitionist roots, while studying for the presidency.
He met and married Coretta in Boston.King returned to the South at the age of 25 after obtaining
his degree, becoming pastor of the Dexter Avenue Baptist Church in Montgomery, Alabama.
Rosa Parks made history when she refused to give up her seat on a Montgomery bus for a white
passenger shortly after King arrived in town. Montgomery's Black community organised a
successful bus boycott that lasted over a year beginning in 1955. King was a key figure in the
protest's planning and execution. King's arrest and imprisonment as the boycott's leader
catapulted him to the forefront of the civil rights movement on a national scale.In 1959, King
went to Atlanta to co-pastor the Ebenezer Baptist Church with his father. His participation in a
sit-in at a department election in 1960 between Richard Nixon and John F. Kennedy. King was
released as a result of Kennedy's pressure.
In 1963, King and the SCLC organized sit-ins in public locations in Birmingham, Alabama, in
collaboration with the NAACP. When TV evidence showed Birmingham police using
pressurised water jets and police dogs against nonviolent demonstrators, the protests garnered
national attention once more. The effort was eventually successful, and Bull, the infamous
Birmingham police chief, was forced to resign.
During the campaign, King was brought to prison once more, this time in Birmingham, where he
wrote his famous "Letter from Birmingham Jail," in response to a demand from white
sympathisers to handle civil rights issues through legal methods rather than protest. King
vehemently disagreed, claiming that the unjust situation demanded immediate action. In 1965,
King took part in the Selma-to-Montgomery march with other civil rights leaders. The police's
harsh attacks on demonstrators during the march were broadcast live on television to millions of
Americans across the country. When the march ended in Montgomery, King delivered his "How
Long, Not Long" speech, in which he projected that African Americans will soon be granted
equal rights.
In the spring of 1968, Martin Luther King Jr. travelled to Memphis, Tennessee, to assist striking
Black sanitation workers. King was slain in his Memphis hotel by James Earl Ray on April 4,
1968. On April 7, President Lyndon B. Johnson declared a national day of mourning. King's
status as an American icon was reinforced in 1983 when Congress declared Martin Luther King,
Jr. Day on the third Monday of every January. King's legacy has inspired activists all across the
world who are battling injustice. The NAACP has continued King's efforts on behalf of
African-Americans and works to ensure that his ideal is carried on for future generations. "I
finish by stating there is nothing greater in the world than freedom," he said at the NAACP
Emancipation Day Rally in 1957. It's worthwhile to go to prison.
Recap: You can have a recap of the lesson taught in the previous class about Emancipation Proclamation
and the Jim Crow laws and other events you can watch this video.
Understanding difference between discrimination and segregation
Discrimination: the unjust or prejudicial treatment of different categories of people, especially on the
grounds of race, age, sex, or disability.
Segregation: the act or practice of segregating; a setting apart or separation of people or things from others or
from the main body or group.
Read the following situations carefully and write/tell D/S for Discrimination/Segregation:
1. Preventing black people from registering to vote. [ ]

2. Making black people sit at the back of a bus in seats reserved for ‘coloured people’. [ ]
3. Paying black people lower wages than white people for the same job. [ ]
4. Having separate schools for black and white students. [ ]
5. Not allowing black soldiers to fight in the armed forces and making them do menial jobs. [ ]
6. Having separate black and white regiments in the army. [ ]
What are Civil Rights?

The rights of citizens to political and social freedom and equality.
The lack of civil rights for colored people in America led to conflict between the white Americans and the
black Americans.
Inquiry question: Were there attempts to improve the situation for Black Americans before the
1950s?
The initial attempts of non-violent methods adopted by the coloured people in America to involve in
conflict resolution against racial segregation and discrimination in America before the start of the actual
Civil Rights Movement was through the formation of organisations.
Two important organisations were established before the 1950s with the aim of improving equality for
black Americans.
1. NAACP - The National Association for the Advancement of Colored People
Set up in 1909 by a group of leading black intellectuals with an aim ‘to ensure the political,
educational, social and economic equality of right of all persons and to eliminate racial hatred and
racial discrimination’ and it did much to raise awareness of issues. It used legal means to achieve
equality.
2. Later, a new organisation, CORE (the Congress of Racial Equality) was established in 1942
inspired by the non-violent tactics of Gandhiji in India and so encouraged tactics such as ‘Sit-ins’
in restaurants.
Evaluation of the contributions of NAACP and CORE:
Both NAACP and CORE did much to raise awareness of discrimination issues in both black and white
communities, and membership of both these organisations grew after the Second World War. However,
there had only been limited gains in Civil Rights by the end of the 1940s.
Improving the rights of Blacks remained slow, difficult and dangerous. President Truman’s attempt to
guarantee greater Civil Rights for Blacks was turned down by the US Congress because Southern
Democrats voted against it. Meanwhile, individuals who tried to take action on their own faced both
threats and actual violence.
Inquiry question: What is the reason for the persistent conflict in America before the 1950s?
The existence of conflict is a consequence of the inaction by individuals and the government
which was the cause of development of inequality and discrimination in society.
1. People’s inaction
2. Governmental inaction
What could have been done to avert the conflict?
Two ways which could prove effective in challenging discrimination in the 1950s and 1960s
were:
Legal action - Government should enforce action through Law
Community action - People should be involved through Direct action.
Class plan for - Monday - 16th of August 2021
Events and actions that influenced the American Civil rights movement
Legal actions:
Brown vs Topeka Board of Education, 1954:
NAACP filed a case against the Board of education in Topeka, Kansas as they weren’t allowing an
eight-year-old girl (daughter of Oliver Brown) into a white school as she was black. A black lawyer
eventually won the case against Segregation and helped the blacks receive an education by getting an
order to set up integrated schools. This helped 3 lakh black children to receive education in desegregated
schools.
Retaliation from the Whites:

Violence against Blacks increased: the most famous case of this time was the death of 14-year-old
Emmett Till in 1955, who was brutally murdered. The Ku Klux Klan played a role in the intimidation of
Blacks through whipping, branding, kidnapping and lynching which was a white supremacist group that
aimed to maintain white supremacy over black people and immigrants.
ATL focus worksheet - Criterion D
Central High School, Little Rock, 1957

This event is all about the 9 African students who enrolled in the Little Rock Central High School in
1957. Their enrollment caused the Little Rock Crisis which prevented the students from entering the
racially segregated school. The 9 students were turned away by the State National Guardsmen sent by the
Governor - Orval Faubus. Even though forced with resistance, the president Eisenhowever who was
forced to order federal troops to the town to protect nine students. The main reason for the president’s
intervention is because America is considered a country of freedom and equality and the press/television
coverage of this event across the world would be quite an embarrassment to the nation.
Community actions through Direct actions:
Montgomery Bus Boycott
Rosa Parks refused to give up her seat to a white man on a Montgomery, Alabama bus. This resulted in
her being sent to jail and fined $10. Parks was an NAACP activist and it was clear to the NAACP that
Rosa Parks’ case could be used to highlight the unfairness of discrimination. Members of NAACP
organized a 24 hour bus boycott initially and a year-long Montgomery bus boycott continued and she
decided to walk for 381 days for work.
Research Activity: The impact of the Montgomery Bus Boycott (Concept: Causality)
Inquire further into the Montgomery Bus Boycott and the role of Martin Luther King.
Guiding question for research:
● Identify factors that led to the success of the Montgomery Bus Boycott.
● Evaluate how effective Martin Luther King was in leading this protest.
● Describe the main results of the Montgomery Bus Boycott for the Civil Rights movement in the
USA.
● Identify other examples in history you can think of that have used non-violent protest.
Sit-ins:
They played an important role in changing the Whites’ mindset of the African-American people and
helped establish a peaceful form of protest. Martin Luther King, Jr., described the sit-ins as an
“electrifying movement of the Negros that shattered the placid surface of communities across the South”
and no one has said it better. This movement was the expression of pride in the form of new activism
which was first by students. Four black students asked to be served at White-only counters in
Woolworths in Greensboro. The next day 23 more students did the same, following day 66 and in 18
months 70 000 had taken part in similar sit-ins and 3000 had been arrested. This movement was
demonstrated through the potential strength of the coloured students and helped them gain confidence
through their leadership qualities.
The Freedom Riders:

