AP Human GeographyMr. Tavani

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1 AP Human GeographyMr. Tavani Cheltenham High School, Room Academic Expectations Class 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 and to succeed in doing so. 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 academic honesty section of the student handbook. Behavior Expectations In 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 Staying in your seat unless activities require otherwise Raising your hand to ask or answer questions Using appropriate language for school Respecting others' property and personal space Keeping your area clean and respecting school/teacher property Following all school rules for conduct 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. Quizzes, tests, and other assessments must be made up within five school days of a student's return. 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.

2 Attendance - Students are expected to be in class every day. Students should be in the classroom and seated when the bell rings. Three late arrivals will result in administrative disciplinary action. Assignments - All work is to be turned in when an assignment is due. Credit will not be given for work turned in more than one class day late, unless a student was absent or experiences extenuating circumstances. In such a case of extenuating circumstances, a student must submit a written memo to 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. Discipline - Discipline issues will be handled between the student and teacher for more routine incidents, and may involve an after-school detention. If discipline problems continue, the teacher will contact parents to seek their involvement. If issues still persist, administrative action will be the last resort. Grading Students will be graded on most assignments done in class and all homework assignments, quizzes, tests, and projects. Citizenship will make up 10%, classwork and class participation will make up 20%, homework will make up 30%, and quizzes, tests, and projects will make up 40% of each student's final marking period grade. The midterm exam will count as 20% of the first semester grade, while each of the first two marking period grades will count for 40% of the semester grade. Similarly, the final exam will count as 20% of the second semester grade, while the third and fourth marking period grades will each count for 40% of the second semester grade. *Citizenship Grade As mentioned above citizenship will count for 10% of each marking period grade. You will be graded every day for being a good citizen in class, which includes coming to class on time (3 points), being prepared for class (up to 3 points), and using good classroom etiquette (up to 4 points), for a total of 10 points per day. Needed Items All students will need a three-ring binder to organize their class materials and for taking notes. Students will also need to have a writing implement handy at all times during class. Many days students will need to bring their textbooks to class. Contact Mr. Tavani can be reached by at: dtavani@cheltenham.org. He is available for meeting during 5th period lunch. Tips for Success Do all assigned readings Ask thoughtful questions Make connections Follow world events Be prepared for class Give your best effort Participate in class Keep an open mind Think deeply about content

3 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. Summer Assignment Students will complete a three part summer assignment that includes reading and responding to articles, profiling and following one country, and creating term flash cards for the first three units of study. To obtain a copy, visit and click on APHG Summer Assignment Supplemental Materials Relin, David Oliver and Greg Mortenson. Three Cups of Tea. New York: Penguin Books, Philadelphia Workforce Investment Board. A Tale of Two Cities U.S. Census Bureau Digital Atlas of the U.S. National Atlas WileyPLUS (online companion to Human Geography in Action text) Anjana, Ahuja. "How words shape what we see." Times, The (United Kingdom) February 13, Texts: Kuby, Michael, John Harner, and Patricia Gober. Human Geography in Action. 4th ed. New York: John Wiley, 2006 Rubenstein, James M. The Cultural Landscape: An Introduction to Human Geography. 9th ed. Upper Saddle River, N.J.: Prentice Hall, 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, field trips, and group activities. Students will be assessed through online weekly reading quizzes, computer and book activities from the Human Geography in Action textbook, essays, projects, and unit tests.

4 Units of Study: I. Introduction to Human Geography II. Population and Demographics III. Migration IV. Cultural Patterns and Processes V. Geography of Language VI. Geography of Religion VII. Race, Ethnicity, Gender, Sexuality and Geography VIII. Political Geography IX. Industrialization and Economic Development X. Agriculture XI. Industry and Services XII. Urban Studies XIII. Resources and Environmental Sustainability XIV. Review for AP Exam Tentative Schedule I. Introduction to Human Geography (Three Weeks) Rubenstein Chapter 1 Thinking Geographically pgs Kuby Chapter 1 True Maps, False Impressions: Making, Manipulating, and Interpreting Maps: pgs 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, spacetime 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. 1. Activity 1: Scale (Kuby pgs ) 2. Activity 2: Thematic Maps (Kuby pgs ) *Requires computer and internet access, and will use WileyPlus subscription to access online maps. 3. 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. 4. Flash cards: students should have made flash cards for this unit during the summer. Make good use of them to study the terms!

