AP HUMAN GEOGRAPHY COURSE SYLLABUS Cosby High School Chesterfield County Public Schools Midlothian, VA

Anne S. Canipe Christopher J. TuckerAnne_Canipe@ccpsnet.net ChristopherJ_Tucker@ccpsnet.netRoom 431 Room 427

School Profile:School Location and Environment: Cosby High School is one of 13 public high schools located in the “village” of Midlothian, the district of Matoaca and the County of Chesterfield, Virginia. The county is located in central Virginia, south of Washington, D.C. and the state capital of Richmond, but our high school is in the western sector of Chesterfield County. With over 2000 students, Cosby High School & The Governor’s Health Science Academy was recently recognized by U.S. News and World Report as one of the top high schools in the country.

Personal Philosophy:In order to understand any subject, when students have the ability to connect and relate to the material, then they are more likely to learn and enjoy the curriculum. My goal is to engage students in understanding the curriculum they study – as well as make it interesting and accessible. With AP Human Geography, I feel that there are many opportunities for students to relate and connect to the cultural world and examine the patterns and processes of human organization over time.

Our Mission StatementThe mission of Cosby High School is to challenge and educate out students academically, socially, physically and creatively in a safe environment so that they may lead successful and satisfying lives. Excellent programs in academics, activities and athletics prepare Cosby’s students with the skills to pursue post-high school education to enter the world of work and to be responsible citizens. Students actively learn to live in a diverse world and to treat others with dignity and courtesy.

Class Profile:2014-2015 was the inaugural year for AP Human Geography at Cosby High School and is limited to a select-freshman class. AP Human Geography is a yearlong course designed to meet/exceed the experience of an introductory one semester university human geography class. Our school runs on a block schedule where students meet every other day for approximately 90 minute periods. The purpose of this class is to utilize geographic processes to systematically understand spatial patterns that are evident in the world in which we live today. We will explore the cultural world and examine patterns and processes of human organization over time. The course is structured following the guide-lines found in the A.P. Human Geography Course Description*, published by the College Board. Students who take and pass the AP test in May could receive college credit for this class.

http://media.collegeboard.com/digitalServices/pdf/ap/ap-human-geography-course-description.pdf

AP Human Geography

I. Course Description, Overview & Objectives :

The course consists of seven units including: Nature and Perspectives of Geography, Population, Cultural Patters and Processes, Political Organization of Space, Agricultural and Rural Land Use, Industrialization and Economic Development, and Cities and Urban Land Use. As students move through these units they develop such skills as:

Use, create, interpret, observe and report on a variety of maps, spatial data, geographic models and theories; learn how to use Feographic Information Systems (GIS), read aerial photographs with stereoscopic viewers and satellite images daily

Understand and interpret the implications of associations among phenomena in places

Recognize and interpret at different scales, ranging from local to global, and the relationships among patterns and processes

Define regions and evaluate the regionalization process Characterize and analyze changing interconnections among places

A.P. Human Geography is a highly structured, very demanding and challenging course designed to utilize geographic processes to systematically study and understand spatial patterns that are evident in the world in which we all live. Students are required to thoroughly read the college-level text and prepare text-based notes, which usually take an outline form, prior to attending the class on the assigned reading. One of the primary objectives of this course is to expose students to all areas of information covered on the A.P. Examination. This is accomplished through lecture, class discussion, labs, video clips, selected outside readings, guest lecturers, demonstrations and projects. These methods are discussed throughout the syllabus. A daily schedule of study is required to meet the expectations of this course and will typically require 1-2 hours of preparation per class meeting.

We will use a spatial concepts and landscape-analysis to determine the patterns of human, social and economic organization and their environmental consequences. In order to better develop a local and world geographic perspective we will view a variety of landscapes in order to better understand current events.

WITHOUT, YOU’RE NOWHERE!

THIS COURSE stresses analytical thought, research and study skills, as well as factual knowledge and the ability to relate places and events to broader themes. Although recall is essential, equally important is the ability to use critical and analytical thinking. Students in this course will use and develop these skills independently, as a team member, as a class member and with the teacher’s guidance. We will also focus on building the writing skills and strategies required for success on the AP exam and for college in general. Students will be completely prepared to pass the VA SOL in World History following the May AP Exam.

