2260 HUMANITIES GCE ORDINARY LEVEL SOCIAL STUDIES AND GEOGRAPHY SYLLABUS Humanities (Social Studies, Geography) Singapore—Cambridge General Certificate of Education Ordinary Level (2024) INTRODUCTION (Syllabus 2260) This Humanities syllabus aims to enable students to acquire knowledge and understanding of events and phenomenon, issues and perspectives, and human actions and behaviours. Humanities syllabus (2260) comprises two components: Social Studies and Geography. Both components are compulsory. ‘The examination format is shown in the table below. 4 Social Studies 50 50% 1 hr 45 min Geography 50 50% 1 hr 45 min2260 HUMANITIES GCE ORDINARY LEVEL SOCIAL STUDIES AND GEOGRAPHY SYLLABUS ASSESSMENT OBJECTIVES AO1 — Knowledge with Understanding Candidates should be able to: ‘* demonstrate an understanding of societal issues. ‘AQ2 — Interpreting and Evaluating Sources/Given Information Candidates should be able to: ‘comprehend and extract relevant information draw inferences from given information analyse and evaluate evidence compare and contrast different views distinguish between fact, opinion and judgement recognise values and detect bias draw conclusions based on reasoned consideration of evidence and arguments. AQ3 ~ Constructing Explanations Candidates should be able to: © analyse societal issues through different perspectives ‘© construct reasoned arguments and make informed judgement and recommendations O-LEVEL ASSESSMENT SPECIFICATION GRID FOR SOCIAL STUDIES Objective 1 + Objective 2 35% Objective 1 + Objective 3 15% Total 50% Note: Objective 1 is inevitably part of the testing of Objectives 2 and 3.2260 HUMANITIES GCE ORDINARY LEVEL SOCIAL STUDIES AND GEOGRAPHY SYLLABUS What does citizenship mean to me? ‘+ Attributes can shape one’s understanding of citizenship — Legal status © Rights and obligations of citizens — _ Asense of identity — Shared values — Civic participation ‘© Participate in public affairs as individuals and community groups What are the functions and roles of ‘+ Functions and roles of government in a representative democracy government in working for the good of — Functions of government society? © Makes and passes laws © Implements and enforces laws © Interprets and applies laws = _ Roles of government © Maintains law and order ‘© Ensures economic and social well-being of citizens ‘© Promotes and protects a country’s national interests, How do we decide what is good for + Deciding what is good for society society? = Challenges in deciding what is good for society © Differing needs and interests ‘© Differing priorities ‘© Unequal sharing of costs = Managing trade-offs — Principles shaping governance © Having good leadership Anticipating change and staying relevant A stake for everyone, opportunities for all Practising meritocracy coo How can we work together for the good | * Citizens and government working together for the good of society of society? = Addressing the needs of society = Influencing decision-making in public affairs — Strengthening citizens’ sense of belonging "2260 HUMANITIES GCE ORDINARY LEVEL SOCIAL STUDIES AND GEOGRAPHY SYLLABUS What are the factors that shape the + Factors that shape the identities of people and contribute to a diverse society identities of people and contribute to a Race and ethnicity diverse society? = Religion Socio-economic status — Nationality What are the experiences and effects of | + Interactions in a diverse society and common space living in a diverse society? + Experiences and effects of living in a diverse society = Cultural exchange and appreciation — Exchange of knowledge and skills — Stereotypes, prejudice and discrimination = Competition for resources How can we respond to diversity in * Citizens and government responding to socio-cultural diversity society? — Responses of citizens as individuals and community groups — Responses of government © Assimilationist policy and its tensions © Integration policy and its tensions ‘+ Citizens and government responding to socio-economic diversity — Responses of citizens as individuals and community groups — Responses of government © Agovernment-financed approach and its challenges © Ashared responsibility approach and its challenges 132260 HUMANITIES GCE ORDINARY LEVEL SOCIAL STUDIES AND GEOGRAPHY SYLLABUS What are the factors that contribute to globalisation? Driving forces of globalisation = Technological advancements © Developments in transportation © Developments in digital technology = Growth of Multinational Corporations How can we respond to the economic impacts of globalisation? Economic impacts of globalisation and responses of countries and individuals = Economic impacts of globalisation © Economic growth and economic vulnerability experienced by countries © Employment opportunities and challenges experienced by individuals — Responses to economic impacts of globalisation © Government support © Acquisition of knowledge and skills by individuals How can we respond to the cultural impacts of globalisation? Cultural impacts of globalisation and responses of countries and individuals = Cultural impacts of globalisation © Spread of culture © Dilution of culture — Responses to cultural impacts of globalisation © Varying degrees of acceptance and rejection How can we respond to the security impacts of globalisation? ‘Security impacts of globalisation and responses of countries and individuals, = Security impacts of globalisation © Transnational terrorism © Cyber threats — _ Responses to security impacts of globalisation © Vigilance by individuals © Security measures by governments within their countries © Cooperation among countries 152260 HUMANITIES GCE ORDINARY LEVEL SOCIAL STUDIES AND GEOGRAPHY SYLLABUS ASSESSMENT OBJECTIVES ‘AO1: Knowledge with Understanding Candidates should be able to construct responses based on understanding of theories, generalisations, models and concepts. This will be demonstrated by the ability to: (a) identify, describe or explain theories, generalisations, models, concepts and methods (b) classify environments, events, methods, objects, people, processes and places into categories according to their common features (c) explain how events, objects and processes cause changes to environments, people and places. ‘A02: Skills and Analysis Candidates should be able to apply their understanding to break down information into its component parts or to carry out an investigation. This will be demonstrated by the ability to: (a) support conclusions using relevant material from information provided (b) identify, describe or compare characteristics, relationships, patterns and trends shown in graphs, maps, photographs, diagrams, tables and texts (c) compare similarities and differences between environments, events, methods, objects, people, processes and places (d) describe or explain how to collect, process, interpret and present quantitative and qualitative data (e) adapt methods to manage risks, limitations and achieve investigation objectives. ‘AQ3: Judgement and Decision-Making Candidates should be able to use defined criteria and standards to evaluate methods, outcomes and proposals. This will be demonstrated by the ability to: {a) arrive at an overall evaluation by considering constraints and opportunities in the environment, people's varying needs, attitudes and beliefs, or the importance of sustainable development (b) evaluate the reliability and validity of investigation findings. Assessment Specification Grid The table below shows the approximate weighting of the Assessment Objectives in the syllabus, ‘AO!: Knowledge with Understanding 15% AO2: Skills and Analysis 20% ‘AOS: Judgement and Decision-Making 15% Total 50% 182260 HUMANITIES GCE ORDINARY LEVEL SOCIAL STUDIES AND GEOGRAPHY SYLLABUS SCHEME OF ASSESSMENT ‘th 45min Candidates answer Questions 1 and 2 in Section A, and either Question 3 or 4 in Section B. 50 marks Section A 50% ‘© Question 1: Cluster 1 — Geography in Everyday Life (14 marks) ‘Question 2: Cluster 2 ~ Tourism (18 marks) Section B Either ‘+ Question 3: Cluster 3 ~ Climate (18 marks) Or + Question 4: Cluster 4 ~ Tectonics (18 marks) Each structured question will consist of no more than 8 sub-parts. Candidates will be required to answer one 9-mark question testing AOS in either Question 2 or Question 3/Question 4. This question will be marked using generic level descriptors. All other questions in this paper will be point-marked. USE OF CALCULATORS An approved calculator may be used in this paper. SYLLABUS FRAMEWORK AND OUTLINE ‘The O-Level Geography syllabus is organised by topics that are grouped according to clusters to achieve a balance between breadth and depth of content coverage. A key feature is the close examination of students’ everyday experiences using geographical concepts and methods in the Geography in Everyday Life Cluster. This would elevate the relevance and applicability of Geography learning. Additionally, this would enable students to learn new concepts and skills in familiar environments, before applying them to understand different contexts featured in the subsequent clusters. Students shall undertake bite-sized fieldwork to complement their classroom learning, Content Overview This syllabus is divided into four clusters of three topics. Cluster 1: Geography in Everyday Life © Topic 1.1 — Thinking Geographically ‘+ Topic 1.2 ~ Sustainable Development ‘* Topic 1.3 - Geographical Methods Cluster 2: Tourism © Topic 2.1 ~ Tourism Activity '* Topic 2.2 ~ Tourism Development * Topic 2.3 ~ Sustainable Tourism Development EITHER OR Cluster 3: Climate ‘+ Topic 3.1 — Weather and Climate * Topic 3.2 ~ Climate Change ‘+ Topic 3.3 ~ Climate Action Cluster 4: Tectonics ‘+ Topic 4.1 ~ Plate Tectonics + Topic 4.2 ~ Earthquakes and Volcanoes ‘© Topic 4.3 ~ Disaster Risk Management2260 HUMANITIES GCE ORDINARY LEVEL SOCIAL STUDIES AND GEOGRAPHY SYLLABUS SYLLABUS CONTENT Cluster 1: Geography in Everyday Life TOPIC 1.1: THINKING GEOGRAPHICALLY ‘Geography is more than a world knowledge. Geographers make sense of their everyday lives and the world around them by viewing it through a ‘geographical lens’ or concept. Concepts introduce the diversity of ways to think geographically and investigate using geographical methods, the connections and relationships between places and spaces. Leaming Geography is to engage mentally with questions about people, society, environment and the planet. Geographers studying sustainable development explore how people attach values to the environment and consider people's varied responses to sustainability challenges in context. About this Topic Notwithstanding the diversity of practices among geographers worldwide, disciplinary concepts are commonly used by geography teachers to support students in classifying and establishing their understanding of concepts and phenomena. These disciplinary concepts exemplify how geographers conduct research, providing a ‘meaningful structure that helps students to organise conceptual and factual knowledge. Equipped with the ability to think geographically would make students’ knowledge powerful, enriching their civic participation and enabling them to contribute productively in cross-disciplinary teams. 