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AP Human Geography Course Description “The purpose of the AP course in Human Geography is to introduce students to the systematic study of patterns and processes that have shaped human understanding, use, and alteration of Earth's surface. Students employ spatial concepts and landscape analysis to examine human social organization and its environmental consequences. They also learn about the methods and tools geographers use in their science and practice” (www.collegeboard.com). Course Goals "Education is what survives when what has been learned has been forgotten." ~B. F. Skinner Students will become familiar with the seven key concepts of human geography: Location, Space, Place, Scale, Pattern, Region, and Interconnection. Students will analyze the effects of change over time, diffusion, and location on the various geographical themes. Students will learn and use extensive geographical terminology. Specifically, students will identify the effects of globalization on the seven key themes of human geography. Students will recognize the variations amongst scale and the effects had on patterns and data. Students will create, use, and interpret maps and spatial data sets. Students will become familiar with specific nations and larger regions and the effects on and interconnection with the larger world. Students will be prepared to, and are strongly encouraged, to take the AP Human Geography examination with the goal of achieving a score of three, four, or five in an effort to earn college credit. The examination date is Friday, May 16, 2008. Instructional Units APHG will be broken into seven main instructional units and students will complete the following activities to reinforce the unit principles (See Appendix for copies of assessment activities bolded below): o Geography, Its Nature and Perspective AND Globalization (5-10%) Human Geography Themes Notes Map Activity Unit One Test o Political Organization of Space (13-17%) United Nations Debate Political Unit Notes Unit Two Test o Population and Migration: Locally and Globally (13-17%) Demographic Handout Activity Migration Quiz Building Population Pyramids o Agriculture and Rural Land Use (13-17%) Biotechnology Persuasive Essay Unit Five Quest o Industrialization and Economic Development (13-17%) Industrialization Exam Development Takehome India Outsourcing Article/Questions o Cities and Urban Land Use (13-17%) Unit Six Quiz Census Tract Activity o Cultural Patterns and Processes (13-17%) Language Reading Guide Dialect/Slang/Ebonics Web Hunt Culture Takehome World Religion Activity AP Human Geography Examination Information Test Format: The test is broken into two sections, each worth 50% towards the student’s total score. The exam lasts approximately 2 and ¼ hours (135 minutes). The first section is a Multiple Choice section consisting of 75 questions; students will receive 60 minutes to complete this section. The second consists of three Free Response Questions (Essays). All questions must be answered and students will receive 75 minutes to complete this portion of the exam. The student can earn a score of 1-5 on the exam, though the student should aim to achieve a 3, 4, or 5 if he wishes to receive college credit for the course. Section I Section II % of Grade 50 50 Number of Questions 75 3 Essays Minutes Allotted 60 75 Assessment “Your grades are a reflection of your effort. They are earned, not given.” As a student of APHG, you will be expected to engage in numerous activities and assessment methods throughout the course of the semester. Full participation and completion of each activity will be necessary to ensure success in this class. Grades are based on a total point system. Grades are broken into the following categories within this grading system: Quizzes/Tests Homework Projects Debates Participation (Effort and Attitude) Final Exam 2 Classroom Guidelines 1. Take responsibility for your own learning and your own actions. 2. Be in class, prepared with all required materials, and ready to work once the bell has rung. 3. Follow directions the first time they are given and do not interrupt when someone else is speaking. 4. Be respectful of teacher and fellow peers at all times. 5. No food, drink, or gum will be permitted in the classroom. Please leave cell phones in your locker. If you bring one to class I will confiscate it and you will be given an immediate JUG. 6. Learning is a cooperative process. Please plan on participating regularly and please stay on task as to not disrupt personal learning and the learning environment of fellow classmates. Please remember that a portion of the final grade is dependent upon frequent participation in class. 7. Students are not permitted to complete work for another class during APHG class time. If you are found doing so, the work will be taken, destroyed, and contact will be made with the other teacher. Attendance Regular attendance is expected and necessary to be successful in this class. Please remember a portion of your grade is based on participation. Please note that all assignments missed as result of an UNEXCUSED absences will be marked ‘0’ and will not be allowed to be made up. Please see the student handbook for further guidelines on attendance expectations. Tardiness Tardiness is unacceptable and will not be tolerated. Students are expected to be in class and seated when the bell rings at the end of the passing period. Frequent tardiness will result in a drop in one’s participation grade. Homework Policy The quality of one’s homework is a direct reflection of one’s care and commitment for the course. Please remember to always turn in your very best work. Please have all homework completed and ready to hand in when the teacher requests it. If it is not handed in/an excuse is given you will receive a grade of ‘0’ No homework will be accepted that is sloppy, has scratch outs, is torn, or is on frayed paper. You will receive a reduction in your grade if you fail to follow this guideline. Save all homework unless otherwise noted by the teacher. Late Policy Please have homework ready to hand in when teacher asks for it. This requires the student to pay attention to directions and have homework completed on time. If homework is not handed in and/or an excuse is provided, it will automatically be marked late. 3 Late work will not be accepted. If you miss a class period due to illness or an excused absence, it is your responsibility to contact the teacher for missing work. Test/Quiz Policy All tests will be announced ahead of time allowing students ample time to review, prepare, and seek assistance if necessary. If you miss a quiz/test due to extenuating circumstances or illness please contact the instructor to arrange a time either before or after school to make it up. Students must make up tests within three (3) days or a grade of zero will be assigned. The teacher reserves the right to conduct pop quizzes. Plagiarism/Cheating Plagiarism and/or cheating of any kind is considered a most serious offense. Should a student be found guilty of plagiarism or cheating, the student will receive an immediate ‘0’ for the assignment. In addition, the student will be referred to the administration to address this violation of the school’s academic code. Should a student not understand something he should not copy another person's work. Rather he should ask the teacher for assistance. Please use the APA format unless otherwise noted. Required Course Materials Human Geography: Culture, Society, and Space (8th edition), 2007), by Harm J. de Blij, Fouberg, Erin, & Alexander B. Murphy. An Atlas (Some will be made available in class, however it is recommended each student has his own for homework use). Check out Goode’s World Atlas. School issued assignment notebook A notebook, binder (with dividers), and a writing utensil. Supplementary Resources (These will make your life a lot easier, I promise!) http://www.collegeboard.com/student/testing/ap/sub_humangeo.html?human geo (College Board Website-linked to APHG homepage) o This is the APHG College Board website. It will tell you anything you need to know about the course and the exam, as well as offer study tips and sample test questions/previous AP exam questions (Specifically FRQs). Bookmark this page ASAP and refer back to it on a regular basis. http://bcs.wiley.com/hebcs/Books?action=index&itemId=0471679518&bcsId=31 39 (Text book companion) o This is the companion website to your text book. Also bookmark this website ASAP as it offers a number of resources to help you review material and study for tests. https://www.cia.gov/library/publications/the-world-factbook/index.html o This is an excellent website to procure information regarding any state that exists. It touches on everything from economy to population to climate. You will be using 4 this site on occasion throughout the semester. http://www.census.gov/ (US Census Bureau) o This is one of the most important resources we will use this semester. In other words, know it, use it, love it, and bookmark it because we will be referring to this quite frequently. http://factfinder.census.gov/home/saff/main.html?_lang=en (Census Fact Finder) o This is one of the most important resources we will use this semester. In other words, know it, use it, love it, and bookmark it because we will be referring to this quite frequently. http://www.census.gov/ipc/www/idbnew.html (International Data Base) o Very useful when we get to age/sex pyramids. This site will also provide you with an insane amount of statistical information on most countries throughout the world. http://www.utexas.edu/depts/grg/sanders/GRG305/glossary.htm (Online glossary) o An online glossary that provides a detailed explanation for many of the required terms we will be covering this semester. file:///Volumes/AP%20Human%20Geog%2007/AP%20Human%20Geography/A PHG%20CD/General/Links/Human%20Geography.htm (HG Links Page) o Offers a variety of links on any and every key theme and topic we will be covering this semester. Great for research and supplementary material. Contact Information Should you need any assistance/have questions, please do not hesitate to contact me for help. You can email me at [email protected] should you have questions. I am available most days before school, or after school from 3-5pm in room 211. APPENDIX OF ACTIVITIES Pages: 7-17… UNIT ONE: Geography, Its Nature and Perspectives AND Globalization. 18-27… UNIT TWO: Political Organization of Space. 28-33… UNIT THREE: Population and Migration: Locally and Globally 34-40… UNIT FOUR: Agriculture and Rural Land Use 41-52… UNIT FIVE: Industrialization and Economic Development 53-55… UNIT SIX: Cities and Urban Land Use 56-69… UNIT SEVEN: Cultural Patterns and Processes 5 UNIT ONE: Geography, Its Nature and Perspectives AND Globalization A. Human Geography Theme Notes I. II. III. IV. V. Location a. The most significant geographic theme b. Establishes how the geographical position of things/people effects what happens and why i. E.g., Natural disasters c. Absolute Location i. A fixed, exact location based on a formal mathematical measurement. 1. Latitude/longitude 2. E.g., Equator-0' latitude ii. Absolute locations are fixed d. Relative Location i. Location in relationship to other physical and human features/activities ii. Not fixed…change quite frequently 1. Where is the ASC residence? a. Old: Initially located in the old Jes. Res. attached to MUHS. Later it was moved to the yellow house on the corner of 33rd and Michigan b. New: The third house on Michigan Ave. in between 33rd and 34th St. iii. Usually marked by a landmark of sorts Place a. A specific point on the earth's surface distinguished by a specific characteristic(s) i. Physical or man-made ii. Represented by a cultural feature, landform/geographic feature, etc. 1. E.g., Great Wall of China Space a. A realm/land expanse in which all events/interactions occur Movement (Interconnectiveness) a. Addresses the mobility and interconnection of people, ideas, and goods across the planet. b. Based on distances, accessibility, and connectivity c. E.g., outsourcing to India and Mexico, drug dealing Region 6 VI. VII. VIII. a. Identifiable area that is defined by common characteristic(s) that form a unified cultural landscape b. Most common way of grouping people c. Components of regions: i. Area covered ii. Location iii. Boundaries 1. don't always exist 2. Some are visible/tangible and/or predetermined iv. Cultural/political/economic/etc., components d. Formal Region i. People have one of more characteristic in common (religion, language, etc) 1. 'Bible Belt' – Region located in the South/Mid-section of US comprised of Fundamentalist Christians ii. Explains global/national patterns e. Functional Region (Nodal) i. Region is organized around a node (focal point) 1. Tied together by common activity or purpose 2. Product of interaction/movement a. E.g., Newspaper distribution/radio broadcasting area b. City/suburban commuting area f. Perceptual/Vernacular Region i. Place that exists in the minds/cultural identity of people that live there ii. Mental map based on all of the knowledge one has acquired about an area 1. E.g., The South-Confederate Country Scale a. Territorial extent of something based on a mathematical relationship between the size of an area on a map and the actual size of the mapped area on the earth's surface Pattern a. Geometric design/arrangement of places and phenomena on the earth's surface. i. E.g., Establishing a new subdivision Human Environment a. Reciprocal relationship between humans and the environment i. E.g., Fishing crisis, Drying up of Colorado River 7 B. Map Activity A Selective Cultural Landscape INTRODUCTION We tend to understand mapping as objective spatial representation: that is, a map represents size and concrete features in a form that is more-or-less just as it really exists. However, maps "construct" spaces in particular ways that make sense depending on who makes the map, why they make it, when it is made, and who it is meant to be its audience: if you were to make a map of your neighborhood or hometown it would likely differ significantly from the maps fashioned by the Chamber of Commerce, farmers, local school districts, the police department, politicians, and a host of other folks who try to use maps to represent material space in a particular way. Maps are "authored" in the same way as any textbook, speech, or newspaper editorial, and maps are equally subject to intentional and unintentional distortions, misrepresentations, and plain ignorance. Space is itself a piece of material culture that has no self-evident meaning, and maps attempt to impose some meaning on those spaces in the same way that archaeological texts aspire to interpret arrowheads or cave art. In this exercise you will prepare a map of a space you have all experienced: the school campus. You have all likely seen a campus map distributed by the school or a map that includes the school among other features over a wide area. Most of these maps are pretty straightforward, roughly scaled renditions of the campus, but they render the buildings and grounds in all sorts of colors, highlight certain features, use a whole range of different symbols to represent various features, and often ignore many structures or prominent features. For instance, 8 some maps of campus represent its environmental features and physical topography, others highlight the built environment, and some include city landmarks that the mapmakers considered important. Almost all campus maps are rendered in a two-dimensional plane, in a panoramic "bird's eye" view of campus, but nobody really can see the campus in this way: even birds flying overhead see the campus as a three-dimensional volume. A map must of necessity make a three-dimensional world fit flat paper (or a video screen), and to render a complex space every map is compelled to offer a selective view of reality, distort spatial geometry, and sometimes weave willingly misleading representations into small two-dimensional planes. GUIDELINES/DIRECTIONS There are some basic guidelines to how you should prepare your campus map. If you are not nurturing an inner Picasso, you can still fashion a creative and reflective map of the campus. You can use whatever medium you prefer: pen or pencil drawings are best, but if your drawing really needs color you can break out the Crayolas. Your drawing must be the size of an 8x11 sheet of paper minimum. Your map's subject is our school campus (Unless I approve and alternative site). You should define the campus space--that is, its limits and what is included in campus space--in whatever way makes sense to you. Every map has some scale that indicates how much space is represented on the map, but for the purposes of this map, you can use whatever scale you want to use: spatial accuracy isn't a particularly important issue in this exercise. However, your map should indicate rough magnetic directions (i.e., north, south, east, and west). Your map must have some consistent graphic symbols that explain the features depicted on the map: these can include words, arrows, circles, shading, or whatever graphic conventions you would like to use. Your symbols should show a reader what is relevant: on various maps this can include geographic variation (e.g., topography, bodies of water, vegetation, etc), buildings, structural features (e.g., kiosks), social institutions (e.g., churches), streets, railways, parks, historical features, and so on. (THINK ABOUT ALL OF THE THINGS THAT ARE CONSIDERED PART OF OUR CAMPUS OR IMPACT OUR CAMPUS). You cannot hope to identify and label everything on campus, so you will need to be selective about what you represent or what you actually identify on the map. Think of your map as a representation of a complex piece of material culture: you are compelled to select particular features, experiment with the area of coverage, and establish a set of symbols that make sense to you and the people who look at your map. Think first about the features on campus that seem most significant to you: those first places that come to mind should be central to your map. 9 PAPER GUIDELINES Your map must be accompanied by a paper that answers the following questions. You can answer the questions point-by-point. Your paper must be typed, double-spaced, and securely stapled to the drawing: no paper clipped or loose papers. Be as clear as clear and detailed in your responses as possible. Exercises without clear and thorough explanations will lose points. I will deduct points from any exercises that do not follow these guidelines or clearly address these questions: What are the central features in your drawing? Clearly indicate the features that you thought were most significant: why did you represent these features? Did you use words on your map? Why or why not? What sort of symbols did you use to represent features on the map? What direction was placed at the top of your map (i.e., south, north, east, or west), and why? What could somebody infer about you from this map? How would they know things about your social identity? Is this map useful? If so, to whom and why? If not, why not? Adapted From: http://www.iupui.edu/~anthpm/mapex.html 10 C. Unit One Test Name: _______________________________ AMDG Unit One/Globalization Examination Multiple Choice (2 points) Please read each question and choose the letter that BEST completes each statement. 1. The two main divisions of geography are a. Physical geography and human geography b. Physical geography and cultural geography c. Human geography and political geography d. Physical geography and political geography 2. The importance of the spatial approach that geographers use in their studies is that it shows: a. the arrangement and organization of things on the surface of the Earth b. the history of an area c. human activity only d. the political impact of boundaries 3. Geographers use this term to refer to the material character of a place. a. landscape b. biosphere c. sequence d. resources 4. The physical location of a place using the Earth latitude-longitude grid is properly called the: a. relative location b. absolute location c. central location d. referenced location 5. The location of a place in relationship to other places or features around it is called: a. absolute location b. site c. relative location d. actual location 6. The three components that are associated with spatial distribution include all of the following EXCEPT a. Concentration b. Density c. Layout d. Pattern 7. All of the following are formal ways to represent scale EXCEPT a. verbally b. by a representative fraction c. mathematically d. by a bar graph 11 8. The projection that the total depletion of edible sea life will occur around 2043 is an example of the following geographic them a. Place b. Movement c. Human-Environment Interactions d. Possibilism 9. When one infuses meaning and emotions into a place that they have previously been, this person is creating a a. Perception of place b. Sense of place c. Cultural landscape d. Generalized map 10. Physical geography is important to the study of human geography for all of the following reasons EXCEPT: a. the Earth's surface forms the physical setting for creating the human imprint. b. human activities are shaped by physical conditions c. the Earth's surface constantly changes and humans need to be aware of this d. by knowing the physical features of an area human geographers will know where to look for people 11. While it is not possible to measure the diffusion of cultural aspects quantitatively, it is possible to trace: a. speed of movement b. direction of movement c. reason for movement d. time of movement 12. A good example of a formal region would be a: a. region surrounding a manufacturing complex b. city and its surrounding region c. region of similar language d. region showing migration to a central location 13. Sometimes, an assemblage of culture regions is combined under the rubric cultural realm, but the term should be used with care because: a. it is too limiting b. such a "realm" would be so complex and diverse as to be misleading c. it has no geographic expression d. it would be too suggestive of racial differences 14. The imprint of cultures on the Earth's surface is called the: a. cultural hearth b. cultural ecology c. cultural history d. cultural landscape 12 15. Over time, some regions have been inhabited by a succession of people from different cultures, each of which has left their lasting imprints. Professor Derwent Whittlesey proposed that this be called: a. sequent cultures b. successive cultures c. sequent occupancy d. repeated occupancy 16. Modern cultural hearths are centered in: a. Africa, South Asia, Australia b. Europe, North America, East Asia c. South America, Canada, Indonesia d. Europe, South America. South Asia 17. The process of dissemination, the spread of an idea or an innovation from its source area to other cultures, is the process of cultural: a. diffusion b. simulation c. adaptation d. sharing 18. In the case of ? diffusion, an innovation, idea or disease develops in a core or source area and remains strong there while also spreading outward. a. relocation b. expansion c. core d. developmental 19. Which of the following is not an example of a form of Expansion Diffusion? a. hierarchical b. stimulus c. contagious d. relocation 20. The farther it is from its source, the less likely an innovation is to be adopted, and the innovation "waves" become weaker. This is an example of ? in the diffusion process. a. cultural barriers b. an interruption c. time-distance decay d. physical interruption 21. When one culture is substantially changed through interaction with another culture, the process is called: a. acculturation b. equalization c. cultural alteration d. transculturation 22. Our perceptions of our own community and culture: a. are the same from culture to culture b. are the same as others see us c. may differ quite sharply from others perceptions thereof 13 d. are inherited 23. Everyone agrees that human activity is in certain ways affected by the natural environment, but people are: a. totally subordinate to it b. the decision-makers and the modifiers c. totally controlled by it d. less able to modify it now than in earlier times 24. Central to globalization is a. cultural convergence of media b. resource scarcities c. population growth d. trade 25. The study of global cities showed that _____ is the most globally linked city in the world. a. Tokyo b. New York c. London d. Chicago 26. Pilgrim’s Pride is a poultry corporation that owns every component of production from the breeding source to the feed mills and production plants. This corporation is a perfect example of a company that is utilizing a. vertical integration b. horizontal integration c. longitudinal cooperation d. monopolies (http://www.consumersunion.org/other/animal/vertical.htm) 27. The media’s power as information gatekeepers has been undercut by a. local television stations and newspapers b. web logs on the Internet c. a decline in newspaper subscription d. growth in functional illiteracy 28. Which organization is NOT seen as participating in the Washington Consensus a. NAFTA b. The World Bank c. WTO d. IMF 29. Which is NOT an argument extended by antiglobalizationists regarding the Washington Consensus (WC)? a. Free trade is a beneficial activity that provides gains for all nations involved b. The WC is comprised of a group of organizations (IMF, WTO, WB) that serve to only benefit the global economic core. c. Free trade is an economic activity that sends most benefits to the global economic core. d. To maintain their economies, core countries seek semi/periphery nations to be open to foreign direct investment and free trade. 