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  1. According to the syllabus these are the topics you could study. Choose TWO. I'll study topic 1 and topic 2. Topic 1: Causes, practices and effects of wars War was a major feature of the 20th century. In this topic the different types of war should be identified, and the causes, practices and effects of these conflicts should be studied. Major themes Different types and nature of 20th century warfare • Civil • Guerrilla • Limited war, total war Origins and causes of wars • Long-term, short-term and immediate causes • Economic, ideological, political, religious causes Nature of 20th century wars • Technological developments, tactics and strategies, air, land and sea • Home front: economic and social impact (including changes in the role and status of women) • Resistance and revolutionary movements Effects and results of wars • Peace settlements and wars ending without treaties • Attempts at collective security pre- and post-Second World War • Political repercussions and territorial changes • Post-war economic problems Material for detailed study • First World War (1914‑8) • Second World War (1939‑45) • Africa: Algerian War (1954‑62), Nigerian Civil War (1967‑70) • Americas: Falklands/Malvinas war (1982), Nicaraguan Revolution (1976‑9) • Asia and Oceania: Indo-Pakistan wars (1947‑9, 1965, 1971), Chinese Civil War (1927‑37 and 1946‑9) • Europe and Middle East: Spanish Civil War (1936‑9), Iran–Iraq war (1980‑88), Gulf War (1991) Topic 2: Democratic states—challenges and responses The 20th century witnessed the establishment, survival, destruction and re-emergence of democratic states. Democratic systems faced threats to their existence from internal and external sources. In some cases the system coped successfully, in other cases the pressures proved difficult to withstand. The performance of democratic states in relation to such pressures—economic, political and social—form the basis for this topic. Major themes Nature and structure of democratic (multiparty) states • Constitutions (written and unwritten) • Electoral systems, proportional representation, coalition governments • Role of political parties: role of an opposition • Role of pressure (interest/lobby) groups Economic and social policies • Employment • Gender • Health, education • Social welfare Political, social and economic challenges • Political extremism • Ethnicity, religion, gender • Movements for the attainment of civil rights • Inequitable distribution of wealth/resources Material for detailed study • Africa: South Africa 1991‑2000, Mandela; Nigeria 1961‑6 • Americas: Argentina 1983‑95, Alfonsin and Menem; Canada 1968‑84, Trudeau; United States 1953‑73, Eisenhower, Kennedy, Johnson, Nixon • Asia and Oceania: India 1947‑64, Nehru; Japan 1945‑52, post-war reconstruction; Australia 1965‑75 • Europe and Middle East: France 1958‑69, de Gaulle; Great Britain and Northern Ireland 1967‑90; Weimar Germany 1919‑33 Topic 3: Origins and development of authoritarian and single-party states The 20th century produced many authoritarian and single-party states. The origins, ideology, form of government, organization, nature and impact of these regimes should be studied. Major themes Origins and nature of authoritarian and single-party states • Conditions that produced authoritarian and single-party states • Emergence of leaders: aims, ideology, support • Totalitarianism: the aim and the extent to which it was achieved Establishment of authoritarian and single party states • Methods: force, legal • Form of government, (left- and right-wing) ideology • Nature, extent and treatment of opposition Domestic policies and impact • Structure and organization of government and administration • Political, economic, social and religious policies • Role of education, the arts, the media, propaganda • Status of women, treatment of religious groups and minorities Material for detailed study • Africa: Kenya—Kenyatta; Tanzania—Nyerere • Americas: Argentina—Perón; Cuba—Castro • Asia and Oceania: China—Mao; Indonesia—Sukarno • Europe and the Middle East: Germany—Hitler; USSR—Stalin; Egypt—Nasser Topic 4: Nationalist and independence movements in Africa and Asia and post‑1945 Central and Eastern European states An important development of the 20th century, especially in the post-Second World War period, was the decline of imperial rule and the emergence of new states. This topic covers decolonization in Africa and Asia. It also covers the break-up of Soviet control in Eastern Europe, as well as the emergence of new states elsewhere in Europe. Emphasis should be placed on the origins and development of the nationalist and independence movements, the formation of post-colonial governments/new states, the problems facing new governments (both internal and external pressures) and attempts to solve them. Please note that students will not be asked to compare and contrast the nationalist and independence movements in Africa and Asia with the new states in Europe post‑1945. Major themes Origins and rise of nationalist/ independence movements in Africa and Asia • Anti-colonialism (opposition to Belgian, British, Dutch, French and Portuguese colonial rule) • Nationalism, political ideology, religion • Impact of the two world wars and the Cold War • Other factors fostering growth of nationalist and independence movements Methods of achieving independence in Africa and Asia • Armed struggle • Non-violent movements, elite and mass movements • Role and importance of leaders of nationalist/independence movements • Political organization Challenges to Soviet or centralized control in Central and Eastern Europe and the Balkans • Origins and growth of movements challenging Soviet or centralized control • Role and importance of leaders, organizations and institutions • Methods of achieving independence from Soviet or centralized control Formation of, and challenges to, post-colonial governments/new states • Colonial legacy, neo-colonialism and Cold War • Conflict with neighbours • Lack of political experience • Economic issues • Social, religious and cultural issues • Ethnic, racial and separatist movements Material for detailed study Nationalist and independence movements in Africa and Asia • Movements: Africa—Algeria, Angola, Belgian Congo/Zaire, Ghana, Rhodesia/Zimbabwe; Asia—India and Pakistan, Indochina • Leaders: Ben Bella (Algeria), Ho Chi Minh (Vietnam), Jinnah (Pakistan), Gandhi (India), Mugabe (Zimbabwe), Nkrumah (Ghana) Post-1945 nationalist and independence movements in Central and Eastern Europe • Movements: Czechoslovakia, Hungary, Poland, Yugoslavia and its dissolution and successor states • Leaders: Walesa (Poland), Havel (Czechoslovakia) Topic 5: The Cold War This topic addresses East–West relations from 1945. It aims to promote an international perspective and understanding of the origins, course and effects of the Cold War—a conflict that dominated global affairs from the end of the Second World War to the early 1990s. It includes superpower rivalry and events in all areas affected by Cold War politics such as spheres of interest, wars (proxy), alliances and interference in developing countries. Major themes Origins of the Cold War • Ideological differences • Mutual suspicion and fear • From wartime allies to post-war enemies Nature of the Cold War • Ideological opposition • Superpowers and spheres of influence • Alliances and diplomacy in the Cold War Development and impact of the Cold War • Global spread of the Cold War from its European origins • Cold War policies of containment, brinkmanship, peaceful coexistence, détente • Role of the United Nations and the Non-Aligned Movement • Role and significance of leaders • Arms race, proliferation and limitation • Social, cultural and economic impact End of the Cold War • Break-up of Soviet Union: internal problems and external pressures • Breakdown of Soviet control over Central and Eastern Europe Material for detailed study • Wartime conferences: Yalta and Potsdam • US policies and developments in Europe: Truman Doctrine, Marshall Plan, NATO • Soviet policies, Sovietization of Eastern and Central Europe, COMECON, Warsaw Pact • Sino–Soviet relations • US–Chinese relations • Germany (especially Berlin (1945‑61)), Congo (1960‑64), Afghanistan (1979‑88), Korea, Cuba, Vietnam, Middle East • Castro, Gorbachev, Kennedy, Mao, Reagan, Stalin, Truman
  2. marauder7

    Resources on Mao

    China and Mao Manchu= last Chinese dynasty Dr. Sun= 1st governor in China Kuo Min Tang= the nationalist party in the Chinese revolution. Leaders were middle class Kung Ch’an Tang= Communist party People’s Daily= a newspaper, control of the media Mao used. The Great Leap Forward= Mao’s 2nd Five Year Plan in it there was a land reform and an intensive production. It caused famine and Mao lost power. Cultural Revolution= Mao’s attempt to regain power, personality cult. Little Red Book= A book that contained Mao’s quotations and every citizen should carry a copy during the Cultural Revolution in China.
  3. The girl (the one who has braces) did say that IB is rigorous.. Yes, but the IB picture that the video presents is still not accurate. And about the EE, it IS a good preparation. But I doubt that IB students are actually excited about it. And if someone is excited, then he/she is a minority.
  4. I started learning English in kindergarden when I was about 4. It was a very natural process, and I never had to actually study. In primary school I took half of the day in English (about 3 hours) and half in Spanish. From 1st grade till about 4th grade I had a weekly spelling and vocabulary test (10 words per week). Then when I was in 2nd grade I started reading Harry Potter. Afterwards I've read a ton of books in English. In junior high I started analyzing novels (not in the depth of the IB course, though) and writing essays. I had a great teacher in 9th grade who taught us how to write good essays with sophisticated vocabulary. I also learned a lot by watching TV Now I am taking English A2 I also speak German (it isn't as good as my English) because I lived a year in Germany.
