Unit 3 Extended Response Questions

HG Ch. 3 Extended Response Questions

1. According to the demographic transition model, population growth should slow down as a country becomes more developed. Where is the U.S. according to the demographic transition model?


2. In the 1990s, the U.S. experienced increased population growth; explain this recent growth and compare it to slow growth patterns in other highly developed countries.


3. At the United Nations International Conference on Population and Development held in Cairo, Egypt in 1994, the Indian delegation claimed that population policy involved much more than limiting growth. Describe India’s claim that consumption of natural resources must enter global conversations on population policy.


4. Discuss the ways that population, technology, and affluence have affected the environments of three countries: China, India, Thailand.


5. Explain why LDCs may have higher population growth.

Week of Oct. 18

10/18/10
1. collect outlines (make sure all sections are combined)
2. 1. Jigsaw p-58-61 "The Demographic Transition"
3. Complete the following activities:
a. Draw on Promethean board
b. draw on paper
c. write paragraph explaining meaning of DTM
4. Homework: work on semester exam questions; test is Friday!!

10/19/10
0. Draw a rough world population DTM; write a paragraph explaining the model.
1. Powerpoint on Population Pyramids
Rubenstein:
2. Answer the following from p. 64 in Rubenstein
a. What percentage of Honolulu's population is made up of 20-year-old males?
b. Female?
c. Which area has the largest number of senior citizens over age 65? What is the percentage of males and females?
d. Which area has the largest percentage between the ages of 20 to 25? Why?
e. Draw at least two conclusions about the age-sex distribution in Unalaska, AK.
3. Homework: work on semester exam questions; test is Friday!!

10/20/10
1. Jigsaw Rubenstein p. 72. Groups of 4
World Health Threats
2. Rubenstein: LP: Thinking Geographically
#2-5 discussion questions
3. Bangkok

10/21/10
Group work on essay questions

10/22/10
Essay test

Week of Oct. 11

10/11/10
1. vocab words (VIS chart)
2. Go over web page
3. review essay tests
4. Collect outlines (Block 1)
5. Promethean Board vocab review
6. Homework: Outline Section 2 "Population Parameters and Processes"

10/12/10
1. Collect section 2 outlines
2. Computer competencies
Model how to do a document.
Practice: Write a paragraph convincing me to accept a suggestion you have for this class. Use the following format:
one-inch margins
centered title: Suggestion on How to Improve Human Geography
page numbers inserted in footer at bottom right
double-spaced
spell-checked
name, date, subject, and block in top right header
save as "suggestion"
attach as word document and send to me

10/13/10 (no Block 2)
1. Xpeditions Lesson Plan
Finding Population Density of the United States
Using the US Govt. Census web site, construct a choropleth map of individual states in the US.
2. Film

10/14/10
Persuasive Prompt
1. Persuade a classmate to either accept or reject Thomas Malthus theory on overpopulation.
This must be typed on a word processing sheet adhering to the following:

• one-inch margins
• centered title: Thomas Malthus's Theory of Overpopulation
• page numbers inserted in footer at bottom right
• double-spaced
• spell-checked
• name, date, subject, and block in top right header
• save as "Malthus"
• attach as word document and send to me

10/15/10

1. Cultural Hearths Computer Work
For your hearth find any numeric value data and plot it on an EXCEL data base.

Title for header should be: Geographic Terminology

Columns should be headed in bold with the following subheadings:

Geographic Term Answer URL

Make sure you manipulate the row and column widths to accommodate you data.

Quantitative related terms can be found in the Unit 3 vocab. list. You should also add absolute distance and absolute location (coordinates).

Finally you need to sort terms alphabetically.

Send to me as an excel attachment.

The more data you can gather, the higher your grade.

3. Homework: finish outlines.

Semester Exam questions

Extended Response Questions

For the semester exam, we will randomly choose three of the questions below. You will then choose one to answer in a full essay.

1. Choose one question to answer. Make sure you define your terms, give ample examples, and use geographic vocabulary. You must do a graphic organizer before you begin writing.

2. Discuss the history of human geography and how it developed as a discipline.

3. Discuss why human geography is an important field of study.

4. Define the spatial perspective. What does it mean to think geographically? What kinds of geographic problems can be solved from a spatial perspective?

5. Identify and discuss the five goals of the AP Exam in Human Geography.

6. Throughout history advancements in technology have “shrunken” the size of the world. What does the author mean by this statement?

