# data[].attributes.body
Source of Article
Articles must be chosen from the news media: newspapers, magazines or the internet. Articles must not be from the following sources:
❖ Personal blogs ❖ Facebook pages ❖ Advertisements, pictures and cartoons ❖ Statistical tables ❖ Government reports
Length of Article
If a student includes a relatively lengthy article, which is discouraged, the student must highlight the section(s) of the article upon which the commentary is based. Better to have article with the maximum length of 2 A4 size paper.
The article should be sufficient enough, that the commentary of 800 words can be written from that following the criteria’s.
Articles which contain mostly numerical data, with little supporting text, may be difficult to analyse effectively
Time of publication of the article
Articles used must have been published no earlier than one year before the writing of the commentary.

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The Curious Economist - Economic News for Students

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Read and discover economic news from around the world. Engage in global economic events by exploring the developments which are shaping the world we live in. Every article is short and concise, with discussion questions at the end for economics students, teachers, and anyone interested in economics to engage further.

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Some excellent RWE for class discussions

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Real-World Examples, Definitions, and Calculations on all important topics for IB students are available at Oeconomica

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Important:
Tips

Although it does state diagrams, if only one is drawn and there are no obvious other ones that should have been included, students can still get the full 3 marks.

Copy and pasted diagrams from textbooks, which have NOT been adapted to the article, are generic and not well explained, should not receive more than 2 marks.

If diagrams are not dynamic and are not really explained they usually only get 2 marks too. Charts copied from the article do not get any marks, as these are NOT diagrams!

If there are missing or incorrect labels on any essential diagram, then 1 mark is awarded for Criterion A.

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https://docs.google.com/document/d/1LuvS0gQbooRvHOmL35GDgXPovB4pj45PwqVaxna8aBU/edit

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https://docs.google.com/drawings/d/17D20APT4InffW9L0LVe44M6BXBY9rN0NfO6FZAcDieQ/edit

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Choose from a wide variety of shapes to create diagrams and charts. Free from Google.

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https://miro.com/app/board/uXjVPyhfDyA=/

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Sign up | Miro | Online Whiteboard for Visual Collaboration

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Scalable, secure, cross-device and enterprise-ready team collaboration whiteboard for distributed teams. Join 35M+ users from around the world

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https://quizizz.com/admin/search/economics?source=HeroSearchBar&page=FeaturedPage&searchSource=

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Quizizz - The world's most engaging learning platform

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Find and create gamified quizzes, lessons, presentations, and flashcards for students, employees, and everyone else. Get started for free!

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https://www.gimkit.com/search/economics

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Gimkit is a game show for the classroom that requires knowledge, collaboration, and strategy to win. Get started for free!

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https://www.cfr.org/

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The Council on Foreign Relations (CFR) is an independent, nonpartisan member organization, think tank, and publisher.

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https://www.getbadnews.com/books/english/

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Play the fake news game! How bad are you? Become a fake news tycoon and get as many followers as you can.

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https://edition.cnn.com/cnn10

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CNN 10 is an on-demand digital news show ideal for explanation seekers on the go or in the classroom.

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https://www.mentimeter.com/

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Your browser either doesn't support Javascript, or you've turned it off. To use Mentimeter, please make sure to turn Javascript on. How do I enable Javascript?

Gain valuable insights from everyone around you with Word Clouds, Polls, and Quizzes.

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Interact with your audience using real-time voting. No installations or downloads required and it's free!

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https://www.gapminder.org/dollar-street

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Dollar Street - photos as data to kill country stereotypes

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Imagine the world as a street. Everyone lives on Dollar Street. The poorest to the left and the richest on the right. Every else live somewhere in between. Where would you live? Visit Dollar Street and see homes from hundreds of homes from all over the World.

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1. Which key concepts would you suggest to avoid using in the commentary?

Interdependence and Choice
2. How can I differentiate between the key concepts in the commentary if used more than one?
Highlight in bold the main key concept used in the commentary.
3. Is making only one diagram can get full marks?
Yes, as long as there is no other necessary diagram missing and the one diagram is labelled and explained fully in the context of the chosen article.

4. How I will be awarded in criteria C if I misinterpret the article like using consumption externality in place of production externality or consumption subsidy as production subsidy?

You get 1 mark for that as appropriate theory is chosen, rest depends on the depth of analysis.

5. Can I use more than one key concept in the commentary?
You should apply only one key concept to the commentary.
6. How can I achieve full 3 marks in evaluation?
If judgements are made by you which are effectively supported by the chosen article and there is balance in the reasoning for these judgements, then 3 marks should be given.  The evaluation should not be descriptive and not supported by the chosen article.

