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Eastside High School Instructor: J. Drew Chappell Room C139 Course Title: Advanced Placement Human Geography Teacher Contact Information (864) 355-2840 [email protected] http://teachers.greenville.k12.sc.us/sites/jdchappe Introduction Geography is one of the oldest fields of study, but only recently has it become more important in social science research. The State Department of Education has concluded, in a variety of studies, that American students are unaware of their physical space and how it affects their daily lives and the lives of others peopling the earth. The Bush administration officially established Geography as one of five core disciplines and expects all 50 states to follow the 1994 National Geography Standards- Geography for Life. Americans are living in an interdependent world and our need for understanding geography has become extremely important. An AP course in Human Geography will introduce students to the spatial world around them and its influences on human behavior. The fundamental concepts of location, place, region, movement and human-environment interaction will be studied, discussed, and applied to different peoples throughout our world. Focusing on these ideas will help students understand spatial interaction and behavior, use of the earth and its resources, political organization of space, and human settlement patterns, globalization and the growth of urbanization. The use of maps and the significance of mental maps will be emphasized in the course. If any of you had watched the events of 9/11 unfold, or the events of the Washington sniper, the bombing of the London Tube or Madrid's metro, you witnessed the importance of Geography. Forensic geographers mapped the cities to help investigators retrace human behavior patterns and locate possible terrorist cells. The course will introduce students to computer software called the Geographic Information System (GIS) and the Global Positioning System (GPS), which has enabled geographers to answer a range of questions about the surface of the earth with new precision, speed, and ease. Early man knew enough to follow wild animals to water, but it seems modern man has lost his way. Many of us are easily disoriented, cannot give directions (or refuse to ask), and are afraid of losing our way. Geography is a survival skill. We must be able to predict changes in our environment, manmade or natural, and know how to deal with those changes. COURSE TEXTBOOKS: Rubenstein, James M. The Cultural Landscape ­ An Introduction to Human Geography, 7th ed. Upper Saddle River, New Jersey: Prentice Hall, 2002. Barron's How to prepare for the AP Human Geography: Students need to purchase this review guide for the AP Exam, $16.95, at local book stores or online. Supplemental Materials (Some texts available for short-term check out from classroom or school library) rd · Kirby, Michael, et al. Human Geography in Action, 3 ed. New York: John Wiley & Sons, 2004. Replacement cost $70.95 · Advanced Placement Student Companion to Accompany Human Geography ­ Culture, Society and Space by James Marren (hereafter referred to as "Study Guide") · The Power of Place: Geography for the 21st Century series. Video. N.p: Annenberg/CPB Project, 1996. th · Hudson, John C. Goode's World Atlas. 20 ed. N.p.: Rand McNally, 2000. · Lockwood, Catherine M., ed. Focus on Human Geography. Jacksonville, AL: NCGE, 2005. · Globe · The Greenville News · Time Magazine · National Geographic · National Geographic Maps, magazines, and website · Sample Videos: Longitude, Hotel Rwanda, Lost Boys of the Sudan, Invisible Children · Merriam Webster's Geographical Dictionary

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Penguin Dictionary of Human Geography The Encyclopedia of Human Geography The Dictionary of Human Geography, 4th ed.

