Great Power Point on Models

You will need to know all these models for your AP exam.

https://teacher.ocps.net/michael.coleman/aphgeo/AP%20Review%20Geography%20Models%20pdf.pdf

Week of Jan. 6-10, 2014

1/6/14
Learning Goals:

Understand the distribution of major ethnicities within the US
Understand importance of ethnicity and human rights

Learning Objectives:
Using Rubenstein illustrations, identify states/regions in which ethnicities are clustered.
Provide reasons for the present distribution.
Identify case studies of ethnic conflicts from different regions.

Learning Activities:
     1. vocab. discussion
     2. vocab. quiz.
     3. Homework:

a. Research ethnicities and regions.  State explanation for why certain ethnicities settled in certain areas. 
b. Construct a VIS Chart on the following vocabulary words: nation, nation-state,  stateless nation, multinational state.(You can also do nation state; part nation state, multinational state, or any other combination of appropriate vocab.) (VIS chart:  word, definition summary, context clue, 2 examples)

1/7/14
Learning Goal:
Discuss various nation-state configurations and illustrate with examples.

Objectives:
Identify nation-state, part-nation state, multinational state, stateless nation.

Learning Activities:

Whole group discussion of terms. 

1. Using Rubenstein as a guide (p.208-210) on map handout, color code different ethnicities in US regions. 
2. Construct 8-box chart with American ethnicities at top beginning with the largest.  Place percentages in parentheses.  Identify region for each.  On top half list hypothesis for each.  On bottom half list reality (after researching homework assignment).
3. Homework:  finish homework.

1/8/14

1. Ask Learning Partner these essential questions: 

a. What is the difference between nation-state, part-nation state, multinational state, stateless nation? Discuss with learning partner.
b. Where do ethnicities settle in the US and why do they settle there?

2. 3-minute write on some aspect of essential questions.

3. Collect homework.

4. Prepare for substitute day. BRING RUBENSTEIN.

On a sheet of paper you will answer the following questions? (Write questions.)
1.  What is apartheid?
2.  Who are the Afrikaners?
3.  Who created apartheid laws?
4.  Why were apartheid laws created?
5.  Who was Nelson Mandela and why is he important?
6.  What is the legacy of apartheid laws?
7.  Raise an important question you'd like to discuss for Friday.
8.  Find something on Youtube about apartheid.  Summarize and list the title.
9.  Does the US have anything that is similar to apartheid?  Provide evidence for your answer.

The above questions require reading, research, and thought.  Do not submit one sentence responses especially for questions 4-9. Due Friday.

1/9/14
Substitute:
Silent reading and address 9 apartheid questions.
Homework:  Finish 9 questions.  First 4 questions due on Friday. Final drafts due on Monday, Jan. 13.

1/10/14
3-minute write:
Explain the racial conflict in South Africa from the 1940s to the present.
Homework:  Research Roma culture and summarize something interesting in a paragraph.

Illusions of Race

http://www.pbs.org/race/000_General/000_00-Home.htm

Week of Dec. 9-13

Week's Learning Goal:
To differentiate between complex language vocabulary.
To understand Hindu Caste system.
To understand the difference between race and ethnicity.

12/9/13
Warm-up:  What is the difference between a pidgin and a Creole. What is the difference between Esperanto and a lingua franca?
Vocabulary CROSSWORD
Homework:  STUDY VOCAB. Study Culture Practice Test.

12/10/13
"Hour of Code" TV Program
Culture vocab. test
Practice Test test
Homework:  Research a religion other than your own from a reputable web page.  Don't forget to cite sources. You do not need a "Works Cited" page. Note the following:

1. Identify in terms universalizing, local, ethnic, Evangelical, monotheistic, polytheistic, etc.
2. Identify number of followers.
3. State the creation story.
4. State place of origin.
5. State diffusion if any.
6. List 3 beliefs.
7. List 3 practices or rituals.
8. Using percentages, identify your hearth's dominant religion/s.
9. Research the Untouchables of the Hindu Caste system and note one interesting fraction that hasn't been discussed.

Due THURSDAY.

12/11/13
Introduce Dalits video vocab. & themes. If absent you can find this online.
Video review and quiz.
Homework:  Review section on ethnicity.  Address the following:  What is the differences between ethnicity and race? Give and example.

12/12/13
Collect religion reports.
Finish Untouchables
Homework:  PBS Illusions of race. Students will try to identify race by looking at photographs.
http://www.pbs.org/race/000_General/000_00-Home.htm; finish ethnicity and race question.

12/13/13
Collect ethnicity and race assignment.
GAME DAY!!  (Review of semester examination.)
Homework:  Review Barron's for Semester Exam.

HOMEWORK OVER BREAK:
1.  Carefully read all of Political Geography in Barron's.
2.  Make two or three questions of something you find confusing.
3.  Do all the Practice tests (MC and FR) at end of unit.
4.  Make sure you do the Test Tips in the gray boxes.
5.  Make sure you understand all the vocabulary.
6.  Skim over Ethnicity Chapter in Rubenstein.  Pay close attention to maps and pictures.


We will spend about a week on this unit. Be ready for a vocab test on Thurs., Jan. 9 and a full test on Friday, Jan. 10.

Culture Research Questions

1.      What countries are in the Anglo-American region?  Latin American region? (Name at least 5)

2.      Identify at least two syncretic traditions.

3.      On a chart with five columns, make a list of 5 European states across.  Under each list countries that they colonized.  Who did your hearth colonize or who colonized your hearth?  How did this affect the colonized or colonizing country?

4.      In two columns, name two language families and list at least five languages that fit under that language.

5.      Trace Modern English’s roots going in reverse order and starting with Modern English.

6.      Construct a 5-column VIS chart with the following vocab: isoglosses, pidgin, Creole, Esperanto, and lingua franca.  In 1st column write word; 2nd define; 3rd use in context; 4th give example; 5^th draw visual clue.

