Geography
IB DP Geography is a dynamic subject firmly grounded in the real world, and focuses on the interactions between individuals, societies and physical processes in both time and space. It seeks to identify trends and patterns in these interactions
These pages are general and specific resources that can be of use to students that are taking a Geography course. Please email me if you have a good suggestion for a geography resource site for this page.
TOK in geographyStudents of group 3 subjects study individuals and societies. This means that they explore the interactions between humans and their environment in time and place. As a result, these subjects are often known collectively as the "human sciences" or "social sciences."
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, inductive and deductive reasoning can all be used to help explain patterns of behavior 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 group 3 subjects and TOK is of crucial importance and fundamental to the Diploma Program. Having followed a course study in group 3, students should be able to reflect critically on the various ways of knowing and methods used in human sciences, and in doing so, become "inquiring, knowledgeable and caring young people" (IBO mission statement).
During the course in geography a number of issues will arise that highlight the relationship between TOK and geography. Some of the questions that could be considered during the course are identified below.
- What role does language play in geography?
- What is home? Can you measure home?
- Are the findings of the natural sciences as reliable as those of the human sciences? What is the meaning of a 'scientific law' in each area?
- Are there human qualities or behaviors that will remain beyond the scope of the human sciences?
- Do knowledge claims in the human sciences imply ethical duties?
- What danger is there of confusing the map, however detailed its representation is, with the actual territory?
- What is the length of a coastline?
- To what extent...
...do the knowledge claims of the social sciences apply across different ages and cultures?
...do maps reflect reality?
...can maps be viewed as a territory? Or is the map the same as the territory it represents?
...are the methods to study the natural sciences (eg. chemistry, physics, biology) applicable in the human sciences (eg. geography, history, economics, business, psychology)?
...can empathy, intuition, and feeling be legitimate ways of knowing in the human sciences?
...can information in human sciences be quantified?
...can global warming or climate change be viewed as the truth?
...may the change from 'The theory of Continental Drift' to 'The theory of Plate Tectonics' be viewed as a paradigm shift?
...can we accept the view that every event and every phenomenon is unique and as such cannot be linked to any other event or phenomenon unless we impose a likeness or pattern?
...are models simply our way of imposing a 'meaningful' pattern on reality.
Credits
Slightly modified version of a blog post by Trevor Cole and Geography with Mr Barne's
TOK in geographyStudents of group 3 subjects study individuals and societies. This means that they explore the interactions between humans and their environment in time and place. As a result, these subjects are often known collectively as the "human sciences" or "social sciences."
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, inductive and deductive reasoning can all be used to help explain patterns of behavior 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 group 3 subjects and TOK is of crucial importance and fundamental to the Diploma Program. Having followed a course study in group 3, students should be able to reflect critically on the various ways of knowing and methods used in human sciences, and in doing so, become "inquiring, knowledgeable and caring young people" (IBO mission statement).
During the course in geography a number of issues will arise that highlight the relationship between TOK and geography. Some of the questions that could be considered during the course are identified below.
- What role does language play in geography?
- What is home? Can you measure home?
- Are the findings of the natural sciences as reliable as those of the human sciences? What is the meaning of a 'scientific law' in each area?
- Are there human qualities or behaviors that will remain beyond the scope of the human sciences?
- Do knowledge claims in the human sciences imply ethical duties?
- What danger is there of confusing the map, however detailed its representation is, with the actual territory?
- What is the length of a coastline?
- To what extent...
...do the knowledge claims of the social sciences apply across different ages and cultures?
...do maps reflect reality?
...can maps be viewed as a territory? Or is the map the same as the territory it represents?
...are the methods to study the natural sciences (eg. chemistry, physics, biology) applicable in the human sciences (eg. geography, history, economics, business, psychology)?
...can empathy, intuition, and feeling be legitimate ways of knowing in the human sciences?
...can information in human sciences be quantified?
...can global warming or climate change be viewed as the truth?
...may the change from 'The theory of Continental Drift' to 'The theory of Plate Tectonics' be viewed as a paradigm shift?
...can we accept the view that every event and every phenomenon is unique and as such cannot be linked to any other event or phenomenon unless we impose a likeness or pattern?
...are models simply our way of imposing a 'meaningful' pattern on reality.
Credits
Slightly modified version of a blog post by Trevor Cole and Geography with Mr Barne's
REFERENCES
Useful Resources
- School Zone - a general site from which you can search links to other Geography sites.
