The International Baccalaureate aims to develop inquiring, knowledgable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. This study aims to clarify the contents and learner’s activities of geographical textbooks, which mirror the IB philosophy of viewing the curriculum in terms of a whole-course approach. The contents of the textbook use many case studies, but also include explanations of concepts and reading of teaching materials such as graphs and maps. However, it became clear that there were many activities that asked for explanation of knowledge understanding, and relatively few inquiry-based learning activities.