OIB GEOGRAPHY 2019: AIMS · 2019. 10. 13. · OIB GEOGRAPHY 2019: AIMS • Produce a syllabus which...

OIB GEOGRAPHY 2019: AIMS• Produce a syllabus which efectively bridges the French and British

requirements. (see ASIBA handbook – OIB is bicultural as well as bilingual and must maintain British A Level equivalency)

• It is not a direct translation of the French syllabus, and not meant to follow exactly the French manual, although links to it (S.Bourgeat, C. Bras, Belin education) are highlighted throughout

• Neither is it a British A Level – certain concepts do not exist in British geography i.e. metropolisation

• The content has been produced with a view to enabling analysis, explanation and critical thinking

• Key issues are produced with a view to focusing the key content• Continuity with what we currently teach in terminale was considered

Richard Elwell [email protected]

1. AN INCREASINGLY URBAN WORLD


• Students must have an appreciation of global patterns of urbanization, rates of urbanization, megacities, urban centers.

• A key shift in thinking is that the module focuses on the idea of a ‘metropolis’ which is related to the power and infuence of cities (applicable to diferent scales), rather than simply considering megacities.

• Students must have an understanding of diferent defnitions and be able to distinguish between varying urban areas such as megacity, global city, metropolis.

Key issue focus

With reference to a variety of urban areas, account for global

patterns of urbanisation.

To be supplemented with the rest of the module.

• Links to French programme: Quels processus sous-tendent les logiques d’urbanization?

LESSON RESOURCE IDEAS: VENN DIAGRAM TO BE CLEAR WITH TERMINOLOGY.


Metropolis

MegacityGlobal city

- Linked heavily to globalisation- Population of 10 or more million - Saskia Sassen popularised the idea in

1991- French geography concept, not widely

used in British geography- London, New York and Tokyo are the 3

prime examples- in recent years there has been a shift

with most occurring in developing countries

- Shanghai, China- headquarters for several multinational

corporations. - high diversity of cultures, religions,

ideologies and languages- Sometimes defned as 8 million

people and also with a population density of 2000 per square kilometre

- Almost 70% can be found in Asia

• Links to French programme: Quelles spécificités présentent les métropoles?

2. METROPOLISATION


• Not really a British geographical concept. It is essentially about the increasing growth of big cities that have, as a result, increasing economic and political power over other areas in a country/region.

• Students should consider dominance and dependence with other urban areas – for example ‘how do the power of cities like London or Paris impact surrounding areas and what is their relation with the rest of the country and other regional metropoles?’

• Consider theory related to regional development such as regional economic convergence, backwash and spread effects i.e. Myrdal cumulative causation

• Links to French programme: pourquoi la metropolisation renforce-t-elle le poids de Paris?


- The capital generates 22% of UK GDP despite accounting for only 12.5% of the UK population. According to the Centre for Economic and Business Research, it makes a net contribution to the Exchequer of an astonishing £34bn.

- Inner London's GDP per head was 328% of the European Union average in 2010, compared with 70% in west Wales - the biggest gap in any EU state

- The “Big Bang” deregulation of 1986 swept away of the rules and restrictive practices that had once constrained the London stock exchange. Supporters say that this free market capitalism generated huge tax revenues for the whole of the UK. Before the Big Bang, fnancial services accounted for 18% of corporate tax receipts. By 2006 they made up 26% - an increase which helped fund increases in public spending.

- How does the map link to this?

LESSON RESOURCE IDEAS: LONDON VS THE REST/MAP DOCUMENT ANALYSIS

3. URBAN LAND USE MODELS


• Consistent with idea of British geography not solely being a collection of case studies but an academic discipline, students must consider some key theory and then challenge these ideas with case studies.

• Many attempts have been made to explain urban land use: student’s must be able to refer to the theory to explain factors afecting land use and patterns.

• Students should also be encouraged to critically evaluate the relevance of the models. It is recommended that students analyze some of the classic models (to the right) and perhaps a model of cities in a developing region (South America).


LESSON RESOURCE IDEAS: URBAN LAND USE• Thinking skill activity: Students match the label to the correct zone of the model to help

with explaining factors afecting land use.


- Use real land use maps to get students to assess the validity of urban land use models.

- Get students to identify key ‘zones’

- Leads nicely into being able to explain why some models lack relevance.

LESSON RESOURCE IDEAS: URBAN LAND USE

Key issue focusWith reference to urban land use models, assess the factors affecting the pattern of

economic activity in urban areas.

