Advanced Placement Human Geography for the 2016 2017 school year. Advanced Placement Human Geography is designed to replicate a college level curriculum to better prepare you for such an environment. Therefore, it has much higher expectations and rewards than a regular high school course. Benefits Successful completion of this course will Requirements Personal investment and willingness to provide exposure to a more challenging curriculum. complete outside course work, which is absolutely necessary to pass the class. increase eligibility for scholarships and makes candidates more attractive to colleges. be prepared for in-class activities, many of which require active participation and discussion. increase greater academic success in college. practice responsibility for own education. increase the weight of a student s GPA on a transcript an additional.050 per semester. provide an honors credit. allow greater success in future advanced placement classes. personal pride for completing an advanced placement class. turn in work when due or before. create effective study and work habits. be focused and on task when in class. take the AP exam at the end of the year. This is a school district requirement. Passage of this exam may allow credit at a university. keep parents/guardians informed of personal progress and class requirements.
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Geography Spatial - Interpret Space - Focus on Present Geographers vs History Chronological - Interpret Time - Focus on Past Historians identify the location of important places and explain why human activities are located beside one another. ask where and why. organize material spatially. recognize that an action at one point on Earth can result from something happening at another point, which can consequently affect conditions elsewhere. identify the dates of important events and explain why human activities follow one another chronologically. ask when and why. organize material chronologically. recognize that an action at one point in time can result from past actions that can in turn affect future ones. History is the interpretation (often by others) of a world in the past, whereas geography is an interaction with the world we live in. What is geography? Geography is the integrated study of the earth's places, peoples, environments and societies. It seeks to understand the relationships and impacts between people and the environment by giving attention to these relationships in space and place, and over time. There are two main branches of geography: human and physical geography: Human geography is the study of spatial elements of human existence the distribution of people across the planet, the use and abuse of that space (land, water and the atmosphere), and how places and spaces are developed and sustained. Human geographers work in diverse fields such as in development agencies, urban and regional planning, transportation, estate agencies, tourism and eco-tourism, and international relations. Physical geography is the study of physical processes such as climate, hazards, soils, water and water quality, oceans, landforms and vegetation. These studies are important to understand how situations and elements of the environment are changing, how they require increasing conservation, management and planning in our world in impacts and the use of resources are rapidly increasing. It is difficult to separate these kinds of activities from those of human geographers. 3
How do I know if I want to become a geographer? Score yourself against the following statements (1 = strongly disagree, 3 = unsure, 5 = strongly agree). I enjoy learning about places. I like to see places and features on maps. I choose the window seat when I travel in taxis, cars, buses, trains etc so that I can observe I am interested to hear news about what happens in other countries. I like to work outside, away from an office. I am interesting in finding ways to solve problems. I enjoy asking questions about the world in which I live. I like to see how different things connect with each other. I enjoy collecting and analyzing information about the world in which I live. I like to see the "big picture" showing people and places are interconnected. I am concerned about a declining environment. I find it interesting to know how people can reduce their impact on the environment. Add the score from each of your responses and compare with the table below < 15 Hmmm, perhaps you need to think about some other career possibility 15 to 30 You show a low interest in geography and should think about another careers 30 to 40 You are not really convinced although show a great deal of interest in being a geographer. Re-look at where you have scored at 4 or 5 and examine careers that relate more directly to these statements. 40 to 50 Good you should consider a career in geography. There is lots that interests you. 50 to 60 You have a bright future as a geographer! 4
