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1. POPULATIONS IN TRANSITION
1.2 Disparities in Wealth & Development
1.3 Patterns in Environmental Quality and Sustainability
1.4 Patterns in Resource Consumption
1.5 Malthus Model Double M'M for the win
10. EXTENDED ESSAY
2.1 Urban Environments
2.2 Hazards and Disasters
2.3 Leisure Sport & Tourism
2.4 The Geography of Food and Health
3. Global Interactions
4. Internal Assessment
Julian L. Simon
Oscar and Zozaya glogster
Paul R. Ehrlich
Population vs. Resources Paul Ehrlich
Population wiki task
Santiago's suggestions of the week
The Club Of Rome 1.4
Welcome to Your IB Geography Wiki!
Great New Resource Available!!!
The Stephen Perse Foundation have made available on iTunes U course materials for several of the IB Geography units among other IB & iGCSE subjects, these may supplement the work done in class and further develop your understanding of the material - its free so check it out at this
Tweets by @PhilRanday
Getting Started With IB Geography
Geography is a dynamic subject that is firmly grounded in the real world and focuses on the interactions between individuals, societies and the physical environment in both time and space. It seeks to identify trends and patterns in these interactions and examines the processes behind them. It also investigates the way that people adapt and respond to change and evaluates management strategies associated with such change. Geography describes and helps to explain the similarities and differences between spaces and places. These may be defined on a variety of scales and from a range of perspectives. Geography is distinctive in that it occupies the middle ground between social sciences and natural sciences. The course integrates both physical and human geography, and ensures that students acquire elements of both scientific and socio-economic methodologies. Geography takes advantage of its position between both these groups of subjects to examine relevant concepts and ideas from a wide variety of disciplines. This helps students develop an appreciation of, and a respect for, alternative approaches, viewpoints and ideas.
The geography course embodies global and international awareness in several distinct ways. It examines key global issues, such as poverty, sustainability and climate change. It considers examples and detailed case studies at a variety of scales, from local to regional, national and international. Inbuilt into the course is a consideration of different perspectives, economic circumstances and social and cultural diversity.
Geography seeks to develop international understanding and foster a concern for global issues as well as to raise students’ awareness of their own responsibility at a local level. Geography also aims to develop values and attitudes that will help students reach a degree of personal commitment in trying to resolve these issues, appreciating our shared responsibility as citizens of an increasingly interconnected world.
The Aims of IB Geography are to:
1. Encourage the systematic and critical study of: human experience and behaviour; physical, economic and social environments; and the history and development of social and cultural institutions.
2. Develop in the student the capacity to identify, to analyse critically and to evaluate theories, concepts and arguments about the nature and activities of the individual and society.
3. 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.
4. Promote the appreciation of the way in which learning is relevant both to the culture in which the student lives, and the culture of other societies.
5. Develop awareness in the student that human attitudes and beliefs are widely diverse and that the study of society requires an appreciation of such diversity.
6. Enable the student to recognize that the content and methodologies of the subject are contestable and that their study requires the toleration of uncertainty.
7. Develop an understanding of the interrelationships between people, places, spaces and the environment.
8. Develop a concern for human welfare and the quality of the environment, and an understanding of the need for planning and sustainable management.
9. Appreciate the relevance of geography in analysing contemporary issues and challenges, and develop a global perspective of diversity and change.
The Course Outline 2013 - 2015
The Assessment Outline
To complete the IB Geography Program you will have to complete the following:
Paper 1 (1hrs 30mins) Core Patterns and Change
Paper 2 (2 hrs) Optional Themes
Paper 3 (1 hr) Global Interactions
Please download the breakdown of the assessment for IB Geography.
The IB is trying to assess your knowledge and understanding of the course, your application and analysis of this knowledge, synthesis and evaluation of this and your use of appropriate skills.
Please download the mark bands for Paper 1 & 2.
Give the precise meaning of a word, phrase, concept or physical quantity.
Give a detailed account.
Obtain the only possible answer.
Obtain an approximate value
Provide an answer from a number of possibilities
Give a brief account or summary
Give a specific name, value or other brief answer without explanation or calculation.
Break down in order to bring out the essential elements or structure.
Arrange or order by class or category
Make clear the differences between two or more concepts or items.
Give a detailed account including reasons or causes.
Propose a solution, hypothesis or other possible answer.
Give an account of the similarities between two (or more) items or situations, referring to both (all) of them throughout.
COMPARE AND CONTRAST
Give an account of similarities and differences between two (or more) items or situations, referring to both (all) of them throughout.
Give an account of the differences between two (or more) items or situations, referring to both (all) of them throughout.
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.
Make an appraisal by weighing up the strengths and limitations.
Consider an argument or concept in a way that uncovers the assumptions and interrelationships of the issue.
Give valid reasons or evidence to support an answer or conclusion.
TO WHAT EXTENT
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.
Add brief notes to a diagram or graph.
Display information in a diagrammatic or logical form.
Represent by means of a labeled, accurate diagram or graph, using a pencil. A ruler (straight edge) should be used for straight lines. Diagrams should be drawn to scale. Graphs should have points correctly plotted (if appropriate) and joined in a straight line or smooth curve.
Add labels to a diagram.
Here is a glossary of some of the main key terms that will be covered over the course of the IB course. If you are taking the UNAM exams it would be worth checking out the spanish translations for the terms as well.
IB ENGLISH TO SPANISH GLOSSARY.pdf
TOK IN GEOGRAPHY
As with other subject areas, there is a variety of ways of gaining knowledge in group 3 subjects. For example, archival evidence, data collection, experimentation, observation, and inductive and deductive reasoning can all be used to help explain patterns of behaviour and lead to knowledge claims. Students in group 3 subjects are required to evaluate these knowledge claims by exploring knowledge issues such as validity, reliability, credibility, certainty and individual as well as cultural perspectives. The relationship between each subject and theory of knowledge is important and fundamental to the Diploma Programme. Having followed a course of study in group 3, students should be able to reflect critically on the various ways of knowing and methods used in human sciences. In doing so, they will become “inquiring, knowledgeable and caring young people” (IB mission statement).
During the Diploma Programme geography course, a number of issues will arise that highlight the relationship between theory of knowledge and geography. Some of the questions that might be considered during the course are identified below.
Are the findings of the natural sciences as reliable as those of the human sciences? What is the meaning of a 'scientific Law' in Geography?
To what extent do maps reflect reality?
Do regions have boundaries?
To what extent might it be true that geography combines the methods of human and natural sciences?
Some geographical topics, such as climate change, are controversial. Bow does the scientific method attempt to address them? Are such topics always within the scope of the scientific method?
What scientific or social factors might influence the study of a complex phenomenon such as global warming?
Often in geography a model of reality is created. What does this mean? What are the advantages and disadvantages of creating a geographic mo
del> In what areas of geography are models most common?
Arguably, while some aspects of geography can be measured, others cannot. Is this the case? What is it about a quality that means it cannot be quantified?
If humans are individual and unique, does this mean that there can be no reliable laws in human geography?
Many geographers and others value diversity in human affairs. Is globalisation therefore a bad thing?
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