Advanced Placement Human Geography
AP Audit for the College Board
International School of Sosua
First Quarter: August 25-October 24 (9 weeks) Unit 1- Unit 2.5
Second Quarter: Oct 27-Jan 23 (9 weeks) Unit 2.5 and Unit 3
Winter Break Dec 17 - Jan 7
Third Quarter Jan 26-March 27 (9 weeks) Unit 4- Unit 5.5
Spring Break March 30 - April 3
Fourth Quarter: April 6– May 1 (4 weeks ) Finish Unit 5 and Final Review
AP Exams: May 4-May 15
Course Introduction and Goal
Advanced Placement Human Geography is a year-long course designed to meet or exceed the experience of a college
level Human Geography course. The goal of the course is to examine the spatial relationship between human populations and their
environment at different levels of human interaction in our world. In this course the Caribbean will frequently be the investigative
focus of case studies and the various concepts and skills introduced.
Featured Textbooks
De Blij, Murphy, and Fouberg. Human Geography: People, Place and Culture.10th edition. NewYork: John Wiley, 2012.
(Kuby, Michael, John Harner, and Patricia Gober. Human Geography in Action. 4th 0r 6th edition. New York: John Wiley, 2007-2013)
Supplemental Materials:
Student Companion Website (Wiley text) ww.wiley.com/college/deblij, The Power of Place: Geography for the 21st Century, Annenberg
Foundation, 2014. http://www.learner.org/series/powerofplace/
2012 (Archives)- present, KQED Education Resources and The News Hour for Current Events, Public Broadcasting System, San Francisco
http://blogs.kqed.org/education/
National Public Radio (NPR): News and Analysis, http://www.npr.org
National Geographic, Documentary Films from The American Experience, and Frontline: Video Clips and articles (a selected collection)
Films: Swades and Whale Rider
Course Assignments and Organization
The course will be broken into five units with each unit taking roughly six weeks. During each unit students will maintain
a course binder with notes, classwork/activities, formative assessments, and homework reading assignments. At the end of each
week students will take an assessment based on the information studied during that week. Students will be required to research
and present a relevant current event each week. Students will be expected to increase their knowledge with daily viewing or
listening to the daily National Public Radio show: “All Things Considered” and/or view the “NewsHour with Jim Lehrer” on PBS.
The Kuby text along with primary and secondary sources from National Geographic, other supplementary sources, and films will
be used to deepen students understanding of human geography by using case studies and applying their knowledge of a topic.
Each class will begin with a question or series of questions designed to diagnose students’ background knowledge as well as
engage them in the content that will be covered in class.
Content during each class is delivered to students by way of questioning, research, lecture, analysis of sources, video
clips, small group activities and discussion. Students must observe and record notes in their binders. Instruction and activities are
created by the instructor using information contained in the texts and supplementary materials. Typically, students will engage in a
topic with given question, dialog and research responses. Students will share, discuss and record notes 15 to 20 minutes then they
will be guided through review questions, questions of videos, questions about maps or visuals, discussion questions or think-pairshare activities about the content that was just delivered. As the year progresses students will be responsible for creating their own
questions and having the class answer them. At the end of each class students will summarize or explain the content that was
taught each day and write down their homework assignment. Most homework assignments will be reading and note-taking or
online activities with the text’s companion site from one of the required texts which will be reviewed the next class. Larger
projects will be given from the Kuby text, The Power of Place (video clips) site and/or based on regional investigations with local
field trips. During each unit, students will take part in one larger project either in partners or in small teams (see below course
outline for details). The unit 5 project will be optional and depend on safety issues and school resources. The purpose is to give
students opportunities to make meaningful observations and allow for practical use of the information taught. These activities are
designed to reinforce concepts as well as develop critical thinking and communication skills. Along with the required projects,
students will be encouraged to complete at least one extra credit assignment to exhibit school-wide at the end of the school year.
Course Assessments:
At the end of each unit, students will take a comprehensive multiple choice (75 questions) test and essay test (3 questions)
based on the content covered during that unit. There will be a total of five end of unit assessments. Each assessment will be timed
(60 minutes for multiple choice and 75 minutes for the essay portion). Each question used to make up each unit test are taken from
released AP tests and practice AP tests and should reflect the rigor of the actual AP exam. The essay questions used on each unit
test also were taken from past AP tests based on the content delivered during each unit. The essay and multiple choice questions
require students to not just identify and memorize the information but to critically analyze and synthesize maps, charts or their
own knowledge of human geography. Each unit will contain essential questions that students should be able to respond to by the
end of the unit based on the content that they have learned.
Course Outline
Unit 1: Geography, Scale, Perspective, Population & Migration
-Reading assignments:
1. De Blji Ch.1 “Introduction to Human Geography.” Pgs. 1-34
2. De Blij Ch.2 “Population.” Pgs. 36-77.
3. De Blij Ch.3 “Migration.” Pgs. 78-111.
4. Kuby Ch.1 “True Maps, False Impressions: Making, Manipulating, and Interpreting Maps.” Pages 1-32.
5.Kuby Ch.4 “Newton’s First Law of Migration: The Gravity Model.” Pgs. 88-108.
