Fall 2020 AP Human Geography
Welcome to AP Human Geography fall 2020-
Week 33- Presentation Week-
Day 152- Presentation Day- What will we learn today? 5-20-21
Today in first hour- South Korea, Canada, Turkey, Japan, and Nepal
Today in fifth hour- Netherlands, Vatican City and Brazil
Today in fifth hour- Netherlands, Vatican City and Brazil
Day 151- Work Day Wednesday- Presentations and Middle East Conflict
Today- A look at the Israel and Palestine conflict- A day to catch up on late work- and possible presentation day!
Day 150- Presentation Day 1- What will we learn from our classmates?
and why does Mr. Platt like Peru so much? 5-17-21
Today is presentation day!
I will start by sharing a quick powerpoint on Peru!
I will start by sharing a quick powerpoint on Peru!
Day 149- What is Mohengo Daro? and When will I make my presentation?
Today we are going to learn about Indus Valley Civilization and the ruins of Monhenjo Daro. Little is known about these people but there is a lot we can see about how they may of lived.
What were they good at - moving water and sanitation-
The children may have played with toys in the bathtub.
They may have developed water proofing and we know water movement seemed very important to them
They seemed to have standardized building materials and weights (bricks and weights)
They used walls for protection from floods more than for defense for the people it seems
We can not understand their writing system as of yet
What were they good at - moving water and sanitation-
The children may have played with toys in the bathtub.
They may have developed water proofing and we know water movement seemed very important to them
They seemed to have standardized building materials and weights (bricks and weights)
They used walls for protection from floods more than for defense for the people it seems
We can not understand their writing system as of yet
Week 32- Final Project Work Week
Day 148- How much can you get done on your country project?
Today we are going to continue to work on our country projects- Here are the directions again-
Country Slideshow Project Directions-
You need to show the following items about your country/ each item should include either an image / picture / drawing or some other type of visual information
1. You need to show at least five fantastic places from your country (natural- mountains, rivers, lakes, trees / plants, volcanoes etc..)
2. Your need to show and give information about at least three outstanding examples of architecture from your country and the stories of interest behind them or about them (Empire State Building, Taj Mahal)
3. You need to share at least three fantastic beliefs from your country (folklore stories- ghosts, supernatural events and creatures)
4. You need to share the major sources of income/business of your country.
5. You need to include at least 5 types of wildlife that can be found in your country (animals/birds)
6. You need to include at least five people from that country (at least two of them need to be women). Example Steve Irwin the crocodile hunter from Australia
7. You need to include at least two significant historical events for this country.
8. You need to include the countries flag / national anthem / and seal (if they have one)
9. Include at least two famous works of art from your country
10. You need to include at least five activities people in this country participate in ( hobbies such as sports, games, traditional crafts and trades)
11. Include common or famous transportation systems used in the country
12. Include at least three examples of current and past popular culture of the country- (music, clothing, video games, television movies etc…)
Country Slideshow Project Directions-
You need to show the following items about your country/ each item should include either an image / picture / drawing or some other type of visual information
1. You need to show at least five fantastic places from your country (natural- mountains, rivers, lakes, trees / plants, volcanoes etc..)
2. Your need to show and give information about at least three outstanding examples of architecture from your country and the stories of interest behind them or about them (Empire State Building, Taj Mahal)
3. You need to share at least three fantastic beliefs from your country (folklore stories- ghosts, supernatural events and creatures)
4. You need to share the major sources of income/business of your country.
5. You need to include at least 5 types of wildlife that can be found in your country (animals/birds)
6. You need to include at least five people from that country (at least two of them need to be women). Example Steve Irwin the crocodile hunter from Australia
7. You need to include at least two significant historical events for this country.
8. You need to include the countries flag / national anthem / and seal (if they have one)
9. Include at least two famous works of art from your country
10. You need to include at least five activities people in this country participate in ( hobbies such as sports, games, traditional crafts and trades)
11. Include common or famous transportation systems used in the country
12. Include at least three examples of current and past popular culture of the country- (music, clothing, video games, television movies etc…)
Day 147- What would the other half of the countries in the world look like through the eyes of a Wendover produced video? (WORK ON YOUR COUNTRY PROJECT)
Today- We will take a look at the countries of the world part 2. Then we will work on our country projects! Friday will be our last full work day on the projects- We will talk about presentation order on Monday!
Day 146- What would a video look like about half the countries in the world?
Today- We will take a look at the countries of the world part 2. Then we will work on our country projects! Friday will be our last full work day on the projects- We will talk about presentation order on Monday!
Day 145- What makes the Galapagos Islands so special? 5-11-21
Today- We are going to take a quick look at the Galapagos Islands prior to jumping into our project work day- I hope that you enjoy-
I hope to visit the Galapagos in 2022- Let me know before the end of the year if you are interested In more information later.
NOW WE WILL WORK ON OUR COUNTRY PROJECTS!
I hope to visit the Galapagos in 2022- Let me know before the end of the year if you are interested In more information later.
NOW WE WILL WORK ON OUR COUNTRY PROJECTS!
Day 144- What do you know about the Taj Mahal? 5-10-21
Today-we are going to learn a little about the history of the Taj Mahal and then we will have a full work day for you to work on your "Country Projects"- See day 142 for details for details about your country project requirements-
Week 31- The end is near!
Day 143- What are some of the geographic challenges faced by Russia? and ..... What will you do with your pick? 5-7-21
Today is our draft day for our country project but first a quick look at Russia's Geographic problem for our Geographic topic of the day-
Draft Rules-
Yesterday we drew numbers to pick countries for our country project. We will go in the order of 1-25 to select countries-
1. When your pick comes up you will announce if you are going to partner with another student in class
2. You will have thirty seconds to make a pick. If you do not make a pick in the thirty seconds then your pick will go to the bottom of the list.
3. After the draft you can still trade your pick (country) with another person or group-
4. The trade deadline is by Monday at the beginning of your class time.
5. If you do not pick today then Mr. Platt will assign you a country.
6. This project is worth 100 points. (details are on the webpage day 142 and where emailed out to you yesterday)
7. You will have all of next week to work on your project
First Hour Draft Order- Fifth Hour-
1. Hazel - China 1. Izzy- Ethiopia
2. Marcus and Danny - Madagascar 2. Adorian- Thailand
3. Khulould Aldaman - France 3. Destiny- Brazil
4. Annika- Kazakhstan 4. Fatimah- Switzerland
5. Jooseok Oh - South Korea 5. Jacki- England
6. Maebelle Hamlin - Phillipines 6. Harrison- England
7. Evan- Ireland 7. Ruby- Holland/Netherlands
8. Chason - Italy 8. Winton- Vatican City and Italy
9. Finn - Canada 9. Alaa- Japan
10. Alissa - Italy 10. Miranda- Canada
11. Jack Tell - Nepal 11. Monte- Armenia
12. Isaac - Brazil 12. Rose- Australia
13. George - Spain 13. Simeon- Vatican City and Italy
14. Lizett- Japan
15. Oliver- Egypt
16. Rai Onna- Ecuador (or pick your own)
17. Sama- Kazakhstan
18. Karmen- Denmark
19. Koen and Dylan- Norway
20. Dylan and Keon- Norway
21. Brendan- Monaco
22. Ridley- Turkey
23. Emmy- Turkey
24. Marcus and Danny- Madagascar
25. Brian Lewis- Australia
Yesterday we drew numbers to pick countries for our country project. We will go in the order of 1-25 to select countries-
1. When your pick comes up you will announce if you are going to partner with another student in class
2. You will have thirty seconds to make a pick. If you do not make a pick in the thirty seconds then your pick will go to the bottom of the list.
3. After the draft you can still trade your pick (country) with another person or group-
4. The trade deadline is by Monday at the beginning of your class time.
5. If you do not pick today then Mr. Platt will assign you a country.
6. This project is worth 100 points. (details are on the webpage day 142 and where emailed out to you yesterday)
7. You will have all of next week to work on your project
First Hour Draft Order- Fifth Hour-
1. Hazel - China 1. Izzy- Ethiopia
2. Marcus and Danny - Madagascar 2. Adorian- Thailand
3. Khulould Aldaman - France 3. Destiny- Brazil
4. Annika- Kazakhstan 4. Fatimah- Switzerland
5. Jooseok Oh - South Korea 5. Jacki- England
6. Maebelle Hamlin - Phillipines 6. Harrison- England
7. Evan- Ireland 7. Ruby- Holland/Netherlands
8. Chason - Italy 8. Winton- Vatican City and Italy
9. Finn - Canada 9. Alaa- Japan
10. Alissa - Italy 10. Miranda- Canada
11. Jack Tell - Nepal 11. Monte- Armenia
12. Isaac - Brazil 12. Rose- Australia
13. George - Spain 13. Simeon- Vatican City and Italy
14. Lizett- Japan
15. Oliver- Egypt
16. Rai Onna- Ecuador (or pick your own)
17. Sama- Kazakhstan
18. Karmen- Denmark
19. Koen and Dylan- Norway
20. Dylan and Keon- Norway
21. Brendan- Monaco
22. Ridley- Turkey
23. Emmy- Turkey
24. Marcus and Danny- Madagascar
25. Brian Lewis- Australia
Day 142- What country will you draft for your project?
Today we will start our approach to the finish line of this course. Each day I will try to share with you an interesting geographic issue or place. We will also spend time on your end of the year country project. Next week (5-10 through 5-14)you will have time each day to work on it. During the week of may 17th through the 21st you will do your presentation. You can work by yourself or with a partner. Today you will get the directions for the assignment and we will draft the countries.
Country Project- items to include and consider in your slideshow-
Country Slideshow Project Directions-
You need to show the following items about your country/ each item should include either an image / picture / drawing or some other type of visual information
1. You need to show at least five fantastic places from your country (natural- mountains, rivers, lakes, trees / plants, volcanoes etc..)
2. Your need to show and give information about at least three outstanding examples of architecture from your country and the stories of interest behind them or about them (Empire State Building, Taj Mahal)
3. You need to share at least three fantastic beliefs from your country (folklore stories- ghosts, supernatural events and creatures)
4. You need to share the major sources of income/business of your country.
5. You need to include at least 5 types of wildlife that can be found in your country (animals/birds)
6. You need to include at least five people from that country (at least two of them need to be women). Example Steve Irwin the crocodile hunter from Australia
7. You need to include at least two significant historical events for this country.
8. You need to include the countries flag / national anthem / and seal (if they have one)
9. Include at least two famous works of art from your country
10. You need to include at least five activities people in this country participate in ( hobbies such as sports, games, traditional crafts and trades)
11. Include common or famous transportation systems used in the country
12. Include at least three examples of current and past popular culture of the country- (music, clothing, video games, television movies etc…)
Country Slideshow Project Directions-
You need to show the following items about your country/ each item should include either an image / picture / drawing or some other type of visual information
1. You need to show at least five fantastic places from your country (natural- mountains, rivers, lakes, trees / plants, volcanoes etc..)
2. Your need to show and give information about at least three outstanding examples of architecture from your country and the stories of interest behind them or about them (Empire State Building, Taj Mahal)
3. You need to share at least three fantastic beliefs from your country (folklore stories- ghosts, supernatural events and creatures)
4. You need to share the major sources of income/business of your country.
5. You need to include at least 5 types of wildlife that can be found in your country (animals/birds)
6. You need to include at least five people from that country (at least two of them need to be women). Example Steve Irwin the crocodile hunter from Australia
7. You need to include at least two significant historical events for this country.
8. You need to include the countries flag / national anthem / and seal (if they have one)
9. Include at least two famous works of art from your country
10. You need to include at least five activities people in this country participate in ( hobbies such as sports, games, traditional crafts and trades)
11. Include common or famous transportation systems used in the country
12. Include at least three examples of current and past popular culture of the country- (music, clothing, video games, television movies etc…)
Day 141- Work Day Wednesday and Congratulations!
Congratulations! to everyone as we have finished the college board portion of this class- and an EXTRA CONGRATULATIONS to those of you that completed your first AP exam. Today will be a day of you catching up on any missing assignments (like missing slide shows) and thinking about which countries you might be interested in doing your country project on- The draft day for countries will be Thursday as well as the details for that assignment. I think that if I were you I would come to class with at least five countries in mind to draft in case someone takes the country that you would like to take!
Day 140- Test Day- What are a few last minute concepts should we review?
5-4-21
Today is the Day- We will review a few last minute concepts from first semester!
Have fun on the test!
Review your vocabulary slide shows for each Unit- Just Take a quick read through of them to remind yourself of the words and general meanings
Have fun on the test!
Review your vocabulary slide shows for each Unit- Just Take a quick read through of them to remind yourself of the words and general meanings
Day- 139- Last minute review. 5-3-21
Week 30- Test Prep Week
Day 138- Did we really cover all this information this year? WOW--- good job
Today we will do an overview of the semester-
Day 137- How did I do on the practice test? 4-29-21
Today- We shall review the practice test first- then we will look at a couple of review videos-
Day 136- How do you best attack and write an FRQ?
Today we are going to reexamine how to answer an FRQ- The key is to recognize the Task verbs- identify, define, describe, explain and compare. Each verb should trigger how you should respond to the statement and let you know how much you should write. We will also look at the Unit 2 review video so that you can refresh on your control over migrations and population.
HINTS AT THE FRQ-
1- look for topics and themes in the statement
2. identify the task verbs
3. make connections to your prompt, data or other information given to you
4. Have good hand writing and use black or blue ink!
HINTS AT THE FRQ-
1- look for topics and themes in the statement
2. identify the task verbs
3. make connections to your prompt, data or other information given to you
4. Have good hand writing and use black or blue ink!
Day 135- How do you handle difficult Multiple Choice Questions?
Ten Common Mistakes of AP HG Test-takers
1- Student Panic-
2. Skimming Questions-
3. Misreading Data-
4. Not Using/or Overusing the Data of maps and charts
5. Wrong Task Verbs- (remember the Disney Princess powerpoint)
6. Using Generalities-
7. Restating the question without adding any additional informantion
8. Not using facts from the class- be careful of using steriotypes
9. SCALE- pay attention to what the question is asking- is it asking for a local, national or global idea
10. Writing Too Much/ or Too Little- ( three bears syndrome)
1- Student Panic-
2. Skimming Questions-
3. Misreading Data-
4. Not Using/or Overusing the Data of maps and charts
5. Wrong Task Verbs- (remember the Disney Princess powerpoint)
6. Using Generalities-
7. Restating the question without adding any additional informantion
8. Not using facts from the class- be careful of using steriotypes
9. SCALE- pay attention to what the question is asking- is it asking for a local, national or global idea
10. Writing Too Much/ or Too Little- ( three bears syndrome)
8 hints to do better on Multiple Choice tests!
1. Skim through the test. (be aware of time)
2. Read the ENTIRE question- (underline key words)
3. Read ALL of the answers (their are sometimes more than one correct answer)
4. Always review the DATA/PROMPT first
5. Check for THEMES- the theme of the question will usually relate to the theme of the answer see #3)
6. Remember where you learned the concept- (context dependent memory- think of how certain songs can trigger memories)
7. Double check you work- use stars or a mark on a question you want to double check later
8. Make sure you relax. (take deep breaths and control your breathing if you are anxious)
****. look for key words or phrases such as "all of the following except"
1. Skim through the test. (be aware of time)
2. Read the ENTIRE question- (underline key words)
3. Read ALL of the answers (their are sometimes more than one correct answer)
4. Always review the DATA/PROMPT first
5. Check for THEMES- the theme of the question will usually relate to the theme of the answer see #3)
6. Remember where you learned the concept- (context dependent memory- think of how certain songs can trigger memories)
7. Double check you work- use stars or a mark on a question you want to double check later
8. Make sure you relax. (take deep breaths and control your breathing if you are anxious)
****. look for key words or phrases such as "all of the following except"
Day- 134- What are some tips for the AP Exam?
Today- We will continue our journey toward the national exam- First and foremost you should be reviewing your unit vocabulary slide shows everyday this week- In class today we will review Unit 1 content as well!
Section% of ScoreTime# of Questions
1. Multiple Choice will be 50% of your score- you will have 1 hr- there will be 60 questions
2. Free Response questions will make up 50% of your score. You will have 1 hr 15 mins for this section- there will be 3 questions
Total test time is 2 hrs 15 mins- there will be 63 questions all together!
The test date is Tuesday May 4th!
HOMEWORK- REVIEW YOUR VOCABULARY EACH NIGHT
Section% of ScoreTime# of Questions
1. Multiple Choice will be 50% of your score- you will have 1 hr- there will be 60 questions
2. Free Response questions will make up 50% of your score. You will have 1 hr 15 mins for this section- there will be 3 questions
Total test time is 2 hrs 15 mins- there will be 63 questions all together!
The test date is Tuesday May 4th!
HOMEWORK- REVIEW YOUR VOCABULARY EACH NIGHT
Week 29-Our last week of Unit 7- mostly
Day 133- What is eco-tourism? 4-23-21
Today we are going to go over the answers to chapters 16 and 17 in the AMSCO blue book. Please reply with your answers to the questions first thing in class- You need to reply before we go over the correct answers.
Second we will finish our look at the debate between the fishing industry / culture of Bristol Bay and the mining interests of the open pit peddle mine. Please be thoughtful when comparing the points of both sides when arriving at your decision to how this could be resolved.
And finally in the spirit of ecosystems we will take a look at Ecotourism to finish the day. Have a great weekend
Second we will finish our look at the debate between the fishing industry / culture of Bristol Bay and the mining interests of the open pit peddle mine. Please be thoughtful when comparing the points of both sides when arriving at your decision to how this could be resolved.
And finally in the spirit of ecosystems we will take a look at Ecotourism to finish the day. Have a great weekend
Day 132- What is meant by the term "Red Gold"?
Conflicts between economic and industrial development with sustainability and ecosystem protections and regulations- Finding the balance if a balance can exist?
Today- we are going to look at the battles that sometime take place between those that want to develop and expand the industrial human footprint for economic growth and those that want to protect a sustainable traditional agricultural system and ecosystem. The debates are sometimes challenging as there are arguments on both sides that are compelling. We will watch the film and answer the questions that reflect the topics of the film over the course of the next day or two.
HOMEWORK- ON FRIDAY WE WILL GO OVER CHAPTER 16 AND 17 QUESTIONS FROM THE AMSCO BLUE BOOK - ALSO TURN IN YOUR UNIT 7 VOCABULARY LIST!!!
HOMEWORK- ON FRIDAY WE WILL GO OVER CHAPTER 16 AND 17 QUESTIONS FROM THE AMSCO BLUE BOOK - ALSO TURN IN YOUR UNIT 7 VOCABULARY LIST!!!
The Bristol Bay region of southwest Alaska is home to the Kvichak and Nushagak rivers, the two most prolific sockeye salmon runs left in the world. Two mining companies, Northern Dynasty Minerals and Anglo American, have proposed an open-pit and under-ground mine at the headwaters of the two rivers. The area is the second largest deposit of copper, gold and molybdenum ever discovered and has an estimated value of more than $300 billion. Despite promises of a clean project by mining officials, the accident-plagued history of hard rock mining has wrought one of the biggest land use issues Alaska has ever faced. Red Gold is our attempt to give a face to the issue, and give a voice to the people of Bristol Bay who depend on this extraordinary fishery. We set out to create a different kind of environmental documentary--one that gives all sides a chance to be seen and heard. Red Gold is more about the place and its people than the facts and numbers. For the first time, Bristol Bay's ...Written by Felt Soul Media
Film Guide- Red Gold Name. ___________
AP Human Geography Date. _______
Instructor- Platt Hour. ______
Directions- Answer the following questions to the best of your ability-
. Where does this story take place-
A. Kansas river, Lawrence
B. Mississippi, St Louis
C. Bristol Bay, Alaska
D. New York, New York
2. What is significant about the Kyichak and Nushagak rivers?
3. What type of deposit was discovered that lead the mining companies to this area to try and open a mine- How much money might it be worth?
4. Describe what an open pit mine is like?
5. What is meant by "Red Gold" ?
6. What are some of the ways people make a living in this area? (Hint- think Dave’s camp).
7. What are various arguments given by those that think that the open pit mine should not be built?
8. What are some of the ways people make a living in this area? (Hint- think Dave’s camp).
9. What are some of the arguments that the open pit mine should be opened?
10. What do you think the outcome of this decision should be- Mine or Fish?
(The protections offered by the Obama presidency were removed by the Trump administration)
AP Human Geography Date. _______
Instructor- Platt Hour. ______
Directions- Answer the following questions to the best of your ability-
. Where does this story take place-
A. Kansas river, Lawrence
B. Mississippi, St Louis
C. Bristol Bay, Alaska
D. New York, New York
2. What is significant about the Kyichak and Nushagak rivers?
3. What type of deposit was discovered that lead the mining companies to this area to try and open a mine- How much money might it be worth?
4. Describe what an open pit mine is like?
5. What is meant by "Red Gold" ?
6. What are some of the ways people make a living in this area? (Hint- think Dave’s camp).
7. What are various arguments given by those that think that the open pit mine should not be built?
8. What are some of the ways people make a living in this area? (Hint- think Dave’s camp).
9. What are some of the arguments that the open pit mine should be opened?
10. What do you think the outcome of this decision should be- Mine or Fish?
(The protections offered by the Obama presidency were removed by the Trump administration)
Day 131- How can development be sustainable?