5 II. Population and Demographics (Two Weeks) Rubenstein Chapter 2 Population pgs Kuby Chapter 5 One Billion and Counting: The Hidden Momentum of Population Growth in India pgs 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. 1. Activity 1: Matching Demographic Descriptions with Population Pyramids (Kuby page 127) *Requires computer and internet access, and will use WileyPlus subscription to access online population pyramids. 2. Activity 2: Demographic Momentum (Kuby pgs ) *Requires computer and internet access, and will use WileyPlus subscription to access dynamic online population pyramids, population graphs, and demographic transition graphs. 3. Activity 3: Interpreting Population Change (Kuby page 135) 4. Note cards: students will produce note cards to learn the key terms for the unit. III. Migration (Two Weeks) Rubenstein Chapter 3 Migration pgs Kuby Chapter 4 Newton s First Law of Migration: The Gravity Model pgs 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. 1. Activity 1: Predicting Migration with the Gravity Model (Kuby pgs ) *Requires computer and internet access, and will use WileyPlus subscription to access population and distance data for U.S. states. 2. Activity 2: Scatter Diagram (Kuby pgs ) *Requires computer and internet access, and will use WileyPlus subscription to access scatter diagrams. 3. Activity 3: Residual Map (Kuby pgs ) *Requires computer and internet access, and will use WileyPlus subscription to access choropleth maps. 4. Activity 4: Evaluation (Kuby page 109) Students will evaluate their predictions, scatter plots, and residual maps from the previous activities. 5. Note cards: students will produce note cards to learn the key terms for the unit.

6 IV. Cultural Patterns and Processes (Two Weeks) Rubenstein Chapter 4 Folk and Popular Culture pgs Kuby Chapter 2 Layers of Tradition pgs 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. 1. Activity 1: Mapping Culture Regions (Kuby pgs ) *Requires computer and internet access, and will use WileyPlus subscription to access GIS and maps of Middle East. 2. Activity 2: Cultural Traits of your Culture Subregion (Kuby pgs ) *Requires computer and internet access, and will use WileyPlus subscription to access North American vernacular regions. 3. Activity 3: Regional Imager (Kuby pgs ) *Requires a trip to a local store that sells post cards, and the purchase of five post cards. 4. Note cards: students will produce note cards to learn the key terms for the unit. V. Geography of Language (One Week) Rubenstein Chapter 5 Language pgs 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. 1. Students will read How words shape what we see and have a scored class discussion based the article and the Rubenstein reading. 2. Note cards: students will produce note cards to learn the key terms for the unit. VI. Geography of Religion (One Week) Rubenstein Chapter 6 Religion pgs 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. 1. 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. 2. Note cards: students will produce note cards to learn the key terms for the unit.

7 VII. Race, Ethnicity, Gender, Sexuality and Geography (Two Weeks) Rubenstein Chapter 7 Ethnicity pgs 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 Key Terms: apartheid, balkanization, balkanized, blockbusting, centripetal force, ethnic cleansing, ethnicity, multi-ethnic state, multinational state, nationalism, nationality, nation-state, race, racism, racist, selfdetermination, sharecropper, triangular slave trade, gender, identity, identifying against, race, racism, residential segregation, succession, sense of place, space, place, gendered, queer theory, dowry deaths, barrioization. 1. Activity 1: Mapping Religious Affiliation (Kuby pgs ) *Requires computer and internet access, and will use WileyPlus subscription to access choropleth maps. 2. Activity 2: Index of Segregation (Kuby pgs ) *All materials and data are included in the textbook. 3. Note cards: students will produce note cards to learn the key terms for the unit. VIII. Political Geography (Three Weeks) Rubenstein Chapter 8 Political Geography pgs Kuby Chapter 13 Breaking Up Is Hard to Do: Nations, States, and Nation-States pgs 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. 1. Activity 1: The Rise of Nationalism and the Fall of Yugoslavia (Kuby pgs ) *All required materials are in the textbook. 2. Activity 2: Iraqaphobia (Kuby pgs ) *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) Rubenstein Chapter 9 Development pgs Rubenstein Chapter 11 Industry pgs Kuby Chapter 6 Help Wanted: The Changing Geography of Jobs pgs Kuby Chapter 7 Rags and Riches: The Dimensions of Development pgs 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

