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Group 1 (English A) Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2-3 Language and Literature . . . . . . . . . . . . . . . . . . . . . . 2-3

Group 2 English B . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 French B . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4-5 Spanish B . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4-5

Group 3 History . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6-7 Psychology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Business and Management . . . . . . . . . . . . . . . . . . . . . . 9 Economics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10-11 Geography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12 Environmental Systems and Societies . . . . . . . . . . . .13

Group 4 Environmental Systems and Societies . . . . . . . . . . . .13 Sports, Exercise and Health Science . . . . . . . . . . . . .13 Biology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14-15 Chemistry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14-15 Physics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14-15

Group 5 Mathematics SL . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16 Mathematical Studies SL . . . . . . . . . . . . . . . . . . . . . . .17 Mathematics HL . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18

Theory of Knowledge . . . . . . . . . . . . . . . . . . . . . . . . . . .19

Ordering Info for Canadian Educators Canadian Order Form . . . . . . . .20 & Inside back cover

We are proud to work with the IB on the unique series of Course Companions – student resources for use in the classroom or at home that present subject content and activities the IB way. Course Companions can be found throughout this catalogue and are marked with the IB logo. This means that alongside the course content you’d expect to find, you can also rest assured that each Course Companion fully integrates TOK, international-mindedness and the IB learner profile so that students become well-rounded participants in the programme.

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rounded participants in the programme.

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Academy of the Holy Cross, USA

The IB has not been involved in the production of any other resources in this catalogue and does not endorse their content.

Highlights for 2012

English

Three brand new Course Companions for the new 2012

Mathematics syllabuses, complete with full sets of worked

solutions. See pages 16-18

A full suite of resources to help you through the new English A

syllabus, plus a brand new Course Companion for English B.

See pages 2-4

Sports, Exercise and Health Science A new Course Companion to support you and your students in this

brand new subject area. Developed in partnership with the IB.

See page 13.

Mathematics

5 ● The individual oral commentary

90

Heart of Darkness

She walked with measured steps, draped in striped and fringed cloths, treading the earth proudly, with a slight jingle and flash of barbarous ornaments. She carried her head high; her hair was done in the shape of a helmet; she had brass leggings to the knee, brass wire gauntlets to the elbow, a crimson spot on her tawny cheek, innumerable necklaces of glass beads on her neck; bizarre things, charms, gifts of witch-men, that hung about her, glittered and trembled at every step. She must have had the value of several elephant tusks upon her. She was savage and superb, wild-eyed and magnificent; there was something ominous and stately in her deliberate progress. And in the hush that had fallen suddenly upon the whole sorrowful land, the immense wilderness, the colossal body of the fecund and mysterious life seemed to look at her, pensive, as though it had been looking at the image of its own tenebrous and passionate soul.

She came abreast of the steamer, stood still, and faced us. Her long shadow fell to the water’s edge. Her face had a tragic and fierce aspect of wild sorrow and of dumb pain mingled with the fear of some struggling, half-shaped resolve. She stood looking at us without a stir, and like the wilderness itself, with an air of brooding over an inscrutable purpose. A whole minute passed, and then she made a step forward. There was a low jingle, a glint of yellow metal, a sway of fringed draperies, and she stopped as if her heart had failed her. The young fellow by my side growled. The pilgrims murmured at my back. She looked at us all as if her life had depended upon the unswerving steadiness of her glance. Suddenly she opened her bared arms and threw them up rigid above her head, as though in an uncontrollable desire to touch the sky, and at the same time the swift shadows darted out on the earth, swept around on the river, gathering the steamer into a shadowy embrace. A formidable silence hung over the scene.

Joseph Conrad

Guiding questions1 What thematic significance does the figure of the woman

have?

2 How does Conrad make use of figurative language?

In many respects, this extract is typical of the kind you will often see in an individual oral commentary exam, as it is rich in literary devices and highly detailed in its portrayal of content.

Having read the extract above taken from Heart of Darkness, answer the following questions, with reference to the notes on literary features that follow on the next page:

1 How does the narrator present the figure of the woman? You could consider such things as descriptions of her clothing, her isolation from others, her beauty, her sense of sadness, her power, as well as her vulnerability, her relationship with the landscape, etc.

2 In what ways does the extract make use of contrasts, for example between the woman and other ‘pilgrims’, real and illusory, civilized and barbaric?

3 What kinds of developments take place within the extract?

4 What kinds of attitudes and feelings does the narrator convey towards his subjects?

5 How important is sense description in the extract?

6 In what ways does the extract incorporate ambiguity and/or paradox?

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UNIT 2 ● Internal assessment

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Literary featuresSome or all of the following notes might be of relevance:

● Look carefully at the diction of the extract, and the way detailed description is used. Adjectives such as “barbarous”, “savage” and “ominous” contrast with adverbs such as “proudly” and “stately”, creating a complex figure who is both secretive, perhaps frightening, and yet regal and proud.

● You might consider descriptions of the woman’s clothes as both lavish and decorative, reflective perhaps of the esteem in which she is regarded, and yet she is associated with “wild sorrow” and “dumb pain”. At the same time, the repetition in “brass leggings”, and “brass wire gauntlets” as well as the word “helmet” suggest a kind of body armour, like a soldier or warrior.

