III Liceum Ogólnokształcące z Oddziałami Dwujęzycznymi

im. Bohaterów Westerplatte

IB WORLD SCHOOL 1309

Syllabus & Course of Study

based on Geography guide, first exams 2019

Geography HL and SL

HL – 6 hours per week

SL – 4 hour per week

1. Geography aims
The aims of the geography course at SL and HL are to enable students to:

1. develop an understanding of the dynamic interrelationships between people, places, spaces

and the environment at different scales

2. develop a critical awareness and consider complexity thinking in the context of the nexus
of geographic issues, including:

– acquiring an in-depth understanding of how geographic issues, or wicked problems, have

been shaped by powerful human and physical processes

– synthesizing diverse geographic knowledge in order to form viewpoints about how these
issues could be resolved

3. understand and evaluate the need for planning and sustainable development through the
management of resources at varying scales.

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 2. Assessment objectives
There are four assessment objectives (AOs) for the SL and HL Diploma Programme geography
course presented in the Table 1.

Table 1. Assessment objectives (AOs) for the SL and HL Diploma Programme geography course
General assessment Detailed assessment objectives (AOs)
objectives (AOs)
1. Demonstrate – Demonstrate knowledge and understanding of the core
knowledge and theme—global change
understanding of
specified content – Demonstrate knowledge and understanding of two optional
themes at SL and three optional themes at HL
– At HL only, demonstrate knowledge and understanding of the
HL extension—global interactions
– In internal assessment, demonstrate knowledge and
understanding of a specific geographic research topic

2. Demonstrate – Apply and analyse geographic concepts and theories

application and
analysis of knowledge – Identify and interpret geographic patterns and processes in
and understanding unfamiliar information, data and cartographic material
– Demonstrate the extent to which theories and concepts are
recognized and understood in particular contexts
3. Demonstrate – Examine and evaluate geographic concepts, theories and
synthesis and perceptions
evaluation
– Use geographic concepts and examples to formulate and
present an argument
– Evaluate materials using methodology appropriate for
geographic fieldwork
– At HL only, demonstrate synthesis and evaluation of the HL
extension—global interactions

4. Select, use and – Select, use and apply the prescribed geographic skills in
apply a variety of appropriate contexts
appropriate skills and
techniques – Produce well-structured written material, using appropriate
terminology
– Select, use and apply techniques and skills appropriate to a
geographic research question

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 3. Assessment objectives in practice
Command terms are classified according to the assessment objectives into 4 groups (Figure
1).

AO1 Knowledge and understanding AO2 Application and analysis of

of specified content knowledge and understanding

Classify , Define, Describe , Determine,

Estimate, Identify, Outline, State Analyse, Distinguish, Explain, Suggest

Command
terms
AO3 Synthesis and evaluation AO4 Selection, use and application
of a variety of appropriate skills and
techniques
Compare, Compare and contrast, Contrast,
Discuss, Evaluate, Examine, Justify, To what
extent? Annotate, Construct, Draw, Label

Figure 1. Command terms classified according to the assessment objectives

Although command terms are not used explicitly in the syllabus, students must be familiar
with them to understand the depth of treatment required in examination questions. The
allocation of marks in examination question markbands also reflects this classification of the
assessment objectives.
There is a progression in demand from AO1 to AO3, while AO4 terms are specific to particular
skills and examination questions. Definitions of these command terms are listed in the
appendix. The command terms within each classification are listed in alphabetical order in the
Table 2.

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Table 2. Command terms and the assessment objectives in depth (AOs) for the SL and HL
Diploma Programme geography

OBJECTIVE KEY COMMAND DEPTH

TERM
Classify These terms require
AO1 Knowledge and Define students to demonstrate
understanding of Describe knowledge and
specified content Determine understanding.
Estimate
Identify
Outline
State
AO2 APPLICATION AND Analyse These terms require
ANALYSIS OF KNOWLEDGE Distinguish students to use and analyse
AND UNDERSTANDING Explain knowledge and
Suggest understanding.
AO3 SYNTHESIS AND Compare These terms require
EVALUATION Compare and contrast students to make a
Contrast judgment based on
Discuss evidence and when relevant
Evaluate construct an argument.
Examine
Justify
To what extent?
AO4 Selection, use and Annotate These terms require
application of a variety of Construct students to demonstrate the
appropriate skills and Draw selection and application of
techniques Label skills.

4. Textbook & reference books/materials

Nagle, G. and Cook, B. (2017). Geography. 2nd Edition. Course Companion. Oxford IB Diploma
Programme. Oxford University Press.
Nagle, G. and Cook, B. (2017). Geography for the IB Diplomma. Study Guide. Oxford IB Diploma
Programme. Oxford University Press.
Oaks, S., (2017). Geography for the IB Diploma Study and Revision Guide. HL Core Extension.
Hodder Education.
Oaks, S., (2017). Geography for the IB Diploma Study and Revision Guide. SL and HL Core Study.
Hodder Education.

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Geography Guide. First examination 2019, (2017). International Baccalaureate Organization.
Geneve
Materials of the UN, the World Bank, International Monetary Found, WWF

5. Other requirements
Students should have the access to Cognity platform. There are no other requirements.
Other issues are settled in relevant school documents - academic integrity,
assessment, inclusion and language policies.

6. Geography concepts
The “Geography concepts” model (Figure 2shows the six main concepts of the course, with
the four key concepts of place, process, power, and possibility at the centre and the organizing
concepts of scale and spatial interactions connecting them. Scale has both temporal and
spatial perspectives.

Figure 2. Geography concepts model

Places can be identified at a variety of scales, from local territories or locations to the
national or state level. Places can be compared according to their cultural or physical
diversity, or disparities in wealth or resource endowment. The characteristics of a place
may be real or perceived, and spatial interactions between places can be considered.