7. Discuss Tobler’s “First Law of Geography”. Be sure to address related terminology.

8. Define time-space convergence and give examples of this process at work in today's world.

9. Explain the Demographic Transition Model. Where is your cultural hearth in terms of the DTM?

10.Discuss Thomas Malthus’ theory on population. Do you agree with his assessment? Why or why not? Provide research based evidence.

HG Population Flipchart

Go to this address to view my Population Flipchart:

http://www.docstoc.com/docs/document-preview.aspx?doc_id=55548931

Maps, etc. Flipchart

Go to this address to view Maps flipchart.

http://www.docstoc.com/docs/document-preview.aspx?doc_id=55533666

Introduction to Human Geography

Go to this link to view Introduction to Human Geography (Ch. 1) flipchart.

http://www.docstoc.com/docs/document-preview.aspx?doc_id=55531657

Week of Oct. 4

10/4/10
1. Collect work from last week.
2. Review for Tues. test
3. Promethean Board review
4. Bingo review

10/5/10
1. Unit 2 test
2. begin VIS chart for Unit 3
3. check vocab

10/6/10
1. Warmup--
VIS chart Unit 3
2. Introduce Population KWL
3. HW: five words

10/7/10
0. vocab quiz
1. Group read Rubenstein: p. 69-71
2. Whole group discussion of Malthus

10/8/10
1. warm up: 5 vocab words
2. Model how to outline section
3. Outline your section of writing
4. Film: 6 Billion People
5. Film discussion
6. Homework: 5 vocab. words

Power of Place Videos

http://www.learner.org/resources/series180.html

Week of Sept. 27

9/27/10
Human Geography
1. Go over vocab. test/writing assignment
2. In your own words identify 5 goals of the AP exam. Share with LP
3. Class discussion of goals.
4. Test review: board game
5. Homework: Study for test.

9/28/10
1. Warm-up: study for exam
2. Take exam
3. Read computer copyright laws handout.
4. Highlight 3 important sentences.
5. Plan for Thurs. & Fri.
6. Homework: finish vocab. words
7. Maps & Globes final vocab. quiz on Monday
8. Review directions for media center work.
9. Computer Research for Sept. 30th-Oct. 1 (Make sure you cite your source):

a. Find the following information for your cultural hearth:
1. coordinates (absolute location)
2. population
3. infant mortality rate
4. life expectancy
5. languages spoken
6. absolute distance from your cultural hearth to your present residence
(Hint: much of this work can be found on Encyclopedia web sites such as Britannia or Encarta.)

b. Relate your hearth to another place. Most of your hearths will have a connection to the US. Find out what that connection entails. If not the US, find another connection between your hearth and another country. The connections can be economic, social, or political. Identify each and state the connection. You can d0 a google search on your hearth and another place.

c. What are your cultural hearth's hazards (chances of hurricanes, mudslides, tsunami, etc.)? Find web sites that address these issues. (Model how to find a legitimate site, e.g. www.britannica.com/; google scholar; advanced google; dbhs library). Save, copy, and paste URL addresses on word document (must have 3 URLs.) Write a one-sentence summary of each article or map.

d. Give an example of diffusion. e.g. see how AIDS has diffused into your cultural hearth.

e. Locate and print out three different kinds of maps you can find on your cultural hearth. They can be large or small scale. Analyze each map in a paragraph.

9/29/10--Interpreting Maps
1. P. 39 in Rubenstein:
a. In a paragraph compare 1981 to to 1993. 1993 to 2001
b. Referring to the map in the bottom right, which states have the most AIDS cases? the least?
c. Do you see any patterns?
d. In your own words, summarize in terms of relocation versus expansion.

2. p.57
a. What countries have the highest life expectancy?
b. What countries have the lowest?
c. Provide the life expectancy for the following:
Australia
Sweden
Portugal
South Africa
Botswana
Saudi Arabia
Mongolia

3. p. 95
a. Which country had the largest amount of immigrants to the US during the 1990s?
How many?
b. Which had the second largest amount? How many?
c. Which Asian country had the highest amount of immigrants to the US in 2001? How many?