CLASS NOTES should be STUDENT NOTEBOOK and follow the AP Note-Taking SQ3R Graphic Organizer OUTLINE FORMAT handouts.

AP College Board & Student Account – Password Creation – Vital Informationhttps://account.collegeboard.org/iamweb/smartRegister?excmpid=MTG248-ST-1-app

AP Central – Home Page General Information AP Exam+FRQ Qustions/Rubrics https://apstudent.collegeboard.org/home https://apstudent.collegeboard.org/apcourse/ap-human-geography http://apcentral.collegeboard.com/apc/members/exam/exam_information/2004.html

Chrome Books+Class Labs for Modules:Students will use Chrome Books/Computers; and at specific times their cell phones, for classroom-computer select modules from the AP Human Geography Action lab activities. Cosby APHuG Website - https://cosbyaphg.com/ Google Classroom, ARGWorld modules, ESRI, viewing GIS software for Mapping Our World modules and Google Earth modules will be used with many other supplemental materials. This class is also an opportunity to participate in simulations on the computer such as Real Lives and other SIMs.

The APHuG Exam:Taking this class also prepares you for the Advanced Placement Examination in Human Geography. Every student is encouraged to take the AP exam. There is a fee for this exam. By achieving a 3 or better on this exam, college credit can be received for this introductory course at most universities throughout the country and globe. If you chose to not register and take the AP exam, you will have to take a comparable test in class at the same time the students are taking the AP Exam.

This Year’s APHG Exam will be on Tuesday, May 14 th 12:00 NOON (There will be reminders about payment options.)

CLASS EXPECTATIONS: 1. All students will achieve success in AP HuG (first college course)2. Commitment – Come to class punctually, prepared with all assignments and supplies. Bring your binder, highlighters, colored pencils, pens, homework, chromebook+your mind ready for APHuG.3. Respect your studies, support your classmaters+teachers.4. Openness and willingness to participate in class discussions+listen to other ideas.5. 5 Cs of Project Based Learning – Communication, Culture, Community, Connections and Creativity

Absences, Late work and Make-ups: Students are expected to adhere to school policies regarding absences+tardies. Because of the nature of this class your presence and preparation for each class is essential for success. An unexcused lack of presence or preparedness will interfere with your ability to participate in class and, as such, will cause you to lose points on your work. You will be responsible for due dates and exam dates that were previously set upon your return. You should plan on spending time before+after school to catch up on any lecture material or group work. Almost all materials are posted online – via StudentVue or on Google Classroom, so there is no excuse for missing anything. It is best to be proactive and plan for work that might be missed in advance when you can. Quizzes missed will be made up by doubling of the next quiz score. You must still complete the APHuG notes for the chapter you missed in your notebook.

If your absence is unexcused, you will receive a zero for that assignment. No late essays or projects are accepted for full credit. Most due dates are known weeks, if not months, in advance. If you are absent, find a way to get your work handed in before the end of the school day or even earlier (e-mail works great!). Numerous absences on quiz and test days will not go unnoticed and will prompt a phone-call/email home and possible a conference.

Late Work - Homework Recovery Policy – AP Human Geography, World History I (Honors), Medical Law/Ethics

1. Long-term summative assignments (PBLs, projects) will only receive full credit if turned in by the due date.

2. Assignments turned in the next school day will start at 66%; assignment turned in 2 school days late will start at 33%. After two school days, a “0” (zero) will be assigned.

3. Students will be allowed to turn in one late formative assignment per 9 weeks (quarter) for AP/Honors/Health-Science) classes by the next class for 50% credit.

In extraordinary circumstances, please contact TEACHER on or before your return to school to request additional time to turn in assignments.

Grading Policy: Grades follow CCPS district guidelines. Check student handbook. Your performance in this class will be evaluated on the following categories:

Comprehensive Assignments (50%): This includes unit tests, essays, and Petites Projects. Unit tests occur at the end of a unit of study and typically consist of multiple choice and essay (FRQ) questions. Additional essays and (research and artistic) Petites Projects will also be assigned. You will have fewer opportunities to impact this part of your grade.

Daily Assignments (40%): This includes SQ3R chapter notes, quizzes, articles, map creation and analysis, seminars, notebook, openers and any other daily class work or homework that you complete.

Participation (10%): The depth of coverage of material in this course requires active student engagement and participation. In order to be successful it is necessary to attend, to be on time, focused, help each other, and participate in class. As such 10% of the grade is weighted for attendance and participation. An unexcused absence results in no participation points for that day.

Distractions: Absolutely no cell phones, iPods, iPads, Smartphones, MP3 players, calculators, or other electronic gizmos are allowed for use in class unless requested to use. Smartphones are a great tool and we will have opportunities to use them in class. With that said, if I hear it or see it I will ask you to put it away, if you are using it without permission after that I will confiscate it until class is over. If it happens again, I will call home and given to Administration. If it is an emergency (say someone calls you) you can use the phone IN my classroom. You phone is supposed to be OFF during the school-day hours.

Honesty: It is your responsibility to maintain the utmost level of academic honesty. Any instance of cheating, copying, plagiarizing, or misrepresentation will be dealt with severely. The first incident will result in a zero on the assignment (which may result in a loss of credit). Any additional incidents will be referred directly to administration. If the work has been copied then the student providing the original will lose credit as well. This is a school wide policy that deals with Academic Integrity that can be found in the student handbook

Anti-Harassment Policy/Bullying: CCPS+Cosby High School prides itself on acceptance of all students. We value each and every one of you, so it is important that we maintain an environment that is safe for learning so that everyone feels comfortable.

Supplies: Students should have the following supplies to complete the required class work: a three ring one to two inch binder or a large spiral notebook, dividers, a box of 12-24 colored pencils and thin colored markers (8-12) for filling out maps, blue or black ink pens for taking notes and writing essays, a few pencils and highlighters, an active e-mail account, CCPS Chrome Book.

Student/Parent VUE and Google Classroom will be utilized 24-7. I post grades (weekly/bi-weekly) and assignments (daily/every-other day) to these usually daily/d Schoology at least once per week (usually Friday) so check before asking questions about grades and assignments. I also send communication emails once-a-week.

Some Typical Assignments: Creation and analysis of maps, projections, data and cartograms. A supplemental reading packet/take chapter notes using SQ3R on or do an exercise with. Current events packet & reflection – some online, some reprints. Applied Geographic works – ARGUS & ARGWorld Modules, ArcViewGIS Modules, Google Earth Thesis statement essays – short essays on a topic from the current unit. Petites Projects – each chapter/unit has at least one “real world” geography based assignment Complete a geographic inquiry after the APHG Final that requires field study in a neighborhood in the city including the completion of an inquiry highlighting the geographic and historic points of a neighborhood that is not your own. (using the OSAE method of observation)

PBL (Project Based Learning) Assignment – “PING” Project: GALA Night (March/April) + Community Awareness Day at Cosby (June) – Presentation of Culture, Language, Ethnicity, Religion for Developed and Developing Countries.

Extra credit Opportunities: (These can replace missing assignments or bring up low scores)

Back to school night – Parent(s) should attend to familiarize themselves with the course. This is an EASY extra-credit assignment for the student.

Approximately six times during the year (usually in late March/April) we will have after school reviews in preparation for the AP HuG exam. Dates TBA.

One Saturday in April is set aside as a MOCK AP EXAM in preparation for the AP EXAM DAY. Following this Mock Exam, we will all go out to Maglio’s pizza for lunch!

NEW THIS YEAR , approximately 4 times during the school year there will be an after-school-film day. As with other APHuG classes in the country, these prove very popular and often highlight many of the themes we talk about in class.

NEW THIS YEAR - Once a semester we will also have ADDITIONAL EXTRA CURRENT EVENT READING to include PARENTS to read along with their students possibly have an on-line blog get-together or a cultural food dinner on a particular late afternoon/early evening to discuss.

There are also MANY opportunities to have visit guest speakers, mini-seminars and other events around the Richmond metro area. Students also travel and have the opportunity to bring back to the classroom HUMAN GEOGRAPHY information to share, which is relative to topics that we will be discussing in APHuG.

Final points: As an educator, I believe that families need to be kept aware of their students’ progress and behavior. I try to keep Student/Parent VUE and Google Classroom up to date with grades and upcoming assignments. I will email/call/communicate with the student and your family if I deem any dress, manners, respect, lack of production, or destruction of property to be inappropriate for our classroom.

I leave it to you to set guidelines for your behavior outside of the home, just as I do in the class. Finally, I urge you to get involved by having a map of the world handy at home, reading books, magazines, internet articles and watching programs that you might not usually about different places and asking questions, so that you begin to understand better the world that is your future.

Please do not hesitate to ask questions of me by calling, emailing or even dropping by the classroom. My educational goal this year is to introduce more inquiry into the curriculum by using FRQs specifically and more technology use for geography you prepare for upper grades and college.

Welcome to Cosby High School and to AP Human Geography – you are officially an APHuGs !

Advanced Placement Human Geography Students! Best of luck, and I look forward to challenging you and having a successful year here at Cosby High School in our study of Geography!

Anne S. Canipe Christopher J. Tucker Teacher – APHuG Teacher – APHuG Anne_Canipe@ccpsnet.net ChristopherJ_Tucker@ccpsnet.net Planned Assignments:

Chapter HuG Note taking assignments, including term identification, outlining and Key Issue questions that deal with what you need to know and understand for each section of the text.

Quizzes given weekly/bi-weekly on each week and Unit Summative Tests to correspond with the chapter readings from the past weeks. These could include terms, short answer/ Free Response Questions, essential skills & maps (group and individual).

Supplemental readings for review and reflection assigned for each chapter, some in-class, and others independently.

Global Awareness Learning Activities/Night PBL (Project Based Learning Activity) Presentation – selected countries and presentation to community (March)

Applied geography assignments (GIS), petites projects, and essays/Free Response Questions will be at least once per unit.

After the APHG Exam on May 18th, class will take the VA World Geography SOL Passing the VA World Geography SOL will exempt the student from taking Final Exams at the end of the school year.

Assignments are subject-to-change by teacher(s) as deemed appropriate by College Board Regulations.

II. Course SYLLABUS - Planner—Unit Information and Time Frame

* Please note that readings, labs and videos referred to in “Course Planner” are also listed in your StudentVUE/ParentVUE and also in your GOOGLE CLASSROOM WEBSITE page. If you need to email Mrs. Canipe, please do so at any time: Anne_Canipe@ccpsnet.net

ChristopherJ_Tucker@ccpsnet.net

READ & TAKE NOTES EVERY NIGHT.*

*REMEMBER: THIS IS A COLLEGE LEVEL CLASS. YOU ARE RESPONSIBLE for READING/ADDITIONAL RESEARCH/SUPPLEMENTAL TEXT and

it is VITAL to your mastery of the curriculum, improvement of your AP Exam Test score and enjoyment of this exciting topic! BE PREPARED!

Textbook – Cultural Landscape, Rubenstein – 10th EditionAdditional Texts/Supplements – TBA & Subject to

Change

First Quarter1st 9 Weeks

Unit One: Geography: Its Nature and Perspectives: 3 weeks Readings:

o Rubenstein, Chapter 1, “Basic Concepts”

Videos:o Did You Know? 2012 https://www.youtube.com/watch?v=XVQ1ULfQawko Sarah McLaughlin “World on Fire” music video

https://www.youtube.com/watch?v=FDmPcSWE0WUo TED TALKS/TedEd/Crash Course (specific assigned to topic)

Activity: Autobiographical Mapping/Mental MappingActivity: Sense of Place Geo-Caching and Field Analysis/GPS Scavenger HuntAs the world is always changing, these are not ALL our activities.

Unit One Objectives: Outline a brief overview of the history of geography as a discipline, and include

important thinkers in the field. Use latitude and longitude to locate places on maps and globes, and to describe

locations to other people so that they can find places on maps and globes. Create maps with conscious use of scale, orientation, and projection, and be able to

explain why the particular scale, orientation, and projection was used and incorporated into the maps

Define a “region,” and use GIS to pinpoint and study particular global regions for their geographical features, resources, and location.

Analyze a particular global event (e.g. earthquake in Japan, violence in Syria), explaining its causes and effects according to

o Scaleo Locationo Placeo Global connections

Create and elaborate upon political, physical and thematic maps to explain one particular global event

Unit One Test

Unit Two: Population/Migration: 5 weeks Readings:

o Rubenstein, Ch. 2, “Population” and Ch. 3, “Migration” Videos:

o National Geographic, 2012, “Population 7 Billion”o “World in the Balance: The People Paradox”o 20/20 “Disappearing Daughters” aired 12/09/11-India’s gender

skew/female infanticideo “30 Days: Immigration.” Morgan Spurlock

Activity: Analyzing local population growth patterns- examining school redistricting questionActivity: Analysis of regional variation in demographic transitions- Group case studiesActivity: ArcView project- analyzing population density at various

Unit Two Objectives: Define “population density” and describe various locations’ population densities in

different areas around the globe, offering reasons for why certain densities exist in certain locations.

Define different categories of human population, explain why we categorize populations according to categories, and create and analyze population pyramids.

Describe the ways in which culture, religion, gender equality, politics, and economics all affect population growth.

Explain the contemporary theories about population growth and decline. (e.g. Demographic Transition Model)

Describe the causes and effects of the migration of peoples, and define the categories of migrating peoples according to the reasons for human movement.

Identify various trends in human movement today, and predict the effects of government policies and regional differences (geographic, cultural) on human movement.

Describe the role played by geography, climate, and topography in human migration, and use them to assess the validity of prevailing theories on population growth and decline.

Unit Two Test: Population and Migration

Second Quarter 2nd 9 weeks

Unit Three: Culture: 6 weeks Readings

o Rubenstein, Ch. 4 “Folk and Popular Culture,” Ch. 5 “Language,” Ch. 6 “Religion,” Ch. 7 “Ethnicity”

Videoso “In Search of the First Language”o “Promises,” http://topdocumentaryfilms.com/promises/o Hotel Rwandao Maternal Mortality Rate—20/20, “Giving Life—A Risky Proposition,” aired

12/16/2011.Activity: Material World- photo and case study analysisActivity: Analyzing the Cultural landscape of our community- field studyActivity: Socratic seminar- analysis of Guns, Germs and Steel by Jared Diamond

Unit Three Objectives: Define and give specific examples of various concepts which help to frame the study

of cultural processes Evaluate the extent to which prevailing concepts help us to understand and explain

cultural processes Identify the geographic and cultural features that allow us to define specific world

“regions,” and describe the physical, economic, and cultural characteristics of specific world regions

Explain how location affects cultural processes and practices—in the areas of language, ethnicity, gender, religion and social life

Explain how culture creates symbols and meaning out of the geographic landscape, accounting for history, heritage, and values of cultural groups

Identify specific symbolic landscapes and explain how and why certain cultural processes and practices are connected to them

Culture – folk v. pop (origin, diffusion, and regions), examine specific examples of folk and pop culture

Language – how languages are classified and related, map the distribution of major language families worldwide, English as a case study and a modern lingua franca, explain the how/why/where of language change, local variations of language (slang, isogloss, and accents), language extinction, toponyms

Religion – Study major religions (origin, diffusion, distribution, landscape expression), map religious regions globally and in the U.S., discuss Christianity, Islam, Buddhism, Judaism, Hinduism, Sikhism (i.e. origins, branches, and distribution), look at how environment influences religion and how religion influences environment, religious conflicts (political, intrafaith, and interfaith)

Ethnicity and Gender – describe distribution of major ethnicities in the U.S., examine how gender related issues are expressed spatially, ethnic conflict from different regions, discuss how nation-state configurations enhance ethnic conflict (i.e. stateless nations, multination states, etc.)

Assess the way culture shapes human-environment relationships (i.e. religion can influence environmental perception and modification) (i.e. the varying impact on environment of traditional folk customs versus popular culture)

Understand varying cultural landscapes – how culture is expressed in landscapes and how landscapes in turn represent cultural identity

Unit Three Test:Part One = Culture and LanguagePart Two = Religion, Ethnicity and Gender

Unit Four: Political Organization of Space: 5 weeks (2 weeks in 2nd quarter and 3 weeks in 3rd quarter)

Readings

o Rubenstein, Ch. 8, Political Geography

Activity: Socratic Seminar- Critical Geopolitics and Geopolitical history of thoughtActivity: Case Study- Border Wars

Unit Four Objectives: Describe the ways in which different nations draw or label maps to protect or

advance their interests Describe the effects of national boundaries on the lives of people in boundary

regions—in terms of trade, security and livelihood List and describe the geographical reasons why nations and peoples claim and

construct territorial boundaries—explaining the difference between “state” and “nation”

Explain how physical geography affects the creation of, and territory claimed by, nation-states and city-states

Describe the ways in which the configuration of territories or “zones” can enhance or diminish political power—at both the local level and the supra-state level. Define “geographical sovereignty” with specific examples of people claiming, losing, or gaining it

Explain the differences between Colonialism, Expansionism, and Globalization, describing the details of their economic and environmental components with the use of specific examples

Define democratization and describe its role in ethnic geography, political cooperation or unification, and political devolution. Explain specific examples of each

Summarize the history of the United Nations and identify issues of current importance to it

Consider the forces that are changing the role of individual countries including ethnic separatism, economic globalization, the emergence of regional economic blocs, and the need to confront environmental problem that cross national boundaries

Explore political units above, below, and beyond the state (i.e. above the state = regional schemes and alliances such as NATO and the EU) (i.e. below the state = electoral districts, municipal boundaries, gerrymandering)

Cumulative Semester Exam (all of the essays on this test come from unit four, however the multiple choice are cumulative and cover units 1-4)

Third Quarter 3rd 9 weeks

Unit Five: Agricultural and Rural Land Use: 4 weeks Readings

o Rubenstein, Ch. 10, Agriculture, Ch. 14, Resource Issues (key issue 3)

Videoso John “Cougar” Mellancamp, “Rain on the Scarecrow” music videoo “Harvest of Fear”o “King Corn” / “Food, Inc.”

Activity: Field Study: Mapping and analyzing local land use and settlement patternsand relating to theories of land use patterns

Unit Objectives: Identify and mark on maps the major agricultural producing regions of the world Analyze and categorize the major historical agricultural revolutions Explain what the geographical and human factors are that affect the production of

certain agricultural products in certain regions Explain how the production of food products determines where and how people live Explain how different types of agricultural production affect the local and global

environments—using specific examples, and differentiating between types of commercial and subsistence agriculture

Compare the quality of life of various human communities based on where they live in relation to food production

Examine centers where domestication originated and processes by which domestication spreads (diffusion)

Examine various revolutions (Neolithic revolution, second agricultural revolution, green revolution)

Explore the current controversy surrounding genetically modified organisms Explore extensive agricultural activity (fishing, forestry, nomadic herding, ranching,

shifting cultivation)

Unit Five Test

Unit Six: Industrialization and Economic Development: 4 weeks (2 weeks in 3rd quarter and 2 weeks in 4th quarter)

Readings:o Rubenstein, Ch. 9 Development, Ch. 11 Industry, Ch. 14 Resources

Videos:o “Is Wal-Mart Good for America?”

Activity:Historical Case Study- the Industrial Revolution of the 18th centuryActivity:Socratic Seminars- Multinationals and their impact on industrialization in the global south- assorted readings

Unit Objectives: Define and differentiate between different types of economic resources Describe and explain the effects of geographic location on all types of economic

resources List and describe the key cultural, historical, and political factors that assist

industrialization Describe the role of technology in industrialization, and characterize the effects it

has on the environment Cite specific examples of Comparative Advantage, and explain their origins and their

effects on countries seeking to industrialize or promote economic development. Cite specific examples of regions or countries experiencing beneficial trading

relationships. Describe the key factors allowing those relationships to be constructive and/or beneficial

Describe and characterize the process of economic globalization. What are the constructive outcomes? What are the destructive outcomes?

