Cambridge IGCSE Geography

Cambridge IGCSE Geography

Coursebook with CD-ROM
Gary Cambers and Steve Sibley
9780521757843 Cambers & Sibley: IGCSE Geography Cover. C M Y K

Cambridge IGCSE Geography is written specifically for the

Cambridge IGCSE by two highly respected authors with extensive Gary Cambers and Steve Sibley
experience of training IGCSE teachers worldwide for Cambridge
International Examinations. This Coursebook with CD-ROM
supports teachers in the delivery of the IGCSE curriculum,
offering expertise, building confidence and providing guidance
Cambridge IGCSE®

Geography
in preparing for examinations. This edition is endorsed by
Cambridge International Examinations, ensuring that it is tailored
to the requirements of the syllabus.
The Coursebook contains:
full coverage of the Cambridge IGCSE Geography syllabus
clear, practical support for students
50 up-to-date case studies from a wide variety of countries,
including many with Cambridge International Examinations
centres
fieldwork ideas for theoretical and practical use
a diverse range of stimulus material, including over
400 illustrations.

Cambers and Sibley

The accompanying CD-ROM contains:
over 40 support sheets for use with topics in the Coursebook
over 30 sample examination-style questions for Paper 1 with
full marking schemes
outline maps of key areas, such as continents and major regions
the Coursebook glossary in PDF format.
The Coursebook structure is designed to prepare candidates for
the IGCSE Geography examination papers as follows:
Paper 1: Geographical Themes Part A of the book covers all
syllabus topics with case studies. Student tasks are modelled
on examination questions and a sample case study question
provides practice.
Paper 2: Geographical Skills Part B includes six large-scale map
extracts of tropical areas with linked activities to develop map work
and other key skills such as drawing graphs and sketches.
Paper 4: Alternative to Coursework Part C provides a step-
by-step analysis of Paper 4 examination questions on four
suggested topics, including a range of candidate answers and
helpful examination tips. It also presents ideas for local fieldwork
investigations covering four potential topics which could be used
for the Paper 3 coursework option.
Visit education.cambridge.org/cie for information on our full
range of Cambridge IGCSE titles including e-book versions and
mobile apps.
 Gary Cambers and Steve Sibley
Cambridge IGCSE®

Geography
Coursebook

Completely Cambridge – Cambridge resources for Cambridge qualifications

Cambridge University Press works closely with University of Cambridge International
Examinations (CIE) as parts of the University of Cambridge. We enable thousands of students
to pass their CIE exams by providing comprehensive, high-quality, endorsed resources.
To find out more about University of Cambridge International Examinations
visit www.cie.org.uk
To find out more about Cambridge University Press
visit www.cambridge.org/cie
CAMBRIDGE UNIVERSITY PRESS
Cambridge, New York, Melbourne, Madrid, Cape Town,
Singapore, São Paulo, Delhi, Mexico City
Cambridge University Press
The Edinburgh Building, Cambridge CB2 8RU, UK
www.cambridge.org
Information on this title: www.cambridge.org/9780521757843

© Cambridge University Press 2010

This publication is in copyright. Subject to statutory exception

and to the provisions of relevant collective licensing agreements,
no reproduction of any part may take place without the written
permission of Cambridge University Press.

First published 2010

6th printing 2013

Printed and bound in the United Kingdom by the MPG Books Group

A catalogue record for this publication is available from the British Library

ISBN 978-0-521-75784-3 Paperback with CD-ROM for Windows and Mac

Cover image: Boaz Rottem /Alamy

Illustrations: Kathy Baxendale and Pete Smith
Photo research: Suzanne Williams

® IGCSE is the registered trademark of University of Cambridge International Examinations

Cambridge University Press has no responsibility for the persistence or

accuracy of URLs for external or third-party internet websites referred to in
this publication, and does not guarantee that any content on such websites is,
or will remain, accurate or appropriate. Information regarding prices, travel
timetables and other factual information given in this work is correct at
the time of first printing but Cambridge University Press does not guarantee
the accuracy of such information thereafter.

