ONE OF THE FOLLOWING TO BE TAKEN BY BOTH ORDINARY AND HIGHER LEVEL STUDENTS:
| Elective Unit 4: | Patterns and processes in economic activities |
| Elective Unit 5: | Patterns and processes in the human environment |
ELECTIVE UNIT 4
PATTERNS AND PROCESSES IN ECONOMIC ACTIVITIES
AIMS
This unit will examine patterns in economic development and the growth of a single interdependent global economy.
SKILLS
In the study of this unit, students should understand and use, where appropriate, the geographical skills of
- map interpretation
- figure interpretation
- statistical analysis
- photograph analysis
- figure drawing
- information technology applications.
OUTCOMES: ORDINARY LEVEL
On completion of this unit, the student should be able to
- describe the uneven patterns in levels of economic development
- trace the process of change in economic development
- show a basic understanding of the development of a single interdependent global economy
- examine Ireland's role as a member of the EU within the global economy
- examine the environmental impact of economic activities
- use the skills listed above, where appropriate, to assist in the examination of patterns in economic development and the growth of a single interdependent economy.
OUTCOMES: HIGHER LEVEL
On completion of this unit the student should be able to
- explain and illustrate the uneven patterns in the distribution of economic activities and levels of economic development
- show a detailed understanding of the complexity of the process of change in levels of economic development
- analyse the issues arising from and impact of the development of a single interdependent global economy
- assess Ireland's role as a member of the EU within the global economy
- assess the environmental impact of economic activities at different scales
- use the skills listed above, where appropriate, to assist in the examination of patterns in economic development and the growth of a single interdependent economy.
SETTINGS
At all times, teachers should endeavour to explain geographical phenomena by using local examples, where available, to illustrate the topics. National and international examples are also provided throughout the syllabus. These settings are provided as examples and are not prescriptive. Teachers are also given the freedom to choose their own settings and case studies to illustrate the topics for study. The topics for study and the chosen settings should, where possible, be linked to the regions studied in Core Unit 2.
ELECTIVE UNIT 4 PATTERNS AND PROCESSES IN ECONOMIC ACTIVITIES
| | Content description | National settings | International settings |
4.1 | Economic Development
Statement: Economic activities are unevenly distributed over the earth.
Students should study
- gross national product as a measure of economic development
- the human development index as a broad measure of development.
| Ireland. | Appropriate relevant European and global examples. |
4.2 | Statement: Levels of economic development show major spatial variations and can change over time. Levels of economic development evolve through the complex interaction of factors including physical, social, cultural, and political.
Students should study
- a case study from developed economies. This case study should include regions dominated by service and footloose industries, financial services and/or mass tourism regions. The case study should also, where appropriate, examine evidence of industrial decline
- a case study of a developing economy outlining the impact of colonialism, and adjustments to a global economy
- the global issues and a justice perspective relating to these patterns.
| Ireland. | Appropriate relevant European and global examples. |
4.3 | The global economyStatement: A single interdependent global economy has emerged with different areas having different roles. Students should study - one multi-national company (MNC) to gain an understanding of its structure and organisation. For one product of the selected MNC students should be aware of the
- sourcing of raw materials and components
- location of basic processing units
- location of markets
- patterns in world trade show that economies have become linked within a global framework. A trading pattern has emerged involving the USA, Europe, and the Pacific rim countries. These are the three key global economic areas. An international division of labour has emerged.
Students should study how - basic processing units are widely spread
- core and peripheral regions have developed
- some regions are excluded from world manufacturing activity
- globalisation has impacted on world trade.
Students should study one MNC to examine - the mobility of modern economic activities
- how corporate strategies influence the opening and closure of branch plants
- how product life cycle leads to changes in location
- the future development of economic activities,teleservices, information technology, and e commerce.
| An Irish based MNC.
Appropriate examples of MNCs based in Ireland. | Appropriate relevant European and global examples.
Show the global nature of linkages. |
4.4 | Ireland and the European Union
Statement: Ireland as a member of the EU is part of a major trading bloc within the global economy.
Students should study
- EU trading patterns within the single market and also external EU trade
- Irish trading patterns with the EU and how the EU influences the Irish economy, for example:
- common agricultural policy
- common fisheries policy
- regional development funds
- social funding.
| Appropriate relevant national examples. | Internal and external trading patterns |
4.5 | Environmental impactStatement: Economic activities have an environmental impact.
