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1905000AP HUMAN GEOGRAPHY2012-2013Ms. OechslinLower Moreland High Schoolsoechslin@Academic ExpectationsClass meets daily and each student is expected to be in class every day. All students are expected to take an active role in learning about the world around them. All students are expected to ask questions, participate in discussions, actively listen to their fellow students and teacher, and attend to all activities taking place in class. In addition, all students are expected to complete all assignments on time, complete homework, take thorough notes, study for assessments, and be prepared with required academic materials. Academic honesty is expected from all students at all times.Academic honesty includes both honestly answering questions in class and on assignments and only signing one's own name to one's own work. Students found copying, cheating, or plagiarizing will be subject to the consequences detailed in the student handbook.Behavior ExpectationsIn this class all students will be expected to treat their classmates and teacher(s) with respect, and to accept other students regardless of race, gender, religion, nationality, sexual orientation, or political affiliation. Students are also expected to behave appropriately at all times, including:? Showing respect to fellow students and teachers? Listening when it is time to listen? Raising your hand to ask or answer questions? Respecting others' property and personal space? Refraining from using electronic devices in the classroom Policies Absences - When a student is absent, it is the student's responsibility to get all missed assignments, turn in work due during the absence, or make up any quizzes, tests, or other assessments. If a student misses an assessment they will be required to make it up when they return to school (if a student is absent on the day of and prior to when the assessment was given they will have the number of days they were absent to make up the assessment). The student can consult the teacher at an appropriate time (not during class), check with a classmate, or use the class website to find out what he or she missed. Attendance - Students are expected to be in class every day. Students should be in the classroom and seated when the bell rings. Assignments - All work is to be turned in when an assignment is due. Credit will not be given for work turned in late, unless a student was absent or experiences extenuating circumstances. In such a case of extenuating circumstances, a student must consult the teacher either asking for an extension and/or explaining the reason the assignment was not turned in on time. It is best to let the teacher know ahead of time if you will not be able to turn in an assignment on time. GradingStudents will be graded on most assignments done in class and all homework assignments, quizzes, tests, and projects. Midterm examinations are given however the final examination will be given prior to the AP Exam and counts as a regular test grade. Needed Items All students will need a three-ring binder to organize their class materials and for taking notes. The binder should be divided in at least four sections: 1) notes, 2) homework assignments, classwork and completed lab activities, 3) Free Response Question practice sheets/information and 4) test review sheets. Students will also need a 1” binder for the Human Geography in Action (Kuby) text. You will need to bring this text to class when computerized lab activities are scheduled. Students will also need to have a writing implement handy at all times during class (including at least two #2 pencils). In addition, bring a shoebox to class with your name written in magic marker on one end. These will be used to store your note cards throughout the school year. Contact Ms. Oechslin can be reached by e-mail at: soechslin@. Tips for Success ? Do all assigned readings? Follow world events ? Participate in class? Ask thoughtful questions ? Be prepared for class? Keep an open mind? Make connections? Give your best effort ? Think deeply about content Syllabus Course Objectives:? To introduce students to the systematic study of patterns and processes that have shaped human understanding, use, and alteration of Earth’s surface.? To learn to use the methods and tools of geographers to represent and understand geographic phenomena.? To learn to use geographic concepts and terms to interpret and analyze geographic phenomena. ? To develop geographic thinking skills that will be applied to daily life and current events considered in this course. Activities and Assessments This course will combine a variety of activities including scored class discussions, unscored class discussions, computer and book activities from the Human Geography in Action textbook, student presentations, direct geographic observation, map and GIS activities, and group activities. Students will be assessed through online reading