7.      How does a culture become extinct?  Give specific examples.

8.      What is the connection between literacy and gender?

9.      How is illiteracy used as a tool of oppression?   Give examples.

10.   Why is it important for human geographers to study religion?

11.   In a multi-column template construct a VIS chart with the following religious vocab:  universalizing; local; Evangelical; global; ethnic.  Use the model describe in #6.

12.   Write a paragraph on the diffusion of Islam.

13.   Why do some religions spread while other do not?

14.   Why would fundamentalist beliefs tend to result in religious conflict?

15.   How does religion contribute to various tensions across the globe.  Give two examples from the book and an additional example from another source.

16.   Research ethnic neighborhoods in Miami.  Is there a history of conflict?

17.   Who were the Untouchables? How were/are Untouchables treated?

18.   List the characteristics of folk and pop culture.  Which one socializes you and why?

Week of Dec. 2-6

Learning Goal
To understand the characteristics, distribution, and migration of human populations on the Earth's surface.

12/2/13
Migration Outline quiz
Homework discussion and collection
View The Dust Bowl 
Homework:  Study for Migration Test

12/3/13
Culture research questions:


DUE FRIDAY!!
Homework:  Study for Migration Test

12/4/13
Homework:  Review Culture
NOTE:  TUTORING

12/5/13 Early Release
Promethean Board culture discussion
Homework: Migration Test Tomorrow!!

12/6/13
Migration Test
Collect Culture Research questions
Homework:  Study culture vocab.  Test on Monday

Week of Nov. 25-26

11/25/13
Learning Activities:
Collect homework
Finish viewing Migration video
Distribute Outlines
Homework:   Study outlines; anything that you don't understand try to find the answer from the Internet.  If you still don't understand, write a question to be addressed in class.

11/26/13
Learning Activities:
Address confusions from outline.
Review 5-previewing questions
Migration video quiz
Homework:  Go to my web page link on the Dust Bowl.  Read the essay and write a one-page commentary to share with the class on Monday.  Commentary should include the following:

1.  Summarize the article in a few sentences including the author's purpose for writing this essay.
2.  Write a paragraph connecting this article with a human geography topic.
3.  Describe a particular point that you liked or found interesting.

Read at least half of Barron's chapter on Culture.

NOTE:  There will be a migration test as soon as we are finished with The Dust Bowl.

Week of Nov. 18-22

Learning Goal:
To understand how population affects human populations.
To understand how a catastrophic weather/environmental event affects the developing world.
To understand global migration patterns.

11/18/13
Learning Activities:
Review Population research reports
Population Geography MC Test
Homework:  Visit my web page link entitled "Population Video Project".  Go to "Student Video" and decide if you want to participate in this project.  It can be used as extra credit or as a substitute for another project.

11/19/13
Learning Activities:
Obtain feedback on population project
Review essay test responses
Homework:  Watch a news report on Typhoon Haiyan.  Relate event to a Human Geography topic.  Explain in a paragraph to share with class.
REMEMBER TUTORING TOMORROW AFTER SCHOOL!

11/20/13
Learning Activities:
Finish reviewing responses; provides models of excellent papers.
Review physiologic density and Malthus geometric growth
Homework:  Complete any missing assignments.

11/21/13
Review physiologic density 
Share Typhoon Haiyan connections
Promethean Board on Typhoon Haiyan
Homework:  Review Barron's Migration section; look in Rubenstein and choose one migration visual.  On a sheet of paper identify the page number and graphic you are describing.  Then in a detailed paragraph with a clear topic sentence, write at least 5 details you can glean from the visual.

11/22/13
Learning Activities:
Share homework samples.
Introduce students to Pearson's migration video.
     Discussion questions
     Applicable vocabulary
Begin viewing film.
Homework: In Rubenstein, read the following:  "Environmental Push and Pull Factors" (82); "Distance of Migration" (84-85).  Make sure you know Ravenstein's theory.

"Population Project"

http://worldof7billion.org/

Dust Bowl Essay

http://teacher.scholastic.com/scholasticnews/magazines/scope/pdfs/SCOPE-031212-DustBowl.pdf

Week of Nov. 12-15

Learning Goals

• to understand Thomas Malthus theory and its connection to today
• to understand the Demographic Transition Model and Population Pyramid
• to understand population issues for specific countries or cultural hearth
• to write a coherent essay on a population issue

11/12/13
Learning Activities:
Thomas Malthus debates
Homework:  Bring Hearth folder for research work tomorrow. Revisit pp. 65, 71-74.  Quiz on Thurs.

11/13/13
Learning Activities:
Hearth/area of study Media Ct. work.  Have Hearth folder.
Homework:  Finish Hearth work.  Due on Friday.

11/14/13
Learning Activities:
Promethean Board Review of DTM. 
Finding the connection between the DT & the PP.
http://blackpoolsixthasgeography.pbworks.com/w/page/23074673/The%20demographic%20transition%20model%20and%20it’s%205%20stages
pp. 65, 71-75 quiz

Homework:  Make sure you understand the DTM and its criticisms.  Review population chapter for essay test tomorrow.

11/15/13
Learning Activities:
Collect Hearth work
Essay Population Test
Homework:  Study Barron's for Population MC test on Monday.

Coming Up
Migration review
Migration film
Migration Test
Philippines lesson

Great web site on DT & PP

http://blackpoolsixthasgeography.pbworks.com/w/page/23074673/The%20demographic%20transition%20model%20and%20it’s%205%20stages

PP/DT papers

In the first paragraph define your terms and state the general relationship.  In the second paragraph give a specific example by identifying a country and explaining the connection. (Here, you could use your area's [hearth or interest] DT and PP if available.) In the third paragraph, list the advantages and disadvantages of the country's demographic status.