14 30. Which of the following is NOT perceived as a positive effect of outsourcing as discussed in the article, “The New Face of the Silicon Age?’ a. It is a cheaper labor alternative for corporations while still providing them the same quality of service b. It frees up Americans to utilize their creativity and work on developing new ideas/products. c. It will promote an increase in income tax revenue thus providing the government the opportunity to increase funding for citizen aid programs. d. It allows for the expansion of goods and services to new, untapped markets. Written Portion The article, "What's in a Bowl Name? History and Geography," describes the evolution of the sugar crop in Louisiana and its role in the development of the Sugar Bowl. Using this article as a guide, please explain, in detail, how the article's content relates to the following components of geography: a. Location b. Place c. Landscape d. Environment Free Response Question Please complete the following FRQ. Label each section of the question as you complete it. Please remember to provide clear and concise details, explanations, and examples when appropriate. Also, circle key terms and underline main ideas when appropriate. A. “With globalization, we are living on an unprecedented scale. We are living ‘not so much in a world without boundaries, or in a world with out geography-but more literally in a world.’” a. Define the term ‘Globalization.’ b. Clearly explain why the spread of/effects of globalization, on the global scale, are unequal in nature. c. Networks play a significant role in spreading/sustaining globalization. i. Define the term ‘network.’ ii. Identify two specific networks that exist today and explain how they foster globalization. 15 Extra Credit (To be completed last.) Based on your knowledge of human geography, specifically economic status in relation to globalization, please interpret the following cartoon. What message is the teacher trying to send to his students? Make note that this classroom is located in AFRICA to help you in explaining your interpretation. 16 UNIT TWO: Political Organization of Space D. United Nations Debate Debate Focus Questions These are the questions that will be used to guide your debate. You should work with your group to set up responses for these questions. It might not be a bad idea to choose two/three persons per question to initiate the opening statements/rebuttals and then the entire group should be prepared to discuss in an open discussion after all the initial statements/rebuttals of each question have been addressed. Please note that your note-cards should include not only question specific information (1-1.5 card) but also general information for large group discussion (1-1.5 card); note cards will be handed out Monday, February 4, 2008. While each question is being answered, you will be jotting notes/questions down that you can use during open discussion. Questions 1. Are sanctions necessary and beneficial? Discuss examples of the use of sanctions and the ramifications that have followed. 2. Analyze the drawbacks and benefits of the United Nations serving as a peace source in the world. Focus your arguments around peacekeeping efforts in Darfur and/or the Balkans. 3. Do the actions and decisions of the United Nations prove to be beneficial in assisting social welfare issues? Provide examples of specific social welfare issues/actions to support your answer. 4. Does the United Nations prove itself to be worthwhile and relevant to the international community in 2008? Paper Portion o "Does the UN prove itself to be worthwhile and relevant to today's international community?" This is your personal opinion regardless of what debate side you were appointed to. Please do not plan on BSing this or you will get a less than spectacular grade. o No introduction or conclusion will be used, get straight to the point. o 1-1.5 page minimum utilizing proper MLA format and providing a formal works cited. o Minimum 2 additional sources beyond your text. No wikipedia, about, or answer.com. Any website consulted must be academically reputable; please ask me if unsure. Formal works cited to be turned in with paper. 17 E. Political Unit Notes Political Unit Notes (Ch.8) I. Control of Territories a. Classical Geopolitics (245) i. Interplay among geography, power, politics, and international relations ii. Brings location, enviro. contexts, territorial perspects., and spatial assumptions to the forefront iii. Two different camps: German School vs. Brit/American School b. German School i. Organic Theory (245) 1. Emerges from the views of geographer Friedrich Ratzel 2. Focus of Ratzel's views is on the spatial aspect of state behavior 3. Claimed a state is like a biological unit a. Goes through stages of growth (life-death) b. To survive the state needs nutrients (More Territory) 4. The Organic Theory is a great example of EnvironmentalDeterminism c. Brit/American School i. Heartland Theory (246) 1. postulated by Sir Halford Mackinder 2. Believed land based power, not naval, would lead to world domination 3. Stated that in the heart f Eurasia laid a resource rich area (Eastern Euro to Eastern Siberia) 4. Views a. Who rules East Europe commands the Heartland b. Who rules the Heartland commands the World Island c. Who rules the World Island commands the world 5. Countered by Rimland Theory ii. Rimland Theory (Not in text) 1. Postulated by Nicholas Spykman 2. Believed Eurasian Rim is where power 3. Views a. Take control of the Rimland and one will hold the power i. This leads to the control of Eurasia ii. Control of Eurasia leads to control of the destiny of the world iii. Critical Geopolitics (246-247) 18 1. Process where geopoliticians deconstruct and focus on explaining the underlying spatial assumptions and territorial perspectives of politicians (intellectuals of statecraft) a. Politicians create ideas about places and this in turn leads to policy decisions/behaviors and this leads to how the people process ideas of places and politics **Be able to discuss the negatives/positives of critical geopolitics **Look at Geopolitical World Order section…Very important (247-248) II. Devolution (236-242) a. Movement of power from central government to regional government within a state (Typically the result of constitutional change/alteration) b. Main forces arise from three main sources i. Ethnocultural (236-238) ii. Economic (238-240) iii. Spatial (240-242) 1. Spotlight on a state's electoral system 2. Electoral Geography a. A look at the spatial configuration of electoral districts and the voting patterns that emerge in specific elections reflect/influence social/political affairs i. Look at relationship btwn voting and geo enviro ii. Geos study things such as socio-econ, religion, ethnicity, education to understand voting patterns b. Territorial Representation (Example: USA) i. Representatives are elected from a territorially defined district ii. Reapportionment 1. Districts are moved to accommodate pop. shifts 2. This leads to redistricting a. Splitting b. Majority-Minority districting iii. Gerrymandering 1. To redistrict to gain an advantage 2. Can be negative and positive 19 3. Positive-Better represent minority voices 4. Negative a. Favor one politician/political organization b. Under-represent certain ppl. **Take the time to review some of these key terms as well as specific examples of the various devolutionary forces. I have merely highlighted spatial devolutionary forces. III. Supranationalist Organizations (248-255) a. An entity comprised of three or more states that form an association that maintains an administrative structure that fosters mutual benefits and shared goals b. 60 major organizations exist many with subsidiaries i. Global and regional in nature c. More often than not, it is better to be a member than not d. Rise of these organizations emerges with the establishment of the League of Nations (now defunct-replaced by UN) e. Modern Examples i. United Nations (UN) (248-249) 1. 191 member states 2. Has numerous subsidiary organizations (e.g., WHO) 3. Goal is to commit states maintain internationally approved standards of behavior ii. European Union (EU) (249-255) 1. A regional supra org. a. Created to foster economic, political, and occasionally militaristic strength (Goals unique to specific organization) 2. LOOK UP INFO ON THIS ORGANIZATION IN TEXT!!! SUPER IMPORTANT!!! **Look at section entitled, 'How Does Supranationalism Affect the State?' 20 F. Unit Two Test World Economic Geography Unit Two Test: Population Multiple Choice A.M.D.G Please read each statement carefully and choose the response that most accurately and completely answers each question. (2 points) 1. The three world population clusters of East Asia, South Asia, and Europe account for over ___ of the world’s population a. ¼ b. ½ c. 2/3 d. ¾ 2. The findings of the US Census help determine all of the following except a. The number of people living in a specific area b. How much federal financial assistance an area receives c. The number of Congressional seats each state maintains d. The emission level that each state must maintain per personal vehicle 3. Physiological population density, rather than arithmetic population density, gives a more precise idea of where people are located because a. It accounts for the amount of people per square mile of land b. It takes into account the earth’s landscape c. It calculates the number of people per square mile of arable land 4. One of the critical issues in any study of population density and the capacity of a country to support its people is a. Total land area of a nation b. A country’s geographic location c. Level of technology that country has reached d. Total population of the country 5. At the present CBR and CDR in the world today, we are adding ___ million inhabitants to the world annually. a. 75 b. 90 c. 80 d. 85 6. What is the composition of a population composed of? a. Age, gender, and other properties b. Resources traded within a population realm 21 c. The total number of people in the population d. The ratio of immigration vs. emigration 7. In which of the following countries has the rate of population slowed to the point that it is barely growing a. Poland b. France c. India d. Germany 8. The world’s population is a. 4.6 billion b. 6.4 billion c. 6.2 billion d. 6 billion 9. The world’s population has been rising at an increasing rate, not a constant rate, and such an increase is said to be a. Linear b. Compounded c. Exponential d. Modest 10. Which is not one of the three population policies a. Eugenic b. Restrictive c. Exponential d. Expansive 11. Malthus not only made predictions about world population rates but also predicted that within fifty years of his first warning about population and food supplies, population growth in England would be checked by hunger. His predictions proved wrong because he could not possibly have foreseen a. The impact of disease on the population in England b. The multiple impacts of colonization and migration c. The increase in food production in Britain d. The fact that Britain’s population