information booklet for students ib programme ist 2013-2015 (1)

8/13/2019 Information Booklet for Students Ib Programme Ist 2013-2015 (1)

1/38

International School of ToulouseIB Diploma Geography

Student information package2013 - 201

!"#$%&" '##

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 the2 year course. The detailed course syllabus will assist students who want to carry outself 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, thusproviding 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 dealfrom various sources of information. The best way to approach your reading tasksand at the same time staying abreast of the main issues, is to read on a regular basisfrom the textbook, Twitter, "ational #eographic, geographypods.com and blogs to beintroduced 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 beable 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 relevantinformation.

'nternational (chool of Toulouse'0 iploma #eography

1
mailto:[email protected]://www.geographypods.com/http://www.geographypods.com/mailto:[email protected]://www.geographypods.com/http://www.geographypods.com/


2/38

IB Geography 2013 - 201

The following topics will be covered over the two years. s 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. n outline of (3 and H3assessment is shown on pages 14 5 11.

ake sure that you refer to these syllabus details as we go through the course. There is aspace for notes so that you can note when each piece of content has been covered inclass. 6e will not necessarily go over everything in detail in class it will be up to you tocover 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*#+S# Topics *# Topics

#eographical (kills $seeattached list of sub ectspecific skills chart%

/atterns 5 7hange Ha8ards 5 9isk

ssessment

3eisure, (port andTourism

reshwater #lobal 'nteractions


2


3/38

The IB learner profile

The geography syllabus is closely linked to the '0 learner profile, which strives to develop internationallyminded people who recogni8e their common humanity and shared guardianship of the planet, and who helpcreate a better and more peaceful world. 0y following the geography syllabus, students will have fulfilled theattributes 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 Geography sylla.us

'n!uirers #eographic skills: 7ollect and select relevant geographicinformation

;nowledgeable 7ontent: 7ore theme, optional themes, H3 extension

Thinkers#eographic skills: 9esearch, process and interpret dataand information< processing andinterpreting

7ommunicators #eographic skills: /roduce written material $includingessays, reports and investigations%

7ontent: ake links to theory of knowledge

/rincipled#eographic skills: 9esearch, process and interpret dataand information< identify opinions, values and perceptionsminded#eographic skills: +valuate sources of geographicinformation in terms of reliability, bias, relevance andaccuracy

7aring 7ontent: 7ore theme

9isk>takers #eographic skills: ake and ustify decisions

0alanced ieldwork: 7ollection of primary data and the subse!uenttreatment, display and analysis of the information

9eflective#eographic skills: +valuate methodology< develop clearand logical arguments and draw conclusions where

appropriate


3


4/38

Geography Discipline

#eography is a dynamic sub ect that is firmly grounded in the real world and focuses on the interactionsbetween individuals, societies and the physical environment in both time and space. 't seeks to identifytrends and patterns in these interactions and examines the processes behind them. 't also investigates theway that people adapt and respond to change and evaluates management strategies associated with suchchange. #eography describes and helps to explain the similarities and differences between spaces andplaces. 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 socialsciences and natural sciences. The iploma /rogramme geography course integrates both physical andhuman geography, and ensures that students ac!uire elements of both scientific and socio>economicmethodologies. #eography takes advantage of its position between both these groups of sub ects toexamine relevant concepts and ideas from a wide variety of disciplines. This helps students develop anappreciation of, and a respect for, alternative approaches, viewpoints and ideas.

Geography and the international dimensionThe 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 detailedcase 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 iploma/rogramme geography is a highly appropriate way to meet the needs of all students, regardless of theirprecise geographical location. 'nherent in the syllabus is a consideration of different perspectives, economiccircumstances and social andcultural diversity.

#eography seeks to develop international understanding and foster a concern for global issues as well asto raise students? awareness of their own responsibility at a local level. #eography also aims to developvalues and attitudes that will help students reach a degree of personal commitment in trying to resolvethese 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 interactionsbetween humans and their environment in time and place. s a result, these sub ects are often knowncollectively as the )human sciences* or )social sciences*. s with other sub ect areas, there is a variety ofways 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 explainpatterns of behaviour and lead to knowledgeclaims. (tudents in group & sub ects are re!uired to evaluate these knowledge claims by exploringknowledge issues such as validity, reliability, credibility, certainty and individual as well as culturalperspectives.

The relationship between each sub ect and theory of knowledge is important and fundamental to theiploma /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 willbecome )in!uiring, knowledgeable and caring young people* $'0 mission statement%. uring the iploma/rogramme geography course, a number of issues will arise that highlight the relationship between theoryof knowledge and geography. (ome of the !uestions that might be considered during the course areidentified below.

re the findings of the natural sciences as reliable as those of the human sciences@ 6hat is themeaning of )a scientific law* in each area@

To what extent do maps reflect reality@ o 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@ re 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


4


5/38

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 mostcommon@

rguably, 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 humangeography@

any geographers and others value diversity in human affairs. 's globali8ation therefore a bad thing

Group 3 aimsThe aims of all sub ects in group 3/ indi iduals and societies are to:

1. encourage the systematic and critical study of: human experience and behaviour< physical, economicand 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, conceptsand 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 studentlives, and the culture of other societies

B. develop an awareness in the student that human attitudes and beliefs are widely diverse and that thestudy 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 & arecontestable 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 theenvironment

E. develop a concern for human welfare and the !uality of the environment, and an understanding of theneed for planning and sustainable managementF. 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 $ =s% for the (3 and H3 iploma /rogramme geography course.Having followed the course at (3 or H3, students will be expected to do the following.

1. emonstrate knowledge and understanding of specified content emonstrate knowledge and understanding of the core themeGpatterns and change emonstrate knowledge and understanding of two optional themes at (3 and three optional themes

at H3

t H3 only, demonstrate knowledge and understanding of the H3 extensionGglobal interactions 'n internal assessment, demonstrate knowledge and understanding of a specific geographicresearch topic

2. emonstrate application and analysis of knowledge and understanding pply and analyse geographic concepts and theories 'dentify and interpret geographic patterns and processes in unfamiliar information, data and

cartographic material emonstrate the extent to which theories and concepts are recogni8ed and understood in particular

contexts

&. emonstrate synthesis and evaluation +xamine and evaluate geographic concepts, theories and perceptions

se geographic concepts and examples to formulate and present an argument +valuate materials using methodology appropriate for geographic fieldwork t H3 only, demonstrate synthesis and evaluation of the higher level extensionGglobal interactions


5


6/38

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 thestructure of the syllabus section, to indicate the depth of understanding that is re!uired of students. Theseare classified below according to the assessment ob ectives of:

ey command term Depth

efine escribe etermine +stimate'dentify =utline (tate

These terms re!uire students to demonstrate knowledge andunderstanding.

nalyse 7lassify istinguish +xplain(uggest

These terms re!uire students to use and analyse knowledgeand understanding.

7ompare 7ompare and contrast 7ontrastiscuss +valuate +xamine Iustify To what

extent@

These terms re!uire students to make a udgment based onevidence and when relevant construct an argument.

nnotate 7onstruct raw 3abel These terms re!uire students to demonstrate the selection andapplication of skills.

Sylla.us component TeachinghoursJperiodsJweeks


6


7/38

(3 H3

Geographic skills integrated throughout the course

(art 1 $ore theme patterns and change ,S#+*# There are four compulsory topics in this core theme.1. /opulations in transition2. isparities in wealth and development&. /atterns in environmental !uality and sustainabilityA. /atterns in resource consumption

D4 hours

(art 2 %ptional themes ,S#+*#Two optional themes are re!uired at (3. Three optional themes arere!uired at H3.

. Ha8ards 5 9isk ssessment+. 3eisure, sport and tourism

C4 hours

(art 2 %ptional themes ,*#0. reshwater

&4 hours

(art 3 *# e4tension glo.al interactions ,*# only There are seven compulsory topics in the H3 extension.1. easuring global interactions2. 7hanging spaceGthe shrinking world&. +conomic interactions and flowsA. +nvironmental changeB. (ociocultural exchangesC. /olitical outcomes

D. #lobal interactions at the local level

C4 hours

5ield)ork ,S#+*#

ieldwork, leading to one written report based on a fieldwork !uestion,information collection and analysis with evaluation. 24 hours

Total teaching hours 1B4 2A4

Geographic skills ,S#+*#These skills are essential to the study of geography and


7


8/38

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 appropriateterminology. 't is essential that the skills are covered throughout the )hole syllabus and that they areintroduced and integrated where appropriate, depending on the context, in the different themes and the H3extension. 't is essential that the skills are all taught at some stage of the course and are not treated inisolation.

(tudents are expected to demonstrate competence in the use of geographic skills in examination papersand internal assessment as appropriate. Those skills indicated below in italics are not assessed in theexternally assessed examination papers.

't is recogni8ed that the ability to use #eographic 'nformation (ystems $#'(% is a valuable geographic toolthat goes beyond many of the skills listed below. 6here #'( is accessible and practical, its use isencouraged. However, the syllabus does not re!uire #'( and it will not be used in the assessment

Skill "4amples

3ocate and differentiate elements ofthe +arth?s surface

sing:direction

latitude

longitude

grid references and area references

scale

political units.

'nterpret, analyse and, whenappropriate, construct tables, graphs,diagrams, cartographic material andimages

ll kinds of maps, including:K isoline and isopleth mapsK choropleth mapsK topological mapsK dot mapsK flow mapsK thematic maps $including mental maps%K topographic mapsK proportional symbolsK aerial photographsK ground>level photographsK satellite imagesK graphs, including scatter, line, bar, compound, triangular,logarithmic, bipolar graphsK pie chartsK flow diagramsJchartsK population pyramidsK 3oren8 curvesK cross>profiles $sections%K rose diagramsK development diamonds.

ndertake statistical calculations toshow (uch as:

patterns and summari8e information K totals

K averages $means, medians, modes%

K fre!uencies

K ranges of data $differences betweenmaximum and minimum%

K densities

K percentages


8


9/38

K ratios.

9esearch, process and interpret dataand

Types of data and information:

informationK measures of correlation $including Spearman rank and Chi-square)

K measures of concentration and dispersion (including nearestneighbour and location quotients)

K measures of spatial interactions

Collect and select relevant geographicinformation

Making: observations

K images7onducting:K interviewsTaking:K measurements.

+valuate sources of geographicinformation 'n terms ofK accuracyK relevancebias.

/roduce written material $includingessays, reports and investigations%

/resenting:K material in a clear and well>structured way 9esponding:K appropriately to command terms.

7ommand terms with definitions(tudents should be familiar with the following key terms and phrases used in examination !uestions, whichare to be understood as described below. lthough 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 $ =s% listed in the table are those referred to in the geography syllabus.

nalyse > =2 0reak down in order to bring out the essential elements or structure.

nnotate > =A dd brief notes to a diagram or graph.

7lassify > =2 rrange or order by class or category.

7ompare > =& #ive an account of the similarities between two $or more% items or situations, referring to both $all% of


9


10/38

them throughout.

7ompare and contrast > =& #ive an account of similarities and differences between two $or more% items or situations,referring to both $all% of them throughout.

7onstruct > =A isplay information in a diagrammatic or logical form.

7ontrast > =& #ive an account of the differences between two $or more% items or situations, referring to both $all% of

them throughout.

efine > =1 #ive the precise meaning of a word, phrase, concept or physical !uantity.

escribe > =1 #ive a detailed account.

etermine > =1 =btain the only possible answer.

iscuss > =& =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.

istinguish > =2 ake clear the differences between two or more concepts or items.

raw > =A 9epresent by means of a labelled, accurate diagram or graph, using a pencil. ruler $straight edge% should

be used for straight lines. iagrams should be drawn to scale. #raphs should have points correctly plotted $ifappropriate% and oined in a straight line or smooth curve.

+stimate > =1 =btain an approximate value.

+valuate > =& ake an appraisal by weighing up the strengths and limitations.

+xamine > =& 7onsider an argument or concept in a way that uncovers the assumptions and interrelationships of theissue.

+xplain > =2 #ive a detailed account including reasons or causes.