Rubric 
___general relationship
___defined terms
___appropriate examples and explanations
___advantages/disadvantages
___well organized with clear topic sentences
___writing conventions (grammar, complete sentences,

Hearth Assignment

Research the following for your hearth.  Only use reputable sources and cite them properly.  Avoid most .com sites.  Cite source for each topic by providing URL in parentheses.  For example: 

Hearth:  West Virginia

Population Data
     current population:  1,855,364 (quickfacts.census.gov/qfd/states/54000.html)
     predicted growth
     life expectancy
     total fertility rate
     infant mortality rate
     maternal mortality rate
     natural increase rate
     population density
     physiologic density
     dependency ratio
     model of population pyramid
     demographic transition model

Migratory Patterns
     immigration
     emigration
     internal migration
     involuntary migration
     push and pull factors
     refugees
     intervening obstacles
     guest workers

Directions:
1.  Research above information using Rubenstein and online sources.
2.  Record information on Word Document
3.  Use any available visuals (photographs, maps, graphs, diagrams, etc.) but make sure you explain and cite.
4.  Begin presentation with political map of your hearth.
5.  Most topics can be formatted as demonstrated above.  Topics that require a graphic should have the topic at the top left, the picture in the main part of the page, and the citation at the bottom.
6.  Some topics will require an expository paragraph.  Follow the same procedure as the graphics.
7.  Not all information will be available; however 90% of the information should be available.  If you cannot find the information, state "NA" (not applicable).  However, if I find the information, then that section will be marked "incomplete".
8.  You will need a "Works Cited" page at the end of the presentation.

GRADING Rubric

(30) _____research ability

(20) _____writing conventions (spelling, grammar, page numbers, etc.)

(20) _____visuals quality

(10)_____citation quality

(10)_____followed directions

(10)_____promptness
    

Week of Nov. 4-8

Learning Goals

• To understand the implications of population
• To understand population distribution
• To understand how to interpret the Thomas Malthus' Theory

Common Core:  Determining topic sentence; using subject vocabulary; conducting Internet research; critical problem solving; reading graphs; drawing conclusions

11/4/13
Learning Activities:
Population crossword and quiz 
Homework:
1.  Read p. 65 in Rubenstein

a. Summarize articles in two or three sentences.

b. List any vocab. words you do not understand and write their definitions.

c. Ask two question or questions about confusing topics. If you are clear, skip c.

d. Raise a critical question about implications for the future. (Due tomorrow.)

2. Write a one-sentence description of each population pyramid on p. 65 on a separate sheet of paper.

What is the relationship between the PP and the DT? 

In the first paragraph define your terms and state the general relationship.  In the second paragraph give a specific example by identifying a country and explaining the connection. (Here, you could use your area's [hearth or interest] DT and PP if available.) In the third paragraph, list the advantages and disadvantages of the country's demographic status (stage status).
Due Thursday, Nov. 7)

Rubric:
____general relationship (10)
____defined terms (10)
____examples (20)
____advantages & disadvantages (20)

____well organized with clear topic sentences (20) ____conventions (spelling, grammar, complete sentences, punctuation, coherence, capitalization, neatness, etc.) (10)
____submitted on time (10)
 

11/5/13
Learning Activities:
Discuss and collect homework

Warm-up--Essential Question:
How is Japan dealing with their growing elderly population? (2-minute think/plan, 5-minute write)

Silent reading:  71-75 in Rubenstein.

a. Define epidemiological transition

b. In one sentence, summarize each stage of the ET. (List as Stage 1, 2, etc.)

c.  Address a question of your choice in "Thinking Geographically". You must number the question and your topic sentence must clearly reflect which question you are addressing. Be ready to present to the class.

Homework: finish above; review Barron's and Rubenstein on Thomas Malthus

11/6/13
Learning Activities: 

Call on volunteers to present.
Collect homework
Structure anti-Malthus and neo-Malthusians debate

Debates will be on Nov. 12
Homework: work on PP/DT papers

11/7/13
Learning Activities: 
Mario presentation of cool sites.
peer edit  PP/DT essays
Homework:  correct essays.

11/8/13
Learning Activities: 
Collect essays.
Debate group practice
Homework: Study for population tests sometime next week and prepare for debates.  Review pp. 65 & 71-75

Gender Equality Index

http://www.theguardian.com/news/datablog/2013/oct/25/world-gender-gap-index-2013-countries-compare-iceland-uk

Week of Oct. 28-Nov. 1

Learning Goals:

• To understand the implications of population
• To understand population distribution
• To understand how to interpret the demographic transition model, population pyramids, and Thomas Malthus' Theory

10/28/13
Learning Activities:
Ch. 1-3 Test
"Staying Alive" quiz
Barron's Linear Growth vs. Exponential Growth (around p. 116)
Population Pyramids
Model how to interpret PPs from Promethean Board 
Bring Rubenstein tomorrow
Homework:  Research your cultural hearth's population age-sex distribution and construct or print out its population pyramid.  Draw 3 conclusions and in one or two sentences compare to another country.

10/29/13
Learning Activities: 
Discuss with LP your Population Pyramid
P. 61 activities in Rubenstein.  Finish for homework.
Homework:  Review DT model in Barron's and draw 5 conclusion from the graph around p. 128 in Barron's.

10/30/13
Learning Activities: 
Promethean Board model of how to interpret Demographic Transition Model
Promethean Board vocabulary exercises
Review population vocab. Quiz Friday on all population vocab.

10/31/13
Learning Activities:
Review homework specifics. 
Board game on vocabulary
No Homework--Happy Halloween!