TERMS AND CONDITIONS OF USE FOR THE CD-ROM

The CD-ROM at the back of this book is provided on the following terms
and conditions:
s4HE#$ 2/-ISMADEAVAILABLEFORTHEUSEOF CURRENTTEACHERSAND
students within a purchasing institution, or for private purchasers, only.
A purchase of at least one copy of the book must be made in respect of
each teacher, student or private purchaser who uses the CD-ROM. The
CD-ROM may be installed on individual computers or networks for use
as above.
s3UBJECTTOTHEABOVETHEMATERIALONTHE#$ 2/-INWHOLEORINPART
may not be passed in an electronic form to another party, and may
not be copied (except for making one copy of the CD-ROM solely for
backup or archival purposes), distributed or stored electronically. It may
not be posted on a public website, and may not be altered for any reason
without the permission of Cambridge University Press.
s0ERMISSIONISEXPLICITLYGRANTEDFORUSEOF THEMATERIALSONADATA
projector, interactive whiteboard or other public display in the context of
classroom teaching at a purchasing institution.
s/NCEATEACHERORSTUDENTCEASESTOBEAMEMBEROF THEPURCHASING
institution all copies of the material on the CD-ROM stored on his/her
personal computer must be destroyed and the CD-ROM returned to the
purchasing institution.
s!LLMATERIALCONTAINEDWITHINTHE#$ 2/-ISPROTECTEDBYCOPYRIGHT
and other intellectual property laws. You may not alter, remove or
destroy any copyright notice or other material placed on or with this
CD-ROM.
s4HE#$ 2/-ISSUPPLIED@AS ISWITHNOEXPRESSGUARANTEEASTOITS
suitability.
 CONTENTS

Introduction vii

Part A
Geographical Themes – Preparing for Paper 1 1

Theme 1 Population and Settlement 3

Topic 1 Population growth 4
Case Study 1a: Rapid population growth in Niger 6
Case Study 1b: Population decline in Russia 8

Topic 2 Too many or too few? 10

Case Study 2a: Overpopulation in Nigeria 12
Case Study 2b: Underpopulation in Australia 14

Topic 3 Population structure and control 16

Case Study 3a: Reducing population in China 18
Case Study 3b: Increasing population in Singapore 20

Topic 4 Population density 22

Case Study 4a: Low population density in Namibia 24
Case Study 4b: High population density in Japan 26

Topic 5 International migration 28

Case Study 5: Polish workers move into the UK 30

Topic 6 Rural settlements 32

Case Study 6a: Rural settlement in Ethiopia 34
Case Study 6b: Rural settlement in France 36

Topic 7 Urban settlements 38

Case Study 7a: Urban settlements in Sardinia 40
Case Study 7b: Barcelona – urban land use 42

Topic 8 Urbanisation 44
Case Study 8a: Urbanisation in Peru – Lima 46
Case Study 8b: Urbanisation in India – Mumbai 48

Topic 9 Urban problems 50

Case Study 9a: Urban problems and solutions – Cairo 52
Case Study 9b: Urban problems and solutions – Baltimore 54

Topic 10 Urban sprawl 56

Case Study 10: Urban sprawl in Atlanta 58

Global Issue 1 HIV/AIDS 60

iii
 Contents

Theme 2 The Natural Environment 61

Topic 11 Plate tectonics 62
Case Study 11a: A volcano in Chile 64
Case Study 11b: An earthquake in China 66

Topic 12 Weathering 68
Topic 13 Rivers – from source to mouth 70
Case Study 13a River erosion – Niagara Falls 72
Case Study 13b River deposition – the Ganges delta 74

Topic 14 Coasts 76
Case Study 14a Coastal erosion – The Twelve Apostles 78
Case Study 14b Coastal deposition – the Hel spit 80

Topic 15 Coral reefs 82

Case Study 15 The Great Barrier Reef, Australia 84

Topic 16 Weather and climate 86

Topic 17 Tropical rainforests 88
Case Study 17 Madagascar’s rainforest 90

Topic 18 Hot deserts 92

Case Study 18 The Sahara Desert and Mali 94

Topic 19 Natural hazards 96

Case Study 19a Cyclone Nargis – Myanmar 98
Case Study 19b Drought in Australia 100

Topic 20 Human activity has impacts 102

Case Study 20a Floods in Mozambique 104
Case Study 20b National Parks in Costa Rica 106

