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Geography
GLOBAL INTERACTIONS
Study and Revision Guide
HL CORE EXTENSION

A Simon Oakes

{5 HOPDER
EDUCATION
Geography
GLOBAL INTERACTIONS
Study and Revision Guide
HL CORE

\ Simon Oakes

HODDER
‘7 ED%CATION
The Publishers would like to thank the following for permission to reproduce copyright
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 Contents

How to use this revision and study guide

Features to help you succeed
Getting to know the exam
Assessment objectives
The examination paper and questions Vi

Understanding and using the PPPPSS concepts Vil

Unit 4 Power, places and networks

B 4.1 Global interactions and global power
B 4.2 Global networks and flows 12
B 4.3 Human and physical influences on global interactions 26

Unit 5 Human development and diversity 42

B 5.1 Development opportunities 42

B 5.2 Changing identities and cultures 54
B 5.3 The power of places to resist or accept change 69

Unit 6 Global risks and resilience 82

B 6.1 Geopolitical and economic risks 82

B 6.2 Environmental risks 94
B 6.3 Local and global resilience 105

Glossary 116
 How to use this revision guide
Welcome to the Geography for the IB Diploma Revision and Study Guide.
This book will help you plan your revision and work through it in a
methodological way. The guide follows the Geography syllabus for Paper 3 (Higher
Level) topic by topic, with revision and exam practice questions to help you check
your understanding.

M Features to help you succeed

AdeRCel g Keyword definitions

These ‘think about’ boxes pose The definitions of essential key
guestions that help you consider and terms are provided on the page
consolidate your understanding and
where they appear. These are
application of the key specialised
concepts used in Geography — words that you can be expected
place, process, power, possibility, to define in exams. A GlOS?arV
as well as the two further organising other essential terms, highlighted
concepts of scale and spatial throughout the text, is given at the
interactions. Have a go at every end of the book.
question you come across.

EXAM FOCUS
In the Exam Focus sections at the end of each chapter, example answers to
exam-style questions are given and reviewed. Examiner comments and mind
maps are used to help you consolidate your revision and practise your exam
skills.

B CHAPTER SUMMARY KEY POINTS

At the end of each chapter, a knowledge checklist helps you review everything
you have learned over the previous pages. An Evaluation, Synthesis and Skills
(ESK) summary is also included. This helps show how the knowledge you have
acquired may be applied in order to analyse information, evaluate issues and
tackle big geographic questions.

You can keep track of your revision by ticking off each topic heading in the book.
There is also a checklist at the end of the book. Use this checklist to record
progress as you revise. Tick each box when you have:
m revised and understood a topic
® read the exam-style questions in the Exam focus sections, completed the
activities and reviewed any example answer comments.
Use this book as the cornerstone of your revision. Don't hesitate to write in it and
personalize your notes. Use a highlighter to identify areas that need further work.
You may find it helpful to add your own notes as you work through each topic.
Good luck!
Getting to know the exam
Exam paper Duration Format Topics Weighting Total marks
Paper1 options (SL) 1 hour 30 mins Structured questions and essays 2 options 35 40
Paper1 options (HL) 2 hours 15 mins Structured questions and essays 3 options 35 60
Paper 2 core (SL/HL) 1 hour 15 mins Structured questions and essay Al 40 (SL) 50
25 (HL)
Paper 3 core (HLonly) 1 hour 45 mins Extended writing and essay All 20 28

At the end of your Geography course, you will sit two papers at SL (Paper 1 and
Paper 2) and three papers at HL (Paper 1, Paper 2 and Paper 3). These external
exams account for 80% of the final marks at HL and 75% at SL. The other
assessed part of the course (20% at HL and 25% at SL) is the Internal Assessment
which is marked by your teacher, but externally moderated by an examiner.
Here is some general advice for the exams:
m Make sure you have learned the command terms (e.g. evaluate, explain,
outline, etc.); there is a tendency to focus on the content in the question rather
than the command term, but if you do not address what the command term
is asking of you, then you will not be awarded marks. Command terms are
covered below.
®m If you run out of room on the page, use continuation sheets and indicate
clearly that you have done this on the cover sheet.
®m The fact that the answer continues on another sheet of paper needs to be
clearly indicated in the text box provided.
®m Plan your answer carefully before you begin your extended writing and essay
tasks.
®m Spend time learning the key terms featured in the Guide as these words may
feature as part of the essay titles in your examination.
m Get to know the specialised concepts (place, process, power, possibility) and
organising concepts (scale and spatial interactions). Answers that are awarded
the highest marks are likely to make use of these concepts (see page vii).

Assessment objectives
To successfully complete the course, you have achieved certain assessment
objectives. The following table shows all of the command terms used in Paper 3
which this book supports, along with an indication of the depth required from
your written answers.

