Aphg Mcdonalds Worksheet Or Case Study

Jim Sanders

Porter High School, Porter, Texas

New Caney ISD

AP Human Geography       

36 Week Course (90 Minute Block Schedule)    

Fall, 2015/Spring, 2016

 

 

The Five Goals of AP Human Geography

 

  1. Use and think about maps and spatial data.
  2. Understand and interpret the implications of associations among phenomena in places.
  3. Recognize and interpret at different scales the relationships among patterns and processes.
  4. Define regions and evaluate the regionalization process.

      5.   Characterize and analyze changing interconnections among places.

 

 

Texts:

 

                 Student Text: Rubenstein, James. The Cultural Landscape: An Introduction to      

              Human Geography.  (8th Edition) Prentice Hall. New York: 2010

 

Supplemental Class Text: DeBlij, Murphy, Fouberg.  Human Geography:

People, Place and Culture (8th Edition).Wiley, 2006.

 

 

Supplemental Materials:

 

                Knox, Marston. Places and Regions in Global Context (4th Edition). Pearson

            Education, 2005

 

           

              Wood, Ethel AP Human Geography Workbook, (2nd Edition). WoodYard

              Publication, 2009.

 

 

Video and Electronic Sources:

 

                 The Economist, The Christian Science Monitor, Foreign Policy Magazine Time

             Magazine, Maps101.com”Geography in the News”.

 

 

 

 

Organization of Course

 

Students in grades 11-12 are eligible for AP Human Geography, which is offered as an elective on our campus.  The pre-requisite for the course is a regional world geography class, taught in the 9th grade.  Since our school is on a block schedule, classes are 36 weeks of 90 minute blocks every other day.  The Rubenstein book is composed of 14 chapters, so I teach one chapter every two weeks.

 

 One field study during the year of our community’s various shopping areas of diverse ethnic groups is required. It is assigned near the end of the course so the students can synthesize concepts from many chapters (population, migration, language, religion, culture, ethnicity, urbanization and services) At the beginning of each appropriate chapter, the students read Ethel Wood’s workbook for AP Human Geography. The book is divided into 8 units, which correspond with the College Board’s breakdown of areas. Each applicable week, vocabulary, multiple-choice and Free Response Question (FRQ), are all due on the class day before the bi-weekly chapter test.  Also, a key vocabulary terms test is given during the class period preceding each Rubenstein chapter test.  Each weekly test consists of multiple choice and true/false questions with one or two Free Response Questions, usually, but not always, taken from a previous APHG exam.

 

Course Outline by Chapter

 

 

  1.  Thinking Geographically ( 2 weeks)
    1. Thinking about Space- Where people and things are located. How do we measure their significance using maps. Projections. Spatial data examination and analysis. Looking at the U.S. census.
    2. Distinguish between different types of maps and information contained in each. Explain the strengths and weaknesses of each.

 

    1. Thinking about Place
    2. Thinking about Region- National Geographic "Guns, Germs and Steel" video
    3. Thinking about Scale- "A Tissue of Lies" video clip about mapping
    4. Thinking about Connections
    5. Thinking Geographically-Internet Maps, GPS, GIS
    6. Assign quizzes and test on “Dates for Cultural Literacy”
    7. Create a business and determine optimal location using GIS

 

 

  1. Population  ( 2 weeks)

 

    1. Population Distribution- Show Population Connection video
    2. Increase in Population-Developing Countries-Use PRB Population Data Sheet exercise- Essay Due
    3. Demographic Transition Population Pyramids- Obituary activity: Using Obits from local paper, students will plot on a map where people were born and where they died.
    4. Malthus-Neo Malthusians
    5. Case Study- urbanization in LDC's and newly Industrialized Countries (India, Africa, South America)
    6. Case Study- The Colorado River Basin- Population segmentation and

Effects

    1. Windshield Geographer activity- Diversity in our community- pictures that show evidence of the past and present landscape of where we live.

 

 

 

    

 

       3.  Migration   (2 weeks)

 

     a. Centrifugal, Centripetal Reasons for Movement

     b. Where Migrants are Distributed- U.S. Census Bureau statistics

                 c. "The War Next Door" video

                 d. Intraregional Migration- Historical Precedents

                 e. “Lost Boys of Sudan” video clip- 60 Minutes

             

    4.    Folk and Popular Culture (2 weeks)

 

a. Diffusion and Origination of Folk and Popular Cultures-Video Clip “Russell Simmons and Rap Music” The Persuaders- PBS Presentation

b. Why is Folk Culture Clustered?

c. Why is Popular Culture Widely Distributed?

d. Ball and Cup game around the world-Cultural Diffusion

e. Listening Activity - folk music selections

f. History Channel video - "Hillbilly, the Real Story" with Billy Ray Cyrus

 

   5.    Language    (2 weeks)

 

            a.    Distribution of English Language Speakers- Use maps showing diffusion.    

