AP® Human Geography - Weebly
|AP® Human Geography Syllabus |Instructor: Mr. Soper |
|Takoma Academy 2013-2014 |tsoper@ta.edu |
| |(301) 434-4700 |
Course Overview
Human Geography is a college-level survey course which introduces students to the systematic study of human spatial and distributive patterns and trends in the world around them using geographic concepts and tools. Human geography is a social science which examines how humans understand, interact, and alter the landscape around us. It approaches sociology, anthropology, economics, and ecology through the lens of geographic inquiry. A central theme is the tension between cultural diversity and globalization. In short, it asks the question “Why do things happen where?”
Emphasis is placed on the critical use of multiple perspectives in geographic issues, theories & models, hands-on application, sketch mapping & analysis of case studies. These regional case studies are compared to situations in the U.S. and local issues. Students are encouraged to be up to date on current issues in Maryland, the United States, and the world.
Advanced Placement Human Geography is part of a cooperative endeavor by high schools, colleges, and the College Board that provides highly motivated students the opportunity to earn college credit during their high school years. If the student does not choose to take the AP exam, the course still fulfills the graduation requirement for social studies
AP Human Geography is a year-long course designed to meet or exceed a 100-level, one semester college human geography course. At the end of the year students will be administered the official AP Exam. Passing this exam allows the student to receive applicable college credits. Grades administered throughout the class are for high-school purposes only and do not apply to AP Credit.
AP Mastery Objectives
- Students will be able to systematically define the geographic patterns and spatial concepts involved in human interaction with the physical environment
- Students will be able to use and interpret various types of landscape analysis including paper maps, aerial photographs, satellite images, GIS information, and other data sets.
- Students will be able to compare, contrast, and interpret the relationship between patterns and processes at a variety of scales.
- Students will be able to identify local and global regions based on multiple factors: culture, population, political organization, industry, agriculture, and resource use.
- Students will be able to characterize and analyze changing interconnections among places
Required Textbooks & Resources
• The Cultural Landscape: An Introduction to Human Geography 10th ed. Rubenstein, J.M. Upper Saddle River: Pearson Prentice Hall, 2011.
• World Geography. Boehm, Richard G. Columbus: McGraw-Hill, 2003.
• Barron’s AP Human Geography. Marsh, Meredith and Alagone, Peter. Haupage: Barron’s Educational series, Inc. 2012.
• Access to a web-enabled computer
Additional resources (films, online case studies, satellite mapping, etc) are used throughout the year as required for each unit. These are listed in the detailed unit plans.
Prerequisites
• Minimum of 10th grade standing at time course begins
• World History
Research and Field Studies
Course Outline
|Units |APExam |Course Dates |Projects and Quizzes |
|Unit 1: |5-10% |4 Weeks |MapQuiz: Population |
|Basic Geographic Concepts | | |Field Trip – Towson |
|Unit 2-3: |13-17% |5 Weeks |MapQuiz: The Americas |
|Population and Migration | | |P: |
|Unit 4: | |2 Weeks |MapQuiz: Climate p.25 |
|Folk and Popular Culture | | |P: Virtual Field Trip |
|(Units 3-6 are co-joined in the |13-17% | | |
|curriculum) | | | |
|Unit 5: | |2 Weeks |MapQuiz: Africa |
|Language | | |P: Google Languages |
|Unit 6: | |1 Week |MapQuiz: Religions p.174 |
|Religion | | | |
|Unit 7: | |2 Weeks |MapQuiz: Europe |
|Ethnicity | | |P: Personal Map |
|Unit 8: |13-17% |2 Weeks |MapQuiz: Agriculture p.312 |
|Political Geography | | |P: Political Districts |
|Unit 9: |13-17% |2 Weeks |MapQuiz: W Asia |
|Development | | | |
|Unit 10: |13-17% |2 Weeks |MapQuiz: Landforms |
|Agriculture | | |P: GMO Debate |
|Unit 11: |13-17% |2 Weeks |MapQuiz: E Asia |
|Industry | | | |
|Unit 12: |13-17% |2 Weeks |MapQuiz: Birthrates |
|Services | | | |
|Unit 13: |13-17% |4 Weeks |MapQuiz: Oceana |
|Urban Patterns | | |P: Walking Map |
|Unit 14: |13-17% |2 Weeks |MapQuiz: Resources |
|Resource Issues | | | |
| | |2 Weeks (pending AP exam date) | |
|Exam Review | | | |
| | | | |
Classroom Procedures
Participation
AP HuGe is a college-level course. As such, additional student-centered effort and dedication to learning will need to take place. Full participation is expected at all times. Students who are uninterested in learning may be asked to reconsider their enrollment in the class. .
