Course Overview

Human Geography is a year-long course designed to meet or exceed the experience of an introductory
one-semester human geography college course. The course is structured according to the course outline
found in the AP Human Geography Course Description published by the College Board with the
expectation that students will choose to take the corresponding AP exam.
Course Objectives
! To introduce students to the systematic study of patterns and processes which have shaped human
understanding, use, and alteration of the Earths surface.
! To learn about and employ the methods of geographers, especially including observation, mapmaking,
data gathering and reporting, and technical writing.
! To employ spatial concepts, geographic vocabulary, and landscape interpretation to a variety of
locations and situations around the globe and in local areas.
! To develop a geographic perspective with which to view the landscape and understand current events.
Course Texts and Resources
* Primary Text: de Blij, H. J., and Alexander B. Murphy. Human Geography: Culture, Society, and Space.
10th ed. New York: John Wiley, 2012.
* The Power of Place: Geography for the 21st Century series. Video: Annenberg/CPB Project, 1996.
* Kaplan AP Human Geography Study Guide (recommended optional purchase)
* Barrons AP Human Geography Flash Cards (recommended optional purchase)
Websites that are especially helpful for this course include
o U.S. Census Bureau www.census.gov/
o Digital Atlas of the United States http://130.166.124.2/USpage1.html
o www.nationalatlas.gov/
o Population Reference Bureau www.prb.org
o www.about.geography.com
o www.economist.com/blogs/dailychart
Course Organization
! There are seven units of study in this course, broken down into 14 chapters of our textbook. At the
beginning of each chapter, students receive a calendar that indicates the lecture topics and activities for
each day, the reading assignments, the assessment date, and other information about the unit.
! Additionally, at the beginning of each chapter, students are given a KBAT (Know and Be Able To)
document that lists the vocabulary, concepts, and learning goals for that chapter. Students use this guide to
monitor their learning as well as structure their review for assessments. These KBATs are glued into their
class composition books and will be used not only for individual assessment review, but also to aid in
review for the AP exam.
AP Human Geography, 2014-15
Mr. Perkins, Pacheco High School
mperkins@losbanosusd.k12.ca.us
mrperkinsclass.weebly.com
! Lecture notes, study information, and links to websites provided in class are also made available for
download on the course website.
! Each unit will include both activitiesrequiring research and application of knowledge related to the
unit and two to three FRQsFree Response Questions designed to give students practice in both
applying and communicating concepts in that unit. Application of concepts will include landscape
analysis, the use of a variety of maps and data sets, and the application of geographical models.
! Chapter assessments will feature a combination of multiple-choice and FRQ items designed to
simulate the experience of the actual AP exam.
! The mid-term exam will be a mock exam consisting of 75 multiple-choice questions and three FRQs
covering the rst four units of study. This exam will be held in the school library to approximate the
conditions students will face when taking the actual AP exam. The nal exam will be a mock exam
consisting of 75 multiple-choice questions and three FRQs. The exam will be held in the school library
and will be timed to best approximate conditions students should expect to experience when taking the
AP exam.! Study sessions and an additional mock exam will be held during the second semester to
provide additional practice for students.
Teaching Strategies
This class is structured around four main activities: 1) discussion of key terms and concepts, 2)
examination of case studies, 3) practice of key geographical skills, and 4) practice
communicating course content through FRQs (Free Response Questions).
Student Evaluation
Each unit of study includes grades for notes, in-class activities, case studies writing practice, and
an assessment. All activities, as well as assessment feedback, are kept organized in a composition
book that is routinely examined by the teacher. All assessments are modeled after the AP exam
and will have both multiple-choice questions and a writing component. Following each
assessment, the teacher will review both the content and the results before moving to the next
unit.
Homework
Unless otherwise specied, assignments are due at the beginning of class the day after they are
assigned. Students should expect to spend thirty minutes to an hour on homework each night, as
well as approximately two additional hours each week in order to meet the rigorous demands of
this rewarding course of study.
AP Human Geography, 2014-15
Mr. Perkins, Pacheco High School
mperkins@losbanosusd.k12.ca.us
mrperkinsclass.weebly.com
Teaching Strategies: This class is structured around four main activities: 1) discussion of key terms
and concepts, 2) examination of case studies, 3) practice of key geographical skills, and 4) practice
communicating course content through FRQs (Free Response Questions).

A typical day begins with an opening activity which may be a lm clip, a geo-location activity,
discussion of the previous days content or homework, or a preview of new information.

