Peace Studies PDF

International Baccalaureate Organization
Diploma Programme
Peace and Conflict Studies

Developed at the United World College of the Atlantic
School-based Syllabus
Revised by Lodewijk van Oord and Rianne Siebenga (2005)
For first examinations in May 2007
Notes
1. This document should be read in conjunction with the Vade Mecum school-based
syllabus (SBS) entry.
2. As an SBS, Peace and Conflict Studies may be offered only by schools
authorised by IBO to do so prior to the commencement of the course.
3. An SBS may not be combined within the same Diploma with a pilot programme or
another SBS.
4. Any queries arising from this documentation should be directed in the first
instance to the subject area manager at the IB curriculum and assessment
centre.
IB Diploma Programme guide: SBS Peace and Conflict Studies, 2005
Contents
NATURE OF THE SUBJECT
AIMS
OBJECTIVES
SYLLABUS OUTLINE
SYLLABUS DETAILS
ASSESSMENT OUTLINE
ASSESSMENT MODEL
ASSESSMENT DETAILS
SPECIMEN EXAMINATION PAPERS
16
BIBLIOGRAPHY
26
Nature of the subject

Peace and Conflict Studies takes up the challenge of the International
Baccalaureate Organization
s mission statement to promote an understanding
of social and global affairs and help create a world of greater justice and
peace.
For the purpose of this course the term
conflictis used in a sense broader
that of open violence or warfare. It includes, for instance, conflicts of interest
and examples of
structural violence. Traditionally peace has been
understood as the absence of war. Peace research, however, has suggested
strongly that there are two complementary concepts of peace. The absence
of war and direct violence (sometimes referred to as negative peace) is the
first fundamental condition for and a step towards the achievement of positive
peace. The latter is based on notions of justice, liberty, equality and cooperation; although of course these terms themselves are open to many
definitions and interpretations. Progress towards peace is therefore a
dynamic process, a movement first towards the absence of war and violence
and then towards genuine, lasting, positive peace.
Peace and Conflict Studies demands a transdisciplinary approach, combining
elements of subjects such as History, Economics, Political Thought, World
Religions, Social Psychology and Anthropology. The course is
value-based
insofar as it encourages peace rather than violence, but the intention is not to
pacifystudents or to persuade them to ignore or avoid conflict. Indeed,

Peace and Conflict Studies values conflict as a means of achieving positive
change. The course will inevitably concern itself with the analysis of
aggression and violence, since only by understanding those phenomena can
students learn how they might be reduced or eliminated.
The educational philosophy that underpins this course values student
discussion over lecturing by the teacher, and values learning through
experience over the studying of vast amounts of content. The teacher should
therefore set out to create a learning environment where students feel free to
speak their minds and engage in critical and constructive debate. This will
enable students to learn from peers who might have different or even
contradictory perceptions of peace and conflict. By using different
instructional formats, Peace and Conflict Studies will be a real learning
experience that will encourage students to think and reflect on their own and
othersattitudes and behaviour.
Aims
The aims of the Peace and Conflict Studies course are to enable students to:
1. explore the concepts of peace, violence and aggression within and
between individuals and societies.
2. develop an understanding of the origins and causes of conflict between
and within individuals, groups and states.
3. develop an understanding of different processes and strategies of
conflict transformation and the conditions and circumstances
necessary for lasting peace at various levels.
4. recognize the preconceptions and assumptions of their own social and
cultural environment.
5. promote the need for social justice, equality and respect for others;
appreciate diversity; combat bias, prejudice and discrimination.
6. develop an awareness of the existence of different interpretations
relating to the topics studied in the course.
Objectives
Having followed the Peace and Conflict Studies course, candidates will be
expected to:
1. define for working use certain key concepts such as peace, violence
and aggression, and grasp their importance and implications for the
study of individuals and societies.
2. interpret, explain, and distinguish between different theoretical and
practical approaches to key concepts.
3. compare, criticise and evaluate different sources and approaches to
and interpretations of the topics studied in the course.
4. apply and evaluate approaches to conflict transformation and concepts
in relation to specific conflicts at the personal, social and global level.
5. communicate their awareness and understanding of conflict and
conflict transformation on a personal, social and global level.
6. demonstrate the ability to collect, select, analyse and evaluate
evidence; organise evidence into clear, logical, coherent and relevant
arguments, both orally and in writing.
Syllabus outline
The Peace and Conflict Studies course consists of four topics. The course
includes the study of peace and conflict at three analytical levels the
personal, social and global. It is expected that peace and conflict theories will
be introduced throughout the course in relation to the specific examples
studied. While it may be useful to begin with an analysis of different concepts
of violence and peace, the following does not prescribe a particular teaching
order.
The four topics are:
Topic 1: Concepts of peace, violence and agression
Topic 2: Social conflict
Topic 3: Conflict around the globe
Topic 4: Transforming conflict
Syllabus details
Topic 1: Concepts of peace, violence and agression
Concepts of Peace and Conflict Studies
- Concepts of peace, violence and conflict
- Meaning of peace in different political traditions and religions
- Conflict dynamics (e.g. Galtung
s conflict triangle)
- Parties in conflict: positions, needs and interests
Theories of human aggression
- Instinct theories
- Frustration / aggression theories
- Social learning theories
Warfare
- Experimental studies of authority and obedience
- Just war theory (Jus ad bellum and Jus in bello)
- Nature of contemporary warfare

