AP Human Geography



Roosevelt High School

Syllabus

Roosevelt High School Social Science

Course: AP Human Geography Semesters 1 & 2

School Year: 2009-10 09/08/09 - 06/12/10

40 weeks

Instructor Information: Timothy Meegan- tsmeegan@cps.edu

Conference can be scheduled for periods 1,4,5 by appointment

Required Materials: Pens, pencils, notebook, 3 ring binder w/ folder for AP Geo only.

Course Description

The purpose of the AP Human Geography course is to introduce students to the systematic study of patterns and processes that have shaped human understanding, use, and alteration of the Earth’s surface. Students employ spatial concepts and landscape analysis to examine human social organization and its environmental consequences. They also learn about the methods and tools geographers use in their science and practice.

Texts

Rubenstein, James M. The Cultural Landscape: An Introduction to Human Geography.

9th ed. Upper Saddle River, NJ.: Prentice-Hall, 2008.

I use additional textbooks to prepare my lectures.

Course Organization

The course is organized thematically into seven units. Attention paid to each unit is correlated to the coverage it receives on the AP exam and student interest. The units are:

1. Geography: It’s Nature and Perspectives 2 weeks, 5-10% exam

2. Population 5 weeks, 13-17% exam

3. Cultural Patterns and Processes 6 weeks, 13-17% exam

4. Political Organization of Space 4 weeks, 13-17% exam

Semester Exam 1 week

5. Ag/Rural Land Use 4 weeks, 13-17% exam

6. Industrial/Economic Development 4 weeks, 13-17% exam

7. Cities and Urban Land Use 4 weeks, 13-17% exam

Review and Final Exam 3 weeks

Enrichment Activities/Independent Study 4 weeks

Assessment

Mondays will be reserved for formative assessments. These typically will be challenging, multiple choice questions based on reading assignments. Each unit will end with a 2 day summative assessment. The first day will be a 50 question multiple choice exam based on the AP exam format. Day two will consist of 1-2 free response essay questions. In addition, I will assign analytical essays, typically 1 per quarter. These will be typed, 5 paragraph essays based on a clear thesis statement. Homework assignments will be assigned regularly, usually textbook readings or newspaper stories. All videos will be accompanied by typed writing assignments, approximately 1-2 pages in length. These will usually be reflections or position statements. Students will be evaluated on points earned out of the total assigned. Participation in History Fair is mandatory.

Grading scale

92-100 A

84 - 91 B

76 - 83 C

68 - 75 D

67 below F

Grades obtainable on

Attendance Policy

Students are expected to be in class and on time every day. Students who are frequently absent or tardy will have a difficult time achieving success in the classroom. In addition, being absent from class for any reason will have a direct impact on your point total for the class. In all social studies classes, students receive 5 points each day for attendance. These points are awarded to a student who is on time and participates in the class activity for that day. If a student is late, the maximum number of points they can receive for the day is 2. If a student refuses to participate or disrupts the class they may receive 0 points. For example, the1st quarter has 41 school days. If a student is present, on time, and participates in class they would receive 205 points. On the other hand, a student who is absent 10 times and tardy 5 times would only get 140 points out of the possible 205 (71%). Since these points can make up approximately one-fifth of your grade for a quarter, regular, timely attendance is a must!

Late Assignment Acceptance Policy

In all social studies courses, no late work will be accepted after the end of the current unit. If a student misses the assigned due date for any assignment (including projects) they may still hand in the assignment for half credit until the determined end point of the current unit (as determined by the teacher-if you have a question, ask.) “Make-Ups” for unit tests or assessments must be made up outside of class on a date specified by the instructor. Arranging for make-up due to absence is the responsibility of the student.

Class Binder

Each student is required to maintain a class binder. This is a 3 ring binder that has a section dedicated for use in this class only. A spiral bound notebook IS NOT a binder. If you need assistance obtaining these items, please see me. This binder will contain any handouts, class notes, or assignments and will serve as your record of your performance in this class. Maintaining this binder will also help studying for tests, and quizzes. The binder will be collected periodically to be graded for content.

Activities (Tentative)

I. Geography: It’s Nature and Perspectives (2 weeks)

A. Social Studies skills, political map pre-assessment

B. Mental mapping

C. Reading: Rubenstein ch 1

D. Knowing the World, satellite images, poverty PPTs

II. Population (5 weeks)

A. Video: Nova- Population Explosion: The People Paradox (Essay)

B. Geography in Action software- manipulating Pop. pyramids

C. Analytical Essay- Migration, Refugees, Emigrants/Immigrants

D. Oral History Project- Migration, Refugees, Emigrants/Immigrants

E. Population Pyramids (graph paper)

F. Video: World Population- from Population Connection

G. Mapping Project: HIV/AIDS distribution

H. Reading: Rubenstein, ch 2-3

III. Cultural Patterns and Processes (6 weeks)

A. Reading: Rubenstein, ch 4-6

B. Video: Do You Speak American? (essay)

C. Video: Frontline: Merchants of Cool (essay)

D. Video: Zeitgeist (essay)

E. Rap videos from USA and Senegal

F. Media literacy and the question of objectivity in the media (writing prompt)

G. Essay: Impact of pop culture on folk customs and international relations

H. Linguistics articles pro/con- Bilingualism, Ebonics (writing prompt)

I. Cultural Ecology

J. Mapping Folk Music categories

IV. Political Organization of Space (4 weeks)

A. Reading: Rubenstein ch 7-8

B. Video: Frontline- Ghosts of Rwanda (essay)

C. Analytical Essay: Implementing the Canadian Responsibility to Protect (Hamilton)

D. Video- “Welcome to North Korea” (essay)

E. Gerrymandering Project- Gerrymander a district to benefit your political party

F. Annenberg web-based Gerrymandering

G. NPR- Born of Rape-DR Congo

V. Agriculture and Rural Land Use (4 weeks)

A. Video: King Corn (subsidy essay)

B. Reading: Rubenstein ch 10

C. Video: Immokalee Migrant Farm Workers and the Taco Bell Boycott

D. Mapping project- snack wrappers

VI. Industrialization and Economic Development (4 weeks)

A. Reading: Rubenstein, ch 9, 11, portions of ch 12 and 14

B. Video: Nova: Maqiladoras

C. Economic Imperialism Essay

D. Possible Video: Frontline- Is Wal-Mart Good for America?

E. Mapping Project- Locating Heavy industry, or map acid rain deposition

VII. Cities and Urban Land Use (4 weeks)

A. Field Study: Data collection and mapping of Commercial, Residential, and Industrial zones in the city

B. Reading: Rubenstein ch 12-13

C. Mapping project: Gentrification over time in your neighborhood.

D. Research: Correlation between rising gas prices and urban sprawl

E. Possible Video: Chicago: City of the Century

F. Mapping Project- Design your own city

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