● The woman is therefore depicted in relation to a very ‘civilized’ imagery of clothes, and yet she is associated also with nature. She commands a “hush” over the “whole sorrowful land”; “fecund and mysterious life” and the “immense wilderness” seem to see in her a mirror image of “its own tenebrous and passionate soul”.

● Various kinds of syntax are used in the extract, from the layered descriptions in long sentences with multiple clauses to the very short and simple, for example in “Her long shadow fell to the water’s edge” and “The young fellow by my side growled”. Some sentences are also structured to create a kind of grammatical balance, for example in “She was savage and superb, wild-eyed and magnificent”.

● Sense imagery is incorporated throughout, from the strikingly visual opening descriptions through to references to sound in “jingle”, “growled” and “murmured” and “silence”. There are various references to darkness and light. The extract also mixes together imagery of movement and stillness. The opening paragraph concentrates on the woman’s actions: she walks in a very “measured”, “stately” manner, whereas in the second paragraph she “stood still” and stares at the narrator with his entourage. Finally, the image of her holding up her arms “rigid above her head, as though in an uncontrollable desire to touch the sky” reinforces her status, as well as her “inscrutable” nature as she seemingly holds everyone and everything in her power.

● The extract incorporates significant use of other figurative language, from the description of the woman “treading the earth” through to the personification of the land, the “swift shadows… gathering the steamer into a shadowy embrace” and the “formidable silence” that “hung over the scene” in the final sentence.

● Setting and landscape generally play an important role in the extract – both as a means to reinforce the presentation of the woman, as well as to suggest the active, living character of the natural world. The sense of a wilderness predominates, and it is described as something “mysterious”, “brooding” and “inscrutable” – much like the woman herself.

● There are contrasts in content and language between the first and second paragraphs as the woman is, at first, in motion, then still. As the narrative voice becomes more personal, these contrasts generate

Remember that success in this exercise, as hopefully the notes opposite will reinforce, depends on close and detailed analysis of the text and its stylistic features. No reference has been made to the rest of the novel: even though some sense of the extract’s contextual significance might be brought in at some point in your commentary, the focus is predominantly on the text in front of you.

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Students’ and teachers’

reactions have been

overwhelmingly positive, and

the focus on different

approaches to literary

analysis has been very helpful.

Fiona Guertler, Head of English,

International School, Dusseldorf

Engl

ish

A

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Course Companion: English A LiteratureHannah Tyson, Mark Beverley

Suitable for SL and HL and including a huge array of texts, this core resource fully covers the four syllabus areas and contains a dedicated section on works in translation, helping you address the 2011 syllabus. Nine chapters on genre ensure an in-depth understanding, plus assessment preparation is integrated, including examiner commented models.

198

12 ●The novel and short story

NarrativeIn terms of getting ready to look at the conventions of novels and short stories, Abbott’s term ‘narrative’ is perhaps helpful to us. He defines narrative as the “representation of a story” (Abbott 2002). Why does he add in “representation”? Well, particularly here where we are talking about novels and short stories, someone has chosen to represent a ‘story’ in a particular way, long or short, involving many characters or few, and all the other features that distinguish the ‘representation’ of a story. Gossip and rumour, which we all probably engage in, are the best evidence of how many ways a story can be ‘represented’.

Sometimes people say that you can’t have a narrative without a narrator, but we all know that almost always drama and films have stories, but not necessarily a narrator. Your study of history is often done through narrative accounts. There are stories in visual art and there are stories in poems, even those we most often call ‘lyric poems’. And, of course, they exist in such narrative poems as A. E. Housman’s ‘The Grizzly Bear’:

The Grizzly Bear

The Grizzly Bear is huge and wild;

He has devoured the infant child.

The infant child is not aware

He has been eaten by the bear.

A. E. Housman

“If poetry did not exist, would you have had the wit

to invent it?”Howard Nemerov

a Examine the painting below and make some inferences or conjectures about what appears to be happening. Is there perhaps a ‘story’?

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‘A Beating’ by Sidney Goodman

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199

UNIT 4 ●Conventions and genre

Narrative as a particular studyIn the 20th century, a whole discipline emerged called narratology. Essentially, it is the theory and study of how narratives work in both fictional and non-fictional forms. Many scholars have explored, and still are exploring, such questions as:

● what is the nature of narrative and narratives

● what role does narrative play in human culture

● what is the relation of narrative to such terms as ‘story’ and ‘plot’?

We will explore ‘narrative’ a little more fully below.

Narrative is a wide-ranging category in daily life as it is in many other disciplines or subjects, such as sociology, art, anthropology, history, theatre and even the daily news. However, in order to help you acquire a firm grounding in what you will need to know and apply in reading your works for this course and applying what you know to assessments, we will look at some essential aspects of how novels and short stories are constructed and received by readers.

Artichoke

He had studied in private years ago

The way to eat these things, and was prepared

When she set the clipped green globe before him.

He only wondered (as he always did

When he plucked from the base the first thick leaf,

dipped it into the sauce and caught her eye

as he deftly set the velvet curve against

the inside edges of his lower teeth

and drew the tender pulp toward his tongue

while she made some predictable remark

about the sensuality of this act

then sheared away the spines and ate the heart)

what mind, what hunger, first saw this as food.

