GLOBAL PERSPECTIVES

EXAM STRUCTURE
There is no specific content that you can learnt or prepare for with regards to the exams

You can only prepare by learning and understanding ‘HOW’ to answer the questions given to you
Structure of the Exam (70 marks)

Students answer four compulsory questions based on source material. Students write all their answers in the space provided on
the question paper. The source material will be printed on the question paper Insert. Students are expected to read and study
the sources carefully before attempting the questions. The number of sources may vary from examination to examination. The
source material will present claims, arguments and evidence from different perspectives on a global issue drawn from the
following topics:

Demographic Education for Employment Fuel and

Change All Energy
Migration Transport Law and Globalisation
Systems Criminality
The exam paper is broken down into 4 questions for which you will have 75 minutes to complete all of them.
Marks are awarded as per below.

 Question 1 - 12 marks – 12 minute

 Question 2 - 14 marks – 14 minute
 Question 3 - 20 marks – 20 minute
 Question 4 - 24 marks – 24 minute

These questions comprise a series of sub-questions requiring candidates to respond to source material. These
include short answers and more extended responses.

Allow yourself about ONE MINUTE per mark given for each question.
Question Overview

Question 1 (12 marks) could be based on statistical information. Candidates may be asked, for example, to
1
describe patterns and trends shown in the statistical information.

2 Question 2 (14 marks) might ask candidates, for example, to suggest ways to test claims.

Question 3 (20 marks) might ask candidates, for example, to evaluate the effectiveness of arguments,
3
making a judgement about which is the most convincing.

Question 4 (24 marks) comprises an extended answer requiring candidates to respond to source material.
4 Candidates might, for example, be asked to use the source material to make a case to support a personal
opinion or perspective.
Question 1 (12 marks) could be based on statistical information. Students may be asked, for
example, to describe patterns and trends shown in the statistical information. (Short answer
questions).

Also, have to identify causes and consequences of an issue. For example:

Explain one global and one local consequence of…The access of education for girls?

 The influence of technology in the classroom?

 Mass migration from war zones such as Syria?
 Government changing policies toward employment benefits for migrants?
 The promotion of wind power as a future energy technology?
 The banning of coal combustion?
 The legalisation of recreational drugs?
 Banning smoking in all public areas?
 Increased access to affordable airline transportation?
 This comprise of series of sub-questions requiring students to respond to source material.
 These include short answers and more extended responses
 This focus on CAUSE and CONSEQUENCES of a specific topic.
 Look the questions in context to LOCAL, NATIONAL and GLOBAL significance.
 Simply say what you SEE in the SOURCE.
 A BULLET POINT answer is all that is needed
 The WHY is the most important part – They are looking for your views here.
 The strongest answer provide several clear reasons to explain why one cause was more
important than others and gave some evidence to support their judgements.
 Use the sources given and ensure you provide a clearly reasoned, credible and structured
explanation.
Question 2 (14 marks) might ask candidates, for example, to suggest ways to test claims.

​ art A (6 Marks)
P
You will be given a source or extract that has been written by an author and you must
determine how well he uses the evidence to argue his/her point.

What do I need to do to get full marks?

Clearly reasoned, credible and structured evaluation; two (or more) developed points clearly
linked to the issue. Evaluation is clearly focused on the evidence,
its strengths and/or weaknesses, and the way it is used to support the claim. Finish with
an overall assessment or conclusion.
 Focuses on the use of EVIDENCE and method of testing a claim
 Answer should be clearly reasoned, credible and structured evaluation.
 There should be four developed points.
 Evaluation should be focused on evidence, its strengths and its weakness and the way it is use to support the claim.
 A convincing overall assessment or conclusion should be reached
 The strongest provided clearly reasoned explanation to the opinion, discussing four evaluative points.
 Make a clear and explicit statement about the argument in the source and justify opinion using material in the source as
evidence.
 Quote from or summarise element from the source

Strengths
Clear reasoning which was easy to follow
Some research evidence is used
Several different type of evidence is used
The evidence is generally relevant
The argument is carefully worded in a professional tone with
measured language
The evidence is not easy to verify/check from the information
Weakness
The research evidence is only partly identified – the source
and authorship are not always clear
Author unknown – difficult to verify knowledge claims
Little clear, specific – statistical/numerical evidence
Level of the expertise of the author is not clear – may have
poor knowledge claims
Potential newspaper may be bias and selectivity
provided
 PRACTISE QUESTIONS
Review the questions below and highlight what the STRENGTHS and WEAKNESSES are for each?