  5. The Math Studies IA is a project that you will do using mathematics that you learned during the IB course. Don't worry very much if your teacher hasn't mentioned it yet. My teacher mentioned it in March from last year... I started my IA a week before it was due. Take your time to choose what are you going to do your IA on. This is hard, because you have to make sure you use complex math. I did my project about Angry Birds. My objective was to find the angle with which a bird should be thrown in order to kill a certain pig. My teacher won't tell me my grade, but he says it was good. More detailed info can be found in this link (page 41) http://www.education.umd.edu/MathEd/conference/vbook/math.sl.06.pdf This link is also helpful http://www.cic-caracas.org/vanas/vanascontent/handouts/davis2.pdf This link talks about possible topics http://www.thestudentroom.co.uk/showthread.php?t=644184 I hope this helped!!
  6. I found this video on YouTube: I am the kind of person that complains about IB, but at the same time defends it when someone ( a non-IB person) criticizes the program. At this point of my life I am not sure how I feel about this video... But I am sure of one thing: "I am excited about my EE" <--- Really? come on!! :/ And the background music pfffffff What are your opinions?
  7. Say something like "It was an honor to accept an offer of admission from X University. (say some good things about the university). Unfortunately, I will not be able to attend to X University (say your reasons, they may not be 100% true)." And thank them again for being admitted.
  8. Your words were truly inspirational!! We have done a LOT of work, and we "just" have our exams left. One part of me wants May 18 (the day of my last exam) to come as fast as possible. Another part of me is sad because High School is almost over. We have just one week of classes left. Then I will miss my friends, IB jokes.... and even my teachers. It is nice to know that many people around the world feel the same way I do
  9. I have two literature classes: Spanish A1 and English A2. I believe that the syllabus changed this year, however there must be some similarities. Spanish: We read the texts in class (and some for homework) and discuss them (themes, symbols, literary devices, etc). It is always useful to take notes. English (I think my English teacher is better): We read the books for homework, but little by little. For example, the teacher assigns us to read the first chapter of a book (she usually gives us two days to do this). Then we discuss the chapter in class. She explains the literary devices found in the texts. We read two plays (The Crucible and Hamlet) in class and it took about a month to read each. After reading a book and having the exam, we watch the movie in class. As we are reading a book, our teacher assigns us essays to write. These were practices for Paper 2 and the Oral Commentary. For Paper 1 and the Oral Commentary our teacher explained us how to structure them. Here in IB survival are guidelines similar to what my teacher said. Read them they are very careful. Do you have any more questions?
  10. I agree. Why don't you make notes on possible answers for each one of the command terms? They are not that many (10-15) and it will be definetly a good preparation for the exam.
  11. "The Outsiders" "That was then, this is now" both by S.E. Hinton. Why don't you google 'Buildungsroman' and check the novels that fall into that category? Wikipedia may be a good start
  12. marauder7

    Paper 1:Time

    Hey! As you know we have 1 hour to answer the 4 questions in paper 1 (or 5, it depends how you see it). I am slow when writing exams. When I had mock exams, I barely had time to finish Paper 1. I didn't answer the last question with enough depth and I had 4/8 marks in that question. What is your advice for time management in paper 1? How much time should be dedicated to each question?
  13. This seems like a good idea. It takes a lot of discipline, though. When studying I turn off all the electronic devices and set goals. (for example by 19.00 I should be done with X). The problem is that sometimes I still get distracted and end up staring at the celing ad thinking. Do you have any advise for this?
  14. mmmmmmmmmmmmmm that is a hard question. The "correct" thing to say would be that I would help my friend. But, thinking realistically probably I wouldn't. I am a girl and have absolutely no fighting skills. So I don't think I would help much if I got involved anyway. I think I would probably try to get helped. However, if something happened to my friend I would feel terribly guilty, selfish and weak.
  15. Do you know anyone from the other school? It would be great for you if you could talk to a student about their experience. And also how much do you care about your IB score? If you don't care that much then It'll be ok if you stay at your old school. You must research if that other school has the same subjects that you take. There is a girl that changed to my school from another school and she adapted pretty well. So I think it could also work for you.
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