International School of Toulouse IB Diploma Geography Student information package 2013 - 201

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This package includes the following: 2 year course syllabus external and internal assessment breakdown method of internal assessment

The purpose of this package is to inform each student on the structure and content of the 2 year course. The detailed course syllabus will assist students who want to carry out self study at a faster pace.

Student (erformance
To enhance your performance in this course, consider the following: 1. Homework, assignments and tests are essential instruments of evaluation, thus providing you with invaluable feedback of your current understanding of the topic. 2. The sub ect matter for this course is such that you are re!uired to read a great deal from various sources of information. The best way to approach your reading tasks and at the same time staying abreast of the main issues, is to read on a regular basis from the textbook, Twitter, "ational #eographic, geographypods.com and blogs to be introduced over the duration of the course $three times a )eek%. &. 't is your responsibility and right to seek out help from us when you re!uire it. (taying )muddled* can be both distressing and disabling for you, thus clear up immediately any confusion you may have about the course.
+mail , mattpodbury-gmail.com or Twitter -.att#eog or through www.geographypods.com

.r /odbury has published a web site at www.geographypods.com, where you will be able to access syllabus details, helpful web links and other information related to the course. There is also the school website where you will also find lots of relevant information.

'nternational (chool of Toulouse '0 1iploma #eography

IB Geography 2013 - 201

The following topics will be covered over the two years. 2s indicated in the table, the #eographical (kills and Topographic .apping will not be studied as separate topics, but will be incorporated throughout the course. The details of these topics are set out in the following pages. 2n outline of (3 and H3 assessment is shown on pages 14 5 11. .ake sure that you refer to these syllabus details as we go through the course. There is a space for notes so that you can note when each piece of content has been covered in class. 6e will not necessarily go over everything in detail in class , it will be up to you to cover some of the material at home. 0efore we begin the topics below, we will have a brief introduction to the geography course where we look at sources of information and ways of approaching these. *#+S# ,incorporated throughout the program #eographical (kills $see attached list of sub ect specific skills chart%

*#+S# Topics
/atterns 5 7hange Ha8ards 5 9isk 2ssessment 3eisure, (port and Tourism

*# Topics :reshwater #lobal 'nteractions

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The IB learner profile

The geography syllabus is closely linked to the '0 learner profile, which strives to develop internationally minded people who recogni8e their common humanity and shared guardianship of the planet, and who help create a better and more peaceful world. 0y following the geography syllabus, students will have fulfilled the attributes of the '0 learner profile. :or example, the re!uirements of the internal assessment provide opportunities for students to develop every aspect of the profile. :or each attribute of the learner profile, a number of examples selected from the skills and content of the geography syllabus are given below.

#earner profile attri.ute

'n!uirers ;nowledgeable Thinkers 7ommunicators

Geography sylla.us
#eographic skills: 7ollect and select relevant geographic information 7ontent: 7ore theme, optional themes, H3 extension #eographic skills: 9esearch, process and interpret data and information< processing and interpreting #eographic skills: /roduce written material $including essays, reports and investigations% 7ontent: .ake links to theory of knowledge

/rincipled =pen>minded 7aring 9isk>takers 0alanced 9eflective

#eographic skills: 9esearch, process and interpret data and information< identify opinions, values and perceptions< make and ustify decisions #eographic skills: +valuate sources of geographic information in terms of reliability, bias, relevance and accuracy 7ontent: 7ore theme #eographic skills: .ake and ustify decisions :ieldwork: 7ollection of primary data and the subse!uent treatment, display and analysis of the information #eographic skills: +valuate methodology< develop clear and logical arguments and draw conclusions where appropriate

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Geography Discipline
#eography is a dynamic sub ect that is firmly grounded in the real world and focuses on the interactions between individuals, societies and the physical environment in both time and space. 't seeks to identify trends and patterns in these interactions and examines the processes behind them. 't also investigates the way that people adapt and respond to change and evaluates management strategies associated with such change. #eography describes and helps to explain the similarities and differences between spaces and places. These may be defined on a variety of scales and from a range of perspectives. 6ithin group & sub ects, geography is distinctive in that it occupies the middle ground between social sciences and natural sciences. The 1iploma /rogramme geography course integrates both physical and human geography, and ensures that students ac!uire elements of both scientific and socio>economic methodologies. #eography takes advantage of its position between both these groups of sub ects to examine relevant concepts and ideas from a wide variety of disciplines. This helps students develop an appreciation of, and a respect for, alternative approaches, viewpoints and ideas.

Geography and the international dimension

The geography course embodies global and international awareness in several distinct ways. 't examines key global issues, such as poverty, sustainability and climate change. 't considers examples and detailed case studies at a variety of scales, from local to regional, national and international. Throughout the course, teachers have considerable flexibility in their choice of examples and case studies to ensure that 1iploma /rogramme geography is a highly appropriate way to meet the needs of all students, regardless of their precise geographical location. 'nherent in the syllabus is a consideration of different perspectives, economic circumstances and social and cultural diversity. #eography seeks to develop international understanding and foster a concern for global issues as well as to raise students? awareness of their own responsibility at a local level. #eography also aims to develop values and attitudes that will help students reach a degree of personal commitment in trying to resolve these issues, appreciating our shared responsibility as citi8ens of an increasingly interconnected world.

