A-level GEOGRAPHY 7037/2 Paper 2 Human Geography June 2021 MS.

A-level GEOGRAPHY 7037/2 Paper 2 Human Geography June 2021 MS. MARK SCHEME – A-LEVEL GEOGRAPHY – 7037/2 – JUNE 2021 4 Section A Qu Part Marking guidance Total marks 01 1 Outline the spatial organisation of one transnational corporation (TNC) you have studied. Point marked Allow 1 mark per valid point with extra mark(s) for developed points (d). For example: Notes for answers Allow credit for specific knowledge and understanding of the spatial organisation of any TNC. Max 3 marks if the TNC is not clearly identified. If more than one TNC used, credit the best response. • Apple is a global brand which has its main operations based across North America, Europe and Asia (1). Its HQ and research centre is based on its own campus – Apple Campus in Cupertino, California (1) (d). Assembly is mainly outsourced to Foxconn who have bases across China making use of a vast low-cost labour market (1). Foxconn has its main production base in its own purpose-built city, Foxconn City in Guangdong (1) (d). • The Indian Tata group is a made of several different companies involved in products as diverse as cars, coffee, steel and software (1). It operates in over 80 countries with most of the headquarters based in India (1). Over 60% of its revenue is accrued outside India (1). • Nestle is the world’s biggest food company with its headquarters based in Vevey, Switzerland (1). It has operations in 86 countries across the world employing 328 000 people globally (1) (d). It is an umbrella organisation, which has acquired or has stakes in many other brands such as L’Oreal, Starbucks and Crosse and Blackwell (1). Nestle shows evidence of vertical and horizontal integration (1) (d). Although a Swiss company, nearly 45% of its sales occur in North America (1). • The TNC has its headquarters in the home country with subsidiary headquarters in three other continents where their operations are based (1). Research and development is based in the home country near to major universities (1) (d). This allows them to make use of the facilities and attract a graduate labour force (1). The notes for answers are not exhaustive. Credit any valid points. 4 AO1 = 4 MARK SCHEME – A-LEVEL GEOGRAPHY – 7037/2 – JUNE 2021 5 01 2 Analyse the data shown in Figure 1a and Figure 1b. AO3 – Analysis of the compound line graph and divided bar graph showing data about UN peacekeeping forces. Mark scheme Level 2 (4–6 marks) AO3 – Clear analysis of the quantitative evidence provided which makes appropriate use of data to support. Clear connections between different aspects of the data. Level 1 (1–3 marks) AO3 – Basic analysis of the quantitative evidence provided which makes limited use of data to support. Basic or limited connections between different aspects of the data. Notes for answers This question requires analysis of the changing regions with forces in active service and origin of UN peacekeeping forces. There should be analysis of the compound line to show changes in the amount and distribution of forces in active service and the divided bar to look at the distribution of the origin of forces. Connections can be made between Figure 1a and 1b and within the data sets, for example by analysing the relationship between regions with forces in active service and origin of the forces. AO3 • Figure 1a shows that the number of forces in active service has fluctuated considerably between 1955 and 2015. The highest number was in 2016 at 105 000 with the lowest numbers in 1956/57 and between 1968 and 1973 at only 5000. • The number of forces in active service has increased rapidly since 2003 with most of the increase seen in the Middle East/North Africa and Sub-Saharan Africa. Between 2005 and 2010 the Middle East/North Africa saw an increase of 40 000 personnel. • There was a spike showing an increase in forces around the mid1990s with most of this increase in Europe and Sub-Saharan Africa. Since 2007 there hasn’t been any UN forces in Europe. • Asia has had very little deployment of UN forces with its peak of around 10 000 troops seen in the early 2000s. In 2016 there were no personnel in Asia. The Middle East/North Africa has had a constant presence of UN forces, with the exception of 1968–1973. • The divided bar shows that the origins of the peacekeeping forces has changed over time – in 1995 over half came from Europe but in 2016 this had reduced by 46%. Whereas Sub-Saharan Africa supplies over 6 times the number of forces in 2016 compared to 1995. • 1b shows some relationships to 1a, for example in 1995 Europe accounted for about 50% of all forces in active service and this is reflected by the similar percentage of forces coming from Europe. 