1 Whatis the relationship | 1 _ Relationship between people and nature between people and {a) local communities and nearby nature areas are dependent upon nature in their each other neighbourhoods? (b) local communities and nearby nature areas mutually affect each other 2 Benefits enjoyed by people and nature (a) nature areas lower air temperatures, remove pollutants and provide space for recreation (b) community activities promote the importance of environmental protection 3 Disadvantages to people and nature (a) wildlife from nearby nature areas may harm people and environmental protection limits development (b) visitors to nature areas cause soil erosion, damage vegetation, worsen pollution and disturb wildlife 2 How do people acquirea | 1 Sense of place sense of place in their (a) people associate importance, meanings and memories with specific neighbourhoods? locations in their neighbourhoods (b) people's experiences with natural and built environments, and interaction with others at these locations 2 Acquiring a sense of place (a) individuals repeatedly encounter people and objects along familiar paths or roads during regular travel (b) individuals experience significant or memorable events at local landmarks and gathering places 3. Representing a sense of place (2) individuals and organisations use different forms and types of media to express people’s sense of place (b) individuals’ sense of place could be enhanced or contradicted by these different representations 202260 HUMANITIES GCE ORDINARY LEVEL SOCIAL STUDIES AND GEOGRAPHY SYLLABUS 3. Whatis the relationship | 1. Regions between locations in a (a) areas with similar physical and/or human characteristics or are neighbourhood? known for something (b) spheres of influence of services, events and objects on other locations in the area 2 Spatial pattems (a) non-random arrangement of services, events and objects in an area (b) services, events and objects arranged in recognisable shapes, geometry, clusters or at regular intervals 3 Spatial associations (a) tendency of a pair of services, events and objects to locate near each other (b) tendency suggests a connection between a service, event or object and another service, event or object 4 Howareneighbourhoods | 1 Spatial scales in Singapore organised in Singapore? (a) more than 20 towns spread across the country, catering to different lifestyles (b) each town has a town centre, serving as commercial and social hubs for residents living in its neighbourhoods 2 Spatial hierarchies in Singapore (a) nested areas of different sizes beginning with a single residential unit (b) clusters of residential units form a precinct, which in turn forms neighbourhoods that combine into a town 3 Town planning in Singapore (a) serve residents and provide for nature at distinct levels of the precinct, neighbourhood and town (b) create connections and synergies across precincts, neighbourhoods and towns 242260 HUMANITIES GCE ORDINARY LEVEL SOCIAL STUDIES AND GEOGRAPHY SYLLABUS TOPIC 1.2: SUSTAINABLE DEVELOPMENT About this Topic ‘The key to sustainable development is to achieve a balance between the exploitation of natural resources for economic and social development, and conserving ecosystem services that are critical to people’s livelihoods and well-being. Disasters destroy lives, undoing many years of effort in protecting natural environments, and improving economic and social conditions. Therefore, putting emphasis on disaster risk reduction is central to sustainable development, 1 What are sustainable urban neighbourhoods? 2 What ecosystem services are found in urban neighbourhoods? Sustainable development (a) meet the needs of the present population by achieving high standards of living for all (b) ensure the ability of future generations to meet their own needs Economic and social sustainability in urban neighbourhoods (a) high enough population density to support local businesses, and keep transport and infrastructure costs low (b) small population size to enable regular interaction among residents and to discuss decisions affecting the neighbourhood Environmental sustainability in urban neighbourhoods (a) ample protection for nature and facilities that support waste minimisation and recycling (b) adopts energy and water efficient design approaches for buildings and landscapes Urban neighbourhoods as ecosystems (a) ecosystems consist of living communities and the non-living environment interacting with one another (b) aquatic and terrestrial ecosystems in neighbourhoods including ponds, lakes, parks and forests Provisioning and regulating services (a) provisioning services available in neighbourhoods include fresh water and food (b) regulating services in neighbourhoods include microclimate regulation, flood mitigation, air and water quality control Cultural and supporting services {a) cultural services in neighbourhoods include aesthetics, education and recreation (b) supporting services in neighbourhoods include soil formation, pollination and photosynthesis 222260 HUMANITIES GCE ORDINARY LEVEL SOCIAL STUDIES AND GEOGRAPHY SYLLABUS 3. What are common hazards | 1 Fire hazards in urban neighbourhoods? {a) fires in neighbourhoods are commonly caused by faulty electrical appliances and wiring, and unattended cooking fires (b) negative consequences of fies include burn injuries, smoke inhalation and property damage 2 Air pollution hazards {a) air pollution in neighbourhoods is commonly caused by burning vegetation and industrial and motor vehicle emissions (b) negative consequences of air pollution include respiratory infections, heart disease and lung cancer 3° Traffic hazards {a) traffic accidents in neighbourhoods are commonly caused by speeding, red-light running and drink driving (b) negative consequences of traffic accidents include serious injury and loss of life 4 Howto build sustainable | 1 Environmental stewardship urban neighbourhoods? (a) promote volunteerism among neighbourhood residents to share knowledge with others about the importance of healthy ecosystems (b) partner public and private stakeholders in environmental stewardship efforts 2 Disaster risk management (a) reduce neighbourhoods’ exposure to hazards and the vulnerability of people and properties to hazards (b) improve residents’ preparedness in responding to hazards and implement monitoring and warning systems 3 Community resilience {a) strengthen relationships among residents and raise their awareness of potential hazards (b) develop residents’ ability to organise themselves and equip themselves with resources to resist, adapt and recover from a disaster 232260 HUMANITIES GCE ORDINARY LEVEL SOCIAL STUDIES AND GEOGRAPHY SYLLABUS TOPIC 1.3: GEOGRAPHICAL METHODS About this Topic ‘Geographical inquiry is integral to school geography and provides the closest proximate to the practice of geographers. It is learning that takes place outside the classroom and occurs in a real-world context. Itis a systematic approach to investigating geographical phenomena and their related issues, by applying relevant geographical concepts and skills. At the end of their inquiry, students should reflect on the learning process by evaluating the reliability of the data collected, and the validity of their conclusion or findings. 1 How to design fieldwork? | 1 Research questions and hypotheses {a) identify a topic or thesis from textbooks, news articles and websites (b) craft a question that oullines a specific scope and a measurable hypothesis about one or two variables 2 Data collection sequence through primary and/or secondary sources {@) collect quantitative data then design qualitative data collection to examine patterns and trends (b) collect qualitative data then design quantitative data collection to verify observations 3 Limitations and risks (a) adjust research aim, study area, sample size and timeframe according to available resources (b) implement measures to avoid harming oneself, other people and nature 2 How to collect primary 1 Sampling data? {@) use non-probabilty sampling methods including convenience and quota sampling (b) use probability sampling methods including simple random sampling and stratified random sampling 2 Closed-ended questionnaire surveys (a) create pre-defined responses to questions that are limited to short phrases, single words or numbers (b) use rating scales to guide responses including the Likert scale, frequency scale and ranking scale 3 Mental maps {a) visualise experiences by drawing features and adding labels onto the base map of a study area (b) conduct semi-structured interviews with open-ended questions exploring features and labels added to the map 242260 HUMANITIES GCE ORDINARY LEVEL SOCIAL STUDIES AND GEOGRAPHY SYLLABUS 3 How to process and analyse data? 4 How to present findings? Closed-ended questionnaire surveys (a) interpret responses using measures of frequency including counts and percentages (b) interpret responses using measures of central tendency including mean, mode and median ‘Mental maps (a) analyse how well maps represent reality, and how features and labels are drawn or added (b) examine how memories of experiences are represented on maps and described during semi-structured interviews Relationships and patterns {a) visualise positive and negative correlations using scatter plots and best-fit lines (b) identify recognisable geometric shapes, clusters and repetition Maps (a) represent spatial information using dots, lines and polygons (b) provide title, date, orientation, scale, legend, author and source(s) on maps Graphs {a) use bar graphs and pie charts to show distributions (b) use line graphs to show trends and relationships between two variables Photographs and texts {a) use satellite and aerial images to display spatial information (b) use colour-coded quotations and word clouds to represent qualitative analyses. 252260 HUMANITIES GCE ORDINARY LEVEL SOCIAL STUDIES AND GEOGRAPHY SYLLABUS Cluster 2: Tourism Tourism is a complex and multi-dimensional phenomenon that is best understood as a system. Tourism activity consists of flows of people and goods and services between places. These flows are interdependent, existing within a wider system. Tourism benefits and harms people and nature across different scales. As places are unique, sustainable tourism development cannot be achieved using a one-size-fits-all approach. Strategies to benefit from tourism and solutions to address problems caused by tourism would need to be adapted to suit different contexts. TOPIC 2.1: TOURISM ACTIVITY About this Topic ‘The components of the tourism system span the globe, connecting communities and economies from different parts of the world, Its efficient functioning depends on the maintenance of the relationship between tourist, generating and tourist destination regions. Tourist arrivals was about 26 million in 1950, About 60 years later, it exceeded 1 billion as the motivation and ability of individuals to travel increased. The tourism boom resulted in the transformation of many places, as they evolve as tourist destination regions, attracting tourists with different personality characteristics at different stages of their life cycle. 