APHG Unit 3
Cultural Geographies (Language, Religion, Ethnicity, Gender and Race)
Unit Overview
Understanding the components and regional variations of cultural patterns and processes is critical to human geography. In this section of the course, students begin with the concept of culture. They learn how geographers assess the spatial and place dimensions of cultural groups as defined by language, religion, race, ethnicity, and gender, in the present as well as the past. A central concern is to comprehend how cultural patterns are represented at a variety of geographic scales from local to global. Diffusion is a key concept in understanding how cultural traits (for example, agricultural practices and language) move through time and space to new locations, adapting to local cultural preferences through globalization. Students learn that the concept of region is central to the spatial distribution of cultural attributes. The unit also explores cultural differences at various scales according to language, religion, ethnicity, and gender. The geographies of language and religionare studied to illustrate processes of cultural diffusion and cultural differences. For example, students learn to distinguish between languages and dialects; ethnic and universalizing religions; and popular and folk cultures, and to understand why each has a different geographic pattern. An important emphasis of the course is the way culture shapes human–environment relationships. For example, religion can influence environmental perception and modification. Students also come to understand how culture is expressed in landscapes, and how landscapes in turn represent cultural identity. Built environments enable the geographer to interpret cultural values, tastes, and sets of beliefs. For example, both folk and contemporary architecture are rich and readily available means of comprehend in cultures and changes in landscapes.
Key Concepts/Standards
- Concepts of culture
- Culture traits, diffusion patterns, acculturation, assimilation, and multiculturalism
- Cultural regions and hearths
- Globalization
- Cultural differences and regional patterns
- Language
- Religion
- Ethnicity and nationalism
- Cultural differences
- Pop and Folk Culture
- Cultural Conflicts
- Cultural landscapes and cultural identity
- Symbolic landscapes and sense of place
- Formation of identity
- Differences in attitudes
Essential Questions
- What are local and popular cultures?
- How are local cultures sustained?
- How is popular culture diffused?
- How can local and popular cultures be seen in the cultural landscape?
- How are the world’s languages classified and distributed?
- What are the standard languages and what kinds of variants from them can be observed?
- How does language serve as a cultural identifier and landscape artifact?
- What is the cultural role of religion?
- How are religions classified and distributed?
- What are the principal world religions and how are they distinguished in patterns of innovation, diffusion and landscape imprint?
- What is identity and how is it constructed?
- How does geography reflect and shape power relationships among groups of people?
- What are the implications and bases of ethnicity and how have historic immigration streams shaped current multiethnicity?
- What patterns of segregation exist in the world’s urban areas and how are they created or maintained?
Formative Assessments
1) Cultural Trait Analysis
2) Language Exercises/Maps of Language Lab
3)Religion Connections Chart/Maps of Religion Lab
4) Sexual Geography Lab Activity
5) Ethnicity Tracker Lab Activity
6) Maps of Ethnicity and Race Lab Activity
Summative Assessments
1)Quizzes:
- Culture and Language
- Religion, Gender, Sexuality, Ethnicity, Race
2) Unit 3 Test
3) Cultural Landscape Field Study Project
Date / Unit Concepts / Learning Targets / Activities/HomeworkFriday, Sept. 9 / Culture: Pop vs. Folk
Cultural Traits
Cultural Regions /
- Students will understand the key elements of culture
- Students will understand what local (folk) culture is and how it operates
- Students will understand what global (pop) culture is and how it operates
- Students will understand and compare the cultural impacts of local and pop culture in various realms/regions.
2)PPT: What is Culture? (Pop, Local and Folk)
3)Folk vs. Pop Chart
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4)Cultural Trait Analysis-BLOG (print and complete)
5)Article Review: Amish Culture-BLOG
6)Unit 3 Vocabulary-Culture
Monday, Sept. 12 / Cultural Identity /
- Students will understand the key elements of culture
- Students will understand what local (folk) culture is and how it operates
- Students will understand what global (pop) culture is and how it operates
- Students will understand and compare the cultural impacts of local and pop culture in various realms/regions.
