Advanced Placement Human Geography
Thomas Jefferson Classical Academy
Instructor: Michael Fair
e-mail: mfair@tjca.org
phone: (828) 657-9998
INTRODUCTION TO AP HUMAN GEOGRAPHY
AP Human Geography is a college-level course that examines where people
live and why. In a broader definition, human geography will provide an opportunity
for students to study the patterns that exist on the earth’s surface that are a
result of human interactions. The purpose of this course is to utilize geographic
processes in order to analyze spatial patterns that are evident in the world in
which we live. Additionally, students will examine the deeper issues behind
current events to gain a better understanding of why the world looks like and
operates the way it does. Throughout this course, a strong emphasis will be placed
on reading skills, writing skills, and the submission of quality work. Students will
be expected to read and comprehend texts and supplemental materials written at
a college reading level. Additionally, students will be expected to submit high
quality work as measured by university standards.
THE COURSE
AP Human Geography will enhance students’ understanding of the world in
which they live by introducing them to the systematic study of patterns and
processes that have shaped human interaction, use, and alteration of Earth’s
surface. Students will use the same tools and techniques that geographers use to
examine worldwide human social organization and its environmental
consequences. In employing these skills, students will finish this course with a
better understanding of how culture, religion, politics, and many other factors
contribute to a global economy and help determine where and how people live.
EXPECTATIONS
Advanced placement courses offer motivated students a challenging year of
study. This course is taught at a college level and will require a significantly larger
workload than a typical high school course. Students can expect homework every
day, including many weekends and holidays. All students will take the AP test in
May, and those who score a 3, 4, or 5 will receive college credit. (Some colleges
and universities do not accept a 3 as a passing score. Please check each
institution’s specific requirements.) Because the pace of this course is much faster
than most other courses, it is essential that students have good attendance and
complete all readings and assignments in a timely manner. Students are expected
to be self-motivated, organized, and practice good time management skills. Those
who fall behind will have difficulty catching up. Additionally, students will be
exposed to many world issues – many of them controversial in nature – and are
encouraged to participate in class discussions. These topics will range in difficulty
and may include but are not limited to globalization, racial and cultural issues,
differing forms of government, fertility rates, population control policies,
agricultural practices, economic dilemmas, city design, and many others.
REQUIRED SUPPLIES



1 - One-inch binder (or larger)
Notebook paper (re-supplied throughout the year)
Pen / pencil
Students should bring their binder to class each day and will be expected to keep
it organized as specified by the teacher. Students may choose to take their binder
home periodically for assistance studying and staying organized.
TEXTBOOK and SUMMER READING


Fouberg, Murphy, & Blij. Human Geography People, Place, and Culture. 9th
ed. Wiley & Sons, Inc. 2009.
Diamond, Jared. Collapse, How Societies Chose to Fail or Succeed, Penguin
Group Inc. 2005.
(Students will be issued one textbook at the beginning of the year with a unique
identification number and will be responsible for returning the same book at the
end of the year. Lost or damaged textbooks will result in a fine of approximately
$96.95)
Marsh, Alagona. Barron’s AP Human Geography. 4th ed.
ISBN-10: 0764143727
(This AP test preparation paperback can be found on Amazon for a variety of
prices.)
GRADING SCALE
60% …… Assessments: (Chapter and Unit tests, quizzes)
40% …… Graded work: (homework, classwork, notebook checks, projects.)
(Note: Late work will NOT be accepted. Students will be given one extra day to
turn in any late assignment for half credit. The only exception is in the case of an
excused absence. Students will be given two days for every one day missed to
make up their work for full credit. Blackboard is the resource to consult in these
circumstances.)
CLASSROOM PROCEDURES
Students will keep a binder of all homework, notes, handouts, and activities
completed throughout the year. This binder will be a part of their grade and, if
organized properly, will help tremendously in studying for each exam. In class,
students will complete a variety of work including notes, essays, mapping
activities, current event and video write-ups, discussions, and debates.
For homework, students will be required to read and take notes on each chapter
using the teacher-created key terms as a guide. After notes are graded, students
are to then place them in their binder within the proper section. The length of
time spent on each chapter will vary from about one to two weeks.
This course finishes with a cumulative exam for possible college credit, so a heavy
emphasis will be placed on student test scores. Quizzes will be given weekly based
upon the required readings, and each chapter will culminate with a comprehensive
test.
Please check the class website for announcements and updates.
