Title: AP Human Geography Summer Institute Dates/Times: July 18, 19, 20 and 21, 2016 8:00 AM to 4:30 PM (lunch served) * APSI approved for Graduate Credit will require additional out-of-class hours. Location: Montgomery County Intermediate Unit

2 West Lafayette Street Norristown, PA 19401 610-755-9315

Instructor: Lili Monk Enrollment: Novice and Experienced AP teachers Montgomery County Intermediate Unit Contacts:

Kendal Glouner Lois Winton

MCIU APSI Director MCIU APSI Secretary

610-755-9336 610-755-9315

Kglouner@mciu.org Lwinton@mciu.org

Overview

This course will enable experienced and new teachers of AP Human Geography to learn of new

developments in the course since 2014, how to prepare their students to write successful Free

Response Questions (FRQ), address challenges in teaching specific units of course, and learn of

new resources they can use in the classroom.

Syllabus Outline

Day 1

● Introduction/ assess levels of experience of participants

1.What would you like me to cover in our days together?

2. How can I help you be successful in teaching this course?

3. What grade level do you teach?

● AP Human Geography in 2015

PPT presentation on the “State of the Course” the new articulated syllabus,

new resources that will be unveiled this year; emphasis on modules:

scale, globalization, urban geography, gender.

● Overview of Course Outline: What is New

Thinking Geographically:

Thinking like geographers

http://geospatialrevolution.psu.edu/episode1

Unit I: Geography Its Nature and Perspectives

Concepts of scale and place

Cultural Landscape: How do we see the built environment? How do we see a place? Application of scale, place, landscape & mapping skills: Human Geography In Action activities

Exercises to do with students to teach mental maps and other concepts

Unit II: Population and Migration

● Natalist and Anti-natalist policies ● Refugees, Asylum Seekers, Internally Displaced People ● Where do migrant workers, legal and illegal immigrants fit in the equation? ● Lessons and activities for the population and migration unit that you can do in your

Classroom and from Population Connection

● Videos and articles to supplement your lessons

Final Assignment Lottery:

Participating teachers will draw a card which will require the development of: a) a sample unit schedule, b) list of assignments, and c) enrichment activities for each section of the course (Scope and pace for one of the seven units). On the last day of the APSI, teachers will present their work and share with the rest of the participants. See example.

☽ Evening Assignment: The AP Exam: What You Should Know About its Structure, Questions and Reading Process

Read one of this year’s FRQs: learn how to read the question, understand the rubrics, and how to score!

Day 2

Unit III: Teaching About Culture: A Very Long Unit!

● Folk vs. Pop Culture: Music/ Film: “The Songcatcher” and lesson ● Activity: Why Should we Preserve Endangered Languages? (Inuktitut example) ● Religion: Understanding patterns of diffusion at different scales

Sacred Spaces: Jerusalem, Mecca and other less well- known places

Cultural Regions of the United States—other ways of dividing our country

Unit IV: Political Geography

Understanding the nature of boundaries

Modifying the landscape: Relict boundaries and walls

Changes in geopolitical arrangements: how to involve students in cataloguing changes in the political landscape

Activities: “World Hotspots”, Pictographs as summarizers on international political change

Organizing the Course

College Board Audit Process

Study guides; Notebooks; Vocabulary Quizzes and Map Quizzes

Textbooks: Choosing the right one for you/working with what you have

Online resources

Creating a Calendar: Backmapping from the exam date!

The role of films in the AP Human Geography curriculum: choose wisely.

☽ Evening Assignment: Work on your Unit Plan! Check the new resources we discussed today and integrate them into your plan.

Day 3

Unit V: Agriculture and Land Use

Understanding major topics of agriculture

First, second and third agricultural revolutions

Extensive v. Intensive agriculture

Labor intensive v. Capital intensive Commodity food chains

Role of women in agriculture

Understanding the importance of Von Thunen: “know him, love him”

Food security in an uncertain world

Activities and resources for the classroom

Economic Development

Changing the lives of women to propel economic development

TED talks, Girl Rising and “A Penny a Day” (Grameen Bank), Kiva, GAPminder

Extreme Makeover: LDC edition

Understanding the various development indices: HDI and UN Millennium Goals

Industrialization and Deindustrialization

Understanding Weber’s Least Cost Theory

The feminization of labor/outsourcing and the new international division of labor

Activity: Researching the economic and industrial story of our town/city

The case of the trains in Argentina

Creating an activity project for your class on industrialization/deindustrialization and

transportation

☽ Evening Assignment: Continue working on your Unit Plan!

Unit VII. Urban Geography and Land Use

Teaching this unit BEYOND the models

Megacities and metacities

Urbanization urban renewal, and New Urbanism

Food deserts (relating to Agriculture Unit) mapping it

Gentrification: it’s a world phenomenon

How natural hazards affect population centers (yes, it is in the course outline!)

Activities for the classroom

(Complete this unit on following day)

Day 4 Complete unit on Urbanization (see above)

● Additional resources for the classroom

● Sharing our unit schedules and activities

● NCGE, AAG and other conferences to learn more about the course

● Address final questions

● Evaluations

Field Trip! TBD --- Date and more details will be revealed on the first day of course!

AP HUMAN GEOGRAPHY

REQUIREMENTS FOR GRADUATE CREDIT:

The assignment for "credit" is designed so that the work can be completed during the week and

submitted on the last day of our institute. You will work on ONE unit from the AP Human

Geography course outline and develop a scope and sequence plan for the 2-3 weeks of instruction.

Your unit will be determined through a “drawing” on the first day we meet.

In developing the unit you should:

Use the various resources suggested in the APSI. This activity will enable you to formulate a

similar plan for the other units.

Develop a list of outside readings to supplement the curriculum content (beyond the

textbook)

Formulate assessments, including Free Response Questions (FRQs) to go with your

sample unit.

Identify enrichment activities

On our final day of class, participants will share their unit plans with each other to have a

framework of a syllabus for the 2016-2017 academic year.

I will discuss the scope and depth of the assignments when we meet as a group.

See the following example on the following pages.

Additional Assignment 12 hours in-class work

A total of 42 hours in-class work is required for three graduate credits. Therefore, in addition to the 28

institute hours, students will be expected to complete 12 hours of additional “in-class work.” These

hours are required and will involve the following process during the conference and post-conference

periods:

Develop a pacing

guide/backmapping for

your AP Human

Geography class (to

include content lessons,

activities, and

assessments)

Starting with the day of

the AP exam (May 12),

develop a detailed pacing

guide to include time for

overall content review,

FRQ practice,

adjustments to inclement

weather days, state

guiding, etc.

5 hours

Develop a learning

management system

(LMS) to provide virtual

access to APHG content

and resources

This could be done

through Google

Classroom, Schoology,

Google Sites to include

remind.com

3 Hours

Develop a blog prompt to

be published on the LMS

To be shared with

instructor and classmates

for thoughtful analysis,

feedback and assessment.

Development and Analysis

of Free Response

Questions for the APHG

exam

Participant will develop

FRQs that represent a

synthesis of various units

of study, and develop a

guideline methodology for

teaching application and

deconstruction of FRQ

prompts.

4 Hours

Advanced Placement Human Geography (APHUG)

Syllabus Mid Carolina High School

2015-2016

Frances Meetze Email: fmeetze@newberry.k12.sc.us

Room 504 School Phone: 364-2134 (ex. 80504)

Planning Periods: 3A & 8B Website: Accessed through MCHS website

I. Course content- AP Human geography is designed to meet or exceed the experiences of a

college-level geography course. As such, the rigor will be greater than typically experienced in a freshman course. It will be taught in a way that mirrors the experiences of a college course. The

purpose of the class is to introduce students to the systematic study of patterns and processes that

shape human understanding, use, and alteration of the Earth’s surface. They also learn about the methods and tools geographers use in their science and practice. (Adapted from the AP Program

Course Description for Human Geography - College Board).

II. Instructional Materials and Resources:

*Course Materials:

The Cultural Landscape: An Introduction to Human Geography, by James M. Rubenstein

(9th edition) Pearson.

Rand McNally Goode’s World Atlas, 21st edition.

* Additional Materials:

Human Geography: Landscapes of Human Activites by Jerome D. Fellmann, et. al. (11th

edition) McGraw Hill.

Power of Place: Geography for the 21st Century – Video Series by Annenberg/CPB.

Annual Editions: Geography, McGraw-Hill.

Human Geography in Action by Michale Kuby, John Harner, Patricia Gober (5th edition)

Wiley.

Goode’s World Atlas, Ed. Howard Veregin (22nd edition) Rand McNally.

