Introduction: Unit IV You’ve probably noted by now that I divided the third section of the College Board APHG outline into two parts (Unit III and Unit IV in this course). This will make it easier for you to grasp all of the complex information on culture and help you sort out how best to teach these cultural religion.jpg World Religionsconcepts to your students. This unit, covers the content in the second half of the APHG Cultural Geography topics. Key Questions guiding the chapter in this unit: Chapter 7: * What is religion and what role does it play in culture? * Where did the world’s major religions originate, and how do religions diffuse? * How is religion seen in the cultural landscape? * What role does religion play in ethnic conflict? Navigating through Unit IV: As you did in the first three units of our course, browse all of the information presented in each of the following sections of UNIT IV carefully before proceeding. This overview will help give you a ‘big picture’ of the assigned and recommended readings, exercises, resources, and teaching tips included in this and all future units of this course. 1. INTRODUCTION: Introductory comments (that’s this section!) 2. OUTLINE: The College Board’s Summary Outline of UNIT IV 3. READINGS: Guide to assigned readings 4. CONCEPTS: List of key concepts in Unit IV 5. STANDARDS: Connections to Geography for Life: The National Geography Standards 6. ASSIGNMENTS: Assigned exercises for Unit IV (25 pts) 7. AP LESSONS : The optional additional lectures, materials, and exercises for this unit is listed under Unit III (since both Units III and IV are related to the cultural geography section of the College Board APHG outline) 8. MAP LIBRARY 9. RESOURCES Outline ‐ Unit IV The College Board’s APHG Summary Outline of the Goals and Content of Unit IV (and Unit III too!): III. Cultural Patterns and Processes (13‐17% of the multiple choice questions on the APHG exam) * Concepts of culture o Traits and complexes o Diffusion o Acculturation o Cultural regions and realms * Cultural differences o Language o Religion o Ethnicity o Gender o Popular and folk culture * Environmental impact of cultural attitudes and practices * Cultural landscapes and cultural identity o Values and preferences o Symbolic landscapes and sense of place Readings ‐ Unit IV Guide to Assigned Readings (Textbook, Chapter 7; and chapter 12 in Kuby book. Read: Carefully read through Chapters 5 and 7 of your textbook, to provide you with background needed to understand this unit. Note that you are also required to complete Activity 1: 1.1 through 1.4 in Chapter 12 of Human Geography in Action by Kuby et al entitled “Do Orange and Green Clash? Residential Segregation in Northern Ireland” to complete this unit course. Guidelines for completing this required assignment are provided under the ASSIGNMENTS link. diversity.jpg Can we happily co‐exist? Text chapter summary: Chapter 5: This chapter provides students with the opportunity to think geographically in reference to their own identities and backgrounds. Of particular important is linking the construction of individual identities to race, ethnicity, and gender. These three themes may be especially relevant to your students in today’s increasingly diverse classroom environments: * Racism in the United States and elsewhere in the world * Patterns and processes of residential segregation * Identities at different scales (e.g. the metropolitan scale) Also important in this chapter are comments on the relationship between identity and place. I taught a new graduate seminar here in our department on Identity and Place this spring term and it provided lots of opportunities to delve more deeply into these related concepts. (It would sure have been great having you in this class instead of only knowing you at a distance like this!). Defining and discussing the core concept of ethnicity provides one way to help students explore the connections linking identities and places. Your students may also enjoy talking about place as opposed to what geographers mean when they talk about the concept of space after reading this section of Chapter 5. This chapter also takes a very important look at some of the ways power and powerlessness affect the geographies of certain groups due to their personal race, ethnic, gender, and/or sexuality. The discussion of some of the ways power relationships subjugate certain groups of people on Earth will no doubt directly relate to your students’ lives and thus help them understand the importance of studying AP Human Geography. Chapter 7: Spend some time thinking through the fundamentals of the geography of religion discussed by your textbook authors in Chapter 7. Note that the begin by defining religion and discussing what role religion plays in culture. This introductory topic provides a great opportunity for you to help students link this chapter back to the previous unit’s focus on languages, cultural landscapes, and identity. The suggested “Thinking Geographically” activity in the text provides a useful approach to helping students grasp these important connections. Also note that comparing the world maps of major religions and language families shown in your text will help your students see the spatial connections between these important dimensions of culture. Be sure you can explain the differences between the three major types of religions after reading this chapter: Monotheistic, Polytheistic, and Animistic religions. In addition, can you explain (using examples that your students are familiar with) the difference between a universalizing religion and an ethnic religion? If so, these basic terms will help sort out the content in the rest of this important chapter. This chapter next provides an overview of the origin, diffusion, and spatial patterns of each of the world’s major religions: * Hinduism * Buddhism * Taoism * Confucianism * Judaism * Christianity * Islam * Traditional and Shaministic religions One of the most interesting sections of this chapter may help your students become more aware of how religion is a part of our everyday landscape. Use the photos in this section as examples of religious landscapes ‐ and/or ask your students to bring in photos, sketches, or brief written descriptions of religious landscapes they have seen in your local area. The final section of this chapter focuses on the timely question: What role does religion play in political conflicts? Far too many answers to this question exist in today’s world. Asking students to bring in newspaper articles on the current war in the Middle East or assigning them the task of writing a news release illustrating the close connections between religion and politics in this part of the world ‐ or in a place like the former Yugoslavia or Northern