Freedom Rides, in U.S. history, a series of political protests against segregation by blacks and whites who
rode buses together through the American South in 1961. In 1946 the U.S. Supreme Court banned
segregation in interstate bus travel. They intended to test the Supreme Court's ruling in Boynton v.
Virginia (1960), which declared segregation in interstate bus and rail stations unconstitutional. Freedom
riders faced some of the worst violence of the campaign, riders were stoned or beaten with baseball bats,
and buses were firebombed. It forced the commission to enforce desegregation on interstate
transportation.
Marches -
1. Birmingham
On September 15th, 1963, A bomb blast took place killing about four young girls and injuring several
other people prior to Sunday services. It happened at the 16th Street Baptist Church in Birmingham,
Alabama leading to angry protests.
2. Washington DC
I have a dream speech beginning - needs to be done.
Civil Rights Act 1964
The Civil Rights Act of 1964 is an event that ended segregation and banned employment
discrimination on the basis of color, race, sex, and national origin. It was first proposed by President John
F. Kennedy but it had strong opposition from Republican Senators violence continued against black and
then the whole movement faced a blow with the assassination of president Jhon F Kennedy. However,
later on, signed the bill was pushed through by Johnson
Kennedy’s successor. The aim of this was to get back voters to register to vote.
3. Selma
Six hundred marchers assembled in Selma on Sunday, March 7, and were led by John Lewis and other
SNCC and SCLC activists. When the protesters refused to leave, the officers shot teargas and waded into
the crowd, beating the nonviolent protesters with billy clubs and ultimately hospitalizing over fifty
people. “Bloody Sunday” was televised around the world.
The Voting Rights Act

The voting Rights Act which was passed in 1965 ended literacy tests and ensured that federal agents
could intervene if they felt discrimination was taking place. The number of black voters registered
increased dramatically, along with the number of elected black representatives.
Formative Assessment:
Using the prompts, students will need to write an essay on actions towards the progress of the Civil Rights Movement in the
USA.
● The contribution of legal battles and actions of the government towards achieving civil rights.
● The contribution of Marches, Actions of individuals towards achieving civil rights.
● The Montgomery Bus boycott
○ factors led to the success of the Montgomery Bus Boycott.
○ how effective Martin Luther King was in leading this protest.
○ the results of the Montgomery Bus Boycott for the Civil Rights movement in the USA.
○ other examples in history that have used non-violent protest.
Mode of test - Essay writing on Exam.net
Using your knowledge on the actions towards the Civil Rights Movement, write an essay to explain the
changes brought to end the conflict of the African Americans in the USA.
Your essay should focus on the following points:

1. Describe the cause and effects of any 2 to 3 actions (could be chosen from either legal/community
actions/both) adopted for the Civil Rights Movement.
2. Use a wide range of terminology, explanations/descriptions with relevant examples.
3. Use formal language and effective transitions to communicate your contextual understanding clearly.
4. Structure the information in the required format.
5. Word limit - not exceeding 300-500 words (This is the ideal requirement which should allow you to
demonstrate your conceptual and contextual understanding to meet the task requirements.
Formative Assessment -An estimate of the approaches/strategies adapted for the conflict
management
Name: Class: MYP 5A Date:24/08/2021 Subject objective focused: D Thinking critically
D(i) discuss concepts, issues, models, visual representation and
theories Discuss: A Balanced view of something based on the evidence.
Sources: Video on the Speech for Martin Luther King Jr. at Washington DC
March Transcript of the speech by Martin Luther King Jr.:
Martin Luther King Jr’s “I Have A Dream” speech 28 th Aug 1963
Five score years ago, a great American, in whose symbolic shadow we stand today, signed
the Emancipation Proclamation... But one hundred years
later, the Negro still is not free...When the architects of our republic wrote the magnificent
words of the Constitution and the Declaration of Independence, they were signing a ... promise
that all men, yes, black men as well as white men, would be guaranteed the unalienable rights of
life, liberty, and the pursuit of happiness.
We must forever conduct our struggle on the high plane of dignity and discipline. We must not
allow our creative protest to degenerate into physical violence. Again and again, we must rise
to the majestic heights of meeting
The physical force with soul force. The marvellous new militancy which has engulfed the Negro
community must not lead us to a distrust of all white people, for many of our white brothers
have come to realize that their destiny
is tied up with our destiny. They have come to realize that their freedom is inextricably bound
to our freedom. We cannot walk alone.
As we walk, we must make the pledge that we shall always march ahead. We cannot turn
back. There are those who are asking the devotees of civil rights, "When will you be
satisfied?" We can never be satisfied as long as the
Negro is the victim of the unspeakable horrors of police brutality. We can never be satisfied, as
long as our bodies, heavy with the fatigue of travel, cannot gain lodging in the motels of the
highways and the hotels of the cities. We cannot be satisfied as long as the Negro's basic
mobility is from a smaller ghetto to a larger one. We can never be satisfied as long as our
children are stripped of their selfhood and robbed of their dignity by signs stating "For Whites
Only". We cannot be satisfied as long as a Negro in Mississippi cannot vote and a Negro in New
York believes he has nothing for which to vote. No, no, we are not satisfied, and we will
not be satisfied until justice rolls down like waters and righteousness like a mighty stream.
I have a dream that one day this nation will rise up and live out the true meaning of its
creed: “We hold these truths to be self-evident: that all men are created equal.”
And when this happens, when we allow freedom to ring, when we let it ring...from every
state and every city, we will be able to speed up that day when all of God's children, black
men and white men, Jews and Gentiles, Protestants and Catholics, will be able to join hands
and sing in the words of the old Negro spiritual, "Free at last!”
Source:
https://www.phoenix.k12.or.us/cms/lib/OR50000021/Centricity/Domain/1172/ush%20MLK%2
0 X%20Comparison.pdf
After watching the video/reading the transcript of the speech by Martin Luther King Jr. in the
above link, write your understanding by discussing how fairness and equality could have been
brought into the society (African Americans and the white Americans) of the USA.
Fairness and equality are essential because every human being requires certain rights.
Because of their skin tone, white Americans have traditionally regarded black people
differently and have assumed that they moved to America from another country. For a better
society, I believe the government could have passed laws prohibiting racial segregation and
discrimination. I believe that additional organisations like CORE should have been formed,
and that each organisation should have focused on a certain issue such as education or
employment. All of the Black people who are subjected to segregation and prejudice might
have created posters/propaganda and put them on the street to remind people that skin colour
is just that: colour.
D(ii) synthesize information to make valid, well-supported arguments