Today- We are going to close the door on topic review videos by exploring topic 7.8- We are going to look at a current world example of industrialization and development by exploring the relationship between China and several African countries. We will also look to see the radical development in rail travel in China as an example of a country investing heavily into his transportation infrastructure. Enjoy-
Terms and Concepts- Sustainability, Eco-tourism, UN Sustainable Development goals, Sustainable societies, Food Miles problem
Questions to Ponder-
1. What benefits does China see with helping with the development of African countries through investments both industrial and economic? There are several-
2. What benefit do African countries see by accepting investment from China?
3. What impact does industrialization have on the environment?
4. What are changes that are and can take place to reduce the negative side effects of industrialization?
5. What is eco-tourism?
6. What are the goals of eco-tourism?
7. What is so amazing about the developments in the Chinese transportation infrastructure?
Homework- continue to work on AMSCO blue book chapters 16 and 17- the multiple choice questions are due Friday for both chapters and continue to work on your Unit 7 vocabulary if you have not finished those yet-
Terms and Concepts- Sustainability, Eco-tourism, UN Sustainable Development goals, Sustainable societies, Food Miles problem
Questions to Ponder-
1. What benefits does China see with helping with the development of African countries through investments both industrial and economic? There are several-
2. What benefit do African countries see by accepting investment from China?
3. What impact does industrialization have on the environment?
4. What are changes that are and can take place to reduce the negative side effects of industrialization?
5. What is eco-tourism?
6. What are the goals of eco-tourism?
7. What is so amazing about the developments in the Chinese transportation infrastructure?
Homework- continue to work on AMSCO blue book chapters 16 and 17- the multiple choice questions are due Friday for both chapters and continue to work on your Unit 7 vocabulary if you have not finished those yet-
Day 130- Why do countries trade? 4-20-21
Today-
Terms and Concepts- complementarity, comparative advantage, trade deficit, tariffs, free market, command economy, neoliberalism, supranational organizations, WTF (World Trade Federation), supply chains, SEZs, outsourcing, economic restructuring, offspring, international division of labor, multiplier effect, export processing zone, free trade zones, Just in time delivery, agglomeration
Questions to ponder-
1. Why do countries trade?
2. What is the trade deficit that exists between the USA and China?
3. Who really ends up paying for tariffs?
4. What is the difference between a free market and a command economy?
5. What are the consequences of Globalization?
6. How does globalization impact at the following scales: local, national and global?
7. How do companies reduce their costs? (think spacial)
8. How can governments help spur economic opportunity?
9. What are the impacts of Postfordist methods of production?
Terms and Concepts- complementarity, comparative advantage, trade deficit, tariffs, free market, command economy, neoliberalism, supranational organizations, WTF (World Trade Federation), supply chains, SEZs, outsourcing, economic restructuring, offspring, international division of labor, multiplier effect, export processing zone, free trade zones, Just in time delivery, agglomeration
Questions to ponder-
1. Why do countries trade?
2. What is the trade deficit that exists between the USA and China?
3. Who really ends up paying for tariffs?
4. What is the difference between a free market and a command economy?
5. What are the consequences of Globalization?
6. How does globalization impact at the following scales: local, national and global?
7. How do companies reduce their costs? (think spacial)
8. How can governments help spur economic opportunity?
9. What are the impacts of Postfordist methods of production?
Day 129- What do we know and learn from women's involvement in economic development and the economies of the world's countries?
Today- We explore topics 7.4 and 7.5 as we head into our last week of testable material for the college board and the AP exam. We will be working on Chapters 16 and 17 in our AMSCO blue book-
Terms and concepts- micro loans, Rostow's Stages of Economic Growth, Conditions for "Take Off", Wallerstein's World System Theory, Core countries, Semi-Periphery countries, Periphery countries, Dependency Theory, Commodity dependent, "Drive to Maturity, High Mass Consumption
Questions to Ponder
1. What are the Challenges women face in regards to economic opportunities?
2. What role do we see women play in the informal economy?
3. What are some of the negative consequences of being in an informal economy?
4. What os a strategy tp reduce the economic barriers that prevent people from starting their own businesses and gaining financial independence?
5. Can you explain Rostow's model of economic growth?
6. What is meant by the "Take Off" phase?
7. What happens during the "Drive to Maturity" phase?
8 Can you explain Wallerstein's World System Theory?
9. What is the difference between the "Dependency Theory" and the "Commodity Dependent" country?
Homework- You can work on Unit 7 vocabulary and start chapters 16 and 17 in your AMSCO Blue book- answer the 7 questions at the end of each chapter by Friday.
Terms and concepts- micro loans, Rostow's Stages of Economic Growth, Conditions for "Take Off", Wallerstein's World System Theory, Core countries, Semi-Periphery countries, Periphery countries, Dependency Theory, Commodity dependent, "Drive to Maturity, High Mass Consumption
Questions to Ponder
1. What are the Challenges women face in regards to economic opportunities?
2. What role do we see women play in the informal economy?
3. What are some of the negative consequences of being in an informal economy?
4. What os a strategy tp reduce the economic barriers that prevent people from starting their own businesses and gaining financial independence?
5. Can you explain Rostow's model of economic growth?
6. What is meant by the "Take Off" phase?
7. What happens during the "Drive to Maturity" phase?
8 Can you explain Wallerstein's World System Theory?
9. What is the difference between the "Dependency Theory" and the "Commodity Dependent" country?
Homework- You can work on Unit 7 vocabulary and start chapters 16 and 17 in your AMSCO Blue book- answer the 7 questions at the end of each chapter by Friday.
Week 28- Unit 7- Economics and Industrialization
Day 128- What are some of the different measures of economic development such as formal vs informal economies?
Today we will be exploring topic 7-3 "different measurements of economic development"- We will first go over chapter 15 questions from our AMSCO blue book - make sure you reply to the email with your seven answers to those questions prior to going over the answers.
Terms and concepts- Formal economy, informal economy, shadow economy, GDP, GNP, GNI, GII, HDI- Check vocabulary list below for definition and full explanations.
Questions to Ponder-
1. What is the main difference between formal and informal economies?
2. What is the main difference between GDP and GNP? (think the Toyota example)
3. What does GII stand for?
4. What does HDI stand for?
5. How do all of these measurements show economic development?
Homework- WORK ON YOUR UNIT 7 VOCABULARY SLIDE SHOW- IT IS DUE NEXT FRIDAY- APRIL 23RD. - YOU CAN FIND THE LIST IN YOUR EMAIL AND BELOW
Terms and concepts- Formal economy, informal economy, shadow economy, GDP, GNP, GNI, GII, HDI- Check vocabulary list below for definition and full explanations.
Questions to Ponder-
1. What is the main difference between formal and informal economies?
2. What is the main difference between GDP and GNP? (think the Toyota example)
3. What does GII stand for?
4. What does HDI stand for?
5. How do all of these measurements show economic development?
Homework- WORK ON YOUR UNIT 7 VOCABULARY SLIDE SHOW- IT IS DUE NEXT FRIDAY- APRIL 23RD. - YOU CAN FIND THE LIST IN YOUR EMAIL AND BELOW
Unit 7 Vocabulary- Industrialization- Economics
Industry- any economic activity that uses machinery on a large scale to process raw materials into finished products
Raw materials- can include metals, wood, plant products, animal products, or other substances that are used to make goods intended for sale to customers/consumers
Industrialization- is the process by which the interaction of social and economic factors leads to the development of industries across a community, region or country
Industrial Revolution- Started In Britain in the 18th century and spread to the other countries in Western Europe and North America in the 19th century, and spread to more in the 20th century and is still continuing to spread to countries to this day
Cottage industries- preindustrial form of manufacture in which members of families spread out through rural areas and worked in their homes to make goods.
Economic sectors- collections of industries engaged in similar economic activities based on the creation of raw materials, the production of goods, the provision of services or the activities
Primary sector- is associated with activities involving the extraction of natural resources from the earth (agriculture, rising, forestry, mining, quarrying, oil, gas). Also includes extraction of materials used in manufacturing and construction- metal ores, clay, sand, gravel etc..
Secondary Sector- is associated with the production of goods, from raw materials extracted or harvested in the primary sector- manufacturing, production and construction.
Tertiary sector- is the service sector- which includes a huge range of activities- transportation, storage, marketing, selling of goods and services for the general public- includes hair care, health, food service, tourism.
Quaternary sector- is the portion of the tertiary sector activities that requires workers to process and handle information and environmental technologies. This sector includes work in information technology, government, libraries, and education, government, scientific research, and cultural activities.
Quinary sector- (within the Quaternary Sector) work involves the top leaders in government, sciences, universities, nonprofit organizations,- workers generally require high levels of education or experience. Examples- think tanks, Research and Development (R &D) - These specialists often produce new knowledge used by the other sectors
Postindustrial sector - This economic pattern is marked by extremely low primary sector employment, low secondary sector employment, with a rising share of Quaternary and quinary sector
Gross Domestic Product (GDP)- The total value of all goods and services produced by a country’s citizens and companies with in a year
Gross National Product (GNP)- The total value of the goods and services produced by a country’s citizens and companies both domestically and internationally in a year
Gross National Income (GNI) The total value of goods and services globally produced by a country in a year divided by the country’s population
Dual Economies- economies with two distinct distributions of economic activity across the economic sectors
Least-cost theory- Industrial location theory proposed by Alfred Weber suggesting that businesses locate their facilities in a particular place because that location minimizes the costs of production
Agglomeration- the tendency of enterprises in the same industry to cluster in the same area (car dealerships)
Break-of-bulk points- location where it is more economical to break raw materials into smaller units before shipping them further
Bulk-reducing industries- Industry in which the raw materials cost more to transport than the finished goods
Bulk-gaining industries- Industry in which the finished goods cost more to transport than the raw materials
Industrial parks- a collection of manufacturing facilities in a particular area that is typically found in the suburbs and is located close to highways to facilitate movement of raw materials and finished products
Formal Sector- Businesses, enterprises and other economic activities that have government supervision, monitoring and protection, and are also taxed
Informal Sector- any part of a country’s economy that is outside of a governments monitoring, or regulation; sometimes called the informal economy (garage sales and other underground markets)
Human Development Index- A measure that determines the overall development of a country by incorporating three key dimensions of human development- life expectancy at birth, access to education measured in expected and mean years of schooling, and standard of living measured by GNI per capita
Gender Development Index- A measurement that calculates gender disparity in three basic dimensions of human development- health, knowledge and standard of living (GNI)
Gender Inequality Index- a measurement that calculates inequality based on three categories: reproductive health, empowerment, and labor-market participation
Women’s empowerment- Women’s options and access to participate full in the social and economic spheres of society.
Labor Market Participation (LMP) a rate that measures an economy’s active labor force, calculated by taking the sum of all employed workers divided by the working age population
Micro-loans- a very small short-term loan with low interest to help people in need
Rostow’s Stages of Economic Development- a model developed by Walt Rostow in the the 1960s that suggests that all countries can be categorized on a spectrum from traditional to modern and that to become modern countries need to pass through distinct stages of economic growth in succession- 1- Traditional Society. 2- Preconditions of take off 3- Take Off 4- Drive to maturity 5- High Mass Consumption
Dependency Theory- a theory that describes the development challenges and limitations faced by poor countries and the political and economic relationship poorer countries have with richer countries
Commodity dependence- an aspect of dependency theory that occurs when more than 60 percent of a country’s exports and economic health are tied to one or two resources.
Comparative advantage- the relative cost advantage a country or an organization has to produce certain goods or services for trade
Complementarity- the mutual trade relationship that exists between two places based on the supply of raw material and the demand for finished products or services
Deindustrialization- the process by which a country or area reduces industrial activity, particularly in heavy industry and manufacturing.
Growth poles- a place of economic activity clustered android one or more high growth industries that stimulate economic gain by capitalizing own some special asset
Just-in-time delivery- a system in which goods are delivered as needed so that companies keep in inventory only what is needed for near-term production.
Fordism- highly organized and specialized system for industrial production that focuses on efficiency and productivity in mass production named after Henry Ford
Post-Fordism- a system focused on small scale batch production for a specialized market and flexibility that allows for a quick response to changes in the market place
Offshore outsourcing - the condition of one or more aspects of production are moved to an organization in another country
International division or labor- a pattern of production and labor in which countries are engaged in distinct aspects of production
Multiplier effects- the economic effect in which a change creates a larger change, such as when a new manufacturing plant grows the economy by giving rise to more related jobs and services
Special Economic Zones (SEZs)- An area within a country that offers more favorable economic regulations (such as tax benefits or no tariffs) to attract foreign businesses
Export Processing Zones (EPZs)- An area within a country that is subject to more favorable regulations (usually including elimination of tariffs). To encourage foreign investment and the manufacturing of goods for export
Free Trade Zones (FTZs) - a relatively large geographical area within a country in which businesses pay few or no tariffs on goods to encourage or facilitate its role in international trade
Ecotourism- a form of tourism based on the enjoyment of natural areas that minimizes the impact to the environment
Tariff- a tax or duty to be paid on a particular import or export
Industry- any economic activity that uses machinery on a large scale to process raw materials into finished products
Raw materials- can include metals, wood, plant products, animal products, or other substances that are used to make goods intended for sale to customers/consumers
Industrialization- is the process by which the interaction of social and economic factors leads to the development of industries across a community, region or country
Industrial Revolution- Started In Britain in the 18th century and spread to the other countries in Western Europe and North America in the 19th century, and spread to more in the 20th century and is still continuing to spread to countries to this day
Cottage industries- preindustrial form of manufacture in which members of families spread out through rural areas and worked in their homes to make goods.
Economic sectors- collections of industries engaged in similar economic activities based on the creation of raw materials, the production of goods, the provision of services or the activities
Primary sector- is associated with activities involving the extraction of natural resources from the earth (agriculture, rising, forestry, mining, quarrying, oil, gas). Also includes extraction of materials used in manufacturing and construction- metal ores, clay, sand, gravel etc..
Secondary Sector- is associated with the production of goods, from raw materials extracted or harvested in the primary sector- manufacturing, production and construction.
Tertiary sector- is the service sector- which includes a huge range of activities- transportation, storage, marketing, selling of goods and services for the general public- includes hair care, health, food service, tourism.
Quaternary sector- is the portion of the tertiary sector activities that requires workers to process and handle information and environmental technologies. This sector includes work in information technology, government, libraries, and education, government, scientific research, and cultural activities.
Quinary sector- (within the Quaternary Sector) work involves the top leaders in government, sciences, universities, nonprofit organizations,- workers generally require high levels of education or experience. Examples- think tanks, Research and Development (R &D) - These specialists often produce new knowledge used by the other sectors
Postindustrial sector - This economic pattern is marked by extremely low primary sector employment, low secondary sector employment, with a rising share of Quaternary and quinary sector
Gross Domestic Product (GDP)- The total value of all goods and services produced by a country’s citizens and companies with in a year
Gross National Product (GNP)- The total value of the goods and services produced by a country’s citizens and companies both domestically and internationally in a year
Gross National Income (GNI) The total value of goods and services globally produced by a country in a year divided by the country’s population
Dual Economies- economies with two distinct distributions of economic activity across the economic sectors
Least-cost theory- Industrial location theory proposed by Alfred Weber suggesting that businesses locate their facilities in a particular place because that location minimizes the costs of production
Agglomeration- the tendency of enterprises in the same industry to cluster in the same area (car dealerships)
Break-of-bulk points- location where it is more economical to break raw materials into smaller units before shipping them further
Bulk-reducing industries- Industry in which the raw materials cost more to transport than the finished goods
Bulk-gaining industries- Industry in which the finished goods cost more to transport than the raw materials
Industrial parks- a collection of manufacturing facilities in a particular area that is typically found in the suburbs and is located close to highways to facilitate movement of raw materials and finished products
Formal Sector- Businesses, enterprises and other economic activities that have government supervision, monitoring and protection, and are also taxed
Informal Sector- any part of a country’s economy that is outside of a governments monitoring, or regulation; sometimes called the informal economy (garage sales and other underground markets)
Human Development Index- A measure that determines the overall development of a country by incorporating three key dimensions of human development- life expectancy at birth, access to education measured in expected and mean years of schooling, and standard of living measured by GNI per capita
Gender Development Index- A measurement that calculates gender disparity in three basic dimensions of human development- health, knowledge and standard of living (GNI)
Gender Inequality Index- a measurement that calculates inequality based on three categories: reproductive health, empowerment, and labor-market participation
Women’s empowerment- Women’s options and access to participate full in the social and economic spheres of society.
Labor Market Participation (LMP) a rate that measures an economy’s active labor force, calculated by taking the sum of all employed workers divided by the working age population
Micro-loans- a very small short-term loan with low interest to help people in need
Rostow’s Stages of Economic Development- a model developed by Walt Rostow in the the 1960s that suggests that all countries can be categorized on a spectrum from traditional to modern and that to become modern countries need to pass through distinct stages of economic growth in succession- 1- Traditional Society. 2- Preconditions of take off 3- Take Off 4- Drive to maturity 5- High Mass Consumption
Dependency Theory- a theory that describes the development challenges and limitations faced by poor countries and the political and economic relationship poorer countries have with richer countries
Commodity dependence- an aspect of dependency theory that occurs when more than 60 percent of a country’s exports and economic health are tied to one or two resources.
Comparative advantage- the relative cost advantage a country or an organization has to produce certain goods or services for trade
Complementarity- the mutual trade relationship that exists between two places based on the supply of raw material and the demand for finished products or services
Deindustrialization- the process by which a country or area reduces industrial activity, particularly in heavy industry and manufacturing.
Growth poles- a place of economic activity clustered android one or more high growth industries that stimulate economic gain by capitalizing own some special asset
Just-in-time delivery- a system in which goods are delivered as needed so that companies keep in inventory only what is needed for near-term production.
Fordism- highly organized and specialized system for industrial production that focuses on efficiency and productivity in mass production named after Henry Ford
Post-Fordism- a system focused on small scale batch production for a specialized market and flexibility that allows for a quick response to changes in the market place
Offshore outsourcing - the condition of one or more aspects of production are moved to an organization in another country
International division or labor- a pattern of production and labor in which countries are engaged in distinct aspects of production
Multiplier effects- the economic effect in which a change creates a larger change, such as when a new manufacturing plant grows the economy by giving rise to more related jobs and services
Special Economic Zones (SEZs)- An area within a country that offers more favorable economic regulations (such as tax benefits or no tariffs) to attract foreign businesses
Export Processing Zones (EPZs)- An area within a country that is subject to more favorable regulations (usually including elimination of tariffs). To encourage foreign investment and the manufacturing of goods for export
Free Trade Zones (FTZs) - a relatively large geographical area within a country in which businesses pay few or no tariffs on goods to encourage or facilitate its role in international trade
Ecotourism- a form of tourism based on the enjoyment of natural areas that minimizes the impact to the environment
Tariff- a tax or duty to be paid on a particular import or export
Day 127- What are the different economic sectors? 4-15-21
Today- today we are going to look at the different economic sectors in the world of business and industry. We will also have work time on your one pager which is due tomorrow (Friday)
Terms and concepts- primary sectors, secondary sectors, tertiary sectors, Quaternary sector, Quinary sectors, Break or Bulk points, Webers Least Cost Theory, agglomeration.
Questions to Ponder-
1. What is the major difference between primary and secondary sectors?
2. What are the subsets of the tertiary sector?
3. LDCs have more jobs in what sectors?
4. MDCs have more jobs in shat sectors?
5. Why are MDCs moving production to LDCs? What are the two major factors in this situation?
6. What on earth does "break of bulk points" mean?
7. What is Webers "Least Cost Theory" about?
8. What would you guess agglomeration refers to in the business world?
Homework- Finish chapter 15 questions for Friday and the Industrialism one pager is also due on Friday (tomorrow).
Terms and concepts- primary sectors, secondary sectors, tertiary sectors, Quaternary sector, Quinary sectors, Break or Bulk points, Webers Least Cost Theory, agglomeration.
Questions to Ponder-
1. What is the major difference between primary and secondary sectors?
2. What are the subsets of the tertiary sector?
3. LDCs have more jobs in what sectors?
4. MDCs have more jobs in shat sectors?
5. Why are MDCs moving production to LDCs? What are the two major factors in this situation?
6. What on earth does "break of bulk points" mean?
7. What is Webers "Least Cost Theory" about?
8. What would you guess agglomeration refers to in the business world?
Homework- Finish chapter 15 questions for Friday and the Industrialism one pager is also due on Friday (tomorrow).
Day 126- What are some of the key inventions of the Industrial Revolution?
Today we are going to continue to explore the Industrial Revolution and Industrialism. We are going to finish the film the Industrial Revolution and then start a one pager on Industrialism- See directions below- (must include at least 5 visuals)-
One Pager- Industrialism. (Due Friday 4-16-21)
Create a one pager with the following information- (you must include at least 5 visuals)
Define Industrialism
Define the Industrial Revolution
Show the Hearth of the Industrial Revolution
Show 7 key inventions of the Industrial Revolution including the following
Describe/define the following business sectors in the United States with examples
One Pager- Industrialism. (Due Friday 4-16-21)
Create a one pager with the following information- (you must include at least 5 visuals)
Define Industrialism
Define the Industrial Revolution
Show the Hearth of the Industrial Revolution
Show 7 key inventions of the Industrial Revolution including the following
- Watts steam engine
- Jethro Tull’s Seed Drill
- Robert Fulton’s Steamboat
- James Hargreaves Spinning Jenny
- Samuel Crompton’s “Crompton’s Mule”
- Richard Arkwright’s “water frame”
- Stephenson’s Steam powered train
Describe/define the following business sectors in the United States with examples
- Primary sector
- Secondary sector
- Tertiary sector
- Quaternary sector
- Quinary sector
Day 125- What were the impacts and causes of the Industrial Revolution?