Geography and theory of kno)ledge

(tudents of group & sub ects study individuals and societies. This means that they explore the interactions between humans and their environment in time and place. 2s a result, these sub ects are often known collectively as the )human sciences* or )social sciences*. 2s with other sub ect areas, there is a variety of ways of gaining knowledge in group & sub ects. :or example, archival evidence, data collection, experimentation, observation, and inductive and deductive reasoning can all be used to help explain patterns of behaviour and lead to knowledge claims. (tudents in group & sub ects are re!uired to evaluate these knowledge claims by exploring knowledge issues such as validity, reliability, credibility, certainty and individual as well as cultural perspectives. The relationship between each sub ect and theory of knowledge is important and fundamental to the 1iploma /rogramme. Having followed a course of study in group &, students should be able to reflect critically on the various ways of knowing and methods used in human sciences. 'n doing so, they will become )in!uiring, knowledgeable and caring young people* $'0 mission statement%. 1uring the 1iploma /rogramme geography course, a number of issues will arise that highlight the relationship between theory of knowledge and geography. (ome of the !uestions that might be considered during the course are identified below. 2re the findings of the natural sciences as reliable as those of the human sciences@ 6hat is the meaning of )a scientific law* in each area@ To what extent do maps reflect reality@ 1o regions have boundaries@ To what extent might it be true that geography combines the methods of human and natural sciences@ (ome geographical topics, such as climate change, are controversial. How does the scientific method attempt to address them@ 2re such topics always within the scope of the scientific method@ 6hat scientific or social factors might influence the study of a complex phenomenon such as global
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warming@ =ften in geography a model of reality is created. 6hat does this mean@ 6hat are the advantages and disadvantages of creating a geographic model@ 'n what areas of geography are models most common@ 2rguably, while some aspects of geography can be measured, others cannot. 's this the case@ 6hat is it about a !uality that means it cannot be !uantified@ 'f humans are individual and uni!ue, does this mean that there can be no reliable laws in human
geography@ .any geographers and others value diversity in human affairs. 's globali8ation therefore a bad thing

Group 3 aims
The aims of all sub ects in group 3/ indi0iduals and societies are to: 1. encourage the systematic and critical study of: human experience and behaviour< physical, economic and social environments< and the history and development of social and cultural institutions 2. develop in the student the capacity to identify, to analyse critically and to evaluate theories, concepts and arguments about the nature and activities of the individual and society &. enable the student to collect, describe and analyse data used in studies of society, to test hypotheses, and to interpret complex data and source material A. promote the appreciation of the way in which learning is relevant both to the culture in which the student lives, and the culture of other societies B. develop an awareness in the student that human attitudes and beliefs are widely diverse and that the study of society re!uires an appreciation of such diversity C. enable the student to recogni8e that the content and methodologies of the sub ects in group & are contestable and that their study re!uires the toleration of uncertainty.

Geography aims
'n addition, the aims of the geography syllabus at (3 and H3 are to enable students to: D. develop an understanding of the interrelationships between people, places, spaces and the environment E. develop a concern for human welfare and the !uality of the environment, and an understanding of the need for planning and sustainable management F. appreciate the relevance of geography in analysing contemporary issues and challenges, and develop a global perspective of diversity and change. There are four assessment ob ectives $2=s% for the (3 and H3 1iploma /rogramme geography course. Having followed the course at (3 or H3, students will be expected to do the following. 1. 1emonstrate knowledge and understanding of specified content 1emonstrate knowledge and understanding of the core themeGpatterns and change 1emonstrate knowledge and understanding of two optional themes at (3 and three optional themes at H3 2t H3 only, demonstrate knowledge and understanding of the H3 extensionGglobal interactions 'n internal assessment, demonstrate knowledge and understanding of a specific geographic research topic 2. 1emonstrate application and analysis of knowledge and understanding 2pply and analyse geographic concepts and theories 'dentify and interpret geographic patterns and processes in unfamiliar information, data and cartographic material 1emonstrate the extent to which theories and concepts are recogni8ed and understood in particular contexts &. 1emonstrate synthesis and evaluation +xamine and evaluate geographic concepts, theories and perceptions Hse geographic concepts and examples to formulate and present an argument +valuate materials using methodology appropriate for geographic fieldwork 2t H3 only, demonstrate synthesis and evaluation of the higher level extensionGglobal interactions
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A. (elect, use and apply a variety of appropriate skills and techni!ues (elect, use and apply the prescribed geographic skills in appropriate contexts /roduce well>structured written material, using appropriate terminology (elect, use and apply techni!ues and skills appropriate to a geographic research !uestion

$ommand terms $lassification of command terms

;ey command terms are used in the syllabus content under the development column, as described in the structure of the syllabus section, to indicate the depth of understanding that is re!uired of students. These are classified below according to the assessment ob ectives of:

1ey command term

1efine 1escribe 1etermine +stimate 'dentify =utline (tate 2nalyse 7lassify 1istinguish +xplain (uggest 7ompare 7ompare and contrast 7ontrast 1iscuss +valuate +xamine Iustify To what extent@ 2nnotate 7onstruct 1raw 3abel

Depth
These terms re!uire students to demonstrate knowledge and understanding. These terms re!uire students to use and analyse knowledge and understanding. These terms re!uire students to make a udgment based on evidence and when relevant construct an argument. These terms re!uire students to demonstrate the selection and application of skills.