Henry Taylor

b Read the poem ‘Artichoke’ below. Does it, too, suggest that there is, among other things, a story or stories in the poem? Use your insights either to write or to discuss with others in your class how we infer stories from other forms of art.

Artichoke by Guilherme Lambert Gomes Ferraz (UWC-USA, 2010)

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Includes a huge array of media, with activities designed to help students form independent judgments

A full unit on the internal assessment and orals, plus preparation for the extended essay

Activities strengthen skills students will need to draw upon in assessment

Questions familiarize students with assessment format in a balanced and reflective way

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English ACourse Companion: English A Language and LiteratureRob Allison, Brian Chanen

A core classroom resource for the 2011 syllabus which will help students understand how language creates meaning. A broad range of texts, from news articles to advertising campaigns to blogs will fully develop analytical skills, while a dedicated unit on literature will help students think critically about artistic language. Assessment support is included, with examiner commented samples and more.

Skills and Practice: English A Tyson, Beverley, Allison, Chanen

Working with the Course Companions, these new resources will strengthen the specific skills and competencies that students will need to draw upon in exams, ensuring they achieve the strongest results.

Course Companion: English A Language and Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 978 019 913542 4 . . $39.96Course Companion: English A Literature . . . . . 978 019 913541 7 . . $39.96

Skills and Practice: English A Language and Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 978 019 912971 3 . . $42.40 Skills and Practice: English A Literature . . . . . . 978 019 912970 6 . . $42.40

3t: 1.800.387.8020 f: 1.800.665.1771 customer.service.ca@oup.com www.oupcanada.com

Skills and Practice: English A Language . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 978 019 912971 3

January 2013

168

6 ● Language and mass communication

Ad analysisAnalyze the advertisement below. Write a brief response describing its style and register. What is the general tone of the text? How do both words and images contribute to the tone? What is the style and register of the text? How is this style and register related to genre? How does this text take advantage of our expectations or knowledge of genre? What words and images point to the first level of the text’s humorous or superficial intentions? What words and images point to the real message of the text?

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Volkswagen Golf print advertisement, “Product Recall.” Agency DDB Amersterdam.

Analyzing a news broadcast in a foreign languageGo online and look for television news programs broadcast in a language that you do not understand. Watch the show and try to determine the following: when are the newscasters presenting a serious news item? When are they presenting a “human interest” story? When are the newscasters offering editorial opinion? When are they speaking off-the-cuff to each other? When on the show do the newscasters advertise themselves, their network, their guest’s product or another program?

This type of analysis offers some insight into the ways we filter for intention, bias, and significance starting with the most basic elements of communication. While you are at it: what other elements of presentation beyond the tone of voice, helped you to decipher intention?

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169

SECTION 2 ● Language

Discourse genresIn the previous discussion we gave you a very general definition of genre: that is, a type of text within a given medium. Genre is a term used both in media studies and in the study of literature and some other art forms to mean type, or a group of works sharing similar characteristics. There are many genres within every media category. Examples of genre range from action and adventure, comedy, romantic comedy, and the thriller in feature films to a news program, situation comedy, reality show, and sports broadcast on television. As soon as we begin to classify texts as a particular genre, however, we begin to see that there are many genres, and sub-genres, that by definition are never completely fixed. As such, they are often in the process of subverting expectations and evolving further. Genre is necessarily a broad way of categorizing texts across and within a particular art form or discourse.

If genre is a difficult and somewhat limiting way to describe texts or language acts, what is the use of genre and why should we study it? First of all, people tend to group items and compare and contrast them in order to manage large amounts of information. Identifying and understanding the typical attributes of a type of text can aid a reader or audience member to make conclusions about the meaning and purpose of a text. Even if we did not name genre, as we begin to build a list of attributes and similarities in a certain type of work, we can get more comfortable in our predictions. Take, for example, horror films. This is one of the easiest examples of how genre expectations work because audience members are quickly attuned to the ways the movies build suspense and the games they play. Audiences look out for certain “codes” in the genre. At the beginning of the film, when there is scary music and a disturbing noise behind the door … it is only the family pet. We know it is a mistake to go outside alone and check on a noise. Couples should never split up and go out into the woods … (the list could go on and on). Genre helps us to understand what we are watching quite quickly. Most of us can turn the channel to a film in progress and know within a few seconds if it is a horror film. Understanding the codes of genre helps us to establish a comfortable relationship to the text, and build on our enjoyment of appraising how the conventions are developed and subverted.

Classification of texts by genre can also give us insight into the way media products are produced and consumed. Institutions are intent on genre. The success of Harry Potter pushed both publishing firms and the movie industry to find other works within the genre that would stimulate the audience (and stimulate sales) in the same way. We can also see, in relation to genre, how audiences both look for and get bored by established conventions. While an audience might turn again and again to a reality television show, this can only go on for a time; after a while, the audience wants something fresh from the genre and looks for those moments when a work crosses new boundaries, either twisting the existing genre, or creating a new one. Sometimes, as consumers, we become critical of the constant supply of the same. (Why create another story along the same lines as so many other thrillers you have seen? Why do another “buddy cop”

Film genresWrite down the name of five films you have seen recently. How would you classify the genres of these films? What elements of each film helped you to decide upon the “correct” genre? Were any of the films difficult to classify? Why?

