IBDP Geography -Unit 5: 2. Changing identities and cultures HL Paper 3

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Question

Using examples, explain the relationship between transport innovation and reduced friction of distance.[10]

“Every country will eventually lose its distinctive national identity as a result of global interactions.” Discuss this statement.[15]

▶️Answer/Explanation

Markscheme

Friction of distance is the barrier to the exchange of goods, services, ideas created by slow/limited/expensive transport. Over time, increased connectivity through transport has reduced friction of distance (changing our perception of time/space barriers).

Candidates may explore the relationship through the use of a timeline, and perhaps a diagram, showing how transport times have fallen as a result of successive transport “revolutions” (bicycle, boat, car train, ’plane, etc). Also credit accompanying technologies eg refrigeration for perishables and intermodal transport. Candidates may be familiar with the associated geographical concept of time–space convergence (in other words, we perceive that we inhabit a “shrinking world” as distant places “feel” nearer). Done well, this could be sufficient for the higher mark bands.

A different approach might be to look at more detailed case studies of particular technologies and their application (eg the speed with which flowers from Kenya are flown to Europe; or the speed with which containers can bring manufactured goods from EPZs in China to the USA). This approach is sufficient for band D even if the “relationship” is not particularly clear.

Finally, the subject guide specifies that candidates should have studied speed and capacity changes for two types of transport network. They might draw on this as part of their answer. However, they should be careful to focus on the reduced friction of
distance as the network is modernized, or extended into areas that were previously “switched off” (and thus took a longer time to reach).

Credit may be given for some discussion of the role that telecom networks play in transporting data and information, “eradicating” the friction of distance altogether.

Band C answers are likely to describe some specific details of transport history, but with little/no development of “friction of distance” (besides saying it has lessened).

At band D, expect either a clearer explanation of the changing relationship over time (may use the concept of time–space convergence) or effective use of detailed examples to explain how transport connects distant places together with reduced
travel time.

For band E, expect both.

Credit all content in line with the markbands. Credit unexpected approaches wherever relevant.

The focus should be national (or group) identity although credit can be given for groups within a nation eg Amish (USA), Welsh (UK), tribes (Amazon). Discussion of a diaspora’s “national” identity (eg the identity of the Chinese in USA) may also be credited. Expect candidates to take a range of approaches and to hold a range of views about what factors or processes make a place distinctive/less distinctive.

Possible themes for discussion in agreement with the statement:

a range of issues can be discussed pertaining to cultural dilution/cultural imperialism/immigration/multiculturalism [Guide 5]. Different cultural traits may be discussed eg language, diet, music, religion, etc
evidence may be cited in support of the proposition that increasing cultural homogeneity is unavoidable/irreversible, for instance international migration or the spread of branded commodities [Guide 5] or the homogenization of urban/cultural landscapes [Guide 4]
sovereign states risk losing political autonomy due to their membership of MGOs (especially the case for the EU) or in relation to wealth/leverage of TNCs [Guide 6], influence of IMF/World Bank [Guide 3].

Possible themes for discussion in disagreement with the statement:

many countries have experienced a resurgence in nationalism/regionalism [Guide 6], for instance as evidenced by programmes of nationalization (Bolivia) or attempts to limit the dominance of English (in France’s case)
there are instances of states or societies opting out of globalization/isolationism (eg, China’s stance on internet access; North Korea or until recently Myanmar; Amish communities in USA) [Guide 7]
glocalized/hybrid outcomes can still be highly distinctive or unique [Guide 7].

A more critical, thoughtful or nuanced response might take the view that:

national identity has many aspects, not all of which are threatened, eg, by MGO membership [Guide 6]
other foci for identity may be becoming more important than national identity for many people, eg, diaspora identity.

At band C, some impacts on national/group identity/culture should be described and linked with global interactions such as migration, information flow etc.

Band D should either provide a wider and more balanced discussion of the statement or offer a more critical discussion of what is meant by “distinctive national identity”.

At band E, expect both.

Examiners report

“Friction of distance” and transport innovation appears to be a well-understood and well-learned area of the curriculum. Even the weakest candidates were able to provide a short descriptive account of different modes of transport improving over time (in terms of the reduced time taken to move people or goods between locations). Many had learned the topic in advance in some depth, with accompanying locational details and data. This was not, however, always sufficient to reach the highest markband available. Some conceptual sophistication was also expected, such as clear, well-explained linkages with the concept of time–space convergence (or time–space compression). Alternatively, greater geographical knowledge was expected of how, in context, the friction of distance has lessened for specific global flows, such as commodity movements, thereby linking specific locales (such as the flower farms sited around Lake Naivasha, Kenya and the flower markets near Old Street, London, England). In contrast, band C answers often provided greater detail of, say, the technical specifications of jet engines, yet went on to merely assert that this allows “people” to “move around the world quicker”.

