AP HUMAN GEOGRAPHY NORTH ATLANTA HIGH SCHOOL 2013-2014 Instructor: Eleanor D. Brookins edbrookins@atlanta.k12.ga.

us Room 5179

Course Description The purpose of the AP Human Geography course is to introduce students to the systematic study of patterns and processes that have shaped human understanding, use, and alteration of the Earths surface. Students employ spatial concepts and landscape analysis to examine human social organization and its environmental consequences. They also learn about the methods and tools geographers use in their science and practice. http://www.collegeboard.com/student/testing/ap/sub_humangeo.html?humangeo The aim of this AP course is to provide the student with a learning experience equivalent to that obtained in most college introductory human geography courses. Therefore there is a heavy emphasis on the development and execution of reading, writing, and critical thinking skills. In addition, and as a constant point of emphasis, this class will prepare students to take the AP Human Geography exam. This is an intensive course of study that requires commitment and diligent effort in and out of the classroom. Texts and Supplemental Materials Human Geography: People, Places, Cultures 10th edition, Fouberg, Murphy, and Blij AP Human Geography: A Study Guide 3rd edition, Ethel Wood (Must be purchased by student available on campus) Foreign Policy Magazine, The Economist, The New York Times, Bloomberg Business, Foreign Affairs, The Week Magazine, Maps101.com, Population Reference Bureau

Video and Electronic Sources The Power of Place: Geography for the 21st Century Annenberg Series Guns, Germs, and Steel by Jared Diamond. National Geographic Society Tedtalks and Various online video clips

Daily Assignments and Assessments For each unit, students will receive a detailed assignment sheet. Students are expected to read and work on assignments every evening. The assessment of students performance will be based on unit tests, quizzes, free response essays, projects, individual and group performance assessments, organized notebook and daily participation. At the end of each Unit students will turn in Vocabulary Terms and Free-Response Essay on the day of the Unit Test. Student Evaluation Minor Assignments: Classwork, Homework, Notebook, Participation Major Assignments: Quizzes, Tests, Projects, Essays Midterm: Final: 40% 40% 10% 10%

Materials: pens, pencils, covered pencil sharpener, paper, student academic portfolio three ring binder notebook, highlighters, colored pencils, and notebook atlas.

Course Outline I. Geography Its Nature and Perspectives (3weeks)

Required Reading: Fouberg text Chapter 1 Introduction to Human Geography Wood Study Guide Unit 1 Geography: Its Nature and Perspectives a. b. c. d. e. f. g. h. i. II. Thinking about Space Thinking about Place Country Profile using PRB data Thinking about Region Guns, Germs and Steel Thinking about Scale Power of Place Video and Notes Thinking about Connections Five Themes of Geography Thinking Geographically Field Study: Mapping Gendered Spaces Wood Study Guide Unit 1 - Vocabulary, Multiple Response Questions and FreeResponse Essay Global Summit Project Individual and Group Performance Activities

Population (4 weeks)

Required Reading: Fouberg text Chapter 2 Population; Wood Study Guide Unit 2 Population a. b. c. d. e. f. g. h. i. j. k. Model Analyses- Malthus-Neo Malthusians Demographic Transition Theory The New Population Bomb-the Four Megatrends that will change the World PRB Data Analysis Wood Study Guide Unit 2 -Vocabulary, Multiple Choice Questions, and Free-Response Essay World Population and World in Balance Videos and Analysis/Activities Compare/Contrast MDC and LDC using population statistics Socratic Seminar on population Individual and Group Performance Activities DBQ Essay Chinas One Child Policy Measuring Fertility: Demographic Indicators and Economic Development in China

Migration (2 weeks) Readings: Fouberg text Chapter 3 Migration; Wood Study Guide Unit 2 Population a. b. c. d. e. f. III. Centrifugal and Centripetal Reasons for Movement Kingsleys Crossing film, notes, and analysis Intraregional Migration Historical Precedents Ernst Ravenstein / Gravity Model Compare/Contrast MDC and LDC data analysis based on migration statistics Migration Case Study Project

Cultural Patterns and Processes (6 weeks)

Required Reading: Fouberg text Chapter 4 Local Culture, Popular Culture, and Cultural Landscapes, Chapter 5 Identity: Race, Ethnicity, Gender and Sexuality, Chapter 6 Language, and Chapter 7 Religion; Wood Study Guide Unit 3 Cultural Patterns and Process

a. b. c.