Week
Objectives
1
Geography
Concepts
-Explain what Human Geography is
-Identify continents, oceans, major countries, capitals, seas, and
regions of the United States and the Caribbean.
-Apply geographic concepts of location, space, place, scale,
pattern to local area, the Dominican Republic/Caribbean, and the
world.
-Define the five themes of geography
-De Blij pg. 1-15
2:
Geography
Concepts
-Identify different types of map projections
-Interpret maps (thematic, reference maps ,mental maps) to
identify how groups interact in space.
-Explain concepts of regionalization
(perceptual/formal/functional) and globalization
-Explain how GIS and GPS are used
-Explain and use absolute location,
-De Blij pgs. 15-22
-Kiby pgs. 1-11. Read Case study
-Explain how scale helps interpret the meaning of maps.
-Explain concept of region and its different forms.
-Explain what culture is and the idea of cultural hearth.
-Explain how we are connected through four main types of
diffusion.
-Explain the difference between environmental determinism and
possibilism, specifically looking at island life (constraints and
social conditions).
-De Blij pgs. 23-34
-Kuby pgs. 15-32
Power of Place: One Earth, Many
Scales
Maps of Hispanola 1492-1754
http://www.yale.edu/gsp/colonial/
hispaniola/
-Explain population density and the difference between
physiologic and arithmetic population density.
-Examine how populations are distributed by interpreting dot
maps.
-Examine worldwide distribution of population. Use case study of
India (Kuby) to examine how resources are connected to location.
-Examine the population density of the United States.
-Explain the purpose of a census. Analyze the demographics of
the U.S. by location, place, and economic status.
-Examine worldwide population growth since the industrial
revolution (1750) and reasons why.
-Explain Thomas Malthus’ ideas on population.
-Explain the factors led to Malthus being incorrect on
demographic change.
-Explain what the dependency ratio is.
-Explain what carrying capacity is by analyzing the resources of a
developed and developing country.
-De Blij pgs. 36-54. Ch. 2
“Population”
-Kuby pgs. 112-122 . Ch.5 “One
Billion and counting: The Hidden
Momentum of Population growth
in India.”
3
Geography
Concepts
4
Population
Reading
Video: Zanzibar Leopards,
National Geographic,
http://www.youtube.com/watch?v
=N7BUlHKmvjo
Video: History Detective, Florida
Map, Season 9, Episode 8,
http://www.pbs.org/opb/historyde
tectives/investigation/florida-map/
Film: Swades, ProducersAshutosh Gowariker
Ronnie Screwvala, 2004
Assignments
- Map creation. Label all seven
continents, major countries, capitals,
landforms and bodies of water.
- Daily class work assignments
(questions about notes, extended
writing response questions. and
discussion response writings).
- Read and answer review questions
to Ch.1 Kuby- Interpreting maps pgs.
1-11.
- Daily class work assignments
(questions about notes, extended
writing response questions. and
discussion response writings).
- Complete activity 1 Kuby:
Interpreting scale. Pgs. 15-20
- Complete activity 2 Kuby: Making
and manipulating maps. Pgs. 21-32
- Daily class work assignments
(questions about notes, extended
writing response questions. and
discussion response writings).
- Read pgs. 112-122 of Kuby and
complete comprehension questions
and write a one page summary.
- Daily class work assignments
(questions about notes, extended
writing response questions. and
discussion response writings).
5
Population
6
Migration
and
movement
Testing
-Explain the stages of the Demographic Transition Model (DTM)
and the connection to the Industrial Revolution.
-Explain crude birth rate and crude death rate
-Explain the total fertility rate and nations with highest and lowest
TFR. Continents with high/low population growth.
-Explain what replacement fertility is.
-Explain what population pyramids are and examine difference
between countries at early and late stages of DTM.
-Explain what infant mortality, child mortality and life expectancy
are. Which countries have highest and lowest rates of each.
-Explain the effect of AIDS on Africa and its relation to
population.
-Explain restrictive population polices
-Explain the effect of the one-child policy in China and China’s
new policy for the 21st century.
-Explain what Migration is and explain migration flows to the
United States since colonial times.
-Further define migration on a scale from local to global.
-Define cyclic and period movement.
-Describe the differences between international and internal
migration.
Describe the differences between forced and voluntary migration
by explaining North American migration patterns and the slave
trade.
-Explain the gravity model by looking at case studies of migration
in the United States.
-Examine the push and pull factors that lead individuals to
migrate.
-Describe the idea of distance decay.
-Explain what step migration and intervening opportunity are.
-Explain global migration flows after 1500 and describe the
connection to colonialism.
-Identify and explain the eight major global migration flows from
1500 to 1950.
Explain UN recommendations for decreasing world population
growth rate.
-Explain what a graying population is.
-Describe those countries that have the lowest doubling time.
-Describe the national migration flows within the US.
-Explain what a refugee is. Explain where current refugees are
migrating from and to.
-Students take 75 question multiple choice exam on the material
covered during the last six weeks. Students have 60 minutes to
complete.
-Students answer 3 essay questions on material over last six
weeks. Students have 75 minutes to complete.