Careers in Geography - "What can I do with geography? Geography provides a broad training and education for students who wish to enter a range of careers as diverse as administration, business, cartography to tourism and planning. The list is almost endless although many of these work opportunities do not fall under the name "geographer". You therefore do not see too many advertisements for a geographer, but rather offers which include the skills of geography. > Biogeographer/Ecologist > Cartographer > Climatologist > Coastal Zone Manager > College/University Lecturer/Researcher > Community Development > Conservation Officer > Conservationist > Consultant in a range of geographical fields > Development Facilitator > Delivery Manager > Diplomat > Earth Scientist > Economic Development Planner > Environmental Educator > Environmental Impact Analyst > Environmental Manager > Environmental Planner > Foreign Service Officers > Geographic Information Specialist > Geologist > Geomorphologist > Hazardous Waste Planner > Health Services Planner > Hydrologist > Land Use Planner > Map Editor > Map Librarian > Map, Air Photo & Satellite Image Interpreter > Map, Air Photo & Satellite Image Interpreter > Market Researcher > Meteorologist > Military Planner > Natural Resource Manager > Regional Planner > Remote-Sensing Analyst > Social Ecologist > Social Scientist > Soil Scientist > Teacher (elementary & secondary) > Tourism Development / Tour Guide > Traffic Manager > Transportation Planner > Travel Agent > Urban/City Planner > Water Resource Manager The above information was adapted from the Society of South African Geographers. http://www.ssag.co.za/index.php 5
Student perspective on taking an Advanced Placement class from Mr. Lane. Student #1 This class is very challenging. At times, you will think the pace is very quick but the work can be done, even when it seems it can't be done. You will have to spend time outside of school to make sure you learn what is expected of you. Make sure you read the readings/handouts before the due date. The class will be difficult as long as you make it difficult for yourself. Student #2 The reality of this class is the expectation of work outside of class. Expect to be on task in the classroom or else you will be confused on what is happening. The expectations are high because you have been chosen to be in this class for a reason. To be successful, you'll need to plan ahead of time, stay on task, do your work as soon as possible, pay attention, and study a lot. Since parents and guardians are essential to the success of a student in an Advanced Placement class, they are to be included in this process. Therefore, please take pride in yourself and have a parent or guardian sign this notice and bring to class when the new semester starts. Parent/Guardian Name - Printed Parent/Guardian Name - Signature Date This class has a website for your use. www.asn.am lane@asn.am The only summer assignment for this class is to spend time with friends and family. However, the following items will not take long to complete and will make your entry into the class much more manageable. They are due on the third Monday of the semester. All reference maps completed with location and capitals. United States outline map. If you have questions, contact me at lane@asn.am. 6
Course Overview Advanced Placement Human Geography is a yearlong course that focuses on the distribution, processes, and effects of human populations on the planet. Units of study include population, migration, culture, language, religion, ethnicity, political geography, economic development, industry, agriculture, and urban geography. Emphasis is placed on geographic models and their applications. Case studies from around the globe are compared to the situation in both the United States and locally. Internet activities are used to explore certain topics. 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 about and employ the methods of geographers, especially including observation, mapmaking, data gathering and reporting, and technical writing To employ spatial concepts, geographic vocabulary, and landscape interpretation to a variety of locations and situations around the globe and in local areas To develop a geographic perspective with which to view the landscape and understand current events Texts and Study Materials Kuby, Michael, John Harner, and Patricia Gober. Human Geography in Action. 6th ed. New York: John Wiley, 2013. The Power of Place: Geography for the 21st Century series. Annenberg/CPB Project, 2003. DVD. Rubenstein, James M. The Cultural Landscape: An Introduction to Human Geography. 11th ed. Upper Saddle River, NJ: Prentice Hall, 2013. 7
Course Planner Fall Unit 1: The Nature of Geography (Weeks 1 3) Rubenstein, Chapter 1: Basic Concepts Kuby, Harner, and Gober, Chapter 1: True Maps, False Impressions: Making, Manipulating, and Interpreting Maps Rubenstein, Appendix, pp. A1 - A7 Define geography, human geography; explain the meaning of the spatial perspective. Explain how geographers classify each of the following and provide examples of each: distributions locations regions Identify how each of the following plays a role in mapmaking: simplification categorization symbolization induction Identify types of scale and projections used in mapmaking; identify advantages and disadvantages of different projections. List different types (models) of diffusion and provide examples/illustrations of each in the real world. Distinguish between different types of maps and mapped information (e.g., dot distribution, choropleth, etc.) and provide explanations of strengths and weaknesses of each. Unit 2: Population (Weeks 4 6) Rubenstein, Chapter 2: Population and Health Kuby, Harner, and Gober, Chapter 5: One Billion and Counting: The Hidden Momentum of Population Growth in India Map major and emerging population concentrations and describe demographic characteristics of each. Consider the concepts of ecumene and non-ecumene, and consider: Why do most people live where they do? For what reasons have humans historically avoided certain areas? Where do non-examples of each exist? Why? Calculate arithmetic, agricultural, and physiological densities and describe the strengths and weaknesses of each for demographic analysis. Explain the elements of a population pyramid and distinguish between characteristic shapes. Explain the demographic transition model: What are its components? Which countries does it describe in each phase? Why might it not predict the future for developing countries today? Give examples of pro- and antinatalist policies and their effects in example countries. 