Download Adlai E. Stevenson High School Course Description

Adlai E. Stevenson High School
Course Description
Division:
Social Studies
Course Number:
SOC611
Course Title:
AP Human Geography
Content Objectives:
By the end of this course, students will be able to:
objective
College Readiness Objectives:
By the end of this course, students will be able to:
objective
Social-Emotional Learning Objectives:
By the end of this course, students will be able to:
objective
Content Learning Targets
objective
A.
A. Students will explore the variety of ways that globalization is happening and why human
B.
H.
A. Students will be exposed to the different definitions of culture and understand the subtle differences between
them. C1
A. Students will make the personal connections between food preferences and local scale production and
distribution. CR3
A. Students will understand the concept of human territoriality and how it is expressed with boundaries in different
places and scales. CR2
A. Students will understand the history of human population growth to better understand density and distribution of
population in today’s world. C2, C3, C4
A. Students will understand how location theory helps to explain the spatial positioning of industries and their
successes and failures. CR1
A. Students will understand how urbanization and the formation of states has transformed egalitarian societies into
stratified, functionally specialized states. CR2
B. Students will conduct data research and analyze U.S. regions and states. CR2
I.
B. Students will be able to describe the innovations and practices of the three agricultural revolutions. CR2
J.
B. Students will understand how culture impacts the landscape at a variety of scales. C3
K.
B. Students will understand how physical geography and environment contributes (but does not determine) human
population settlement patterns. Included in this discussion is the role of natural hazards. C2, C3, C4
B. Students will understand the evolution of the modern European state system and the role of nationalism. CR3
C.
D.
E.
F.
G.
L.
M.
Q.
B. Students will learn and apply Weber’s least cost theory as it accounts for the location of a manufacturing plant in
terms of transportation, labor, and agglomeration. CR1, CR2
B. Students will learn how the ancient Greeks assimilated concepts of urban life from Mesopotamia as well as
Minoa in producing the most highly urbanized society of their time. CR 1
C. Students will recognize and identify the various aspects of maps, such as categorization, simplification, and
symbolization. CR4
C. Students will identify the characteristics of states and the trends of 20th century statehood, as well as how
sovereignty and international recognition affect states.
C. Students will know where different cultures are distributed. C2
R.
C. Students will locate the agricultural hearths and trace the diffusion. CR4
S.
C. Students will utilize demographic tools of analysis that allow demographers to analyze human demographic
patterns. Types of densities, population pyramids, and the demographic transition model will by utilized. C1
C. Students will understand how transportation costs play a key role in determining the location of heavy industries
with specific attention toward where raw materials are acquired and how finished products are distributed. CR2
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N.
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Division:
Social Studies
Course Number:
SOC611
Course Title:
AP Human Geography
U.
W.
C. Students will learn how the ancient Romans combined local traditions with Greek customs in building an urban
system that extended from Britain to Mesopotamia. CR1
D. Students will examine different types of maps and learn to interpret the “why of where, and recognize patterns.
CR4
D. Students will distinguish between states, nations, and nation-states. CR3
X.
D. Students will examine the regional varieties of subsistence agriculture and the
Y.
D. Students will learn how people in different locales have similar cultures (diffusion). C2
Z.
D. Students will understand the inherent problems of models by understanding the role assumptions play in the
models attempt to understand basic patterns on the landscape. C4
D. Students will be able to identify factors influencing the location of industries including labor costs, forms of energy
available, current infrastructure, and the location of similar industries. CR1
D. Students will learn how the Roman Empire was linked together by a network of land and water routes
contributing to the development of an urban society. CR1
E. Students will explore the meaning of spatial perspective and the GENIP themes. CR2
V.
AA.
AB.
AC.
AD.
AE.
AF.
AG.
AH.
E. Students will analyze the advantages and disadvantages of location, size, shape and geopolitical factors of
states. CR2
E. Students will apply the von Thunen model to various situations. CR2
E. Students will realm (using maps by region) population distrubution on a global scale as well as identify (by realm)
where population is growing and declining. C4
E. Students will understand why culture is used differently in different regions. C2
AJ.
E. Students will analyze the growth or decline of secondary industries as they are also influenced by factors such as
political change and environmental fluctuations. CR2
E. Students will explain how Southwest Asians and Europeans did not hold a monopoly over urbanization and
identify key cities involved in historical urbanization including East Asia, West Africa, and Mesoamerica. CR 1
F. Students will investigate how the use of new technology, such as remote sensing and GIS data can
AK.
F. Students will identify the location of predominant agricultural practices in the
AL.
F. Students will learn how people preserve local/folk culture.
AM.
F. Students will recognize types of boundaries and examples of natural/physical boundaries, cultural boundaries,
and superimposed/geometric boundaries. CR2
F. Students will understand the role governments can play in encouraging or discouraging population growth by
government social intervention policies. Specific examples of pro and anti-natalist policies will be understood. C4
F. Students will be able to identify the historical and current global industrial pattern, including the dominance of
those regions that were first to industrialize and able to take advantage of their position in the developing
international economy. CR3
F. Students will synthesize the Greek and Roman concepts of urbanization as diffusion into Western Europe. CR1
AI.
