Module 4 Global Change (GV SECTIONS)
13.1 Physical Geography: Seasonal Change; Long Term Change, Plate Tectonics.
-
Specification Content
|
Detailed Content
|
Activities/Skills
|
Resources
|
Time
4 weeks
12 lessons
The relationship between the global structures and processes of the Earth’s surface. The location of tectonic processes and the consequences of such processes.
The theory of plate tectonics.
Characteristics of tectonic plates.
|
Brief history of theory
(Wegener, Vine-Matthews etc.).
Discussion of lithospheric plates:
world map;
movement;
link with earth structure.
• Character of crust:
sima/sial;
link with oceanic and continental plates;
isostasy;
crustal deformation.
|
Secondary source utilisation:
maps at a variety of scales;
ICT;
GIS etc..
|
Notes
Taylor-Wegener notes
Question on major structural features*
Hazards 28-31
|
Specification Content
|
Detailed Content
|
Activities/Skills
|
Resources
|
Time
4
weeks
Biological and geological evidence of plate tectonics; the Mid-Atlantic Ridge; palaeo-magnetism and sea floor spreading.
The global pattern of tectonic
activity and its relationship to constructive, destructive and conservative plate margins; hot
spots.
Constructive margins (faulting, earthquakes and volcanic activity).
Destructive margins (subduction, earthquakes and
fold mountain formation).
Conservative margins (faulting
and earthquakes)
|
• Continental drift and the break
up of Pangaea: continental fit;
matching geology;
past glaciations;
ancient plants/animals.
• More recent evidence for plate movement:
polar wandering curves; stripe like magnetic anomalies; ‘recent’ age of ocean floor.
Horizontal movement:
speed/scale;
relationship between plate boundaries.
• Mapping link between active volcanoes/earthquakes and plate boundaries. Anomalies of hot spots.
• Divergent plates:
Mid Atlantic ridge;
E. African ridge;
basaltic lava and its features (pillow lava);
transform faults.
• Convergent plates:
Ocean trench/andesitic lava;
Benioff zones;
Ocean/ocean - island arc;
Ocean/continental - Andean fold mountains;
Continental/continental - Himalayan.
San Andreas Fault.
|
Analysis and evaluation of evidence.
Limitation of evidence.
Limitation of
conclusions drawn.
|
Mesosaurus –
divergence notes.
Evidence notes.
Geology questinan movement rates*
Notes
Video
Savage Earth
Maps
|
* Assessment
Module 4 - Global Change
13.2 People and the Environment: Hazards; Conflicts over Resources
|
Specification Content
|
Detailed Content
|
Activities/Skills
| Resources |
Burglary: urban distribution;
urban effects.
distribution, frequency of
occurrence and scale of the
hazard.
The effects of the hazard on
the physical, built and human environments.
hazard can be predicted and/or prevented.
Types of response to the hazard, varying from fatalism to reaction, protection and prevention. Individual or collective responses, hazard
management and relief.
|
Definition of burglary i.e. breaking and entering to remove property. Data sources e.g., newspapers, crime statistics and their limitations. Distribution within the urban area e.g., difference between inner city
and suburbs. Frequency e.g. chance of repeat burglary. Scale e.g., type of goods/value/number affected.
e.g., property damage, physical
injury, psychological stress, economic cost to individual and
areas experiencing frequent
burglaries.
Prediction based on previous
experience. Prevention e.g., alleviating the causes, removing the opportunity.
Meaning with examples of fatalism, reaction (e.g. call police), protection (e.g. alarms), prevention (e.g. social programmes) individual response (e.g. greater security), collective response (e.g. neighbourhood watch), management (e.g. police programmes), relief (e.g. insurance, victim support), success and limitations of the above including crime displacement.
|
Fieldwork could be
conducted here.
Possibly questionnaires.
Published statistical
data (e.g., newspapers,
crime statistics and
their limitations).
Possibly interviews.
|
Notes on basic patterns – basic theory.
Data from Stafford.
Newspaper articles.
Notes – some discussion re personal anecdotes.
GIS data from the N-E.
Geofile Oxford Case Study. Clear elaboration of terminology re responses.
Question on burglary*
|
* Assessment Structured essay question
Specification Content
|
Detailed Content
|
Activities/Skills
|
Resources
|
3 weeks
9 lessons
*
A transmittable disease: global
distribution; international and
national effects.
distribution, frequency of
occurrence and scale of the
hazard.