Activity

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36

2 ● Thinking about language

So far, we have been mainly discussing language as a mental system that determines our ability to communicate. Perhaps this is what makes language a somewhat difficult area of study to pin down. When we study language, are we concerned with the mental “grammar” that operates to organize speech? Or, are we focused on the words as they are spoken? This very division is an important area of concern for linguists. In the early 1900s, the French linguist Ferdinand de Saussure set down ways of looking at language and considering the relationship between language and thought that have influenced the study of language for over a century. In the published notes from his Course in General Linguistics, Saussure says that language and thought cannot be easily separated and he describes the nature of language with a striking metaphor:

Language can also be compared with a sheet of paper: thought is the front and the sound the back; one cannot cut the front without cutting the back at the same time; likewise in language, one can neither divide sound from thought nor thought from sound …

As Saussure goes on to explain, there can be no clear, detailed thought without speech or the acquisition of articulated language. At the same time, sounds cannot be shaped as meaningful units without thought. This sounds like a bit of a conundrum but it leads us to another of Saussure’s distinctions that may help us in the study of language in this course. Saussure posited the notion of language as a combination of langue and parole. Langue, which roughly means language, is the abstract system of signs and rules that make up the structure and nature of language. Parole, on the other hand, is the realization of language in practice, the words, phrases and sentences as they are actually used. For the most part, through the close study of language as it is used—the study of parole—we can make some conclusions about the nature of langue as a structured system.

Some 50 years after Saussure, Noam Chomsky had a strikingly similar idea about language, making a division between competence and performance. While Saussure thought of langue as a somewhat stable or set system for language, Chomsky viewed competence as a more dynamic set of abilities that the ideal speaker of a language would develop over time. The ability a human has at birth to acquire language—that universal grammar—is developed into a more complex linguistic ability, or competence. Chomsky’s “performance” and Saussure’s langue are almost interchangeable; they both refer to the way language is actually used.

Many researchers in the social aspects of language and language acquisition have broadened the idea of competence and talk about a general communicative competence. Communicative competence is the set of skills and knowledge a person must gain if they want to communicate with others in a constantly changing social environment. Communicative competence suggests that any meaning can only be understood in context. Once again, we realize that it is almost impossible to separate language from where, how, when, and why it is used. Through observation of people as they really speak, and through the study of their cultural understandings, we can try to come to conclusions both about the nature and power of language and the ways humans develop it.

Langue and paroleWhich comes first: thought or language? Can we think without language? Is it possible that we think in images? This discussion is closely related to the debate around linguistic determinism covered in more detail in Chapter 4. At this point, it is worth considering the influence of language on thought and vice versa. Do a simple Internet search to find out what the research suggests and write a summary of some of the central debates to discuss in class.

Activity

Articulation describes the physical movements involved in modifying the flow of air to produce speech sounds.

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37

SECTION 1 ● Why and how

Language and cultureLanguage, as a communicative act, is social. While meaning may be tied to cultural context, culture itself is shaped through our language use. These concerns will be the more specific focus of chapter 4, but it is worth noting here the close tie between what it means to be the social, cultural animals that we are and language. The more closely we consider language, the more obvious it is that it has special qualities equivalent to, or as a function of, its place in our lives.

What is culture?Since language is so clearly tied up in culture, and a significant part of this course asks you to look at both literature and language in relation to culture, it is worth asking what culture actually is. Though we could start with a basic definition for culture, it is worth looking at a variety of definitions and how our ideas of what culture is, how it operates, and how it should be studied have changed over the years and are really in a constant state of flux. It would be wrong to say that the word “culture” means the same thing to every person. In fact, your own conception of culture may vary depending on your culture.

What role do languages have in your life?

Discussion Point

Culture broadly defines a system of meaning for a group of people and it includes language, laws, customs, myths, images, texts, and daily practices.

Life and death in languageRead the following extracts from On the Death and Life of Languages by Claude Hagege and answer the questions that follow.

Languages accompany human groups. They disappear with them; or, on the contrary, if those groups are large and quick and spread beyond their original environment, the languages can be dispersed, in their wake, over vast territories. Thus, it is from those who speak them that they derive their life principles and their ability to increase their area of usage.

Nevertheless, languages are also one of the essential sources of the vital force that animates human communities. More than any other properties defining what is human, languages possess the power to provide individuals with the basis for their integration into society—that is, on a level different from one’s biological framework and mental structure, meaning the very foundations of one’s life.

… the existence of languages is a very simple and universal means for deceiving nothingness. After all, languages allow for history, in the evocation of the dead through public or private discourse … No animal species possesses the means to evoke its past, assuming that some of them do not lack memory, or at least memories. It is humans who create the history of animals, in paleontological works in which their language allows them to relate a breathtakingly old past. ….

Through speaking and writing, languages not only allow us to trace our history well beyond our own physical obliteration, they also contain our history. Any philologist, or anyone curious about languages, knows that treasures are deposited within them that relate societies’ evolution and individuals’ adventures. Idiomatic expressions, compound words, have a past that calls up living figures. The history of words reflects the history of ideas. If societies do not die, it is only because they have historians, or annalists, or official narrators. It is also because they have languages, and are recounted in these languages.

