Advanced Placement Human Geography
I. Introduction and Course Description: This course will be part of the Advanced Placement Program at
our high school and will be structured based on the most recent course outline found in the College
Board’s AP Human Geography Course Description. The course is designed to be the equivalent of an
introductory college course in Human Geography and students will ultimately be assessed on their
understanding of course content by the College Board AP Human Geography Examination. The purpose
of this course is to introduce students to the systematic study of patterns and processes that have
helped to shape human understanding, use and alteration of the Earth’s surface. Students will also learn
about geographers’ tools and methods and use spatial concepts and landscape analysis to examine
human social organization and its environmental consequences. Ultimately the aim of this course is to
provide students with a learning experience equivalent to that obtained in most college introductory
human geography courses.
II. MATERIALS
Basic Text:
Rubenstein, James M. The Cultural Landscape, an Introduction to Human Geography, 10th ed. Upper
Saddle River, NJ.: Pearson Prentice Hall, 2011.
Supplements and Outside Readings:
At least one Primary and/or Secondary source readings will be assigned aligning to each chapter in the
unit of study.
De Blij, H.J., Erin H. Fouberg, Alexander B Murphy. Human Geography: People, Place and Culture. 9th
ed. New York: John Wiley and Sons, 2009
Kuby, Michael, John Harner, and Patricial Gover. Human Geography in Action. 3rd ed. New York: John
Wiley, 2003
The Power of Place: Geography for the 21st Century series. Annenberg/CPB Project,
1996. DVD.
III. Course Goals and Objectives:
On successful completion of the course students should be able to:
1. Use and think about maps and spatial data (CR 4):
At the heart of geography is the ways in which patterns on the Earth’s surface reflect and influence
physical and human processes. As such maps and spatial data are integral to the discipline and learning
to use them critically is essential for a true understanding of human geography. Students will not only
use maps to understand their understanding of spatial organization but will also use geographic models,
GIS, aerial photographs and satellite images. Students will learn to use and think about maps and spatial
data by using them to pose and solve problems, and analyze what is revealed and what is hidden by
various maps and spatial arrays.
2. Understand and interpret the implications of associations among phenomena, in places (CR2):
By using a spatial perspective and examining the spatial organization of the earth’s surface students will
be able to not only understand phenomena, but focus on how phenomena are related to one another in
particular places. Students will thus be able to recognize and interpret patterns and assess their
significance and influence on the cultural, political and economic aspects of the earth’s cultural
landscapes.
3. Recognize and interpret at different scales the relationships among patterns and processes (CR3)
Students will understand that the processes, patterns and phenomena they are studying at a local scale
may be influenced by developments at larger scales and vice versa. They will look at processes by
examining examples of phenomena operating at multiple scales.
4. Define regions and evaluate the regionalization process ( CR3 and CR1)
Students will see regions as objects of analysis and exploration for understanding geographical
phenomena, patterns and processes. They will move beyond simply locating and describing them to
considering how and why they came into being, particularly how specific geographical concepts such as
population, cultural patterns and processes, political organization, agricultural and rural land use,
industrialization and economic development and cities and urban land use, have helped to shape the
changing character of the world in which we live.
5. Characterize and analyze changing interconnections among places.[CR3]
Students will view patterns and processes not in isolation but in terms of their spatial and functional
relationship with other places and patterns. They will also strive to be aware of the ever-changing
nature of those relationships and the reasons those changes occur.
IV. Course Structure:
AP Human Geography will be divided into units as outlined by both the AP Human Geography Course
Description and the Rubenstein textbook.
Unit Objectives and Activities
1) Complete textbook reading assignments (assessed with reading quizzes)
2) Complete Guided Reading Packets before each chapter. Each student will receive a packet containing
key questions that they should answer in a Cornell notes format. Students must also create their own
questions and write a summary for each assigned section.
3) Take notes on/ participate in interactive lectures and discussion of course materials. Lectures will be
based on Visual presentations to help illustrate concepts and promote discussion
4) Take a College Board-style Multiple Choice Quiz on each chapter followed by a UNIT test combining
both Multiple Choice and Free Response Questions. Quizzes, and Unit Tests will comprise 40% of
students’ overall course grades. FRQs and research essays will comprise 40% of students’ overall course
grades.