1. Whatisa tourism system? |1 Components of the tourism system (a) key components include tourist generating regions, tourist destination regions and transit routes (b) volume and direction of travel between regions are influenced by transit routes 2 Relationship between tourist generating and destination regions (a) push factors at tourist generating regions and pull factors at tourist destination regions (b) interdependence of tourists, businesses and organisations at tourist, generating and destination regions 3 Interactions between tourism and the environment {a) tourism activity interacts with nature, communities and economies in their local environment and beyond (b) changes to one part of the tourism system affect the local and wider environment, and vice versa 2 What led tothe growth of || 1 Motivation to travel tourism? {@) individuals seeking relaxation, setf-ulhlment and unique travel experiences (b) made possible by growth in individuals’ incomes 2 Ability to travel (a) growth in disposable incomes and increased leisure time due to paid vacation. (b) facilitated by business innovations, lower transport costs and accommodation costs 3° Mobility in travel (a) expansion of public transport services and infrastructure, and new ‘modes of air, land and sea travel (b) increased private car ownership improving travel convenience to nearby locations, 262260 HUMANITIES GCE ORDINARY LEVEL SOCIAL STUDIES AND GEOGRAPHY SYLLABUS 3 How do tourist destination | 1 Exploration and involvement stages regions develop over time? | __ (a) small number of tourists undertaking individual and irregular travel to visit the destination’s primary attractions (b) locals offer tourist services, advertising the destination, requesting ‘more public tourist amenities and facilities 2. Development and consolidation stages (a) increase in tourist numbers with destinations having more man-made attractions, advertisements and foreign labour (b) growth in tourist numbers slow and tourists outnumber locals resulting in a tourism dependent economy 3. Stagnation and decline or rejuvenation stages {a) tourist numbers peak as a destination’s carrying capacity is reached, resulting in negative impacts (b) tourist numbers decline as a destination loses its tourist appeal or is rejuvenated with new cultural or man-made attractions 4 How do different 1. Spectrum of personality characteristics personality characteristics (a) Dependables and Venturers, with small proportion of tourists on both Of tourists affect tourist extreme ends destination regions? (b) majority of tourists in the middle of the spectrum, with a mixture of both extremes 2 Features of personality characteristics (a) Dependables spend cautiously, guided by authoritative figures, prefer structure in daily living and the company of friends and family (b) Venturers spend readily, guided by personal judgement, prefer different activities and being alone 3 Personality characteristics influence travel patterns {a) different types of tourist destination regions appeal to tourists with different personality characteristics (b) tourists who are more Venturer types influence travel decisions of those who are more Dependable types 272260 HUMANITIES GCE ORDINARY LEVEL SOCIAL STUDIES AND GEOGRAPHY SYLLABUS TOPIC 2.2: TOURISM DEVELOPMENT About this Topic Tourism is expected to continue growing, characterised by more diverse travel experiences offered by a larger variety of tourism operators. Thus, the potential of tourism contributing to environmental protection, economic and social development is widely recognised. It is equally important to recognise that this potential cannot be fulfilled without paying close attention to the negative, and in some cases irreversible, impacts of tourism. Left unattended, the negative impacts of tourism could negate all the benefits that it has brought to tourism destination regions. 1. Whatare the trends in | 1 Globalisation and tourism tourism? (2) continued expansion in international tourist arrivals {(b) tourism become increasingly diverse in tourist generating and destination regions 2 Diversity in tourism demand (a) growing popularity of lesser-known destinations that were not previously as popular or were less accessible (b) emergence of new experiences including adventure, heritage, sports and health tourism 3 Diversity in tourism supply (a) small specialist operators adding to services of mass market tour operators (b) tourism marketing changing from traditional print and broadcast media to new online media 2 How does tourism affect | 1 Economic impact in the tourism system the economies of places? {a) tourist generating and destination regions operate interdependently in the tourism system (b) tourism’s impact on the economy is experienced more significantly at tourist destination regions 2 Positive economic impact (a) increased employment in the formal and informal tourism sectors at tourist generating and destination regions (b) higher income generated from tourists’ spending on consumer goods and services especially at tourist destination regions 3. Negative economic impact (a) economic leakages resulting in less tourism revenue (b) overdependence on tourism increasing tourist destination regions’ vulnerability to a sudden fall in tourist numbers 282260 