HIGHER LEVEL ONLY. STUDENTS TAKE ONE OF THE FOLLOWING UNITS:
| Optional Unit 6: | Global interdependence |
| Optional Unit 7: | Geoecology |
| Optional Unit 8: | Culture and identity |
| Optional Unit 9: | The atmosphere -- ocean environment |
OPTIONAL UNIT 6 (Higher Level Only)
GLOBAL INTERDEPENDENCE
AIMS
This unit aims to examine the interdependent nature of global economic, social, and political processes and to challenge the differing views of development.
SKILLS
In the study of this unit, students are expected to understand and use, where appropriate, the geographical skills of
- map interpretation
- figure interpretation
- photographic analysis
- statistical analysis
- information technology applications.
OUTCOMES
On completing this unit, the student should be able to
- evaluate the differing views of development and underdevelopment
- show a detailed understanding of the interdependent nature of the global economy
- assess the impact of current economic patterns on developing economies or regions
- discuss human development as a focus for change
- examine the idea of sustainable development as a model for the future
- use the skills listed above, where appropriate, to examine the interdependent nature of global economic, social and political processes to challenge the differing views of development.
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 |
6.1 | Statement: Views of development and underdevelopment are subject to change.
Students should
- challenge all views of development
- critically examine contrasting models and approaches to development including:
- determinist and modernisation approaches to development
- images and language associated with developing societies
- a critical examination of the idea of "first world and third world" north and south - eurocentric thinking.
| | Appropriate examples from a world region. |
6.2 | Statement: We live in an interdependent global economy. Actions or decisions taken in one area have an impact on other areas.
Students should study - a case study of a specific multinational company with reference to the impact of global trading patterns in relation to both producer and consumer regions
- the global environmental issues of
- deforestation
- desertification
- global warming
- the impact of social and political decisions, including
- economic and political refugees
- migration patterns
- human rights issues.
| Irish trade, MNCs in Ireland.
Immigration of refugees.
| Appropriate examples from a continental or sub continental region.
European examples, e.g. managed forests in Scandinavia.
European examples.
|
6.3 | Statement: Empowering people is a way of linking economic growth with human development.
Students should study - the weight of national debt and its impact on the cycle of poverty
- the "aid" debate. Who benefits?
- the role of NGOs
- land ownership patterns and their impact on development
- decision-making processes and levels of participation
- levels of exploitation at local and global scales
- differing gender roles in society.
| Irish aid programmes.
Irish NGOs.
Nineteenth century Ireland.
Co-operatives. Local enterprise boards. | EU aid programmes.
European examples of co-operation.
Appropriate examples from a continental or sub continental region.
|
6.4 | Statement: Sustainable development as a model for future human and economic development.
Student should study
- the sustainable use of resources
- the goal of fair trade and its potential impact on development
- justice issues, particularly in relation to minority groups
- the idea of self reliance - development as self-help.
| Irish examples. |
Appropriate examples from a continental or sub continental region. |
OPTIONAL UNIT 7 (Higher Level Only)
GEOECOLOGY
AIMS
This unit will examine the inter-relationships, at a global scale, between soils, climates, plants and animals. It will examine the factors controlling the spatial variations in the resultant biomes of the earth.
SKILLS
In the study of this unit, students would be expected to understand and use, where appropriate, the geographical skills of
- map interpretation
- figure interpretation
- photograph analysis
- statistical analysis
- figure drawing
- information technology applications.
OUTCOMES
On completing this unit, the student will be able to
- explain and illustrate the development of soils
- describe the combination of processes affecting soil characteristics
- assess the inter-relationship between soils and climates resulting in biomes or global regions where plants and animals have adapted to specific environmental conditions
- examine and evaluate the impact of human activities on biomes
- use the skills listed above to examine the interrelationships, at a global scale, between soils, climates, plants and animals.
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 |
7.1 | Statement: Soils develop from the weathering of rocks in situ and from redeposited weathered material.
Students should study - the general composition of all soil types with reference to mineral matter, organic matter, water and air
- soil characteristics: e.g. texture, colour, structure, water content, organic content, water retention properties etc.
| | Appropriate examples. |
7.2 | Statement: Soil characteristics are affected by their immediate environment and by a combination of processes operating in that environment, including human interference.
Students should make a general study of
- the global pattern of soils
- soil processes including weathering, soil erosion, leaching, humidification, podzolisation, laterisation, calcification
- human interference with soil characteristics including:
- over-cropping and over-grazing
- desertification and conservation.
| A soil profile of one Irish soil type
Irish examples e.g. the Burren. | A study of one soil type from a continental or sub continental region.
Appropriate global examples, e.g. the Sahel, Iceland. |
7.3 | Statement: 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 inter-relationships.
Students should study
- one major biome, in detail, by examining climatic and soil characteristics and related patterns of animal and vegetation distribution.
| | Appropriate European and global examples. |
7.4 | Statement: Biomes have been altered by human activities.
Students should study the impact of - early settlement and clearing of forests
- the felling of tropical rain forests
- intensive agricultural practices
- industrial development.
| | Appropriate European and global examples. |
OPTIONAL UNIT 8 (Higher Level Only)
CULTURE AND IDENTITY
AIMS
This unit will examine the classification of population by physical and cultural indicators, and relationships between culture and identity.
