Instructor: Mr. Taylor
Phone: 472-3090
AP Human Geography
2015-16
E-Mail: cmtaylor@mpsaz.org
Remind 101: Send text to:81010 with message:@377a0
Course Description
The purpose of the Human Geography course is to introduce the students to the
systematic study of patterns and processes that have shaped human understanding, use
and alteration of 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.
Much is expected of this class. There is an abundance of reading from both the textbook
and other ancillary material. You will analyze, reach conclusions, and support those
conclusions both in writing and orally. You will use factual information to construct a
meaningful “larger” picture. This involves the continued development of higher-level
critical thinking skills of application and evaluation.
Because of the nature of this course, students need to be aware of specific requirements
and time commitments. After reading the following syllabus/ expectations/
responsibilities, your signature indicates agreement to these requirements. Your parent/
guardian must also sign, indicating his/ her understanding and support of the
requirements of the AP HUMGEO course.
Course Content
The curriculum for this two-semester AP Human Geography course consists of topics
drawn from seven interrelated units of study outlined in the AP Human Geography
Course Description booklet published by the College Board.
1.
2.
3.
4.
5.
6.
7.
8.
9.
Geography: Its Nature and Perspectives
Population Geography
Cultural Patterns and Processes
Political Organization of Space
Economic Development
Agriculture and Rural Land Use
Industrialization
Cities and Urban Land Use
Issue with resources
Textbooks:
Rubenstein, James M. The Cultural Landscape: An Introduction to Human
Geography. 7th ed. Upper Saddle River, N.J.: Prentice Hall, 2003.
Kuby, Michael, John Harner, and Patricia Gober. 4th Edition, Human Geography in
Action, New York: John Wiley, Inc., 2007.
We will also use a variety of web sites to help reinforce the information. For example,
we will use, http://wps.prenhall.com/esm_rubenstein_humangeo_8, which correlates with
Rubenstein’s The Cultural Landscape: An Introduction to Human Geography. It
provides higher level activities and writing prompts for the students.
Classroom Supplies:
You will need the following supplies for this class:
AP Human Geography Prep book, 1 subject spiral notebook, Pens, Pencils, Colored
Pencils, White board Markers, and Tissue.
College Credit
In addition to mastering the course content, each student should be prepared to pass the
national college-level Advanced Placement Examination in May. Students successfully
completing this exam may receive college credit at the university level. AP HUMGEO is
one of the newer AP courses and students should check directly with the university they
are interested in attending as to their credit policy. There is a link to many universities on
the College Board student web site. Preparation for this exam as well as course
requirements include a balance between learning substantial amounts of factual
knowledge and increasing critical thinking skills in a geographic context.
Homework Policy:
Students planning to earn a grade of “A” or “B” will discover that about three to five
hours of reading and independent study per week is REQUIRED. I recommend you use a
planner on a daily basis. You will need to be organized and keep track of due dates.
Attendance Policy:
--Tests are to be made up the day you return from a one day absence. Test must be made
up outside of class time. Contact me and schedule a time to take the test.
--If you know that you will be absent, please make arrangements with me to receive your
assignment prior to your absence.
--If absent, please refer to the Homework File for the missing work.
--If you are absent for one day you have one day to make up the work.
--Being absent the day before the test does not excuse you from taking the test when it is
scheduled.
Grading Policy:
--Your student’s grade with be based on the following percentages:
Fall Semester Grade:
50% Tests, quizzes
30% Assignments including homework and activities in class
10% Process, including notebook checks, planner check, grade checks etc.
10% Semester Exam
Spring Semester Grade
35% Tests, quizzes
25% Assignments
10% Process
15% Final exam
15% Final Project (This project will be given to you right after Spring Break. It will be
due at the first of May (You will have 7 weeks to complete it). You will need to have use
of an automobile to complete this assignment. Plan accordingly!!!
--I update the grades every two or three days so please check the portal for your grade. If
you do have your student check with me before school or conference time.
--There is no extra credit.
The following is how your grade will be based in the class:
A= Above 90%
B= 80—89%
C=70—79%
D=60—69%
F=Below 60
Classroom Policies:
1. Be on time with the required materials
2. Respect your classmates, and teacher.
3. Be tolerant of other’s opinions.
4. No sleeping in class.
Understanding the requirements:
Please sign and return this attached sheet. Your signature and your parents indicate your
commitment and agreement to the course requirements. Please keep the syllabus
available for reference.
Student name____________________________________
Student Signature________________________________
Parent Signature_________________________________
***I reserve the right to modify any of the preceding information as needed throughout
the school year.
Scope and Sequence
First Semester: Cultural Geography
1. Geography: Its Nature and Perspectives (2 weeks)
A. Thinking about Space
B. Thinking about Place
C. Thinking about Region
D. Thinking about Scale [C3]
E. Thinking about Connections
C3—The course teaches spatial relationships at different scales ranging from the local to
the global.