2)PPT: Food and How it Defines our Culture
3)Introduction to Cultural Landscape Field Study Group Project (Dr. Lightfoot Blog)
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4) Article: The World in a Glass: Six Drinks that Changed the World
5) work on CLFS Project
6) Unit 3 Vocabulary-Culture
Tuesday, Sept. 13 / Cultural Landscapes /
- Students will identify how culture is seen in the landscape
2)PPT: Architecture in Cultural Landscape
3)STATE Round 3 Fates
4)Preliminary work on CLFS Project
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5)Work on CLFS Project
6)Article: Who Speaks English?
7)Unit 3 Vocabulary-Culture
Wednesday, Sept. 14 / Language /
- Students will identify where the world’s major languages are distributed
- Students will be able to recognize regional dialects of a major language
2)Video Clip: My Fair Lady
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3)Article: Listening to and Saving the World’s Languages
4)Work on CLFS Project
5)Unit 3 Vocabulary-Language
Thursday, Sept. 15 / Language /
- Students will identify where the world’s major languages are distributed
- Students will be able to recognize regional dialects of a major language
2)Language Exercises/Maps of Language-Lab
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3) Complete Language Exercises
4) Religion Indicator Web Assignment-BLOG
5) Work on CLFS Project
6) Unit 3 Vocabulary-Language
Friday, Sept. 16 / Religion /
- Students will understand the concentrations, densities, distribution and diffusion of the major religions of the world
- Students will know the distribution of religion by region of the United States
- Students will understand what religion is and the role it plays in culture
- Students will understand the differences on how religions are organized
2)Culture and Language Content and Vocabulary Quiz
3)Lecture/PPT: The Geography of Religion (Part I)
4)Religion Connections Chart-Lab
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5)Work on Religion Connections Chart
6)Article Review: Who’s Going to Church
7)The Geography of Religion (Part II)
8)Work on CLFS Project
9)Unit 3 Vocabulary-Religion
Tuesday, Sept. 23 / Religion /
- Students will understand the concentrations, densities, distribution and diffusion of the major religions of the world
- Students will know the distribution of religion by region of the United States
- Students will understand what religion is and the role it plays in culture
- Students will understand the differences on how religions are organized
2)Complete Religion Connections Chart-Lab
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3)Rubenstein Chapter 6 (Religion)
4)Work on CLFS Project
Wednesday, Sept. 24 / Gender /
- Students will identify how gender plays a role in establishing cultural identities through spatial distribution
2) PPT: The Worldwide Status of Women and the Geography of Gender
3) Gender Issues Outline
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4)Complete Gender Issues Outline
5)Article: Is Gay Marriage a Cultural Issue
6)Rubenstein Chapter 7 (Ethnicity)
7)Work on CLFS Project
Thursday, Sept. 25 / Sexual Geography /
- Students will learn how sexual identities play a role in determining cultural norms through spatial distribution
2)Sexual Geography Lab Activity
3)STATE Round 4 Fates
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4)PPT: Ethnicity-BLOG
5)Rubenstein Chapter 7 (Ethnicity)
6)Work on CLFS Project
Friday, Sept. 26 / Ethnicity /
- Students will identify how ethnicity plays a role in determining geography
- Students will identify how territory is a basis for ethnic group cohesion
- Students will witness how ethnic groups may be spatially segregated and how ethnic groups use space to declare subjective interpretations about the world in which they live
2)Race vs. Ethnicity Discussion
3)Ethnicity Tracker-Mapping America Activity
4)Ethnic Composition of Los Angeles-Lab
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5)Complete Ethnic Composition of Los Angeles
6)Rubenstein Chapter 7 (Ethnicity)
7)Video: Power of Place (Jerusalem)-BLOG
Monday, Sept. 29 / Local Cultural Landscapes /
- Students will depict and explain the influence of culture on our local landscape
2)Work on CLFS Project
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3)Work on CLFS Project
Tuesday, Sept. 30 / UNIT 3 TEST / 1)Unit 3 Test (MCQs and Vocabulary)
2)Work on CLFS Project-Final Preparations
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3)Complete CLFS Project
Wednesday, Oct. 1 / Local Cultural Landscapes /
- Students will depict and explain the influence of culture on our local landscape
Thursday, Oct. 2 / Local Cultural Landscapes /
- Students will depict and explain the influence of culture on our local landscape
Friday, Oct. 3 / Local Cultural Landscapes /
- Students will depict and explain the influence of culture on our local landscape
2) Suggestions
3) Homecoming Day Festivities
Common Core Standards
CCSS.ELA-Literacy.RH.9-10.1 Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
- CCSS.ELA-Literacy.RH.9-10.2Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.