- De Blij pgs. 50-77. Ch. 2
“population
-Kuby pgs. 127. Ch.5 Activity 1
“Demographic Momentum in
Population Pyramids.”
-Kuby pgs. 129-133. Ch. 5
Activity 2 “Scenarios on
Demographic Momentum”
- De Blij pgs. 78-111. Ch. 3.
“Migration.”
-Kuby pgs. 100-104. Ch.4
Activity 1. “Predicting Migration
with the Gravity Model.”
2. Kuby pgs. 88-108. Ch.4
“Newton’s First Law of
Migration: The Gravity Model.”
-Kuby: Activity 1 and 2 Pgs. 127-133.
Complete question and scenario
responses.
- Daily class work assignments
(questions about notes, extended
writing response questions. and
discussion response writings).
- Kuby: Activities 1 and 2. Pgs. 100108. Complete composition of
migration likelihood scatter plot and
written evaluation.
- Daily class work assignments
(questions about notes, extended
writing response questions. and
discussion response writings).
DR/Carribbean Migration
activity: Mapping regional Push
and Pull factors in historical and
current migratory patterns.
Film: Documentaries- The
Dustbowl and The Great
Migration (excerpts).
Power of Place: Latin America,
Program 21, Population
Geography
Unit 2: Culture (local, popular, race, identity), Religion and Language.
-Reading Assignments:
1. De Blij Ch.4 “Local Culture, Popular Culture, and cultural landscapes.” Pgs. 112-143.
2. De Blij Ch.5 “Identity: Race, Ethnicity, Gender, and Sexuality.” Pgs. 144-170.
3. De Blij Ch.6 “Language.” Pgs. 172-202.
4. De Blij Ch. 7 “Religion.’ Pgs. 203-247
5. Kuby Ch. 3 “Tracking the AIDS Epidemic in the United States: Diffusion through Space and Time” Pgs. 62-81.
Week
1: Culture
Topics Covered
-Define and describe folk culture, popular culture and local culture.
-Diffusion of culture throughout the world is related to popular culture.
-Explain what a cultural hearth is.
-Examine assimilation and acculturation is using the example of Native
Americans and/or the Maori of New Zealand.
-Explain what a custom is.
-Examine the process of cultural appropriation.
-Describe examples of rural local cultures.
-Examine urban local cultures and ethnic neighborhoods.
-Examine the process of the commodification of local culture.
-Explain the idea of distance-decay and time-compression as related to
cultural diffusion. Also, explain the differences between these two
Reading
- De Blij pgs. 112-136
Ch. 4. “Culture”
- Kuby pgs. 70-79.
Activity 1.
Assignments
- Kuby pgs. 70-79. Students will
complete a project looking at the
physical diffusion of the AIDS virus in
the United States. Students will graph
the progression of the spread of the
virus and a use that information to
analyze why they virus spread the way it
did.
- Daily class work assignments
(questions about notes, extended writing
response questions. and discussion
response writings).
2: Culture
/Raceidentity
3: Lang.
4:Lang.
5:Religion
6:Religion
processes.
-Discuss and explain how hip-hop music diffused through out the U.S.
and how it was reterritorialized in France and/or Benin.
-Explain what the cultural landscape is.
-Describe the major trends in the cultural landscape in the United States
(Big box stores, gas stations).
-Explain the idea of placelessness.
-Examine the global-local continuum and how customs/landscape is a
mixture of poplar and local culture.
-Identify the different housing structures in the U.S. (New England, MidAtlantic, Southern Tidewater) and the diffusion of those landscapes
throughout the U.S.
-Explain the difference between race and ethnicity.
-Explain the history of slavery in the U.S. and more currently residential
segregation.
-Identify the racial/ethnic demographics of the U.S.
-Explain the process of invasion and succession of immigrants in ethnic
neighborhoods.
-Examine the lower status of women by describing maquiladoras along
the U.S. border, women in Subsaharan Africa and dowry deaths in India.
-Identify the five most widely spoken language family groups and where
they are located around the world.
-Examine the different language groups and where they are spoken
within the Indo-European language family.
-Explain what language is.
-Examine the political division in Quebec due to culture.
-Explain standard language.
-Explain dialects and interpret a map with an isogloss.
-Explain mutual intelligibility.
-Examine the language families within each continent.
-Explain how the first languages were created by locating the hearth of
Proto-Indo-European language and how it diffused.
-Explain the conquest theory and the dispersal hypothesis.
-Analyze the languages of Europe by identifying their location, language
family, subfamily.
-Examine the language families of Africa by identifying their location
and subfamily.
-Analyze the linguistic variation in Nigeria. Why did so many different
languages form in such a small area?
-Examine how languages diffused. How was colonialism and technology
related to this process?
-Examine the language families of India and China. What are the major
differences between these languages?
-Explain what a lingua franca, pidgin language, and Creole language are.
What are the differences? Why was this a result of diffusion?
-Explain what multilingualism and monolingualism are and provide
examples of countries that exemplify each. How is immigration related
to this?
-Examine the differences between an official language and a global
language.