Task: Find the Excerpts from the speech of significant individuals of Civil rights
movement below and read them carefully to complete the task given below:
Read the given speeches - Malcolm X’s and Martin Luther King Jr.’s approaches
towards conflict resolution for a fairer society in the USA.
Synthesize the given information and make a well-supported argument on the impact of
the significant individuals and their perspectives bringing in the desirable changes in the
USA.
Command term: Synthesize: to put separate facts, etc. together to form a single piece of
work Malcolm X’s “Ballot or the Bullet” speech 3rd April 1964
“It's time for us to submerge our differences and realize that it is best for us to first see that we
have the same problem, a common problem — a problem that will make you catch hell
whether you're a Baptist, or a Methodist, or a Muslim, or a nationalist. Whether you're
educated or illiterate, whether you live on the boulevard or in the alley, you're going to catch
hell just like I am.”
"I'm not an American. I'm one of the 22 million Black people who are the victims of
Americanism. One of the 22 million Black people who are the victims of
democracy."
“It's time now for you and me to become more politically mature and realize what the ballot is
for; what we're supposed to get when we cast a ballot; and that if we don't cast a ballot, it's
going to end up in a situation where we're going to have to cast a bullet. It's either a ballot or a
bullet.”
The government "is responsible for the oppression and exploitation and degradation of
Black people in this country. This government has failed the Negro".
"I'm nonviolent with those who are nonviolent with me. But when you drop that violence on me,
then you've made me go insane, and I'm not responsible for what I do. And that's the way every
Negro should get. Any time you know you're within the law, within your legal rights, within
your moral rights, in accord with justice, then die for what you believe in. But don't die alone.
Let your dying be reciprocal. This is what is meant by equality. What's good for the goose is
good for the gander."
"You and I, 22 million African-Americans — that's what we are — Africans who are in
America. You're nothing but Africans. Nothing but Africans. In fact, you'd get farther calling
yourself African instead of Negro. Africans don't catch hell. You're the only one catching hell.
They don't have to pass civil-rights bills for Africans.”
"If it doesn't take senators and congressmen and presidential proclamations to give freedom to
the white man, it is not necessary for legislation or proclamation or Supreme Court decisions
to give freedom to the Black
man. You let that white man know, if this is a country of freedom, let it be a country of freedom;
and if it's not a country of freedom, change it."
Martin Luther King Jr’s “Our God is Marching On!” speech 25 th March 1965
"Once more the method of nonviolent resistance was unsheathed from its scabbard (a sheath for
a gun or other weapon or tool), and once again an entire community was mobilized to confront
the adversary. And again the brutality of a dying order shrieks across the land. Yet, Selma,
Alabama, became a shining moment in the conscience of man. If the worst in American life
lurked in its dark street, the best of American instincts arose passionately from across the nation
to overcome it."
"The battle is in our hands. And we can answer with creative nonviolence the call to higher
ground to which the new directions of our struggle summons us. The road ahead is not
altogether a smooth one. There are no broad highways that lead us easily and inevitably to quick
solutions. But we must keep going."
"Our aim must never be to defeat or humiliate the white man but to win his friendship and
understanding. We must come to see that the end we seek is a society at peace with itself, a
society that can live with its conscience. And that will be a day not of the white man, not of the
black man. That will be the day of man as man."
"I know you are asking today, "How long will it take?" Somebody's asking, "How long will
prejudice blind the visions of men, darken their understanding, and drive bright-eyed wisdom
from her sacred throne?" Somebody's asking, "When will wounded justice, lying prostrate on the
streets of Selma and Birmingham and communities all over the South, be lifted from this dust of
shame to reign supreme among the children of men?" Somebody's asking, "When will the
radiant star of hope be plunged against the nocturnal bosom of this lonely night, plucked from
weary souls with chains of fear and the manacles of death? How long will justice be crucified,
and truth bear it?" I come to say to you this afternoon, however difficult the moment, however
frustrating the hour, it will not be long, because "truth crushed to earth will rise again." How
long? Not long, because "no lie can live forever." How long? Not long, because "you shall reap
what you sow."
"How long? Not long, because the arc of the moral universe is long, but it bends toward justice."
Source:
https://www.phoenix.k12.or.us/cms/lib/OR50000021/Centricity/Domain/1172/ush%20MLK%2
0 X%20Comparison.pdf
Answer: Both MLK and Malcolm campaigned to end racial injustice, prejudice, and
segregation. MLK took a peaceful approach because he believed the white population was
far larger than the black population. MLK fought by organising marches, protests, and other
activities. MLK's strategy ensured that few people died or were hurt while fighting for
equality. Malcolm fought in a ferocious manner. He suggested that instead of whites treating
blacks unfairly, blacks should treat whites equally. His strategy may not have been the best,
as the use of violence could have resulted in more consequences. MLK's method was far
superior, in my opinion, because it was more peaceful.
D iii - iii) analyse and evaluate a range of sources/data in terms of origin and purpose,
examining value and limitations [OPVL]
Task: Read the given source below and use the OPVL guiding questions to analyse the given
source:
Role: As a student of MYP studying History analyze the given source in terms of its
● Origin
● purpose to understand the contributions of Mahatma Gandhi for the independence of India
from the British rule
● the value and limitations of the source to understand the course of the Independence
movement.
Source:
https://www.indiatoday.in/education-today/gk-current-affairs/story/gandhi-freedom-movement-
8 39041-2016-10-01
Origin Purpose Value Limitation
The source was This resource was The source is The source gives no
published on India created to highlight extremely useful to background
Today's official Gandhi's contribution my research because information about
website. to India's it provides accurate Gandhi, such as his
independence. facts regarding complete name, age,
The information Gandhi's role in or date of birth.
comes from a This resource was Indian independence. The source is not
secondary source. created to share all of skewed in any way.
the significant Because the
The source provides independence information could be Because of the
details on Gandhi's movements in which checked with another author's point of
role in shaping Indian Gandhi played a key source, the source is view, he was only
independence. role. trustworthy. able to write about
the independence
On October 1st, The author formatted This source could movements and not
2016, this source was the information like assist me in about Gandhi's
published. an article, with each determining Gandhi's personal details.
paragraph containing significance in India's
a title pertaining to a independence.
certain movement.
The source was not

created with anyone
in mind. The material
was accessible to the
whole public,
although I believe it
was designed
primarily for Indians.
D iv: interpret different perspectives and their implications.
Task→ Read the quotes/statements about/from Malcolm X and Martin Luther King. What do
these tell you about the views between Malcolm X and Martin Luther King?
Malcolm X - A protestant of the Civil rights
movement [Nation of Islam]
Sources: https://www.azquotes.com/quotes/topics/apartheid.html
https://www.commondreams.org/news/2013/12/06/12-mandela-quotes-wont-be-corporat
e-media-obituaries
MLK's statements indicate that he does not wish to fight in a violent manner, and that only
light and love, not disputes, can fix the situation. MLK suggested a lot of nonviolence
concepts.
Malcolm wanted to fight violently, and his words indicated that he wanted to fight alongside
others to solve the situation.
Perspective: It is the point of the view - the way one looks at something.
Perspectives are defined by an individual’s beliefs, culture, past experience
[how they are affected by the event].
Why is it important to know perspectives?
Knowing multiple perspectives on the event/topic/issue will help in developing an

understanding of a more realistic version of the event/topic/issue. Perspectives indicate
different meanings according to an individual’s belief systems values.
People look at situations, events, and interpret what other people say and do, according to their
own set of past experiences, culture, faith, values, all of which help them form their beliefs
about themselves, about others, and about the world in general.
Human minds are constantly trying to make sense of the world, forming judgments and
opinions about every situation, event, interaction. Those judgments and opinions will be
affected by the central or core belief system. It is as though we are looking at the world through
distorted or coloured lenses - and everyone has their own personal prescription or colour for
their glasses.
The core belief system comprises :
● How I think about myself

● How I think about others
● How I think about the world
Our core belief system is formed and influenced by:
Past experiences
● Childhood upbringing
● Culture
● Faith
● Values
● Current circumstances
● Character traits, including genetic influences
Example
In the example above, even situations in which others find enjoyable and relaxing, this particular
person will experience it very differently, and feel threatened by others. A look, word or gesture
intended to be friendly and kind, may be interpreted as "They don't mean that. They're only
trying to be kind to me because they pity me". Or even, "They mean to hurt me". Their mind is
interpreting the situation with the bias of "I'm vulnerable, others might hurt me, this is
dangerous, I'm useless and unlovable". The mind will work to make any contrary information fit
with those beliefs.
This is shown by "The Mental Crusher" (Butler, Fennel, Hackman 2008)

The Mental Crusher' sits outside the entrance to our belief system, and only allows information or
'evidence' which fits with our own belief system to enter. Any contradictory evidence or
information (any shape other than a rectangle) is rejected or made to fit (crushed into a
rectangle). In the diagram, the explosion shape is about to enter the Crusher. As it passes through
(shown by the arrow), it becomes a rectangle - it's been crushed and distorted to fit. Therefore,
our beliefs remain unchanged in spite of apparently contradictory evidence being out there.
Source: https://www.getselfhelp.co.uk/perspectives.htm
Humanity has faced many challenges right from the start of the civilizations but with the contributions
made by significant individuals many such challenges were resolved.
In this class we will focus on two such significant individuals from different places in the world who
contributed for the development of a sense of nationlistic fervor in the people to resolve the conflicting
situation.
1. Mahatma Gandhi
2. Nelson Mandela
Read the given SOI and discuss the questions following to unpack the SOI.
SOI - Significant individuals may adapt strategies to bring desirable changes in the society for peaceful
coexistence.
State one significant individual who brought change in society?

Outline one strategy adapted by a significant individual that you mentioned above.
List/state the changes brought in by these individuals.
What according to you is the success behind any significant individuals achieving changes for the peaceful
coexistence?
Research & Report writing [Criteria: B & C]
Write a report on the following topic: [Refer to forms of writing document]
The importance of Gandhi’s leadership in bringing about Indian Independence movement in the 1947
against the British
Or
The importance of Nelson Mandela’s leadership in bringing about the anti- apartheid society in South
Africa in the 1960s.
Task instructions:
1. Formulate a clear and focused research question to investigate one of the following prompts and
justify the relevance of your Research question with that of the given SOI.
How did Nelson Mandela’s leadership in the anti apartheid Movement and repealment of
apartheid in the year 1991 effect the blacks living in south africa? I believe this is a good research
question because it starts with `How` which is one of the two terms we are suggested to form our
research question with. Another reason this is a good research question is because it gives us
scope to write a lot of subquestions. Furthermore, this research question is related to the soi
because the soi talks about the strategies that were adopted by the leaders to bring desirable
changes to the society.
2. Formulate an action plan including:
What to research? Which sources When Where do I record the