6 AO3 = 6 MARK SCHEME – A-LEVEL GEOGRAPHY – 7037/2 – JUNE 2021 6 • However, the relationship between 1995 and 2016 is not always clear. For example, Asia accounts for over 1/5 of troops in 1995 and over a third in 2016 yet accounts for no deployments in either 1995 or 2016 in 1a. Similarly, Middle East/North Africa has a similar percentage in 1b in both years yet in 2016 in 1a it has 9 times the number of troops in active service. Credit any other valid analysis. MARK SCHEME – A-LEVEL GEOGRAPHY – 7037/2 – JUNE 2021 7 01 3 Using Figure 2 and your own knowledge, assess the importance of geographical location in trading relationships between major economies such as China and smaller less developed economies. AO1 – Knowledge and understanding of trading relationships between major economies and smaller less-developed economies AO2 – Applies knowledge and understanding to the novel situation to analyse and evaluate the role of geographical location in trading relationships between major economies such as China and the rest of the world. Mark scheme Level 2 (4–6 marks) AO1 – Demonstrates clear knowledge and understanding of concepts, processes, interactions and change. AO2 – Applies knowledge and understanding to the novel situation offering clear analysis and evaluation drawn appropriately from the context provided. Connections and relationships between different aspects of study are evident with clear relevance. Level 1 (1–3 marks) AO1 – Demonstrates basic knowledge and understanding of concepts, processes, interactions, change. AO2 – Applies limited knowledge and understanding to the novel situation offering basic analysis and evaluation drawn from the context provided. Connections and relationships between different aspects of study are basic with limited relevance. Notes for answers This question requires knowledge of trading relationships across the globe. Students should apply this knowledge to assess the importance of geographical location in such relationships. There must be reference to evidence presented in figure 2, but they may also consider other trading relationships between major economies and smaller ones. There is no credit for AO3 analysis of the data shown in Figure 2 used in isolation. For Level 2 there must be reference to Figure 2 AO1 • Global features in the pattern and volume of international trade. • The role of different factors in trading relationships, such as trade agreements, geographical location, political alliances, aid agreements. • Knowledge and understanding of the role of globalisation in trading relationships. • Trading relationships between large economies other than China, such as EU or US and smaller economies. 6 AO1 = 2 AO2 = 4 MARK SCHEME – A-LEVEL GEOGRAPHY – 7037/2 – JUNE 2021 8 AO2 • Evaluation of the role played by geographical location in international trading relationships between major economies and smaller less developed economies. • Figure 2 suggests that with the exception of the US the largest exports are to countries that are geographically close such as Japan and Hong Kong. So, trade between all sizes of economies typically displays distance decay perhaps reflecting regional political influence, cultural affinity and the role of transport costs. • In general, when considering trade with smaller less-developed economies, location seems to be an important factor. Figure 2 shows that China exports considerably higher values to those smaller economies in closer proximity. This is typical of global patterns – trade having become more regionalised, particularly in Asia, where intraregional trade increased 25% between 1990 and 2010. • Analysis of the trading relationship between China’s exports and African economies suggests that the role of geographical location is not important and other factors such as economic development, trade deals and political relations may be more significant. For example, China has set-up special trade zones with some African countries, increasing its exports to those countries. • There is some evidence that geographical location has limited impact on the trading relationship between China and other smaller less developed economies - for example, China exports relatively low amounts to close western neighbours such as Uzbekistan and Tajikistan, despite being in a trading agreement with them. This suggests that other factors are more important. • Evaluation of the importance of location in trading relationships between other major economies and smaller economies. For example, trade between the US and Latin America, suggests the importance of location, however they may also suggest this is also related to favourable trade terms with Mercosur. Credit any other valid approach. MARK SCHEME – A-LEVEL GEOGRAPHY – 7037/2 – JUNE 2021 9 01 4 ‘Climate change and pressures from economic growth mean that it is becoming more difficult to protect the global commons, such as Antarctica.’ To what extent do you agree with this view? AO1 – Knowledge and understanding of the concept of the Global Commons and the need to protect it. Knowledge and understanding of the threats to Antarctica. AO2 – Application of knowledge and understanding to analyse and evaluate the governance and protection of the Global Commons including Antarctica, in the light of threats from climate change and economic pressures. Notes for answers The question requires students to critically appraise the protection and governance of the global commons in terms of managing threats from climate change and economic pressures such as tourism or mineral exploitation. They have been given a steer of Antarctica but there is no requirement for them to refer to it and they could write their whole answer on other global commons. AO1 • Knowledge of the concept of the global commons. • Understanding of the threats to the global commons and the rights of all to the benefits of the commons. • The contemporary geography of Antarctica. • Threats to Antarctica due to climate change. • Threats to Antarctica due to economic pressures – fishing & whaling, mineral exploration, tourism, scientific research. • Governance of Antarctica and other Global Commons – international organisations and NGOs. • Strategies for enhancing protection of Antarctica and other global commons. AO2 • Analysis of the need for international governance of the global commons such as Antarctica in light of future economic pressures from mineral exploration as technology improves and global reserves decline. • The link between threats to Antarctica and other global commons and the need for management. The fragility of the ecosystem and need for protection. For example, overfishing of krill, essential to the Southern Ocean ecosystem, by more than one nation, needs international co-operation. • Critical appraisal of the challenges of managing the global commons. With the exception of coastal waters, no-one country owns the oceans, yet all countries can use the resources, if one country takes more fish, it alone benefits. Reference to the ‘tragedy of the commons’. 20 AO1 = 10 AO2 = 10 MARK SCHEME – A-LEVEL GEOGRAPHY – 7037/2 – JUNE 2021 10 • Evaluation of the role of international government organisations in protecting Antarctica and the global commons. The Antarctic Treaty 1959 governs protection for a wide scope of activities from tourism to scientific research. The number of signatories has grown to 52 nations. Extra protection has also been added at later dates such as the Madrid Protocol in 1991, which designates Antarctica as a natural reserve devoted to peace and science. • The IUCN provides governance for the High Seas. They try to provide protection for areas where there are Areas Beyond National Jurisdiction (ABJN). This is challenging as there are few laws in place, so it is difficult to ensure compliance. • Evaluation of the role of international agreements to protect the global commons, for example the Paris Agreement to limit carbon emissions is trying to reduce the impact of climate change on our oceans and Antarctica. • Analysis of the role played by NGOs. Greenpeace has raised awareness of environmental issues via positive action campaigns such as ‘krill-gotten gains to fund Antarctic research’. They also have #FireDrillFriday to campaign for Green Deals to protect the atmosphere. • Alternative futures in terms of the role of international governance and NGOs would also be relevant. For example, the Madrid Protocol only runs until 2048 and new agreements will be needed to ensure the future protection. • The extent to which we are already seeing damage in the global commons may also be considered. They may take the view that despite all the measures in place, there has been limited success in preventing change. • Overall conclusion should seek to consider the extent to which the global commons can be protected. It should be supported by the body of the text and evidence provided. Any valid assessment will be credited. MARK SCHEME – A-LEVEL GEOGRAPHY – 7037/2 – JUNE 2021 11 Marking grid for Question 1.4 Level/ Mark Range Criteria/Descriptor Level 4 (16–20 marks) • Detailed evaluative conclusion that is rational and firmly based on knowledge and understanding which is applied to the context of the question (AO2). • Detailed, coherent and relevant analysis and evaluation in the application of knowledge and understanding throughout (AO2). • Full evidence of links between knowledge and understanding to the application of knowledge and understanding in different contexts (AO2). • Detailed, highly relevant and appropriate knowledge and understanding of place(s) and environments used throughout (AO1). • Full and accurate knowledge and understanding of key concepts and processes throughout (AO1). • Detailed awareness of scale and temporal change which is well integrated where appropriate (AO1). Level 3 (11–15 marks) • Clear evaluative conclusion that is based on knowledge and understanding which is applied to the context of the question (AO2). • Generally clear, coherent and relevant analysis and evaluation in the application of knowledge and understanding (AO2). • Generally clear evidence of links between knowledge and understanding to the application of knowledge and understanding in different contexts (AO2). • Generally clear and relevant knowledge and understanding of place(s) and environments (AO1). • Generally clear and accurate knowledge and understanding of key concepts and processes (AO1). • Generally clear awareness of scale and temporal change which is integrated where appropriate (AO1). Level 2 (6–10 marks) • Some sense of an evaluative conclusion partially based upon knowledge and understanding which is applied to the context of the question (AO2). • Some partially relevant analysis and evaluation in