Many candidates performed a synthesis of the following topics: the influence of the McDonald’s corporation, national membership of trade blocs (especially the EU), the spread of English at the expense of native languages, the erosion of national traditions as a result of indigenous peoples’ contact with tourists, the dissemination of music and film through the internet, the growing homogenization of world cities, the prosperity of diaspora populations, and the resurgence of nationalism as a reaction to globalization (some candidates showed good contemporary knowledge of political movements in the EU). Arranged in a way that provided both support for, and rejection of, the statement, this was usually sufficient for band D. However, the sophistication with which these complex ideas were handled usually left a lot to be desired in work around the C/D boundary (see comments below on how performance could be improved in the future).

Question

Using examples, distinguish between local adoption and local adaptation of globalized cultural traits.[10]

“International migration is the main cause of local opposition to global interactions.” Discuss this statement.[15]

▶️Answer/Explanation

Markscheme

Using examples, distinguish between local adoption and local adaptation of globalized cultural traits.

A cultural trait is an aspect of culture (way of life/social norms/structure of feeling/habitus). For example, language, diet, clothing, custom, religion. Allow a broad interpretation, such as the adoption of a branded commodity as part of “everyday life” eg McDonaldization / spread of Big Mac.

• Adoption of a trait can take the form of cultural imperialism (where one culture imposes its culture on another eg spread of English and Christianity under British Empire). Some commodities/brands are not sensitive to local conditions and are rolled out in a homogenous way across territories eg Lego.
• Adaptation involves the globalization of culture/commodities, resulting in a hybrid or fusion of local and global. There are many different variants of spoken French or Spanish around the world; localized expressions of the major faiths are found in each continent; food and music fusions are abundant.

Good answers may apply (AO2) a wider range of knowledge and understanding (AO1) in a well-structured way (AO4). One approach might be to distinguish the terms well, either through use of language or by drawing on more explicit contrasts, perhaps linked explicitly to different kinds of TNC (entertainment or oil, for instance). Another approach might be to comment on how the line may sometimes be blurred between adoption and adaptation, thereby challenging the assumption that it is easy to distinguish. While four billion people have adopted some form of English, on closer inspection there are distinct local adaptions such as “Singlish”. While some may see diversity in adapted McDonald’s menus around the world, skeptics might argue this adaptation is superficial and at heart a uniform product has been adopted.

Do not over-credit explanation of why globalization occurs / is necessary, as this is not asked for. Also, do not credit discussion of the costs and benefits of these processes of change.

Adaptation (globalization) is an aspect of the adoption process (globalization). This means that weaker candidates may have difficulty separating the two. Responses should be marked positively wherever possible if they are well structured and make good use of examples and terminology.

For band C (4–6 marks), expect either some correct but weakly evidenced outlining of both adaptation and adoption or one of these processes outlined well.

For band D (7–8 marks), expect a structured, evidenced analysis of
• either a wider range of examples (perhaps linked to different cultural traits, contexts or sectors of commerce/industry)
• or the distinction between adoption and adaptation (perhaps recognizing the overlap between the two terms).

For band E (9–10 marks), expect both band D traits.

Credit all content in line with the markbands. Credit unexpected approaches wherever relevant.

The focus is on local opposition movements. The question suggests that multiple flows/interactions should be addressed, not just migration. International migration may be legal (EU), sometimes illegal (US–Mexico; North Africa–EU); it may involve skilled elites (sports/creative/skilled/professional) or the semi-skilled and low-skilled.

Possible applied themes (AO2) include knowledge and understanding (AO1) of:
• labour flows [Guide 3]
• opposition to IMF / SAPs [Guide 3]
• reaction against cultural imperialism [Guide 5]
• resource nationalism [Guide 6]
• EU migration issues [Guide 6]
• food miles and local sourcing movements [Guide 7].

Good answers may synthesize (AO3) three of more of these themes in a well-structured (AO4) way.

Good answers may additionally offer a critical evaluation (AO3) which discusses different local contexts: concerns with migration in the EU/US may not be shared equally in some LDCs, for instance. Instead, the “imperialistic” actions of TNCs/IMF/US may be of far greater concern eg opposition movements in Niger delta. Middle Eastern contexts could be discussed, including militant/jihadist campaigns against the West (ISIS/IS). Good answers may conclude that the veracity of the statement depends on the local context as much as it does on what aspect of globalization is under discussion.

Some responses may discuss the statement by counter-arguing that migration is supported rather than opposed in some contexts. This may be credited. However, responses which deal only with migration are unlikely to progress beyond band C because they have not synthesized a range of themes from the geography guide. For band D, there should also be some mention of one alternative cause of opposition.

For band C (5–8 marks), expect weakly-evidenced outlining of two or three relevant themes from the geography guide.

For band D (9–12 marks), expect
• either a structured synthesis which links together several well-evidenced and well-focused themes from the geography guide
• or a critical conclusion (or on-going evaluation).

For band E (13–15 marks), expect both of these traits.