Additional textbooks available for purchase including: · Fellmann, Getis, & Getis Human Geography 8th ed. (McGraw Hill) · De Blij & Murphy Human Geography: Culture, Society, and Space 7th ed.(Wiley) · Jordan-Bychcov, Domosh, Neumann, & Price The Human Mosaic: A Thematic Introduction to Cultural Geography 10th ed. (Freeman) · Knox & Marston Human Geography 3rd ed. (Pearson/Prentice Hall) Additional books: · Collapse: How Civilizations Choose to Fail or Succeed (Diamond) · Guns, Germs, and Steel: The Fates of Human Societies (Diamond) · Why Geography Matters (De Blij) · The World is Flat: A Brief History of the Twenty-first Century (Friedman) · Material World: A Global Family Portrait (Mann & Menzel) · How to Lie with Maps (Monmonier) · Fast Food Nation (Schlosser) · Multicultural Manners: Essential Rules of Etiquette for the 21st Century (Dresser) · What Every American Should Know About the Rest of the World (Rossi) · Penguin State of the World Atlas (Smith) · The World Factbook: 2006 Edition (the CIA) · The Atlas of Languages: The Origin and Development of Languages Throughout the World (Comrie) · Salt: A World History (Kurlansky) · Shadow Cities: A Billion Squatters, A Urban New World (Neuworth) · Last Harvest: How a Cornfield Became New Daleville (Rybczynski) · Universal Human Rights in Theory and Practice (Ddonnelley) · If the World Were a Village: A Book about the World's People · Making Globalization Work(Stiglitz) · Political Geography (Blacksell) · Hungry Planet: What the World Eats (Menzel) · Material World: A Global Family Portrait (Menzel) · Why Geography Matters: Three Challenges Facing America: Climate Change, the Rise of China, and Global Terrorism (De Blij) · Methods in Human Geography: A guide for students doing a research project (Flowerdew) · The Introductory Reader in Human Geography: Contemporary Debates and Classic Writings (Moseley) · The Wealth and Poverty of Nations: Why Some Are So Rich and Some So Poor (Landes) COURSE OVERVIEW: The AP Human Geography course follows college-level goals that build on the 1994 National Geography Standards, addresses the South Carolina State High School Global Studies Standards and Habits of Mind. AP Human Geography course content is outlined by the College Board in the following manner: the course provides a systematic study of human geography, including the following topics outlined in the Course Description: Nature of and Perspectives on Geography, Population, Cultural Patterns and Processes, Political Organization of Space, Agricultural and Rural land use, Industrialization and Economic Development, cities and Urban Land Use, and Globalization). It represents a typical collegelevel introductory course in human geography. The purpose of the AP Course in Human Geography is to: · Introduce students to the systematic study of patterns and processes that have shaped human understanding, use, and alteration of Earth's surface. To learn about and employ the methods and tools geographers use in their science and practice such as observation, mapmaking, data gathering and reporting and technical writing. The course teaches the use of spatial concepts and landscape analysis to examine human organization of space. · Employ spatial concepts, geographic vocabulary, and landscape interpretation to a variety of locations (regions) and situations around the globe and in local areas. The course teaches students

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how to use and interpret maps, data sets, and geographic models. GIS, aerial photographs, and satellite images, though not required, can be used effectively in the course. Develop a geographic perspective with which to view the landscape and understand current events. The course teaches spatial relationships at different scales ranging fro the local to the global. Analyze places and patterns not in isolation, but in terms of their spatial and functional relationship with other places and patterns. Characterize and analyze changing interconnections among places.

COURSE OBJECTIVES: The learner will be able to ... · Use and think about maps and spatial data sets. · Understand and interpret the implications of associations among phenomena in places. · Recognize and interpret at different scales the relationships among patterns and processes. · Define regions and evaluate the regionalization process. · Characterize and analyze interconnections among places. Four Habits of Mind are addressed by any rigorous social studies course: 1. Constructing and evaluating arguments: using evidence to make plausible arguments. 2. Using documents and other primary data: developing the skills necessary to analyze point of view, context, and bias, and to understand and interpret information. 3. Developing the ability to assess issues of change and continuity over time. 4. Enhancing the capacity to handle diversity of interpretations through analysis of context, bias, and frame of reference. Three Habits of Mind are addressed by a Human Geography course: 1. Seeing global patterns over time and space while also acquiring the ability to connect local developments to global ones and to move though levels of generalizations from the global to the particular. 2. Developing the ability to compare within and among societies, including comparing societies' reactions to global processes. 3. Developing the ability to assess claims of universal standards yet remaining aware of human commonalities and differences: putting culturally diverse ideas and values in geographical and historical context, not suspending judgment but developing understanding. The Exam At the conclusion of the course, students will take the AP Exam. A score of 3, 4, or 5 (on a 1-5 scale) is accepted for credit at most colleges and universities. The exam is 2 hours 15 minutes in length ­ a multiple-choice section (75 questions in 60 minutes) and a free response section (3 essays in 75 minutes).

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COURSE PLANNER (tentative dates EXCEPT for holidays) The class meets for 54 minutes per day for 180 class days. 1 Credit Unit earned. Dates 4 Weeks 5 Weeks 6 Weeks 5 Weeks 3 Weeks 4 Weeks 4 Weeks 1 Week May15, 2009 Unit of Study I. Geography: Its Nature and Perspectives II. Population III. Cultural Patterns and Processes Midterm Exam Review and Preparation IV. Political Organization of Space V. Agricultural and Rural Land Use VI. Industrialization and Development (Globalization) VII. Cities and Urban Land Use Exam Review and Preparation AP Exam % of AP Exam 5-10% 13-17% 13-17% 13-17% 13-17% 13-17% 13-17% Textbook Rubenstein Ch. 1 Rubenstein Ch. 2-3 Rubenstein Ch. 4-6 Rubenstein Ch. 7-8 Rubenstein Ch. 10 Rubenstein Ch. 9, 11, 12, 14 Rubenstein Ch. 13 Study Guide Ch. 1-14

