GCE Unit 3 Scheme of Work: Contested Planet

GCE
Edexcel GCE in Geography
UNIT 3 – Contested Planet
(6GE03)

March 2009

Scheme of work
Edexcel GCE in Geography
UNIT 3 – Contested Planet
(6GE03)

Unit 3: Contested Planet

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Authorised by Roger Beard
Prepared by Matt Gregory

All the material in this publication is copyright
© Edexcel Limited 2009

Contents

Introduction 1

Scheme of work for UNIT 3: Contested Planet 2

Introduction

How should I use this Outline Scheme of Work?

• Edexcel has developed this Outline Scheme of Work based on feedback from
teachers who told us they would like a ‘starting point’ to develop their personal and
departmental Schemes of Work.
• The Outline Scheme of Work is in Word format, and is easy to adapt to your own
specific needs.
• The Outline Scheme of Work provides a general outline for teaching
• In the column headed ‘Spec’ the numbers refer to the sections of the Specification
Learning outcomes identify what learners might be expected to be able to do.
Teaching and Learning Activities suggest some possible approaches to
achieving the learning outcomes, and some suggested resources. The Websites
column identifies some key websites which will allow teachers to identify useful
resources quickly. These are not meant to be comprehensive, and teachers should
be aware of website bias.
• As teachers, schools and colleges have very different policies on the format and
production of Schemes of Work, you may wish to change the format of the table.
This can be done by inserting columns, changing column headings, and cutting and
pasting.
• Common alternative / additional column headings are:
 Assessment
 Assignments
 Differentiation

The outline Scheme of Work has been specifically designed to provide teachers with a
starting point, from which to build their own Scheme of Work. Teachers should add in
their own existing resources, and new resources developed for this specification. Some
suggested sources are:

 Geography Review and other periodical articles.
 Powerpoint presentations
 Page numbers and resources from a range of textbooks, both existing ones
and those planned for the New Specification.
 Links to the Sample Assessment Materials
 Websites
 Worksheets, Geofiles, Geofactsheets and other resources.

Lastly, please note that this Scheme of Work is an outline to aid your planning. It is not
intended as a definitive document. Teachers must use this outline in combination with
the published Edexcel Advanced GCE in Geography (9GE01) Specification.

Support material: Unit 3 – Contested Planet (6GE03) – Edexcel GCE in Geography 1
March 2009

Scheme of work for Unit 3: Contested Planet

Unit 3 (6GE03) CONTESTED PLANET
Week Spec Learning outcomes Teaching and Learning Activities Websites
1 1.1 1 Energy supply, demand and security • Photograph sets of different • http://www.energy.gov/energysources/inde
• Classify energy sources – renewable energy resources to classify x.htm a USA take on energy sources
flows, non-renewable stocks, • Ranking table of environmental • http://earthtrends.wri.org/pdf_library/data
recyclable sources. impacts and costs in £/mwh _tables/ene4_2005.pdf global fossil fuel
• Compare environmental costs resources
• Using maps of global fossil fuel
reserves; UK maps showing • http://www.bp.com/ BP’s annual statistical
• Explain the global distribution of
alternative energy potential review of world energy
energy sources, supply, use and
poverty • Graphs of trends in global • http://www.greenpeace.org.uk/climate/sol
• Describe trends in global energy energy use type utions/renewable-energy for UK renewable
energy potential
demand; role of India and China • Examining projections for UK
• Define energy security in terms of energy use and assessing
security of supply
domestic and foreign supply

2 Support material: Unit 3 – Contested Planet (6GE03) – Edexcel GCE in Geography
March 2009

2 1.2 2 The impacts of energy insecurity • Maps of European energy flows, • Both the BBC and Economist have excellent
• Examine energy supply pathways into especially of oil and gas – coverage of European energy issues and
pipelines and trade by sea supply problems / Russia
/ within Europe
• Research into Russia, Gazprom • www.economist.com and www.bbc.co.uk
• Investigate recent history of
and issues with Eastern Europe
European gas supply and supply • http://en.wikipedia.org/wiki/Oil_exploratio
disruption • Drawing up a world map of oil n for links to areas of oil exploration
• Explore contrasting regions of and gas exploration zones and
• http://www.anwr.org/ for the ANWR
devising criteria to assess their
technically difficult exploration and
environmental impact: case • www.opec.org
assess environmental costs
study of the Arctic National
• Examine role of players in supply – Wildlife Refuge
OPEC and oil and gas TNCs
• Producing a factfile on OPEC
and a named oil TNC.