quizzes, computer and book activities from the Human Geography in Action textbook, essays, projects, and unit tests. Units of Study:I. Introduction to Human GeographyII. Population and DemographicsIII. MigrationIV. Cultural Patterns and Processes V. Geography of LanguageVI. Geography of ReligionVII. Race, Ethnicity, Gender, Sexuality and GeographyVIII. Political GeographyIX. Industrialization and Economic DevelopmentX. AgricultureXI. Industry and ServicesXII. Urban Studies XIII. Resources and Environmental SustainabilityXIV. Review for AP Exam Tentative Schedule I. Introduction to Human Geography (Three Weeks) Readings:? Rubenstein Chapter 1 “Thinking Geographically” pgs. 2-43? Kuby Chapter 1 “True Maps, False Impressions: Making, Manipulating, and Interpreting Maps: pgs. 1-14 Key Terms: map, place, region, scale, space, connections, cartography, GIS, remote sensing, GPS, toponym, site, situation, meridian, parallel, longitude, prime meridian, latitude, GMT, International Date Line, cultural landscape, regional studies, formal region, functional region, vernacular region, mental map, culture, cultural ecology, environmental determinism, possibilism, resources, globalization, transnational corporation, density, concentration, pattern, space-time compression, distance decay, diffusion, hearth, relocation diffusion, expansion diffusion, contagious diffusion, stimulus diffusion, uneven development, human geography, map projection, simplification, maps scale, aggregation, reference maps, thematic maps, isoline maps, choropleth map, proportional symbol map, dot maps, spatial data, primary data, secondary data. Assignments:1. Complete Chapter Quiz and Thinking Spatially assessments in the online textbook (The Cultural Landscape) in the “Test Yourself” section. After completing both assessments print a “summary” of your results to submit for homework.2. Activity 1: Scale (Kuby pgs. 15-20)3. Activity 2: Thematic Maps (Kuby pgs. 21-31) *Requires computer and internet access, and will use WileyPlus subscription to access online maps.4. Map Analysis Essay: Students will find a map printed in a newspaper, magazine, or online source and will analyze the map according to type, scale, projection (if applicable), symbols, purpose, aggregation, and data classification. Students will write a five paragraph essay explaining the choices made by the cartographer, evaluating the usefulness of the map by explaining the advantages and disadvantages, and will include a printout or photocopy of the map.5. Note cards: students should have made flash cards for this unit during the summer. Make good use of them to study the terms! II. Population and Demographics (Two Weeks) Readings:? Rubenstein Chapter 2 “Population” pgs. 44-75? Kuby Chapter 5 “One Billion and Counting: The Hidden Momentum of Population Growth in India” pgs. 114-129 Key Terms: demography, overpopulation, ecumene, arithmetic density, physiological density, agricultural density, crude birth rate (CBR), crude death rate (CDR), natural increase rate (NIR), doubling time, total fertility rate (TFR), infant mortality rate (IMR), life expectancy, demographic transition, agricultural revolution, industrial revolution, medical revolution, zero population growth (ZPG), population pyramid, dependency ration, epidemiologic transition, epidemiology, pandemic, crude rate of natural increase,demographic transition model, equilibrium, cohorts, age-specific birth rates, replacement fertility, demographic momentum. Assignments:1. Complete Chapter Quiz and Thinking Spatially assessments in the online textbook (The Cultural Landscape) in the “Test Yourself” section. After completing both assessments print a “summary” of your results to submit for homework.2. Activity 1: Matching Demographic Descriptions with Population Pyramids (Kuby page 131) *Requires computer and internet access, and will use WileyPlus subscription to access online population pyramids.3. Activity 2: Demographic Momentum (Kuby pgs. 133-137) *Requires computer and internet access, and will use WileyPlus subscription to access dynamic online population pyramids, population graphs, and demographic transition graphs.4. Activity 3: Interpreting Population Change (Kuby page 139).5. Note cards: students will produce note cards to learn the key terms for the unit. III. Migration (Two Weeks) Readings:? Rubenstein Chapter 3 “Migration” pgs. 78-102? Kuby Chapter 4 “Newton’s First Law of Migration: The Gravity Model” pgs. 88-102 Key Terms: brain drain, chain migration, circulation, counterurbanization, emigration, floodplain, forced migration, guest workers, immigration, internal migration, international migration, interregional migration, intervening obstacle, intraregional migration, migration, migration transition, mobility, net migration, pull factor, push factor, quotas, refugees, undocumented immigrants, voluntary migration, distance decay, extreme value, gravity model, migration counterstream, migration selectivity, migration stream, outlier, remittances, residuals, scatter diagram, spatial interaction. Assignments:1. Complete Chapter Quiz and Thinking Spatially assessments in the online textbook (The Cultural Landscape) in the “Test Yourself” section. After completing both assessments print a “summary” of your results to submit for homework.2. Activity 1: Predicting Migration with the Gravity Model (Kuby pgs. 103-106) *Requires computer and internet access, and will use WileyPlus subscription to access population and distance data for U.S. states. 