Global Issue 2 Reducing carbon emissions 108

iv Cambridge IGCSE Geography

 Contents

Theme 3 Economic Development

and the Use of Resources 109
Topic 21 Agriculture 110
Case Study 21a Subsistence agriculture in Brazil 112
Case Study 21b Commercial agriculture in New Zealand 114

Topic 22 Food shortages 116

Case Study 22 Famine in Darfur, Sudan 118

Topic 23 Work and employment 120

Case Study 23a Changing employment – South Africa 122
Case Study 23b Changing employment – Russia 124

Topic 24 Manufacturing industry 126

Case Study 24 Manufacturing steel – Pakistan 128

Topic 25 Hi-tech industry 130

Case Study 25 Hi-tech industry in Bangalore 132

Topic 26 Tourism 134

Case Study 26a Tourism in the Seychelles 136
Case Study 27b Tourism in Dubai 138

Topic 27 Energy supply and demand 140

Case Study 27a Fuelwood in D.R. Congo 142
Case Study 27b Oil in Saudi Arabia 144
Case Study 27c Renewable energy in Iceland 146

Topic 28 Generating electricity 148

Case Study 28 Electricity generation in France 150

Topic 29 Water 152

Case Study 29 The Lesotho Highlands Water Project 154

Topic 30 Damaging the environment 156

Case Study 30a Soil erosion in Nepal 158
Case Study 30b Global warming – the Maldives 160
Case Study 30c Deforestation in Amazonia, Brazil 162

Topic 31 Conservation and management 164

Case Study 31a The Arctic 166
Case Study 31b The Antarctic 168

Global Issue 3 Reduce, reuse, recycle 170

v
 Contents

Part B
Geographical Skills – Preparing for Paper 2 171

Map work 1 Monsefu, Peru 172

Map work 2 Harare, Zimbabwe 178
Map work 3 Ewaso Kedong, Kenya 184
Map work 4 Montego Bay, Jamaica 190
Map work 5 Negara, Indonesia 196
Map work 6 Le Port, Reunion Island 202
So what map skills do we need? 208

Part C
The Alternative to Coursework –
Preparing for Paper 4 209

Topic 1 Investigating the CBD 210

Topic 2 Investigating rivers 218
Topic 3 Investigating tourism 226
Topic 4 Investigating weather 234
So what coursework could we do? 242

Resources 243
World map 244
Glossary 246
Index 250
Acknowledgements 254

vi Cambridge IGCSE Geography

 INTRODUCTION

The Cambridge IGCSE Geography coursebook and CD-ROM have been written
specifically to prepare students for Papers 1, 2 and 4 of the CIE examination.

Part A: Geographical Themes –

Preparing for Paper 1
Part A deals with the syllabus themes in the order of the syllabus. As the contents
page illustrates, there is a close and deliberate link in Part A to the syllabus. The
following three themes are covered:

Theme 1: Population and Settlement

Theme 2: The Natural Environment
Theme 3: Economic Development and the Use of Resources.

The authors have translated the syllabus themes into 31 generic topics, each of
which is covered on a double-page spread to introduce the topic. Twenty-nine
of these topics are then followed by at least one but usually two case studies of
topical and relevant examples from over 40 different countries, most of which
have CIE centres where candidates take the IGCSE Geography examination. The
three case study questions on Paper 1 are worth 21 out of 75 marks, so centres
that have been requesting resources to prepare candidates more effectively
for this part of the examination will find a wide range of examples to use. All
are resource-based and involve problem-solving and free-response writing as
required. At the end of each set of case studies there is a sample case study
question provided for students to attempt, based on the examples provided or
from others they have been taught. A global issue is studied at the end of each
theme, and a full world map showing countries covered by the case studies is
provided at the start (on page 2).