Teaching Strategies Lectures Examination of case studies Cooperative Groups Practice of key geographical skills Computer Labs Instructional video Reading Quizzes Student PowerPoint presentations Discussion of key terms and concepts Biweekly Current Issue individual/group work Practice of written expression of free response questions Unit Outline: AP Human Geography is a two-semester course. AP Human Geography consists of seven units of study divided into the following topics: 1. Geography: Its Nature and perspectives (4 Weeks) a. Define geography and why does it matter b. Historical development of geography c. Examine four ways of thinking about the world: i. Thinking about space ii. Thinking about place iii. Thinking about scale iv. Thinking about connections Required Reading · Rubenstein, Chapter 1: "Thinking Geographically" a. "Thinking Geographically" b. Appendix "Map Scale and Projections" · "The Four Traditions of Geography" by J. Pattison Sample Activities · Learner.org-Annenberg Series "Power of Place;" Video 1 "One Earth, Many Scales" · Lectures on History of Geography, Basic Cartography, Toponyms · http://www.worldmapper.org/index.html Cartogram website activity · Human Geography pretest with 15 multiple choice questions and one free response question from the College Board's AP Human Geography Course Description book · Map Projection PowerPoint project · Map quiz practice http://bcs.wiley.com/hebcs/Books?action=resource&bcsId=1208&itemId=0471441074&resourceId=1719 · Unit Test · Students will turn in a completed "Current Issue" worksheet and notes on other group members' articles pertaining to globalization. This current event assignment will be completed on a biweekly basis throughout the year.

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· Weekly, 2 students will do a classroom presentation on a National Geographic Map. The students will explain the map's thematic purpose, data classification and how it is portrayed on the map. Students will describe the type of map projection used and why, the technical writing, the technology used to create the map, the geographical terms used on the map, the scale, the purpose of colors and symbols and the overall map design. In a five-paragraph essay, students are to evaluate the map's usefulness stressing advantages and limitations. 2. Population Geography (5 Weeks) a. Where is the World's population distributed? b. Where has the world's population increased? c. Why is population increasing at different rates in different countries? d. Why might the world face an overpopulation problem? e. What is the demographic transition model and can it be applied to today's developing countries? f. Why do people migrate? g. Where are migrants distributed? h. Why do migrants face obstacles? i. Why do people migrate within a country? Required Reading · Rubenstein, Chapter 2: "Population" · Rubenstein, Chapter 3: "Migration" · Government Web site: www.census.gov Sample Activities · PBS.org DVD "World in the Balance" http://www.pbs.org/wgbh/nova/worldbalance/ lesson · Video "World Population: A Graphic Simulation" · Map activity-show 5 major world population concentrations · Lectures on Demographic Transition Model, Anti-and Pro-Natalist Policies, The Baby Boom, Global Migration Patterns, Spatial Patterns of Health and Disease, and Natural Hazards · http://www.learner.org/resources/series180.html Power of Place video 16 "Delhi: Bursting at the Seams," 19 "Kenya: Medical Geography," and 21 "Mexico: Motive to Migrate" · www.census.gov Graphing population pyramids activity · Practice Free Response Questions using 2003 Exam, Question 3 (European migration), 2005 Exam Question 2 (US Immigration), and 2006 Exam Question 1 (world migration patterns) 3. Cultural Patterns and Processes (6 weeks) a. Where do folk and popular cultures originate and diffuse? b. Why is folk culture clustered? c. Why is popular culture widely distributed? d. Why does globalization of popular culture cause problems? e. Where are English language speakers distributed? f. Why is English related to other languages? g. Where are other language families distributed? h. Why do people preserve local languages? i. Where are religions distributed? j. Why do religions have different distributions? k. Why do religions organize space in distinctive patterns? l. Why do territorial conflicts arise among religious groups? Required Reading · Rubenstein, Chapter 4: Folk and Popular Culture · Rubenstein, Chapter 5: Language · Rubenstein, Chapter 6: Religion Sample Activities · Practice Free Response Question using 2002 Exam Question 2 (religion shapes cultural landscape)

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Lectures on Folk/Popular Culture, World Languages, and each of the world's major religions Field Study to visit local houses of worship and essay response Power of Place video 17 "Sacred Space, Secular States?"

4. Political Organization of Space (5 weeks) a. Where are ethnicities distributed? b. Why have ethnicities been transformed into nationalities? c. Why do ethnicities clash? d. Where are states located? e. Where are boundaries drawn between states? f. Why do boundaries between states cause problems? g. Why do states cooperate with each other? Required Readings · Rubenstein, Chapter 7: "Ethnicity" · Rubenstein, Chapter 8: "Political Geography" · Lockwood, Catherine M., ed. Focus on Human Geography. Jacksonville, AL: NCGE, 2005. "Gerrymandering" Sample Activities · Lectures on Nationalities and Nation-States, Territorial Morphology, Boundaries, Law of the Seas, Centripetal and Centrifugal Forces, and Electoral Geography. · Mapping Our World Module 5 "Political Geography" · Research project on current and historical conflicts (students prepare a PowerPoint presentation) · Power of Place videos 2 "Boundaries and Borderlands," 3 "Supranationalism and Devolution," 4 "East Looks West," and 25 "Ethnic Fragmentation in Canada" · Practice Free Response Questions with 2002 Exam Question 1 (nation, state, nationstate), 2005 Exam Question 1 (supranationalism and devolution), and 2006 Exam Question 3 (centrifugal and centripetal forces in S. Asia) 5. Agricultural and Rural Land Use (3 weeks) a. Where did agriculture originate? b. Where are agricultural regions in less developed countries? c. Where are agricultural regions in more developed countries? d. Why does agriculture vary among regions? Required Reading · Rubenstein, Chapter 10: "Agriculture" · Lockwood, Catherine M., ed. Focus on Human Geography. Jacksonville, AL: NCGE, 2005. "Territorial Organization of Mongolian Pastoral Livestock Husbandry in the Transition to a Market Economy." Sample Activities · Lectures on Agricultural Revolutions (1st, 2nd, and Green), Whittlesey's Classifications, Von Thünen Model, and Rural Settlement Patterns · Lesson on coffee domestication and trade (map coffee producing nations and coffee consuming nations to introduce the core-periphery model) · Research project on ethnic recipe (research domestication of ingredients, write about cultural processes that brought about the recipe) · Lesson on rice (compare Indonesia and California) · Power of Place video 12 "Small Farms, Big Cities" · Practice Free Response Questions using 2001 Exam Question 1 (Green Revolution), 2004 Exam Question 2 (poultry) and 2007 Exam Question 1 (Von Thünen) 6. Industrialization and Economic Development (4 weeks) a. Why does development vary among countries? b. Where are more and less developed countries distributed? c. Why do less developed countries face obstacles to development?

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d. Where did industry originate? e. Where is industry distributed? f. Why do industries have different distributions? g. Why do industries face problems? h. Where did services originate? i. Why are consumer services distributed in a regular pattern? j. Why do business services locate in large settlements? k. Why do services cluster downtown? l. Why are fossil fuel resources being depleted? m. Why are resources being polluted? n. Why are global food resources expandable? Required Reading · Rubenstein, Chapter 9: "Development" · Rubenstein, Chapter 11: "Industry" · Rubenstein, Chapter 12: "Services" · Rubenstein, Chapter 14: "Resource Issues" · Lockwood, Catherine M., ed. Focus on Human Geography. Jacksonville, AL: NCGE, 2005. "Japanese Motor Vehicle Producers in the USA: Where and Why" and "Ecotourism Potential in the Togian Islands, Indonesia." Sample Activities · Lectures on measures of development (including HDI), history of industrial revolution, strategies for development (including Rostow model), and industrial location (including Weber model) · Power of Place videos 5 "The Transforming Industrial Heartland," 10 "The Booming Maritime Edge," 15 "Global Interaction" and 20 "Developing Countries" · Choices Curriculum unit on Free Trade (includes class debate on free trade vs. protectionism) · Practice Free Response Questions with 2003 Exam Question 1 (Argentina and Germany/core periphery), 2004 Exam Question 1 (maquiladoras), 2006 Exam Question 2 (customer service call center) and 2007 Exam Question 3 (division of labor) 7. Cities and Urban Land Use (4 weeks) a. Where have urban areas grown? b. Where are people distributed within urban areas? c. Why do inner cities have distinctive problems? d. Why do suburbs have distinctive problems? Required Reading · Rubenstein, Chapter 13: "Urban Patterns" · Lockwood, Catherine M., ed. Focus on Human Geography. Jacksonville, AL: NCGE, 2005. "The Changing Small Town in the Sunbelt." Sample Activities · Lectures on Services, Origins of Cities, Christaller's Central Place Theory, Borchert's American Urban System, Classic models of Urban Structure, World Cities, Suburbanization, and Urban Renewal · Field Study in Downtown · Power of Place videos 9 "Changes on the Chang Jiang" and 24 "Cityscapes, Suburban Sprawl" · Special lesson on Levittown (PowerPoint) http://elenarazlogova.org/hist253w07/postwarprosperity.ppt · Architecture Research Project (students create presentation on classic American residential architectural styles) · Practice Free Response questions with 2001 Exam Question 2 (Suburbanization), 2002 Exam Question 2 (female heads of house), 2004 Exam Question 3 (residential density), and 2005 Exam Question 3 (urban revitalization)