4. CENTRIPETAL MOVEMENT


• Related to inward movement towards the centre.• Key factor in the rapid urbansation of developing

countries(LIC/MIC). • Case study ideas: Rural – to Urban migration in

India, Brazil: notably the attraction and key features of Mumbai or Sao Paolo including CBD, economic and political importance, accessibility and role as acultural centre.

• Links to French programme: Quelles recompositions spatiales affectent les metropolis?

Key issue focusExamine the major factors in the dynamics of rural –

urban migration in industrialising countries.

4. CENTRIPETAL MOVEMENT


• Also a factor in developed (HIC) countries as regeneration attracts people back to the centre.

• Case study ideas: Regeneration and gentrifcation in London Docklands, New York. Evaluate the social, economic and environmental impacts.

• London Docklands and Canary Wharf links to ‘edge city’ so be tactful when choosing case studies.

• Links to French programme: Des métropoles inégales en mutation et fragmentation.

Key issue focus

To what extent do regeneration projects promote sustainable

development in post-industrial countries?


LESSON RESOURCE IDEAS: CENTRIPETAL MOVEMENT

• Use interactive maps to explore gentrifed areas in NYC. https://www.governing.com/gov-data/new-york-gentrifcation-maps-demographic-data.html

• Link to cities you have previously analyzed for urban land use models to encourage students to make links.

• Explore certain neighborhoods (Brooklyn, Harlem) to further consider social-economic impact of gentrifcation.

https://www.governing.com/gov-data/new-york-gentrification-maps-demographic-data.html

https://www.governing.com/gov-data/new-york-gentrification-maps-demographic-data.html

5. CENTRIFUGAL MOVEMENT


• Outward movement due to suburbanization, urban sprawl, counter urbanization.

• Students should consider the positive and negative impacts of the above concepts.

• Development of edge cities: "Edge city" is term that originated in the United States for a concentration of business, shopping, and entertainment outside a traditional downtown in what had previously been a residential or rural area, resulting from urban sprawl.

• Links to French programme: Quelles recompositions spatiales affectent les métrpoloes?


- Explore the features of an edge city through the identifcation of 12 key features.

- Examples of edge cities- Marne-La-Vallee, Paris- Canary Wharf, London- Huntingdon, NYC- Navi Mumbai, Mumbai

LESSON RESOURCE IDEAS: CENTRIFUGAL MOVEMENT

Key issue focus

Examine the impact that centrifugal movement has on urban

areas.


LESSON RESOURCE IDEAS: PHOTO ANALYSIS OF ‘FRAGMENTED’ SPACES. – SEE IF STUDENTS CAN MATCH PHOTOS TO THE DESCRIPTIONS PROVIDED.

Socio-spatal restructuring: new towns have contributed in improving the socio-spatal organisaton of the Paris suburbs. The demographic weight of the new towns is not as important as initally expected: in 2010, they represented 7.9% of the populaton of the whole agglomeraton. These elements tend to show that the new towns have partly reached their inital goals. Consequently, the new towns have contributed in improving the socio-spatal organisaton of the Paris suburbs including the development of Edge Cites and secondary centralites: Marne la Vallee.

• Increased urban sprawl: The metropolitan area, which INSEE calls the aire urbaine, has steadily expanded. The latest data indicates a population of 12.5 million in 2015, up from 10.3 million in 1990. The Paris metropolitan area covers 6,620 square miles, or 17,145 square miles, of which only 16 percent is in the urban area (unité urbaine). The metropolitan area was formerly confined to the Ile-de-France region, which includes eight departments, including the ville de paris, Hautes-de-Seine, Seine-St.-Denis, Val-de-Marne, Val-d’Oise, Essone, Yvelines, Seine-et-Marne. In recent years, the metropolitan area has expanded to the outside, and now includes parts of six additional departments, Aisne, Eure, Loiret, Marne, Oise and Yonne. After this expansion, the Paris metropolitan area includes 1,794 municipalities, up from 1,155 municipalities in 1990.

Segregation: Some municipalities refused to build social buildings, leaving the poor further concentrated in certain towns which placed no or few restrictions on the construction of social housing. An example is the city of Paris: when old buildings were destroyed, only office and high-rent apartment buildings were constructed in their place, preventing the poor from settling in those neighborhoods. Most were forced to live in the northern suburbs (chiefly in the Seine-Saint-Denis) which built social housing.