11/1/13
Learning Activities:  
DTM review and quiz

View two videos entitled "China Facing One Child Policy Dilemma" and "China Seeks Ways to Manage Aging Population" from:

http://www.bbc.co.uk/news/world-asia-china-19677676
Homework:  Study vocab. for Monday's vocab. quiz

Child Brides PBS video

http://www.pbs.org/now/shows/341/index.html

Cool Maps

http://www.theatlantic.com/international/archive/2013/10/a-map-of-the-worlds-slave-workforce/280732/

http://cdn.theatlantic.com/newsroom/img/posts/ku-bigpic.gif   (popular names)

http://qz.com/133251/jellyfish-are-taking-over-the-seas-and-it-might-be-too-late-to-stop-them/

http://m.motherjones.com/mojo/2013/10/map-actual-european-discoveries

http://www.theatlantic.com/health/archive/2013/10/a-real-time-map-of-births-and-deaths/280609/

http://thelandofmaps.tumblr.com/

http://www.washingtonpost.com/blogs/govbeat/wp/2013/11/12/another-way-to-explain-who-we-are-the-15-types-of-communities-that-make-up-america/?tid=sm_fb

http://m.washingtonpost.com/blogs/worldviews/wp/2013/11/15/8-maps-that-explain-why-typhoon-haiyan-hit-the-philippines-so-hard/  sent by Ammar

Who's to Blame for Climate Change

http://www.theatlantic.com/video/index/278548/whos-to-blame-for-climate-change/

Week of Oct. 21-24

Learning Goals
To understand the processes of migration.
To understand the differences in living conditions in the developed world vs. the developing world
To interpret maps

10/21/13
Learning Activities:
Promethean Board:  Life expectancy
Homework:
a. finish interviews; be ready to report to class.
b. define maternal mortality and maternal morbidity; locate Bangladesh on your world map.
c. print a map of your cultural hearth or your area of interest and determine the life expectancy rate.

10/22/13
Learning Activities:
Identify Bangladesh, maternal morbidity, and maternal mortality
View "Staying Alive" and focus on the following vocab. and concepts:
     Dhaka, Bangladesh
     maternal mortality rate
     maternal morbidity
     arranged marriage
     gender equality
     developing countries   

• Why are so many mothers dying in Bangladesh?
• What is the difference between maternal mortality and maternal morbidity?
• How can this problem be solved?  Be specific.
• Describe some of the methods used to empower women in developing countries.
• Why is empowerment believed to be important for addressing health problems among women in developing countries?

Homework:  Review what determines a population's natural increase rate. Review Migration.

10/23/13
Learning Activities:
1.  Review "Staying Alive"
2.  Continue watching video.3.
3.  Address previewing questions
4.  Quiz if time.
5.  Homework:  Review Chapters 1-3 in Barron's for test tomorrow.

 10/24/13  EARLY RELEASE
Learning Activities:
Ch. 3 group game
Homework:  Big review of Barron's Ch. 1-3.  Test on Monday.

Week of Oct. 14-18

10/14/13
Begin viewing The Black Death
Homework:  Study for Wednesday's test.

10/15/13
Finish viewing 
 The Black Death crossword and fill in the blank.
Homework:  Study for test.

10/16/13--NO CLASS (PSAT)

10/17/13
Finish  The Black Death
The Black Death crossword and quiz

MC test on first two sections of Barron's population and The Black Death
Introduce Migration
Homework:  Read Migration

10/18/13
migration vocab practice quiz
Promethean Board on first three sections
Homework:  Finish reading Population Chapter; interview a friend, family member, or DBHS colleague about their immigration experience with open-ended questions such as:
     a.  Why did you immigrate to the United States?
     b.  Why did you leave (emigrate from) your homeland?
     c.   Tell me about what it was like when you first got to the US.  


 

Week of Oct. 7-11

Population Unit Learning Goals:
To understand human population parameters and processes
To understand migration patterns
To read population graphs

10/7/13
Warm-up:  address questions from ticket out.
1. Power of Place Test (MC & Essay)
2. Paper distribution
3. Homework:  Read "Human Population:  A Global Perspective"  Pay close attention to the graph entitled "Population Growth" and bolded vocabulary.
Learning Goals:   To understand how population size affects human interactions.
Week's Learning Objectives:

• To read and interpret graphs, maps, and charts.
• To identify population growth facts.

10/8/13

Population Geography

Warm-up: watch www.worldometers.info/ and other web sites.

Promethean Board:  practice reading graphs

Activity:

Address the following questions concerning the Population Growth graphs:

1.  In 1951, what was the total world population?
2.  For MDCs, where has population currently become stable?
3.  What region dominates the world in terms of population?
4.  How many people will occupy Latin American countries in 2050?
5.  Which region of the world is growing the fastest?
6.  Which regions of the world are growing the slowest?
7.  What is the projected population in 2050?  How old will you be in 2050?
8.  Bonus:  In Figure 3.3, what do the numbers mean?
9.  Make up two questions on your own.

Homework:  "Read Population Parameters and Processes."  Pay close attention to words in bold.

10/9/13
Warm-up:  Practice quiz on yesterday's and today's vocab (including all words up to "Human Migration.")
Learning Activity: Continue Promethean Board
Homework:  Research something you find interesting about the Black Plague and write a paragraph summarizing what you found.

10/10/13
Introduce The Black Death film.
Identify places involved.  Look for diffusion, movement, and cultural effects.
Homework:  Research The Black Death and come up with an interesting fact.  Identify and label 5 new places on your world map.

10/11/13
NOTE:  AFTER THE BLACK DEATH, THERE WILL BE A TEST ON THE FIRST TWO SECTIONS OF  BARRON'S POPULATION CHAPTER AND THE BLACK DEATH.
Essential Question:  Why are we studying the Black Death?
    Identify the following as you watch The Black Death:
 Site
Situation
Movement
Region
Human/environment interaction
Population
Diffusion
Globalization
Cultural effects (Religion, education, etc.)
      
Identify map affected by The Black Death
Review interesting facts concerning the Black Death
Collect homework
Homework:  Review first two section of Barron's for test on Tues.