Notes
Notes add important information to the textbook and readings, and will be vital for tests and quizzes. Notes must be left in binders. The teacher will check them periodically. Make a habit of reviewing notes within 24 hours of taking them.
Daily Assignments / Homework
Students will receive opportunities to pursue and practice concepts, skills and information learned in their courses through assignments completed inside class or extended outside of the classroom. It is expected that students complete these activities. AP work is focused more on comprehension and application and less on memorization and completion.
All work, unless otherwise noted, is due at the beginning of class on the due date. Work should be turned in to the AP HuGe basket with the following information in the heading:
Name, Class, Due Date, Assignment Title
Assignments MUST be turned in on 3-Ring Binder paper or in digital format. Digital format must be in Word documents emailed to tsoper@ta.edu. Please put your name and the name of the assignment in the title of the email. No spiral notebooks should be used in class period. Only use black and blue ink or pencil. Please make a habit of turning in legible, neat assignments.
Returned Work
Student work will be evaluated and returned in a timely manner. Please pay close attention to written feedback.
Exams
You will be given exams after most units. Exams are used to test your knowledge and comprehension of each unit. More importantly, they allow you to practice for the final AP exam. Exam questions are generally taken directly from AP Central material or from pervious exams
Quizzes will also occur, generally over maps. It is important to have a working knowledge of political, climactic, agricultural, and demographic map data.
Assessment
Students are assessed in both summative and formative formats. While grades are received for work, students should pay close attention to feedback from the teacher and fellow students. Appropriate response to feedback (taking advice and learning from it) is essential to success in this AP course.
Weekly Journals
Please refer to attached instruction sheet.
Instruction Methodology
Lecture: Key concepts and factual information should be written into notes by students. Make a habit of recording insights and helpful explanations that will assist in studying.
Socratic Seminars: There is value in focusing on the questions instead of the information. In this method, the teacher will focus on student inquiry and discussion. Please feel open to bring any relevant thought to the discussion…there are no stupid ideas or questions. It may be helpful to record major points of discussion in your notes for further use in your studies.
Group Work: Be willing to work with a variety of people. This is part of your social development. Follow instructions carefully and include all members of the group.
Projects: projects throughout the year that are focused on high-level critical thinking, problem-based learning and application. Pay special attention to these applications as they will be very beneficial to use as examples on your exams.
Media: Frequent use is made of media (video, music, etc), with the focus being on critical evaluation. Time will be spent in learning to detect bias and analyzing points of view.
Field Studies: Various trips – some short, some long – will occur. The focus is generally on data collection, with some being geared towards process observation.
Research: Frequent use will be made of data sources such as the census bureau to create reports, maps, and studies on various topics.
Guest Lecture: Professionals from the field will occasionally guest teach a class. Make use of this valuable resource by recording information and asking questions.
Academic Integrity
The teacher expects each student to strive for the highest standard of personal excellence. It is therefore understood that students will be responsible to complete their own learning with academic integrity. Cheating, as defined in the handbook, will result in a suspension and a zero for the work. All cheating issues will be referred to the administration.
Grade Distribution
Emphasis is placed not upon memorization of information but upon analysis, comprehension, and reasoning. Grades are administered according to the following assessments:
25% Analyzing: Interpreting Data, Case Studies, Problem Solving
40% Application: Applying Skills in Assessments, Comprehension
15% Communication: Projects, Debates, Discussions, Reports, Teaching
20% Map Skills: Memorization, Analysis, Creation
Classroom Expectations
Our classroom should be pleasant place where learning comes naturally. The following guidelines will help us accomplish this goal.
1. Students at TA are active learners, not passive learners!
2. Respect for EVERY person is ESSENTIAL in all activities.
3. Be Responsible for your success. Bring what you need (notebooks, textbooks, pens) Leave what you don’t need (phones, food, bathroom needs).
4. Pursue the objectives. Focus on what you need to learn.
5. Meet your deadlines. If you have an emergency that has caused you to miss a deadline, please meet with me in the morning or after school. NEVER ask me to discuss such emergency situations during class.
6. Provide insight. You have valuable ideas and questions. Add them to discussions and further develop them.
7. Keep the Classroom clean – Pick up all personal effects before leaving. Throw trash in trash cans. Return classroom books to proper shelf.
8. Be familiar with the Takoma Academy Handbook
Mr. Soper has very high expectations from each one of you. You will witness and analyze different ways of life and human-environment interactions. You may not agree with the way others live, but you must respect the individual as a child of God. Your instructor will not tolerate any form of ridicule or disrespect concerning content material. You must learn how to behave in an academic setting, including digital academic settings.
