Students may resubmit formative assessment assignments with revisions on feedback and receive higher scores until the day that the unit summative assessment is administered. Resources Nagle, G. & Cooke, B. Geography Course Companion. University of Wisconsin, Atlas of the Biosphere United Nations Development Programme, Human Development Report and Barnett, Thomas P. M. The Pentagon’s New Map Davidson, Adam, “Why Are Some Countries Rich and Others Poor?” PBS, Race 2012: Ethnic versus Racial Group AfricaKnowledgeZone, Kenya: Ethnicity and Equality “Quebec: A Nation” Episode 28: Quiet Revolution and the FLQ Canadian Broadcasting Company, 1995 election Quebec Referendum coverage International Monetary Fund, The March of the Cities Journeyman Pictures, “The Filipino Turning Rags Into High Fashion” Journeyman Pictures: “Are Rio’s New Walls Protecting the Environment or the Government?” McCloud, Kevin, “Slumming It” United Nations, Slum Survivors Vocativ, “The World’s Tallest Slum: Caracas’ Notorious Tower of David” The Economist, Education and Inequality: School Years Neuwirth, Robert, TED: The Power of the Informal Economy UNICEF, Working Paper: Beyond the Bottom Billion United Nations, Millennium Development Goals Official Site Pete McCormack and Tim Hardy, Hope in the Time of AIDS Enrichment Strategies Due to the nature of the IB Geography curriculum, it is difficult to envision an approach to enrichment. The course is taught with the expectation that its content and standards for performance are equivalent to those of a first-year college survey course, and students who choose to enroll in this course do so in anticipation that the course, in and of itself, is an enrichment of their education in history. Opportunities for enrichment lay in students’ choices to expand specific inquiries in each unit and in the instructors’ freedom and flexibility (given the additional instructional hours built into this course beyond the minimum required by IB) to allow for additional days to indulge that expanded inquiry. IB Diploma Programme students may also choose to focus their Extended Essay on one of the topics from any unit.
Rostow, Walt, The Stages of Economic Growth, Chapter Two Ferraro, Vincent, Dependency Theory: An Introduction FairTrade International, “What is Fair Trade?” FairTrade International, “Fair – The Story” Ethletic, The Ethletic Fair Trade Football Story Moyo, Dambisa. Dead Aid: Why Aid Is Not Working and How There Is Another Way for Africa Foreign Policy, “The List: The World’s Most Powerful Development NGOs” PovertyCure, “Microfinance 101” (skip last one minute or so) Bank, Despite Crisis, Remittances Robust Wikistrat, “The according to Tom Barnett – 2011 Brief” Parts 2-5 Center for Global Development, Commitment to Development Index Integrations IB Economics: Understanding the dynamics of global trade including concepts like comparative advantage and regional specialization; parallels IB Economics unit on Development Economics IB History: Understanding the historical context of development assistance and for dependency theorists’ critique of development as a form of colonialism/neocolonialism or mercantilism/neomercantilism IB Environmental Systems and Societies: Understanding the relationship between available resources and opportunities for economic development IB Mathematics: Statistics and statistical analysis Creativity-Action-Service: Opportunities for awareness-raising or advocacy as “service” IB Extended Essay: Possible topics for the Extended Essay IB Theory of Knowledge: Opportunities to address the ethical considerations of various theories of development and forms of development aid Intervention Strategies In IB courses, linking the daily instructional effort to the long-term goal of success on IB Geography SL Paper 1 and Paper 2 is probably the most important intervention needed. It is therefore important to: (1) develop daily skills that will allow them to summarize and organize the information they will need to be successful on exams; (2) teach them to develop a systematic approach to exam preparation; (3) provide extra assistance with exam preparation in the form of student- or teacher-led study groups/review sessions. For students who struggle to read, it is advised that instructional time (when practical) and/or “outside-the-classroom” time (when necessary) be used to piece together the meanings of difficult academic, statistical, or policy-related texts. IB Diploma Programme students are strongly advised to maximize their use of “IB Advisory” period to seek individualized support from their IB teachers.