Faculty

Ryan Chapman & Carly Wenner

 

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:

1. Thinking Geographically
2. Population and Migration Patterns and Processes
3. Cultural Patterns and Processes
4. Political Patterns and Processes
5. Agricultural and Rural Land-Use Patterns and Processes
6. Cities and Urban Land-Use Patterns and Processes
7. Industrial and Economic Development Patterns and Processes

 

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
• recognise and interpret at different scales the relationships among patterns and processes
• define regions and evaluate the regionalisation process
• characterise and analyse 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 content knowledge and skills:

1. Concepts & Processes describing, explaining, comparing, and relevantly connecting geographic concepts, processes, models, and theories explaining the strengths, weaknesses, and limitations of different geographic models and theories in a specified context  Analyze geographic theories, approaches, concepts, processes, or models in theoretical and applied contexts.  Includes:	10%
2. Spatial Relationships describing spatial patterns, networks, and relationships explaining spatial relationships in a specified context or region of the world, using geographic concepts, processes, models, or theories explaining a likely outcome in a geographic scenario using geographic concepts, processes, models, or theories explain the significance of geographic similarities and differences among different locations and/or at different times explaining the degree to which a geographic concept, process, model, or theory effectively explains geographic effects in different contexts and regions of the world Analyze geographic patterns, relationships, and outcomes in applied contexts.  Includes:	10%
3. Data Analysis identifying the different types of data and information presented in visual sources, maps, and geospatial data describing spatial patterns presented in visual sources, maps, and geospatial data explaining and comparing patterns and trends in visual sources, maps, and geospatial data to draw conclusions comparing patterns and trends in sources to draw conclusions explaining what and how maps, images, landscapes, and data imply, illustrate, or relate to geographic principles, processes, and outcomes explaining possible limitations of visual sources, maps, and geospatial data Analyze and interpret quantitative and qualitative geographic data and information represented in maps, tables, charts, graphs, satellite images, infographics, etc.  Includes:	10%
4. Source Analysis	10%
5. Scale Analysis identifying the scales of analysis presented by maps, quantitative and geospatial data, images, and landscapes explaining spatial relationships across various geographic scales using geographic concepts, processes, models, or theories comparing geographic characteristics and processes at various scales explaining the degree to which a geographic concept, process, model, or theory effectively explains geographic effects across various geographic scales Analyze geographic theories, approaches, concepts, processes, and models across geographic scales to explain spatial relationships.  Includes:	10%
6. Thinking Geographically geography as a field of inquiry major geographical concepts underlying the geographical perspective: location, space, place, scale, pattern, nature and society, regionalization, globalization, and gender issues sources of geographical information and ideas: the field, census data, online data, aerial photography, and satellite imagery identification of major world regions The tools and methods geographers use in their study of places.  Includes:	5%
6. Population and Migration geographical analysis of population population growth and decline over time and space Causes and consequences of migration are influenced by cultural, demographic, economic, environmental, and political factors The patterns associated with human populations.  Includes:	8%
8. Cultural Patterns and Processes  concepts of culture cultural differences and regional patterns cultural landscapes and cultural identity The how and why language, religion, and other cultural practices spread over space and time.  Includes:	8%
9. Political Patterns and Processes territorial dimensions of politics evolution of the contemporary political pattern challenges to inherited political-territorial arrangements Building on population and cultural patterns considering the political organization of the world.  Includes:	8%
10. Agricultural and Rural Land-Use Patterns and Processes development and diffusion of agriculture major agricultural production regions rural land use and settlement patterns issues in contemporary commercial agriculture Where humans first developed agriculture and how farming practices spread throughout the world.  Includes:	5%
11. Cities and Urban Land-Use Patterns and Processes development and characters of cities models of urban hierarchies: reasons for the distribution and size of cities models of internal city structure and urban development: strengths and limitations of models built environment and social space contemporary urban issues The origins and influence of urbanization, examining cities across the world and the role of cities in globalization.  Includes:	8%
12. Industrialization and Economic Development Patterns and Processes growth and diffusion of industrialization social and economic measures of development contemporary patterns and impacts of industrialization and development The origins and influence of industrialization, along with the role industrialization plays in economic development.  Includes:	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.  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 homelearning.
• 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.  

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 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

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.

Resources 

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. 

 

This course syllabus, all current unit, and major assessments for the current term, and a plethora of helpful learning resources can be found on the AP Human Geography Canvas page. 

Course Expectations

• Being on time and attend all classes during the academic year is highly expected.  If a class will be missed for whatever reason, the instructor must be contacted prior to the class.  The syllabus and the AP Human Geography Canvas page should help catch-up on any missed work but be certain to check with peers upon return to see what was discussed in class.  
• Anyone absent for a quiz or test will write it the first class upon return.  There will be no exceptions to this rule.
• Being absent for Harkness discussions will be very challenging.  It is thus necessary to be up to date with the discussion readings and follow up on what was missed. 
• Take the time to be familiar with the school’s academic integrity policy.

Contacting Us

• Have a question or want to book an appointment?  Email using your school account to:
• Mr. Chapman at rchapman@stgeorges.bc.ca
• Ms. Wenner at cwenner@stgeorges.bc.ca
• Mr. Chapman and Ms. Wenner share Office 107 in the Social Commons