Processes are human or physical mechanisms of change, such as migration or weathering.

They operate on varying timescales. Linear systems, circular systems, and complex
systems are all outcomes of the way in which processes operate and interact.

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Power is the ability to influence and affect change or equilibrium at different scales. Power
is vested in citizens, governments, institutions and other players, and in physical processes
in the natural world. Equity and security, both environmental and economic, can be gained
or lost as a result of the interaction of powerful forces.

Possibilities are the alternative events, futures and outcomes that geographers can model,
project or predict with varying degrees of certainty. Key contemporary questions include
the degree to which human and environmental systems are sustainable and resilient, and
can adapt or change.

7. Skills (developed and practiced)

• Locate and differentiate elements of the Earth’s surface using: direction, latitude,
longitude, grid references and area references, scale, political units.
• Interpret, analyse and, when appropriate, construct tables, graphs, diagrams,
cartographic material and images: all kinds of maps, including: isoline and isopleth
maps, choropleth maps, topological maps, dot maps, flow maps, thematic maps
(including mental maps), topographic maps, symbols, aerial photographs, ground-
level photographs, satellite images, graphs, including scatter, line, bar, compound,
triangular, logarithmic, bipolar graphs, pie charts, flow diagrams/charts, population
pyramids, Lorenz curves, cross-profiles (sections), rose diagrams, development
diamonds.
• Undertake statistical calculations to show patterns and summarize information
such as: totals, averages (means, medians, modes), frequencies, ranges of data
(differences between maximum and minimum), densities, percentages, ratios.
• Research, process and interpret data and information
Types of data and information:
• measures of correlation (including Spearman rank and chi-squared)
• measures of concentration and dispersion (including nearest neighbour and
location quotients)
• measures of spatial interactions
• measures of diversity
• indices and ratios (including Gini coefficient, ecological footprint, Human
Development Index (HDI), dependency ratio)
• textual information
• observations
• opinions, values and perceptions.
Processing and interpreting:
• classify data and information
• analyse data and information

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 • describe patterns, trends and relationships
• make generalizations and identify anomalies
• make inferences and predictions
• make and justify decisions
• draw conclusions
• evaluate methodology.
• Collect and select relevant geographic information: by e.g. making observations,
including field sketches and sketch map, images; conducting interviews; taking
measurements.
• Evaluate sources of geographic information in terms of accuracy, relevance, bias.
• Produce written material (including essays, reports and investigations) by:
presenting material in a clear and well-structured way, responding appropriately to
command terms.

8. Approaches to teaching
Teaching through inquiry
Teaching through concepts
Teaching developed in local and global contexts
Teaching focused on effective teamwork and collaboration
Teaching differentiated to meet the needs of all learners
Teaching informed by assessment

9. ATL skills (approaches to learning)

• Thinking skills
- critical thinking
- creativity and innovation (e.g. generating ideas; creating novel solutions,
generating ideas)
- transfer (e.g. applying knowledge and concepts)
- inquiring ( including questioning and challenging information and arguments,
developing questions, developing the skills of critical analysis and using the
inquiry cycle
- identifying problems
- reflecting at different stages in the learning process on learning
- self-evaluation
• Communication skills:
- active listening
- being informed
- informing others
- literacy—including reading strategies, using and interpreting a range of content
specific terminology, interpreting meaning through cultural understanding

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 • Social skills: e.g. working in groups, accepting others
• Self-management skills
- organization (e.g. planning, time management, self-management)
- affective
- reflection
• Research skills
- information literacy
- media literacy
- accessing information—including researching from a variety of sources,
transferring and summarizing information
- selecting and organizing information
- referencing—including the use of citing, footnotes and referencing of sources,
respecting the concept of intellectual property rights
- using a range of technologies, identifying primary and secondary sources

10. Attitudes (encouraged and fostered) – learner profile attribute

Inquirers: Applying geographic skills by acting upon a geographic inquiry topic or sub-topic
and collecting and selecting relevant geographic data, including the use of GIS.

Knowledgeable: Studying the content, especially the interdisciplinary aspects, of the

optional themes, the SL/HL core theme, and the HL extension.

Thinkers: Applying geographic skills, including researching, processing and interpreting

data and information, and the subsequent synthesis and evaluation of their knowledge
and understanding. This may be expanded by systems thinking and approaches to
complexity science.

Communicators: Using geographic skills, such as producing and presenting material,

including essays, reports and case studies or investigations, to fellow students. This may
include making links to TOK, or communicating information graphically—such as through
infographics.

Principled: Applying geographic skills to research, process and interpret data and
information. In cases where sensitive topics are being dealt with, students can make and
justify decisions by identifying opinions, values and perceptions.

Open-minded: Using geographic skills to evaluate sources of geographic information in

terms of reliability, bias, relevance and accuracy.

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 Caring: Considering content from the syllabus such as those elements related to
sustainability and acting on CAS opportunities—especially those related to aspects of the
UN Sustainable Development Goals.

Risk-takers: Considering their geographic skills in making and justifying decisions.

Balanced: Collecting primary data in fieldwork and the subsequent treatment, display and
analysis of the information.

Reflective: Using geographic skills to evaluate methodology, develop clear logical

arguments and draw conclusions where appropriate.

11. Assessment outline—SL

Assessment outline for SL are presented in the Figure 3.

External assessment Internal assessment

(2 hours 45 minutes) (20 hours)
Weighting: 75% Weighting: 25%

Paper 1
(1 hour 30 minutes) Internal assessment (20
hours)
Geographic themes—two
options (40 marks) This is written report (25
marks)
Weighting: 35%

Paper 2
This component is
(1 hour 15 minutes) internally assessed by the
Geographic perspectives— teacher and externally
global change (50 marks) moderated by the IB at the
end of the course
Weighting: 40%

Figure 3. Assessment outline for SL

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 12. Assessment outline—HL

Assessment outline for SL are presented in the Figure 3.