Week of Sept. 20

Human Geography

9/20/10
1. Warm-up--crossword puzzle
2. Vocab. quiz
3. Check outlines
4. Ch. 2 Promethean Board

9/21/10
1. 5 vocab review words
2. Promethean review
3. Reading Europe
Plot the following approximately: Central Portugal, Andorra, Luxembourg, Estonia, Slovenia, Malta.
Estimate distance from: the southern tip of Sweden to the southern tip of Italy (toe of the boot); Macedonia to Lativia; Ireland to Iceland; Slovenia to Switzerland.
4. Homework: 5 more vocab. words; map projection handout

9/22/10

1. Review practice questions.
2. Warm-up with LP: Promethean Board: HIV prevalence in adults 2001. Answer 4 questions.
3. Outline model on Spatial Diffusion

4. Finish latitude and longitude plottings.

9/23/10
1. LP--Find the city of the given coordinates. Find the coordinates of the capital city of your cultural hearth. Plot it on worksheet.
2. Answer the following questions:
A. p. 92--What does Toblers 1st Law of Geography state? Give examples. Give exceptions.
B. When might a geographer use a Mercator, Azimuthal, Peters, Fuller, or Robinson.
C. List three types of spatial diffusion and give one example of each.

9/24/10
0. Block 2 (Vocab. quiz)
1. Read the graphic on p. 90. Brainstorm what the graphic means.
2. Individual: Write a one-page essay describing and interpreting the graphic on
p. 90. What is the author trying to tell us?
3. Test review for Monday (Geography basics)

Week of Sept. 13

9/13/10
BAT Tests
Finish Ch. 2 outlines

9/14/10
BAT Tests
Finish Ch. 2 outlines

9/15/10
Human Geography
Block 2
AIDs in Africa: The Scope of the Problem
From Newspaper articles we will look at AIDS in Africa.


9/16/10
1. warm-up--finish Ch. 2 vocab
2. check remaining portfolios and oral quizzes
3. Collect outlines
4. Finish Geo. Basics
5. Homework: study 5 more vocab. words

9/17/13
1. Warm-up: review for vocab. quiz
2. Vocab. quiz 10 words
3. Geo. Basics follow up practice (Checking latitude & longitude)
4. finish Geo. Basics (redo pre-test and vocab. words)
5. Make Charts.
6. Homework: Study 15 vocab. words.

Quiz assignment

http://www.classmarker.com/embedded_quizzes/?quiz=907e380acc92297b9b69f235a078d83e

Unit 2 (Maps, etc.) Objectives

OBJECTIVES:

Maps
• Locate the equator and prime meridian and use latitude and longitude to find places on a globe.

• Identify map projections

• Identify map types

• Read and analyze information found on a map


. Discuss how the amount of water in a region affects the lifestyle of the people
living there.

. Describe the various types of landforms found on the earth.

. Explain what impact different landforms have on people’s patterns of living.

Week of Sept. 7th

9/7/10
1. Warm-up
In spiral notebooks, write 3 things you remember from Ch. 2. Then compare with your learning partner.
2. Test Review (writing review on Promethean Board)
3. Activity: Draw a cognitive map of your neighborhood.
4. Globes, Maps, and Graphs pre-test
5. Collect homework (Outlines of "An Introduction to Human Geography")

9/8/10
1. Review questions and 10 vocab. words
2. BEEP: Geography Basics Part 1
3. Collect cognition maps (Bl. 2)

9/10/10
1. Warm-up--10 vocab words and review questions.
2. Check portfolios
3. class pictures
4. Homework: read and outline Ch. 2

An Introduction to Human Geography (video)

http://www.youtube.com/watch?v=1Ce4P05TrNQ

Barrons Ch. 1 Outline

History and Development of the Discipline
• Early cartographers
 3rd C. BC Eratosthenes calculated the earth’s circumference
 2nd C. AD Ptolemy rough maps and landmasses
 1400s explorers (Columbus & Magellan)
 18th-20th C. geography became a respect field of study and scholars began to synthesize knowledge.
• Darwin’s theory of evolution
• Wegner’s theory of continental drift
• 1864—George Perkins Marsh wrote Man and Nature
• 1925—Carl Sauer proposed that cultural landscapes be the focus of geographic inquiry which began environmental geography and cultural ecology
• 1960s—quantitative revolution
o Empirical measurements
o Hypothesis testing
o Mathematical models
o Computer programs
• 1970s—with more complex computers and technology we have
o Remote sensing
o Global Positioning System (satellites)
o Geographical Information Systems (software programs)

• Geography Today
 Broadly defined as “the study of human activities on the earth’s surface”
• Population
• Cultural
• Economic
• Urban
• Agricultural
• Political
 Today’s focus is on environmental geography
• How humans have altered the earth
• Are our actions sustainable?