1. How well does the author use evidence to support the claim that fossil fuels should be immediately
phased out?
"We must phase out polluting energy sources that destroy people and the planet. The question is no longer if we should
transition to renewable energy, but when. To prevent greater harm to communities and ecosystems and avert
catastrophic climate change, we need to start this transition today... Wind, solar, tidal, geothermal, and small-scale
hydroelectricity are clean, renewable sources of energy and are among the world's fastest growing technologies. With
the potential to decentralize energy production, renewable energies offer communities the chance to reclaim self-
sufficiency and rebuild localized economies while providing cheaper, cleaner energy solutions...

Coal, nuclear and other fossil-fuel power plants are outdated, dangerous and unnecessary sources of energy. We can
end our dependence on fossil fuels, curb climate change, protect our environment, and build healthier economies and
communities by switching to clean, proven renewable energy options. It's time to get out from under the thumb of
corporations whose only concern is economic self-interest. It's time to start an energy revolution by greening the grid."
 2. How well does the author use evidence to support the claim that a university education can cripple
graduates financially?
"As of June 2016, about 42 million Americans owed $1.3 trillion in student debt, and 45% of people with student loan
debt said college was not worth it. 10% of students graduate with over $40,000 in debt and about 1% have $100,000 in
debt. The average student borrower graduated in 2014 with $28,950 in debt. In June 2016, undergraduate college
graduates had an average of $37,173 in loan debt. According to the US Congress Joint Economic Committee,
approximately 60% of 2011 college graduates have student loan debt balances equal to 60% of their annual income.

Missing or being late for loan payments often results in a lower credit score and additional fees, thus escalating the debt
problem and potentially jeopardizing future purchases and employment. As of Dec. 31, 2016, about 8 million people
who owed $137 billion in student loan debt were in default (meaning no payment had been made in at least 270 days)."
3. How well does the author use evidence to support the claim that illegal immigration is a burden on the
host country?

"Many undocumented immigrants pay taxes, use government services and collect benefits. Most importantly,
undocumented immigrants contribute to the economy. Labor economists agree that there are net gains to having a
larger labor supply. Some groups benefit more than others do - and some may even be hurt by the millions of
undocumented immigrants. In 2012, researchers at the Cato Institute estimated that a mass deportations policy would
reduce economic growth by around $250 billion per year. Those costs would not be evenly distributed: Those at the
very bottom of the income distribution, particularly those without a high school diploma, may even earn higher wages
in the absence of undocumented immigrants. But in total, undocumented immigrants benefit the economy."
PART B (8 Marks):
The second part of question 2 focus on how you would go about testing a claim. You will be
given a statement and you must then show how you could go about testing the validity of it? To
do this you must consider the following:
​Types of information;
Sources of evidence (who might you target to get the information needed);
Methods you might use to obtain evidence (Primary or Secondary).

What do I need to do to get full marks?

Clearly reasoned, credible and structured explanation of a range of ways to test the claim. The
response contains three (or more) developed points, and you should try and write a point on
each of the above three areas. You must ensure that your response is clearly and
explicitly related to testing the claim.
 This part focuses on testing a claim – (a) Types on information (b) Source of evidence (c) Methods
 Types of Information – What material might exist that would help you prove this statement e.g. compare statistics
 Source of Evidence - Where could you go or who could you speak to in order to obtain data and information that
might help you prove this statement e.g. a specific government department
 Methods – Things of way you might go of collecting data that would help prove the statement e.g. Surveys
 Clearly reasoned, credible and structured explanation of a range of ways to test the claim. The response contain six
developed points.
 The response is clearly and explicitly related to testing the claims
 To perform well in this question describe several methods, source of information and types of evidence, that could be
used to test the claim
SAMPLE QUESTION
​The below statement is a claim that you need to test. How could you go about testing the validity of it?
‘Instagram is the most harmful social network for mental health’

•Possible types of information: •Possible sources of information: •Possible methods:

 compare statistics/ information
between various social media
platforms on relationship building;
 data from social media users,
professionals in the social media
development or experts in the Field;
 individual testimony or personal
experience,
 material from international
organisations, NGOs and pressure
groups linked with the impacts of
social media.
 University research papers and  review of secondary
studies; sources/literature/ research/
 national and local governments and documents;
their departments;  interview relevant experts,
 international organisations professionals and general public;
 Medical/ counselors/ psychology  internet search;
experts;  questionnaires;
 pressure groups, charities and NGOs;  surveys.
 media and internet.
What does a developed point look like?

