Optional Units are studied by Higher level students only
OPTIONAL UNIT 6
GLOBAL INTERDEPENDENCE
This optional unit challenges the student to re-examine traditional views of development and development studies such as the first world-third world perspective. The unit links closely with Elective Unit 4 in its focus on the role of multinational companies (MNCs) within the global economy. It examines the consequences of global trade for those regions excluded from world manufacturing activities and those supplying raw materials. The unit examines the economic and social impacts of the global economy on developing regions.
The unit also examines the validity of current strategies in dealing with the problems of underdevelopment including the aid debate and the role of Non-Governmental Organisations (NGOs). It takes sustainable development as a model for future human and economic development. Having completed the study of this unit, students should have a clear view of both traditional views of development and the real impact of global interdependence
| Statement Number | Statement | Class Periods: 40 minute duration. |
| 6.1 | Views of development and underdevelopment are subject to change. | 3 periods |
| 6.2 | We live in an interdependent global economy. Actions or decisions taken in one area have an impact on other areas. | 8 periods |
| 6.3 | Empowering people is a way of linking economic growth with human development. | 8 periods |
| 6.4 | Sustainable development as a model for future human and economic development. | 8 periods. |
| | | Total 27 class periods |
This optional unit is structured around four statements:
Statement 6.1 asks students to take a critical look at traditional views of development. It focuses the student on determinist and modernisation views of development. These focus critically on the view that 'poor countries' are striving to achieve the levels of development of the `rich world'. It challenges the images and language of traditional approaches to development studies. It particularly focuses on the terms `First' and 'Third World' and the implications of this approach.
Statement 6.2 follows directly by placing these inequalities within the global interdependent economy. It examines the role of MNCs and their impact in relation to the producer and consumer regions in which they operate. This statement explores the environmental impact of these patterns focusing on global warming, deforestation and desertification. It also examines the human impacts with reference to refugees, migration, and human rights.
Statement 6.3 looks to future solutions to global inequalities. It sees empowerment as a way of linking economic growth and human development. Students will focus on the impact of the various forms of development aid and the role of NGOs. It examines land ownership, decision-making, exploitation, and gender roles.
Statement 6.4 takes sustainable development as the key to the future. It looks at the sustainable use of resources, the ideal of fair trade, justice, and self-reliance.
LEARNING OUTCOMES
Higher level students, on completing their study of this unit, should be able to evaluate the different views of development and underdevelopment, looking at both past practices and forward to a more informed viewpoint.
Students should be able to show a detailed understanding of the interdependent nature of the global economy with particular reference to a multinational company as a case study. This case study can be used to assess the impact of globalisation on the producer and consumer regions. Students should be able to assess the environmental, political, and social impacts of these economic patterns and strategies for change, including those with a human development focus. Students should be able to evaluate the concept of sustainable development as a focus for human and economic development.
GEOGRAPHICAL SKILLS
Teaching of geographical skills is to be integrated into all areas of the syllabus where appropriate. These geographical skills are outlined in Core Unit 3 of the syllabus and the appropriate skills should be applied to the teaching of this unit. The skills of
- map interpretation
- figure interpretation
- photographic analysis
- statistical analysis
- information technology applications
should be used and applied to the study of Optional Unit 6 as appropriate.
TEACHING TIME
The unit is for higher-level students only and should be taught in 27 class periods of 40 minutes duration.
OPTIONAL UNIT 7
GEOECOLOGY
This optional unit examines the relationship between soils, climate and the resulting biomes which develop from these interrelationships. The unit also focuses on how humans have changed existing biomes. This unit links closely with Core Unit 1, Patterns and Processes in thePhysical Environment. It will allow the student get a specific insight into the relationship between soil formation and the physical processes at work in the environment. It further examines the pattern in world climates and looks at the way plants and animals adapt to the specific climate and soils. Students are given the opportunity to study one major biome to illustrate these interrelationships. Students will also follow a theme developed in Core Unit 1, which will allow them to examine how humans have interacted with these physical processes.
| Statement Number | Statement | Class Periods: 40 minute duration. |
| 7.1 | Soils develop from weathering of rocks in situ and from re-deposited weathered material. | 6 periods |
| 7.2 | Soil characteristics are affected by their immediate environment and by a combination of processes operating in that environment, including human interference. | 8 periods |
| 7.3 | The pattern of world climates has given rise to distinctive biomes. These biomes are world regions characterised by groups of plants and animals adapted to specific conditions of climate, soils and biotic interrelationships. | 6 periods |
| 7.4 | Biomes have been altered by human activities. | 7 periods |
| | | Total 27 class periods |
The unit is structured around four statements.