[Sub RQ’s] can help me with should I information? Documentation
this? have
completed
this part?
Who were the other Britannica.com 03-09-21 I will document the information
leaders that Nelson by noting all the key points down
Mandela worked with as bullet points.
during the anti
apartheid movement?
What were the main History.com 04-09-21 I can make it for myself to
motives of the anti remember the main motives by
apartheid movement? making a mind map.
What were the after Bridgespan.org 05-09-21 I can write a paragraph or two
effects of the anti about the after effects of the
apartheid movement? movement.
How did the ANC or ANC1912.org.za 06-09-21 As this is a sub question that will
the African National require me to do a lot of research
Congress change and collect a lot of information I
South African will record the information
Politics?
What led to the Web.archive.org 07-09-21 Listing the answers to this in
antiapartheid bullet points will make it easier
movement? for me to build them while
working on the report.
How did the other UN.org 08-09-21 I will note down points about
countries affect the South Africa's relations with 2 of
anti apartheid the superpowers at the time
movement? USSR and USA.
3. Reflection on the research process and result.
Stages of the What went well? What could have What

assessment task gone better? improvement or
changes would
you make next
time?
Researching the Gathering Keeping a log of my When we have

topic: Information went references would another project
well since I have been preferable
like this, I'll make
- gathering because I did not
completed all of a note of which
keep track of my
information my research on sources for the first sources I'm using
- taking notes schedule, which few days, and so that I don't have
allowed me to figuring out where I to struggle when it
- keeping a acquired that
devote more time comes time to cite
record of your information became
to other tasks, such a major headache. all of my sources
references as writing the at the end of the
report. Taking report.
notes was also a
breeze because I
used the notes app
on my chromebook
to write down most
of the significant
information I
discovered as
bullet points.
Evaluating the Prior to this Everything I I think that I could

research results assignment, I planned for this improve the
knew nothing section went as reliability of the
- Value information I used if
about the planned and I
I cross checked the
addition in anti-apartheid don't think
information from
terms of struggle. So, I anything could
multiple sources. I
believe it is safe have gone better. will make sure I do
enhancing
to say that this this next time so
your that I feel more
task assisted me
in learning a
facts in my report.
about the great deal about a
topic new subject.
Evaluating the Prior to this Under this phase I think that I could
research results assignment, I of my research, I improve the
knew nothing believe everything reliability of the
- Value information I used if
about the went according to
I cross checked the
addition in anti-apartheid plan.
information from
terms of struggle. So, I multiple sources. I
enhancing believe it is will make sure I do
reasonable to say this next time so
your
that this work that I feel more
assisted me in
about the facts in my report.
learning a great
topic deal about a new
subject.
Report on anti-apartheid
In order to understand what the anti apartheid movement was, we first neeed to understand the meaning of
apartheid. Apartheid was a political and social system in South Africa that existed during the time when
the country was ruled by a White minority. Non-Whites were subjected to racial prejudice based on skin
colour and facial traits. Now that we know apartheid means lets talk about what the anti apartheid
movement was. The Anti-Apartheid Movement (AAM) was a British organisation at the forefront of the
international movement opposing South Africa's apartheid system and supporting the country's non-White
people who were oppressed by apartheid policies.
A lot of leaders helped the AAM fight against the apartheid but the most prominent person Nelson
Mandela, a former South African president and civil rights activist, dedicated his life to fighting for
equality and finally helped overthrow South Africa's discriminatory apartheid system. Every year on July
18, Nelson Mandela International Day, his achievements are commemorated. Under him a lot of
campaigns and boycotts took place but the most significant one was forming a consumer boycott
organisation. Students, trade unions, and political parties such as Labour, Liberal, and Communist all
backed the boycott. At a protest in Trafalgar Square on February 28, 1960, the campaign began a March
Month Boycott Action. Hugh Gaitskell, the Labour Party's leader, spoke at the gathering, as did Liberal
MP Jeremy Thorpe, Conservative peer John Grigg, 2nd Baron Altrincham, and African National
Congress's Tennyson Makiwane. Even though a lot of protests were done they didn't have their first
success till 1961 when South Africa was forced to withdraw from the Commonwealth. It maintained a
72-hour vigil outside the Commonwealth Secretariat's Marlborough House headquarters, and found ready
friends in Canada, India, and the newly independent Commonwealth member states from Africa and Asia.
The United Nations General Assembly issued a resolution in 1962 calling for a commercial embargo of
South Africa by all member nations. The UN Security Council asked for a partial arms embargo against
South Africa in 1963, although under Chapter VII of the UN Charter, this was not necessary.
With the victory against the aparthied movement a democracy was established in South Africa in 1994.
Unsurprisingly, the African National Congress which contributed a lot to the fight against aparthied and
was led by Nelson Mandela won the elections with ease. This helped South Africa improve its diplomacy
with other countries like the united states and the united kingdom that were damaged during the apartheid
days of the country. Other effects of the end of the apartheid movement include:
- Separation between the south african whites who speak different languages becoming more
renounced.
- Conflicts between the National Party and the African National Congress on the battlefield reduced
drastically as the National Party which was considered racist had no support from the citizens of
the country or the military.
- The South African government deactivated all of its nuclear weapons before the African National
Congress came into power in the1990s, making it the first country in the world to do so willingly.
Since 1975, the country has been a signatory to the Biological Weapons Convention, the Nuclear
Non-Proliferation Treaty since 1991, and the Chemical Weapons Convention since 1995.
-
Considering the after effects of the anti apartheid movement I think it is safe to say that getting rid of the
old ways such as the apartheid did not just benefit the South African country and people but also other
neighbouring countries and allies of South Africa as trade and diplomacy has increased.
Works Cited
Editors, History com. “Apartheid.” HISTORY, 7 Oct. 2010,
www.history.com/topics/africa/apartheid#:~:text=Apartheid%20(%E2%80%9Capartness
%E2%80%9D%20in%20the.
Marks, Shula E. “Southern Africa - Independence and Decolonization in Southern Africa.”
Encyclopædia Britannica, 1 July 2014,

www.britannica.com/place/Southern-Africa/Independence-and-decolonization-in-Souther
n-Africa.
“African Activist Archive.” Africanactivist.msu.edu,
africanactivist.msu.edu/organization.php?name=Anti-Apartheid+Movement.
“Anti-Apartheid Movement | Encyclopedia.com.” Www.encyclopedia.com,
www.encyclopedia.com/social-sciences/encyclopedias-almanacs-transcripts-and-maps/ant
i-apartheid-movement.
“Anti-Apartheid Movement Archives – Nelson Mandela Foundation.” Nelsonmandela.org, 2010,
www.nelsonmandela.org/content/page/anti-apartheid-movement-archives1.
“The Anti-Apartheid Movement.” Bridgespan.org, 2017,
www.bridgespan.org/anti-apartheid-movement.
Table of contents 1
Speech about gender and racial discrimination 2
Analysis and Justification of interdisciplinary knowledge developed 3
Evaluation of Interdisciplinary Perspectives 4
Works Cited 5
Speech about gender and racial discrimination

We have been talking about this since the day this committee has been set up. We debated about
how to put an end to this on multiple occasions and even chose solutions to implement in
countries with extreme cases. All this debating, arguing, and discussion lead to nothing. Nothing
has changed discrimination is still prevailing in most of the underdeveloped countries and people
are continuing to suffer. But, today is different, today I am here to finally put an end to this.
Before we talk about the situation in my own country, I would like to reinstate what I mean my
gender discrimination. Prejudice or discrimination based on one's sex or gender is known as
sexism. Sexism can harm everybody, but women and girls are the ones who are most affected. It's
about stereotypes and gender roles, and it could involve the assumption that one sex or gender is
fundamentally superior to the other. Taliban-controlled Afghanistan is the country with the most
gender discrimination because of their old-world ways.
Even Though India as a whole does not have as much gender discrimination as Afghanistan; a lot
of underdeveloped areas have close-minded people who still follow such practices. Although the
constitution of India grants women and men equal rights, gender disparities persist. Research
shows women are discriminated against in many areas including the workplace. Discrimination
affects women in many aspects of their lives, including their career development, and mental
health disorders. Furthermore, in the Indian labor market, gender and social discrimination are
challenges. Despite the government's efforts, such as reservation regulations in educational
institutions and government and public sector employment, females and disadvantaged social
groups such as Scheduled Castes (SCs) and Scheduled Tribes (STs) have poor educational and
occupational outcomes. There is a gap in the money people make based on their gender and caste
in India. Discriminatory practices in health, education, and nutrition industries are the reason for
this gap than the labor industry. This difference between the endowment of an individual's caste
and gender caused multiple protests against the village panchayat.
Now that we understand how racial and gender discrimination causes various conflicts let's talk
about how we can reduce this to bring the country back on its feet. Firstly, we need to target
different workplaces and work on reducing the discrimination taking place there. It's not easy to
change our stereotypes and prejudices, and suppressing them may backfire. However, we may
lessen our tendency to rely on preconceptions and prejudices if we put in the required effort.
Changing societal standards, via education and laws promoting equality, is one way to combat
stereotypes and prejudice. When prejudice is faced by individuals who witness it, it will change
more quickly. When we can get people to focus more on their connections with others, we can
enhance intergroup attitudes. This process is exemplified by intergroup contact, extended
communication with individuals who share friends with outgroup members, and a shared ingroup
identity.
Analysis and Justification of interdisciplinary knowledge