External assessment Internal assessment

(4 hours 30 minutes) (20 hours)
Weighting: 80% Weighting: 20%

Paper 1
Internal assessment
(2 hours 15 minutes)
(20 hours)
Geographic themes—three
options (60 marks) This is written report
Weighting: 35% (25 marks)

Paper 2
(1 hour 15 minutes) This component is internally
assessed by the teacher and
Geographic perspectives— externally moderated by the
global change (50 marks) IB at the end of the course
Weighting: 25%

Paper 3
(1 hour)
Geographic perspectives—
global interactions (28 marks)
Weighting: 20%

Figure 4. Assessment outline for HL

13. General course overview for HL and SL in IB World School 1309

General course overview for HL and SL is presented in the Table 3.

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Table 3. General course overview for HL and SL

PART OF THE COURSE TOPICS AND SUB_TOPICS

Part one: Geographic themes Option D: Geophysical hazards

(3 at HL, 2 at SL) Option E: Leisure, tourism and sport
SL teaching hours: 60 Option G: Urban environments
HL teaching hours: 90

Part two: SL and HL core Geographic Unit 1: Changing population

perspectives—global change Unit 2: Global climate—vulnerability and
SL teaching hours: 70 resilience
HL teaching hours: 70 Unit 3: Global resource consumption and
security
Part three: HL extension Geographic Unit 4: Power, places and networks
perspectives—global interactions Unit 5: Human development and
HL teaching hours: 60 diversity
Unit 6: Global risks and resilience
Internal assessment
SL and HL teaching hours: 20
SL total teaching hours: 150
HL total teaching hours: 240

14. Detailed course overview for HL and SL in IB World School 1309

14.1. Part one: Geographic themes

Two options are studied at SL, and three at HL

14.1.1. Option D: Geophysical hazard (only at HL)

This optional theme focuses on geophysical hazard events. This includes internal earth
processes, such as earthquakes and volcanic activity. It also encompasses mass movements
such as landslides, rockslides, debris or mud flows. The theme also includes human impacts
and responses. Case studies of contrasting geophysical hazard events need to be undertaken
(“contrasting” can be interpreted as severity of impacts and/or locations with different socio-
economic realities):
• two earthquake hazard events of similar magnitudes but with contrasting human impacts

• two volcanic hazard events in contrasting plate boundary locations

• two mass movement hazard events with contrasting physical characteristics (fast/slow;
solid/loose).

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 3. Hazard risk
1. Geophysical 2. Geophysical
and
systems hazard risks
vulnerability
Suggested Suggested Suggested
teaching time teaching time teaching time
6–8 hours 6–8 hours 6–8 hours

Geographic inquiry: Geographic inquiry: Geographic inquiry:

How geological
How geophysical The varying power of
processes give rise to
systems generate geophysical hazards to
geophysical events of
hazard risks for different affect people in
differing type and
places different local contexts
magnitude

Synthesis (Sy), Evaluation

4. Future resilience and
(Ev) and Skills (Sk)
adaptation opportunities
These suggestions can be
Suggested teaching time integrated into the study of
the above. No additional
6–8 hours teaching time is required.
How hazard risk is a function of spatial interactions
between different human and physical processes [Sy]
The varying spatial scale of the processes and
Geographic inquiry: challenges associated with different kinds of
geophysical event and their aftermaths [Sy/Ev]
Future possibilities for lessening Different perspectives on how geophysical hazard risks
human vulnerability to geophysical should be managed [Ev]
hazards How spatial patterns of risk and vulnerability can be
represented graphically [Sk]

Figure 5. Geographic inquiries and teaching hours related to 4 parts of Option D: Geophysical
hazard
Through study of this optional theme, students will develop their understanding of processes,
places, power and geographic possibilities. They will additionally gain understanding of more
specialized concepts including risk and vulnerability (both of which vary according to the local
context) and also resilience and adaptation (in relation to pre-event and post-event disaster
management).

Geographic inquiries and teaching hours related to 4 parts of Option D are presented in Figure
5.

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Details connected with Option D: Geophysical hazards
Part 1. Geophysical systems
Suggested teaching time 6–8 hours

Geographic inquiry: How geological processes give rise to geophysical events of differing
type and magnitude

Geographic knowledge and understanding

1. Mechanisms of plate movement including internal heating, convection currents,

plumes, subduction and rifting at plate margins
2. Characteristics of volcanoes (shield, composite and cinder) formed by varying types of
volcanic eruption; and associated secondary hazards (pyroclastic flows, lahars,
landslides)
3. Characteristics of earthquakes (depth of focus, epicentre and wave types) caused by
varying types of plate margin movement and human triggers (dam building, resource
extraction); and associated secondary hazards (tsunami, landslides, liquefaction,
transverse faults)
4. Classification of mass movement types according to cause (physical and human),
liquidity, speed of onset, duration, extent and frequency

Part 2. Geophysical hazard risks

Suggested teaching time 6–8 hours

Geographic inquiry: How geophysical systems generate hazard risks for different places

Geographic knowledge and understanding

1. The distribution of geophysical hazards (earthquakes, volcanoes, mass movements)

2. The relevance of hazard magnitude and frequency/recurrence for risk management
3. Geophysical hazard risk as a product of economic factors (levels of development and
technology), social factors (education, gender), demographic factors (population
density and structure) and political factors (governance)
4. Geographic factors affecting geophysical hazard event impacts, including rural/urban
location, time of day and degree of isolation

Part 3. Hazard risk and vulnerability

Suggested teaching time 6–8 hours

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Geographic inquiry: The varying power of geophysical hazards to affect people in different
local contexts