5) Write and review practice free-response questions to be scored using a scoring guideline
representative of the guidelines used to score the AP exam.
6) Participate in Socratic seminars and debates on geographical issues and perspectives
7) Analyze maps both individually and in groups as well as local, regional and global scales
8) Complete activities allowing students to apply and synthesize geographical concepts learned
9) View Video Case studies to help visualize concepts
10) Complete Learning Logs, where the student will write a reflective commentary discussing how the
history of the (identified) region or era fits into the larger story of human geography.
11) Complete Mind Map Assignments. A Mind Map is a one page visual and phrase synopsis of a human
geography unit. Students will review notes and their textbook in order to place the most salient (striking
and/or relevant) items on the mind map. Mind-maps are useful when reviewing for examinations, and
can serve as a “cue card” for oral presentations.
12) Complete class projects (both large and small) to help them gain higher-level understanding of
various phenomena.
COURSE OUTLINE AND SCHEDULE:
Unit 1: Geography: Its Nature and Perspectives (5 Weeks )
Exam Coverage 5-10%
Reading Assignments Rubenstein Chapter 1: Basic Concepts;
Unit Objectives [CR 1 SC 1 and SC 2]
1. Define geography, human geography as a field of inquiry
2. Evolution of key geographical concepts and models associated with notable geographers [SC12]
3. Key concepts of location, space, place, scale pattern, regionalization and globalization
4. Key geographical skills: [SC10 & SC11]
How to use and think about maps and spatial data
How to understand and interpret the implications of associations among phenomena in places
How to recognize and interpret at different scales the relationships among patterns and processes
How to define regions and evaluate the regionalization process
How to characterize and analyze changing interconnections among places
5. New geographic technologies, including GIS, remote sensing and GPS
6. Sources of Geographical ideas and data: field and census data
7. New Geographic technologies, such as GIS, remote sensing and GPS
8. Sources of geographical ideas and data: the field, census data and satellite imagery.
Unit Activities:
Intro Activity: Mental Map of the World: Students do their best to draw an outline map of the world
from memory, or a mental map. Students then try to note particularly important points of physical
geography, as well as important political, cultural and economic aspects of certain regions around the
world. This is followed by a discussion on biases, types of geography, the five themes of geography and
ultimately leads into a discussion of maps and map projections
PPT Lecture: Basic Concepts in Geography: (To be broken up over the course of the unit).
Map Analysis: Students must find a map from a source other than their textbook( the internet,
magazines, newspapers, etc.) and analyze the choices the cartographer made- scale, color,
classifications, symbols, etc . In an essay students must then evaluate the maps usefulness stressing
both advantages and limitations. [CR3]
Five Themes of Geography Identification
Four Traditions of Geography: Read Pattison article, “The Four Traditions of Teaching” (from Annual
Editions: Geography)
Map Projections: Lecture, Map Analysis and Comparison: including Mercator, Peters, Robinson,
Azimuthal, Dymaxion and Goode’s Homolosine as well as types of maps including Choropleth maps and
Cartograms. Students will identify major differences and analyze the benefits and disadvantages of each
maps and their distortion.
Case Studies
Rubenstein, Chapter 1: Big Mac Attack
Video Case Studies:
Power of Place #1
Power of Place #2
Unit 2: Population and Migration [CR 1 SC 3] Population Weeks: 6-8
Exam Coverage 13-17%
Reading Assignments: Rubenstein Chapter 2: Population
Rubenstein Chapter 3: Migration
Unit Objectives:
1. Map major and emerging population concentrations and describe demographic characteristics of
each.
2. Consider the concepts of ecumene and non-ecumene, and consider:
a. Why do most people live where they do?
b. For what reasons have humans historically avoided certain areas?
c. Where do non-examples of each exist? Why?
3. Calculate arithmetic, agricultural, and physiological densities and describe the strengths and
weaknesses of each for demographic analysis.
