Chapter 1
Suggested teaching approaches and answers
Activity
1.01
1.02
1.03
1.04
1.05
1.06
1.07
1.08 and
1.09
1.10
1.11
Suggested teaching approach and answers to activities
Have a glass of water (half full) on the desk in front of you to elicit responses for this activity. Ask students to tell you whether they
think the glass is half full or half empty. There will probably be a mixture of responses and both perspectives are correct.
Encourage discussion about who is in the limousine – a fun way of exploring different perspectives as everyone will think of
someone different. You could extend this by asking students why they think the way they do.
As a class, ask students to shut their eyes at the same time.
Split the class into three groups and give each group one word. Their definition must not be more than ten words long.
Have the words on small cards. Students work in pairs or groups to make their own diamond nine. It does not matter what order they
are put in; the learning point is that different people have different priorities, but no order is correct or incorrect.
Read the speech bubbles aloud (you can adapt and miss out some of the clue words such as ‘globally’ in the first bubble). After
reading each one, ask for volunteers to suggest whether the perspective is local, national or global.
The text can be split into two so that one of the pairs reads the first part and the other reads the second. Both identify issues and
perspectives in their part and then share. Ask students to draw the table into their exercise books. Ask them not to look at the
suggested answer unless they really have to once they have had a go at completing the table themselves.
Brainstorm with the whole class types of information that are available, for example, facts, opinions, stories, pictures, news articles,
research reports, et cetera.
Question suggestions:
How many people are there in the world?
Where are the most populated countries?
What is already being done to control population growth and where?
Why is there a need to control population growth?
What do others think about controlling population growth?
What are the consequences of increased population growth?
Students will need to use computers with Internet access to do this. They can work in pairs or groups if not enough computers are
available. It could also be a prediction activity if computers are not available. You can guide students with the wording of their
questions for the Individual Report.
Students will need to find out how much food is wasted and what happens to it. Perhaps they could try to find out what other
countries/cultures feel about food waste and how they deal with food waste (what solutions are already in place and what action is
taken elsewhere).
© Cambridge University Press 2016
1.12
1.13
1.14
1.15
This might be used as a homework activity with discussion about the order at the start of the next lesson.
Suggested order: i, a, h, c, e, d, g, b, f.
You can do the same activity with any text. You might also discuss other causes of the issue, and ask students to consider which
cause is the most significant/has the most impact and why. Ask students not to look at the suggested answers until they have
answered the questions first.
Ask students not to look at the discussion point before attempting to answer the questions themselves first. Class discussion might
focus on which of the causes might be the most significant/have the most impact and why. This is quite demanding, but it is
something that students should get used to doing as they will need to compare causes and/or consequences in their Individual
Report to get the higher levels.
Suggested completion of form.
Title of
Rapid population growth brings its challenges
source:
Author:
Greeta Birds
Reference
:
Date
accessed:
Issue(s)
Population
growth
Increased
population
in cities
© Cambridge University Press 2016
Birds, G. (an example article), [Online], https://areallygoodnewspaper.com
25/11/2015
Cause(s) of
issue
Developing
countries –
improvement
in health care,
people live
longer,
reduction in
the number of
children dying
Better
employment
prospects
Consequence(s)
Supporting evidence
Further research to do
77 million people per year
increase
United Nations (UN)
Still growing at this rate?
Guardian (newspaper)
Check 8 million with another source
8 million people by 2025
Mission for Population
Control (India)
Environmental consequences
Hospitals and schools can’t
cope
None – find
Just India or global? Other case
studies needed
How are other services coping?
Ageing
population
Better health
care
Issues – employment,
pensions, long-term health
care
1999, 10% of global
population over 60 years
old (UN)
More information about
causes/consequences
Rising to 2 billion in 2025
(UN)
Form for analysing source material: Completed analysis
1.16
1.17
1.18
1.19 and
1.20
1.21
You might do this as a class activity and ask for other questions as well as the ones that are already there or ask students to work in
pairs to come up with other questions before they do research and write their own notes and question.