Analyse A02 Assessment objective 2 These command terms require students to apply their
Distinguish AO2 Demonstrate application and analysis knowledge and understanding to a well-defined task such as,
The part (a) question of your HL ‘Using examples, explain why glocalization is an important
Explain AO02
extension exam is primarily an AO2 task. Strategy for global businesses.’
Suggest AQ2

Discuss AO3 Assessment objective 3 These command terms require students to rearrange a series
Evaluate AO3 Demonstrate synthesis and evaluation of geographic ideas, concepts or case studies into a new
whole and to provide evaluation or judgements based on
Examine AO3 The part (b) question of your HL
evidence. For example: 'Discuss the view that globalization
extension exam is primarily an AO3 task.
To what extent AQ3 brings more costs than benefits to societies.’

The table on the next page defines command words used most commonly in the Geography Paper 3 examination.
Vi How to use this revision quide

Term Definition
Analyse (AO2) Break down in order to bring out the essential elements or
structure.
Explain (AO2) Give a detailed account, including reasons or causes.
Examine (AO3) Consider an argument or concept in a way that uncovers the
assumptions and inter-relationships of the issue.
Discuss (AO3) Offer a considered and balanced review that includes a
range of arguments, factors or hypotheses. Opinions or
conclusions should be presented clearly and supported by
appropriate evidence.
To what extent (AO3) Consider the merits or otherwise of an argument or concept.
Opinions and conclusions should be presented clearly and
supported with empirical evidence and sound argument.
It is essential that you are familiar with these terms, so that you are able to
recognize the type of response you are expected to provide.

The examination paper and questions

You choose one from three optional questions in the examination. Each optional
question has two parts:
® part (a) extended writing task with a maximum mark of 12
m part (b) essay with a maximum mark of 16.
The part (a) extended writing task asks you to explain or analyse a geographic
issue, theory or idea. It is an AO2 task and does not require you to argue a viewpoint or
arrive at a conclusion. You should spend 20-25 minutes on this task. Examples of part (a)
questions include:
(a) Analyze how powerful states influence global interactions in ways
which benefit themselves. (See pages 10-11 for a worked example of this.)
(a) Explain why it might be hard to establish how human development
varies between different countries. (See page 53 for a worked example of this.)
A simplified version of the levels-based mark scheme for part (a) questions looks like this:

Mark scheme
1-3 marks Response is general, not focused on the question, and lacks
detail and structure.
4-6 marks Response only partially addresses the question; evidence is
both relevant and irrelevant and is largely unstructured.
7-9 marks Response addresses most parts of the question, outlines an
analysis supported by relevant evidence but may lack clear
links between paragraphs.
10-12 marks Response addresses all aspects of the question; the analysis
is explained using evidence integrated in the paragraphs,
and it is well structured.

The part (b) essay task requires you to discuss, examine or evaluate a statement.
It is an AO3 task, which requires you to write critically and in a conceptually informed way
about the question statement. Alternatively, you may be required to argue for and against a
viewpoint before arriving at a conclusion. You should spend 35-40 minutes on this task.
Examples of part (b) questions include:
(b) Examine the interactions between technology, transnational
corporations and the growth of globalization. (See page 39 for a worked
example of this.)
(b) Barriers to globalization are on the rise in many parts of the world.
Discuss this statement. (See page 80 for a worked example of this.)
 vii

A simplified version of the levels-based mark scheme for part (b) questions looks like this:

Mark scheme
1-4 marks Response is general, not focused on the question, and lacks detail and
structure. No synthesis or evaluation expected.
5-8 marks Response only partially addresses the question with limited links
to the guide; evidence is both relevant and irrelevant and is largely
unstructured. No synthesis or evaluation expected.
9-12 marks Response addresses most parts of the question with developed links to the
guide and outlines an analysis supported by relevant evidence. Synthesis
OR evaluation required.
13-16 marks Response addresses all aspects of the question, analysis is explained
and evaluated using evidence integrated in the paragraphs. Synthesis
AND evaluation required.

Understanding and using

the PPPPSS concepts
An important feature of the new 2017 Geography course is the inclusion of
specialized and organizing Geography Concepts. These are shown in the U
diagram below.