would stabilize 12. Populations go through stages of growth that are part of their a. Decline of population b. Demographic cycles c. Change in growth rates d. Population-age structure 22 13. The natural growth of population is recorded as the difference between the numbers of a. Young and old members of a population b. CBR and CDR during a specific period c. TFR and CDR during a specific period d. CBR and emigration rates during a specific period 14. The measure of the number of children that are born to women of childbearing age in the population is called the a. True birth rate b. Crude birth rate c. Total fertility rate d. Actual birth rate 15. World population increase slowly until the early 19th century. The main reason that this historic growth was so slow as a. Periodic famine b. Frequent devastating wars c. Very low life expectancy d. Epidemics and plagues 16. In today’s world, what is the ideal population policy and why? a. The expansive population policy because it makes a nation more powerful by adding the greatest amount of people b. Eugenic population policy because it allows the control of power to lie in one ruling force thus creating a stable and calm region c. Moderately restrictive population policies because they allow some toleration for the family structure but provide means of birth control with population control d. Very restrictive population policies because they quickly lower birth rates and force the people to deprive themselves of the families they may wish to create 17. Which of the following is not considered to be a major element of population geography? a. Population and space b. Physiological population density c. Population concentrations d. Population distribution and density 18. At the beginning of the 21st century the global growth rate was around a. 1.6 % b. 1.4% c. 2.1% d. 1.8% 23 19. The country with the highest arithmetic population is a. United States of America b. India c. China d. Bangladesh 20. The idea of a megalopolis is important to geographers because a. It is easier for them to locate and define the boundaries of networks b. They can determine and define urban boundaries c. They can predict when urban agglomerations will coalesce d. All of the above 21. The former Soviet Union and China under Mao Zedong led other communist societies in which kind of population policies? a. None at all b. Restrictive c. Eugenic d. Expansive 22. How do population pyramids show us what a country is like and will be like in the future? a. By showing us the types of food the population eats b. By showing us the age and sex of the population and nothing else c. By giving us the health conditions of the population d. By allowing us to figure out the current economic, living, and domestic situation of a population through the age and sex of the people living there. 23. The most obvious advantage of working together through UN Conferences to control population: a. Attacking population control as a global and spatial issue b. Sharing of information c. Resource and Money sharing d. The unity of many countries attempting to solve their individual population problems 24. Which was not effect of China’s one-child policy? a. Male infanticide resulted in hundreds of thousands of unreported killings. b. Their population slightly increased as rural families found ways to work around the system. c. Their drive for zero population growth corroded the traditions of Chinese society and brought misery to the people. d. During the first six years of the campaign there were over 70 million abortions. 24 25. Population Policies are ________ a. Spatial aspects of demography b. The number of people per unit area of a given space c. Responses to demographic change that often have ethnic as well as spatial overtones. d. The structural aspects of a population such as sex and age. 1. The demographic transition model has often been used to predict population change in regions experiencing economic development. A. Diagram and label the classic demographic transition model. (10 points) Draw Diagram Here 2. The article "Aging Cities," references a handful of reasons why the youth population residing in the city of Portland is declining. Please identify three reasons, as referenced in the article, why this population is declining. a. b. c. 25 3. Based on the article, "The Fertility Bust," list three reasons why Germany's fertility rate has not rebounded from its dramatic decline. a. b. c. Extra Credit As referenced in the article "Aging Cities," what city has more dogs than children? As cited in the article, "The Fertility Bust," please identify the average age that European women are having their first child. 26 UNIT THREE: Population and Migration: Locally and Globally G. Demographic Handout Activity Name: ________________________________ Date:___________________ World Economic Geography Find answers to the following questions using the current World Population Data Sheet. Provide students with blank world maps and have them locate, shade, and label the countries identified in the questions that follow. 1. What is the current population of the world? 2. Rank, in descending order, the 10 countries with the largest population. Rates are often used, instead of absolute numbers, to determine how frequently a population or demographic event is occurring—rates show how common an event is. Rates also make it possible to compare countries that vary greatly in terms of population size. The crude birth rate (CBR) is the annual number of births per 1,000 population. 3. Which country has the highest CBR? Which country has the lowest? The crude death rate (CDR) is the annual number of deaths per 1,000 population. 4. Which country has the highest CDR? Which country has the lowest? The infant mortality rate measures the number of deaths each year to infants under 1 year of age per 1,000 live births. 5. Which country has the highest infant mortality rate and what is that rate? Which country has the lowest and what is that rate The total fertility rate (TFR) is the average number of children a woman would have if she maintained today's level of childbearing throughout her reproductive years. 6. Which countries share the highest TFR and what is it? Which countries share the lowest TFR. What is it? The age and sex structure of a population refers to the number or proportion of males and females who are in each age category. Age-sex structure tells us about a population's 27 past trends in fertility, mortality, and migration. It also provides information about the population's potential for future growth. The greater the proportion of people in the younger-adult age groups, the greater the potential for more births and population growth. 7. Which country has the "youngest" population, that is, the highest proportion of population under age 15? Which country has the "oldest" population, that is, the highest proportion of population over age 64? Gross national income in purchasing power parity per capita (GNI PPP/capita) converts income into "international dollars" and indicates the amount of goods and services one could buy in the United States with a given amount of money. 8. Which country is the wealthiest in terms of GNI PPP/capita? Which is the second wealthiest? Which are the poorest two countries? A population grows because there are more births than deaths or more people are moving in than moving out. The difference between births and deaths is expressed as a percentage called the rate of natural increase. 9. Which country is growing the fastest through natural increase? Which country is growing at the slowest rate? H. Migration Quiz Chapter 3 (Migration) Quiz Multiple Choice (1 point) 26. In the United States during the late twentieth century, internal migration streams were moving people from a. west to east and south to north b. west to east and north to south c. east to west and south to north d. east to west and north to south 27. They type of movement that involves journeys that begin at and bring us back to our home base is called 28 a. b. c. d. Periodic Immigration Migratory Cyclic 28. All of the following are examples of periodic movement except a. Going to college b. Transhumance c. Military service d. Moving to Arizona for the winter 29. Today, an estimated ___________ illegal immigrants live in the United States. a. 100,000 b. 1,000,000 c. 10,000,000 d. 75,000,000 30. A family decided to move to another region or place a long distance away but finds a suitable place to settle before reaching their original intended destination. This was modeled in the a. Trail of Tears b. Great Migration of African-Americans c. The Puritans d. The snowbirds 31. Refugees are officially recognized as displaced persons only after they a. Apply for reclassification b. Travel 100 miles from their home c. Cross an international border d. Have been displaced for one year 32. Forced migration is best described/represented by all of the following except a. Migrants do not have an option as to whether they can stay or leave b. The migration of Irish to America during the potato famine c. The slave trade d. Mexicans traveling to work in America 33. The earth’s refugee population is a. Decreasing b. Stabilizing c. A barometer of the world’s future d. A temporary problem 34. Most nomadic movement takes place according to travel patterns that are a. repeated time and time again b. very irregular c. limited to desert regions 29 d. periodic in nature 35. All of the following are examples of periodic movements except a. going to college b. transhumance c. commuting to work d. migrant workers 36. Ravenstein, in his study of migration, suggested that there is an inverse relationship between the volume of migration and the distance between the source and destination. That is, the number of migrants _____ as the distance they know they must travel increases. a. increases b. decreases c. remains the same d. decreases and then rises 37. Which is not an example of a fortified barrier to migration? a. the United States - Canadian border b. the Great Wall of China c. the Berlin Wall d. fences along the Rio Grande River 38. The practice of excluding people with criminal records, health problems, or subversive political beliefs from immigrating is referred to as a. selective immigration b. Prejudice c. asylum refusal d. chain migration 39. The Afghan Taliban (Islamic fundamentalists) movement, spawned in Pakistan, created a counter migration of 2.5 million Afghanis to ________ when they came to power. a. Pakistan b. Iraq c. India d. Iran 40. In 1997, the only country in the western hemisphere that had a serious refugee problem was a. Brazil b. Colombia c. Jamaica d. Haiti. 30 Free Response Question (15 points) Please answer each portion of the FRQ using complete and coherent sentences. Please underline all main ideas and circle all key terms. 1. Migration A. Define Migration. Identify three catalysts (per text discussion) of migration and provide a modern-day example of each. B. Identify three ‘laws’ of migration as established by Ernst Ravenstein. C. Define push and pull factors. Identify one specific modern day example for each. I. Building a Population Pyramid CONSTRUCTING A POPULATION PYRAMID USING EXCEL Follow the steps below carefully and accurately to convert age-sex data into a 5-year cohort population pyramid. Click on the “Start” button (lower left). From “Programs,” 1. Open Excel. Under File, select “New.” Open the template “Pyramid Blank.” (or “Pyrblank”) 2. In Col. E, cells 2-18*, type the population for each male cohort for the assigned year. 3. In Col. F, cells 2-18*, type the population for each female cohort for the assigned year. 4. In Col. B, cell 22, type the total population, male and female, for the assigned year. 5. Select Col. B, cell 2. Then click on the Formula Bar just above the column letters and type: =E2/$B$22*-100 Enter. Select Col. B, cell 2 again; then point to the small black box in the lower right corner of cell B2; click and drag down through cell B18*. Release. [Note: All percents are negative in order to make the bars representing the male cohorts appear to the left of the center axis. 6. Repeat step 5 for Col. C, using the formula: =F2/$B$22*100 Print Excel Spreadsheet 31 7. Highlight Col. A, B, and C, cells 1-18*. 