4-13-21
Today- We are going to look at the Industrial Revolution in detail- We are going to see how geography played an important role int why the revolution started in Great Britain. We will see the forces behind the movement and the impacts of ESPN- (Economics, Social, Political and Nature (environment) ).
Questions to consider-
Questions to answer about the Industrial Revolution -
1. Where did the Industrial Revolution start?
2. What geographic forces (in 18th century England) helped to trigger it in terms of energy needs for a growing population?
3. Speaking of that energy what invention from James Watts helped to speed up access to this energy source and trigger the Industrial Revolution?
4. What was the Lunar Society?
5. How did the Lunar Society and the “Age of Reason” trigger even more development during the Industrial Revolution?
6. What were some of the “Birmingham Toys” produced in Soho factory?
7. How did “Political Liberty” play a role in the Industrial Revolution in England - compared to France?
8. Financial forces of the industrial revolution played an interesting role in social class. The rising middle class had more access to money. How did business try to encourage and exploit this?
9. What did Wedgwood create to sell and what did he do it create a desire for it?
10. With increased desire for consumer goods what infrastructure was produced to help move the products.
Homework- Continue reading chapter 15- and start thinking about key ideas of the industrial revolution for our one pager on Wednesday which will be due on Thursday-
Questions to consider-
Questions to answer about the Industrial Revolution -
1. Where did the Industrial Revolution start?
2. What geographic forces (in 18th century England) helped to trigger it in terms of energy needs for a growing population?
3. Speaking of that energy what invention from James Watts helped to speed up access to this energy source and trigger the Industrial Revolution?
4. What was the Lunar Society?
5. How did the Lunar Society and the “Age of Reason” trigger even more development during the Industrial Revolution?
6. What were some of the “Birmingham Toys” produced in Soho factory?
7. How did “Political Liberty” play a role in the Industrial Revolution in England - compared to France?
8. Financial forces of the industrial revolution played an interesting role in social class. The rising middle class had more access to money. How did business try to encourage and exploit this?
9. What did Wedgwood create to sell and what did he do it create a desire for it?
10. With increased desire for consumer goods what infrastructure was produced to help move the products.
Homework- Continue reading chapter 15- and start thinking about key ideas of the industrial revolution for our one pager on Wednesday which will be due on Thursday-
Day 124- What is "Creative Destruction" and how can it have both positive and negative consequences? 4-12-21
Today we will finish up the Human Planet video about cities first and then we will begin exploring Unit 7 - Industrialism and Economics-
Terms and Concepts- Industrial Revolution, Cottage Industries, Creative Destruction, Raw Resources, Colonialism, World Trade Networks
Questions to Ponder-
1. What was the hearth of the Industrial Revolution?
2. How would Netflix be an example of "Creative Destruction"?
3. What was the impact of the Industrial Revolution on cottage industries?
4. What are other possible examples of creative destruction that we might see in the future?
5. What were some of the cultural changes caused by the Industrial Revolution?
6. How is the Agricultural Revolution (2nd) tied to the Industrial Revolution ?
7. What role did the hunt for raw resources play in European Colonialism?
8. What role did industrialization play in world trade?
Homework- Start reading Chapter 15 in the AMSCO blue book
Terms and Concepts- Industrial Revolution, Cottage Industries, Creative Destruction, Raw Resources, Colonialism, World Trade Networks
Questions to Ponder-
1. What was the hearth of the Industrial Revolution?
2. How would Netflix be an example of "Creative Destruction"?
3. What was the impact of the Industrial Revolution on cottage industries?
4. What are other possible examples of creative destruction that we might see in the future?
5. What were some of the cultural changes caused by the Industrial Revolution?
6. How is the Agricultural Revolution (2nd) tied to the Industrial Revolution ?
7. What role did the hunt for raw resources play in European Colonialism?
8. What role did industrialization play in world trade?
Homework- Start reading Chapter 15 in the AMSCO blue book
Week 27- Wrapping up Urbanization
Day 123- How do we interact with animals in our cities?
Today we will go over Chapter 20 questions first and then look at the film episode "Cities- Surviving in the. Urban Jungle" from the series the Human Planet.
The episode looks at human attempts to control urban Nature-
Dubai, Estes Park, Jaipur, New York City, London, Austin, Rajasthan, Mombasa, Masdar
I have attached a couple of bonus Ted-talks for additional viewing if you are interested-
The episode looks at human attempts to control urban Nature-
Dubai, Estes Park, Jaipur, New York City, London, Austin, Rajasthan, Mombasa, Masdar
I have attached a couple of bonus Ted-talks for additional viewing if you are interested-
Day 122- What exactly is meant by sustainability? and What are the UN's goals toward this end?
Today- we are going to look at SUSTAINABILITY in Urban areas- A good way to think about Sustainability is - HOW WE
USE OUR RESOURCES TODAY TO MEET OUR WANTS AND NEEDS BUT MAKING SURE FUTURE GENERATIONS CAN DO THE SAME-
TERMS- Sustainability, brownfield, rezoning, 17 sustainability goals of the UN, Redlining
Questions to Ponder-
1. What threat does urban sprawl present to sustainability goals?
2. What types of health concerns rise out of sprawl?
3. What impacts might sprawl have on education?
4. What impacts might sprawl have on transportation and in turn the environment?
5. What is a brownfield?
6. How might rezoning help sustainability?
7. What is the 798 zone?
Homework- Unit 6 vocabulary slide show- and Chapter 20 questions.
USE OUR RESOURCES TODAY TO MEET OUR WANTS AND NEEDS BUT MAKING SURE FUTURE GENERATIONS CAN DO THE SAME-
TERMS- Sustainability, brownfield, rezoning, 17 sustainability goals of the UN, Redlining
Questions to Ponder-
1. What threat does urban sprawl present to sustainability goals?
2. What types of health concerns rise out of sprawl?
3. What impacts might sprawl have on education?
4. What impacts might sprawl have on transportation and in turn the environment?
5. What is a brownfield?
6. How might rezoning help sustainability?
7. What is the 798 zone?
Homework- Unit 6 vocabulary slide show- and Chapter 20 questions.
Day 121- What challenges will people face as cities change? What are cities doing to help the future of this planet?
today- we are going to look at a video that examines the city of Singapore and what the future of cities might look like and the exciting changes that are occurring in some of the world's cites at the moment. It is produced by National Geographic and gives you a glimpse of the future of cities and the world population.
There are lots of questions to ponder so I am just going to ask you to set back and absorb!
HOMEWORK- DUE FRIDAY - UNIT 6 VOCABULARY SLIDE SHOW (GOOGLE SLIDES) AND CHAPTER 20 AMSCO BLUEBOOK QUESTIONS (REPLY TO THE MORNING EMAIL)
There are lots of questions to ponder so I am just going to ask you to set back and absorb!
HOMEWORK- DUE FRIDAY - UNIT 6 VOCABULARY SLIDE SHOW (GOOGLE SLIDES) AND CHAPTER 20 AMSCO BLUEBOOK QUESTIONS (REPLY TO THE MORNING EMAIL)
Day 120- What are the challenges urban areas face including manners in which you collect data?
Today- we are looking at two topics- data collection and challenges faced by urban areas.
Terms- Qualitative and Quantitative Data, Public sector, Private sector, redlining, gentrification, blockbusting, white flight, segregation, squatter settlements, Favelas
Questions to Ponder-
1. What types of qualitative data do human geographers try to collect in regards to urban areas and planning?
2. What types of quantitative data do human geographers try to collect in regards to urban areas? How might that data be used?
3. What are the types of things private sector looking for with data as opposed to public sector?
4. What role did redlining play in the urban core?
5. What is the relationship between blockbusting and white flight?
6. We talked about it yesterday but what are the pros and cons on gentrification?
7. What roles can government play (think scale- federal/local/county/state) in urban planning?
8. What is a squatter settlements?
9. Who are the people of the hill?
Home work- work on vocabulary slide show and chapter 20 questions from the AMSCO blue book.
Terms- Qualitative and Quantitative Data, Public sector, Private sector, redlining, gentrification, blockbusting, white flight, segregation, squatter settlements, Favelas
Questions to Ponder-
1. What types of qualitative data do human geographers try to collect in regards to urban areas and planning?
2. What types of quantitative data do human geographers try to collect in regards to urban areas? How might that data be used?
3. What are the types of things private sector looking for with data as opposed to public sector?
4. What role did redlining play in the urban core?
5. What is the relationship between blockbusting and white flight?
6. We talked about it yesterday but what are the pros and cons on gentrification?
7. What roles can government play (think scale- federal/local/county/state) in urban planning?
8. What is a squatter settlements?
9. Who are the people of the hill?
Home work- work on vocabulary slide show and chapter 20 questions from the AMSCO blue book.
Day- 119- What are the pros and cons of New Urbanism?
today we will explore the pros and cons of "New Urbanism" as well as starting our chapter 20 questions and our Unit 6 vocabulary slide show project.
terms- urban sprawl, city (urban planning), sustainability, Greenbelts, New Urbanism, Mixed-Use Neighborhoods, Walkability, Green Cities, Zoning types,
Questions to ponder-
1.What would be some ways that a community deals with resource management ?
2. What purpose does a greenbelt serve?
3. What are some of the goals of New Urbanism?
3. What are criticisms of New Urbanism?
4. How is new infrastructure paid for?
Homework- Work on Unit 6 Vocabulary slide show- DUE Friday1------Also due Friday Chapter 20 "Urban Challenges" in the AMSCO blue book- the 7 multiple choice questions at the end of the chapter pages 352-354.
terms- urban sprawl, city (urban planning), sustainability, Greenbelts, New Urbanism, Mixed-Use Neighborhoods, Walkability, Green Cities, Zoning types,
Questions to ponder-
1.What would be some ways that a community deals with resource management ?
2. What purpose does a greenbelt serve?
3. What are some of the goals of New Urbanism?
3. What are criticisms of New Urbanism?
4. How is new infrastructure paid for?
Homework- Work on Unit 6 Vocabulary slide show- DUE Friday1------Also due Friday Chapter 20 "Urban Challenges" in the AMSCO blue book- the 7 multiple choice questions at the end of the chapter pages 352-354.
Week 26- Cities and Urban Land Use Unit 6- continued.
Day 118- What is the Future of Cities? (plus more on water)
Today we are going to review Chapter 19 questions from our AMSCO blue book- You need to reply to the email that I sent you with your answers to the chapter 19 questions before we go over them. Then we will more about the possible future of cities.
Homework- (Due Next Friday). The Unit 6 vocabulary slide show- You will create a slide show with the vocabulary list below- You will need to find an image/chart/illustration that conveys the word or concept- Each word should get its own slide- do not double up as these will serve as flashcards for you to practice the vocabulary
Homework- (Due Next Friday). The Unit 6 vocabulary slide show- You will create a slide show with the vocabulary list below- You will need to find an image/chart/illustration that conveys the word or concept- Each word should get its own slide- do not double up as these will serve as flashcards for you to practice the vocabulary
Unit 6 Vocabulary- Urban Land Use Patterns
Urban area- a city and its surrounding suburbs
Urbanization- Urban growth and development
Metropolitan area- a city and the surrounding areas that are influenced economically and culturally by the city
Site- a place’s absolute location, as well as its physical characteristics, such as the land forms, climates and resources
Situation- location of a place in relation to other places or tis surrounding features - describes a places connection to other places, such as transportation routes (roads, rails, waterways) political association and economic and cultural ties.
Urban sprawl- areas of poorly planned, low-density development surrounding a city.
Edge city- a type of community located on the outskirts of a larger city with commercial centers with office space, retail complexes, and other amenities typical of an urban center.
Boomburb- a suburb that has grown rapidly into a large and sprawling city with more than 100,000 residents
Exurb- a typically fast-growing community outside of or on the edge of a metropolitan area where the residents and community are closely connected to the central city and suburbs
Infill- is redevelopment that identifies and develops vacant parcels of land within previously built areas.
Gravity model- a model that predicts the interaction between two or more places; geographers fervid the model from Newton’s last of universal gravitation.
Rank size rule- explanation of size of cities with a country; states the second largest city will be one half the size of the largest, the third largest will be one-third the size of the largest and so on.
Primate-city rule- the largest city in a country, which far exceeds the next city in population size and importance
Central Place theroy- a theory used to describe the spatial relationship between cities and their surrounding communities.
Threshold- which is the number of people needed to support a certain good or service and range
Range- the distance that someone is willing to travel for a good or service
Megacity- cities with populations of more than 10 million
Metacity- has more than 20 million people
Concentric-zone model (Ernest Burgess- Chicago 1924) a model of urban development depicting a city growing outward from a central business district in a series of concentric rings.
Sector model (Homer Hoyt 1939) a model of urban development depicting a city with wedge-shaped sectors and divisions emanating from the central business district generally around transit routes
Multiple-nuclei model (Chanuncey Harris and Edward Ullman 1945) a model of urban development depicting a city where growth occurs around the progressive integration of multiple nodes, not around the central business district
Nodes- a focal point of a functional region
Galactic city model (Pierce Lewis 1980s) a model of urban development depicting a city where economic activity has moved from the central business district toward loose coalitions of other urban areas and suburbs, also known as the peripheral model
Latin American city model (Ernest Griffin and Larry Ford 1980) a model of urban development depicting a city with a central business district, concentric rings, and sections stricken by poverty, also known as the Griffin-Ford model
Disamenity zones- a high poverty urban area in a disadvantaged location containing steep slopes, flood-prone ground, rail lines, land fills, or industry
Squatter settlements- an informal housing area beset with overcrowding and poverty that features temporary homes often made of wood scraps or metal sheeting
African City model (Harm de Blij 1962). A model of urban development depicting a city with three central business districts, growing outward in a series of concentric rings
Southeast Asian city model- (T.G. McGee 1967). A model of urban development depicting a city oriented around a port and lacking a formal central business district, growing outward in concentric rings also multiple nodes.
Zoning- a process of dividing a city or urban area into zones with which only certain land uses are permitted
M.U.D. Mixed- Use development- a single planned development designed to include multiple uses, such as a residential, retail, educational, recreational, industrial and office spaces.
Walkability- a measure of how safe, convenient, and efficient it is to walk in an urban environment.
Ecological footprint- impact of a person or community on the environment, expressed as the amount of and required to sustain their use of natural resources.
Transportation- oriented development- The creation of dense, salable, pedestrian oriented, mixed-use communities centered around or acted near a transit station
Smart-Growth Policies- policy implemented to create sustainable communities by placing development in convenient locations and designing it to be more efficient and environmentally responsible.
Mixed use zoning- zoning that permits multiple land uses in the same space or structure.
Traditional zoning- going that creates separate zones based on land use type or economic function such as various categories of residential (low, medium or high density) commercial or industrial.
New Urbanism- a school of thought that promotes designing growth to limit the amount of urban sprawl and pressure nature and usable farm land
Slow-growth cities- city where planners have used smart-growth policies to decrease the rate at which the city grows outward (sprawl)
Urban growth boundary- a boundary that separates urban land uses from rural land uses by limiting how far a city can expand
Greenbelt- a ring of parkland, agricultural land, or other type of open space maintained around an urban area to limit sprawl
De facto segregation- segregation that results from residential settlement patterns rather than prejudicial laws
Red lining- practice by which a financial institution such as a bank. Refuses to offer home loans on the basis of a neighborhood racial and ethic makeup
Block busting- a practice by real estate agents who would stir up concern that Black families would soon move into a neighborhood. The agents would convince White property owners to sell their houses at below market value
Zones of abandonment- Area that has been largely deserted due to lack of jobs, declines in land value, and falling demand
Filtering- the process of neighborhood change in which housing vacated by more affluent groups passes down the income scale to lower income groups
Inclusionary zoning laws- law that creates affordable housing by offering incentives for developers to set aside a minimum percentage of new housing construction to be allocated for low-income renters or buyers
Land tenure- the legal rights, as defined by a society, associated with owning land
Eminent domain- a governments right to take over privately owned property for public use or interest
Environmental injustice- the ways in which communities of color and poor people are more likely to be exposed to environment burdens such as air pollution or contaminated water, also called environmental racism.
Regional planning- planning conducted at a regional scale that seeks to coordinate the development of housing, transportation, urban infrastructure and. Economic activities
Brownfields- abandoned and polluted industrial site in a centra city or suburb
Gentrification- the renovations and improvements conforming to middle-class preferences- typically forcing low income people of their traditional neighborhoods
Suburbanization- the shifting of population away from cite into surrounding suburbs
Suburbs- less densely populated residential and commercial areas surrounding the cities
Urban area- a city and its surrounding suburbs
Urbanization- Urban growth and development
Metropolitan area- a city and the surrounding areas that are influenced economically and culturally by the city
Site- a place’s absolute location, as well as its physical characteristics, such as the land forms, climates and resources
Situation- location of a place in relation to other places or tis surrounding features - describes a places connection to other places, such as transportation routes (roads, rails, waterways) political association and economic and cultural ties.
Urban sprawl- areas of poorly planned, low-density development surrounding a city.
Edge city- a type of community located on the outskirts of a larger city with commercial centers with office space, retail complexes, and other amenities typical of an urban center.
Boomburb- a suburb that has grown rapidly into a large and sprawling city with more than 100,000 residents
Exurb- a typically fast-growing community outside of or on the edge of a metropolitan area where the residents and community are closely connected to the central city and suburbs
Infill- is redevelopment that identifies and develops vacant parcels of land within previously built areas.
Gravity model- a model that predicts the interaction between two or more places; geographers fervid the model from Newton’s last of universal gravitation.
Rank size rule- explanation of size of cities with a country; states the second largest city will be one half the size of the largest, the third largest will be one-third the size of the largest and so on.
Primate-city rule- the largest city in a country, which far exceeds the next city in population size and importance
Central Place theroy- a theory used to describe the spatial relationship between cities and their surrounding communities.
Threshold- which is the number of people needed to support a certain good or service and range
Range- the distance that someone is willing to travel for a good or service
Megacity- cities with populations of more than 10 million
Metacity- has more than 20 million people
- note that these population measurements refer to metropolitan areas rather than city boundaries when designating an urban area as a mega city or a meta city
Concentric-zone model (Ernest Burgess- Chicago 1924) a model of urban development depicting a city growing outward from a central business district in a series of concentric rings.
Sector model (Homer Hoyt 1939) a model of urban development depicting a city with wedge-shaped sectors and divisions emanating from the central business district generally around transit routes
Multiple-nuclei model (Chanuncey Harris and Edward Ullman 1945) a model of urban development depicting a city where growth occurs around the progressive integration of multiple nodes, not around the central business district
Nodes- a focal point of a functional region
Galactic city model (Pierce Lewis 1980s) a model of urban development depicting a city where economic activity has moved from the central business district toward loose coalitions of other urban areas and suburbs, also known as the peripheral model
Latin American city model (Ernest Griffin and Larry Ford 1980) a model of urban development depicting a city with a central business district, concentric rings, and sections stricken by poverty, also known as the Griffin-Ford model
Disamenity zones- a high poverty urban area in a disadvantaged location containing steep slopes, flood-prone ground, rail lines, land fills, or industry
Squatter settlements- an informal housing area beset with overcrowding and poverty that features temporary homes often made of wood scraps or metal sheeting
African City model (Harm de Blij 1962). A model of urban development depicting a city with three central business districts, growing outward in a series of concentric rings
Southeast Asian city model- (T.G. McGee 1967). A model of urban development depicting a city oriented around a port and lacking a formal central business district, growing outward in concentric rings also multiple nodes.
Zoning- a process of dividing a city or urban area into zones with which only certain land uses are permitted
M.U.D. Mixed- Use development- a single planned development designed to include multiple uses, such as a residential, retail, educational, recreational, industrial and office spaces.
Walkability- a measure of how safe, convenient, and efficient it is to walk in an urban environment.
Ecological footprint- impact of a person or community on the environment, expressed as the amount of and required to sustain their use of natural resources.
Transportation- oriented development- The creation of dense, salable, pedestrian oriented, mixed-use communities centered around or acted near a transit station
Smart-Growth Policies- policy implemented to create sustainable communities by placing development in convenient locations and designing it to be more efficient and environmentally responsible.
Mixed use zoning- zoning that permits multiple land uses in the same space or structure.
Traditional zoning- going that creates separate zones based on land use type or economic function such as various categories of residential (low, medium or high density) commercial or industrial.
New Urbanism- a school of thought that promotes designing growth to limit the amount of urban sprawl and pressure nature and usable farm land
Slow-growth cities- city where planners have used smart-growth policies to decrease the rate at which the city grows outward (sprawl)
Urban growth boundary- a boundary that separates urban land uses from rural land uses by limiting how far a city can expand
Greenbelt- a ring of parkland, agricultural land, or other type of open space maintained around an urban area to limit sprawl
De facto segregation- segregation that results from residential settlement patterns rather than prejudicial laws
Red lining- practice by which a financial institution such as a bank. Refuses to offer home loans on the basis of a neighborhood racial and ethic makeup
Block busting- a practice by real estate agents who would stir up concern that Black families would soon move into a neighborhood. The agents would convince White property owners to sell their houses at below market value
Zones of abandonment- Area that has been largely deserted due to lack of jobs, declines in land value, and falling demand
Filtering- the process of neighborhood change in which housing vacated by more affluent groups passes down the income scale to lower income groups
Inclusionary zoning laws- law that creates affordable housing by offering incentives for developers to set aside a minimum percentage of new housing construction to be allocated for low-income renters or buyers
Land tenure- the legal rights, as defined by a society, associated with owning land
Eminent domain- a governments right to take over privately owned property for public use or interest
Environmental injustice- the ways in which communities of color and poor people are more likely to be exposed to environment burdens such as air pollution or contaminated water, also called environmental racism.
Regional planning- planning conducted at a regional scale that seeks to coordinate the development of housing, transportation, urban infrastructure and. Economic activities
Brownfields- abandoned and polluted industrial site in a centra city or suburb
Gentrification- the renovations and improvements conforming to middle-class preferences- typically forcing low income people of their traditional neighborhoods
Suburbanization- the shifting of population away from cite into surrounding suburbs
Suburbs- less densely populated residential and commercial areas surrounding the cities
Day 117- What are some of the key aspects of the Infrastructure of a city?
Today- We are going to talk about Infrastructure and why it is so important.
Terms- infrastructure, electrical grid, public transportation, water system, sewage system, education, hospitals, road/bridges, trash services, internet services, railroads, ports, and more....
Questions to Ponder-
1. What is infrastructure?
2. What are some problems we are facing with an aging infrastructure?
4. What is an example of infrastructure failing recently?
5. What role might infrastructure play with brain drain?
6. What are recent stressors on our infrastructure ? (why were some leaders so concerned about the COVID Crisis?)
7. What are our concerns about water and the crisis that we might be facing?
Homework- Tomorrow we will go over the answers to Chapter 19 first thing in class. You will need to reply to my email with your 7 answers to chapter 19 questions. You need to submit these before we go over the answers in class!
Terms- infrastructure, electrical grid, public transportation, water system, sewage system, education, hospitals, road/bridges, trash services, internet services, railroads, ports, and more....
Questions to Ponder-
1. What is infrastructure?
2. What are some problems we are facing with an aging infrastructure?
4. What is an example of infrastructure failing recently?
5. What role might infrastructure play with brain drain?
6. What are recent stressors on our infrastructure ? (why were some leaders so concerned about the COVID Crisis?)
7. What are our concerns about water and the crisis that we might be facing?
Homework- Tomorrow we will go over the answers to Chapter 19 first thing in class. You will need to reply to my email with your 7 answers to chapter 19 questions. You need to submit these before we go over the answers in class!
Day 116- What are the keys to building better cities?
Today we are going to look at the 7 keys to building better cities. Our behavior is driving the problem
Terms- Sprawl, mixed use environments, walkability, streetcar suburbs, land consumption, open spaces, vehicle milage, affordable housing, mass transit, make neighborhoods more interesting and complex
Terms- Sprawl, mixed use environments, walkability, streetcar suburbs, land consumption, open spaces, vehicle milage, affordable housing, mass transit, make neighborhoods more interesting and complex
Agriculture FRQs
There are a variety of types of agriculture that occur around the world and range from commercial to subsistent. Coffee is one of the world’s most valuable traded commodities and is considered a luxury crop.
Coffee Production 2016
Country Production (in tons)
Brasil 3,019,051
Vietnam 1,460,800
Colombia 745,084
Indonesia 639,305
Ethiopia 469,091
World Totals 9,221,534
A. Describe the difference between subsistence agriculture and commercial agriculture
Your description needs to capture at least one of the differences listed. You must discuss both subsistence and commercial farming in your response.
Subsistence Farming- focuses on producing food for the family, produces a variety of crops, usually small-scale farms, often labor intensive, can be nomadic or shifting cultivation.
Commercial Farming- Focuses on producing food or industrial crops for sale or profit, often mono-culture (single crop), large-scale farms, usually more capital-intensive, long term dedication of land to agricultural production.
B. Identify TWO globally, traded crops other than coffee that are currently grown on commercial plantations today
Any TWO of the following must be listed to be considered correct-
Cocoa, rubber, sugarcane, bananas, tobacco, tea, coconuts, and cotton.
C. Using any of the countries listed in the sources, describe an advantage it has in the production of coffee
Any of the following will be considered correct for any to the countries.
-tropical or subtropical climate, at an elevation of 2000 feet to 4000 feet, creating warm days and cooler nights
-cheap and available labor to harvest the coffee beans
-enough transportation infrastructure to transport coffee to global markets
D. Identify a world region where most of the coffee is exported
Any one of the following will be considered correct.
- highly developed countries, core countries, rich countries, or high income countries
-Europe (any part) North America, United States, Canada, or Australia
-Large urban areas (world cities)
E. Explain ONE problem facing countries when they dedicate large tracts of land to the production of a luxury export like coffee
Explanation just include an answer and specific details that support it.
any one of the following will be considered correct.
-luxury crops often result in less land dedicated to grow crops for local consumption resulting in less food security
-International food dependence where countries ay need to import food for their population
-rise of agribusiness with a focus on global markets and profit as opposed to local interests
-subsistence farmers lose their land
-unsustainable practices used to increase profit at expense of damaging soil, increases pollution, or other long term negative impacts
F. Explain the view that coffee production is neocolonialism
Explanation must include a claim and specific details or examples that support the claim-
Neocolonialism is the use of economic, political, and social pressures to control former colonies. Most of the revenue generated from coffee remains with the transnational coportation based in the wealthy, highly developed country while very little revenue finds its way back t the coffee growers located mostly in poorer, less developed countries. Each of the countries on the chart are considered to be developing countries
G. Describe the major goal of “fair trade” in coffee production
Any of the following will be considered correct
- promote higher incomes for producers (farmers)
-Provide a bigger share of revenue to producers and growers in the developing world
-advocating for more sustainable farming practices
Von Thunen’s agricultural land use model is one of the principle economic models with the field of human geography. Today modern agricultural methods have resulted in new innovations like aquaculture that are not limited to just land.
A. Describe the difference between intensive and extensive land use.
Your description needs to capture at least one of the differences listed. You must discuss both intensive and extensive land use in your response.
Intensive- this is land use such as agriculture that uses greater inputs of capital and paid labor relative to the space being used. In addition using as much land as possible for production. Land may be double=-cropped, triple-cropped or intercropped with this type of land use.
Extensive. This is land use such as agriculture the use fewer inputs of capital and paid labor relative to the amount of space being used. Examples of the include grading animals or nomadism.
B. Explain why the intensity of agricultural land decreases as the distance from the market increases in the von Thunen model
Description should include several details or examples. As distance from the market increases, land values decrease and transportation costs increase. Because of lower land values, farmers can profitable produce products act require more land
C. Explain why it made sense in 1826 for von Thunen to suggest forests be positioned in the second ring from the market
Your explanation must include a claim and specific details or examples that support the claim. Any one of the following will be considered correct.
- demand for timber and wood as a building material and as fuel was high
- wood was expensive to transport long distances, so if it were produced in an outer ring, it would be more costly to produce
-wood is a bulky product, so it was difficult to transport in the sail-wagon or iron horse transport system of the time
D. Explain why von Thunen thought dairy cattle would be raised close to the market while beef cattle would be raised far from the market.
Your explanation must include a claim and specific details or examples that support the claim. Any one fo the following would be considered correct.
- Dairy cattle needed to be close to market because dairy products perish quickly without refrigeration
- beef cattle could be farther from the market because farmers could walk animals to market where they could be slaughtered.
-beef animals sometimes require more land for grazing and land becomes less expensive as it is farther from the market, Dairy cattle are often provided feed so they need less land.
E. Using a modern context of the model, explain how von Thunen’s model suggests why flowers sold in NewYork are grown in the Caribbean or Central America
Your explanation must include a claim and specific details or examples that support the claim. Any one of the following would be considered correct -
- improvements in transportation such as refrigerated rail cars, cargo containers, and airplanes reduced the cost and time of transporting flowers from a greater distance
- low-cost inputs in the Caribbean such land, labor, capital or taxation could offset the higher transportation costs
F. Explain the benefit of aquaculture.
Your explanation must include a claim and specific details or examples that support the claim. Any one of the following would be considered correct -
- Provides a reliable source of fish and other seafood proteins
-increases the availability of seafood world wide
G. Describe a negative impact of aquaculture.
Description must include a claim and specific details or examples that support the claim. Any of the following will be considered correct-
- environmental damages might include diseases and parasites that spread to wild stocks, damages to the ecosystem, escaped fish that breed with wild fish, and water pollution due to waste products
-Aquaculture systems might be unsustainable over time, damage location communities and produce seafood that is less healthy to eat
There are a variety of types of agriculture that occur around the world and range from commercial to subsistent. Coffee is one of the world’s most valuable traded commodities and is considered a luxury crop.
Coffee Production 2016
Country Production (in tons)
Brasil 3,019,051
Vietnam 1,460,800
Colombia 745,084
Indonesia 639,305
Ethiopia 469,091
World Totals 9,221,534
A. Describe the difference between subsistence agriculture and commercial agriculture
Your description needs to capture at least one of the differences listed. You must discuss both subsistence and commercial farming in your response.
Subsistence Farming- focuses on producing food for the family, produces a variety of crops, usually small-scale farms, often labor intensive, can be nomadic or shifting cultivation.
Commercial Farming- Focuses on producing food or industrial crops for sale or profit, often mono-culture (single crop), large-scale farms, usually more capital-intensive, long term dedication of land to agricultural production.
B. Identify TWO globally, traded crops other than coffee that are currently grown on commercial plantations today
Any TWO of the following must be listed to be considered correct-
Cocoa, rubber, sugarcane, bananas, tobacco, tea, coconuts, and cotton.
C. Using any of the countries listed in the sources, describe an advantage it has in the production of coffee
Any of the following will be considered correct for any to the countries.
-tropical or subtropical climate, at an elevation of 2000 feet to 4000 feet, creating warm days and cooler nights
-cheap and available labor to harvest the coffee beans
-enough transportation infrastructure to transport coffee to global markets
D. Identify a world region where most of the coffee is exported
Any one of the following will be considered correct.
- highly developed countries, core countries, rich countries, or high income countries
-Europe (any part) North America, United States, Canada, or Australia
-Large urban areas (world cities)
E. Explain ONE problem facing countries when they dedicate large tracts of land to the production of a luxury export like coffee
Explanation just include an answer and specific details that support it.
any one of the following will be considered correct.
-luxury crops often result in less land dedicated to grow crops for local consumption resulting in less food security
-International food dependence where countries ay need to import food for their population
-rise of agribusiness with a focus on global markets and profit as opposed to local interests
-subsistence farmers lose their land
-unsustainable practices used to increase profit at expense of damaging soil, increases pollution, or other long term negative impacts
F. Explain the view that coffee production is neocolonialism
Explanation must include a claim and specific details or examples that support the claim-
Neocolonialism is the use of economic, political, and social pressures to control former colonies. Most of the revenue generated from coffee remains with the transnational coportation based in the wealthy, highly developed country while very little revenue finds its way back t the coffee growers located mostly in poorer, less developed countries. Each of the countries on the chart are considered to be developing countries
G. Describe the major goal of “fair trade” in coffee production
Any of the following will be considered correct
- promote higher incomes for producers (farmers)
-Provide a bigger share of revenue to producers and growers in the developing world
-advocating for more sustainable farming practices
Von Thunen’s agricultural land use model is one of the principle economic models with the field of human geography. Today modern agricultural methods have resulted in new innovations like aquaculture that are not limited to just land.
A. Describe the difference between intensive and extensive land use.
Your description needs to capture at least one of the differences listed. You must discuss both intensive and extensive land use in your response.
Intensive- this is land use such as agriculture that uses greater inputs of capital and paid labor relative to the space being used. In addition using as much land as possible for production. Land may be double=-cropped, triple-cropped or intercropped with this type of land use.
Extensive. This is land use such as agriculture the use fewer inputs of capital and paid labor relative to the amount of space being used. Examples of the include grading animals or nomadism.
B. Explain why the intensity of agricultural land decreases as the distance from the market increases in the von Thunen model
Description should include several details or examples. As distance from the market increases, land values decrease and transportation costs increase. Because of lower land values, farmers can profitable produce products act require more land
C. Explain why it made sense in 1826 for von Thunen to suggest forests be positioned in the second ring from the market
Your explanation must include a claim and specific details or examples that support the claim. Any one of the following will be considered correct.
- demand for timber and wood as a building material and as fuel was high
- wood was expensive to transport long distances, so if it were produced in an outer ring, it would be more costly to produce
-wood is a bulky product, so it was difficult to transport in the sail-wagon or iron horse transport system of the time
D. Explain why von Thunen thought dairy cattle would be raised close to the market while beef cattle would be raised far from the market.
Your explanation must include a claim and specific details or examples that support the claim. Any one fo the following would be considered correct.
- Dairy cattle needed to be close to market because dairy products perish quickly without refrigeration
- beef cattle could be farther from the market because farmers could walk animals to market where they could be slaughtered.
-beef animals sometimes require more land for grazing and land becomes less expensive as it is farther from the market, Dairy cattle are often provided feed so they need less land.
E. Using a modern context of the model, explain how von Thunen’s model suggests why flowers sold in NewYork are grown in the Caribbean or Central America
Your explanation must include a claim and specific details or examples that support the claim. Any one of the following would be considered correct -
- improvements in transportation such as refrigerated rail cars, cargo containers, and airplanes reduced the cost and time of transporting flowers from a greater distance
- low-cost inputs in the Caribbean such land, labor, capital or taxation could offset the higher transportation costs
F. Explain the benefit of aquaculture.
Your explanation must include a claim and specific details or examples that support the claim. Any one of the following would be considered correct -
- Provides a reliable source of fish and other seafood proteins
-increases the availability of seafood world wide
G. Describe a negative impact of aquaculture.
Description must include a claim and specific details or examples that support the claim. Any of the following will be considered correct-
- environmental damages might include diseases and parasites that spread to wild stocks, damages to the ecosystem, escaped fish that breed with wild fish, and water pollution due to waste products
-Aquaculture systems might be unsustainable over time, damage location communities and produce seafood that is less healthy to eat
Day 115- What is meant by the density gradient of an urban area and what are the impacts of this land use?
Today we are going to look at standard 6.6 which looks and density and land use.
Terms- Density gradient, smart urban planning, public transportation, food deserts, high density housing, medium density housing, low density housing,
Questions to ponder-
1. At what population density would you most likely see vertical building for housing and at which density would you most likely see horizontal building for housing?
2. Why would some European cities limit the height of buildings in the urban core?
3. What are some of the problems faced by highly dense residential areas that are poorly planned?
4. What types of housing would you find in highly dense populated areas? in medium densely populated areas? in low densely populated areas?
5. What impact has the internet had on where people live and shop?
Terms- Density gradient, smart urban planning, public transportation, food deserts, high density housing, medium density housing, low density housing,
Questions to ponder-
1. At what population density would you most likely see vertical building for housing and at which density would you most likely see horizontal building for housing?
2. Why would some European cities limit the height of buildings in the urban core?
3. What are some of the problems faced by highly dense residential areas that are poorly planned?
4. What types of housing would you find in highly dense populated areas? in medium densely populated areas? in low densely populated areas?
5. What impact has the internet had on where people live and shop?
Day 114- What are the models that we use to understand the structure or our urban areas and cities?
Today- We will go over Standard 6.5-"The Internal Structure of Cities-
Terms- Concentric Model, Sector Model, Multiple Nuclei Model, Galactic Peripheral mode., Latin America Model, Sub-Saharan African Model, Southeast Asian Model, node, hinterland, CBDs, Gentrification, squatter cities,
Questions to ponder-
1. What does the bid rent theory not do very well in terms of making predictions for cities?
2. What city was the Concentric Zone model based on?
3. What does CBD stand for?
4. How is the Hoyt Sector Model different than the Concentric Zone model?
5. What factors have caused changes to the Sector model in recent years/
6. How is the Galactic Peripheral model different than the other models?
7. What impact did colonization have on the Latin American model?
8. What impact did European colonization have on the Sub-Saharan model?
9. What is the key point in the Southeast Asian model?
Homework- Start Reading Chapter 19 in the AMSCO Blue Book! Work on the questions on pages 332-334
Terms- Concentric Model, Sector Model, Multiple Nuclei Model, Galactic Peripheral mode., Latin America Model, Sub-Saharan African Model, Southeast Asian Model, node, hinterland, CBDs, Gentrification, squatter cities,
Questions to ponder-
1. What does the bid rent theory not do very well in terms of making predictions for cities?
2. What city was the Concentric Zone model based on?
3. What does CBD stand for?
4. How is the Hoyt Sector Model different than the Concentric Zone model?
5. What factors have caused changes to the Sector model in recent years/
6. How is the Galactic Peripheral model different than the other models?
7. What impact did colonization have on the Latin American model?
8. What impact did European colonization have on the Sub-Saharan model?
9. What is the key point in the Southeast Asian model?
Homework- Start Reading Chapter 19 in the AMSCO Blue Book! Work on the questions on pages 332-334
Week 25- Cities and Urban Land-Use. (Unit 6)
Day 113- What is a "Primate City" and do you have to monkey around when you visit?
Today we are going to first go over the chapter 18 AMSCO questions-
Standard 6.4 The Size and Distribution of Cities
Terms- rank size rule, primate city rule, Gravity Model, Central Place Theory, (range, threshold, good and services and settlements)
Questions to Ponder-
1. How would you describe the rank size rule?
2. What is the primate city rule suggest of a country and the cities you might find in that country?
3. Which country would be more prone to economic issues the primate city country or the country that follows rank size rule? Be able to explain.
4. What does the gravity model rule suggest of larger cities compared to smaller cities? How might this relate to Ravenstein's laws of migration?
5. What shape might the central place theory suggest of a city?
Standard 6.4 The Size and Distribution of Cities
Terms- rank size rule, primate city rule, Gravity Model, Central Place Theory, (range, threshold, good and services and settlements)
Questions to Ponder-
1. How would you describe the rank size rule?
2. What is the primate city rule suggest of a country and the cities you might find in that country?
3. Which country would be more prone to economic issues the primate city country or the country that follows rank size rule? Be able to explain.
4. What does the gravity model rule suggest of larger cities compared to smaller cities? How might this relate to Ravenstein's laws of migration?
5. What shape might the central place theory suggest of a city?
Day 112- What is the link between cities and globalization? - and FRQ work day
today is a workday on your HAND WRITTEN FRQs- You should turn those in by midnight tonight-
Remember Chapter 18 Questions will be due at the beginning of the hour on Thursday.
Remember Chapter 18 Questions will be due at the beginning of the hour on Thursday.
Day 111- What are some of the different types of cities around the world?
3-23-21
Today- We are going to explore the different types of cities.
Terms- Edge cities, mega cities, meta cities, exurbs, boomburbs, urban sprawl, suburbanization, distance decay,
Questions to Ponder-
1. What are the challenges to Urban areas?
2. What is the difference between a mega city and a meta city?
3. How does communication and transportation systems influence the development of different types of cities?
4. What are some impacts of urban sprawl?
5. In what ways is urbanization changing the world?
6. What on earth are edge cities, boomburbs and exurbs?
7. What are the advantages of cities?
8. Are we destined to live in cities?
Homework- Remember you will have class time on Wednesday to finish writing your FRQs by hand- You need to submit these by the end of the day Wednesday in order to get credit-
Also continue to read chapter 18 and look at the questions which will need to be answered by Thursday.
Day 110- What are the origins of urbanization and the impacts and influences of urbanization and city building? 3-22-21
Today we start unit 6- We will start with topic 6.1
Terms- site, situation, urbanization, globalization
Questions to ponder-
1. What is Urbanization's impact on migration?
2. What are some of the influences of Urbanization on society?
3. What is the difference between the site and situation factors of a city?
4. What are some of the challenges of urban areas?
5. What impacts does urbanization have on transportation systems? what impacts does transportation have on urbanization?
6. What impacts does communication have on urban areas?
7. What are some of the ways urbanization has caused or influenced specialization?
Homework-
Start reading chapter 18- "Urban Location Theory and Interaction"- questions 1-7 due Thursday- pages 314-316
FOR TODAY- send me an email at [email protected] with seven things you liked and learned from "Why We Live Where We Do?" the short clip on Urban Geography
Terms- site, situation, urbanization, globalization
Questions to ponder-
1. What is Urbanization's impact on migration?
2. What are some of the influences of Urbanization on society?
3. What is the difference between the site and situation factors of a city?
4. What are some of the challenges of urban areas?
5. What impacts does urbanization have on transportation systems? what impacts does transportation have on urbanization?
6. What impacts does communication have on urban areas?
7. What are some of the ways urbanization has caused or influenced specialization?
Homework-
Start reading chapter 18- "Urban Location Theory and Interaction"- questions 1-7 due Thursday- pages 314-316
FOR TODAY- send me an email at [email protected] with seven things you liked and learned from "Why We Live Where We Do?" the short clip on Urban Geography
Week- 24- Agriculture Final Week
Day 109- How best to prepare for an FRQ. 3-19-21
today- We are going to explore what to expect with an FRQ on the national exam and then have time to work on developing our answers to a pair of FRQs in class which will be due on Monday the 22nd.