HUMANITIES GCE ORDINARY LEVEL SOCIAL STUDIES AND GEOGRAPHY SYLLABUS 3 How does tourism affect | 1 Social impact in the tourism system society of places? {a) tourists and local communities at tourist destination regions mutually affect each other (b) outcomes are shaped by the nature of interaction between tourists and local communities 2 Positive social impact {a) increased interest among tourists and local communities in preserving traditional cultural practices and art forms (b) environmental protection at tourist destination regions enhances cultural ecosystem services 3. Negative social impact (a) commodification of traditional cultural practices and art forms resulting in loss of values and conflict among locals (b) negative attitudes of local communities towards tourists including cultural clashes and tourists as victims of crime 4 How does tourism affect | 1 Environmental impact in the tourism system the environment of places? | _(a) natural environments provide important provisioning and regulating ecosystem services (b) environmental degradation due to tourism impacts tourist destination regions significantly 2 Positive environmental impact (a) conservation of natural environments and preservation of biodiversity to maintain natural attractions (b) restoration of degraded aquatic and terrestrial ecosystems to create new natural attractions 3. Negative environmental impact {a) pollution caused by greenhouse gas emissions, inadequate sewage facilities and improper waste disposal (b) construction of facilities and attractions encroaches on nature, depletes natural resources and threatens wildlife habitats 292260 HUMANITIES GCE ORDINARY LEVEL SOCIAL STUDIES AND GEOGRAPHY SYLLABUS TOPIC 2.3: SUSTAINABLE TOURISM DEVELOPMENT About this Topic Sustainable tourism development is necessary for economies, communities and natural environments to continually benefit from tourism. However, itis challenging to balance the different dimensions of sustainable development given the numerous stakeholders who are involved in tourism. The values, attitudes and needs of these stakeholders could differ or be in conflict. There are many approaches to achieving sustainable tourism development, which strive for sustainable tourism production and consumption, ensuring the equitable distribution of tourism benefits. 1 How does tourism development help achieve sustainable development? 1 Economic sustainability {a) tourism development should continually provide employment opportunities and income growth (b) tourism development should result in more social services that raise local standards of living Social and environmental sustainability {a) tourism development should respect authenticity of local ‘communities, practices and art forms, and contribute to intercultural understanding and tolerance (b) tourism development should maintain essential ecological processes and conserve natural heritage and protect biodiversity ‘Sustainable tourism development (a) achieved when sustainability principles are applied to the economic, social and environmental aspects of tourism development (b) all three dimensions are balanced to guarantee tourism’s long-term sustainability 2 How effective are stakeholders in influencing sustainable tourism development? ‘Governments and international organisations (a) governments establish policies, create plans and enforce regulations to manage tourism development (b) international organisations offer consultancy, financial assistance and raise public awareness Businesses, local communities and tourists (a) businesses and local communities could seek advice from others and participate in decision-making (b) tourists could develop genuine interest in tourist destination regions and interact responsibly Challenges faced by stakeholders (a) stakeholders may have conflicting priorities and needs (b) stakeholders have differing amounts of control over resources and may view how sustainability is measured differently from other stakeholders 302260 HUMANITIES GCE ORDINARY LEVEL SOCIAL STUDIES AND GEOGRAPHY SYLLABUS 3 How effective are the 1. Ecotourism different approaches in (a) comprises diverse approaches that lie on a spectrum from hard to achieving sustainable soft ecotourism tourism development? (b) limitations include uncertainty over continuity of efforts in conserving nature and involving local communities 2 Community-based tourism (a) innovative small-scale tourism managed by local communities including homestays and agricultural tourism (b) limitations include the potential loss of local culture and competition from larger-scale tourism operators 3. Pro-poor tourism (a) focused on improving livelihoods of the poor through training and access to micro-finance (b) limitations include the inability to significantly reduce poverty as compared to direct investment in social services 4 How might tourism 1 Sustainable tourism production continue to develop (a) when demands on ecosystem services do not exceed the supply of sustainably? resources (b) when different stakeholders adopt a long-term responsible and coordinated approach instead of short-term profi 2 Sustainable tourism consumption (a) when destination regions manage demand and tourism is consumed responsibly by tourists (b) when policies give local communities primary attention while considering needs of tourists 3. Equitable distribution of tourism benefits {a) effective tourism management to ensure benefits are enjoyed by all (b) minimising negative trade-offs within or between economic, social