Part B: Geographical Skills –

Preparing for Paper 2
This paper is mainly skills-based and tests a candidate’s ability to handle various
ways of depicting geographical information without requiring specific place-
knowledge as in Paper 1. As one examination question will be based on a large-
scale (1:25 000 or 1:50 000) topographical map of a tropical area, Part B of the
textbook provides six examples of such maps, from Peru, Zimbabwe, Kenya,
Jamaica, Indonesia and Reunion Island. Teachers will find previous examinations
have used maps of the Caribbean, Zimbabwe, and Mauritius. For each country
an extract of a map is provided with examples of map skills questions. Further
work continues developing map skills as well as dealing with topics of relevance
within each country that relates to the map extract. The authors are well aware
how difficult it is to obtain international maps of tropical areas at the two scales
needed; the six map extracts provided here will supplement those obtained from
previous examinations.

vii
 Introduction

Part C: The Alternative to Coursework –

Preparing for Paper 4
Paper 3 is the coursework component and is not dealt with in detail here,
although aspects of fieldwork and coursework are touched on in Part C. Paper
4 is taken by candidates as a written examination instead of carrying out
coursework and/or fieldwork. Four topics – two physical and two human – are
covered with investigations into the Central Business District (CBD), Rivers,
Tourism, and the Weather – all topics that previously have been set on Paper
4. Each investigation begins with a double-page spread that illustrates how
fieldwork could be carried out on each of these topics. Then, taking a recent
question on the topic, there is a detailed analysis of candidate answers with
examination tips provided, as well as opportunities for students to assess answers.
The final exercise provides examples of coursework topics that are undertaken
in several CIE centres in different countries. These suggest the type of fieldwork
or coursework that teachers might consider introducing. Although the majority
of centres do choose Paper 4 as an alternative to coursework, it is important
that teachers try to carry out some local fieldwork, which Part C attempts to
encourage.

The CD
Outline maps: These are always useful for teachers to use with several tasks.
Eleven outline maps are provided covering the major regions of the world. In
addition a sheet of triangular graph paper is provided as it can be difficult to
obtain in many countries.
Support sheets: Forty-two photocopiable support sheets – at least one per topic
and one for each map work section – are provided here. In most cases they
provide help with sketches and graph work and supplement the topics and case
studies.
Sample questions: Thirty-one full sample questions are provided in exactly the
same style and format as they occur on Paper 1. Each question has a part a and b
with resources to respond to; the case study, which is provided in the textbook, is
added to complete a full question. Mark schemes are also provided for teachers to
use.
Glossary: The glossary used in the textbook is repeated here for reference or for
copying to issue to students.

Gary Cambers and Steve Sibley

viii Cambridge IGCSE Geography

 Part A Geographical Themes
Preparing for Paper 1

Paper 1 is a compulsory paper taken by all candidates. It consists of 6 questions – 2 on each Theme. Candidates must choose any 3
questions to answer. Each is worth 25 marks giving a total of 75 marks. Part A of the book focuses on case studies and attempts to
provide topical examples for the final part of each question which is a case study question. Here candidates must use a real place they
have studied. Some topics are followed by more than one example of a case study and there is one typical case study examination
question with almost all topics in the book. The CD contains typical complete questions, including the case studies from Part A, with
mark schemes. Support worksheets can also be found on the CD.
From June 2010 there will be three different versions of Paper 1, numbered 11, 12 and 13. The Paper the centre receives will depend
on which of the three international time zones it is allocated to. A recent past paper and mark scheme for Paper 1 is available for
reference at www.cie.org.uk

1
The location of case studies used in PART A: GEOGRAPHICAL THEMES
39

35
2

19

11
12
17 13
8
5
30 37
Tropic of Cancer 16 32
34 15
22 20 23
1
28
25 3 10
Equator 6
38
33 31
14 26