Geographic knowledge and understanding

1. Two contemporary contrasting case studies each for volcanic hazards, earthquake
hazards and mass movement hazards
2. For each geophysical hazard type, the case studies should develop knowledge and
understanding of:

– geophysical hazard event profiles, including any secondary hazards

– varied impacts of these hazards on different aspects of human well-being

– why levels of vulnerability varied both between and within communities, including
spatial variations in hazard perception, personal knowledge and preparedness

4. Future resilience and adaptation

Suggested teaching time 6–8 hours

Geographic inquiry: Future possibilities for lessening human vulnerability to geophysical

hazards

Geographic knowledge and understanding

1. Global geophysical hazard and disaster trends and future projections, including event
frequency and population growth estimates
2. Geophysical hazard adaptation through increased government planning (land use
zoning) and personal resilience (increased preparedness, use of insurance and
adoption of new technology)
3. Pre-event management strategies for mass movement (to include slope stabilization),
earthquakes and tsunami (to include building design, tsunami defences), volcanoes (to
include GPS crater monitoring and lava diversions)
4. Post-event management strategies (rescue, rehabilitation, reconstruction), to include
the enhanced use of communications technologies to map hazards/disasters, locate
survivors and promote continuing human development

4.1.2. Option E: Leisure, tourism and sport (SL and HL)

This optional theme focuses on ways in which people in a growing number of global contexts
make use of their leisure time. As more people join the “global middle class”, they have
disposable incomes allowing participation in tourism, including international travel and

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different types of sport. Sport can also be an important use of leisure time for people on low
incomes who cannot afford to participate in tourism.

2. Tourism and 3. Tourism and

1. Changing leisure
sport at the local sport at the
patterns
and national scale international scale

Suggested Suggested Suggested

teaching time teaching time teaching time
6–8 hours 6–8 hours 6–8 hours

Geographic inquiry: Geographic inquiry: Geographic inquiry:

How human How physical and The varying power of
development processes human factors shape different countries to
give rise to leisure places into sites of participate in global
activities leisure tourism and sport

4. Managing tourism and Synthesis (Sy), Evaluation (Ev)

sport for the future and Skills (Sk) opportunities

These suggestions can be

Suggested teaching time integrated into the study of
the above. No additional
6–8 hours teaching time is required.
How leisure use of a place is influenced by spatial
interactions with other places [Sy]
People’s freedom and ability to participate in leisure
activities is subject to multiple influences from
Geographic inquiry: personal/local to global scales [Sy/Ev]
Different perspectives on the costs and benefits of how
Future possibilities for management places are used for leisure activities and who is allowed
of, and participation in, tourism and to participate [Ev]
sport at varying scales How trends and changes in visitor and impact data can
be shown graphically [Sk]

Figure 6. Geographic inquiries and teaching hours related to 4 parts of Option E: Leisure,
tourism and sport

While tourism often has an urban focus, rural areas provide another important geographical
setting for touristic activities, including walking, enjoying wilderness, doing extreme sports or
visiting heritage sites. The uses made of places vary greatly, depending on physical geography,
history and level of economic development.

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Through study of this optional theme, students will develop their understanding of processes,
places, power and geographical possibilities. They will additionally gain understanding of more
specialized concepts including consumption (of landscapes), carrying capacity and threshold
(in relation to environmental stress) and sustainability (in relation to long-term management
of touristic resources).

Geographic inquiries and teaching hours related to 4 parts of Option E are presented in the
Figure 6.

Details connected with Option E: Leisure, tourism and sport

1. Changing leisure patterns
Suggested teaching time 6–8 hours

Geographic inquiry: How human development processes give rise to leisure activities

Geographic knowledge and understanding

1. The growth and changing purpose of leisure time for societies in different geographic
and developmental contexts
2. The categorization of touristic activities (cost, duration, destination) and sporting
activities (cost, popularity, site)
3. The link between economic development and participation in leisure activities
4. Detailed examples to illustrate recent changes in participation for two or more
societies at contrasting stages of development
5. Factors affecting personal participation in sports and tourism, including affluence,
gender, stage in lifecycle, personality, place of residence

2. Tourism and sport at the local and national scale

Suggested teaching time 6–8 hours

Geographic inquiry: How physical and human factors shape places into sites of leisure

Geographic knowledge and understanding

1. Human and physical factors explaining the growth of rural and urban tourism hotspots
including the role of primary and secondary touristic resources
2. Variations in sphere of influence for different kinds of sporting and touristic facility,
including neighbourhood parks and gyms, city stadiums and national parks
3. Factors affecting the geography of a national sports league, including the location of
its hierarchy of teams and the distribution of supporters
4. Case study of one national sports league

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 5. Large-scale sporting, musical, cultural or religious festivals as temporary sites of leisure
and their associated costs and benefits
6. Case study of one festival in a rural location, its site factors and geographic impacts

3. Tourism and sport at the international scale

Suggested teaching time 6–8 hours

Geographic inquiry: The varying power of different countries to participate in global tourism
and sport

Geographic knowledge and understanding

1. Niche national tourism strategies with a global sphere of influence, including

adventure tourism, movie location tourism and heritage tourism
2. The role of TNCs in expanding international tourism destinations, including the costs
and benefits of TNC involvement for different stakeholders
3. Costs and benefits of tourism as a national development strategy, including economic
and social/cultural effects
4. Political, economic and cultural factors affecting the hosting of international sporting
events, including Olympics and football World Cup events
5. Case study of costs and benefits for one country hosting an international event

4. Managing tourism and sport for the future

Suggested teaching time 6–8 hours

Geographic inquiry: Future possibilities for management of, and participation in, tourism
and sport at varying scales

Geographic knowledge and understanding

1. The consequences of unsustainable touristic growth in rural and urban tourism

hotspots, including the concept of carrying capacity and possible management options
to increase site resilience
2. The concept of sustainable tourism, including the growth of ecotourism
3. One case study of sustainable tourism in one low-income country
4. Factors influencing future international tourism, including greater use of social media,
international security and diaspora growth
5. The growing importance of political and cultural influences on international sport
participation, including international agreements, inclusion via changing gender roles
and the growing importance of the Paralympics

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 4.1.3. Option G: Urban environments
More than 50% of the world’s population now lives in urban environments, with many living
in megacities. This optional theme considers the hierarchy of cities and other urban places as
sites of intense social interaction and as focal points of production, wealth generation and
consumption. They exhibit diversity in patterns of wealth and deprivation, which can result in
conflict. They may share common characteristics and processes irrespective of the national
level of economic development.

