AP Human Geography 02106 Instructor: Jon Linne
E-Mail: [email protected]
Phone: 612-668-3030
Room: E124
Class Website: linneaphug.weebly.com
Course Purpose
The purpose of AP Human Geography is to introduce students to the systematic study
of patterns and processes that have shaped human understanding, use, and alteration of
Earth's surface. The course will be include the following units in Human Geography:
Population Geography, Cultural Geography, Political Geography, Agricultural
Geography, Economic/Developmental Geography, and Urban Geography.
Goals
The scope and sequence of this class is designed to prepare students for the AP Human
Geography Test. As such, it is expected that all students will participate in preparation
for exam and, therefore, the exam itself. This years exam is scheduled for May 15,
2015.
This class makes extensive use of a class webpage to organize and post assignments
throughout the year. It shows due dates and provides links to the assignment materials
as well. One goal of Minneapolis Public Schools is to move towards a paperless
classroom and to integrate technology in intellectually stimulating ways. If access to
these materials outside of school for any reason is a barrier to learning, please let me
know. I can only help if I know it is needed.
Requirements
You are responsible for the work you do or do not do. If you have an absence, it is
your responsibility to get the make-up assignments, and to arrange make up quizzes,
tests, or projects or any other classwork that was missed for that day and to get the
work into the teacher by the due date arranged. Policy states that students get 2 days to
get missing work turned in for each day absent for excused absences. Work missed
due to an unexcused absences is not required to be accepted. Parents: Phone calls or
notes to school from doctors or other qualified personnel are required to designate an
excused absence. Please let me know if you find yourself in a special situation that
might impact your school work – I am happy to work with families, I just need to know
about it to be able to do so. . If you are absent the day of a test, it is expected that you
will take the test the day you return to school.
Materials
ü Writing Utensil
ü Notebook (a big one) and
Binder (2”) for
Geography class only.
ü A set of 4 colors of
highlighters.
ü Access to our E Textbook
ü An AP test prep book for
Human Geography. I
recommend Kaplan’s.
(Not required until
March.)
Milestones
Each unit will have the following:
Vocabulary quiz, Reading Notes,
FRQ Test, Multiple Choice Test, Unit
Project
Classroom Policies
a.
Be on time to class
b.
No hats or headphones
c.
Cell phones use in class is
restricted to activity appropriate
things
d.
No food or drink in class
(water is okay)
e.
Be respectful of others and
their opinions, as we will be having
many class discussions
f.
Always do your best - you
will not fail if you are truly trying
Grades
Academic Honesty Know how you will earn your grade. Grades are based upon standard percentages but
with some adjustments (see below). All points for all assignments are totaled and final
grades are based on a percentage to that total. Please note that there is a significant
difference between an assignment that is incomplete or done incorrectly that has been
turned in and received the grade of an F and a missing assignment that has been given a
0. I frequently hear from students that they didn’t finish something or it wasn’t right,
so they did not turn it in. As a result, their score goes from a 50% of the points for that
assignment to a 0 because they did not turn it in. Don’t make this mistake!!! Turn in
your work!!! Always try!!! 93% = A, 90% = A-, 87% = B+, 83% = B, 80% = B-,
77%, = C+, 73% = C, 70% = C-, 67% = D+, 63% = D, 60% = D-, 50% = F, MI =
Missing = 0
Southwest High School does not
tolerate plagiarism or cheating. If you
are suspected of plagiarism, you will
receive a “0” on your assignment. If
there is a second offense, you will fail
the class for the quarter. We will
discuss Academic Honesty in class so
students are clear about the proper
way to site others work and under
what circumstances it is permissible.
Classwork
Each day we will be moving forward into our investigation of our course material, but
there will not be an assignment collected every day. There are computer labs available
in the school if you need access to type your papers. Organize your self, plan
accordingly, use the media center or library to get your work done on
time. Assignments are frequently collected via Google Doc’s – make sure you are
aware of how to submit your work and do so in the instructed way. If you don’t have a
computer or your computer/printer is broken, then please hand-write your paper
double-spaced and turn it in to me ON TIME. Please keep me informed about issues
that might impact you and your ability to do the work.
AP Human Geography – Units of Study Geography: Its Nature and
Perspectives
Population & Migration Geography
Agriculture and Rural Land Use
Industrialization & Economic
Development
Late Work
Assignments are due by the due date and at the time specified. For most assignments
late work will not be accepted - I do not want students spending time on last weeks
assignment at the expense of learning our current topics. If there is some unique
circumstance that has interfered with your ability to do the work it is your
responsibility to communicate with your teachers as soon as you can, preferably prior
to the assignment being late. High school demands that students make choices to
prioritize their school work. Plan ahead and do not procrastinate – that is part of the
learning objective for our students.
®
The curriculum for this two-semester AP Human Geography course consists of topics
drawn from seven interrelated units of study outlined in the AP Human Geography
Course Description booklet published by the College Board.
Political Organization of Space
Cultural Patterns and Processes
Cities and Urban Land Use
Settlement and Services Textbook:
Rubenstein, James M. The Cultural Landscape: An Introduction to Human Geography.
11th ed: Pearson Education, Inc., Upper Saddle River, NJ, 07458, 2014.
Other readings, case studies, videos and articles will be used to supplement the class.
AP Human Geography – Units of Study ® The curriculum for this two-­‐semester AP Human Geography course consists of topics drawn from seven interrelated units of study outlined in the AP Human Geography Course Description booklet published by the College Board. I.
II.
III.
IV.
V.
VI.
VII.
VIII.
IX.
X.
Geography: Its Nature and Perspectives Population Geography Agriculture and Rural Land Use Economic Development and Industrialization Political Organization of Space Cultural Patterns and Processes Settlement and Services Cities and Urban Land Use AP Test Review Careers in Geography Textbook: •
•
Rubenstein, James M. The Cultural Landscape: An Introduction to Human Geography. 11th ed: Pearson Education, Inc., Upper Saddle River, NJ, 07458, 2014. Other readings, case studies, videos and articles will be used to supplement the class. First Semester: Cultural Geography I.
Geography: Its Nature and Perspectives (1 week) a. Understanding Location; basics of maps, longitude latitude and the fundamentals of maps. b. Understanding Space c. Understanding Place d. Understanding region e. Understanding scale and projections in mapmaking; advantages and disadvantages f. Understanding patterns; distinguish between different types of mapped information (e.g., dot distribution, choropleth, etc) with strengths and weaknesses. g. Understanding movement and models of diffusion; examples and illustrations from around the world h. Understanding Globalization Required Reading •
Rubenstein, Chapter 1: “Basic Concepts” Project: Map the School – Students need to make a map of Southwest High School. Issues of scale, perspective, orientation, and legend are addressed. Students then work in pairs to critique others maps and then address issues involving the use or and interpret maps and other visual interpretations of special data. Project: Geographers Research Project – Students research and then create a visual to present to the class that, A) illustrates the theory their assigned geographer is associated with, and B) explains the theory and how it is applied in the study of geography. II. Population and Migration (4 weeks) a.
b.
c.
d.
e.
f.
g.
h.
i.
j.
k.
l.
m.
Where the world’s population is distributed Where the world’s population has increased Population is increasing at different rates in different countries How to use and interpret a Population Pyramid How to use and interpret the Demographic transition model Malthus Principle of Population v. non Malthusian models The world and overpopulation Why people migrate Analysis of Migration patterns: internal, international, interregional Discuss the Gravity Model; predict migration and evaluate its efficiency and usefulness. Distribution of migrants Obstacles faced by migrants People migrate within a county Required Reading • Rubenstein, Chapters 2 and 3: “Population” and “Migration” III. Agriculture, Food Production and Rural Land Use (3 weeks) a.
b.
c.
d.
e.
f.
g.
h.
i.
Agricultural hearths and diffusion World agriculture production Classification of agricultural regions Agriculture in less developed countries, more developed countries Contemporary agriculture Economic issues involving agriculture – developing countries and agribusiness Agriculture, the environment and quality of life Rural land use, the Von Thünen Model and rural landscape analysis; describe and apply the Von Thünen model to both small scale and large scale situations and the rural landscape Extensive and intensive agricultural activity/settlement patterns and landscapes Required Reading • Rubenstein, Chapter 10: “Food and Agriculture” Project: Journey of a meal. Students research a food item, research this product from field to finish and map its journey. IV. Development and Industrialization (4 weeks) A. Development i.
ii.
iii.
Economic, social, and demographic indicators More developed regions versus less developed regions Obstacles to development B. Industrialization iv.
v.
vi.
vii.
viii.
ix.
x.
xi.
xii.
xiii.
xiv.
xv.
Patterns of industrialization/Origins of the Industrial Revolution Compare and contrast; preindustrial, industrial and post industrial life and landscape Distribution of industry and economic sectors Map regional manufacturing zones in each continent; identify origins, resources, strengths and weaknesses Analysis of contemporary patterns of industrialization Situation factors and site factors How to use, apply and interpret -­‐ Weber’s industrial location model, Rostow’s stages of economic growth, Wallerstien’s World Systems Theory Obstacles to optimum locations Problems faced by industry Measures of Development A look at NAFTA Economic growth and deindustrialization Required Reading • Rubenstein, Chapter 9: “Development” & Chapter 11 (Industry & Manufacturing) Second Semester: Political, Cultural, Economic and Urban Geography V. Political Organization of Space (3 weeks) a.
b.
c.
d.
e.
f.
g.
State, nation and nation-­‐state Colonialism Supranational organizations, economic globalization: NATO, EU, etc. Devolution states Boundaries, boundary problems and cooperation between states, climate change Terrorism, ethnic separatism Local political process and impact Required Reading • Rubenstein, Chapter 8: “Political Geography” Project: Political Conflict Project. Students are assigned a conflict zone and set up a research project and then present to the class the findings of their research. VI. Cultural Patterns and Processes (6 Weeks) A. Folk and Pop Culture xvi.
xvii.
xviii.
Where folk and popular cultures originate and diffuse Folk and popular culture and the cultural landscape Folk culture is clustered xix.
xx.
xxi.
xxii.
Popular culture is widely distributed Globalization of popular culture causes problems Gender, differences from local to global Culture, world view and the landscape Required Reading • Rubenstein, Chapter 4: “Folk and Popular Culture” • Rubenstein, Chapter 9, Pg 310 – 313 B. Language i.
ii.
iii.
iv.
v.
vi.
vii.
Languages in the world – map their distribution from hearth to present Language vs. dialect Where English language speakers are distributed Indo-­‐European languages Where other language families are distributed People preserve local languages Language, world view and the landscape Required Reading – • Rubenstein, Chapter 5: “Language” C. Religion i.
ii.
iii.
iv.
v.
Universalizing and ethnic religions Origin and diffusion of religions; Map the major religions of the world and religious regions in the US Religions organize space Territorial conflicts arise among religious groups Religion, world view and the landscape Required Reading • Rubenstein, Chapter 6: “Religion” D. Ethnicity i.
ii.
iii.
iv.
v.
Distribution of ethnicities Discuss the role of racism and ethnocentrism in the understanding of the cultural landscape. Why some ethnicities have been transformed into nationalities When Ethnicities come into conflict Religion, world view and the landscape Required Reading • Rubenstein, Chapter 7: “Ethnicity” Project: Snapshot of a Culture. Students are assigned different areas of the city to explore, observe and collect data illustrating the cultural landscape. They then present their findings to the class. The project must include: 1)a map (either hand drawn, aerial photo or GIS generated) of the area of the city, 2)photos of the different aspects of culture found in the cultural landscape of that area of the city, 3)the elements of culture seen in the photos must be juxtaposed with their presence in the country of origin, and 4)a written statement about the values and beliefs that can be inferred about them. • Rubenstein, Chapter 11: “Industry and Manufacturing” VII. Cities and Urban Land Use (2 weeks) a. Origin and location of urban areas at multiple scales and locations b. Political, economic and cultural functions c. Theories of settlement: Central Place Theory, Rank-­‐size rule, and the gravity model, primate city d. Problems of inner cities e. Problems in suburbs Required Reading • Rubenstein, Chapter 13: “Urban Patterns” • Project: Land Use Project: Groups of students are assigned different cities of the world that they are to research, explore, observe, and collect data about including models and layouts of their assigned city. They then analyze the data they collected and give presentations with regard to which model best describes life in that city. The presentations must include a map of their area. This can be a hand-­‐drawn map, an aerial photo with explanation, or a GIS-­‐ generated map. They must apply the principles of the Von Thünen Model in their analysis. VIII. Settlement and Services (2 weeks) a. Where services originated and the distribution of services b. Models of cities structure and development: Burgess’ Concentric Zone, Hoyt’s Sector, Harris-­‐
Ullman Multiple Nuclei and the Galactic City model – compare and contrast c. Segregation, transportation, uneven development and environmental justice d. Rural settlements e. Spatial structures and urban landscape in cities around the world f. Issues in the contemporary city: edge cities, smart growth, gentrification and new sustainable urban planning ideas Required Reading • Rubenstein, Chapter 12: “Services and Settlements” Project: Locate a School -­‐ Students are asked to analyze various data sets both quantitative (census) and qualitative (field studies) data to develop a solution to a geographic problem: If all schools closed in Minneapolis, where should the new k-­‐12 campus be located, keeping in mind factors including: migration, population changes, income, property value, transportation, population distribution and others? Students will: use vocabulary to convey meaning and the 5 themes of geography, identify and create the proper type of map that supports their claim, use tools of geography to analyze and record relevant information from various gathered sources, judge the value of the methods and what was learned via a class discussion and daily reflection, write a persuasive essay using evidence to support their position on the question, cite and evaluate sources, rely on visual representations of geographical data, individual theories, and issues that arise when evaluating evidence and communicate their original thesis based on the presentation of various research. IX. Review for AP Human Geography Exam X. Careers in Geography (2 weeks) Linné – Syllabus AP Human Geography Please read the AP Human Geography Syllabus and then get the required signatures filled in, detach this sheet from the syllabus packet and turn in to me by August 28th. My name is _______________________________________(print student name here) and I am in your _________ period AP Human Geography class. Students: I have read and I understand how the above guidelines will help me to succeed in Geography Class. ______________________________________________________ (Student signature) Parents/Guardians: I have read the class expectations and I will support my son/daughter’s effort in Geography class. ****(Parent/Guardian signature) Phone number: ________________________________________ ****Parents: Please make sure that the school has your up-­‐to-­‐date phone and email information. I communicate via email through the parent portal and if our records are incorrect, you will not receive the information I send out.