AP Human Geography
Syllabus Spring 2017
Coach Matthew Littleton
Overview: AP Human Geography is a semester long course designed to meet or exceed the
experience of a university/college human geography course. It is structured according to the
course outline found in the AP Human Geography Course Description published by the College
Board. The purpose of this course is to utilize geographic processes to systemically study and
understand patterns that are evident in the world in which we live.
Textbook:
Goals: Upon completion of this course, students should have developed skills that enable to:
 Use and think about maps and spatial data.
 Understand and interpret the implications of associations among phenomena in places.
 Recognize and interpret at different scales the relationships among patters and processes.
 Define regions and evaluate the regionalization process.
 Characterize and analyze changing interconnections among places.
Course Planner: This set on one semester and block schedule. 18 weeks, 90 minute blocks
Topic
I. Geography: Its Nature
and Perspectives
II. Population
III. Cultural Patterns
and Processes
IV. Political
Organization of Space
V. Agricultural and
Rural Land Use
VI. Industry and
Economic
Development
VII. Cities and Urban
Land Use
Exam Review
Coverage on AP
Exam
5-10%
Readings
Time Frame
Chapter 1
2 Weeks
13-17%
Chapter 2-3
3 Weeks
13-17%
Chapter 4-7
4 Weeks
Chapter 8
2 Weeks
13-17%
Chapter 10, 14
2 Weeks
13-17%
Chapter 9,11,14
2 Weeks
13-17%
Chapter 12-13
2 Weeks
1 Week
13-17%
The skills will be practiced and mastered through the investigation of seven interdependent units
of study as outlined by the College Board Advanced Placement Human Geography course
description. Throughout these units, students will examine current trends in geography as well as
geography related careers. The units of study with approximate percentages on the AP exam and
estimated time frames.
AP Human Geography is structured as a one-semester course that focuses on the human impact
on Planet Earth. Students meet five days a week for approximately 90 minutes each day.
Students have daily in-class assignments as well as some form of homework every evening
(including weekends), which will include reading the text, writing outlined notes, and creating
vocabulary key term note cards. Students should expect to spend approximately 30-60 minutes a
night on course homework. Other weekly projects and writing assignments will be announced
and posted with expectations and due dates.
Course Objectives




To introduce students to the study of patterns and processes that have shaped human
understanding, use, and alteration of the Earth’s surface and atmosphere
To learn about and employ the methods that geographers use, especially observation,
mapmaking, data gathering and reporting, technical writing, etc.
To apply 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 understanding of historical and current events.
Course Requirements and Expectations:










Attend class daily, arriving on time. Actively participate in class and complete all work
thoroughly.
Make up work then absent. It is your responsibility to contact the teacher. Make prior
arrangements for planned absences. If you miss a quiz or test, you must come in before or
after school to make it up.
Keep an organized and complete notebook for the entire year; bring to class daily.
Use charts, maps, lecture, and reading notes kept in your notebooks to study for tests.
Ask for help if your notebook is incomplete.
If possible, form a study group for tests and use study aids such as flash cards to help you
master the vocabulary you will encounter on specific assignments. It is common for
college students to study in study groups. As this is a college level course, the expectation
is the same.
Ask the teacher for help if needed – I am committed to supporting your efforts!
Challenge yourself to work hard and maintain high standards.
Take advantage of opportunities (if given) to redo work for mastery of the course content
and skills of the course.
Students should be active participants in the learning process. Students will be expected
to take part in class discussions, share their thoughts/opinions, and ask questions that
promote student growth.
It is essential that the classroom remain a place of respect, between your classmates and
teacher.