Prejudice and discrimination
- The nature of human difference (concepts of race, culture, identity)
- Causes of prejudice and discrimination
- Methods of tackling prejudice and discrimination
Conformity and group influence
- Experimental studies of conformity
- Social influence
Minority groups within society

- Racial / ethnic minorities
- Gender / sexual minorities
- Religious / political minorities
A topical regional conflict (e.g. Balkans, Arab-Israeli, N. Ireland, Iraq)
- History of the conflict (social, economic and political causes)
- Outside influences (e.g. foreign influence, arms trade)
- Proposed and partly tried solutions to the conflict
Development
- Measures of development
- Third world debt and its consequences
- Aid and aid dependency
Globalisation
- Concepts of globalisation
- Global problems and global problem solving
- The military industrial complex

Violent and non-violent conflict transformation
- Violent protest (e.g. guerrilla and terrorism)
- Philosophy and objectives of non-violence
- Two historical or current examples of non-violent protest (e.g.
Gandhi, Martin Luther King, Aung San Suu Kyi): their successes
and failures
Third party intervention
- State sovereignty and international law
- The role of international organisations (e.g. UN, NATO, OSCE)
- Mediation strategies
Post-conflict
- Peace agreements and immediate basic needs
- Reconstruction
- Reconciliation in theory and practice
Assessment outline
1.
Written examination
60%
Two written examination papers:
Paper 1
1 hour
20%
One document paper based on topic 1 and one of the other
three topics (this topic remains undisclosed). Candidates answer
all four questions. The maximum mark for paper 1 is 20.
Paper 2
2 hours
Six essay questions, three for each of the two topics not
assessed in paper 1. Two questions to be answered, one from
each topic. The maximum mark for paper 2 is 40.
2.
40%
Coursework
40%
An investigative report with recommendations, including an oral
presentation (the
press conference
).
Note: the oral component is moderated on the basis of the the overall
moderation. Thus any moderation adjustment to the marks for sections
A to E (out of 32) is applied proportionally to the total mark
(out of 40). Handouts, OHP transparancies or powerpoint prints used
by the candidates during the presentation must be kept
available for moderation.
Assessment model
Paper 1
Paper 2
Investigative
report
1, 2, 3, 4
3, 4, 5
1, 2, 3, 4, 5, 6
Syllabus content
Topic 1 and one other

topic
The 2 topics not

assessed in paper 1
Prejudice and
discrimination or
regional conflict
Method
Four document-based
questions
Two extended
response questions
Extended response
1 hour
2 hours
Approx. 25 hours
20%
40%
40%
Assessment Objectives
(page 4)
Component time
Assessment weighting
As an integrated approach to the subject is adopted, assessment objectives

will necessarily overlap across the four components.
Assessment details
1. The method of assessment used by the International Baccalaureate
Organization is criterion-referenced, not norm-referenced. Candidates
work is assessed according to identified assessment criteria and not in
relation to the work of other candidates.
2. In the Peace and Conflict Studies course different markband
descriptors are used to identify specific levels of achievement in paper
2 and the investigative report. A markscheme for paper 1 will be
provided together with each examination paper.
Assessment, paper 2
40%
A. General criteria for assessment
Essay questions set candidates a specifically defined task. The candidate
should show:
(1)
Adequate knowledge/evidence of the subject or topic on which

the question is based, providing the knowledge is used relevantly
and effectively in the context of the requirements of the question.
(2)
Understanding of the demands and scope of the question.
(3)
Skills of presentation, embracing all that is involved in writing

clearly, grammatically and concisely and punctuation with
reasonable accuracy. Examiners should not think in terms of
deducting marks for weaknesses in this field. In the International
Baccalaureate examination, of course, examiners should give
special consideration to, and make allowances for, candidates
writing in a second language.
(4)
Skills of organisation, including different but relevant skills such as

the ability to plan an answer geared to meet the needs of the
question, the ability to write descriptive narrative, to develop and
sustain coherent and convincing arguments, to analyse, discuss
and explain, to compare and contrast, to exercise critical
judgement in the evaluation of different interpretations and
different evidence. The need for the exercise of these skills will
depend on the question.
10
11
B. Markband for paper 2

Achievement level
0
The candidate does not achieve the standard described in markband 13.
1 3
There is very limited understanding of the question. The ability to

exercise skills and knowledge is inadequate, usually inaccurate and
has little relevance to the question. The essay seems to lack any plan
and is badly organised. Points are presented as isolated pieces of
information bearing little relation to each other or to the question.
Arguments, analysis and discussion are absent.
4 5
There is limited understanding of the question. The ability to exercise

skills and knowledge shows serious limitations. Knowledge is frequently
inaccurate and often not relevant to the question. There is some
attempt to plan and organise the essay, but it is very basic. Argument,
analysis and discussion are very limited.
6 7
There is some understanding of the question. The ability to exercise

skills and knowledge is limited, sometimes inaccurate and not always
relevant. There are some attempts to put together an answer with
relevance to the question. Planning and organisation of the essay is
meagre. Arguments, analysis and discussion are limited.
8 10
The question is generally understood. The ability to exercise skills and

knowledge is satisfactory, although not all knowledge is accurate or
directly relevant. Planning and organisation are sufficient. Most of the
discussion is presented in narrative form. There is limited argument
and analysis. The answer shows some evidence of ability to exercise
critical judgement.
1113
There is adequate understanding of the question. The ability to

