BTWHSPVA AP HUMAN GEOGRAPHY 2016 SUMMER ASSIGNMENT Greetings! Welcome to AP Human Geography! I recognize that no one enjoys summer work. I could ask you to find the best barbecue in Texas and to write a paper about it, and someone would complain. This assignment is meant to prepare you for success in a rigorous course, and its completion indicates that you are serious about the course and well-suited to the advanced level of work. While the assignment isn’t due until the end of the second week of class regardless of your grade level or enrollment date, completing it over the summer ensures that you can spend the time on it that it deserves and that you will be able to ask any questions that arise as you work. If you don’t complete the assignment before school starts, you will have a significant amount of homework during the 10 days of school in addition to the 10 pages or so that you will read and outline in preparation for each class session. This assignment will count as your only project grade for the first six weeks, so it will amount to 20% of your entire first six weeks’ average. You will quite likely fail the first six weeks if you do not complete the assignment. I look forward to meeting and working with each of you as we study this fascinating world of ours! If you have any burning questions, please email [email protected], or tweet @kmetzatbookert #btwaphugsummer. Laura Kmetz, APHUG teacher at BTWHSPVA #1: CURRENT EVENTS ANALYSIS Analyze three significant events reported in publications between June 3, 2016-August 31, 2016. Paying attention to what is happening in the news will help to illuminate the locations and concepts we will study. You will analyze one current event from the following, for a total of three current events: 1) Canada, the United States, OR any country in Europe; 2) any country in Central, South America, the Caribbean, OR Asia; and 3) a country in Africa. You will use one of the 18 National Geographic Society’s education standards included on pg. 4 to analyze your current event from a spatial perspective. The complete URL for each online article must be submitted in its entirety along with your analysis, and all work must be typed, printed, and brought to class on the due date, which will be given in class on the first day of school. Required source information includes the name of the publication, the title and date of the article, and the complete URL if the article is from an online source. These will be included in the first sentence of your written analysis. You may use any printed newspaper or reputable online news source. Excellent online sources include cnn.com, bbcnews.com, npr.com, nytimes.com, washingtonpost.com, and wsj.com. Click on World or International to find events outside of the country in which the publication is based.

Your analysis will be typed using complete sentences and will include the following: the continent, the country, a statement of source, a summary of the event using your own words, and a geographic analysis. Specify which National Geographic Standard, such as the physical and human characteristics of places, you are using to analyze your event, and explain why you believe the event is an example of that standard. Please note that the event may fit more than standard. The one you identify will guide your analysis of the significance of the event. You should conclude with a sentence or two explaining why the event matters. This could include, but is not limited to, predicting consequences or effects of the event on particular people or places; offering a contrasting viewpoint; speculating about cultural values that are revealed by the event; or making a personal connection to the event. Read about each of the standards in detail by visiting the following URL: http://education.nationalgeographic.com/education/standards/national-geographystandards/?ar_a=1. Click on each standard, and read the paragraph at the top to the right of the photo. Reading about each of the standards will help you with your analysis; if you do not read them, the quality of your analysis will suffer. Summaries and analyses must be typed and printed on the front side only of the paper. Please use spell-check and proofread for standard conventions. Emailed work will not be accepted. Type using 11 point Calibri, Arial, or Times New Roman with ½” margins, and singlespace. EXAMPLE CURRENT EVENTS ANALYSIS & ARTICLE EXAMPLE ANALYSIS: FRANCE, EUROPE: The article “Paris Ends Relationship With ‘Love Locks’ ” was published by CNN at http://www.cnn.com/2015/05/30/travel/paris-love-locks-bridges-feat/ on June 1, 2015. For several years, visitors to the Ponts des Arts (Bridge of the Arts in English) over the Seine River in Paris, France have attached locks to the bridge, a structure built during the time of Napolean. Some have even thrown the keys into the Seine River to further mark their presence at the popular tourist attraction. Although the practice seemed initially innocuous and even charming, it has had negative effects. The weight of the locks creates a safety risk, and graffiti and structural damage to the bridge degrade the historic structure. The city of Paris decided to close the bridge for a week in order to remove all of the locks. The practice of attaching “love locks” to the bridge, and the city’s subsequent desire to remove them, is an example of National Geographic Standard 6, How culture and experience influence people’s perception of places and regions. Paris, France is widely viewed by the western world as a romantic city. Many little girls’ dreams come true when their significant others propose marriage to them at the Eiffel Tower. Attaching a lock, and throwing the key into the river below, is a symbolic gesture of locking two hearts and leaving a permanent mark of the relationship on what many consider to be the most romantic city in the world. The practice is a great example of humans’ desire to leave their mark on the world’s landscapes. While the sentiment behind the practice is quite delightful, its effects on Paris’s historic Ponts des Arts and the Seine River could be quite disastrous.