Examiners report

Answers to this popular question were overwhelmingly coherent and correct. Adoption was viewed as a universalizing process bringing cultural homogeneity to places. In contrast, adaptation combines the general (a global commodity or cultural trait) with the particular (local preferences and beliefs). The result is a hybrid, or localized, culture. McDonald’s was a very popular illustrative choice (it is perhaps a pity that teachers and candidates do not seek out more interesting examples as there is no shortage). Shortcomings in some candidates’ responses included:

• An overly narrow focus on a single example of international migration (an account of Mexican culture being adopted and adapted in the US falls short, strictly speaking, of providing an analysis of global cultural traits).

• Some confusion or insecurity over the meaning of ‘adaptation’ (some took it to mean forced as opposed to voluntary adoption, for instance)

Many candidates wrote extensively about the contemporary reaction against migration in the USA (Donald Trump’s proposed wall across the Mexican border) and throughout Europe (including the rise of right-wing politics in the UK, France and Austria). Some answers made excellent use of contemporary reporting of this topic, framed by the Syrian refugee crisis. Unfortunately, many candidates failed to broaden the remit of their answer to look beyond the migration debate. The question was phrased in a way which required candidates ideally to explore other reasons for resistance to global interactions, as opposed to varying perspectives on the merits or costs of migration. Responses reaching band D were expected to at least touch on some of the wider sovereignty issues which provoke EU or US citizens to voice their opposition to the EU or NAFTA. A minority of excellent essays explored contemporary reactions against migration in some locales and additionally synthesized a range of case studies dealing with such themes as international trade, environmental degradation, resource nationalism, cultural imperialism and workers’ rights.

Question

Analyse how the growth of multi-governmental organizations (MGOs) can impact on the political borders of member states.[10]

Contrast the impact of global interactions on the quality of life of different groups of people.[15]

▶️Answer/Explanation

Markscheme

Analyse how the growth of multi-governmental organizations (MGOs) can impact on the political borders of member states.

Political borders are potential barriers to flows of goods, capital or people. Likely examples of multi-governmental organizations include the European Union (EU), the Association of Southeast Asian Nations (ASEAN), the North American Free Trade Agreement (NAFTA), etc. Also credit discussion of WTO, IMF, UN, BRICS summit groups, OECD, G7/8/20, OPEC etc.

Other possible analytical themes include:
• Not all MGOs impact on the effectiveness of member states’ borders to the same extent. Only the EU allows full freedom of movement.
• Trade blocs like NAFTA allow movement of commodities across borders without the imposition of tariffs.
• Illegal migration / smuggling may render borders ineffective.

Good answers may apply (AO2) a wider range of knowledge and understanding (AO1) in a well-structured way (AO4). One approach might be to analyse how the word “can” is conditional and suggests other geographical influences should be considered too, such as the effectiveness of border controls (eg US–Mexico). Another approach might be to analyse how political borders remain in place for states at the supra-national scale. MGO formation might even strengthen external borders eg external tariff / customs union / border policing of migration from external states outside the MGO.

For band C (4–6 marks), expect some weakly-evidenced outlining of the impact of one or two MGOs on national borders.

For band D (7–8 marks), expect a structured, evidenced analysis of
• either two or more detailed MGO contexts
• or some variety of impacts on political borders (perhaps at varying scales).

For band E (9–10 marks), expect both band D traits.

Contrast the impact of global interactions on the quality of life of different groups of people.

Credit all content in line with the markbands. Credit unexpected approaches wherever relevant.

The focus here is on quality of life, which is a highly debatable concept in itself (expect some definition to be provided in a good answer). The merit of the answer is likely to depend on the variety of global interactions that are conceptualized and/or the contrasts that are offered.

Possible applied themes (AO2) include knowledge and understanding (AO1) of:
• isolated tribes and their quality of life [Guide 7]
• issues of multiculturalism [Guide 5]
• deindustrialization, labour flows and outsourcing and their impacts on employment in a range of different contexts [Guide 2 and 3]
• the homogenizing power of global media and TNCs (cultural imperialism) and the reaction to this [Guide 5 and 7]
• environmental concerns and the health concerns associated with waste dumping, transboundary pollution and some work eg e-waste harvesting [Guide 4].

Good answers may synthesize (AO3) three of more of these themes in a well-structured (AO4) way.

Good answers may additionally offer a critical evaluation (AO3) which contrasts a wider range of groups (isolated tribes; people in deindustrialized regions; societies benefiting from inward investment or outsourcing; global citizens; conflict victims). Good answers might take a more nuanced view than simply listing “winners and losers”. For example, one group might gain employment from global shift while also experiencing a negative change such as cultural dilution; this could make it hard to judge the net impact on their quality of life. Good answers might conclude that contrasts should be drawn carefully because “quality of life” and “global interactions” are complex ideas.

Answers which deal mainly with “benefits” for people, rather than addressing quality of life explicitly, may still reach band D if sufficient relevant themes are synthesized.

For band C (5–8 marks), expect weakly-evidenced outlining of two or three relevant themes from the Guide.

For band E (13–15 marks), expect both of these traits.