This course incorporates the 12 AP scoring components listed below:
• … a systematic study of the nature of geography
• … a systematic study of the perspectives of geography
• … a systematic study of population geography
• … a systematic study of cultural patterns and processes
• … a systematic study of political organization of space
• … a systematic study of agriculture and land use
• … a systematic study of industrial and economic development
• … a systematic study of cities and urban land use
• … the use of landscape analysis to examine human organization of space
• … spatial relationships at different scales ranging from the local to the global
• … how to use and interpret maps and spatial data
• … how to use and interpret geographic models
Human Geography Current Events Journals
Required Materials: Marbled Composition notebook (provided by teacher), blue or black pen, stapler or tape.
Description of Activity:
One journal entry based on a news or magazine article, discussing how concepts from human geography can be used to explain or clarify current world events. Due each Thursday of the school year, excluding exam weeks. The teacher often provide you with articles to use. Some weeks you will be asked to provide your own.
Step-by-step Instructions:
1. Staple or tape the article into your journal.
a. If you use an online article you must provide a proper MLA citation:
Author. “Title of Article.” Name of Magazine.
Date Article Published. Date Visited Website.
2. Journal entries must contain at least 2 paragraphs discussing the following:
a. Paragraph 1 should be a concise summary of the article.
b. Paragraph 2 should analyze the concepts in the article using Human Geography concepts and vocabulary. What does the article have to do with Human Geography, or how can Human Geography help you analyze the article?
Additional Information:
If your article is particularly interesting, we may copy it for the whole class to comment on.
The teacher will write comments and feedback on your journals. Please feel free to write more comments in response. This process is vital to practicing and developing the terms and concepts used in Human Geography. If you put lots of effort into these articles, you will find your final exam to be much easier. By the end of the year, you will know a lot more about what’s going on in the world, and you will have a wealth of examples to use in your AP Human Geography Exam essays. You will have had on-going discussions in writing with your teacher and with fellow classmates and at home about current events.
Grading Rubric – Journals
| |Student presents a clear, concise summary of the article. Student shows a thorough understanding of specific AP HuGe vocabulary|
|4 |used to analyze the article. Student clearly explains the reasoning used to form their conclusions. Contains few minor errors |
| |in vocabulary and grammar that do not impact meaning |
| |Student presents a clear summary of the article. Student shows an extensive understanding of specific AP HuGe vocabulary used |
|3 |to analyze the article. Student gives general explanations about how they reached their conclusions. Contains minimal errors |
| |in vocabulary and grammar that do not impact meaning |
| |Student presents a vague summary of the article. Student shows a general understanding of specific AP HuGe vocabulary used to |
|2 |analyze the article. Student lacks rationale their conclusions. Contain significant errors in vocabulary and grammar that |
| |impair meaning |
| |Student lacks or provides a minimal summary of the article. Student shows little to no understanding of specific AP HuGe |
|1 |vocabulary. Student lacks rationale for their conclusions. Contains major errors in vocabulary and grammar that impair meaning|
Unit 1 - The Nature of Geography
Unit Objectives and Activities
1. Define geography, human geography; explain the meaning of the spatial perspective.
2. Explain how geographers classify each of the following and provide examples of each:
a) distributions
b) locations
c) regions
3. Identify how each of the following plays a role in mapmaking:
a) simplification
b) categorization
c) symbolization
d) induction
4. Identify types of scale and projections used in mapmaking; identify advantages and disadvantages of different projections.
5. List different types (models) of diffusion and provide examples/illustrations of each in the real world.
6. Distinguish between different types of maps and mapped information (e.g., dot distribution, choropleth, etc.) and provide explanations of strengths and weaknesses of each.
Activities and Projects
1. Mental Maps
2. How Half the World Works, 1932. National Geographic Magazine
3. Toponyms Map Project
4. Layers of Tradition – An Online Regional Analysis of the Middle East
Unit 2 - Population
Unit Objectives and Activities
1. Map major and emerging population concentrations and describe demographic characteristics of each.
2. Consider the concepts of ecumene and non-ecumene and consider:
a) Why do most people live where they do?
b) For what reasons have humans historically avoided certain areas?
c) Where do nonexamples of each exist? Why?
3. Calculate arithmetic, agricultural, and physiological densities and describe the strengths and weaknesses of each for demographic analysis.
4. Explain the elements of a population pyramid and distinguish between characteristic shapes.
5. Explain the demographic transition model:
a) What are its components?
b) Which countries does it describe in each phase?
c) Why might it not predict the future for developing countries today?
6. Give examples of pro- and antinatalist policies and their effects in example countries.
7. Define key demographic terms and identify regions in which high and low extreme examples of each can be found.
8. Concerning natural hazards, do the following:
a) list various types of natural hazards and disasters
b) map the areas most affected by them
c) compare with the map of population distribution
d) hypothesize the degree of danger in various regions
e) discuss methods that are taken to adapt to these dangers
Activities and Projects
1. Population Pyramid Project
2. Create a Population Map – Research and Mapping
Unit 3 - Migration
Unit Objectives and Activities
1. Distinguish between and give characteristics of the following types of human movement:
a. circulation and migration
b. forced and voluntary migration
c. push and pull factors
2. Discuss the contributions of Ravenstein to the study of human movement and migration.
3. Use the gravity model to predict migration and evaluate its efficiency and usefulness.
4. Map specific examples of historic and contemporary forced migrations, explaining push and pull factors associated with each.
5. Characterize a refugee and refugee populations.
6. Discuss the migration history of the United States through the following:
a. immigration history
b. immigration policy
c. historic and contemporary streams of migration
d. internal migration patterns
7. Explain how distance decay, intervening obstacles, and migration selectivity factors affect migration and circulation patterns.
8. Correlate migration patterns to the demographic transition model.
Activities and Projects
1. Personal Migration:
2.
Unit 4 - Culture
Unit Objectives and Activities
1. Define culture and cultural geography.
2. Compare and contrast the following aspects of folk and popular culture:
a) origins
b) methods of diffusion
c) culture regions
3. Examine specific examples of folk culture and regions.
4. Examine examples of specific popular cultural traits and discuss their diffusion.
5. Discuss ways in which cultural traits are affected by and affect the natural environment.
6. Discuss the role of racism and ethnocentrism in the understanding of the cultural landscape.
Activities and Projects
1. School Custom Project
2. Virtual Field Trip: Google Earth and Popular Housing Styles
3. Populous Countries Almanac Project
Unit 5 - Language
Unit Objectives and Activities
1. Discuss the importance and role of language as an element of culture.
2. Explain how languages are classified and related.
3. Map the distribution of major language families worldwide.
4. Show the division of Europe into the following language groups and give specific examples from major groups:
a. Germanic
b. Slavic
c. Romance
5. Describe the following characteristics of English:
a. origin and historical development
b. worldwide diffusion
c. spatial variation
d. role in cultural convergence
6. Explain the how, why, and where of language change.
7. Discuss the regional and local variety in language using the following terms:
a. slang
b. isogloss
c. accent
8. Explain how toponyms are derived and classified and give various examples.
Activities and Projects
1. Youtube: Accent vs Dialects
2.
Unit 6 - Religion
Unit Objectives and Activities
1. Identify the following characteristics of all major religions:
a. point of origin
b. method of diffusion
c. current distribution
d. landscape expression
2. Map the religious regions of the United States.
3. Discuss the major branches, their origins, and their current distributions for the following religions:
a. Christianity
b. Islam
c. Buddhism
4. Distinguish between ethnic and universalizing religions:
a. holy sites
b. holy days
c. methods of diffusion
5. Describe ways in which the environment influences religion and ways in which religions affect the natural environment.
6. Discuss various specific religious conflicts around the world in terms of the following:
a. religion versus politics
b. religion versus religion—interfaith conflicts
c. religion versus religion—intrafaith conflicts
Activities and Projects
1. Houses of Worship – Field Trip
Unit 7 - Ethnicity, Gender, and Geography
Unit Objectives and Activities
1. Describe the distribution of major ethnicities within the United States:
a) identify states/regions in which they are clustered
b) identify regions in which they are mostly absent
2. Provide reasons for the present distribution of ethnicities
3. Examine case studies of ethnic conflicts from different regions.
4. Consider ways in which gender-related issues are expressed spatially, particularly:
a) economic roles and activity
b) health and reproduction
c) level of education
5. Discuss various nation-state configurations and illustrate them with examples:
a) nation-state
b) part-nation state
c) multinational state
d) stateless nation
Activities and Projects
1. Ethnic Conflict Poster
2. USA Ethnic Distribution: Online Data and Choropleth Map
Unit 8 - Political Geography
Unit Objectives and Activities
1. Explain the concept of state by:
a. identifying necessary qualifications and characteristics
b. listing examples of states in various regions
c. describing quasi-states
2. Describe the problems of multinational states and stateless nations.
3. List advantages and disadvantages of different types of boundaries and provide real-world examples:
a. natural/physical boundaries
b. cultural boundaries
c. geometric boundaries
4. List advantages and disadvantages of different shapes of states and provide examples.
5. Discuss the concepts of imperialism and colonialism and illustrate some of their consequences on the contemporary political map.
