This document discusses using case studies from five countries to teach the IB Geography syllabus. It suggests that five countries with contrasting levels of development could provide examples to illustrate all the key concepts in the course. It then provides guidance from the IB on defining and selecting appropriate case studies, examples, and focus countries. Several potential countries are listed that could fulfill the criteria of having youthful and aging populations, different policies, and represent different regions to teach about patterns and changes in development. Tools for further research on focus countries are also provided.

1. 5 Countries
All you need for IB Geography?

2. Aim of this lecture

3. The IB Geography syllabus recommends that case
studies should be 'chosen from a limited number of
countries (between three and five) of contrasting levels of
development'. Can it be done? Should it be done? This
lecture will outline how case studies from five countries
could be used to teach the course.

4. This lecture is sponsored by
the International Baccalaureate
Organisation

7. Part of the IBO Mission Statement:

8. Part of the IBO Mission Statement:
The International Baccalaureate aims to develop inquiring,
knowledgeable and caring young people who help to
create a better and more peaceful world through
intercultural understanding and respect.

14. MAY 201

15. MAY 201
HL

16. HL 2913
MAY 201

17. HL 2913
MAY 201
SL

18. HL 2913
MAY 201
SL 2376

19. HL 2913
MAY 201
SL 2376
HISTORY SL + HL

20. HL 2913
MAY 201
SL 2376
HISTORY SL + HL 32755

21. The Campus des Nations
DP Geography Course

22. Geographic Skills

23. The Core: Patterns and Change

24. HL Extension -
Global Interactions

25. Freshwater -
Issues and Conflicts

26. Extreme Environments

27. The Geography of
Food and Health

28. Oceans and their
Freshwater Extreme Environments Hazards and Disasters
Coastal Margins
Geography of
Leisure, Sport and Tourism Urban Environments
Food and Health

29. Advice on case studies from
the IBO Geography Guide

30. Case studies and
examples must be used
where appropriate to
illustrate content.

32. A case study is a detailed,
located example for
discussion or a discursive
approach.

36. Ideally, case studies selected
should be recent; that is, they
should have occurred within
the student’s lifetime and
should not be historical.

39. Name a recent volcanic eruption ...

40. Name a recent volcanic eruption ...
That was close to a centre of
population?

42. Recent?

43. When examples are used,
students should not provide
just one word responses.

44. Such as Africa ...

46. What’s the difference between
a case study, an example and
a focus countries?

47. Case Study

48. Something you could write about for 30
minutes.

55. Describe and explain the disparities that
exist in New York. 750-800 words, 15 marks.
[To access more than 8 marks you must be
discussing at least three different categories
of disparities]

56. Examples

57. A sentence or two that you can
add to show you understanding of
the concepts.

62. Focus Country

64. The source of several case studies.

65. The source of several case studies.
Factual recall ....

67. Birth rate

68. Birth rate
Death rate

69. Birth rate
Death rate
Infant mortality

70. Birth rate
Death rate
Infant mortality
Child mortality

71. Birth rate Index of education
Death rate
Infant mortality
Child mortality

72. Birth rate Index of education
Death rate Index of nutrition
Infant mortality
Child mortality

73. Birth rate Index of education
Death rate Index of nutrition
Infant mortality HDI
Child mortality

74. Birth rate Index of education
Death rate Index of nutrition
Infant mortality HDI
Child mortality Oil production ...

75. Can ‘Patterns and Change’ be
taught using between three
and five countries?

76. List the three countries you like to
teach the most.

77. From your three countries do you have a:

78. From your three countries do you have a:
Youthful Population

79. From your three countries do you have a:
Youthful Population
Ageing Population

80. From your three countries do you have a:
Youthful Population
Ageing Population
Pro-natalist Population Policy

81. From your three countries do you have a:
Youthful Population
Ageing Population
Pro-natalist Population Policy
Anti-natalist Population Policy

82. From your three countries do you have a:
Youthful Population
Ageing Population
Pro-natalist Population Policy
Anti-natalist Population Policy
Internal Migration

83. From your three countries do you have a:
Youthful Population
Ageing Population
Pro-natalist Population Policy
Anti-natalist Population Policy
Internal Migration
International Migration

84. From your three countries do you have a:
Youthful Population
Ageing Population
Pro-natalist Population Policy
Anti-natalist Population Policy
Internal Migration
International Migration
Gender Inequalities