(Article on which the analysis is based follows, but you do not need to submit the article with your work.) ARTICLE: Paris ends relationship with 'love locks' By Emanuella Grinberg, CNN Updated 1:18 PM ET, Mon June 1, 2015 Baby, it's over. The city of Paris started removing padlocks from the Pont des Arts on Monday, effectively ending the tourist tradition of attaching "love locks" to the bridge. For years, visitors have been attaching locks with sentimental messages to the bridge in symbolic acts of affection. Some further seal the deal by throwing keys into the Seine River below. A 2006 Italian young adult novel-turned-film is thought to have created the practice, which started in Rome and spread. It came to in Paris around 2008 and starting posing problems in 2012, said Lisa Anselmo, co-founder of advocacy group No Love Locks. It was considered charming at first, but the thrill wore off as sections of fencing on the Pont des Arts crumbled under the locks' weight. The bridge carries more than 700,000 locks with an estimated combined weight roughly the same as 20 elephants. The phenomenon spread to other bridges, creating two major concerns for the city: "degradation of property heritage and a risk to the safety of visitors, Parisians and tourists," the Paris City Council said on its website. Graffiti, pickpockets and vendors selling cheap padlocks also became a problem, prompting many locals to avoid the once-picturesque promenade built in the 1800s under Napoleon. "Paris had to do something to save their heritage sites. The entire UNESCO World Heritage district is endangered by love locks," Anselmo said in an email. No Love Locks has been urging the city to ban the practice outright. It also called out brands on social media for featuring the barnacled bridge in ads. The city launched an unsuccessful initiative in August 2014 to end the practice, urging visitors to instead take selfies on the bridge. Unsightly wooden panels were placed over the locks in February to discourage the practice for Valentine's Day. Signs in French and English near the bridge said it would be closed for one week while the locks are removed. The effort will pave the way for a temporary "artistic intervention" until fall, before the final installation of protective glass panels across the bridge. The removal of the locks is a "strong first step after a long time of inaction," Anselmo said. But the problem is not contained to Pont des Arts -- there are more than more than one million locks on at least 11 bridges and other landmarks, including the Eiffel Tower, she said. "With the tourist industry still promoting the trend and romanticizing it, it's going to be an uphill battle," she said. "Paris will probably need to institute a ban, like Rome did, to finally get a handle on the problem. Our followers are clamoring for that because they are fed up with what's happening to their city." While there's no love lost as far as some Parisians are concerned, some would-be tourists are lamenting the missed opportunity. People who shared images of their locks on CNN's Facebook page said they were glad they made it in time. Megan and Rob Easley from Pittsburgh, Pennsylvania, sealed their love with a lock on the bridge commemorating their 2009 wedding date. After Megan heard the locks would be taken down, she posted on Facebook, "Our love will survive!" As one other person said, "At least we got to experience it!"

National Geography Standards source: http://www.ncge.org/publications/tutorial/standards/

The geographically informed person knows and understands: The World in Spatial Terms · Standard 1: How to use maps and other geographic representations, tools, and technologies to acquire, process, and report information from a spatial perspective. · Standard 2: How to use mental maps to organize information about people, places, and environments in a spatial context. · Standard 3: How to analyze the spatial organization of people, places, and environments on Earth's surface. Places and Regions · Standard 4: The physical and human characteristics of places. · Standard 5: That people create regions to interpret Earth's complexity. · Standard 6: How culture and experience influence people's perceptions of places and regions. Physical Systems · Standard 7: The physical processes that shape the patterns of Earth's surface. · Standard 8: The characteristics and spatial distribution of ecosystems on Earth's surface. Human Systems · Standard 9: The characteristics, distribution, and migration of human populations on Earth's surface. · Standard 10: The characteristics, distribution, and complexity of Earth's cultural mosaics. · Standard 11: The patterns and networks of economic interdependence on Earth's surface. · Standard 12: The processes, patterns, and functions of human settlement. · Standard 13: How the forces of cooperation and conflict among people influence the division and control of Earth's surface. Environment and Society · Standard 14: How human actions modify the physical environment. · Standard 15: How physical systems affect human systems. · Standard 16: The changes that occur in the meaning, use, distribution, and importance of resources. The Uses of Geography · Standard 17: How to apply geography to interpret the past. · Standard 18: How to apply geography to interpret the present and plan for the future.

#2: MAP WORK/LOCATIONS: Learn/review these locations and be prepared for map quizzes during the third week of school. Many good websites and apps exist to help you quiz yourself. You can find the locations on maps on the internet. Please visit the Map Assignments page on www.dallasisd.org/laurakmetz for links to online quizzes and the names of specific apps. #1--Oceans, significant lines of latitude & longitude, continents OCEANS: Arctic, Atlantic, Indian, Pacific, Southern SIGNIFICANT LINES OF LATITUDE & LONGITUDE: Prime Meridian, Equator, International Date Line, Tropic of Cancer, Tropic of Capricorn, Arctic Circle, Antarctic Circle CONTINENTS: Africa, Antarctica, Asia, Australia, Europe, North America, South America #2--states of the United States—Be able to identify and correctly spell the full names of all of the 50 US states without the use of a word bank. #3--AP Human Geography Regions & Regions: A Closer Look—The AP Human Geography test requires you to know world regions and subregions. Be able to identify these regions and subregions without having the use of a word bank: