I



AP Human Geography SYLLABUS _________________________2019-2020 School Year

I. Teacher Information

Eleanor Brookins

Room 5179

Tutorial Days: Mondays

edbrookins@atlanta.k12.ga.us

brookins. and Google Classroom

(404) 307-8214

II. Course Description

The aim of this AP course is to provide the student with a learning experience equivalent to that obtained in most college introductory human geography courses. Therefore there is a heavy emphasis on the development and execution of reading, writing, and critical thinking skills. In addition, and as a constant point of emphasis, this class will prepare students to take the AP Human Geography exam. This is an intensive course of study that requires commitment and diligent effort in and out of the classroom.

III. Course Goals/General Learning Outcome

By engaging in a college-level human geography course, students should learn to do the following:

• read sophisticated texts and academic writings

• write well-constructed essays and research reports

• think critically by synthesizing a variety of perspective and information from various sources

• discuss controversial issues with maturity and openness

• analyze various forms of geospatial data

• present field work and/or research using both visual and oral formats

• and work collaboratively with fellow students to analyze real-world issues

IV. Texts and Supplemental Materials

• Human Geography: People, Places, Cultures 10th edition, Fouberg, Murphy, and Blij

• AP Human Geography: A Study Guide 4th edition, Ethel Wood (Must be purchased by student)

• Readings from Foreign Policy Magazine, Foreign Affairs, The Economist, The New York Times, , and others.

• Online TEDtalks, The World in Balance, Kingsley’s Crossing – and Various online video clips

• A class set of the textbook listed below will be available in the classroom.  A copy of the book CAN be checked out upon request. Textbook:  Human Geography People, Place, and Culture, John Wiley & Sons, Inc. 2012. ISBN: 978-1-118-01869-9

Suggested AP Exam Test Prep Review Books

• Barron’s AP Human Geography Exam Test Prep

• 5 Steps to a 5 AP Human Geography, Carol Ann Gillespie, PhD

• AP Human Geography Crash Course, Dr. Christian Sawyer

• Amsco Advanced Placement Human Geography

• The Princeton Review

Materials

Three-ring binder

Highlighters

Colored Pencils

Student Atlas

V. Course Expectations

• Homework/reading nightly minimum of one hour

• Maintain a three-ring binder notebook/portfolio to house and organize assignments

• Several projects and writing assignments throughout the semester

• Time management, long term assignments, reading assignments

VI. Grading Scale

Formative: Assignments, Classwork, Homework, Portfolio…45%

Summative: Midterm, Tests, Projects, Major Writing …… …45%

Final Exams……………………..............................................10%

Atlanta Public Schools Grading Scale:

A 90 and above

B 80-89

C 70-79

F 69 and below (By state rule, any grade below 70 is failing)

Student Grades and Progress:

Progress reports will be sent home every 4 ½ weeks. The teacher will provide a print out of social studies grades for Student Academic Portfolio on a regular basis. Parents are to review these reports and contact teacher if there are any questions. Parents are also encouraged to monitor grades using Parent Portal.

Students with late assignments or unexcused absences are expected to submit missed work by the deadlines established below.  The deadlines for submission are as follows:

• Students are expected to turn in assignments by the due date.

• Assignments turned in after the due date will be assessed a 20% penalty from the assigned grades.

• Midterm exams for first semester will be administered October 10 -11, 2019.  All assignments missed from August 12, 2019 to October 9, 2019 must be submitted by October 11, 2019 no later than 4:00 PM.

• Final exams for first semester will be administered December 17 – 20, 2019.  All assignments missed from October 16, 2019 to December 13, 2019 must be submitted by December 16, 2019 no later than 4:00 PM.

• Midterm exams for second semester will be administered March 12 – 13, 2020.  All assignments missed from January 6, 2020 to March 11, 2020 should be turned submitted by March 13, 2020 no later than 4:00 PM.

• Final exams for second semester will be administered May 19 – 22, 2020. All assignments missed from March 17, 2020 to May 15, 2020 should be submitted by May 18, 2020 no later than 4:00 pm.   