and environmental dimensions 342260 HUMANITIES GCE ORDINARY LEVEL SOCIAL STUDIES AND GEOGRAPHY SYLLABUS Cluster 3: Climate Climate change is not new. Earth's climate has changed in response to the varying amounts of energy from the ‘Sun and the evolving atmospheric composition. This has occurred over timescales ranging from millions to hundreds of years. Today, changes in the climate have been exacerbated due to anthropogenic activities. The climate system is part of the natural system that is interconnected with the human system. Hence, changes in one part of the system affect another, impacting people and nature. Climate action could build our resilience to the effects of climate change, but it requires active participation from many stakeholders. TOPIC 3.1: WEATHER AND CLIMATE About this Topic Weather and climate are closely associated phenomena that affect both natural and human systems. While climate patterns are comparatively more predictable, weather, in contrast, is highly dynamic and varies considerably. Factors affecting three weather variables — air temperature, precipitation and wind — can be examined to better understand short-term weather changes and changing climate patterns over a longer term. {An insight into the workings of weather and climate would ald in the study of climatic hazards and their impact on natural and human systems. 1 What is weather and 1 Weather climate? {a) state of atmospheric conditions at a particular time and place (b) described using variables including air temperature, cloud cover, precipitation, wind speed and wind direction 2 Climate (a) average state of atmospheric conditions over a specified time period (b) climate types include tropical equatorial climate, tropical monsoon climate and cool temperate climate 3° Climatic hazards {a) changes in climate and extreme weather including heat waves, droughts, floods, cyclones and wildfires (b) impact natural and human systems significantly 2 Why does air temperature |1 Earth's rotation and revolution vary across Earth's {@) Earth's rotation on its axis results in variability of air temperature over surface? time in a day (b) Earth’s revolution around the sun results in variability of air temperature over time in a year 2 Latitude and altitude {a) atthe global scale, solar angles are lower at higher latitudes resulting in lower air temperatures (b) ata local scale, air pressure is lower at higher altitudes resulting in lower air temperatures 3 Nature of surfaces and distance from sea (a) Earth’s surfaces, including snow cover, vegetation and exposed soil, affect site specific air temperatures (b) maritime effect on coastal areas and continental effect on inland areas affect site specific air temperatures 322260 HUMANITIES GCE ORDINARY LEVEL SOCIAL STUDIES AND GEOGRAPHY SYLLABUS 3. Why does precipitation 1 Water cycle vary across Earth's (a) movement of water between the atmosphere and the Earth's surface surface? through evapotranspiration, condensation and precipitation (b) movement of water at different rates in the form of infiltration, surface runoff and groundwater flow 2 Relative humidity (a) condensation is affected by the amount of water vapour in the atmosphere (b) condensation occurs when the amount of water vapour exceeds the amount that can be held by the atmosphere at a given temperature 3. Clouds and precipitation (a) clouds form due to condensation nuclei and the coalescence of water droplets in the atmosphere (b) results in precipitation including convectional and relief rainfall 4 Why do wind direction and | 1 Unequal distribution of air temperature wind speed vary across {a) results in uneven distribution of pressure gradient Earth's surface? (b) initiates horizontal motion of air and determines wind direction 2 Wind speed {a) influenced by strength of pressure gradient between two locations (b) influenced by friction due to Earth’s topography 3 Local and regional winds (a) land and sea breezes occur at the local scale (b) Northeast and Southwest monsoons occur at the regional scale and are influenced by the Coriolis force 332260 HUMANITIES GCE ORDINARY LEVEL SOCIAL STUDIES AND GEOGRAPHY SYLLABUS TOPIC 3.2: CLIMATE CHANGE About this Topic Evidence has shown that the climates we know today have not always been the same. The Earth’s climates have gone through periodic cycles of change over time. However, anthropogenic factors since the dawn of ‘modern industrialisation have affected natural climate variability significantly. greenhouse effect, which increases Earth’s temperature. This rapid change in global climates would affect both the natural and human systems, 1 What is the natural 1 Evidence of past climates variability of climate? (@) episodes of cooling and warming over geological time (b) evidenced by data on seafloor sediment and oxygen isotope 2 Changing climate zones (@) indicated by temperature (b) evidenced by expansion and contraction of main climatic zones 3 Climate variability due to natural processes (@) changes in Earth's orbit and angle of tt (b) occurrences of sunspots and large-scale volcanic eruptions 2 How do anthropogenic 1 Growth in population and industrialisation factors contribute to (@) altered quantity of greenhouse gases in the atmosphere including climate change? carbon dioxide, methane and nitrous oxide (b) data from the last decade has shown it to have been successively warmer than any of the preceding decade since 1850 2 Causes of the greenhouse effect, (a) anatural process making Earth habitable (b) involves absorption