Source: Hagege, Claude. (trans. Gladding, Jody). 2009. On

the Death and Life of Languages. New Haven: Yale University

Press. pp. 3–7

Questions to the text1 Do you agree with Hagege’s views on language?

What does it mean when he says language “deceives nothingness”?

2 Hagege thinks it is important for people to be bilingual, no matter what two languages they speak. Why would he hold this view?

3 Can bilingualism (or multilingualism) call our attention to special qualities of language?

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Questions link theory to wider issues, keeping study in line with the learner profile

Activities encourage critical thinking, and develop skills central to assessment

The relationship between language and culture is a key priority, in line with the new syllabus

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Lang

uage

B

4

Course Companion: French BChristine Trumper, John Israel

Course Companion: Spanish BAna Valbuena, Suso Rodriguez-Blanco

Thoroughly addressing the 2011 Language B syllabus, these texts will fully equip your students to shine. Interactive oral activities are built in and a huge range of written tasks will strengthen exam skills. Extension sections in each chapter will ensure students are stretched. Suitable for SL and HL, they cover all the core themes and options.

Course Companion: English B Saa’d Aldin, Tempakka, Abu Awad, Morley

Developed in partnership with the IB, this brand new Course Companion will thoroughly stretch and support your students, while equipping them to achieve their full potential in exams.

Course Companion: English B . . . . . . . . . . . . . . . 978 019 912968 3 . . . . . $63.95Course Companion: French B . . . . . . . . . . . . . . . 978 019 912739 9 . . . . . $39.96

Course Companion: Spanish B . . . . . . . . . . . . . 978 019 915123 3 . . . . . . . . . . . . . . . . .$39.96

August 2012

Course Companion: Spanish B

Packed with globally-relevant case studies that will interest students

Lots of questions reinforce grammatical concepts

Links to the learner profile align learning with the IB philosophy

Each book contains a full unit on literature for a holistic approach

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Language BN

EWSkills and Practice: French BAnn Abrioux, Pascale Chrétien, Nathalie Fayaud

Skills and Practice: Spanish BAna Valbuena, Suso Rodriguez-Blanco

Written to heighten exam potential in Language B, these books will give students the experience and confidence they need to shine. With lots of focused, skills-based exercises that strengthen specific competencies, plus detailed information on exam structure, mark schemes and more, they will help your students achieve their best.

Skills and Practice: French B . . . . . . . . . . . . . . . . 978 019 912737 5 . . . . . $42.95 Skills and Practice: Spanish B . . . . . . . . . . . . . . 978 019 912738 2 . . . . . $42.95

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Skills and Practice: French B

Skills and Practice: French B

Covers the new internal assessment model and includes lots of practice

The step-by-step approach provides students with a manageable strategy for tackling questions

Exercises build skills directly relevant to assessment

Language BN

EW

His

tory

6

Course Companion: 20th Century World HistoryCannon, Mamaux, Miller, Pope, Jones-Nerzic, Williams, Smith, Keys

Course Companion: History of Europe and the Middle EastHabibi, Jafari, Jones-Nerzic, Keys, Smith

Course Companion: History of the AmericasLeppard, Mamaux, Rogers, Smith, Berliner

Our History Course Companions take a comparative approach that helps students to synthesize and critically consider information while placing a strong emphasis on source evaluation skills, fully in line with the IB syllabuses. Developed in partnership with the IB, you can trust they take the best approach.

Course Companion: 20th Century World History

Brings to life the process of interpreting, recording and understanding a topic through source analysis

Links to TOK and the IB learner profile help students appreciate the wider impact of the subject

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History

Skills and Practice: History Keely Rodgers, Joanna Thomas

Complementing the Course Companions and helping students demonstrate their skills in exams, this new text targets all the competencies students need in assessment. Building crucial skills like note-taking, effective reading and working with sources, learning is related to each exam paper, strengthening performance. The IA is covered in detail, along with a full chapter on essay skills. Plus, built-in TOK ensures learning fits with the IB ethos.

Course Companion: 20th Century World History . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 978 019 915261 2 . . . . . . . . . . . .$50.95Course Companion: History of Europe and the Middle East . . . . . . . . . . . . . . . . . . 978 019 918077 6 . . . . . . . . . . . .$57.95

Course Companion: History of the Americas . . . . . . . . . . . . . . . . . . . . . . . . . 978 019 918078 3 . . . . . . . . $55.95Skills and Practice: History . . . . . . . . . . . . . 978 019 912936 2 . . . . . . . . $44.95

February 2012

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Course Companion: History of the Americas

Spark debate around salient topics and encourage critical thinking

Instil a sense of inquiry through the built-in activities, which will strengthen research skills

Students are prompted to consider the impacts of historical events and think laterally

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Course Companion: PsychologyJohn Crane, Jette Hannibal

This core text actively encourages students to ask questions and examine evidence. Emphasizing research and evaluation of research methods, it will foster open-minded critical thinkers who can apply knowledge practically. A chapter on exam preparation provides assessment strategies, and support for the IA and extended essay is also included.

Study Guide: Psychology Jette Hannibal

A comprehensive and student-friendly resource which will boost exam performance alongside the Course Companion. Material is presented visually, in an easily digestible format, to help students focus. Plenty of exam guidance is included.