Examiners report

This was the least popular question; candidates attempting it generally produced merit-worthy answers that dealt competently with the effect that the EU and NAFTA have had on the borders of member states (these were the most popular examples by a considerable margin). Done well, an analysis of borders/barriers to the movement of people and trade was sufficient to access the top bands provided good supporting details were provided of one or two organizations. A large proportion of answers, however, were side-tracked into an analysis of the costs and benefits of MGO membership. Some barely mentioned the word ‘borders’ and wrote instead at some length about sovereignty and political self determination. Wherever possible, credit was awarded of course. However, some clearly knowledgeable candidates did not access the highest bands on account of their lack of focus.

Candidates often failed to use the phrase ‘quality of life’ and instead wrote far more broadly about ‘winners and losers’ of globalization, or ‘positive and negative consequences’ of global interactions. Some material was creditable on account of the way in which quality of life was implied; for instance, the statement ‘remittances sent home may help children in the source country to attend school or gain access to improved health care’ (this implies improved quality of life for the children). Other material was less obviously creditable. For instance, the statement ‘globalization has helped China develop into the world’s largest economy but some African countries have done less well’ (in this example, it is less obvious what is being said about quality of life). A few answers focused exclusively on the lives of ‘non-globalized’ groups such as the Xingu tribe and Amish of North America. This approach did not work terribly well as candidates could offer little in the way of evaluation beyond the observation that these groups are unaffected so their quality of life remains unchanged. In contrast, the best answers often mentioned indigenous tribes but additionally evaluated the changing quality of life for a wide range of different groups, including consumer societies, producer societies, social network users and societies disproportionately affected by global environmental change.

Question

Using examples, analyse the increasing uniformity of many of the world’s urban landscapes.[10]

“Geographical differences in wealth are increasing, not decreasing.” Using examples, discuss this statement.[15]

▶️Answer/Explanation

Markscheme

The focus is the character of the urban landscape, not city size.

“Uniformity” might relate to increased homogeneity of appearance, the growth of branded “commodityscapes” (clone towns), the trend towards a “global language” of modern architecture (“technoscapes”), the recurrence of some global diaspora groups in multiple world cities (eg, Chinatowns). The concept of landscape could also encompass the associated concept of soundscape (common music and languages that are heard in many places) and the ubiquity of English or Spanish words and brand names in advertising and public spaces in world cities and airports.

The analysis should go beyond mere description to offer some analysis of why this is happening (this might encompass the power of TNCs, superpower states such as the USA, the influential role of some architects).

Good answers may analyse the category of “urban landscapes” and might distinguish, using the concept of scale, between megacities, world cities and smaller towns. Another approach would be to analyse a trend towards uniformity in some – but not all – respects. There are many “mixed” urban landscapes, like London and Paris, which retain heritage alongside new technoscapes (in contrast to some cities, such as Doha and Dubai, which lack the same mix).

Do not over-credit answers which compare the size, function and sustainability of cities unless there is some clear reference to the taught elements of the paper three course which deal with landscape characteristics.

For band C (4-6 marks), expect a weakly-evidenced outline of one or two ways in which recognizable place(s) are becoming increasingly uniform (eg branded logos).

For band D (7-8 marks), expect

either a more detailed and well-exemplified analysis of the increased uniformity of urban landscapes
or an analysis that contains explanatory elements (such as the power of planners and corporations, or demands of consumers).

For band E (9-10 marks), expect both band D traits.

[10 marks]

Credit all content in line with the markbands. Credit unexpected approaches wherever relevant.

The focus is on wealth differences. The question presents the view that these are increasing between places, but also requires consideration of an opposing view (that they are decreasing). Both should be addressed with appropriate supporting evidence. The economic development of BRICs/semi-periphery nations might be contrasted with the struggles that still prevail in parts of Sub-Saharan Africa.

Possible themes from the geography guide include:

changes in the global core and periphery system/pattern [Guide 2]
financial flows/relationships such as remittances/aid/SAPs/outsourcing, and their varied effects on people and places [Guide 3]
the role of financial institutions (IMF, WTO) [Guide 3]
multi-governmental organizations and the way they both ameliorate and accentuate disparities through trade agreements (and, in the case of the EU, through migration) [Guide 6]
political isolationism and the effect of this on disparities [Guide 7]
various reactions against global interactions and their economic impacts (for instance, local sourcing of food is not in the immediate economic interest of farmers in distant countries) [Guide 7].

Good answers are likely to discuss the geographic scale of the differences. Differences have grown within some countries like India and China at the same time as the global development gap between India/China and high-income nations has narrowed. Good answers may also discuss the ongoing (or perhaps even increasing) exploitation of workers, women or other social groups within countries that are showing progress, in terms of wealth/GDP/GNI, when measured at the national/aggregate level.

For band C (5-8 marks), expect a weakly-evidenced outline of two or three relevant themes from the geography guide.

For band D (9-12 marks), expect

either a structured synthesis which links together several well-evidenced and well-focused themes from the geography guide
or a critical conclusion (or ongoing evaluation).