Tropic of Capricorn 24 21
7
4
29 36
18
27

0 2000 4000 km

1 Niger: Case Study 1a (pp.6–7) 11 France: Case Studies 6b (pp.36–7), 28 (pp.150–1) 21 Madagascar: Case Study 17 (pp.90–1) 32 Dubai: Case Study 26b (pp.138–9)
2 Russia: Case Studies 1b (pp.8–9), 23b (pp.124–5) 12 Italy (Sardinia): Case Study 7a (pp.40–1) 22 Mali: Case Study 18 (pp.94–5) 33 Democratic Republic of Congo: Case Study 27a
3 Nigeria: Case Study 2a (pp.12–13) 13 Spain: Case Study 7b (pp.42–3) 23 Myanmar: Case Study 19a (pp.98–9) (pp.142–3)
4 Australia: Case Studies 2b (pp.14–15), 14a (pp.78–9), 14 Peru: Case Study 8a (pp.46–7) 24 Mozambique: Case Study 20a (pp.104–5) 40 34 Saudi Arabia: Case Study 27b (pp.144–5)
15 (pp.84–5), 19b (pp.100–1) 15 India: Case Studies 8b (pp.48–9), 25 (pp.132–3) 25 Costa Rica: Case Study 20b (pp.106–7) 35 Iceland: Case Study 27c (pp.146–7)
5 China: Case Studies 3a (pp.18–19), 11b (pp.66–7) 16 Egypt: Case Study 9a (pp.52–3) 26 Brazil: Case Studies 21a (pp.112–13), 30c (pp.162–3) 36 Lesotho: Case Study 29 (pp.154–5)
6 Singapore: Case Study 3b (pp.20–1) 17 USA: Case Studies 9b (pp.54–5), 10 (pp.58–9), 27 New Zealand: Case Study 21b (pp.114–15) 37 Nepal: Case Study 30a (pp.158–9)
7 Namibia: Case Study 4a (pp.24–5) 13a (pp.72–3) 28 Sudan: Case Study 22 (pp.118–19) 38 Maldives: Case Study 30b (pp.160–1)
8 Japan: Case Study 4b (pp.26–7) 18 Chile: Case Study 11a (pp.64–5) 29 South Africa: Case Study 23a (pp.122–3) 39 Arctic: Case Study 31a (pp.166–7)
9 Poland: Case Studies 5 (pp.30–1), 14b (pp.80–1) 19 Canada: Case Study 13a (pp.72–3) 30 Pakistan: Case Study 24 (pp.128–9) 40 Antarctica: Case Study 31b (pp.168–9)
10 Ethiopia: Case Study 6a (pp.34–5) 20 Bangladesh: Case Study 13b (pp.74–5) 31 Seychelles: Case Study 26a (pp.136–7)
 Theme 1
Population and
Settlement

The Oshadi Market in Lagos, Nigeria

3
TOPIC 1 Population growth
A World population
Task 1
1804 1927 1960 1974 1987 1999
1 billion 2 billion 3 billion 4 billion 5 billion 6 billion Study Source A.
people people people people people people
a Draw a line graph to show
the growth of the world
Earth itself isn’t getting any bigger ...! population (in billions)
between 1804 and 1999.
Your horizontal axis should
B Population growth rates go from 1800 to 2100.
b Continue the line to show
the estimated (projected)
increase up to the end of this
century using the following
figures:
2013 7 billion
2028 8 billion
2054 9 billion
Tropic of Cancer
2100 10 billion
Equator
Task 2
Tropic of Capricorn Study Source B.
a Use an atlas to put the
following countries into rank
order from the highest to the
lowest rate of population
growth.
0 2000 4000 km s #ANADA s /MAN
Decrease: Increase: s )NDIA s 0ARAGUAY
+ 0–1% s 2OMANIA
+ 1.1–2% b Write a paragraph to compare
+ 2.1–3% rates of growth in African
+ 3.1–5% countries with those in Europe.
Give examples of countries
Population explosion and growth rates to back up
the points you are making.
The population of the world is growing by
88 million people every year, which means
an extra 241 095 people every day. There are
C Population change
167 more people now than there were one
Country Birth rate Death rate Net migration
minute ago! If there are 30 people in your
(per 1000 people) (per 1000 people) (per 1000 people)
class, the world’s population increases by this
amount every 10 seconds. Malta 10.3 8.3 +2.0

This rapid growth of world population, called Morocco 21.3 5.5 –0.8
the population explosion, is slowing down. Poland 10.0 9.9 –0.5
Estimates suggest that by the end of this Natural population change is calculated by subtracting the death rate from
century it may have stabilised at around the birth rate. So Malta’s natural population change is 10.3 – 8.3 = 2.0 per
10 billion. 1000 people.
Not all countries have the same rates of To calculate the overall population change the amount of migration must
be considered. If more people move into the country than move out of it, this
population growth. Some are still growing is added. If more move out of the country than into it this is subtracted. So
rapidly, whilst others have low growth rates Malta’s overall population change is 10.3 – 8.3 + 2.0 = 4.0 per 1000 people.
or are even declining. This can be worked out as a percentage (i.e. 0.4%).