Content is related to the learner profile, helping to shape reflective, critical, and caring thinkers

Course Companion: Psychology . . . . . . . . . . . . . . . 978 019 915129 5 . . . . . . . . . .$50.95 Study Guide: Psychology . . . . . . . . . . . . . . . . . . . 978 019 912830 3 . . . . . $44.95

Tips on the external assessment relate the material to exams and provide assessment strategies

Integrates opportunity to debate on ethical issues and research methods, fostering outward-looking learners

Course Companion: Psychology

Business and M

anagement

Course Companion: Business and ManagementClark, Golden, O’Dea, Weiner, Woolrich, Olmos

Covering SL, HL and the options, this resource comprehensively covers the syllabus and introduces a broad range of business tactics, methods and solutions. Helping students to analyze, strategize and contextualize, it has an international focus and opens up debate on ethical issues linked to entrepreneurship.

Study Guide: Business and ManagementLloyd Gutteridge

With comprehensive coverage of SL, HL and the options, this concise and focused study guide is ideal for exam preparation. Working with the Course Companion, it breaks the content down into a digestible format to solidify understanding.

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Course Companion: Business and Management . . . . . . . . . . . . . . . . . . . . . . . . . . . 978 019 915225 4 . . . . . . . . . . $50.95

Study Guide: Business and Management . . . . . . 978 019 913531 8 . . . . . . . . . . $45.95

Lots of TOK links help you foster independent inquiry and open-mindedness

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Case studies relate the subject material to issues that resonate with students

Exam questions are in every section to ensure students can effectively employ knowledge in assessment

Activities and exercises encourage self-reflection, keeping students in check with their progress

Course Companion: Business and Management

Econ

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Course Companion: Economics 2nd EditionJocelyn Blink, Ian Dorton

Thoroughly updated for the 2011 syllabus, including a brand new student CD, this core resource is now even more accessible and engaging. Suitable for HL and SL, it thoroughly covers the quantitative component of the new syllabus, and contains up-to-date and global case studies which link theory to worldwide issues that will resonate with students.

Questions and exercises spur critical thinking, encouraging a balanced and reflective approach

Assessment advice builds familiarity with exam structure, flagging important skills to help students prepare

TOK in each chapter ensures students connect learning with wider issues

The Course Companion is

thorough and accurately covers

the course syllabus. The

connection with Theory of

knowledge is outstanding.

Economics Workshop Leader, Australia

Internationally-focused case studies help bring the theory to life

Exam-style questions ensure students are fully prepared to tackle exams

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Economics

NEW

Skills and Practice: Economics Constantine Ziogas

A skills-focused student text designed to enhance exam potential. Includes a step-by-step guide to the new quantitative syllabus element for HL, to help students get to grips with this new requirement.

Study Guide: Economics 2nd EditionConstantine Ziogas

The brand new edition of this popular student resource offers comprehensive and easily digestible revision of the 2011 syllabus. Guidelines on examiner expectations, past exam questions and more will prepare students for the real thing.

Course Companion: Economics 2nd edition . . . . . . . . . . 978 019 918499 6 . . . . . . . $39.96

Skills and Practice: Economics . . . . . . . . . . . 978 019 912861 7 . . . . . . . $44.95 Study Guide: Economics 2nd edition . . . . . . 978 019 912860 0 . . . . . . . $44.95

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Fundamental concepts are concisely summarized, helping students focus on putting theory into practice

Exercises develop competencies directly relevant to assessment, and familiarize students with exam tasks

Skills and Practice: Economics

All the necessary content is

there in an accessible format,

enriched with links to TOK and

the requirements for the

Internal Assessment.

Richard Allaway, International School of Geneva

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Geo

grap

hyCourse Companion: GeographyGarrett Nagle, Briony Cooke

Written by two senior examiners, and full of internationally-focused and up-to-date case studies, this text will challenge students’ perceptions and foster a holistic understanding. It includes a dedicated skills development chapter, support for the extended essay and opportunities for fieldwork to help students gain the most rounded understanding.

Study Guide: GeographyGarret Nagle, Briony Cooke

Ideal for exam preparation, this comprehensive guide covers all the material for SL, HL and the options. With exam practice and mark schemes, it complements the Course Companion, helping students achieve the best results.

Course Companion: Geography . . . . . . . . . . . . . . . . 978 019 913543 1 . . . . . . . . . . $39.96 Study Guide: Geography. . . . . . . . . . . . . . . . . . . . . . . 978 019 915241 4 . . . . . . . . . . $45.95

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Material is presented visually with diagrams, making it easier to digest

Additional issues and sources strengthen independent research skills and offer extra challenge

Lots of TOK links are worked into lessons, ensuring a balanced and reflective approach

Up-to-date statistics relate geographical principles to the real-world

Course Companion: Geography

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Environmental

Systems &

SocietiesCourse Companion: Environmental Systems and SocietiesJill Rutherford

Enabling students to wholly understand the complex and controversial issues around the Earth’s natural systems, this text was written by an IB consultant and examiner and will fully prepare students to succeed. Integrating historical connections along with international perspectives, it supports students with the assessments and the extended essay.