4. Explain the elements of a population pyramid and distinguish between characteristic shapes.
5. Explain the demographic transition model:
a. What are its components?
b. Which countries does it describe in each phase?
c. Why might it not predict the future for developing countries today? [SC12]
6. Give examples of pro- and anti-natalist policies and their effects in example countries.
7. 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:
a. list various types of natural hazards and disasters
b. map the areas most affected by them [SC11]
c. compare with the map of population distribution
d. hypothesize the degree of danger in various regions
e. discuss methods that are taken to adapt to these dangers
Unit Activities:
Comparing the Demographic transition in Sweden and Mexico: Construct Demographic Transition
graphs and compare and analyze. [CR 4]
Building Population Pyramids (Comparisons and Contrasts between Pyramids of different countries in
different stages of the demographic transition)
Comparing Population Campaigns in India and China
Video Case Studies: Power of Place # 18, “Egypt: Population Overload”
Weeks 9-11: Movement [SC3]
Unit Objectives and Activities
1. Distinguish between and give characteristics of the following types of human movement:
a. circulation and migration
b. forced and voluntary migration
c. push and pull factors
2. Discuss the contributions of Ravenstein to the study of human movement and migration. [SC12]
3. Use the gravity model to predict migration and evaluate its efficiency and usefulness. [SC12]
4. Map specific examples of historic and contemporary forced migrations, explaining push and pull
factors associated with each.
5. Characterize a refugee and refugee populations.
6. Discuss the migration history of the United States through the following:
a. immigration history
b. immigration policy
c. historic and contemporary streams of migration
d. internal migration patterns
7. Explain how distance decay, intervening obstacles, and migration selectivity factors affect
migration and circulation patterns.
8. Correlate migration patterns to the demographic transition model.
Unit Activities:
Identifying historical migrations including Push and Pull Factors
Video Case Studies: Power of Place # 14, “Mexico: Motive to Migrate”
Power of Place # 19, “Ivory Coast: The Legacy of Colonialism”
2006 FRQ : Selected Migrations Patterns of the Late 20th Century
Group Research Projects on Great Migrations
US Immigration Policy Project
Unit 3: Cultural Patterns and Processes [CR 1 SC 4] Weeks 12-17
Exam Coverage 13-17%
Reading Assignments:
Rubenstein: Chapter 4: “Folk and Popular Culture”
Rubenstein Chapter 5: “Language”
Rubenstein Chapter 6: “Religion”
Rubenstein Chapter 7: “Ethnicity”
Unit Objectives:
A. Culture and Culture Traits
1. Defining culture: material, nonmaterial, traits, complexes
2. Cultural diffusion and change
3. Major culture regions and realms
B. Cultural Diversity—Four-Level Analysis for Each Topic
1. Languages
2. Religions—religion research project
3. Ethnicity
4. Popular culture/folk culture
5. Perceptions of natural hazards
C. Cultural landscapes
1. Culture and the environment
2. Culture and group identity—values and preferences
3. Culture and conflict
4. Sense of place
Unit Activities:
Lecture and Discussion: Elements and specific examples of Folk and Pop Culture, regions and diffusion.
Language in U.S and Language Families
Basic Tenets of Major Faiths
Ethnicity in America
Ethnic Conflicts across the Globe
Cultural traits affected by and affect the natural environment
Role of racism and ethnocentrism [SC9]
National Geographic Activity: Analysis of impact of Popular culture and folk culture: Students will be
allowed to choose a National Geographic Article on a specific culture to read. In their analysis they are
to evaluate the evidence or markers of folk v. popular culture in society. Students will add to their
analysis by using photographs from their chosen National Geographic articles to examine and present to
the class. [CR 2] [CR 3]
Cultural Diffusion of AIDS ( Kuby)
Socratic Seminar: Acculturation or Assimilation
Applied Activity: Kuby, Chapter 2: “Layers of Tradition: Culture Regions at
Different Scales” [SC10]
Religion Comparison Chart: Students Analyze the various aspects of Global religions including whether
or not they are universalizing or ethnic, How diffused, various branches, locations of adherents, basic
beliefs and practices. [CR 3]
Case Studies:
Kuby, Chapter 2: “Layers of Tradition: Culture Regions at Different Scales”
Video Case Studies
Power of Place #4
Power of Place #7
Power of Place # 10
Power of Place # 17
Power of Place 24-25
Free Response Questions
2002 FRQ: Impact of Religion on the Cultural Landscape
2009 FRQ Predominant Church Affiliation by County
Political Organization of Space [CR 1 SC 5] Weeks 18-19
Exam Coverage 13-17%
Reading Assignments
Rubenstein, Chapter 8 “Political Geography”
Rubenstein, Case Study: European Union Expansion and the Struggle to Define the Eastern Limits”
Unit Objectives:
1. Territorial dimensions of politics
a. The concept of territoriality
b. The nature and meaning of boundaries
c. Influences of boundaries on identity, interaction and exchange
d. Federal and Unitary States
2. Effects of size and shape
3. Centripetal and centrifugal forces
4. Evolution of the contemporary political pattern
a. The nation-state concept
b. Colonialism and imperialism
c. Internal order: national and subnational governance
5. Cooperation and Conflict
a. Alliances
b. Devolution/Supranationalism
c. Conflicts
Unit Activities:
Applied Activity: Kuby, Chapter 12: “Do Orange and Green Clash?