WORDS OF ADVICE
For some students, this will be the first time taking any AP class. It is suggested
that parents and students sit down together on a weekly basis to watch a world
news program or read a newspaper that features an international section. A basic
understanding of current events is necessary and vital to understanding course
content. It is also imperative that students have a support system at home in order
to learn organization and time management skills. Without support from home and
a specified time to study each evening, first-time AP students will struggle with
reading and comprehending college-level material. Rest assured that, while in
school, students will receive all the support they need in order to be successful.
My passion as a teacher is teaching kids the skills needed to be successful in life
and helping students become the best that they are capable of becoming by
reaching their full potential.
COURSE OBJECTIVES
As determined by the National Geography Standards, students who successfully
complete this course will be able to:
1. Use and think about maps and spatial data.
The study of geography is focused on the ways in which humans interact
with the environment and how the natural landscape affects the lives of
people throughout the world. Learning to think about and solve
problems by using maps to study and analyze spatial data is critical to
establishing a firm foundation in this course.
2. Understand and interpret the implications of associations among phenomena in
places.
The study of geography looks at the world from a spatial perspective in
trying to understand how phenomena are related to one another in
particular places on the earth. Students will learn to recognize,
interpret, and assess the nature and significance of the relationships of
phenomena that occur in the same place. Thus, the goal is to
understand how values, politics, and economics all work together to
create particular types of cultural landscapes.
3. Recognize and interpret at different scales the relationships among patterns
and processes.
Geographical analysis requires a closer look at scale as a framework for
understanding how events and processes at different scales influence
one another. Students should understand that phenomena at one scale
(e.g., local) may be influenced by developments at other scales (e.g.,
regional, national, or global). Special consideration should be given to
processes operating at multiple scales when seeking explanations of
geographic patterns and arrangements.
4. Define regions and evaluate the regionalization process.
Geography is concerned not only with describing patterns, but with
analyzing how they came about and what they mean. Students should be
able to move from simply locating and describing regions to considering
how and why they come into being. Such thinking is necessary to
understanding the changing nature of the world we live in.
5. Characterize and analyze changing interconnections among places.
At the heart of geographical perspective is a concern with the ways in
which events and processes operating in one place can influence those
operating at other places. Students should view places and patterns not
in isolation, but in terms of their spatial and functional relationship with
other places and patterns. Additionally, they should strive to be aware
that those relationships are constantly changing and seek to understand
how and why change occurs.
COURSE TOPICS
I. Geography: Its Nature and Perspectives
The AP Human Geography course studies the interconnectedness of
people, places, and events. Students will learn the concepts of location,
space, place, scale, pattern, regionalization, and globalization. These
concepts are basic to students’ understanding of spatial interaction and
spatial behavior, population growth and movement, culture, economics,
politics, and urbanization. Students will learn how to use maps and to
apply geographical skills to interpret patterns or organization. The
outcome of this course should give students a sophisticated view of the
modern world and allow students to recognize the relevance of
academic geography to daily life.
II. Population
An understanding of how human population is organized is fundamental
to the study of human geography. Students will use the themes of scale,
pattern, and interdependence to analyze the distribution of the human
population at different scales: local community, state, national,
continental, or global. Fertility rates, mortality rates, and migration can
used to assess population growth in lesser developed countries and in
more developed countries. Analysis of refugee flows, immigration, and
internal migration patterns give students a sense of how political
disputes, regional differences and employment rates are all related.
Students can measure contemporary growth trends by studying
demographic transitions and are then in a position to evaluate major
population policies.
III. Cultural Patterns and Processes
Understanding the world’s regional variations as affected by language,
religion, race, ethnicity, and gender is vital to comprehending how
cultural patterns vary from the local scale to the global scale. The
course explores the diffusion of cultures as it relates to language and
dialects, agricultural practices, and religion and the resulting effect
cultural diffusion has on human – environment interaction. Culture is
expressed in landscapes that are unique to cultural identity, and the
study of built environments enables the geographer to interpret unique
values, tastes, and beliefs.
IV. Political Organization of Space
This section of the course examines the political organization of the
world’s territory and how political patterns affect a wide range of
activities. Students will be introduced to the forces that have shaped
the modern political map and will study closer how the basic structure
of political boundaries are often inconsistent with ethnic, economic, and
environmental patterns. Students will study political organizations at
the national level (such as NATO, the European Union, and NAFTA) and
at local levels (such as electoral districts and municipal boundaries).
V. Agriculture and Land Use
Students will examine the origin and the spread of domestication to
understand the effect that current agricultural trends have on the
world. The course then explores the major agricultural production
industries and regions in the contemporary world. Students will then
seek explanations for the location of major agricultural activities and
the impact of modern farming practices on worldwide nutrition rates.
VI. Industrialization and Economic Development
The interaction of factors such as natural resource locations, culture,
politics, and history can have direct influence on economic activity.