8. Under Insert, select “Chart.” Select "Bar.” Follow through the next until it asks if you would like it inserted on a new sheet-Change to this option. 9. Once the pyramid appears in a new window, please click on toolbar options located in the top right-hand corner. Choose add or remove buttons and click on customize. Check 'Chart' and 'Chart Menu Bar.' 10. On new bar that pops up, highlight the 'Legend' symbol and then drop down and click on 'data table.' **For Personal use 19 lines instead of 18** UNIT FOUR: Agriculture and Rural Land Use J. Biotechnology Persuasive Essay 32 AP Human Geography Unit V. Agriculture and Rural Land Use -- The 3rd Agricultural Revolution from Vanishing Borders Just as the Green Revolution transformed the practice of agriculture worldwide in the 1960s, the world may now be on the verge of a 'Gene Revolution.' Transgenic seeds (those that include genes transplanted from other species) have been in the research pipeline for decades, but it is only within the last few years that they have begun to be widely commercialized. As of 1999, some 40 million hectares of cropland worldwide had already been planted with transgenic varieties, more than triple the area they covered in 1997, and more than 20 times as much as in 1996. The United States dominates these statistics, accounting for 72 percent of the total acreage. Still, 11 nations besides the United States already have at least some land dedicated to transgenics. In much of the rest of the world, widespread public concern about the health and ecological impacts of eating and growing bioengineered crops has slowed their adoption. The area planted in transgenic seeds may level off over the next few years, as farmers try to gauge to what extent public concern and government regulation will cut into the global market for this food. Source: French, H. Vanishing Borders: Protecting the Planet in the Age of Globalization. (New York, W. W. Norton & Co., 2000), 62. -------------------------------------------------------------------------------Using the article handouts and at least two other academically reputable resources (text does not count), develop a detailed and focused argument for or against the genetic engineering of agricultural products. Make sure that you support your argument with specific examples and adequate research. This should be a comprehensive and coercive argument. Your argument should be a minimum of two full pages in length and utilize the MLA format. You will not have an introduction or a conclusion-get straight to the point. You must also include an MLA formatted Works Consulted. Adapted from http://cwx.prenhall.com/bookbind/pubbooks/knox/chapter8/essay1 K. Unit Four Quest Unit Four: Agriculture Quest World Economic Geography AMDG 33 Multiple Choice Select the letter of the term, name, or phrase that best matches each description. Some may be used more than once. (2 points each) 1. The spatial economy of human activities is broadly grouped into several major aggregates of productivity activity. Which denotes the extractive sector? a. secondary b. tertiary c. primary d. quaternary 2. The majority of the world’s peoples, industrial and technological progress not withstanding: a. farm the soil for a living b. engage in some type of service activity c. transform raw materials into finished products d. process and manipulate information 3. The capacity of early human communities to sustain themselves was enhanced by their: a. knowledge of the terrain and its exploitable resources b. mobility c. smaller numbers d. larger numbers 4. Quite possibly, animal domestication may have been enhanced when: a. animals attached themselves to human settlements as scavengers b. animals became more numerous and easy to capture c. animals became scarce and were thus captured to ensure supplies d. new species of animals were encountered 5. One important element in the development of subsistence farming was: a. good open land b. available labor c. better tools d. controlled use of fire 6. In the case of those humans practicing subsistence farming today, which of the following is true? a. they are not very successful b. they all practice some type of irrigation c. they use commercial fertilizer d. they very likely do not own the soil they till 7. If the economic system of a human community is changed there will be: a. an automatic strengthening of the societal fabric b. unpredictable and incalculable modifications in the social fabric c. an automatic increase in population d. an automatic decrease in population 8. The factors that have combined to produce the spatial distribution of farming systems are numerous and complex. Which of the following is not one of these factors? 34 a. different climate and soil conditions b. different farming methods and technology c. colonial policies of Japan d. economic dominance of the United States, Canada, and Europe 9. Different house types reflect: a. personal preferences b. the cultural environment c. population numbers d. personal history of the occupants 10. The most prevalent rural residential pattern in the world’s agricultural areas is: a. dispersed b. nucleated c. spaced d. hierarchical 11. China’s numerous less durable dwellings reflect the explosive population growth of recent times and: a. the cost of building materials b. the scarcity of building materials c. the traditional culture d. communist planning 12. For the world as a whole, the most common building materials are: a. concrete blocks and stone b. fired bricks and tiles c. stone and poured concrete d. wood and mud brick 13. A settlement is a purposely grouped, organized cluster of houses and nonresidential buildings. The smallest such clusters are known as: a. hamlets b. villages c. towns d. bergs 14. The most common form of settlement on Earth today is the: a. agrarian village b. hamlet c. small town d. city 15. Peripheral countries that produce crops for export to core countries cannot form a cartel to control prices, as has been done for petroleum, because to withhold the harvest not only endangers their own economies but also: a. stimulates production in importing countries b. causes famine at home 35 c. causes importing countries to switch to other sources d. both a and c. 16. Japan, the United Kingdom, and Western European countries continue to import cotton fiber, but the developing countries face a formidable competitor for those markets from: a. Canada b. France c. the United States d. Russia 17. The two considerations that led the European colonial powers to establish huge plantations for the cultivation of luxury crops were: a. suitable environment and available labor b. transportation and prices c. government pressure and tax breaks d. new markets and curiosity about new crops 18. What country buys over half of the world’s annual production of coffee? a. Canada b. Britain c. the United States d. Russia 19. Which of the following is not a country where tea is grown? a. India b. China c. Nicaragua d. Japan 20. The Third Agricultural Revolution is said to have begun in the: a. 1930s b. 1950s c. 1960s d. 1970s 21. By 1992, the most widely grown crop variety on Earth was a product of the Green Revolution called IR36, which was a variety of: a. rice b. wheat c. maize d. potatoes 22. Organic food is found in _____ areas. a. core b. semi-periphery c. periphery d. all 36 23. A form of tropical subsistence agriculture in which fields are rotated after short periods of crop production is a. subsistence rice cultivation. b. subsistence wheat cultivation. c. shifting cultivation. d. nomadic herding. 24. The rectangular land division scheme in the United States adopted after the American Revolution is quite unique. Its correct name is: a. long-lot system. b. metes and bounds system. c. township-and-range system. d. Franklin’s system. 25. The basic unit of the township-and-range system, the section, has an area of a. 1 acre. b. 160 acres. c. 1 square mile. d. 36 square miles. 26. Poorer countries, producing such cash crops as sugar, a. set the market price themselves. b. are at the mercy of the purchasing countries that set the prices. c. plant less in order to drive up the prices. d. cooperate with each other to determine global prices and demand. 27. Fair trade coffee buyers certify that ____ % of the retail price of their coffee goes to the coffee growers. a. 80 b. 100 c. 40 d. 5 28. Which of the following agricultural activities is widespread in the northeastern U.S. and northwestern Europe? a. dairying b. cotton growing c. citrus production d. sugar beet production 29. Which is not an environmental impact that has resulted from commercial agriculture? a. loss of edible marine life b. Increased soil erosion and nutrient depletion c. deforestation d. rise in organic agriculture 30. Which is not an assumption made by Johann Heinrich von Thünen when he established his model of agriculture? a. There was one isolated market b. Terrain and climate were not the same thus determining land rent 37 c. Based around a Germanic-European diet d. The land was flat offering no transportation barriers Written Portion 1. Please identify the time periods (rough, but close estimate) that the 1st, 2nd, and 3rd Agricultural Revolutions occurred/is occurring. For each time period, please identify three characteristics unique to agriculture that emerged during that revolution. (12 points) a. 1st Revolution i. Dates: ii. Key Facts 1. 2. 3. b. 2nd Revolution i. Dates: ii. Key Facts 1. 2. 3. c. 3rd Revolution i. Dates: ii. Key Facts 1. 2. 3. 2. You recently read an article entitled 'Crisis in Agriculture.' This article discussed components that affected agriculture in the Great Plains region of the United States. Initially it spoke of the rise in success in the 1970s but then referenced a decline/crisis that emerged in the 1980s and has continued today. Please cite and explain three reasons, per article discussion, that created the farm crisis that emerged in the 1980s. 38 a. b. c. Please identify two recent examples of things that are further contributing to the farming crisis that is occurring across the United States. o o 3. Please draw out the Von Thünen Model and label. a. As defined in class, what is the purpose of the Von Thünen Model? UNIT FIVE: Industrialization and Economic Development 39 L. Industrialization Exam Industrialization Exam: Chapter 12 MUHS-AMDG Multiple Choice Please choose the letter that BEST completes each question/statement. 1. In Britain, the proximity of what three things gave an unsurpassed advantage to the development of early industry? a. forests for charcoal, domestic markets, and iron ores b. coal fields, iron ores, and coastal ports c. an internal railroad system, cotton for textiles, and domestic markets d. good highways, coal fields, and coastal ports 2. When Alfred Weber published his book Theory at the Location of Industries (1909), what did he select as the critical determinant of regional industrial location? a. availability of labor b. nearby markets c. a large energy source d. transportation costs 3. If a substantial number of enterprises all develop in, or move to, the same area the factor is called: a. cluster b. focus c. agglomeration d. intensity 4. Even after Japan lost its colonial empire, its industrial strength prevailed because it still possessed: a. large supplies of raw materials b. a large shipping industry c. a large supply of relatively cheap, highly skilled labor d. large supplies of petroleum for fuel 5. For many decades, the industrialized countries controlled the sources of colonized the countries where these existed. a. raw materials they needed b. cheap labor c. abundant markets d. available capital ? because they had 6. One reason China has tried to slow the rate of economic growth along its Pacific Rim lies in the inadequacy of: a. the labor supply b. a local market c. local and regional infrastructures 40 d. investment capital 7. Which of the following is not one of the world’s primary industrial regions? a. Russia and Ukraine b. Western North America c. Western and Central Europe d. Eastern Asia 8. Industrialization in Western Europe between the late-eighteenth and early-twentieth centuries was transformed by: a. independent invention b. diffusion c. natural resources d. colonialism 9. Europe’s leading industrial power is: a. Belgium b. Germany c. France d. England 