You could provide students with a clip for them to complete their thinking chart about, or ask students for their clips and choose one
or two of them from a specific topic so that as a class you can discuss notes and questions.
Ask students to list the items for identification (a–h) in their exercise books. They should try to complete these from the text before
looking at the answers that come later.
There needs to be an introduction outlining the question and the issues to be analysed. There also needs to be a section on the
global perspective. More causes need analysing and perhaps a comparison of causes and consequences, as well as consideration
of which cause has the most impact/makes the situation worse, and which consequence is the most serious and why. Courses of
action need further explanation and development. The source of evidence given is evaluated a little but there could be further
explanation as to why the source is ‘trustworthy’. Further sources of evidence need including and evaluating. A conclusion needs
adding that tries to answer the question. A personal perspective needs adding that has considered the evidence and reasoning
presented. There are only 404 words here so another 1500 are needed for the Individual Report to be complete. Refer students to
the assessment criteria for Component 2 – Individual Research.
Answers are likely to be different here and you should appreciate students’ own interpretation and ideas.
You might want to ask students what they think the Team Project involves them doing. Even though they are probably not doing it
just yet, it is a good idea to start them thinking about it, making notes so that there are no doubts when they come to actually do their
Team Project. The focus of the activity is that students know how to plan and there is more about the Team Project in other sections
of the Coursebook (Chapter 4: Collaboration and Chapter 5: Communication). You might want to come back to this activity once
students start on their Team Projects.
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1.22 and
1.23
Students now start to think about planning for their Individual Report. Again, they will probably not be doing it just yet. The idea is
that they evaluate their way of planning. You can do this as a class and put ‘strengths’ and ‘areas for improvement’ on the board and
create a list. Alternatively, you might just want to point out strengths at this stage. This is an activity you might come back to once
students start on their Individual Reports.
1.24
You might write questions on the board and ask students to spot the types of question as there will generally be more ‘what?’,
‘when?’ and ‘where?’ questions than ‘why?’ questions. Try to elicit that ‘what?’, ‘where?’ and ‘when?’ ask for a descriptive response,
whereas ‘why?’ asks for more of an evaluative/critical thinking type response.
Answers:
Qu. 1. Any two from the following: can reduce poverty; pays for food; pays for accommodation; gives people a sense of pride; makes
people feel that they can provide for their family.
Qu. 2. The focus here is on the explanation/reasoning so something along the lines of: The most important reason is that people can
pay for somewhere to live as this helps the family in other ways. People can always gain food from other means – family and friends
etc. Without somewhere to live (an address) it’s difficult to get a job in the first place, so all the benefits of having a job are
unattainable.
Can be done as a homework activity and responses peer assessed in the next lesson.
Answers:
1. e
2. d
3. g
4. c
5. i
6. f
7. a
8. h
9. b
There might be some discussion about the difference between an opinion and a value judgement. This is covered in Section 2.06
Statements of argument, and you can refer students to the glossary for a definition of both.
Students should complete the activity before looking at the answers within the discussion point.
Answers are likely to be different here and you should appreciate students’ own interpretation and idea
1.25
1.26
1.27
1.28 and
1.29
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1.30
1.31 and
1.32
1.33
1.34
1.35
1.36
1.37
The issues are considered from a global perspective, even though an example of Hurricane Katrina is given at the start of the article.
One of the issues is the impact that extreme weather conditions have on communities. One of the reasons given for communities
changing is climate change. One consequence is the loss of jobs and homes as the land people live and work on dries up owing to
drought.
Answers are likely to be different here and you should appreciate students’ own interpretation and ideas.
Question 2 is the best question as it is focused and allows for the consideration of different perspectives. Questions 1 and 3 are
broad and are actually the same question, which allows for a descriptive rather than an analytical response.
Guide students back to Activity 1.23 to help with this activity if need be.
a. Is climate change responsible for changing communities globally?
b. Global, national, local.
c. Scientists, politicians, etc.
d. Climate change and how it is changing communities.
e. Whether climate change is responsible for changing communities globally.
f. Use the Internet to find out global and national perspectives.
g. Make notes.
h. I will need to do further research to fill in any gaps.