Students will learn about the geographic elements of industrialization
and the rise of less developed countries and more developed countries.
Ideas regarding the international division of labor, economic
globalization, and resource and market dependence need to be studied
in order to understand disparities between countries.
VII. Cities and Urban Land Use
Urban Geography analyzes cities to study their location, current and
historical distribution, functions, reasons for growth, linkage, and
communication. Students will also study the form, structure, and
landscape of cities to see how they function as places to live and work.
Additionally, comparisons between cities in different countries will be
analyzed in greater detail to illustrate how differing economic systems
and cultural values can lead to variations in the spatial structures and
landscapes of urban places. Students also examine trends in current
urban development and evaluate urban planning design initiatives.
COURSE PLANNER:
Content/Unit Description
% of AP
Exam
Text/Activities
I. GEOGRAPHY: ITS NATURE AND
PERSPECTIVES
 Define geography, human geography; explain
the meaning of the spatial perspective.
 Evolution of key geographical concepts and
models associated with notable geographers
 Master key concepts underlying the
geographical perspective: location, space,
place, scale, pattern, movement and humanenvironment
 Master key geographical skills
 How to use, interpret, analyze and think about
landscapes, maps and spatial data including
1. Identify types of scale and projections used
in mapmaking;
2. Identify advantages and disadvantages of
different projections.
3. Distinguish between different types of
maps and mapped information (e.g., dot
distribution, thematic, etc.) and provide
explanations of strengths and weaknesses
of each and how to read and interpret the
various maps.
 How to understand and interpret the
implications of associations among phenomena
in places
 How to recognize and interpret at different
scales the relationships among patterns and
processes
 How to define regions and evaluate the
regionalization process
 How to characterize and analyze changing
interconnections among places including
globalization
 Explain how geographers classify each of the
following and provide examples of each:
1. distributions
2. locations
3. regions
 Identify how each of the following
plays a role in mapmaking:
1. simplification
2. categorization
3. symbolization
4. induction
 List different types (models) of diffusion and
provide examples/ illustrations of each in the
real world.
 Introduce and become familiar with new
geographic technologies, such as GIS and
GPS
 Identify sources of geographical ideas and
data: the field, census data
5 – 10 %
de Blij, Ch 1
Landscape
Analysis Essay
Mapping
Activities
Landscape
Analysis Essay
Introduction to
ESRI on line
GIS
Guided Notes
Chp 1
Time
2 weeks
Activities:
1) Define geographic concepts at the end of chapter 1 in de Blij text.
2) Compare various map projections. State benefits and limitations of each.
3) Landscape Analysis Essay
4) Mapping Activities
5) Complete Guided Notes Chapter 1
Assessment:
1) Unit test consisting of 2 parts: multiple choice questions and FRQ section.
Content/Unit Description
% of AP
Exam
Text/Activities
Time
II. POPULATION
de Blij,
1 Ch 2,3
3 weeks
13-17
 Understand geographical analysis of population
including
Population
1. Density, distribution, and scale and
Pyramid Project
consequences of various densities and
distributions
Mapping –
2. Patterns of composition: age, sex, race, and
Population
ethnicity
Density
3. Population and natural hazards: past,
present, and future
Demographic
4. Population growth and decline over time and
Model Activity
space
 Historical trends and projections for the future
Guided Notes
including
1. Theories of population growth, including the
Demographic Model
2. Patterns of fertility, mortality, and health
3. Regional variations of demographic
transition
4. Effects of population policies
5. Population movement
a. Push and pull factors
b. Major voluntary and involuntary
migrations at different scales
c. Migration selectivity
d. Short-term, local movements, and activity
space
Activities:
1) Define geographic concepts at the end of chapters 2,3 in de Blij text.
2) Using census data, create population pyramid for core, periphery and semi-periphery country.
3) Explain demographic transition model and provide examples.
4) Food policy assessment using census data
5) Population Pyramid Project / Essay
6) Mapping Activity - Global Population Densities
7) Demographic Model Activity
8) Guided Notes Chapters 2 & 3
Assessment:
1) Unit test consisting of 2 parts: multiple choice questions and FRQ section.
Content/Unit Description
III Cultural Patterns and Process
 Understand concepts of culture and identify
1. Traits
2. Diffusion
3. Acculturation
% of AP
Exam
13 -17%
Text/Activities
de Blij, Ch 4-7
Graphic
Organizer
Time
5 weeks
4. Cultural regions
World Religion
Cultural differences including an understanding of
PowerPoint
1. Language
2. Religion
Guided Notes
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
Activities:
1) Define geographic concepts at the end of chapters 4-7 in de Blij text.