Interesting Human Geography links

www.worldometers.info/

 www.pbs.org/wgbh/nova/earth/earth-peril.html

http://www.pbs.org/wgbh/nova/earth/global-population-growth.html

http://www.pbs.org/wgbh/nova/earth/demographic-data.html

http://www.theatlantic.com/health/archive/2013/10/a-real-time-map-of-births-and-deaths/280609/

From Mario:

http://www.youtube.com/watch?v=1T4XMNN4bNM - What is the most dangerous place on Earth?

http://what-if.xkcd.com/27/ - Percentage of people still alive

 http://www.aaas.org/international/africa/malaria/gwadz.html - Total deaths attributed to malaria

http://www.visionofhumanity.org/#/page/indexes/global-peace-index - The Global Peace Index

http://www.businessinsider.com/most-dangerous-cities-in-the-world-2012-10?op=1 - Most dangerous cities, by murder rate

http://www.popsci.com/environment/gallery/2008-06/worlds-dirtiest-cities - Most polluted cities

http://www.dailymail.co.uk/sciencetech/article-2215023/Is-polluted-place-Earth-The-Russian-lake-hour-beach-kill-you.html - Lake Karachay

http://www.wired.com/magazine/2011/04/ff_chernobyl/all/ - Chernobyl is a haven for wildlife

Check out this video on YouTube: http://youtu.be/nonCD5GR9bw


ALSO, take a look at "Mankind:  The Story of Us".

From Leticia:  http://www.census.gov/popclock/

http://www.washingtonpost.com/blogs/worldviews/wp/2013/11/07/a-stunning-map-of-depression-rates-around-the-world/?tid=sm_fb

From Marcel:  [ http://www.youtube.com/watch?v=2lR7s1Y6Zig ]http://www.youtube.com/watch?v=2lR7s1Y6Zig

From Vishnu:  http://video.nationalgeographic.com/video/the-magazine/the-magazine-latest/ngm-7billion/

www.worldometers.info/

www.worldometers.info/

Power of Place Middle East Conflict Notes

     To understand the Middle East anger and resistance, one has to go back to 1914 and the break up of the Ottoman Empire (Turkey). In WWI the Ottomans allied with Germany, and they lost the war. Great Britain seized control.  France and England carved up the territory. These were colonies, not nation-states, meaning that they were controlled by these European powers. Eventually the region gained independence, but the dictators who were in power were heavily supported by European powers. Oil wealth from these colonies was not distributed equally, creating a society of haves and have nots. Corrupt dictators controlled the distribution. Some was given to the people, but a lot of the oil was sold cheaply to Europe and the US to fuel its industry. Through the years, the US supported these corrupt dictators, because the US needed their help in keeping the oil flowing from the Middle East to the US. Many people, especially those who didn't receive any wealth from oil exports, grew increasingly angry. This was made worse by the US having military bases stationed in various areas of the Middle East, some of which is considered sacred Islamic land.

     One of the dictators that the US supported was Saddam Hussein.  Eventually the relationship between Hussein and the US soured. One reason was because Saddam was a repressive dictator. He was a Sunni and most of the population was Shia, who wanted him out of power.  When the US invaded Iraq, many in the Middle East looked at it as a kind of neo-colonialism where our only interest was in obtaining cheap oil to keep our economy going.  Therefore, even more terrorists were created who looked upon the US as continuing their exploitation in the Middle East.

     There is also the problem of Israel, which was created after WWII as a way to give the Jews a safe homeland. Both the Palestinians and Jews have historically claimed the same land for centuries. Today, the Palestinians, who are mostly Islamic Arabs, feel that the Jews have taken over land that they feel belongs to them. Israel has continued to build Jewish settlements on that land. In retaliation, some Palestinians have bombed Israeli busses, cafes, and shopping centers. Remember that Israel is an ally to the US for several reasons: (a) The US helped create Israel so Jews would have a homeland, and subsequently many American Jews live in Israel; (b) the US has a large Jewish population; (c) the US has military bases in Israel. The conflict continues today despite several presidents trying to achieve a peaceful resolution.

Aral Sea Crisis

http://www.columbia.edu/~tmt2120/introduction.htm

Week of Sept. 30-Oct. 4

Week's Learning Goals
To understand geographic map principles
To understand how maps enables geographers to measure desertification
To identify regional man-made regional environmental concerns

Standards:
Standard 1:  How to use maps and other geographic representations, tools, and technologies to acquire, process, and report information from a spatial perspective.
Standard 14:  How human actions modify the physical environment.

Week's Learning Objective:
To produce a coherent essay incorporating applicable vocabulary and concepts that explains how human actions modify the environment and the importance of maps as a tool for understanding the relationship between humans and their physical environment.


9/30/13
Learning Activities:
Review notes from Friday's Power of Place #1
Continue Power of Place#1 addressing questions handout
(In depth lesson plans available at Power of Place Episode 1.)
http://aralseaisshrinking.weebly.com/why-is-it-important.html
Homework:  visit this site and read each section

10/1/13
Learning Activities::
Finish Power of Place #1
Each student constructs one confusing question.
Essential questions: 
a. What has happened to the Aral Sea and why is this important?
Homework:  Research the Aral Sea online and write a paragraph summarizing your findings. (Don't forget to cite your source.)  YOU MAY WATCH A YOUTUBE PRESENTATION AND REPORT ON THAT.
b. What is meant by the phrase "Jihad vs. McWorld"?  Why is this an important focus of study?

10/2/13
Learning Activities:
Collect homework
Warm-up:  From memory, write one interesting fact about the Aral Sea.  What is meant by Jihad vs. McWorld
Share with learning partner. 
Share with class.
Finish watching Power of Place #1 
Review board vocab. in terms of how they can be applied to the Power of Place video.
Homework:  Research a different place where desertification is an ongoing problem

10/3/13
Learning Activities::
Ask for volunteers to share their findings on desertification.
Finish Power of Place #1
 Homework:  Carefully read Notes on Middle East Conflict found on adjacent link.  Define list of new vocab. words from board.  Study all board vocab. words and be reading for writing activity on Friday.