Answers are likely to be different here and you should appreciate students’ own interpretation and ideas.
a. Personal
b. Global
c. Local
d. Personal
e. National (could also be local)
f. Global
For the first question, advise candidates to look at the command word, which is ‘identify’ in this case and simply requires students to
write down two reasons why people work from the text. They should write only two and do not need to explain them as there are only
2 marks.
They can write any two from the following: money, love job, achieve something, like social contact, contributing to society, motivation.
The second question asks students to ‘explain’ so marks will be given for the quality of the reasoning as below:
3 marks – Clearly reasoned explanation linked to a reason with at least one developed point.
2 marks – Some explanation with at least two undeveloped points.
1 mark – Limited explanation. Explanation is not explicitly linked to a reason.
© Cambridge University Press 2016
1.38–
1.40
1.41
Answers are likely to be different here and you should appreciate students’ own interpretation and ideas.
1.42
Answers are likely to be different here and you should appreciate students’ own interpretation and ideas.
1.43
Advise students that they are often looking for issues, causes and consequences of issues, course(s) of action/solutions/ways of
improving the situation and perspectives (global, national, local) including viewpoints within these.
Answers are likely to be different here and you should appreciate students’ own interpretation and ideas.
1.44 and
1.45
1.46
Some suggestions are:
Why do some countries have better transport systems than others?
How might land-locked countries be at a disadvantage?
Why are transport links between countries important?
Why do countries maintain transport links between each other and when might they close them?
Answers:
Qu. 1. There is a reduction in the number of cars entering Lyon city centre since 2005 – for 1 mark.
Qu. 2. Any two answers for 2 marks: bicycle sharing scheme, more city-centre streets closed to cars, more public transport, main
roads replaced by cycle paths.
Qu. 3. Marks are for explanation as below:
3 marks – Clearly reasoned explanation linked to a consequence with at least one developed point.
2 marks – Some explanation with at least two undeveloped points.
1 mark – Limited explanation. Explanation is not explicitly linked to a consequence.
Qu. 4. Some of the likely content of answers might be:
• Effective:
There is some evidence – opinions, value judgements.
The evidence given might be mostly relevant and used to inform the argument.
The evidence might be related clearly to the argument.
The evidence will come from those that might benefit.
• Not effective:
There might be only a limited number of responses.
There is unlikely to be clear, specific numerical evidence.
There is too much reliance on opinion.
The evidence might take a long time to gather and analyse.
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Marks might be awarded as below:
3 marks – Clearly reasoned evaluation of the effectiveness of the method; at least two developed points that are clearly linked to the
issue.
2 marks – Some reasonable evaluation of the effectiveness of the method; usually at least one developed point linked to the issue.
1 mark – Limited evaluation of the effectiveness of the method; usually only one or two undeveloped points and may not be explicitly
linked to the issue.
1.47
Encourage students to use the checklist given when answering the question. You should also give them a copy of the mark scheme.
This question carries a total of 25 marks and you should guide students to peer and self-assess before you mark the work.
It is good practice to give feedback according to the mark scheme given.
Mark scheme (written by the author)
Very good response (20–25 marks)
The reasoning is clear and well supported.
Different perspectives are clearly considered.
There is evidence to support the perspectives and views presented.
There are at least four developed points.
The response is well structured.
Good response (15–19 marks)
The reasoning is mostly well supported.
Different perspectives are in evidence.
There is evidence to support the perspectives and/or views presented.
There are at least three developed points.
The response is mostly well structured.
Reasonable response (10–14 marks)
There is some supported reasoning.
Some different perspectives are included.
There is some evidence to support the perspectives and/or views presented.
There are at least two developed points.
The response has some structure.
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Basic response (5–9 marks)
There is some basic reasoning.
At least one perspective may be included.
The response includes mostly assertion rather than evidence.
There is at least one developed point.
The response lacks structure
Limited response (1–4 marks)
There is limited reasoning.
There is a lack of perspectives.
There is a lack of evidence.
There is a lack of structure.
The response may paraphrase source material only.
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