For band E (13-15 marks), expect both of these traits.

[15 marks]

Question

Using examples, analyse the increasing uniformity of many of the world’s urban landscapes.[10]

“Geographical differences in wealth are increasing, not decreasing.” Using examples, discuss this statement.[15]

▶️Answer/Explanation

Markscheme

The focus is the character of the urban landscape, not city size.

For band C (4-6 marks), expect a weakly-evidenced outline of one or two ways in which recognizable place(s) are becoming increasingly uniform (eg branded logos).

For band D (7-8 marks), expect

either a more detailed and well-exemplified analysis of the increased uniformity of urban landscapes
or an analysis that contains explanatory elements (such as the power of planners and corporations, or demands of consumers).

For band E (9-10 marks), expect both band D traits.

[10 marks]

Credit all content in line with the markbands. Credit unexpected approaches wherever relevant.

Possible themes from the geography guide include:

changes in the global core and periphery system/pattern [Guide 2]
financial flows/relationships such as remittances/aid/SAPs/outsourcing, and their varied effects on people and places [Guide 3]
the role of financial institutions (IMF, WTO) [Guide 3]
multi-governmental organizations and the way they both ameliorate and accentuate disparities through trade agreements (and, in the case of the EU, through migration) [Guide 6]
political isolationism and the effect of this on disparities [Guide 7]
various reactions against global interactions and their economic impacts (for instance, local sourcing of food is not in the immediate economic interest of farmers in distant countries) [Guide 7].

For band C (5-8 marks), expect a weakly-evidenced outline of two or three relevant themes from the geography guide.

For band D (9-12 marks), expect

either a structured synthesis which links together several well-evidenced and well-focused themes from the geography guide
or a critical conclusion (or ongoing evaluation).

For band E (13-15 marks), expect both of these traits.

[15 marks]

Question

Explain why the increasing needs of some countries for one or more raw materials are a cause of environmental concern.[10]

“People living in the world’s most peripheral regions do not experience a ‘shrinking world’.” To what extent do you agree with this statement?[15]

▶️Answer/Explanation

Markscheme

AO1/2 Indicative content

Raw material(s) can include timber, copper, soya, oil, shale gas etc.

An account focused only on water should not progress beyond [6].

The environmental concerns should clearly relate to the raw material chosen.
There may be local and global dimensions (deforestation causing local degradation in addition to rising global carbon emissions).
The countries/markets for the raw material can be identified.

Good answers may explain explicitly why there is concern over the increasing demand made by certain countries and may provide evidence to support this (eg China’s predicted growth in demand). Another approach might be to structure the explanation carefully around different categories of environmental concern.

For band C (4–6), an outline should be provided of either environmental problems/concerns linked with using raw material(s) or the needs of some countries.

For band D (7–8), expect a structured, evidenced analysis of

either detailed environmental concerns linked with raw material(s) use/demand
or the increasing resource needs for specified countries.

For band E (9–10), expect both band D traits.

Credit all content in line with the markbands. Credit unexpected approaches wherever relevant.

Possible AO1/2 indicative content

Peripheral regions: this is a contested term and is open to a variety of interpretations, ranging from isolated tribes, to landlocked African nations, to India and China (in relation to the G7/8 global “core”). Credit the “political periphery” of North Korea also. Each approach should be judged on its merits in terms of supporting evidence and argument.

Shrinking world: this refers to the way distant places are perceived to be nearer due to falling transport times and the instantaneous nature of electronic communications and data transfers.

Themes for synthesis from the geography guide include:

Even peripheral places are connected to global/regional internet/mobile networks.
Peripheral places are connected to the core via flows of aid (including internet donations following disasters).
The global spread of consumerism affects even peripheral places through the
availability of imported food and goods.
Media corporations have fostered widespread consumption of films and TV.
Peripheral societies are visited by tourists.
Exposure to global movements of pollution/waste may foster the sense of a shrinking world.

Answers scoring highly according to the AO3 criteria for evaluation:

might be structured around different strands of the shrinking world effect, eg use of transport, arrival of tourists, exposure to information flows
might reflect critically on what is meant by “most peripheral”, who lives there, and the extent to which different groups of people in peripheral areas have differing experiences/perspectives on a shrinking world
might reflect on the extent to which the world’s poor are sometimes compelled to travel as refugees or economic migrants, often considerable distances; while poor places are visited by representatives of the wealthy (charities, agencies), which provides some sense of “shrinking world” to both parties.

For band C (5–8), expect weakly-evidenced outlining of two or three relevant
shrinking world/globalization themes from the geography guide.

For band D (9–12), expect

either a structured synthesis which links together several well-evidenced and well-focused themes from the geography guide
or a critical conclusion (or ongoing evaluation).

For band E (13–15), expect both of these traits.

