AP HUMAN GEOGRPAPHY



AP HUMAN GEOGRPAPHY

9TH Grade

Lemon Bay High School

2201 Placida Rd, Englewood, FL 34224

941-474-7702

bert.cass@

According to the AP College Board, Human Geography is the study of where humans, their activities, and their institutions are located. More importantly, the course attempts to explain why these institutions are there, when they got there, and how they got there. The purpose of your AP Human Geography course, according the College Board, is to introduce you to the systematic study of patterns and processes that have helped shape human understanding, use, and alteration of the Earth’s surface.

As a former photojournalist and naturally curious human being, I believe the basic questions of journalism apply to geography: Who, What, When, Where, Why, and How? During your AP Human Geography course, you will ask another question: Why there?

As Ethel Wood rightly observes, “The 21st century has taught us that we cannot ignore the world around us. Happenings around the globe now directly impact our lives, and social studies teachers and students around the country face the challenges of interpreting a complex, interactive world.” I would argue that students globally face the same issues and that geography poses fascinating questions and answers about humans and their ways of life. It is impossible to understand human history, international politics, governance, world economies, the origins of religious beliefs, effects of agriculture (or lack thereof) and cultures without considering “human” geography. AP Human Geography teacher Kenneth Keller states, “Geography is in everything and everything is in geography.”

So, as we travel through the year together and “virtually” span the globe, I hope you begin to see the geography underneath your feet – everyday and everywhere you look – as well as begin to inquire, investigate, and envision the world from a different perspective.

Welcome to the Manta AP Family!

➢ CLASS MATERIALS: A three ring binder (at least 2 inches) and 7 dividers (one per unit), a single subject spiral notebook for journaling, textbook with accompanying workbook (provided by LBHS) pencils or choice of blue/black pens is required. Optional: Colored pencils, ruler, and personal three-hole puncher are recommended.

• NOTE: Your binder WILL BE YOUR NOTEBOOK. Fill the binder’s sections with loose-leaf. This binder will aide in organization, will help you find information quickly, and will allow you to save everything without losing important information in a bookbag.

➢ TEXT and SUPPLEMENTAL RESOURCES:

• The Cultural Landscape an Introduction to Human Geography by James M. Rubenstein; 12 Edition, 2017

• Human Geography: People, Places, and Culture, by Fouberg and de Blij, Fuller Study Guide 9th

• Human Geography: Preparing for the AP Examination by AMSCO, 2017

• AP Human Geography: A Study Guide by Ethel Wood, 2007

• Silk Roads by Peter Frankopan, 2015 (Assigned Excerpts)

• Guns, Germs, and Steel, documentary by Jared Diamond, 1998

• American Experience: New Orleans, PBS, 2007

➢ COURSE CONTENT AND THINGS TO CONSIDER: Although you are entering your first year of high school, this year-long course will strive to be the equivalent of a first year college or university course and it is vital that you are aware of the rigor, need for preparation prior to class, focus, respect, and attention to detail needed.

• IMPORTANT NOTE: Students will learn to become better writers. As a student in this class it is imperative to practice your writing skills for success by following specific writing “commands” as determined by the College Board.

➢ As a student in this class, you will employ spatial concepts and landscape analysis to examine human social organization and its environmental consequences. You will study diverse topics such as human social organization, population, religion, urban development, agriculture, economics, politics, disease, urban planning, and many other topics that are studied through the geographic perspective.

➢ You can look forward to a course that will utilize lectures, Socratic discussions, video documentaries, projects, student presentations, research, and writing assignments to assist in your exploration of the world and your preparation for the AP Human Geography exam.

➢ GOALS OF COURSE: Prescribed by the National Geographic Standards:

• Use and think about maps and spatial data.

• Understand and interpret the implications of associations among phenomena in places.

• Recognize and interpret at different scales the relationships among patterns and processes.

• Define regions and evaluate the regionalization process.

• Characterize and analyze changing interconnections among places.

➢ GRADING, HOMEWORK, AND PRACTICE: 100-90 = A, 89-80 = B, 79-70 = C, 69-60 = D, Below 60 = F

• Grades in this class will consist primarily of tests and quizzes, as well as projects and homework that will be averaged together. Unit tests that will resemble your AP exam as much as possible with a series of multiple-choice questions and Free Response Questions (FRQs).

• Students will be responsible for all homework, writing assignments, and note taking based on free-response style questions, and assigned readings from the text and supplementary materials. Written assignments will be collected, graded, and the class will discuss their findings and opinions.

• Current events in our lives are vital to thinking geographically. The geo-journal will provide a setting for students to express their thoughts on how current events are shaping their lives and their planet. During each 9-week grading period, students will collect 10 current events from newspapers, magazines, internet sources, etc. and write a one-page summary of the article and its importance to the student. Students will attach a copy (or original) of the article to their summary page in their journal. The current event journal (consisting of all 10 articles) will account for a test grade.