10/4/13Activities:
Integrate vocab. words into a coherent paragraph. 
Practice quiz handout 
Homework:  Study all notes, handouts, and vocabulary from Power of Place video.  Don't worry about page 2 of questions.  That will come later.  You can review video as it is available online.

Week of Sept. 23-27

Learning Goals:
To understand how maps help us learn geography.
To read and interpret maps.

9/23/27
Learning Objectives:
1.  Collect confusions about Ch. 2
2.  Finish Promethean Board games
3.  Vocab. quiz 2 (This one is 90% on first 28 words)
4.  Homework:  Review all vocabulary.  Multiple test on Wed.  Essay test will be after Power of Place video.

9/24/13
Learning Objectives:
1. collect confusions
2. review for vocabulary terms
3. Homework:  Studyfor Ch. 2 vocab. test

9/25/13
Learning Objectives:
warm-up:  go over confusions
1.  Ch. 2 test
2.  Introduce "Power of Place:  Map Scale..."

•  vocabulary handouts
•  critical questions

3.  Homework:  highlight main idea in Power of Place handout and key words in questions.

9/26/13
Learning Objectives: To view visual explanation of interpreting maps.
Pre-viewing Activity:  Identify places on maps.

9/27/13
Learning Objectives: To view visual explanation of interpreting maps. 
Begin Power of Place Series
Homework:  Begin reading Population Geography in Barrons

Week of Sept. 16-20

Learning Goals:
To use and think about maps and spatial data
To recognize and interpret map patterns and processes

9/16/13
Learning Targets:
1.  Introduce "Map Fundamentals" by using class dot map and Promethean Board
2.  Label Middle Eastern countries on map outlines
3.  Homework:  Read "Cognitive Maps" and "Describing Location" in Barron's

 9/17/13
Learning Targets:
1.  Learning partner share on "Cognitive Maps" and "Describing Location"
2.  Whole group discussion on "Cognitive Maps" and "Describing Location"
3.  Finish Promethean Board flipchart
4.  Homework:  Finish reading Barron's Ch. 2. and study vocabulary (Review Ch. 1 for those of you with newer book.)  Write down one question you would like to address. Vocab. quiz on Friday

9/18/13
Learning Targets:
1.  Partner Share (Ask partner question that you would like to address).
2.  Whole group (address questions)
3.  Special emphasis:  time space convergence, friction of distance, distance decay effect, gravity model, spatial diffusion
3.  Homework:  Study Ch. 2 (Maps...) vocabulary

9/19/13
Learning Targets:
1.  Group vocabulary game.(Powerpoint for first questions)
2.  Homework:  continue studying vocab.

9/20/13
Warm-up:  copy board notes
Learning Targets:
1.  Vocabulary Quiz on Maps, Scale, etc.
2.  Topics:  Spatial Diffusion and Distance Decay Effect
     Promethean Board Review
3.  Homework:  Ch. 2 rereading;  write down any confusions to ask in Monday's class.

Week of Sept. 9-13

Week's Learning Goals
To understand geopolitical issues in Syria
To identify Middle Eastern countries on a map
To understand the importance of using maps
To understand different kinds of maps and their function

9/9/13
Learning Targets:
1.  Paper distribution 
2.  Whole group discussion on using Syrian vocab. terms. and collect homework.
3.  Homework:  watch Charlie Rose interview Bashar al-Assad tonight on PBS at 9:00 p.m. TEST ON SYRIA ON THURS. (changed from Wed.)

9/10/13
Learning Targets:
1.  1 minute write on interview/share with partner
2.  Syrian practice quiz
3.  Homework:  study for Syrian test; be thinking about this question:  What does 9/11 have to do with Syria?

9/11/13
Essential Question:  What does 9/11 have to do with Syria? Whole group discussion.
Vocab. bingo
Homework:  Study

9/12/13 (Early Release)
Learning Targets:
1.  Bingo review
2. Homework:  Study for Syrian Test

9/13/13
1.  Syrian vocab. & writing test.
2.  Homework: Read "Map Fundamentals" section of Barron's.  Study first 10 Ch. 2 vocab.

Syria Quiz

http://www.softschools.com/quizzes/geography/syria_geography/quiz5792.html

Syrian Vocabulary

Alawite
secular
ethnic group
nation
sovereign
global conflict
minority
sectarian
superpower
United Nations
United Nations Security Council
Arab League
NATO
global norms
superimposed boundaries
subsequent boundaries
Domino Theory
geopolitical
international law
colonialism
democracy
theocracy
dictatorship
OPEC
refugee

Week of Sept. 3-6

Week's Target Learning Goals:
To understand the crisis in Syria in terms of location, region, and geopolitics
To understand the importance of human geography in global events

9/3/13
Target Learning Objectives:
1.  Review vocab. quiz & test
2.  Free Response essay test
3.  Homework:  Watch a news outlet reporting on the crisis in Syria.  Summarize report IN YOUR OWN WORDS".  Note network source.  e.g. CNN, FOX, etc.

9/4/13

Target Learning Objectives:
1.  Volunteers will share knowledge of Syria.
2.  Identify Syria on map and note absolute and relative location.
3.  Lecture on Crisis in Syria
4.  Homework: Read "9 Questions about Syria you were too embarrassed to ask" found at www.washingtonpost.com.   NOTE:  FOR THOSE OF YOU WHO GOT THE ARTICLE, THEY WERE NOT STAPLED; THEREFORE YOU ONLY GOT HALF OF THE ARTICLE.  MAKE SURE YOU READ THE ENTIRE ARTICLE ONLINE.

9/6/13
Target Learning Objectives:
1.  On Promethean Board, practice identifying countries in the Middle East region, Sunni and Shia areas, relative and absolute location.
2.  Construct a T-Chart with the titles Shia and Sunni.  Depending on the dominant sect, place the following countries under either Sunni or Shia:  Iran, Syria, Saudi Arabia, Oman, Egypt, Kuwait, Turkey, Lebanon, Qatar, Iraq, Pakistan, Yemen, and Afghanistan

3.  Homework:
a.  Define geographic vocab. by using online sources or use Barron's.
b.  In one or two sentences describe how word relates to Syria.
c.  Make sure you note your source at the end of each definition.  If only one source is used, note the source at end of page.  Some definitions can be found in Barron's political chapter.

Coming Up
Middle East map quiz
T-Chart denoting sides of conflict
Syria quiz next Wed.

Week of Aug. 26-30

Human Geography

Week's Target Learning Goals:

• Determine prior knowledge of Geography
•  Review/Discuss Introduction to Human Geography (Barron's Ch. 1)
• To learn students' geographic backgrounds
• Identify dot map
• Use discipline vocabulary in correct context
• Forms learning groups

8/26/13  
Target Objectives:
1.  Pre-test
2.  Promethean Board Ch. 1
3.  Homework:  Review Ch. 1 vocab. words on Quizlet 

8/27/13
Target Objectives:
1.  Identify students' cultural hearths by creating dot map
2.  Oral review of first 10 vocab. words.
3.  Continue Promethean Board Ch. 1
4.  Homework:  Study remaining Ch. 1 vocab. words.

8/28/13
Target Objectives:
1.  Organize students into learning groups.
2.  Boards Up game review of vocabulary words.
3.  Homework:  Complete Ch. 1 Barron's practice tests.

8/29/13
Target Objectives:
1.  Quiz on practice test.
2.  Finish Promethean board Ch. 1 presentation.
3.  Homework:  Review Ch. 1 vocab. words.  Test tomorrow.

8/30/13
Target Objectives:
1.  Vocab. quiz & test.
2.  Homework:  Review Ch. 1 for essay test on Tues.

2014 Human Geography Exam Date

AP Human Geography Exam Date:

Tuesday, May 13, 12:00 p.m.

AP Central Human Geography Guide

Human Geography Guide

Latitude and Longitude Refresher

http://video.about.com/geography/Latitude-and-Longitude.htm

Week of August 19-23

Week's Goals:  Introductions; Procedures; Summer Assignment; Ch. 1 Barron's
8/19/13
Day's Objectives:

• Introductions
• Seating Chart
• Syllabus

Homework:  Finish syllabus and construct two confusing elements

8/20/13
Freshmen Assembly

8/21/13
Day's Objectives:

• Address syllabus questions
• Classroom procedures
• Syllabus
• Book distribution
• Bathroom passes

Homework:  read half of Ch. 1 in Barron's

8/22/13
Day's Objectives:

• Hostility Letter
• Syllabus quiz practice quiz

Homework: pp. Finish Ch. 1 in Barron's.  Be ready to discuss
What is human geography?
Why is human geography important to study?

8/23/13
Day's Objectives: 

• Classroom tasks
• Discussion:  What is HG?  Why is it important?  
• syllabus quiz

Homework:   Study all vocab. words in Barron's.

8/26/13
Day's Objectives:

• List countries and students
• Promethean Flipchart:  HG Introduction 
• 15-minute skim of textbook.  Write two topics that you find interesting and explain why.
• Essential Question:  5-minute think; 5-minute write: What is human geography and why is it important? 

Homework:  Review vocab. of Ch. 1 Barron's; be ready for quiz tomorrow.

Coming Up:

How to pass the AP HG exam.
Ch. 1 discussion & test
Dambisa Moy Flipchart

How to pass the AP exam:

• study groups
• test prep books
• vocabulary
• class focus
• wean yourselves from Facebook, IPODS, etc.
• start watching the news (local, national, international) and learning anything that you can about your country/hearth.  Recommended:  NPR (FM 91.7 at 3 p.m. weekdays); Fareed Zakaria on CNN every Sunday at 10 a.m.

Summer Reading Assignment and Rubric

AP Human Geography Summer Reading List 2013-14   

Incoming IB Human Geographers, please choose one of the following for you summer reading assignment.

Blij, Harm de. Why Geography Matters:  Three Challenges Facing America: Climate Change, the Rise of China, and Global Terrorism

Over the next half century, the human population, divided by culture and economics and armed with weapons of mass destruction, will expand to nearly 9 billion people. Abrupt climate change may throw the global system into chaos; China will emerge as a superpower; and Islamic terrorism and insurgency will threaten vital American interests. How can we understand these and other global challenges? Harm de Blij has a simple answer: by improving our understanding of the world's geography. In Why Geography Matters, de Blij demonstrates how geography's perspectives yield unique and penetrating insights into the interconnections that mark our shrinking world. Preparing for climate change, averting a cold war with China, defeating terrorism: all of this requires geographic knowledge. De Blij also makes an urgent call to restore geography to America's educational curriculum. He shows how and why the U.S. has become the world's most geographically illiterate society of consequence, and demonstrates the great risk this poses to America's national security. Peppering his writing with anecdotes from his own professional travels, de Blij provides an original treatise that is as engaging as it is eye opening. Casual or professional readers in areas such as education, politics, or national security will find themselves with a stimulating new perspective on geography as it continues to affect our world.