Sylla.us component
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Teaching hoursJperiodsJweeks

(3

H3

Geographic skills2integrated throughout the course

(art 13 $ore theme2patterns and change ,S#+*#There are four compulsory topics in this core theme. 1. /opulations in transition 2. 1isparities in wealth and development &. /atterns in environmental !uality and sustainability A. /atterns in resource consumption (art 23 %ptional themes ,S#+*#Two optional themes are re!uired at (3. Three optional themes are re!uired at H3. 2. Ha8ards 5 9isk 2ssessment +. 3eisure, sport and tourism

D4 hours

C4 hours

(art 23 %ptional themes ,*#0. :reshwater (art 33 *# e4tension2glo.al interactions ,*# onlyThere are seven compulsory topics in the H3 extension. 1. .easuring global interactions 2. 7hanging spaceGthe shrinking world &. +conomic interactions and flows A. +nvironmental change B. (ociocultural exchanges C. /olitical outcomes D. #lobal interactions at the local level 5ield)ork ,S#+*#:ieldwork, leading to one written report based on a fieldwork !uestion, information collection and analysis with evaluation. Total teaching hours 1B4

&4 hours

C4 hours

24 hours 2A4

Geographic skills ,S#+*#These skills are essential to the study of geography and
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reflect the sub ect?s distinctive methodology and approach. Teaching these skills enriches the students? understanding of geography and enables them to apply the techni!ues of geography and use appropriate terminology. 't is essential that the skills are covered throughout the )hole syllabus and that they are introduced and integrated where appropriate, depending on the context, in the different themes and the H3 extension. 't is essential that the skills are all taught at some stage of the course and are not treated in isolation. (tudents are expected to demonstrate competence in the use of geographic skills in examination papers and internal assessment as appropriate. Those skills indicated below in italics are not assessed in the externally assessed examination papers. 't is recogni8ed that the ability to use #eographic 'nformation (ystems $#'(% is a valuable geographic tool that goes beyond many of the skills listed below. 6here #'( is accessible and practical, its use is encouraged. However, the syllabus does not re!uire #'( and it will not be used in the assessment

Skill
Hsing: direction 3ocate and differentiate elements of the +arth?s surface latitude longitude

"4amples

grid references and area references scale political units. 'nterpret, analyse and, when appropriate, construct tables, graphs, diagrams, cartographic material and images 2ll kinds of maps, including: K isoline and isopleth maps K choropleth maps K topological maps K dot maps K flow maps K thematic maps $including mental maps% K topographic maps K proportional symbols K aerial photographs K ground>level photographs K satellite images K graphs, including scatter, line, bar, compound, triangular, logarithmic, bipolar graphs K pie charts K flow diagramsJcharts K population pyramids K 3oren8 curves K cross>profiles $sections% K rose diagrams K development diamonds. (uch as: K totals K averages $means, medians, modes% K fre!uencies K ranges of data $differences between maximum and minimum% K densities K percentages
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Hndertake statistical calculations to show patterns and summari8e information

K ratios. 9esearch, process and interpret data and information Types of data and information: K measures of correlation $including Spearman rank and Chisquare) K measures of concentration and dispersion (including nearest neighbour and location quotients) K measures of spatial interactions Collect and select relevant geographic information Making: observations K images 7onducting: K interviews Taking: K measurements. 'n terms of K accuracy K relevance bias. /resenting: K material in a clear and well>structured way 9esponding: K appropriately to command terms.

+valuate sources of geographic information

/roduce written material $including essays, reports and investigations%

7ommand terms with definitions

(tudents should be familiar with the following key terms and phrases used in examination !uestions, which are to be understood as described below. 2lthough these terms will be used fre!uently in examination !uestions, other terms may be used to direct students to present an argument in a specific way. The assessment ob ectives $2=s% listed in the table are those referred to in the geography syllabus.
2nalyse > 2=2 0reak down in order to bring out the essential elements or structure. 2nnotate > 2=A 2dd brief notes to a diagram or graph. 7lassify > 2=2 2rrange or order by class or category. 7ompare > 2=& #ive an account of the similarities between two $or more% items or situations, referring to both $all% of 'nternational (chool of Toulouse '0 1iploma #eography

them throughout. 7ompare and contrast > 2=& #ive an account of similarities and differences between two $or more% items or situations, referring to both $all% of them throughout. 7onstruct > 2=A 1isplay information in a diagrammatic or logical form. 7ontrast > 2=& #ive an account of the differences between two $or more% items or situations, referring to both $all% of them throughout. 1efine > 2=1 #ive the precise meaning of a word, phrase, concept or physical !uantity. 1escribe > 2=1 #ive a detailed account. 1etermine > 2=1 =btain the only possible answer. 1iscuss > 2=& =ffer a considered and balanced review that includes a range of arguments, factors or hypotheses. =pinions or conclusions should be presented clearly and supported by appropriate evidence. 1istinguish > 2=2 .ake clear the differences between two or more concepts or items. 1raw > 2=A 9epresent by means of a labelled, accurate diagram or graph, using a pencil. 2 ruler $straight edge% should be used for straight lines. 1iagrams should be drawn to scale. #raphs should have points correctly plotted $if appropriate% and oined in a straight line or smooth curve. +stimate > 2=1 =btain an approximate value. +valuate > 2=& .ake an appraisal by weighing up the strengths and limitations. +xamine > 2=& 7onsider an argument or concept in a way that uncovers the assumptions and interrelationships of the issue. +xplain > 2=2 #ive a detailed account including reasons or causes. 'dentify > 2=1 /rovide an answer from a number of possibilities. Iustify > 2=& #ive valid reasons or evidence to support an answer or conclusion. 3abel > 2=A 2dd labels to a diagram. =utline > 2=1 #ive a brief account or summary. (tate > 2=1 #ive a specific name, value or other brief answer without explanation or calculation. (uggest > 2=2 /ropose a solution, hypothesis or other possible answer. To what extent > 2=& 7onsider the merits or otherwise of an argument or concept. =pinions and conclusions should be presented clearly and supported with empirical evidence and sound argument.

