Elaborations of core learning outcomes using a geographical perspective and geography learning outcomes.
The following elaborations are examples only of what students know and can do, and should not be considered prescriptive or exhaustive.
Key concept: Interactions between ecological and other systems
Key process: Investigating
Core SRP 5.1
Students evaluate the relationship between an ecological system and a government and/or an economic system.
Geography SRP 5.1
Students investigate media sources to identify significant current issues and the levels of government that may be relevant in relation to these issues.
Core SRP 6.1
Students develop and test an hypothesis concerning a relationship between global economic and ecological systems.
Geography SRP 6.1
Students trace and investigate the various geographic locations of transnational corporations over time.
Students know: Interactions between ecological and other systems
government providing tax relief to farmers for introducing soil/land conservation techniques (on private and commercial basis)
market forces encouraging more ecologically responsible development e.g. oil companies offsetting CO² production by buying/planting forests; eco-tourism resorts at Couran Cove, Kingfisher Bay; the Body Shop selling environmentally-sensitive products
significant current issues
local e.g. affecting local residents
regional e.g. impact upon significant regional industry
national e.g. involving major service industry with offices throughout Australia
a relationship between global economic and ecological systems
indebted developing nations and the pressure for cash crops/monoculture
global income distributions and the availability of clean water
Australian demand for rainforest timbers and forest industries in e.g. Indonesia
economic growth, finite resources and world price structures e.g. in oil industry
exporting raw materials, importing processed materials e.g. textiles
ecological and economic impact of population control in e.g. China
primary industries and environmental impact e.g. land degradation in the rangelands
Antarctica - exploitation or protection
economic development and endangered species e.g. pastoralism and the bilby
impact of fishing practices e.g. Indigenous harvesting of turtles, long line and drift net fishing
important to be aware that many transnational corporations commence operations in developed nations and then move to newly developing nations. Companies could have been based originally in Western Europe and North America, then newly developing economies of 1960s e.g. Japan; 1980s e.g. Korea; 2000s Vietnam, Thailand, Laos etc.
progressions have also occurred (to expand markets) involving moves to other developed nations
significant transnational corporations could include:
petrochemical companies e.g. BP, Shell
manufacturing companies e.g. Nike, General Motors, Ford
mining companies e.g. Rio Tinto
food processing/retailing e.g. McDonalds
Students can: Investigate
evaluate the relationship
engage in an inquiry into the way a local example of an economic system relates to its ecological environment e.g. a cane farm and coastal lowland environment or an island resort and its marine environment
analyse and explain the major impacts of one system on the other
what are the long term consequences for this environment
how are/could the principles of Economically Sustainable Development be applied?
evaluate the extent to which a particular economic enterprise( e.g. the electricity industry, an ecotourism resort) tries to satisfy ecologically sustainable principles, by using specific criteria which refer to specific social, environmental, economic and political factors
explore a current contentious issue (at one of the above scales). The issue could relate to the use of a particular resource over which different levels of government disagree e.g. differences in opinion over the utilisation of native forests, by federal and state governments
develop and test an hypothesis
engage in a process for developing and testing an hypothesis e.g.
frame an hypothesis that is manageable, relevant and focused
identify and gather relevant data e.g. statistics, present and past satellite images
construct conclusions about accuracy of hypothesis
examples of hypotheses
that developed nations are responsible for ecological damage in developing nations
that government imposed policies (e.g. those relating to population policies) have significant ecological benefits
that forgiving developed nations debt (e.g. Jubilee 2000) would have ecological benefit
conduct a local field study to suggest a testable relationship which may exist on a larger scale
trace and investigate:
write an expository essay outlining the ‘story’ of the development of a multinational company, highlighting the benefits and disadvantages of the particular trajectory adopted by the company; (Emphasise human and ecological impacts) What impact has this company had upon the peoples in the countries in which it has developed various elements of its enterprise?