Wood Study Guide Unit 3 - Vocabulary, Multiple Choice, Free-Response Essay Folk and Popular Culture and the Cultural Landscape Globalization and Popular Culture

d. e. f. g. h. i. j. k.

Language Distribution and Case Study Universalizing and Ethnic Religions Origins and Diffusion of Cultures and Religions Religion versus Religion Case Study Arab-Israeli Conflict Ethnic clashes readings and Socratic Seminar Compare/Contrast MDC and LDC Individual and Group Performance Activities - TED Studies: Religion - Understanding Islam

IV.

Political Organization of Space (3 weeks)

Required Reading: Fouberg Text Chapter 8 Political Geography; Wood Study Guide Unit 4 Political Organization of Space a. b. c. d. e. f. V. Wood Study Guide Unit 4 -Vocabulary, Multiple Choice, Free-Response Essay Shapes, Boundaries, and Cooperation A Look at Terrorism Individual and Group Performance Activities TED Studies: Government and Politics: Cyber-Influence and Power Compare/Contrast MDC and LDC Political Issues Project

Agriculture and Rural Land Use (3 weeks)

Required Reading: Fouberg Chapter 11 Agriculture; Wood Study Guide Unit 5 Agriculture: Primary Economic Activities a. b. c. d. Wood Study Guide Unit 5 Vocabulary, Multiple Choice, and Free-Response Essay Carl Sauer and the origins of Agriculture-Hearth Von Thunens Model Location of Agricultural Regions in MDCs and LDCs

e. The Green Revolution f. Case Study McDonalds g. Individual and Group Performance Tasks VI. Industrialization and Economic Development (3 weeks)

Required Reading: Fouberg Chapter 12 Industry and Services; Wood Study Guide Unit 6 Industrialization and Economic Development Model Analyses- Rostows Model Strategies for Development Central Place Theory Core/periphery Wood Study Guide Unit 6 - Vocabulary, Multiple Choice Questions, Free Response -Essay e. Industry Origins Industrial Revolution f. Contemporary Industrial Distribution g. The Other Side of Outsourcing Thomas Friedman a look at pros and cons h. Compare/ Contrast different theories and models of economic development and the relationship between less developed and relatively developed countries. i. Sustainable Voices Gender and Geography j. Individual and group performance assessments a. b. c. d.

VII.

Cities and Urban Land Use (3 weeks)

Required Reading: Fouberg Chapter 9 Urban Geography; Wood Study Guide Unit 7 Cities and Urban Land Use a. Wood Study Guide Unit 7 - Vocabulary, Multiple Choice Questions, Free Response Essay b. Three Models of Urban Location and Structure c. Patterns of Urbanization on local, national and global scales d. Suburbanization and edge cities e. Inner City Physical, Social and Economic problems f. PRB Data Sheets analysis, synthesis of primary source data g. Compare/ Contrast cities in different locals h. Field Study of a downtown area VIII. Review for AP Human Geography Exam

Middle Years Program This course is part of the International Baccalaureate Middle Years Program at North Atlanta High School which emphasizes a format based on the following concepts: holistic learning, intercultural awareness and communication. Students will gain analytical skills in order to promote informed decision making. Technology will be used appropriately through inquiry-based learning in order for students to gain an increased understanding of how AP Human Geography relates to the world around them. As content is studied throughout the year the following areas of interaction will be in constant consideration as part of the Middle Years Program (MYP): approaches to learning (ATL), community and service, human ingenuity, environment, health and social education. Assessments for this course also include how well student work relates to the following MYP criteria: knowledge, concepts, skills, and organization and presentation. A year-long MYP personal project accompanied by a journal is to be produced at the end of the 10 th grade year for the MYP Diploma. Timelines and descriptions of tasks will be provided.

Student Grades and Progress: Progress reports will be sent home every 4 weeks. The teacher will provide a print out of social studies grades on a regular basis. Parents are to review and sign these reports and contact teacher if there are any questions. Absence Make-up Procedures: Upon returning to school following an absence, it is the students responsibility to contact the teacher to request make-up work. Make-up work must be completed by the student within the time specified by the teacher. Students will have one week to make up any missed work. Classroom Procedures and Expectations: It is extremely important that the students follow the directives of the teacher and be on task at all times. Students are expected to: 1. 3. 5. 6. 7. come to class on time and prepared (at least 3 writing utensils) no electronics NO cell phone, CD player, IPod, etc. unless specified by teacher. No food or drink , water is permitted no hall passes first and last 15 minutes of class treat learning environment, teacher, and students with respect