Teacher’s Name : Mrs. C. Barrowman
Credentials: B.S., Social Sciences, Teaching Endorsement. & M.S., Educational Leadership.
Room #: E272
Phone: (815) 774-7400 ext 41405
E-mail: cbarrowman@jths.org
(checked throughout the day)
Website: www.jths.org
http://jtlearn.jths.org/teachers/jtlt-1405/jtlc-0708/SitePages/Home.aspx
Teacher communication: I typically send one student/parent email a week on Fridays. I review the week past and preview the coming week. In addition, I will pilot Remind , a one way text service. This free service gives me the ability to send out reminder texts to any parties signed up to receive them. It is anonymous. I cannot see the user’s cell phone numbers they cannot see mine and furthermore users cannot respond to my texts. Information regarding sign up for the service will come in a parent/student email.
I. COURSE DESCRIPTION:
Length of Course - Two Semesters Credit - 1.0
II. CLASSROOM MATERIALS:

Student planner

Student I.D. with lanyard (must be worn at all times)

Laptop and power cord

Textbook:
Blij, Harm J., and Erin Hogan Fouberg. AP Study Guide to Accompany Geography - People, Place, and Culture, 10th Edition . Hoboken, N.J.: Wiley;,
2012. Print.

Notecards- we will use at least 500 throughout the year

Pens, pencils, highlighters, and colored pencils
III. INSTRUCTIONAL PHILOSOPHY:

We believe in providing students with a rigorous curriculum that will challenge them academically.

We believe in providing students with relevant assignments, projects, assessments, and hands-on activities that will interest them and relate to their daily lives.

We believe in promoting literacy by doing pre-reading activities, active reading, and writing.

We expect all of our students to always give 100% of their effort.

We believe in creating a positive teacher and student relationships that will allow for positive communication and guidance.


We encourage positive parent/teacher communication by phone calls, letters, e-mails, and conferences.
IV. COURSE ASSESSMENT PLAN/GRADING PLAN:
Semester Grade The only course grade that will appear on a student’s transcript will be the final grade for the semester. Grades are weighted.
20% Final exam- composed minimally of a midterm and final exam (two portions content and geography)
60% Summative- assessments may be in the form of quizzes, tests, discussion board responses, essays, and/or projects, students will know in advance if a grade is to be considered summative.
20% Formative-generally comprised of daily homework and classwork.
First Semester Unit tests (content only) and final exam (content portion only) will be curved (highest earned district grade will become a 100%)
Second Semester - Students who are receiving a classroom grade of C or above who take the AP exam will be given a 100% on the content portion of the final exam for semester two.
VERY IMPORTANT NOTE : Not all formative work will be collected or formally graded. However, work will be regularly spot checked and used for open note quizzes Students should maintain the general understanding that formative work is assigned to lay the foundation for preparation to be successful on summative work and of course with the ultimate goal of earning a 3 or better on the AP exam. Students are highly encouraged to ask clarifying questions about reading and note taking assignments. Students are encouraged to refer to the course discussion board for answers other students have posed.
For further information of grade breakdown please see Home Access Center (HAC).
Communication of grades - Students and parents will be expected to monitor progress via the Home Access Center on a regular basis (once a week minimum). In the event that internet access is/becomes unavailable, contact the instructor via voicemail ASAP so that other arrangements can be made.
Usernames and passwords were given by the technology office prior to the start of school. Communication of grade discrepancies and/or questions are welcomed and encouraged, please do not wait until the end of a grading period to “fix” a grade! This is part of district requirement. Should a student fail one or both semesters they will be required to retake that semester of the course at the college prep level (World Affairs).
V. GRADING SCALE:
All courses at Joliet West must use the Joliet Township district 10 point grading scale.
A=100-90
B=89-80
C=79-70
D=69-60
F=59-0
VI.
COMPLETION OF WORK:
This is an AP course and therefore high expectations will be demanded and maintained throughout the year. Students are expected to take responsibility for their grades and the following procedures should be recognized at all times.