Analyze models of economic development including Rostow’s stages of economic growth and Wallerstein's World Systems Theory – use these to explore why and how the world is divided into a well-developed core and a less developed periphery

Understand patterns of economic growth and decline in N. America Examine the difficult questions regarding the use and conservation of resources and

the impact of pollution on the environment and quality of life Study the impact of deindustrialization, the disaggregation of production, and the

rise of consumption and leisure activities

Unit Six Exam

Fourth Quarter (2 wks. of Economic Unit in 4th quarter) 4th 9 weeks

Unit Seven: Cities and Urban Land Use: 4 weeks Readings

o Rubenstein, Ch. 12 Service, Ch. 13 Urban Patterns

Activity: Change over time analysis-historical+contemporary patterns of urbanization

Unit Seven Objectives: Describe the geographic features that accommodate and promote the development

of dense urban settlements List and describe the processes of economic need and development that contribute

to the formation of cities—and the formation of cities in particular locations Compare and contrast different boundary definitions of urban areas contribute to connections of transportation and exchange between different cities Describe the fundamental features of urban living, and assess its benefits and costs

vs. life in other settings Explain why certain populations choose to live in particular parts of urban environ-

ments, and why certain parts of urban environments are devoted to specific uses Compare and contrast daily life and major trends of various world cities, using

politics, culture, and economics as points of comparison, and analyzing various challenges faced in urban and surrounding areas because of rapid growth

Apply urban models (Hoyt, Burgess, Harris/Ullman) to contemporary world cities Study systems of cities – focusing on where cities are located and why they are there

(i.e. examine the current and historical distribution of cities, the political, economic, and cultural functions of cities, reasons for differential growth among cities, and types of transportation and communication links between cities)

Introduce theories of settlement geography, such as Christaller’s central place theory and the rank size rule

Analyze changes in urban geography with quantitative information on such topics as population growth, migration fields, zones of influence, and job creation

Describe the move of retail and industry to the suburbs Explain the growth of suburbs in terms of social/transportation/economic changes Analyze patterns of land use, racial/ethnic segregation, types of intracity transport-

tation, architectural tradition, and cycles of uneven construction and development Explore comparative urbanization by exploring European, Islamic, East and South

Asia, Latin America, and sub-Saharan African cities. Use these examples to under-stand how differing economic systems and cultural values can lead to variations in the spatial structures and landscapes of urban places

Students also explore current trends in urban development such as edge cities and the gentrification of neighborhoods

Evaluate urban planning design initiatives and community actions that will shape cities in the future

Unit Seven Exam

Cumulative Final - AP Exam Review: 2 weeks AP Exam Tuesday, May 14, 2019

● Review of key concepts and topics● Practice with multiple choice and free response● Test-taking strategies

VA SOL World Geography Test – Test Date TBA (following AP Exam)

III. Textbooks/Course Materials: Rubenstein, James M. The Cultural Landscape: An Introduction to Human Geography. 10th ed. Upper Saddle River, N.J.: Prentice Hall, 2005

CCPS Chromebook & Additional Internet Materials TBA Additional Supplementary Materials** The following are some additional supplementary materials used for instructional preparation and classroom instruction. Students may use more, with teacher approval.

Local and National Newspapers (Richmond Times-Dispatch, New York Times, USA Today, Washington Post, The Economist, Newsweek, National Geographic, Scientific American). We also use various websites to find and make maps or to explore and learn from additional information. This will be provided on the CLASS WEBSITE – Google Classroom/StudentVue.

IV. Assessments

Daily student assessment on the reading by means of a quiz, homework check or text-notes check. oral questioning, discussion, labs, and interactions during class (PBL – 5Cs). Student assessment at the end of each unit as similar to AP Exam given in May (M/C & FRQs) multiple choice/free response test.

The class includes a lab component where students have access to a lab and complete the Human Geography in Action lab activities.

After School study sessions: Multiple Choice Test Taking/Free Response Questions and AP Review workshops are held throughout the year to help students practice for the AP exam for obtaining college credit.

Each quarter students complete a PETITE project/PBL after each unit that counts as a test/summative grade. In March a GALA Night is held (Global Awareness Learning Activities) for global cultural awareness, diversity and sustainability.

Students take a semester cumulative exam (December), as well as a final exam (see course plan). If students pass the VA Sol in World History, they will be exempt from the

final exam (per Chesterfield County Public Schools policy). All tests are modeled after the AP test (i.e. multiple choice and essays/free response with timed parameters). If a final exam is given, it will take place after the AP Exam and VA SOL testing.