4 Cambridge IGCSE Geography

 Theme 1 Topic 1

D The Demographic Transition Model

Task 3 Stage 1 Stage 2 Stage 3 Stage 4
HIGH
Study Source C. Large families
a Calculate the natural
population change of Birth rate falls
Morocco per 1000 people. due to changing

Birth rate and death rate

social conditions
b Calculate the overall
population change of
Poland per 1000 people.
c Calculate the overall rate of
population change of the Death rate falls
country in which you live, due to better Small families
as a percentage. You will health care and
living conditions
need to find out the birth Birth rate
rate, death rate and net Death rate
migration. For any country
LOW
this information can be
TIME
found at: www.cia.gov/
library/publications/the- Stage 1 Stage 2 Stage 3 Stage 4
world-factbook/ Birth rate
Death rate
Natural increase

The Demographic
E Living in Dhaka, Bangladesh
Transition Model
The Demographic Transition Model is a model of
the way that population growth can be divided
into four stages as birth and death rates change
over time. It is based on what has happened
in Europe and North America. The part of the
graph representing population growth is the
area between the lines, where birth rate is
higher than death rate.

Task 4
a Make a copy of the Demographic
Transition Model in Source D. Shade in This photograph was taken in Dhaka, the capital city of Bangladesh, which is
the natural increase. in Stage 3 of the Demographic Transition Model. Nasrin, the girl shown in the
b Make a copy of the table under the graph. photograph, is 10 years old. She has three sisters who are aged 15, 7 and 3, and
Complete the first two rows of the table two brothers aged 12 and 5, and her mother is expecting another baby. The family
using the words high, low or decreasing. live in a two-roomed house which they have built themselves. Nasrin went to
Complete the third row using the phrases school until she was 8 years old, but now she spends her days selling home-made
small increase, large increase, slower necklaces at one of the main road junctions in the city, to earn money to buy food
increase and fluctuating. for her family.
c Today some countries have birth rates
that are lower than death rates, so their
POPULATIONISDECLINING/NYOURCOPYOF Task 5
the Demographic Transition Model, add
an extra stage to show this and label it 2EADSource E. Compare your family and your lifestyle with those
‘Stage 5’. of Nasrin. You should write a paragraph and try to identify the main
similarities and differences.

5
CASE
STUDY 1a Rapid population growth in Niger

A Where is Niger?
LIBYA
N 0 250 km
ALGERIA
Madama
B Niger factfile
S A H A R A Total population 13.3 million
Population growth rate 2.9%
Grand Erg
de Bilma Life expectancy 44.3 years
AIR MO
Arlit T E N E R E
Erg du D E S E R T Literacy 28.7%
MALI Tenere
GDP per capita US$ 700
U

Agadez Population below poverty line 63%

NT
AI
Ni g

NIGER Workforce
NS
er

Tahoua s!GRICULTURE 

S A H E L s)NDUSTRY 
Zinder Diffa Lake
Niamey
Maradi Chad
s3ERVICES 
Dosso
CHAD
BURKINA FASO
N
OO
NIGERIA
ER
CAM

BENIN
Task 1
Study Source A.
Niger – an LEDC in West Africa $ESCRIBETHESIZEANDLOCATIONOF.IGER2EFERTO
The Republic of Niger is a land-locked country in West Africa, distance and direction.
named after the Niger river which flows through the south-west.
Its climate is mainly very hot and dry, with many desert areas. It Task 2
is an LEDC and is one of the poorest countries in the world.
a Make a copy of Source B. Draw an extra column
The largest ethnic groups in Niger are the Hausa and Djerma- and fill this in with information about the country
Songhai, sedentary farmers who live in the southern part of the in which you are living. For any country this
country. The rest are nomadic or semi-nomadic livestock-raising information can be found at:
peoples – Fulani, Tuareg, Kanuri, Arabs, and Toubou. www.cia.gov/library/publications/the-world-
factbook/
The population of Niger has grown from 1.7 million in 1960 to
b Use the information about Niger and your own
over 13 million in 2008. With a high population growth rate of
country to write a paragraph to show that Niger
2.9% it is expected to reach 56 million by 2050. Niger has the
is one of the poorest countries in the world.
highest fertility rate in the world (7.1 births per woman). This
means that nearly half of the population is under 15 years old.