SKILLS
In the study of this unit, students would be expected to understand and use, where appropriate, the geographical skills of
- map interpretation
- figure interpretation
- statistical analysis
- figure drawing
- information technology applications.
OUTCOMES
On completing this unit, the student should be able to
- recognise ethnic groupings as a classification of population
- examine language as a cultural indicator
- examine religion as a cultural indicator
- discuss nation states as political entities on the physical and cultural landscape
- assess the complexity of relationships between political structures and cultural groups
- use the skills listed above to examine issues related to culture and identity.
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 |
8.1 | Statement: Populations can be examined according to physical and cultural indicators. Culture and identity are tied to ideas of ethnicity, which include race, language, religion, and nationality.
Students should study
- racial groupings within the global population to include
- characteristics and locational patterns
- multi-racial societies
- racial mixing
- racial conflict
- an understanding of the impact of colonialism and migration on racial patterns
- language as a cultural indicator and include
- major language groups
- European languages
- influence of the mass-media
- minority languages
- policies for survival
- religion as a cultural indicator and include the distribution of major world religions the relationship between church and state religious conflict
- everyday expressions of culture and identity, e.g. sports, traditions, costume, food, music, art and festivals.
| Asylum seekers and refugees.
Irish language Gaeltacht areas.
Irish constitution. Northern Ireland.
Irish examples. | Appropriate European and global examples.
Appropriate examples, e.g. Welsh.
Appropriate European examples.
|
8.2 | Statement: Nationality and the nation state are political entities placed on the physical and cultural landscape.
Students should study the complex issues relating to
- physical and political boundaries
- examples of cultural groups within nation states
- examples of cultural groups without nationality
- conflicts between political structures and cultural groups.
| The island of Ireland and partition.
Northern Ireland. | Appropriate examples. |
8.3 | Statement: Identity as a concept entails a variety of cultural factors including nationality, language, race, and religion
Students should study
- a case study of a European region to draw together the issues of race, nationality, and identity already discussed. This should include an examination of
- historical developments: physical and political boundaries
- ethnicity and race
- religion
- music, art, festivals etc
- the role of migration
- new boundaries.
| | An appropriate case study e.g. Celtic regions, The Balkans or Switzerland. |
OPTIONAL UNIT 9 (Higher Level Only)
THE ATMOSPHERE - OCEAN ENVIRONMENT
AIMS
This unit aims to examine the dynamic relationship between the oceans and atmosphere in influencing global climatic patterns.
SKILLS
In the study of this unit, students would be expected to understand and use, where appropriate, the geographical skills of
- map interpretation
- figure interpretation
- photograph analysis
- statistical analysis
- figure drawing
- analysis of readings from weather instruments
- information technology applications.
OUTCOMES
On completing this unit, the student will be able to
- observe and be aware of the measurement of the characteristics of the atmosphere - ocean systems
- show an understanding of the uneven distribution of solar energy and the circulation patterns of the atmosphere and oceans
- examine the variations in the exchange of water between the oceans and the atmosphere, and the resultant climate and weather patterns
- trace the circulation pattern of the oceans and the atmosphere and the impact on weather and climate
- describe a climatic environment on the earth
- assess the influence of climatic characteristics on economic development
- use the skills listed above to examine the dynamic relationship between the ocean and the atmosphere in influencing global climatic patterns.
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 |
9.1 | Statement: The atmosphere gases and ocean waters are linked systems with physical and chemical characteristics, which can be observed, recorded and analysed.
Students should study - the composition and structure of the atmosphere and oceans and observe and be aware of the measurements of atmosphere
- ocean phenomena including
- pressure
- temperature
- wind
- humidity.
| | Global patterns. |
9.2 | Statement: 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.
Students should study
- the energy flows in the atmospheric/ocean environment
- the heat budget of the earth and the geographical distribution of temperature.
| | Global patterns. |
9.3 | Statement: Exchanges of water between oceans and atmosphere vary greatly over the surface of the earth and give rise to distinctive weather and climate regimes.
Students should study
- the hydrological cycle
- humidity, evaporation and condensation
- cloud formation and classification
- precipitation and its distribution patterns.
| | Global patterns and variations. |
9.4 | Statement: Circulation in both the atmosphere and the oceans affects weather and climate patterns on a variety of scales.
Students should study - the forces governing the movement of air and water
- general circulation of atmosphere and ocean
- mid-latitude depressions and anticyclones
- land and sea breezes
- mountain and valley winds and thunderstorms.
| | e.g. Coriolis force. Global patterns,e.g. North Atlantic. |
9.5 | Statement: The surface of the earth can be divided into distinctive climatic environments. The characteristics of climate can change over time and space.
Students should study
- one distinctive global climate e.g. equatorial, monsoon, mid-latitude west coast, mediterranean or continental climates
- examples of climate change.
| | for example the Ice ages, 20th Century global warming, El Nino. |
9.6 | Statement: Climate characteristics have an influence on economic development.
Students should study
- the influence of rainfall levels on agricultural activities and domestic water supplies
- the impact of drought and desertification
- the impact of climate on tourism.
| Irish agriculture. | Global examples. |