AP Human Geography / Mrs. Tweed, CHS
AP Human Geography Syllabus
Mrs. Tweed – Room 210 – Camas High School – Camas, WA
hannelore.tweed@camas.wednet.edu
Conference Period: 2:10-2:40 p.m.
360-833-5750, x 37210
BLOG: http://staff.camas.wednet.edu/blogs/
“This is not all that complicated: Give young people a context where they can translate a
positive imagination into reality . . . and guess what? They usually don’t want to blow up the
world. They usually want to be a part of it.”
~The World is Flat, Thomas L. Friedman, p. 459
Course Overview:
AP Human Geography is for the exceptionally studious student who wishes to earn college
credit in high school through a rigorous academic program. We will also be stressing habits
of mind that will assist students in developing higher-level critical analysis. AP Human
Geography is a year-long course that focuses on the distribution, processes, and effects of
human populations on the planet. Units of study include population, migration, culture,
language, religion, ethnicity, political geography, economic development, industry,
agriculture, and urban geography, including resource issues. Emphasis is placed on
geographic models and their applications. Case studies from around the globe are compared
to the situation in both the United States and locally in Washington state. CD-ROM, videos,
and Internet activities are used to explore certain topics.
The course will be divided into two components: Cultural and Political; and Economic, which
both align with the outline encouraged by the College Board. We will complete the first
component in our first semester. The final unit will be completed during our second
semester. This will leave room for review time before the national AP exam in May.
Fall Semester
Thinking Geographically
Population
Migration
Folk and Popular Culture
Language
Religion
Ethnicity
Political Geography
Spring Semester
Development
Agriculture
Industry
Services
Urban Patterns
Resource Issues
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AP Human Geography / Mrs. Tweed, CHS
Course Objectives:
The College Board suggests the development of a skill set they term as AP “Habits of Mind”.
My goal as a teacher is to provide meaningful instruction, activities, and projects that
challenge students to develop these skill-based ways of interpreting AP Human Geography.
Besides the Advanced Placement test in May, students will be given a variety of
opportunities and options to practice and demonstrate their knowledge, growth, and learning
towards the following skills and goals:
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Use evidence to construct and evaluate plausible arguments.
Analyze point of view, context, and bias to interpret primary source documents.
Assess issues of change and continuity over time.
Understand diversity of interpretation arises from frame of reference.
Connect global patterns over time and space to local developments.
Compare reactions to global issues within and among societies.
Use effective writing style.
Ability to evaluate critically and to compare scholarly works
Ability to synthesize data
The ability to analyze, interpret, and respond to stimulus-based data including
charts, graphs, maps, cartoons, and quotes.
Course Materials:
Main Textbooks
(Atlas) Geography Alive! Palo Alto: Teacher’s Curriculum Institute, 2006.
Princeton Review. Cracking the AP Human Geography Exam. 2010 ed. New York:
Random House, Inc., 2010. Encourage each student to buy a copy.
Rubenstein, James M. The Cultural Landscape: An Introduction to Human
Geography. 10th ed. Upper Saddle River, N.J.: Prentice Hall, 2010.
Steinberg, Philip and Kathleen Sheran-Morris. People in Places: A Documentary
Case-Study Workbook. Upper Saddle River, N.J.: Prentice Hall, 2005.
Outside Readings and Resources Used in the Course:
de Blij, H. J., and Alexander B. Murphy. Human Geography: Culture, Society, and
Space. 7th ed. New York: John Wiley, 2003.
Fellman, Jerome, Arthur Getis, and Judith Getis. Human Geography: Landscape of
Human Activities. 11th ed. Boston: WCB/McGraw-Hill, 2010.
Friedman, Thomas L. The World is Flat: A Brief History of the Twenty-first
Century. New York: Farrar, Straus and Giroux, 2005.
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AP Human Geography / Mrs. Tweed, CHS
Human Geography: People, Place, and Change. Produced by Eleanor Morris.
Narrated by Dane Hahn. South Burlington, VT: Annenberg/CPB Collection,
1996. DVD set.
The Human Mosaic: A Cultural Approach to Human Geography, 11 ed. New York: W. H.
Freeman and Company, 2010.
Knox, Paul, and Sallie A. Marston. Human Geography: Places and Regions in Global
Context, 5th ed. New York: Prentice Hall, 2010.
Kuby, Michael, John Harner, and Patricia Gober. Human Geography in Action. 5th
ed. New York: John Wiley, 2010.
Kunstler, James Howard. The Geography of Nowhere: the Rise and Decline of
America’s Man-made Landscape. New York: Touchstone, 1993.
Population Growth. Washington, DC: Zero Population Growth, 1999.
The Power of Place: Geography for the 21st Century series. Video. Santa Barbara:
Annenberg/CPB Project, 1996. DVD set.
Population Reference Bureau Population and Migration Teaching Modules.
www.prb.org
Reid, T.R. Confucius Lives Next Door: What Living in the East Teaches Us about
Living in the West. New York: Vintage Books, 1999.
Schlosser, Eric. Fast Food Nation: The Dark Side of the All-American Meal. New
York: Perennial, 2002.
Upfront Magazines, published monthly by New York Times
** Official College Board AP Human Geography Website”
http://apcentral.collegeboard.com/apc/public/courses/teachers_corner/8154.html
Basic Standards & Policies:
To guarantee a successful year, students need to adhere to the following:
Be Prompt:
 When the bell rings, be inside the classroom (class tardy/attendance policy in the
CHS Student Handbook)
Be Prepared:
 Come to class rested and ready to learn with your materials, supplies, and homework.
Be Polite:
 Respect everyone’s personal rights, property, and opinion
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AP Human Geography / Mrs. Tweed, CHS
Be Attentive:
 Practice active listening skills when the teacher, visitors, or other students are
addressing the class. Raise your hand if you wish to question or contribute.
Be Cooperative:
 Cooperate with your teachers, CHS staff, principals, and classmates
Be Responsible:
 Ask for help when you need it
 Keep track of your books and assignments
 Turn your work in on time
 Do your part in cooperative learning projects
 Challenge yourself to grow
 Accept responsibility for your grades and actions
Supplies:
 Buy this invaluable resource for helping yourself review the AP Human Geography
portion of the course: Princeton Review. Cracking the AP Human Geography Exam
2010.
 1 large 3-hole binder for just AP Human Geography
 18 dividers for 13 chapters + vocabulary + project guides – placed in binder
 100 3x5 or 4x6 for vocabulary flashcards – optional
 Ruler
 8 ½ x 11 college ruled notebook paper for activities
 3.5” diskette or storage device (USB flash drive); please label with name
 CHS Format and Documentation Guidelines 2010/2011 from Mrs. Knapp, librarian.
Homework Policy:
Homework is a tool in the teaching and learning process when it has purpose and meaning as
an extension of learning in the classroom. In my classroom, work may be completed outside
of the normal school day for a number of reasons:
 Absence: to make up work missed during an excused absence
 Completion: to finish work not completed at school for which time has been given to
do so in class
 Extension: to provide students with opportunities to transfer specific skills or
concepts to new situations
 Practice: to help students master specific skills which have been presented in class
 Preparation: to help students prepare for the next step in a unit or study for a quiz
or test
Since this is an AP course, students should be expected to spend approximately 60-70
minutes of homework each night. This includes daily assigned reading, monthly ESPeN
assignments, chapter reading quizzes, chapter vocabulary tests, 13 unit tests that mirror
the AP May Test in re: to multiple choice and short essay responses, and a Semester I
country project based on the first 8 chapters’ theme of their textbook due Fri., 1/7/2010.
Submitting Course Work:
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AP Human Geography / Mrs. Tweed, CHS
Written Work:
 Outside written work, unless otherwise noted, must be typed double-spaced on 8 ½ x
11 paper with 1” margins. 12-point Times/Arial or another standard font is
acceptable. Identifying information must be included on a cover page OR in the
upper left margin (MLA with Name, Mrs. Tweed, AP Human Geography-Period 1 or 3,
date (23 March 2011), title of assignment).
 If turned in digitally (Turnitin.com) files must be placed in the appropriate
network/assignment folder with appropriate titles.
 Turnitin.com passwords for 2010/2011 are:
Period 1: class name: AP Human Geography Period 1
class ID: 3324303 class password: tweed23
Period 5: class name: AP Human Geography Period 5
class ID: 3324306 class password: tweed23
Period 6: class name: AP Human Geography Period 6
 In-class written work must be hand written on 8 ½ x 11 college ruled paper in black
or dark blue ink. Indentifying information must be included on the first page in the
left upper margin MLA style (name, teacher, course-period, date (23 March 2012),
title of assignment.
 Students may re-write any written work that was initially completed outside of class
for a revise grade. A rewrite conference is optional (unless otherwise noted) but
strongly suggested. To receive credit, the original copy must be attached to the
finial copy. The revised grade will be the average of the two scores.
Readings:
 Students will be assigned a variety of readings each week. In order for us to
make good use of our class time together, students will obviously need to
complete these and related assignments prior to their due dates. Readings will
come primarily from the main course text, but they may be assigned from
additional sources. It is absolutely essential that students keep up with the
weekly readings in this AP course.
Grading Policy;
A student’s letter grade is just one of the ways progress and learning in a subject is
measured. Progress report and semester grades will reflect work done in the grading cycle.
In accordance with the Camas High School grading policy, letter grades will be awarded
using the standard grading scale in the CHS Student Handbook.
Grades are based on work done in four weighted categories:
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Daily Homework, Projects, Participation: 30%. This category includes
any papers, the Ambassador Project, worksheet homework, participation, and
ESPeN chapter assignments (13 total over year). Any assignment covering
multiple days or one assigned for completion out of class falls into this category.
The bulk of homework assignments will come from weekly readings and notes
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AP Human Geography / Mrs. Tweed, CHS
students take at home, vocabulary, and extended writing tasks assigned for
completion outside of class.
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Reading Quizzes: 30%. This category covers weekly reading assignments
and quizzes for each Key Issue in a chapter. Understanding the text materials
is measured by weekly quizzes and helps me encourage students to participate in
study sessions after school if they are not performing well on weekly quizzes.
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Chapter /Unit Tests: 40%. This category covers the 13 chapter tests plus
practice AP tests which mirror the May tests in multiple choice and short essay
response.
AP Incentive: If you take the AP Test and pass with a grade of three or better, your
class grade will go up one grade, both semesters. If you score a five on the test, you
automatically receive an “A” in the class, both semesters. However, you must have at least a
73% (C) in the class and all assignments turned in to qualify for the AP incentive. The AP
Test will be your final for second semester. If you choose not to take the test, you will be
given an in-class final of equal rigor that counts toward your grade @ 30% of the class
grade.
To help improve communication with home and empower students to be responsible for their
academic progress, students and parents will have access to grades and class information
online through the district grading system SKYWARD. Passwords and individual logons will
be established and communicated in the first few weeks of school.
Late Work/ Attendance Policy:
I will state it simply; unexcused late work is not acceptable. As always, late work issues not
specifically covered in this policy will arise due to family emergencies, extenuating
circumstances, etc. Students should see me with any individual concerns they may have,
preferable prior to due dates. Please make every effort to minimize unnecessary absences
while taking an AP course. It is impossible to replace the learning situations and whole class
activities students miss while out of the classroom. For specifics on the CHS attendance
policy we adhere to, consult the student handbook. Please note the following: For each
day of excused absence, one day is given to complete or make up work.
Academic Honesty Policy:
Plagiarism occurs when a person passes off someone else’s work as his or her own. This can
range from failing to cite an author or source for ideas incorporated into a paper to
handling in a paper or assignment copied completely or partially from the Internet or
another person. A student is guilty of plagiarism when he or she presents another person’s
intellectual property, consciously or not, as his or her own. For the purpose of this class,
this would also include the academically dishonest practice of cheating on a test or
stealing another person’s answers or work.
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AP Human Geography / Mrs. Tweed, CHS
Based on guidelines adopted by Camas High School, students caught plagiarizing or being
academically dishonest will receive a zero/”0” for that assignment and a failing grade in the
course until the assignment has been made up or original work has been submitted. To help
promote a culture of academic honesty, we will use turnitin.com as a tool in our classroom.
The class ID and password are included under Submitting Course Work p. 5 of syllabus.
Closing Thoughts from Mrs. Tweed:
For many students in this class, this will be their first experience with an AP class,
thus a challenging and rewarding experience awaits them with the potential to earn future
college credit. Due to the rigorous nature of the course, some students may initially earn
grades lower than what they might have experienced in previous academic settings. It must
be clear the AP portion of this course is designed to stretch students in ways similar or
equivalent to what an entry level college human geography course would do. In order to
colleges to agree to award credit for AP scores earned through a course of study while in
high school, the college Board has outlined a challenging curriculum and provided for a
rigorous assessment to meet the expectations of these institutions. Therefore, the
content and materials are mature, reflecting the diversity of culture and geographical
perspective of people and places on Earth that leads to the study of human geography.
Please, if you find yourself struggling, look at it as an opportunity to grow and learn.
Come and visit with me early so that we can figure out a successful course of action. Before
unit tests, I offer study sessions after school as well as for several weeks before the May
testing time. I look forward to working with you to create a positive and fascinating
learning experience.
Wishing you much success!
Mrs. Tweed, 335-9982
P.S. Please keep checking my BLOG site as I have a letter to parents each week re: the
week’s assignments plus copies of documents that students might need in case they are
absent. If you have any questions or concerns, please e-mail or call me at home.
I have read and understand the guidelines for AP Human
Geography in Mrs. Tweed’s class. Due Friday, 9/16 for a grade.
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AP Human Geography / Mrs. Tweed, CHS
My student’s name is: ________________________________
Parent/Guardian name printed:__________________________
Parent/Guardian signature:_____________________________
Date signed:______________________
Contact information:
Home phone #:_____________________________________
Cell phone #:_______________________________________
Work phone #:_____________________________________
Every weekend I send an e-mail to all parents, guardians, and
students. The update includes documents to print as well as the
week’s homework to print. It is imperative that I have accurate
e-mail info below. PLEASE write/print carefully so that I enter
the write address. Thank you.
E-mail address:_____________________________________
E-mail address:_____________________________________
E-mail address:_____________________________________
E-mail address:_____________________________________
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AP Human Geography / Mrs. Tweed, CHS
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AP Human Geography / Mrs. Tweed, CHS
Course Outline—First Semester
Unit One: Thinking Geographically
Content Covered:
1. Traditions of geographic inquiry
a. Spatial, man-land relationships, earth science, and aerial studies
b. Ecological and historical perspectives
c. Environmental determinism, possibilism
2. Tools of geographers
a. Maps and globes
b. Almanacs
c. Cartograms
d. Choropleth maps
e. Geographic Information Systems (GIS)
f. Internet, computer resources
g. Indirect observation from photographs, slides, and videos
h. Direct observation—field study of the local community
3. Map interpretation
a. Attributes of maps
b. Types of maps
c. Topographic maps
4. Persuasive cartography
a. Techniques of manipulation
b. Propaganda maps
5. Basic concepts
a. Types of regions: functional and formal
b. Types of diffusion: hierarchical, stimulus, relocation, contagious
Activities, Readings, Discussions, Analysis, and Assessments:
 Regional geography quizzes
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AP Human Geography / Mrs. Tweed, CHS
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Summer reading discussion using Bloom’s taxonomy
Guest speaker on GIS (Fort Vancouver)
Rubenstein, “Thinking Geographically,” Chapter 1
Kuby, Chapter 1, “True Maps, False Impressions: Making, Manipulating,
and Interpreting Maps,” and Chapter 3, “Tracking the AIDS Epidemic
in the United States: Diffusion Through Space and Time”
Collect data and create a choropleth map, with appropriate labels
(TODALS)
Analyze demographics, using Major League Baseball teams
Handouts and online activities for key terms, such as “The X-Files”
(Medical Geography)
http://mage.geog.macalester.edu/APGeogdemo/Lessons/population/Be
nson,_Jerry_and_Kim_Thurman/MedicalGeo.html
Power of Place, Videos #1, #2, #17B
Human Geography, Video #1
Chapter 1 Test
Unit Two: Population and Migration
Content Covered:
Population
1. Patterns of population distribution
a. Major population clusters
b. Types of population density
c. Early culture hearths
d. Factors that influence distribution of population
2. Defining the characteristics of population
a. interpreting population pyramids
b. impact of growth and death rates on a country’s population
c. interpreting the demographic transition model
d. implications of the demographic transition model
3. Analyzing population change
a. Demographic transition model
b. Calculating the growth rate
c. Zero population growth and its implications
d. Negative population growth and its implication
Migration
4. Key points
a. Voluntary and involuntary migration
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b. Factors that influence migration
c. Push-pull factors
d. Outcomes of migration
e. Guest workers
f. Changes in the social landscape due to migration
5. Consequences of population pressure/change
a. Environmental
b. Human
c. Geopolitical
d. Negative population growth
Activities, Readings, Discussions, Analysis, and Assessments:
 Population Online Activities in Lab/homework (PRB Online Activities)
http://www.prb.org/Content/NavigationMenu/PRB/Educators/LessonP
lans/Population_Fundamentals—Building_a_Foundation/Population—
Building_a_Foundation.htm
 Rubenstein, Chapter 2, “Population” and Chapter 3, “Migration”
 Kuby, Chapter 5, “One Billion and Counting: The Hidden Momentum of
Population Growth in India,” and Chapter 4, “Newton’s First Law of
Migration: the Gravity Model”
 Development of population pyramids, utilizing provided data
http://www.prb.org/Template.cfm?Section=LessonPlans&template=/Co
ntentManagement/ContentDisplay.cfm&ContentID=5630
 People in Places Reader, “Cultural and Economic Impacts of the
Demographic Transition in Japan,” and “Immigration in North America
and Western Europe”
 Handouts and online activities for population and migration: “Aging in
the United States”
http://www.prb.org/Template.cfm?Section=LessonPlans&template=/Co
ntentManagement/ContentDisplay.cfm&ContentID=5629 and “People
on the Move”
http://www.prb.org/Template.cfm?Section=LessonPlans&template=/Co
ntentManagement/ContentDisplay.cfm&ContentID=13998
 Power of Place, Videos #16A, #17A, #19B, #21, and #22A
 Human Geography, Videos #6 and #8
 Zero Population Growth video
 Chapters 2 & 3 Tests
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Unit Three: Folk/Popular Culture, Language, and Religion
Content Covered:
Folk and Popular Culture
1. Definition and characteristics of culture
2. How do social customs originate and diffuse?
a. Origins of folk and popular customs
b. Diffusion of folk and popular customs
3. What factors create unique folk regions?
a. Isolation promotes cultural diversity
b. Influence of the physical environment
c. Folk housing
4. What factors influence the distribution of popular customs?
a. Diffusion of popular housing, clothing, and food
b. Sequent occupance
c. Television and film
5. What problems result from worldwide convergence of popular
customs?
a. Threat to folk customs
b. Environmental impact of popular customs
Language
6. Spatial diffusion of language
7. Language hearths
8. Language families
9. Language diffusion
10. Language on the landscape
11. English
a. Origin of English
b. Dialects of English
c. Difference between British and American English
d. Dialects and pronunciation variation within America
12. Language policies in select countries
Religions
13. Universalizing and ethnic religions
a. Religious beliefs: Hinduism, Islam, Buddhism, Judaism,
Christianity, animism, new-age religions
b. Evidence of religion on the cultural landscape: buildings,
economics
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c. How do religions organize space: events, sacred space,
administration
14. Spatial distribution of the major world religions
15. Diffusion patterns of the major world religions
16. Territorial conflicts as a result of religion
Activities, Readings, Discussions, Analysis, and Assessments:
 Rubenstein, Chapter 4, “Folk and Popular Culture,” Chapter 5,
“Language,” and Chapter 6, “Religion”
 Kuby, Chapter 2, “Layers of Tradition: Culture Regions at Different
Scales”
 People in Places Reader, “Civil Society, Social Movements, and Gender
in South Asia,” “Language and Education Policy in Australia and New
Zealand,” and “The Politics of Pilgrimages in the Sacred Spaces of
Makkah and Jerusalem”
 Handouts and online activities for culture, language, and religion
 Religion/Language Diffusion Research Project
 Power of Place, Videos #14, #18, and #25
 Human Geography, Video #2
 Chapters 4, 5, & 6 Tests
 Film Analysis: Seven Years in Tibet
Unit Four: Ethnicity and Political Geography
Content Covered:
Ethnicity
1. Where are ethnicities distributed?
a. Regional
b. Clusters in cities
c. African American migration patterns
d. Differentiating ethnicity and race
e. Apartheid
2. Nationalism
a. Role of ethnicity in political conflicts
b. Civil wars and their causation
c. Nation-states and self-determination
d. Multinational states
e. Stateless nations
f. Unitary, federal, and regional states
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AP Human Geography / Mrs. Tweed, CHS
g. Ethnic cleansing
Political Geography
3. Characteristics of a state
4. Borders and boundaries; state morphology
5. Centripetal and centrifugal forces within states
6. International and supranational organizations: UN, OPEC, NATO, EU,
AU, etc.
Activities, Readings, Discussions, Analysis, and Assessments:
 Rubenstein, Chapter 7, “Ethnicity,” and Chapter 8, “Political
Geography”
 Kuby, Chapter 12, “Do Orange and Green Clash? Residential
Segregation in Northern Ireland, ” and Chapter 13, “Breaking Up is
Hard to Do: Nations, States, and Nation-states”
 People in Places Reader, “Nationalism and Self-Determination in
Southwest and Central Asia,” and “European Union Expansion and the
Struggle to Define the Eastern Limits of Europe”
 In-class EU literature scaffolding activity
 Handouts and online activities for ethnicity and political geography
 Power of Place, Videos #3, #4, #8A, #11A, #19A, #20A, and #24A
 Human Geography, Video #9
 Chapters 7 & 8 Tests
 Film Analysis and Activities: Hotel Rwanda and Frontline: Ghosts of
Rwanda
Course Outline—Second Semester
Unit Five: Economic Development, Agriculture, and Industry
Content Covered:
Development
1. Economic indicators of development
a. More Developed Countries (MDCs)
b. Less Developed Countries (LDCs)
c. Human Development Index
d. Gross Domestic Product (GDP) and Gross National Product
(GNP)
e. Core-Periphery Model/Wallerstein’s World Systems Theory
2. Different economic sectors
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AP Human Geography / Mrs. Tweed, CHS
a. Primary
b. Secondary
c. Tertiary
d. Quartenary and Quintenary
3. Social Indicators of Development
4. Demographic Indicators of Development
5. How development varies among regions
6. How Development varies by gender
a. Gender-Related Development Index (GDI)
b. Gender Empowerment Measure (GEM)
7. How countries promote development
a. International trade
b. Self-sufficiency
c. Transnational corporations
d. Financing development
e. Rostow’s Development Model
f. Weber’s Least Cost Theory
Agriculture
8. Origins of Agriculture
a. How and where did agriculture start?