• Thinking Geographically
 Developing a spatial perspective
• Looking at relationship between places
o Why do certain phenomena occur in certain places?
o How do places interact economically, socially, and culturally?
o Why are places alike or different?
 Appreciation of scale
• Ratio between distance on a map and distance on earth’s surface
• Looking at the local and the global
o How each affects the other
• Looking at the neighborhood, city, metro, and region (small to large)
o Regions
 Defined as an area that contains some type of unifying social or physical characteristics
• Functional (Nodal) Regions
o Specific characteristics
o San Francisco Bay area (all depend on SF)
• Formal
o Uniform specific characteristics
o Rolling hills
o Cultural similarities (practice same religion)
• Vernacular (Perceptual) Regions
o Exists in people’s minds
 The Deep South
 Southern accent
 Southern Baptist
 Fried food
o Sense of Place – People’s attachment to these regions
o US has 10 major ones
 The Northwest
 West Coast
 Inter-Mountain West
 Southwest
 Great Plains
 Midwest
 South
 New England
 Mid-Atlantic
 South Florida
• Understand and synthesize various types of data
o Qualitative data
 Associated with culture or region
 Non-mathematical
 Interviews
 Empirical observation
 Interpretation of texts, art, maps, etc.
o Quantitative
 Uses math
 Measures
 Statistical
o Idiographic
 Uniqueness of particular region
o Nomothetic
 Universally applicable


• Applications of Geography
 Environmental studies
• Global warming
• Climate change
 Human conflict
 Population predictions

Week of Aug. 30

Human Geography
Objectives: Understand and use Unit 1 vocab.
8/30/10
1. Vocab. Writing
--With LP write a paragraph using any 10 of your vocabulary words. Underline the words. Paragraph must be coherent, legible, and geographically informed.
2. Enter bus numbers in roll book.
3. VIS 5 words

8/31/10
Objective:
a. to expand on the purpose of Human Geography
b. to list different kinds of regions
b. to outline video clip: What is Human Geography.
1. get samples of VIS
2. collect paragraphs
3. continue with Promethean Board (outline video)
4. Choose two quotes and highlight key words; paraphrase quote; provide examples.

9/1/10
1. Make a geographic time line noting the work of the geographers mentioned in Ch. 1
2. Continue Promethean Board flipchart
3. Pattison's regional analysis (do one instead of two)
4. Finish outlining chapter

9/2/10
Objective: test review
1. Review flipchart
2. vocabulary bingo
3. computer research

9/3/10
1. vocab. test
2. Writing Prompt:
Thinking about what you have learned in Human Geography this week. Now convince your friend to take a Human Geography course.
3. Check vocab & outlines

Vocabulary Link

http://www.valpo.edu/geomet/geo/courses/geo101/glossary.html#site

First Day Introductions

Name______________________ First Day Introductions
If you could go to any destination in the world, where would you go and
why?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Where is your family’s cultural hearth?____________________________________________________ ____________________________________________________________________________________
Have you ever been outside the US? Where? What were the circumstances?
________________________________________________________________________________________________________________________________________________________________________
Have you ever lived in another country? Explain.____________________________________________ __________________________________________________________________________________________________________________________________________________________________________
What do you think this class is about? _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
What do you want to learn from this class? ________________________________________________
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
What classroom rules do you think are important? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
How do you learn best?
____________________________________________________________________________________
Is there anything special that I need to know about you? (confidential)
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Who rocks your world and why?__________________________________________________________

What would you like to ask me? __________________________________________________________
____________________________________________________________________________________
Name one thing you’d like to share that few people know about you.____________________________
____________________________________________________________________________________

High Yield Strategies for Learning

Haley’s High Yield Strategies

Setting Objectives
Unit Objectives
Daily Agenda
Review Objectives

Identify Similarities and Differences
T-Charts
Venn Diagrams

Summarizing and Note Taking
Outlining Chapters
Read, Pair, Share
note one key sentence per section
VIS (Vocabulary Instructional Strategy)

Word Clue Context Examples Non-examples




Homework and Practice
Review notes
Study vocabulary
Watch multimedia presentations
Writing assignments
Study for tests
Working on projects
Research
Presentation

Week of Aug. 23

Human Geography

August 23, 2010
Warm up -- Questionnaire
Seating Chart
Index cards
Bathroom passes
Homework: Read first 5 vocab. words and definitions. Highlight key definition words. Complete VIS diagram using 5 words.