Required Reading:
1. Rubenstein, Chapter 1: “Thinking Geographically”
2. “Why Geography” by Charles F. Gritzner
2. Population Geography (6 weeks)
A. Where the World’s Population Is Distributed?
B. Where the World’s Population Has Increased
C. Population Is Increasing at Different Rates in Different Countries
D. Demographic Transition Model [C4]
E. The World Might Face an Overpopulation Problem
F. Why People Migrate
G. Distribution of Migrants
H. Obstacles Faced by Migrants
I. People Migrate Within a County
Required Reading and Activities:
Obituary Activity:
1. Using obituaries from the local newspaper have students plot on a map where
people were born and where they died. [C4]
Have them use the following key to sort data according when people were born:
Before 1920, 1920–1945, 1946–1965, 1966 to present. Draw lines, using the color
for the birth year, from places of birth to the local region. Have students analyze
the patterns and relate them to migration trends. [C4] (For example, most people
born before 1920 came to Oregon from the Midwest while more people who were
born from 1966 to the present came from Latin America and Asia.)
2. PRB Web site: “Making Population Real: New Lesson Plans and Classroom
Activities” [http://prb.org/Educators/]
3. “Refugees and Nation-States in a Changing World” by Adrian Bailey
3. Cultural Patterns and Processes (9 weeks)
A. Folk and Pop Culture
1. Where Folk and Popular Cultures Originate and Diffuse
2. Folk and Popular Culture and the Cultural Landscape [C2]
3. Folk Culture Is Clustered
4. Popular Culture Is Widely Distributed
5. Globalization of Popular Culture Causes Problems
B. Language
1. Where English Language Speakers Are Distributed
2. Indo-European Languages
3. Where Other Language Families Are Distributed
4. People Preserve Local Languages
C. Religion
1. Universalizing and Ethnic Religions
2. Origin and Diffusion of Religions
3. Religions Organize Space
4. Territorial Conflicts Arise Among Religious Groups
D. Ethnicity
1. Distribution of Ethnicities
2. Why Some Ethnicities Have Been Transformed into Nationalities
3. The Clash of Ethnicities
Required Reading/ Activities
1. Rubenstein, Chapter 7: “Ethnicity”
2. Kuby, Chapter 12: “Do Orange and Green Clash? Residential
Segregation in Northern Ireland”
3. “Survival of a Folk Culture: The Old Order Amish” by Carol Ann
Gillespie
Second Semester: Political and Economical Geography:
Second Semester Research Paper: Analysis of a city: A Term paper will be created
providing analysis of a city (Mesa, Tempe, San Francisco_
4.
Political Organization of Space (3 weeks)
A. The Difference between a State and a Nation
B. Boundaries
C. Boundary Problems
D. Cooperation between States
E. Electoral Collage Process
Activity and readings:
1. Demography and Democracy activity
2. Read article, “Sharing Colorado River Water: History, Public Policy and the
Colorado River Compact” by Joe Gelt
5.
Economic Development (3 weeks)
A. Economic, Social, and Demographic Indicators [C4]
B. More Developed Regions versus Less Developed Regions
C. Obstacles to Development
Readings/ Activities:
1. Kuby, Chapter 7: “Rags and Riches: The Dimensions of Development”
6.
Agriculture and Rural Land Use: (3 weeks)
A. Agricultural Hearths
B. Classification of Agricultural Regions
C. Agriculture in Less Developed Countries
D. Agriculture in More Developed Countries
E. Economic Issues Involving Agriculture
F. Rural Land Use
G. Rural Landscape Analysis [C2]
Readings and Activities
Lecture Notes: “Geography of Modern Agriculture” from David A. Lanegran,
Macalester College, St. Paul Minnesota, 2005.
http://www.macalester.edu/geography/courses/geog111/Lanegran/modern_ag.pdf
Rural Land Use Project: This project requires fieldwork.
Groups of students are assigned different sections of the school district to explore,
observe, and collect data.
They then analyze the data they collected and give presentations. The
presentations must include a map of their area. This can be a hand drawn map, an
aerial photo with explanation, or a GIS generated map. They must apply the
principles of Von Thǜnen’s Model in their analysis.
7.
Industrialization (3 weeks)
A. Origins of Industrial Revolution
B. Distribution of Industry
C. Situation Factors and Site Factors
D. Weber’s Industrial Location Model [C4]
E. Obstacles to Optimum Locations
F. Problems Faced by Industry
G. A Look at NAFTA
Readings and Activities:
Read article, “The Outsourcing of America’s jobs”
By Harry R. Davidson, Ph.D. Discuss the implications of impacts in terms of jobs
wages and land in American cities
8.
Cities and Urban Land Use (4 weeks)
A. Origin and Location of Urban Areas at Multiple Scales [C3]
B. Urban Models
C. Problems of Inner Cities
D. Problems in Suburbs
Readings/ Activities:
1. Rubenstein, Chapter 13: “Urban Patterns”
C3—The course teaches spatial relationships at different scales ranging from the local to
the global.
9.
Issues with resources (1 Week)
A. Fossil Fuel Depletion
B. Source of Pollution
C. Global Food Resources
Articles/ Activities:
1. Al Gore’s video on Global Warming
2. How Does Waste Affect Our Natural Resources? Activity