Yorkville High School
Expectations for Excellence
Name of Course: AP Human Geography
Teacher: Ms. Rachel Juarez Contact: rjuarez@y115.org (preferred method) Voicemail: _________
Class Website: http://juarezaphug.weebly.com/ - Check this regularly for updates!
Course Overview:
The purpose of the AP course in Human Geography is to introduce students to the systematic study of
patterns and processes that have shaped human understanding, use, and alteration of the Earth’s surface.
Students employ spatial concepts and landscape analysis to examine human social organization and its
environmental consequences. They also learn about the methods and tools geographers use in their
science and practice.
Topics of Study: Geography:
 Its Nature and Perspectives
 Population and Migration
 Political Organization and Space
 Economic Development
 Agriculture and Food
 Industry and Manufacturing
 Cities and Urban Land Use
 Cultural Patterns and Processes
 Services
Course Objectives:
Students who complete this course will know/understand how 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 patterns and processes
 Define regions and evaluate the regionalization process
 Characterize and analyze changing interconnections among places.
Instructional Materials:
The required textbook for this course is:
-Rubenstein, James. The Cultural Landscape: An Introduction to Human Geography, Eleventh
Edition.
Grading Determination/Scale:
Your grade will be determined on your achievement on the following
assessments of learning:
-Daily participation and preparation work
-Homework assignments
-Projects
-Unit Free Response Questions (FRQ’s)
-Unit Exams
-Midterm Exam
-Final Exams
Semester weight
Final exam weight
A
B
C
D
F
Grading Scale
90-100%
80-89%
70-79%
60-69%
Below 60%
– 80% of final grade
– 20% of final grade
Expectations for Learning and Behavior: Fox Pride
Be Respectful
Respectful Behavior in Human Geography looks like…
 Being fair and honest with other individuals in the classroom. Respect others opinions and they
will respect yours. Due to the nature of the course at times you will be required to examine your
own personal beliefs and at times become familiar with other students and cultures beliefs as
well. It is imperative that We as a class respect each others differences when dealing with
sensitive issues.
 Having a positive attitude towards one another and the work that is being done within the
classroom. Consider Space, Usage and Volume for assignments and others.
 Enter and leave in a quiet civil manner.
 Having proper volume and voice and a mature attitude.
 Not speaking while others have the floor. This goes for everyone not just the teacher/presenter.
 Raising your hand if you have a question or need something. It keeps everyone organized and
civil.
 Having academic honesty and integrity. This means not copying someone’s assignment, essay,
test etc. This also means plagiarism.
 Leaving your cell phone, iPod, or whatever other contraption you have off unless asked
otherwise.
Be Responsible
Responsible Behavior in Human Geography looks like…
 Having the proper required materials for the day. Always have on hand something to write on
and something to write with. If you forget your supplies please ask a neighbor. You will need
your book Everyday.
 Having and using a folder to keep assignments. You will turn this in at the end of each semester
and it worth 50 points. It must be organized and include all of your work from the semester.
 Having a notebook specifically for AP HUG. There will be note-checks periodically for points.
It is important to keep notes neat and organized.