exercise skills and knowledge is sufficient, generally accurate and
directly relevant. Planning and organisation are usually effective. The
answer largely avoids narrative and shows a thoughtful and critical
approach.
14 16
There is a good understanding of the question. The ability to exercise

skills and knowledge is satisfactory, accurate and directly relevant.
Planning and organisation are effective. The answer shows a clear
ability to exercise critical judgement.
17 20
There is excellent understanding of the question. The ability to exercise

skills and knowledge is impressive, highly accurate, directly relevant
and effective. The essay is well planned and elegantly organised. The
candidate has a well-developed ability to construct coherent and
convincing arguments. At the upper end of this markband, the
candidate
s work shows a confidence and assurance in the handling of
evidence and a well-developed and critical sense of judgement.
12
Investigative report with recommendations
40%
The investigative report allows candidates to demonstrate their conceptual

and factual knowledge and skills through a topic of personal interest free from
the time constraints of examination. Candidates should choose an
investigation on either prejudice and discrimination or a regional conflict. The
investigative report consists of a maximum of 2,000 words. The teacher
should give advice and guidance on appropriate sources and on the nature of
the chosen topic (see examples in guidelines below). Teachers may also give
advice to candidates on a first draft of the investigative report. However, the
teacher should not function as the main editor of the report.
The prescribed components of the investigative report with recommendations

are:
An executive summary (250 words)
An executive summary is much like other summaries in that its main goal is to
provide a condensed version of a longer report
s content. The key difference,
however, is that executive summaries are written for someone who most likely
does not have the time to read the whole report, such as journalists or highlevel politicians. An executive report is different from an abstract in the way
that the latter is essentially a miniature version of the original. A well written
executive summary goes beyond this: it seeks to let the reader (usually a
decision maker) in on what the real significance of the report is and what he
or she should respond to.
Nature of the conflict (600 words)
A discussion of the nature and background of the conflict, the parties
involved, and the evolution of the conflict to the present situation. (See the
specific tasks for each option for more details).
Analysis of the conflict (600 words)
The level of conflict will be analysed within a theoretical framework. This
should include: the
levelof violence; the position, needs and interest of the
parties involved (throught the analysis and evaluation of sources); (partly)
tried solutions and, when applicable, reasons for failure.
Recommendations and their limitations (550 words)
A list of recommendations with steps towards positive change, in the form of
either a list or continuous prose. This includes a brief analysis of the
limitations of each recommendation.
The Press conference (oral presentation of 15 minutes)
An presentation of the investigative report, its main recommendations and the
action needed. Using OHP, PowerPoint presentation or handouts, candidates
will present the findings of their investigation to the rest of the class or college
(NB, see note on page 7 concerning moderation of this component).
13
14
Time Allocation
It is recommended that a total of approximately 25 hours should be given to
the investigation. This should include:
Time required by the teacher to explain the nature of the report,
references and plagiarism.
Class time and homework time to research and write the report.
Time for consultation between the teacher and each candidate.
Option 1: Prejudice and discrimination

Identify a group of your choice that suffers from prejudice and discrimination within
the wider community. The group should suffer from social rather than government
sanctioned and institutionalised prejudice and discrimination. You are an expert in
social policy and have been asked to write an investigative report to be presented to
governmental representatives who would like to know more about the problems
suffered by this group.
Using a variety of sources you should identify: what is the nature of the conflict
between the group and the wider community? What level of
violenceis being
encountered by this group and with what effect on them? Using a theoretical
framework, analyse the historical and present causes of these attitudes (prejudice)
and behaviour (discrimination). What policies (if any) have so far been adopted to
tackle these problems and with what success? Give your recommendations,
supported by reference to theory, for further action to achieve greater positive peace
for members of this group. Also analyse the possible limitations of your approach.
To enable the government representatives to get a quick impression of your analysis
and recommendations you should provide your report with an executive summary.
Some examples of suitable titles:
An investigative report with recommendations on the prejudice and

discriminations suffered by Roma gypsies in the Czech Republic.
discrimination suffered by homosexuals in the United States military.
discrimination suffered by women in the field of physics at British
universities.
15
Option 2: A regional armed conflict

Identify a regional armed conflict of your choice. You are an expert in conflict
analysis and have been asked to write an investigative report to be presented to
United Nations who would like to know more about this particular conflict.
Using a variety of sources you should identify: what is the history and nature of
the conflict? What are the social, economic and political causes? Who are the
parties in conflict? Using a theoretical framework, what are the partiespositions,
needs and interests? What (if any) are the proposed or partly tried solutions to the
conflict? Give your recommendations on necessary steps to be taken, supported by
reference to theory, for further action to achieve greater positive peace for members
of the different identified parties. Also analyse the possible limitations of your
approach.
To enable the United Nations representatives to get a quick impression of your
recommendations you should also provide an executive summary.
Some examples of suitable titles:
An investigative report on the conflict in

recommendations on steps towards democratisation.
Afghanistan
with
An investigative report on the conflict in Northern Ireland with

recommendations on steps towards disarmament.
An investigative report on the conflict in Chechnya with recommendations
on steps towards a cease-fire.
16
Investigative report level descriptors

The Investigative report uses mark band level descriptors for six different
sections. The number behind each section is indicates the number of words
for that section (total of 2,000 words):
Sections:
A
B
C
D
E
F
Marks:
Executive summary (250 words)

Nature of the conflict (600 words)
Analysis of the conflict (600 words)
Recommendations and limitations (550 words)
Holistic assessment
The press conference
Total :
4
8
8
6
6
8
40
Level descriptors for the investigative report (option 1 and 2)

Section A: executive summary (250 words)
Achievement level
0
There is no executive summary or there is one without a summary of

the major recommendations.
1 2
The nature of the conflict, the analysis of the conflict and the
recommendations are all present but do not precisely summarize the
content of the report.
3 4
The nature of the conflict, the analysis of the conflict and the
recommendations are all clearly stated and precisely summarized.
Section B: nature of the conflict (600 words)

Achievement level
0
1 2
3 4
5 6
The candidate has not reached level 1.