- CCSS.ELA-Literacy.RH.9-10.3 Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
- CCSS.ELA-Literacy.RH.9-10.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.
- CCSS.ELA-Literacy.RH.9-10.5 Analyze how a text uses structure to emphasize key points or advance an explanation or analysis.
- CCSS.ELA-Literacy.RH.9-10.6 Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts.
2)CCSS.ELA-Literacy.RH.9-10.8 Assess the extent to which the reasoning and evidence in a text support the author’s claims.
3)CCSS.ELA-Literacy.RH.9-10.9 Compare and contrast treatments of the same topic in several primary and secondary sources.
- CCSS.ELA-Literacy.RH.9-10.10 By the end of grade 10, read and comprehend history/social studies texts in the grades 9–10 text complexity band independently and proficiently.
Date / Unit Concepts / Learning Targets / Activities/Homework
Monday, Sept. 19 / Religion /
- Students will understand the concentrations, densities, distribution and diffusion of the major religions of the world
- Students will know the distribution of religion by region of the United States
- Students will understand what religion is and the role it plays in culture
- Students will understand the differences on how religions are organized
2) Complete Religion Connections Chart-Lab
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3) Unit 3 Vocabulary-Religion
4) Work on CLFS Project
5) Socratic Seminar Prep: Religion
Tuesday, Sept. 20 / Gender /
- Students will identify how gender plays a role in establishing cultural identities through spatial distribution
2) PPT: Gender, Sexuality, Race and Ethnicity (Part I-Gender)
3) Gender Inequality Scavenger Hunt
4) CLFS site list due
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5) Complete Gender Inequality Scavenger Hunt
6) Article: Gay Marriage
7) Unit 3 Vocabulary- Gender, Sexuality, Race and Ethnicity
8) Work on CLFS Project
Wednesday, Sept. 21 / Sexual Geography /
- Students will learn how sexual identities play a role in determining cultural norms through spatial distribution
2)The Geography of Sex Slavery/Human Trafficking
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3) PPT: Gender, Sexuality, Race and Ethnicity (Part III-Race and Ethnicity)
4) Unit 3 Vocabulary- Gender, Sexuality, Race and Ethnicity
5) Work on CLFS Project
Thursday, Sept. 22 / Ethnicity /
- Students will identify how ethnicity plays a role in determining geography
- Students will identify how territory is a basis for ethnic group cohesion
- Students will witness how ethnic groups may be spatially segregated and how ethnic groups use space to declare subjective interpretations about the world in which they live
2) Race vs. Ethnicity Discussion
3) Ethnicity Tracker-Mapping America Activity
4) Ethnic Composition of Los Angeles-Lab
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5) Complete Ethnic Composition of Los Angeles
6) Unit 3 Vocabulary- Gender, Sexuality, Race and Ethnicity
7) Video: Power of Place (Jerusalem)-BLOG
8) Work on CLFS Project
Friday, Sept. 23 / Local Cultural Landscapes /
- Students will depict and explain the influence of culture on our local landscape
2) Work on CLFS Project
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3) Work on CLFS Project
4) Prep for Unit 3 Test
Monday, Oct. 3 / Local Cultural Landscapes /
- Students will depict and explain the influence of culture on our local landscape
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2) Complete CLFS Project
Date / Unit Concepts / Learning Targets / Activities/Homework
Tuesday, Oct. 4 / Local Cultural Landscapes /
- Students will depict and explain the influence of culture on our local landscape
Wednesday, Oct. 5 / Local Cultural Landscapes /
- Students will depict and explain the influence of culture on our local landscape
Thursday, Oct. 6 / Local Cultural Landscapes /
- Students will depict and explain the influence of culture on our local landscape
2) Cultural Landscape Group Analysis
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3) Prep for Unit 3 Test-MCQs ONLY
Friday, Oct. 7 / Unit 3 Test / 1)Unit 3 Test –MCQs ONLY
Common Core Standards
CCSS.ELA-Literacy.RH.9-10.1 Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
- CCSS.ELA-Literacy.RH.9-10.2Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.