August 24
1. Warm-up – VIS diagrams 5 new words
2. Learning Partner—Each take a word and explain it to your partner until all words have been explained.
3. Task Assignments
Computer tech. person

• LCD tech. person
• VCR/DVD tech person
• Distributor
• Collector
• Phone operator
• Housekeeping engineer
• Office/errand runner
• Secretary
• Treasurer
• Score keepers

Homework:
Study Conduct Code (Block 1)

August 25
Warm-up--hostility sheet
Collect forms
Hearth discussions
Pre-test


August 26
Warm-up—list 4 strategies you’d like to see as group norms
Review procedures
Group project
Pre-test review
Impulse control
Web site
Homework: finish Unit 1 vocab. Test next week

August 27
Promethean Board:

• Inspiration Groups
• What is Human Geography?

Check notebooks
Conduct Code Test (1st Block)
Web site interactive map
Homework: Study Vocab. words and any notes you have taken. Test on Fri. 9/3.

Group/Individual Project

Group/Individual Project (25% of your semester and final grade)

Meaningful learning takes place when students can relate global situations to their own lives. Therefore, you will complete a multi-media project that addresses human geographic themes in relation to your own family’s history. Groups will consist of students who share the same cultural hearth. You will interview parents, grandparents, and/or other relatives to understand your migratory origins and obtain data on how and why your family eventually settled in the United States. If possible, try to interview someone currently living in your cultural hearth. Depending on your ancestry and the class demographic make-up, you will either work independently or in groups (limit four). We will allot time for project work each week. The partial project will be checked and scored one week before the end of the mid-term. The final project will be due one week before Semester 1's Winter Break (last school day of April for Semester 2). Below are some issues you will need to address. I provide these now so you can think about them and take notes in your journal as we progress through the class. You do not have to address each issue, but you must address the majority of them. Be sure to use plenty of visuals (maps, pictures, video, etc.) to make your presentation interesting. Construct one piece of artwork to display in classroom or media center. Have at least one presenter dress in the cultural garb of your cultural hearth. Grading rubric is posted on this web site. 2-3 slides should be sufficient per unit. A hard copy of the presentation needs to be included with your final product along with a copy of the rubric.

Unit 1: Migration pattern. Sense of place. Spatial perspective. Regional sustainability. Natural landscape. Vernacular region.

Unit 2: Distance. Relative distance. Relative location. Large-scale maps of origin and residence. Thematic maps. Population density of both places. Absolute location. Absolute distance from origin to current residence. Accessibility. Cartogram. Choropleth. Cognitive map (if available. You may have to get this one from a relative.) Complementarity. Connectivity. Contagious diffusion. State latitude and longitude of both places. Friction of distance. Law of retail gravitation. Time-space convergence. Transferability. Site and situation.

Unit 3: Age-sex distribution. Emigration. Migration. Chain migration. Push and pull factors. Forced migration. Internal migration. Intervening obstacles. Immigration. Voluntary migration. Refugees. Life expectancy. Child mortality rate. Crude birth rate. Crude death rate. Maternity mortality rate. Total fertility rate. Demographic accounting equation. Demographic transition model. Dependency ratio. Doubling time. Natural increase rate. Overpopulation. Physiologic density. Infant mortality rate. Population density. Population growth. Population pyramid. Arithmetic density. Carrying capacity. Zero population growth.

Unit 4: Culture. Customs. Cultural complex. Cultural hearth. Cultural traits. Cultural imperialism. Culture change. Transculturation. Folk culture. Pop culture. Diaspora. Language. Dialect. Ethnic cleansing. Genocide. Ethnic neighborhood. Minorities. Official language. Multicultural. Missionary. Ghettoization. Religion. Local religion. Ethnic religion. Evangelical religion. Fundamentalism.

Unit 5: Centrifugal and centripetal forces. Colonialism. Frontier. Nation. Landlocked state. Nationalism. Nation-state. NAFTA effect. NATO effect. OPEC effect. Perforated state. Physical boundaries. Political geography. Prorupted state. Relic boundaries. Sovereignty. Superimposed boundaries. Member of any supranational organizations. Territorial organization. Theocracy. Unitary state.

Unit 6: Core-periphery model. Cottage industries. Gender equity. GDP. GNP. Industrialization. Primary economic activities. Secondary economic activities. Tertiary economic activities. Sustainable development. Productivity. Purchasing Power Parity. Quaternary and quinary economic activities. Regionalization. Rostow’s stages of development. Globalization.

Unit 7: Agriculture. Agribusiness. Dairying. Animal husbandry. Intensive cultivation. Feedlots. Pastoralism. Pesticides. Mechanization. Slash-and-burn agriculture. Urban sprawl. Subsistence. Specialty crops. Topsoil loss. Transhumance. Von Thunen model. Green revolution.

Unit 8: Central business district. Central place theory. Concentric zone model. Colonial city. Inner city decay. Latin American cities. Hinterland. Gentrification. Ghettoization. Segregation. Primate city. Suburbs. World city. Urban revitalization. Urban morphology. Squatter settlements. Metropolitan areas. Multiple nuclei model. Sector model. Modern architecture. Urbanization. Edge city. Gateway city. Colonial city.

Presentation Rubric

SCORING RUBRIC FOR POWERPOINT PRESENTATIONS

NAME:_____________________________

KNOWLEDGE: 4 3 2 1 0
Shows an understanding of the material
Able to answer questions

PARTICIPATION: 4 3 2 1 0
Does their “fair share” in presenting the material
Participates appropriately

LENGTH: 4 3 2 1 0
Long enough to adequately cover assigned material
15 minute limit

CONTENT: 4 3 2 1 0
Topic covered thoroughly
Enough information given to understand topic
Did not exclude any important information or include any unnecessary information

DESIGN: 4 3 2 1 0
Very creative
Easy to see and follow
Did not include any unnecessary graphics

HANDS-ON ACTIVITY: 4 3 2 1 0
Included class in the learning process
Did more than lecture to the class

TOTAL ________

23-24 A
21-22 B
18-20 C
16-17 D
0-15 F

AP Human Geo. Syllabus

AP Human Geography Course Overview

Dr. Haley
Room 158
Email: THaley6817@aol.com OR pamela.haley@browardschools.comPhone: 754-322-0650
Website: dbhshumangeo2010-2011.blogspot.com

AP Human Geography is structured according to the course outline found in the AP Human Geography Course Description published by the College Board. There are seven units of study. The primary textbook for the course is the seventh edition of The Cultural Landscape: An Introduction to Human Geography by James M. Rubenstein. However, since this book may not be available, we will be using Barrons AP Human Geography, 2008, 2nd Edition. Additional resources will be the Promethean Board, multimedia presentations, B.E.E.P., the Internet, and the computer cart.

AP Test
The AP Examination in Human Geography is approximately two hours long, and consists of a 60-minute multiple-choice section and a 75-minute free-response section. Each portion of the examination will account for 50% of the student’s final score.

Grading
Grading follows Broward County School District scale. Tests and writing and other assignments (50%), homework, seatwork, and group presentations (20%), and quizzes (25%). You will also be given checks for home/seatwork assignments (5 checks = A, 4 checks = B, etc.). 5% of your overall grade will be for class participation, which includes but is not limited to participation in Socratic seminars, attendance, effort, and behavior. Makeup assignments need to be completed within two weeks of missed assignments. Check email or learning partner for missed work.Written expression is a vital part of this class as clear writing encourages clear thinking. As Ernest Hemingway said, “Write simply, but do not think simply.” Correct usage of English language is required of all writing assignments. Grammar, usage, and coherency will count toward your evaluation. Please proofread! For every school day late in submitting an assignment, your paper will be marked down 5 points for a maximum of 25 points.

Writing Scale
1. 90-100 (A- to A+) Well-organized and high quality work that shows originality and creativity. Extra steps taken for developing a verbal or visual style.

2. 80-89 (B- to B+) High quality, well organized, needs some revision, and shows some attention to style and visual design.

3. 70-79 (C- to C+) Assignment completed, needs some revision, and has logical structure. Style is straightforward but unremarkable.

4. 60-69 (D- to D+) Assignment completed but poor quality. Needs significant revision. Lacks organization.5. <60>

Class Discussion

This class will have Socratic seminars. Because of the occasional volatile nature during these discussions, the following behaviors are expected:
• Students do not need to raise hands to enter a discussion, but they must not interrupt the speaker.
• If one disagrees with the speaker, allow the speaker to finish her/his thought, and say, “I respectfully disagree.”
• All students are expected to participate verbally. However, no individual student will be allowed to dominate discussion. I will call on students who do not participate in discussion.

Be ready to provide academic evidence for your point of view. Please avoid personal anecdotes such as “I know somebody who . . .” This class is more about group behavior, not individuals. Avoid opinions unless you have academic support. Approach your comment with something like this: “I’ve observed x. Do you or does anyone know of any academic research on this topic?”

Please do not speak while somebody else is speaking. This is a serious infraction because it is rude and distracts the speaker, other students, and the teacher, and in doing so compromises the learning environment. Detentions will be given for this. After two detentions, parents will be called.

Classroom Procedures

• Please keep a notebook with a copy of all vocabulary word note cards, handouts, graded and checked assignments, the AP and class syllabi, etc. You will need this to review for your AP test. In addition, if a mistake is made on your grade, you have proof of your grade. I recommend a 2-inch binder.

• Each student will be assigned a learning partner. This is the person who you will call or email when you miss an assignment. Assignments should follow the syllabus; however, there might be variations. Your learning partner will also proofread his/her partner’s paper before submission. Much of this class will be conducted using the Promethean board. Therefore seating arrangements will focus on the board allowing for clear viewing from every seat.

• If you are absent, it is your responsibility to get missing assignments. This can be accomplished from: (1) your learning partner, or (2) web page postings. Before asking me, please access these resources. It is your responsibility to arrange for make-ups. If possible, you can make up assignments in class. However, lunch or after school make-ups may be required.

• Be in your seat and ready to begin class by last bell. If you come in late, please take your seat as inconspicuously as possible. Please remain in seat until bell.

• Personal questions or concerns will be dealt with after class, by appointment, or email. If you have a concern with me or classroom procedures, please see me after class, or make an appointment at lunch or after school. I cannot address personal concerns at the beginning of class because I must begin the class. It is not fair to the class to take time with individual concerns unless it is an emergency. Only in emergencies should you address a problem before class. When returning from an absence, do not ask this question or any variation of: "Did I miss anything important?" Follow procedures when you are absent.

• Please avoid coming in late for class – even with a pass. Tardiness is a disruption and interrupts class flow.

• Do not ask for passes or to sharpen pencils during the middle of discussion or lecture. Everyone will be given 6 passes per term. You will be given up to 10 extra credit points if you do not use these passes. Student generated pink passes will count as double jeopardy. Unless there is a dire emergency, never interrupt a lecture or presentation. Please wait until lecture, discussion, has been completed. Daily warm-ups will consist of 5-10 daily vocab. words which you are to learn each day. Expect a vocabulary test each week from this list of words. Bring a #2 pencil for Scantron quizzes. Any form of dishonesty will be dealt with severely. This includes copying homework or plagiarism.

• Computer skills are required for this class such as email, Internet research, and word processing for writing assignments. Each student will have a computer skills checklist. If you do not have access to a home computer, use the ones in the media center or at your public library.

• Full attention should be given to class topics. At this time, refrain from looking at photographs, doing crossword puzzles, work from other classes, etc.

• If used during class, electronic audio devices will be confiscated. Your parent must see bookkeeper in main office for return of device.

• Rudeness to ANY PERSON in this class is unacceptable. Hostile arguing or body language, backtalk, or other rude behaviors will be noted and dealt with after class. If behavior interferes with learning environment, student will be removed from class. (See additional behavior requirements on Hostility handout.)

FAILURE TO ADHERE TO CLASSROOM PROCEDURES WILL INCLUDE BUT NOT BE LIMITED TO: PARENT NOTIFICATION, DETENTIONS, AND REFERRALS.

Note: This syllabus is a guide. Changes may be necessary as course progresses.

Course Planner
Quarter 1 (Terms 6 & 8)
Weeks 1-2
Classroom procedures
Class syllabus
Pre-test
What is Human Geography?

Computer Checklist

Draw cognitive map. Don’t forget to include hazards (jammed intersections, dangerous areas, etc.)