10. New York City, like other large urban centers with great ports, is called a break of bulk location because: a. plentiful labor is available to unload massive cargo ships b. markets are readily available for shipped goods c. large dock warehouses are available where goods can be stored until sold d. transported cargo can be transferred from one kind of carrier to another 11. Leading up to World War 1, North America had the capital and capacity to acquire needed raw materials from overseas. The production of ? was not a problem because North America had an abundance of the raw material needed at the time to produce it. a. energy b. steel c. clothing d. gasoline 12. The United States still vies with ? as the world’s largest coal producer. a. Ukraine b. England c. China d. Russia 13. Which of the “Four Tigers” has emerged as the largest industrial power? a. South Korea b. Hong Kong c. Taiwan d. Singapore 14. Taken as a whole, the most productive cluster of industrial regions is found in: a. Europe b. North America 41 c. China d. East Asia 15. The location of primary industries relies solely on the proximity of raw resources whereas the location of secondary industries relies heavily upon a. Human decision making b. Raw resources c. An efficient energy source d. A labor supply 16. Which is not a main factor of industrial location? a. Infrastructure b. Energy c. Food source d. Labor 17. The view that a zone of profitability exists for each business is consistent with location theory created by a. Harold Hotelling b. Alfred Weber c. Walt Rostow d. August Losch 18. When analyzing what two resources have shaped 20th Century industrialization, one would identify a. Coal and Natural Gas b. Oil and Natural Gas c. Steel and Oil d. Coal and Natural Gas 19. Where areas of larger-scale, modernized agriculture have developed in poorer countries, their impact on the domestic conditions is minimal because: a. the food is so expensive b. the areas are not large enough c. they produce for foreign markets d. there is no local distribution system 20. The term maquiladora district refers to: a. shanty settlements surrounding large cities in the poorer countries b. newly formed industrial districts in Latin America c. a cocaine producing district in Columbia d. a manufacturing district developed in northern Mexico just across the border of the U.S. M. India Outsourcing Activity 42 GEO 101 World Human Geography Discussions Discussion 2: The Geography of Globalization Printable Discussion Questions Reading to Be Done Before This Discussion: Daniel H. Pink. 2004. The new face of the silicon age: how India became the capital of the computing revolution. Wired 12.02. & Anderson, Chris. 2004. The Indian Machine. Wired 12.02. Concepts/Ideas/Places: globalization, fragmentation, information society, strong democracy, interconnection Essay Assignment: For this assignment you will need to write a 2-3 page 5 paragraph essay that answers the following question: Should the United States work to prevent or to encourage the outsourcing of computer programing jobs to India? Your essay must be typed (or word-processed), double spaced, in 12 pt font, stapled, and with 1 inch margins all around. You must cite any direct quotes AND paraphrased ideas from the article or other sources. Context: One major characteristic of the present-day world economy is the growing mobility of capital and goods which not only increases the insecurity of working conditions in both industrialized and newly developing countries, but also allows transnational corporations to take more control over government actions. Given the growth in foreign investment by transnational firms, places all over the world are becoming increasingly interconnected. This is in contrast to the relative immobility of most people engaging in the daily activities of social reproduction. Such immobility reinforces an opposite trend of reasserting local identities, cultures, and histories. Religious, cultural, and national groups resist interdependent globalism by reasserting the uniqueness of place. We will discuss the ways that places are changed by increasing global interconnection and how people living in particular places resist or accommodate such changes. Additionally, we will address the question of how economic changes promote parallel changes in culture, religion, and social relationships. We will ultimately ask what meaning the economic globalization of the world has for people in particular places in the context of capitalism’s uneven development. To prepare for Discussion: Since 1973, economic changes have introduced a new phase economic restructuring of the world economy called globalization. The world is becoming more interconnected due to the rapid progress made in communication and transportation technologies. Some people believe that globalization will finally extinguish economic and even cultural inequalities between different countries. It is true that global integration has improved the quality of life for many in some of the poorest countries in the world. Despite these improvements, globalization’s critics maintain that socioeconomic gaps will not only continue to exist but will widen. According to this latter group, the new agents of imperialism are multinational corporations, which benefit from precisely the same economic factors that prompted the initial colonization of the Third World: cheap resources and cheap 43 labor. In the early stages of the current era of globalization, perhaps from the early 70's to the mid 1990s the jobs being exported abroad were mostly secondary industries (manufacturing). The article, The new face of the silicon age: how India became the capital of the computing revolution by Daniel H. Pink helped to spark national debate about the increasing outsourcing of jobs in tertiary (services) and quaternary industries (knowledge work). The article chronicles the outsourcing of American white collar programing jobs to India from the point of view of workers in both the United States and in India. Americans who have lost their jobs argue that outsourcing will ultimately reduce the economic wellbeing of the United States. Indian programmers argue that not only can they do the job for less money (the average salary for an Indian programmer is $8000 per year vs. $70,000 per year for an American) but that they can do a better job (Pink 2004). Furthermore, outsourcing frees up Americans do do other, better things. In the accompanying article Chris Anderson similarly argues that outsourcing may lead to the "next great era in American enterprise" by freeing American creativity (Anderson 2004). Both sides of this argument have merit, but the article also raises some interesting questions. For example, while India may be importing jobs now, there may come a day when those jobs will go elsewhere, just as has occurred in the outsourcing of manufacturing to other countries. Outsourcing may move more American workers into doing knowledge work, but what happens when the Indians start competing not just on the basis of quality but also on the basis of creativity and innovation? In short "What comes after Knowledge?" (Pink 2004:5). Finally, though outsourcing may be good for the economy as a whole, it is is clearly not good for those workers who have lost their jobs at least in the short term. Do their difficulties merit any concern? Is it more efficient for former computer programmers to be working as package delivery people? Where's the creativity in that? Pink's writing has a point of view and an argument. While it is largely balanced, the author does express some underlying assumptions. Your job is not necessarily to believe everything the author says, but rather to question his conclusions in light of your own experience, other things that you have read, and in terms of the argument’s overall logic. As you read, see if you can figure out what the author's overall argument is and why he believes that to be true. Does the article have a thesis statement or thesis paragraph? What evidence does the author provide in support of his argument? Think about these issues as you read because you will need to make your own arguments on these issues in your essay assignment. Works Cited Anderson, Chris. 2004. The Indian Machine. Wired 12.02. Available: http://www.wired.com/wired/archive/12.02/india.html Pink, Daniel H. 2004. The new face of the silicon age: how India became the capital of the computing revolution. Wired 12.02. Available http://www.wired.com/wired/archive/12.02/india.html. 44 Questions to be Answered and Turned in at the Beginning of Class 1. What are three of the best arguments in favor of outsourcing jobs to India in the article? 2. What are three of the best arguments against outsourcing jobs to India in the article? 3. What are three examples of jobs that can not be outsourced? In what sector of the economy are these jobs located? (primary, secondary, tertiary, quaternary) 4. In light of the benefits and costs of outsourcing should goverments in the US ban the outsourcing of state contracts to foreign countries? 5. What is one question about the reading that you would like to raise during discussion? N. Development Takehome Test Name: __________________________ Ch. 10 Development Take Home Exam AMDG Hour:________ 1. Quarry workers, quarry owners, stone cutters, exporters, designers and architects, builders, tile and stone distributors, etc. represent an example of the links connecting producers and consumers in a world market. This is an example of a) an export-import model. b) a commodity chain. c) globalization theory. d) a core-periphery model. 2. ________________ processes in the commodity chain involve technology, education, research and development, and high wages. a) Core b) Value-added c) Neo-colonial d) Periphery 3. Which of the following is not associated with core production processes? a) technology b) low-wage labor c) education d) research and development 45 4. The word “development” implies a) progress. b) colonialism. c) lowering of wages through mechanization. d) technology. 5. Modern ideas of development are related to a) the Industrial Revolution. b) the Agricultural Revolution. c) gross domestic product. d) religious views of equity. 6. Gross national product (GNP) measures the total value of goods and services produced by a country’s corporations and individuals. It is standardized by a) being calculated in Euros. b) by measuring the informal as well as informal economy. c) by being calculated on a per capita basis. d) by adjusting for differences in attitude toward “progress.” 7. Gross domestic product measures only a) home-based output. b) the informal economy. c) the productivity of individuals. d) production only within a country. 8. Which of the following has the highest per capita GNP? a) Japan b) United States c) European Union d) Canada 9. Which does not make up a portion of Colombia’s GNP? a) professional sports franchises b) tourism c) coffee production d) drug trafficking 10. Which Asian nation listed below has a per capita GNP above the world average? a) Vietnam b) China c) South Korea d) North Korea 11. A large component of survival in countries with low per capita GNP is 46 a) foreign aid. b) the sale of resources. c) the informal economy. d) tourism. 12. High levels of development can be determined by measurement of access to railways, roads, airline connections, telephones, radio and television, etc. These are collectively referred to as a) infrastructure. b) dependency measures. c) formal economy. d) commodity connections. 13. Dependency ratio measures: a) family size b) percent of the population dependent on welfare c) the number of young plus the number of elderly per 100 workers d) average number of hours of work to feed a family of four 14. Which is not among the five stages of Rostow’s development model? a) traditional b) take-off c) high-mass consumption d) collapse-decline 15. Rostow’s model, developed in the early 1960s, was based upon the experience of a) financial economists. b) Latin American countries. c) China. d) Western modernization. 16. Even if the Gross National Product (GNP) index is used to measure the well-being of a country, it will fail to show a) growth in secondary industries (manufacturing). b) the distribution of wealth. c) growth within tertiary industries (services). d) growth within primary industries (mining, forestry, agriculture, fishing). 