V. Other Information:

Modeling the Testing Environment on the AP exam: all tests (unit tests and cumulative semester and final exams) are designed to mirror the length and timing of the actual exam in May (multiple choice and free response/essay). All essays given in class are actual released AP Free Response Essays and given in a 25minute timed session in order to mirror the time allotted for the essays on the actual AP exam.

Cumulative Tests: a cumulative semester and final exam are given to negate the serial position effect. “Old” information retains the freshness and accessibility of “new” information through this strategy and retrieval of the entire course information on the May AP Exam is more effective.

Student Evaluation Criteria GRADING PERCENTAGE

Classwork/Homework/Student Participation 40%Participation 10%Objective Tests Free Response Questions/Current Events/Quizzes 50% Field Work/Projects

*Objective Based Tests will be broken down into Multiple Choice and Critical Response Sections to allow students to become familiar with the AP testing format.

The typical lesson plan follows the following pattern:● Introduction of Key Concepts for the day- focus question and journaling

focusing on key geographic concepts such as spatial relationships, scale, region, location, association and interconnection.

● Group Discussion/Socratic Seminar over new concepts, theories, ideologies● Analysis of Case studies/readings/additional sources which demonstrate

new concept● Visual Analysis and application of concept including map analysis, research

of case studies, current event analysis, data analysis● Free Response writing practice using visual analysis comparable to AP exam

and review as a class● Weekly analysis of current event in terms of geographic concepts/topics of

study.

Teaching Strategies: The course will be taught using a variety of instructional methods including but not limited to:

● Direct multimedia lecture of material● Student self-study and inquiry of assigned reading material● Group Projects to apply in class instruction and reading● Field Work Assignment to apply geographic analysis to local surroundings● Socratic Seminars to allow students to question and analyze geographic

methodology

Student Projects/Field WorkStudents will have one-three field experiences this year. The field experiences is designed to allow students to not only see geographic techniques and tools in practice but also to employ methods learned in class to real life scenarios. Students complete fieldwork independently or virtually, and receive instruction and application to incorporate:

● Cultural Landscapes Analysis of Chesterfield County/Downtown Richmond/area of interest (approved by Teacher)

Major Research and Projects are assigned throughout the School Year:

1st 9 weeks – Sense of Place Activity – Understanding your Geographical Surroundings and Where You are and Why it is Important?

Population/Migration project: Analysis of population distribution and change over time of a selected locality. In this assignment students will select a location given from a list provided and analyze how population distribution and patterns changed over time. They will have to hypothesize the reasoning behind these changes utilizing not only theories of distribution patterns but also the historical development of the given area. Students will present their analysis to the class.

2nd 9 weeks – Cultural PBL - Project – Involving specific countries, Folk/Pop Culture, Language, Religion and Ethnicity –

Cultural Food Day

Border Conflict Analysis: : Students will research the background of a border dispute and write a formal report addressing the nature and reasoning behind a current border conflict and proposing a possible solution to the conflict. Specific conflicts will be assigned per 2 students. As a form assessment the two students will create and perform a two-voice-poem expressing the opinions of both sides in the conflict.

3rd 9 weeks – Presentations of PBLs at GALA (Global Awareness Learning Activities Night) PBL (from 2nd 9 weeks) – Cosby HS – Authentic Audience Presentation

4th 9 weeks – Mock AP Exam – 2 weeks prior to AP Exam (Saturday) 8am-Noon - LUNCH for CLASS(es) & Families at Maglio’s Pizza after Advanced Placement Exam – May 18, 2018 Virginia SOL – World Geography – following AP Exam

PRESENTATION of FINAL PBL – Globalization, Diversity & Sustaining our Planet – Final PBL Presentation

Cosby Social Studies Late Work - Homework Recovery Policy – AP Human Geography, World History I (Honors), Medical Law/Ethics

Long-term summative assignments (PBLs, projects) will only receive full credit if turned in by the due date.

Assignments turned in the next school day will start at 66%; assignment turned in 2 school days late will start at 33%. After two school days, a “0” (zero) will be assigned.

Students will be allowed to turn in one late formative assignment per 9 weeks (quarter) for AP/Honors/Health-Science) classes by the next class for 50% credit.

In extraordinary circumstances, please contact TEACHER on or before your return to school to request additional time to turn in assignments.

EXTRA-CREDIT: May be assigned at teacher-discretion.