S# 'ssessment
'ssessment component !eighting

"4ternal assessment ,2 hours 0 minutes(aper 1 ,1 hour 30 minutes(yllabus content: 7ore theme 2ssessment ob ectives 1,A (ection 2: (tudents answer all short>answer !uestions. (ome include data. $AB marks% (ection 0: (tudents answer one extended response !uestion. $1B marks% (ection 2 and section 0 are common to both (3 and H3 assessment.

6 7
807

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$C4 marks%

(aper 2 ,1 hour 20 minutes(yllabus content: Two optional themes 2ssessment ob ectives 1,A (tudents answer two structured !uestions based on stimulus material, each selected from a different optional theme. :or each theme there is a choice of two !uestions. $24 marks per !uestion% (ome stimulus material is included in the resources booklet. This paper is common to both (3 and H3 assessment. $A4 marks%

3 7

Internal assessment ,20 hoursThis component is internally assessed by the teacher and externally moderated by the '0 at the end of the course. (yllabus content: 2ny topic from the syllabus 2ssessment ob ectives 1,A 6ritten report based on fieldwork. .aximum 2,B44 words $&4 marks%

2 7

*# 'ssessment
'ssessment component !eighting

"4ternal assessment ,8 hours 30 minutes(aper 1 ,1 hour 30 minutes(yllabus content: 7ore theme 2ssessment ob ectives 1,A (ection 2: (tudents answer all short>answer !uestions. (ome include data. $AB marks% (ection 0: (tudents answer one extended response !uestion. $1B marks% (ection 2 and section 0 are common to both (3 and H3 assessment. $C4 marks%
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2 7

11

(aper 2 ,2 hours(yllabus content: Three optional themes 2ssessment ob ectives 1,A (tudents answer three structured !uestions based on stimulus material, each selected from a different theme. :or each theme there is a choice of two !uestions. $24 marks per !uestion% (ome stimulus material is included in the resources booklet. This paper is common to both (3 and H3 assessment. $C4 marks%

3 7

(aper 3 ,1 hour(yllabus content: Higher level extension 2ssessment ob ectives 1,A (tudents answer one of three essay !uestions. $2B marks%

207

Internal assessment ,20 hoursThis component is internally assessed by the teacher and externally moderated by the '0 at the end of the course. (yllabus content: 2ny topic from the syllabus 2ssessment ob ectives 1,A 6ritten report based on fieldwork. .aximum 2,B44 words $&4 marks%

207

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(yllabus (3JH3

$ore3 (atterns and change : *#+S#

9eferences 6augh: The core theme provides an overview of the geographic foundation for the key global issues of our times. The purpose is to provide a broad factual and conceptual introduction to each topic and to the Hnited "ations? .illennium 1evelopment #oals $.1#s%, in particular those concerning poverty reduction, gender e!uality, improvements in health and education and environmental sustainability. 2n evaluation of the progress made towards meeting these goals is also provided. The core theme also develops knowledge of the likely causes and impacts of global climate change, a ma or contemporary issue of immense international significance. 2n understanding of this issue is the fundamental basis for the section on )/atterns in environmental !uality and sustainability*. The emphasis in teaching the core theme should be on the concepts underlying much of the content and the conse!uent regional and global patterns. 2ttention should be given to the positive aspects of change $not only the negative ones%, to the need to accept responsibility for seeking solutions to the demographic, economic and environmental issues covered, and, where appropriate, to the management strategies adopted to successfully meet the challenges posed.
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't is recommended that as much of the content as possible is taught through appropriate examples and case studies, preferably chosen from a limited number of countries $between three and five% of contrasting levels of development. 2lthough many of the ideas are reflected in differences at the local or sub>national scale, the emphasis in the core theme is on national, regional and global trends and patterns. 't is not intended for the topics to be taught se!uentially because some issues cover several of the topics. The approach to teaching is not prescribed and the content can be taught with flexibility according to the interests of the teacher and needs of the students.

Definitions
The definitions of the terms used in studying the core theme vary from one source to another. To avoid confusion, the following definitions are given and expected of students.

Term
7ore and periphery

Definition
The concept of a developed core surrounded by an undeveloped periphery. The concept can be applied at various scales. The theoretical measurement of the amount of land and water a population re!uires to produce the resources it consumes and to absorb its waste under prevailing technology.

+cological footprint

#lobal climate change

The changes in global patterns of rainfall and temperature, sea level, habitats and the incidences of droughts, floods and storms, resulting from changes in the +arth?s atmosphere, believed to be mainly caused by the enhanced greenhouse effect.

#"'

#ross national income $now used in preference to gross national productG#"/%. The total value of goods and services produced within a country together with the balance of income and payments from or to other countries.

.igration

The movement of people, involving a change of residence. 't can be internal or external $international% and voluntary or forced. 't does not include temporary circulations such as commuting or tourism. Transfers of moneyJgoods by foreign workers to their home countries. 2 severe reduction in the !uality of soils. The term includes soil erosion, salini8ation and soil exhaustion $loss of fertility%. 7an be defined as:

9emittances (oil degradation

6ater scarcity

physical water scarcity, where water resource development is approaching or has exceeded unsustainable levels< it relates water availability to water demand and implies that arid areas are not necessarily water scarce economic water scarcity, where water is available locally but not accessible for human, institutional or financial capital reasons.