There is some discussion of the nature of the conflict, but two or
more of the following are missing: background, parties involved,
evolution of the conflict to the present situation. Alternatively,
everything is mentioned, but there is no or hardly any coherence or
clarity.
The nature of the conflict is discussed, but one of the following is
missing: background, parties involved, evolution of the conflict to the
present situation. Alternatively, all aspects are addressed, but there
is insufficient coherence and clarity.
All aspects of the nature of the conflict are addressed. The
discussion has sufficient coherence and clarity.
17
7 8
All aspects of the nature of the conflict are addressed in a

comprehensive way. The discussion has great coherence and clarity.
Section C: analysis of the conflict (600 words)

Achievement level
0
1 2
There is an attempt at analysis, but it is unfocused, often inaccurate

and mainly narrative. There is no reference to a theoretical
framework.
3 4
An analysis has been made, but it is sometimes unfocused and

inaccurate. There is some reference to a theoretical framework.
5 6
A good, focused and accurate analysis has been made. There is

good reference to a theoretical framework.
7 8
An excellent analysis has been made. The analysis is to the point

and provides an excellent reference to a theoretical framework.
Section D: Recommendations and limitations (550 words)

Achievement level
0
1 2
Although there are some recommendations, they hardly connect with

the analysis of the conflict. Awareness of their limitations is absent or
very limited.
3 4
The recommendations are usually connected to the analysis of the

conflict. There is generally a good awareness of their limitations.
5-6
The recommendations are directly connected to the analysis of the

conflict. There is a well developed awareness of their limitations.
18
Section E: Holistic assessment

Achievement level
0
1 2
The investigative report lacks coherence and clarity. The ability to

exercise skills and knowledge is inadequate and frequently
inaccurate. The overall presentation is poor. Analysis, source
evaluation and discussion are mostly absent.
3 4
The investigative report shows good coherence and clarity. The

ability to exercise skills and knowledge is satisfactory, although not
all knowledge is accurate or directly relevant. The overall
presentation is sufficient. Analysis, source evaluation and discussion
are only superficially developed.
5 6
The investigative report shows very good coherence and clarity. The
ability to exercise skills and knowledge is good, and generally
accurate and directly relevant. The overall presentation is very good.
Analysis, source evaluation and discussion show an impressively
developed sense of judgement.
Section F: The press conference

Achievement level
0
The candidate has not reached level 1 or a handout, OHP or

Powerpoint presentation is lacking.
1 2
The candidate gives a basic explanation of the investigative report,

but is unsuccessful in getting across the major recommendations.
The press conference is poorly structured. Handouts are of limited
relevance to the presentation. There is no interaction with the
audience.
3 4
The candidate gives a satisfactory explanation of the investigative

report with sufficient reference to the major recommendations. The
press conference is structured in a satisfactory manner. Handouts
are of sufficient quality. There is some interaction with the audience.
5 6
The candidate gives a good, comprehensive explanation of the

investigation, with good reference to the major recommendations.
The structure of the press conference contributes effectively to its
content. Handouts are very constructive. There is good interaction
with the audience, e.g. by answering questions in an informative way.
19
7 8
The candidate gives an excellent, comprehensive explanation of the

investigation, with effective reference to the major recommendations.
The structure of the press conference contributes effectively to its
content. Handouts are very constructive. The interaction with the
audience contributes to the press conference in an impressive and
informative way.
20
Specimen paper
Diploma Programme

Paper 1M
One hour
Maximum mark for this paper: 20
Answer all questions
21
Specimen paper
PAPER 1: Document Question (20 marks)
Answer all questions
Paper 1 consists of a document paper based on the following two topics:

Topic 1: Concepts of peace, violence and aggression
Read documents A, B and C and answer the following questions:
1.
Briefly explain the meaning of the following references:

(a)
Intifada(Document A)
marks)
(2
(b)
Satyagraha(Document C)
marks)
(2
Discuss the statement:

We can only achieve peace through non-violence
(Document A)
(4
marks)
2.
3.
Using Document B, C and your own knowledge, what are the arguments
for and against trade as a means of non-violent resistance.
(4 marks)
4.
Using Documents A, B, C and your own knowledge, identify the