Being in the classroom before the last bell. Your first and second tardy will result in a warning
any after will result in a detention.
Using the pass only when absolutely necessary but not exceeding three per semester. Let’s
remember why we are here. Remember you will not be allowed to leave the first ten minutes of
class or the last ten minutes of class.
Having assignments done on time. My late assignment policy will be discussed in class.
Be Engaged
Engaged Behavior in Human Geography looks like…
 Paying attention to what is going on and being ready to get involved.
 Not working on other classes assignments, this will not be allowed under any circumstances.
 Being ready to use every second in class. We will be active from bell to bell.
 Paying attention to the world around you and current events. Yes, that means that I am telling
you to watch T.V., but I am talking about the news, discovery channel, Travel Channel, TLC, the
National Geographic Channel and the History Channel.
 Using electronic devices from time to time, but only when it is for the lesson. Therefore, unless I
tell you, leave the following off: phone, ipod, laptop, or any other new gadget that is created.
Skills that we will develop through this course according to the ACT College Readiness Standards
I: Main Ideas
II: Supporting Details
III: Sequential, Comparative and Cause-Effect Relationships
IV: Meaning of Words
V: Generalizations and Conclusions
VI: Interpreting maps, graphs, and charts
National Geography Standards
I. Use and think about maps and spatial data.
II. Understand and interpret the implications of associations among phenomena in places.
III. Recognize and interpret at different scales the relationships among patterns and processes.
IV. Define regions and evaluate the regionalization processes.
V. Characterize and analyze changing interconnections among places.
The AP Exam
The AP Exam will be given in May to all students that participate in this challenging course. As the
dates are announced they will be posted in class and throughout the building. The exam consists of both
a multiple choice section and a FRQ section. Students will be pulled out of class on the selected date to
complete the exam. With a passing score, students may receive college credit; this will be discussed
later in the year.
Intro to the Course: The Year in a Week
Day 1: Introductions/Expectations/Syllabus/Get to know You!
Day 2: Human Geography Introduction: How do you interpret the world? Population and Migration.
 PPT, maps, textbook scavenger hunt
 Mayor of a city with rapid population growth; what problems might arise?
Day 3: Political Organization of Space and Agriculture and Rural Land Use
 What do you see, symbols, pictures, borders?
 What did you eat yesterday? On an average day?
Day 4: Industrialization and Economic Development and Cities and Urban Land Use
 Add up your personal wealth and compare with other countries
 Video? Recipe for a city…Chicago?
Day 5: Cultural patterns and processes
 What is culture…what would someone think of your, “culture?”
Unit I: Geography: Its Nature and Perspectives
Big Idea: How does geography influence our interpretation and view of the world?
Activity 1: How do you interpret the world? How do Geographers interpret the world?
-Skill: V
-LT: Understand how geography is a field of inquiry
-Standard: II
-Activity: Writing/description of their own interpretation of each map projection.
Activity 2: What are the different types of map projections? How are those projections created and
who are the notable geographers associated with them? How do we use those projections to interpret the
world?
-Skill: III
-LT: Understand how geography is a field of inquiry
-Standard: I
-Activity:
 Side by side map projections (disc 1 ppt.) Type A v. Type B
 Distortion in sizes
 Notable geographers
 Interpreting and analyzing types of maps
 Frayer model, description of model. Why was it created?
 Kuby True Maps Cpt 1 PPt (Disc 1)
Activity 3: How do the five themes of geography help explain and conceptualize the world around us?
-Skill: I, IV
-LT: Identify key concepts underlying the geographical perspective (5 themes)
-Standard: 5
-Activity:
 Introduce generally the 5 themes
 Lecture/Examples (Introduce note-taking skills/strategies – supply an outline using power
notes – transforming into a graphic organizer)
Activity 4: What is location? How can the theme of location be applied to the interpretation of the
world?
-Skill: VI
-LT: Identify key concepts underlying the geographical perspective. Use key geographical
Skills.
-Standard: I, III
-Activity:
 Latitude and longitude – crash course/application (practice)


Scavenger Hunt – map skills/terms; desk maps w/ dry erase; crash course; continents;
bodies of water.
o Checklist; Q&A for unknown items
Board races – 20 min. into activity – naming countries in continents
Activity 5: What is place? How can the theme of place be applied to the interpretation of the world?
-Skill: III
-LT: Identify key concepts underlying the geographical perspective. Use key geographical
Skills.
-Standard: I, III, V
-Activity:
 Brainstorm: Chicago – physical and human characteristics
 Physical Key Terms; laundry list – highlight key terms
o Think-pair-share: describe characteristics of key terms and where they are
located in the world; then check definition – were you on target? “Quick Hitters”
Activity 6: What is region? How can the theme of region be applied to the interpretation of the world?
-Skill: VI, V
-LT: Identify key concepts underlying the geographical perspective. Use key geographical
Skills.
-Standard: II, IV
-Activity:
 Break up parts of the United States according to region (student first, then actual
geographical representation)
 Soda, pop, coke map
 Regional accents, music, political lines, religion, ethnicity, baby names
Activity 7: What is movement? How can the theme of movement be applied to the interpretation of the
world?
-Skill: V
-LT: Identify key concepts underlying the geographical perspective. Use key geographical
Skills.
-Standard: V
-Activity:
 Wave of immigration in the United States; class ethnicity survey (movement of people)
 “Shirt off my back” activity (Movement of goods)
o Big I&T printer maps – blank maps
 Holidays – spread of ideas and culture
Activity 8: What is human/environment interaction? How can the theme of human/environment
interaction be applied to the interpretation of the world?
-Skill: I, II, III, IV, V
-LT: Identify key concepts underlying the geographical perspective. Use key geographical
Skills.
-Standard: II, III, V
-Activity:

CSI – case study (Water poisoning) Disc 2 – Judy Ware St. Louis Assorted (Folder)
arsenic ppt.
 Crestwood water poisoning – article
 CRISS Problem/solution chart
 System of analysis
 Map creation based on evidence – how does this impact the case?
 CSI Medical Geography, Disc 2 – Judy Ware St. Louis Assorted (Folder) Cholera
Culminating Project Possibilities:
 School map, World map
 Introduce FRQ writing assignment (Mini-unit with Literacy Dept.)
o End of each unit
Unit II: Agriculture and Rural Land Use
Big Idea: What impact does agriculture and rural land use have upon the wealth and prosperity of a
country?
Activity 1: Land use on Earth, why important?
-Skill: I, II
-LT: Identify/understand major agricultural production regions.
-Standard: II
-Activity:
 Apple cut-up for land use and impact of urban sprawl and disasters
Activity 2: How did organized agriculture get started?
-Skill: I, II, III, IV, V, VI
-LT: Explain the development and diffusion of agriculture; rural land use and settlement patterns.
-Standard: I, II, V
-Activity:
 Show a map of major agricultural areas of early civilizations. Explore why they are there.
Use map overlays of climate, soil, sunshine (textbook)
 Bioclimatic zones, Neolithic Revolution, Enclosure Movement, and Columbian
Exchange
Activity 3: How is science and technology impacting agriculture and population?
-Skill: III, V
-LT: Explain modern commercial agriculture: the Third Agricultural Revolution.
-Standard: II
-Activity:
 Researching how your life is impacted by food. (Book p. 329, 332) (Dependence, health
problems, organize, modified foods, fortified foods, crop yields, crop choices, drug
exports).
Activity 4: How do models and theories impact land use?
-Skill: IV, V
-LT: Identify rural land use and settlement patterns.
-Standard: II, III
-Activity:
 Frayer model for types: VonThunen, et al.
 Individual research activity
Activity 5: How does agriculture/land use choices impact civilization?
-Skill: V
-LT: Identify major agricultural production regions; rural land use and settlement patterns.
-Standard: II, III
-Activity:
 Third World farmer game
End Unit:


4 weeks
Writing
Unit III: Industrialization and Economic Development
Big Idea: How does industrialization and economic development impact a nation and its people?
(Positively and negatively)
Intro Activity: Why is the northern hemisphere industrialized? (Map on p. 282, Jared Diamonds: Guns,
Germs and Steel)
Activity 1: What does an industrialized and developed nation look like?
-Skill: IV, V, VI
-LT: Explain contemporary patterns and impacts of industrialization and development.
-Standard: II, III
-Activity:
 Create a laundry list of US characteristics. The opposite defines what industrialization is
not.
 Define industrialized and developed. Make a list.
 If you take away one item on this list – what is its impact? (ie. Computers, doctors,
education).
Activity 2: What impact did the Industrial Revolution have on the changing nations and the world?
-Skill: I, II, III
-LT: Understand growth and diffusion of industrialization.
-Standard: II
-Activity:
 PPt. on the history and possibility of a short reading
Activity 3: Why did certain areas and regions industrialize? (Diamond’s argument and p. 282)
-Skill: III, V
-LT: Explain contemporary patterns and impacts of industrialization and development growth of
industrialization
-Standard: III, V
-Activity:



More v. less areas of the world
Break down the US as a comparison to it.
Obstacles for some
Activity 4: What are the positives and negatives of industrialization?
-Skill: II, III, V
-LT: Understand growth and diffusion of industrialization.
-Standard: II
-Activity:
 Bring back laundry list of the characteristics of the US
 Weigh the positives and negatives of characteristics
Activity 5: Why is there a push for globalization and what impact does it have?
-Skill: III, V
-LT: What are the contemporary patterns and impacts of industrialization and development;
Growth and diffusion of industrialization.
-Standard: II, V
-Activity:
 Current examples to analyze: NAFTA, China, G8, G20
 Cost analysis activity: US v. China
o Why are so many things made in China?
o Rostow’s developmental Model, p. 296
 Use to help write the FRQ on globalization
 FRQ: Why is China rising and surpassing other industrialized
nations?
End Activity:
 The UN Millennium Goal Project, p. 302
8 topics divided into groups
1. Define the problem
2. Analyze why there is a problem
3. Give examples of where it is occurring
4. Explain the local and global impact
5. create a solution
 Present to class
a. Proposal on paper and presentation
b. Must have: statistics, current examples, facts, maps and graphs.
c. Must Answer: Why is yours the most important issue and needs most
resources of the industrialized world?
Unit IV: Cities and Urban Land Use
Big Idea: How did urban areas evolve and how do they continue to change?
Intro Activity:

Show locations of first cities: Ur, Harappa, Mohenjo-Daro, etc.


Let students brainstorm what all they have in common (basic needs and what they
could support)
Compare to current cities: New York, Chicago
a. What about NY, LA? (Hour of technology?)
Activity 1: What are the characteristics of urban areas? What do they have in common?
-Skill: II, V
-LT: Explain the development and characteristics of cities.
-Standard: I
-Activity:
 Make a list and rank most important items
Activity 2: How would you set up a city?
-Skill: III, IV
-LT: Identify the models of internal city structure
-Standard: I, IV
-Activity:
 Analyze the positives and negatives of different urban area models (P. 410)
 Add in: rank-size rule, central place theory, gravity model, concentric zone model, sector
model, multiple nuclei model, changing employment mix, changing demographics and
social structures, uneven development, ghettoization, and gentrification.
Activity 3: What are the function and attributes of contemporary cities?
-Skill: II, V
-LT: Explain built environment and social space.
-Standard: IV
-Activity:
 Chicago is the example
o Chicago: City of a century, Power of place – both videos
 Analyze current urban issues: housing, transportation, services, suburbs, patterns of race,
ethnicity, gender, and socioeconomic status, migration, political organization
o Student – research – co-teach class
Unit V: Population
Big Idea: What are the various forces that impact the organization and distribution of population?
Activity 1: Where in the world is population distributed?
-Skill: VI
-LT: Explain population density (Location, Movement, Region)
-Standard: I, III
-Activity:
 Introduction – population cartogram (blank map of population distribution – CORE)
 Create a cartogram of a specific region using data and statistics
Activity 2: What are the various theories of population density and distribution?
-Skill: II, III, V
-LT: Apply theories to historical trends.
-Standard: III
-Activity:
 Thomas Malthus Theory
 Demographic Model (low growth, high growth, moderate growth)
Activity 3: What are some examples of historical events that have influenced population trends?
-Skill: I, III
-LT: Explain population growth and decline over time and space.
-Standard: II
-Activity:
 Black Death, WWI, Holocaust, Rwanda Genocide
o Black Death – population decline
o Modern day Italy, declining population
Activity 4: How can you use population pyramids to interpret historical phenomenon and national
population patterns?
-Skill: VI
-LT: Explain patterns of fertility, mortality, and health; regional variation of demographic
Transitions – location and movement.
-Standard: III, V
-Activity:
 Population pyramids – connect to major historical events (Black Death, WWI, Baby
Boomer Generation)
o Moderate connections
 Create population pyramid – given a specific scenario
 PPt. on discs
Activity 5: What are the effects of population policies throughout the world?
-Skill:
-LT: Explain the effects of population policies (population, movement)
-Standard:
-Activity:
 Reading, p. 48 Contemporary Human Geography (Soft cover book) “India v. China”
 Case study of India and China, Problem/solution
 www.polleverywhere.com
Unit VI: Cultural Patterns and Processes
Big Idea:
Activity 1: What are the elements of culture?
-Skill: IV, V
-LT: Explain the concept of culture.
-Standard: II
-Activity:
 Brainstorming; KWL
Activity 2: How is culture created, diffused and divided?
-Skill: III, V, VI
-LT: Explain cultural differences, concepts of culture; environmental impact of cultural
Values and practices; cultural landscapes and cultural identity
-Standard: III, IV
-Activity:
 Identify a phenomenon within culture by analyzing US and world migration patterns.
Activity 3: Where are the origins of conflicts between religions?
-Skill: III, V
-LT: Explain cultural differences, cultural landscapes and cultural identity.
-Standard: III
-Activity:
 Comparing Judaism, Islam, Christianity and the impact that those religions have upon the
cultural identity within Israel. Video Resource: Promises.
Activity 4: What impact do television and media have upon popular and folk culture?
-Skill: III, V
-LT: Explain the concepts of culture and cultural differences.
-Standard: II, V
-Activity:
 Analysis of the changing dynamic of Afghan culture due to globalization and media.
Video resource: Afghan Star
Activity 5: What impact does the environment have upon the cultural landscape?
-Skill: I, V
-LT: Explain environmental impact of cultural impact and practices?
-Standard: III, IV
-Activity:
 Analyze housing trends amongst various US regions and throughout the world.
Activity 6: How has language diffused from a few indigenous stems?
-Skill: III, IV, V, VI
-LT: Explain cultural differences.
-Standard: I, II, III, V
-Activity:
 Analyze the evolution of language through core epicenters.
Unit VII: Political Organization of Space.
Big Idea: What is the impact of political organization/systems on nation building and territorial
relationships?
Activity 1: What are important characteristics of a nation? (Kuby Nation-States ppt. disc one)
-Skill: IV, V
-LT: Explain the development of political units, location and place)
-Standard: II, V
-Activity:
 Kuby Nation-State Disc 1 + vocabulary component