In order to test the claim that Instagram is the most harmful form of social media for mental
health, we should look for some recent studies that have been undertaken by a reputable
organisation. It would be best that this is a third party organisation that has no links to the
health or technology industry so that it does not show any bias towards its outcomes. The
data that they collect should canvas a wide range of age groups and be extensive in nature
with regards to the number of individuals that is targets. A survey of this nature would
hopefully produce both qualitative and quantitative data and evidence.
Another way to test this claim would be...

‘It now costs less to travel long distances than the past’
Model Answer
This claim can be tested in many ways. Firstly, statistics from the past need to be collected. Probably from up to 25
years ago because before that currency was of very different values and international travel was not as important.

Secondly, we have to collect these statistics from reliable sources like the American aviation authority which would
provide reliable information on flight prices as they are experts in this industry. We also need to collect statistics not
just of flights but all types of transport. For example, we must take into account cars and fuel prices for this distance or
average prices of tickets for ships. We could collect these statistics through databases or reliable online sources. We
could also contact global companies who would give us an idea of the changes in costs for their companies and compare
this with prices now.

Last, to make this data more reliable, we need to define ‘long distance’ as this will ensure that the data is more reliable.
These methods will help us to collect valid statistics about the cost of travel over long distances over a period of time.
We could present the results in a bar graph while will show the changes that have occured and then make a fair
judgement relating to the claim.
Question 3 might ask students, for example, to evaluate the effectiveness of arguments,
making a judgement about which is the most convincing. There are some important key terms
that you must know.

Throughout the paper you will be asked to identify part of the text based on certain Key
terms these question make up a total of 5 marks. Ensure that you know the definition of each
of these terms and can identify them in a text.
Key Term Definition

An opinion is generally defined as an individual’s point of view or belief which is not necessarily shared by
Opinion others/supported by evidence.

A fact is something which can be checked or proved; something that is true and which can be verified from
Fact
experience and observation; a piece of information

A value judgement is a particular type of opinion. It is a subjective assessment based on a code of values
concerning what is right and wrong; a decision based on moral principles or beliefs; an opinion based on an
Value
Judgment
individual’s beliefs or views of what is desirable, important or highly regarded and not upon facts which can be
checked or proved. We can’t check if value judgements are true but we can think about whether they are
reasonable and whether we accept them and why.

Bias Inclination or prejudice for or against one person or group, especially in a way considered to be unfair.

Vested If you have a personal stake in something which causes you to be biased toward it, you have a vested interest in
Interest it.

Prediction A prediction is generally defined as a statement suggesting something which is likely to happen in the future.
Question 3 - Part D (15 Marks):

For this question you must analyse two people perspective on an issue and decide whose argument
is more convincing.

Your argument should consider BOTH arguments. This means that when you write each point you
should be explicitly referring (copying from the source) to both arguments and making
comparisons, NOT just focusing on one of them throughout. You should consider the following:

 The strengths of their reasoning

 Their use of language
 Different types of evidence
•Strength of reasoning •Use of Language •Evidence
 Logic  Tone - emotive, exaggerated, precise  Range of information and depth
 Structure  Clarity  Relevance
 Balance  Sufficiency – sample
 Claims •Sources of Bias  Source - media, internet
 Local interest  Date - how recent
 Personal values  Different types of information - fact,
 Experience opinion, value, anecdote
 Economic  Testimony - from experience or expert

What do I need to do to get full marks?

Your answer should contain the following:
 3 or more developed evaluative points.
 Each point must offer a structured evaluation of BOTH arguments and make comparisons. Therefore every point you make
you need to discuss it from the points of view of both individuals.
 Must support your answer with quoted evidence from the source.
 A clear judgment is reached in your conclusion.
Model Answer
I think Donna’s argument is more convincing. Donna considers and accepts the view that the castle is interesting but then goes
on to make her point. This is strong as the audience knows that Donna is also considering a second perspective. Miguel on the
other hand does no acknowledge a second perspective. His argument is purely about how great the castle is and is trying to
persuade people to go there.