-Explain how language is related to place by understanding toponyms.
What are some toponyms with in Philadelphia?
-Explain how toponymns change over time.
-Provide examples of post-colonial, postrevolution, and memorial
toponyms.
-Explain what religion is by examining it from the perspective of a belief
system.
-Examine the four major hearths of world religions and identify their
locations.
-Examine the differences between monotheistic, polytheistic and
animistic religions by providing examples and explanations of each.
-Examine the locations of all major religions currently. Christianity,
Islam, Hinduism, Buddhism, Chinese religions, Shintoism and Buddism,
and Traditional of Shamanist religions.
-Explain the difference between a universalizing and ethnic religion and
provide examples.
-Examine the hearth, major beliefs, location, symbols, and diffusion of
Hinduism.
-Examine the hearth, major beliefs, location, symbols and diffusion of
Buddhism. Also, what is the current state of Buddhism in China?
-Chinese religions: examine the hearth, major beliefs, location, symbols,
and diffusion of Taoism and Confucianism.
-Analyze the hearth, major beliefs, location, symbols, and diffusion of
-De Blij pgs. 136-143
Ch.4 “Culture” & Ch.5
“Identity” pgs. 144-170.
-Project: Students will describe their
cultural landscape and use census data
to identify the racial breakdown,
economic status of their neighborhood
and crime rates.
Film: Whale Rider
Power of Place: South
Asia, Program 16 Rural
and Urban Contrasts
-De Blij pgs. 172-187.
Ch.6 “Languages”
- Daily class work assignments
(questions about notes, extended writing
response questions. and discussion
response writings).
-Short project: Using languages spoken
today, trace back the sub-family and
family origin and then place it on a map
of the world.
- Daily class work assignments
(questions about notes, extended writing
response questions. and discussion
response writings).
- De Blij pgs. 188-202.
Ch.6
“Languages.”
Interview: The languages
of Kenya and/or Nigeria
OR The languages of the
Caribbean.
-Essay Essential question:
Q: Examine the language diffusion map
in Europe map on page 163. What are
they different theories that explain why
there are so many different languages
over a very relatively short distance by
today’s standards?
- Daily class work assignments
(questions about notes, extended writing
response questions. and discussion
response writings).
- De Blij pgs. 203-214.
Ch.7
“Religion.”
Power of Place: Northern
Africa and Southwestern
Asia, program 17, Sacred
Space, Secular States?
- De Blij pgs. 214-247.
Ch.7
“Religion.”
-Essay essential question:
Q: What is religion and what role does it
play in culture? Where did the world’s
major religions originate, and how do
religions diffuse?
- Daily class work assignments
(questions about notes, extended writing
response questions. and discussion
response writings).
-Essay essential question:
Q: Explain where the major religions of
the world originated from, where they
Testing
Judaism. Also, examine the idea of a diaspora, by describing the history
of the Jewish people.
-Analyze the hearth, major beliefs, location, symbols and diffusion of
Christianity. Explain the differences between the Catholic,
Protestantism, and orthodox sects. Where are Christians from each sect
located in the United States? Where did the protestant movement start?
Why?
- Analyze the hearth, major beliefs, current location, symbols and
diffusion of Islam. Explain mosque architecture.
-explain what Shamanism is and where it is located globally.
-What has the effect of secularism been on Islam?
-Examine how the four major religions are represented on the cultural
landscape. What are the differences? How does climate play a role?
-Explain the sacred sites of Jerusalem to Christianity, Islam and Judaism.
-Explain how conflicts can start over religious differences by describing
interfaith and intrafaith boundaries.
-Explain the religious conflicts in Jerusalem, Sudan/Darfur, the former
Yugoslavia, and provide examples of religious extremism.
-Students take 75 question multiple choice exam on the material covered
during the last six weeks. Students have 60 minutes to complete.
-Students answer 3 essay questions on material over last six weeks.
Students have 75 minutes to complete.
diffused to and how they can be seen on
the cultural landscape.
Power of Place: The
Challenge of Two Old
Cities, Program 11, East
Asia
- Daily class work assignments
(questions about notes, extended writing
response questions. and discussion
response writings).
Interviews: Haitians &
Dominicans on Religious
origins and practices on
the island.
Unit 3: Political Geography
1.
2.
De Blij Ch.8 “Political Geography.” Pgs. 249-287
Kuby Ch. 13 “Breaking Up Is Hard to Do: Nations, States, and Nation-States.” Pgs. 356-442
Week
Topics Covered
1: Political Geography
-Explain what political geography is by examining political
organization from the local level to the international level.
-Compare and contrast what a state, nation-state, and
multinational state are by using England (Jamaica and Cayman
Islands), the U.S. (Guam, Am. Samoa and Puerto Rico) and
Japan as examples.
-Examine the concepts of territoriality and sovereignty with
regards to states.
-Identify multinational state and stateless nation.
-Examine the effects of ethno-nationalism and irredentism in
the former Yugoslavia.
-Explain balkanization.
-Explain European Colonialism and the diffusion of the nationstate model.
- Describe the rise of the modern nation-state beginning in the
1500’s by examining Spain and France.
