AP Human Geography Syllabus
Mr. John Taylor – Springfield High School, Springfield, Illinois
Textbook
The Cultural Landscape: An Introduction to Human Geography. Rubenstein, James M.
10th Edition. Upper Saddle River, N.J.: Prentice Hall 2010
Course Objectives
This course, AP Human Geography, is constructed to introduce students to the systematic
study of patterns and processes that have shaped human understanding, human use and/or
human alteration of the Earth’s surface. Students will learn and employ the methods of
geographers. These include observation, mapmaking, data gathering and reporting, and
technical writing. Students will also learn how to employ spatial concepts, geographic
vocabulary, and landscape interpretation to a variety of locations and situations around
the globe as well as in local areas. Overall, students will develop a geographic
perspective in their manner of thinking with which to view the landscape of the world
and better understand current events.
Teaching Strategies
This course is taught as a survey course and as such students are expected to keep up with
readings and be prepared for classroom discussion. Periodic quizzes requiring a summary
of the assigned readings are given to ensure students meet these responsibilities. In the
area of instruction, this course features a mixture of lecture and student activities.
Student Assessment
Each chapter will be evaluated using chapter tests, chapter notes, chapter vocabulary
flashcards, map assignments, video assignments, debates, presentations, group work, and
scores from daily work assignments. Every assignment will be given a point value,
which will be communicated to all students through the online grade book. Test scores,
quiz scores, and writing assignments will make up 70% of the grade. Daily work will
make up the other 30% of the grade. At the end of the quarter the points will be added up
and assigned a letter grade based on the percentage. At the end of each grading period
students grades will be compiled and measured. Please do not ask Mr. Taylor to change a
borderline grade. A grade will be assigned according to the following:
Percentage-Based Scores
90 - 100
A
80 – 89.9
B
70 – 79.9
C
60 – 69.9
D
0 – 59.9
F
Semester grades will be determined by averaging both quarterly grades and the semester
exam score. Each quarter grade will count as 2/5 of the semester grade, and the
cumulative semester exam will count for 1/5.
Course Outline
The outline by no means show everything which will be covered in the course, nor will it
show exact dates for homework assignments, only estimations on how long it will require
to teach each unit. I believe flexibility is required in the planning of a high school course,
especially at the AP level. The purpose of this outline is to provide a guideline and pacing
for instruction. Parents and students can find weekly lesson plans and assignments online
through the school website.
Geography: Its Nature and Perspectives
Readings – Rubenstein, Chapter 1: “Thinking Geographically”
Objectives for Chapter One – Students will be able to:
 define geography and human geography
 have a better understanding of place
 interpret many components of mapmaking
 interpret maps and spatial data from data sets found online such as the
Sangamon County voting districts
 develop connections with place and region
 identify advantages and disadvantages of different projections
Population Geography
Readings – Rubenstein, Chapter 2: “Population” & Chapter 3: “Migration”
Objectives for Chapter 2 – Students will be able to:
 understand population distribution
 quantify fertility and mortality rates
 interpret population regional surplus
 explain the different phases of the Demographic Transition Model, and
it’s components.
 apply the Demographic Transition Model to LDC’s and MDC’s by
comparing, contrasting, and interpreting the data using Arcview GIS
software.
 understand Malthus theory
 understand spatial relationships at the local, regional, and global scale
using Arcview GIS software to study demographics from the 2000 and
2010 census
Objectives for Chapter 3 – Students will be able to:
 why people migrate
 why those who migrate face obstacles
 understand cultural problems faced with living in other countries
 identify migration between regions and countries
Cultural Patterns and Processes
Readings – Rubenstein, Chapter 4: “Folk and Popular Culture” & Chapter 5
“Language”
Objectives for Chapter 4 – Students will be able to:
 identify origins of folk and popular culture
 understand why folk cultures cluster
 explain diffusion of popular culture and its influence on individual
lifestyles
Objectives for Chapter 5 – Students will be able to:
 understand the origins diffusion of English
 describe the importance of people’s preservation of local language
 discuss the diffusion of Indo-European language
 explain the distribution of major language families worldwide
Political Organization of Space
Readings – Rubenstein, Chapter 6: “Religion”, Chapter 7: “Ethnicity” & Chapter
8: “Political Geography”
Objectives for Chapter 6 – Students will be able to:
 understand universalizing and ethnic religions
 explain origin and diffusion of religions
 discuss religion versus government policies
Objectives for Chapter 7 – Students will be able to:
 explain why different ethnic groups clash
 understand “ethnic cleansing”
 describe the ethnic conflict in Rwanda
Objectives for Chapter 8 – Students will be able to:
 understand the importance of borders
 discuss the problems with boundaries
 explain political, military, and economic cooperation
 describe effects of terrorism in a given region
Economic Development
Reading – Rubenstein, Chapter 9: “Development”
Objectives for Chapter 9 – Students will be able to:
 explain the economic indicators of development
 describe “fair trade”
 discuss the obstacles of development
 explain the social indicators of development
 explain gender empowerment
 Compare and contrast the different theories and models of economic
development and their relationship between LDC’s and MDC’s (SelfSufficiency Approach, Rostow’s Development Model, and
International Trade Approach)
Agriculture and Rural Land Use
Reading – Rubenstein, Chapter 10: “Agriculture”
Objectives for Chapter 10 – Students will be able to:
 understand the origins of agriculture
 explain Grain Farming
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discuss classifying agricultural regions
explain rural landscape analysis
describe the theory/reasoning behind von Thunen’s Model
apply von Thunen’s Model to both small and large scale situations,
and agricultural sites with different topography and distinctive
physical features
Industrialization
Reading – Rubenstein, Chapter 11: “Industry”
Objectives for Chapter 11 – Students will be able to:
 explain why do industries have different distributions
 compare and contrast pre-industrial, industrial, and post-industrial life
and landscape
 explain new industrial regions
 describe Free Trade in North America
Cities and Urban Land Use
Readings – Rubenstein, Chapter 12: “Services” & Chapter 13: “Urban Patterns”
Objectives for Chapter 12 – Students will be able to:
 describe service in contemporary rural settlements
 explain Market Area analysis
 be able to locate Central Business Districts
 discuss the Hierarchy of Business services
Objectives for Chapter 13 – Students will be able to:
 define Urban Settlements
 explain Urbanization
 describe inner-city economic problems
 explain Local Government Fragmentation
 take a walking tour to study the local urban landscape. The students
start in Downtown Springfield, Illinois and walk 6 blocks west. The
students will map and analyze the transition between government,
business, and residential properties.
Looking Ahead
Reading – Rubenstein, Chapter 14: “Resource Issues”
Objectives for Chapter 14 – Students will be able to:
 explain the depletion of mineral resources
 describe the causes of air pollution
 identify renewable resources
 debate preservation versus conservation
 understand the issues of sustainable development
National Test Date for the Advanced Placement Test in Human
Geography – TBA