the application of knowledge and understanding (AO2). • Some evidence of links between knowledge and understanding to the application of knowledge and understanding in different contexts (AO2). • Some relevant knowledge and understanding of place(s) and environments which is partially relevant (AO1). • Some knowledge and understanding of key concepts, processes and interactions and change (AO1). • Some awareness of scale and temporal change which is sometimes integrated where appropriate. There may be a few inaccuracies (AO1). Level 1 (1–5 marks) • Very limited and/or unsupported evaluative conclusion that is loosely based upon knowledge and understanding which is applied to the context of the question (AO2). • Very limited analysis and evaluation in the application of knowledge and understanding. This lacks clarity and coherence (AO2). • Very limited and rarely logical evidence of links between knowledge and understanding to the application of knowledge and understanding in different contexts (AO2). • Very limited relevant knowledge and understanding of place(s) and environments (AO1). • Isolated knowledge and understanding of key concepts and processes (AO1). • Very limited awareness of scale and temporal change which is rarely integrated where appropriate. There may be a number of inaccuracies (AO1). Level 0 (0 marks) • Nothing worthy of credit. MARK SCHEME – A-LEVEL GEOGRAPHY – 7037/2 – JUNE 2021 12 Section B Qu Part Marking guidance Total marks 02 1 Outline how topography can contribute to the character of a place. Point marked Allow 1 mark per valid point with extra mark(s) for developed points (d). Allow one mark for a definition and / or example of topography. For example: Notes for answers • Topography, meaning the shape / form of the land and the distribution of its surface features and relationship between them (1). • Topography can lead to broad perceptions made about place character, for example, the rugged landscape of the Isle of Skye (1) due to the spiky nature of its basaltic mountains (1) (dp). This compares to the Cotswolds being ‘quaint’ with its landscape of rolling hills (1) (dp). • Some villages are built along the length of a valley, giving the village a linear structure with houses and roads built parallel to the valley (1). This can result in local people feeling a sense of containment, hemmed in by the valley sides (1) (d). This is turn can lead to greater sense of locality and place identity as the topography has resulted in isolation from other places (1) (d). • Topographical features such as mountains may be composed of a specific rock type (1). The local rock of the mountains may be used to build houses, making them have a distinct look and giving the place its character (1) (d). For example, the ‘slate villages’ of North Wales are known for the houses built of local slate, and the culture of the area is deeply connected with the slate (1) (d). The Notes for answers are not exhaustive. Credit any valid points. 4 AO1 = 4 MARK SCHEME – A-LEVEL GEOGRAPHY – 7037/2 – JUNE 2021 13 02 2 Evaluate the usefulness of Figure 3a and Figure 3b in showing change in Ancoats. AO3 – Evaluation and analysis of the qualitative data shown in Figures 3a and 3b in showing change in Ancoats. Mark scheme Level 2 (4–6 marks) AO3 – Clear evaluation and analysis of the qualitative evidence provided which makes appropriate use of data to support. Clear connections between different aspects of the data. Level 1 (1–3 marks) AO3 – Basic evaluation and analysis of the qualitative evidence provided which makes limited use of data to support. Basic or limited connections between different aspects of the data. Notes for answers The question requires an evaluation of the figures in representing change in Ancoats. They should consider how useful they are at showing change. They may consider relative usefulness but this is not a requirement of the question. No credit for reference to places other than Ancoats or for generic evaluation of photos, poetry or other sources. No credit for simple description of the figures in isolation. AO3 • Figure 3a gives us a snapshot in time – 1906. Therefore, it is difficult to assess change as we cannot assess whether anything has changed over time. The figure is more useful for assessing lived experience at the time. • The poem and sketch are useful at indicating characteristics which have not changed, in Ancoats such as the climate. It describes it as a ‘rainy place’ and this is also evident in the sketch. • We can clearly see aspects of life in Ancoats in 1906 which could be used to compare to present day lived experience. For example, it suggests an element of poverty – people wearing clogs. It also suggests that the area is very industrial with air pollution and this firsthand account is useful in assessing lived experience at the time. • The photo also shows a snapshot in time but its usefulness in showing change is more relevant when used in conjunction with 3a. We can clearly see evidence of how some characteristics have not changed, in the presence of large industrial buildings with large tall chimneys. Credit any other valid evaluation and analysis.