7. What should be in the complete IA portfolio for submission?

There should be 2 components in the IA submission: Portfolio (including 3 coversheets, 3 articles and 3 commentaries) and the comment sheet containing teacher's comment and marks.

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Students must also include the original and complete article in their portfolio. Incomplete article will be penalized by the examiners and 1 mark will be deducted from criteria F.
External Source
Students are advised not to use other related articles to the chosen one and this is really not necessary as the selected article should have sufficient content for the student to write an analysis and evaluation.
If an evaluation is based on another article, it is actually NOT the students own and student will be penalized for criteria C and E, evaluation.

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Internal assessment is an integral part of the course and is compulsory for both SL and HL students. It enables students to demonstrate the application of their skills and knowledge, and to pursue their personal interests, without the time limitations and other constraints that are associated with written examinations. The internal assessment requirements at SL and at HL are the same for the economics course. Both SL and HL economics students produce a portfolio of three commentaries based on articles from published news media.

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1. Intervention: Taxes, subsidies, price control policies, Market failure. Monopoly, Demand management policy, Protectionism policies, interventionist SSP, exchange rates.
2. Change: PED, YED, PES, market equilibrium, changes in markets profits in SR and LR, Demand management policy, current account surplus or deficit, J-curve
3. Efficiency: Non-price determinant of supply, Market efficiency (consumer and producer surplus), market failure, Protectionism policies
4. Choice: Behavioural economics, economic decision making (supply what is the objective of producing the product, price mechanism, market failure, Aid
5. Sustainability: Primary goods, price control policy, common access resources, Market based SSP, economic development

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6. Economic well-being: price control policy, market failure (merit/demerit goods), CSR, Demand management policies, Market based SSP, inequality and poverty, economic integration, SDG’s, economic development, Aid
7. Interdependence: Circular flow of income, International cooperation in market failure, economic integration, BOP,
8. Scarcity: allocation of economic resources, international trade
9. Equity: Impact of subsidy, price control policy, market failure, CSR, Market based SSP, inequality and poverty, SDG’s, HDI, economic development, minimum wage policy, Aid

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1. Weighting: 30% for SL/ 20% for HL
2.Wordcount: 800 words
3.New Criteria: Key concepts(WISE CHOices)
4.Change in criteria: C (Application and Analysis), D (Key concept)
5.Rubrics: 3 requirements
6.Third commentary: The Global economy
7.  Evaluation: 3 marks
8. Draft is replaced by the term submission
9. 3CSE form: NOT REQUIRED

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https://www.globalonenessproject.org/library/films/my-enemy-my-brother

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Meet two survivors of the Iran-Iraq war who meet again years later under remarkable circumstances.

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Where to choose my Global Economy Commentary?

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Where to choose my Global Economy Commentary?

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Important:
Tips

It is NOT necessary for all terms used to be defined, but they must be used accurately which shows correct understanding.

If terms are wrongly used/explained, although appropriate for the article, 1 mark should be awarded.

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Both SL and HL economics students produce a portfolio of three commentaries based on articles from published news media.
Each article must be based on a different unit of the syllabus:
Unit 2: Microeconomics, Unit 3: Macroeconomics and Unit 4: The global economy
(excluding Unit 1: Introduction to economics)

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Each commentary must
• Explain the links between the article, a key concept and economic theory taken from the unit of the syllabus on which the article is based
• Demonstrate economic insights into the implications of the article (that is, it should provide evidence of the student’s ability to discuss current events from the point of view of an economist).
On each commentary students must record
• The title of the article
• The source of the article (including date of access to the site if from the internet)
• The date the article was published
• The date the commentary was written
• The word count of the commentary
• The unit of the syllabus to which the article relates
• The key concept being used

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Internal Assessment contributes 30% to the final assessment for SL course and 20% for HL course. It is recommended that a total of approximately 20 hours should be allocated to the portfolio at both SL and HL. This should include:
• Time for the teacher to explain to students the requirements of the internal assessment.
• Class time for students to work on the internal assessment component
• Time for consultation between the teacher and each student
• Time to review and monitor progress and to check authenticity.

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Students must produce a portfolio of three commentaries. Each commentary must not exceed 800 words. The following are not included in the word count.

• Diagrams • Labels—of five words or fewer

• Headings on diagrams—of 10 words or fewer

• Tables of statistical data

• Equations, formulae and calculations

• Citations (which, if used, must be in the body of the commentary)

• References (which, if used, must be in the footnotes/endnotes)

Tip

Definitions of economic terms and quotations, if used, must be in the body of the work and are included in the word count

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It may be checked by discussion with the student on the content of the work and scrutiny of one or more of the following:
• the student’s initial choice of articles
• the first submission of the written work
• the references cited
• the style of writing compared with work known to be that of the student
• the analysis of the work by a web-based plagiarism detection service
Tip
The same piece of work cannot be submitted to meet the requirements of both the internal assessment and the EE. (Avoid double dipping)

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Tip 1- The teacher should provide oral or written advice on how the work could be improved but must not edit the draft.
Tip 2- All work submitted to the IB for moderation or assessment must be authenticated by a teacher and must not include any known instances of suspected or confirmed malpractice.
Tip 3- Each student must confirm that the work is his or her authentic work and constitutes the final version of that work.

