AP Human Geography 2010-2011Mr. RootCourse Expectations

Introduction

AP Human Geography is an introduction into higher education classes at Granite Hills. It allows 9th grade students the chance to take an AP test early in their high school career, thus getting a head start and preparing them for future years. Considering it is taught at a college level, and uses texts and other materials that require a focused and motivated student, the level of instruction is demanding. For those students that desire a more even pace an Honors and College Prep course is offered as well.

The goals of the course are as follows: Use and think about maps and spatial data----Students use maps to evaluate information,

analyze that data and think critically to solve problems relating to that spatial data Understand and interpret the implications of associations among phenomena in

places---Geography looks at the world from a spatial perspective. Therefore, students evaluate how values, political regulations and economic constraints contribute to types of cultural landscapes

Recognize and interpret at different scales the relationships among patterns and processes---Students should be able to understand how events and processes at different scales influence one another. Thus, developments at one scale(local) may be influenced by developments at another(regional or national).

Define regions and evaluate the regionalization process---Students need to evaluate regions for their changing character and how they came into being rather than just for their location

Characterize and analyze changing interconnections among places---Students will evaluate the relationship between the processes and operations in one place to another and evaluate how they are interconnected and influenced by each other.

Resources:

The main textbook that will be used for the course is:

Rubenstein James M. The Cultural Landscape: An Introduction to Human Geography.10th ed. Upper Saddle River, N.J.: Prentice Hall, 2011

Additional resources used for the course include: de Blij, H.J., and Alexander B. Murphy. Human Geography: Culture, Society and Space.

9th ed. New York: John Wiley, 2009

Kuby, Michael, John Harner and Patricia Gober. Human Geography in Action. 5th ed.New York: John Wiley, 2010

Hart, Diane. Geography Alive. California: Teachers’ Curriculum Institute, 2006 Various maps, atlases and resources will be used to supplement the primary textbook

Grading:Grades are broken into various categories which are weighted due to their relative importance. The categories (including a description of each) are:

Tests(Evaluation: 35%

Students will be evaluated at the conclusion of each unit. Tests will consist of two parts, a free- response section on one day and a multiple choice test on the next. The free- response section will consist of two questions that gauge the students’ ability to reason and provide sound analysis. Responses need to be done in a standard multi-ringed notebook which needs to be purchased before the first test. Throughout the year students will use the same notebook to collect their responses. Tests are graded based on a standard AP scale and then given a percentage score out of 100. The multiple choice section consists of NO MORE THAN 50 questions and is based on a percentage score of 100 as well.

A final exam MAY BE given at the conclusion of each semester and reflect the material learned during that length of time.

Quizzes(Evaluation): 15%

Reading quizzes are given throughout each unit and are quite challenging. They consist of 10 multiple choice questions that require in-depth reading and understanding of the material.

Homework: 15%

Homework consists primarily of note cards based on key terms and major concepts/themes, as well as other reading worksheets and various higher level thinking skills worksheets.

Projects: 20%

Each unit will have a project which incorporates the students’ ability to use their technological skills and surroundings along with a creative element to foster learning in the content area. Projects will range from analytical, thesis based essays to creative map exercises and field studies.

Atlas: An ongoing atlas project will be given at the beginning of the year. This assignment will encourage students to have a better understanding of various important maps that connect to the units of study.

Class work: 15%

Class work consists of any activities that are done in class, which includes PowerPoint’s, group activities and atlas resources.

***AP Test Boost:

Each student that passes the AP test will receive a two letter grade boost once grades have been determined.

I will be using a standard grade scale, which is:89.5-92.4 A- 92.5-97.4 A 97.5 and above A+79.5-82.4 B- 82.5-87.4 B 87.5 and above B+

69.5-72.4 C- 72.5-77.4 C 77.5 and above C+59.5-62.4 D- 62.5-67.4 C 67.5 and above D+59.4 and below F

Additional Information/Resources:In addition to the exams, homework and unit projects various other resources and activities will be completed by the students, to include:

LabsStudents will be in the computer lab utilizing various online resources on a unit by unit basis. The activities include web quests, mapping activities and additional lab activities.

Postings/online activities

I utilize an online resource sponsored by the GUHSD. It provides the students the ability to communicate with one another on analytical discussion topics, respond to questions and access additional class resources such as lectures and class readings. The address is:

http://learn.guhsd.net

Unit Number of

WeeksPrimary Textbook

Corresponding Project(possible)

I. Geography: Its Nature and Perspectives

3 Chapter 1 Map Analysis

II. Population(migration) 4-5 Chapters 2-3 Pyramid ActivityIII. Cultural Patterns and Processes(language, religion, ethnicity)

8-9 Chapters 4-7 House of Worship Field StudyReligion Project

Final Review/Exam NA NA NAIV. Political Organization of Space

2-3 Chapter 8 Political Issues walk-a-roundField Study

V. Agricultural and Rural Land Use

2-3 Chapters 10/14

If time permits

VI. Industrialization and Economic Development

4-5 Chapters 9/11/14

Industrialization models

VII. Cities and Urban Land Use

3-4 Chapters 12/13

Cities Project/land use

AP Test Review Time Permitted NA NAWorld History OV/MUN Project based

5 Chapters 2-10(History Book)

History Group Projects/PP

T O P I C O U T L I N E:

Following is an outline of the major content areas covered by the AP Human Geography Exam, as well as the approximate percentages of the multiple-choice section that are devoted to each area. This outline is a guide and is not intended as an exclusive list of topics.