possibilities and limitations of non-violent protest in the context of the
Palestinian-Israeli conflict.
(8
mar
ks)
22
Specimen paper
PAPER 1: Documents
DOCUMENT A
Gandhi Heir Urges Palestinians to Adopt Non-Violence Tactic
by Eric Silver in Jerusalem
The grandson of the Indian leader Mahatma
Gandhi has urged Palestinians to rise up
peacefully to demand an end to Israeli
occupation, and said freedom was close.
Arun Gandhi said yesterday that nonviolence would increase world sympathy for
the Palestinians. It was not too late to start
a non-violent movement in the West Bank
and Gaza, captured by Israel in 1967, he
said, and he condemned a barrier Israel is
building in the West Bank as an "evil thing".
"I know your day of freedom is very
near," he told thousands of flag-waving
Palestinians in the West Bank city of
Ramallah after meeting Yasser Arafat, the
Palestinian president.
Mr Gandhi visited the West Bank from
his American home but despite a genial halfhour meeting with Mr Arafat in Ramallah,
his pleas largely fell on deaf ears.
"We can only achieve peace through
non-violence," Mr Gandhi told The
Independent. "When we respond to the
oppressor the way the oppressor has done with the use of violence - then we lose our
moral strength."
He described his conversation with the
Palestinian leader as very fruitful. "We
couldn't take any decisions in half an hour,
but he agreed in principle that non-violence
was an option. I intend to keep in touch with
him."
Some Palestinian commentators have
started questioning the wisdom of the fouryear intifada, which has only increased
Palestinian suffering. "There is a trend
which believes in non- violent struggle,"
Ziad Abu Amr, a former minister said, "but I
don't think the Israelis are interested in it ...
It is very difficult to copy the types of
struggle which occurred in India in the
context of the Israeli occupation."
Eyad Sarraj, a leading Gaza psychiatrist
and human rights campaigner doubted
Palestinian Prime Minister Ahmed Qurie (C) holds hands

with Arun Gandhi (L) the grandson of Mahatma Gandhi
and a priest during a protest against the controversial
Israeli security barrier in East Jerusalem August 27,
2004. REUTERS
whether it was a starter. "There's so much

hatred, so much thirst for revenge. It would be
very difficult to channel this anger into a nonviolence path."
Palestinians at the rally were split on the
idea of non-violence. "The peaceful resistance
he talks about is better than what we have
here," said Mohammed Saber, 25. But
Mahmoud Suleiman, aged 15, said: "There
must be armed and peaceful resistance armed is more important."
23
Source: The Independent (British newspaper), 27 August 2004.
24
Specimen paper
DOCUMENT B
A Taste of Palestine coming to British Shelves
by Vikram Dodd
The saying goes that the personal has become
political. Now even the olive oil in your salad
dressing can be political.
British supporters of the Palestinian cause have
launched an extra virgin olive oil grown in the lush
groves of the occupied territories.
Profits will go to Palestinian farming cooperatives
in the West Bank, where access to markets is
limited.
Atif Choudhury, of the International Solidarity

Movement, a group that has been a thorn in the
side of the Israeli authorities, saw no contradiction
in trying to help poor farmers in a war zone by
selling their product to the concerned middle
classes in Britain. "This is about people's ability to
trade. You can talk about globalisation all day, but
people have the right to trade and access to a
marketplace."
But this particular harvest is in danger, they say,

from Israel's controversial security wall, which is
destroying some olive groves and dividing
Palestinian agricultural lands.
Jane Straker of Myriad organics store in Ludlow,

Shropshire, said her customers had been waiting
for the oil to arrive: "Selling it is something I can
do to help the Palestinian people. They have a
need for an outlet and trade can be a way to help
Distributors say they have already sold three times people rather than just aid."
the number of bottles that they expected to.
It is estimated that nearly half of Palestine's olive
Within a fortnight they expect to hold talks with a
harvest goes unsold, often meaning it spoils.
British supermarket, and hope that it will stock it.
Selling the oil abroad is thus a way for the
Palestinians to increase the returns from their
The oil is sold by Zaytoun, the Arabic word for
harvest. The oil will also be sold in Japan, Spain,
olive, and is marketed by a group of four
Belgium and the US.
volunteers from pro-Palestinian groups.
Hadas Lahav, who is from Sindyanna, an Israeli
group which helps Palestinians to sell olive oil,
The bottles bear the slogan "Resisting the
I think people in the world think the Middle
occupation by insisting on life". Distribution has so said:
East can produce only terror. It is important to
far been limited to liberal Jewish groups, proshow it
s not just terror that is produced, but that
Palestinian groups and charities.
we can produce beautiful things like olive oil.
Consumer reaction has been favourable, said
Moira Bridge of the Fairer World store in York.
Apart from the political selling point, the oil is good
enough to deserve a place on the shelves on its
own merits, she said. "People see it as a quality
and fair trade product and they're happy to pay the
price.
"It's not much more expensive than other olive
oils. It tastes good, it's very fruity and green in
colour, with a very peppery taste - it's nice for
salads and cooking."
Source: The Guardian (British newspaper), 22 September 2004.
25
Specimen paper
DOCUMENT C
Mahatma Gandhi on Satyagraha

Non-violence is more powerful than all the armaments in the world. It is mightier than the
mightiest weapon of destruction devised by the ingenuity of man.
The first principle of non-violent action is that of non-cooperation with everything humiliating.
Non-violence is not passive in any shape or form. It is the most active force in the world.
The satyagraha tries to get his opponent to join him in searching for the truth and finding a
way of settling a conflict. The non-violent person may have firm principles that he stands up
for, but he is ready to be flexible in everything else and willing to suffer for his beliefs. While
he is engaged in various non-violent methods of trying to persuade or confront his opponent
methods like sit-downs and sit-ins, strikes, fasts, demonstrations, boycotts, picketing and
non-cooperation he should also be doing constructive work to improve the situation.
Extracts from: The Selected Writings of Mahatma Gandhi, first published by Faber and
Faber (London 1951).
26
Specimen Markscheme for Paper 1