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AP Human Geography Exam: th Friday May 15 2009 All students are required by our state to take the AP Exam in May and the state department of education pays the exam fees. GRADING SYSTEM/ COURSE REQUIREMENTS: This course will be taught in a manner similar to a college course. Students are expected to read outside of class, take notes from lectures, complete lab and field study assignments, and write frequent essays and short research papers. Students will take a reading quiz on each textbook chapter assigned. Each unit of study will conclude with a two-part test (multiple choice and free response), which mirrors the style of the AP exam. Students will NOT have frequent daily grades or daily notebook checks. Grades will be calculated on a weighted percentage method. The following gives an approximation of the weight of each type of grade: Unit/Chapter Tests, Essays, Projects: Class Assignments/Homework/Notebook Check: Chapter Quizzes: Classroom Grading Example: 45%-Unit/Chapter Test 25%-Class Assignments/Homework 30%-Chapter Quizzes Grade Calculation: Percentage system (100%): 1. All Class Assignments/Homework grades will be added together; total will be divided by number of assignments and then multiplied by .25 2. All Chapter Quizzes grades will be added together; total will be divided by number of Quizzes/Notebook Checks and then multiplied by .3 3. All Unit /Chapter test grades will be added together; total will be divided by number of Unit /Chapter test grades and then multiplied by .45 4. Take the products of 1, 2, and 3 above and add together to get the correct grade average for any given 9-week period. 1st Semester Grade: 40%-1st Nine Week Grade 40%-2nd Nine Week Grade 20%-Midterm Exam 2nd Semester Grade: 40%-3rd Nine Week Grade 40%-4th Nine Week Grade 20%-Final Project (after the AP exam) Final Grading: 50%-1st Semester Grade 50%-2nd Semester Grade South Carolina Grading System: A 93-100 45% 25% 30%

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B 85-92 C 77-84 D 70-76 F 63-69 (Partial GPA Credit) F 62 (No GPA Credit) The following South Carolina State Standards, National Geography Standards, and SCANS Skills will be taught in AP Human Geography: South Carolina State Standards CONTENT STANDARDS Grades 9­10: Global Studies (World Geography/World History) AP Human Geography- South Carolina Standards Geography: Its Nature and Perspective: Chapter 1 Rubenstein Population: Chapter 2-3 Rubenstein GS-2.6 Cultural Patterns and Processes: Chapters 4-7 Rubenstein GS-1.3,GS-1.4, GS2.2, GS-2.4, GS-2.6, GS-3.1 Political Organization of Space: Chapter 8 Rubenstein GS-2.5, GS-3.1 Agricultural and Rural Land Use: Chapter 10 Rubenstein Industrialization and Development: Chapters 9,11,12, 14 Rubenstein GS-2.3 Cities and Urban Land Use: Chapters 13-14 Rubenstein GS-2.4 2005 SC State Global Studies Standards Standard GS-1: The student will demonstrate an understanding of life in the classical civilizations and the contributions that these civilizations have made to the modern world. Indicators GS-1.3 GS-1.4 Explain the rise and growth of Christianity during the classical era, including patterns of expansion across continents, the effects of diffusion on religious beliefs and traditions, and the influence of Christianity on culture and politics. (H, G) Explain the impact of religion in classical Indian civilization, including Hinduism and the effects of its beliefs and practices on daily life, changes that occurred as a result of Buddhist teachings, and the influence of religion on culture and politics. (H, P) The student will demonstrate an understanding of the social, political, geographic, and economic changes that took place in Africa, Asia, Europe, and the Americas from the time of the Byzantine Empire through the Middle Ages.

Standard GS-2: Indicators GS-2.2 GS-2.3 GS-2.4 GS-2.5 GS-2.6

Summarize the origins and expansion of Islam, including its basic beliefs, the emergence and the spread of an Islamic empire, the reasons for the split between Sunni and Shiite groups, and the changing role of women in the modern world. (H, G, P) Summarize the economic, geographic, and social influences of trans-Saharan trade on Africa, including education and the growth of cities. (E, G, H) Compare the origins and characteristics of the Mayan, Aztecan, and Incan civilizations, including their economic foundations, their political organization, their technological achievements, and their cultural legacies of art and architecture. (H, G, P, E) Summarize the functions of feudalism and manorialism in medieval Europe, including the creation of nation-states as feudal institutions helped monarchies to centralize power and the evolution of the relationship between the secular states and Roman Catholic Church. (P, H) Analyze the social, political, and economic upheaval and recovery that occurred in Europe during the Middle Ages, including the plague and the subsequent population decline, the

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predominance of religion and the impact of the Crusades, and the increasing interregional trade. (H, G, P, E) Standard GS-3: Indicators GS-3.1 Compare the impact of the Renaissance and the Reformation on life in Europe, including changes in the status of women, the revolution in art and architecture, the causes and effects of divisions in religious affiliation, and the presence of social oppression and conflict. (H, P) The student will demonstrate an understanding of the effects of the economic, geographic, and political interactions that took place throughout the world during the nineteenth century. The student will demonstrate an understanding of the influence of the Western world in the spread of new ideas that took place from the Renaissance through the eighteenth century.

Standard GS-4: Indicators GS-4.1 GS-4.2

Explain the significant political, commercial, and cultural changes that took place in China in the nineteenth century, including the unification of Chinese culture and the motivations and effects of China's changing attitudes toward foreign trade and interaction. (H, G, P, E) Explain the economic and cultural impact of European involvement on other continents during the era of European expansion. (H, G, P, E) The student will demonstrate an understanding of the effects of economic, geographic, and political interactions that took place throughout the world during the early twentieth century.

Standard GS-5:

Indicators GS-5.2 Summarize the worldwide changes that took place following World War I, including the significance of the Russian Revolution; the rise of nationalist movements in India, Africa, and Southeast Asia; the revolutions and political change in China; and the creation of new states in Europe. (H, G, P, E) Exemplify the lasting impact of World War II, including the legacy of the Holocaust, the moral implications of military technologies and techniques such as the atomic bomb, the human costs of the war, and the establishment of democratic governments in European countries. (H, P) The student will demonstrate an understanding of the effects of economic, geographic, and political interactions that have taken place throughout the world from the period of the Cold War to the present day.

GS-5.6

Standard GS-6: Indicators GS-6.1 GS-6.2

GS-6.3

GS-6.4

Summarize the ideologies and global effects of Communism and democracy, including the effects of totalitarianism and Communism in China and the effects of Communism in Eastern Europe and Soviet Union. (P, H, E, G) Summarize the worldwide effects of the Cold War, including the competition for power between the United States and the Soviet Union, the changing relationships between the Soviet Union and China, the response by popular culture, and the collapse of the communist states. (H, G, P) Compare the challenges and successes of the movements toward independence and democratic reform in various regions following World War II, including the role of political ideology, religion, and ethnicity in shaping governments and the course of independence and democratic movements in Africa, Asia, and Latin America. (H, G, P) Summarize the impact of economic and political interdependence on the world, including efforts to control population growth, economic imbalance and social inequality and efforts to address

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them, the significance of the world economy for different nations, and the influence of terrorist movements on politics in various countries. (E, P, G, H) *Please Note: These standards are for the SC 9th and 10th Grade Core Area Global Studies Curriculum: Global Studies I and II. Any standard not covered in the AP Human Geography Curriculum will be covered in the AP World History Curriculum.

National Geography Standards SEEING THE WORLD IN SPATIAL TERMS

1. How to use maps, globes, and other graphic tools and technologies to acquire, process, and report information from a spatial perspective. 2. How to use mental maps of Earth to put people, places, and environments in their spatial context. 3. How to analyze the spatial organization of Earth's surface.

PLACES AND REGIONS

4. The physical and human characteristics of place. 5. That people create and define regions to interpret Earth's changing complexity. 6. That culture and experience influence people's perception of places and regions.

PHYSICAL SYSTEMS

7. The physical processes that shape patterns on Earth's surface. 8. The characteristics and distribution of ecosystems of Earth's surface.

HUMAN SYSTEMS

9. The characteristics, distribution, and migration of human populations on Earth's surface. 10. The nature and complexity of Earth's cultural mosaics. 11. The patterns and networks of economic interdependence on Earth's surface. 12. The processes, patterns, and functions of human settlement. 13. The forces of cooperation and conflict that shape the divisions of Earth's surface.

ENVIRONMENT AND SOCIETY

14. How Earth's physical and human systems are connected and interact. 15. The consequences of the interaction between human and physical systems. 16. Changes in meaning, distribution, and importance of resources.

APPLYING GEOGRAPHY

17. How to apply geography to interpret the past. 18. How to apply geography to interpret the present and plan for the future.