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: list various types of natural hazards and disasters map the areas most affected by them compare with the map of population distribution hypothesize the degree of danger in various regions discuss methods that are taken to adapt to these dangers Video Case Study The Power of Place, Program 18-1, Egypt: Gift of the Nile Unit 3: Movement (Weeks 7 9) Rubenstein, Chapter 3: Migration Kuby, Harner, and Gober, Chapter 4: Newton's First Law of Migration: The Gravity Model Distinguish between and give characteristics of the following types of human movement: circulation and migration forced and voluntary migration push and pull factors Discuss the contributions of Ravenstein to the study of human movement and migration. Use the gravity model to predict migration and evaluate its efficiency and usefulness. Map specific examples of historic and contemporary forced migrations, explaining push and pull factors associated with each. Characterize a refugee and refugee populations. Discuss the migration history of the United States through the following: immigration history immigration policy historic and contemporary streams of migration internal migration patterns Explain how distance decay, intervening obstacles, and migration selectivity factors affect migration and circulation patterns. Correlate migration patterns to the demographic transition model. Video Case Study The Power of Place, Program 21-1, Mexico: Motive to Migrate The Power of Place, Program 20-1, Cote d'ivoire: Cocoa and Change Unit 4: Culture (Weeks 10 11) Rubenstein, Chapter 4: Folk and Popular Culture Kuby, Harner, and Gober, Chapter 2: Layers of Tradition: Culture Regions at Different Scales Define culture and cultural geography. Compare and contrast the following aspects of folk and popular culture: origins methods of diffusion 9
culture regions Examine specific examples of folk culture and regions. Examine examples of specific popular cultural traits and discuss their diffusion. Discuss ways in which cultural traits are affected by and affect the natural environment. Discuss the role of racism and ethnocentrism in the understanding of the cultural landscape. Video Case Study The Power of Place, Program 14-1, Indonesia: Tourist Invasion Unit 5: Geography of Language (Weeks 12-13) Rubenstein, Chapter 5: Languages Discuss the importance and role of language as an element of culture. Explain how languages are classified and related. Map the distribution of major language families worldwide. Show the division of Europe into the following language groups and give specific examples from major groups: Germanic Slavic Romance Describe the following characteristics of English: origin and historical development worldwide diffusion spatial variation role in cultural convergence Explain the how, why, and where of language change. Discuss the regional and local variety in language using the following terms: slang isogloss accent Explain how toponyms are derived and classified and give various examples. Video Case Study The Power of Place, Program 25-2, Montreal: An Island of French Unit 6: Geography of Religion (Weeks 14-15) Rubenstein, Chapter 6: Religions Identify the following characteristics of all major religions: point of origin method of diffusion current distribution landscape expression Map the religious regions of the United States. 10
Discuss the major branches, their origins, and their current distributions for the following religions: Christianity Islam Buddhism Distinguish between ethnic and universalizing religions: holy sites holy days methods of diffusion Describe ways in which the environment influences religion and ways in which religions affect the natural environment. Discuss various specific religious conflicts around the world in terms of the following: religion versus politics religion versus religion interfaith conflicts Video Case Study The Power of Place, Program 17-1, Jerusalem: Capital of Two States Spring Unit 7: Ethnicity, Gender, and Geography (Weeks 1-3) Rubenstein, Chapter 7: Ethnicities Describe the distribution of major ethnicities within the United States: identify states/regions in which they are clustered identify regions in which they are mostly absent provide reasons for the present distribution Examine case studies of ethnic conflicts from different regions. Consider ways in which gender-related issues are expressed spatially, particularly in regards to: economic roles and activity health and reproduction level of education Discuss and illustrate with examples various nation-state configurations including: nation-state part-nation state multinational state stateless nation Video Case Studies The Power of Place, Program 24-1, Boston: Ethnic Mosaic The Power of Place, Program 8-1, Dagestan: Caucasus Disconnect The Power of Place, Program 19-1, South Africa: This Land is My Land Unit 8: Political Geography (Weeks 4-6) Rubenstein, Chapter 8: Political Geography 11