-Examine the causes and effects of colonialism and
mercantilism on empire building during the first (1500-1700)
with a case study on Hispanola/Haiti and second wave of
colonization (1880-1960) in Africa.
-Explain and examine the dependency theory and
neocolonialism.
-Examine Immanuel Wallerstein’s world systems analysis
model by categorizing core, semi-periphery and periphery
countries.
-Contrast Wallersteins model with demgraphic transition model
to begin examining the development of countries.
-Describe geopolitics and F. Ratzel’s organic theory,
Mackinders heartland theory, Spykman’s rimland theory and
the domino theory.
2: Political Geography
Explain what a buffer state, buffer zone, satellite states and
shatterbelt are by examining European Cold War era states.
-Explain what a boundary is by looking at boundaries between
cities, counties, regions (U.S. states) and states.
-Explain and provide examples of geometric, physical, cultural,
antecedent, and subsequent boundaries.
-Examine the Berlin Wall as a relict boundary and the border
Reading
Assignments
-De Blij pgs. 249-258
Ch.8 “Political
Geography”
-Kuby pgs. 367-382
“Rise and Fall of
Nationalism in
Yugoslavia.”
-Locate and label each country and
capital in Europe on a blank map
using the books from De Blij.
-De Blij pgs. 258-264
Ch.8
-Kuby pgs. 367-420
“Rise of and Fall of
Nationalism in
Yugoslavia.”
-Answer questions 1.16 to 1.33 in
Kuby examining the causes and
effects of ethnic conflict in the
former Yugoslavia.
Power of Place: Russia
and Neighboring
Countries, program 7,
Northwest Contrast
-Examine the origins of the
Yugoslavia conflict between the
Serbs, Croats, Albanians and
Muslims living in the region by
reading three articles and answering
questions 1.1-1.15.
-Students are divided into groups
“states” and have to discuss and go
through each of the 4 steps of border
creation by using tape to create
boundaries.
3: Political Geography
4:Political Geography
5: Political Geography
between N. and S. Korea as a superimposed boundary.
-Examine and explain each of the steps of boundary creation,
definition, delimitation, demarcation and administration.
Examine how states spatially organize their governments.
Where areas of economic and political centers are in countries
(core/multicore) by looking at countries in Africa, Europe and
the Caribbean.
-Explain and locate primate cities and forward capitals.
-Examine the concept of gerrymandering by looking at the
political district that the International School of Sosua is located
in.
-Examine centripetal and centrifugal forces by providing
examples of events from students’ own knowledge of world
history.
-Explain devolution and contrast with balkanization.
-Explain supranationalism and the purpose of the United
Nations. Examine each of the major components of the UN
(general assembly/security council). Powers they have.
-Examine the United Nations convention on the Law of the
Seas to see how boundaries are administered at sea.
-Explain and provide examples of definitional, locational,
operational (focus on U.S./ Mexico immigration), and
allocational boundary disputes.
-Explain and provide examples of territorial morphology.
-Examine the similarities and differences between a unitary and
federal government structure by studying Singapore and the
United States governments.
-Explain what a political enclave and exclave are.
-Examine how boundaries are established, and why boundary
disputes occur.
-Explain how boundaries are established including: geometric
boundaries, physical-political boundaries.
-Examine how the study of geopolitics help us understand the
world and its influence on politics.
-Explain purpose and members of EU, NAFTA, Arab League,
NATO, Warsaw Pact, OPEC, and APEC.
-Explain origins of the EU, European Economic Community
and the Association of Caribbean States.
-Examine positive and negative effects of NAFTA with
particular emphasis on border administration.
-Examine the effects of the collapse of the USSR in 1990.
Effects of new world order.
-
-De Blij pgs,264-272
Ch. 8
-Kuby pgs. 367-420
“Rise of and Fall of
Nationalism in
Yugoslavia.”
-Using the readings from Kuby text
as evidence write a 2-3 page paper
examining to what extent nationalism
lead to the break up of Yugoslavia.
-De Blij 272- 287Ch. 8
-Students must write a research
report on a country from the core,
semi-periphery and periphery. They
must contrast their political system’s,
history (were they colonized) and
economic status (GDP etc.).
De Blij pgs. 242-256 Ch.
8
Kuby pgs. 393-442
“Iraqaphobia”
-Students use website
http://www.census.gov/ to examine
the demographics of our
congressional district using 2010
census data. Compare data to the
general population of the United
States.
-Label a blank map of each country
and capital of Asia. Identify each of
the Six major types of morphology
on the Asian continent,
-Read articles and answer questions
in Kuby text 2.1-2.37 explaining the
history, different ethnic groups and
the role of the UN in the 1991 and
2003 U.S. invasions of Kuwait and
Iraq.
6:Political Geography
Testing
De Blij pgs. 283-287
-Students take 75 question multiple choice exam on the material
covered during the last six weeks. Students have 60 minutes to
-Students research NAFTA and write
essay examining to what extent it
was successful.
-Review notes, text for test.
complete.
-Students answer 3 essay questions on material over last six
weeks. Students have 75 minutes to complete.
Unit 4: Agriculture
1.
