AP Human Geography Syllabus Donielle Albrecht 2008-2009 Course overview: Advanced Placement Human Geography is designed as a year-long course to fulfill the requirements of a college-level human geography course. The course topics will be based on the AP course content outlined in the AP Human Geography Course Description. The purpose of the course is to teach students to think geographically by: Using maps and spatial data to analyze patterns on the Earth Seeking to understand and interpret the interrelation of phenomena and the changing spatial organization on the Earth Defining regions and recognizing how and why the regions developed Illustrating how and why places are interconnected and evaluating the effects of such relationships on those places Understanding the scales at which spatial patterns and processes occur and how to explain relationships based on the influence of scale Textbooks and Resources: Kuby, M., J. Harner, and P. Gober. 2007. Human Geography in Action, 4th ed. New York: John Wiley and Sons, Inc. Rubenstein, J. M. 2008. The Cultural Landscape: An Introduction to Human Geography, 9th ed. Upper Saddle River, NJ: Prentice-Hall. The Power of Place: Geography for the 21 st Century series. Video.N.p.: Annenberg CPB Project, 1996. Course outline: Unit I: The Nature and Perspectives of Geography Weeks 1-4 I. What is geography? A. The history of the discipline B. The five themes of geography: location, place, region, human- environment interaction, movement II. The spatial perspective and geographic skills A. Analyzing maps B. Patterns, globalization, space C. Interpreting data at different scales D. Geographic technologies: GIS, GPS E. Geographic data: field studies and census data Teaching strategies, student activities, readings and resources: Video: Power of Place #1: One Earth, Many Scales Student Readings: Rubenstein chapter 1: Thinking Geographically, Kuby chapter 1: True Maps, False Impressions Student Exercise: Kuby Activity 1: Scale; Activity 2: Thematic Maps Student Project/ Activity: Map Your World project- Students will use census data to map the demographics of their community and the surrounding Metropolitan Statistical Area. They will analyze the patterns in their maps and begin to use the geographic perspective to look at their world. Unit II: Population and migration Weeks 5-8 I. Population A. Population distribution, densities, and scale B. Population pyramids C. Population growth and decline over space and time i. Theories of population growth: Demographic transition model, Malthus ii. Population policies iii. World health threats II. Migration A. Historical immigration patterns to the U.S. B. Global migration trends C. Push/pull factors Teaching strategies, student activities, readings and resources: Video: Power of Place #21: Population Geography Video: The World in Balance: The People Paradox Student Readings: Rubenstein chapter 2: Population, chapter 3: Migration; Student Exercise: Kuby Chapter 5: One Billion and Counting, Chapter 4: Newton’s First Law of Migration: The Gravity Model Student Project/ Activity: Socratic Seminar on the video The World in Balance. Students will discuss population problems and policies around the world. Unit III: Cultural Patterns and Processes Weeks 9-14 I. Introduction of culture A. Traits B. Acculturation and assimilation C. Regions D. Diffusion II. Folk and Popular culture A. Origin and diffusion: Spatial and cultural B. Characteristics and case studies: architecture, housing, clothing, food C. Globalization’s effect on folk culture, popular culture, and the environment III. Language A. Origin and diffusion B. Dialects C. Distribution IV. Religion A. Universalizing religions B. Ethnic religions C. Origin and diffusion D. Sacred spaces and places E. Effect on political geography Teaching strategies, student activities, readings and resources: Video: Power of Place #25: Ethnic Fragmentation in Canada, #14: The Maritime Connection, #17: Sacred Space, Secular States? Student Readings: Rubenstein chapter 4: Folk and Popular Culture, chapter 5: Language, chapter 6: Religion Student Exercise: Kuby Chapter 2: Layers of Tradition: Culture Regions at Different Scales Student Project/ Activity: ABCs of Culture. Students analyze and outline key attributes to their own culture. Field Study- Houses of Worship. Students will work with in groups to locate various houses of worship in their community. The groups will also examine the architecture of the houses of worship. Unit IV: Political Organization of Space Weeks 15-18 I. Ethnicity and Gender A. Distribution and differentiation B. Development of nations and nationalities C. Effect on political geography D. Role of women in societies II. Political Geography A. Defining states B. Nation-states C. Boundaries D. Colonialism and imperialism: historical patterns E. Political issues affected by political geography F. Centripetal and centrifugal forces G. Electoral geography Teaching strategies, student activities, readings and resources: Video: Power of Place #2: Boundaries and Borderlands, #3: Supranationalism and Devolution Student Readings: Rubenstein chapter 7: Ethnicity, chapter 8: Political Geography Student Exercise: Kuby Chapter 13: The Rise of Nationalism and the Fall of Yugoslavia: Nations, States, and Nation-states Student Project/ Activity Research paper- Political and social conflicts around the world. Students research a current political or social conflict. They will write a three-five page paper on the conflict and present their findings to the class. In addition, each student will create a set of 10 multiple-choice questions and one FRQ on his or her topic. Unit V: Agricultural and Rural Land Use Weeks 19-22 I. Origin and Diffusion of Agriculture A. Agricultural hearths B. Agricultural revolutions C. Domestications/ regions or agriculture products D. Types of Agriculture E. Food production and consumption II. Rural land use and settlement patterns A. Von Thunen model B. Contrast rural land use in more developed countries and less developed countries C. Modern commercial agriculture and future food supply Teaching strategies, student activities, readings and resources: Video: Power of Place #16:Rural and Urban Contrasts Student Readings: Rubenstein chapter 10: Agriculture Student Exercise: Kuby Chapter 8: Food for Thought: The Globalization of Agriculture. Project: Fair Trade: Where do our products come from? Unit VI: Industrialization and Economic Development Weeks 23-26 I. Development A. Economic indicators of development B. Demographic indicators of development C. Distribution of more developed and less developed regions II. Industrialization concepts and A. The Industrial Revolution B. Distribution and diffusion of industry C. Pre-industrial, industrial, and post-industrial regions III. Location models of industrialization A. Weber models B. Gravity models C. Multiplier effect D. Agglomeration Teaching strategies, student activities, readings and resources: Video: Power of Place #15: Global Interaction Student Readings: Rubenstein Chapter 9: Development, chapter 11: Industry Student Exercise: Kuby Chapter 6: Help Wanted: The Changing Geography of Jobs; chapter 7: Rags and Riches: The Dimensions of Development Student Project/ Activity: Mocha to Java reading and activity on globalization Unit VII: Cities and Urban Land Use Weeks 27-30 I. Services A. Origin and types of services B. Central Place Theory C. Hierarchy of Services II. Origin and Evolution of Cities A. Functions of cities B. Distribution and hierarchy of world cities C. Historical patterns of urbanization D. Models of urban systems E. Inner Cities and Suburbs F. Edge Cities Teaching strategies, student activities, readings and resources: Video: Power of Place #24: Cityscapes, Suburban Sprawl, #11: A Challenge for Two Old Cities Student Readings: Rubenstein chapter 12: Services, chapter 13: Urban Patterns Student Exercise: Kuby Chapter 9: Take Me Out to the Ball Game: Market Areas and the Urban Hierarchy Student Project/ Activity: Urban field study of downtown Memphis and mall landscapes in surrounding areas. Unit VIII: Review for AP Exam Weeks 30-32 I. Students will review using their notebooks, outlines, and peer review games II. Students will use the AP Human Geography study guide to complete sample multiple choice questions and FRQs. III. Students will use past AP Human Geography exams to practice format and enforce content. Student Evaluation Students will keep notebooks for evaluation at the conclusion of each unit. Students will also have at least one major application project for each grading period. Each unit, students will be tested using the AP Human Geography format. The tests will consist of multiple choice questions and free response questions. Quizzes will be given to enforce reading of the text and to test knowledge of class notes.