'dentify > =1 /rovide an answer from a number of possibilities.

Iustify > =& #ive valid reasons or evidence to support an answer or conclusion.

3abel > =A dd labels to a diagram.

=utline > =1 #ive a brief account or summary.

(tate > =1 #ive a specific name, value or other brief answer without explanation or calculation.

(uggest > =2 /ropose a solution, hypothesis or other possible answer.

To what extent > =& 7onsider the merits or otherwise of an argument or concept. =pinions and conclusions should bepresented clearly and supported with empirical evidence and sound argument.

S# 'ssessment

'ssessment component !eighting

"4ternal assessment ,2 hours 0 minutes 6 7

(aper 1 ,1 hour 30 minutes 807(yllabus content: 7ore theme

ssessment ob ectives 1 A

(ection : (tudents answer all short>answer !uestions. (ome include data. $AB marks%

(ection 0: (tudents answer one extended response !uestion. $1B marks%(ection and section 0 are common to both (3 and H3 assessment.


10


11/38

$C4 marks%

(aper 2 ,1 hour 20 minutes

3 7

(yllabus content: Two optional themes


(tudents answer two structured !uestions based on stimulus material, each selected from adifferent 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%

Internal assessment ,20 hours

2 7

This component is internally assessed by the teacher and externally moderated by the '0 atthe end of the course.

(yllabus content: ny topic from the syllabus

ssessment ob ectives 1 A6ritten report based on fieldwork. aximum 2,B44 words$&4 marks%

*# 'ssessment

'ssessment component !eighting

"4ternal assessment ,8 hours 30 minutes 907

(aper 1 ,1 hour 30 minutes

2 7

(yllabus content: 7ore theme


(ection : (tudents answer all short>answer !uestions. (ome include data. $AB marks%

(ection 0: (tudents answer one extended response !uestion. $1B marks%

(ection and section 0 are common to both (3 and H3 assessment.$C4 marks%


11


12/38

(aper 2 ,2 hours

3 7

(yllabus content: Three optional themes


(tudents answer three structured !uestions based on stimulus material, each selected from adifferent 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%

(aper 3 ,1 hour

207

(yllabus content: Higher level extension


(tudents answer one of three essay !uestions.$2B marks%

Internal assessment ,20 hours

207

This component is internally assessed by the teacher and externally moderated by the '0 atthe end of the course.

(yllabus content: ny topic from the syllabus


6ritten report based on fieldwork. aximum 2,B44 words$&4 marks%


12


13/38

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

9eferences6augh:

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 nited"ations? illennium evelopment #oals $ #s%, in particular those concerning poverty reduction, gendere!uality, improvements in health and education and environmental sustainability. n evaluation of theprogress made towards meeting these goals is also provided.

The core theme also develops knowledge of the likely causes and impacts of global climate change, ama or contemporary issue of immense international significance. n understanding of this issue is thefundamental 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 andthe conse!uent regional and global patterns. ttention 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 strategiesadopted to successfully meet the challenges posed.


13

(yllabus(3JH3


14/38

't is recommended that as much of the content as possible is taught through appropriate examples andcase studies, preferably chosen from a limited number of countries $between three and five% of contrastinglevels of development. lthough many of the ideas are reflected in differences at the local or sub>nationalscale, 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.

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

Term Definition

7ore and periphery The concept of a developed core surrounded by an undeveloped periphery. The conceptcan be applied at various scales.

+cological footprint The theoretical measurement of the amount of land and water a population re!uires toproduce the resources it consumes and to absorb its waste under prevailing technology.

#lobal climatechange

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

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

igrationThe movement of people, involving a change of residence. 't can be internal or external$international% and voluntary or forced. 't does not include temporarycirculations such as commuting or tourism.

9emittances Transfers of moneyJgoods by foreign workers to their home countries.

(oil degradation severe reduction in the !uality of soils. The term includes soil erosion, salini8ation andsoil exhaustion $loss of fertility%.

6ater scarcity

7an be defined as:

Kphysical water scarcity, where water resource development is approaching or hasexceeded unsustainable levels< it relates water availability to water demand and impliesthat arid areas are not necessarily water scarce

K economic water scarcity, where water is available locally but not accessible for human,institutional or financial capital reasons.

1; (opulations in transition

Su.-topic De elopment Teachinghours


15/38

/opulationchange

+xplain population trends andpatterns in births $7rude 0irth 9ate%,natural increase and mortality $7rude

eath 9ate, infant and child mortalityrates%, fertility and life expectancy in

contrasting regions of the world. nalyse population pyramids. +xplainpopulation momentum and its impact

on population pro ections.

B hours

9esponses tohigh and low

fertility

+xplain dependency and ageingratios. +xamine the impacts of

youthful and ageing populations.+valuate examples of a pro>natalist

policy and an anti>natalist policy.

A hours

ovementresponsesG

migration

iscuss the causes of migrations,both forced and

voluntary. +valuate internal $national%and international migrations in termsof their geographic $socio>economic,political and environmental% impacts

at their origins and destinations.

C hours

#ender andchange

+xamine gender ine!ualities inculture, status, education, birth ratios,health, employment, empowerment,

life expectancy, family si8e, migration,legal rights and land tenure.

A hours


15


16/38

2; Disparities in )ealth and de elopment

Su.-topic De elopment Teaching

hours


17/38

3; (atterns in en ironmental =uality and sustaina.ility

Su.-topic De elopment Teachinghours economic conse!uences of this process,together with management strategies.

A hours

6ater andchange

'dentify the ways in which water is utili8edat the regional scale. +xamine theenvironmental and human factorsaffecting patterns and trends in physicalwater scarcity and economic waterscarcity. +xamine the factors affectingaccess to safe drinking water.

B hours

0iodiversity andchange

+xplain the concept and importance of

biodiversity in tropical rainforests.+xamine the causes and conse!uencesof reduced biodiversity in this biome.

& hours

(ustainability andthe environment

efine the concept of environmentalsustainability. +valuate a managementstrategy at a local or national scaledesigned to achieve environmentalsustainability.

& hours


17


18/38

8; (atterns in resource consumption



19/38


19


20/38


20


21/38


21


22/38

=ption +: 3eisure, sport and tourism (3JH3'nternational (chool of Toulouse

'0 iploma #eography22


23/38

9eferences6augh:

#eisure is defined for the purposes of this optional theme as any freely chosen activity or experience thattakes place in non>work time.

The leisure industry is a significant and rapidly expanding global economic sector. This option is designed toillustrate the pattern and diversity of leisure activities, their increasing popularity and their impact onenvironments, 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 naturalresources and avoiding social conflict.

The theme focuses specifically on tourism , sport and recreation . lthough the three terms are definedseparately, they overlap and participation in them may be simultaneous. or example, a sporting activitymay occur during a vacation.

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

Term Definition

7arrying capacity

The maximum number of visitorsJparticipants that a siteJevent can satisfy at one time. 't iscustomary to distinguish between environmental carrying capacity $the maximum numberbefore the local environment becomes damaged% and perceptual carrying capacity $themaximum number before a specific group of visitors considers the level of impact, suchas noise, to be excessive%. or example, young mountain bikers may be more crowd>tolerant than elderly walkers.

3eisure ny freely chosen activity or experience that takes place in non>work time.

/rimarytouristJrecreation

al resources

The pre>existing attractions for tourism or recreation $that is, those not built specifically forthe purpose%, including climate, scenery, wildlife, indigenous people, cultural and heritagesites. These are distinguished

from secondary touristJrecreational resources, which include accommodation, catering,entertainment and shopping.

9ecreation leisure>time activity undertaken voluntarily and for en oyment. 't includes individualpursuits, organi8ed outings and events, and non>paid $non>professional% sports.

9esort settlement where the primary function is tourism. This includes a hotel complex.

(port physical activity involving a set of rules or customs. The activity may be competitive.

Tourism

Travel away from home for at least one night for the purpose of leisure. "ote that thisdefinition excludes day>trippers. There are many possible subdivisions of tourism.(ubgroups include:

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


23


24/38

Su.-topic De elopment Teachinghours term trendsand patterns in international tourism.