1; (opulations in transition
Su.-topic De0elopment Teaching hours
<otes

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/opulation change

+xplain population trends and patterns in births $7rude 0irth 9ate%, natural increase and mortality $7rude 1eath 9ate, infant and child mortality rates%, fertility and life expectancy in contrasting regions of the world. 2nalyse population pyramids. +xplain population momentum and its impact on population pro ections.

B hours

9esponses to high and low fertility

+xplain dependency and ageing ratios. +xamine the impacts of youthful and ageing populations. +valuate examples of a pro>natalist policy and an anti>natalist policy.

A hours

.ovement responsesG migration

1iscuss the causes of migrations, both forced and voluntary. +valuate internal $national% and international migrations in terms of their geographic $socio>economic, political and environmental% impacts at their origins and destinations. +xamine gender ine!ualities in culture, status, education, birth ratios, health, employment, empowerment, life expectancy, family si8e, migration, legal rights and land tenure.

C hours

#ender and change

A hours

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2; Disparities in )ealth and de0elopment

Su.-topic De0elopment
1efine indices of infant mortality, education, nutrition, income, marginali8ation and human development index $H1'%. +xplain the value of the indices in measuring disparities across the globe. +xplain disparities and ine!uities that occur within countries resulting from ethnicity, residence, parental education, income, employment $formal and informal% and land ownership. 'dentify and explain the changing patterns and trends of regional and global disparities of life expectancy, education and income. +xamine the progress made in meeting the .illennium 1evelopment #oals $.1#s% in poverty reduction, education and health. 1iscuss the different ways in which disparities can be reduced with an emphasis on trade and market access, debt relief, aid and remittances. +valuate the effectiveness of strategies designed to reduce disparities.

Teaching hours

<otes

.easurements of regional and global disparities

& hours

=rigin of disparities

& hours

1isparities and change

B hours

9educing disparities

B hours

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3; (atterns in en0ironmental =uality and sustaina.ility

Su.-topic De0elopment 1escribe the functioning of the atmospheric system in terms of the energy balance between solar and long wave radiation. +xplain the changes in this balance due to external forcings $changes in solar radiation, changes in the albedo of the atmosphere and changes in the long wave radiation returned to space%. 1iscuss the causes and environmental conse!uences of global climate change. +xplain the causes of soil degradation. 1iscuss the environmental and socio> economic conse!uences of this process, together with management strategies. 'dentify the ways in which water is utili8ed at the regional scale. +xamine the environmental and human factors affecting patterns and trends in physical water scarcity and economic water scarcity. +xamine the factors affecting access to safe drinking water. +xplain the concept and importance of biodiversity in tropical rainforests. +xamine the causes and conse!uences of reduced biodiversity in this biome. 1efine the concept of environmental sustainability. +valuate a management strategy at a local or national scale designed to achieve environmental sustainability. Teaching hours <otes

2tmosphere and change

A hours

(oil and change

A hours

6ater and change

B hours

0iodiversity and change

& hours

(ustainability and the environment

& hours

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8; (atterns in resource consumption

Su.-topic De0elopment +valuate the ecological footprint as a measure of the relationship between population si8e and resource consumption. 'dentify international variations in its si8e. 1iscuss the two opposing views $neo>.althusian and anti> .althusian% of the relationship between population si8e and resource consumption. Teaching hours <otes

/atterns of resource consumption

A hours

7hanging patterns of energy consumption

+xamine the global patterns and trends in the production and consumption of oil. +xamine the geopolitical and environmental impacts of these changes in patterns and trends. +xamine the changing importance of other energy sources. 1iscuss the reduction of resource consumption by conservation, waste reduction, recycling and substitution. +valuate a strategy at a local or national scale aimed at reducing the consumption of one resource.

2 hours

C hours

7onservation strategies

A hours

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=ption +: 3eisure, sport and tourism ,(3JH3

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9eferences 6augh: #eisure is defined for the purposes of this optional theme as any freely chosen activity or experience that takes place in non>work time. The leisure industry is a significant and rapidly expanding global economic sector. This option is designed to illustrate the pattern and diversity of leisure activities, their increasing popularity and their impact on environments, culture and economy on a range of scales from global to local. 'ssues and conflicts arise for planners and managers in meeting leisure demand, conserving natural resources and avoiding social conflict. The theme focuses specifically on tourism, sport and recreation. 2lthough the three terms are defined separately, they overlap and participation in them may be simultaneous. :or example, a sporting activity may occur during a vacation.

Definitions
The definitions of the terms used in studying this theme, )3eisure, sport and tourism*, vary from one source to another. To avoid confusion, the following definitions are given and expected of students.

Term

Definition
The maximum number of visitorsJparticipants that a siteJevent can satisfy at one time. 't is customary to distinguish between environmental carrying capacity $the maximum number before the local environment becomes damaged% and perceptual carrying capacity $the maximum number before a specific group of visitors considers the level of impact, such as noise, to be excessive%. :or example, young mountain bikers may be more crowd> tolerant than elderly walkers. 2ny freely chosen activity or experience that takes place in non>work time. The pre>existing attractions for tourism or recreation $that is, those not built specifically for the purpose%, including climate, scenery, wildlife, indigenous people, cultural and heritage sites. These are distinguished from secondary touristJrecreational resources, which include accommodation, catering, entertainment and shopping. 2 leisure>time activity undertaken voluntarily and for en oyment. 't includes individual pursuits, organi8ed outings and events, and non>paid $non>professional% sports. 2 settlement where the primary function is tourism. This includes a hotel complex. 2 physical activity involving a set of rules or customs. The activity may be competitive. Travel away from home for at least one night for the purpose of leisure. "ote that this definition excludes day>trippers. There are many possible subdivisions of tourism. (ubgroups include:

7arrying capacity

3eisure /rimary touristJrecreation al resources

9ecreation 9esort (port

Tourism

ecotourismGtourism focusing on the natural environment and local communities heritage tourismGtourism based on a historic legacy $landscape feature, historic building or event% as its ma or attraction sustainable tourismGtourism that conserves primary tourist resources and supports the livelihoods and culture of local people.