2.
De Blij Ch.11 “Agriculure.” Pgs. 365--399.
Kuby Ch. 8 “Food for Thought: The Globalization of Agriculture.” Pgs. 215-247.
Week
Topics Covered
Reading
Assignments
1:Agriculture
-Examine agriculture before the 1st agricultural revolution,
hunting and gathering.
-Explain Carl Saucers theory agricultural development
focusing on vegetative planting locate where it began,
-Examine where and when 1st Agricultural Revolution began.
Also, examine diffusion, innovations, causes and effects on
society.
-Explain movement of open-lot system to enclosure
movement in England.
-Examine where and when 2nd Agricultural Revolution began.
Also, examine diffusion, innovations, causes and effects on
society.
-Explain why 2nd Agricultural Revolution and Industrial
Revolution coincided and effects on society.
De Blij pgs. 365-381 Ch. 11
-On a blank map locate each of the
hearths of seed agriculture during the
1st agricultural revolution and label
its diffusion routes.
-Examine the imprint agriculture makes on the cultural
landscape.
-Describe what subsistence agriculture is and where it can be
found.
-Explain and locate where different types of subsistence
agriculture (Shifting cultivation, Intensive subsistence
agriculture, extensive subsistence agriculture and pastoralism)
can be found.
-Analyze the importance of slash-and-burn agriculture and
double cropping and its effect on the environment.
-Describe and identify where transhumance occurs.
-Explain what Mediterranean agriculture is, what crops are
produced and where they can be found (especially in America
and the Caribbean).
-Explain what commercial farming, mixed crop and livestock
farming are and where these types of farming are found
globally and in the Dominican Republic.
-Explain what dairying is and where the major dairies are
globally. Identify major dairies in U.S and Caribbean.
-Contrast difference between capital-intensive farms and
labor-intensive farms.
-Analyze what a milkshed/dairy is using the local geography
in the Caribbean. Examine why milksheds/dairies have grown
over time.
De Blij pgs. 381-386 Ch. 11
Kuby pgs. 227-233
“Agricultural landscapes and
production methods.”
-Examine how agriculture is currently organized
geographically and how agribusiness influences contemporary
geography of agriculture.
-Explain what ranching is and where it is found in the U.S.
and worldwide. Explain connections of feedlots to
commercial farming and agribusiness.
-Describe large-scale grain farming and where it is found
globally. Discuss technological innovations in harvesting
grain to produce higher yields and connection to DTM.
-Examine types of crops grown in plantation farming and
where it is found globally. Contrast difference with plantation
farming and other types of commercial farming.
-Examine subsistence and commercial farming practices using
physical factors such as soil, relief, climate.
De Blij 386-351 Ch. 11
2:Agriculture
3:Agriculture
-On blank map locate the hearth of
the 2nd agricultural revolution and its
diffusion throughout Europe,
labeling other centers of
industrialization in central Europe.
-On blank map of Europe identify
hearth of 2nd Agriculture Revolution
and its diffusion.
-On blank map of SW Asia identify
hearth of 1st Agriculture and label
diffusion.
-On blank map of world label where
subsistence farming, commercial
farming, Mediterranean farming, and
dairying are located.
-Use Kuby text to analyze maps on
CD to locate what countries
throughout the world grow different
types of crops and agricultural
methods.
Short essay response:
-What types of countries are
subsistence and commercial farming
located in?
-Infer: Examine how does
globalization effect agriculture?
Maps:
Label blank map showing where
farming techniques
Subsistence/commercial are located,
and the hearth of 30 different crops.
Use De Blij maps and web resources
for Kuby.
4: Agriculture
5: Rural Land Use
Testing
-Examine what irrigation is and what types of countries are
most like to have this technology i.e. core/periphery.
-Examine the causes, hearth and effects of the Third
Agricultural Revolution. Examine integration of secondary
and tertiary economic activities into farming practices.
-Examine the development agribusiness and what this means
to farmers, consumers and corporations.
-Examine flow of agricultural crops from periphery to core
-Describe impact of agribusiness on farmers in moredeveloped and less-developed countries.
-Examine causes and diffusion of the Green Revolution.
-Discuss positive and negative aspects of Green Revolution.
-Examine the effects (benefits/costs) of biotechnology and
genetically modified foods.
-Identify areas of world where famine and undernutrition are
occurring.
-Examine effort to produced sustainable yields in lessdeveloped countries.
-Explain where desertification, soil erosion and debt-for
nature swaps are occurring and what their effects are on
different regions
-Examine location, positive and negative aspects of organic
farming in U.S. and globally.
-Apply concept of land rent by looking at cost of property in
the Puerto Plata area of the Dominican Republic.
-Examine each aspect of Von Thunen’s Agricultural Location
Theory. Compare Von Thunens model with land use today
and analyze differences and similarities.
-Describe and locate rural land use in the Dominican Republic
and Haiti by examining the rectangular survey system and
township and range system, metes and bounds survey and
long lot system.
-Describe functional differences of villages through out the
world.
-Students take 75 question multiple choice exam on the
material covered during the last six weeks. Students have 60
minutes to complete.