Course Companion: Sports, Exercise and Health Science John Sproule

Brand new support for the Sports, Exercise and Health Science syllabus, this Course Companion fully covers all the course material and will support your students in achieving strong results.

Data-based questions in every chapter ensure strong comprehension

Course Companion: Environmental Systems and Societies . . . . . . . . . . . . . . . . . . . . . . .978 019 915227 8 . . . . . . . . . . . . $50.95

Course Companion: Sports, Exercise and Health Science . . . . . . . . . . . . . . . . . . . . . . 978 019 912969 0 . . . . . . . $55.16

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This is an invaluable tool

both for myself and my

students – incredibly

comprehensive, coherent and

links aspects of the learner

profile. I don’t know what I

would do without my copy!

Environmental Systems and Societies

Teacher, Dallam School, UKEnvironmental Systems and Societies

Environmental Systems and Societies

Environmental Systems and Societies

Environmental Systems and Societies

Environmental Systems and Societies

Environmental Systems and Societies

Environmental Systems and Societies

Teacher, Teacher, Dallam School, UKDallam School, UKDallam School, UKDallam School, UKDallam School, UKDallam School, UKDallam School, UKDallam School, UK

September 2012

Exercises that enable self-assessment help students work creatively and gauge understanding

Case studies connect the material to global issues, helping students gain a wider perspective

Course Companion: Environmental Systems and Societies

Scie

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Course Companion: Biology 2nd EditionAndrew Allott, David Mindorff

Course Companion: Chemistry 2nd EditionGeoff Neuss

Course Companion: Physics 2nd EditionTim Kirk, Neil Hodgson

A student-friendly suite of resources that take an active approach to learning, our Science Course Companions will help students link theory with the world around them, fostering critical and knowledgeable thinkers. Free student CDs include even more material and support.

Theory is linked to real-world discussion points, spurring debate and helping students think laterally

Opportunity to analyze data builds a strong foundation for the internal assessment

Data-based questions prepare students for the types of questions on Papers 2 and 3

Course Companion: Biology 2nd Edition

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Science

Study Guides: Biology, Chemistry and Physics 2nd EditionsAndrew Allot, Geoff Neuss, Tim Kirk

Working with the Course Companions, these Study Guides are perfect for revision and consolidation. They follow a concise, diagrammatic format, and are packed full of practice and exam guidance to help students achieve the best results.

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practice and

Animations help students understand key concepts, either at home or in the classroom

Course Companion: Chemistry CD

Course Companion: Biology CD

Course Companion: Biology CD

Course Companion: Chemistry CD

2nd Editions

Course Companion: Biology . . . . . . . . . . . . . . . . . . . 978 019 913956 9 . . . . . . . . . . . . $58.95Course Companion: Chemistry . . . . . . . . . . . . . . . . 978 019 913955 2 . . . . . . . . . . . . $58.95 Course Companion: Physics . . . . . . . . . . . . . . . . . . . 978 019 913954 5 . . . . . . . . . . . . $58.95

Study Guide: Biology . . . . . . . . . . . . . . . . . . . . . . . . . 978 019 915143 1 . . . . . . . . . . . . $51.95Study Guide: Chemistry . . . . . . . . . . . . . . . . . . . . . . . 978 019 915142 4 . . . . . . . . . . . . $52.95Study Guide: Physics . . . . . . . . . . . . . . . . . . . . . . . . . 978 019 915141 7 . . . . . . . . . . . . $51.95

Student CD

50 pages of Kitchen sink experiments are on the free Student CD, to encourage hands-on inquiry

Additional questions and exam practice are ideal for homework and to consolidate learning

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NEW

Course Companion: Mathematics SLLa Rondie, Kemp, Buchanan, Fensom, Stevens

A comprehensive classroom book that frames mathematics in a meaningful, global context, this text will support you through the 2012 syllabus changes. It includes a full set of worked solutions, plus up-to-date GDC support, exam-style questions and more on a free CD. With over 800 pages of material plus an eBook, it has everything your students need to succeed in the course.

Course Companion: Mathematics SL . . . . . . . . . . . . . . . . . 978 019 912935 5 . . $81.95 Still available, while stocks last:

Mathematics Standard Level for the IB Diploma . . . . . . 978 019 914979 7 . . .$60.95

Help your students think critically and build a sense of inquiry

Questions will strengthen analytical skills and build a confident, in-depth understanding

The Exploration is thoroughly covered in a dedicated chapter

Students will understand how mathematics impacts their own lives via lots of real-life connections

February 2012

eBook and print

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Course Companion: Mathematical Studies SLSecond Edition

Blythe, Fensom, Forrest, Waldman de Tokman

Fully covering the revised 2012 syllabus and addressing the new focus on applications and the GDC, this text has over 600 pages of guided explanation and exercises to ensure your students achieve the best results. An eBook with extensive digital material gives even more support, with interactive worked solutions, conceptual animations and more.

Study Guide: Mathematical StudiesScott Genzer

Perfect for revision, this Study Guide concisely covers all the syllabus topics in a digestible format. With lots of opportunity to practise, examiner hints and past exam questions, it will fully prepare students for exams.