REMINDER- the Unit 5 vocabulary is due on Frida, March 19th-
Agriculture FRQs
There are a variety of types of agriculture that occur around the world and range from commercial to subsistent. Coffee is one of the world’s most valuable traded commodities and is considered a luxury crop.
Coffee Production 2016
Country Production (in tons)
Brasil 3,019,051
Vietnam 1,460,800
Colombia 745,084
Indonesia 639,305
Ethiopia 469,091
World Totals 9,221,534
A. Describe the difference between subsistence agriculture and commercial agriculture
B. Identify TWO globally, traded crops other than coffee that are currently grown on commercial plantations today
C. Using any of the countries listed in the sources, describe an advantage it has in the production of coffee
D. Identify a world region where most of the coffee is exported
E. Explain ONE problem facing countries when they dedicate large tracts of land to the production of a luxury export like coffee
F. Explain the view that coffee production is neocolonialism
G. Describe the major goal of “fair trade” in coffee production
SECOND FRQ-
Von Thunen’s agricultural land use model is one of the principle economic models with the field of human geography. Today modern agricultural methods have resulted in new innovations like aquaculture that are not limited to just land.
A. Describe the difference between intensive and extensive land use.
B. Explain why the intensity of agricultural land decreases as the distance from the market increases in the von Thunen model
C. Explain why it made sense in 1826 for von Thunen to suggest forests be positioned in the second ring from the market
D. Explain why von Thunen thought dairy cattle would be raised close to the market while beef cattle would be raised far from the market.
E. Using a modern context of the model, explain how von Thunen’s model suggests why flowers sold in NewYork are grown in the Caribbean or Central America
F. Explain the benefit of aquaculture.
G. Describe a negative impact of aquaculture.
REMINDER- the Unit 5 vocabulary is due on Frida, March 19th-
Agriculture FRQs
There are a variety of types of agriculture that occur around the world and range from commercial to subsistent. Coffee is one of the world’s most valuable traded commodities and is considered a luxury crop.
Coffee Production 2016
Country Production (in tons)
Brasil 3,019,051
Vietnam 1,460,800
Colombia 745,084
Indonesia 639,305
Ethiopia 469,091
World Totals 9,221,534
A. Describe the difference between subsistence agriculture and commercial agriculture
B. Identify TWO globally, traded crops other than coffee that are currently grown on commercial plantations today
C. Using any of the countries listed in the sources, describe an advantage it has in the production of coffee
D. Identify a world region where most of the coffee is exported
E. Explain ONE problem facing countries when they dedicate large tracts of land to the production of a luxury export like coffee
F. Explain the view that coffee production is neocolonialism
G. Describe the major goal of “fair trade” in coffee production
SECOND FRQ-
Von Thunen’s agricultural land use model is one of the principle economic models with the field of human geography. Today modern agricultural methods have resulted in new innovations like aquaculture that are not limited to just land.
A. Describe the difference between intensive and extensive land use.
B. Explain why the intensity of agricultural land decreases as the distance from the market increases in the von Thunen model
C. Explain why it made sense in 1826 for von Thunen to suggest forests be positioned in the second ring from the market
D. Explain why von Thunen thought dairy cattle would be raised close to the market while beef cattle would be raised far from the market.
E. Using a modern context of the model, explain how von Thunen’s model suggests why flowers sold in NewYork are grown in the Caribbean or Central America
F. Explain the benefit of aquaculture.
G. Describe a negative impact of aquaculture.
FRQ notes-
What will be on the test (FRQ)
•3 FRQs (Free Response Questions) on the national test
•Each question is worth 7 points
•FRQ 1 will have 2 stimulus prompts
•FRQ 2 will have 1 stimulus prompt
•FRQ 3 will have no stimulus prompt
How to write the FRQ
•Each response on the national test will need to be hand written
•Skip a line between each section
•Label each section
•Each part is worth one point
•You must write your answer with an ink pen- blue or black
Verbs to look for on the FRQ-
•Identify
•Define
•Explain
•Describe
Compare
How to think about the verbs-
identify- •Just talk about what it is- This is the easiest type of question and can typically be answered with one sentence
define- •Provide specific meaning for a concept and an example – these answers should be at least two sentences.
explain- •The answer needs to show the how or why. These answers usually have the words “because”, “this shows”, or “this proves” in
•. These answers are typically2-3 sentences
describe- •This answer will include key details- you will provide 2-3 relevant characteristics or attributes about a concept or a topic.
These answers are typically 2-3 sentences.
Compare- •Provide a description or explanation of the similarities AND differences between the items or concepts you are asked to
compare. These answers should be 5-6 sentences.
What will be on the test (FRQ)
•3 FRQs (Free Response Questions) on the national test
•Each question is worth 7 points
•FRQ 1 will have 2 stimulus prompts
•FRQ 2 will have 1 stimulus prompt
•FRQ 3 will have no stimulus prompt
How to write the FRQ
•Each response on the national test will need to be hand written
•Skip a line between each section
•Label each section
•Each part is worth one point
•You must write your answer with an ink pen- blue or black
Verbs to look for on the FRQ-
•Identify
•Define
•Explain
•Describe
Compare
How to think about the verbs-
identify- •Just talk about what it is- This is the easiest type of question and can typically be answered with one sentence
define- •Provide specific meaning for a concept and an example – these answers should be at least two sentences.
explain- •The answer needs to show the how or why. These answers usually have the words “because”, “this shows”, or “this proves” in
•. These answers are typically2-3 sentences
describe- •This answer will include key details- you will provide 2-3 relevant characteristics or attributes about a concept or a topic.
These answers are typically 2-3 sentences.
Compare- •Provide a description or explanation of the similarities AND differences between the items or concepts you are asked to
compare. These answers should be 5-6 sentences.
Day 107 and 108 - Should GMOs be labeled? and What are the positive potential benefits to GMOs- bonus material (What is the history of Saint Patrick's Day?)
One the two days we will be looking and reflecting on the use of GMOs in modern agriculture and turning crop production into a pot of gold. Speaking of a "Pot of Gold" we will also look at the history and culture that has produced the modern celebration of St. Patrick's day around the world. Please be sure to reply to the email sent to you about the GMO assignment.
Watch- Gary Hirshberg- Why GMOs should be labeled- write down at least five things you took away from his clip-
Watch Borut Bohanec- Science v public fear of GMOs- write down at least five things you took away from his clip-
Write down a statement that reflects your views on GMOs- (maximum of three sentences)
Watch- Gary Hirshberg- Why GMOs should be labeled- write down at least five things you took away from his clip-
Watch Borut Bohanec- Science v public fear of GMOs- write down at least five things you took away from his clip-
Write down a statement that reflects your views on GMOs- (maximum of three sentences)
Day- 106- In Defense Of Food - part 2
reply to the email or turn in written paper answers.
Film Guide- In Defense of Food (part 2) Name. ______________
Class- APHG Date. ______________
Instructor- Platt Hour. ________
Reflect on the following sections-
Part A- The longest living Americans-
1. Our Microscopic partners-
2. Not too much
3. Secrets of the Buffet Line
4. Soda Politics
5. The French Paradox
6. Conclusions-
Class- APHG Date. ______________
Instructor- Platt Hour. ________
Reflect on the following sections-
Part A- The longest living Americans-
1. Our Microscopic partners-
2. Not too much
3. Secrets of the Buffet Line
4. Soda Politics
5. The French Paradox
6. Conclusions-
Week- 23 Agriculture and rural and global land use patterns and processes
Day 104-105- In Defense of Food-
Film Guide- In Defense of Food Name. ______________
Class- APHG Date. ______________
Instructor- Platt Hour. ________
Answer the following questions individually and in a group as the class watches the film “In Defense of Food”.
2. “The Western Diet”- What types of things did you like or learn from this section of the film- write your individual response as you view-
3. True or False- Four of the top ten things that kill you are chronic diseases linked to diet.
4. What did you learn from the “story of wonder bread”?
5. Discuss with a peer near by what you liked about this section- What did your peer mention as interesting that you had not written down?
6. What did you like or learn from the section of the film called “Lessons from Nature”?
7. Talk with a neighbor- what did they like from “lessons from Nature”?
8. What did you like or learn from the section of the film called “What can we do”?
9. Why does Mike say “that a trip to a supermarket is kind of a journey through a treacherous landscape”?
10. Your favorite part of the film-
Class- APHG Date. ______________
Instructor- Platt Hour. ________
Answer the following questions individually and in a group as the class watches the film “In Defense of Food”.
- Who is Michael Pollan?
2. “The Western Diet”- What types of things did you like or learn from this section of the film- write your individual response as you view-
3. True or False- Four of the top ten things that kill you are chronic diseases linked to diet.
4. What did you learn from the “story of wonder bread”?
5. Discuss with a peer near by what you liked about this section- What did your peer mention as interesting that you had not written down?
6. What did you like or learn from the section of the film called “Lessons from Nature”?
7. Talk with a neighbor- what did they like from “lessons from Nature”?
8. What did you like or learn from the section of the film called “What can we do”?
9. Why does Mike say “that a trip to a supermarket is kind of a journey through a treacherous landscape”?
10. Your favorite part of the film-
Unit 5- Agriculture Vocabulary
Unit Five Vocabulary- Agriculture
Agriculture- the purposeful cultivation of plants or raising of animals to produce goods for survival
Climate- is based on four key factors- 1- Distance from the equator 2- wind and ocean currents 3. Proximity to large bodies of water 4. Topography (mountains etc…)
Climate regions- have similar climate patterns generally based on their latitude and their location on coasts or continental interiors.
Mediterranean agriculture- consists of growing hardy trees (such as olive, fruit and nut trees) and shrubs (like grape vines) and raising sheep and goats.
Subsistence agriculture- is when farmers consume the crops and livestock they grow and raise usually using simple tools and manual labor
Commercial agriculture- farmers focus on raising crops and livestock to sell for profit (sometimes a single crop or a single type of animal)
Bid-rent theory- explains how land value determines how a farmer will use the land- for example dairy farmers are willing to pay higher rents than those growing grains and cereal crops (which are easily stored and transported)
Intensive agriculture- farmers expand a great effort to produce as much yield as possible from an area of land- to achieve high productivity they rely on high levels of “inputs” and energy. (High human or animal labor/ or chemical fertilizers, pesticides). Example - rice paddies
Extensive agriculture- typically have lower outputs than farmers who employ intensive practices, relatively few inputs and little investment in labor and capital
Shifting cultivation- the practice of growing crops or grazing animals on a piece of land for a year or two then abandoning that land when the nutrients have been depleted from the soil
Slash and burn- a type of shifting cultivation- farmers clear the land by cutting down the trees and brush, and after the vegetation dries burins this “slash” resulting in nutrient rich as fertilizer.
Nomadic herding / pastoral nomadism- People who practice this type of agriculture move their animals seasonally or. as needed to allow the best grazing
Transhumance. The movement of herds between pastures at roller, higher elevations during the summer and lower elevations during the winter.
Monocropping. The cultivation of one or two crops that are rotated seasonally (corn, soybeans, wheat, cotton)
Monoculture- refers to the agricultural system of planting one crop or raising one type of animal annually
Crop rotation- the varying of crops from year to year or season to season to allow for restoration of valuable nutrients and and the continuing productivity of the soil
Plantation Agriculture- involves large scale commercial farming of one particular crop grown for markets often distant from the plantation (intensive commercial)
Market gardening- is farming that produces fruits, vegetables and flowers and typically serves a specific market, or urban area where farmers can conveniently sell to local grocery stores, restaurants, farmers markets and road stands.
Mixed crop and livestock systems- an intensive commercial agriculture practice in which both crops and livestock are raised for profit.
Domestication- the deliberate effort to grow plants and raise animals, making the plants and animals adapt to human demands
Foragers- small nomadic groups who had primarily plant based diets and ate small animals or fish for protein.
Fertile Crescent- an area where domestication first took place forms an arc from the eastern Mediterranean coast up into what is now Turkey- The Tigris and Euphrates rivers are found here- sometimes this area is referred to as Mesopotamia
Columbian Exchange- the exchange of good and ideas between the Americas, Europe, and Africa that began after Christopher Columbus landed in the Americas in 1492
First Agricultural Revolution- occurred about 11,000 years ago and lasted for several thousand more, it was the shift from foraging- or searching for food- to farming which marked the beginning of agriculture- * the revolution occurred in different hearths at different times
*some advancements were independent while others were borrowed (diffused) from other hearths * impacts on society were huge as communities could have more settled lives and the start of more leisure time.
Second Agricultural Revolution- new practices and tools saw and ushered in dramatic improvements in crop yields, innovations like more effective yokes for oxen and later were replaced by horses as well as advancements in fertilizers and field drainage systems- it began in Britain, Belgium, Luxembourg, and the Netherlands (Holland)- it helped to trigger the Industrial revolution.
Third Agricultural Revolution- began in the early 20th century and continues to the present day- it featured mechanization and new technologies breaking away from the reliance of animal power (beasts of burden) , it saw the development synthetic fertilizers and pesticides and manipulation of genetic makeup of plants and animals
Green Revolution- an offshoot of the 3rd agricultural revolution, increased knowledge of genetics to develop new high yield strains of grain crops- drought resistant strains- but also comes with possible hidden costs and risk
Agribusiness- refers to large scale systems that includes the production, processing and distribution of agricultural products and equipment.* farmers have become more dependent of food manufactures, distributors, and marketers.
Dual agricultural economy- refers to two agricultural sectors in the same country or region that have different levels of technology and different patterns of demand.
Hybrid- intentional creation of different varieties of plants are bred to enhance desired characteristics and improve disease resistance. (Allowed corn to be grown in Kansas more predictably)
Vertical integration- occurs when a company controls more than one stage of the production process. Example- McDonalds has complete control over its agricultural sources, its processing facilities, distribution centers, transportation system and the land that restaurants occupy
Commodity chain- a complex network that connects places of production with distribution to consumers
Farm subsidies- government helps farmers with low cost loans, insurance, and payments to deal with rising costs of production
Tariffs- is a tax or duty to be paid on a particular import or export
Von Thunen Model- hypothesizes that perishability of the product and the costs getting the product to market each factor into a farmers decisions regarding agricultural practices. Dairy and market gardening are closest to a central business district because of perishability and ranching and livestock the furthest as these animals can be transported or walked more easily
Global supply chains- like a commodity chain but on a global scale
Cash Crop- a crop that is produced for its commercial value.
Fair Trade- a global movement/campaign to fix unfair wage practices and to protect the ability of farmers to earn a living
Agricultural landscape- landscapes resulting from interactions between farming activities and a location’s natural environment.
Agroecosystem- an ecosystem modified for agricultural use
Deforestation- loss of forest lands and soil erosion
Soil erosion- the wearing away of topsoil by wind, rain and other phenomena
Terracing- is the process of carving parts of a hill or mountainside into small, level growing plots. This method is used in mountainous areas in various climates including tropical wet climates
Reservoirs- artificial lakes that are created by building dams across streams and rivers
Aquifers- layers of underground sand, gravel, and rocks that contain and can release a usable amount of water
Wetlands- areas of land that are covered by or saturated with water- such as swamps, marches, and bogs.
Desertification- a form of land degradation that occurs when soil deteriorates to a desert-like condition.
Biodiversity- the variety of organisms living in a location
Salinization- the process by which water-soluble salts build up in the soil
Debt-for-nature swaps- in exchange for local investment in conservation measures the banks agree to forge a portion of a country’s debt
Biotechnology- is the science of altering living organisms, often through genetic manipulation, to create new products for specific purposes, such as crops that resist certain pests
Agricultural biodiversity- describes the variety and variability of plants, animals, and microorganisms that are used directly of indirectly for food and agriculture
Aquaculture- an alternative to natural fisheries supplementing wild fish harvest by artificially raised salmon and oyster stocks
Food insecurity- is the disruption of a households food intake or eating patterns because of poor access to food
Food security- reliable access to safe, nutritious food that can support a healthy and active lifestyle
Suburbanization- the shifting of population from cities into surrounding suburbs
Food deserts- areas where residents lack access to healthy, nutritious foods because stores selling these foods are too far away.
Economy of scale- is the reduced cost of producing food items as the quantity of production increases
Truck farming- a type of fruit farming where products were traditionally driven to urban markets and sold
Agriculture- the purposeful cultivation of plants or raising of animals to produce goods for survival
Climate- is based on four key factors- 1- Distance from the equator 2- wind and ocean currents 3. Proximity to large bodies of water 4. Topography (mountains etc…)
Climate regions- have similar climate patterns generally based on their latitude and their location on coasts or continental interiors.
Mediterranean agriculture- consists of growing hardy trees (such as olive, fruit and nut trees) and shrubs (like grape vines) and raising sheep and goats.
Subsistence agriculture- is when farmers consume the crops and livestock they grow and raise usually using simple tools and manual labor
Commercial agriculture- farmers focus on raising crops and livestock to sell for profit (sometimes a single crop or a single type of animal)
Bid-rent theory- explains how land value determines how a farmer will use the land- for example dairy farmers are willing to pay higher rents than those growing grains and cereal crops (which are easily stored and transported)
Intensive agriculture- farmers expand a great effort to produce as much yield as possible from an area of land- to achieve high productivity they rely on high levels of “inputs” and energy. (High human or animal labor/ or chemical fertilizers, pesticides). Example - rice paddies
Extensive agriculture- typically have lower outputs than farmers who employ intensive practices, relatively few inputs and little investment in labor and capital
Shifting cultivation- the practice of growing crops or grazing animals on a piece of land for a year or two then abandoning that land when the nutrients have been depleted from the soil
Slash and burn- a type of shifting cultivation- farmers clear the land by cutting down the trees and brush, and after the vegetation dries burins this “slash” resulting in nutrient rich as fertilizer.
Nomadic herding / pastoral nomadism- People who practice this type of agriculture move their animals seasonally or. as needed to allow the best grazing
Transhumance. The movement of herds between pastures at roller, higher elevations during the summer and lower elevations during the winter.
Monocropping. The cultivation of one or two crops that are rotated seasonally (corn, soybeans, wheat, cotton)
Monoculture- refers to the agricultural system of planting one crop or raising one type of animal annually
Crop rotation- the varying of crops from year to year or season to season to allow for restoration of valuable nutrients and and the continuing productivity of the soil
Plantation Agriculture- involves large scale commercial farming of one particular crop grown for markets often distant from the plantation (intensive commercial)
Market gardening- is farming that produces fruits, vegetables and flowers and typically serves a specific market, or urban area where farmers can conveniently sell to local grocery stores, restaurants, farmers markets and road stands.
Mixed crop and livestock systems- an intensive commercial agriculture practice in which both crops and livestock are raised for profit.
Domestication- the deliberate effort to grow plants and raise animals, making the plants and animals adapt to human demands
Foragers- small nomadic groups who had primarily plant based diets and ate small animals or fish for protein.
Fertile Crescent- an area where domestication first took place forms an arc from the eastern Mediterranean coast up into what is now Turkey- The Tigris and Euphrates rivers are found here- sometimes this area is referred to as Mesopotamia
Columbian Exchange- the exchange of good and ideas between the Americas, Europe, and Africa that began after Christopher Columbus landed in the Americas in 1492
First Agricultural Revolution- occurred about 11,000 years ago and lasted for several thousand more, it was the shift from foraging- or searching for food- to farming which marked the beginning of agriculture- * the revolution occurred in different hearths at different times
*some advancements were independent while others were borrowed (diffused) from other hearths * impacts on society were huge as communities could have more settled lives and the start of more leisure time.
Second Agricultural Revolution- new practices and tools saw and ushered in dramatic improvements in crop yields, innovations like more effective yokes for oxen and later were replaced by horses as well as advancements in fertilizers and field drainage systems- it began in Britain, Belgium, Luxembourg, and the Netherlands (Holland)- it helped to trigger the Industrial revolution.
Third Agricultural Revolution- began in the early 20th century and continues to the present day- it featured mechanization and new technologies breaking away from the reliance of animal power (beasts of burden) , it saw the development synthetic fertilizers and pesticides and manipulation of genetic makeup of plants and animals
Green Revolution- an offshoot of the 3rd agricultural revolution, increased knowledge of genetics to develop new high yield strains of grain crops- drought resistant strains- but also comes with possible hidden costs and risk
Agribusiness- refers to large scale systems that includes the production, processing and distribution of agricultural products and equipment.* farmers have become more dependent of food manufactures, distributors, and marketers.
Dual agricultural economy- refers to two agricultural sectors in the same country or region that have different levels of technology and different patterns of demand.
Hybrid- intentional creation of different varieties of plants are bred to enhance desired characteristics and improve disease resistance. (Allowed corn to be grown in Kansas more predictably)
Vertical integration- occurs when a company controls more than one stage of the production process. Example- McDonalds has complete control over its agricultural sources, its processing facilities, distribution centers, transportation system and the land that restaurants occupy
Commodity chain- a complex network that connects places of production with distribution to consumers
Farm subsidies- government helps farmers with low cost loans, insurance, and payments to deal with rising costs of production
Tariffs- is a tax or duty to be paid on a particular import or export
Von Thunen Model- hypothesizes that perishability of the product and the costs getting the product to market each factor into a farmers decisions regarding agricultural practices. Dairy and market gardening are closest to a central business district because of perishability and ranching and livestock the furthest as these animals can be transported or walked more easily
Global supply chains- like a commodity chain but on a global scale
Cash Crop- a crop that is produced for its commercial value.