1; #eisure
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Su.-topic 1efinitions

De0elopment 1iscuss the difficulties in attempting to define leisure, recreation, tourism and sport. 1iscuss the influence of accessibility, changes in technology and affluence upon the growth of these activities.

Teaching hours

<otes

2 hours

2; #eisure at the international scale3 tourism

Su.-topic 7hanges in demand De0elopment +xplain the long> and short>term trends and patterns in international tourism. +xamine the changes in location and development of different tourist activities. +xplain the growth of more remote tourist destinations. A hours Teaching hours <otes

7hanges in supply

3; #eisure at the international scale3 sport

Su.-topic 'nternational participation and success 7ase study of a contemporary international sports event De0elopment +xamine the social, cultural, economic and political factors affecting participation and success in two ma or international sports. 2nalyse the geographic factors that influenced the choice of venue$s%. +xamine the factors affecting the sphere of influence for participants and supporters. +valuate the short> and long>term geographic costs and benefits of hosting such an event at both the local and national level. A hours Teaching hours <otes

8; #eisure at the national+regional scale3 tourism

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Su.-topic 7ase study of a national tourist industry 7ase study of eco>tourism Tourism as a development strategy

De0elopment +xamine the economic, social and environmental impacts of tourism. +valuate the strategies designed to manage and sustain the tourist industry. +xamine the importance of tourism as a development strategy for low>income countries.

Teaching hours

<otes

C hours

; #eisure at the national+regional scale3 sport

Su.-topic De0elopment +xplain the hierarchy of a league and the location of its teams. +xamine the relationship between team location and the residence of its supporters. Teaching hours <otes

7ase study of a national sports league

& hours

>; #eisure at the local scale3 tourism

Su.-topic Tourism management in urban areas De0elopment :or one named city or large town: K describe the distribution and location of primary and secondary tourist resources K discuss the strategies designed to manage tourist demands, maximi8e capacity and minimi8e conflicts between local residents and visitors, and avoid environmental damage. +xamine the concept of carrying capacities in a rural tourist area. Teaching hours <otes

A hours

Tourism management in rural areas

6; #eisure at the local scale3 sport and recreation

Su.-topic De0elopment Teaching hours <otes

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The leisure hierarchy

+xplain the relationship between urban settlements and recreational and sports facilities in terms of fre!uency, si8e, range and catchment area. +xamine the distribution and location of recreational and sports facilities in urban areas and relate the patterns to accessibility, land value and the physical and socio>economic characteristics of each urban 8one $from the central business district to the rural,urban fringe%. 1iscuss the role of sport and recreation in regeneration strategies of urban areas.

A hours

'ntra>urban spatial patterns

Hrban regeneration

9; Sustaina.le tourism
Su.-topic De0elopment 1efine sustainable tourism. (ustainable tourism +xamine the extent to which it might be successfully implemented in different environments. & hours Teaching hours <otes

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(yllabus H3

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=ption 2: :reshwaterGissues and conflicts , H3J(3

9eferences 6augh: This optional theme focuses on water on the land as a scarce resource. 't considers the ways in which humans respond to the challenges of managing the !uantity and !uality of freshwater, as well as the conse!uences $whether intended or unintended, positive or negative% of management. The theme includes both the physical geography of freshwater $basic hydrology and floods% and human impacts on water !uality. This theme should include the study of at least one detailed case study at the drainage basin level. 9eference should be made to additional examples, at a range of scales, in less depth, wherever appropriate.

Definitions
The definitions of the terms used in studying this theme, ):reshwaterGissues and conflicts*, vary from one source to another. To avoid confusion, the following definitions are given and expected of students.

Term 1rainage basin 1rainage divide .aximum sustainable yield 6etlands

Definition The area drained by a river and its tributaries. 2lso known as a watershed, it is the line defining the boundary of a river or stream drainage basin separating it from ad acent basin$s%. The maximum level of extraction of water that can be maintained indefinitely for a given area. 2reas that are regularly saturated by surface water or groundwater, including freshwater marshes, swamps and bogs.

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1; The )ater system

Su.-topic De0elopment +xamine the inputs, outputs, stores and transfers of the hydrological cycle. 1iscuss the causes and conse!uences of the changing balance between water stored in oceans and ice. +xplain the concept of maximum sustainable yield of freshwater in terms of a balance between inputs and outputs. Teaching hours <otes

The hydrological cycle

& hours

The water balance

2; Drainage .asins and flooding

Su.-topic De0elopment +xamine the functioning of a drainage basin as an open system with inputs, outputs, transfers, stores and feedback loops. 1efine stream discharge. +xamine its relationship to stream flow and channel shape. 1escribe the characteristics of a hydrograph. +xamine the reasons for spatial and temporal $short term and long term% variations in hydrographs. +xamine the role of hydrographs in forecasting the magnitude, spatial extent and timing of floods. 1iscuss the natural and human causes and conse!uences of a specific river flood. Teaching hours 2 hours <otes

1rainage basins

1ischarge

1 hour

Hydrographs

& hours

:loods

& hours

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3; &anagement issues and strategies

Su.-topic De0elopment +xamine the hydrological changes resulting from the construction of dams and reservoirs. +xamine the costs and benefits of dams and reservoirs as part of multi>purpose schemes. +xplain the stream channel processes $erosion, transport, deposition% and explain the resultant landforms found on floodplains. +xamine the human modifications of a floodplain and their effect on the si8e and probability of floods. +valuate the costs and benefits of alternative stream management strategies. +xplain the functioning and management of artesian basins and a!uifers, distinguishing between natural and artificial recharge. +xamine the environmental impacts of groundwater abstraction. 1escribe the role of wetlands as a water resource. +valuate the effectiveness of the management strategies that have been adopted in a ma or wetland. +xamine the environmental impact of agriculture and irrigation on water !uality: salini8ation, agro>chemical runoff, the pollution of groundwater and the eutrophication of lakes, rivers and wetlands. Teaching hours <otes

1ams and reservoirs

2 hours

:loodplain management

& hours

#round water management

2 hours

:reshwater wetland management

2 hours

'rrigation and agriculture

& hours

8; $ompeting demands for )ater

Su.-topic De0elopment +xamine the competing demands for water in a specific river basin. +valuate the strategies that have been adopted to meet these demands. 1iscuss an example of an international conflict related to freshwater. Teaching hours <otes

7onflicts at the local or national scale 7onflicts at the international scale

C hours

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#lobal interactions , H3
9eferences 6augh:

?ationale and conceptual frame)ork

The study of global interactions in this syllabus has a broader perspective than a more conventional study of globali8ation that emphasi8es a linear process involving the domination and the imposition of western culture on the world. 'n the context of this syllabus, global interaction suggests a two>way and complex process whereby cultural traits and commodities may be adopted, adapted or resisted by societies. The process is neither inevitable nor universal. The H3 extension theme focuses on the global interactions, flows and exchanges arising from the disparities that exist between places. 't presents important and contestable geographic issues of change in space and time for the H3 student to !uestion. This part of the syllabus is divided into seven topics relating to global interactions as outlined in the following table. +ach topic has a conceptual base that is developed through the content. Topic
1. .easuring global interactions 7hanging spaceG the shrinking world +conomic interactions and flows +nvironment al change (ociocultural exchanges /olitical outcomes #lobal interactions at the local level Topic D examines responses to the two>way global interactions operating at more local scales. #lobal interactions may encounter local obstacles and resistance, which modify them and result in hybridi8ed outcomes. This topic involves local investigation.

(urpose of the topic

/rovides an introduction to the course by identifying the level and rate of global interactions. 'dentifies improved information and communications technology and transport as fundamental to all forms of global interaction.

2.

Topics 1 and 2 provide a basis for further study by examining the pattern$s% and process$es% of global interactions and the technology that has enabled them.

&.

A. B. C. D.

Topics &,C identify the economic, environmental, sociocultural and political conse!uences of global interactions. They present an alternative perspective on these interactive processes and outcomes and !uestion their inevitability. These topics recogni8e that the globali8ation process is not static but is still evolving. They examine the variation in its course and its speed and how it results in different levels of involvement and acceptance. #lobali8ation may be resisted and re ected in some countries or sub>regions where local forces may reassert themselves as a reaction against the loss of distinctiveness and sovereignty.

Definitions
The definitions of the terms used in studying the H3 extension, )#lobal interactions*, vary from one source
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to another. To avoid confusion, the following definitions are given and expected of students.

Term
7ivil society

Definition
2ny organi8ation or movement that works in the area between the household, the private sector and the state to negotiate matters of public concern. 7ivil societies include non> governmental organi8ations $"#=s%, community groups, trade unions, academic institutions and faith>based organi8ations. The concept of a developed core surrounded by an undeveloped periphery. The concept can be applied at various scales. The practice of promoting the cultureJlanguage of one nation in another. 't is usually the case that the former is a large, economically or militarily powerful nation and the latter is a smaller, less affluent one. 2 measure of the distance food travels from its source to the consumer. This can be given either in units of actual distance or of energy consumed during transport. )The growing interdependence of countries worldwide through the increasing volume and variety of cross>border transactions in goods and services and of international capital flows, and through the more rapid and widespread diffusion of technology* $source: '.:%. The 2T ;earney :oreign /olicy index measures twelve variables, which are sub>divided into four )baskets*: economic integration, personal contact, technological connectivity and political engagement. "ations are ranked according to a calculated globali8ation index. The ;=: index measures three main dimensions of globali8ation: economic, political and social, and nations are ranked accordingly. 't is designed by the (wiss :ederal 'nstitute of Technology on a yearly basis. 2 term that was invented to emphasi8e that the globali8ation of a product is more likely to succeed when the product or service is adapted specifically to each locality or culture in which it is marketed. The increasing presence of .c1onald?s restaurants worldwide is an example of globali8ation, while changes made to the menus of the restaurant chain, in an attempt to appeal to local tastes, are an example of glocali8ation. #ross national income $now used in preference to gross national productG#"/%. The total value of goods and services produced within a country together with the balance of income and payments from or to other countries. The concept of taking internal company functions and paying an outside firm to handle them. =utsourcing is done to save money, improve !uality or free company resources for other activities. The reduction in the time taken to travel between two places due to improvements in transportation or communication technology. 2 firm that owns or controls productive operations in more than one country through foreign direct investment.