Gentrification: The northern and eastern parts of Paris were once the strongholds of the working class. Today, gentrification is inching towards these dwindling working class neighbourhoods. This change is led by the Parisian bobos (slang for bourgeois-bohemians), many of whom see these areas as trendy and more affordable. This gentrification pushes the marginalised into the suburbs beyond the city limits. This ongoing displacement of the poor is one of the defining characteristics of rich-poor relations in Paris

https://en.wikipedia.org/wiki/Public_housing_in_France

https://en.wikipedia.org/wiki/Seine-Saint-Denis

6. CHALLENGES IN AN INCREASINGLY URBAN WORLD (3HRS)


• Students should be expected to acquire an overview of key challenges, and consider how things difer according to location and level of development to build an understanding of global patterns.

• Case studies can then be used to develop a more detailed understanding of challenges, and strategies in a specific place.

• Links to French programme: Des métropoles inégales en mutation et fragmentation.


LESSON RESOURCE IDEAS: CHALLENGES IN LONDON AND MUMBAI

Compare- All megacities, including London and Mumbai exhibit challenges related to inequality. Contrast - However, the nature of the problem is completely diferent. Inequality in London can be explained by proximity to inner city and impacts of industrial decline, immigration. Dealing with segregation and providing afordable homes is the main challenge.


LESSON RESOURCE IDEAS: CHALLENGES IN LONDON AND MUMBAI

Compare- All megacities, including London and Mumbai exhibit challenges related to poverty and inequality. Contrast - Inequality in Mumbai is a major problem with over half the population living in slum settlements, working in the informal economy with limited legal rights. The nature of the challenge is completely diferent as inequality is more stark and challenges to manage slums is key.

Key issue focus

Account for the growing incidence of poverty and

inequality in urban areas.

Key issue focus

To what extent do diferent metropolis display similarities,

regardless of location?


LESSON RESOURCE IDEAS: EVALUATING STRATEGIES

TipStrategies must be evaluated against a criteria - use a sustainability matrix for when student assess diferent strategies.

Criteria S 1 S 2 S 3

Social: extends range of benefts to the greatest possible number of people

Social: includes provision for afordable land, housing, rents which are within reach of everyone and which contribute to a high quality of life for all

Social: cultural identities are neither lost nor blurred; there is no development of a socio-economic underclass

Social: takes as its premise that people have a contribution to make to planning, and that they know their area and its resources well

Key issue focus

Evaluate the success of attempted

strategies to manage challenges posed by different

metropolis.


Criteria S 1 S 2 S 3Economic: extends range of economic benefts to the greatest possible number of people at all scales – local, regional, national, international and global – and at all levels of society

Economic: likely to make people better of in the medium- to long-term, as well as short-term

Economic: focuses upon infrastructural changes that bring economic benefts to people through social welfare improvements – e.g. sees education and health care as part of infrastructural change that will bring beneft to society as well as to individuals

Eco/Env: promotes economic growth through environmental policies – sees huge economic potential in recycling or renewability of

Env: no impacts create short-, medium-, or long-term environmental damage

Env: no pollution is involved, whether directly (e.g. through the generation of pollutants on site) or indirectly (e.g. through the use of materials which pollute elsewhere)

Env: uses resource stocks at a rate which can be renewed at the same rate as consumption

Env: looks for long-term environmental benefts and, where necessary, protects ‘special’ environments

7. MEGALOPOLIS


• A large urban areas in which cities of signifcant size are increasingly interconnected.

• Megalopolis was formed along the northeastern coast of the United States by the gradual coalescence of large, independent metropolitan areas. As the populations of these cities grew, the efects of growth spilled over into the surrounding rings of smaller places.

• Larger suburbs in these rings made their own contributions to the total urban sprawl. The outer fringes of the resultant metropolitan regions eventually began to merge with each other to form an extensive urbanized region.

• Megalopolises are an increasing phenomena in an increasingly urban world i.e. Jinginji in China (Beijing area).

• Links to French programme: sur quelles synergies repose la Mégalopolis?


LESSON RESOURCE IDEAS: EXPLORE THE MAIN FEATURES OF A SELECTED MEGALOPOLIS AND THE CHALLENGES IT FACES TO SUSTAINABLE DEVELOPMENT

Key issue focusAnalyse the features and dynamics of a

selected megalopolis

1. Industrial clusters2. Transport links and

infrastructural development (and challenges)

3. Economic and political powerhouse of USA (and

world)

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