AP HUMAN GEOGRAPHY
(SECONDARY)
ESSENTIAL UNIT 6 (E06)
(Agriculture, Food Production & Rural Land Use)
(July 2015)
Unit Statement: Essential unit six explores four themes 1) the origin and diffusion of
agriculture; 2) the characteristics and processes of the world’s agricultural production
systems and land use; 3) the impact of agricultural change on quality of life and the
environment; and 4) issues in contemporary agriculture. Extensive activity (fishing, forestry,
herding, ranching) and intensive activity (plantation agriculture, mixed crop/livestock
systems, large-scale commercial agriculture) are examined. Students learn about land survey
systems, environmental conditions, sustainability, global food supply problems, and the
cultural values that shape agricultural patterns. In addition this section presents the roles of
women in agricultural production, particularly in subsistence farming and market economies
in the developing world. Explanations for patterns of rural land use and associated
settlements (von Thünen’s land use model) are major concerns. Also important are the
impacts of large-scale agribusiness on food production and consumption.
Essential Outcomes: (must be assessed for mastery)
1. The Student Will explain the origins, development and diffusion of agriculture
(Neolithic, Second, and Green Revolutions). (10.1, 10.9)
2. TSW explain production and consumption variation of cereal grains and protein around the
world; considering regional distributions and levels of development. (10.2)
3. TSW compare developed countries and developing countries in terms of ability to
meet dietary needs. (10.3)
4. TSW describe the geographic distribution of contemporary agricultural regions in the
developed and developing worlds. (10.4)
5. TSW compare subsistence and commercial agriculture in regards to farm size,
percentage of farmers in society, use of machinery and the role of women in
each. (10.5)
6. TSW identify the six main types of commercial agriculture and describe their
distinguishing features. (10.7)
7. TSW hypothesize as to why fish consumption remains low in relation to other sources
of protein in humans, though the world’s fish supply is either fully exploited or
overfished. (10.8)
8. TSW identify the four strategies to increase food supply and describe their
limitations. (10.9)
9. TSW explain the concept of agribusiness and illustrate how the Von Thünen model
explains the choice of crops on commercial farms. (10.10)
10. TSW evaluate issues in contemporary commercial agriculture (ie. GMO). (10.9-10.11)
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Practiced/Ongoing Outcomes: (not formally assessed)
1. The Student Will interpret maps and analyze geospatial data.
2. TSW understand and explain the implications of associations and networks in places.
3. TSW recognize and interpret the relationships among patterns and processes at
different scales of analysis.
4. TSW define regions and evaluate the regionalization process.
5. TSW characterize and analyze changing interconnections among places.
Key Terms and Concepts: (also look at Ch.10 glossary)
Adaptive strategies
Agraian
Agribusiness
Agr. location model
Agricultural
Revolution(s)
Collective farm
Commercial
agriculture
[intensive,
extensive]
Core/ periphery
Rural settlement
[dispersed,
nucleated, building
material, village
form]
Debt-for nature swap
Extractive industry
Farm crisis
Feedlot
Globalized
agriculture
Economic activity
[primary, secondary,
tertiary, quaternary,
quinary]
Market gardening
Mineral fuels
Planned
economy
Renewable/nonrene
wable
Environmental
modification [pesticides,
soil erosion,
desertification
Sustainable yield
“Tragedy of the
commons”
Transhumance
Truck farm
Livestock ranching
Survey patterns
Suitcase farm
Intertillage
Extensive subsistence
agriculture [shifting
cultivation (slash-andburn, milpa, swidden),
nomadic herding/
pastoralism
Aquaculture
Biorevolution
Bio-technology
Sauer, Carl O.
Intensive
subsistence
agriculture
Von Thunen,
Johann
Crop Rotation
Green
Revolution
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Copyright © 1988-2015
Suggested Materials/Resources:
 Rubenstein, Chapter 10: “Food and Agriculture”
 Kuby, Harner, and Gober, Chapter 8: “Food for Thought: The Globalization of
Agriculture”
 Pearson’s Human Geography video series, “Sowing Seeds of Hunger” and “The
Coffee-Go-Round”
 Pearson Online Support via www.MasteringGeography.com
Technology Links:
WebPath Express (found in school library)
Aquaculture: http://www.fishfarming.com/
Von Thünen’s Model: http://geography.about.com/
Von Thünen’s Regional Land Use Model
http://people.hofstra.edu/geotrans/eng/ch6en/conc6en/vonthunen.html
Organic Farming in the United States: http://www.epa.gov/agriculture/torg.html
Agricultural Subsidies by Developed Countries: Its Pros and Cons
http://www.slideshare.net/probalmojumder/agricultural-subsidies-by-developedcountries-its-pros-and-cons
Industrial Livestock Production and Its Impact on Smallholders in Developing Countries:
http://www.pastoralpeoples.org/docs/gura_ind_livestock_prod.pdf
Assessment Tools and Strategies:

Compare and contrast developed countries and developing countries in terms of
ability to meet dietary needs.
Region
Ability to Meet Dietary
Needs
Developing
countries
Developed
countries
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Copyright © 1988-2015
Example

Using your textbook, compare and contrast subsistence and commercial farming.
Types of
Agriculture







Number of
Farmers
Farm Size
Use of
Machinery
Country/
Region
D Subsistence
i Agriculture
s
c Commercial
u Agriculture
s
s the four ways in which countries can deal with the challenges of subsistence
farming, rapid population growth, and increased exports. Discuss the extent to which
these methods have been successful. You could assign this as a one-page reactionary
paper.
Have your students research the effects of the adoption of subsidies in developed
countries on the developing countries.
Teacher created assessments
Teacher Observation
Generated Tests from textbook
Previous AP Exam Questions
Student created projects/presentations
RUBRIC FOUND ON FOLLOWING PAGE………………………………..
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QSI AP HUMAN GEOGRAPHY SEC E06
Copyright © 1988-2015
AP HUMAN GEOGRAPHY
Suggested Essential Unit 6 (E06) Rubric:
Name _____________________________________Class________ Date _______________
• All TSW’s must be mastered for a ‘B’.
• 3 of 6 ‘A’-level blocks should be met for an ‘A’.
• Teachers may choose to use their own rubrics; however, all TSW’s must be assessed.
The Student Will
‘A’ Above Mastery
1. explain the origins,
explain the origins, development
development and diffusion of and diffusion of agriculture
agriculture
comparing the three revolutions
‘B’ Mastery
explain the origins, development and
diffusion of agriculture
2. explain production and
consumption variation of
cereal grains and protein
around the world; considering
regional distributions and
levels of development
3. compare developed countries
and developing countries in
terms of ability to meet
dietary needs
explain production and consumption
variation of cereal grains and protein
around the world; considering
regional distributions and levels of
development
4. describe the geographic
distribution of contemporary
agricultural regions in the
developed and developing
worlds
5. compare and contrast
subsistence and commercial
agriculture in regards to farm
size, percentage of farmers in
society, use of machinery and
the role of women in each
6. identify the six main types of
commercial agriculture and
describe their distinguishing
features
7. hypothesize as to why fish
consumption remains low in
relation to other sources of
protein in humans, though the
world’s fish supply is either
fully exploited or overfished
8. identify the four strategies to
increase food supply and
describe their limitations
9. explain the concept of
agribusiness and illustrate
how the Von Thünen model
explains the choice of crops
on commercial farms
10. evaluate issues in
contemporary commercial
agriculture
compare developed countries and
developing countries in terms of
ability to meet dietary needs
giving varied regional examples
compare developed countries and
developing countries in terms of
ability to meet dietary needs
describe the geographic distribution
of contemporary agricultural regions
in the developed and developing
worlds
compare and contrast subsistence
and commercial agriculture in
regards to farm size, percentage of
farmers in society, use of
machinery and the role of women
in a variety of locations
compare and contrast subsistence
and commercial agriculture in
regards to farm size, percentage of
farmers in society, use of machinery
and the role of women in each
identify the six main types of
commercial agriculture and describe
their distinguishing features
hypothesize as to why fish
consumption remains low in
relation to other sources of protein
in humans, though the world’s fish
supply is either fully exploited or
overfished giving an original idea
hypothesize as to why fish
consumption remains low in relation
to other sources of protein in
humans, though the world’s fish
supply is either fully exploited or
overfished giving an overview
identify the four strategies to
increase food supply and describe
their limitations
explain the concept of agribusiness
and illustrate how the Von Thünen
model explains the choice of crops
on commercial farms
explain the concept of agribusiness
and illustrate how the Von Thünen
model explains the choice of crops
on commercial farms by applying
it to the real-world
evaluate issues in contemporary
evaluate issues in contemporary
commercial agriculture by giving commercial agriculture by giving an
original ideas
overview
40
QSI AP HUMAN GEOGRAPHY SEC E06
Copyright © 1988-2015
Notes