8 country (MDC), primary sector, productivity, relatively developed country, secondary sector, structural adjustment program, tertiary sector, transnational corporation, value added, break-of-bulk point, bulkgaining 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 1. 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. 2. Note cards: students will produce note cards to learn the key terms for the unit. X. Agriculture (Two Weeks) Rubenstein Chapter 10 Agriculture pgs Kuby Chapter 8 Food for Thought: The Globalization of Agriculture pgs 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. 1. Activity 1: Agricultural Landscapes and Production Methods (Kuby pgs ) *Requires computer and internet access, and will use WileyPlus subscription to access photographs of agricultural landscapes and thematic maps. 2. Activity 2: Global Sources for Your Local Supermarket (Kuby pgs ) *Requires a trip to a local supermarket to examine where foods are imported from. As a class we will take a trip to the local Shop Rite to investigate the globalization of agriculture. 3. Activity 3: Remote Sensing and Agricultural Land Use Change (Kuby pgs ) *Requires computer and internet access, and will use WileyPlus subscription to access satellite images of land use in Latin America. 4. Note cards: students will produce note cards to learn the key terms for the unit. XI. Industry and Services (Two Weeks) Rubenstein Chapter 11 Industry and Chapter 12 Services Key Terms: break-of-bulk point, bulk-gaining industry, bulk-reducing industry, cottage industry, Fordist, Industrial Revolution, labor-intensive industry, Maquiladora, new international division of labor, outsourc-

9 ing, Post-Fordist, right-to-work laws, site factors, situation factors, textile, 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. XII. Urban Studies (Two Weeks) Rubenstein Chapter 13 Urban Patterns pgs Kuby Chapter 10 Reading the Urban Landscape: Census Data and Field Observation pgs Philadelphia Workforce Investment Board. A Tale of Two Cities (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, 1. Activity 1: Census Tract Data (Kuby pgs ) *Requires computer and internet access to download census data from v.html 2. Activity 2: Field Survey (Kuby pgs ) *Requires trip to chosen census tract from Activity 1 3. Note cards: students will produce note cards to learn the key terms for the unit. XIII. Resources and Environmental Sustainability (Two Weeks) Rubenstein Chapter 14 Resource Issues pgs Kuby Chapter 14 Preserving the Planet: Human Impact on Environmental Systems pgs Key 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 1. Activity 1: Environmental Impacts (IPAT) by Development Category: A Global Warming Case Study (Kuby pgs ) *All required materials are in the textbook. 2. Activity 2: Human-Environment Systems Analysis (Kuby pgs ) *Requires computer and internet access, and will use WileyPlus subscription to access case study articles. 3. Activity 3: Conflicting Viewpoints on Environmental Problems (Kuby pgs ) Students will be divided into interest/stakeholder groups do discuss the various sides of an environmental issue chosen by students. 4. 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.

10 AP Human Geography Mr. Tavani Cheltenham High School, Room 143 Period 4 Please return this sheet signed by yourself and a parent to Mr. Tavani in room 143. We have read and understand all of the goals, expectations, and policies for AP Human Geography. In addition, we have read the Cheltenham High School Academic Honesty Code as well as the attendance and lateness policy. All of these policies can be found in the student handbook. Print Student Name Print Parent Name Student Signature Parent Signature Parent Student