GEOGRAPHIC SKILLS

Geographic skills are also listed in the new standards. These include: 1. Asking geographic questions 2. Acquiring geographic information 3. Organizing geographic information 4. Analyzing geographic information 5. Answering geographic questions Overlying the knowledge content and the skills are the spatial and the environmental perspectives. They give us a frame of reference for looking at the world by helping us to understand spatial patterns and processes as well as the interconnections and interdependence among the living and non-living elements of earth. These are the two lenses of our geographic vision.

South Carolina SCANS Skills Competencies: Teachers are encouraged to address relevant SCANS Skills/Workplace competencies wherever possible within the text material as well as class projects.

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Resources: Identifies, organizes, plans, and allocates resources A. Time - Selects goal-relevant activities, ranks them, allocates time, and prepares and follows schedules B. Money - Uses or prepares budgets, makes forecasts, keeps records, and makes adjustments to meet objectives C. Material and Facilities - Acquires, stores, allocates, and uses materials or space efficiently D. Human Resources - Assesses skills and distributes work accordingly, evaluates performance and provides feedback Interpersonal: Works with others A. Participates as Member of a Team - contributes to group effort B. Teaches Others New Skills C. Serves Clients/Customers - works to satisfy customers' expectations D. Exercises Leadership - communicates ideas to justify position, persuades and convinces others, responsibly challenges existing procedures and policies E. Negotiates - works toward agreements involving exchange of resources, resolves divergent interests F. Works with Diversity - works well with men and women from diverse backgrounds Information: Acquires and uses information A. Acquires and Evaluates Information B. Organizes and Maintains Information C. Interprets and Communicates Information D. Uses Computers to Process Information Systems: Understands complex interrelationships A. Understands Systems - knows how social, organizational and technological systems work and operates effectively with them B. Monitors and Corrects Performance - distinguishes trends, predicts impacts on system operations, diagnoses deviations in systems' performance and corrects malfunctions C. Improves or Designs Systems - suggests modifications to existing systems and develops new or alternative systems to improve performance Technology: Works with a variety of technologies A. Selects Technology - chooses procedures, tools or equipment including computers and related technologies B. Applies Technology to Task - understands overall intent and proper procedures for setup and operation of equipment C. Maintains and Troubleshoots Equipment - prevents, identifies, or solves problems with equipment, including computers and other technologies

CLASS RULES/EXPECTATIONS A. Materials: Students need a 3-ring binder, dividers, notebook paper, blue or black pens, pencils, and textbook each day. Optional package of index cards to use as a study aid. B. Classroom Management: Good behavior is expected of all students. Everyone should participate in class activities. All school policies will be enforced. Be respectful of everyone in class. C. Make-up Work: No late work will be accepted. Only students with excused absences (re-admit must be presented) will be allowed an extended deadline ­ equal to the number of days absent. D. Restroom and Tardy Policies: School tardy policy will be enforced. Students should use the restroom facilities before or between classes. (1 emergency pass per semester). E. E-Mail Addresses: Progress reports will be emailed frequently. Please see box on last page. CLASSROOM PROCEDURES

