Course Syllabus
Faculty
| Block | Teacher |
|---|---|
| B | Mr. R. Chapman |
| C | Ms. C. Wenner |
Contacting Me
As the teacher for this course, I can be contacted in the following ways:
- Name: Mr Chapman
- Office: No office hours. All questions should directed to the APHG Google Chatroom.
- Email: rchapman@stgeorges.bc.ca
I am available for contact during school hours.
Course Description
The purpose of the Advanced Placement 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 the earth's surface. Spatial concepts and landscape analysis are employed to analyze human social organization and its environmental consequences. The methods and tools geographers use in their science and practice are also studied. We will explore this via the following 7 units:
- Thinking Geographically
- Population and Migration Patterns and Processes
- Cultural Patterns and Processes
- Political Patterns and Processes
- Agricultural and Rural Land-Use Patterns and Processes
- Cities and Urban Land-Use Patterns and Processes
- Industrial and Economic Development Patterns and Processes
Course Expectations
St. George’s School expects all students at the Senior School to be interested and motivated in achieving their personal best while at the School. We expect students will be engaged in their endeavours, responsible to their studies, classmates and teachers, and demonstrate integrity in their pursuit of learning
Submitting work
Students in this course are expected to complete work assignments on the date assigned and to submit their work on Canvas.
If circumstances prevent the student from completing a work assignment on the assigned due date, the student must inform the teacher prior to the due date for the work assignment. The teacher will provide a second due date through 5th block system.
Instructional Aims
On successful completion of the course, students should be able to:
- use and think about maps and spatial data sets, including master basic GIS skills
- understand and interpret the implications of associations among phenomena in places
- recognize and interpret at different scales the relationships among patterns and processes
- define regions and evaluate the regionalization process
- characterize and analyze changing interconnections among places
- conduct an independent research inquiry making connections with members of the public
Learning Outcomes
Based on the College Board Advanced Placement curriculum, students will learn and be evaluated on the following knowledge and skills:
| Abbreviation | Title | Briefly Explained | Weighting |
| S1 | Skill 1: Concepts & Processes |
Analyze geographic theories, approaches, concepts, processes, or models in theoretical and applied contexts. |
10% |
| S2 | Skill 2: Spatial Relationships |
Analyze geographic patterns, networks, relationships, and outcomes in applied contexts. |
10% |
| S3 | Skill 3: Data Analysis |
Analyze and interpret quantitative geographic dat represented in maps, tables, charts, graphs, satellite images, and infographics. |
10% |
| S4 | Skill 4: Source Analysis |
Analyze and interpret qualitative geographic information represented in maps, images (e.g., satellite, photographs, cartoons), and landscapes. |
10% |
| S5 | Skill 5: Scale Analysis |
Analyze geographic theories, approaches, concepts, processes, and models across geographic scales to explain spatial relationships. |
10% |
| C1 | Content 1: Thinking Geographically |
Understand why geographers study relationships and patterns among and between places, how geographers use maps to help them discover patterns and relationships in the world, and how geographers use a spatial perspective to analyze complex issues and relationships. |
5% |
| C2 | Content 2: Population and Migration Patterns and Processes |
Understand how where and how people live impact global cultural, political, and economic patterns, how the interplay of environmental, economic, cultural, and political factors influence changes in population, and how changes in population affect a place's economy, culture, and politics. |
8% |
| C3 | Content 3: Cultural Patterns and Processes |
Understand how where people live and what resources they have access to impact their cultural practices, how the interaction of people contribute to the spread of cultural practices, and how and why cultural ideas, practices, and innovations change or disappear over time. |
8% |
| C4 | Content 4: Political Patterns and Processes |
Understand how historical and current events influence political structures around the world, how balances of power reflected in political boundaries and government power structures, and how can political, economic, cultural, or technological changes challenge state sovereignty. |
8% |
| C5 | Content 5: Agricultural and Rural Land Use Patterns and Processes |
Understand how a people’s culture and the resources available to them influence how they grow food, how what people produce and consume vary in different locations, and what kind of cultural changes and technological advances have impacted the way people grow and consume food. |
5% |
| C6 | Content 6: Cities and Urban Land Use Patterns and Processes |
Understand how physical geography and resources impact the presence and growth of cities, how the attitudes, values, and balance of power of a population reflected in the built landscape, and how urban areas affected by unique economic, political, cultural, and environmental challenges. |
8% |
| C7 | Content 7: Industrial and Economic Development |
Understand why economic and social development happen at different times and rates in different places, how might environmental problems stemming from industrialization be remedied through sustainable development strategies, and why industrialization helped improve standards of living while also contributing to geographically uneven development. |
8% |
Assessment and Evaluation
Demonstration of content knowledge for each unit will be assessed in multiple ways using some or all of the following tools: quizzes, labs, and discussions. Redoing of any assessment will not be permitted.
The AP examination is Tuesday May 4th, 2021. Choosing to write it is OPTIONAL. Traditionally the AP Examination includes both a 60-minute 60 multiple-choice question section and a 75-minute 3 free-response question section. The multiple-choice section accounts for half of the student's examination grade and the free-response section for the other half.
It is the intention to complete the teaching and learning of exam based topics by the middle of April, allowing ample time for exam preparation. After the exam class time will be used for a meaningful end of year project in which students will actively apply geographic skills garnered throughout the year.
Unit length depends on topic, but usually takes 1-2 weeks. During this time, students will be expected to participate in the following assessed activities:
- Chapter Readings and Quizzes: There will be regular set mandatory readings of the course text. Key vocabulary and geographic theories and concepts should be paid particular attention. Quizzes on the chapters set for homework will be in the following classes. Quizzes take place at the beginning of class, and late arrivals to class will not be given extra time.
- Harkness Discussion classes: In addition to the textbook, a variety of mandatory readings from external sources are set to prepare for regular Harkness discussions. Subsequent associated reflective paragraphs will be assigned.
- Labs: Labs are designed to apply the knowledge gained there the aforementioned activities in meaningful ways. These will often be designed to take 1 class period, with submission expected before the end of class, although some labs will be multi-part assignments involving some aspect of home learning.
- In-class Essay and Test Days: In-class essays or tests to be completed during class time will also be used. Some will be open book while others will not.
We anticipate adjustments may be made throughout the year due to the extenuating circumstances we are facing. Any adjustments will be posted here and discussed as a class.
Both the school’s assessment expectations and supports that teachers provide can be found online. Academic dishonesty to any degree is not acceptable.
There are a variety of academic supports available at St. George’s for students. Students are encouraged to take advantage of the range of supports available to them which include:
- Faculty support
- 5th Block
- Head of Grade
- Student Success Centre
- Personal Counselling
First Peoples Principles
We would like to acknowledge that the land on which we gather is the unceded territory of the Coast Salish Peoples, including the territories of the xʷməθkwəy̓əm (Musqueam), Skwxwú7mesh (Squamish), and Səl̓ílwətaʔ/Selilwitulh (Tsleil-Waututh) Nations. We are honoured to live, work, and play on this land together.
As part of contribution to reconciliation, this course makes First Peoples Principles of Learning visible in class by:
- supporting the well-being of the self, the family, the community, the land, the spirits, and the ancestors
- being holistic, reflexive, reflective, experiential, and relational (focused on connectedness, on reciprocal relationships, and a sense of place)
- recognizing the consequences of one’s actions
- involving generational roles and responsibilities
- recognizing the role of Indigenous knowledge
- embedding memory, history, and story
- involving patience and time
- exploring one’s identity
- recognizing that some knowledge is sacred and only shared with permission and/or in certain situations
Literacy/Numeracy
Students improve their comprehension of course content through an extensive amount of text inquiry and map analysis throughout the year. Certain texts and maps provide necessary geographical context while other texts and maps require students to critically analyze and evaluate arguments and claims made while identifying patterns, processes, strengths, weaknesses, and beyond to draw conclusions. Students will be regularly expected to demonstrate their learning through both oral and written communication. Through these processes, students will receive feedback on comprehension, analysis, and communication in order to hone their literacy skills as the year progresses.
Learning Resources
The textbook that will be used as part of this course include:
-
Fouberg, Erin H., Catherine Nash, Alexander B. Murphy, and H. J. de Blij. (2015). Human Geography: People, Place, and Culture (2nd Canadian Edition). John Wiley & Sons Canada, Ltd.: Toronto.
Extension Resources
Helpful resources that students can use to extend their learning in this course include:
- to be updated
Canvas Information
Canvas is where course content, grades, and communication will reside for this course.
- canvas.stgeorges.bc.ca
- For Canvas, passwords, or any other technical support contact the SGS Service Desk.
- 604 221-3654
- Sr Room 121
- SGSServiceDesk@stgeorges.bc.ca
St. George's School Student Code of Conduct
St. George’s School shares a proud tradition as a learning community committed to both academic excellence and character development. We strive for growth within our personal lives while maintaining respect for and contributions to the broader community.
The purpose of the Student Code of Conduct is to ensure that
- A safe, caring, and productive teaching and learning environment exists.
- We maintain appropriate balances among individual and collective interests and responsibilities.
- There is clarity around standards and expected student behaviour at school, in the community, and online through social media.
- We encourage and practice environmental stewardship.
The core values which provide the foundation for the Student Code of Conduct are:
- Empathy
- Humility
- Integrity
- Respect
- Responsibility
- Resilience
Conduct Expectations
- I commit myself to strive for honourable behaviour in my daily life, according to the standards as set forth by the School. I will try to be faithful to my parents, my School, my friends, and myself.
- I will avoid bringing any ill-repute to the School at any time, including evenings, weekends, or over any school break or holiday.
- I will comply with all school policies as they relate to upholding the standard of excellence of St. George’s School at all times.
- I understand, accept, and will respect all of my school-related commitments and responsibilities.
- I will arrive to school on time and attend all classes, assemblies, practices, rehearsals, and field trips as outlined by my teachers.
- I will obtain necessary permission to leave class or school.
- I will take pride in my personal appearance.
- I will be dressed appropriately at all times for all events as outlined by the School.
- I will abide by the grooming rules as outlined in the Standards of Dress and Appearance section and always observe the accepted standards of personal hygiene.
- I will behave in a way that always brings credit to the School, with integrity, empathy, respect, and humility.
- I recognize that the taking of tests and exams requires an exemplary standard of honesty and will not misrepresent myself by cheating, copying, or plagiarizing.
- I recognize that integrity is a clear expectation and that borrowing of possessions of others without their consent is stealing.
- I will care for all property, whether it is public or a peer’s personal possessions.
- I will avoid disruptive behaviour at all times, and will strive to treat all others with great respect.
- I will adhere to the School’s policies regarding the appropriate use of technology, including online communication, electronic devices, and the internet.
- I will avoid any possession, use, or distribution of alcohol, cigarettes, e-cigarettes, cannabis and illicit drugs or related paraphernalia, weapons, replica weapons, or any other dangerous or illegal items or substances.
- I will demonstrate responsible use and protection of the natural environment through conservation and sustainable practices.
Academic Integrity
Academic Integrity means honesty and responsibility in scholarship. It is the commitment and obligation of all students, faculty, parents/guardians, and administration to ensure that all academic work stems from the student’s own efforts. Academic Dishonesty erodes the ethical climate of honesty, respect, responsibility, fairness, and trust in our school community. At St. George's School, Academic Dishonesty to any degree is not acceptable. In addition to any other consequence, students found to have engaged in Academic Dishonesty shall not receive a mark for work that is the result of Academic Dishonesty.
Academic Dishonesty includes any conduct with the intent to gain an unfair advantage in connection with an academic assessment. Academic Dishonesty can occur in many ways. Common forms of Academic Dishonesty include, but are not limited to, cheating, falsification, plagiarism, and tampering.
-
Cheating occurs when an individual undermines the integrity of an assessment (including homework and other assignments, reports, projects, quizzes, tests, exams, or other forms of performance evaluations). Examples of cheating include:
- Copying any part of an assessment;
- Allowing others to copy any part of an assessment;
- Improperly giving or receiving assessment information;
- Using unauthorized resources for or during an assessment;
- Submission of the same assessment more than once; and/or
- Skipping classes to avoid an assessment.
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Falsification: occurs when an individual has changed information in order to make one believe something that is not true. Examples of falsification include:
- Falsifying research findings, whether in laboratory experiments, field trip exercises, or other assignments;
- Alteration or falsification of academic reports or other academic records for any purpose;
- Submission of false credentials;
- Making false representation on an application for admission; and/or
- Requesting the extension of a deadline or delaying the taking or sitting of an assessment citing reasons known to be false, including submitting false documentation supporting that request.
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Plagiarism: occurs when an individual submits or presents the work and/or idea of another person as his or her own, in essence lying. This includes the copying of images, sound, video, and other forms of intellectual property. Examples of plagiarism include:
- Lack of recognition given to the original author for phrases, sentences, and ideas of the author incorporated in a paper or project; and/or
- A portion of a document is copied from an author, or composed by another person, and presented as original work of the student.
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Tampering occurs when individual has interfered with information for the purpose of academic gain. Examples of tampering include:
- Unauthorized access to, use of, or alteration of computer data and information;
- Gaining academic advantage by using technology that inhibits the use of the resources by others;
- Damage to or destruction of library or laboratory resources; and/or
- Willful or negligent damage to the academic work of a fellow student and/or teacher.
Academic Supports
There are a variety of academic supports available at St. George’s for students. Students are encouraged to take advantage of the range of supports available to them which include:
- Faculty support
- 5th Block
- Head of Grade
- Student Success Centre
- Personal Counselling
Bullying
St. George’s School does not tolerate bullying. Students are prohibited from bullying.
Bullying is conduct that is unwelcome to others, including other students and faculty members. This includes conduct which a reasonable person knows, or ought reasonably to know, is unwelcome to the recipient. Unwanted physical contact, verbal abuse and threats, unwelcome remarks including jokes, innuendo, or taunting (in verbal, written or digital form) about a person’s body, race, gender, attire, (perceived) sexual orientation, or religion are all forms of bullying. Other examples of bullying may include but are not limited to:
- Physical violence such as hitting, pushing or spitting at another student;
- Interfering with another student’s property, such as by stealing, hiding, or damaging it;
- Using offensive names when addressing another student;
- Teasing or spreading rumours about another student or their family;
- Belittling another student’s abilities and achievements;
- Writing offensive notes or graffiti about another student;
- Unreasonably excluding another student from a group activity;
- Ridiculing another student’s appearance, way of speaking or mannerisms; and/or
- Misusing technology (internet or mobiles) to hurt, intimidate, embarrass, or humiliate another person.
Anyone who is the target of bullies is encouraged to report the bullying and not to suffer in silence. Speaking out and reporting bullying ensures the School can appropriately address the bullying and may help prevent other students from future bullying.
Students are required to:
- Refrain from engaging in any kind of bullying;
- Intervene to help support any student who is being bullied, unless it is unsafe to do so; and
- Report to a member of faculty, staff, or administration any witnessed or suspected instances of bullying.
Course Summary:
| Date | Details | Due |
|---|---|---|