+xamine the changes in location anddevelopment of different touristactivities. +xplain the growth of moreremote tourist destinations.

A hours

3; #eisure at the international scale sport



25/38

Su.-topic De elopment Teachinghours tourism

Tourism as adevelopmentstrategy

+xamine the economic, social andenvironmental impacts of tourism.

+valuate the strategies designed tomanage and sustain the tourist industry.

+xamine the importance of tourism as adevelopment strategy for low>incomecountries.

C hours

; #eisure at the national+regional scale sport

Su.-topic De elopment Teachinghours ; #eisure at the local scale tourism



26/38

The leisurehierarchy

+xplain the relationship between urbansettlements and recreational and sportsfacilities in terms of fre!uency, si8e,range and catchment area.

A hours

'ntra>urbanspatial patterns

+xamine the distribution and location ofrecreational and sports facilities inurban areas and relate the patterns to

accessibility, land value and thephysical and socio>economiccharacteristics of each urban 8one$from the central business district to therural urban fringe%.

rbanregeneration

iscuss the role of sport and recreationin regeneration strategies of urbanareas.

9; Sustaina.le tourism



27/38


27

(yllabus

H3


28/38

=ption : reshwaterGissues and conflicts H3J(39eferences6augh:

This optional theme focuses on water on the land as a scarce resource. 't considers the ways in whichhumans respond to the challenges of managing the !uantity and !uality of freshwater, as well as theconse!uences $whether intended or unintended, positive or negative% of management.

The theme includes both the physical geography of freshwater $basic hydrology and floods% andhuman 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.

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

Term Definition

rainage basin The area drained by a river and its tributaries.

rainage divide lso known as a watershed, it is the line defining the boundary of a riveror stream drainage basin separating it from ad acent basin$s%.

aximum sustainable yield The maximum level of extraction of water that can be maintainedindefinitely for a given area.

6etlands reas that are regularly saturated by surface water or groundwater,including freshwater marshes, swamps and bogs.


28


29/38

1; The )ater system



30/38

3; &anagement issues and strategies

Su.-topic De elopment Teachinghourspurpose schemes.

2 hours

loodplainmanagement

+xplain the stream channel processes$erosion, transport, deposition% andexplain the resultant landforms found onfloodplains.+xamine the human modifications of afloodplain and their effect on the si8eand probability of floods.+valuate the costs and benefits ofalternativestream management strategies.

& hours

#round water management

+xplain the functioning andmanagement ofartesian basins and a!uifers,distinguishing between natural andartificial recharge. +xamine theenvironmental impacts of groundwaterabstraction.

2 hours

reshwaterwetland

management

escribe the role of wetlands as a water

resource. +valuate the effectiveness ofthe management strategies that havebeen adopted in a ma or wetland.

2 hours

'rrigation andagriculture

+xamine the environmental impact ofagriculture and irrigation on water !uality:salini8ation,agro>chemical runoff, the pollution of groundwater and the eutrophication oflakes,rivers and wetlands.

& hours

8; $ompeting demands for )ater



31/38

#lobal interactions H39eferences6augh:

?ationale and conceptual frame)orkThe study of global interactions in this syllabus has a broader perspective than a more conventional studyof globali8ation that emphasi8es a linear process involving the domination and the imposition of westernculture on the world. 'n the context of this syllabus, global interaction suggests a two>way and complexprocess whereby cultural traits and commodities may be adopted, adapted or resisted by societies. Theprocess is neither inevitable nor universal.

The H3 extension theme focuses on the global interactions, flows and exchanges arising from thedisparities that exist between places. 't presents important and contestable geographic issues of change inspace and time for the H3 student to !uestion. This part of the syllabus is divided into seven topics relatingto global interactions as outlined in the following table. +ach topic has a conceptual base that is developedthrough the content.

Topic (urpose of the topic

1. easuringglobalinteractions

/rovides an introduction to the courseby identifying the level and rate of globalinteractions.

Topics 1 and 2 provide a basis for further study byexamining the pattern$s% and process$es% of globalinteractions and the technology that has enabledthem.

