AP Human Geography
Text:
Rubenstein, James M. The Cultural Landscape: An Introduction to Human Geography. Upper
Saddle River: Pearson Prentice Hall, 2011.
Articles and readings as assigned, provided in class.
Description:
The AP Human Geography course provides students with a learning experience equivalent to that
obtained in most college-level introductory human geography courses. The course follows a
systematic approach employ spatial concepts and landscape analysis to examine human social
organization and its environmental consequences. I will also teach about and have the students
put into practice, the methods and tools geographers use in their science and practice. AP
Geography is a rigorous year long course that focuses on preparing students to take and pass the
AP Human Geography test to earn college credit.
Objectives:

The main objective of this course is to prepare students to take and pass the AP Human
Geography exam. To that end, the following are the main objectives of the class:
o
To introduce students to the systematic study of patterns and processes that have
shaped human understanding, use, and alteration of Earth’s surface.
o
To learn about and employ the methods of geographers, especially including
observation, mapmaking, data gathering and reporting, and technical writing.
o
To employ spatial concepts, geographic vocabulary, and landscape
interpretation to a variety of locations and situations around the globe and in
local areas.
o
To develop a geographic perspective with which to view the landscape and
understand current events including “zooming in” from a global to a local
perspective and conversely using local applications of concepts as a microcosm
to understand concepts around the world.
Course Topics:
Introduction/Catchup Unit
August 24 – September 4
1.

Historical background knowledge (Cold War, Imperialism)

Difficult terms that will come up again and again and again (globalization, infrastructure, etc.)

Latitude and Longitude, Time Zones, and a little more Physical Geography preparation

Memorizing the background knowledge locations (major mountains, rivers, deserts, etc.)
Geography: It’s Nature and Perspective

September 8 – September 25

Rubenstein Chapter 1

Main Topics:
o
Definitions of Geography
o
Globes v. Maps
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2.
3.
4.
5.
o
Map Scale and Projection
o
Basics of Map Interpretation
o
Models of Diffusion
o
Thematic Maps
Population and Migration

September 28 – October 29

Rubenstein Chapters 2 & 3

Main Topics:
o
Population distribution and density and how they affect the world
o
Demographic patterns (age, sex, race, and ethnicity)
o
Interpretation of population pyramids
o
Understanding and applying Demographic Transition Model and its limtis
o
Fertility, mortality, natalism v. antinatalism
o
Push and pull factors of migration and its effects
o
Major migrations of modern era
o
International migration and refugees
Cultural Patterns and Processes

November 2 – December 11

Rubenstein Chapters 4, 5, & 6

Main Topics:
o
Culture traits, diffusion, acculturation, assimilation, and globalization
o
Popular and folk culture differences and examples
o
Cultural landscapes and cultural identity
o
Cultural determinism and possibilism
o
Ethnicity and gender
o
Language families, dialects, pidgin languages, lingua franca
o
Ethnic v. Universalizing religions
o
Branches, denominations, and sects
o
Cultural features, sacred sites
Political Organization of Space

December 14 – January 22

Rubenstein Chapter 7 & 8

Main Topics:
o
Discuss territoriality, boundaries, where boundaries originate
o
Federal v. Unitary governments
o
The “Isms” - colonialism, imperialism, socialism, communism, facism
o
Spatial relationships between politics and ethnicity, economy, and environment
o
Compare and contrast supranationalism and devolution
o
Electoral geography and gerrymandering
o
Causes of conflicts, terrorism
Agriculture and Environmental Effects

January 25 – February 19

Rubenstein Chapter 10 & 14

Main Topics:
o
Development of agriculture and second agricultural revolution
Page 2
6.
o
Agricultural in MDCs v. LDCs
o
Agricultural models – Von Thunen and settlement patterns
o
Green revolution, biotechnology, and future of food development
o
Farmers in modern economy - advantages and disadvantages
o
What is grown where and why? Interaction of climate and agriculture
Industrialization and Economic Development

February 22 – March 18

Rubenstein Chapters 9, 11, 12

Main Topics:
o
Changing roles of energy and technology
o
Industrial Revolution’s impacts on modern society
o
Development gap, sustainable development
o
Economic core, periphery and semi-periphery countries and reasons for particular
classification
o
Models of economic localization like bid rent, industrial location, economic development and
world systems
7.
8.
o
Spatial organization of the world economy
o
International business practices and impacts
o
Deindustrialization and economic restructuring
o
Globalization and international division of labor
o
Government policies towards economies
Cities and Urban Land Use

March 21 – April 22

Rubenstein Chapter 13

Main Topics:
o
Urbanization patterns and rural-urban migration streams
o
Urban systems and models of city development like concentric zone, etc.
o
Understand demographic and social structures in cities
o
Explain transportation and infrastructure issues
o
Explain political organization of urban areas
o
Discuss urban planning and design, ghettoization, uneven development and gentrification
o
Explain patterns of race, ethnicity, gender and socioeconomic status in cities
o
Provide impacts of suburbanization and edge cities
Review for AP Test

April 25 – May 12
AP Human Geography Test – May 13
Requirements:

The most important requirement that all students need to understand is that this is a college-level course.
This is not a junior high class or even a high school class. Significant work will be expected of students to
succeed in the class with even more work expected if the student desires to pass the AP test to earn
college credit. Students should be prepared to have increased homework loads.
o
Davis School District’s homework guidelines state: “Parents and students should be aware that
advanced academic programs such as . . . Advanced Placement (AP) . . . may require additional
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hours from time to time” than the recommended 90 minutes of homework for 9th graders from all
classes per day.
o
The mantra of AP Human Geography will be that the students ALWAYS have homework. That
doesn’t mean that every day will require hours of course work, however, there will almost always
be something that could be worked on for some point in the future. If you can’t do any
geography work one night, you know that you will have something to take care of the next night.
o
Learn now to split your assignments into chunks – decide how many pages of a study guide you’re
going to do every night – and then stick to it!