developed
Subject Knowledge used from the subject
Humanities As the speech we needed to write was based on

racial and gender discrimination. The subject
knowledge we had about the apartheid movement
which taught us about racism and how to reduce it
helped me write about modern racism.
Furthermore, studying about the American Civil
rights movement showed us how there are two
ways to solve every conflict. Martin Luther King
believed it is better to follow a non violent
method. Whereas, Malcolm X believed the whites
will consider the black as cowards if they don't
fight back when they are getting shot at and
abused. His quotes such as `It's either the ballot or
the bullet` showed that there is a breaking point
for everyone. Learning about how women didn't
have fair rights such as a right to vote in the past
helped me write about how we can reduce modern
day sexism. I believe my product communicated
the knowledge from this subject because it has
information about the Taliban takeover of Kabul
which is an ongoing event related to this subject.
Even though I did not talk about racism against
color in India the information about racism based
on peoples caste is similar to this topic.
English The main thing that helped me from this subject

was learning about how to write a monologue in
MYP 4 and MYP 5. Even though a monologue
and speech are not the same thing, they are very
similar. So, I followed a similar text and sentence
structure. The transition words we learnt about for
the compare and contrast essay summative made it
easier for me to move from one part of my speech
to another. Hold on to dream is the ongoing unit in
english. As a part of this unit we read a play called
a raisin in the sun. This play talks a lot about how
there was racism and gender discrimination
against the black women. Even though the text
does not give any solution to the problems, it gives
the reader a lot of different perspectives. So, this
helped me come up with solutions that are suitable
for everyone.
Evaluation and Reflection of Interdisciplinary Perspectives
Strengths of interdisciplinary perspectives Limitations of interdisciplinary perspectives

Integrative learning, critical thinking, and creative In humanities subject we learnt about topics such
problem solving were all emphasised in this as the civil rights movement that was lead but
interdisciplinary program between english and martin luther king, and anti apartheid movement
humanities, and provided a compelling learning that was lead by Nelson Mandela. These two were
experience. We learnt about how Gandhi's about racism and how they dealt with it, but the
peaceful ways such as organising protests, and topic I chose was how the caste and gender of a
marches against the British lead India towards person affects the paycheck of a person in India.
freedom. As a part of researching for this I learnt a So, most of the information I needed wasn’t
lot about the caste system in India which helped acquired from my prior knowledge. In this unit we
me in explaining them better. In a raisin in the sun only learned how to write a monologue and a
we see how black women are discriminated compare and contrast essay so learning about the
against based on their color and skin. Even though format of a speech was hard. When we were
I did not need information about racism in my learning about the civil rights movement we talked
speech, the information about how women are about how Malcolm X had violent ways of dealing
discriminated against helped me talk about with things which were not useful because such
sexism. Knowledge from the English subject solutions are not possible in the modern world.
worked because we researched synonyms Furthermore, even though it was an
vocabulary about racism while reading ‘A Raisin interdisciplinary task I mostly used the knowledge
In The Sun'. I gained from the humanities subject which made
the task feel more like a humanities task than an
english task.
I believe critical thinking was improved because I needed to find a way to smoothly integrate the concepts
I learnt in English and Humanities. Creative problem solving was required because I needed to come up
with a solution to reduce the racial and gender discrimination taking place in the country so that the riots
reduce. Furthermore, this task helped me improve my understanding of the concepts I learnt in both the
subjects because it required me to use enhanced communication skills which made it easier for me to
understand the past concepts.
The new interdiscilipnicary understanding enables action because I can record the speech I about how the
gender and caste of the person determine their salary because of discrimination in workplaces. Even if I
don't record it, just publishing the script for the speech on social media platforms will help bring
awareness to this issue. In the last aprt of my speech I included my thoughts on the situation and a few
ways we can reduce discrimination and make sure everyone is treated equally. So, this will count towards
advocacy service.
Works Cited
Agrawal, Tushar. “Gender and Caste-Based Wage Discrimination in India: Some Recent
Evidence.” Journal for Labour Market Research, vol. 47, no. 4, 29 Nov. 2013, pp.
329–340, 10.1007/s12651-013-0152-z.
Barr, Heather. “The Fragility of Women’s Rights in Afghanistan.” Human Rights Watch, 17 Aug.
2021, www.hrw.org/news/2021/08/17/fragility-womens-rights-afghanistan.
“BEST PRACTICES and TIPS for EMPLOYEES | U.S. Equal Employment Opportunity
Commission.” Www.eeoc.gov,
www.eeoc.gov/initiatives/e-race/best-practices-and-tips-employees.
Drew, Kevin. “10 Worst Countries for Racial Equality, Ranked by Perception.” US News & World
Report, U.S. News & World Report, 2021,
www.usnews.com/news/best-countries/slideshows/worst-countries-for-racial-equality.
Equality and Human Rights Commission. “Race Discrimination | Equality and Human Rights
Commission.” Equalityhumanrights.com, 2010,
www.equalityhumanrights.com/en/advice-and-guidance/race-discrimination.
“GENDER DISCRIMINATION DEFINED | Langston University.” Langston.edu, 2019,
www.langston.edu/title-ix/gender-discrimination-defined.
Jones, Casey. Interdisciplinary Approach -Advantages, Disadvantages, and the Future Benefits of
Interdisciplinary Studies. Vol. 7, 2009, p. 26,
dc.cod.edu/cgi/viewcontent.cgi?article=1121&context=essai.
Misiewicz, Janina. “The Benefits and Challenges of Interdisciplinarity.” Rebus.community,

Pressbooks, 2016,
press.rebus.community/idsconnect/chapter/the-benefits-and-challenges-of-interdisciplinari
ty/.
“Reducing Discrimination – Principles of Social Psychology – 1st International Edition.”
Opentextbc.ca, 26 Sept. 2014,
opentextbc.ca/socialpsychology/chapter/reducing-discrimination/.
Unit 6: Endeavour To Regain The Lost Systems

Key Concept: Systems
Related Concepts: Casualty and Sustainability
Global Context: Scientific and Technical Innovation
Statement Of Inquiry: Consequences of human actions may need responsible action for
sustaining natural and manmade systems.
Conceptual Understanding: Human actions have consequences on the sustainability of natural
and man-made systems.
Testing the vocabulary:

Shashank
Biome - A huge natural community of plants and fauna inhabiting a major area, such as a forest
or tundra.
Ecosystem - A biological community of organisms that interact with one another and their
physical surroundings.
Environment - the environment or circumstances in which a person, animal, or plant lives or
works
Biotic - pertaining to or produced by biological creatures
Abiotic - Not derived from live organisms; physical rather than biological.
Food web - a web of interconnected and interdependent food webs
Food chain - a symbiotic relationship between creatures that rely on one another for nourishment.
Nutrient cycle - The movement and interchange of organic and inorganic matter back into the
formation of matter is referred to as a nutrient cycle.
Food pyramid - A food pyramid depicts the ideal number of servings from each of the basic food
groups to consume each day.
Atmosphere - the gaseous envelope that surrounds the earth or another planet
Lithosphere - The crust and upper mantle make up the earth's solid outer layer.
Biosphere - the areas of the earth's surface and atmosphere that are inhabited by living beings.
Sideesh
Hydrosphere: This includes all the water on the earth's surface, such as lakes and seas, but also
sometimes includes the water above it, such as clouds.
Weather: Climate in terms of heat, cloudiness, dryness, sunshine, wind, rain, etc., at a particular
place or time.
Climate: Weather patterns over a long period of time are called climates. These patterns are
typically averaged out over 30 years.
Biomass: Wood, energy crops, soils, and waste are all forms of biomass, which is plant or animal
matter used as fuel for electricity or heat.
Producer: A living organism that generates its own food for nutrients is called a producer. A plant
or algae, for example.
Consumer: Consumers are the animals that get their energy from the producers.
Herbivorous: Herbivores are animals that only eat other plants.
Carnivorous: Carnivores are animals that eat other animals
Omnivorous: Omnivores are animals that eat both plants and animals.
Globalisation: the process by which a company or other entity gains international clout or begins
to operate on a global scale.
Sustainability: the ability to be maintained at a certain rate or level.
What are the main factors affecting biome location?
Latitude:
There are many reasons why biomes are located in specific areas. Their location is linked
both to large-scale, global climate areas, and smaller local differences, such as altitude and
proximity to the sea or ocean. On a global scale, latitude is one of the most critical factors as this
affects the amount of the Sun’s energy a region gets, which then links to other factors such as air
pressure cells.
Pressure belts:
The amount of the Sun’s energy (solar energy) and precipitation depends on how far
north or south you travel from the equator. The angle (picture below) of the Sun at the equator
compared to the poles. The same amount of energy covers a smaller area of land over the
equator, while at the poles the angle is much greater and the energy is spread over a larger area
of land. It is therefore warmer at the equator than at the poles. This heat energy also affects the
pressure cells/belts that bring precipitation around the globe. The Intertropical Convergence
Zone (ITCZ) is an air pressure belt/cell that is heated up throughout the year. This belt brings a
warm and wet climate, with high levels of precipitation, around 2,000 mm a year, because it is an
area of low pressure. This low-pressure cell brings convectional rain (see Figure 6.8) and hot
weather to the equatorial region all year round. The environment is also very humid due to the
high evapotranspiration. As you move away from the equator, you come to a high-pressure cell.
In regions of high pressure, the air tends to descend, and very little evaporation and therefore
condensation occurs, so there is little precipitation. Figure 6.9 shows these different pressure
cells.
The angle of the Sun is not quite as shown in Figure 6.6. The planet is tilted at 23.5
degrees relative to our orbital plane; this means the overhead Sun is not at the same point
throughout the year. This axial tilt is the reason why the northern hemisphere has different
seasons from the southern hemisphere, and it also affects the pressure cells/belts, which in turn
affect the amount of precipitation in some regions around the globe, and this will affect the
biome.
Ocean Currents:
Another factor influencing climates and therefore biomes around the globe is the effect of
ocean currents. The ocean has areas of warm and cold water. It behaves like a conveyor belt
and so is called the ocean conveyor belt. These areas of warm and cold currents can influence
climates and, as a result, the local biome. An example of this is the mid-Atlantic drift or the Gulf
Stream. This ocean current brings warm water and, in turn, warm, moist air, up to western
Europe. Warm, moist air means rain. The latitude of western Europe should mean that this area
has a cold climate, but the Gulf Stream’s warm, moist air means that it is warmer and wetter,
which is then reflected in the biome.
El Niño is a climate cycle that sends warmer ocean currents in the Pacific towards South
America and away from Southeast Asia, Australia and New Zealand. The cooler sea
temperatures that are a result across this region mean there is less evaporation and so less
rainfall. This makes these countries drier than normal, and drought and wildfires
can occur. In South America, there is heavier rainfall than usual for the time of year and
landslides are common. Fish change their breeding patterns and where they will live, and
coastal people who rely on the fish for their income often lose money.
The global ocean conveyor belt
Altitude:
Biome location does not depend solely on latitude, but also other factors, including local
conditions, such as altitude. For example, Mount Kenya is located on the equator, but pictures
always show the peak covered in snow. This seems to contradict what we have learnt about
there being more solar energy at the equator, but is due to the fact that the higher you go up a
mountain, the lower the temperature drops, in fact by 1 °C every 100 m throughout the
troposphere.
Distance from the sea:
Areas near the coast tend to be warmer than inland areas during winter, but during the
summer coastal areas tend to be cooler. This is because water takes longer to heat up than
land, but retains its heat longer than land. Therefore, inland areas can warm up very quickly, but
during the night or winter months, they can be very cold.
Formative task 1:
Do a research Task:
Write an essay on the chosen Biome focusing on:
1. Geographical location
2. The life of flora and fauna (description of the flora and fauna with examples)
3. Identify and outline the potential threats and their impacts on the sustainability of
the biome.
Word limit:
Written essay format, writing on Exam.net, Duration of the writing time is 35 minutes, word limit
400 - 500, must be on campus to take the exam.
Criteria: A, C
Demonstrate your conceptual understanding through descriptions and explanations with

example
Use clear and effective language to communicate your ideas and thoughts,
Organize your thoughts in the require structure
Cite the sources in MLA 8 format
MYP 5 - Endeavor to regain the lost systems
Formative assessment task 1: Study of Biomes - characteristic features and threats
Key concept: Systems
Related concepts: Causality (cause and consequence), Sustainability,
Global context: Scientific and technical innovation
Exploration: Consequences and responsibility
Statement of inquiry: Consequences of human actions may need responsible action for sustaining natural
and man-made systems.
Task: Choose a biome from the given list and research individually about the chosen biome.
● Tundra
● Taiga
● Rainforest
● Desert
● Grasslands
Research Task:
Write an essay on the chosen Biome focusing on:
1. Geographical location
2. The life of unique flora and fauna (description of the flora and fauna with examples)
3. Identify and outline the potential threats and their impacts on the sustainability of the
biome.
Word limit: 400 - 500 words
Test platform: Exam.net
Duration: 35 minutes
Format: Essay
Criteria: A, C
● Demonstrate your conceptual understanding through descriptions and explanation with examples
● Use clear and effective language to communicate your ideas and thoughts
● Organize your ideas and thoughts in the required structure
● Document sources in MLA format
Research on Rainforests
Introduction
A rain forest is just a place with a lot of tall, primarily evergreen trees and a lot of rain. A
rainforest is characterised by towering, generally evergreen trees and heavy rainfall. Rainforests
are the world's oldest living ecosystems, with some persisting for at least 70 million years in their
current state. The four layers of most rainforests are emergent, canopy, understory, and forest
floor. Because of the different degrees of water, sunlight, and air circulation, each stratum has its
own distinct properties. While each layer is separate, they are all part of a larger system in which
processes and species in one layer have an impact on those in another.
Location
Tropical rainforests are found near the equator, where average temperatures and humidity are
high, whereas temperate rainforests are found mostly in coastal, mountainous areas in the
mid-latitudes. Emergent, high canopy, understory, and forest floor are the four main layers of a
rainforest. Except for Antarctica, rain forests can be found on every continent. The Amazon River
in South America and the Congo River in Africa are surrounded by the world's greatest jungles.
Dense rainforest ecosystems can be found on Southeast Asian tropical islands and in portions of
Australia. Rainforests include the cool evergreen forests of North America's Pacific Northwest
and Northern Europe
Flora and Fauna
Rainforests are the world's oldest living ecosystems, with some persisting for at least 70 million
years in their current state. Despite covering only 6% of the Earth's surface, they are immensely
diverse and complex, including more than half of the world's plant and animal species. This
results in rainforests being incredibly dense in flora and fauna; a 10-square-kilometer
(4-square-mile) area can include up to 1,500 flowering plants, 750 tree species, 400 bird
species, and 150 butterfly species. On the trees, mosses, fungus, and algae are common.
Insects such as bees, stick insects, ants, beetles, and butterflies abound in this layer, providing
food for a variety of birds and reptiles. Bats, monkeys, snakes, lizards, jaguars, frogs, and
invertebrates are the fauna species.
Potential Threats and their effect on sustainability

Rainforest biodiversity is vital to our well-being as well as the well-being of our planet.
Rainforests help to manage our climate and offer us with items we use every day. However,
unsustainable industrial and agricultural development has wreaked havoc on the world's
rainforests. Citizens, governments, multilateral organisations, and conservation groups are
collaborating to safeguard these priceless yet vulnerable ecosystems. To make sure
sustainability of the ecosystem is preserved we need to follow these steps:
- Teach others about the value of the environment and how they may contribute to the
preservation of rainforests.
- Plant trees on sites where forests have been cut down to restore ecosystems that have
been destroyed.
- Encourage people to live in a way that is environmentally friendly.
- To safeguard rainforests and wildlife, parks should be established.
- Companies that operate in environmentally friendly methods should be supported.
Works Cited
“10 Things You Can Do.” Rainforest Foundation US,
rainforestfoundation.org/engage/10-things-you-can-do/.
“How to Save Tropical Rainforests.” Mongabay.com, 17 Feb. 2016,
rainforests.mongabay.com/1001.htm.
Society, National Geographic. “Rainforest.” National Geographic Society, 11 May 2015,
www.nationalgeographic.org/encyclopedia/rain-forest/#:~:text=A%20rain%20forest%20is
%20simply.
“What Is a Rainforest?” Caltech.edu, 2019,
www.srl.caltech.edu/personnel/krubal/rainforest/Edit560s6/www/what.html.
Zakaria, Mohamed, et al. Fauna Diversity in Tropical Rainforest: Threats from Land-Use
Change. Www.intechopen.com, IntechOpen, 9 Nov. 2016,
www.intechopen.com/chapters/52735. Accessed 6 Oct. 2021.

Climate graph
Climate is the average temperature (measured in °C) and precipitation (measured in

mm), taken over 30 to 40 years. Climate influences the Biomes heavily in terms of their flora and
fauna. Climate graphs are prepared and used to see the pattern of temperature and precipitation
for a specific place over a year.
Climate is the average condition of atmospheric elements like temperature, precipitation,

humidity, pressure, cloud cover for a longer period over a large area whereas weather is
considered for a short period for a smaller area.
How to read Climate Graphs?
Climate graphs have two Y-axis indicating climate elements -temperature and rainfall and an
X-axis represent the time period in the months/years. The climate graph is studied by reading its
axis that indicates values of temperatures, rainfall represented for each month/year. The values
of the Y-axis are indicated by the line graph and bar graphs. The axis X indicates the months.
Climate graphs are prepared with average values of temperature and precipitation measured
and recorded daily/monthly/yearly. Some graphs show both the average daily high and low
temperatures for each month which includes two line graphs representing the average monthly
maximum temperature in red and the average monthly minimum temperature in blue.
Quick review - Fill in the blanks to complete the task.
1. The red line represents -------------------------measured in --------------.