Cultural Sharing handout

Weeks 3-4
Maps, Scale, Space, and Place

Videos:
Power of Place series, #1:“One Earth, Many Scales”
Types of projection: http://www.youtube.com /watch?v=VnpJQ4IMg1Y&NR=1
Location: http://www.youtube.com/watch?v=AI36MWAH54s
Online interactive maps--http://www.yourchildlearns.com/geography.htm

BEEP Discovery: Basics of Geography II
XPEDITIONS:

• Map Projections
• Through the Eyes of a Refugee
• Urban Daydreams: You Should See What I See
• Daily Life in the Middle East
• Low Tech Geographic Systems

Weeks 4-5
Population Geography
Demographic Transition Model

Videos:

• http://www.youtube.com/watch?v=9_9SutNmfFk (homework)
• World Population: A Graphic Simulation
• BEEP Discovery Video: Human Population Growth
• Power of Place series, #21: “Population Geography”
  

XPEDITIONS

• A Look at Population Density in the US
• Human Migration within and into the US
• Population Issues in China and India

Powerpoint:
Cultural Interaction: Spatial Interaction and Spatial Behavior

Weeks 6-8
Cultural Geography
Films:

• The Hillbilly
• City of Factories
• Ethnicity
• Desmond Morris films
  

Folk/Pop Culture
Pop Culture (3-day lesson)
Merchants of Cool (can watch online)
XEPEDITIONS:

• Globalization
• Pgymies: Getting Right to the Point
• The Spread of Buddhism

Language PowerPoint (Lecture on language…20 pages mostly text)
Cox Language Powerpoint
Ethnicity and Race Powerpoint
PBS.org--Identifying race.
BEEP Discovery Films:

• Worlds of Faith
• How to Study Culture

Week 9
Review and Exams
Project check
Testing Strategies
Practice Tests

Quarter 2 (Terms 7 & 9)

Weeks 1-2

Political Geography

XPEDITIONS:

• The United States/Mexico Border
• International Alliances

Rubenstein, Ch. 7 (South Africa and apartheid)

Weeks 3-4

Economic Development

Film: Life and Debt http://www.mefeedia.com/watch/24608532 OR go to Google video and type in “Life and Debt” in key words field. You should be able to view the entire film.
XPEDITIONS:

• You've Got Oil; or Maybe You Don't
• Cultural Characteristics Influence a Region's Character

Noam Chomsky on Globalization

Weeks 5-6

Agricultural and Rural Geography
Mapping the Core-Periphery Model
Interpreting Agricultural Regions
Farming Facts

Films:

• King Corn
• Food Inc.

Week 7

Urban Geography
XPEDITIONS

• Life on the Edge: Cities on the Fringe
• Sprawl: The National and Local Situation

Power of Place series, #16: “Rural and Urban Contrasts”

Power of Place series, #24: “Cityscapes, Suburban Sprawl”
BEEP Discovery:

• Place and People
• Changing China: Urban Development in Shanghai

Weeks 8-9
Exam Review
Model Review

Testing Strategies

Practice Tests
Project Presentations (10 minute limit)

Additional Videos (depending on time)

• Geography: A Voyage of Discovery
• The Story of Stuff
• A Hot Dog Program
• In Search of the First Language

Power of Place series
#25 Ethnic Fragmentation in Canada
#2 Boundaries and Borderlands
#18 Oil and Water
#15 Global Interaction
#11 A Challenge for Two Old Cities

Great Links
http://www.nationalgeographic.com/xpeditions/atlas/
http://beep.browardschools.com/ssoPortal/index.html
http://www.triviaplaza.com/

AP Practice tests--http://www.quia.com/quiz/1031353.html?AP_rand=1434947337
HG Everything -- http://www.quia.com/pages/mrsbellaphg.html
Power of Place Series -- http://www.learner.org/resources/series180.html
Map Practice -- http://www.yourchildlearns.com/mappuzzle/europe-puzzle.html

Testing Sites: Sample Free Response

http://www.collegeboard.com/student/testing/ap/humangeo/samp.html?humangeo
Cracking the Exam -- http://books.google.com/books?id=CfzQwhPYePcC&pg=PA78&lpg=PA78&dq=quiz+on+maps+scale+space+and+place&source=bl&ots=hczb58EcUV&sig=NVnV-vZROsAM1Ztws8T-YtTL_2M&hl=en&ei=kaEmTO3XEIS0lQegz5CUAw&sa=X&oi=book_result&ct=result&resnum=2&ved=0CBsQ6AEwAQ#v=onepage&q&f=false
youtube.com