Course Companion: Mathematical Studies SL 2nd edition . . . . . . .978 019 912933 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $74.95Study Guide: Mathematical Studies . . . . . . . . . 978 019 915242 1 . . . . . $37.95

Still available, while stocks last:

Course Companion: Mathematical Studies SL 1st edition978 019 915121 9 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $53.95

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Exam practice builds the confidence students need to perform well

Students are prompted to think in a real-world context, in line with the learner profile

confidence students need to perform well

February 2012

eBook and print

Course Companion: Mathematical Studies SL 2nd Edition

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NEW

Course Companion: Mathematics HLHarcet, Heinrichs, Mariz Seiler, Torres Skoumal

Written for the 2012 syllabus, this stretching, comprehensive text will challenge your HL students and prepare them to achieve strong exam results. Fully supporting the new Exploration, digital support includes an eBook, interactive worked solutions, GDC support, extension opportunities and practice exam-style papers.

Course Companion: Mathematics HL . . . . . . . . . . . . 978 019 912934 8 . . . . .$93.95 Still available, while stocks last:

Mathematics Higher Level for the IB Diploma . . . . . 978 019 915226 1 . . . . $72.95

February 2012

NEW

Theory is linked to real-world issues, ensuring students can apply their knowledge practically.

The latest GDC support is built in, with even more information on CD, to make lessons more efficient

Step-by-step explanation solidifies understanding

eBook and print

Course Companion: Theory of Knowledge . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 978 019 915122 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . $53.95

Course Companion: Theory of KnowledgeEileen Dombrowski, Lena Rotenberg, Mimi Bick

Help stimulate your students to think critically and creatively about knowledge through content and activities that cross disciplines and cultures. With additional support for the TOK essay and presentation.

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I like the way it is

presented, with loads

of activities and advice.

It’s a very student

friendly text.

Sheta Saha, IB Coordinator,

Chatsworth International School,

Singapore

Individual, group and class activities enable students to actively explore and understand the subject

Viewpoints make it easier for students to relate to the material, and give a truly international flavour

Theory of Know

ledge

Questions on all kinds of issues are worked into the text, helping students think outside the box

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TITLE ISBN SCHOOL PRICE QUANTITY AMOUNTIB Diploma Programme

Theory of Knowledge

Course Companion: Theory of Knowledge 9780199151226 $53.95

English A and B

Course Companion: English A Language and Literature 9780199135424 $39.96

Course Companion: English A Literature 9780199135417 $39.96

Skills and Practice: English A Language and Literature New! 9780199129713 $42.40

Skills and Practice: English A Literature New! 9780199129706 $42.40

Course Companion: English B New! 9780199129683 $63.95

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Course Companion: French B 9780199127399 $39.96

Skills and Practice: French B New! 9780199127375 $42.95

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Course Companion: Spanish B 9780199151233 $39.96

Skills and Practice: Spanish B New! 9780199127382 $42.95

History

Course Companion: 20th Century World History 9780199152612 $50.95

Course Companion: History of Europe and the Middle East 9780199180776 $57.95

Course Companion: History of the Americas 9780199180783 $55.95

Skills and Practice: History New! 9780199129362 $44.95

Pages from History Series

The Cold War 9780195166378 $22.00

Imperialism 9780195108019 $32.76

The Industrial Revolution 9780195128178 $35.16

Hitler and the Nazis 9780195152852 $30.36

Modern Japan 9780195147421 $35.16

Twentieth Century China 9780195147452 $35.16

The Vietnam War 9780195122787 $32.76

TITLE ISBN SCHOOL PRICE QUANTITY AMOUNTWorld War I 9780195137460 $35.16

A Teacher's Guide to Using Primary Sources 9780195166125 $8.80

Psychology

Course Companion: Psychology 9780199151295 $50.95

Study Guide: Psychology New! 9780199128303 $44.95

Business and Management

Course Companion: Business and Management 9780199152254 $50.95

Study Guide: Business and Management 9780199135318 $45.95

Economics

Course Companion: Economics 2nd Edition New! 9780199184996 $39.96

Skills and Practice: Economics New! 9780199128617 $44.95

Study Guide: Economics 2nd Edition New! 9780199128600 $44.95

Geography

Course Companion: Geography 9780199135431 $39.96

Study Guide: Geography 9780199152414 $45.95

Environmental Systems and Societies

Course Companion: Environmental Systems and Societies 9780199152278 $50.95

Course Companion: Sports, Exercise and Health Science New! 9780199129690 $55.16

Science

Course Companion: Biology 9780199139569 $58.95

Course Companion: Chemistry 9780199139552 $58.95

Course Companion: Physics 9780199139545 $58.95

Study Guide: Biology 9780199151431 $51.95

Study Guide: Chemistry 9780199151424 $52.95

Study Guide: Physics 9780199151417 $51.95

Mathematics

Course Companion: Mathematics SL New! 9780199129355 $81.95

Course Companion: Mathematics Studies SL, 2nd Edition New! 9780199129331 $74.95

Course Companion: Mathematical Studies SL, 1st Edition 9780199151219 $53.95

Study Guide: Mathematical Studies 9780199152421 $37.95

Mathematics Standard Level for the IB Diploma 9780199149797 $60.95

Course Companion: Mathematics Higher Level New! 9780199129348 $93.95

Mathematics Higher Level for the IB Diploma 9780199152261 $72.95

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