2. The blue bars represent-------------------------measured in --------------
Uses of studying climate graphs:
● to illustrate the average temperature and rainfall experienced at a particular place over
the period.
● to compare the climate of different places and analyse the reasons responsible for the
change.
Constructing climate graphs:
Climate graphs are constructed using data collected by meteorologists. To construct a climate
graph, use the climate graph template and follow the steps below.
1. Select a data source. You can find climate data on the world climate websites
. 2. Transfer the temperature and rainfall data from your data source into the table at the base of
the climate graph.
3. Locate the wettest month and the months with the highest and lowest temperatures. Use this
information to add a suitable scale for both temperature and precipitation (rainfall). Place
temperature scale on the graph's left-hand axis and rainfall on the right-hand axis.
4. Plot the rainfall figures. Then colour the columns blue.
5. Plot the average maximum and minimum temperature data, making sure each dot is placed in
the centre of the month. Use a red pen or pencil to join the points plotted for the average
maximum temperature with a smooth, red curve. Use blue for the line joining the points marking
the lowest monthly temperature.
6. Add a heading that includes the name of the place being graphed and its latitude, longitude
and elevation.
________________________________XXX_________________________________
Activity -
a. Interpret each climate graph shown in Fig 1 and 2
● What represents by the X and Y-axis
● Months of highest and lowest temperatures and precipitation
b. Compare and contrast the two climate graphs Figures 1&2.
● State a similarity and difference between the temperature and precipitation
● calculate the difference
Figures 1 and 2 show two different climate graphs, one for an equatorial climate, which is where
the tropical rainforest biomes are found, and the other for a Climate graph for savanna
grasslands, which are found north and south of the tropical rainforests.
Figure 1. climate graph for a tropical rainforest
Figure 2 Climate graph for savanna grasslands in the northern hemisphere
a. Figure 1: The x axis represents the month of the year. The y axis on the left represents
the rainfall, and the y axis on the right represents the temperature. The lowest
temperature is in the month of January and the highest temperature is in the month of
september. The lowest precipitation is in the month of august and the highest
precipitation is in the month of march.
Figure 2: The x axis represents the month of the year. The y axis on the right represents
the rainfall, and the y axis on the left represents the temperature. The lowest temperature
is in the month of January and the highest temperature is in the month of august. The
lowest precipitation is in the month of november and the highest precipitation is in the
month of august.
b. We can see that the lowest temperature in both the climate graphs is in the month of
January. The major difference is that the month of august had the lowest precipitation in
graph one, but had the highest precipitation in graph 2. The difference between the
lowest temperatures in both the graphs is 25-15 = 10° C.
How can the city be viewed as a system?
It is evident that making urban areas more sustainable is a pressing concern for our society today but in
order to begin to understand ways in which this may be realized we first need to understand how cities
and urban areas can be viewed as a system
In his 1997 work Cities of are a Small Planet, Richard Rogers identified two major city types: the
unsustainable linear city and the sustainable circular city.
As you can see from the figure below, the linear system is seen as unsustainable whereas in the
cicrcular city system, the outputs are re-processed, therefore having less of an environmental impact and
making the city more sustainable.
When thinking about the sustainability of cities, it is important to consider their carbon
footprints. A carbon footprint is a measure of the impact our activities have on the environment. It
measures all the greenhouse gases produced in all our activities and then compares them to an
equivalent in units of carbon dioxide. While carbon dioxide (CO2) is a very important contributor to
anthropogenic global warming, it is not the only greenhouse gas. For example methane (CH4) causes
20-30 time sthe warming effect per unit mass, although there is much less methane in the atmosphere
than carbon dioxide. The world average carbon footprint is about 6 metric tonnes of carbon dioxide per
person per year.
What are the main problems urban areas face?
Urban areas face a multitude of problems. The nature of these depends largely on whether the
city is in a high or low income country. Although some environmental issues such as air pollution and
urban congestion affect most cities. These issues, combined with overcrowding and noise depletion of
green space, waste overburden, poor quality housing, social deprivation, crime and inequality are often
referred to as urban stress.
Urban congestion is broadly defined as demand for travel that exceeds the supply. This prevents
free movement of traffic and many governments have been forced to revisit their policies in the face of
growing demand for travel with a limited supply of services.
The rise in urban congestion can be attributed to rapid growth of cities in LEDCs, often without
thorough forward planning in terms of infrastructure and more affluent populations which leads to an
increase in vehicle ownership. In MEDCs, an increasing number of people live some distance from their
place of work which means they are forced to commute and many choose to do this by car.
MYP 4 - Integrated Humanities
Mock Examination - May 2021
General instructions: The following points are given for you to read and
understand before starting the exam.
● This paper is going to be for 80 marks with 7 question groups given.

● The marks and the criteria for each question are given in the brackets.
● Type the answers given in the space right underneath the question.
● You have 2 hours given for completing the exam.
● Do not leave any question unattempted as it is mandatory to attempt all the
questions and no choice is given for any of the questions.
● There are sources given and you are supposed to read through the sources
carefully and understand the question and answer in a relevant manner.
● Keep in mind the command terms that are in bold that determine your score
and the amount of time to be spent on each one of it.
● We have 4 criteria and each criterion carries 20 marks each.
Question 1: (Criterion A: 6 marks)
Question 1a: (Criterion A - 2 marks)

Shale gas extraction, also known as hydrofracking or fracking, is promoted by some as an
environmentally friendly form of energy. However, many do not agree.
Since resources are unevenly distributed around the world, reliance on resource extraction as a
source of growth and development can threaten a country’s sustainability and security. As our
population continues to grow, the resources we use and the way in which we use them needs to
be examined by using our scientific and technical knowledge.
Using your own knowledge and your MYP studies, outline how one Scientific and Technical
innovation helps people manage resources in a sustainable way.
Ans:
Question 1b: (Criterion A - 4 marks)
Using examples from your MYP studies describe how better resource management can lead to
sustainable development. In your response, you should focus on at least one of the following
factors is benefitted by better resource management:
● Social
● Economic
● Environmental
Hint: The Brundtland Commission’s report defined sustainable development as “development

which meets the needs of current generations without compromising the ability of future
generations to meet their own needs”.
Ans:
Question 2 (Criterion B : 20 marks)
Question 2a (Criterion B: 2 marks)
People are not distributed evenly all over the earth’s surface. Social, environmental and political
factors also play a role in the choice of where people live and hence we have different patterns in
the population change.
Imagine you are a research scholar who is asked to investigate the patterns in the population
change.
Now, formulate a clear and focused research question that would allow you to investigate the
statement of inquiry:
“The population of human societies changes due to a variety of processes that affect the
sustainability of the country’s development.”
Ans:
Question 2b: (Cri B: 2 marks)
With reference to the concept of choice, formulate one sub-question that will help you develop
your investigation.
Ans:
Question 2c: (Criterion B: 4 marks)
Justify the relevance of your research question to the given statement of inquiry on the patterns
of population change.
Ans:
Question 2d: (Crit B: 2 marks)
List two methods of primary data collection that you could use in your investigation.
Ans:
Question 2e: (Crit B: 2 marks)
List two methods of recording data that you could use in your investigation.
Ans:
Question 2f: Evaluate the research process and results (Crit B: 8 marks)
You agree to the fact that we are all stuck amidst this Covid - 19 pandemic situation and are
living in these unprecedented times which is like an inevitable predicament for us now.
Do you think such pandemics/epidemics are new to us?
Read the following lines to evaluate the research process on one such disease that has created
havoc in Sierra Leone in the past.
The Prime Minister of Sierra Leone is concerned about the negative economic impacts the
outbreaks of Ebola is having on the country. Imagine you are the economic advisor for Sierra
Leone. You have been asked by the country’s Prime Minister to investigate the impact of
receiving emergency aid from Australia to help combat the spread of disease.
Following is the investigation done by the economic advisor appointed by the Prime Minister of
Australia, She has submitted the following presentation to the Parliament of Australia, which is
given below for your reference. Use the presentation given below to evaluate the economic
advisor’s investigative process.
You must consider the investigative process rather than the economic advisor’s presentation
skills. In your response you should consider:
● The relevance of the sources used for the investigation on the given topic.
● How successful the investigation was according to you in terms of sending aid from
Australia to Sierra Leone?
The following is the presentation with the speaker's note to evaluate the process of investigation
submitted to the Parliament of Australia seeking aid to Sierra Leone.
Ans:
Question 3 (Criteria: A, C: 18 marks)