-Students answer 3 essay questions on material over last six
weeks. Students have 75 minutes to complete.
De Blij pgs. 351-402 Ch. 11
Kuby pgs. 235-237 “Global
Sources for your Local
Supermarket.”
Essay:
Examine the effects of the
globalization of agriculture on lessdeveloped and more-developed
countries.
Kuby:
Complete 2.1-2.4. Use GIS maps to
locate regions of the world where
crops are shipped into the U.S.
Regional Primary Source
Documents/maps
Maps:
-Label where different types of rural
land use are located in the U.S.
Short Essay Response:
-Evaluate how rural land use has
changed over the past 30 years due to
the globalization of agriculture.
-Review notes, text for test.
Unit 5: Industry and Services / The Humanized Environment
1.
2.
3.
4.
5.
De Blij Ch.12 “Industry and Services” pgs. 403-431
De Blij Ch.13 “The Humanized Environment” pgs. 434-461.
De Blij Ch. 9 “Urban Geography” pgs. 288-333.
Kuby Ch.6 “Help Wanted: The Changing Geography of Jobs” pgs. 137-175.
Kuby Ch.7 “Rags and Riches: The Dimensions of Development” pgs. 177-213.
Week
1: Industrialization
2: The Humanized
Environment
Topics Covered
Reading/Video
-Describe what industrialization and its origins, diffusion of
industrialization, Ford Production method and motivation of
profit, Computing HDI, intermodal connections. Big Max
Index, The Development Gap: Structuralist Theory,
dependency theory. Wallerstein’s world system analysis,
Alfred Weber’s least cost theory, transportation and distance
model, spatial variable costs, weight losing process, labor
costs, substitution principle, agglomeration, the local region
and industry. Silicon valley, brain drain, locational
interdependence, deagglomeration, development, Moredeveloped vs. less-developed, UN Human Development
Index, GDP, GNP, purchasing power parity and standard of
living, Liberal Theories of Development
De Blij pgs. 403-426
Examine how deindustrialization and the rise of the service
industries have altered global economic activity.
De Blij pgs. 426-433, Chp 12.
Assignments
TBD
Power of Place: Transforming
the Industrial Heartland,
Program 5/Europe
Power of Place: Africa South
TBD
3: Urban Geography
4: Urban Geography
-Explain Rowstow’s Model of Development, reducing the
development gap, international trade, comparative advantage
and Globalization. Multinational corporations, conglomerate
corporations, outsourcing, Asian Tigers, Foreign Direct
investment, New international division of labor, free trade vs.
fair trade, the World Bank and the International Monetary
Fund, NGOs, Ecotourism, greenhouse effect, global warming
theory
of the Sahara, Program 20,
Developing Countries
-Explain when and why people started living in cities.
-Describe concepts of agricultural surplus, social
stratification. Examine the urban centers of Mesopotamia, the
Nile River, Indus River Valley, the Huang He and Wei
Valleys and Mesoamerica.
-Describe the role of the Ancient City Society, diffusion of
urbanization, Rome, Greece.
-Explain the Second Urban Revolution and the Second
Agricultual Revolution.
-Examine why cities are located where they are, the rank-size
rule central place theory, hexagonal hinterlands and the sun
belt phenomenon.
De Blij pgs. 288-308
-Explain how cities are organized and how they function.
-Descrive models of cities, functional zonation, central city,
suburb, suburbanization, concentric zone model, the North
and South American city, the African and Southeast Asian
City.
-Examine how people shape cities. Describe the global core,
urban sprawl, new urbanism, gated communities.
-Explain ethnic neighborhoods in Europe, government policy
and immigration accommodation. Describe ethnic
neighborhoods in the Global periphery and semiperiphery
city. Examine power, ethnicity, informal economy, and the
progression from Colonial to Global CBD.
De Blij pgs. 308-333.
TBD
Power of Place: The
Challenge of Two Old Cities,
Program 11, East Asia
TBD
5: Urban Geography
Testing
TBD
Power of Place: Latin
America, Program 23, Brazil
the Sleeping Giant
-Students take 75 question multiple choice exam on the
material covered during the last six weeks. Students have 60
minutes to complete.
-Students answer 3 essay questions on material over last six
weeks. Students have 75 minutes to complete.
-Organize notes for final review.
Final Review Week
Day
Topics Covered
Reading
Assignments
1: Geography
Concepts
Vocabulary for unit 1 and maps
Companion site for
corresponding chapter.
Online tutorials and practice map
quizzes. Practice written essay
response.
2: Population
Vocabulary for unit 2 and maps.
Companion site for
corresponding chapter.
Online tutorials and practice map
quizzes. Practice written essay
response.
3: Political
Organization
Vocabulary for unit 3 and maps.
Companion site for
corresponding chapter.
Online tutorials and practice map
quizzes. Practice written essay
response.
4. Agriculture
Vocabulary for unit 4 and maps.
Companion site for
corresponding chapter.
Online tutorials and practice map
quizzes. Practice written essay
response.
5. Industrialization,
Urban Geography and
Humanized
Environment
Vocabulary for unit 5 and maps.