Why Geography Matters More than Ever by Harm de Blij

*Being prepared to class is a non-negotiable. Bring the following to class each day:

A three-ring binder devoted to this class. Organization is crucial

AP textbook (no exceptions!)

Writing utensils

Any handouts, readings, or other specified materials.

Index cards & rubber bands or binder clips for vocabulary assignments

Membership and participation in online Edmodo class group is required

III. Grading:

The grading scale used is the State Uniform Grading Policy found in the school’s Student and Parent Handbook. It is summarized below:

AP Human Geography: Unit Plan Unit 2: Population and Migration

September 15-October 22 (A days only)

Tuesday 9/15 Thursday 9/17 Monday 9/21 Wednesday 9/23 Friday 9/25 A) Knowledge of the geographic patterns and characteristics of human populations facilitates understanding of cultural, political, economic, and urban systems. *Prerequisite: Students must have read Rubenstein Section 2.1 before class Bellringer: In your own words, define demography. What do you think a demographer studies? Lecture: Population Distribution Activities: 1) work on notecards for Unit 2 2) Goode’s Atlas Population Activity Homework: Quiz on 2.1 next class; work on vocab notecards

A) Knowledge of the geographic patterns and characteristics of human populations facilitates understanding of cultural, political, economic, and urban systems. Bellringer: “Only 2% of Australians live in the yellow area.” http://i.imgur.com/csUQFm2.png Why is Australia's population so highly clustered? What is it about the yellow (and white) areas that explain this pattern? QUIZ on Section 2.1 Lecture: Population Density Activities: 1) complete Goode’s Atlas Population Activity 2) Introduce Asia Map Assignment – Map Quiz will be Friday, 10/16 Homework: Read Section 2.2; work on notecards; study Asia map

B) Populations grow and decline over time and space

Bellringer: Read the

article titled, “Even

Worldwide Pandemic

Can't Cull

Unsustainable Human

Population”; Why is

this seen as such a big

problem? What do you

think is the best way to handle it?

Lecture: Population Characteristics Activities: 1) M&M Population Activity Homework: Quiz on 2.2; work on notecards; study Asia map

B) Populations grow and decline over time and space

Bellringer: Open the webpage for the Population Reference Bureau. Begin looking around to see what kind of information is given. Write down any questions that come to mind. QUIZ on Section 2.2 Activities: 1) Complete PRB scavenger hunt. 2) Begin Food for Thought activity. Homework: Read Section 2.3; work on notecards; study Asia map

B) Populations grow and decline over time and space

Bellringer: Have all information for the Food for Thought activity out and ready to go. Lecture: Demographic Transition Model Activities: 1) Finish Food for Thought activity. 2) Demographic Transition Model Activity Homework: Quiz on 2.3; work on notecards; study Asia map

Tuesday 9/29 Thursday 10/1 Monday 10/5 Wednesday 10/7 Friday 10/9 B) Populations grow and decline over time and space

Bellringer: What are the biggest problems with the Demographic Transition Model? Explain your answer. QUIZ on Section 2.3 Lecture: Population Pyramids Activity: 1) Complete Population Pyramids for specific countries and then answer discussion questions Homework: Read section 2.4; study notecards; study Asia map

B) Populations grow and decline over time and space

Bellringer: How can you best use population pyramids when studying a country? Lecture: Malthus and Epidemological transitions Activity: FRQ on Malthus in pairs Homework: study notecards; study Asia map

B) Populations grow and decline over time and space

Bellringer: In your opinion, which reason helps best explain the emergence of epidemiological transition stage 5? Lecture: Family Planning and Aging Populations Activites: 1) Ted Talk and discussion 2) One Child Policy article – decode the text Homework: Asia Map quiz next class!; read section 3.1

C) Causes and consequences of migration are influenced by cultural, demographic, economic, environmental, and political factors. Bellringer: Five minute cram for Map Quiz. QUIZ: Asia Map Lecture: Push/Pull Factors of migration Activites: 1) push/pull factors activies 2, 3 and 6 (identify, discover, create) Homework: Population Vocabulary quiz next class; read section 3.2

C) Causes and consequences of migration are influenced by cultural, demographic, economic, environmental, and political factors. Bellringer: Five minute cram for Vocabulary Quiz QUIZ: Population Vocabulary Activites: Migration speed dating activity Homework: work on notecards for migration; read articles for Socratic Seminar