Boo, Katherine. Behind the Beautiful Forevers:  Life, Death, and Hope in a Mumbai Undercity

From Pulitzer Prize-winner Katherine Boo, a landmark work of narrative nonfiction that tells the dramatic and sometimes heartbreaking story of families striving toward a better life in one of the twenty-first century’s great, unequal cities. In this brilliantly written, fast-paced book, based on three years of uncompromising reporting, a bewildering age of global change and inequality is made human. Annawadi is a makeshift settlement in the shadow of luxury hotels near the Mumbai airport, and as India starts to prosper, Annawadians are electric with hope. Abdul, a reflective and enterprising Muslim teenager, sees “a fortune beyond counting” in the recyclable garbage that richer people throw away. Asha, a woman of formidable wit and deep scars from a childhood in rural poverty, has identified an alternate route to the middle class: political corruption. With a little luck, her sensitive, beautiful daughter—Annawadi’s “most-everything girl”—will soon become its first female college graduate. And even the poorest Annawadians, like Kalu, a fifteen-year-old scrap-metal thief, believe themselves inching closer to the good lives and good times they call “the full enjoy.”

Diamond, Jared.  Guns, Germs, and Steel;  The Fates of Human Societies

Explaining what William McNeill called The Rise of the West has become the central problem in the study of global history. In Guns, Germs, and Steel Jared Diamond presents the biologist's answer: geography, demography, and ecological happenstance. Diamond evenhandedly reviews human history on every continent since the Ice Age at a rate that emphasizes only the broadest movements of peoples and ideas. Yet his survey is binocular: one eye has the rather distant vision of the evolutionary biologist, while the other eye--and his heart--belongs to the people of New Guinea, where he has done field work for more than 30 years. 

Friedman, Thomas L. Hot, Flat, and Crowded:  Why We Need a Green Revolution -- and How It Can Renew America

Pulitzer Prize-winning author Thomas L. Friedman speaks to America's urgent need for national renewal and explains how a green revolution can bring about both a sustainable environment and a sustainable America.  Friedman explains how global warming, rapidly growing populations, and the expansion of the world’s middle class through globalization have produced a dangerously unstable planet--one that is "hot, flat, and crowded." 

Royte, Elizabeth. Garbage Land:  On the Secret Trail of Trash

Like the bestselling Fast Food Nation, Garbage Land lifts the lid off a world we take for granted, revealing its complicated, surprising underbelly. In this highly unconventional travel book, Elizabeth Royte leads the reader on a cultural tour guided and informed by the things she throws away. Structured around four separate journeys--those of Royte’s household trash, compostable matter, recyclables, and sewage--GARBAGE LAND is a literary investigation of the truly dirty side of consumption. Royte melds science, anthropology, and a strong dose of clear-headed analysis in her appraisal of America’s relationship with its garbage, examining the uncomfortable subject of waste in much the same way Mary Roach’s Stiff tackled corpses. By showing us what really happens to the things we’ve "disposed of," Royte reminds us that our decisions about consumption and waste have a very real impact--and that, like it or not, the garbage we create will always be with us.

Schlosser, Eric. Fast Food Nation:  The Dark Side of the All-American Meal

On any given day, one out of four Americans opts for a quick and cheap meal at a fast-food restaurant, without giving either its speed or its thriftiness a second thought. Fast food is so ubiquitous that it now seems as American, and harmless, as apple pie. But the industry's drive for consolidation, homogenization, and speed has radically transformed America's diet, landscape, economy, and workforce, often in insidiously destructive ways. Eric Schlosser, an award-winning journalist, opens his ambitious and ultimately devastating exposé with an introduction to the iconoclasts and high school dropouts, such as Harlan Sanders and the McDonald brothers, who first applied the principles of a factory assembly line to a commercial kitchen. Quickly, however, he moves behind the counter with the overworked and underpaid teenage workers, onto the factory farms where the potatoes and beef are grown, and into the slaughterhouses run by giant meatpacking corporations. Schlosser wants you to know why those French-fries taste so good (with a visit to the world's largest flavor company) and "what really lurks between those sesame-seed buns." Eater beware: forget your concerns about cholesterol, there is--literally--feces in your meat.

Timmerman, Kelsey. Where am I Wearing:  A Global Tour to the Countries, Factories, and People that Make Our Clothes

When journalist and traveler Kelsey Timmerman wanted to know where his clothes came from and who made them, he began a journey that would take him from Honduras to Bangladesh to Cambodia to China and back again. Where Am I Wearing? intimately describes the connection between impoverished garment workers' standards of living and the all-American material lifestyle. By introducing readers to the human element of globalization—the factory workers, their names, their families, and their way of life—Where Am I Wearing bridges the gap between global producers and consumers. 

Diamond, Jared.  Guns, Germs, and Steel;  The Fates of Human Societies Video Seri

The full video series can be found on several Internet web pages.  So, viewing the complete series could serve as an alternative or supplement to reading the book.  However, you would still be responsible for completing the full writing assessment.

Book/Video Review Format

Reviews should be word-processed, double-spaced, one-inch margins, 12 font, Times New Roman, and 4-6 pages in length.

I.                    Description/Summary

a.       Identify author, title, publisher, place published, and date.

b.       Identify main idea and summarize important points.

II.                  Analysis

a.       Author’s purpose – What is the author trying to tell his/her readers?

b.       Evidence – What evidence does the author use to support his/her thesis?

c.        Example – Provide two passages from the book as evidence of the author’s main idea and purpose and explain why they reflect each.

III.               Geography Themes

a.       Identify examples of the five themes of geography (location, place, human/environmental interaction, movement and region) that are present in the book.  Do an Internet search to understand the five themes.  (There is an excellent video on YouTube that explain these themes.)

IV.                Evaluation

a.       Did you like the book?  Why or why not?

b.       What are some possible flaws with the author’s position?  Give examples and explain why.

c.        How might the book have been more informative?

Grading Rubric

_____ Description/Summary  (25)

_____ Analysis (author’s purpose, evidence, examples)  (30)

_____ Geography Themes  (20)

_____ Appraisal (likability, flaws, examples)  (15)

_____ Writing Conventions (formatting, spelling grammar, punctuation) (10)