AP Human Geography. Description:

AP Human Geography Text: Rubenstein, James M. The Cultural Landscape: An Introduction to Human Geography. Upper Saddle River: Pearson Prentice Hall, 2...
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AP Human Geography Text: Rubenstein, James M. The Cultural Landscape: An Introduction to Human Geography. Upper Saddle River: Pearson Prentice Hall, 2011. Articles and readings as assigned, provided in class. Description: The AP Human Geography course provides students with a learning experience equivalent to that obtained in most college-level introductory human geography courses. The course follows a systematic approach employ spatial concepts and landscape analysis to examine human social organization and its environmental consequences. I will also teach about and have the students put into practice, the methods and tools geographers use in their science and practice. AP Geography is a rigorous year long course that focuses on preparing students to take and pass the AP Human Geography test to earn college credit. Objectives: 

The main objective of this course is to prepare students to take and pass the AP Human Geography exam. To that end, the following are the main objectives of the class: o

To introduce students to the systematic study of patterns and processes that have shaped human understanding, use, and alteration of Earth’s surface.

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To learn about and employ the methods of geographers, especially including observation, mapmaking, data gathering and reporting, and technical writing.

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To employ spatial concepts, geographic vocabulary, and landscape interpretation to a variety of locations and situations around the globe and in local areas.

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To develop a geographic perspective with which to view the landscape and understand current events including “zooming in” from a global to a local perspective and conversely using local applications of concepts as a microcosm to understand concepts around the world.

Course Topics: Introduction/Catchup Unit August 24 – September 7

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Historical background knowledge (Cold War, Imperialism)



Difficult terms that will come up again and again and again (globalization, infrastructure, etc.)



Latitude and Longitude, Time Zones, and a little more Physical Geography preparation



Memorizing the background knowledge locations (major mountains, rivers, deserts, etc.)

Geography: It’s Nature and Perspective 

September 8 – September 30



Rubenstein Chapter 1



Main Topics: o

Definitions of Geography

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Globes v. Maps

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Map Scale and Projection

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Basics of Map Interpretation

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Models of Diffusion

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Thematic Maps

Population and Migration 

October 3 – October 28



Rubenstein Chapters 2 & 3



Main Topics: o

Population distribution and density and how they affect the world

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Demographic patterns (age, sex, race, and ethnicity)

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Interpretation of population pyramids

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Understanding and applying Demographic Transition Model and its limtis

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Fertility, mortality, natalism v. antinatalism

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Push and pull factors of migration and its effects

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Major migrations of modern era

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International migration and refugees

Cultural Patterns and Processes 

November 1 – December 9



Rubenstein Chapters 4, 5, & 6



Main Topics: o

Culture traits, diffusion, acculturation, assimilation, and globalization

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Popular and folk culture differences and examples

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Cultural landscapes and cultural identity

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Cultural determinism and possibilism

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Ethnicity and gender

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Language families, dialects, pidgin languages, lingua franca

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Ethnic v. Universalizing religions

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Branches, denominations, and sects

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Cultural features, sacred sites

Political Organization of Space 

December 12 – January 20



Rubenstein Chapter 7 & 8



Main Topics: o

Discuss territoriality, boundaries, where boundaries originate

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Federal v. Unitary governments

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The “Isms” - colonialism, imperialism, socialism, communism, facism

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Spatial relationships between politics and ethnicity, economy, and environment

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Compare and contrast supranationalism and devolution

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Electoral geography and gerrymandering

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Causes of conflicts, terrorism

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6.

Agriculture and Environmental Effects 

January 23 – February 17



Rubenstein Chapter 10 & 14



Main Topics: o

Development of agriculture and second agricultural revolution

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Agricultural in MDCs v. LDCs

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Agricultural models – Von Thunen and settlement patterns

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Green revolution, biotechnology, and future of food development

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Farmers in modern economy - advantages and disadvantages

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What is grown where and why? Interaction of climate and agriculture

Industrialization and Economic Development 

February 21 – March 24



Rubenstein Chapters 9, 11, 12



Main Topics: o

Changing roles of energy and technology

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Industrial Revolution’s impacts on modern society

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Development gap, sustainable development

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Economic core, periphery and semi-periphery countries and reasons for particular classification

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Models of economic localization like bid rent, industrial location, economic development and world systems

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Spatial organization of the world economy

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International business practices and impacts

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Deindustrialization and economic restructuring

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Globalization and international division of labor

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Government policies towards economies

Cities and Urban Land Use 

March 28 – April 28



Rubenstein Chapter 13



Main Topics: o

Urbanization patterns and rural-urban migration streams

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Urban systems and models of city development like concentric zone, etc.

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Understand demographic and social structures in cities

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Explain transportation and infrastructure issues

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Explain political organization of urban areas

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Discuss urban planning and design, ghettoization, uneven development and gentrification

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Explain patterns of race, ethnicity, gender and socioeconomic status in cities

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Provide impacts of suburbanization and edge cities

Review for AP Test 

May 1 – May 11

AP Human Geography Test – May 12

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Requirements: 

The most important requirement that all students need to understand is that this is a college-level course. This is not a junior high class or even a high school class. Significant work will be expected of students to succeed in the class with even more work expected if the student desires to pass the AP test to earn college credit. Students should be prepared to have increased homework loads. o

Davis School District’s homework guidelines state: “Parents and students should be aware that advanced academic programs such as . . . Advanced Placement (AP) . . . may require additional hours from time to time” than the recommended 90 minutes of homework for 9th graders from all classes per day.