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1. Students will enter the classroom quickly and quietly, sit in their assigned seats, and immediately write down the homework assignment, and begin bell work in their Daily Journal section of their notebook. (Students should be seated and working BEFORE the tardy bell rings.) IF YOU ARE NOT IN YOUR SEAT BEFORE THE TARDY BELL RINGS, YOU WILL BE MARKED TARDY. 2. When the teacher gives the designated signal for attention, students will stop what they are doing, turn and face the teacher, and be ready for instructions. 3. Student will, during class discussions and lectures, raise their hand to be recognized by the teacher before they speak. If teacher or a student is addressing the class, no one is to talk or leave seat for any reason. 4. Reading the textbook is a daily assignment. All assignments are due as scheduled unless student is absent the day the assignment was announced. Please see teacher for make-up work on day of return from an absence and turn in completed assignment within 5 days of arrival back to school. Please note: If a student is present when an assignment or assessment is announced and is absent on the due/assessment date, the student will bring the completed assignment or take the assessment on the first day returned to class. It is the student's responsibility to ask the teacher for any work missed due to an absence. 5. A ZERO WILL BE GIVEN FOR LATE ASSIGNMENTS! All assignments are to be in COMPLETE SENTENCES or will be incomplete and will receive a grade of zero. 6. Students will not move, write on or disfigure desks. 7. If I need a substitute teacher, students are expected to complete my assignment, remain in assigned seat, and treat the substitute teacher with respect. 8. No food, no gum, drinks, headsets/CD/MP3 players, cell phones/pagers. (Clear water bottles acceptable) 9. Students are expected to keep the classroom neat and will not throw trash on the floor. 10. No grooming or applying makeup during class! 11. BRING BOOKS-NO LOCKER PASSES ARE GIVEN TO RETRIEVE BOOKS! Students will be allowed restroom passes at the discretion of the teacher subject to restrictions by the principal. If the student has a medical condition that requires frequent restroom use, a note must be on file in the nurse's office. 13. Handbook/Agendas are to be used for assignments and all exits from the classroom. 14. Students will quietly stop all work when the signal for announcements sounds. No talking is permitted during announcements. 15. ALL RULES OF CONDUCT STATED IN THE STUDENT HANDBOOK TO THIS CLASSROOM. Classroom Ethics: 1. Treat teachers, peers, and their property with respect. 2. Students should raise their hands and wait for permission to speak or leave their seats. 3. Follow instructions the first time they are given. 4. Do all grooming before entering the classroom. 5. Follow all school rules and regulations. 6-Step Plan Discipline Plan Step 1: Student Warning Step 2: Teacher Consequence (i.e. lunch detention, teacher's after-school detention) Step 3: Parent Contact Step 4: Referral to Administrator. Note: Severe or drastic behavior that disrupts teaching or other students' learning will result in immediate referral to an administrator. STUDENT MATERIALS and REQUIREMENTS: 1. The student will have a 3 ring binder that will include 5 subject dividers. This notebook, along with the textbook, paper, a blue or black ink pen, and #2 pencils will be brought to class daily. 2. The 3 ring binder will have 5 tab dividers with the following section titles: AP Human Geography: A. Daily Journal Questions

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B. Homework/Vocabulary C. Handouts/Activities D. Outlines/Class Notes E. Returned Work Or 14 tabs, one for each chapter 3. Note Cards: Students may use note cards to write out vocabulary words and definitions. (Optional) 4. The student will complete all textbook and reading assignments. Students are strongly encouraged to take notes on all reading assignments. Student tests and quizzes will come from class notes, lectures, videos, warm up questions, assigned readings and vocabulary words. 5. The student will participate in classroom discussions as well as other in-class activities. Sleeping is not allowed. The teacher must be able to see your eyes. 6. The student will complete all assignments in the allotted time. Students will be required to turn in assignments ONLY on LOOSE-LEAF college ruled notebook paper written in ink or typed. Header in upper right hand corner must include: Name, Date, Period, Assignment #, Pages, and Assigned questions. 7. The student will complete all tests and quizzes. 8. The student will complete projects as directed by the teacher. 9. The student keep will track of all grades on a grade tracker that is to be kept in his/her notebook. 10. The student will speak and write in complete sentences. 11. Students will be required to write essays (ink or typed). 12. Students are expected to keep up with current events. 13. The student will use good manners and make only positive comments about fellow classmates. 14. Student will come to class prepared, i.e. book, pen, paper, open mind and attitude for learning. 15. Student will be respectful of other people in the class. *Be advised, "Pop" quizzes may be given to determine if the students have read the assigned material.

My schedule for 2008-2009 The following is my schedule for the 2007-2008 school year. th *1st Period: US History CP 8:00-8:54 5 Period: US History CP nd 2 Period: Planning 9:04-10:00 Second Lunch 3rd Period: Planning 10:05-10:59 6th Period: US History CP th 4 Period: AP Human Geo. 11:04-11:58 7th Period: AP Human Geo.

12:03-12:57 1:42-2:36 2:41-3:35

*I will be on teacher duty in the student parking lot every other week from 7:35-7:58 AM.

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I have read and understand the syllabus and state and national geography standards for AP Human Geography: (Please print clearly) Parent/Guardian _________________________________________________ Mother/ Guardian: Home Telephone Number: _________________________________________ Work Telephone Number __________________________________________ Cell Number ____________________________________________________ Email address: _____________ _____________________________________

Father/Guardian: Home Telephone Number __________________________________________ Work Telephone Number ___________________________________________ Cell Number _____________________________________________________ Email address: _____________ ______________________________________ Student Signature _________________________________________________ Student Email ____________________________________________________ Date: ___________________________________ My son/daughter__________________ has permission to watch PG13 Films during AP Human Geography class. (Film CLIPS will be used as visual tool to further explain the subject matter and films will most likely not be shown in their entirety.) Parent Signature _______________________________Date___________________

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Microsoft Word - AP HUMAN GEOGRAPHY Syllabus 08-09.doc

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