AP Human Geography Course Description

							                                  AP Human Geography
                                  Alpharetta High School
                                       Kurt Davies
                                       Room 3218
Contact Information:
Email is the best way to reach me!!
Email: daviesk@fultonschools.org
Phone: 770-521-7640
Mail: Alpharetta High School
     3595 Webb Bridge Road
     Alpharetta, GA. 30005

Website: http://www2.fultonschools.org/teacher/daviesK/

Texts:
        Fellmann, J.D., A. Getis, and J. Getis, Human Geography: Landscapes of Human Activities,
        New York: McGraw Hill Companies, Inc., 2007, 9th edition
        Diamond, J., Collapse: How Societies Choose to Fail or Succeed, New York: Penguin
        Books, 2005
        Kuby, M., J. Harner, and P. Gober, Human Geography in Action, New York: John Wiley &
        Sons, Inc., 2004, 3rd edition
        de Blij, H., Why Geography Matters, (excerpts)
        Friedman, T., The Lexus and the Olive Tree, (excerpts on globalization)
        Alvarez, J., A Cafecito Story, , 2001
        Atlanta Journal Constitution - selected articles

Required Supplies:
        Three-ring binder with dividers for ancillary materials, chapter review notes, map exercises, etc.
        3 x 5 cards for vocabulary


Course Description:
The purpose of this course is to introduce students to the study of patterns and processes that have
influenced human use, understanding, and alteration of the Earth’s surface. A global perspective is
critical for understanding population dynamics, growth, and movement; cultural patterns and processes;
the political organization of space; agricultural and urban land use; as well as industrialization and
economic development across the globe. Human Geography is a college course which uses a college
level text and has college level expectations. Critical thinking and excellent writing skills required.

Assignments will include reading from the Fellmann textbook, Diamond’s book, and other readings as
appropriate. Reading assignments, projects, quizzes and chapter test dates are provided several weeks
in advance of the due date, therefore, if a student is absent one day, he or she is expected to keep up
with all assignments. In compliance with the College Board Advanced Placement Program, a
comprehensive course description is attached.
                   Topics                                                 Test Dates
I.     Core Geographic Concepts         Fellmann Chapters 1 and 2         Aug 29, 2008
       A. Evolution of key geographic concepts and models
       B. Key concepts of location, space, place, and pattern
       C. Key geographic skills
       D. New mapping technologies: GIS and GPS


II.    Case Study - Easter Island fr. Collapse (pg. 1-15; 70 - 107)        Sept. 5, 2008
       A. Causes of the collapse of civilizations
       B. Human impacts on the environment

III.   Population World Patterns         Fellmann Chapter 4                Sept. 24, 2008
       A. Density, distribution, and scale
       B. Case Study - Rwanda/Burundi fr. Collapse                         Oct. 31, 2008
       C. In-migration, out-migration, refuges
       D. Models of population change including demographics

IV.    Cultural Patterns         Fellmann Chapters 3, 5, 6, and 7
       A. Language, religion, race, ethnicity and gender roles             Oct. 10, 2008
       B. Cultural diffusion and cultural differences                      Oct. 17, 2008
       C. Culture shapes human-environment relationships                   Nov. 14, 2008
       D. Representation of culture in the built environment

V.     Political Ordering of Space       Fellmann Chapter 12               March 6, 2009
       A. Organization of territories on different scales
       B. Political geography of the “nation-state”
       C. Religious and ethnic separatism and the role of globalization

VI.    Agricultural/ Rural Land Use        Fellmann Chapter 8                Nov. 28, 2008
                                           Alvarez, A Cafecito Story
       A.   The origin and spread of agriculture
       B.   Characteristics of the world’s agricultural regions
       C.   Reasons why these regions function as they do
       D.   Impact of agricultural change on quality of life and environment

VII. Industrialization/Economic Develop. Fellmann Chapters 9 & 10 -          Dec. 19, 2008
       A. Geographic elements of industrialization and development
       B. Location theories of Weber and van Thunen
       C. Economic development models of Rostow and Wallerstein               Jan 14, 2009
       D. Interdependence in the global economy
    VIII. Cities and Urban Land Use                               Fellmann 11              Jan. 28, 2009
            A.   Current and historical distribution of cities
            B.   Political, economic and cultural function of cities
            C.   Form, internal structure and landscapes of cities
            D.   Edge cities, gentrification and urban planning




    IX.     Impacts on Natural Systems       Fellmann Chapter 13                          Feb. 18, 2009
            A. Industrialization and Biotechnology
            B. Population dynamics and sustainability
            C. Epidemiological transitions

    X.      Practical Lessons - Survival        from Collapse (pg. 311-377          March 11, 2007
                                                and pg 417 - 560)
            A.   Characteristics of successful civilizations
            B.   Adaptability to change
            C.   Human-environment interactions
            D.   Challenges for the future

XI. Case Studies: Review of Key Concepts in Human Geography                         April 27, 2007
           from Human Geography in Action



    Review, Review, Review
    Practice AP Tests given. Future dates to be announced: (Saturdays)

The various units of this multi-disciplinary study require that students be able to understand concepts
from cultural, economic, political, and social science perspectives. Vocabulary quizzes will be given
prior to the major test for each chapter. Essay questions and free response practice questions will be
required as part of your course assessment. Critical thinking and excellent writing skills required.



