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SSG611: AP HumanGeo (2013-2014)

COURSE TITLE: AP Human Geography+
CALENDAR YEAR: 2013-2014

Major Concepts/Content: The Advanced Placement (AP) Human Geography course will introduce students to the systematic study of the patterns and processes that shape human understanding and the use and alteration of Earth’s surface. Students employ spatial concepts and landscape analysis to examine human social organization, economic processes, and environmental consequences. They also learn about the methods and tools used by geographers. Topics of the AP Human Geography course include: geography—its nature and perspectives; human population; cultural patterns and processes; political organization of space; agriculture and rural land use; industrialization and economic development; and cities and urban land use.

Major Instructional Activities: Instructional activities will be provided relative to the content knowledge of AP Human Geography. The chronological and spatial thinking methods and tools of geographers as well as historical research and interpretation to demonstrate intellectual analysis, reflection, critical thinking, and research skills will be used.

Major Evaluative Techniques: Evaluation comprises ongoing assessments of the knowledge of human geography and skills that involve various sources of data and primary/secondary source documents.

Course Objectives: Upon successful completion of this course, students should have developed skills that enable them to:

  • Use and think about maps and spatial data focused on ways in which patterns on Earth’s surface reflect and influence physical and human processes. This objective is achieved when students learn to use maps and spatial data to pose and solve problems and when they learn to think critically about what is revealed and/or hidden in different maps and spatial arrays.
  • Understand and interpret the implication of association among phenomena in places to recognize the changing spatial organization and material character of Earth’s surface. Students should not just recognize and interpret patterns, but they should also be able to assess the nature and significance of the relationship among phenomena that occur in the same place and understand how tastes and values, political regulations, and economic constraints work together to create particular types of cultural landscapes.
  • Recognize and interpret at different scales the relationship among patterns and processes. Students should understand that the phenomena they are studying at one scale (e.g., regional, national, or global) may be influenced by developments at other scales (e.g., regional, national, or global). They should be able to observe processes operating at multiple scales when seeking explanations of geographic patterns and political/economic arrangements.
  • Define regions and evaluate the regionalization process. Students should see regions as objects of political/economic analysis and exploration and move beyond simply locating and describing regions to considering how and why they come into being and what they reveal about the changing character of the world in which we live.
  • Characterize and analyze changing interconnections among places. At the heart of the geographical perspective is a concern with the ways in which events and processes operating in one place can influence those operating at other places. Students should be able to view a place and pattern not in isolation but in terms of the place and pattern’s spatial, political, and economic functional relationship with other places.