1.
Briefly explain the meaning of the following references:

(a) Intifada(document A) (2 marks)
Candidates will gain one mark for a sufficient translation of the word Intifada
(
uprising
) or by quoting part of the document (e.g.
a four year struggle
).
Candidates will gain a second mark for showing additional knowledge (e.g. by
mentioning the first and second intifada, by referring to the non-violent character
of the first intifada etc.).
(b) Satyagraha(Document C) (2 marks)
Candidates will gain one mark for an explanation such as
the truthor
the soultruth.Candidates will gain two marks for explaining that the Hindi word
Satyagraha is a combination of different words that can be translated in many
ways: self-sacrifice, search for truth, civil action etc. (Candidates who answer
satyagraha means non-violent actionetc. receive one mark).
2.
Discuss the statement: We can only achieve peace through nonviolence? (Document A) (4 marks)
For one mark the candidate will give only a weak explanation for agreeing or
disagreeing. For two marks the candidate will elaborate and give some
satisfactory arguments for his or her opinion. For three marks the candidate will
analyse or define the terms
peaceand
non-violencein a fairly sophisticated
way, drawing on the context of the document. A more complex analysis showing
the ambiguity of the term peace (e.g. by referring to positive/negative peace) will
be awarded four marks.
3.
Using Documents B and C and your own knowledge, what are the
arguments for and against trade as a means of non-violent resistance. (4
marks)
Answers that use only own knowledge or only information from the documents
can receive a maximum of 2 marks. For one mark the candidate must evaluate
superficially. For two marks the candidate must answer the question with
satisfactory but limited arguments (e.g.
trade will help the Palestinians make a
livingor
trade will give the Palestinians more self-esteem
). Three marks will be
awarded if the candidate manages to embed trade in a profound understanding
of non-violence theory. This answer will also include limitations of trade as a
means of non-violent protest. Four marks will be given if the candidate offers
deeper insight beyond these references.
4.
Using Documents A, B, C and your own knowledge, identify the

possibilities and limitations of non-violent protest in the context of the
Palestinian-Israeli conflict. (8 marks)
Use the markband for Section 2 to mark this answer. Answers that use only own
knowledge or only information from the documents can receive a maximum of six
marks for the best answer. Candidates must show some understanding of the
Palestinian-Israeli conflict (2 marks) and identify at least three limitations (one
mark each) and three possibilities (one mark each) of non-violent protest.
Limitations may include: lack of support from population; lack of understanding of
non-violence philosophy; difficulties to copy the non-violent struggle in the context
of Palestine. Possibilities may include: the moral strength of non-violence;
27
international support for non-violence (first intifada as example); the strength of

Palestinians as Israeli workforce (sit-ins, boycott etc.).
28
Specimen paper
Diploma Programme

Paper 2M
Two hours
Maximum mark for this paper: 40
Answer two questions, one from each topic
29
Specimen paper
PAPER 2: Essay Questions (40 marks)
Answer two questions, each chosen from a different topic

1. Analyse the attitudes and behaviour that lead to prejudice and
discrimination and recommend strategies to tackle them.
2. With reference to research in social psychology, assess the

advantages and disadvantages of conformity.
3. How far do you agree with the statement that women are a
minority
groupwithin most societies?

4. Analyse the causes and the outside influences of a regional conflict of
your choice.
5. What do you understand by the term
developmentand what problems
arise when trying to quantify and measure it?
6. Defend one of the following two statements:

(a) Globalisation leads to the development of Less Developed
Countries.
(b) Globalisation leads to the exploitation of Less Developed Countries.
30
Specimen answer to Paper 2, question 1

1. Analyse the attitudes and behaviour that lead to prejudice and
discrimination and recommend strategies to tackle them.
The first social scientist who investigated prejudice and discrimination in a systematic
way was Allport in the 1950s. He suggests that prejudice and discrimination can be
divided into three components: the Cognitive component (the mental state), the
affective component (where a strong sense of hostility exists), and the behavioural
component. Allport then divided the behavioural component in five different levels:
(1) anti-locution: verbal language such as bad jokes; (2) avoidance: to not go near
the prejudiced group; (3) discrimination: e.g. in the education system or in civil rights;
(4) physical attack: to physically hurt the group and, finally (5) extermination: the
attempt to eliminate the group as a whole. In popular language, however, all
behavioural prejudice is referred to as discrimination. Prejudice can be defined as an
attitude towards the members of some group, based solely on their membership in
that group.
Before investigating prejudice it is important to point out that it is not necessarily
negative. For example the statement
all women are tenderis a positive prejudice
while
all men are tallis neutral. However, one may argue that these untrue
stereotypes may lead to negative effects when they are not met (to men:
you
re so
short, you
re not a real man!
). This essay focuses on negative prejudices and
discrimination.
Scientists have approached the causes of prejudices and discrimination from
different angles. They identified personality factors, environmental factors and social
factors.
Personality factors involve the values a person holds. Adorno et al. describe the
authoritarian personality: a person who looks down to people of lower status and
have prejudices against them. They tend to look up to authorities and are rigid and
inflexible. They look at the outgroup as
themand the ingroup as
us
and
us
represents
good
, while
themrepresents
bad
. Adorno et al. have been criticized for
the fact that they only researched right-wing intolerance such as fascism.
Rokeach
s ideological dogmatism theory is an adaption of Adorno
s theory. It regards
the people who have prejudices against others as closed minded, unable to
comprehend new ideas and dogmatic. Dogmatic here is used to describe the
attitude. The closed-minded people are inflexible. They have a strong bond to the
ingroup and see a clear difference between
us and them
. The difference with
Adorno is that Rokeach
s theory also allows for prejudiced left-wing people such as
communists.
Dollard et al. also have a theory on prejudice which developed from their frustration
aggression hypothesis. They believe that when one is frustrated and incapable of
finding ways to express his anger, aggression will be released by finding a scapegoat (the person or group prejudiced against). Scape-goats are not usually randomly
selected. They are often related to the cause of frustration of the individual.
The environmental factors include the concept of conformity. When an individual
desires to be part of a group, he conforms to the group norms. If the norm of the
group is a prejudice towards another group, it is very likely that the person will start to
31
develop the prejudice against that targeted group.