March 2009

3 1.3 3 Energy security and the future • Analysis of peak oil and gas • http://www.peakoil.net/ for a detailed
• Examine uncertainties such as peak graphs analysis of peak oil and gas
oil and gas, and demand variables • Group discussion of possible • http://www.berr.gov.uk/files/file10719.pdf
(population, economic growth, uncertainties and how this UK Energy White Paper
switch to renewables) could affect supply and demand
• http://www.powerswitch.org.uk/ A Uk view
• Assess the costs and benefits of • Case study of nuclear power of peak oil
adopting various energy mixes e.g. and wind energy - table to
renewable, or nuclear • http://www.globalissues.org/article/595/en
assess costs and benefits of
each ergy-security energy security issues from a
• Identify geopolitical energy hotspots particular standpoint
and assess the factors which might • Produce a global map of energy
increase tensions and conflicts • http://www.eon-
and shipping hotspots
uk.com/EnergyExperience/557.htm Eon
• Examine radical approaches such as • Examine impact of 2007-08 oil website for global energy futures
carbon credits, wholesale green and gas price rises
energy switching – env benefits –v-
eco / pol costs • Use of websites to explore a
variety of energy futures e.g.
Shell Energy Scenarios to 2050
(www.shell.com)

March 2009

4 2.1 1 The geography of water supply • Reviewing the hydrological • http://maps.grida.no/go/collection/water-
• Know how water supply is controlled cycle and key process terms by stress-in-europe Water stress in Europe
annotating a diagram
by physical factors, within the • http://www.fao.org/nr/water/issues/scarcit
hydrological cycle • Produce a factsheet on water y.html Global water scarcity
• Explain the supply –v- demand supply and demand for south-
• http://www.eea.europa.eu/themes/water/
east England + climate change
balance in specific locations and how water-resources/impacts-due-to-over-
this is changing • Case study of water pollution abstraction - impacts of overuse
• Explore human degradation of supply and over abstraction e.g. Long
• http://www.fao.org/nr/water/docs/wwd07b
Island
by over-abstraction/ saltwater rochure.pdf economic water scarcity
http://people.hofstra.edu/j_b_
incursion and other forms of pollution
bennington/1cnotes/aquifers.ht
• Know the actual and relative ml
economic cost of obtaining water
• Compare the costs of water in
supply in the developed and
the developed and developing
developed world
world
5 2.2 2 The risks of water insecurity • Case Study of water supply in • http://news.bbc.co.uk/hi/english/static/in_
• Know how water supply problems can Bangladesh including the depth/world/2000/world_water_crisis/defa
arsenic issue ult.stm - global water ‘hotspots’ and
have serious implications for human
http://www.unesco.org/courie potential conflict areas
health
r/2001_01/uk/planet.htm
• http://www.worldwatercouncil.org/index.p
• Investigate conflicts where several
• Producing a global map of hp?id=1&L=0 wide range of global water
users put demands on the same
water hotspots issues covered
water supply
• Mini-case studies of two • http://news.bbc.co.uk/1/hi/world/africa/45
• Use a case study to explore a
examples 4926.stm water wars in Africa
transboundary supply issue
• http://www.newstatesman.com/world-
• Examine the risks of attempting to
affairs/2007/11/water-disputes-israel-india
overcome supply problems by
diverting water from one location to
another

March 2009

6 2.3 3 Water conflicts and the future • Analysing graphs of global • http://www.wateraid.org/ghana/
• Explain trends in water demand water demand, and maps of andhttp://www.practicalaction.org/?
supply shortages now and in the id=about_us – NGO action on water
• Explore how supply might be affected future
• http://www.circleofblue.org/?
by climate change
• Spider diagrams of different gclid=CKiw7tu07ZcCFSS1EAodCUMPBw
• Examine the role of different player players and their views and
• http://en.wikipedia.org/wiki/Water_crisis
sin water supply and their conflicting roles
aims
• Case study on low-tech NGO • http://www.fao.org/nr/water/aquastat/mai
• Assess a range of solutions such as water management e.g. n/index.stm world water statistics
water conservation, harvesting, Practical Action in Sudan or • http://www.water-
restoration and the costs and Wateraid in Ghana technology.net/projects/#T details of
benefits of these major water management projects
• Case study of water
• Evaluate the impact of large scale management in China – North-
technological fixes such as water South water transfer and three
transfer schemes, mega dams and gorges dam
desalinization.
• Table to evaluate costs and
benefits of both approaches
• Annotate a diagram of a
desalinization plant + its env
impacts

