Download Advanced Placement Human Geography

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:
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Quizzes/Tests
Homework
Projects
Debates
Participation (Effort and Attitude)
Final Exam
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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.
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 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
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this site on occasion throughout the semester.
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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
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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
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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
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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,
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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.
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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
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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
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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
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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
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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.
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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.
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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.
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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.
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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
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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.
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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?
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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?
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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.
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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)
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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.
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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
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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
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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
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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
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d) official state Protestant church
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