Relative deprivation is also an environmental factor. Relative deprivation means that
there is a negative gap between a group
s ideal situation and their actual situation.
When a group feels that it is affected by the other group in certain ways (e.g.
unemployment problem created by immigrants) it is likely that the prejudice of the
majority would increase against the majority (e.g. society prejudices against
immigrants).
Lastly, the social factor suggests that the group of people does not necessarily have
a connection in order for prejudice to occur. It can start by randomly dividing people
into two groups. Prejudice occurs as long as groups exist.
Minimal group is an observation by which people are randomly divided into two
groups. By the end of the day prejudices already occur as the group members feel
the need to prejudice against the other group in order to be close to their own group.
The social identity theory suggests the same for national groups. People have an
urge to feel that they are better than the others. And therefore prejudices are formed
between ethnic and national groups.
Prejudice and discrimination is by all means destructive and needs to be tackled.
Social conflicts such as prejudice and discrimination can only be transformed if we
first analyse these conflicts systematically.
Johan Galtung constructed a useful model that can be used to analyse conflict. This
conflict triangle consists of three elements that are part of every full conflict. The
three elements are attitude (A), behaviour (B) and contradiction (C):
(C) Contradiction
(A) Attitude
(B) Behaviour
According to this triangle, a change in the attitudes of the parties in conflict will also
lead to a change in their behaviour. This will also transform the contradiction of the
conflict (the
thingthe conflict is about). In order to transform the prejudice and
discrimination it is therefore important to change the attitudes of the offenders. Three
ways of tackling this would be education, equal status contact and the pursuit of a
common goal.
Education is an obvious and very effective solution. Jane Elliott, a primary school
teacher in Ohio, USA, showed in her documentary A Class Divided that
discriminatory behaviour can be learned and unlearned rather easily. Her famous
blue eyed/brown eyed experiment gave children an experience of discrimination that
changed their attitudes dramatically.
Equal status contact can be done by the two parties or through an intervening third
party. It basically provides a chance for both sides, the ones who hold the prejudice
and the ones who are prejudiced against, to have the opportunity to get to know each
32
other in an equal status and harmonious environment. It clears the misunderstanding

and untrue stereotypes of the discriminated party and enables people to understand
each other as individuals instead of a group. People will then have less labels for
each other and be able to eliminate the existing prejudices.
The pursuit of a common goal is also a good way to bring groups together. When
two groups have a common goal to work towards to, they are more likely to
cooperate and less likely to have prejudices against each other. Through the process
of achieving their common goal they will also get in contact. Through frequent
contact misunderstandings and stereotypes will be eliminated and both groups will be
able to know each other as individuals and stop generalizing the opposite group.
Bibliography
Although there is no single textbook that covers the Peace and Conflict
Studies syllabus completely, there are many books that discuss important
aspects of the course. These books are documented below under the
heading general. The more specialised books and academic journals (for
instance useful for the investigative report or specific topics) are collected
under the heading further reading. Only titles published after 1985 are listed.
General
Author
Title
Publisher / year edition
Barash, D & Webel, C.

Barash, D. (ed)
Brown, S.
Christie, D., Wagner, R. &
Winter D. (eds)
Galtung, J.
Peace and conflict studies.

Approaches to peace: A reader in peace studies.
The causes and prevention of war.
Peace, conflict and violence: Peace psychology
for the 21st century.
Peace by peaceful means: Peace and conflict,
development and civilization.
Psychology: The science of mind and behaviour.
Sage 2002
Oxford UP 2000
St. Martin Press 19942
Prentice Hall 2001
Author
Title
Publisher / year edition
Archer, C.
Augustinos, M. &
Reynolds, K.
Avruch, K.
International organizations.
Understanding prejudice, racism and social
conflict
Culture and conflict resolution.
Routledge 19992
Sage 2001
Baylis, J. & Smith, S.

(eds)
Bellamy, A., Griffin, S. &
Williams, P.
Brown, R.
Coker, C.
Copley, A.
Freedman, L (ed)
Prejudice
Human warfare.
Gandhi: Against the tide.
War.
Blackwell 1995
Routledge 2001
Blackwell 1987
Oxford UP 1994
Gross, R.
Miall, H., Ramsbotham,
O. & Woodhouse, T.
Sage / PRIO 2003
Hodder & Stoughton

20014
Contemporary conflict resolution: The prevention, Polity Press 2000
management and transformation of deadly
conflict.
Further reading
Institute of Peace
Press 1998
The globalization of world politics: An introduction Oxford UP 2001
to international relations.
Understanding Peacekeeping.
Polity Press 2004
33
Gurr, N. & Cole, B.