(Criterion A: 6 marks; Criterion C - C1: 4 marks, C2: 4 marks & C3: 4 marks)
Economists, geographers, historians and sociologists have been trying to understand how the
quality of life is different in different countries and how we can raise the standards of living in
some countries where basic needs are not being met.
The Millennium development goals (MDGs) modified into sustainable development goals (SDGs)
have made it as their prime agenda points to achieve this target.
The economic indicators like the HDI play a crucial role in assessing real development rather
than focusing only on the growth of the country.
Use the infographic given below to explain the methods applied to improve the standards of
living of people aligning their aim with the Sustainable development goals (SDGs).
Imagine you are appointed as the chief analyst by the UN to present a speech in the UN.
Your product should be in the form of speech script that must include:
● Differences between the concepts of growth and development, equity and equality
● Bringing changes through planning in infrastructure - educational opportunities, poverty
alleviation and improving health facilities for the better development of the nations.
Note: Make sure that you use formal language in a persuasive style to influence your audience
Ans:
Question 4: (Criterion D - 4marks)
Apply your critical thinking skills to discuss the given visual representations by referring to the
data given below, analyse at least three changes you identified between the population
pyramids for Sierra Leone in 2014 and 2050.
2014 2050
Ans:
Question 5: (Criterion D - 4 marks)
Compare and contrast the different perspectives given:
In the following lines the perspectives on peacekeeping discussed by the leaders of the powerful
nations soon after the World War - 1 while planning for the terms of the treaty of Versailles
deciding the fate of Germany is shown in Source A and Source B. In your response, you should
provide two similarities and two differences in their perspectives while you interpret the
perspectives .
Soon after the end of World War - 1 all the victorious powers wanted to establish the guilt of
Germany and her allies for starting the war. The peacemakers had to draw up a treaty to
stabilize the situation in post - war Germany and to support its new democracy. Their
perspectives are given in the following sources:
Source A:
Woodrow Wilson: I understand that the USA suffered less than the Europeans in the war. I also
understand that the other victorious powers want compensation and that France needs to feel
secure. However, I believe that punishing Germany too harshly would sow the seeds of future
conflict. I want to pursue and implement my ‘14 points’, as the basis for a lasting settlement. I
want Poland and a new state of Czechoslovakia to be strong neighbouring states on the border
of Germany. I also want to set up the League of Nations as the key organization to safeguard the
peace. I do support some ‘payment’ from Germany, but want limited reparations. ‘It must be a
peace without victory… Only a peace between equals can last.’
Source B:
Lloyd George: I want to make a fair settlement with Germany. I understand some of the French
objectives. My public at home is also keen to ‘make Germany pay!’, However, I also agree with
many of Wilson’s 14 points. My aim is to seriously limit the German navy; I support an
independent Poland as a ‘buffer state’ to German expansion. Like France, I want reparations,
and I also hope to take over some of Germany’s former colonies. I agree with the principle of
self-determination in certain cases. ‘ … Our terms may be severe … but at the same time they
can be … just(so) that the country on which they are imposed will feel in its heart that it has no
right to complain. But injustice … displayed in the hour of triumph will bever be forgotten or
forgiven.’
Ans:
Interpret the perspectives given in sources:
Conclude with your interpretation on the perspectives given:

Question 6: (Criterion D: 4 marks)
Source Analysis using the OPVL format
The following source hints about the prime reason for the failure of one of the supranational
organisations. Identify the organisation.
Imagine you are a historian researching the reasons for its failure.
Using the source given below analyse the value and the limitation of the source keeping in mind
the origin and the purpose of the given source to a historian.
Source: http://historyofpoliticalcartoons.weebly.com/world-war-i.html
Q. 6 a (Criterion D: 2 marks)
Analyse the value of the given source to a Historian studying the reasons for the failure of the
supranational organisation.
Ans:
Q. 6 b (Criterion D: 2 marks)
Analyse the limitations of the given source to a Historian studying the reasons for the failure of
the supranational organization.
Ans:
Question 7: (24 Marks)
(Criterion: A: 8 Marks, Criterion C - C1: 3 Marks, C2 - 3 Marks, C3: 2 Marks, Criterion D: 8

Marks)
Read the statement of inquiry given below and answer the question aptly from your own
knowledge or from your MYP studies:
SOI: Ideological differences, Mutual suspicions and mistrust amongst the nations may lead to
conflicts.
Discuss whether any group or community or nation can be justified in going to war
based on the ideological differences that existed between the leaders of different countries as is
given in the above SOI.
In your response you should:
● Provide examples from your MYP studies or your own knowledge by synthesizing your
knowledge with well supported arguments for the chosen conflict.
● Focus on one conflict that you have studied and use the relevant terminology in your
answer.
● Consider different perspectives and also discuss concepts, issues related to the SOI in
your answer.
● Write an essay incorporating the above said points. Strictly adhere to the format of an
essay not exceeding 800 to 1200 word limit.
Ans:
MYP - 5 December 2021 - Integrated Humanities
Blueprint of the MYP - 5 Mocks question paper - (80 marks)

Question Criteria Command term Marks
Question 1 A Identify 1m
Question 2 a A Identify 1m
Question 2 b A Explain 4 m
Question 3 a B Formulate Research

2m
question (RQ)
Question 3 b B Justify the RQ with

4m
SOI
Question 3 C B List method of data

2m
collection
Question 3 d
B Outline the data
2m
required
Question 3 e B Outline your choice

2m
with reason
Question 4 B Evaluate the

8m
research process and
results - Evaluation
should include
strengths and
limitations followed
by suggestions
Question 5 A & C Explain the ideas and

18 m
thoughts clearly in
the given format
through descriptions
and examples using
relevant terminology
Question 6 D Analyse - Source

6m
analysis in the OPVL
format
Question 7 D Justifying your
6m
argument with reason
Question8 A, C, DExplainthe ideasand

24m
thoughtsclearly in
thegivenformat
throughdescriptions
andexamplesusing
relevantterminology.
Identify and interpret
the different
perspectives.

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Short Term Wants Long Term Wants

Free goods are things we desire but are not limited.

Water Diamond Paradox

The Factors of Production

3)For whom should you produce?

Capitalist Socialist Mixed

Microeconomics and Macroeconomics:

Price Quantity Demanded

Demand Curve And Supply Curve

Economic development : Increase in standards of living

Subsidiaries found in poor countries like Bangladesh :

Inequality diagram or lorenz curve

A graph on which the cumulative percentage of total national income is plotted

Density of population shows the number of people living in a certain area; it is

A composite indicator is formed when individual indicators are compiled into a

HDI - Human Development Index

Multidimensional Poverty Index

Gender Inequality Index

Characteristics of a developing economy :

Vicious cycle of poverty : This is a phenomenon used often by economic scientists.

What do you mean by spillover effect?

1. Locate the source relevant to your research.

2. Organize information in the specified format.

3. Analyse the given information using the OPVL analysis.

Source analysis for Per Capita Consumption in Asia:

Source analysis for Gross Domestic Product in Asia:

Origin Purpose Value Limitations

4. Evaluate the weaknesses of the source.

Information from toppr Information from Bitanicca

6. Ethical use of information from various sources and media.

ATL skill - Information literacy and Media literacy skill

2) Record information - Tables, graphs, reports

Different economic There are 8 famous growth and development indicators in

3) Verify the information - Source evaluation, asking questions

Source analysis for Per Capita Consumption in Asia:

Source analysis for Gross Domestic Product in Asia:

Origin Purpose Value Limitations

4) Process the information and report the results

Information from toppr Information from Bitanicca

Unit 2: Peace and Conflict

Why do nations go to war and why is peacekeeping difficult?

What I Know? What I want to What I Have How do I learn

Key factors What were the

Terminology of this unit:

Nationalism Nationalism is identification of one's nation and support for its

Militarism This is a common belief in developed countries that countries

Propaganda Propaganda refers to biased or generally misleading

Espionage The practice of spying on others typically by governments to

Convoy A group of automobiles such as cars and boats travelling in a

Armistice This term refers to the agreement made by opposite sides of

Reparation The action of making amends or changes to correct the wrong

Triple Alliance The Triple Alliance was an agreement between Germany,

Triple Entente Triple Entente refers to the informal agreement of peace

Franz Ferdinand Archduke Franz Ferdinand Carl Ludwig Joseph Maria of

Leagues of The League of Nations was an international organization,

Why was there an expansion of empires in the nineteenth century?

Ethnocentric: Imperial nations or their citizens wanted to explore unknown