➢ HOMEWORK: I will not assign page numbers for you to read. Your homework will not be “traditional” homework. It is your obligation to read the information from the chapter we are studying nightly, to note take posted PowerPoints prior to class, to create matching quizzes for the enormous amount of vocabulary within each chapter, to work on your geo-journal assignment, or to research information for a project.

➢ EVERYTHING IS NOT FOR A GRADE: Finally, we will practice OFTEN. We will practice writing and multiple-choice responses and a grade will NOT be logged. What will happen? What is the purpose? I will provide feedback. The purpose is to train – sort of like an athlete training for competition. It is also to inform you about your progress – to advise you what you are doing well or what you need to improve upon.

CLASS EXPECTATIONS:

➢ I expect my students to realize they are taking a college-level class and they are no longer in middle school. I expect them to know they have moved on to a higher academic and personal stage in their lives. I expect my students to know how to act in a classroom setting, how to interact with me and their classmates, to respect LBHS and its staff/faculty, and above all – respect themselves. Finally, I expect my students to understand and appreciate the opportunity they have been given for academic and personal success by attending these college-level classes at LBHS.

CLASS PROCEDURES AND PHONES:

➢ TURN OFF your phone BEFORE entering the room quietly, professionally, and respectfully and place it in your bookbag.

• If you turn off your phone and place it in your bookbag, you will not have to worry about the important note below.

• IMPORTANT NOTE: I do not ALLOW cell phone usage unless I determine it is necessary. If you use your phone during class, I will ask you to place it on my desk and I will document your disregard for my policy. If it occurs again, I will call home. If it continues, I will regard your disregard as defiance of authority and write a referral.

➢ Electronic devices such as laptops or tablets are allowed for appropriate classroom activities only. If device is being used inappropriately, your privilege will be documented, and I will call home. If it continues, I will write a referral for defiance of authority and disregard for the class policy.

➢ Dress code is provided by the school and any infractions will be referred to the front office.

➢ “Do Now” activities will occur daily throughout the year.

➢ Bathroom breaks are allowed after the first 20 minutes of class and NOT allowed 10 minutes before the end of class, and one person may leave at a time unless there is an emergency.

➢ Bottled water ONLY. Candy, food, and soft drinks are not allowed in class.

➢ Remain seated until the dismissal bell. Please refrain from “packing” up and huddling at the door. Why? I release you – not the bell.

➢ KEY UNITS: Prescribed by the College Board’s AP Human Geography Course Description:

• Unit 1 – This is Geography – Its Nature and Perspective: Chapter 1

• Unit 2 – Population, Health, and Migration: Chapters 2 and 3

• Unit 3 – Culture: Chapters 4-7

• Unit 4 – Political Organization: Chapter 8

• Unit 5 – Agriculture and Rural Land Use: Chapter 9

• Unit 6 – Industrialization/Economic Development: Chapters 10-12

• Unit 7 – Urbanization: Chapter 13

• UNIT I: GEOGRPAHY – NATURE AND PERSPECTIVE

A. What is Geography?

➢ What is Human Geography and how does it differ from Physical Geography

➢ Globalization and Regionalization

➢ Geographic inquiry: six questions - “why of where.”

B. Spatial Perspective – Analysis, Data, and Distribution:

➢ Spatial Perspective: Location, Space, Place, Scale, and Patterns

➢ 5 Themes of Geography

➢ Sense of Place

➢ Regions: Formal, Functional, and Perceptual

➢ Connectivity and Diffusion

➢ Environmental Determinism versus Possibilism

➢ Landscape: Cultural vs. “material character of place”

C. Maps and their Geographical practice:

➢ Cartography: Foundations of map making

➢ How to use maps and spatial data

➢ Types of maps: Reference, Generalized, and Thematic

➢ True Maps; false impressions (Human Geography in Action)

➢ Location: Relative vs. Absolute

➢ Mental Maps and Activity Spaces: Terra Incognita

➢ Technologically advanced maps (GIS and GPS systems)

➢ Analyzing census data

➢

D. Enrichment

➢ Progress monitoring and timed FRQ practice

E. Unit test

• UNIT II: POPULATION and MIGRATION

A. Where in the world do people live and why?

➢ Population Patterns: Density, Distribution, and Scale

B. Why do populations rise and fall?

➢ Growth by scale

➢ Demographic Transition Model

➢ Double Timing

C. Why does Population Composition Matter?

➢ Aspects of composition: Age, Sex, and Ethnicity

➢ Population Pyramids

D. Government affects on population change

➢ Expansive vs. Restrictive population policies

E. Migration: The movement of populations and cultures

➢ What, Why, Where, and How?