Students should study - the use of renewable and non-renewable resources in the economy
- the impact of the burning of fossil fuels and the use of alternative energy sources
- environmental pollution at a local/national and global scale
- sustainable economic development so as to control its environmental impact. Students should examine past experiences, future prospects and the necessity for environmental impact studies
- conflicts that may develop between local and global economic interests and environmental interests. Students should be familiar with the issues relating to at least two examples.
| National energy resources.
Smoke free zones.Patterns of production and consumption.
National issues, the role of the EPA. Depletion of fish stocks, mining sites.
Appropriate national examples e.g. Irish fish stocks, tourism, and heritage. |
Production and consumption of energy - appropriate European examples. Acid rain - a European issue.
Relevant global issues, e.g. global warming.
Appropriate global examples.
|
ELECTIVE UNIT 5:
PATTERNS AND PROCESSES IN THE HUMAN ENVIRONMENT
AIMS
This unit will examine the dynamic nature of population and the pattern and distribution of settlement.
SKILLS
In the study of this unit, students should understand and use, where appropriate, the geographical skills of
- map interpretation
- figure interpretation
- photograph analysis
- statistical analysis
- figure drawing
- information technology applications.
OUTCOMES: ORDINARY LEVEL
On completing this unit, the student should be able to
- outline how population characteristics change over time and space, and impact on human development
- describe the impact of population movements
- examine rural and urban settlement patterns
- identify problems associated with the growth of urban centres
- use the skills listed above, where appropriate, to examine the dynamic nature of population and the pattern and distribution of settlement.
OUTCOMES: HIGHER LEVEL
On completing this unit, the student should be able to
- show a detailed understanding and be able to illustrate how population characteristics change over time and space and impact on human development
- assess and evaluate the varying impact of population movements
- examine, in detail, patterns of rural and urban settlement
- identify and analyse the differing scale of problems associated with the growth of urban centres
- use the skills listed above, where appropriate, to examine the dynamic nature of population and the pattern and distribution of settlement.
SETTINGS
At all times, teachers should endeavour to explain geographical phenomena by using local examples, where available, to illustrate the topics. National and international examples are also provided throughout the syllabus. These settings are provided as examples and are not prescriptive. Teachers are also given the freedom to choose their own settings and case studies to illustrate the topics for study. The topics for study and the chosen settings should, where possible, be linked to the regions studied in Core Unit 2.
| | Content description | National settings | International settings |
5.1 | 5.1-5.3 The dynamics of population
Statement: Population characteristics change over time and space
Students should study changes in
- population distribution
- population density
- growth patterns
- population structure, changing fertility, and mortality rates.
| Census material to show patterns of change in Ireland. | Appropriate European and global examples. |
5.2 | Statement: Population characteristics have an impact on levels of human development.
Students should study the causes and effects of overpopulation paying particular attention to - the impact of the development of resources
- the influence of society and culture
- the impact of income levels
- the impact of technology on population growth.
Students should study the impact of growth rates on development. | | Appropriate case studies. |
5.3 | Statement: Population movements have an impact on the donor and receiver regions.
Students should study
- changing migration patterns in Ireland
- migration policy in Ireland and the EU
- ethnic, racial and religious issues which arise from migration
- contrasting impacts of rural/urban migration in the developed and developing regions.
| 20th century Irish census. Post-1950 migration to/ from Ireland.
Government policy.
Growth in Irish cities.
| Appropriate examples. |
5.4 | 5.4-5.6 The dynamics of settlementStatement: Settlements can be identified in relation to site, situation and function.
Students should study the locational characteristics for - pre-historic and historic settlements
- rural settlement patterns
- dispersed and clustered rural settlement - ribbon development
- planning strategies in rural areas
- site characteristics of urban settlements: an examination of hierarchy, hinterland and central place theory
- how the functions and services of urban centres can change over time.
| Historic development of Irish towns. National examples.
County and National Development Plan.
Appropriate Irish towns and cities.
| |
5.5 | Statement: Urban settlements display an ever changing landuse pattern and pose planning problems.
Students should study
- landuse zones within the modern city
- changes in landuse and planning issues, to include movement in industrial, residential and commercial landuse
- land values in cities and social stratification within cities
- the expansion of cities and pressures on rural landuse.
| An Irish city. | Appropriate world cities. |
5.6 | Statement: Problems can develop from the growth of urban centres
Students should study urban problems of traffic movement and congestion - urban decay and urban sprawl and the absence of community
- heritage issues in urban areas
- environmental quality
- the effectiveness of urban planning strategies and urban renewal in solving urban problems
- the expansion and problems in developing world cities
- the future of urbanism. Issues related to the cities of the future.
| Appropriate examples from Irish towns and cities.
Strategic urban plans. | Case studies from developed world cities.
Case studies from developing world cities. |