Place A portion of geographic space, which is unique in some way. Places can be compared according to their
cultural or physical diversity, or disparities in wealth or resources. The characteristics of a place may be real
or perceived.
Process Human or physical mechanisms of change, such as migration or erosion. Processes operate on varying
timescales. Linear systems, circular systems and complex systems are all outcomes of the way in which
processes operate and interact.
Power The ability to influence and affect change or equilibrium at different scales. Power is vested in citizens,
governments, institutions and other players, and in 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.
Possibility Alternative events, futures and outcomes that geographers can model, project or predict with varying
degrees of certainty. Key contemporary possibilities include the degree to which human and environmental
systems are sustainable and resilient, and can adapt or change.
Scale Places can be identified at a variety of geographic scales, from local territories to the national or state level.
Global-scale interactions occur at a planetary level.
Spatial interactions Flows, movements or exchanges that link places together. Interactions may lead places to become
interdependent on one another.
viii How to use this revision quide

Essentially, these six ideas help provide you with a roadmap to ‘thinking like a
geographer’. For instance, how might a geographer approach answering a very
general essay question such as:
“To what extent does a global culture exist?’
This is a very broad question and as a result potentially tricky to answer well. The
specialized and organizing Geography concepts can be used to help you ‘scaffold’
your answer. Familiarity with the PPPPSS framework provides you with the basis
for a series of further questions you may want to address as part of your overall
answer, as follows:
m Are elements of a global culture found in every place or only in some places?
(This may prompt you to write about poor communities living in isolated
islands in Indonesia.)
m What processes lead to the formation of a global culture?
(This may prompt you to write about a process such as ‘McDonaldization’.)
®m Do some places have the power to resist the spread of a global culture?
(This may prompt you to write about North Korea, a politically isolated state.)
m s there a possibility that global culture will spread even further?
(This may prompt you to write about current affairs such as the new wave of
nationalism sweeping across Europe.)
® Do some local-scale communities resist global culture even in states that
appear highly globalized?
(This may prompt you to write about rural communities in the USA or
Europe.)
m What different kinds of spatial interaction can contribute to the spread of
global culture?
(This may prompt you to write about how flows of migrants, commodities and
ideas can all contribute to the diffusion of culture.)
In order to write a good essay, you do not need to do all of this, of course. But it
may be helpful to try to draw on two or three of the specialized and organized
concepts when planning an essay. You can also make use of the Group 3 concept
of perspectives. Most questions can be debated from the varying and sometimes
contrasting perspectives of different stakeholders, or players (all of whom may be
located at local, national or global scales).
 Unit 4 Power, places and networks

4.1 Global interactions and global power

This study of global interactions has a broader perspective than some more
conventional studies of globalization that often emphasize a linear process Keyword definition
involving the domination and imposition of Western economic, political and Global interactions This
cultural models and values on the world. phenomenon includes all of the
In the context of this course, global interactions suggests a two-way and complex varied economic, social, political,
process whereby dominant economic commaodities and conventions, cultural cultural and environmental
traits, social norms and global political frameworks may be adopted, adapted or processes that make up globalization.
resisted by local societies. Central to this analysis is an appreciation of power: It also encompasses the many local
m Some powerful people and places bring changes to other individuals and opposition movements and new
societies at a global scale. cultural forms that result when
®m Local societies and stakeholders differ in their power to resist or adapt to globalizing forces meet and interact
globalizing forces and risks. with local societies and stakeholders.

Analysing globalization
The umbrella term globalization is used to describe a variety of ways in which
places and people are now more connected with one another than they used to PPPPSS CONCEPTS
be. Many differing definitions of the term are in use (Figure 4.1). Think about how the concept of place
®m The words used reflect the varying perspectives of the writers: some definitions can be applied at varying scales in the
are primarily economic, such as the statement by the International Monetary country where you live (for example,
neighbourhood, town, city, country).
Fund (IMF), which views globalization as: ‘The growing interdependence of
countries worldwide through the increasing volume and variety of cross-border
transactions in goods and services and of international capital flows, and Keyword definition
through the more rapid and widespread diffusion of technology. Transnational corporations (TINCs)
®m Other definitions, as you can see, put greater emphasis on the cultural and Businesses whose operations are
political transformations that are also part of the globalization process spread across the world, operating in
(Figure 4.2). many nations as both makers and
®m Some definitions are critical: this is because some people and organizations sellers of goods and services. Many of
believe that recent global-scale changes brought by transnational the largest are instantly recognizable
corporations TINCs) and governments are often deeply harmful to people, ‘global brands’ that bring cultural
places and environments. change to the places where products
are consumed.

The term ‘globalization’ refers to the

increasing integration of economies around
the world, particularly through the movement
of goods, services, and capital across borders.
It refers to an extension beyond national
borders of the same market forces that have
operated for centuries at all levels of human
economic activity — village markets, urban
industries, or financial centres. There are also
broader cultural, political, and environmental
dimensions of globalization. IMF

Globalization can be conceived

as a set of processes which The expansion of global linkages, organization of
embodies a transformation in social life on a global scale, and growth of global
the spatial organization of consciousness, hence consolidation of world society.
Frank Lechner (The Globalization Reader)
social relations and
transactions, expressed in
transcontinental or
interregional flows and
networks of activity,
interaction and power.
Held and McGrew
(Globalization Theory)

Figure 4.1 Defining globalization

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