17. The principal sturcturalist alternative to Rostow’s model of economic development is known as a) the “takeoff” model. b) the liberal model. c) the modernization model. d) dependency theory. 18. The continuation of economic dependence even after political independence is 47 referred to as a) precondition to take-off. b) modernization model. c) neocolonialism. d) independence movement. 19. Theories which hold that economic disparities are built into the global economic system are referred to as a) structuralist theories. b) modernization theories. c) liberal theories. d) neo-capitalist theories. 20. El Salvador abandoned its currency, the Colon, in favor of the U.S. dollar. This process is referred to as a) re-structuration. b) re-colonization. c) international monetizing. d) dollarization. 21. Wallerstein’s three-tier regionalization of the world includes all of the following except a) core. b) semi-core. c) periphery. d) semi-periphery. 22. Countries in which tier of the world economy (region) have high birth and death rates and low life expectancy at birth? a) post-industrial b) core c) semi-periphery d) periphery 23. Young girls trafficked from the periphery to wealthier regions most often work as a) domestic workers/street vendors. b) industrial labor. c) agricultural labor. d) prostitutes. 24. Which organization is headed by a U.S. citizen, is headquartered in Washington, D.C. and is charged with combating poverty in peripheral countries? a) IMF b) World Bank c) Washington Federal Savings and Loan d) United Nations 48 25. Argentina’s severe economic crisis in 2001 was triggered by economic decisions made a) in Brazil b) in Washington, D.C. c) by the United Nations d) Spain 26. Economic development in some African states (e.g. Malawi and Zimbabwe) is hampered by a) drought. b) religions intolerance. c) corrupt governments. d) drop in the price of oil. 27. Most victims of malaria are a) agricultural workers. b) women in childbearing years. c) the elderly. d) children under 5. 28. Mexico has established export processing zones with special tax, trade and regulatory arrangements for foreign firms. This phenomena is referred to as a) maquiladoras. b) haciendas. c) border cities. d) NAFTA zones. 29. Subsistence forms of agriculture in peripheral areas produce little in the way of a) protein. b) grain crops. c) root crops. d) foodstuffs. 30. Desertification in Africa is a particular problem as ____ of the continent is arid or semiarid. a) 2/3 b) 1/2 c) 1/3 d) 1/4 31. In peripheral countries it is not unusual for hotels in tourist areas to be owned by a) worker’s cooperatives. b) local or regional governments. c) local owner operators. d) multinational corporations. 49 32. Many tourist areas in peripheral regions are beach resorts. In 2004 Thailand’s beach resort areas were ravaged by a) cockroach infestations. b) a tsunami. c) prolonged drought. d) terror attacks. 33. The Pine Ridge Indian Reservation in the United States with 80% unemployment and per capita income around $6,000 illustrates __________________________ within a core area country. a) cultural choices b) peripheral processes c) core processes d) preconditions for takeoff stage 34. Core area agriculture is characterized by a) mechanization. b) high levels of farmer education. c) scientific agronomy. d) all of the above 35. Establishment of government quotas on imports (e.g. cotton shirts or steel) to the U.S. has led to a) a decrease in Chinese shirt production. b) an increase in Chinese wages. c) a collapse of the U.S. market for shirts. d) a shifting of production form country to country in the periphery and semi-periphery. 36. Governments in both core and periphery often create wealth by focusing well paid government jobs a) in the capital city. b) in underdeveloped areas. c) in port cities. d) offshore in third world countries. 37. A look at the maps of Nigeria, Pakistan and Brazil would show that when governments established new post-colonial capitals, they moved away from a) swamps. b) deserts. c) areas of ethnic discord. d) coastal port areas. 38. Port Gentile, Gabon was built by a) an ancient Gabonese civilization. b) British colonizers. c) European oil companies. 50 d) migrants fleeing the Congo. 39. Twenty thousand nongovernmental organizations (NGOs) in Bangladesh constitute what can be called a) a parallel state. b) colonial enclaves. c) development islands. d) subversive zones. 40. Microcredit programs have been successful in many places with the exception of a) tropical regions. b) places with high AIDS mortality rates. c) areas with male dominance. d) desert regions. Written Portion 1. Choose one periphery or semiperiphery nation and create a minimum one-page, single-spaced essay that addresses the following components a. Main form(s) of industry b. GNI and Per Capita GNI c. Role within global economic arena d. Identify five key factors that hinder economic, social, and/or political development. e. Identify and explain two positive and two negative aspects of the state's geographic location. f. Address the following question and use specific examples to support your answer. In your opinion, is it possible for you chosen nation to develop enough to move out of its current nation classification (e.g., periphery)? Explain. UNIT SIX: Cities and Urban Land Use O. Unit Six Quiz 51 Name: _____________________________________ Date:____________________ Matching A. Zonation B. Commercialization C. Acropolis D. Agora E. Gentrification AB. Urban AC. Edge Cities 1. When individuals buy up and rehabilitate houses, raising the housing value in the neighborhood and changing the neighborhood. 2. Merchant center in a Greek city 3. The build up of a central city and suburban realm. 4. Suburban downtowns, often located near key freeway intersections. 5. The division of the city into certain regions 6. Highest point in a Greek city 7. When city governments transform a central city to attract residents and tourists. 8. Identify and explain two types of sociocultural influences on cities a. b. 9. ____________ ______________is unrestricted growth of housing, commercial developments, and roads over large expanses of land. 10. Explain how the development of cities in periphery nations differs from that of cities in core nations. In your explanation, put emphasis on explaining what it is like in periphery nations. 11. The development, urban revitalization, and suburban reforms that create walkable neighborhoods with a diversity of housing and jobs is known as _____ ________. 52 12. What is the purpose of the Central Place Theory? Word Association A. Rank-Size Rule B. CBD C. Jefferson's Law D. Absolute Location E. 2nd Revolution AB.1st Revolution AC. Folk-Preliterate AD. Relative Location 13. Primate Cities 14. situation 15. Sjoberg Model 16. Downtown 17. Formative Era 18. site 19. Paris 20. industrialization Timeline Place the following models in the order of their appearance. a. First B. Second C. Third D. Fourth 21. Urban Realm 22. Concentric Model 23. Multiple Nuclei Model 24. Sector Model P. Census Tract Activity ADVANCED PLACEMENT HUMAN GEOGRAPHY Unit VII. Cities and Urban Land Use Combining Census Data and Field Observations to Analyze Urban Population Part 1. Census Tract Data Collection and Analysis Use the census tract in which you live as the basis for this activity. Collect census statistics for your tract as well as for the entire DC Metropolitan area in order to describe and compare the demographic, economic, and social make-up of each. Open the U.S. Census Bureau web site: http://www.census.gov 1. Locating Your Census Tract and Basic Census Tract Data. (1) On the left sidebar, locate “American FactFinder” and click to open. (2) Click on “Enter a street address.” (3) Enter your home street address and click on “Go.” Then select “Census Tract” in the box of “Geographies” and click on “Map it” to bring up a map of your census tract. Print two copies of the map. Then close the map window. (4) With “Census Tract” highlighted, click “Go.” Then scroll down to view the data from Census 2000 available in Quick Tables for your tract. Open the various tables to locate the data you need. Click on “More” to see 53 additional tables. Record the data into the table provided. [HINT: Note which tables you have used; it will save time when you do # 2, below.] NOTE: Keep in mind that percentages are almost always a better basis for analysis/comparison than absolute numbers. (Use a calculator if necessary.) 2. Locating Data for the Metropolitan Area or County. (1) When you have completed data collection for your tract, return to the American Factfinder home page. Click on “Data Sets” in the left sidebar. Then select “Quick Tables” for Summary File 1 (SF 1). Under Geographic Type, select “Primary Metropolitan Statistical Area.” Scroll down to select the “Washington-Baltimore” MSA, and then “Washington, DC.” (2) “Add” Washington, DC to your selection and click “Next.” (3) Select the desired tables (the same tables you used in # 1, above) and “add” them to your selection. When all the needed tables are added, click “Show result.” (4) Add the data for the DC Metropolitan area to your table. NOTE: If you have not found all the required data, you may need to look at tables from Summary File 3, as well. 3. Analyzing the Data. When you have collected data for your census tract and for the overall metropolitan area, write a brief (one-two pages, typed, double-spaced) profile of your census tract. Based on the data gathered, how would you describe your census tract in terms of age, family size, socio-economic status, racial/ethnic composition, and lifestyle? Is your census tract representative of the metropolitan area? Is it significantly different? Be sure that your profile is not just a recitation of statistics, but rather an analysis of what these statistics reveal about the tract. For example, describe the people who live there and their housing situation. How do they compare to the metropolitan area as a whole in terms of wealth, social class, age, family orientation, race, ethnicity, and housing conditions? Be sure to refer specifically to all the variables for which you have collected data. Adapted from: M. Kuby, et al. Human Geography in Action, “Chapter 10: Reading the Urban Landscape Through Census Data and Field Observation.” (1998) John Wiley. UNIT SEVEN: Cultural Patterns and Processes Q. Language Reading Guide Chapter 6: Languages Reading Guide 54 Define the following terms on a separate piece of paper and staple it to the back of this reading guide: Language Dialects Isogloss Mutual Intelligibility Dialect Chains Sound Shift Proto-Indo-European Language Families Deep Reconstruction Nostratic Backward Renfrew Hypothesis Reconstruction Conquest Theory Romance Language Dispersal Germanic Languages Lingua Franca Hypothesis Pidgin Official Language Slavic languages Global language Standard Language Creole Monolingual State Nostradic Toponym Slang Multilingual State Answer the following questions in complete sentences as you read chapter six: What should I say? 1. Why has language been a divisive issue for many generations in Belgium? What are languages, and what role do languages play in cultures? 2. What are two conflicting forces in today’s world? Why are they in conflict? 3. What is language and what is its relationship to culture? (Your answer should be different than your definition) 4. What are some of the affects, either direct or indirect, of forced assimilation on language? Name 3 governments that have implemented forced assimilation policies in the 20th Century. 55 5. In what US state is there the highest concentration of people 5 years and older who speak a language other than English at their home? Why might this be? 6. What causes dialect chains to become less intelligible? Why are languages distributed the way they are? 7. How are languages classified? 8. What is the most widely spoken language in the Indo-European Family? What is the most widely spoken language in the world? 9. What are the ideas behind the first major linguistic hypothesis? 