VERY
Important
All students have access to One Drive which allows them to save and access their file from both school and home. Students may also save both assigned and completed work to a jump drive. Saving work to the laptop/hard drive itself is never a good idea. Extensions will not be made for work that is lost using this process.
Extensions will not be made for students who choose not use the district supplied software. Please see the “response format” document in regards to proper format of written work. Students must follow assignment submission directions via teacher website on JT learn.
Redoing work All students are expected to thoroughly and correctly complete all assignments on the due date. In the case that a student does not earn a sufficient grade on an assignment the following procedure must be initiated and followed by the student. While not all assignments are available for
“re-do”, a student may request special consideration. a.
The re-do work policy is a privilege . b.
For the sake of fairness and accountability, only students who tried and completed the work yet failed the first time will be allowed to redo the work. c.
Based on teacher’s discretion, students may be allowed to redo the same work again or be required to complete an alternate activity aimed at the original objective. d.
For the sake of fairness and accountability, the redo work will earn a grade no higher than a “C.” e.
Students must meet with teacher before, during, or after school to discuss the redo work within 24 hours of receiving the graded work back. f.
The length of time given to complete the redo work will be based on teacher discretion due to the student’s individual situation. g.
Original assignment must be stapled (or included in electronic submissions) to the “re-do” assignment.
Make-up Assignments -It is solely the student’s responsibility to make up any work missed while absent. This includes, notes, homework, or in class activities. According to School Board policy, you will have the amount of days you were absent + ONE EXTRA DAY to complete any absent work. After that time has expired, it is the teacher’s discretion to accept the late absent work. Any incomplete or missing work including tests, projects, etc. due to excused absences WILL RESULT IN ZEROS . It is highly recommended to communicate absences via email ASAP. Students are expected to access and review the daily agenda (posted to course calendar on JT Learn) prior to returning to class following an absence.
Late-Assignments -For the sake of fairness and accountability, generally late work will not be accepted . In the rare event that a student needs to turn in an assignment after the due date, THE STUDENT must discuss the circumstance with the teacher. It is the teacher’s discretion whether or not the assignment will be accepted late. Obviously, repeat occurrences will not be considered.
Cheating -This type of behavior will not be tolerated in the honor’s/AP program. If cheating does occur student(s) will receive a ZERO for that assignment, test, or quiz. Infractions will result in a dean’s referral and will become part of the student’s school record and this information may be considered in a student’s application into the National Honors Society. Cheating includes both the giving and receiving of help on individually assigned work. Also included is the using of words from a source (i.e. reference book, internet) and taking credit for them as your own (not citing your work).
When referencing an outside source students must follow proper MLA citation format at all times.
VII. EXTRA HELP:
Students may seek academic assistance from the following (but not limited to):

Teacher - before, during, or after school, by appointment.


AP Resource room- during ALL advisory periods, room E254, see me for a pass, students may be assigned to the resource room in place of advisory if needed. I am assigned to the resource room 6b this year. The resource room is always staffed with an AP teacher as well as former and current AP students of various courses.

NHS Tutor – afterschool, see announcements for schedule.
VIII.
CLASSROOM RULES AND PROCEDURES
Rules-
1.
Follow directions.
2.
Put your cell phone away. Rarely will they be allowed in the classroom.
3.
Close ALL social media on all device applications—your full academic attention is expected in this class, at all times.
4.
Be seated before the bell, wearing a student ID, and remain seated until dismissed.
5.
No Name Calling, Put Downs, Harassment or Bullying
6.
No food, drink, personal grooming products, non-educational technology (texting, social networking, headphones etc.), or other classroom distractions
7.
Bring charged laptop, textbook, paper, writing utensils, flash cards and other necessary supplies to class every day.
8.
Do not touch anyone else’s property.
Consequences-
1.
Warning , Sign Log (Parent, Administrator, Counselor)
2.
Last out, Sign Log (PAC)
3.
All of the Above, Parent Contact (PAC)
4.
All of the Above ,Parental Conference (PAC)
5.
Dean’s Referral (PAC)
Severe ClauseFighting, vandalism, overt defiance, stopping class from functioning will result in an immediate referral to the office for the implementation of the administrative discipline system.
Positives- Verbal praise, phone call/email home, music during work time, extra points on an assignment.
Unexcused Tardy and Absence-
Unexcused Tardy : Upon arrival, sign in/out log and join the activity in progress and SEE ME DURING PREDISMISSAL . See Above Consequences. Multiple tardies, absences, and passes out will result in consequences 1-5.
Unexcused Absence : Student cannot make up class work. Eleven absences (excused or unexcused) to class may result in being dropped from the class during any one semester. Please refer to district planner regarding unexcused absences. Be sure that if you are absent that the attendance office is contacted!

Procedure for Beginning Class-
1.
When you enter the room, go to your assigned seat.
2.
Use this time before the bell rings to sharpen pencils, use bathroom (you do not have to ask during the passing period), throw away paper, and organize your materials for class.
3.
Once seated, check the daily agenda (JT course calendar) follow any posted beginning of class prompts and wait for further teacher directions.
Procedure for Dismissal-
1.
Do not pack up your books or power down your laptop in anticipation of the bell. Any given pre-dismissal time is a privilege, not a right. There are times when class will go to the bell.
2.
When the bell rings wait for me to dismiss you.
Do not line up at the door. STAY SEATED!
3.
Make sure your desk area is clean and that your chair is pushed in. Pick up any trash that you may have left behind.
PassesStudents must be granted permission to leave the room and the request should not distract class progress. Student must sign the in/out in log.
Student must have hall pass with them. Excessive requests for passes out will result in consequences 1-5.
Use of technology See student handbook pages 147-150. Having access to electronic devices as well as the district network is a privilege, not a right.
Inappropriate use will result in the loss of those privileges. Please note that use of electronic devices in the classroom is not private, teachers have access to device operations including but not limited to email, internet access. Any site that is accessed which is deemed an academic distraction, obscene, pornographic, or harmful or inappropriate for students shall result in the immediate removal from class.
Students are expected to:
1.
Arrive with device charged daily. Students should bring power cord to school each day in the event that device loses its charge throughout the day.
2.
Turn off all sounds unless otherwise instructed by teacher. Use of headphones must be granted by teacher.
3.
Only use devices when given permission by teacher.
4.
Use formal written communication even when responding electronically, no text speak and/or emoticons.
JT Learn – your number one classroom resources for all assignments, calendars, and discussion boards, etc. Students are expected to check daily. My personal site is http://jtlearn.jths.org/teachers/jtlt-1405/jtlc-0708/SitePages/Home.aspx
Home Access Center (HAC) Students are expected and parents are encouraged to check HAC throughout the week to monitor grade progress including missing assignments. https://hac.jths.org/homeaccess
Technology questions?
hachelp@jths.org
or call the help desk at (815) 774-7800.
IX.
COURSE PLANNER:

Unit
I:Geography: Its Nature ad Perspectives
II. Population (including migration)
Topics
A. Geography as a field of inquiry
B. Evolution of key geographical concepts and models associated with notable geographers
C. Key concepts underlying the geographical perspective: location, space, place, scale, pattern, regionalization, and globalization
D. Key geographical skills
1. How to use and think about maps and spatial data
2. How to understand and interpret the implications of associations among phenomena in places
3. How to recognize and interpret at different scales the relationships among patterns and processes
4. How to define regions and evaluate the regionalization process
5. How to characterize and analyze changing interconnections among places
E. New geographic technologies, such as GIS and
GPS
F. Sources of geographical ideas and data: the field, census data
A. Geographical analysis of population
1. Density, distribution, and scale
2. Consequences of various densities and distributions
3. Patterns of composition: age, sex, race, and ethnicity
4. Population and natural hazards: past, present, and future
B. Population growth and decline over time and space
1. Historical trends and projections for the future
2. Theories of population growth, including the
Demographic Model
MC ?s on AP
Exam
5 –
10%
13 –
17%
Text/Activities Time
Read and take notes as assigned: de Blij, Ch. 1
Define geographic concepts using flashcard format
(see unit list).
Map Scavenger hunt/Activity Space activity
Unit test
Recommended videos:
Power of Place #1: One Earth Many Scales
Power of Place # 2: Twin Cities, Divided Lives
Videos on demand: http://www.learner.org/resources/series180.html
4 Weeks
Read and take notes as assigned: de Blij, Ch. 2 – 3
Define geographic concepts using flashcard format
(see unit list).
Explain demographic transition model and provide examples.
Using census data to analyze and create global, regional, and local population pyramids for core, periphery, and semi-periphery country.
Refugee front page news project
4.5 Weeks