AN.
AO.
AP.
AQ.
AS.
G. Students will understand the concept of culture, where culture hearths originated and diffused, and how the
cultural landscape reflects the human-environment
G. Students will examine boundary problems and examples of disputes, including both land and sea examples.
CR2
G. Students will understand core-periphery relationships of the global agricultural economy.
AT.
G. Students will understand how the cultural trait of language is a critical component of cultural identity. C4
AU.
G. Students will understand how the role of women, nutrition, and disease play a role In population growth, decline,
and distribution. C4
G. Students will be able to explain how the first four major industrial regions emerged, with attention toward all be in
the Northern Hemisphere (Western and Central Europe, Eastern North America, Russia-Ukraine region, and Eastern
Asia). CR3, CR4
G. Students will be able to explain how Europe’s pre-industrial cities were poorly organized, unsanitary,
overcrowded, and uncomfortable places to live for the majority of their inhabitants. CR3
H. Students will understand how cultural characteristics and traits are identified by different types of regions. CR2
AR.
AV.
AW.
AX.
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Division:
Social Studies
Course Number:
SOC611
Course Title:
AP Human Geography
AY.
BE.
H. Students will analyze the role of ethnonationalism as centrifugal forces with in-depth case studies of state
devolution. CR2
H. Students will be able to evaluate issues associated with various types of production, such as agribusiness, BGM
crops, government subsidies, and fair trade cooperatives. CR2
H. Students will understand the ‘zoology of language, or how linguists rank and classify languages into analyzable
forms. C4
H. Students will understand why people move by analyzing types of migration, classic push and pull factors,
Ravenstein and his rules of migration, distance decay, intervening obstacles, and the role of forced migration of
refugees and its effect on the g
H. Students will be able to identify and explain the location of Europe’s primary industrial regions and how they still
reflect the spatial diffusion of the Industrial Revolution (specifically identifying the axis of manufacturing that extends
from Britai
H. Students will analyze how cities evolve showing how traders’ mercantile city gave way to the factory-dominated
manufacturing center. CR2
I. Students will examine how globalization is affecting culture in different places. CR3
BF.
I. Students will be able to identify the distribution of major languages at a global scale. C2, C3
BG.
I. Students will understand the components of state power and centripetal forces. CR2
BH.
I. Students will understand the differences/similarities of various rural landscapes and settlements. CR3
BI.
I. Students will understand the ‘migration transition model’ and how it relates to the demographic transition model.
C4
I. Students will be able to identify and explain how North America’s manufacturing belt was created and continues to
be the largest in the world today. CR3, CR4
I.
Students will be able to explain how the automobile enabled the evolution of the suburbanized modern city.
CR2, CR3
J. Students will analyze how states are organized in the international system, and how foreign policy
AZ.
BA.
BB.
BC.
BD.
BJ.
BK.
BL.
BM.
BN.
BO.
BP.
BQ.
BR.
BS.
BT.
BU.
BV.
BW.
BX.
BY.
J. Students will be able to better identify how human cultures imprint the cultural landscape with place names
(toponym).
J. Students will understand the cultural influences and physical inputs on the rural landscape and settlements. CR2
J. Students will understand the four major waves of migration to the United States and their effect on US society
and economy. C2, C3
J. Students will be able to identify and explain the diffusion and growth of industrial regions in East Asia and why
they are the fastest growing in the world today (specifically the Asian Rim including several of the most rapidly
expanding economies). CR
J. Students will be able to explain how today’s “postmodern” cities reflect an age of high technology. CR 1, CR3
K. Students will understand how nativist organizations as well as the US government has shaped immigration in the
United States.
K. Students will understand the role of colonial legacy in global distribution of Indo-European languages. C2
K. Students will understand the spatial power relationships inherent in colonialism and neo-imperialism, and the
consequences for the modern political map. CR3 and
K. Students will understand how the global economic picture is characterized by enormous gaps between MDCs
(more developed countries) and LDCs (less developed countries), and how regional geography within states also
reflects disparities. CR2
K. Students will be able to define the study of urban geography by analyzing how cities function, their internal
structures/systems, their impact on surroundings, and external influences around them. CR1
L. Students will compare and interpret major geopolitical theories and their implications. CR4
L. Students will analyze contemporary migration flows in the Chicagoland metro area and understand its impact on
society and economy. Students will map location and distribution of current migrant enclaves in the metro area
proper. C2, C3, C4
L. Students will be able to dispel the theory that economic disparities between MDCs and LDCs are typically
believed to be because of the different levels of development, and instead explain how development is a much more
complex process. CR2
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Division:
Social Studies
Course Number:
SOC611
Course Title:
AP Human Geography
BZ.
CA.
CB.
CC.
CD.
CE.
CF.
CG.
CH.
CI.
CJ.
CK.
CL.
CM.
CN.
CO.
CP.
CQ.
CR.
CS.
CT.
CU.
CV.
CW.
CX.
CY.
CZ.
DA.
