Advanced Placement Human Geography
Mr. Jose Melendez
jjmelendez@aps.k12.co.us
303-326-4989
Website: http://apscms.net/staffpages/jjmelendez/
Course Overview
AP Human Geography is a year-long course that follows the curriculum outlined by the most recent AP Human
Geography Course Description. The goals of the course are as follows:
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Students will think about maps and spatial data
Students will understand and interpret the implications of associations among phenomena in places
Students will recognize and interpret at different scales the relationships among patterns and processes
Students will define regions and evaluate the regionalization process
Students will characterize and analyze changing interconnections among places.
Textbooks and Other Resources
"CSISS - ARGUS: Activities and Readings in the Geography of the United States." CSISS - ARGUS: Activities and
Readings in the Geography of the United States. Center for Spatially Integrated Social Science, n.d. Web. 07 Aug. 2012.
<http://www.csiss.org/learning_resources/content/argus/>.
Kuby, Michael, John Harner, and Patricia Gober. Human Geography in Action. 3rd
ed. New York: John Wiley, 2004.
Malone, Lyn, Anita M. Palmer, and Christine L. Voigt. Mapping Our World: GIS Lessons for Educators. Redlands, CA:
ESRI, 2002. Print.
The Power of Place: Geography for the 21st Century series. Video.N.p.: Annenberg/
CPB Project, 1996.
Rubenstein, James M. The Cultural Landscape: An Introduction to Human Geography. Tenth ed. Upper Saddle River, NJ:
Pearson Prentice Hall, 2011. Print.
Course Planner (Units vary between 4-6 weeks)
Unit I: Geography: It’s Nature and Perspective (5-10% of the Multiple Choice Test)
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What is Geography?
Thinking about Space
Understanding Maps & Contemporary Tools
Thinking about Place, Regions & Associations
Understanding Scale and Spatial Interactions
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Readings & Activities:
 Rubenstein, Ch. 1: Basic Concepts
 Kuby, Ch.1: True Maps, False Impressions: Making, Manipulating, and Interpreting Maps
 Excerpt from “Why Geography Matters”
 Mapping Our World, Module 1: ArcView: The Basics
 ARGUS Activity FX
 Videos:
o Power of Place Series
 #1: One Earth, Many Scales
Unit II: Population & Migration (13-17% of the Multiple Choice Test)
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Global Population Distribution
Measuring Population Patterns
Demographic Transition Model
Malthus and Population Sustainability
Understanding Push and Pull Factors
Global Migration Patterns and Its Effects
Readings & Activities:
o Rubenstein, Ch. 2: Population and Ch. 3: Migration
o Kuby, Ch.4: Newton’s Law of Migration: The Gravity Model, and Ch. 5: One Billion and Counting: The
Hidden Momentum of Population Growth in India
o PRB Web site: “Making Population Real: New Lesson Plans and Classroom Activities”
[http://prb.org/Educators/]
o Mapping Our World, Module 4: Generation Gaps & Regional Case Study: Growing Pains”
o ARGUS Activity FX
o Videos:
 People, Places & Change #6: Population Transition in Italy
 Power of Place Series
 # 21: Population Geography
 National Geographic: One Child Policy in China
 The Other Side of Immigration
Unit III: Cultural Geography (13-17% of the Multiple Choice Test)
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Defining “Culture”
Popular Culture and Imperialism
Language Families, Groups and Other Considerations
Thinking about Gender
Defining Religion and Analyzing World Religion Patterns
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Readings & Activities:
o Rubenstein, Ch. 4: Folk and Popular Culture; Ch.5: Language; Ch.6: Religion
o Kuby, Ch.2: Layers of Tradition: Culture Regions at Different Scales
o Field Study: Religions
o Videos:
 Excerpts from Human Planet Series
 In Search of the First Language
 Jerusalem: Judaism, Christianity & Islam
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Power of Place Series: Ethnic Fragmentation in Canada
 #14: The Maritime Connection
 #25: Ethnic Fragmentation in Canada
Unit IV: Political Geography (13-17% of the Multiple Choice Test)
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Understanding Ethnicities and Nationalities
Defining Political Geography
Political Geography at Different Scales
Territory, Borders and the Geography of Nations
Spatial Conflict
Readings & Activities:
o Rubenstein, Ch. 7: Ethnicity; Ch. 8: Political Geography
o Kuby, Ch. 12: Do Orange and Green Clash? Residential Segregation in Northern Ireland; Ch. 13: The
Rise of Nationalism and the Fall of Yugoslavia: Nations, States and Nation-States
o Mapping Our World Module 5: Crossing the Line
o Videos:
 Power of Place Series:
 #2: Boundaries & Borderlands
 #3: Supranationalism and Devolution
Unit VI: Agriculture and Rural Landscapes (13-17% of the Multiple Choice Test)
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Historical Geography of Agriculture
Geography of Modern Culture
Agriculture and the Environment
Readings & Activities:
o Rubenstein, Ch. 10: Agriculture
o Kuby, Ch. 8: Food for Thought: The Globalization of Agriculture
o ARGUS Activity K
o Videos:
 Power of Place Series:
 #12.2: Northern Japan: Protecting the Harvest
 #13: The Mainland
 #16: Urban and Rural Contrasts
Unit VI: Economic Geography (13-17% of the Multiple Choice Test)
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Industrialization
Models of Development
Measures of Productivity
Global Economic Patterns
Location Principles
Development, Equality and Sustainability
Globalization
Readings & Activities:
o Rubenstein, Ch. 9: Development; Ch. 11: Industry
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Kuby, Ch. 6: Help Wanted: The Changing Geography of Jobs; Ch. 7: Rags & Riches: The Dimensions of
Development; Ch. 14: Preserving the Planet: Human Impact on Environmental Systems.
ARGUS Activity L: Locating Heavy Industry
Videos:
 #18: Oil & Water
 #8.2: Bratsk: The Legacy of Central Planning
 #26.2: U.S. Midwest: Spatial Innovations
 #9: Changes on the Chiang Jiang
Unit VII: Urban Geography (13-17% of the Multiple Choice Test)
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History of Urban Development
Culture and Urban Form
Spatial Organization of Modern Cities
Urban Planning
Readings & Activities:
o Rubenstein, Ch. 12: Services; Ch. 8: Urban Patterns
o Kuby, Ch. 9: Take Me Out to the Ballgame: Market Areas and the Urban Hierarchy
o Mapping Our World Module 6: Live, Work & Play
o The Urban Landscape Field Study
o Videos:
 Power of Place Series:
 #24, Cityscapes & Suburban Sprawl
 #11, A Challenge for Two Old Cities
 23.1: Sao Paulo: The Outer Rim
 12.1: Tokyo: Anatomy of a Mega-City
Rangeview High School Grading Policies for Standards Based Grading
Grades
Grade book marks are converted to a single letter grade for eligibility and quarterly reports.
Grades are recorded on an official student transcript.
A
The student consistently and independently demonstrates proficient and advanced understanding in course
concepts and skills in a variety of assessments.
B
The student independently demonstrates proficiency in course concepts
and skills in a variety of assessments.
C
The student demonstrates proficiency in course concepts and skills with teacher and peer support.
D
The student demonstrates limited understanding and application of course content and skills and is making
progress toward proficiency.
F
The student has shown insufficient evidence to gauge understanding or progress.
I
Incomplete
Marks indicate levels of proficiency on individual assessments and are recorded in teacher grade book. Capital letters
indicate summative assessments. Lower case letters indicate formative assessments.
Adv
Advanced
A
P+
Proficient +
A-
P
Proficient
B
P-
Proficient -
C
PP
Partially Proficient
D
U
Unsatisfactory
F
M
Missing
F
Exc
Excused
Does not factor into grade.
I
Incomplete
Does not factor into grade unless it is not turned in (then it’s missing).
Class policies
Class expectations will be outlined, in detail, at the beginning of the school year. School policies are found in the
Student/Parent Handbook. The student is responsible for knowing its contents. The following school and class policies
are especially important:
Tardy Policy
Please take a moment to look over the new school tardy policy as significant changes have been made.
In-class Discipline Procedure
The following discipline procedure applies to most instances. Different consequences may be assigned depending on
individual circumstances or severity of the infraction.
1st Infraction: Warning, loss of daily points or sign-up on the Discipline Sheet;
2nd Infraction: Sign-up on the Discipline Sheet, In-class discipline letter and report and/or phone call home;
3rd Infraction: Office referral and a trip to the Dean’s office.
Late Work and Make-Up Work
Late work and make up work is accepted within the unit being studied. All late or make-up summative assessments
(essays, projects, tests) will only be accepted before or after school in person—please make sure I will be available
whenever you plan on coming in.
Homework
Homework will consist of chapter outlines and reading guides, vocabulary/concepts exercises, unfinished classwork and
studying for assessments.
Materials
The student will need the following materials:
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One, 1.5-2 inch binder
Paper
Writing utensils
The student is expected to have these materials within the first two weeks in attendance. Materials are to be brought to
class on a daily basis. Failure to do so will result in the loss of daily points. Arrangements can be made with the teacher
if acquiring materials is a problem.
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Please detach the last portion of this document and sign it, acknowledging that you have read and understand the syllabus.
If you have any questions or comments, please feel free to contact me at (303) 326-4989 or at jjmelendez@aps.k12.co.us.
Student’s Signature________________________________________________________________________
_______________________________
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Preferred names of Parent or Guardian
Signature of Parent or guardian
Parents: Please use the back of this paper to write anything you would like me to know about your student.