Advanced Placement Human Geography
for the 2016 – 2017 school year.
Advanced Placement Human Geography is designed to replicate a college level curriculum to better prepare
you for such an environment. Therefore, it has much higher expectations and rewards than a regular high
school course.
Benefits
Requirements
Successful completion of this course will
Personal investment and willingness to
< provide exposure to a more challenging
curriculum.
< complete outside course work, which is
absolutely necessary to pass the class.
< increase eligibility for scholarships and makes
candidates more attractive to colleges.
< be prepared for in-class activities, many of which
require active participation and discussion.
< increase greater academic success in college.
< practice responsibility for own education.
< increase the weight of a student’s GPA on a
transcript an additional .050 per semester.
< turn in work when due or before.
< provide an honors credit.
< allow greater success in future advanced
placement classes.
< personal pride for completing an advanced
placement class.
< create effective study and work habits.
< be focused and on task when in class.
< take the AP exam at the end of the year. This is
a school district requirement. Passage of this
exam may allow credit at a university.
< keep parents/guardians informed of personal
progress and class requirements.
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Geography
History
vs
Spatial - Interpret Space - Focus on Present
Chronological - Interpret Time - Focus on Past
Geographers
Historians
identify the location of important places and
identify the dates of important events and explain
explain why human activities are located beside one
why human activities follow one another
another.
chronologically.
ask where and why.
ask when and why.
organize material spatially.
organize material chronologically.
recognize that an action at one point on Earth can
recognize that an action at one point in time can
result from something happening at another point,
result from past actions that can in turn affect
which can consequently affect conditions
future ones.
elsewhere.
History is the interpretation (often by others) of a world in the past, whereas geography is an interaction
with the world we live in.
What is geography?
Geography is the integrated study of the earth's places, peoples, environments and societies. It seeks to
understand the relationships and impacts between people and the environment by giving attention to
these relationships in space and place, and over time.
There are two main branches of geography: human and physical geography:
Human geography is the study of spatial elements of human existence – the distribution of people across
the planet, the use and abuse of that space (land, water and the atmosphere), and how places and spaces
are developed and sustained. Human geographers work in diverse fields such as in development agencies,
urban and regional planning, transportation, estate agencies, tourism and eco-tourism, and international
relations.
Physical geography is the study of physical processes such as climate, hazards, soils, water and water
quality, oceans, landforms and vegetation. These studies are important to understand how situations and
elements of the environment are changing, how they require increasing conservation, management and
planning in our world in impacts and the use of resources are rapidly increasing. It is difficult to separate
these kinds of activities from those of human geographers.
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How do I know if I want to become a geographer?
Score yourself against the following statements (1 = strongly disagree, 3 = unsure, 5 = strongly agree).
I enjoy learning about places.
I like to see places and features on maps.
I choose the window seat when I travel in taxis, cars, buses, trains etc so that I can observe
I am interested to hear news about what happens in other countries.
I like to work outside, away from an office.
I am interesting in finding ways to solve problems.
I enjoy asking questions about the world in which I live.
I like to see how different things connect with each other.
I enjoy collecting and analyzing information about the world in which I live.
I like to see the "big picture" showing people and places are interconnected.
I am concerned about a declining environment.
I find it interesting to know how people can reduce their impact on the environment.
Add the score from each of your responses and compare with the table below
< 15
Hmmm, perhaps you need to think about some other career possibility
15 to 30
You show a low interest in geography and should think about another careers
You are not really convinced although show a great deal of interest in being a geographer.
30 to 40
Re-look at where you have scored at 4 or 5 and examine careers that relate more directly to
these statements.
40 to 50
Good – you should consider a career in geography. There is lots that interests you.
50 to 60
You have a bright future as a geographer!
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Careers in Geography - "What can I do with geography?”
Geography provides a broad training and education for students who wish to enter a range of careers as
diverse as administration, business, cartography to tourism and planning. The list is almost endless
although many of these work opportunities do not fall under the name "geographer". You therefore do not
see too many advertisements for a geographer, but rather offers which include the skills of geography.
–> Biogeographer/Ecologist
–> Cartographer
–> Climatologist
–> Coastal Zone Manager
–> College/University Lecturer/Researcher
–> Community Development
–> Conservation Officer
–> Conservationist
–> Consultant in a range of geographical fields
–> Development Facilitator
–> Delivery Manager
–> Diplomat
–> Earth Scientist
–> Economic Development Planner
–> Environmental Educator
–> Environmental Impact Analyst
–> Environmental Manager
–> Environmental Planner
–> Foreign Service Officers
–> Geographic Information Specialist
–> Geologist
–> Geomorphologist
–> Hazardous Waste Planner
–> Health Services Planner
–> Hydrologist
–> Land Use Planner
–> Map Editor
–> Map Librarian
–> Map, Air Photo & Satellite Image Interpreter
–> Map, Air Photo & Satellite Image Interpreter
–> Market Researcher
–> Meteorologist
–> Military Planner
–> Natural Resource Manager
–> Regional Planner
–> Remote-Sensing Analyst
–> Social Ecologist
–> Social Scientist
–> Soil Scientist
–> Teacher (elementary & secondary)
–> Tourism Development / Tour Guide
–> Traffic Manager
–> Transportation Planner
–> Travel Agent
–> Urban/City Planner
–> Water Resource Manager
The above information was adapted from the Society of South African Geographers. http://www.ssag.co.za/index.php
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Student perspective on taking an Advanced Placement class from Mr. Lane.
Student #1
This class is very challenging. At times, you will think the pace is very quick but the work can be
done, even when it seems it can't be done. You will have to spend time outside of school to make
sure you learn what is expected of you. Make sure you read the readings/handouts before the due
date. The class will be difficult as long as you make it difficult for yourself.
Student #2
The reality of this class is the expectation of work outside of class. Expect to be on task in the
classroom or else you will be confused on what is happening. The expectations are high because you
have been chosen to be in this class for a reason. To be successful, you'll need to plan ahead of time,
stay on task, do your work as soon as possible, pay attention, and study a lot.
Since parents and guardians are essential to the success of a student in an Advanced
Placement class, they are to be included in this process.
Therefore, please take pride in yourself and have a parent or guardian sign this notice
and bring to class when the new semester starts.
_______________________________________________________________________________________________
Parent/Guardian Name - Printed
_______________________________________________________________________________________________
Parent/Guardian Name - Signature
_______________________________________________________________________________________________
Date
This class has a website for your use.
www.asn.am
[email protected]
The only summer assignment for this class is to spend time with friends and family. However, the following
items will not take long to complete and will make your entry into the class much more manageable.
They are due on the third Monday of the semester.
< All reference maps completed with location and capitals.
< United States outline map.
If you have questions, contact me at [email protected].
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Human Geography - Syllabus
https://asn.am/huge/huge-home/syllabus-huge.php
Human Geography - Syllabus
Course Overview
Advanced Placement Human Geography is a yearlong course that focuses on the distribution, processes,
and effects of human populations on the planet. Units of study include population, migration, culture,
language, religion, ethnicity, political geography, economic development, industry, agriculture, and urban
geography. Emphasis is placed on geographic models and their applications. Case studies from around the
globe are compared to the situation in both the United States and locally. Internet activities are used to
explore certain topics.
Course Objectives
To introduce students to the systematic study of patterns and processes that have shaped human
understanding, use, and alteration of Earth's surface
To learn about and employ the methods of geographers, especially including observation,
mapmaking, data gathering and reporting, and technical writing
To employ 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 perspective with which to view the landscape and understand current events
Texts and Study Materials
Kuby, Michael, John Harner, and Patricia Gober. Human Geography in Action. 6th ed. New York:
John Wiley, 2013.
The Power of Place: Geography for the 21st Century series. Annenberg/CPB Project, 2003. DVD.
Rubenstein, James M. The Cultural Landscape: An Introduction to Human Geography. 11th ed. Upper
Saddle River, NJ: Prentice Hall, 2013.