 

            b. Indo-European Branches

            c. Classification of Languages

            d. Distribution of Languages

                Map the distribution of major language families worldwide.

            e. Preservation of Local Languages

            f. Chapter Overview PowerPoint

            g. "The Linguists" video  - David Harrison and Gregory Anderson

 

   6.     Religion   (2 weeks)

 

            a. Distribution of Religions of the World

                Map the religious regions of the United States

 

            b. "Inside Mecca" video - National Geographic

            c. Universalizing and Ethnic Religions

            d. Holy Places, Sacred Spaces

            e. Territorial Conflicts among Religious Groups - Jerusalem case study

            f.  Dhali Lama case study

 

 

   7. Ethnicity   (2 weeks)

 

            a. Case Study –Rwanda, video clip “Hotel Rwanda”

            b. Where are ethnicities distributed?

            c. Why have ethnicities been transformed into nationalities?

            d. Why do ethnicities clash?

            e. Genocide video, PBS "Worse Than War" - Daniel Jonah Goldhagen

            f. Race by Marc Aronson - read and analyze selections

 

   8. Political Geography   (2 weeks)

 

            a. The European Union case study

            b. Where are states located?  Video clips-"How the States Got Their Shapes"

            c. How the States Got Their Shapes - students analyze/share individual states

                from book sections

            d. Boundaries between states-problems

            e. Political and Military Cooperation

            f. Piracy on the High Seas - Horn of Africa, current events analyses

            g. Cuba after Castro but still with Castro

            h. U.S. voting data- analysis

 

  1. Development  (2 weeks)

 

a.       Development among countries varies-why?

b.      “The Geography of Poverty and Wealth” reading by Jeffrey Sachs

c.       HDI- Human Development Index- UN, "The Economist"

d.      Selections from The Travels of a T-Shirt in the Global Economy by Pietra Rivoli

e.       Obstacles Developing Countries Face

f.       Berlin Conference - lingering consequences

 

 

  1. Agriculture (2 weeks)

 

a.       Rice Farmers around the world

b.      Origins of Agriculture-Hearth

c.       Location of Agricultural Regions in LDCs and MDCs

d.      Case Study-McDonald’s- the policy of growing and using local agriculture where possible. It also includes the progress newly industrialized countries make with regard to improved agriculture as a result of more stringent McDonald’s standards. (Example-when McDonald’s went into the Russian market, there were no farmers growing potatoes or lettuce that were up to McDonald’s standards. The company spent a great deal of time and money teaching local farmers how to improve their yield and quality and introduced greenhouse gardening, shortening the time from farm to fork.

e.       Models- von Thunen-apply to contemporary situations

f.       “Farm to Fork” individual project- “Should We Eat Local?” This is an analysis of their family’s food consumption pattern- where it comes from and the total impact on the environment. Each student must evaluate energy and labor costs from production to the dinner table.

 

 

  1. Industry  (2 weeks)

 

a.       Industry Origins-Industrial Revolution

b.      Contemporary Industrial Distribution

c.       Site, Situation Factors

d.      Obstacles Facing Location of Industry

e.       “Shipbreakers" and "Out of India" - two examples of outsourcing from MDC's to LDC's and Newly Industrialized countries. After viewing, students must write an essay on the positive and negative effects of globalization from two perspectives- the developed country and the developing one.

f.       "Pennies a Day" - video by Muhammed Yunnus, Nobel Peace Prize Winner 2006, on the power and impact of microloans.

g.      Wal-Mart around the World-Incorporates core/periphery aspect of the retail giant on both sides of the global question.

h.      The World is Flatby Thomas Friedman excerpts and reading comprehension test

i.        Rostow’s Model- Strategies for development.

j.        "Manufacturing Jobs returning to U.S. From China" - current event analysis

 

 

  1. Services (2 weeks)

 

a.       Origin of Services

b.      Central Place Theory- Assignment on CPT- Distribution of Goods

c.       Market Area Analysis

d.      World Cities

e.       Houston - historical development analysis

f.       Central Business District

 

  1. Urban Patterns  (2 weeks)

 

a. “Transportation and Urban Growth” by Peter O. Muller- supplemental 

     reading and analysis

b. Suburbanization- Joel Garreau’s Edge City (emphasis on Texas chapter)

c. Three Models of Urban Structure

d. Inner City Physical, Social and Economic problems

e. PRB Data Sheets- analysis, synthesis of primary source data

 

 

  1. Resource Issues (2 weeks)

 

a.       Case Study- Mexico City

b.      Fossil Fuels

c.       Pollution

d.      Tar Sands of Canada - 60 Minutes video and current event article analysis

e.       Global Food Resources

f.       Alternative Energy Sources

g.      Water on the Nile reading

 

  1. Reading of the book Confucius Lives Next Door by T.R. Reid. Open-book test upon completion.

 

      16. Reading of the book Why Geography Matters by Harm de Blij.  Open-book test

            upon completion.