Video Viewing Guidelines
To supplement the reading and classroom discussion, different forms of technology such as video and
DVDs may be introduced into the classroom. At times the viewing of films, either in clips or in its
entirety, may be pertinent. Possible film offerings include, but are not limited to:

Big Spuds, Little Spuds, Bullfrog Films
Danger: Children at Work, Life Series 3
The Trade Trap, Life Series 3
Kosovo: Rebuilding the Dream, Life Series 3
The Perfect Famine, Life Series 3
Seeing is Believing, Life Series 3
The Coffee-Go-Round, Life Series 3
Sowing Seeds of Hunger, Life Series 3
Power of Place Video Series

Assignments will include reading from the Fellmann textbook and other readings as appropriate.
Reading assignments, projects, quizzes and chapter test dates are provided several weeks in advance of
the due date, therefore, if a student is absent one day, he or she is expected to keep up with all
assignments.

AP Human Geography requires preparation of critical-thinking essays which will be evaluated for
organization, grammar, and content. Please keep in mind that the Advanced Placement Human
Geography Exam is given Friday, May 15, 2009 at 8:00a.m. We will have practice exams in addition to
in-class review. The score on the AP exam is reported to the high school and to the student’s college
but will not be a component of a student’s grade. Doing well in the AP class is your best strategy for
doing well on the AP exam.

Recovery Policy:
Opportunities designed to allow students to recover from a low or failing cumulative grade will be
allowed when all work required to date has been completed and the student has demonstrated a
legitimate effort to meet all course requirements including attendance.

         Students must contact the teacher concerning recovery opportunities. Teachers are expected to
establish a reasonable time period for recovery work to be completed during the semester. All recovery
work must be directly related to course objectives and must be completed ten school days prior to the
end of the semester.

        *Teachers will determine when and how students with extenuating
         circumstances may improve their grades.*

Lost/Damaged Book Policy
Lost/damaged book policy: Students are financially responsible for all books
issued by AHS. Textbooks may not be left in classrooms and teachers are not responsible for the
whereabouts of your book. The copy which was issued to the student must be turned in at the end of the
course. Students will not receive credit for turning in another student’s book and may not turn in
replacement books. The cost of replacement will be assessed to any student that fails to turn in the book
they were issued or turns in a damaged book. If the student is issued a damaged book such as a broken
binding, torn pages, water damage, writing, etc., then the book should be brought to Mr. McKown in
1220 for a replacement or document the damage. There is a two week grace period for students to
document damage before they will be held accountable. When a student turns in a book they may do so
in person at any time to Mr. McKown or on exam day at the end of the course to their teacher.

Honor Code:        As explained in the student handbook, cheating is defined as “the giving or receiving,
in any form, information relating to a gradable experience.” Violations of the honor code will result in a
zero for the assignment, plus an honor code violation form placed in the student’s disciplinary file.
Read the handbook carefully to fully understand what constitutes a violation.
Remediation Plan
Tuesdays, 4:00-5:00pm. The purpose of remediation is to provide an opportunity to enhance the
student’s content knowledge and success through differentiated teaching strategies and peer
collaboration.

AP Requirements
Any student failing the AP class one month prior to testing (and thereafter) must pay for their AP exam
($84). The state will not pay for a student’s AP exam if they are failing the course. All failing students
that decide NOT to take their AP exam must pay the returned/unused exam fee of $13. Any student that
is passing an AP class (even if it’s with a 70) must take their AP exam.

Teacher Expectations:
All students are expected to be on time, in their desks when the bell rings. Students who are not in their
desks ready to learn will be considered tardy. Having your foot in the door is not enough. Please not
that there will be NO WARNING BELL THIS YEAR. All tardy students will be sent to the
attendance office to check in through the tardy machine. There are no exceptions. Only students with a
signed agenda from a teacher or administrator will be allowed into the room without a tardy slip.

Students should have all required homework from the night before ready to be checked. Students
should have out whatever supplies will be needed for that day. Any writing assignment that is turned in
should have the student’s name, my name, the name of the course, and the date turned in written on it.

Late work will be accepted for 1 day after the due date and is counted 30% off. If a student has an
excused absence, that student may make up the work within one day per day absent, provided that the
student brings in a note from the office upon returning to class. Check the make-up book (on the back
shelf) for missed assignments and homework before you come to ask me what you missed. In the case
of major projects, the work may be accepted for the duration of the semester and be counted 50% off.
This policy is at the discretion of the teacher. TEST MAKE UPS WILL BE SCHEDULED AT THE
TEACHER’S CONVENIENCE.

Assessment:
There will be numerous ways in which student achievement will be checked during the course of each
semester. There will be tests, homework, writing assignments, practice free response questions,
quizzes, projects, etc.

         This is a college course and as such, grading will be strict.

        Tests                             40%
        Summer/Outside Reading            10%
        Class work Projects               10%
        Final Project                     15%
        Chapter Quizzes                   15%
        Homework                          10%


Each gradable experience will be given a point value (ie. 25 points, 45 points 120 points, etc.) and a
type (homework, test, quiz, class work, or final exam).
The AP Exam
The AP Human Geography Exam tests your knowledge of the patterns and processes that have shaped
human understanding, use, and alteration of Earth's surface. You have a chance to earn college credit in
geography before you ever begin your formal college studies!

About the Exam

The two-and-one-quarter-hour exam includes a 60-minute, 75-question multiple-choice section and a
75-minute three-question free-response section. The multiple-choice section accounts for half of the
examination grade and the free-response section for the other half.

Section I: Multiple-Choice

The multiple-choice section is designed to measure your knowledge of human geography through a
broad range of topics and types of questions. You should expect questions that test your ability to use
and think about maps and spatial data, your understanding of how the world looks from a spatial
perspective, your ability to interpret patterns and processes at different scales, your understanding of
regions, and finally, your ability to characterize and analyze changing interconnections among places.
The topic outline for AP Human Geography details the percentage of the course -- and the exam --
devoted to each content area.

Since no two AP Human Geography classes are exactly alike, you are not expected to know the answer
to every question. Although haphazard or random guessing is unlikely to improve your score, if you
have knowledge of the topic in a question and can eliminate one or more answer choices, you might find
it advantageous to select an answer from the remaining choices.

Section II: Free-Response

In the free-response section, you will be asked to write cogent answers to three constructed response
questions. The questions may require you to interrelate different topical areas and to analyze and
evaluate geographical concepts. Questions may be based on stimulus material such as verbal
description, maps, graphs, photographs, and diagrams. You are expected to use your analytical and
organizational skills to formulate answers in writing your essays.

The free-response section usually includes one question that tests a specific concept in geography and
its application to real-world situations, one question that tests your ability to pull together and synthesize
material from across the course, and one question that tests your depth of knowledge of a topic and
gives you an opportunity to demonstrate your ability to apply and analyze geographic concepts across
geographic contexts.

Remember to answer each question in the way it is structured. Points are allocated for sub-parts of the
question and not for the overall answer. Your answer should be in essay form. Outlines and unlabeled
diagrams and maps are not acceptable final answers. Learn to think outside of the box, and you will
have the opportunity to demonstrate your understanding of key concepts in geography.
Scoring the Exam

The multiple-choice and free-response sections each account for one-half of your final exam grade. The
three questions in the free-response section are weighted equally.

Plagiarism Policy:
Alpharetta High School Academic Honesty Expectations

It is the sincere hope of the AHS administration and faculty that all students will demonstrate the
highest level of academic honesty. The following information is designed to encourage this desire.

Violations of the AHS Academic Honesty Expectations include but are not limited to the following:

1.) using words or ideas from a published source without proper documentation;*
2.) using the work of another student (e.g. copying another student’s homework, composition, or
project);
3.) using excessive editing suggestions of another student, teacher, parent, or paid editor;
4.) using any electronic device for sharing information prior to, during, or after a graded experience.

*plagiarism-the use of another’s words or ideas and the
presentation of them as though they are entirely one’s own.

Failure to meet these expectations on any graded experience, project, or paper will result in a zero on the
assignment, an honor code violation, and two days of Saturday School. Parent/Student notification and
administering of the consequences will be done by the teacher and grade-level administrator. Unless
stipulated by the teacher, collaboration on graded experiences is not acceptable. Students who willingly
provide other students with access to their work are in violation of the Alpharetta High School Honor
Code.

Writing for Excellence:           The Language Arts Vertical Team, a committee of Fulton County
Language Arts teachers, has developed guidelines to help our students achieve excellence in
communication. The vertical team promotes active communication among teachers to ensure seamless
instruction as students progress through grades 5-12. A main objective is effective student writing in all
content areas. The following are basic writing standards: complete sentences, appropriate punctuation,
capitalization, formal spelling and legibility. Clear written communication is necessary for academic
and professional success; therefore, our ultimate goal is to promote writing excellence. All written
assignments are to be double spaced, including tests, quizzes, class work, and homework.
Syllabus Signature Page
        I have read the syllabus and understand all of the policies and procedures contained
therein. The syllabus will be kept in the student’s binder for future reference. If there are any
questions about the syllabus, questions can be asked in class or via email. If you have an email
address and are comfortable giving it to Mr. Davies, please write it below legibly. If you have
already done so first semester, I should already have the email address on file, so it is not
necessary to write it again.

Student signature: ______________________________________

Student email address: __________________________________

Parent signature: _______________________________________

Parent email address: ___________________________________

Parent daytime telephone # __(______)______________________