Hecht, M. (ed)
Hirst, P.
Hocking, B. & Smith, M.
Jabri, V.
Landes, D.
Lederach, J. P.
Lederach, J. P.
Lederach, J. P.
Leeds, C.
Morton, J.
Nye, J.S.
Paris, R.
Patterson, L.
Peters, W.
Rischard, J. F.
Sen, A.
[United Nations]
Walzer, M.
Whittaker, D.
Whittaker, D. (ed)
The new face of terrorism: Threats from weapons

of mass destruction.
Communicating prejudice.
War and power in the 21st century. The state,
military conflict and the international system.
World politics: An introduction to international
relations.
Discourse on violence: Conflict analysis
reconsidered.
The wealth and poverty of nations: Why some
are so rich and some so poor.
The little book of conflict transformation.
Building peace: Sustainable reconciliation in
divided societies.
Preparing for peace: Conflict transformation
across culture.
Peace and war: A first sourcebook.
The poverty of nations: The aid dilemma at the
heart of Africa.
Understanding international conflicts: An
introduction to theory and history.
At war
s end: Building peace after civil conflict.
Martin Luther King Jr. and the freedom
movement.
A class divided
High noon: 20 global Issues, 20 years to solve
them.
Development as freedom.
Basic facts about the United Nations.
Just and unjust wars: A moral argument with
historical illustrations.
United Nations in the contemporary world.
The terrorism reader.
IB Tauris 2000
Sage 1998
Polity Press 2001
Prentice Hall 19952
Manchester UP 1996
Abacus 1999
Good Books 2003
US Institute of Peace
1998
Syracuse UP 1996
Stanley Thomas 1987
IB Tauris 1996
Harper Collins 1993
Cambridge UP 2004
Fact on File 1989
Yale UP 1987
Perseus Press 2002
Oxford UP 2001
United Nations 1995
Basic Books 19922
Routledge 1997
Routledge 2001
Journals and series

Title
Publisher
Peace, Conflict and Development. An

Interdisciplinary Journal
Department of Peace Studies, Bradford University.
The International Journal of Peace Studies
International Peace Research Association.
Peace and Conflict Studies Journal
Network of Peace and Conflict Studies.
Journal of Peace Education
Routledge and the Peace Education Commission

(PEC).
Journal of Peace Research
Sage and the Peace Research Institute Oslo.
The no-nonsense guide to (globalisation,

terrorism, arms trade, development etc.)
Several authors published by the New

Internationalist.
34

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International Baccalaureate Organization

Peace and Conflict Studies

For first examinations in May 2007

IB Diploma Programme guide: SBS Peace and Conflict Studies, 2005

NATURE OF THE SUBJECT

SPECIMEN EXAMINATION PAPERS

IB Diploma Programme guide: SBS Peace and Conflict Studies, 2005

Nature of the subject

pacifystudents or to persuade them to ignore or avoid conflict. Indeed,

IB Diploma Programme guide: SBS Peace and Conflict Studies, 2005

IB Diploma Programme guide: SBS Peace and Conflict Studies, 2005

Topic 2: Social conflict

IB Diploma Programme guide: SBS Peace and Conflict Studies, 2005

Minority groups within society

Topic 4: Transforming conflict

IB Diploma Programme guide: SBS Peace and Conflict Studies, 2005

Topic 1 and one other

The 2 topics not

As an integrated approach to the subject is adopted, assessment objectives

will necessarily overlap across the four components.

Adequate knowledge/evidence of the subject or topic on which

Understanding of the demands and scope of the question.

Skills of presentation, embracing all that is involved in writing

Skills of organisation, including different but relevant skills such as

IB Diploma Programme guide: SBS Peace and Conflict Studies, 2005

IB Diploma Programme guide: SBS Peace and Conflict Studies, 2005

B. Markband for paper 2

There is very limited understanding of the question. The ability to

There is limited understanding of the question. The ability to exercise

There is some understanding of the question. The ability to exercise

The question is generally understood. The ability to exercise skills and

There is adequate understanding of the question. The ability to

There is a good understanding of the question. The ability to exercise

There is excellent understanding of the question. The ability to exercise

IB Diploma Programme guide: SBS Peace and Conflict Studies, 2005

Investigative report with recommendations

The investigative report allows candidates to demonstrate their conceptual

The prescribed components of the investigative report with recommendations

IB Diploma Programme guide: SBS Peace and Conflict Studies, 2005

Option 1: Prejudice and discrimination

An investigative report with recommendations on the prejudice and

IB Diploma Programme guide: SBS Peace and Conflict Studies, 2005

Option 2: A regional armed conflict

Some examples of suitable titles:

An investigative report on the conflict in

An investigative report on the conflict in Northern Ireland with

IB Diploma Programme guide: SBS Peace and Conflict Studies, 2005

Investigative report level descriptors

Executive summary (250 words)

Level descriptors for the investigative report (option 1 and 2)

There is no executive summary or there is one without a summary of

Section B: nature of the conflict (600 words)

The candidate has not reached level 1.

IB Diploma Programme guide: SBS Peace and Conflict Studies, 2005

All aspects of the nature of the conflict are addressed in a

Section C: analysis of the conflict (600 words)

The candidate has not reached level 1.

There is an attempt at analysis, but it is unfocused, often inaccurate

An analysis has been made, but it is sometimes unfocused and

A good, focused and accurate analysis has been made. There is

An excellent analysis has been made. The analysis is to the point

Section D: Recommendations and limitations (550 words)

The candidate has not reached level 1.