 

17. Country studies using Culturegrams.com.

 

18. Council on Foreign Relations website studies as preparation for APHG Test.

 

19. AP Human Geography by Christian Sawyer and Cracking the AP Human

      Geography Exam by Jon Moore - test-prep and practice tests.

 Mr. Tredinnick's Class Site

Welcome to Mr. Tredinnick's AP Human Geography Class

Post-Test

Post-Test Course Schedule

AP Test Review

Review Course Schedule

Review Resources

Unit VII: Political Organization of Space

Unit VII Course Schedule

Unit VII Additional Resources

Unit VI: Cultural Patterns and Processes

Unit VI Course Schedule

Unit VI Additional Resources

"Geography is everything, and everything is Geography"

AP Human Geography Syllabus 2015-2016
File Size: 291 kb
File Type: pdf
Download File


This year long class will introduce students to the systematic study of patterns and processes that have shaped human understanding, use, and alterations of the Earth’s surface. By looking at the relationships between cultural groups and their physical geography it is possible to find relationships that allow geographers to understand better how humans are shaped by their physical world, and change it in turn. We will be looking at different cultural phenomenon such as language, religion, government, and economic systems in order to make connections between different cultural set and how they interact with one another. By examining maps and other geographical tools students will examine correlations between the physical and human world and the interactions that have shaped our planet and human life. This course is designed to increase the students’ understanding of the world and develop their critical thinking skills. Upon completion of this course students will be given the opportunity to take the Advanced Placement test for the possibility of college credit.
Week 32: Test Review
     (May 2-6)
Monday: No Class "A" Day
Tuesday: Unit VII
Wednesday: No Class "A" Day
Thursday: Cracking the Multiple Choice
     + Diagnostic Test
     + Discussion: Tips and Strategies
Friday: No Class "A" Day
Week 33: Test Week
     (May 9-13)
Monday: Cracking the FRQ
     + Discussion: Tips and Strategies
     + Grading the FRQ (Activity)
Tuesday: No Class "A" Day
Wednesday: Theories and Models
     + Human Geography Models (Review Resources)
Thursday: No Class "A" Day
Friday: Test Day

AP Human Geography Test Date: Friday May 13th, 2016 (8:00 am)

Week 29: Defining the State
     (Apr 11-15)
Monday: Defining States
     - US and World Political Map Quizzes
     - Introduction to Political Geography (Notes)
     - Problems of American Territories (Assignment)
          + Last Week Tonight: U.S. Territories
     HW: Rubenstein 254-264
Tuesday: No Class "A" Day
Wednesday: Nationalism
     - Geographic Perceptions (Assignment)
     - The Geography of Nationalism (Notes)
     HW: Ukrainian Crisis (Assignment)
     HW: Rubenstein 230-237
Thursday: No Class "A" Day
Friday: State Shapes and Borders
     - Forming Borders (Notes)
          + The Most Complex International Borders
     HW: Borders FRQ (Assignment)
     HW: Rubenstein 268-274
Week 30: State Creation
     (Apr 18-22)
Monday: No Class "A" Day
Tuesday: State Shapes and Evolution
     - Shapes of States (Notes)
     - Indicators of Failed States (Assignment)
     HW: Using the Corruption Perception Index (Assignment)
     HW: Rubenstein 260-268
Wednesday: No Class "A" Day
Thursday: Territorial Disputes
     - This Land is Mine
     - Takeshima/Dokdo Dispute (Assignment)
          + Korean Islands Dokdo
     - The Falkland Question (Assignment)
     HW: The Falkland Question Thought Question
Friday: No Class "A" Day
     Half Day - Staff Development
Week 31: Hyper Nationalism
     (Apr 25-29)
Monday: Genocide and Ethnic Cleansing
     - Extremes of Nationalism (Notes)
     HW: Rubenstein 237-249
     HW: Unit VII Test Wednesday April 29th
Tuesday: No Class "A" Day
Wednesday: Multinational Organizations
     - Supranational Organizations (Notes)
     HW: Criticism of Supranationalism (Assignment)
Thursday: No Class "A" Day
Friday: Review Day
     HW: Unit VII Test - Political Organization of Space
          Wednesday May 3rd, 2016

Week 32: Finish Unit VII
     (May 2-6)
Monday: No Class "A" Day
Tuesday: Unit VII Test - Political Organization of Space
          Friday May 1st, 2015
Wednesday: No Class "A" Day
Thursday: AP Test Review
Friday: No Class "A" Day

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