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Human Geography - Syllabus
https://asn.am/huge/huge-home/syllabus-huge.php
Course Planner
Fall
Unit 1: The Nature of Geography (Weeks 1 – 3)
Reading Assignments
Rubenstein, Chapter 1: “Basic Concepts”
Kuby, Harner, and Gober, Chapter 1: “True Maps, False Impressions: Making, Manipulating, and
Interpreting Maps”
Rubenstein, Appendix, pp. A1 - A7
Unit Objectives and Activities
Define geography, human geography; explain the meaning of the spatial perspective.
Explain how geographers classify each of the following and provide examples of each:
distributions
locations
regions
Identify how each of the following plays a role in mapmaking:
simplification
categorization
symbolization
induction
Identify types of scale and projections used in mapmaking; identify advantages and disadvantages of
different projections.
List different types (models) of diffusion and provide examples/illustrations of each in the real world.
Distinguish between different types of maps and mapped information (e.g., dot distribution,
choropleth, etc.) and provide explanations of strengths and weaknesses of each.
Unit 2: Population (Weeks 4 – 6)
Reading Assignments
Rubenstein, Chapter 2: “Population and Health”
Kuby, Harner, and Gober, Chapter 5: “One Billion and Counting: The Hidden Momentum of
Population Growth in India”
Unit Objectives and Activities
Map major and emerging population concentrations and describe demographic characteristics of
each.
Consider the concepts of ecumene and non-ecumene, and consider:
Why do most people live where they do?
For what reasons have humans historically avoided certain areas?
Where do non-examples of each exist? Why?
Calculate arithmetic, agricultural, and physiological densities and describe the strengths and
weaknesses of each for demographic analysis.
Explain the elements of a population pyramid and distinguish between characteristic shapes.
Explain the demographic transition model:
What are its components?
Which countries does it describe in each phase?
Why might it not predict the future for developing countries today?
Give examples of pro- and antinatalist policies and their effects in example countries.
Define key demographic terms and identify regions in which high and low extreme examples of each
can be found.
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Human Geography - Syllabus
https://asn.am/huge/huge-home/syllabus-huge.php
Concerning natural hazards, do the following:
list various types of natural hazards and disasters
map the areas most affected by them
compare with the map of population distribution
hypothesize the degree of danger in various regions
discuss methods that are taken to adapt to these dangers
Video Case Study
The Power of Place, Program 18-1, “Egypt: Gift of the Nile”
Unit 3: Movement (Weeks 7 – 9)
Reading Assignments
Rubenstein, Chapter 3: “Migration”
Kuby, Harner, and Gober, Chapter 4: “Newton's First Law of Migration: The Gravity Model”
Unit Objectives and Activities
Distinguish between and give characteristics of the following types of human movement:
circulation and migration
forced and voluntary migration
push and pull factors
Discuss the contributions of Ravenstein to the study of human movement and migration.
Use the gravity model to predict migration and evaluate its efficiency and usefulness.
Map specific examples of historic and contemporary forced migrations, explaining push and pull
factors associated with each.
Characterize a refugee and refugee populations.
Discuss the migration history of the United States through the following:
immigration history
immigration policy
historic and contemporary streams of migration
internal migration patterns
Explain how distance decay, intervening obstacles, and migration selectivity factors affect migration
and circulation patterns.
Correlate migration patterns to the demographic transition model.
Video Case Study
The Power of Place, Program 21-1, “Mexico: Motive to Migrate”
The Power of Place, Program 20-1, “Cote d'Ivoire: Cocoa and Change”
Unit 4: Culture (Weeks 10 – 11)
Reading Assignments
Rubenstein, Chapter 4: “Folk and Popular Culture”
Kuby, Harner, and Gober, Chapter 2: “Layers of Tradition: Culture Regions at Different Scales”
Unit Objectives and Activities
Define culture and cultural geography.
Compare and contrast the following aspects of folk and popular culture:
origins
methods of diffusion
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Human Geography - Syllabus
https://asn.am/huge/huge-home/syllabus-huge.php
culture regions
Examine specific examples of folk culture and regions.
Examine examples of specific popular cultural traits and discuss their diffusion.
Discuss ways in which cultural traits are affected by and affect the natural environment.
Discuss the role of racism and ethnocentrism in the understanding of the cultural landscape.
Video Case Study
The Power of Place, Program 14-1, “Indonesia: Tourist Invasion”
Unit 5: Geography of Language (Weeks 12 - 13)
Reading Assignments
Rubenstein, Chapter 5: “Languages”
Unit Objectives and Activities
Discuss the importance and role of language as an element of culture.
Explain how languages are classified and related.
Map the distribution of major language families worldwide.
Show the division of Europe into the following language groups and give specific examples from
major groups:
Germanic
Slavic
Romance
Describe the following characteristics of English:
origin and historical development
worldwide diffusion
spatial variation
role in cultural convergence
Explain the how, why, and where of language change.
Discuss the regional and local variety in language using the following terms:
slang
isogloss
accent
Explain how toponyms are derived and classified and give various examples.
Video Case Study
The Power of Place, Program 25-2, “Montreal: An Island of French”
Unit 6: Geography of Religion (Weeks 14 - 15)
Reading Assignments
Rubenstein, Chapter 6: “Religions”
Unit Objectives and Activities
Identify the following characteristics of all major religions:
point of origin
method of diffusion
current distribution
landscape expression
Map the religious regions of the United States.
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Human Geography - Syllabus
https://asn.am/huge/huge-home/syllabus-huge.php
Discuss the major branches, their origins, and their current distributions for the following religions:
Christianity
Islam
Buddhism
Distinguish between ethnic and universalizing religions:
holy sites
holy days
methods of diffusion
Describe ways in which the environment influences religion and ways in which religions affect the
natural environment.
Discuss various specific religious conflicts around the world in terms of the following:
religion versus politics
religion versus religion—interfaith conflicts
Video Case Study
The Power of Place, Program 17-1, “Jerusalem: Capital of Two States”
Spring
Unit 7: Ethnicity, Gender, and Geography (Weeks 1 - 3)
Reading Assignments
Rubenstein, Chapter 7: “Ethnicities”
Unit Objectives and Activities
Describe the distribution of major ethnicities within the United States:
identify states/regions in which they are clustered
identify regions in which they are mostly absent
provide reasons for the present distribution
Examine case studies of ethnic conflicts from different regions.
Consider ways in which gender-related issues are expressed spatially, particularly in regards to:
economic roles and activity
health and reproduction
level of education
Discuss and illustrate with examples various nation-state configurations including:
nation-state
part-nation state
multinational state
stateless nation
Video Case Studies
The Power of Place, Program 24-1, “Boston: Ethnic Mosaic”
The Power of Place, Program 8-1, “Dagestan: Caucasus Disconnect”
The Power of Place, Program 19-1, “South Africa: This Land is My Land”
Unit 8: Political Geography (Weeks 4 - 6)
Reading Assignments
Rubenstein, Chapter 8: “Political Geography”
Unit Objectives and Activities
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Human Geography - Syllabus
https://asn.am/huge/huge-home/syllabus-huge.php
Explain the concept of state by:
identifying necessary qualifications and characteristics
listing examples of states in various regions
describing quasi-states
Describe the problems of multinational states and stateless nations.
List advantages and disadvantages of different types of boundaries and provide real-world examples
of:
natural/physical boundaries
cultural boundaries
geometric boundaries
List advantages and disadvantages of different shapes of states and provide examples.
Discuss the concepts of imperialism and colonialism and illustrate some of their consequences on the
contemporary political map.
Define irredentism and devolution and illustrate with examples.
Summarize the history of the United Nations and identify issues of current importance regarding it.
Video Case Studies
The Power of Place, Program 13-1, “Laos: Isolated Heart”
The Power of Place, Program 3-2, “Slovakia: New Sovereignty”
Unit 9: Economic Development (Weeks 7 - 9)
Reading Assignments
Rubenstein, Chapter 9: “Development”
Kuby, Harner, and Gober, Chapter 7: “From Rags to Riches: The Dimensions of Development”
Unit Objectives and Activities
Use examples of human welfare indicators to distinguish between relatively developed and less
developed countries.
Use examples of economic indicators to classify countries as less developed or relatively developed.
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.
Provide examples of the different sectors of a country’s economy and explain the economic
relationship between them.