C Birth and death rates in Niger

Task 3
Year Birth rate Death rate
Study Source C. (per 1000 people) (per 1000 people)
a Draw a graph to show the birth and death rates of Niger 2000 51.5 23.1
between 2000 and 2008. Use different coloured lines for 2001 50.7 22.7
each of the birth and death rates and shade in the area in
2002 49.9 22.3
between them that represents the natural population growth.
b Choose the correct words or phrases to complete the four 2003 49.5 21.7
sentences below about Niger: 2004 48.3 21.3
s "IRTHRATESANDDEATHRATESincreased/decreased between 2005 51.3 21.2
2000 and 2008. 2006 50.7 20.9
s "IRTHRATESBETWEENANDWEREALWAYShigher/ 2007 50.2 20.6
lower than death rates. 2008 49.6 20.3
s .ATURALPOPULATIONGROWTHINWAS20.2/28.4/29.3
per 1000 people.
s 4HISWAS higher/lower in 2008 than it was in 2000.

6 Cambridge IGCSE Geography

 Theme 1 Topic 1

D
Falling death
rates
Over the past 100 years NIGER:
death rates have been
falling in many parts of POPULATION
the world. EXPLOSION
There are now lower
death rates because:
THREATENS
t
babies are inoculated DEVELOPMENT
against diseases
t
there are better
GAINS
If the people of Niger remain
supplies of clean water
uninformed about family planning
t
people eat a better diet
and keep reproducing at the current
t
there are more clinics rate, the country’s population will
and hospitals more than quadruple by 2050, said 12, but some families said they would like
t
there is better health according to research by Niger’s national 40 or 50 children,’ said Adamou Soumana. For
education statistics agency. Niger’s population will make poor families children are a source of wealth.
t
people enjoy better it impossible for the government to provide They work on the land, go into the towns to
living conditions adequate health, education, jobs and water – earn money and look after their parents when
t
women are becoming tasks that it is already finding difficult, with a they are old.
better educated. fraction of the population.
Just 5% of the people of Niger use family
‘We surveyed the country and found that the planning and contraception. ‘People aren’t
average number of children per mother is 7.1. informed enough about the negative
However, we also asked them how many they consequences of having so many children,’
would like to have – women said 9 and men Soumana added.

E An action plan
Task 4
Working in groups, discuss the reasons why death rates have been
GOVERNMENT ACTION PLAN reduced in many countries. Put the reasons in order of importance and
explain your group's order to the rest of the class.
Niger’s government has put
in place a plan to slow down Task 5
population growth.
Study Source D.
The government wants the
number using family planning Draw a spider diagram to show reasons why birth rates are still high in
to increase from 5 to 20% by Niger. To do this:
2015. The plan also calls for a Draw a circle in the middle of your page. Write in it ‘Why birth rates are
information campaigns to educate
high in Niger’.
religious leaders and especially
women about the availability and
b Draw lines radiating from the circle.
importance of family planning. It c Write a reason at the end of each line.
proposes that the number of early
marriages be cut. Many girls in Task 6
Niger marry before the age of 15. Study Source E.
Raising the marriage age to 18
would take up to four years off a a The government of Niger has an action plan to slow down population
woman’s reproductive life. growth. Design a poster that shows how it is attempting to do this.
b Explain why it will be difficult to persuade people in Niger to have
smaller families.

7
CASE
STUDY 1b Population decline in Russia

What is happening to
Russia’s population? A Birth and death rates in the former USSR
Source A shows Russia and the other 30 30

countries which, up to 1991, used to form 25 25

(per 1000 people)

(per 1000 people)

the Union of Soviet Socialist Republics 20 20

Death rate
Birth rate
(USSR). Russia’s population is likely to Belarus Lithuania Latvia Estonia Russia 15 15

decline from 143 million in 2007 to 111 10 10

million in 2050. The main causes of this 5 5

are a high death rate, low birth rate and a 0 0

low level of immigration. Alcohol-related

deaths in Russia are very high and life Ukraine
expectancy is low. Russian women, who
are highly educated, do not want large
numbers of children. Immigration into
Russia is low, and many emigrants are
Moldova
moving away from Russia, particularly
to Western Europe to look for a
better lifestyle.