March 2009

7 3.1 1 Defining biodiversity • Definitions of biodiveristy • http://www.biodiversityhotspots.org/Pages
• Define biodiversity in different ways (genetic, species etc.) /default.aspx biodiversity hotspots from
Conservation International
• Investigating factors in a
• Explain the natural factors that
hotspot e.g. Galapagos • http://www.galapagos.org/2008/ The
contribute to high biodiversity
Galapagos Conservancy website
• (linked to above) identifying
• Explain how human actions can
the relative importance of • http://www.millenniumassessment.org/en/i
increase of decrease biodiversity
threats using matrix or ranking ndex.aspx or details of ecosystem goods
• Describe and explain the distribution table and services
of biodiversity hotspots
• Produce a global map of
• Outline the goods and services hotspots
provided by a named global
• Produce a table to evaluate the
ecosystem and assess the relative
importance of ecosystem goods
importance of these.
and services e.g. for coral reefs
or TRF

March 2009

8 3.2 2 Biodiversity threats • Produce a global map of • http://www.iucnredlist.org/ the IUCN
• Describe and explain the global biodiverse areas under threat website on endangered species
from a range of factors
pattern of biodiverse areas which are • http://www.wri.org/ range of useful
under threat • Produce a spider diagram of resources about specific biomes and the
• Examine the global and local threats, threats and their importance threats they face use the
for a named location e.g. http://www.wri.org/ecosystems/overview
including invasive alien species, to
Galapagos ecosystems section to explore your chosen
biodiversity and their relative
biomes in depth
importance • Produce a matrix of conflicts
• Show how threats lead to disrupted • A case study of impacts on
food chains and nutrient cycles physical systems for a named
• Assess the link between economic ecosystem in a location
development, ecosystem destruction, • Producing an annotated graph
degradation and protection. of the relationship between
development and attitudes to
ecosystems

March 2009

9 3.3 3 Managing biodiversity • Using an example, from a • http://www.millenniumassessment.org/en/i
• Explain how the concept of a fishery for instance, to explain ndex.aspx details of the 2000 Millennium
the concept of a sustainable Ecosystem Assessment and follow up
sustainable yield might assist in the
(safe) yield reports
use and management of ecosystems.
• Producing factfiles of a range of • http://www.cites.org/ details of the CITES
• Assess the attitudes and roles of
management strategies e.g. treaty
different organizations involved in
buffer zones, biosphere
the management of biodiversity • http://www.nemw.org/restoration_product
reserves, global agreements
• Outline the spectrum of ways in (CITES), gene banks (Svalbard), s.htm Case studies of ecosystem
restoration and assessing the restoration
which areas of biodiversity can be
protected and use examples to adv / disadv of each approach • http://portal.unesco.org/science/en/ev.php
evaluate the success of different -
• Use of the MEA to identify a
approaches URL_ID=4801&URL_DO=DO_TOPIC&URL_SE
range of futures for a named
• Explore the future of biodiversity biome CTION=201.html biosphere reserves
based on different assumptions about
trends.

March 2009

10 4.1 1 Superpower geographies • Defining a superpower (and • http://www.nationmaster.com/index.php
• Define the terms superpower and emerging power) using website with useful statistics for
comparative data / indicators comparing powers
emerging superpower
to draw up a table
• http://en.wikipedia.org/wiki/Superpower
• Be able to explain the criteria used in
• Mapping the geography of USA basic definitions
the definitions
influence (TNCs, military
• http://yaleglobal.yale.edu/display.article?
• Describe geographical patterns of installations, alliances, trade
patterns) id=6407 discussion of the rise of India and
superpower influence
China from Yale
• Explain shifting power patterns over • Producing historical maps of
• http://www.britishempire.co.uk/ site with
time with reference to the USA, British Empire and Cold War
allies British Empire resources
British Empire and USSR
• Use theoretical frameworks to • Critically examining theories
explore the relationship between and applying these to maps of
superpowers and the rest of the today and the past
world