III. Cultural Patterns and Processes
3. Patterns of fertility, mortality, and health
4. Regional variations of demographic transitions
5. Effects of population policies
C. Population movement
1. Push and pull factors
2. Major voluntary and involuntary migrations at different scales
3. Migration selectivity
4. Short-term, local movements, and activity space
A. Concepts of culture
1. Traits
2. Diffusion
3. Acculturation
4. Cultural regions
B. Cultural differences
1. Language
2. Religion
3. Ethnicity
4. Gender
5. Popular and folk culture
C. Environmental impact of cultural attitudes and practices
D. Cultural landscapes and cultural identity
1. Values and preferences
2. Symbolic landscapes and sense of place
13 –
17%
Population debate
Unit test
Recommended videos:
Power of Place #18: Oil and Water
Power of Place #21: Population Geography
Videos on demand: http://www.learner.org/resources/series180.html
Read and take notes as assigned: de Blij, Ch. 4-7
Define geographic concepts using flashcard format
(see unit list).
Religion project
Unit test
Recommended videos:
Power of Place#8
Holding the Hinterlands
Power of Place #11: A Challenge for Two Cities
6 Weeks
Power of Place #14: The Maritime Connection
Power of Place #17: Sacred Space, Secular
States
Power of Place #25 Ethnic Fragmentation in
Canada
Videos on demand: http://www.learner.org/resources/series180.html
SEMESTER FINAL EXAM : Part one cumulative content covering units 1-3, Part two cumulative geography over semester one locations
IV. Political A. Territorial dimensions of politics 13 – Read and take notes as assigned: de Blij, Ch 8 4.5 weeks-

Organization of Space 1. The concept of territoriality
2. The nature and meaning of boundaries
3. Influences of boundaries on identity, interaction, and exchange
B. Evolution of the contemporary political pattern
1. The nation-state concept
2. Colonialism and imperialism
3. Federal and unitary states
C. Challenges to inherited political-territorial arrangements
1. Changing nature of sovereignty
2. Fragmentation, unification, alliance
3. Spatial relationships between political patterns and patterns of ethnicity, economy, and environment
4. Electoral geography, including gerrymandering
17%
Define geographic concepts using flashcard format
(see unit list).
Boundary activity
Gerrymandering activity
Supranationalism photo babble project
Unit test
Power of Place #3 Supranationalism and
Devolution
Recommended videos:
Power of Place #2 Boundaries and Borderlands
(also shown in unit I)
POP Videos on demand: http://www.learner.org/resources/series180.html
Be aware- work will be assigned over
Winter break—this work will be assigned well in advance of break.
Keep in mind our
“AP” year ends significantl y earlier than the school calendarwith the AP test- Friday
May 15 th
In the event of snow days, students are expected to check JT
Learn for possible work instruction s