• All missing assignments will be recorded in Infinite Campus with an “M” for missing. Every assignment in the grade book grade must be assessed with a grade or code.  (This last bullet will only appear in the Faculty Handbook)

VII. Middle Years Program:

 This course is part of the International Baccalaureate Middle Years Programme at North Atlanta High School which aims to help IBMYP learners to become inquirers, knowledgeable, thinkers, communicators, principled, open-minded, caring, risk-takers, balanced, and reflective. The learning experiences will allow students to gain analytical skills to promote informed decision-making, engage in teamwork and collaboration, frame their own inquiries, pursue personal aspirations, set challenging goals and have persistence to achieve them. Students will work towards a deepening of their conceptual understanding as they approach concepts from a range of perspectives. As concepts are studied throughout the year, the following global contexts will be in constant consideration: identities and relationships, orientation in time and space, fairness and development, globalization and sustainability, scientific and technical innovation, and personal and cultural expression. IBMYP Assessments aim to support and courage student learning by providing feedback and promoting deep understanding of subject content by supporting students in their inquiry in real-world contexts. Specific assessment criteria with subject objectives will be provided. A year-long IBMYP personal project accompanied by a journal is to be produced at the end of the 10th grade year. The personal project enables students to engage in practical exploration through a cycle of inquiry, action, and reflection. Timelines and descriptions of tasks will be provided. Students will be assessed on a 0-7 IB scale in order to receive an IB grade at the end of the course. The IB grade will not affect students’ transcript grades and it is for IB reporting purposes only.

VIII. Course Planner

This gives the student a basic idea of the required reading for each unit. Students will also receive a Unit Agenda at the start of each unit with required readings and activities.

| |Topics |Schedule |MC % on AP|Text |Supplemental Readings |Activities and Videos |

| | | |Exam | | | |

| |The Basics of |5 weeks |5-10 % |Fouberg, |AP Study Guide Unit I |5 Themes of Geography- Global Summit Project |

| |Geography | | |Chapter 1 | |Class Activities introducing skills that include map analysis, landscape |

|1 | | | | |Academic Articles for |analysis, mapping spatial data using different scales, text analysis and |

| | | | | |analysis |note taking, and vocabulary assignments. |

| | | | | | |TEDTalks and TEDed |

| | | | | |Article Analysis- to include|4 Level Map Analysis |

| | | | | |Robert Kaplan’s “Geography |Field Study: Landscape analysis – 10 Ways of Seeing |

| | | | | |Strikes Back” |Article Analysis |

| |Population |6 weeks |13-17% |Fouberg |AP Study Guide Unit II |The World in Balance, and Kingsley’s Crossing Videos and Activities |

| |Migration Geography| | |Chapters 2, | |Model Analyses: Demographic Transition, Malthus-Neo Malthusian Ravenstein |

|2 | | | |and 3 |Academic Articles for |and Gravity Models |

| | | | | |analysis |Case Studies, Projects, and Discussion |

| | | | | | |Collect and analyze data using PRB data sheet |

| | | | | |Article Analysis – to include|FRQ writing |

| | | | | |“The New Population Bomb”- |TEDTalks and TEDed |

| | | | | |Jack Goldstone |Class Activities that include map analysis, landscape analysis, mapping |

| | | | | | |spatial data using different scales, text analysis and note taking. |

| | | | | |AP Exam Review Book |Vocabulary Assignments |

| | | | | | |*Research Paper |

| |Culture Patterns |8 weeks |13-17% |Fouberg |AP Study Guide Unit III |Case Studies |

| |and Processes | | |Chapters 4, | |Article Analyses |

|3 | | | |5, 6, and 7 |Academic Articles for |Field Studies – local Places of Worship and Cultural Experiences |

| | | | | |analysis |Origins and Diffusion of Cultures and Religions |

| | | | | | |TEDTalks and TEDed |

| | | | | |“Survival of a Folk Culture” |Case Study: language preservation |

| | | | | |- Amish. AP College Board |FRQ writing |

| | | | | | |Class activities that include map analysis, that include map analysis, |

| | | | | |AP Exam Review Book |landscape analysis, mapping spatial data using different scales, text |

| | | | | | |analysis and note taking. |

| | | | | | |Vocabulary |

| | | | | | |*Research Paper |

| |Political |4 weeks |13-17% |Fouberg |AP Study Guide Unit IV |Power of Place Video Case Studies |

| |Organization of | | |Chapter 8 | |Case Study: Nationalism and Devolution |

| |Space | | | |Academic Articles for |Case Study: supranationalism |

| | | | | |analysis |Article Analyses – devolution |

| | | | | | |FRQ writing and testing |

|4 | | | | |Article Analysis to include: |Class Activities that include map analysis, landscape analysis, mapping |

| | | | | |“The South China Sea is the |spatial data using different scales, text analysis and note taking. |