March 2009

11 4.2 2 The role of superpowers • Briefly examining UK colonial • http://www.worldmapper.org/textindex/te
• Explain the concept of colonial rule rule with respect to one xt_exploitation.html worldmapper map set
country e.g. India on trade and exploitation (other useful
• Assess the mechanisms of neo- maps on same website)
• Producing a factfile on one
colonial control – trade, aid and debt
country with respect to neo- • http://www.globalissues.org/article/29/cau
• Know the membership of key colonialism e,g. Nigeria (Aid, ses-of-the-debt-crisis Global Issues view of
international organizations and how debt, oil trade) debt and neo-colonialism
this produces power
• Mapping world trade and using • http://en.wikipedia.org/wiki/List_of_interg
• Describe and explain patterns in worldmapper to examine overnmental_organizations Wikipedia list
global trade and how trade patterns of trade; review trade of IGOs which can be used as a starting
influences power and wealth agreements and blocs from AS point for research
level
• Critically examine the concept of a
global culture and the reaction • Research McDonaldisation using
against it. the web to produce a factsheet
on the range of views

March 2009

12 4.3 3 Superpower futures • Analysing graphs of projected • The economist is useful to explore the
• Examine the resources implications growth in India and China – implications of a rising China and India
produce a table of costs / www.economist.com
of continued growth among the
benefits of growth
emerging powers, versus the benefits • http://www.dni.gov/nic/PDF_2025/2025_Gl
of reducing poverty • Brief case study of outsourcing obal_Trends_Final_Report.pdf and
• Outline the economic and political e.g. call centres or India (BBC
• http://www.dni.gov/nic/NIC_2020_project.
website News search)
impact of shifting power on the html are both documents from the
exiting powers of the EU and USA • Group activity exploring Department for National Intelligence which
• Examine the relationship between different futures e.g. outline a variety of ‘future scenarios’ for
multipolar world, USA the superpowers including the potential
the emerging powers and the
domination – the DNI for east meets west conflict
developing world and assess the costs
documents present various
and benefits for the developing
scenarios which can be
world.
evaluated, possibly in a
• Examine the potential for cultural classroom debate setting.
conflict as ‘east meets west’ in the
future

March 2009

13 5.1 1 The causes of the ‘development gap’ • Comparing different views of • www.wri.org up to date development data
• Define development and the development e.g. Rostow –v- and statistics
Development Cable
development gap – investigate its • http://www.un.org/millenniumgoals/ MDG
history • Graphing different indicators portal for up to date assessments of
• Evaluate different measures of for 4 or 5 countries to identify progress
contrasts; experimenting with
development including indices • http://cepa.newschool.edu/het/schools/dev
index construction
• Examine current MDG progress elop.htm summary of economic
• Research into MDG progress for development theories
• Assess theories used to explain the a named region
• http://www.oxfamamerica.org/whatwedo/
continued existence of the
• Spider diagrams of players and where_we_work/west_africa/news_publica
development gap
their roles tions/mali_cotton/feature_story.2004-12-
• Evaluate the roles of a range of 15.0354385986 cotton in Mali - also search
• Mapping trade patterns, plus a
players involved in the development the BBC news website
case study of trade such as
gap
cotton in Mali –v- USA cotton
• Assess the role trade plays in the subsidies
development gap (maintaining or
reducing it)