1. The variety of 3. Urban

2. Changing urban
urban environmental and
systems
environments social stresses

Suggested Suggested Suggested

teaching time teaching time teaching time
6–8 hours 6–8 hours 6–8 hours

Geographic inquiry: Geographic inquiry: Geographic inquiry:

The characteristics and How economic and The varying power of
different stakeholders in
distribution of urban demographic processes relation to the experience
places, populations and bring change over time of, and management of,
economic activities to urban systems urban stresses

4. Building sustainable urban Synthesis (Sy), Evaluation (Ev)

systems for the future and Skills (Sk) opportunities

These suggestions can be

Suggested teaching time integrated into the study of
the above. No additional
6–8 hours teaching time is required.
How urban changes over time are affected by a place’s
economic and demographic spatial interactions with
other places [Sy]
Contrasts in the scale of changes and challenges facing
different urban areas [Sy/Ev]
Geographic inquiry: Varying perspectives of different social groups on the
costs and benefits of different urban strategies, and
Future possibilities for the sustainable priorities for action [Ev]
management of urban systems How urban patterns, movements, flows and
trends/temporal changes can best be represented
graphically [Sk]

Figure 7. Geographic inquiries and teaching hours related to 4 parts of Option G: Urban
environments
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Transport improvements have led to rapid growth and shifts in population and economic
activities, producing stresses and challenges for urban planners. The theme also considers
issues of sustainability, wherein cities need to be managed to minimize harmful social and
environmental impacts.

Through study of this optional theme, students will develop their understanding of processes,
places, power and geographical possibilities. They will additionally gain understanding of more
specialized concepts including hierarchies (of settlements), systems (in relation to movements
of people and the management of transport and waste flows) and sustainability.

Geographic inquiries and teaching hours related to 4 parts of Option G are presented in Figure
7.

Details connected with Option G: Urban environments

1. The variety of urban environments
Suggested teaching time 6–8 hours

Geographic inquiry: The characteristics and distribution of urban places, populations and
economic activities

Geographic knowledge and understanding

1. Characteristics of urban places, including site, function, land use, hierarchy of

settlement (including megacities) and growth process (planned or spontaneous)
2. Factors affecting the pattern of urban economic activities (retail, commercial,
industrial), including physical factors, land values, proximity to a central business
district (CBD) and planning
3. Factors affecting the pattern of residential areas within urban areas, including physical
factors, land values, ethnicity and planning
4. The incidence of poverty, deprivation and informal activity (housing and industry) in
urban areas at varying stages of development

2. Changing urban systems

Suggested teaching time 6–8 hours

Geographic inquiry: How economic and demographic processes bring change over time to
urban systems

Geographic knowledge and understanding

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 1. Urbanization, natural increase and centripetal population movements, including rural–
urban migration in industrializing cities, and inner city gentrification in post-industrial
cities
2. Centrifugal population movements, including suburbanization and counter-
urbanization
3. Urban system growth including infrastructure improvements over time, such as
transport, sanitation, water, waste disposal and telecommunications
4. Case study of infrastructure growth over time in one city
5. The causes of urban deindustrialization and its economic, social and demographic
consequences

3. Urban environmental and social stresses

Suggested teaching time 6–8 hours

Geographic inquiry: The varying power of different stakeholders in relation to the

experience of, and management of, urban stresses

Geographic knowledge and understanding

1. Urban microclimate modification and management, including the urban heat island
effect, and air pollution patterns and its management
2. Case study of air pollution in one city and its varying impact on people
3. Traffic congestion patterns, trends and impacts
4. Case study of one affected city and the management response
5. Contested land use changes, including slum clearances, urban redevelopment and the
depletion of green space
6. Detailed contrasting examples of two affected neighbourhoods and their populations
7. Managing the impacts of urban social deprivation, including the cycle of deprivation
and geographic patterns of crime

4. Building sustainable urban systems for the future

Suggested teaching time 6–8 hours

Geographic inquiry: Future possibilities for the sustainable management of urban systems

Geographic knowledge and understanding

1. Urban growth projections for 2050, including regional/continental patterns and trends
of rural–urban migration and changing urban population sizes and structures
2. Resilient city design, including strategies to manage escalating climatic and geopolitical
risks to urban areas

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 3. Two detailed examples to illustrate possible strategies
4. Eco city design, including strategies to manage the urban ecological footprint
5. Two detailed examples to illustrate possible environmental strategies
6. Smart city design and the use of new technology to run city services and systems,
including purpose-built settlements and retrofitting technology to older settlements

4.2. SL and HL core – Geographic perspectives—global change

Unit 2: Global Unit 3: Global resource

Unit 1: Changing
climate—vulnerability consumption and
population
and resilience security
• Population and • Causes of global • Global trends in
economic climate change consumption
development patterns • Consequences of • Impacts of changing
• Changing populations global climate change trends in resource
and places • Responding to global consumption
• Challenges and climate change • Resource stewardship
opportunities

Figure 8. Three units of the core (Geographic perspectives—global change) and their
geographic inquiries

The core theme provides an overview of the geographic foundation for the key global issues
of our time (Figure 8). The purpose is to provide a broad factual and conceptual introduction
to the geography of population dynamics, climate change and resource consumption issues.