3. Activity 2: Scatter Diagram (Kuby pgs. 107-108) *Requires computer and internet access, and will use WileyPlus subscription to access scatter diagrams.4. Activity 3: Residual Map (Kuby pgs. 109-110) *Requires computer and internet access, and will use WileyPlus subscription to access choropleth maps.5. Activity 4: Evaluation (Kuby page 111) Students will evaluate their predictions, scatter plots, and residual maps from the previous activities.6. Note cards: students will produce note cards to learn the key terms for the unit. IV. Cultural Patterns and Processes (Two Weeks) Readings:? Rubenstein Chapter 4 “Folk and Popular Culture” pgs. 104-131? Kuby Chapter 2 “Layers of Tradition” pgs. 34-48 Key Terms: custom, folk culture, habit, popular culture, taboo, terroir, core, cultural landscape, culture, culture region, culture trait, domain, ecological trilogy, formal region, functional region, perceptual region, region, regional identity, sphere, symbol, syncretism. Assignments:1. Complete Chapter Quiz and Thinking Spatially assessments in the online textbook (The Cultural Landscape) in the “Test Yourself” section. After completing both assessments print a “summary” of your results to submit for homework.2. Activity 1: Mapping Culture Regions (Kuby pgs. 49-52) *Requires computer and internet access, and will use WileyPlus subscription to access GIS and maps of Middle East.3. Activity 2: Cultural Traits of your Culture Subregion (Kuby pgs. 53-56) *Requires computer and internet access, and will use WileyPlus subscription to access North American vernacular regions.4. Note cards: students will produce note cards to learn the key terms for the unit. V. Geography of Language (One Week) Readings:? Rubenstein Chapter 5 “Language” pgs. 134-167? “How words shape what we see” by Ahuja Anjana (Handout) Key Terms: British Received Pronunciation (BRP), creole, creolized language, dialect, Ebonics, extinct language, Franglais, ideograms, isogloss, isolated language, language, language branch, language family, language group, lingua franca, literary tradition, official language, pidgin language, Spanglish, standard language, Vulgar Latin. Assignments:1. Complete Chapter Quiz and Thinking Spatially assessments in the online textbook (The Cultural Landscape) in the “Test Yourself” section. After completing both assessments print a “summary” of your results to submit for homework.2. Students will read “How words shape what we see” and have a scored class discussion based the article and the Rubenstein reading. 3. Note cards: students will produce note cards to learn the key terms for the unit. VI. Geography of Religion (One Week) Readings:? Rubenstein Chapter 6 “Religion” pgs. 168-204 Key Terms: animism, autonomous religion, branch, caste, cosmogony, denomination, diocese, ethnic religion, fundamentalism, ghetto, hierarchical religion, missionary, monotheism, pagan, pilgrimage, polytheism, sect, solstice, universalizing religion. Assignments:1. Complete Chapter Quiz and Thinking Spatially assessments in the online textbook (The Cultural Landscape) in the “Test Yourself” section. After completing both assessments print a “summary” of your results to submit for homework.2. Students will choose a world religion and will present to the class on the hearth and distribution of that religion across earth’s surface. Students will also focus on how the religion diffused to other regions. 3. Note cards: students will produce note cards to learn the key terms for the unit. VII. Race, Ethnicity, Gender, Sexuality and Geography (Two Weeks) Readings:? Rubenstein Chapter 7 “Ethnicity” pgs. 206-237? De Blij Chapter 5 “Identity: Race, Ethnicity, Gender, and Sexuality” (handout) ? Kuby Chapter 12 “Do Orange and Green Clash? Residential Segregation in Northern Ireland pgs. 345 Key Terms: apartheid, balkanization, balkanized, blockbusting, centripetal force, centrifugal forces, enclave, ethnic cleansing, ethnicity,genocide, ghetto, irredenta, irrendentism, multi-ethnic state, multinational state, ethno nationalism, nationalism, nationality, nation-state, race, racism, racist, self-determination, sharecropper, shatterbelt, triangular slave trade. DeBlij handout: gender, identity, identifying against, race, racism, residential segregation, succession, sense of place, space, place, gendered, dowry deaths, barrioization. Assignments:1. Complete Chapter Quiz and Thinking Spatially assessments in the online textbook (The Cultural Landscape) in the “Test Yourself” section. After completing both assessments print a “summary” of your results to submit for homework.2. Activity 1: Mapping Religious Affiliation (Kuby pgs. 355-357) *Requires computer and internet access, and will use WileyPlus subscription to access choropleth maps.3. Activity 2: Index of Segregation (Kuby pgs. 359-365) *All materials and data are included in the textbook.4. Note cards: students will produce note cards to learn the key terms for the unit. VIII. Political Geography (Three Weeks) Readings:? Rubenstein Chapter 8 “Political Geography” pgs. 238-270? Kuby Chapter 13 “Breaking Up Is Hard to Do: Nations, States, and Nation-States” pgs. 368-378 Key Terms: balance of power, boundary, city-state, colonialism, colony, compact state, elongated state, federal state, fragmented state, frontier, gerrymandering, imperialism, landlocked state, microstate, perforated state, prorupted state, sovereignty, state, unitary state, diaspora, ethnonationalism, homeland, irredentism, patriotism, province, raison d’etre, refugee, regional autonomy, secession, separatism, shatterbelt. Assignments:1. Complete Chapter Quiz and Thinking Spatially assessments in the online textbook (The Cultural Landscape) in the “Test Yourself” section. After completing both assessments print a “summary” of your results to submit for homework.2. Activity 1: The Rise of Nationalism and the Fall of Yugoslavia (Kuby pgs. 379-405) *All required materials are in the textbook. 3. Political Conflict Presentations: Students will individually research a current political conflict (border dispute, independence movement, sovereignty dispute, or civil conflict) and present to the class on the conflict. 4. Note cards: students will produce note cards to learn the key terms for the unit. IX. Industrialization and Economic Development (Three Weeks) Readings:? Rubenstein Chapter 9 “Development” pgs. 272-304? Rubenstein Chapter 11 “Industry” pgs. 342-370 Kuby Chapter 6 “Help Wanted: The Changing Geography of Jobs” pgs. 142-158? Kuby Chapter 7 “Rags and Riches: The Dimensions of Development” pgs. 184-204 Key Terms: developed country, developing country, development, fair trade, foreign direct investment, gender empowerment measure (GEM), gender-related development index (GDI), gross domestic product(GDP), human development index (HDI), less developed country (LDC), literacy rate, more developed country (MDC), primary sector, productivity, relatively developed country, secondary sector, structural adjustment program, tertiary sector, transnational corporation, value added, break-of-bulk point, bulk-gaining industry, bulk-reducing industry, cottage industry, Fordist, industrial revolution, labor-intensive industry, maquiladora, new international division of labor, outsourcing, Post-Fordist, right-to-work laws, site factors, situation factors, textile. Assignments:1. Complete Chapter Quiz and Thinking Spatially assessments in the online textbook (The Cultural Landscape) in the “Test Yourself” section. After completing both assessments print a “summary” of your results to submit for homework.2. Students will have finished independently reading Three Cups of Tea, and will write a three to five pages essay discussing the barriers to economic development in Pakistan and Afghanistan. Students will focus on issues portrayed in the book such as gender inequality, infrastructure, civil war, environmental barriers, and governmental policies in influencing economic development. Students will also consider the challenges that have arisen in Pakistan and Afghanistan as a result of the lack of economic opportunities. 3. Note cards: students will produce note cards to learn the key terms for the unit. X. Agriculture (Two Weeks) Readings:? Rubenstein Chapter 10 “Agriculture” pgs. 306-341? Kuby Chapter 8 “Food for Thought: The Globalization of Agriculture” pgs. 221-231 Key Terms: agribusiness, agriculture, cereal grain, chaff, combine, commercial agriculture, crop, crop rotation, desertification, double cropping, grain, Green Revolution, horticulture, hull, intensive subsistence agriculture, milkshed, paddy, pastoral nomadism, pasture, plantation, prime agricultural land, ranching, reaper, ridge tillage, sawah, seed agriculture, shifting cultivation, slash-and-burn agriculture, spring wheat, subsistence agriculture, sustainable agriculture, swidden, thresh, transhumance, truck farming, vegetative planting, wet rice, winnow, winter wheat, capital, capital-intensive agriculture, comparative advantage, extensive agriculture, first agricultural revolution, free trade, friction of distance, globalization, global-local continuum, hunting and gathering, labor-intensive agriculture, irrigation, land cover, land use, livestock, mixed farming, monoculture, nomadism, remote sensing, second agricultural revolution, sedentary agriculture, shifting cultivation, third agricultural revolution, time-space convergence, yield. Assignments:1. Complete Chapter Quiz and Thinking Spatially assessments in the online textbook (The Cultural Landscape) in the “Test Yourself” section. After completing both assessments print a “summary” of your results to submit for homework.2. Activity 1: Agricultural Landscapes and Production Methods (Kuby pgs. 235-240) *Requires computer and internet access, and will use WileyPlus subscription to access photographs of agricultural landscapes and thematic maps.3. Activity 2: Global Sources for Your Local Supermarket (Kuby pgs. 241-243) *Requires a trip to a local supermarket to examine where foods are imported from. 4. Activity 3: Remote Sensing and Agricultural Land Use Change (Kuby pgs. 245-252) *Requires computer and internet access, and will use WileyPlus subscription to access satellite images of land use in Latin America. 5. Note cards: students will produce note cards to learn the key terms for the unit. XI. Industry and Services (Two Weeks) Readings:? Rubenstein Chapter 11 “Industry” pgs. 342-370 and Chapter 12 “Services” pgs. 372-402Key Terms: basic industries, business services, central business district (CBD), central place, central place theory, city-state, clustered rural settlement, consumer services, dispersed rural settlement, economic base, enclosure movement, gravity model, market area (or hinterland), nonbasic industries, primate city, primate city rule, public services, range (of service), rank-size rule, service, settlement, threshold. Assignments:1. Complete Chapter Quiz and Thinking Spatially assessments in the online textbook (The Cultural Landscape) in the “Test Yourself” section. After completing both assessments print a “summary” of your results to submit for homework.XII. Urban Studies (Two Weeks) Readings:? Rubenstein Chapter 13 “Urban Patterns” pgs. 404-437? Kuby Chapter 10 “Reading the Urban Landscape: Census Data and Field Observation pgs. 287-300? Philadelphia Workforce Investment Board. A Tale of Two Cities. 2009 (Handout) Key Terms: annexation, census tract, concentric zone model, council of government, density gradient, edge city, filtering, gentrification, greenbelt, metropolitan statistical area (MSA), micropolitan statistical are, multiple nuclei model, peripheral model, public housing, redlining, rush hour, sector model, smart growth, sprawl, squatter settlement, underclass, urbanization, urbanized area, urban renewal, zoning ordinance.Assignments:1. Complete Chapter Quiz and Thinking Spatially assessments in the online textbook (The Cultural Landscape) in the “Test Yourself” section. After completing both assessments print a “summary” of your results to submit for homework.2. Activity 1: Census Tract Data (Kuby pgs. 301-306) *Requires computer and internet access to download census data from geo/www/maps/msa_maps2003/msa2003_previews_htm/cbsa_csa_us_wall_0603_rev.html 3. Activity 2: Field Survey (Kuby pgs. 307-310) *Requires trip to chosen census tract from Activity 14. Note cards: students will produce note cards to learn the key terms for the unit. XIII. Resources and Environmental Sustainability (Two Weeks) Readings:? Rubenstein Chapter 14 “Resource Issues” pgs. 438-472? Kuby Chapter 14 “Preserving the Planet: Human Impact on Environmental Systems” pgs. 461-482Key Terms: acid deposition, acid precipitation, active solar energy systems, air pollution, animate power, biochemical oxygen demand (BOD), biodiversity, biomass fuel, breeder reactor, chlorofluorocarbon (CFC), conservation, ferrous, fission, fossil fuel, fusion, geothermal energy, greenhouse effect, hydroelectric power,inanimate power, nonferrous, nonrenewable energy, ozone, passive solar energy system, photochemical smog, photovoltaic cell, pollution, potential reserve, preservation, proven reserve, radioactive waste, recycling, renewable energy, resource, sanitary landfill, sustainable development. Assignments:1. Complete Chapter Quiz and Thinking Spatially assessments in the online textbook (The Cultural Landscape) in the “Test Yourself” section. After completing both assessments print a “summary” of your results to submit for homework.2. Activity 1: Environmental Impacts (IPAT) by Development Category: A Global Warming Case Study (Kuby pgs. 483-488) *All required materials are in the textbook.3. Activity 2: Human-Environment Systems Analysis (Kuby pgs. 489-490) *Requires computer and internet access, and will use WileyPlus subscription to access case study articles.4. Activity 3: Conflicting Viewpoints on Environmental Problems (Kuby pgs. 491-500) Students will be divided into interest/stakeholder groups do discuss the various sides of an environmental issue chosen by students. 5. Note cards: students will produce note cards to learn the key terms for the unit. XIV. Review for AP Exam We will review the content covered in the course and practice free response questions from released AP Human Geography Exams. ................
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