Question

Using examples, analyse the role of global interactions in the growth of environmental awareness.[10]

Discuss the reasons for the global diffusion of consumer culture.[15]

▶️Answer/Explanation

Markscheme

AO1/2 indicative content:

Relevant global interactions may include flows of data and information, such as internet campaigning by civil society organizations. Also credit other types of interaction playing a role, including migrants or tourists who help awareness of issues to diffuse to new places.
Campaigning may be linked to specific issues, such as transboundary pollution. Environmental awareness is a blanket term covering many issues. Other examples could include global climate change, biodiversity, deforestation, etc.
Credit the idea that global interactions/globalisation/global development has given rise to environmental challenges (climate change, resource security) and that people are now aware of these issues.

Good answers might offer a structured (AO4) analysis of different types of global interaction (information, commodity flows) or different environmental causes (climate change, biodiversity). Another approach might be to analyse rising environmental awareness in specific contexts, eg the diffusion of environmental awareness to
people in different or new contexts (new consumers in emerging economies).

For band C (4–6 marks), an example of the growth of environmental awareness (such as an NGO campaign or film) will be be outlined and linked weakly with global interactions (such as ICT use, or the global trade flows which cause the issues).

For band D (7–8 marks), expect a structured, well evidenced analysis of:

either the role of a range of global interactions (such as data flows and trade flows)
or two detailed examples of the growth of environmental awareness/ campaigns.

For band E (9–10 marks), expect both band D traits.

Credit all content in line with the markbands. Credit unexpected approaches wherever relevant.

Consumer culture can be understood as a lifestyle in capitalist societies wherein the consumption of goods and services occupies a central role, in terms of people’s use of leisure time, aspirations, and even their personal identity construction. It is sometimes associated negatively with unsustainable/“throwaway” use of commodities/resources. It can also be associated positively with the progression of people beyond poverty and into the consumer classes. Global diffusion patterns include the growth of consumer classes in emerging economies.

Possible AO1/2 indicative content:

shrinking world technologies and the global diffusion of media/aspirations [Guide 3]
financial flows from core to periphery regions [Guide 2]
poverty alleviation, financial flows and the growth of new markets [Guide 3]
branded commodities and the power of TNCs to build markets [Guide 5]
migration, tourism and population movements [Guide 3, 5].

Answers scoring highly according to the AO3 criteria for evaluation might:

critically discuss the relative importance of different reasons/global interactions which either aid diffusion of cultural traits or help to build incomes/markets
discuss different traits of consumer culture, such as the diffusion of music, fast food, branded commodities, etc
distinguish between the means of diffusion (eg TNCs) and the reasons why people are receptive to the arrival of “global culture” (eg state policies).

Do not award AO1/2 credit for lengthy case studies of places/countries where consumer culture has not diffused to / has been blocked, such as North Korea. However, some AO3 credit could be awarded for briefly drawing a contrast between liberal states and non-liberal states (such as North Korea) in order to demonstrate the high importance of liberal government as a reason for cultural diffusion.

For band C (5–8 marks), expect weakly evidenced outlining of two or three relevant reasons/themes from the geography guide.

For band D (9–12 marks), expect:

either a structured synthesis which links together several well evidenced and well focused themes/reasons from the geography guide
or a critical conclusion (or on-going evaluation).

For band E (13–15 marks), expect both of these traits.

Question

Using examples, analyse the reasons why some places have become international outsourcing hubs.[10]

Examine the challenges that increased global adoption of information and communications technology (ICT) brings to different places.[15]

▶️Answer/Explanation

Markscheme

AO1/2 indicative content:

The outsourcing definition is included in the subject guide. Hubs are well-networked places within global networks.
Global information flows have helped some places, such as Bangalore and Manila, to become hubs for international outsourcing centres (call centres). ICT and information flows are also an important reason for the growth of outsourcing of manufacturing and agriculture (allowing complex networks of supply and
demand to function).
In addition to ICT, other factors play a role and may provide reasons for the growth of outsourcing in certain places, such as government incentives and human resources (including literacy and languages spoken).

Good, structured (AO4) answers may provide detailed exemplification of outsourcing hubs (cities and districts rather than merely countries). They may analyse the reasons why particular locations have a comparative advantage over others in terms of ICT provision or other production costs compared with other places. Or they may be more selective in the way they analyse outsourcing by breaking this into constituent parts, such as manufacturing and services or agriculture sectors.

For band C (4–6 marks), expect weak outlining of the reasons why international outsourcing happens in a recognizable country or city.

For band D (7–8 marks), expect a structured, well evidenced analysis of:

either the reasons for international outsourcing to specific places
or different categories/sectors of international outsourcing.

For band E (9–10 marks), expect both aspects to be addressed.

Credit all content in line with the markbands. Credit unexpected approaches wherever relevant.

ICT refers to internet, broadband, mobiles and smartphones used by citizens, businesses and governments. From this arise multiple contexts for possible local challenges to be examined. Countries/national governments are creditable as places in addition to more local areas and neighbourhoods. The growing global pattern of adoption shows rapid uptake in Asia, Latin America and Africa (though at a slower rate than in Asia).