• The effects of the hazard on
the physical, built and
human environments.
• The extent to which the
hazard can be predicted
and/or prevented.
• Types of response to the
hazard, varying from
fatalism to reaction,
protection and prevention.
Individual or collective
responses, hazard
management and relief.
|
Only one disease should be studied.
Where appropriate discuss the
differences between LEDCs and MEDCs.
Definition of a transmittable
disease, how it is transmitted,
geographical pattern and why,
frequency and numbers affected. Data sources and their limitations.
Physical social and economic effects on the individual. Social and
economic effects on the family, wider community and country.
The validity of past experience as a
predictor. Prevention — discuss the
possibility of stopping transmission.
Give examples of fatalism, reaction
(e.g., take drugs, alternative
medicines), protection (e.g.
immunisation), prevention (e.g.
non-contact), individual response
(e.g. adopt protective measures),
collective response (e.g. education awareness programmes), hazard management (e.g. government sponsored immunisation schemes), relief (e.g. support schemes).
|
Published statistical
data.
* Locational quotient
|
Geofile
Unit Aids - a
North/South divide?
Notes
Newspaper articles on Aids
TV video on the nature of aids.
Hagersrands diffusion model (brief)
Notes
Various questions on aids
Case Study
|
* Assessment – data stimulus question
Specification Content
|
Detailed Content
|
Activities/Skills
|
Resources
|
2 weeks
2 weeks
Volcanoes and earthquakes:
global distribution;
global and regional effects.
The origin, geographical
distribution, frequency of
occurrence and scale of the hazard.
The effects of the hazard on the
physical, built and human
environments,
The extent to which the hazard
can be predicted and/or
prevented.
types of response to the hazard,
varying from fatalism to reaction, protection and prevention. Individual or collective responses, hazard management and relief.
|
Link between distribution and
boundaries of tectonic plates.
• Constructive margins (volcanic
activity and earthquakes).
• Destructive margins/subduction zones (volcanic activity at island arcs etc)/ earthquakes as continental plates meet Benioff zones.
• Conservative margins (earthquakes).
• Hot spots/rift valleys.
• Magnitude/intensity of earthquakes measured by Richter/Mercalli scales.
• Nature of different volcanic eruptions.
Earthquakes:
• primary hazards:
ground shaking;
• secondary hazards:
soil liquefaction;
landslides;
avalanches (rock and snow); Tsunamis.
Volcanoes:
• impact depends on eruption styles;
• primary hazards;
nuées ardentes (pyroclastic flow);
tephra;
lava flow;
• secondary hazards: volcanic gases;
lahars;
landslides;
Tsunamis.
Prediction based on past patterns —
limitations of such data.
Little warning in short term (earthquakes).
Monitoting of volcanic hazards:
• seismograph;
• tiltmeters and ground deformation;
• gas/steam emissions, etc.
|
Secondary Sources
Individual research plus group report back
|
Hazards text
Covered in tectonic unit
Hazards Text
p28-47
Savage Earth video.
Case Study
Lorna Prieta 1989
Kobe 1995
Hazards Text
p51-67
Case studies
Nevada del Ruiz 1985
Sa Kurajima
Mt Pinatubo
1991
|
-
Specification Content
|
Detailed Content
|
Activities/Skills
|
Resources
|
|
Geological hazard mapping.
Resistant design for buildings and
infrastructure.
Environmental control:
• injection of water in fault zones;
• bombing/barriers/water
spraying of lava flows.
Community awareness and
education.
|
|
1988 Armenia class quake
Heimey Iceland case study
|
Module 4 Global Change
13.3 Human Geography: Changes in countries in Various States of Development in the
Last 30 Years
Specification Content
|
Detailed Content
|
Activities/Skills
|
Resources
|
Transnational corporations
|
|
.
|
|
(TNCs) and the global economy
|
|
Notes
|
5 weeks
The reasons for the growth and
the spatial organisation of
TNCs.
|
Definition and example of a TNC.
Description and explanation of the spatial organisation of one TNC. Explanation of pattern including different labour demands, varying markets, trade barriers etc, improvements in transport and communications.
|
Case Study ICI
|
|
|
|
|
|
|
|
|
|
|
|
|
The development of global
|
Definition and example of global
|
Globalistion notes
|
products and global marketing.
|
product. Explanation of global
|
|
|
marketing in terms of consumer
|
Coke –Nike eg of global products
p115 PRD
(Population Resources Development
p109-116
|
|
knowledge, advertising, improved
|
|
communications, benefit to TNC.
| |
The social and economic
|
Identify named groups affected e.g.workers, government, women, rural dwellers. Look at data for
social/economic improvement or
deterioration. Link to the impact of the TNCs. Discuss attitudes to the changes. Use a case study of one host country and one country of origin as far as possible.
|
impacts of TNCs on their host
|
countries and their countries of
|
origin.
|
|
|
|
|
|
|
Newly industrialising countries
(NICs) as host countries and
countries of origin, and NICs
importance in the changing
world economy.
|
Definition of an NIC. Identify
NICs. Look at spatial pattern.
Basing the work on a case study (as far as possible), explain why NICs became host countries, (eg cheaper labour costs, expanding market, government, and weaker environmental laws, geographical location). Develop why they become countries of origin (stronger domestic industries but rising costs, therefore, move outwards). Look at changing importance in world economy.
|
Growth of Pacific Ring notes.
Taiwan case study – Skovea p112.
Article on financial problems.
|
|
Different attitudes in both the
|
host and countries of origin to
|
transnational corporations.
|
|
|
|
Published statistical
|
|
data.
|
|
|
|
|
* Structured essay question on Global products and NICS/TNCS
Specification Content
|
Detailed Content
|
Activities/Skills
|
Resources
|
The relationship between
|
Using case studies look at examples
of economic, social, refugee and illegal movements.
|
|
|
3 weeks
international migration and
|
|
|
multi-cultural societies.
|
|
Notes –
Migration into UK
West Germany
Changes
Refugees –
asylum changes
Multiculturalistion v assimilation/
integration
|
Major forms of international
|
Published statistical
|
migration.
|
data.
| |
The changing forms of
|
Based on the above describe and
explain how they are changing in terms of destination, numbers involved, characteristics (e.g., age, sex, wealth) of migrants. Attitudes of e.g. governments to migration.
|
Census returns.
|
international migration.
|
Possibly interviews.
|
2 weeks
Multi-cultural societies and
|
Definition of multi-cultural and
evidence for a multi-cultural society.
Recognition that issue involves at least two viewpoints. Discussion of economic and social issues e.g., jobs, housing, education, cultural elements.
|
|
issues related to them in
|
|
MEDCs and LEDCs.
|
|
Different attitudes to
|
Attitudes of host, ethnic and
country of origin groups to the above issues (should be case study based where possible).
|
|
Case Studies
Fiji
Sri Lanka –
UK
USA
|
international migration and multi-cultural societies.
|
| |
The extent to which regions of
|
|
|
|
a country are integrated or
|
|
|
Case Study on Kurds and N Ireland.
Notes on Spain and Canada.
|
subject to separatist pressures.
|
|
|
The extent to which political
|
|
|
power within groups of nations
|
|
|
is centralised or decentralised
|
|
|
and the consequences of this.
|
|
|
The reasons for and consequences of separatist pressure (both within and across political boundaries),
|
Use of case studies e.g., Basques, Scotland to discuss reasons for separatist pressure e.g., geographical
location, historical, economic, social, cultural factors. Discussion of consequences e.g., action to support separatist pressure, different levels of autonomy. Resulting political/economic impact. Attitudes of those involved.
|
Secondary source texts.
|
|
|
* Structured question on migration and multiculturalism
* Structured question on separatist pressures
Specification Content
|
Detailed Content
|
Activities/Skills
|
Resources
|
3 weeks
The reasons for and
consequences of groups of
nations, with particular
reference to the European
Union.
Different attitudes to these
political changes.
|
Particularly with reference to the
EU discuss the dates of countries
joining and the resulting changing
spatial pattern. Reasons for joining
should include economic (e.g., CAP, free trading market) and social (e.g. free movement of labour).
e.g., attitudes of governments,
politicians, workers, EU residents, farmers etc..
|
|
EU notes
EU policies funding
Federalists v Eurosceptics.
Majority voting issues re expansion.
|
Share with your friends: |