Donna and Miguel both back their claims up with personal experiences focusing on what they have seen. For example, Miguel
says he learnt that pirates were very common and Donna says roads around her house are blocked. However, Donna’s
argument is stronger because she has mentioned a second source; a tour guide. Although, Miguel does have a second source, it
is not strong enough as he states ‘my mother thinks that the castle is great too’ which is not as reliable as the opinion of the
tour guide who is likely an expert in this industry and thus a stronger source.

Donna mentions a range of ways in which tourism is ruining the castle. She mentions what people do that harms the castle
directly and also includes a discussion of the effect on local people. Miguel on the other hand does not provide an additional
information to support his claim.

In conclusion I believe that it is Donna’s acknowledgement of a second perspective, her use of a reliable source and her
discussion of the effect not just on the castle physically but also the locals in the area that makes her argument more
convincing.
Question 4
This comprises an extended answer requiring candidates to respond to source material. Candidates might, for
example, be asked to use the source material to make a case to support a personal opinion or perspective.

Candidates are expected to argue using reasons and evidence to justify their opinion and judgement about the
issue, i.e. recommended action a government might take on surveillance.

Candidates are expected to use and develop the material found in Sources, but should go beyond simply
repeating or recycling without adaptation.

Other material may be introduced but it is not necessary to gain full marks.

What must I do to get full marks?

You must off a clear and well supported reasoning about the recommended course of action. You should consider different
arguments and perspectives and make comparisons between points. Your response contains a wide range of clearly reasoned
points and/or evidence to support the views expressed, with four (or more) developed points.
SAMPLE QUESTION
A government report concludes that a historical site is being destroyed by tourists. The following actions are
being considered to protect the site for the future:
1. restrict the number of tourists visiting the site;
2. increase the cost of transport and entry to the site;
3. close the site completely and create a protected area.

Which one of these actions would you recommend to the government, and why? In your answer you should:
a. state your recommendation;
b. give reasons to support your choice;
c. use the material in the Sources and/or any of your own ideas;
d. consider different arguments and perspectives.
MODEL ANSWER:
The government should close the site completely and create a protected area because, firstly, the castle is a historical site and
is important to the people in the community. It is preservation that matters most to the people. Tourists that scratch their
names on the walls only ruin the site.

Additionally, natural factors such as light and moisture causes damage to historical paintings and documents. By closing off
the site, the government can prevent a lot more damage from occurring.

I understand that the castle represents the history of Northern Africa and its trade, is very educational and local customs,
crafts and dances are popular but these things can be taught outside the castle. It is possible that a museum outside the castle
could create a display of the artefacts found inside the castle and thus protect the site from damage.

Furthermore, if a museum were built, the educational benefits of the castle could be transferred here and exhibitions could be
moved to another location where local customs, dances and crafts can still be displayed. History can still be taught. The only
disadvantage of this is that the actual physical castle cannot be seen. However, through images, videos and modern day
virtual reality the experience can be similar. Additionally, bits and pieces can be recreated for display. This helps to preserve
the building as well as creates a cheaper, more accessible place where no one has to be worried about damage to a historic
site.
Thirdly, people in the community and the castle will feel relieved. The busy atmosphere will no longer have a negative effect
on people like Donna as the roads will not be blocked to her house. The atmosphere will not be spoiled by the traffic. While
this does has disadvantages economically due to reduced tourism and possible reduced job opportunities in the community.

The other solutions offered by the government are not suitable for numerous reasons. Restricting the number of tourists does
reduce damage to the castle but it is is only a short-term solution. In the future, it will eventually still suffer the same damage.
Increasing the cost of transport and entry to the site will also not improve the situation because as stated in Source 1 people
are becoming wealthier which means that a large number of tourists will not be deterred by the increase in price.

In conclusion, the preservation of the site and the reduction in impact on local resident are the main reasons that the site
should be closed. A better alternative to rising the entry fees or reducing the number of tourists would be to create a museum
at a different location that still allows for the educational benefits of the site to be presented to tourists and other potential
visitors.
Points to consider when answering Question 4

 reference to scale of impact on the problem

 reference to different consequences and implications for individuals/groups/government
 impact on patterns of trade and employment locally, nationally or globally
 how long it might take to make a difference
 the effects of cultural differences and beliefs on action and its outcomes barriers to change
 the power of collective action, e.g. cooperation between countries
 the difficulties of changing individual behavior
 the influence of individuals and groups acting locally
 the role of vested interests and power differences
 potential conflicts of interest
 difficulties in coordinating globally and across multiple independent countries
 cost and access to resources to implement change
 alternative local and global responses and action
 other reasonable response