The heart of the lesson may be a case study (video, magazine or newspaper article), a
discussion/elaboration of the information under study, or an in-depth mapping activity. These
mapping activities are at different scales: world, regional, national, and, when possible, state or
local.

Two to three times a week students are asked to examine a map, chart, or photograph and
respond to it using concepts such as scale, region, location and place, or association and
interconnection.

Students will frequently use photographs from their textbook, the Internet, and supplemental
books to illustrate and analyze the components of various sorts of landscapes, locally, nationally,
and internationally.

Regardless of the type of activity, there is always some written component: guided note-taking,
journal response, and frequently a map for annotation.
Student Evaluation: Each unit of study includes grades for notes, in-class activities, case studies
writing practice, and an assessment. All activities, as well as assessment feedback, are kept organized in
a composition book that is routinely examined by the teacher. All assessments are modeled after the AP
exam and will have both multiple-choice questions and a writing component. Following each
assessment, the teacher will review both the content and the results before moving to the next unit.
Homework: Unless otherwise specied, assignments are due at the beginning of class the day after they
are assigned. Students should expect to spend thirty minutes to an hour on homework each night, as
well as approximately two additional hours each week in order to meet the rigorous demands of this
rewarding course of study.
Grading:
Grading Categories and Breakdown Grading Categories and Breakdown Grading Scale Grading Scale
Exams (M/C, FRQ) 30% 100-90% A
Quizzes (Weekly Reading,
Current Events, etc)
30% 89-80% B
Homework, Notebook, Practice
FRQ & Projects
30% 79-70% C
Participation 5% 69-60% D
Summer Assignment 5% 59% and below F
Expectations: Students are expected to know and to abide by the policies set forth in the Student
Handbook. This includes not only school rules, but the dress code and attendance policies as well.
Course Planner
! Study sessions and an additional mock exam will be held during the second semester to provide additional
practice for students.
Course Planner:
Topic Objectives/Activities
Resources
Timeline
1. Geography: Its
Nature and
Perspectives

Dene geography, human geography; explain the

meaning of the spatial perspective.

Explain how geographers classify each of the

following and provide examples of each:
distributions, locations, regions

Identify how each of the following plays a role

in mapmaking: simplication, categorization,
symbolization, induction

Identify types of scale and projections used in

mapmaking; identify advantages and
disadvantages of different projections.

List different types (models) of diffusion and

provide examples/illustrations of each in the real
world.

Distinguish between different types of maps and

mapped information (e.g., dot distribution,
choropleth, etc.) and provide explanations of
strengths and weaknesses of each.

de Blij: Chapter 1
Introduction to Human
Geography
2 weeks
AP Human Geography, 2014-15
Mr. Perkins, Pacheco High School
mperkins@losbanosusd.k12.ca.us
mrperkinsclass.weebly.com
1. Population

Map major and emerging population

concentrations and describe demographic
characteristics of each.

Consider the concepts of ecumene and

nonecumene and consider
o
Why do most people live where they
do?
o
For what reasons have humans
historically avoided certain areas?
o
Where do non-examples of each exist?
Why?

Calculate arithmetic, agricultural, and

physiological densities and describe the
strengths and weaknesses of each for
demographic analysis.

Explain the elements of a population pyramid

and distinguish between characteristic shapes.

Explain the demographic transition model:

o
What are its components?
o
Which countries does it describe in
each phase?
o
Why might it not predict the future for
developing countries today?

Give examples of pro-and anti-natalist policies

and their effects in example countries.

Dene key demographic terms and identify

regions in which high and low extreme examples
of each can be found.

Concerning natural hazards:

o
List various types of natural hazards
and disasters
o
Map the areas most affected by them
o
Compare with the map of population
distribution
o
Hypothesize the degree of danger in
various regions
o
Discuss methods that are taken to adapt
to these dangers

Distinguish between and give characteristics of

the following types of human movement
o
Circulation and migration
o
Forced and voluntary migration
o
Push and pull factors

Discuss the contributions of Ravenstein to the

study of human movement and migration.

Use the gravity model to predict migration and

evaluate its efciency and usefulness.

Map specic examples of historic and

contemporary forced migrations, explaining
push and pull factors associated with each.

Characterize a refugee and refugee populations.

Discuss the migration history of the United

States through the following:
o
Immigration history
o
Immigration policy
o
Historic and contemporary streams of
migration
o
Internal migration patterns

Explain how distance decay, intervening

obstacles, and migration selectivity factors affect
migration and circulation patterns.

Correlate migration patterns to the demographic

transition model.

de Blij Chapter 2:
Poulation

Power Of Place Video

#18 Egypt Population
Overload

de Blij Chapter 3:
Migration

Power of Place Video

#14 Mexico: Motive to
Migrate

Power of Place Video

#19 Ivory Coast: The
Legacy of Colonialism
5 weeks
AP Human Geography, 2014-15
Mr. Perkins, Pacheco High School
mperkins@losbanosusd.k12.ca.us
mrperkinsclass.weebly.com
1. Cultural Patterns and
Processes

Dene culture and cultural geography.

Compare and contrast the following aspects of

folk and popular culture: origins; methods of
diffusion; culture regions

Examine examples of specic popular cultural

traits and discuss their diffusion.

Discuss ways in which cultural traits are affected

by and affect the natural environment.

Discuss the role of racism and ethnocentrism in

the understanding of the cultural landscape.

Discuss the importance and role of language as

an element of culture.

Explain how languages are classied and related.

Map the distribution of major language families

worldwide.

Show the division of Europe into the following

language groups and give specic examples
from major groups: Germanic; Slavic; Romance.

Describe the following characteristics of

English: origin and historical development;
worldwide diffusion; spatial variation; role in
cultural convergence

Explain the how, why, and where of language

change.

Discuss the regional and local variety in

language using the following terms: slang,
isogloss, accent

Explain how toponyms are derived and classied

and give various examples.

Identify the following characteristics of all major

religions: point of origin; method of diffusion;
current distribution; landscape expression

Map the religious regions of the United States.

Discuss the major branches, their origins, and

their current distributions for the following
religions: Christianity; Islam; Buddhism

Distinguish between ethnic and universalizing

religions: holy sites; holy days; methods of
diffusion

Describe ways in which the environment

inuences religion and ways in which religions
affect the natural environment.

Discuss various specic religious conicts

around the world in terms of the following
o
Religion v. politics
o
Religion v. religion interfaith conicts
o
Religion v. religion intrafaith conicts

de Blij, Chapter 4 Local

Culture

Power of Place: #26

Indonesia Tourist
Invasion

de Blij, Chapter 6
Language

Power of Place #10

Quebec An Island of
French

de Blij, Chapter 7
Religion

Power of Place Video

#17 Jerusalem, Sacred
Space Under Siege

8 weeks
AP Human Geography, 2014-15
Mr. Perkins, Pacheco High School
mperkins@losbanosusd.k12.ca.us
mrperkinsclass.weebly.com
1. Political Organization
of Space

Describe the distribution of major ethnicities

within the United States
o
Identify states/regions in which they are
clustered
o
Identify regions in which they are
mostly absent
o
Provide reasons for the present
distribution

Examine case studies of ethnic conicts from

different regions.

Consider ways in which gender-related issues

are expressed spatially, particularly
o
Economic roles and activity
o
Health and reproduction
o
Level of education

Discuss various nation-state congurations and

illustrate them with examples: nation-state; part-
nation state; multinational state; stateless nation

Explain the concept of state by:

o
Identifying necessary qualications and
characteristics
o
Listing examples of states in various
regions
o
Describing quasi-states
o
Describe the problems of multinational
states and stateless nations.

List advantages and disadvantages of different

types of boundaries and provide real-world
examples of: natural/physical boundaries;
cultural boundaries; geometric boundaries

List advantages and disadvantages of different

shapes of states and provide examples.

Discuss the concepts of imperialism and

colonialism and illustrate some of their
consequences on the contemporary political
map.

Dene irredentism and devolution and illustrate

with examples.

Summarize the history of the United Nations and

identify issues of current importance regarding
it.

de Blij CHapter 5:
Identity: Race, Ethnicity,
Gender, and Sexuality

Power of Place Video #9

Boston, Ethnic Mosaic

Power of Place Video #7

Dagestan: Russias
Southern Challenge

Power of Place Video

#20 South Africa: This
Is My Land

de Blij, Chapter 8
Political Geography

Power of Place Video

#25 Laos: Isolated
Heart

Power of Place Video #3

Slovakia: New
Soveriegnty
5 weeks
AP Human Geography, 2014-15
Mr. Perkins, Pacheco High School
mperkins@losbanosusd.k12.ca.us
mrperkinsclass.weebly.com