| | | | | |Future of Conflict” |Vocabulary Assignments |

| | | | | |Robert Kaplan |Project - Geopolitics |

| | | | | | | |

| | | | | |AP Exam Practice Book | |

| |Agricultural and |4 weeks |13-17% |Fouberg |AP Study Guide Unit V |Case Studies |

| |Rural Land Use | | |Chapter 11 | |TEDTalks and TEDed |

|5 | | | | |Academic Articles for |TED Studies: Sustainable Consumption |

| | | | | |analysis |Model Analyses to include Von Thunen and Agribusiness |

| | | | | | |FRQ Writing and testing |

| | | | | |AP Exam Review Book |Class Activities that include map analysis, landscape analysis, mapping |

| | | | | | |spatial data using different scales, text analysis and note taking. |

| | | | | | |Vocabulary Assignments |

| | | | | | |*Research Paper |

| |Cities and Urban |4 weeks |13-17% |Fouberg |AP Study Guide Unit VII |Case Studies |

|6 |Land Use | | |Chapter 9 | |Urban Planning- Field Study Project |

| | | | | |Academic Articles for |TED Talks |

| | | | | |analysis |Model Analyses to include: Burgess, Hoyt, Harris and Ulllman, Borchert, |

| | | | | | |City Models, Edge Cities, Central Place Theory, and Rank-size rule. |

| | | | | |AP Exam Review Book |FRQ Writing and testing |

| | | | | | |Class Activities that include map analysis, landscape analysis, mapping |

| | | | | | |spatial data using different scales, text analysis and note taking. |

| |Industrialization |5 weeks |13-17% |Fouberg |AP Study Guide Unit VI | Case Studies |

| |and Economic | | |Chapters 10 | |TEDTalks and TEDed |

|7 |Development | | |and 12 |Academic Articles for |Model Analyses to include Weber, Rostow, and Wallerstein, |

| | | | | |analysis |FRQ Writing |

| | | | | | |Class Activities that include map analysis, landscape analysis, mapping |

| | | | | |AP Exam Review Book |spatial data using different scales, text analysis and note taking. |

| | | | | | |Vocabulary Assignments |

Student-Parent-Teacher Contract

Parents and Students,

AP is a rigorous program. According to the College Board, students entering an AP Human Geography Course should be capable of reading and comprehending texts written at the college level. Students should be able to summarize and evaluate textual information. They should also be able to read and interpret maps and graphic data. Students entering an AP Human Geography course should possess fundamental skills in composition and inquiry (research).

By entering into this contract, we acknowledge that we each play a part in the student’s success. After you have read the attached syllabus and discussed it, please take a moment to read each expectation listed below. To show that you agree to each expectation, initial in the appropriate spaces. If you cannot agree to an expectation, please explain why the expectation cannot be fulfilled.

Expectations for the student:

Student

1. Be prepared and on time for every class. ______

2. Treat classmates and teacher with respect. ______

3. Demonstrate mature behavior. ______

4. Actively participate in class. ______

5. Complete all assignments on time. ______

6. Maintain updated PORTFOLIO of assignments. ______

7. Demonstrate honesty on all assignments. ______

8. Seek help and participate in tutorials if needed. ______

Expectations for the parent:

Parent

1. Ensure my student has time & place to read/study every day. ______

2. Communicate with the teacher about my concerns. ______

3. Help students obtain materials needed for class. ______

4. Review Progress Reports and monitor grades in IC ______

By signing, you agree to the following statement:

I have read and fully understand the guidelines and policies written here and in the course syllabus for AP Human Geography taught by Ms. Brookins at North Atlanta HS. I will follow these guidelines and policies to the best of my ability. As a stakeholder (parent and student) of North Atlanta High School, I will adhere to the academic honesty policy provided in the handbook and consistently and frequently monitor Infinite Campus for attendance and academic performance.

Please sign and return this contract by the second week of school.

__________________________________________ ___________________________________________

Parent Signature date Student Signature date

__________________________________________ __________________________________________

Parent Name (printed) Student Name (print) date

Parent Contact Information:

Cell: _______________________________________________________________________________________________________

Email: _____________________________________________________________________________________________________

In return, as the teacher, I will make every effort to enforce policies fairly, assist students, maintain an open channel of communication for both students and parents, and be available for questions and concerns. I look forward to a successful year. The best way to contact me is by e-mail: edbrookins@atlanta.k12.ga.us or text (404) 307-8214

Sincerely,

Eleanor D. Brookins

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