2) Create a graphic organizer comparing Christianity, Islam, and Judaism.
3) Develop a power point on a major world religion and present to classroom.
4) Guided Notes 4-7
Assessment:
1) Unit test consisting of 2 parts: multiple choice questions and FRQ section.

Content/Unit Description
% of AP
Exam
13-17%
Text/Activities
% of AP
Exam
13 – 17%
Text/Activities
Time
IV. Political Organization of Space
de Blij, Ch 8
2 weeks
 Understand the territorial dimensions of politics
Presentation on
including
the concept of
1. The concept of territoriality
nation-states
2. The nature and meaning of boundaries
3. Influences of boundaries on identity, interaction,
Video
and exchange
discussion
 Understand the evolution of the contemporary
questions
political pattern including
1. The nation-state concept
2. Colonialism and imperialism
3. Federal and unitary states
 Identify the challenges to inherited political-territorial
arrangements including
1. Changing nature of sovereignty
2. Fragmentation, devolution, unification, alliance
3. Spatial relationships between political patterns,
patterns of ethnicity, economy, and environment
4. Electoral geography, including gerrymandering
Activities:
1) Define geographic concepts at the end of chapters 8 in de Blij text.
2) Research and give a presentation on a stateless nation, nation-state, and multinational state.
3) Watch Annenberg Foundation video on stateless nations and answer questions to prepare for
class discussion on topic.
Assessment:
1) Unit test consisting of 2 parts: multiple choice questions and FRQ section.
Content/Unit Description
V. Agricultural and Rural Land Use
 Understand the development and diffusion of
agriculture including
1. Neolithic Agricultural Revolution
2. Second Agricultural Revolution
3. 3. Current Organic Revolution
de Blij, Ch 11
Time
2 weeks

Identify major agricultural production regions
including
1. Agricultural systems associated with major bioclimatic zones
2. Variations within major zones and effects of
markets
3. Linkages and flows among regions of food
production and consumption
 Identify and distinguish rural land use and settlement
patterns including
1. Models of land use, including von Thünen's
model
2. Settlement patterns associated with major
agricultural types
 Understand the 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
Activities:
1) Define geographic concepts at the end of chapter 11 in de Blij text
2) Using data, analyze location of various crops and explain impact on local development
3) Explain how agriculture developed at various hearths
4) Describe and explain the three agricultural revolutions and their impact on society.
5) Visit local organic farm.
6) Guided Notes Chapter 11.
Assessment:
1) Unit test consisting of 2 parts: multiple choice questions (48 seconds per question) and FRQ’s
Content/Unit Description
VI. INDUSTRIALIZATION AND ECONOMIC
DEVELOPMENT
 Understand key concepts in industrialization and
development
 Understand growth and diffusion of industrialization
including
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
 Understand contemporary patterns and impacts of
industrialization and development including
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
% of AP
Exam
13-17%
Text/Activities
de Blij, Ch 10,
12-14
Chapter 10,
12,13,14
Time
4 weeks
Activities –
1) Define geographic concepts at the end of chapters 10, 12-14 in de Blij text
2) Compare Rostow’s and Wallerstein’s models of development
3) Create a chart listing various countries as core, periphery, and semi-periphery
4) Guided Notes Chapter 10, 12, 13, 15
Assessment:
1) Unit test consisting of 2 parts: multiple choice questions (48 seconds per question) and FRQ
section.
Suggested FRQ 2001 AP Exam #3, 2003 AP Exam #2, 2004 AP Exam #1
2006 AP Exam #2
Content/Unit Description
% of AP
Exam
13-17%
Text/Activities
Time
VII. Cities and Urban Land Use
de Blij, Ch 9
1 week
 Understand the definitions of cities and urbanism
 Understand and become familiar with the origins and
evolution of cities including
1. Historical patterns of urbanization
2. Rural-urban migration and urban growth
3. Global cities and megacities
4. Models of urban systems
 Functional character of contemporary cities
1. Changing employment mix
2. Changing demographic and social structures
 Identify and understand the built environment and
social space including
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
 Understanding GIS in Describing and Interpreting the
Urbanized Landscape
Activities:
1) Define geographic concepts at the end of chapter 9 in de Blij text
2) Compare the following models (concentric, sector, multiple nuclei)
3) Tour the County Planning Department. Meet with County Planners
4) Part 2 of GIS Project
1) Unit test consisting of 2 parts: multiple choice questions (48 seconds per question) and FRQ
section. Suggested FRQ - 2001 AP Exam #2- 2002 AP Exam #3, - 2005 AP Exam #3