Mr. Kieran McLaughlin Strath Haven High School Syllabus
AP Human Geography (#2480)
mr.kmclaughlin.tripod.com
AP Human Geography is a semester long course designed to reproduce the experience of an introductory one-semester college Human Geography course and prepare students for the AP Collegeboard Human Geography exam.
The purpose of this course is to utilize geographic methods to study the patterns and processes that shape how humans understand and interact with the earth’s physical environment. Students will utilize spatial concepts, landscape analysis, and ethnographic methods to examine human social organizations and their environmental consequences. In the past, students have also attended lectures related to class at the University of Pennsylvania and attended a historical geography tour of U. Penn’s campus.
Course Objectives
Ø Students will understand how cultural, economic, and political concerns affect individuals’ interaction with the cultural and natural landscape.
Ø Students will examine how various areas compare in terms of culture, resources, and sustainability, and will examine why different conditions exist.
Ø Students will explore complex world issues and examine the interrelatedness of: politics, economics, culture, and the environment.
Ø Students will understand the interconnectedness of the world and consider both the positive and negative effects of that connectedness.
Units of Study
1. Physical Geography?
a. What are the analog and digital tools of geography
b. What are the different fields of geography?
c. How do geographers analyze natural and cultural landscapes
2. Population geography
a. What factors affect world population growth? Ancestral migrations out of Africa.
b. The relationship between modernization, industrialization, and population growth
c. How does the distribution of world resources reflect the distribution of world populations? Why does this pattern exist as it does?
3. Cultural geography
a. What does the term “culture” mean?
b. What do language, religion, race, and ethnicity tell us about peoples’ relation to space?
4. Agriculture and rural geography
a. The evolution of agriculture over the past 3,000 years
b. How do increasing population rates affect agricultural methods?
c. How do we reconcile growing population rates with environmental concerns as we produce agriculture?
5. Urban geography
a. What types of urban centers exist?
b. How can we address some of the issues facing urban centers, such as gentrification and squatter settlements?
c. What must one consider when planning an urban center?
6. Political geography
a. How does space/spatial layout relate to certain political conflicts?
b. How does the shape of a country affect its strengths and weaknesses?
c. What spatial legacy does colonialism have?
7. Economic geography
a. What is globalization? What are its positive and negative effects?
b. How does resource distribution affect an area’s economic development?
c. How does space—population, resource availability, climate, location—affect economic decision-making?
Texts
- Diamond, Jared. Guns, Germs, and Steel: The Fates of Human Societies. NY: W.W. Norton & Co, 1999.
(This book attempts to explain the geographic, environmental, and cultural reasons for the differences in
material culture.)
- Rubenstein, James. M. The Cultural Landscape: An Introduction to Human Geography. Upper Saddle River, NJ:
Pearson, 2008. (This is the primary text for this course.)
- Wiesman, Allen. The World Without Us. NY: St. Martin’s Press, 2007. (What if all the humans on the earth
suddenly disappeared. What buildings and remnants of humanity would remain millenniums later?
How would nature respond? How would cities revert to natural ecosystems? These are the questions Weisman attempts to explain.
Selected Readings
Ø Shreeve, J (2006, March). The Greatest Journey. National Geographic, [209(3)], 60-69.
Ø Shreeve, J (2006, March). Reading Secrets of the Blood. National Geographic, [209(3)], 70-73.
Ø Wilsey, S (2006, June). The Beautiful Game. National Geographic, 209, 42-69.
Ø McBride, J (2007, April. All Roads Lead to Hip-Hop in the Evolution of African American Music. National Geographic, [211(4)], pg 100-119.
Ø Molavi, A (2007, January). Sudden City. National Geographic, [211(1)], 94-113.
Ø Time Magazine – The Case for Dividing Iraq
Ø Jacobson, M (2007, May). Dharavi: Mumbai's Shadow City. National Geographic, [211(5)], 68-93.
Films
Ø The Journey of Man: this film explains the Genographic Project and the study of ancestral migrations out of Africa. Mr. McLaughlin will share his Genographic results.
Ø Hoop Dreams: This documentary follows the difficulties and triumphs of two inner-city students throughout their four years of high school in Chicago
Ø God Grew Tired of Us: This groundbreaking documentary tells the story of Sudanese Refugees and their experiences immigrating to the United States
Projects
Ø Walking geographic analysis of the grounds of Strath Haven HS
Ø Google Earth Assignment
Ø Population Analysis Project.
Ø World Cultures or Ethnomusicology Project
Ø Comparative Research Paper.
Ø Political and Economic Geography Project
Ø Landscape/cultural analysis of the Wallingford Swarthmore School District: Video/Powerpoint project
Classroom Expectations
I strive to create a positive and respectful learning environment. Please read the Strath Haven High School Respect Policy below:
All members of the school community are expected to be respectful of each other.
Negative comments about anyone’s race, nationality, religion, physical appearance or ability, intellectual capability, gender identity, sexual orientation, work ethic or character are unacceptable and will not be tolerated.
Students are encouraged to discuss and concerns with an adult in the building. (SHHS Diversity Committee)
Classroom Procedures
· Materials – It is the students’ responsibility to bring a writing utensil, notebook, three- ring binder, and assignment book for each class.
· Punctuality – Arrive on time, students late 3 times will receive a major detention.
· Homework – Late homework is only accepted with an excused absence form.
· Projects - One letter grade will be deducted each day an assignment is late. However, if an assignment is late due to an unexcused absence the student will receive a zero.
· Academic Honesty – Any incidence of plagiarism will be reported to the administration, parents, and the student’s guidance counselor. The student will receive zero points for the assignment.
· Class Absence – It is the student’s responsibility to meet with the teacher upon returning from an excused absence to discuss completing missed work.
· Test Procedure – Students have an equal number of days that they were absent (excused) to complete a test. If a student does not complete the test in the allotted time, they will receive a zero.
· Unexcused Absence – Students will receive zero points for any missed or presented assignments on the day of the unexcused absence. This includes projects, tests, quizzes, and homework.
· Class Participation – Respectful listening as well as positive contributions are expected
· Class Behavior – Respect your classmates, your classroom, and your teacher.
· Submission of Work: Projects, homework, and classwork may not be submitted through e-mail. You must submit a paper copy to receive credit. If you do not have a printer at home, please schedule accordingly to print in the library.
Grading Policy and Assessment of Learning
A. The final grade is determined as follows:
-Marking Period 1 (45%), Marking Period 2 (45%), Final Exam (10%) (Total 100%)
B. Each student will receive a participation grade for each quarter, worth a total of 10% of their final
semester grade. (Please see the participation rubric)
C. The Strath Haven High School grading scale will be used: 98-100 (A+), 93-97 (A),
90-92 (A-), 87-89 (B+), 83-86 (B), 80-82 (B-), 77-79 (C+), 73-76 (C), 70-72 (C-),
67- 69 (D+), 63-66 (D), 60-62 (D-).
D. Types of Assessment will include:
· Homework, class participation, blogging, wiki assignments, tests and quizzes, projects, and writing assignments.