At the start of each class every day, we will create a flashcard for a different country in the world. Hence,
you will need one index card in my class every day. Between country cards and and vocabulary cards,
you will need at least 500 index cards (not all at once however.)

Students need a three-ring binder with ample room for notes, handouts, and assignments.
Evaluation:
Before I scare you with all the things we’re going to do – please realize – I am going to do my best to prepare you
for the AP Human Geography Test – I’m on your side. I’m not trying to ruin your life; I’m trying to increase your
chances of passing the AP test.

Students will take tests at the end of each unit. Each test will focus on that unit, however, they will also build
on the prior knowledge from previous units – so you will need to remember data from previous units,
especially for the Free Response Questions (just like the AP Test will require you to remember information
from all the units.) My tests are extremely hard – just like the AP test in May will be. I’m not exaggerating
when I say that some of you WILL receive the worst grade on test you ever have. Do yourself a favor and
make sure you get your grade savers in on time to help make up for your low scores on the tests.

Assessments such as tests, quizzes, or projects will be weighted more heavily than daily work.

Students will create hand written vocabulary words and definitions (on index cards) for the vocabulary
words of each unit. To me, half of understanding a concept is knowing its related vocabulary. As such
learning the meanings of the words related to the subjects we’re studying is extremely important. Lists will
be provided to students. Some words that are important to the understanding the concepts will be
included in the lists that are not in our book’s glossary. Use online resources to find the meanings of these
words.

Students will be expected to read the entirety of The Cultural Landscape (affectionately known as
“Rubenstein”) throughout the school year. I will provide pre-reading activities to help the students focus on
the most important information of the chapter. Each of these “grade saver” assignments, if completed as
instructed and turned in by announced due dates a few days before the test will each add 15% to
students’ test scores.

Study guides will be provided to students to help them understand the text while reading. It is expected
that students will fill out the study guides as they read the text. Please do yourself a favor and don’t look at
the study guide as something to do a quick job and turn in, never to look at again. The study guide is my
way of walking you through reading a college level text.

Homework for my class is always listed on my.DSD. Check there if you have any questions. In general, you
will receive your main assignments for each unit at the beginning of the unit and have a different
assignment due each week. There is no academic penalty for turning in work late. In my class, the
punishment for not doing your homework is that you still have to do your homework. Since I don’t take off
points, students have a habit of turning in their work late. Instead of thinking about my class as a class with
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no due dates, think of me trying to make my class as flexible as I can for you. All assignments are due the
Friday before grades are due for me. I will have the day posted in class.

Additional extra credit assignments are available upon request. With work, it will be possible for students to
raise their grade. DO NOT WAIT UNTIL THE LAST MINUTE IF YOU WANT TO RAISE YOUR GRADE!
AP Human Geography Facebook Page:
I have created a Facebook page for interactions among the students in this class. Its primary purpose will be to
share links, photos, and other information that the students or I encounter in real life that relate to human
geography. It’s a concept that I’ve heard described as “windshield geography.” Participating on the page is
entirely optional, however, sharing items related to our course will be an easy way to gain small amounts of extra
credit. I want this course to be relatable to students. An example would be an interesting map you see in real life
or taking a picture of you at a state fair with a cow to show that you learned something about agriculture. Students
are not required, but are highly encouraged to do so. “Liking” my AP Human Geography page is different than
becoming an official Facebook friend. This is not my attempt to stalk anyone – and “liking” the page does not
allow me to see any private info (anything you have shared with everyone is visible, just like to anyone on the
Internet.) My hope is that we can use this to show each other how the things we’re learning are inter-related.
Technology in the Classroom:
In my class, I’m embracing the Bring Your Own Device method of technology integration. If you have a tablet or
computer that would work for taking notes, you’re welcome to bring them and use them in class. Lots of questions
come up in class that I don’t know the answer to off the top of my head and its actually very convenient to have
students help look up this info. Currently, notes can be turned in electronically, but vocabulary, grade savers, and
study guides should be turned in on paper. If you email them to me, I will always respond letting you know that I
have received them and marked them on your grade.
As long as students are on task, electronic devices are encouraged in my classroom.
The AP Human Geography Test:
As the entire purpose of this class is to prepare you to take the AP Human Geography test, each student taking the
class is highly encouraged to take the test. It will take place on Friday, May 13, 2015 and will be administered by
FJH personnel. The fee for taking the AP Test is around $90. Generally, you will need to decide whether or not you
will be taking the test and have the fee paid to the high school by late March – more details will be given in class.
The AP Human Geography Exam is approximately 2 hours and 15 minutes in length and includes both a 60-minute
multiple-choice section and a 75-minute free-response section. Each section accounts for half of the student’s AP
Exam score. Students who take the test will receive their scores in July.
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