Percentage Goals for Exam (multiple-choice Content Area section)are shown to the right

I. Geography: Its Nature and Perspectives . . . . . . . . . . . . . . . . . . . . . . . . . . . 5–10%A. Geography as a field of inquiryB. Evolution of key geographical concepts and models associated with notable geographersC. Key concepts underlying the geographical perspective: location, space, place, scale, pattern, regionalization, and globalizationD. Key geographical skills

1. How to use and think about maps and spatial data2. How to understand and interpret the implications of associations among phenomena in places3. How to recognize and interpret at different scales the relationships among patterns and processes4. How to define regions and evaluate the regionalization process5. How to characterize and analyze changing interconnections among places

E. New geographic technologies, such as GIS, remote sensing, and GPSF. Sources of geographical ideas and data: the field, census data, and satellite imagery

II. Population . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13–17%

A. Geographical analysis of population1. Density, distribution, and scale2. Implications of various densities and distributions3. Patterns of composition: age, sex, race, and ethnicity4. Population and natural hazards: past, present, and future

B. Population growth and decline over time and space1. Historical trends and projections for the future2. Theories of population growth, including the Demographic Transition Model3. Patterns of fertility, mortality, and health4. Regional variations of demographic transitions5. Effects of population policies

C. Population movement1. Migration selectivity2. Major voluntary and involuntary migrations at different scales3. Theories of migration, including push and pull factors, human capital, and life course4. International migration and refugees5. Socioeconomic consequences of migration

III. Cultural Patterns and Processes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13–17%A. Concepts of culture

1. Traits2. Diffusion3. Acculturation, assimilation, and globalization4. Cultural regions

B. Cultural differences1. Language2. Religion3. Ethnicity4. Gender5. Popular and folk culture

C. Cultural landscapes and cultural identity1. Values and preferences2. Symbolic landscapes and sense of place3. Environmental impact of cultural attitudes and practices

IV. Political Organization of Space . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13–17%

A. Territorial dimensions of politics1. The concept of territoriality2. The nature and meaning of boundaries3. Influences of boundaries on identity, interaction, and exchange4. Federal and unitary states5. Spatial relationships between political patterns and patterns of ethnicity, economy, and environment

B. Evolution of the contemporary political pattern

1. The nation-state concept2. Colonialism and imperialism3. Democratization

C. Changes and challenges to political–territorial arrangements1. Changing nature of sovereignty2. Fragmentation, unification, alliance3. Supranationalism and devolution4. Electoral geography, including gerrymandering5. Terrorism

V. Agriculture and Rural Land Use . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13–17%A. Development and diffusion of agriculture

1. Neolithic Agricultural Revolution2. Second Agricultural Revolution3. Green Revolution4. Modern Commercial Agriculture

B. Major agricultural production regions1. Agricultural systems associated with major bioclimatic zones2. Variations within major zones and effects of markets3. Linkages and flows among regions of food production and consumption

C. Rural land use and settlement patterns1. Models of agricultural land use, including von Thünen’s model2. Settlement patterns associated with major agriculture types3. Land use/land cover change, irrigation, conservation (desertification, deforestation)

D. Modern commercial agriculture1. Biotechnology, including genetically modified plants and animals2. Spatial organization and diffusion of industrial agriculture3. Organic farming and local food production4. Environmental impacts of agriculture

VI. Industrialization and Economic Development . . . . . . . . . . . . . . . . . . . . . 13–17%A. Growth and diffusion of industrialization

1. The changing roles of energy and technology2. Industrial Revolution3. Evolution of economic cores and peripheries4. Geographic critiques of models of economic localization(i.e., bid rent, comparative costs of transportation), industrial location, economic development, and world systems Content Area section)

B. Contemporary patterns and impacts of industrialization and development1. Spatial organization of the world economy2. Variations in levels of development3. Deindustrialization and economic restructuring4. Globalization and international division of labor5. Natural resources and environmental concerns6. Sustainable development7. Local development initiatives: government policies8. Women in development

VII. Cities and Urban Land Use . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13–17%

A. Development and character of cities1. Origin of cities2. Rural–urban migration and urban growth3. Global cities and megacities4. Suburbanization and edge cities

B. Models of urban systems1. Rank-size rule2. Central place theory3. Gravity model

C. Models of internal city structure1. Concentric zone model2. Sector model3. Multiple-nuclei model4. Changing employment mix5. Changing demographic and social structures6. Uneven development, ghettoization, and gentrification