AP Exam
Test
After Exam
Prepare projects for display and reflection.
Companion site for
corresponding chapter.
Online tutorials and practice map
quizzes. Practice written essay
response.
Present and respond to questions.
Student Activities
Unit 1- Map Making
Students will work collaboratively to create 9 large classroom maps: World (landforms/bodies of water), North America (Canada-Panama/Political), South
America (political), Africa (political), Europe (political) and Middle East-India (political), Asia (political), Oceania (political) and the Caribbean (political) that
will be used throughout the course of the year. These maps can be made by combining large chart paper, butcher paper, or cut out from thin plywood. Students
will also make three dimensional globes (in small groups) with paper mache and paint or sharpies to depict: longitude/latitude grid overlay, trade/monsoon
winds, and climate/temperature/elevation.
Unit 2- Origins of Worship Field Study
Upon arrival to the Dominican Republic, I will contact several local houses of worship to arrange for the students to visit. I will meet with the minister, rabbi,
or other traditional leaders to schedule a time and purpose of the visit. I hope to provide my students with four to five different places of worship during the
field trip (e.g., Roman Catholic, Jewish, Vodou, Protestants, and/or student request), spending 45 to 60 minutes at each location. The sites should be within five
to ten miles from the school site. Students will develop interview questions addressing the essential questions, map the route, as well as provide an itinerary for
the bus driver. This should include time for lunch at a local eatery. I welcome a number of parents volunteer to accompany us on the trip, and I make the
necessary arrangements with the school (e.g., field trip permission forms, attendance lists), yet the class size is small enough for two chaperones.
After the trip, students write a reflective essay based on the following question: How does the cultural landscape of a place of worship reflect the beliefs and
practices of a particular religion?


Option 1: Analyze a single house of worship and how it relates to religious beliefs and practices. Cite specific examples of material culture found and
how they reflect that religion.
Option 2: Compare or contrast two places of worship and show with specific examples how their similarities/differences are evident in the landscape
and are reflective of their similarities/differences in belief.
Extra Credit: Students make a map and list of all the religious places of worship in Puerto Plata on a timeline, indicating the date of their
founding/establishment in the region. Present to class and exhibit school-wide at the end of the 2nd semester.
Unit 3: Political Issues Project
Students select a current political issue happening in the Dominican Republic, Haiti or other Caribbean nation today. (e.g., political rights/civil liberties
conflict, border dispute/conflicts/refugees, rights of women, migrant workers, foreign debt, income tax, utilities and services, unemployment, housing,
independence movement, war) to research. Reference Teaching Political Geography for project topic ideas. Each student will create a multimedia presentation
to the class, using and citing credible resources (primary and secondary sources). Incorporate QR Codes for primary source, listening and viewing extended
research and present to the class and exhibit at the end of the 2 nd semester.
Unit 4 Agricultural Products Project
Students research a specific agricultural product, crop, or animal from one of the regions of the Dominican Republic or the Caribbean. They create an
artistic/visual exhibit representing their findings:




the history of the domestication and diffusion of the plant or animal,
the growth cycle and climatic considerations,
a world (or appropriate region) map that shows production areas and flows to consumption areas, and
a discussion on the utilization (e.g., food or industrial raw materials?) and cultural considerations (e.g., taboos? areas of preference?).
Extra Credit: Plan a trip to an agricultural region to observe the production first-hand. Create a mini documentary (imovie or podcast) of your experience.
Projects will be shared with the school community during the end of the 2nd semester.
Enrichment (Optional) Unit 5 Field Study, Ecotourism Case Study or City Planning Proposal
Field Study: Students take a field walk in the downtown area of Sosua or Puerto Plata or other regional city. Along with chaperones and with groups of three,
students walk approximately six blocks on an urban street (four distinctly different streets throughout the city), mapping the distribution of restaurants, art
galleries, clothing stores, places of worship, types of stores, schools, health care facilities, banks or vacancies etc. Students will be given a written guide that
describes the history of selected buildings as well as their interesting architectural features. Students respond to a series of questions on the handout. Students
will use their Google map and verify street names, names, types of intersections, buildings, parks, natural places. Students will take note of human interaction,
language usage, movement, types of transportation, gender, ethnic and age diversity, artistic expressions, needs, sanitation, and provide illustrations of what
they see.
Ecotourism option: Students will research ecotourism locations and possible sites for ecotourism in the nation. If possible, students will visit an ecotourism site
or site for a new proposal that offers a new ecological experience for travelers.
Students will write a report (field study) or proposal (ecotourism or City Plan) analyzing the following question(s): How can place and location determine or
influence the social, economic, political and educational development and perspective of an individual or member of a particular community? Or How can
ecotourism or new city plan benefit the economy while preserving the ecology and history of the Dominican Republic in a given location of region?
School-wide Geography Exhibit/Family Night (Last week of Instruction after the AP Exam)
Theme: The Human Geography of Sosua, Puerta Plata, the Dominican Republic, and the Caribbean.
As a service learning project, students will prepare an exhibit to share, speak and educate the school-wide community, their families and the greater community
at large about their projects (unit 1-5).