Video Case Study
The Power of Place, Program 18-2, “Oman: Looking Beyond Oil”
Unit 10: Geography of Agriculture (Weeks 10 – 11)
Reading Assignments
Rubenstein, Chapter 10: “Food and Agriculture”
Unit Objectives and Activities
Explain how agriculture originated and identify its various hearths.
Describe the evolution of agricultural practices from their first use until today.
Neolithic Revolution
Second Agricultural Revolution
Green Revolution and biotechnology
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Human Geography - Syllabus
https://asn.am/huge/huge-home/syllabus-huge.php
Consider how each of the following correlates with specific agricultural regions:
climate
terrain
culture
situation with regard to world markets
Describe and apply the von Thünen model to both small-scale and large-scale situations.
Identify the predominant agricultural practices associated with various regions of the world.
Use agricultural practice to differentiate between less developed and relatively developed countries.
Compare and contrast different types of rural landscapes and settlements:
linear villages
cluster villages
dispersed settlements
Video Case Studies
The Power of Place, Program 12-1, “Northern Japan: Protecting the Harvest”
The Power of Place, Program 13-2, “Vietnam: Fertile Dreams”
The Power of Place, Program 16-2, “Dikhatpura: Help through Irrigation”
The Power of Place, Program 22-2, “Chile: Pacific Rim Player”
Unit 11: Geography of Industry (Weeks 12 - 13)
Reading Assignments
Rubenstein, Chapter 11 : “Industry and Manufacturing”
Kuby, Harner, and Gober, Chapter 6: “Help Wanted: The Changing Geography of Jobs”
Unit Objectives and Activities
Explain the Industrial Revolution by:
describing its origin
describing its diffusion and current pattern of industrial regions
Map regional manufacturing zones in each continent and identify the following for each:
origin and resources
current strengths and/or problems
Compare and contrast preindustrial, industrial, and postindustrial life and landscape.
Describe how site and situation factors influence the location of manufacturing and give examples.
Discuss the problems created by or associated with industrialization in:
developed countries
developing countries
Make graphic models that describe the inputs and connections of various industries.
Video Case Studies
The Power of Place, Program 8-2, “Bratsk: The Legacy of Central Planning”
The Power of Place, Program 26-2, “U.S. Midwest: Spatial Innovations”
The Power of Place, Program 9-1, “Shanghai: Head of the Dragon”
Unit 12: Urban Geography (Weeks 14 - 16)
Reading Assignments
Rubenstein, Chapter 12: “Services and Settlements”
Rubenstein, Chapter 13: “Urban Patterns”
Unit Objectives and Activities
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Human Geography - Syllabus
https://asn.am/huge/huge-home/syllabus-huge.php
Contrast European and North American cities:
central business districts
suburbs and suburban growth
Compare and contrast elements of the following urban models:
concentric zone
sector
multiple-nuclei
galactic city/edge cities
Describe the move of retail and industry to the suburbs.
Explain the growth of suburbs in terms of social, transportation, and economic changes.
Differentiate between three models of North American cities.
Compare and contrast spatial characteristics of cities in the following regions:
Latin America
Africa
Southeast Asia
List and evaluate the problems of the inner city.
Explain and illustrate important models dealing with the urban hierarchy for:
central-place theory
rank-size rule and primate cities
Video Case Studies
The Power of Place, Program 23-1, “Sao Paulo: The Outer Ring”
The Power of Place, Program 24-2, “Chicago: Farming on the Edge”
The Power of Place, Program 12-2, “Tokyo: Anatomy of a Mega-City”
Teaching Strategies
Each class period will open with a Map Openers Activity. This is a year-long process of learning over
300 states and territories in the world.
The remainder of class time will focus on the following:
discussion of key and concepts
examination of illustrative case studies - video, teacher presentation, or readings from online
information
practice of key geographical skills - students examine a map(s) or graphed or textual
information and respond to it using such concepts as scale, region, location and place, or
association and interconnection.
practice of written expression via free-response questions
Student Evaluation
Student grades follow the school site mandated percentage categories.
35% Practicing Standards - This includes homework and classwork.
45% Mastering Standards - This includes all forms of assessment.
20% Final - This is the cumulative final given at the end of each semester.
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