Create a nation – students create their own nation with a common flag, common ideas,
common language, etc. and explain what comprises a nation. Where would you put your
nation and why? Hierarchy of needs – most important to least important (10 things) Top
ten list of National Needs – provided to students.
Activity 2: What role do political, cultural, and physical characteristics plain in establishing borders?
-Skill: III
-LT: Explain the development of political units.
-Standard: II, V
-Activity:
 Create a PPt. showing examples of different borders (N and S Korea – Political, Spain and
France – Physical and cultural, Antarctica – divided in terms of interests, UK (What makes
up the UK) and Ireland – Religious divide, Israel in relation to Muslim Nations – political,
cultural, religious, Vatican – political, Lesotho – enclave, 49th parallel, Mississippi River, etc.)
and five basic shapes of states – see Rubenstein.
 Map of WWI, WWII, and Modern Map – compare/contrast new territories, shape changing
etc.
o Changing Europe timeline
 European Union borders
Activity 3: What are the reasons political units are established in specific locations?
-Skill: III, V
-LT: Explain the development of political units.
-Standard: II, V
-Activity:
 Touch on WWI
 Anti-Semitics, Zionism
 Case Study – Establishment of Israel
o Historical Timelines
 Promises - video
Activity 4: What is the function/purpose of government within a society?
-Skill: V
-LT: Explain the development of government within societies (place)
-Standard: II
-Activity:
 Brainstorm of function/purpose of government
o Post-it discussions
o Debate – What is the most important function of government within a society?
 Use the US government as an example/
Activity 5: How do governments dictate the operation of society?
-Skill: III, V
-LT: Explain the development of government within societies.
-Standard: II, III, V
-Activity:
 PPt. with various types of government – intro

o Note taking – characteristics of governments
Cold War – Case study
o Capitalism v. communism
o Daily life
o Compare post WWII Capitalist and Communist pays of life; compare US and
Russia; how did government choices dictate how people lived their lives in that
country?
o Writing prompt?
Activity 6: What roles have political units and governments within societies driven the following
phenomenon: imperialism, colonialism, conflict, unification, and alliances?
-Skill: III, V
-LT: Explain the development of government within societies.
-Standard: II, III, V
-Activity:
 Research project: each group assigned a topic, research, and report out.
 Jigsaw
o At the end, talk about how all of those things tie together. How all topics were
the driving forces in world conflicts in the last 100 years.
End Project:
 Identify the various ways nations establish a relationship and interpret on a local, regional,
national and global sphere.
 What is the individual’s role within the local, regional, national and global community?
 Bring back nations created by students during “create a nation” activity and apply this.