Ireland ‐ will help solidify and really Ôbring home’ the concepts in this section of the text. A fitting way to wrap up this unit is to use the exercise provided in “Thinking Geographically”. This culminating activity will provide your APHG class with another opportunity to link and relate the concepts in this chapter with your earlier discussion of the other aspects of culture in the prior unit. Pulling things together: These two text chapters provided ample information to help you successfully teach Unit IV of APHG. As you reflect on all the concepts, themes, and case studies covered in these chapters of your text, continue to refer back onto the author’s central questions about the construction of identity as it relates to the geography of religion, race, ethnicity, gender, and sexuality on Earth. Concepts ‐ Unit IV Each of the following concepts, (compiled with Martha Sharma for her APHG class at National Cathedral School in DC), is discussed in detail in Chapter 7 of your textbook. Religion Animism Buddhism Cargo cult pilgrimage Christianity Confucianism Ethnic religion Exclave/enclave Fundamentalism Geomancy (feng shui) Hadj Hinduism Interfaith boundaries Islam Jainism Judaism Landscapes of the dead Mono‐polytheism Mormanism Muslim pilgrimage Muslim population Proselytic religion Reincarnation Religion (all groups; places) Religious architecture Styles Religious conflict Religious culture hearth Religious toponym Sacred space Shamanism Secularism Sharia law Shintoism Sikhism Sunni/Shia Taoism Theocracy Universalizing Zoroastroism Standards: Unit IV Connections to Geography for Life: The National Geography Standards) The following National Geography Standards relate most closely to this unit: Standard # 3: The geographically informed person knows and understands how to analyze the spatial organization of people, places, and environments on Earth’s surface. Standard # 4: The geographically informed person knows and understands the physical and human characteristics of places. Standard # 5: The geographically informed person knows and understands that people create regions to interpret Earth’s complexity. Standard # 10: The geographically informed person knows and understands the characteristics, distribution, and complexity of Earth’s cultural mosaics. Standard # 11: The geographically informed person knows and understands how to apply geography to interpret the past. Assignments ‐ Unit IV (25 pts) CULTURAL PATTERNS AND PROCESSES II: RELIGION, ETHNICITY, AND GENDER Guidelines for Unit IV’s assigned Kuby Activity Step 1: Before beginning this 25 point activity described below, carefully read Chapters 5 and 7 in your textbook to gain essential background for completion of this computer‐based assignment. Step 2: It would also be helpful for you to be able to define and give an example of the concepts list provided for this unit before beginning the assigned exercise. gender2.jpg Step 3: Complete the following activity for Unit IV and send it to me whenever you have a chance. Note that you are only required to complete Activity I, questions 1.1‐
1.4 to receive full credit for this assignment. Directions for completion of the assigned activity: * Download the information needed to complete this assignment by clicking on Chapter 12 of Human Geography in Action: “Do Orange and Green Clash? Residential Segregation in Northern Ireland.” Then click on “Activity 1: Mapping Religious Affiliation.” * Now follow the directions for this assignment by clicking on the “Items to Hand in” and “Instructions and Questions” pages to create three choropleth maps of Northern Ireland that show the percent Catholic in three different years – 1971, 1991, and 2011. Note that you will be handing in three maps as a part of this assignment. * When you have completed the exercise, submit it to me for grading. Items to submit include: o Activity 1: Answers to questions 1.1‐1.4 o Three maps of Northern Ireland AP Lessons ‐ Unit IV Optional additional exercises for potential use with your APHG students. Note that some of these are also listed as a part of Unit III since they all deal with cultural patterns and processes Urbanization in the Amazon Objective: Students will learn the concept of urbanization and the effects of urbanization particularly on indigenous populations. Key Elements: cooperative learning, mapping, data analysis, vocabulary, hypotheisizing http://retanet.unm.edu/article.pl?sid=03/05/18/1911811 Student Projects MarcieIVReligionEthnicity The Spread Of Buddhism Island Culture And Vulnerability Culture Is Like an Iceberg Resources ‐ Unit IV CULTURAL PATTERS AND PROCESSES II: RELIGION, ETHNICITY, AND GENDER http://uscis.gov/graphics/shared/statistics/yearbook/2004/table2,x/s This site provided detailed information regarding immigration from 1820 – 2004. It lists the number of immigrants by region and by country. This was very useful during our immigration unit. http://www.pbs.org/race/000_General/000_00‐Home.htm Race‐ The Power of An Illusion This is an excellent website maintained by PBS that is the online companion to California Newsreel’s three‐part documentary about race in society, science and history. The site has several lesson plans to help explore the significance of race, background readings to give more information about the key concepts covered in the series and this Web site, ten quick facts to learn about race, a race timeline, and an interactive game challenging the player to categorize individuals based on US Census racial categories and by seeing photographs of these individuals. http://www.mnsu.edu/emuseum/cultural/religion/ Religions of the World This is an informative website on several religions, both ethnic and universalizing, of the world‐ Islam, Judaism, Buddhism, Animism, Christianity and Hinduism. The website includes history, basic beliefs, geographic concentration, terms, and links for each of the previously mentioned religions. This website is maintained by Minnesota State University‐ Mankato. www.religions‐online.org and www.virtualreligion.net/vri/ provide a multitude of links for world religions. The virtual religion site has pictures that can be pulled for power points. Map Library ‐ Unit IV The following images were carefully chosen from the full set of graphics included in your textbook in Chapter 7 (to help you sort through the best ones for your own lessons and lectures). Figure 7.5: Hearths of world religions Figure 7.6: Religions of the world Figure 7.8: Diffusion of religions Figure 7.12: Roman Empire Figure 7.13: Religion in Switzerland Figure 7.16: Diffusion of Islam Figure 7.26: Religions in the U.S. Figure 7.31: African transition zone Figure 7.33: The West Bank Figure 7.35: Former Yugoslavia Figure 7.36: Bosnia and Herzegovina Figure 7.37: Northern Ireland