Georgia Armenia Azerbaijan Turkmenistan Uzbekistan Tajikistan Kyrgyzstan Kazakhstan

B Russia’s population
One pensioner for every Task 1
worker in 20 years’ time
Male life expectancy fall Study Source A.
s to 59
a Name the country shown on the map with the highest
rate of natural population growth.
b 7ORKOUTTHEPOPULATIONDECLINEOF2USSIAPER
sians with AIDS
More than one million Rus people.
c Name three other countries shown on the map that are
experiencing population decline.

Russian death rates highest in peacetime Task 2

an Study Source C.
Lowest ever birth rates at 1.1 per wom
a Describe how birth rates and death rates changed in
2USSIABETWEENAND
b Identify the years when the total population:
C Russian birth and death rates s INCREASED s REMAINEDTHESAME s DECREASED

18 Task 3
Birth rate
16 Match the following beginnings and endings of sentences
Births/Deaths per 1000

14 to complete three SENTENCESWHICHEXPLAINWHY2USSIAS

population is now declining.
12 Death rate Death rates xBECAUSE2USSIANWOMENPREFER
10 are high … to have a career rather than
8
large numbers of children.
Birth rates … as more people move out of
are low … 2USSIATHANINTOTHECOUNTRY
80

82

84

86

88

90

92

94

96

98

00

02

04

06

08

Population is lost … because of high levels of alcoholism,

19

19

19

19

19

19

19

19

19

19

20

20

20

20

20

Year
through migration … heart disease and accidents.

8 Cambridge IGCSE Geography

 Theme 1 Topic 1

D Population graphs for the G8 countries

Population since 1990 Adult HIV infection (2007)
1990
350
2004 Japan
300 2020 (projected) Germany
250 UK
Canada
Millions

200
France
150
Italy
100 USA
50 Russia

0 0.0 0.2 0.4 0.6 0.8 1.0 1.2

Canada France Germany Italy Japan Russia UK USA % of all 15–49 year-olds
Life expectancy at birth TB infection (2007)
1990 Japan
85 2004 Germany
80 UK
Years

75 Canada
France
70
Italy
65
USA
60 Russia
Canada France Germany Italy Japan Russia UK USA
0 50 100 150 200
2USSIAISONEOFTHE'COUNTRIESnOFTHEWORLDSMOSTPOWERFULNATIONS Number of cases per 100 000 population

Task 4 E Cash for more babies!

Study Sources B and D.
A second baby? Russia’s mothers aren’t persuaded
a Use Source D to 19 May 2006
identify the main
President Vladimir Putin last week promised to spend some of the country’s oil profits on efforts
differences between to solve the population problem. He ordered parliament to more than double monthly child
2USSIAANDTHEOTHER support payments to 1500 roubles (about US$55) and added that women who choose to have
G8 countries. Use a second baby will receive 250,000 roubles (US$9200); a very large amount in a country where
figures and examples average monthly incomes are close to US$330.
in your answer.
On Monday, young women at the Family Planning Youth Centre in Moscow said they liked the
b Use Source B to
sound of more money, but suggested that Mr Putin has no idea about their lives. ‘A child is not
suggest reasons for an easy project, and in this world a woman is expected to get an education, find a job, and make
these differences. a career,’ says Svetlana Romanicheva, a student who says she won’t consider having a baby for at
least five years.
Task 5
Others say Putin is right. ‘Russian women typically have one child ... but many of my patients
Study Source E. would like a second if they felt they had enough support,’ says Galina Dedova, a doctor at Happy
Families, a private Moscow clinic. ‘Most of my patients count their roubles ... If they could get
!2USSIANCOUPLEARE
more money, some might have more children.’
trying to decide whether
to have a second child.
Write a conversation
between them which
includes information
about the advantages Sample case study question
and problems of having For a country that you have studied, explain why
another child. it has a high rate of natural population growth.