Fair Trade- a global movement/campaign to fix unfair wage practices and to protect the ability of farmers to earn a living
Agricultural landscape- landscapes resulting from interactions between farming activities and a location’s natural environment.
Agroecosystem- an ecosystem modified for agricultural use
Deforestation- loss of forest lands and soil erosion
Soil erosion- the wearing away of topsoil by wind, rain and other phenomena
Terracing- is the process of carving parts of a hill or mountainside into small, level growing plots. This method is used in mountainous areas in various climates including tropical wet climates
Reservoirs- artificial lakes that are created by building dams across streams and rivers
Aquifers- layers of underground sand, gravel, and rocks that contain and can release a usable amount of water
Wetlands- areas of land that are covered by or saturated with water- such as swamps, marches, and bogs.
Desertification- a form of land degradation that occurs when soil deteriorates to a desert-like condition.
Biodiversity- the variety of organisms living in a location
Salinization- the process by which water-soluble salts build up in the soil
Debt-for-nature swaps- in exchange for local investment in conservation measures the banks agree to forge a portion of a country’s debt
Biotechnology- is the science of altering living organisms, often through genetic manipulation, to create new products for specific purposes, such as crops that resist certain pests
Agricultural biodiversity- describes the variety and variability of plants, animals, and microorganisms that are used directly of indirectly for food and agriculture
Aquaculture- an alternative to natural fisheries supplementing wild fish harvest by artificially raised salmon and oyster stocks
Food insecurity- is the disruption of a households food intake or eating patterns because of poor access to food
Food security- reliable access to safe, nutritious food that can support a healthy and active lifestyle
Suburbanization- the shifting of population from cities into surrounding suburbs
Food deserts- areas where residents lack access to healthy, nutritious foods because stores selling these foods are too far away.
Economy of scale- is the reduced cost of producing food items as the quantity of production increases
Truck farming- a type of fruit farming where products were traditionally driven to urban markets and sold
Day 103- What are some of the contemporary issues including the role of women in agriculture today? 3-3-21
Today we are going to look at the contemporary issues of modern agriculture including the role of women. We will look at both the positive and negative issues and impacts of contemporary agriculture
terms, people and concepts-CSA (Community Supported Agriculture), Urban Farms, Food Deserts, Food miles problem (100 mile diet), Organic Farming, Fair Trade Movement, GMOs, Fertilizers, Pesticides, traditional gender roles
Questions to ponder-
1. What are the possible problems with the use of antibiotics with agricultural livestock?
2. What are the some fo the possible impacts of irrigation combined with heavy pesticide and fertilizer usage?
3. What are the current techs available for getting better yields?
4. True or False. Crop diversity has increased in world agricultural production.
5. What is a food desert and what impacts can these have on human populations in these areas?
6. LDCs have more women in the agricultural sector- How does this impact these women in terms of social, economic, political and gender roles?
HOMEWORK: make sure you have chapter 14 questions done before Friday- Your vocabulary list will come out tomorrow and you will have spring break time to complete the vocabulary slide show assignment-For Thursday and Friday of this week we will be exploring the film "In Defense of Food"
terms, people and concepts-CSA (Community Supported Agriculture), Urban Farms, Food Deserts, Food miles problem (100 mile diet), Organic Farming, Fair Trade Movement, GMOs, Fertilizers, Pesticides, traditional gender roles
Questions to ponder-
1. What are the possible problems with the use of antibiotics with agricultural livestock?
2. What are the some fo the possible impacts of irrigation combined with heavy pesticide and fertilizer usage?
3. What are the current techs available for getting better yields?
4. True or False. Crop diversity has increased in world agricultural production.
5. What is a food desert and what impacts can these have on human populations in these areas?
6. LDCs have more women in the agricultural sector- How does this impact these women in terms of social, economic, political and gender roles?
HOMEWORK: make sure you have chapter 14 questions done before Friday- Your vocabulary list will come out tomorrow and you will have spring break time to complete the vocabulary slide show assignment-For Thursday and Friday of this week we will be exploring the film "In Defense of Food"
Day 102- What are the consequences of agricultural practices? 3-2-21
Today we are going to look at the consequences of agricultural practices
Terms, concepts and people- Charles Townshend (Turnip Townshend), salinization, deforestation, desertification, soil erosion, irrigation, GMOs, feedlots, slash and burn agriculture, Green Revolution, Rotherham plough, Tull Seed Drill, Dutch Four Crop Rotation System, Cotton Gin, and the second agricultural revolution
Questions to ponder?
1. What are some possible positive and negative consequences of agricultural practice which include use of feedlots, GMOs, antibiotics, and growth hormone?
2. What impacts can draining of the wetlands have on the landscape?
3. How can pastoral nomads cause or contribute to deforestation?
4. What factors contribute to and are a result of the process of salinization ?
5. What are possible things people should be concerned with in regards to irrigation systems?
6. What are some of the consequences of the cotton gin?
7. Would you eat a 3D printed steak?
HOMEWORK- Work on Chapter 14 reading and questions in the AMSCO Blue Book?
Terms, concepts and people- Charles Townshend (Turnip Townshend), salinization, deforestation, desertification, soil erosion, irrigation, GMOs, feedlots, slash and burn agriculture, Green Revolution, Rotherham plough, Tull Seed Drill, Dutch Four Crop Rotation System, Cotton Gin, and the second agricultural revolution
Questions to ponder?
1. What are some possible positive and negative consequences of agricultural practice which include use of feedlots, GMOs, antibiotics, and growth hormone?
2. What impacts can draining of the wetlands have on the landscape?
3. How can pastoral nomads cause or contribute to deforestation?
4. What factors contribute to and are a result of the process of salinization ?
5. What are possible things people should be concerned with in regards to irrigation systems?
6. What are some of the consequences of the cotton gin?
7. Would you eat a 3D printed steak?
HOMEWORK- Work on Chapter 14 reading and questions in the AMSCO Blue Book?
Day 101- What are the consequences of interdependence and globalization in agriculture?
Today we are going to look at standard 5.9 which focuses on globalization of agriculture. We will also look at a global solution to try to protect genetic diversity in agriculture-
Terms- globalization, salinization, MDCs, LDCs, desertification, deforestation, "doomsday vault", Svalbard Global Seed Vault, Norway
Questions to ponder-
1. What are some site and situation factors in the global food system?
2. What are benefits of a global food system?
3. Who benefits (most) from the global trade of food?
4. What situations do farmers in LDCs face in the global food trade?
5. What benefits do farmers have in MDCs?
HOMEWORK- START READING AND WORKING ON THE CHAPTER 14 QUESTIONS IN THE AMSCO BLUEBOOK
Terms- globalization, salinization, MDCs, LDCs, desertification, deforestation, "doomsday vault", Svalbard Global Seed Vault, Norway
Questions to ponder-
1. What are some site and situation factors in the global food system?
2. What are benefits of a global food system?
3. Who benefits (most) from the global trade of food?
4. What situations do farmers in LDCs face in the global food trade?
5. What benefits do farmers have in MDCs?
HOMEWORK- START READING AND WORKING ON THE CHAPTER 14 QUESTIONS IN THE AMSCO BLUEBOOK
Week 22- More Agriculture means more FOOD!
Day 100- Fruity Friday! What are the answers to the questions for Chapter 13 in your AMSCO blue book?
Today we are going to go over the answers to Chapter 13 questions in our AMSCO Blue book so you need to first thing reply to the email that you got from me at the beginning of the hour. Second we will start Fruit Fact Friday and learn about the hearth (origin) points for a variety of fruits from around the world- you will need to reply the the second email that I sent you that should come to you about ten minutes into class-
TGIF FOR FFF. (FRUIT FACT FRIDAY)!!!!!!!!
TGIF FOR FFF. (FRUIT FACT FRIDAY)!!!!!!!!
Day 99- Veggie Tale Thursday! todays essential question- What is the Von Thunen model in agriculture all about? 2-25-21
Today we are focusing on the Von Thunen model and the world of vegetables- enjoy
Terms- Von Thunen model, Bid-Rent theory,
Questions to ponder-
1. Why are farms and means of agricultural production located where they are?
2. What does the Von Thunen model suggest about the locations of agricultural production zones? What are the zones?
3. What is the Bid-Rent theory?
4. What are the origin (hearth) points of major vegetables?
REMEMBER CHAPTER 13 QUESTIONS ARE DUE AT THE BEGINNING OF THE HOUR ON FRIDAY!
REPLY TO THE VEGGIE MAIL AT THE END OF THE HOUR!
Terms- Von Thunen model, Bid-Rent theory,
Questions to ponder-
1. Why are farms and means of agricultural production located where they are?
2. What does the Von Thunen model suggest about the locations of agricultural production zones? What are the zones?
3. What is the Bid-Rent theory?
4. What are the origin (hearth) points of major vegetables?
REMEMBER CHAPTER 13 QUESTIONS ARE DUE AT THE BEGINNING OF THE HOUR ON FRIDAY!
REPLY TO THE VEGGIE MAIL AT THE END OF THE HOUR!
Day 98- What role did agribusiness play with the family farm? 2-24-21
Today we are looking at agribusiness and spices. We have lots to consider-
Terms and places=. Spice Islands, agribusiness, commodity chains, family farms
Questions to ponder-
1. What are the recent advancements in agriculture
2. What are some of the consequences (pros and cons) of agribusiness?
3. What are commodity chains?
4. What role have spices played in human history?
MAKE SURE YOU RESPOND TO THE EMAIL TODAY WITH FIVE THINGS YOU LIKED, LEARNED OR FOUND INTERESTING ABOUT SPICES!
Terms and places=. Spice Islands, agribusiness, commodity chains, family farms
Questions to ponder-
1. What are the recent advancements in agriculture
2. What are some of the consequences (pros and cons) of agribusiness?
3. What are commodity chains?
4. What role have spices played in human history?
MAKE SURE YOU RESPOND TO THE EMAIL TODAY WITH FIVE THINGS YOU LIKED, LEARNED OR FOUND INTERESTING ABOUT SPICES!
Day 97- What is subsistence agriculture and how is it different than commercial agriculture? 2-23-21
Today we are going to look at the differences between subsistence agriculture and commercial agriculture. We will also look at the Hearths of human livestock and several interesting facts about these animals and their relationships with humans-
Terms-
Where did the following animals come from -
chickens-
cows-
pigs-
turkeys-
sheep-
goats-
horses-
donkey-
camels-
llamas-
alpacas-
yaks-
silk worm-
honey bee-
Terms-
Where did the following animals come from -
chickens-
cows-
pigs-
turkeys-
sheep-
goats-
horses-
donkey-
camels-
llamas-
alpacas-
yaks-
silk worm-
honey bee-
Day 96- What is the "Green Revolution"? 2-22-21
Today we will take a quick look at the green revolution and its impacts both positive and negative- We will also explore coffee's impact and the risk we take with standardized foods like the banana- Hope you enjoy the day-
Terms- Green Revolution, GMOs, globalization, hybrid plants, LDC., MDC
Questions to ponder-
!. What are some of the elements of the green revolution?
2. What are some of the benefits of the green revolution?
3. What are some of the negative consequences of the green revolution?
4. How does the green revolution impact the relationship between LDCs an MDcs?
Terms- Green Revolution, GMOs, globalization, hybrid plants, LDC., MDC
Questions to ponder-
!. What are some of the elements of the green revolution?
2. What are some of the benefits of the green revolution?
3. What are some of the negative consequences of the green revolution?
4. How does the green revolution impact the relationship between LDCs an MDcs?
Week 21- Agriculture
Day 95- What were the revolutions of agriculture all about? 2-19-21
First Agricultural revolution-
Second Agricultural Revolution
The third and fourth (?) agricultural revolutions
TODAY WE WILL FIRST GO OVER THE ANSWERS TO THE CHAPTER 12 AMSCO BLUE BOOK QUESTIONS-
REPLY TO THE EMAIL I SENT WITH YOUR ANSWERS FIRST THING-
We will also be learning about the agricultural revolutions today as well as the origins and impact of both corn and tea!
REPLY TO THE EMAIL I SENT WITH YOUR ANSWERS FIRST THING-
We will also be learning about the agricultural revolutions today as well as the origins and impact of both corn and tea!
Day 94- Where are the origins of agriculture? 2-18-21
Today we are going to look at standard 5.3 hearths of agriculture.
Terms/concepts/places- Silk Road, Columbian Exchange, Fertile Crescent, Mesopotamia,
Homework- Read and finish the chapter 12 questions from the AMSCO blue book-
Terms/concepts/places- Silk Road, Columbian Exchange, Fertile Crescent, Mesopotamia,
Homework- Read and finish the chapter 12 questions from the AMSCO blue book-
Day 93- What are the settlement patterns in agricultural areas? 2-17-21
Today we will explore 5.2 which talks about settlement patterns and survey methods. and we will learn about Potatoes.
Chapter 12 Questions due Friday.
Terms- long lots, townships and range, metes and bounds, cluster settlements, dispersed settlements, linear settlements
Chapter 12 Questions due Friday.
Terms- long lots, townships and range, metes and bounds, cluster settlements, dispersed settlements, linear settlements
Day 92-what is the difference between intensive and extensive agriculture?
Today we are starting Unit 5 Agriculture- We will learn the difference between Intensive and Extensive Agriculture today and then start exploring food origins today and throughout the week-
Please reply to the email today about chocolate and start reading chapter 12 when we finish the online portion.
Please reply to the email today about chocolate and start reading chapter 12 when we finish the online portion.
Week 20- Finishing Unit 4
Day 91- What are the most important points in Unit 4? 2-11-21
Today we are going to review Unit 4 "Political Use of Space"-
Your Unit 4 slide show will be due by Sunday night at 8:00pm- We will have all the time after today's video to work on it- Good Luck!
Your Unit 4 slide show will be due by Sunday night at 8:00pm- We will have all the time after today's video to work on it- Good Luck!
Day 90- What is the Rimland theory? 2-10-21
KEY IDEAS- Rimland theory, Nichols Spykman, Eurasia, Heartland, Rimland, World Island, Soviet Union, Cold War, Mackinder, Ratzel, Organic Theory, World Power and Domination, Manifest Destiny
When finished with our quick look at the Rimland Theory and the Organic Theory you need to be working on your Unit 4 vocabulary list slide show.
When finished with our quick look at the Rimland Theory and the Organic Theory you need to be working on your Unit 4 vocabulary list slide show.
Day 89- What is the Heartland theory and what does it have to do with Political Geography?
First we are going to review the answers to the Mount Kilimanjaro film yesterday- I have also included some cool Kilimanjaro facts below-
Then we are going to look at Mackinder's Heartland theory.
Then we are going to look at Mackinder's Heartland theory.
Mount Kilimanjaro is a dormant volcano located in Tanzania, Africa. It is famous for being the highest mountain in Africa and is one of the ‘Seven Summits’ of the World. See the fact file below for more information on Mount Kilimanjaro:
• Mount Kilimanjaro is 5,895 meters (19,341 feet) high.
• It is located in the Kilimanjaro National Park in Tanzania, near to the country’s border with Kenya.
• Kilimanjaro is part of the East Africa Rift Valley mountains.
• Kilimanjaro is a dormant volcano made up of 3 volcanic cones: Shira, Mawenzi and Kibo. Shira and Mawenzi are extinct and cannot erupt again, but Kibo is dormant and may erupt in the future.
• The last time Kilimanjaro erupted was over 150,000 years ago.
• The largest volcanic cone is Kibo, and measures over 15 miles wide.
• Kilimanjaro is the highest volcano outside of South America.
• Around 1000 square kilometers of Kilimanjaro is forest.
• Elephants and buffaloes can be found on the lower levels and foothills of Mount Kilimanjaro.
• The summit of Kilimanjaro is covered with glaciers and snowcaps, although these have retreated in recent years. Around 80% of the snow has disappeared in the last 100 years
. • The first people to climb Mount Kilimanjaro were Hans Meyer and Ludwig Purtscheller on October 6th, 1889
. • Before 1889, many different people attempted to ascend Mount Kilimanjaro but failed due to bad weather, snow and ice.
• The fastest ever ascent and descent of Kilimanjaro took just 6 hours and 42 minutes, when Karl Egloff ran to the top of the mountain and back
. • The oldest person to climb Kilimanjaro was an 87-year-old French man
. • The are 7 official routes for climbing Kilimanjaro, named Lemosho, Machame, Marangu, Mweka, Rongai, Shira and Umbwe. The easiest route is Rongai
. • Many people have died climbing Kilimanjaro due to falls and high altitude sickness
. • Around 25, 000 people climb Mount Kilimanjaro each year, but only 2/3 of these actually reach the summit.
• There is a wooden box at the top of Kibo where climbers can leave notes about their ascents.
• The average temperature at the summit of Mount Kilimajnaro is -7°C (19°F)
. • Snowfall on Kilimanjaro is common in November and March to May. Link/cite this pageIf you reference any of the content on this page on your own website, please use the code below to cite this page as the original source.<a href="https://kidskonnect.com/geography/mount-kilimanjaro/">Mount Kilimanjaro Facts & Information: https://kidskonnect.com</a> - KidsKonnect, December 1, 2015
• Mount Kilimanjaro is 5,895 meters (19,341 feet) high.
• It is located in the Kilimanjaro National Park in Tanzania, near to the country’s border with Kenya.
• Kilimanjaro is part of the East Africa Rift Valley mountains.
• Kilimanjaro is a dormant volcano made up of 3 volcanic cones: Shira, Mawenzi and Kibo. Shira and Mawenzi are extinct and cannot erupt again, but Kibo is dormant and may erupt in the future.
• The last time Kilimanjaro erupted was over 150,000 years ago.
• The largest volcanic cone is Kibo, and measures over 15 miles wide.
• Kilimanjaro is the highest volcano outside of South America.
• Around 1000 square kilometers of Kilimanjaro is forest.
• Elephants and buffaloes can be found on the lower levels and foothills of Mount Kilimanjaro.
• The summit of Kilimanjaro is covered with glaciers and snowcaps, although these have retreated in recent years. Around 80% of the snow has disappeared in the last 100 years
. • The first people to climb Mount Kilimanjaro were Hans Meyer and Ludwig Purtscheller on October 6th, 1889
. • Before 1889, many different people attempted to ascend Mount Kilimanjaro but failed due to bad weather, snow and ice.
• The fastest ever ascent and descent of Kilimanjaro took just 6 hours and 42 minutes, when Karl Egloff ran to the top of the mountain and back
. • The oldest person to climb Kilimanjaro was an 87-year-old French man
. • The are 7 official routes for climbing Kilimanjaro, named Lemosho, Machame, Marangu, Mweka, Rongai, Shira and Umbwe. The easiest route is Rongai
. • Many people have died climbing Kilimanjaro due to falls and high altitude sickness
. • Around 25, 000 people climb Mount Kilimanjaro each year, but only 2/3 of these actually reach the summit.
• There is a wooden box at the top of Kibo where climbers can leave notes about their ascents.
• The average temperature at the summit of Mount Kilimajnaro is -7°C (19°F)
. • Snowfall on Kilimanjaro is common in November and March to May. Link/cite this pageIf you reference any of the content on this page on your own website, please use the code below to cite this page as the original source.<a href="https://kidskonnect.com/geography/mount-kilimanjaro/">Mount Kilimanjaro Facts & Information: https://kidskonnect.com</a> - KidsKonnect, December 1, 2015
Day 88- What is special about Mount Kilimanjaro?
plus unit 4 vocabulary list and assignment
Today You will get the unit 4 Vocabulary list- Your slideshow assignment is due by Friday/Monday - You will make a slide show for the vocabulary list- Each word and definition should have its own slide as well as a picture, image or chart that expresses the concept in terms of Human Geography.