The content is underpinned by the four key concepts of the course: places, power, processes
and possibilities. Each unit examines issues at different scales from local to global, as well as
the interaction between different places.

Attention 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—and, where appropriate, to the management strategies adopted to
meet the challenges.

It is not intended for the units to be taught sequentially. The approach to teaching is not
prescribed, and the content can be taught with flexibility according to the interests of the
learners.

Each section of a unit is allocated 7–8 hours of teaching time, which includes time to develop
AO3 (synthesis/evaluation) and AO4 (mapping/graphical) skills.

21
 4.2.1. Unit 1: Changing population
Figure 9 presents 3 parts of the Unit 1, their teaching hours and geographic inquiries.

1. Population and
2. Changing
economic 3. Challenges and
populations and
development opportunities
places
patterns
Suggested Suggested Suggested
teaching time teaching time teaching time
7–8 hours 7–8 hours 7–8 hours

Geographic inquiry: Geographic inquiry: Geographic inquiry:

Processes of population Population possibilities
How population varies
change and their effect and power over the
between places
on people and places decision-making process

Figure 9. Geographic inquiries and teaching hours related to Unit 1 of the core: Changing
population

Details connected with Unit 1: Changing population

1. Population and economic development patterns
Suggested teaching time 7–8 hours

Geographic inquiry: How population varies between places

Geographic knowledge and understanding

1. Physical and human factors affecting population distribution at the global scale
2. Global patterns and classification of economic development:

• low-income countries

• middle-income countries and emerging economies

• high-income countries

3. Population distribution and economic development at the national scale, including

voluntary internal migration, core-periphery patterns and megacity growth

22
 4. Two detailed and contrasting examples of uneven population distribution

Synthesis, evaluation and skills opportunities

The relative importance of different influences on where people live and spatial interactions
between places at varying scales

2. Changing populations and places

Suggested teaching time 7–8 hours

Geographic inquiry: Processes of population change and their effect on people and places

Geographic knowledge and understanding

1. Population change and demographic transition over time, including natural increase,
fertility rate, life expectancy, population structure and dependency ratios
2. Detailed examples of two or more contrasting countries
3. The consequences of megacity growth for individuals and societies
4. One case study of a contemporary megacity experiencing rapid growth
5. The causes and consequences of forced migration and internal displacement
6. Detailed examples of two or more forced movements, to include environmental and
political push factors, and consequences for people and places

Synthesis, evaluation and skills opportunities

How the impacts of population change and spatial interactions between places can be
categorized and represented graphically

3. Challenges and opportunities

Suggested teaching time 7–8 hours

Geographic inquiry: Population possibilities and power over the decision-making process

Geographic knowledge and understanding

1. Global and regional/continental trends in family size, sex ratios, and ageing/greying
2. Policies associated with managing population change, focusing on:

• policies related to ageing societies

• pro-natalist or anti-natalist policies

• gender equality policies and anti-trafficking policies

23
 3. The demographic dividend and the ways in which population could be considered a
resource when contemplating possible futures
4. One case study of a country benefiting from a demographic dividend

Synthesis, evaluation and skills opportunities

How population change may affect the power balance between groups of people at local,
national and international scales

1.2.1. Unit 2: Global climate—vulnerability and resilience

Figure 10 presents 3 parts of the Unit 2, their teaching hours and geographic inquiries.

2. Consequences of 3. Responding to
1. Causes of global
global climate global climate
climate change
change change

Suggested Suggested Suggested

teaching time teaching time teaching time
7–8 hours 7–8 hours 7–8 hours

Geographic inquiry: Geographic inquiry:

Geographic inquiry: Possibilities for
The effects of global
How natural and human responding to climate
climate change on
processes affect the change and power over
places, societies and
global energy balance the decision-making
environmental systems
process

Figure 10. Geographic inquiries and teaching hours related to Unit 2 of the core: Global
climate—vulnerability and resilience

Details connected with Unit 2: Global climate—vulnerability and resilience

1. Causes of global climate change
Suggested teaching time 7–8 hours

Geographic inquiry: How natural and human processes affect the global energy balance

24
Geographic knowledge and understanding

1. The atmospheric system, including the natural greenhouse effect and energy balance
(incoming shortwave radiation and outgoing longwave radiation)
2. Changes in the global energy balance, and the role of feedback loops, resulting from:

• solar radiation variations, including global dimming due to volcanic eruptions

• terrestrial albedo changes and feedback loops

• methane gas release and feedback loops

3. The enhanced greenhouse effect and international variations in greenhouse gas

sources and emissions, in relation to economic development, globalization and trade

Synthesis, evaluation and skills opportunities

The complexity of the dynamic climate system and the spatial interactions of different
processes and feedback mechanisms

2. Consequences of global climate change

Suggested teaching time 7–8 hours

Geographic inquiry: The effects of global climate change on places, societies and
environmental systems

Geographic knowledge and understanding

1. Climate change and the hydrosphere, atmosphere and biosphere, including:

• water stored in ice and oceans, and changing sea levels

• carbon stored in ice, oceans and the biosphere

• incidence and severity of extreme weather events, including drought

• spatial changes in biomes, habitats and animal migration patterns

• changes to agriculture, including crop yields, limits of cultivation, soil erosion

2. Impacts of climate change on people and places, including health hazards, migration
and ocean transport routes

Synthesis, evaluation and skills opportunities

The uneven spatial distribution of effects and uncertainty about their timing, scale and
impacts for individuals and societies

25
3. Responding to global climate change
Suggested teaching time 7–8 hours

Geographic inquiry: Possibilities for responding to climate change and power over the
decision-making process

Geographic knowledge and understanding

1. Disparities in exposure to climate change risk and vulnerability, including variations in

people’s location, wealth, social differences (age, gender, education), risk perception
2. Detailed examples of two or more societies with contrasting vulnerability
3. Government-led adaptation and mitigation strategies for global climate change:

• global geopolitical efforts, recognizing that the source/s of greenhouse gas emissions
may be spatially distant from the countries most impacted

• carbon emissions offsetting and trading

• technology, including geo-engineering

4. Civil society and corporate strategies to address global climate change

5. Case study of the response to climate change in one country focusing on the actions
of non-governmental stakeholders

Synthesis, evaluation and skills opportunities

Why perspectives and viewpoints may be different about the need for, practicality and
urgency of action on global climate change

1.2.2. Unit 3: Global resource consumption and security

Figure 11 presents 3 parts of the Unit 3, their teaching hours and geographic inquiries.