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The highest level descriptors do not imply faultless performance but should be achievable by a student.

A student who attains a high achievement level in relation to one criterion will not necessarily attain high achievement levels in relation to the other criteria.

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Describing specific achievement levels, together with an appropriate range of marks.

level descriptors concentrate on positive achievement

Uses the best-fit approach

Note: It is not necessary for every single aspect of a level descriptor to be met for that mark to be awarded.

If a piece of work seems to fall between two descriptors, both descriptors should be read again and the one that more appropriately describes the student’s work should be chosen.

Only whole numbers should be recorded; partial marks (fractions and decimals) are not acceptable.

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With effect from May 2024, paper 2 of Diploma Programme (DP) economics will be the same paper for both SL and HL. Questions in this paper for both SL and HL will be drawn from the four units (Introduction to economics, Microeconomics, Macroeconomics and The Global economy) of the syllabus  the HL extension material and topics studied at HL only.
In addition, minor clarifications have been made to the markbands for paper 2 and paper 3. I will discuss those changes in the upcoming sesssions as well.

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Criteria C - Application and analysis(AO2)

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Criteria C - Application and analysis(AO2)

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Important:
Tips

To score the full 3 marks the analysis needs to be effective in relation to the article, not just explained/described and the discussion should be slightly more sophisticated.

The student using and applying terminology/concepts and theories applicable to the article. (For example, the correct type of market structure/unemployment/inflation/trade protection.)

If the theories etc. are applicable to the subject of the article BUT not applied suitably to the content of the article, then 1 mark should be awarded.

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Tip

Each of the three commentaries must use a different key concept as a lens through which to analyse the published article.

Caution

Candidate will risk losing 3 marks in criterion D if they use the same key concept in two commentaries and up to 6 marks if the same key concept is used in three commentaries.

One key concept should be used in writing one commentary.

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Important:
Tips

If the student, simply re-words what has been written in the article this is 1 marks and ‘limited’ is the appropriate description.

If, however there is some thought beyond limited this should achieve 2 marks.

To get the full 3 marks there must be specific reference to the article, not just theory, and a more critical approach, which is balanced or considers alternative views.

Please remember that a conclusion is not an evaluation.

If the evaluation is attempted but it unsupported or incorrect than 1 mark should be awarded.

If there is no evaluation at all then 0 marks should be awarded.

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Articles: Each article is based on different unit of the syllabus.

Sources: Each article is taken from the different and appropriate source

Contemporary articles: Each article was published no earlier than one year before the writing of the commentary

If only 2 commentaries are submitted than 2 marks are awarded, 1 mark for only one commentary submission.

# data[].attributes.attachment_link.readable_text
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Creative Commons is an international nonprofit organization that empowers people to grow and sustain the thriving commons of shared knowledge and culture we need to address the world's most pressing challenges and create a brighter future for all.

# data[].attributes.body
The first assessment 2024, has been amended for the internal assessment. The guidance for “Irregular situations” has been removed.

There will no longer be an additional penalty using Criterion F if a student produces less than three commentaries. This change takes effect starting with the May 2024 session.

# data[].attributes.headline
One Page info. of Econ curriculum and Assessment

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One Page info. of Econ curriculum and Assessment

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Economics DP1 instructions BBIS (2) (1) (1)

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Kindly go through the check list before the final submission.

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Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

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Revision sheet_practical questions for P3 and P2

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Extended Essay first assessment 2027 Guide 

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Extended Essay first assessment 2027 Guide 

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Reliable Research on a Ramen Budget Free Database List 20250814

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To enhance thinking skills in economics

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TRADING ECONOMICS | 20 million INDICATORS FROM 196 COUNTRIES

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View more than 20 million economic indicators for 196 countries. Get free indicators, Historical Data, Charts, News and Forecasts for 196 countries.

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Copyright: The following courseware includes resources copyrighted and openly licensed by third parties under a Creative Commons license. Click "Licenses and Attributions" at the bottom of each page for copyright information and license specific to the material on that page. If you believe that this courseware violates your copyright, please contact us.

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Ace your courses with our free study and lecture notes, summaries, exam prep, and other resources

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In Economics evaluation we’re almost always looking at the possible effects of a policy. The simple presentation of the theory you do in the analysis section, needs to be challenged now and explored in more depth. That’s what we’re doing when we evaluate.