Explain the concept of state by: identifying necessary qualifications and characteristics listing examples of states in various regions describing quasi-states Describe the problems of multinational states and stateless nations. List advantages and disadvantages of different types of boundaries and provide real-world examples of: natural/physical boundaries cultural boundaries geometric boundaries List advantages and disadvantages of different shapes of states and provide examples. Discuss the concepts of imperialism and colonialism and illustrate some of their consequences on the contemporary political map. Define irredentism and devolution and illustrate with examples. Summarize the history of the United Nations and identify issues of current importance regarding it. Video Case Studies The Power of Place, Program 13-1, Laos: Isolated Heart The Power of Place, Program 3-2, Slovakia: New Sovereignty Unit 9: Economic Development (Weeks 7-9) Rubenstein, Chapter 9: Development Kuby, Harner, and Gober, Chapter 7: From Rags to Riches: The Dimensions of Development Use examples of human welfare indicators to distinguish between relatively developed and less developed countries. Use examples of economic indicators to classify countries as less developed or relatively developed. Draw the Brandt line on a world or regional map. Compare and contrast different theories and models of economic development and the relationship between less developed and relatively developed countries. Provide examples of the different sectors of a country s economy and explain the economic relationship between them. Video Case Study The Power of Place, Program 18-2, Oman: Looking Beyond Oil Unit 10: Geography of Agriculture (Weeks 10 11) Rubenstein, Chapter 10: Food and Agriculture Explain how agriculture originated and identify its various hearths. Describe the evolution of agricultural practices from their first use until today. Neolithic Revolution Second Agricultural Revolution Green Revolution and biotechnology 12
Consider how each of the following correlates with specific agricultural regions: climate terrain culture situation with regard to world markets Describe and apply the von Thünen model to both small-scale and large-scale situations. Identify the predominant agricultural practices associated with various regions of the world. Use agricultural practice to differentiate between less developed and relatively developed countries. Compare and contrast different types of rural landscapes and settlements: linear villages cluster villages dispersed settlements Video Case Studies The Power of Place, Program 12-1, Northern Japan: Protecting the Harvest The Power of Place, Program 13-2, Vietnam: Fertile Dreams The Power of Place, Program 16-2, Dikhatpura: Help through Irrigation The Power of Place, Program 22-2, Chile: Pacific Rim Player Unit 11: Geography of Industry (Weeks 12-13) Rubenstein, Chapter 11 : Industry and Manufacturing Kuby, Harner, and Gober, Chapter 6: Help Wanted: The Changing Geography of Jobs Explain the Industrial Revolution by: describing its origin describing its diffusion and current pattern of industrial regions Map regional manufacturing zones in each continent and identify the following for each: origin and resources current strengths and/or problems Compare and contrast preindustrial, industrial, and postindustrial life and landscape. Describe how site and situation factors influence the location of manufacturing and give examples. Discuss the problems created by or associated with industrialization in: developed countries developing countries Make graphic models that describe the inputs and connections of various industries. Video Case Studies The Power of Place, Program 8-2, Bratsk: The Legacy of Central Planning The Power of Place, Program 26-2, U.S. Midwest: Spatial Innovations The Power of Place, Program 9-1, Shanghai: Head of the Dragon Unit 12: Urban Geography (Weeks 14-16) Rubenstein, Chapter 12: Services and Settlements Rubenstein, Chapter 13: Urban Patterns 13
Contrast European and North American cities: central business districts suburbs and suburban growth Compare and contrast elements of the following urban models: concentric zone sector multiple-nuclei galactic city/edge cities Describe the move of retail and industry to the suburbs. Explain the growth of suburbs in terms of social, transportation, and economic changes. Differentiate between three models of North American cities. Compare and contrast spatial characteristics of cities in the following regions: Latin America Africa Southeast Asia List and evaluate the problems of the inner city. Explain and illustrate important models dealing with the urban hierarchy for: central-place theory rank-size rule and primate cities Video Case Studies The Power of Place, Program 23-1, Sao Paulo: The Outer Ring The Power of Place, Program 24-2, Chicago: Farming on the Edge The Power of Place, Program 12-2, Tokyo: Anatomy of a Mega-City Teaching Strategies Each class period will open with a Map Openers Activity. This is a year-long process of learning over 300 states and territories in the world. The remainder of class time will focus on the following: discussion of key and concepts examination of illustrative case studies - video, teacher presentation, or readings from online information practice of key geographical skills - students examine a map(s) or graphed or textual information and respond to it using such concepts as scale, region, location and place, or association and interconnection. practice of written expression via free-response questions Student Evaluation Student grades follow the school site mandated percentage categories. 35% Practicing Standards - This includes homework and classwork. 45% Mastering Standards - This includes all forms of assessment. 20% Final - This is the cumulative final given at the end of each semester. 14