6. Define irredentism and devolution and illustrate with examples.
7. Summarize the history of the United Nations and identify issues of current importance regarding it.
Activities and Projects
1. Webquest: The Political Imprint
2. An Introduction to the United Nations
Unit 9 - Economic Development
Unit Objectives and Activities
1. Use examples of human welfare indicators to distinguish between relatively developed and less developed countries.
2. Use examples of economic indicators to classify countries as less developed or relatively developed.
3. Draw the Brandt line on a world or regional map.
4. Compare and contrast different theories and models of economic development and the relationship between less developed and relatively developed countries.
5. Provide examples of the different sectors of a country’s economy and explain the economic relationship between them.
Activities and Projects
1. HDI Data Collection
Unit 10 – Agriculture – Primary Economics
Unit Objectives and Activities
1. Explain how agriculture originated and identify its various hearths.
2. Describe the evolution of agricultural practices from their first use until today.
a) Neolithic Revolution
b) Second Agricultural Revolution
c) Green Revolution and biotechnology
3. Consider how each of the following correlates with specific agricultural regions:
a) climate
b) terrain
c) culture
d) situation with regard to world markets
4. Describe and apply the von Thünen model to both small- and large-scale situations.
5. Identify the predominant agricultural practices associated with various regions of the world.
6. Use agricultural practice to differentiate between less developed and relatively developed countries.
7. Compare and contrast different types of rural landscapes and settlements:
a) linear villages
b) cluster villages
c) dispersed settlements
Activities and Projects
1. Mmm Yummy: Personal Agriculture Research
2. Video: The Seed Hunter
3. Debate: GMO Issues
Unit 11 - Geography of Industry—Secondary Economics
Unit Objectives and Activities
1. Explain the Industrial Revolution by:
a) describing its origin
b) describing its diffusion and current pattern of industrial regions
2. Map regional manufacturing zones in each continent and identify the following for each:
a) origin and resources
b) current strengths and/or problems
3. Compare and contrast preindustrial, industrial, and postindustrial life and landscape.
4. Describe how site and situation factors influence the location of manufacturing and give examples.
5. Discuss the problems created by or associated with industrialization in:
a) developed countries
b) developing countries
6. Make graphic models that describe the inputs and connections of various industries.
Activities and Projects
1. My Town: Site and Situation
2.
Unit 12 – Services
Unit Objectives and Activities
1. Identify three major types of services and give modern examples of each
a. consumer
b. business
c. public
2. Trace the history of services through time
3. Contrast services in Urban and Rural settings
4. Analyze service distribution using well-known models:
a. Central-place theory
b. Gravity model
c. Range
d. Threshold
5. Predict the outcome of a settlement using the rank-size distribution theory
a. Explain the layout of services using the hierarchy of services model
Activities and Projects:
1. Starbucks Map: Local Research
2. Central Place Theory in Iowa: Map Manipulation
Unit 13 - Urban Geography—Tertiary Economic Activities
Unit Objectives and Activities
1. Contrast European and North American cities:
a) Central business districts
b) Suburbs and suburban growth
2. Compare and contrast elements of the following urban models:
a) concentric zone
b) sector
c) multiple-nuclei
d) galactic city/edge cities
3. Describe the move of retail and industry to the suburbs.
4. Explain the growth of suburbs in terms of social, transportation, and economic changes.
5. Differentiate between three models of North American cities.
6. Compare and contrast spatial characteristics of cities in the following regions:
a) Latin America
b) Africa
c) Southeast Asia
7. List and evaluate the problems of the inner city.
8. Explain and illustrate important models dealing with the urban hierarchy:
a) central-place theory
b) rank-size rule and primate cities
Activities and Projects
1. Urban Population agglomerations
Unit 14 – Resource Issues
Unit Objectives and Activities
1. Identify major distributions of natural resources
2. Explain reasons that resources are being depleted and polluted
3. Differentiate between recycling and renewing of resources
4. Provide examples of sustainable development
a. Compare the benefits and drawbacks
5. Explain why preservation is important to future generations
Activities and Projects
1. Virtual Field Trip: Peeking at Ecological Disasters
Parents and Students,
Please read through this entire syllabus. Once you have completed reading it, please sign the form below indicating that you are familiar with and agree to the expectations for this class.
“I have read, understand, and agree to the policies and procedures set forth in this syllabus.”
Signed:
_____________________________ ___________
Signature of Student Date
_____________________________ ___________
Signature of Parent / Guardian Date
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