- CCSS.ELA-Literacy.RH.9-10.3 Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
- CCSS.ELA-Literacy.RH.9-10.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.
- CCSS.ELA-Literacy.RH.9-10.5 Analyze how a text uses structure to emphasize key points or advance an explanation or analysis.
- CCSS.ELA-Literacy.RH.9-10.6 Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts.
5)CCSS.ELA-Literacy.RH.9-10.8 Assess the extent to which the reasoning and evidence in a text support the author’s claims.
6)CCSS.ELA-Literacy.RH.9-10.9 Compare and contrast treatments of the same topic in several primary and secondary sources.
- CCSS.ELA-Literacy.RH.9-10.10 By the end of grade 10, read and comprehend history/social studies texts in the grades 9–10 text complexity band independently and proficiently.
Unit 3 Vocabulary
Culture
Acculturation
Assimilate
Authenticity
Commodification
Contagious diffusion
Cultural appropriation
Cultural appropriation
Cultural complex
Cultural ecology
Cultural hearth
Cultural landscape
Cultural realm
Cultural regions
Cultural traits
Culture
Custom
Diffusion barriers
Diffusion routes
Ethnocentrism
Expansion diffusion
Folk culture
Folk housing regions
Folklore
Geodemographic segmentation
Global-local continuum
Glocalization
Hearth
Hierarchical diffusion
Hierarchical diffusion
Local culture
Maladaptive diffusion
Material culture
Neolocalism
Nonmaterial culture
Placelessness
Popular culture (“pop”)
Relocation diffusion
Reterritorialization
Toponomy/toponyms
Language
Afro-Asiatic Languages
Altaic Languages
Austro—Asiatic Languages
Austronesian Languages
Backward reconstruction
Conquest theory
Creole languages
Deep reconstruction
Dialect
Dialect chains
Dispersal hypothesis
Dravidian Languages
Germanic languages
Global language
Hellenic Languages
Isogloss
Italic Languages
Language
Language convergence
Language divergence
Language family
Language subfamily
Lingua franca
Monolingual states
Multilingual states
Mutual intelligibility
Nostratic
Pidgin language
Preliterate societies
Proto-Indo-European
Renfrew hypothesis
Romance Languages
Sino-Tibetan Languages
Slavic languages
Sound shift
Standard language
Yiddish
Religion
Ashkenazim
Bible
Confucianism
Cult
Denomination
Dharma and Karma
Diaspora
Eastern Orthodox Church
Ethnic Religion
Feng Shui
Fundamentalism/Extremism
Hajj
Interfaith boundaries
Intrafaith boundaries
Jihad
Koran
Liturgy
Militant Fundamentalism
Minarets
Monotheism
Polytheism
Proselytize
Protestant
Reincarnation
Religion
Religious extremism
Roman Catholic Church
Sacred sites
Sect
Secularism
Sephardim
Sharia Law
Shintoism
Sunni Muslim/Shiite Muslim
Syncretic
Taoism
Torah
Tribal Religion
Universalizing Religion
Zionism