Residential Segregation in Northern Ireland”
Nature and Significance of Political Boundaries: Google Earth Analysis. Students will use Google Earth
to find examples of various shapes of states and analyze the potential impact of the shape on their
exercise of political control. [CR 3, CR 4]
Model Berlin Conference
Who Owns Antarctica? Student Discussion
Case Studies:
Kuby, Chapter 13: “Breaking up is Hard to do: Nations, States, and Nation-States”
De Blij, Chapter 8: Field Note: “Devolutionary Stress in Hawaii”
Video Case Studies
Power of Place # 3
Power of Place # 19
Free Response Questions
2002 FRQ: Supranationalism and Devolution
2002 FRQ: Nations and Nation States
Agriculture and Rural Land Use [CR 1 SC 6] Weeks 20-22
Exam Coverage 13-17%
Reading Assignments:
Rubenstein Chapter 10: Agriculture
Rubenstein, Chapter 14: “Key Issue 3”
Unit Objectives:
1. Development and Diffusion of Agriculture
a. Neolithic Revolution
b. Animal and Crop Hearth’s across the Globe
c. Second Agricultural Revolution
2. Major Agricultural Production Regions
a. Agricultural systems associated with Major bio-climactic zones
b. Variations within major zones and effects of markets
c. Linkages and flows among regions of food production and consumption
i. Agricultural regions in LDCs
ii. Agricultural regions in MDCs
3. Rural land use and settlement patterns
a. Describe and apply the von Thünen model to both small-scale and large-scale situations. [SC10 &
SC12]
b. Settlement patterns associated with major agriculture types
4. Identify the predominant agricultural practices associated with various regions of the world.
5. Compare and contrast different types of rural landscapes and settlements: [SC9]
a. linear villages
b. cluster villages
c. dispersed settlements
6. Modern commercial agriculture: the Third Agricultural Revolution
a. Green revolution and the beginning of the biotechnological revolution
b. Characteristics of the Green revolution
c. Spatial organization of industrial agriculture
d. Diffusion of industrial agriculture
e. Future food supplies and environmental impacts of agriculture—Future positives and negatives
Unit Activities:
Mapping Areas and comparative charting of Probable Independent Agricultural Development across
the World
Video: Jared Diamond- Guns Germs and Steel Part I
Von Thunen Model Analysis : Introduction to major concepts of Von Thunen Model , Analysis of
Assumptions and reality on a National scale[CR 4]
Green Revolution in India: A Case Study and Persuasive Essay: The Green Revolution is the answer to
the World’s food supply problem. Agree or Disagree. ( From Saby Ganguly,
http://www.indiaonestop.com/Greenrevolution.htm)
Case Studies
Kuby, Chapter 8: “Food for Thought: The Globalization of Agriculture”
Rubenstein: Africa’s Food Supply Crisis
Video Case Studies
• The Power of Place, Program 25-2, “Vietnam: Fertile Dreams”
• The Power of Place, Program 16-2, “Chile: Pacific Rim Player”
• The Power of Place, Program 12-1, “Northern Japan: Protecting the Harvest”
• The Power of Place, Program 21-2, “Dikhatpura: Help through Irrigation”
Free Response Questions
2001 FRQ: Green Revolution
2004 FRQ: Poultry Production and the Restructuring of Agriculture
Industrialization and Economic Development [CR 1 SC7] Weeks 23-29
Exam Coverage 13-17%
Reading Assignments
Rubenstein, Chapter 9: Development
Rubenstein, Chapter 11: Industry
Rubenstein, Chapter 12: Services
Kuby, Harner, and Gober, Chapter 8: “From Rags to Riches: The Dimensions of
Development”
Unit Objectives:
1. Key Concepts in Industrializations and development
a. Use examples of human welfare indicators to distinguish between relatively developed and less
developed countries.
2. Growth and Diffusion of industrialization
a. The changing role of energy and technology
b. Industrial revolution
c. Evolution of economic cores and peripheries
d. Geographic critiques of models of economic localization ( i.e. land rent, comparative costs of
transportation), industrial location, economic development, and world systems )
e. Wallerstein’s four Epoch’s
3. Contemporary patterns and impacts of industrialization and development
a. Spatial organization of the world economy
b. Variations in levels of development
c. Deindustrialization
d. Pollution, Health, and quality of life
e. Industrialization, environmental change, and sustainability
f. Local development initiatives: government policies
Unit Activities:
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. [SC12]
Mapping the Core-Periphery Model [CR 4]
Analyzing Weber’s Least Cost Theory [CR 4]
Industrial location assignment applying Weber’s Least Cost theory
Rostow’s Stages of development : Classifying East Asian and Southeast Asian countries.
Applying Reilly’s Law of Retail Gravitation to predict the “Break Points” between competing centers
Compare the Human Development Index across the Globe. Students will analyze data from the Human
development index and compare data from various countries with Visual Images of the Cultural
Landscape in each area [C2]
Provide examples of the different sectors of a country’s economy and explain the economic
relationship between them.
Case Studies:
Kuby, Chapter 6: “Help Wanted: The changing Geography of Jobs”
Kuby, Chapter 7: “Rags and Riches: The Dimensions of Development”
Rubenstein” Phoning the Help Desk”
Video Case Studies
Power of Place #8
Power of Place # 11
Power of Place # 16
Power of Place # 22
Power of Place # 24
Free Response Questions:
2001: Rostow and the Five Stages of Economic Development
2004: Maquiladoras and the Global System of Industrial Organization
Cities and Urban Land Use [CR 1 SC8] Weeks 30-34
Exam Coverage 13-17%
Reading Assignments:
Rubenstein, Chapter 12: “Services”
Rubenstein, Chapter 13: “Urban Patterns”
Rubenstein, Case Study: “Primate Cities in North Africa”
Unit Objectives and Activities
1. Definitions of Urbanism
2. Origin and Evolution of cities
a. Historical Patterns of Urbanization
b. Rural-Urban migration and urban growth
c. Global cities and megacities
d. Models of urban systems
3. Functional character of contemporary cities
a. Changing employment mix
b. Changing demographic and social structures
4. Built environment of social space
a. Comparative models of internal city structure
b. Transportation and infrastructure
c. Political Organization of urban areas
d. Urban planning and design
e. Patterns of race, ethnicity gender, and class
f. Uneven development, ghettoization and gentrification
g. Impacts of suburbanization and edge cities
Unit Activities:
Contrast European and North American cities:
a) central business districts
b) suburbs and suburban growth
Comparing Concentric Zone, Sector and Multiple Nuclei Models[CR 4]
College Board Curriculum Module: Urban Geography. Students will complete four lessons in the College
Board Curriculum Module “Urban Geography Including Lesson 1: Urban Models, 2: Case Study: The City
of Pittsburg, Lesson 3: Ghettoization and Gentrification, Lesson 4: Megacities in LDCs
Differentiate between three models of North American cities. [SC12]
Compare and contrast spatial characteristics of cities in the following regions:
a) Latin America
b) Africa
c) Southeast Asia
List and evaluate the problems of the inner city.
Explain and illustrate important models dealing with the urban hierarchy for: [SC12]
a) central-place theory
b) rank-size rule and primate cities
Video Case Studies
• The Power of Place, Program 16-1, “Sao Paulo: The Outer Rim”
• The Power of Place, Program 9-2, “Chicago: Farming on the Edge”
• The Power of Place, Program 12-2, “Tokyo: Anatomy of a Mega-City”
Weeks 35–36: Review
I review for the AP Exam by providing students with a copy of the Course Outline from the AP Human
Geography Course Description and asking them to define, illustrate, or comment on each item.