➢ Cyclical vs. Periodic and International vs. Internal

➢ Forced and Voluntary migration

➢ Push and Pull Factors

➢ Distance Decay

➢ Global Migration Flows

F. Enrichment:

➢ Progress monitoring and timed FRQ practice

G. Unit test

• UNIT III: CULTURE

A. Types of Culture

➢ Folk, Popular, Local and their traits

➢ Diffusion and Assimilation

➢ Cultural Regions:

➢ Globalization

➢ Cultural Landscapes and Identities

➢ American Experience: New Orleans

B. Cultural Differences and Elements

➢ Race and issues involving race

➢ Ethnicity, Identity and Sense of Place

➢ Power Relationships and Subjugation

C. Language

➢ Language and Culture: What is Standard Language?

➢ Families and Distribution of Language

➢ Language Formation and Diffusion

➢ Language and their identities

D. Enrichment

➢ Progress monitoring and timed FRQ practice

➢ American Experience: New Orleans

E. Unit Test

• UNIT IV: POLITICAL GEOGRAPHY: ORGANIZATION AND SPACE

A. Territorial Aspects of Politics

➢ The concept of Territoriality

➢ Identity, Interaction, and Exchange: What do boundaries influence?

➢ Boundaries: Their nature and meaning

B. Evolution of the modern Political Pattern

➢ The Concept of Nation-State

➢ Multi-Nationalism

➢ Stateless Nations

➢ Colonialism vs. Imperialism

C. Capitalism and the World Economy

D. Spatial Organization of Governments: Federal vs. Unitary Systems

E. Devolution: Ethno cultural, Economic, Spatial, and Electoral Geography

F. Geopolitics: Mackinder and the Heartland Theory

G. Supranational Organizations: The future of the state and its affect on the state

H. Enrichment:

➢ Progress monitoring and timed FRQ practice

I. Unit Test

• UNIT V: AGRICULTURE and RURAL LAND USE

A. Development and Diffusion of Agriculture

➢ Neolithic (1st) Agricultural Revolution

➢ Second Agricultural Revolution

B. Major Agricultural Regions (by production)

➢ Systems within bioclimatic zones

➢ Variations within major zones and effects on markets

➢ Linkages and flows among regions of food production and consumption

C. Rural Land Use and Settlement Patterns

➢ Models of Agricultural Land use, including von Thunen’s Model

➢ Settlement Patterns associated with major agricultural types

D. Modern Commercial Agriculture

➢ The Third Agricultural Revolution

➢ The Green Revolution

➢ Biotechnology

➢ Spatial organization and the diffusion of Industrial Agriculture

➢ The future of food supplies and environmental impacts of agriculture

E. Enrichment:

➢ Guns, Germs, and Steel

➢ Progress monitoring and timed FRQ practice

F. Unit Test

• UNIT VI: URBAN GEOGRAPHY

A. What is Urbanism and when did people start living in cities?

B. The Hearths of Urbanization: The Central Place Theory

C. Origin ad Evolution of Cities

➢ Patterns of Urbanization

➢ Rural-urban migration leading to urban growth

➢ Global cities and Mega cities

➢ Models of Urban Systems

D. Characteristics of Modern cities

➢ Changing employment mix

➢ Changing demographic and social structures

E. Built Environments and Social Space

➢ Comparative models of internal city organization

➢ Transportation and infrastructure

➢ Political organization

➢ Urban Planning and Design

➢ Patterns of Race, Ethnicity, Gender, and Class

➢ Uneven Development: Blockbusting (Ghettoization) vs. Gentrification

➢ Impacts of Suburbanization and “Edge” cities

F. Enrichment:

➢ Progress monitoring and timed FRQ practice

G. Unit Test

• UNIT VII: INDUSTRIALIZATION AND DEVELOPMENT

A. Key Concepts Defined

➢ Developed vs. Developing Nations

➢ GNP and GDP

➢ Economy: Formal vs. Informal

➢ Rostow’s Modernization Model with handout

B. Growth and Diffusion of Industrialization

➢ Changing roles of energy and technology

➢ Environmental impact

➢ Industrial Revolution

C. Economic Cores and Periphery relationships

➢ Neo-Colonialism

➢ Structuralist Theory

➢ Dependency Theory: Case study – review theme of Boundaries and Borderlands

D. Location Theories: Economic vs. Industrialization

➢ Least Cost Theory: Agglomeration and Deglomeration

E. Contemporary Patterns: Industrialization Today

➢ Spatial Organization of the World Economy

➢ Development Variations

➢ Environmental Impact

➢ Deindustrialization: Off Shoring and Outsourcing

➢ New Major Industrial regions

➢ Economic Systems: Fordist vs. Post-Fordist World Economic System

F. Enrichment:

➢ Progress monitoring and timed FRQ practice

G. Unit Test

COLLEGE BOARD EXAM REVIEW

and

GRADE OPPORTUNITY

Although students will prepare for the College Board exam throughout the year, there is no way to simulate a full 3-hour exam without conducting one or two. Therefore, a few weeks prior to the exam, students will be required to participate in at least 1 full mock exam on two assigned Saturdays.