V. Agriculture and Rural
Land Use
A. Development and diffusion of agriculture
1. Neolithic Agricultural Revolution
2. Second Agricultural Revolution
B. Major agricultural production regions
1. Agricultural systems associated with major bio-climatic zones
2. Variations within major zones and effects of markets
3. Linkages and flows among regions of food production and consumption
C. Rural land use and settlement patterns
1. Models of land use, including von Thünen's model
2. Settlement patterns associated with major agriculture types
D. Modern commercial agriculture
1. The Third Agricultural Revolution
2. Green Revolution
3. Biotechnology
4. Spatial organization and diffusion of industrial agriculture
5. Future food supplies and environmental impacts of agriculture
13 –
17%
VI. Industrialization and
Economic Development
A. Key concepts in industrialization and development
B. Growth and diffusion of industrialization
13 –
17%
Read and take notes as assigned: de Blij, Ch 11
Define geographic concepts using flashcard format
(see unit list).
Explain how agriculture developed at various hearths.
Describe and explain the three agricultural revolutions and their impact on society.
Farming Styles Activity
Agriculture Movie poster
Von Thunen model Activity
Using data, analyze location of various crops and explain impact on local development.
GMO food debate
Unit test
Recommended videos:
Guns, Germs and Steel
Power of Place #12 Small Farms, Big Cities
Power of Place #21 Population Geography –
Guatemala
Power of Place #23 Brazil, The Sleeping Giant
Power of Place #26 Regions and Economies
POP Videos on demand: http://www.learner.org/resources/series180.html
Read and take notes as assigned: de Blij, Ch 10, 12
– 14
Define geographic concepts using flashcard format
3.5 Weeks
4 Weeks
Be aware-

VII. Cities and Urban
Land Use
1. The changing roles of energy and technology
2. Industrial Revolution
3. Evolution of economic cores and peripheries
4. Geographic critiques of models of economic localization (i.e., land rent, comparative costs of transportation), industrial location, economic development, and world systems
C. Contemporary patterns and impacts of industrialization and development
1. Spatial organization of the world economy
2. Variations in levels of development
3. Deindustrialization and economic restructuring
4. Pollution, health, and quality of life
5. Industrialization, environmental change, and sustainability
6. Local development initiatives: government policies
A. Definitions of urbanism
B. Origin and evolution of cities
1. Historical patterns of urbanization
2. Rural-urban migration and urban growth
3. Global cities and megacities
4. Models of urban systems
C. Functional character of contemporary cities
1. Changing employment mix
13 -
17%
(see unit list).
Examine different models of development.
HDI activity
Weber activity
Millennium development Goal activity
Create a chart listing various countries as core, periphery, and semi-periphery.
Unit test
Recommended videos:
Power of Place #20 Developing Countries
Power of Place #5 Transforming Industrial
Heartland
Power of Place #18 Oil and Water (used for
Unit II also)
Power of Place #13 The
Mainland
Power of Place #10 The Booming Maritime Edge
POP Videos on demand: http://www.learner.org/resources/series180.html
Read notes and take notes as assigned: de Blij, Ch
9
Define geographic concepts using flashcard format
(see unit list).
Compare the following models (concentric, sector, multiple nuclei). work will be assigned over Spring break—this work will be assigned well in advance of break.
Keep in mind our
“AP” year ends significantl y earlier than the school calendarwith the AP test- Friday
May 15 th
3.5 Weeks

2. Changing demographic and social structures
D. Built environment and social space
1. Comparative models of internal city structure
2. Transportation and infrastructure
3. Political organization of urban areas
4. Urban planning and design
5. Patterns of race, ethnicity, gender, and class
6. Uneven development, ghettoization, and gentrification
7. Impacts of suburbanization and edge cities
City model activity
Unit test
Suggested videos
Power of Place #4 East Looks West
Power of Place #9 Changes on the Chang Jiang
Power of Place #15 Global Interaction
Power of Place #16 Urban and Rural Contrasts
Power of Place #24 Cityscapes, Suburban Sprawl
POP Videos on demand: http://www.learner.org/resources/series180.html
SEMESTER FINAL EXAM : Part one cumulative content covering units 4-7, Part two cumulative geography over semester one locations- students with a
C or above who take the AP Exam will receive a 100% on the content portion of the final exam