26
 2. Impacts of
1. Global trends in changing trends in 3. Resource
consumption resource stewardship
consumption
Suggested Suggested Suggested
teaching time teaching time teaching time
7–8 hours 7–8 hours 7–8 hours

Geographic inquiry: Geographic inquiry:

How global
Geographic inquiry: Possibilities for
development processes How pressure on managing resources
affect resource resources affects the sustainably and power
availability and future security of places over the decision-
consumption making process

Figure 11. Geographic inquiries and teaching hours related to Unit 3 of the core: Global
resource consumption and security

1. Global trends in consumption

Suggested teaching time 7–8 hours

Geographic inquiry: How global development processes affect resource availability and
consumption

Geographic knowledge and understanding

1. Global and regional/continental progress towards poverty reduction, including the

growth of the “new global middle class”
2. Measuring trends in resource consumption, including individual, national and global
ecological footprints
3. An overview of global patterns and trends in the availability and consumption of:

• water, including embedded water in food and manufactured goods

• land/food, including changing diets in middle-income countries

• energy, including the relative and changing importance of hydrocarbons, nuclear

power, renewables, new sources of modern energy

Synthesis, evaluation and skills opportunities

How different patterns and trends are interrelated and involve spatial interactions between
different places

27
2. Impacts of changing trends in resource consumption
Suggested teaching time 7–8 hours

Geographic inquiry: How pressure on resources affects the future security of places

Geographic knowledge and understanding

1. The water–food–energy “nexus” and how its complex interactions affect:

• national water security, including access to safe water

• national food security, including food availability

• national energy security, including energy pathways and geopolitical issues

2. The implications of global climate change for the water–food–energy nexus

3. Detailed examples of two countries with contrasting levels of resource security
4. The disposal and recycling of consumer items, including international flows of waste

Synthesis, evaluation and skills opportunities

How perspectives on, and priorities for, national resource security vary between places and at
different scales

3. Resource stewardship
Suggested teaching time 7–8 hours

Geographic inquiry: Possibilities for managing resources sustainably and power over the
decision-making process

Geographic knowledge and understanding

1. Divergent thinking about population and resource consumption trends:

• pessimistic views, including neo-Malthusian views

• optimistic views, including Boserup

• balanced views, including resource stewardship

2. Resource stewardship strategies, including:

• the value of the circular economy as a systems approach for effective cycling of
materials and energy

• the role of the UN Sustainable Development Goals and progress made toward meeting
them

Synthesis, evaluation and skills opportunities

28
Different perspectives on global resource use and the likely effectiveness of management
actions at varying scales

4.3. HL core extension (only HL): Geographic perspectives—global

interactions

Unit 5: Human Unit 6: Global risks and

Unit 4: Power, places resilience
development and
and networks
diversity

• Global interactions • Development • Geopolitical and

and global power opportunities economic risks
• Global networks and • Changing identities • Environmental risks
flows and cultures • Local and global
• Human and physical • Local responses to resilience
influences on global global interactions
interactions

Figure 12. Three units of the extensions (HL only) and their geographic inquiries

This study of global interactions (Figure 12) has a broader perspective than a more
conventional study of globalization that emphasizes a linear process involving the domination
and the imposition of Western culture on the world. In 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 HL extension theme focuses on the global interactions, flows and exchanges arising from
the disparities that exist between places. It presents important and contestable geographic
issues of change in space and time for the HL student to question. This part of the syllabus is
divided into three units relating to global interactions and global development.

Teaching and learning guidance

This sequence of units in the HL core extension is not fixed and may be modified, although it
is recommended that unit 4.1 be taught as an introduction.

The time allocation provides a rough guide to the depth of study and emphasis required for
each. It should also be recognized that there is overlap between concepts, content and
contexts, and that these links should be emphasized to give a holistic view of the course. This
course allows for student-centred activities including research, presentations and group work.
All units must be covered and be illustrated through the use of case studies and local examples
where relevant.

29
4.3.1. Unit 4: Power, places and networks
1. Global interactions and global power
Suggested teaching time 6–7 hours

Geographic inquiry: How global power and influence varies spatially

Geographic knowledge and understanding

1. Globalization indices showing how countries participate in global interactions

2. Global superpowers and their economic, geopolitical and cultural influence
• Detailed examples of at least two actual or potential global superpowers
3. Powerful organizations and global groups:
• G7/8, G20 and Organization for Economic Cooperation and Development (OECD)
groups
• Organization of the Petroleum Exporting Countries’ (OPEC) influence over energy
policies
• global lending institutions, including the International Monetary Fund (IMF) and
New Development Bank (NDB)

Synthesis, evaluation and skills opportunities

How wealthy and powerful places exist at varying scales, and how the global map is complex
and subject to change

2. Global networks and flows

Suggested teaching time 6–7 hours

Geographic inquiry: How different places become interconnected by global interactions