2. 7hangingspaceG theshrinkingworld

'dentifies improved information andcommunications technology andtransport as fundamental to all forms ofglobal interaction.

&. +conomicinteractionsand flows Topics & C identify the economic, environmental, sociocultural and political conse!uences of

global interactions. They present an alternative perspective on these interactive processesand outcomes and !uestion their inevitability. These topics recogni8e that the globali8ationprocess is not static but is still evolving. They examine the variation in its course and its speedand how it results in different levels of involvement and acceptance. #lobali8ation may beresisted and re ected in some countries or sub>regions where local forces may reassertthemselves as a reaction against the loss of distinctiveness and sovereignty.

A. +nvironmental change

B. (ocioculturalexchanges

C. /oliticaloutcomes

D. #lobalinteractionsat the local

level

Topic D examines responses to the two>way global interactions operating at more localscales. #lobal interactions may encounter local obstacles and resistance, which modify themand result in hybridi8ed outcomes. This topic involves local investigation.

DefinitionsThe definitions of the terms used in studying the H3 extension, )#lobal interactions*, vary from one source


31


32/38

to another. To avoid confusion, the following definitions are given and expected of students.

Term Definition

7ivil society

ny organi8ation or movement that works in the area between the household, the privatesector and the state to negotiate matters of public concern. 7ivil societies include non>

governmental organi8ations $"#=s%, community groups, trade unions, academic institutionsand faith>based organi8ations.

7ore andperiphery

The concept of a developed core surrounded by an undeveloped periphery. The concept canbe applied at various scales.

7ulturalimperialism

The practice of promoting the cultureJlanguage of one nation in another. 't is usually the casethat the former is a large, economically or militarily powerful nation and the latter is a smaller,less affluent one.

ood miles measure of the distance food travels from its source to the consumer. This can be giveneither in units of actual distance or of energy consumed during transport.

#lobali8ation

)The growing interdependence of countries worldwide through the increasing volume andvariety of cross>border transactions in goods and services and of international capital flows,

and through the more rapid and widespread diffusion of technology* $source: ' %.

#lobali8ationindices

The T ;earney oreign /olicy index measures twelve variables, which are sub>divided intofour )baskets*: economic integration, personal contact, technological connectivity and politicalengagement. "ations are ranked according to a calculated globali8ation index. The ;=index measures three main dimensions of globali8ation: economic, political and social, andnations are ranked accordingly. 't is designed by the (wiss ederal 'nstitute of Technology ona yearly basis.

#locali8ation

term that was invented to emphasi8e that the globali8ation of a product is more likely tosucceed when the product or service is adapted specifically to each locality or culture in whichit is marketed. The increasing presence of c onald?s restaurants worldwide is an exampleof globali8ation, while changes made to the menus of the restaurant chain, in an attempt toappeal to local tastes, are an example of glocali8ation.

#"'

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

=utsourcingThe 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 otheractivities.

Time spaceconvergence

The reduction in the time taken to travel between two places due to improvements intransportation orcommunication technology.

Transnationalcorporation

$T"7%

firm that owns or controls productive operations in morethan one country through foreign direct investment.

1; &easuring glo.al interactions


32


33/38



34/38



35/38



36/38

; Sociocultural e4changes



37/38

>; (olitical outcomes

Su.-topic De elopment Teachinghours governmental organi8ation suchas the +uropean nion $+ %, the

ssociation of (outheast sian"ations $ (+ "%, the "orth

merican ree Trade greement$" T % and +97=( 9 $thecommon market of (outh

merica%.

iscuss the shift of power fromnation state to T"7s as a resultof their economic si8e anddominance. 7ompare the wealthof T"7s with that of nationstates.

14 hours

9esponses

+xamine the resurgence ofnationalism in one country as itattempts to retain control of itsresources and culture.

iscuss anti>globali8ation

movements.iscuss the attempts to controlmigration into one country.


37


38/38

6; Glo.al interactions at the local le el

Su.-topic De elopment Teachinghours globali8ation groups.

+valuate the !uality of life of acontemporary non>globali8edsociety.

information booklet for students ib programme ist 2013-2015 (1)

Documents