L. Students learn how the development of cities is influenced by the physical character of the places they occupy
(site) and by their position in relation to other places and networks (situation). CR1, CR4
M. Students will understand the concept of supranationalism and apply it to regional and international organizations,
such as the EU and the U.N. CR3
M. Students will understand the distribution of language in Europe (Romance, Slavic. Germanic, Basque,
Finno-Ugric) and English in particular (on a global scale) C3
M. Students will be able to identify the underlying economic disparities in relationship among the core-periphery
regions of the world and explain how this affects economies developing both in and outside of the core and
periphery. CR3
M. Students will apply models of urban structure to examples both historically and currently including the Concentric
Zone, Sector, and Multiple Nuclei, and Urban Realms models. CR1, CR4
N. Students understand the processes of how language changes over time – convergence and divergence, pidgin,
creole, etc. C2
N. Students will analyze how some states are still subsistence-based and poor, while others are industrializing
rapidly and explain the benefits and negatives consistent with developing in the current international community.
CR1
N. Students will be able to explain how the internal layout of urban structure have changed, transforming the
single-center city to the polycentric metropolis. CR3
O. Students will be able to identify regional dialect patterns and cultural trait patterns in the United States. C2
O. Students will analyze how rapid development is taking place under widely different political systems and how it is
often associated with democratization, but also occurring under authoritarian regimes (and be able to explain the
difference in each poli
O. Students will understand how cities are shaped by economic forces, technology, government policy, and
socio-cultural attitudes about how land should be used and who should live there. CR1
P. Students will understand the hearth areas and global distributions of the major religions of the world. C2
P. Students will be able to explain how the declining cost of transportation and communication (along with changes
in production processes) have led to massive expansion in the service sector currently, specifically within the
industrialized core. CR1
P. Students will learn how the US urban system evolved through five stages of development determined by
prevailing modes of transportation and industry. CR1
Q. Students will understand the differences between ethnic and universalizing religions, which religions apply to
which classification, and how these religions imprint the cultural landscape. C2, C3
Q. Students will be able to define deindustrialization and explain how it has lead to the growth of labor-intensive
manufacturing in the periphery. CR1
Q. Students will understand Central Place Theory and explain why, under ideal circumstances, small urban places
such as villages lie close together while larger cities lie far apart. CR1
R. Students will know the distribution of religion by region in the United States. C2
R. Students will be able to explain the new pattern of economic development as it relates to the international division
of labor linking the world’s economies more closely together. CR1
R. Students will be able to identify the percentage of urban dwellers to total population in urban regions throughout
the world. CR3
S. Students will understand the basic divisions with the religions of Christianity, Judaism, and Islam.
S. Students will analyze the new international division of labor and explain how it favors some areas of the world
over others. CR2
S. Students will learn why world urbanization is accelerating. CR1
T. Students will understand how religion can create cultural fault lines on the landscape and thus create conflict
between groups. C2, C3
T. Students will understand how the economic geography of the world is dominated by political states that give way
to dominating world cities and multinational corporations; explaining the significant role of each. CR1
T. Students will be able to identify the largest urban agglomerations existing in MDCs (more developed countries)
and LDCs (less developed countries). CR3
U. Students will be able to identify how communication developments such as the Internet and other technologies
are accelerating the changing relationships among world’s economies. CR1
U. Students will understand the concept of megalopolises coalescence and megacities and be able to identify world
examples. CR1
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Division:
Social Studies
Course Number:
SOC611
Course Title:
AP Human Geography
DB.
DC.
DD.
V. Student will be able to explain how South American, Southeast Asian, and Sub-Saharan African cities reflect
their colonial beginnings. CR3, CR4
W. Students will be able to identify and explain ethnic diversity in cities around the world. CR2
X. Students will be able to explain how in multicultural societies, urban-ethnic city patterns tend to reflect power
relationships in the country as a whole. CR3
College Readiness target
objective
DE.
1.
Students will understand the overall approach taken by an author or narrator (e.g., point of view).
DF.
2.
Students will locate important details in textbook and articles.
DG.
3.
Students will understand implied or subtly stated cause-effect relationships.
DH.
4.
Students will identify clear cause-effect relationships in more challenging passages.
DI.
5.
Students will draw generalizations and conclusions about people, ideas, etc.
DJ.
6.
Students will locate important details in maps, graphs and charts from various scales.
DK.
7.
Students will develop ideas by using some specific reasons, details and examples.
DL.
8.
Students will show adequate use of language to communicate content vocabulary.
DM.
9. Students will maintain a clear focus on discussion of the specific topic and issue in the prompt throughout the
essay.
Social Emotional learning Targets
objective
DN.
1.
Students will be asked to identify their strengths and weaknesses.
DO.
10. Students will demonstrate active listening strategies.
DP.
11. Students will be encouraging, kind, and polite toward others.
DQ.
2.
Students will be asked to treat others with respect.
DR.
3.
Students will understand what it means to be respectful and follow classroom rules.
DS.
4.
Students will practice active listening and think before responding.
DT.
5.
Students will practice listening without interrupting.
DU.
6.
Students will follow the rules of the school.
DV.
7.
Students will work cooperatively with others.
DW.
8.
Students will adapt their behavior depending on the situation.
DX.
9.
Students will build relationships characterized by mutual respect.
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