7ore and periphery 7ultural imperialism :ood miles

#lobali8ation

#lobali8ation indices

#locali8ation

#"'

=utsourcing Time,space convergence Transnational corporation $T"7%

1; &easuring glo.al interactions

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Su.-topic

De0elopment 1escribe and evaluate one of the following two globali8ation indices: the 2T ;earney index or the ;=: index, as a measure of global interaction. 1escribe how the globali8ation index may be represented spatially.

Teaching hours

<otes

#lobal participation

A hours 1iscuss the spatial pattern of global interactions through the mapping of core areas at the focus of interaction $network hubsJnodes%, the peripheries and areas relatively unaffected by these interactions.

#lobal core and periphery

2; $hanging space2the shrinking )orld

Su.-topic De0elopment +xplain how a reduction in the friction of distance results in time,space convergence. +xamine the relative changes in the speed and capacity of two types of transport $air, ocean, road, rail, pipeline% responsible for the flow of goods, materials and people. Teaching hours <otes

Time,space convergence and the reduction in the friction of distance

+xtension and density of networks

+xamine the changes in a transport, internet or telecommunications network in terms of the extension of links and nodes and the intensity of use at a national or global scale. 1escribe the role of information and communications technology $'7T% in civil society and the transmission and flow of images, ideas, information and finance. +xamine the contrasting rates, levels and patterns of adoption of an element of '7T in two countries.

12 hours

3; "conomic interactions and flo)s

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Su.-topic

De0elopment

Teaching hours

<otes

+xamine the importance of loans, debt repayment, development aid, remittances, foreign direct investment and repatriation of profits in the transfer of capital between the developed core areas and the peripheries. :inancial flows +xamine the influence of governments, world trading organi8ations and financial institutions $such as the 6orld Trade =rgani8ation, 'nternational .onetary :und and 6orld 0ank% in the transfer of capital.

E hours

3abour flows 'nformation flows

+xplain the causes and effects of one ma or flow of labour between two countries. +xplain the role of '7T in the growth of international outsourcing.

8; "n0ironmental change

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Su.-topic 1egradation through raw material production

De0elopment 'dentify the effects of agro> industriali8ation and changes in international production and consumption on the physical environment. 1iscuss the environmental conse!uences of increasing international demand for one raw material. +xamine the concept of food miles and the environmental conse!uences of increasing volumes of air freight. 1iscuss the reasons for and conse!uences of the relocation of polluting industries $such as some T"7s% and waste disposal $such as '7T, chemical and nuclear waste% to countries with weaker environmental controls and safety regulations. 1escribe one ma or pollution event affecting more than one country and examine the conse!uences of and responses to this event.

Teaching hours

<otes

The effects of transnational manufacturing and services

E hours

Transboundary pollution

+xamine the growth of environmental awareness as a conse!uence of these global interactions. +xamine the role of one international civil society organi8ation in fostering improved environmental management. +xplain the evolution of uniform urban landscapes< the effects of common commercial activity, structures, styles of construction and infrastructure.

Homogeni8ation of landscapes

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; Sociocultural e4changes
Su.-topic De0elopment 1escribe cultural traits in terms of language, customs, beliefs, dress, images, music, food and technology. +xamine the diffusion of cultural traits resulting from the international movement of workers, tourists and commodities. Teaching hours <otes

7ultural diffusion: the process

7onsumerism and culture

1escribe the role of T"7s and media in spreading consumer culture. (elect two different branded commodities and examine the spatial and temporal pattern of adoption on a global scale. E hours +xamine the role of diasporas in preserving culture in one country and the adoption of minority traits by host societies. +xamine the impact of cultural diffusion on one indigenous and remote society through the influence of international interactions. +xamine the ways in which international interactions may result in the homogeni8ation and dilution of culture. 1efine and exemplify the concept of cultural imperialism.

(ociocultural integration

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>; (olitical outcomes

Su.-topic De0elopment 1iscuss the links between the diminishing effectiveness of political borders and the flow of goods, capital, labour and ideas, and the role of one multi> governmental organi8ation such as the +uropean Hnion $+H%, the 2ssociation of (outheast 2sian "ations $2(+2"%, the "orth 2merican :ree Trade 2greement $"2:T2% and .+97=(H9 $the common market of (outh 2merica%. 1iscuss the shift of power from nation state to T"7s as a result of their economic si8e and dominance. 7ompare the wealth of T"7s with that of nation states. Teaching hours <otes

3oss of sovereignty

14 hours

9esponses

+xamine the resurgence of nationalism in one country as it attempts to retain control of its resources and culture. 1iscuss anti>globali8ation movements. 1iscuss the attempts to control migration into one country.

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6; Glo.al interactions at the local le0el

Su.-topic 1efining glocali8ation De0elopment 1istinguish between the terms globali8ation and glocali8ation. +xamine the extent to which commercial activities at a local scale have become globali8ed. +xamine the reasons why the level and rate of adoption varies from place to place. 1iscuss civil society responses to globali8ation< the adoption, adaptation $glocali8ation% or re ection of globali8ed goods, services and cultural traits. 3ocal responses to globali8ation +valuate the relative costs and benefits of local commercial production to the producer, the consumer and the local economy, compared with the costs and benefits of globali8ed production. Teaching hours <otes

2doption of globali8ation

14 hours

1escribe the role of civil societies in raising awareness of local and global environmental, social and cultural issues. +xamine the role of civil societies in supporting local economic activity and strengthening local cultural values. 1iscuss the position held by anti>globali8ation groups. +valuate the !uality of life of a contemporary non>globali8ed society.

2lternatives

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