- S-cool.co.uk - basic revision notes which can be used as an easy checklist.
- Times Educational Supplement - general searchable site for teachers.
- Active Map of UK Universities and Higher Educational Institutions – follow the links to find Geography courses around the UK.
- A Research Guide for Students – search tool to help gather secondary source material for Geography essays and projects.
- Wikipedia - The Free Encyclopedia
- CIA World Fact Book – most comprehensive database of country specific facts on the web.
- The Internet Public Library
- Geography Dictionary / Glossary for Students – over 1600 Geography words and terms defined for high school and undergraduate students.
- i-study – useful links in the reading and articles column.
- IB Geography Syllabus IB Geography Syllabus (Word Document).
- Revision Notes: IB Geography IB Geography Notes. Not complete.
- IB Geography Notes Geography notes. Not complete.
- Geography: IB Higher Notes Geography notes.
- www.gtasa.asn.au is the site of the Geography Teacher's Association of South Australia. This site contains support material such as a glossary, image bank and links to IB notes and IB revision notes (although these are links to other sites and the quality is not as good as it could be, and naturally not necessarily specific to what is taught by each centre).
- http://ibgeog.wikispaces.com/ - Contains a selection of information that is directly relevant to both students and teachers of IB, including list of skills, assessment criteria, coursework information and so on. Also has a course outline with some links for some of the topics, which can be used to build activities around. Very clear - especially useful for schools just starting the IB as it includes outline of assessment process and skills required by students.
- www.spartacus.schoolnet.co.uk/REVgeography.htmfeatures a list of links which relate to all parts of the syllabus. Excellent gateway.
- www.geoworld.co.uk provides excellent ideas and activities designed to encourage students to develop their thinking skills. Pitched at UK Key Stage 3.
- www.pupilvision.com/mainframe.htm has won many awards and has information relevant to any geography course. It is aimed at teachers rather than students.
- www.geographyinthenews.rgs.org is a Royal Geographical Society site which selects news stories related to geography. A great way to illustrate an topic with contemporary material or to start a discussion.
- www.nationmaster.com is a great resource that allows for comparison of a wide range of statistics.
- www.geoimages.berkeley.edu is a bank of images which can be used to illustrate a range of physical geography topics.
- www.georesources.co.uk - although designed for the British National Curriculum, this site has a whole range of relevant pages - photos, case studies, teacher resources, outline maps, etc.
- www.geographypages.co.uk– massive resource of info, notes and links. UK based but good for all.
- Geography quizzes - A great source of geo general knowledge quizzes which run against the clock (Jetpunk.com)
www.gtasa.asn.au is the site of the Geography Teacher's Association of South Australia. This site contains support material such as a glossary, image bank and links to IB notes and IB revision notes (although these are links to other sites and the quality is not as good as it could be, and naturally not necessarily specific to what is taught by each centre).
www.ibgeog.com is published by the Geography Department of the International School of Toulouse. Contains a selection of information that is directly relevant to both students and teachers of IB, including list of skills, assessment criteria, coursework information and so on. Also has a course outline with some links for some of the topics, which can be used to build activities around. Very clear - especially useful for schools just starting the IB as it includes outline of assessment process and skills required by students.
www.spartacus.schoolnet.co.uk/REVgeography.htm features a list of links which relate to all parts of the syllabus.
www.geoworld.co.uk provides excellent ideas and activities designed to encourage students to develop their thinking skills. Suitable across the age range but many are suitable or adaptable to IB.
www.pupilvision.com/mainframe.htm has won many awards and has information relevant to any geography course. It is aimed at teachers rather than students.
www.geographyinthenews.rgs.org is a Royal Geographical Society site which selects news stories related to geography. A great way to illustrate an topic with contemporary material or to start a discussion.
www.nationmaster.com is a great resource that allows for comparison of a wide range of statistics.
www.geog.ouc.bc.ca/physgeog/contents/table.html is a general introduction to physical geography - contains some useful notes and glossary of terms relating to some of the optional themes.
www.geoimages.berkeley.edu/PhysicalGeography.html is a bank of images which can be used to illustrate a range of physical geography topics.
www.georesources.co.uk - although designed for the British National Curriculum, this site has a whole range of relevant pages - photos, case studies, teacher resources, outline maps, etc.
www.geographypages.co.uk - although based around UK examinations, this list of links would be useful to any teacher of the subject. Very comprehensive.
GEOGRAPHY MYP/GCSE/DP: