AP HUMAN GEOGRAPHY. 1 st Six Week s Course Packet. Glenda Dawson High School McKendree

Transcription

1 AP HUMAN GEOGRAPHY 1 st Six Week s Course Packet Glenda Dawson High School McKendree

2 APHUG - First Six Weeks Date Day Topic / Content For Class Assessment Homework Aug. 22 Aug. 23 Aug. 24 Aug. 25 Aug. 26 Monday Tuesday Wednesday Thursday Friday Syllabus and Introduction to APHUG Syllabus Read: Ch. 1 Complete Vocabulary Where Things Are Chapter 1 Activity Due: 9/6 Unique Points on the Earth Geographic Tools/Gravity Model Latitude/Longitude Check Vocab Ch. 1 Check Geographers Lat/Long Geographers to Know Aug. 29 Aug. 30 Aug. 31 Sept. 1 Monday Tuesday Wednesday Thursday GPS/GIS(OUTSIDE) GPS/GIS Thinking Geographically Page Unit 1 Review PC LAB Sept. 2 Friday Unit 1 TEST Unit 1 TEST TEST Read: Ch. 2 Complete Ch. 2 Vocab Sept. 5 Monday LABOR DAY No School Sept. 6 Tuesday Population Vocabulary/Math Chapter 1 Activity Sept. 7 Wednesday Population Transition Models Check Vocab Ch. 2 Sept. 8 Thursday Population Vocabulary Quiz QUIZ Sept. 9 Friday PRB Information PC LAB Sept. 12 Monday PRB Information PC LAB Sept. 13 Tuesday Population Population Pyramids Sept. 14 Wednesday Population Create/Interpret a Population Pyramid Sept. 15 Thursday Population Overpopulation and Malthus Sept. 16 Friday Migration Reasons and Push/Pull Population Activity Complete Population activity Due: 9/14 Read: Ch. 3 Ch. 3 Vocabulary Due: 9/19 Sept. 19 Monday Migration Global patterns and impact on US Check Ch. 3 Vocab Sept. 20 Tuesday Unit 2 Review Review Sept. 21 Wednesday Unit 2 Test Unit 2 Test TEST Sept. 22 Thursday APHUG WRITING WRITING IN APHUG Sept. 23 Friday Flexibility Day Read: Chapter 4-7 Culture vocabulary part 1 Due: 9/27 BOLD= Test Grade Regular= Daily Grade

3 Unit Three Culture Part 1 Culture Part 2 BRP fundamentalism apartheid nouvelle cuisine creole Christianity balkanizatiofusion cuisine cultural heahinduism balkanized social interaction culture Buddhism continental cuisine custom animism ethnic clea personal space dialect ghetto ethnicity ebonics monotheism folklore Folk culturebranch haute cuisine fraglais polytheism multi-ethnic state ideograms heriarchical religion multinational state language sect nationalism language frjudaism nationality pidgin lang universalizing religion nation-state popular cul caste race Taboo ethnic religion self-determination vulgar latin islam's five pillars

4 Chapter 1 Activity HW. You may number this, but write your answers in complete sentences. You may not use any examples used or discussed in class. Activity 1: 1. Create a map of Pearland(West of Harkey Rd.) by hand that includes your home, your school and 5 places that you frequent. Be sure to include both a fractional scale and a graphic scale. Also include toponyms (at least 3) for your neighborhood and any other areas mentioned. Activity 2 : 1. Describe at least 4 site features of your home. 2. Give the longitude and latitude of your home (several online resources will do this by address such as 3. Include situation information relative to Glenda Dawson HS. 4. State what time it is in the following cities when you go to bed: London, Moscow, Singapore, Honolulu, Fairbanks, and Beijing. 5. Name three characteristics that could be used to designate Pearland as a formal region. 6. Considering the school as a node, state its functional region. 7. State 5 vernacular regions in or around Texas 8. State three ways that culture has been affected by environmental determinism, and ways in which possibilism has won the day.

5 LATITUDE AND LONGITUDE LAB Refer to grid lines on a globe: 1. The lines running north-south represent degrees of which is measured from the in a and direction. These lines are known also as. 2. The lines running east-west represent degrees of which is measured from the in an and direction. These lines are known also as. 3. The geographic grid used on the globe is based on the division of a circle in degrees. Each degree is divided into equal parts called minutes, and each minute into equal parts called. 4. Latitude is numbered from degrees at the equator to degrees at either pole. SOURCE:

6 5. Longitude is numbered from degrees at the prime meridian to degrees at the international date line. 6. A degree of latitude is approximately miles at the equator and miles at the poles. A degree of longitude is approximately miles at the equator and miles at the poles. USE THE FIGURE BELOW TO ANSWER QUESTIONS What are the coordinates of point A? 8. Locate the same coordinates on a globe. In what country is point A located? 9. What are the coordinates of point B? 10. Locate the same coordinates on the globe. In what country is point B located? SOURCE:

7 11. Locate a point at 10 South Latitude and 45 West Longitude. Mark it CB. 12. Locate a point at 20 North Latitude and 75 East Longitude. Mark it D. 13. By examining the coordinates only, determine the APPROXIMATE distance between: a. New Orleans and St. Louis b. Philadelphia and Denver c. Wilmington, N.C. and Los Angeles d. Madrid, Spain and Edinburgh, Scotland 14. Write the following in their correct form: 60 degrees, 29 minutes, 5 seconds, North Latitude 10 degrees, 20 minutes, 50 seconds, South Latitude 125 degrees, 45 minutes, 3 seconds, West Longitude 15. Correct the errors in the following: 89 47' 65" S ' 37" E 65 77' 42" W 40 50" 21' S 16. What is the latitude and longitude of Chicago Ill.? 17. What large city has a similar latitude to that of Chicago (Europe)? 18. What is this cities Latitude and longitude? 19. What large city in Asia has a similar latitude to that of Chicago? 20. What is this city's Latitude and Longitude? SOURCE:

8 21. The term "antipodes" refers to two places on opposite sides of the earth so that a straight line drawn through the earth from one to the other passes through the center of the earth. To be exact antipodes, two places must be 180 of longitude away from each other, antipode must be as many degrees north latitude as the other is south latitude. What are the coordinates of the antipode of Chicago? What is the nearest large land mass? What is the nearest large city? 22. Below are some geographic grid coordinates for selected cities of the world. Examine an atlas and identify each city ' N, ' W 34 20' S, 58 30' W 52 21' N, 4 52' E 61 12'N, ' W 23. A number of cities are listed below. Using an atlas, give latitude and longitude of each in degrees and minutes. Milwaukee, Wisconsin Quito, Ecuador Calcutta, India London England Capetown, South Africa Moscow, Russia Miami, Florida SOURCE:

9 Fertility Rate Infant mortality Rate Name Section One Using the online World Population Data Sheet, chart the demographic values on each of the graphs for all of the countries listed below. (download the pdf file). Then go to Section Two and answer the interpretation questions. Write your answers on a separate sheet and staple to the back of these two pages. Graph 1 $ Graph 2 GNI PPP. India China Pakistan Indonesia Bangladesh Nepal Malaysia Saudi Arabia Iran Egypt Hungary Poland Romania Brazil Argentina Mexico Spain New Zealand Italy $ GNI PPP.

10 Total Life Expectancy Percent Urban Graph 3 $ Graph 4 GNI PPP. India China Pakistan Indonesia Bangladesh Nepal Malaysia Saudi Arabia Iran Egypt Hungary Poland Romania Brazil Argentina Mexico Spain New Zealand Italy $ GNI PPP.

11 Section 2 Write your answers on a separate sheet and staple to the back of the assignment. To answer these questions use the notes on the data sheet document and use the Browse by Topic section or search on the website, to find information on the demographic indicators and the countries. Also, use your textbook and online resources to find additional information about the countries. Write your answers in terms of causes and effects of social, cultural and economic situations and how they affect demographic indicators. For each trend line you must determine and state in your written answer whether the trend is positive, negative or random. Use examples and be descriptive. Questions: 1) Mark each country on Graph 1with a dot and label it with the country s name (or an abbreviation). Draw a curve (curved line) showing the average value as a trend line through the dots. Describe the trend--the apparent relationship across the country data between fertility rates and GNI PPP for this set of countries. Give two possible explanations for this relationship. What is the one main outlier in the data the country that doesn t fit the trend. How might the social and cultural roles of women and energy resources explanation for this outlier? 2) Mark each country on Graph 2 with a dot and label it with the country s name (or an abbreviation). Draw a curve (curved line) showing the average value as a trend line through the dots. Describe the trend--the apparent relationship across the country data between infant mortality rates and GNI PPP for this set of countries. Give two possible explanations for this relationship. Is the outlier from Graph 1 also an outlier in Graph 2? What could explain the difference in position for this country between graphs 1 and 2? 3) Mark each country on Graph 3 with a dot and label it with the country s name (or an abbreviation). Draw a curve (curved line) showing the average value as a trend line through the dots. Describe the trend--the apparent relationship across the country data between percent urban population and GNI PPP for this set of countries. Give two possible explanations for this relationship. Describe the outlying positions of Poland and Hungary on the graph. How might the political and economic histories of the countries explain why they do not fit the trend? 4) Mark each country on Graph 4 with a dot and label it with the country s name (or an abbreviation), Draw a curve (curved line) showing the average value as a trend line through the dots. Describe the trend--the apparent relationship across the country data between total life expectancy and GNI PPP for this set of countries. Give two possible explanations for this relationship. How might poverty and physical geography help explain why Nepal and Bangladesh are both clustered at the bottom of the trend lines in both Graphs 3 and 4?