There are economic, social, cultural and political challenges and these vary according to the context.

Possible AO1/2 indicative content:

the challenges of the shrinking world effect including unchecked flows of culture [Guide 2]
global diffusion of culture is lined with cultural imperialism/loss of identity [Guide 5]
loss of sovereignty for states/governments unable to control citizens’ internet access [Guide 6]
the way ICT enables increased outsourcing and offshoring, which may have negative impacts [Guide 3]
use of ICT by anti-globalization and terror groups (perspectives will vary on this) [Guide 7]
the challenge of the digital divide and lack of participation in ICT (factors include income, age, literacy level), which in turn link to disparities in wealth at varying scales [Guide 3]
e-waste is a product of growing ICT use [Guide 4].

Answers scoring highly according to the AO3 criteria for evaluation:

might offer a carefully structured examination of different challenges in specific geographic contexts
might offer a structured examination of the way different categories of ICT are affecting places and user groups
might examine challenges from multiple perspectives, such as that of the state or its individual citizens (and in relation to people’s age, culture and identity).

Do not award AO1/2 credit for lengthy case studies of benefits derived from ICT, such as Kenya’s M-Pesa scheme: this is not asked for. However, some AO3 credit may be gained for any ongoing evaluation of the way certain challenges can – in part – be alleviated/offset/ameliorated by the benefits ICT nonetheless brings.

For band C (5–8 marks), expect weakly evidenced outlining of two or three relevant technology/shrinking world themes from the geography guide.

For band D (9–12 marks), expect:

either a structured synthesis which links together several well evidenced and well focused themes from the geography guide
or a critical conclusion (or ongoing evaluation).

For band E (13–15 marks), expect both of these traits.

Question

In a global context, analyse what is meant by “core areas” and “peripheries”.[10]

“Globalization involves the imposition of Western culture on the entire world.” To what extent do you agree with this statement?[15]

▶️Answer/Explanation

Markscheme

In a global context, “core areas” can mean developed countries (eg G7/8 nations) while “peripheries” include a larger number of states at varying levels of economic development and with varying involvement in global interactions.

The core and periphery are interdependent geographical entities that form a system and are linked/connected with one another in varied ways.
Links/flows/connections include global/international movements of people, money, ideas, goods and resources.
In the past, a simple core–periphery system existed, that is, “MEDCs and LEDCs” or “the global north and south”. However, the emergence of a semi-periphery (NICs / emerging economies / BRICs) has made the system more complex.
One view is that countries can ‘advance’ over time from periphery to semi-periphery and eventually gain core status (eg South Korea); another view is that the core actively reproduces the poverty of the periphery.

Good answers may apply (AO2) a wider range of knowledge and understanding (AO1) in a well-structured way (AO4). One approach might be to use the concept of scale to inform the analysis, eg there may be recognition that some world cities/megacities (eg Lagos) are global hubs (cores) despite belonging to “peripheral” countries (eg Nigeria). Another approach might be to analyse the way countries like China and India could be seen as “core” countries when viewed from a peripheral sub-Saharan African perspective.

Answers dealing only with national-scale core–periphery patterns (cities and rural regions within a country) are unlikely to reach band C but should be marked positively if the work shows understanding of core–periphery relationships (AO1) and is well structured (AO4).

For band C (4–6 marks), expect some weakly evidenced outlining of a basic global core–periphery pattern.

For band D (7–8 marks), expect a structured, evidenced analysis of:

either a range of global core–periphery criteria and linkages/connections
or more varied global core–periphery patterns/scales/perspectives.

For band E (9–10 marks), expect both band D traits.

Please refer to Paper 3 HL markbands.

Credit all content in line with the markbands. Credit unexpected approaches wherever relevant.

The focus here is “Western culture”, which is a debatable concept in itself (expect some definition to be provided in a good answer). The merit of the answer is likely to depend on the variety of different cultural traits and contexts that are examined, and also the quality of any counter-arguments (eg many may argue “imposition” is the wrong word; fewer may also argue that non-Western cultural influences have spread globally too).

Possible applied themes (AO2) include knowledge and understanding (AO1) of:

telecommunication network growth (and thus cultural diffusion) [Guide 2]
issues of landscape homogenization [Guide 4]
cultural diffusion linked with flows of people and commodities [Guide 5]
the homogenizing power of global media and TNCs [Guide 5]
TNCs, glocalization and the adaption, not adoption, of culture [Guide 5]
the concept of cultural imperialism [Guide 5]
anti-globalization movements (focused on culture) [Guide 5]
isolated groups/states unaffected by Western/other influences [Guide 7]
diaspora groups in Western states which do not embrace Western culture [Guide 5].

Good answers may synthesize (AO3) three of these or other relevant themes in a well-structured (AO4) way.