We are also going to watch the film Kilimanjaro to continue our exploration of the African Landmass. Here are the questions that go along with this film-
Film Guide- Mt Kilimanjaro Name __________
The Roof of Africa Hour ______
World Geography- Platt Date _________
1. Kilimanjaro, the highest freestanding mountain in the world, towers how many feet?
a. 22,852
b. 19,340
c. 8,925
d. 14,552
2. Of the 15,000 approximate people who try to climb Mount Kilimanjaro annually, what percentage reach the summit?
a. 10%
b. 25%
c. 50%
d. 75%
3. How many different climate zones and ecosystems would one travel through while climbing to Kilimajaro’s summit?
a. 3
b. 4
c. 5
d. 6
4. True or False - Scientists predict that by the year 2020 the glaciers atop Mount Kilimajaro will double in size
5. Each different climate zone on Mount Kilimanjaro is approximately how many feet high?
a. 1,500
b. 3,000
c. 5,000
d. 6,000
6. What is the most common illness a trekker may experience while climbing Mount Kilimanjaro?
a. motion sickness
b. allegies
c. sunstroke
d. altitude sickness
7. True or False - Due to Kilimajaro’s lush climate zones, plant and animal life is visible all the way to the summit.
8. How many dormant volcanes make up Mount Kilimanjaro?
a. 1
b. 2
c. 3
d. 4
9. True or False - Mount Kilimanjaro, which lies along the great rift valley near the equator, is visible from the moon?
10. Where is Mount Kilimanjaro located?
a. Tanzania
b. Uganda
c. Mozambique
d. Zambia
We are also going to watch the film Kilimanjaro to continue our exploration of the African Landmass. Here are the questions that go along with this film-
Film Guide- Mt Kilimanjaro Name __________
The Roof of Africa Hour ______
World Geography- Platt Date _________
1. Kilimanjaro, the highest freestanding mountain in the world, towers how many feet?
a. 22,852
b. 19,340
c. 8,925
d. 14,552
2. Of the 15,000 approximate people who try to climb Mount Kilimanjaro annually, what percentage reach the summit?
a. 10%
b. 25%
c. 50%
d. 75%
3. How many different climate zones and ecosystems would one travel through while climbing to Kilimajaro’s summit?
a. 3
b. 4
c. 5
d. 6
4. True or False - Scientists predict that by the year 2020 the glaciers atop Mount Kilimajaro will double in size
5. Each different climate zone on Mount Kilimanjaro is approximately how many feet high?
a. 1,500
b. 3,000
c. 5,000
d. 6,000
6. What is the most common illness a trekker may experience while climbing Mount Kilimanjaro?
a. motion sickness
b. allegies
c. sunstroke
d. altitude sickness
7. True or False - Due to Kilimajaro’s lush climate zones, plant and animal life is visible all the way to the summit.
8. How many dormant volcanes make up Mount Kilimanjaro?
a. 1
b. 2
c. 3
d. 4
9. True or False - Mount Kilimanjaro, which lies along the great rift valley near the equator, is visible from the moon?
10. Where is Mount Kilimanjaro located?
a. Tanzania
b. Uganda
c. Mozambique
d. Zambia
Unit 4 Vocabulary list for Political Use of Space-
Annexation—incorporation of a territory into another geo-political entity
Apartheid—a social policy of racial segregation involving political and economic and legal discrimination against non-whites in South Africa
Balkanization—process by which a state breaks down through conflicts among its ethnicities; term comes from the name of the Balkan Peninsula, which was divided into several small nations in the early 20th century
Boundaries- invisible lines that mark the extent of a state's territory and the control that its leaders have.
Buffer state—territorial cushion that keeps rivals apart
Centrifugal forces—forces that divide a state
Centripetal forces—forces that unite a state
Choke point- is a narrow, strategic passageway to another place through which it is difficult to pass.
City-state—a sovereign state consisting of a single city and its dependent territories
Colonialism—the attempt by a country to establish settlements and impose political and economic control and principles
Conference of Berlin (1884)—regulated trade and colonization in Africa by the major powers of Europe at the time (Britain, France, Germany, Belgium, Spain, Portugal, Italy)
Core/Periphery—Core countries are countries with high levels of development, a capacity at innovation, and a convergence of trade flows; the periphery is made up of countries with lower levels of development and less wealth than the core countries
Demarcated boundaries- physical objects (like a fence or a wall) mark the boundary
Devolution--two meanings: the transfer of powers and responsibilities from the federal government to the states; the break-up of a country into smaller units based on ethnic groups
EEZ (Exclusive Economic Zone)—generally a state’s EEZ extends to a distance of 200 nautical miles (370 km) out from its coast; the exception to this rule occurs when EEZs overlap (state coastal baselines are less than 400 nautical miles apart) then it is up to the states to delineate the actual boundary; usually any point within an overlapping area defaults to the most proximate state
Enclave—a small and relatively homogeneous group or region surrounded by a larger and different group or region or wholly lying within the boundaries of another country
Ethnic Cleansing- the central state ay attack ethnic groups and eliminate them or expel them from the country.
Exclave— an exclave is a part of a country that is separated from the rest of the country and surrounded by foreign territory
Federal state- power is held by regional units and a central power.
Unitary state- the central govern holds the power and creates internal regions to help carry out its plans- the smaller divisions have some degree of power but the central government is the supreme authority.
Forward capital—a symbolically relocated capital city usually because of either economic or strategic reasons
Frontier—a zone where no state exercises complete political control;
Geopolitics/Organic Theory—the state’s power to control space or territory and shape the foreign policy of individual states and international political relations; Freidrich Ratzel’s organic theory: the state acts as a living organism that needs to consume other territories to survive
Heartland/Rimland—the Heartland is the part of a region considered essential to the viability and survival of the whole, esp. a central land area relatively invulnerable to attack and capable of economic and political self-sufficiency; the Rimland is the land, often islands and coastal plains around the edge of an area; the area outside the zone of political power
Irredentism- attempting to acquire territories in neighboring states inhabited by people of the same nation.
Landlocked states- those states lacking ocean frontage and are surrounded by other states which gives them a disadvantage to trade, resources (fish), transportation, and communication.
Law of the Sea- Rules established by the United Nations determining territorial waters and EEZs
Rimland Theory—theory of Nicholas Spykman (countering the Mackinder’s Heartland Theory) that claimed that the domination of the coastal fringes of Eurasia (the rimland) would provide the base for world conquest (not the heartland)
State—politically organized territory administered by a sovereign government with a permanent population and recognized by the international community
Sovereignty- the ability of a state to carry out actions or policies within its borders independently from the interference either from the inside or the outside.
Supranational Organization.- is an alliance of three or more states that work together in pursuit of common goals
Nation—population bound by a sense of common identity
Multicore state: a state that has more than one dominant region in terms of economics or politics; the core of a state is the largest population cluster, the most productive region, and the area with the greatest centrality and accessibility
Multinational state: country with two or more nationalities within its borders
Multistate nation: nation that transcends the borders or two or more states
Peace of Westphalia—a number of treaties signed by many European states in 1648 which established the modern state system defined by sovereign states with specific borders instead of Empires
Political Geography- the study of the political organization of the planet- from the beginning of history humans have divided their living space into political units or territories.
Primate city- the largest chitin a country which far exceeds the next city in population, size and importance.
Gerrymander—to divide a geographic area into voting districts so as to give unfair advantage to one party in elections
Shatterbelt—a region caught between stronger colliding external cultural-political forces, under persistent stress, and often fragmented by aggressive rivals
Stateless Nation- describes a people united by culture, language, history, and tradition but not possessing a state.
Suffrage—the right to vote
Territoriality- attempt by an individual or group to affect, influence, or control people, phenomena and relationships by delisting and asserting control over a geographic area.
Types of Boundaries- Antecedent, subsequent, consequent, superimposed, geometric, and relics
Week 19- Globalization and wrapping up Unit 4-
Day 87- What are theories about the South African Flag?
First we will go over the chapter 11 questions and review the Nile questions and the random facts sheet-
The design of South Africa’s new flag represented the unification of the diverse nation into one democratic state. The “Y” illustrates the convergence and the path ahead.
While officially there is no symbolism to the colors, some thoughts are that the red/orange, white and blue come from the British and Dutch colonial flags and the black, gold, and green are from the colors found in the flags of liberation groups, including Nelson Mandela’s ANC (African National Congress) party.
Possible theories-
The design of South Africa’s new flag represented the unification of the diverse nation into one democratic state. The “Y” illustrates the convergence and the path ahead.
While officially there is no symbolism to the colors, some thoughts are that the red/orange, white and blue come from the British and Dutch colonial flags and the black, gold, and green are from the colors found in the flags of liberation groups, including Nelson Mandela’s ANC (African National Congress) party.
Possible theories-
- blue: the Atlantic and Indian Oceans or the wide sky overhead; truth, loyalty
- red: the bloodshed during the wars; bravery; strength
- green: fertility of the land; love, hope, and joy for the land
- yellow: the mineral wealth that is below the soil; gold
Day 86- What is the Mystery of the Nile? 2-4-21
Today we are watching the film- "The Mystery of the Nile". I have sent out an email that contains questions for the film- Please answer these and reply to the email at the end of class- here are the questions-
Film Guide- Mystery of the Nile Name __________
Class- World Geography Date ________
Instructor- Platt Hour ________
1. What is the World’s longest river?
a. the Blue Nile
b. the Amazon
c. the Nile
d. The Mississippi
2. The Nile gave life to one of the world’s first great civilizations- which one?
a. Egyptians
b. Roman
c. Aztec
d. Greek
3. What is the true source of the Nile?
a. Lake Victoria
b. Mt Everest
c. Lake Tana
d. The sacred spring at Sakala, the highlands of Ethiopia
4. Some of the dangers that the team encountered included?
a. crocodiles
b. Hippopatamos
c. bandits
d. all of the above
5. In the city of Lalibela, what were carved into the solid rock?
a. pyramids
b. churches
c. burial chambers
d. none of the above
6. In the film we discover that 90% of the forests in the Ethiopian Highlands were lost in the last thirty years- why?
a. trees were killed by a disease
b. the nile flooded and washed away the trees
c. trees were cut down to make charcoal for cooking fuel
d. an extreme drought killed the trees
7. What does the team check for before going to sleep next to the river?
a. that they are not camped too close to the edge of the cliff
b. they do a head count to make sure everyone is still present
c. for crocodiles
d. for mosquitoes
8. Pasquale was afraid of a raft flipping over in the white water because of the risk of …
a. crocodiles
b. drowning
c. getting hit by a rock or caught underwater
d. all of the above
9. When an area to be flooded to create Lake Nasser, an ancient temple built by the Egyptian Pharaoh Rames the Great, was going to disappear beneath the water what did the government do?
a. they changed the location of Lake Nasser to save the site
b. they cut the huge temple apart and moved it to higher ground
c. they took pictures of the temple so the people could remember it
d. they brought submarines so people could still visit the site
10. Who created the first accurate calendar?
a. Egyptians
b. Greeks
c. Romans under Caesar
d. British in 1720
Film Guide- Mystery of the Nile Name __________
Class- World Geography Date ________
Instructor- Platt Hour ________
1. What is the World’s longest river?
a. the Blue Nile
b. the Amazon
c. the Nile
d. The Mississippi
2. The Nile gave life to one of the world’s first great civilizations- which one?
a. Egyptians
b. Roman
c. Aztec
d. Greek
3. What is the true source of the Nile?
a. Lake Victoria
b. Mt Everest
c. Lake Tana
d. The sacred spring at Sakala, the highlands of Ethiopia
4. Some of the dangers that the team encountered included?
a. crocodiles
b. Hippopatamos
c. bandits
d. all of the above
5. In the city of Lalibela, what were carved into the solid rock?
a. pyramids
b. churches
c. burial chambers
d. none of the above
6. In the film we discover that 90% of the forests in the Ethiopian Highlands were lost in the last thirty years- why?
a. trees were killed by a disease
b. the nile flooded and washed away the trees
c. trees were cut down to make charcoal for cooking fuel
d. an extreme drought killed the trees
7. What does the team check for before going to sleep next to the river?
a. that they are not camped too close to the edge of the cliff
b. they do a head count to make sure everyone is still present
c. for crocodiles
d. for mosquitoes
8. Pasquale was afraid of a raft flipping over in the white water because of the risk of …
a. crocodiles
b. drowning
c. getting hit by a rock or caught underwater
d. all of the above
9. When an area to be flooded to create Lake Nasser, an ancient temple built by the Egyptian Pharaoh Rames the Great, was going to disappear beneath the water what did the government do?
a. they changed the location of Lake Nasser to save the site
b. they cut the huge temple apart and moved it to higher ground
c. they took pictures of the temple so the people could remember it
d. they brought submarines so people could still visit the site
10. Who created the first accurate calendar?
a. Egyptians
b. Greeks
c. Romans under Caesar
d. British in 1720
Day 85- What are some interesting facts about Africa? 2-3-21
Africa Web Search (random facts) Name ______________
Class- World Geography Hour ________
Instructor- Mr. Platt Date _________
Directions- Go to the African links section of the World Geography page on Mr. Platt’s Web page- www.explorelearnteach.com. Go to the resources and links banner and look for “Africa” button. Find the “random African facts” button and follow the link to answer the following questions.
1. How much (by %) of earth’s total land area does Africa occupy? _________ (2)
Where does this rank the continent in size: _____
2. How many countries are there in Africa? ________ (14)
3. What two countries can you find the world’s largest frog: (37) what is its name? _________
A. __________________ B. ________________
4. What percentage of the world’s population does Africa represent _________. (3)
5. How many languages are spoken in Africa : >_______________. (range) (12)
6. What country do you find tigers in Asia or in Africa or both? _____________.(34)
7. What percentage of the world’s birds do you find in Africa? ______________. (11)
8. What is the deadliest animal in Africa? _____________.(30)
9. What percentage of Africa’s illiterate people are women? _______________. (5)
10. Where does Lake Victoria rank I the world by size for fresh water lakes? _____.(15)
11. How does the Sahara desert compare in size to the continental US? ________________.(41)
12. What country in Africa has the most pyramids? ____________. (be careful on this one) (17)
13. Four of the five fastest animals in the world live in Africa- they are: (18)
a. _________ b. ___________ c. ____________ d. ___________
which is the fastest: ____________ how fast do they run __________.
14. What African county was used for the scenes of Tatooine in Star Wars? _______________. (20)
15. What did Charles Darwin speculate about Africa ___________________________________. (21)
Why was his idea not accepted _____________________________.
16. Where was half of the world’s gold mined from? _____________. (40)
17. In Latin “Africa” means: ____________. (26)
18. In Greek “Aphrike” means; ____________________.(26)
19. Only two African Nations have NOT been under European colonial power they are: (13)
a. _________________ b. _________________
20. How much more per year do Africa women work more than men________________.(33)
21. What is the largest war in African history? ____________ (32)
How many died (estimated)? ___________
22. How can the second largest continent have the least amount of coastline? __________________________________________________________________________.(29)
23. What are the two most popular religions in Africa? (28)
a. _________________ b. ___________________
24. Africa is the poorest continent on the planet. The average person in sub- Saharan Africa makes
Just _______ (per day) go back to fact #4
25. ________ % of all the malaria cases in the world happen in Africa (fact #9)
26. Where did the name Africa come from __________________________________________. Fact #24
27. Who is “Lucy” form Ethiopia? _________________________________________________ Fact #23
28. Look at fact #16- What is the biggest tourist destination in Africa ____________________________.
29.how many people are malnourished in Sub-Saharan Africa? _______________
__________________________________________________________ (fact #49)
30. (fact #48) what is the world’s largest reptile? _____________________________.
Class- World Geography Hour ________
Instructor- Mr. Platt Date _________
Directions- Go to the African links section of the World Geography page on Mr. Platt’s Web page- www.explorelearnteach.com. Go to the resources and links banner and look for “Africa” button. Find the “random African facts” button and follow the link to answer the following questions.
1. How much (by %) of earth’s total land area does Africa occupy? _________ (2)
Where does this rank the continent in size: _____
2. How many countries are there in Africa? ________ (14)
3. What two countries can you find the world’s largest frog: (37) what is its name? _________
A. __________________ B. ________________
4. What percentage of the world’s population does Africa represent _________. (3)
5. How many languages are spoken in Africa : >_______________. (range) (12)
6. What country do you find tigers in Asia or in Africa or both? _____________.(34)
7. What percentage of the world’s birds do you find in Africa? ______________. (11)
8. What is the deadliest animal in Africa? _____________.(30)
9. What percentage of Africa’s illiterate people are women? _______________. (5)
10. Where does Lake Victoria rank I the world by size for fresh water lakes? _____.(15)
11. How does the Sahara desert compare in size to the continental US? ________________.(41)
12. What country in Africa has the most pyramids? ____________. (be careful on this one) (17)
13. Four of the five fastest animals in the world live in Africa- they are: (18)
a. _________ b. ___________ c. ____________ d. ___________
which is the fastest: ____________ how fast do they run __________.
14. What African county was used for the scenes of Tatooine in Star Wars? _______________. (20)
15. What did Charles Darwin speculate about Africa ___________________________________. (21)
Why was his idea not accepted _____________________________.
16. Where was half of the world’s gold mined from? _____________. (40)
17. In Latin “Africa” means: ____________. (26)
18. In Greek “Aphrike” means; ____________________.(26)
19. Only two African Nations have NOT been under European colonial power they are: (13)
a. _________________ b. _________________
20. How much more per year do Africa women work more than men________________.(33)
21. What is the largest war in African history? ____________ (32)
How many died (estimated)? ___________
22. How can the second largest continent have the least amount of coastline? __________________________________________________________________________.(29)
23. What are the two most popular religions in Africa? (28)
a. _________________ b. ___________________
24. Africa is the poorest continent on the planet. The average person in sub- Saharan Africa makes
Just _______ (per day) go back to fact #4
25. ________ % of all the malaria cases in the world happen in Africa (fact #9)
26. Where did the name Africa come from __________________________________________. Fact #24
27. Who is “Lucy” form Ethiopia? _________________________________________________ Fact #23
28. Look at fact #16- What is the biggest tourist destination in Africa ____________________________.
29.how many people are malnourished in Sub-Saharan Africa? _______________
__________________________________________________________ (fact #49)
30. (fact #48) what is the world’s largest reptile? _____________________________.
Day 84- What might the mapping of countries look like in the future? 2-2-21
Today we are going to think big-----
Day 83- What are centrifugal and centripetal forces? 2-1-21
Start reading Chapter 11 in the AMSCO blue book- (multiple choice questions at the end of chapter will be due on Friday)
terms, places and people- centrifugal forces, centripetal forces, Ethnonationalism. Apartheid, Nelson Mandela, ANC, Robben Island, South Africa, Capetown, Johannesburg
terms, places and people- centrifugal forces, centripetal forces, Ethnonationalism. Apartheid, Nelson Mandela, ANC, Robben Island, South Africa, Capetown, Johannesburg
Week 18- How do boundaries reflect ideas of territoriality and political power on various scales?
Day 82- What is so super about a Supranational Organization ? 1-29-21
Key ideas from today:
Day 81- What in the heck is gerrymandering and what does it have to do with boundaries? 1-28-21
Today we are going to look at boundaries that are political in nature and help to secure and maintain power. When we are finished with today's lesson you need to complete Chapter 10 questions in the Blue AMSCO book for Friday.
terms- voting districts, census, gerrymandering, redistricting, cracking, packing, safe districts, unitary state, federal state
terms- voting districts, census, gerrymandering, redistricting, cracking, packing, safe districts, unitary state, federal state
Places and terms to know- Arusha, Mombasa, Dar es Salaam, Rwanda, EAF, EAC, Kenya, Tanzania, Uganda, and Burundi.
Day 80- What are the functions of Political boundaries? 1-27-21
Key terms and Places- Law of the Sea, South China Sea, allocation boundary dispute, operational boundary dispute, location boundary dispute, definitional boundary dispute, strait of Malacca and the nine dash line
Plus more on Africa- Apartheid
Plus more on Africa- Apartheid
Day 79- What are some of the different types of boundaries? 1-26-21
Today we are going to look at types of boundaries in Human Geography. My images show human made barriers such as the Great Wall. We use barriers and boundaries at the personal level (think scale) as well with our fences, gates and personal space as well- So think of these concepts and how they can relate to various scales- We will also look at the geographic challenges that African countries face. You will need to reply to an email sent and write down two things that you learned from each of the clips we look at this morning relating to Africa.
Terms- MDC, LDC, cultural boundaries, natural (physical) boundary, geometric boundary, antecedent boundary, relic boundary, superimposed boundary, militarized boundary, frontier, subsequent boundary,
Terms- MDC, LDC, cultural boundaries, natural (physical) boundary, geometric boundary, antecedent boundary, relic boundary, superimposed boundary, militarized boundary, frontier, subsequent boundary,
African countries geographic challenges
Day 78- What is neocolonialism and how is it visible in the world today?
Today we are going to start looking at the impact of neocolonialism and some of the challenges a couple of African countries face today-
Key terms- Shatterbelt, Cultural Shatterbelt, Choke points, Territoriality, neocolonialism, colonialism, Imperialism.
you should be able to give several examples for each of these-
Start reading Chapter 10- Questions are due Friday!
Key terms- Shatterbelt, Cultural Shatterbelt, Choke points, Territoriality, neocolonialism, colonialism, Imperialism.
you should be able to give several examples for each of these-
Start reading Chapter 10- Questions are due Friday!
Week 17- Political Use of Space-
Day 77- What does Colonialism, Imperialism and Devolution have to do with State building?
Yesterday we looked at the difference between the definitions of "state" and "nation" through the eyes of a human geographer. States have 1- a defined boundary, 2- a permanent population, 3- maintains sovereignty over domestic and international affairs and 4- is recognized by other states. Nations on the other hand- 1. share a common cultural heritage, 2, have beliefs and values that unify them, 3. claim a particular space base on tradition as their homeland and 4- desire to establish their own state or express self-determination in some way.
Today we will go over the answers to chapter 9 and explore the links below. Please respond to the email that you receive at the beginning of the hour with your answers.
Today we will go over the answers to chapter 9 and explore the links below. Please respond to the email that you receive at the beginning of the hour with your answers.
Day 76- When is a state not a state but a nation and a nation a state?
Today we are going to jump right into Unit 4- Political Organization of Space. We will start with some basic terms such as nation and state through the eyes of a human geographer. After we talk about a few basic terms we will start reading Chapter 9 of the blue Amsco book and complete the questions on pages 148-150 by start of class Friday. I will send out an email Friday morning in which you should reply with your answers and then we will go over the answers in class.