In addition, the classroom is OUR learning environment; treat it with the utmost respect
and care!
Students should be in their seats, ready to begin each class with the required materials
when the bell rings.
Attend review sessions offered in spring semester before the exam.
Attend practice test sessions offered in spring semester before the exam.
Course Outline:
I. Thinking Geographically (Rubenstein Ch. 1)
-How do Geographers Describe Where Things Are?
-Thinking about Place, Region, Scale, and Space
-Analyzing Various Map Scales
-Longitude & Latitude Activity
-Map Making Exercise
-Interactions and Connections between Places
-How to think “Geographically”
II. Population (Rubenstein Ch. 2-3)
-Where Population in Distributed Around the Globe
-Population Density Models: Arithmetic, Physiological, and Agricultural
-Where Population is increasing/Decreasing- Analyzing CBR/CDR/NIR on Global,
Regional, and Local Levels
-Demographic Transition Model (4 Stages)
-Population Pyramids
-Are We Overpopulated?
-Malthus’s Theory
-Why Do People Migrate?
-Analyzing Migration Trends and Patterns
-Migration Impact Globally, Regionally, and Locally (case study)
-Relationship between Population and Migration
III. Cultural Patterns and Processes (Rubenstein Ch. 4-7)
-Origins and Diffusion of Folk and Popular Cultures
-Clustering of Folk Culture
-Globalization of Popular Culture Causes Problems
-Language Distribution
-Interconnectedness of Languages (Language Families) – Expansion & Dominance of
English Language
-Religion Distribution
-Religious Organization of Space and Patterns
-Religion vs. Government
-Religion vs. Religion
-Religious Conflicts on Global, Regional, and Local Scale – Distribution of Ethnicity across
Space
-Ethnicity vs. Race
-Relationship between Ethnicities and Nationalities
-Ethnic Tension on Global, Regional, and Local Scale
IV. Political Organization of Space (Rubenstein Ch. 8)
-Defining a State
-Development of State Concept
-Boundaries: Physical and Cultural
-Organization and Cooperation between States- Terrorism Case Study
V. Agricultural and Rural Land Use (Rubenstein Ch. 10, 14) – Agricultural Hearths
-Mapping Agricultural Regions
-Agricultural Regions in MDCs and LDCs
-Agricultural Challenges
-Von Thunen Model
-Rural Landscape Analysis
-Analyzing Agricultural Resources and Rural Land Use being Depleted, Polluted, Reused,
and Conserved
VI. Industry and Economic Development (Rubenstein Ch. 9, 11, 14)
-Economic, Social, and Demographic Indicators of Development
-GDP in MDCs and LDCs
-Variables that Impact Development
-Obstacles to Development
-Distribution of Industry
-Situation and Site Factors
-Weber’s Industrial Location Model
-Problems Faced by Industry
-Analyzing Industrial Resources and Urban Land Use Being Depleted, Polluted, Reused, and
Conserved
VII. Cities and Urban Land Use (Rubenstein Ch. 12-13)
-Defining Services
-Types of Services (Consumer, Business, and Public)
-Services in Rural Settlements
-Central Place Theory
-Market Area Analysis
-Services in Large Settlements
-Central Business District
-Urbanization of Businesses
-Location of Urban Areas
-Urban Models (Concentric Zone Model, Sector Model, and Multiple Nuclei Model)
-Inner-City Problems (Physical, Social, Economic)
-Peripheral Model
-Suburia
Link to Course Overview: http://media.collegeboard.com/digitalServices/pdf/ap/ap-courseoverviews/ap-human-geography-course-overview.pdf
VII. Exam Review
AP Exam: Written by a committee of college and university professors the AP exam is a
culmination of the AP course and provides students with the opportunity to earn college
credit. Exams are scored by college professors and AP teachers using scoring standards
developed by the committee.
AP Exam Grades: The scores on the free-response questions are combined with the multiplechoice questions; the weighted raw scores are summed to give a composite score, which then
is converted to a grade on AP’s 5-point scale
AP Grade
5
4
3
2
1
Qualification
Extremely well qualified
Well qualified
Qualified
Possibly qualified
No recommendation
AP Exam grades of 5 are equivalent to A grades in the corresponding college course. AP
Exam grades of 4 are equivalent to grades of A-, B+, and B in college. AP Exam grades of 3
are equivalent to grades of B-, C+, and C in college.
Grading Policy
The grading distribution is split up into five categories:
1. Tests (100 points each) – Students will be given exams to measure their levels
of mastery of each chapter covered in class. Tests will be structured in the AP
format – with a section of multiple-choice questions and constructed response
questions.
2. Quizzes (25-50 points each) – Content and vocabulary quizzes will be
administered throughout the course. Please note that quizzes may contain
material that was covered previously in an effort to recall important
information that may be on the course exam. Although most quizzes will be
announced, there will be occasional pop-quizzes.
3. Unit Projects or Written Reports (points vary) – Students will be
responsible for completing many written assignments throughout the course as
well as several projects.
4. Classwork and Homework (points vary) – Students are given classwork
assignments periodically and homework assignments for each night of the
week, including weekends. Assignments may include, but are not limited to,
map work, timelines, assigned readings, chapter outlines, vocabulary
identification cards, guided reading questions, debates, seminars, projects,
simulations, and research papers using the APA style.
5. Notebook Check (points vary) – Notebook checks will be given after each
unit is completed to make sure students are well organized, taking notes, and
saving their class work
6. Exams: Midterm - March 9 & Final – May 24
Academic Honesty
Academic dishonesty, intentional or unintentional, will not be tolerated. Cheating, copying, and
plagiarism will result in an automatic zero, as well as a phone call/e-mail home.
**The Instructor reserves the right to make any necessary adjustments to classroom policies, as
contingencies may arise throughout the course of the semester**