D. Built environment and social space1. Housing2. Transportation and infrastructure3. Political organization of urban areas4. Urban planning and design5. Patterns of race, ethnicity, gender, and socioeconomic status

General Information:Make-up work Make up work will be accepted, however, only for absences that are excused. Each day of an excused absence equals one day of make-up. It is YOUR responsibility to make your work up and YOUR responsibility to come and get it from me, not the other way around. If a test or assignment was assigned before you left you still must turn in the assignment the day you return or the day is due depending on the absence. Lates/lockouts and unexcused absences do not qualify and work cannot be made up. All assignments are posted on the calendar section of my web site, so it is up to you to figure out what you have missed.

TechnologyStudents will be using Excel and Word throughout the year, along with online assignments using software from the district. If you do not have a computer at home that has these two programs(or ones comparable/compatible) please let me know.

BehaviorYour conduct grade will be based on your ability to control yourself in class. The

following list of incorrect behaviors will not be tolerated and will result in detentions, referrals and calls home.

No eating/drinking in class unless otherwise instructed No foul language or cheating, both of which result in referrals. Be PREPARED when you enter class, that means coming to class

with your textbook (unless otherwise instructed), pencil/pen, 3-ring notebook and any other materials required by the teacher.

Everyone will be heard, please do not put down anyone. Respect your fellow classmates.

Come to class on time. Raise your hand to speak. The teacher dismisses the class not the bell; therefore, remain in your

seat until the instructed. Substitutes are an extension of me, therefore, any inappropriate

behavior results in the same formal consequences. HAVE FUN AND ENJOY LEARNING!!!!!!!

Plagiarism Plagiarism will not be tolerated and will constantly be monitored. The

following is considered plagiarism Sharing homework Barrowing essays or projects Stealing answers on a test NOT PROPERLY CITING YOUR MATERIAL!! Basically doing anything that is not your work

Essays will be turned in on turnitin.com for plagiarism checking. The first time a student cheats, they will receive an F on the

assignment and a referral will be written. The second time it happens you are removed from the class with an F

Consequences of inappropriate behavior:Step 1: Student is warnedStep 2: Parent contact/possible T.A.D.Step 3: Referral/VP contactStep 4: Referral/VP contactStep 5: Referral/VP contact and student is removed from BOTH classes.

Contact and important class information:

Web Site:All class information can be found at the following link:http://mrdroot2.wordpress.com

There is a daily calendar that outlines homework and class work A link can be found on the site that allows parents to access grades with student

ID numbers An email link can be found Online postings for questions and what not can be done as well Information for the online plagiarism website, turnitin.com, can be found

Class resources to purchase/have:

Testing Folder: Each student needs to have a normal 8 ½ x 11 wire bound single subjectnotebook. Each free response test will be conducted with this

notebook and used throughout the year.

Class Folder: In addition to the testing folder, each student needs to have a three-ringbinder with 15 separate sections(one for each chapter, and one for

the atlas). Please separate the sections with a plastic divider that has anopening for papers. Each chapter will begin with a

SWBAT(student will be able to) sheet that outlines the information each student should know by the conclusion of the chapter

If any student cannot provide these materials please let me know so I can work it out.

(619)593-5696droot@guhsd.netI am available before school as well as immediately after school to meet with students that need extra help. I am also available to meet with parents upon request. Mr. Root

Course Expectations_____________________________________________

Dear Parents,

Being this is the first year of AP Geography at Granite Hills, it is imperative that we cover a few things before we get started. First, this is a very challenging class and covers material that is quite different from honors and college prep. Therefore, if you feel your student is not cutting it, I would suggest a change early in the semester so they are not behind. The first test is given at the conclusion of the third week, so your student’s progress should be accurate by that point. Second, we are going to follow the textbook quite carefully as it is right in line with the

AP test. Keep in mind that it is a college level book, so understanding of the reading is key to the success of the course. All students should plan on taking the AP test at the end of the year, regardless of one’s score; it is a great starting point and prepares students for future courses. Lastly, expect that there will be homework on a nightly basis and consists primarily of reading exercises and projects. I hope to see ALL of you at back to school night, if you have any questions in the meantime please do not hesitate to email or call me.

I have read the rules and expectations of Mr. Root and understand the requirements of AP Human Geography. I understand the behavioral contract, including the ramifications of plagiarism.

Print Student Name ___________________________________

Student Signature ___________________________________

Print or Guardian Name ___________________________________

Address _________________________________________________________________________________________________________

Phone Number before 3 p.m. ________________________

________________________________________________________________________Parent or Guardian Signature Date

Parents will be contacted personally if the student has below a C after the first test has been given(about three weeks into the semester) to discuss a potential level change to honors/college prep. Please feel free to contact me at any point to discuss your students’ progress and ability to cope with the rigors of an AP class.