Thus, students will be required to attend ONE of TWO opportunities to practice a full exam and a 50-point assignment will be logged in FOCUS.

➢ NOTE 1: Students who complete ONE of TWO mock exams will receive a 50/50 for the assignment plus whatever score received on the exam (0-5) for a maximum of 55/50.

➢ NOTE 2: Students who do not attend either of the two opportunities will receive a 0/50 for the assignment.

FINAL EXAM!

Over the course of the year you will have worked extremely hard and just completed a College Board exam. Therefore, your final exam will be in the form of a project in which you can apply and demonstrate what you have learned in a variety of ways that I hope will be fun for all.

Lemon Bay High School

Academic Integrity Policy Statement

Charlotte County Public Schools take Academic Integrity very seriously as stated on pages 5-6 of the CCPS Code of Conduct where cheating is defined as: “the inappropriate and deliberate distribution or use of information, notes, materials, or work of another person, used as your own, in the completion of an academic exam, test or assignment.”

Lemon Bay High School views plagiarism as one of the most serious forms of cheating. We define plagiarism as “using someone else’s words, ideas or images without giving proper credit or any credit at all to the original writer or artist.” Whether plagiarism is intentional or unintentional, it is a serious offense, and ignorance of the LBHS plagiarism policy is not an acceptable defense against the charge of plagiarism.

The penalty for cheating or plagiarizing will be:

|VIOLATION |PROCEDURE |RESULTING PENALTY |

| |Teacher calls home and documents the plagiarism on a|The student will earn a ZERO for the work in question. |

|First Offense |disciplinary referral. |The student may be asked to complete the assignment for no more than a 70 |

|At LBHS | |percent. |

| | |Parent(s) or guardian(s)will be notified of the plagiarism/cheating. |

| | |Student will meet before their peer in an Academic Integrity Panel. |

| |Teacher calls home and documents the plagiarism on a|The student will earn a ZERO for the work in question. |

|Second Offense |disciplinary referral. |The student may be asked to complete the assignment for no more than a 50 |

|At LBHS | |percent. |

| | |Disciplinary consequences such as ISS, Detention and/ or Saturday School may |

| | |be warranted which will include a mandatory meeting with Academic Integrity |

| | |peers. |

| | |A parent conference will be required. |

|Third Offense |Teacher calls home and documents the plagiarism on a|The student will earn a ZERO for the work in question. |

|at LBHS |disciplinary referral. |Disciplinary consequences such as ISS, Detention and/ or Saturday School may |

| | |be warranted. |

| | |A parent conference will be required. |

| | |The student will not be permitted to hold office or a leadership position in |

| | |a club, class, or sport and will be ineligible for induction into any honor |

| | |society or Senior Hall of Fame. |

| | |Any student violating this policy three times in the same course will receive|

| | |an “F” for the semester. |

All incidents of cheating will be documented and maintained for a student’s entire tenure at Lemon Bay.

An electronic copy of this document can be found on Lemon Bay High School’s website

IMPORTANT NOTE and CONTRACT

Please read my message below, sign, and return by for 2 bonus points. Points will NOT be granted after, but all expectations and policies will be upheld. If you, or your parent, have any questions regarding the expectations of the class, please feel free to contact me at the email address in the syllabus heading.

Your willingness to accept constructive instruction that is intended to help you improve is important to your success in this class. Don’t take constructive criticism personally; we at LBHS want everyone to be successful, but more importantly improve throughout the year. In order to achieve success, please try the following: have a positive attitude, have pride in your work, have high standards and high expectations, give forth effort and have GRIT, have consistency and organization in your life, have respect for yourself and for others, and ask yourself often: Did I do my best; did I do all I could have done? Lastly, have confidence. Success is addictive – like your cell phone! The more you succeed, the more your brain reacts positively to that feeling of success. Your brain will train itself to want the feeling of success repeatedly.

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Please sign that you and your parents have read and understand the expectations and the information listed within the class syllabus. Return the ONLY the bottom portion of this page (the last of the syllabus) with signatures and keep the entire syllabus in the front portion of your binder for future reference.

I have read and understand the expectations, procedures, and obligations I have in Mr. Cass’s class.

_______________________ ____________________________

Student name (print) Student signature and date

_______________________________

Parent(s) Signature(s) and date

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