Good answers may additionally offer a critical evaluation (AO3) of the statement, for example by evaluating the extent to which the adoption of Western culture is voluntary or forced. Another approach might be to examine the difference between broader “Western culture” and the narrower concept of “Americanization” (linked with a single superpower, the USA). Another approach might be to counter-argue the statement by evaluating the growing “imposition” of non-Western cultures on a global scale, eg Japanese, Indian, Chinese influences, or global movements linked with religion. Another approach might be to examine the extent to which culture is adapted/hybridized in local contexts, rather than simply “imposed”.

Polarized answers that deal only with Westernized and “non-Westernized” isolated states/people (N Korea or the Amish people) are unlikely to meet the critical evaluation criterion (which is required for band E).

For band C (5–8 marks), expect weakly evidenced outlining of two or three relevant themes (relating to culture) from the geography guide.

For band D (9–12 marks), expect:

either a structured synthesis that links together several well-evidenced and well-focused themes from the geography guide
or a developed, critical conclusion (or greater ongoing evaluation).

For band E (13–15 marks), expect both of these traits.

Please refer to Paper 3 HL markbands.

Question

Referring to named countries, analyse how people’s participation in information and communications technology (ICT) networks is changing.[10]

Examine how far the social and environmental costs of globalization can be reduced without also losing its benefits.[15]

▶️Answer/Explanation

Markscheme

The focus here is changing participation. This could refer to people’s participation as either consumers of ICT services or producers eg call centre workers. Candidates should be able to provide one or two examples of trends, developments and/or patterns of adoption at the national scale. They may also offer an overview of the changing global “digital divide”.

“Participation” by consumers takes many forms, from social media use to remittance transfers.
Information networks may include broadband internet or mobile/smartphone access.
Some answers may focus on the increased participation of India and the Philippines in TNC production networks (outsourcing and call centres).
Some answers may focus on growth on informal ICT services eg new phone app start-ups in Kenya.
Involvement in e-waste management is a legitimate focus.
Explanation of changes is not required but can be credited, eg more companies providing citizens with internet access; “middle-class” consumer income growth in many countries; low wages in outsourcing countries.

Good answers may apply (AO2) a wider range of knowledge and understanding (AO1) in a well-structured way (AO4). One approach might be to systematically analyse changes at varying scales (eg provide a global overview and also one example of a changing national pattern, eg the rural–urban divide). Another approach might be to analyse changing social patterns of in inclusion/exclusion (eg for different income groups, women, the elderly).

For band C (4–6 marks), expect some weakly evidenced outlining of ICT use in one or more named countries, or an overview of the global “digital divide”.

For band D (7–8 marks), expect a structured, evidenced analysis that includes:

either detailed changes/developments in ICT participation in two contexts
or some variety of ways in which people participate (eg covers changing patterns of consumption and production of ICT services).

For band E (9–10 marks), expect both band D traits.

Please refer to Paper 3 HL markbands.

Credit all content in line with the markbands. Credit unexpected approaches wherever relevant.

Any aspect of environmental and social costs – and benefits – can be examined. Likely environmental themes include costs for the atmosphere, oceans or tropical rainforest. Social costs include worker exploitation or changes to society linked with the global growth of social media. Any action taken to tackle these costs needs weighing carefully against the benefits of global trade and development.

Possible applied themes (AO2) include knowledge and understanding (AO1) of:

climate change actions, possibly linked with issues such as the growth of food miles (air freight) [Guide 4] or the growth of polluting transport networks for people and commodities [Guide 2]
growing environmental awareness fostered via NGOs [Guide 4]
political (inter-governmental) responses to transboundary pollution [Guide 4]
the need for global action to prevent loss of tropical rainforest (linked with timber resource use) [Guide 4]
calls for the regulation of global agribusinesses, polluting industries and waste movements [Guide 4]
recognition that a non-globalized lifestyle [Guide 7] is one that does not enjoy the benefits of economic interactions and flows [Guide 2]
recognition of the many benefits resulting from the sharing of ideas, information and cultures [Guide 5], which might be jeopardized by anti-global measures [Guide 6/7].

Good answers may synthesize (AO3) three of these or other relevant themes in a well-structured (AO4) way.

Good answers may additionally offer a critical evaluation (AO3) that systematically examines different aspects of globalization that do or do not need managing to reduce their costs. Another approach might be to examine effects at different scales (eg comparing local developmental benefits of industrialization with the global costs of carbon emissions). Another approach might be to examine costs and benefits from varying perspectives (“local sourcing” might be viewed as having more costs than benefits by a farmer who wants to export food globally).

Answers that explain the costs and benefits of globalization but do little to actually address the question directly – that is, how far can these costs actually be reduced/tackled without also losing benefits? – are unlikely to reach band D.

For band C (5–8 marks), expect weakly evidenced outlining of two or three relevant themes from the geography guide.

For band D (9–12 marks), expect:

either a structured synthesis which links together several well-evidenced and well-focused themes from the geography guide
or a developed, critical conclusion (or greater ongoing evaluation).

For band E (13–15 marks), expect both of these traits.

Please refer to Paper 3 HL markbands.

IBDP Geography -Unit 5: 2. Changing identities and cultures-IB style Questions HL Paper 3

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