85. From your three countries do you have a:
Youthful Population Disparities within the country
Ageing Population
Pro-natalist Population Policy
Anti-natalist Population Policy
Internal Migration
International Migration
Gender Inequalities

86. From your three countries do you have a:
Youthful Population Disparities within the country
Ageing Population Debt Relief
Pro-natalist Population Policy
Anti-natalist Population Policy
Internal Migration
International Migration
Gender Inequalities

87. From your three countries do you have a:
Youthful Population Disparities within the country
Ageing Population Debt Relief
Pro-natalist Population Policy Remittances
Anti-natalist Population Policy
Internal Migration
International Migration
Gender Inequalities

88. From your three countries do you have a:
Youthful Population Disparities within the country
Ageing Population Debt Relief
Pro-natalist Population Policy Remittances
Anti-natalist Population Policy Soil degradation
Internal Migration
International Migration
Gender Inequalities

89. From your three countries do you have a:
Youthful Population Disparities within the country
Ageing Population Debt Relief
Pro-natalist Population Policy Remittances
Anti-natalist Population Policy Soil degradation
Internal Migration Physical water scarcity
International Migration
Gender Inequalities

90. From your three countries do you have a:
Youthful Population Disparities within the country
Ageing Population Debt Relief
Pro-natalist Population Policy Remittances
Anti-natalist Population Policy Soil degradation
Internal Migration Physical water scarcity
International Migration Economic water scarcity
Gender Inequalities

91. From your three countries do you have a:
Youthful Population Disparities within the country
Ageing Population Debt Relief
Pro-natalist Population Policy Remittances
Anti-natalist Population Policy Soil degradation
Internal Migration Physical water scarcity
International Migration Economic water scarcity
Gender Inequalities Tropical Rainforest

92. From your three countries do you have a:
Youthful Population Disparities within the country
Ageing Population Debt Relief
Pro-natalist Population Policy Remittances
Anti-natalist Population Policy Soil degradation
Internal Migration Physical water scarcity
International Migration Economic water scarcity
Gender Inequalities Tropical Rainforest
Oil production

95. Ranked number 2 in terms of the UN's
Human Development Index, behind Norway -
easier to access resources written in English.

98. Ranked 4th in UN's 2011 HDI

99. Ranked 4th in UN's 2011 HDI
Physical size and therefore diversity

100. Ranked 4th in UN's 2011 HDI
Physical size and therefore diversity
Proximity to Mexico

103. Brazilian economy overtakes UK's, says CEBR

104. Brazilian economy overtakes UK's, says CEBR
Tropical Rainforest

107. Size and disparities

108. Size and disparities
Internal migration

111. Bottom of the HDI rankings ...

112. Bottom of the HDI rankings ...
2011 rankings it's 186 out of 187.

114. Extending the 'IB Five' beyond Patterns and Change
Oceans and their
Global Interactions Extreme Environments Hazards and Disasters
Coastal Margins
Leisure, Sport and Tourism Geography of Urban Environments Freshwater
Food and Health

115. Should the Patterns and
Change be taught using
between three and five
countries?

117. "If geography itself has any
significance it is that we
are made to lift our eyes
from our small provincial
selves to the whole complex
and magnificent world."

118. "If geography itself has any
significance it is that we
are made to lift our eyes
from our small provincial
selves to the whole complex
and magnificent world."
Reportedly Richard Burton (1821
- 1890) to the Royal
Geographical Society.

120. Tools to help you 'focus' upon
the focus countries

135. Australia - http://www.economist.com/topics/australia/index.xml
USA - http://www.economist.com/topics/united-states/index.xml
China - http://www.economist.com/topics/china/index.xml
Brazil - http://www.economist.com/topics/brazil/index.xml
Niger - http://www.economist.com/topics/niger/index.xml

141. XMind

142. XMind

143. XMind

144. XMind
Free mind
mapping software

145. XMind
Free mind
mapping software
Cross Platform

146. First questionnaire: Review of
the current syllabus - April
2012

147. English: bit.ly/dp-geog-survey-1
French: bit.ly/dp-geog-survey-1-fr
Spanish: bit.ly/dp-geog-survey-1-es
The deadline is June 30th 2012.

148. IB Geography Global
Interactions: hints, tips and
shortcuts Workshop