March 2009

WW 5.2 2 The consequences of the • Mapping the locations of • http://www.worldmapper.org/ many useful
‘development gap’ extreme poverty in Africa maps to show poverty and the gap in a
• Identifying the most disadvantaged variety of ways
• Investigating income inequality
groups at the lower end of the in a named megacity e.g. Lagos • http://www.gapminder.org/category/videos
development gap /gapcasts/ videos of the development gap
• Use of the South African Census
• Assess poverty in megacities and its and how it has changed
to identify gaps based on
impacts ethnicity • http://en.wikipedia.org/wiki/Lagos starting
• Examine the ethnic / religious point to research Lagos in depth
• Tracking progress towards the
dimensions of the development gap MDG in China and examining if • http://www.statssa.gov.za/ South African
• Investigate the impact of poverty poverty reduction has spread census and GIS portal
country wide
reduction – the costs versus the • http://www.undp.org.cn/ UNDP in China
benefits in China
15 5.3 3 Reducing the ‘development gap’ • Write summaries of major • http://cepa.newschool.edu/het/schools/dev
• Examine the theoretical basis for theories and perspective on the elop.htm summary of economic
development gap development theories
reducing the development gap
• Use a table to evaluate • http://news.bbc.co.uk/1/shared/spl/hi/pop
• Assess the roles of different type of
different types of aid _ups/05/business_aid_and_development/ht
aid, and bottom up versus top-down
ml/5.stm trends in aid
approaches to development • Case study of the work of an
NGO such as Practical Action • http://www.imf.org/external/pubs/ft/fandd
• Examine the roles and attitudes of
/2006/12/sundberg.htm making aid work
different players • Examples of investment / free
from the IMF
• Examine the different ways trade can trade zone (China or India)
• http://www.fairtrade.org.uk/ examples of
reduce the gap – free versus fair • Case study of a Poverty
fair trade
trade Reduction Strategy / HIPC
country • http://www.jubileedebtcampaign.org.uk/
• Assess the future of the development
gap and the chances of reducing it • Investigating an alternative
approach such as fair trade and
its role in narrowing the gap.

March 2009

16 6.1 1 The geography of technology • Brainstorming the meaning of • http://www.worldmapper.org/textindex/te
• Define technology technology; spider diagrams of xt_communication.html worldmapper
technological dependence access to communication technology
• Investigate the range of technologies
• Mapping the distribution of • www.wri.org can be used to get
and their development
technologies e.g. internet using comparative statistics LDC versus
• Describe the global distribution of a worldmapper or similar developed world country
range of technologies in relation to
• Case study of an LDC to identify • http://www.iht.com/articles/2006/10/22/b
level of development
technology gap and impact on usiness/won.php article on North Korea
• Assess the implications for those who people
• http://www.wired.com/wired/archive/7.01
lack access to basic technology
• Table to identify the factors /amish.html article on the Amish
• Explain the patterns of access using explaining lack of access e.g.
factors such as patents, religion, Politics (North Korea), religion
cost, politics. (Amish)
17 6.2 2 Technology and development • Contrast developed and • http://www.unctad.org/Templates/Page.as
• Examine the technology gap and the developed world levels of p?intItemID=3796&lang=1 and
education, R&D spending, http://stdev.unctad.org/docs/gap.pdf
relationship between technology and
patents granted UNCATD research on the technology gap
development
• Case study of mobile phone • http://www.worldmapper.org/textindex/te
• Explore the process of technological
growth in India and GM xt_wealth.html worldmapper on patents
leapfrogging using named examples
adoption in Latin America +/- and royalties
• Examine the unforeseen costs of (see SAMs)
• http://en.wikipedia.org/wiki/DDT a starting
technological innovation using an
• Case study of DTT adoption and point for DDT
example such as DDT or the Green
impact; discussion on impact of
Revolution
CCTV in the UK (+/-)
• Assess the environmental impacts of
• Class debate on the polluter
adopting technology and how
pays principle and green
externalities are accounted for or not
taxation in the UK

March 2009

18 6.3 3 Technology, environment and the • Table to evaluate a named • Use the BBC website for the Three Gorges
future top-down, hitech project http://news.bbc.co.uk/1/hi/world/asia-
• Contrast the costs and benefits of versus an intermediate pacific/5000198.stm and
technology alternative from http://www.practicalaction.org/practicalan
intermediate / appropriate
an NGO swers/product_info.php?products_id=314
technology with hitech
Practical Action for an alternative
megaprojects • Research into geoengineering
to tackle global warming and • http://www.time.com/time/specials/2007/a
• Examine the role technology might
soil erosion technology – class rticle/0,28804,1720049_1720050_172165
play in a global issue such as global
discussion to identify criteria 3,00.html Time magazine on the future
warming and land degradation
to assess sustainability
• Assess the chances of technology
• Considering the technological
contributing to a more
future and how technology
environmentally sustainable future
might be shared e.g. Aids/ HIV
• Examine the technological future – drugs
convergence or divergence?

March 2009

March 2009

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GCE Unit 3 Scheme of Work: Contested Planet

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