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The mantra of AP Human Geography will be that the students ALWAYS have homework. That doesn’t mean that every day will require hours of course work, however, there will almost always be something that could be worked on for some point in the future. If you can’t do any geography work one night, you know that you will have something to take care of the next night.

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Learn now to split your assignments into chunks – decide how many pages of the larger assignments you’re going to do every night – and then stick to it!



At the start of each class every day, we will create a flashcard for a different country in the world. Hence, you will need one index card in my class every day. 200 total cards will more than cover your index card needs for the year.



Students need a three-ring binder with ample room for notes, handouts, and assignments.



Access to an electronic device of some type at home is needed. It could be a desktop computer, a laptop or netbook, a tablet, or a smart phone (iOS or Android, either works with both Canvas and Quizlet.) About half of the assignments need to be completed on one of these devices. While students do not NEED their own, dedicated device, it certainly would be helpful. They do need access to time on such a device at home however. If you do not have a functioning computer at home, please email me so I can discuss with you how to deal with this and consider applying for a computer from the Davis Education Foundation’s Computers for Kids program.

Evaluation: Before I scare you with all the things we’re going to do – please realize – I am going to do my best to prepare you for the AP Human Geography Test – I’m on your side. I’m not trying to ruin your life; I’m trying to increase your chances of passing the AP test. 

Students will take tests at the end of each unit. Each test will focus on that unit, however, they will also build on the prior knowledge from previous units – so you will need to remember data from previous units, especially for the Free Response Questions (just like the AP Test will require you to remember information from all the units.) My tests are extremely hard – just like the AP test in May will be. I’m not exaggerating when I say that some of you WILL receive the worst grade on test you ever have. Do yourself a favor and make sure you get your SQ3R assignments in on time to help make up for your low scores on the tests.



Assessments such as tests, quizzes, or projects will be weighted as 75% of your total grade – much more heavily than daily work.



Students learn vocabulary using Quizlet online. To me, half of understanding a concept is knowing its related vocabulary. As such learning the meanings of the words related to the subjects we’re studying is extremely important.



Students will be expected to read the entirety of The Cultural Landscape (affectionately known as “Rubenstein”) throughout the school year. I will SQ3R assignments to help the students focus on the most important information of the chapter. These assignments, if completed as instructed and turned in by

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announced due dates a few days before the test will each add a total of 25% to each student’s test score. Please do yourself a favor and don’t look at the SQ3R assignments as something to do a quick job and turn in, never to look at again. They are my way of helping you reading a college level text – the goal of SQ3R is NOT to simply do an assignment – it is to help you understand the reading. 

EVERYTHING you need to do is listed inside of Canvas. Check there if you have any questions. I’ve actually put a lot in that many people won’t really need because much of the stuff is from in class, but I’m trying to keep a very handy checklist of everything you need to complete available in Canvas. In general, you will receive your main assignments for each unit at the beginning of the unit and have a different assignment due each week. There is no academic penalty for turning in work late. In my class, the punishment for not doing your homework is that you still have to do your homework. Since I don’t take off points, students have a habit of turning in their work late. Instead of thinking about my class as a class with no due dates, think of me trying to make my class as flexible as I can for you. All assignments are due the Friday before grades are due for me before the end of the term. I will have the day posted in class.



All your assignments are listed in Canvas, however, your grade will not be. For information on your grade in my class, always log in to my.dsd. The grading in Canvas has nothing to do with your actual grade.



I have created a discussion inside of Canvas. Its primary purpose will be to share links, photos, and other information that the students or I encounter in real life that relate to human geography. It’s a concept that I’ve heard described as “windshield geography.” Participating in the discussion is optional, however, sharing items related to our course will be an easy way to gain small amounts of extra credit. I want this course to be relatable to students. An example would be an interesting map you see in real life or taking a picture of you at a state fair with a cow to show that you learned something about agriculture. Students are not required, but are highly encouraged to do so. My hope is that we can use this to show each other how the things we’re learning are inter-related. You can gain 5points of extra credit for a post each day in class and another single point for making an insightful comment on someone else’s post.

Technology in the Classroom: Last year, the community council granted me a substantial portion of money to purchase computers for exclusive use in my class. However, I currently only have enough for about half the class so I’m going to be working my way through things this year in a hybrid approach. Judging by how things have gone in the past, if you would like to use one of these computers, that use will be available to you. If you prefer to bring your own device that would work for taking notes, I’m happy with that as well. If you want to stay with just paper and pencil in my class, that’s fine too. Lots of questions come up in class that I don’t know the answer to off the top of my head and its actually very convenient to have students help look up this info. If you email an assignment to me, I will always respond letting you know that I have received them when I mark it on your grade. As long as students are on task, electronic devices are encouraged in my classroom. The AP Human Geography Test: As the entire purpose of this class is to prepare you to take the AP Human Geography test, each student taking the class is highly encouraged to take the test. It will take place on Friday, May 12, 2015 and will be administered by FJH personnel. The fee for taking the AP Test is around $90. Generally, you will need to decide whether or not you will be taking the test and have the fee paid to the high school by late March – more details will be given in class. The AP Human Geography Exam is approximately 2 hours and 15 minutes in length and includes both a 60-minute multiple-choice section and a 75-minute free-response section. Each section accounts for half of the student’s AP Exam score. Students who take the test will receive their scores in July.

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