Advice for students of LEVEL 2 GEOGRAPHY

Transcription

1 Advice for students of LEVEL 2 GEOGRAPHY Before the externally assessed standards being examined in November.. Organise your notes by Standard put the Assessment Specifications on top and highlight the focus areas being assessed REVISE Revise your glossary / vocabulary list of specialist geog terms Learn your case studies thoroughly for each topic Re-read the information about the Standard what does this Standard require of anyone who is trying to meet it? FOCUS Focus your revision on one Standard at a time revise your weakest areas the most this may well be the topic you covered early this year. Take advantage of all opportunities in class and in tutorials between now and the date you sit the examination - do not give up! REVISE Pay close attention to advice from your teacher about revision techniques and hints for sitting examinations in Geography Get all the necessary equipment for the exam coloured pencils etc Ask questions and get answers! FOCUS Re-read the feedback and advice given on practice exam papers you have done now act on it!! Have another go at questions you were given in the practice examinations this time following advice for improvement! Did I say REVISE Where is the Geography in your answer? make sure you have used appropriate terms and that you have followed conventions in skills work Make a commitment to doing the best you can this means you will have to put in effort and do some work before November your attitude is the key to success! Stay positive and persevere!! Good luck and good Geography!! Remember: Geography is EVERYWHERE. You cannot get ANYWHERE without Geography! Geography takes you PLACES. Where do YOU want to go?

2 Externally assessed standards SUCCESS CRITERIA 1. Natural Landscapes- Tussock Grasslands of the Upper Rangitata (South Island Eastern High Country) Tropical Rainforest of the Amazon Basin Can you name each case study? (see above!) Can you accurately locate the Upper Rangitata on a map? Evolution- Explain how the area was created (tectonic, glacial & fluvial processes ) Variation- Can you draw the ecosystems diagram and refer to it? 1. Relief- where are the different landforms & relief, how were they created? 2. Soil- where are the different soils, how were they created? 3. Vegetation- where are the different natural vegn, why do they grow there? 4. Climate- how does rain, wind, sunshine and temp. differ and why? Can you draw a cross-section to support these ideas and refer to it? Perspectives- Who are the different groups that use the Upper Rangitata and how do they view it (economic, political, spiritual, environmental) Can you accurately locate the Amazon Rainforest on a map? Evolution- Explain how the area was created (tectonic& fluvial processes ) Variation- Can you draw the ecosystems diagram and refer to it? 5. Relief- where are the different landforms & relief, how were they created? 6. Soil- where are the different soils, how were they created? 7. Vegetation- where are the different natural vegn, why do they grow there? 8. Climate- how does rain, wind, sunshine and temp. differ and why? Can you draw a cross-section to support these ideas and refer to it? Perspectives- Who are the different groups that use the Amazon Rainforest and how do they view it (economic, political, spiritual, environmental) 2. Urban Settlements- Timaru City (NZ) and Sao Paulo City (Global) Characteristics of Timaru City. Can you: -Accurately locate the Timaru City on a map? -Describe the location of Timaru? -Give information about the size of Timaru -Identify the form of Timaru and explain how it fits - Identify and explain the function/s of Timaru -Identify the social patterns in Timaru & explain why they exist -Identify the economic patterns in Timaru & explain why they exist -Identify the structural patterns in Timaru & explain why they exist -Construct a basic map of Timaru to show these patterns -Apply urban models to Timaru and explain how they fit/do not fit by referring to specific areas, streets or businesses Processes that Influence and Urban Settlement. Can you: -Identify 6 processes that have taken place in Timaru City and explain them by referring to specific areas, streets or businesses. Consequences of and responses to urban (change) growth. Can you: -Identify & explain 3 problems caused by urban growth in Timaru -Identify and explain possible solutions to these problems -Identify & explain 2 problems caused by urban decline in small South Canterbury towns Characteristics of Sao Paulo City. Can you: -Accurately locate the Sao Paulo on a map? -Describe the location of Sao Paulo? -Give information about the size of Sao Paulo -Identify the form of Sao Paulo and explain how it fits - Identify and explain the function/s of Sao Paulo -Identify the social patterns in Sao Paulo & explain why they exist -Identify the economic patterns in Sao Paulo & explain why they exist