Statement 7.1 focuses on the development of soils. The student will examine the general composition of soil types and their various characteristics.
Statement 7.2 examines how soil characteristics are affected by their immediate environment and a combination of processes including human activities. Students will compare processes at work on one Irish soil type and one type from a global setting.
Statement 7.3 introduces the student to the concept of world biomes. A biome is a large-scale region identified by the interaction of plants, animals, soils and climates. Students must identify one biome for study. This will involve a detailed study of these characteristics and should correspond to the continental or sub continental region used in Core Unit 3 Regional Geography.
Statement 7.4 links human activities to the characteristics of biomes. Students are asked to examine early settlement and forest clearance as evidence of man's early interference with biomes. More recent activities such as the felling of the tropical rainforest, intensive agricultural practices, and industrial development are also topics for study.
LEARNING OUTCOMES
Higher level students, on completing their study of this unit, should be able to explain, understand and illustrate the development of soils, both their composition and characteristics. Students should then be able to develop an understanding of the combination of processes affecting the development of soils. Students will understand the relationship between soils and climates which results in the development of biomes where plants and animals have adapted to specific environmental conditions. Students will develop this understanding through the study of one specific global biome. They should then be able to assess the impact of human activities on biomes.
GEOGRAPHICAL SKILLS
The teaching of geographical skills is to be integrated into all areas of the syllabus where appropriate. These geographical skills are outlined in Core Unit 3 and the appropriate skills should be applied to the teaching of this unit. The skills of
- map interpretation
- figure interpretation
- photographic analysis
- statistical analysis
- information technology applications
should be used and applied to the study of Optional Unit 7 as appropriate.
TEACHING TIME
The unit is for higher-level students only and should be taught in 27 class periods of 40 minutes duration.
OPTIONAL UNIT 8
CULTURE AND IDENTITY
This optional unit introduces the higher-level student to the complex relationship between culture, nationality and identity. Students will examine the classifications of population by physical and cultural factors.
Students will also examine the concept of nationality and its relationship to the physical, political and cultural landscape. Students will then consider the concept of identity as a combination of the factors of nationality, race, religion and language.
| Statement Number | Statement | Class Periods: 40 minute duration. |
| 8.1 | Populations can be examined according to physical and cultural indicators. Culture and identity are tied to ideas of ethnicity, which can include language, religion and nationality. | 10 Class Periods |
| 8.2 | Nationality and the nation state are political entities placed on the physical and cultural landscape. | 10 Class Periods |
| 8.3 | Identity as a concept entails a variety of cultural factors including nationality, language, race and religion. | 7 Class Periods |
| | | Total 27 Class Periods. |
The unit is structured around three statements.
Statement 8.1 examines the classification of population using physical and cultural indicators. Students will explore the genetic and cultural differences and territorial identity that constitutes race. This will then be extended to focus on issues relating to race including multi-racial societies, racial mixing, racial conflict and the impact of colonialism. The statement then focuses on the cultural indicators used in the classification of population. Students will examine language groups, European and minority languages. Religion is then examined as a cultural indicator. Students will study the distribution of world religions, church state relationships and religious conflict. The statement also examines everyday expressions of popular culture.
Statement 8.2 changes the emphasis to one of nationality. It examines the development of nation states as political entities placed on the physical and cultural landscape. Students will examine the relationship between physical and political boundaries. They will examine the relationship between cultural groups and nation states. Students will trace cultural groups without nationality and examples of conflicts between political structures and cultural groups. The partition of the island of Ireland and Northern Ireland can be used as settings for these topics of study.
Statement 8.3 introduces the concept of identity. The statement illustrates how a variety of cultural indicators, including nationality, combine to form a sense of identity. To understand these interrelationships students will study one European region. This case study will include the study of the development of the political boundaries over time, ethnicity, race, religion, popular culture and the role of migration. This study of a region should help draw together the strands of identity already examines in the other topics for study. This regional case study can be linked to the chosen European regions in Core Unit 2.
LEARNING OUTCOMES
On completing this unit students should be able to recognise and understand the physical and cultural indicators of population. Students should be able combine these physical and cultural traits of population into an understanding of ethnicity.
Student should then be able to relate the idea of nationality to the physical and cultural landscape. Students should then be able to combine the culture attributes towards an understanding of identity.
GEOGRAPHICAL SKILLS
The teaching of geographical skills is to be integrated into all areas of the syllabus where appropriate. These geographical skills are outlined in Core Unit 3 and the appropriate skills should be applied to the teaching of this unit. The following skills:
- map interpretation
- figure interpretation
- photographic analysis
- statistical analysis
- information technology applications
should be used and applied to the study of Optional Unit 8 as appropriate.
TEACHING TIME
The unit is for higher-level students only and should be taught in 27 class periods of 40 minutes duration.
OPTIONAL UNIT 9
THE ATMOSPHERE OCEAN ENVIRONMENT
This optional unit focuses on the relationship between the oceans and the atmosphere and examines how this relationship can influence global climatic patterns. The unit will examine the basic climatic elements of pressure, temperature, humidity and wind patterns. The student will examine the uneven distribution of solar energy and then focus on exchanges between the ocean and the atmosphere resulting in different weather and climatic regions. This is further extended to look at the effect of the circulation patterns in the ocean and atmosphere on weather and climate patterns.
These relationships are then drawn together to focus the student on the global climatic regions. The impact of climate on economic activities introduces the interaction of human activities with climatic characteristics.
| Statement Number | Statement | Class Periods: 40 minute duration. |
| 9.1 | The atmosphere gases and ocean waters are linked systems with physical and chemical characteristics, which can be observed, recorded and analysed. | 4 periods |
| 9.2 | Solar energy is distributed unevenly over the surface of the earth and is both transformed and redistributed through circulation patterns in the atmosphere and oceans. | 2 periods |
| 9.3 | Exchanges of water between oceans and atmosphere vary greatly over the surface of the earth and give rise to distinctive weather and climate regimes. | 6 periods |
| 9.4 | Circulation in both the atmosphere and the ocean affects weather and climate patterns on a variety of scales. | 6 periods |
| 9.5 | The surface of the earth can be divided into distinctive climatic environments. The characteristics of climate can change over time and space. | 6 Periods |
| 9.6 | Climate characteristics have an influence on economic development. | 3 periods |
| | | Total 27 Periods |
The unit is structured around six statements.
Statement 9.1 examines the fundamental make up of the atmosphere- ocean system looking at the composition of the atmosphere and the measurable phenomena of pressure, temperature, humidity and wind.
Statement 9.2 looks at the uneven distribution of solar energy on the ocean and atmosphere and the resulting circulation of ocean currents and wind patterns.
Statement 9.3 looks at how distinctive weather and climate patterns develop from the exchange of water between the ocean and the atmosphere. Students will examine the hydrological cycle, humidity, evaporation, condensation, and cloud and precipitation patterns.
Statement 9.4 focuses on the impact of wind on climate patterns at different scales. Students will examine the global circulation patterns and the forces controlling these patterns. The statement examines the characteristics of depressions and anticyclones on a global scale. The students will also focus on localised patterns including land and sea breezes, mountain and valley winds, and the distribution of thunderstorms.
Statement 9.5 draws all the global patterns already studied together to the identification of distinctive climatic environments. Students will be required to make a detailed study of one global climate and also be aware that these change over time due to the processes of climate change.
Statement 9.6 examines human interaction with these climatic regions. It focuses on how climate influences economic activities. Students will look at the influence of rainfall patterns on agriculture and domestic water. They will focus on drought and desertification and the influence of climate on tourism.
GEOGRAPHICAL SKILLS
The teaching of geographical skills is to be integrated into all areas of the syllabus where appropriate. These geographical skills are outlined in Core Unit 3 and the appropriate skills should be applied to the teaching of this unit. The skills of
- map interpretation
- figure interpretation
- photographic analysis
- statistical analysis
- analysis of readings from weather instruments
- information technology applications
should be used and applied to the study of Optional Unit 9 as appropriate.
LEARNING OUTCOMES
On completing this optional unit the student should be able to observe and be aware of the measurement of the characteristics of the ocean atmosphere system including pressure, temperature, wind and humidity. Students should be able to show an understanding of the uneven distribution of solar energy and how this energy is transformed and redistributed through the circulation of the ocean and air.
Students should be able to illustrate how variations in the exchange of water between the oceans and the atmosphere can result in particular climate and weather patterns.
Students should be able to trace the circulation pattern of the oceans and the atmosphere and assess their impact on weather and climate. Students should be able to identify the distinctive global climatic environments and present a detailed study on one. Students should finally be able to assess the influence of climatic characteristics on economic development.
TEACHING TIME
The unit is for higher-level students only and should be taught in 27 class periods of 40 minutes duration.