Geographic knowledge and understanding

1. An overview of contemporary global networks and flows:

• global trade in materials, manufactured goods and services

• an overview of international aid, loans and debt relief

• international remittances from economic migrants

• illegal flows, such as trafficked people, counterfeit goods and narcotics

2. Foreign Direct Investment (FDI) and outsourcing by transnational corporations (TNCs),

and ways in which this networks places and markets
3. Two contrasting detailed examples of TNCs and their global strategies and supply
chains

30
Synthesis, evaluation and skills opportunities

The relative importance of different flows, and the suitability of different methods for
graphically representing flows and interactions

3. Human and physical influences on global interactions

Suggested teaching time 6–7 hours

Geographic inquiry: How political, technological and physical processes influence global
interactions

Geographic knowledge and understanding

1. Political factors that affect global interactions:

• multi-governmental organizations (MGOs) and free trade zones

• economic migration controls and rules

Our “shrinking world” and the forces driving technological innovation:

• changing global data flow patterns and trends

• transport developments over time

• patterns and trends in communication infrastructure and use

2. The influence of the physical environment on global interactions:

• natural resource availability

• the potentially limiting effect of geographic isolation, at varying scales

Synthesis, evaluation and skills opportunities

How processes that influence spatial interactions are interlinked in complex ways that
accelerate globalization

4.3.2. Unit 5: Human development and diversity

1. Development opportunities
Suggested teaching time 6–7 hours

Geographic inquiry: Ways of supporting the processes of human development

Geographic knowledge and understanding

1. The multidimensional process of human development and ways to measure it:

31
 • UN Sustainable Development Goals criteria

• validity and reliability of development indicators and indices, including the human
development index (HDI) and gender inequality index (GII)

• empowering women and indigenous or minority groups

• Detailed illustrative examples of affirmative action to close the development gap

2. The importance of social entrepreneurship approaches for human development:

• the work of microfinance organizations and their networks

• alternative trading networks such as “Fairtrade”

• TNC corporate social responsibility frameworks and global agreements

Synthesis, evaluation and skills opportunities

How actions to support human development involve spatial interactions from local to global
scales

2. Changing identities and cultures

Suggested teaching time 6–7 hours

Geographic inquiry: How global interactions bring cultural influences and changes to places

Geographic knowledge and understanding

1. The global spectrum of cultural traits, ethnicities and identities, and ways in which the
spectrum of diversity is widening or narrowing at different scales
2. The effects of global interactions on cultural diversity in different places:

• the diffusion of cultural traits, and cultural imperialism

• glocalization of branded commodities, and cultural hybridity

• cultural landscape changes in the built environment

3. How diasporas influence cultural diversity and identity at both global and local scales

• Case study of a global diaspora population and its cultures(s)

Synthesis, evaluation and skills opportunities

Differing evidence and perspectives on how diversity is changing at local, national and global
scales

32
 3. Local responses to global interactions
Suggested teaching time 6–7 hours

Geographic inquiry: The varying power of local places and actors to resist or accept change

Geographic knowledge and understanding

1. Local and civil society resistance to global interactions:

• rejection of globalized production, including campaigns against TNCs and in favour

of local sourcing of food and goods by citizens

• rise of anti-immigration movements

2. Geopolitical constraints on global interactions:

• government and militia controls on personal freedoms to participate in global

interactions

• national trade restrictions, including protectionism and resource nationalism

3. The role of civil society in promoting international-mindedness and participating in

global interactions, including social media use and campaigning for internet freedom

• Two detailed examples of places where restricted freedoms have been challenged

Synthesis, evaluation and skills opportunities

How acceptance of, or resistance to, global interactions takes different forms and occurs at
different scales

4.3.3. Unit 6: Global risks and resilience

1. Geopolitical and economic risks
Suggested teaching time 6–7 hours

Geographic inquiry: How technological and globalizing processes create new geopolitical
and economic risks for individuals and societies

Geographic knowledge and understanding

1. Threats to individuals and businesses:

• hacking, identity theft and the implications of surveillance for personal freedoms

• political, economic and physical risks to global supply chain flows

2. New and emerging threats to the political and economic sovereignty of states:

• profit repatriation and tax avoidance by TNCs and wealthy individuals

33
 • disruptive technological innovations, such as drones and 3D printing

3. The correlation between increased globalization and renewed

nationalism/tribalization

• Two detailed examples to illustrate geopolitical tension/conflict

Synthesis, evaluation and skills opportunities

How the advantages of globalization must be weighed against heightened possibilities of new
geopolitical and economic risks

2. Environmental risks
Suggested teaching time 6–7 hours

Geographic inquiry: Geographic knowledge and understanding

Geographic knowledge and understanding

1. How global interactions create environmental risks for particular places and people
2. Transboundary pollution (TBP) affecting a large area/more than one country

• One TBP case study including the consequences and possible responses

3. Environmental impacts of global flows at varying scales:

• localized pollution, including impacts along shipping lanes

• carbon footprints for global flows of food, goods and people

4. Environmental issues linked with the global shift of industry:

• polluting manufacturing industries

• food production systems for global agribusiness

Synthesis, evaluation and skills opportunities

How global interactions affect the physical environment by varying degrees at different scales

3. Local and global resilience

Suggested teaching time 6–7 hours

Geographic inquiry: New and emerging possibilities for managing global risks

Geographic knowledge and understanding

34
 1. The success of international civil society organizations in attempting to raise
awareness about, and find solutions for, environmental and social risks associated with
global interactions

• Detailed examples of one environmental and one social civil society organization
action

2. Strategies to build resilience:

• re-shoring of economic activity by TNCs

• use of crowd-sourcing technologies to build resilience by government and civil

society

• new technologies for the management of global flows of data and people, including
cybersecurity and e-passports

Synthesis, evaluation and skills opportunities

How perspectives vary on the severity of different risks and priorities for action

35