3 -Identify the structural patterns in Sao Paulo & explain why they exist -Construct a basic map of Sao Paulo to show these patterns -Apply an urban model to Sao Paulo and explain how they fit/do not fit by referring to specific areas, streets or businesses Processes that Influence and Urban Settlement. Can you: -Identify 6 processes that have taken place in Sao Paulo and explain them by referring to specific areas, streets or businesses. Consequences of and responses to urban (change) growth. Can you: -Urban growth= how has Sao Paulo grown? Popn size, migrants from N-E, tourism, heavy industry -Identify & explain 3 problems caused by urban growth in Sao Paulo -Identify & explain possible solutions to these problems 3. Inequalities in Development- Regional, gender and racial differences in Brazil General Information. Can you: -locate Brazil on a world map -draw a basic map of Brazil, and shade/label the five regions. Development Theories/Perceptions. Can you: -name the 5 theories and the person/people who came up with them -describe the ideas behind each of the 5 theories Measuring/Evaluating Development. Can you: -define objective indicator and give 3 examples -give specific figures/data for objective indicators in Brazil s regions -define subjective indicator and give 3 examples -give specific figures/data for subjective indicators in Brazil s regions -describe the basic ideas around the Brandt report -identify problems with measuring development in general Other Inequalities. Can you: -identify the differences in the treatment & opportunities of men vs. women -identify the differences in the treatment & opportunities of whites vs. coloureds (mulattos& blacks) Natural Causes of Disparities (regional*, gender and racial) -explain how extreme natural events like drought has caused differences in dvpt -explain how soil, climate, relief, location & presence of minerals has caused differences in dvpt Cultural Causes of Disparities (regional*, gender and racial) -explain how Brazil s history has caused differences in dvpt -explain how Brazil s government has caused differences in dvpt -explain how Brazil s economy has caused differences in dvpt 4. Skills and Ideas Interpret a topo map- distance, direction, symbols, colour etc Give a 6 figure grid reference Interpret a topo map- scale, distance, direction, symbols, area, colour etc Give a 6 figure grid reference Name and apply the 8 main compass points Construct a précis map from a topo- accurately locate and label features Interpret a graph and make statements with data Interpret a table/resource and make statements with data Identify points of view (economic, political, environmental, spiritual/traditional) Apply IGI s to an issue Construct a scatter graph using correct techniques Construct a pie graph using correct techniques Construct a bar graph using correct techniques Construct a line graph using correct techniques Recognise and describe patterns

4 GEOGRAPHY SELECTED MAORI TERMS Note: this glossary has been compiled to help apply these ideas to Geography. The list is only a selection and there are more meanings than those shown. The terms commonly used at Level One are highlighted. Aroha Hekenga Iwi Kaitiakitanga Karakia Koha Kōrero pūrākau Mana whenua Mana Manaakitanga Mihi Taonga Tapu/noa Tikanga Māori Tino Rangatiratanga Waiata tawhito Whakanohonoho Whakapapa Whanaungatanga love and empathy. It is an attitude and an important cultural value of Māori, derived from a Māori view of the natural world and the place of Māori within it. Aroha is an important concept that underpins a Māori environmental management system. migration occurs to meet the needs of Māori at any one time and in response to outside forces. a tribe who has geographical boundaries outlining the region in which they have mana whenua status. to care for the environment. It is the sustainable use, management and control of natural and physical resources that are carried out to the mutual benefit of people and resources. incantations or prayers for a specific purpose, such as lifting the tapu off an area of land in order that it may be cultivated. the concept of koha is related to manaakitanga and the appropriate acknowledgement of sharing hospitality and/or information. Koha may take the form of food, gifts or more recently money. a legend or story that explains an event or activity. the right to use, manage and control land depends on the protection of mana whenua. Mana whenua is based on ahikā (Iwi maintaining residence in a particular place) and is an important part of tino rangatiratanga (self-determination). derived from spirituality, land and ancestral linkages of a person, of people or a taonga and manifests itself as the respect, which is paid to that person, those people or that taonga as a result of the esteem accorded by others. The practice of kaitiakitanga is carried out by Iwi and hapū, through exercising Iwi and hapū Mana, which is embodied in the concept of Tino Rangatiratanga. is a concept that involves hospitality and how visitors are cared for. It is important that such hospitality is acknowledged and reciprocated. is a process of formally acknowledging people you meet, the purpose of the meeting, and the place (where the meeting is being held), through protocols set by the iwi. is a resource either physical or cultural that can be found in the environment (including features within the environment e.g. lakes, mountains, rivers, also including people, te reo, whakapapa, etc.). is the state of being sacred or special. All taonga are tapu. The tapu of taonga needs to be removed temporarily in some cases before people can make use of, or tend them. Karakia are important for the removal of tapu and rendering the taonga noa (free of tapu, contactable or useable). the customs and traditions Māori live by and practise within the environment. includes the rights, responsibilities and obligations involving the use, management and control of the land and other resources. a song or chant that has been passed down through generations within iwi. It may include information that explains events relating to the environment. Māori settlement was chiefly governed by access to resources. the geneaology of a taonga or person (ancestral and/or historical) with linkages to other taonga or persons. Māori share a common whakapapa with other people/taonga and therefore a strong sense of responsibility and reciprocal obligations toward those people/taonga. This forms an important part of a holistic world-view. All taonga are interrelated, interconnected and interdependent. The life force (mauri) of taonga must be protected. The sustainable management of taonga is therefore paramount to our survival.

5 TERM 4 TUTORIAL OUTLINE YEAR 11 / Level Two GEOGRAPHY 2010 Week 1: 14/ pm to 4.30pm Week 2: 21/ pm to 4.30pm Week 3: 28/ pm to 4.30pm Tuition available at other times by arrangement bring practice answers; questions... be specific! GOOD LUCK GOOD GEOGRAPHY!!!