b. Classifying agricultural regions
c. Seed hearths
d. Vegetative hearths
e. Diffusion of agriculture
9. Agriculture in LDCs
a. Shifting cultivation
b. Pastoral nomadism
c. Intensive subsistence agriculture
10. Agriculture in MDCs
a. Characteristics of commercial agriculture
b. Choosing crops for commercial agriculture
c. Mixed crop and livestock farming
d. Dairy farming
e. Grain farming
f. Livestock farming
g. Mediterranean agriculture
h. Commercial gardening and fruit farming
i. Plantation agriculture (located in LDCs)
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AP Human Geography / Mrs. Tweed, CHS
11. Issues for commercial farmers
a. Application of von Thunen’s model
b. Sustainable agriculture
12. Issues for subsistence farmers
13. Strategies to increase the food supply
a. Expanding agricultural land—desertification
b. Higher productivity—Green Revolution
c. New foods and GMOs
d. Application to Africa’s food supply crisis
Industry
14. How did industrialization originate and diffuse?
a. The Industrial Revolution
b. Diffusion of the Industrial Revolution
15. How is industry distributed worldwide?
a. Eastern North America
b. Western Europe
c. Eastern Europe and Russia
d. Japan
16. What factors influence the choice of location for a factory?
a. Situations factors
b. Site factors
c. Maquiladoras
d. Basic vs. nonbasic industries
e. Obstacles for optimal location
17. What industrial problems do countries face?
a. Global perspective
b. More developed countries
c. Less developed countries
18. Look at NAFTA and other trading blocs
Activities, Readings, Discussions, Analysis, and Assessments:
 Rubenstein, Chapter 9, “Development,” Chapter 10, “Agriculture,” and
Chapter 11, “Industry”
 Kuby, Chapter 7, “Rags and Riches” The Dimensions of Development,”
and Chapter 8, “Food for Thought: The Globalization of Agriculture,”
and Chapter 6, “Help Wanted: The Changing Geography of Jobs”
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AP Human Geography / Mrs. Tweed, CHS
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People in Places Reader, “Debt in South America,” “Genetically
Modified Foods in Sub-Saharan Africa,” and “Export Processing Zones
in East and Southeast Asia”
Project: Selecting a site for a global company (modified NY Times
Lesson Plan
http://www.nytimes.com/learning/teachers/lessons/20050427wednes
day.html)
Handouts and online activities for development, agriculture, and
industry, such as “Miracle Grain”
http://mage.geog.macalester.edu/APGeogdemo/Lessons/agriculture/A
ndersen,_KC_&_Kenith_Ijams/greenrevolution.html and agriculture
classification worksheet
Power of Place, Videos #5, #7, #9A, #10, #11B, #12A, #15, #16B,
#22B, and #26B
Human Geography, Videos #5 and #7
Chapters 9, 10, and 11 Tests
Film Analysis and Activities: Guns, Germs, and Steel
Unit Six: Services, Urbanization, and Resource Issues
Content Covered:
Settlement and Services
1. Where did services originate?
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AP Human Geography / Mrs. Tweed, CHS
a. Types of services
b. Origin of services
c. Services in rural settlements: clustered and dispersed
d. Enclosure movement
2. Distribution of consumer services in a regular pattern
a. Christaller’s Central Place Theory
b. Market area
c. Range
d. Threshold
e. Market-area analysis
3. Hierarchy of services and settlements
a. rank-size
b. primate cities
c. World cities
4. Hierarchy of business services
a. Command and control centers
b. Dependent centers
5. Economic base of settlements
6. Services clustered downtown
a. Central business district (CBD)
b. American model
c. European model
d. Latin American model
e. Activities excluded from the CBD
7. Suburbanization of services
Urban Patterns
8. Growth of Urban Areas
a. Urbanization
b. Defining urban settlements
c. Metropolitan Statistical Areas (MSAs)
9. Models of Urban Structure
a. Burgess concentric zone model
b. Hoyt sector model
c. Harris-Ullman multiple nuclei model
d. Geographic Application of the models
10. Models outside North America
a. European Cities
b. LDCs and colonial cities
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AP Human Geography / Mrs. Tweed, CHS
c. Squatter settlements
11. Inner city problems
a. Physical problems: filtering and redlining
b. Urban renewal
c. Social problems: underclass and culture of poverty
d. Economic problems: annexation
12. Edge cities
13. Neighborhood gentrification
14. Distinct problems of the suburbs
a. Peripheral model
b. Density gradient
c. Suburban sprawl
d. Suburban segregation
e. Private and public transportation
f. Government fragmentation
g. Smart growth
Resource Issues
15. Depletion of resources
a. Energy resources
b. Fossil fuels
c. Renewable energy
d. Nonrenewable energy
e. Reserves
f. World petroleum
g. OPEC, 1970s
16. Nonrenewable substitutes for petroleum
a. Natural gas
b. Coal
c. Nuclear energy—Chernobyl
17. Mineral resources
a. Nonmetallic minerals
b. Metallic minerals
18. Pollution of resources
19. Air pollution
a. Global warming
b. Ozone damage, CFCs
20. Water pollution
a. Impact on aquatic life
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AP Human Geography / Mrs. Tweed, CHS
b. Wastewater and disease
21. Land pollution
a. Solid waste
b. Toxic pollutants
22. Reusable resources
a. Solar energy
b. Hydroelectric power
c. Geothermal energy
d. Biomass
e. Nuclear fusion
f. Recycling resources
23. Reducing strategies—coking
24. Conserving resources
a. Sustainable development
b. Biodiversity
Activities, Readings, Discussions, Analysis, and Assessments:
 Rubenstein, Chapter 12, “Services,” Chapter 13, “Urban Patterns,” and
Chapter 14, “Resource Issues”
 Kuby, Chapter 9, “Take Me Out to the Ball Game: Market Areas and
the Urban Hierarchy,” Chapter 10, “Reading the Urban Landscape:
Census Data and Field Observation,” Chapter 11, “The Disappearing
Front Range: Urban Sprawl in Colorado,” and Chapter 14, “Preserving
the Planet: Human Impact on Environmental Systems”
 People in Places Reader, “Tourism in Central America and the
Caribbean,” “Primate Cities in North Africa,” and “Global Warming and
Seal-Level Rise in Oceania”
 Culminating Project: Design an Ideal City
 Handouts and online activities for services, urbanization, and resource
issues:
http://www.prb.org/Content/NavigationMenu/PRB/Educators/LessonP
lans/Populations_in_the_Path_of_Natural_Hazards/Islands_Facing_C
hange.htm and
http://www.prb.org/Content/NavigationMenu/PRB/Educators/LessonP
lans/Populations_in_the_Path_of_Natural_Hazards/Living_on_the_E
dge.htm
 Power of Place, Videos #6, #8B, #9A, #9B, #12B, #13, #18, #20B,
#23, #24B, and 26A
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AP Human Geography / Mrs. Tweed, CHS



Human Geography, Videos #3, #4, and #10
Chapters 12, 13, and 14 Tests
Film Analysis and Activities: Cars, Over the Hedge, Edens Lost and
Found, This is Nowhere
AP Human Geography Exam
Post-Exam:
 Preparation for the AP World History course
 Participation in the World Game
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