and emission of shortwave and longwave radiation, respectively 3 Causes of the enhanced greenhouse effect, (@) burning of fossil fuels (b) changing land use 3. How might climate change | 1 Impact of climate change on natural systems affect natural systems? (@) increase in ocean surface temperatures and changes to ocean circulations (b) increase in atmospheric temperatures and changes in precipitation on land 2 Impact of climate change on aquatic ecosystems (2) threatens coral reefs and disruption of marine food webs (b) ocean acidification 3 Impact of climate change on terrestrial ecosystems (2) threatens flora and fauna (b) increase in extreme weathers including droughts and excessive rainfall 342260 HUMANITIES GCE ORDINARY LEVEL SOCIAL STUDIES AND GEOGRAPHY SYLLABUS 4 How might climate change | 1 affect human systems? Impact of climate change on human systems (2) geographically uneven due to varying climate variables and localised economic and social factors (b) impacts are interconnected and cascaded from natural systems to people Direct impact of climate change on human systems (@) occurs through extreme weather events (b) including heat waves, droughts, floods, cyclones and wildfires, Indirect impact of climate change on human systems (@) affects provisioning ecosystem services including food production, and regulating ecosystem services including disease regulation (b) alters cultural ecosystem services including melting of arctic ice and degradation of natural landscapes 362260 HUMANITIES GCE ORDINARY LEVEL SOCIAL STUDIES AND GEOGRAPHY SYLLABUS TOPIC 3.3: CLIMATE ACTION About this Topic Climate change affects natural and human systems unevenly across the world, and climate risks vary considerably over time and space. Considered one of the most significant threats to sustainable development, climate change complicates the challenges faced by communities, especially those living in developing countries. To be effective, climate action thus needs to be calibrated according to the vulnerability of each different community. Most importantly, mitigating and adapting to climate change requires a holistic approach that combines different strategies to bring about sustained results. 1 How does climate action [1 Climate action help achieve sustainable (@) adaptation and mitigation strategies are complementary responses development? (b) may create risks and benefits 2 Climate change is a threat multiplier (a) exacerbates other threats to natural and human systems (b) resulting in uneven climate-related effects 3 Climate change constrains development paths (a) uneven impacts of climate change globally (b) place additional burdens on disadvantaged communities and developing countries 2 Why do climate risks vary | 1 Climate risks across places? (@) interaction between climate-related hazards, and vulnerability and exposure of natural and human systems to these hazards (b) results in potential loss of human lives and damage to properties 2. Affected by climate-related hazards (2) shorter-term events including cyclones and floods (b) longer-term events including sea level rise and droughts 3. Affected by vulnerability and exposure (2) conditions that increase the susceptibility of a community to suffer from a lack of water, food and health resources due to extreme weather (b) exposure to hazard areas including proximity to coastal and dry environments 3. How effective are 1 Mitigation strategies mitigation strategies in (2) involves changing how societies produce and use energy and land building a community's (b) effectiveness limited by technological, economic, social and resilience to climate institutional challenges change? 2 Mitigation strategies that reduce greenhouse gas emissions (2) international agreements and cooperation, and use of low-carbon technologies (b) use of clean energy sources and changes in consumption patterns 3 Mitigation strategies that enhance carbon sinks (2) protection of oceans and forests through land-use change (b) protection of forests through forest regeneration 362260 HUMANITIES GCE ORDINARY LEVEL SOCIAL STUDIES AND GEOGRAPHY SYLLABUS 4 How effective are 1 Adaptation strategies adaptation strategies in (@) require actions to lessen harm brought about by climate change building @ community's (b) effectiveness limited by technological, economic, social and resilience to climate institutional challenges change? 2 Adaptation strategies involving structural and technological approaches (@) water and flood management () use of technology to produce food 3 Adaptation strategies involving social and institutional approaches (@) raising awareness and education (b) national and regional policies a72260 HUMANITIES GCE ORDINARY LEVEL SOCIAL STUDIES AND GEOGRAPHY SYLLABUS Appendix A 3 7-9 Develops arguments that support both sides of the discussion clearly, using a range Cf points with good elaboration. Examples used demonstrate a comprehensive understanding of the issue or phenomenon. Evaluation is derived from a well- reasoned consideration of the arguments. 2 46 Develops arguments that support one side of the discussion well, using one or two points with some elaboration. Example(s) used demonstrate a good understanding of the issue or phenomenon. Evaluation is well supported by arguments. 1 1-3 | Arguments are unclear with imited description or may be listed. No examples provided or examples are generic, demonstrating a basic understanding of the issue ‘or phenomenon. Evaluation is simple, missing or unclear. ° ° No creditworthy response. 44