56 10. What is the difference between language convergence and divergence? Give an example of both? 11. What are some of the major theories as to how, where, and why, languages diffuse over time (make sure to address the conquest theory and dispersal hypothesis)? 12. Name three subfamilies of the Indo-European language family. Also include one fact and one language from each of the three sub families. 13. Explain the role of the Nostradic language in understanding the development of modern day languages. 14. What Sub-Saharan country is the most linguistically diverse? How many languages are spoken there? What are the three most dominant languages? 57 How do Languages Diffuse? 15. What is the difference between an Official and Global language? List two examples of each. What role does language play in making places? 16. What are some reasons why toponyms change? (Be sure to include: post-colonial, post-revolution, and memorial toponyms) 17. In what areas of the United States are there the most streets named for Martin Luther King Jr.? Why do you think there are more streets there that bare King’s name? Free Response Question What is slang? How does slang evolve and what is its role in identifying and understanding various groups of people in American society. R. Regional/Slang/Ebonics Web Hunt Name:____________________________ Regional Dialect As you know regional dialects shape our nation. Please take a look at the following quizzes and see how well you can adequately address regional dialect variations. Good Luck! What are you talking about? 58 http://www.pbs.org/speak/seatosea/americanvarieties/DARE/wordpower/dare.html You talk funny. http://www.pbs.org/speak/seatosea/americanvarieties/map/map.html Take a look at the Pop vs. Soda map. http://www.all-encompassingly.com/archives/images/popvssodamap.php Dialect Survey Scroll down to #51 and start looking at some of the questions/answers. http://www4.uwm.edu//FLL/linguistics/dialect/maps.html Slang Please take a look at the following website and identify five slang words from various time periods (e.g.,1856, 2000) and five different categories (e.g., western, teen). For each word (if possible) please sight a modern day slang term for that word. http://www.pbs.org/speak/words/trackthatword/# 1. a. 2. b. 3. c. 4. d. 5. e. Please look at the following website, though I am sure it is something you all are familiar with. While it can be wildly inappropriate, it is a great resource for understanding the ever-changing slang that has inundated society. -Look up this word, specifically: Stallis A Look at Ebonics Please look at the websites listed below and answer the following questions. http://www.pbs.org/speak/seatosea/americanvarieties/AAVE/ebonics/ http://privatewww.essex.ac.uk/~patrickp/aavesem/EbonicsQ&A.html 1. What is ebonics? 59 2. What is the history behind this language? 3. Within the language community, how is Ebonics classified as a language? (e.g., is it a separate language family, a dialect, etc.?) S. World Religion Activity ADVANCED PLACEMENT HUMAN GEOGRAPHY Unit III: World Religions Use the chart below to prepare a concise briefing paper on a major world religion. Begin your research with the following Internet site: http://www.religioustolerance.org/rel_info.htm#world Major religion: __________________________________ 1. Where did the religion originate? 2. What has been the pattern of diffusion, if any? 3. Describe the current spatial distribution. (Document on map tonight.) 4. What are the core beliefs of this religion? 5. Is this religion universalizing or ethnic? 60 6. Is this religion hierarchical or autonomous? 7. What are some distinguishing physical symbols or traits of this religion? 8. Identify three ways in which this religion has created a distinctive cultural landscape. (Include photos if available.) SOURCES: T. Unit Three Takehome Exam Unit Three Take Home Test APHG 1. ________________ culture is conceived as small, incorporating a homogeneous population, typically rural and cohesive in cultural traits. a) Material b) Popular c) Folk d) Local 2. Which is an example of a non-material aspect of culture? a) church building b) religious decoration c) burning of incense d) an altar 3. A group of people in a particular place who see themselves as a community and who share experience, customs, and traits are referred to as a a) local culture. b) popular culture. c) folk. 61 d) material cultural group. 4. In terms of popular culture, cities like Paris, New York, and Milan are referred to as a) capitals. b) local cultures. c) world cities. d) hearths. 5. The changes in local culture brought about by the onslaught of popular culture tend to disrupt __________. a) population b) economics c) transport connections d) customs 6. Efforts to conserve local cultures often focus on the local ____________. a) landmarks b) boundaries c) mobility d) customs 7. Buying a Native American styled dream catcher at a Wal-Mart store would possibly be an example of a) cultural appropriation. b) local custom. c) assimilation. d) cultural persistence. 8. Rural local cultures are often dependent on a single economic activity. Customs, beliefs, and artifacts are often intimately bound up with the economic activities. For example, the customs of the Plains Indians in early nineteenth-century North America focused on a) corn agriculture. b) cattle and sheep herding. c) fishing. d) bison hunting. 9. Recently, Puerto Ricans living in Spanish Harlem in New York feel themselves challenged by the influx of Mexican immigrants to the neighborhood. This would be an example of the threat of _____________ to an ethnic neighborhood. a) popular culture b) other ethnic groups c) assimilation d) Gentrification 10. Cultural appropriation for purposes of profit (e.g., naming a beer for a Lakota chief) 62 is referred to as an example of a) cultural imperialism. b) commodification. c) ethnic insensitivity. d) product branding. 11. The commodification process of a local custom or artifact often leads to the development of an image of “authenticity” which amounts to an example of a) cultural relativism. b) cultural parasitism. c) cultural stereotyping. d) local autonomy. 12. Globalized popular culture can be picked up and reproduced by people in the context of their local culture. This is referred to as: a) MTV-effect. b) reterritorialization. c) global homogenization. d) cultural appropriation. 13. According to E. Relph, the term which best captures the quality of the American landscape which is associated with the spread of popular culture is a) popular landscape. b) cultural landscape. c) blight. d) placelessness. 14. Which is not an aspect of cultural landscape convergence? a) globalized architectural forms b) globalization of particular businesses and products c) borrowing of idealized landscape images d) development of regional architectural styles 15. A culture’s assumptions about the differences between men and women, their character, roles and divisions of labor are referred to as a) sex. b) prejudice. c) stereotype. d) gender. 16. According to Gillian Ross, “identity” is a) information contained in government issued passports. b) identical to gender. d) how we make sense of ourselves. e) genetically determined. 63 17. The regional variation in the appearance of humans in clustered populations probably results a) from a long history of adaptation to different environments. b) development of populations on different continents. c) wars kept populations separated. d) territoriality kept people from mixing and intermarrying. 18. According to the Census Bureau, the most residentially segregated metropolitan area for African Americans is a) Atlanta, Georgia. b) Birmingham, Alabama. c) Seattle, Washington. d) Milwaukee, Wisconsin. 19. Ethnicity is a dynamic phenomena and ethnic identity (e.g. Swiss-American ethnicity) is greatly affected by a) racial genetics. b) scale and place. c) religion and language. d) attitude and prejudice. 20. Many geographers, such as Elder, Knopp, and Nast, refer to theories that explain or inform our understanding of sexuality and space as a) queer theory. b) heteronormative theory. c) gender studies. d) spatial theory. 21. Groups in Northern Ireland and gangs in major U.S. cities create “exclusive” areas by a) government programs. b) street names. c) Jim Crow laws. d) graffiti demarcating territories. 22. Geographers interested in race, equity, and gender are ultimately interested in a) power relationships. b) how place is structured by race and gender. c) how assumptions about “the other” are formed. d) all of the above 23. The French government has _________ to protect French language and culture. a) banned foreign words in advertising and on radio and television b) established the Académie Française to standardize the language c) passed a law levying fines on those using foreign terms d) all of the above 64 24. The crucial element in language is a) vocabulary. b) grammar. c) alphabet. d) vocalization. 25. Dialects are most often marked by actual differences in a) accents. b) pronunciation. c) vocabulary. d) syntax. 26. A geographic boundary within which a particular linguistic feature occurs is called a/an a) isogloss. b) sound shift. c) international border. d) cultural boundary. 27. There are ___ principal language families of the world. a) 10 b) 15 c) 20 d) 25 28. The language tree diagram of language divergence has some branches with dead ends. These represent a) standardized or non-changing languages. b) language subfamilies. c) isolated languages. d) extinct languages. 29. The two theories of the Proto-Indo-European language dispersal are the conquest theory and a) the spread of agriculture. b) massive migration. c) extensive trade routes. d) missionary activity 30. Which development helped with the rise of national languages beginning in the fourteenth century? a) invention of the printing press b) agricultural revolution c) Celtic migrations d) fall of the Roman Empire 65 31. The systematic study of the origin and meaning of place names is called a) deep reconstruction. b) namology. c) toponymy. d) lexicography. 32. Persuasion will not lead people to change the language they speak, but it can induce them to a) profess adherence to a new faith. b) abandon their culture. c) abandon their economic activities. d) move to a new region. 33. The belief that inanimate objects (e.g. trees, mountains, boulders) contain spirits is a) atheism. b) agnosticism. c) agrarianism. d) animism. 34. Which of the following is not generally a characteristic of an ethnic religion? a) found in a particular culture b) always polytheistic c) spatially concentrated d) does not seek outside converts 35. The faith that is most widely dispersed over the world is a) Christianity. b) Islam. c) shamanism. d) Buddhism. 36. Hinduism arose in the _____________ River valley. a) Indus b) Ganges c) Brahmaputra d) Krishna 37. Hinduism has not spread by expansion diffusion in modern times, but at one time it did spread by relocation diffusion as a result of a) the transportation of Indian workers abroad during the colonial period. b) conquest by military groups. c) forced relocation by Islamic invaders. d) missionary activities overseas. 38. The diaspora of the Jews resulted from 66 a) Moses decision to leave Egypt. b) the Arab-Israeli conflict. c) the European holocaust of the Nazis. d) the Roman destruction of Jerusalem. 39. The largest constituency of Christianity is a) Protestant. b) Eastern Orthodox. c) Coptic. d) Roman Catholicism. 40. The youngest major religion is a) Hinduism. b) Judaism. c) Islam. d) Christianity. 41. The Hajj, one of the “pillars of Islam,” is a) charitable giving. b) fasting during the holy month. c) the veil worn by Muslim women. d) the pilgrimage to Mecca. 42. The rise of secularism and decline of religious membership are found in a) Europe. b) Africa. c) Southwest Asia. d) Southeast Asia. 43. Which is not a feature of Islamic sacred architecture? a) Minarets b) adoption of Roman models of design c) Frescoes depicting the life of the prophet d) geometric and calligraphic ornamentation 44. Which is an example of an intrafaith (boundary) conflict? a) Israel—Palestine b) Former Yugoslavia c) Northern Ireland d) Nigeria 45. The former Soviet Union adopted _______________ as its official religious policy. a) Orthodox Christianity b) secular separation of church and state c) atheism 67 d) official state Protestant church 68