Week 16- Finals prep and more on Culture
Day 75- Last day and final day for 1st hour
Two major religion hearths in the world are Southwest Asia (Middle East) and South Asia (area near India). Religions diffused from these regions to many others. Use the map to help answer these questions:
A. Identify ONE religion that originated in Southwest Asia (Middle East) and a country today where the majority of people follow that religion.
B. Identify ONE religion that originated in South Asia and a country in the world today where the majority of people follow that religion
C. Describe the ways universalizing and ethnic religions differ
D. Explain how hierarchal diffusion helped the spread of Christianity
E. Describe how relocation diffusion explains the spread of either Hinduism or Judaism
F. Define the concept of cultural landscape
G. Describe one specific way that when a religion diffuses to a new area it can change the cultural landscape
Second FRQ- Lingua Franca languages often threaten endangered languages. Use the excerpt and the chart to answer the questions that follow.
2. Source 2
Primary Languages of People in Peru
Language- Percentage of Population
Spanish 84.1%
Quechua 13.0 %
Aymara 1.7%
Ashaninka 0.3%
Other Languages 0.9%
A. Identify ONE type of cultural group that will have to deal with endangerment to their language
B. Explain ONE specific force that cause languages such as the Kallawaya’s to die out.
C. Explain ONE historical factor that explains how Spanish diffused to Peru or the greater South American region.
D. Describe ONE economic reason why Spanish, Portuguese, or English have become the dominant lingua franca of many countries.
E. Describe ONE demographic reason why Spanish, Portuguese, or English have become the dominant lingua franca of many countries
F. Using a language different from ones previously discussed, identify a region or country in the eastern hemisphere and its lingua franca.
G. Using a language different from ones previously discussed, identify a region or country in the western hemisphere and its lingua franca.
A. Identify ONE religion that originated in Southwest Asia (Middle East) and a country today where the majority of people follow that religion.
B. Identify ONE religion that originated in South Asia and a country in the world today where the majority of people follow that religion
C. Describe the ways universalizing and ethnic religions differ
D. Explain how hierarchal diffusion helped the spread of Christianity
E. Describe how relocation diffusion explains the spread of either Hinduism or Judaism
F. Define the concept of cultural landscape
G. Describe one specific way that when a religion diffuses to a new area it can change the cultural landscape
Second FRQ- Lingua Franca languages often threaten endangered languages. Use the excerpt and the chart to answer the questions that follow.
- Source 1: “Many or the 113 languages spoken in the Andes Mountains and Amazon basin are poorly known and are rapidly giving way to Spanish or Portuguese, or in a few cases, to a more dominant indigenous language. In this region, for example, a group known as the Kallawaya use Spanish or Quechua in daily life, but also have their own secret tongue, used mainly for preserving knowledge of medicinal plants, some of which were previously unknown to science.” - John Wilford, New York Times, 9-18-2007
2. Source 2
Primary Languages of People in Peru
Language- Percentage of Population
Spanish 84.1%
Quechua 13.0 %
Aymara 1.7%
Ashaninka 0.3%
Other Languages 0.9%
A. Identify ONE type of cultural group that will have to deal with endangerment to their language
B. Explain ONE specific force that cause languages such as the Kallawaya’s to die out.
C. Explain ONE historical factor that explains how Spanish diffused to Peru or the greater South American region.
D. Describe ONE economic reason why Spanish, Portuguese, or English have become the dominant lingua franca of many countries.
E. Describe ONE demographic reason why Spanish, Portuguese, or English have become the dominant lingua franca of many countries
F. Using a language different from ones previously discussed, identify a region or country in the eastern hemisphere and its lingua franca.
G. Using a language different from ones previously discussed, identify a region or country in the western hemisphere and its lingua franca.
Day 74- What are the biggest ideas of Unit 3 Culture? 1-13-21
Today we will watch a quick review video for Unit 3- Culture-
AND- we will get our first look at the 2nd FRQ for our Final exam- This question comes from chapter 7 of the AMSCO blue book-
Lingua Franca languages often threaten endangered languages. Use the excerpt and the chart to answer the questions that follow.
2. Source 2
Primary Languages of People in Peru
Language- Percentage of Population
Spanish 84.1%
Quechua 13.0 %
Aymara 1.7%
Ashaninka 0.3%
Other Languages 0.9%
A. Identify ONE cultural trait of groups with endangered languages
B. Explain ONE specific force that cause languages such as the Kallawaya’s to die out.
C. Explain ONE historical factor that explains how Spanish diffused to Peru or the greater South American region.
D. Describe ONE economic reason why Spanish, Portuguese, or English have become the dominant lingua franca of many countries.
E. Describe ONE demographic reason why Spanish, Portuguese, or English have become the dominant lingua franca of many countries
F. Using a language different from ones previously discussed, identify a region or country in the eastern hemisphere and its lingua franca.
G. Using a language different from ones previously discussed, identify a region or country in the western hemisphere and its lingua franca.
AND- we will get our first look at the 2nd FRQ for our Final exam- This question comes from chapter 7 of the AMSCO blue book-
Lingua Franca languages often threaten endangered languages. Use the excerpt and the chart to answer the questions that follow.
- Source 1: “Many or the 113 languages spoken in the Andes Mountains and Amazon basin are poorly known and are rapidly giving way to Spanish or Portuguese, or in a few cases, to a more dominant indigenous language. In this region, for example, a group known as the Kallawaya use Spanish or Quechua in daily life, but also have their own secret tongue, used mainly for preserving knowledge of medicinal plants, some of which were previously unknown to science.” - John Wilford, New York Times, 9-18-2007
2. Source 2
Primary Languages of People in Peru
Language- Percentage of Population
Spanish 84.1%
Quechua 13.0 %
Aymara 1.7%
Ashaninka 0.3%
Other Languages 0.9%
A. Identify ONE cultural trait of groups with endangered languages
B. Explain ONE specific force that cause languages such as the Kallawaya’s to die out.
C. Explain ONE historical factor that explains how Spanish diffused to Peru or the greater South American region.
D. Describe ONE economic reason why Spanish, Portuguese, or English have become the dominant lingua franca of many countries.
E. Describe ONE demographic reason why Spanish, Portuguese, or English have become the dominant lingua franca of many countries
F. Using a language different from ones previously discussed, identify a region or country in the eastern hemisphere and its lingua franca.
G. Using a language different from ones previously discussed, identify a region or country in the western hemisphere and its lingua franca.
Day 73- World Religion review day- Which religion are the following words referring to and what do they mean? 1-12-21
Today we are going to review the major world religions and vocabulary that is associated with five major religions:
Name. _______________________________. Hour. ___________ Date. ____________________
Matching- A. Judaism B. Buddhism C. Christianity D. Hinduism. E. Islam
47. ______. 4 Noble Truths 48. ______ Siddhartha
49. ______. Talmud 50. ______. Pogoda
51. ______. Rabbi 52. ______. Nirvana
53. ______. Crucifixion 54. ______. Mecca
55. ______. Krishna 56. ______. Church of the Holy Sepulcher
57. ______. 8 fold path 58. ______. Medina
59. ______. Five Pillars 60. ______. Masada
61. ______. Hajj 62. ______. Dome of the Rock
63. ______. Torah 64. ______. The Wailing Wall / Western Wall
65. ______. Guru 66. ______. Nepal
67. ______. Yoga 68. ______. India
69. ______. 32 marks 70. ______. Caste
71. ______. Bar/Bat Mitzvah 72. _______. Cows
73. ______. Upanishads 74. ______. Jesus
75. ______. Pope 76. ______ Muhammad
77. ______. 95 theses 78. _____. Sunni
79. _____. Diaspora 80. ______.Zen
81. ______. Bhagavad Gita 82. ______ Ayatollah
83. ______. Caliph 84. ______. Minaret
85. ______. Jihad 86. ______. Mahatma Gandhi
87. ______. Vedas 88. ______. Mohenjo Daro
89. ______. Inquisition 90. ______. Ganges
91. ______. Apostle 92. ______. New Testament
93. ______. Eastern Orthodox 94. ______. Hasidic
95. _____. Passover 96. ______. Synagogue
97. ______. Easter 98. _____. Hanukkah
99. ______. Kaaba 100. ______. Christmas
101. ______. Ramadan 102. ______. Yom Kippur
Name. _______________________________. Hour. ___________ Date. ____________________
Matching- A. Judaism B. Buddhism C. Christianity D. Hinduism. E. Islam
47. ______. 4 Noble Truths 48. ______ Siddhartha
49. ______. Talmud 50. ______. Pogoda
51. ______. Rabbi 52. ______. Nirvana
53. ______. Crucifixion 54. ______. Mecca
55. ______. Krishna 56. ______. Church of the Holy Sepulcher
57. ______. 8 fold path 58. ______. Medina
59. ______. Five Pillars 60. ______. Masada
61. ______. Hajj 62. ______. Dome of the Rock
63. ______. Torah 64. ______. The Wailing Wall / Western Wall
65. ______. Guru 66. ______. Nepal
67. ______. Yoga 68. ______. India
69. ______. 32 marks 70. ______. Caste
71. ______. Bar/Bat Mitzvah 72. _______. Cows
73. ______. Upanishads 74. ______. Jesus
75. ______. Pope 76. ______ Muhammad
77. ______. 95 theses 78. _____. Sunni
79. _____. Diaspora 80. ______.Zen
81. ______. Bhagavad Gita 82. ______ Ayatollah
83. ______. Caliph 84. ______. Minaret
85. ______. Jihad 86. ______. Mahatma Gandhi
87. ______. Vedas 88. ______. Mohenjo Daro
89. ______. Inquisition 90. ______. Ganges
91. ______. Apostle 92. ______. New Testament
93. ______. Eastern Orthodox 94. ______. Hasidic
95. _____. Passover 96. ______. Synagogue
97. ______. Easter 98. _____. Hanukkah
99. ______. Kaaba 100. ______. Christmas
101. ______. Ramadan 102. ______. Yom Kippur
Day 72- How can the Ganges river help us have a better understanding of the concept of "Cultural Landscape"? 1-12-21. plus 1st look at our FRQ
Reflect back to the piece on the Ganges River and what we watched about it today to answer these questions and reply to the email I sent you today to get today's points-
Ganges and Cultural Influence Name. __________________
Class- APHG Date. ___________
Instructor- Platt Hour. ______
The Culture of the Region can be influenced by the “Place” in which it emerges or adapts.
Directions: List eight interesting impacts the Ganges river had and has on the development of the culture in South Asia.
1.
2.
3.
4.
5.
6.
7.
8.
Ganges and Cultural Influence Name. __________________
Class- APHG Date. ___________
Instructor- Platt Hour. ______
The Culture of the Region can be influenced by the “Place” in which it emerges or adapts.
Directions: List eight interesting impacts the Ganges river had and has on the development of the culture in South Asia.
1.
2.
3.
4.
5.
6.
7.
8.
Notes-
1. 3 miles of mud make for ideal farming- silt deposits make for fertile soil for farming
2. monsoon season makes ideal conditions for rice farming- starts in mid June and goes for months
3. refuge for animals that humans domesticated like the Asian Elephant for beast of burden
4. duck herders- eats weeds and fertilizer
5. draws people together through settlement, trade and transport- festival that draws in 50 million people held every 10 years
6. predictable water and food needs - like traditional fishing
7. Sacred river as people have worshipped its life giving properties- Ganges as a deity - goddess or creation and abundance- Hinduism developed and expanded along its banks
8. architecture- bathing huts face the rising sun- Mughal empire brought Islamic influence arch. such as Taj Mahal- tomb
9. Mughal and British tiger hunting culture
10- habitat destruction and elephant crop battles
11. cattle markets that have been around for 1,000 plus years- buy and sell elephants
12. Calcutta garbage dumps- and scavengers both bird and human
13. cobra town- deadly snake bites in India- lots of deaths
14. Huge human populations- this river basin supports- 1 in every 10 people live around this area
1. 3 miles of mud make for ideal farming- silt deposits make for fertile soil for farming
2. monsoon season makes ideal conditions for rice farming- starts in mid June and goes for months
3. refuge for animals that humans domesticated like the Asian Elephant for beast of burden
4. duck herders- eats weeds and fertilizer
5. draws people together through settlement, trade and transport- festival that draws in 50 million people held every 10 years
6. predictable water and food needs - like traditional fishing
7. Sacred river as people have worshipped its life giving properties- Ganges as a deity - goddess or creation and abundance- Hinduism developed and expanded along its banks
8. architecture- bathing huts face the rising sun- Mughal empire brought Islamic influence arch. such as Taj Mahal- tomb
9. Mughal and British tiger hunting culture
10- habitat destruction and elephant crop battles
11. cattle markets that have been around for 1,000 plus years- buy and sell elephants
12. Calcutta garbage dumps- and scavengers both bird and human
13. cobra town- deadly snake bites in India- lots of deaths
14. Huge human populations- this river basin supports- 1 in every 10 people live around this area
tThe first of two FRQs for your final exam-
Two major religion hearths in the world are Southwest Asia (Middle East) and South Asia (area near India). Religions diffused from these regions to many others. Use the map to help answer these questions:
A. Identify ONE religion that originated in Southwest Asia (Middle East) and a country today where the majority of people follow that religion.
B. Identify ONE religion that originated in South Asia and a country in the world today where the majority of people follow that religion
C. Describe the ways universalizing and ethnic religions differ
D. Explain how hierarchal diffusion helped the spread of Christianity
E. Describe how relocation diffusion explains the spread of either Hinduism or Judaism
F. Define the concept of cultural landscape
G. Describe one specific way that when a religion diffuses to a new area it can change the cultural landscape
Two major religion hearths in the world are Southwest Asia (Middle East) and South Asia (area near India). Religions diffused from these regions to many others. Use the map to help answer these questions:
A. Identify ONE religion that originated in Southwest Asia (Middle East) and a country today where the majority of people follow that religion.
B. Identify ONE religion that originated in South Asia and a country in the world today where the majority of people follow that religion
C. Describe the ways universalizing and ethnic religions differ
D. Explain how hierarchal diffusion helped the spread of Christianity
E. Describe how relocation diffusion explains the spread of either Hinduism or Judaism
F. Define the concept of cultural landscape
G. Describe one specific way that when a religion diffuses to a new area it can change the cultural landscape
Day 70 and 71- How can the environment shape culture? 1-8-21 / 1-11-21
Today (Monday the 11th) we are going to finish the theme on possibility and environmental determinism by finishing the film from the Human Planet series titled Mountains- You will reply to the email sent out again this morning about the questions to the film and we will go over your questions in class. Tuesday we will finish up the Ganges conversation with cultural landscape and also take time to look at our first of 2 FRQs for the examine on Friday for first hour and next Wednesday for 5th hour. Wednesday will be a review of world religions and work time for the FRQ. and Thursday I will give you the second FRQ for the exam.
Human Planet- Mountains- life in thin air Name _______________
Class- World Geography Hour _________
Instructor- Platt Date _____________
1. True or False Mountains are one of the most brutal environments for humans on earth.
2. If mountains are so dangerous why do so many people choose to live there?
3. Story #1- Sailan Jadik and his son Berik live in the Altai mountains in Mongolia. What is special about the way these Kazakhs hunt?
4. Who is Balapan?
5. How did Berik get him?
6. How long did it take to train him?
7. How long will Berik and Balapan hunt together?
8. What doe Balapan get to eat first?
9. Story #2- Derge is a 12 year old boy in the Simien mountains of Ethiopia. Why did his people move to these mountains in the first place?
10. Where do these people have to grow their crops?
11. What threat are the crops under that Derge has to protect them from?
12. How big can the troops of Gelada monkeys be?
13. How many years in jail can you get for killing the monkeys?
14. How did the monkeys try to trick Derge?
15. Story #3- What type of job do Hurtomo and Sulaiman have in Indonesia?
16. True or False Indonesia has more active volcanoes than anywhere on earth.
17. How much do Hurtom and Sulaiman get paid for hauling 1 ½ times their body weight?
18. How many people that hold this job have died in the past 40 years?
19. Story #4- Marcus, Andrew and George live on the second largest island in the world- New Guinea
20. What do they use as meat for their families?
21. How do they catch their meat source?
22. How many can this meat source with a side of rice feed?
23. Story #5- Martin Mathys in the Swiss Alps has an interesting job. What is it?
24. How many avalanches are there on average a year in the Alps?
25. What tools does Martin use to do his work?
26. Story #6- What problem does 65 year old Teteeni have in the Doramba region of the Himalayas?
27. What are some of the amazing things that she does?
28. What service does Dr. Sanduk Ruit offer the people of the area?
29. How much does he charge? Does it work for Teteeni?
30. Story #7- What problem does the community of Dho Tarap which is located at 4,000 meters (roughly 1,200 feet) have to deal with in regards to 70 year old Nombe- La?
31. Why do the funerals have to be so quick?
32. Bharmay Furba is an undertaker at the funeral which is called a “sky burial” Why is it called a sky burial and what service does he provide?
33. Why is the sky burial seen as such a sacred act to the Buddhists?
34. How many years have they been using the sacred ridge?
35. In the Mountains all living things depend on one another!
Class- World Geography Hour _________
Instructor- Platt Date _____________
1. True or False Mountains are one of the most brutal environments for humans on earth.
2. If mountains are so dangerous why do so many people choose to live there?
3. Story #1- Sailan Jadik and his son Berik live in the Altai mountains in Mongolia. What is special about the way these Kazakhs hunt?
4. Who is Balapan?
5. How did Berik get him?
6. How long did it take to train him?
7. How long will Berik and Balapan hunt together?
8. What doe Balapan get to eat first?
9. Story #2- Derge is a 12 year old boy in the Simien mountains of Ethiopia. Why did his people move to these mountains in the first place?
10. Where do these people have to grow their crops?
11. What threat are the crops under that Derge has to protect them from?
12. How big can the troops of Gelada monkeys be?
13. How many years in jail can you get for killing the monkeys?
14. How did the monkeys try to trick Derge?
15. Story #3- What type of job do Hurtomo and Sulaiman have in Indonesia?
16. True or False Indonesia has more active volcanoes than anywhere on earth.
17. How much do Hurtom and Sulaiman get paid for hauling 1 ½ times their body weight?
18. How many people that hold this job have died in the past 40 years?
19. Story #4- Marcus, Andrew and George live on the second largest island in the world- New Guinea
20. What do they use as meat for their families?
21. How do they catch their meat source?
22. How many can this meat source with a side of rice feed?
23. Story #5- Martin Mathys in the Swiss Alps has an interesting job. What is it?
24. How many avalanches are there on average a year in the Alps?
25. What tools does Martin use to do his work?
26. Story #6- What problem does 65 year old Teteeni have in the Doramba region of the Himalayas?
27. What are some of the amazing things that she does?
28. What service does Dr. Sanduk Ruit offer the people of the area?
29. How much does he charge? Does it work for Teteeni?
30. Story #7- What problem does the community of Dho Tarap which is located at 4,000 meters (roughly 1,200 feet) have to deal with in regards to 70 year old Nombe- La?
31. Why do the funerals have to be so quick?
32. Bharmay Furba is an undertaker at the funeral which is called a “sky burial” Why is it called a sky burial and what service does he provide?
33. Why is the sky burial seen as such a sacred act to the Buddhists?
34. How many years have they been using the sacred ridge?
35. In the Mountains all living things depend on one another!
Day 69- What role does education and critical thinking play in our modern world? 1-7-2021. (or how can I not fall for fake news or even figure out what news is fake?)
Why do we fall for fake news?
cognitive bias plays a role in this- Bias is the worst of the b words when it comes to science and rational thinking- and the bias that plays the most important role in this is confirmation bias which complicates the job of researchers. Confirmation bias suggests that we believe and seek out evidence that fits our preconceived points of view or beliefs- (remember beliefs are an important element of the definition of culture)
What can we do to acknowledge this and over come this?
Try to apply critical thinking skills- having an awareness that confirmation bias is real then you can take time to consider potential points of view and research not only your side but the side of the opposing view point or information source.
We are talking about this today to try to understand how people might be buying into the ideas of the "stolen election" claims that are not backed by substantial evidence to suggest widespread election fraud. We are also talking about this in Human Geography because beliefs are a key element of culture that are not usually backed by scientific evidence.
cognitive bias plays a role in this- Bias is the worst of the b words when it comes to science and rational thinking- and the bias that plays the most important role in this is confirmation bias which complicates the job of researchers. Confirmation bias suggests that we believe and seek out evidence that fits our preconceived points of view or beliefs- (remember beliefs are an important element of the definition of culture)
What can we do to acknowledge this and over come this?
Try to apply critical thinking skills- having an awareness that confirmation bias is real then you can take time to consider potential points of view and research not only your side but the side of the opposing view point or information source.
We are talking about this today to try to understand how people might be buying into the ideas of the "stolen election" claims that are not backed by substantial evidence to suggest widespread election fraud. We are also talking about this in Human Geography because beliefs are a key element of culture that are not usually backed by scientific evidence.
Week 15- World Religions
Day 68- What are some of the traditional winter festivals of different cultural groups and how do they differ across time and space? 12-18-20
Day 67- What role did the Ganges play in the development of human culture along her banks which in turn created a unique cultural landscape? 12-17-20
Today we are going to watch a film on the Ganges river in South Asia.
We will visit the Terai swamplands and Sonopar Mela in Bihar which is the largest livestock fair in India, and the home of the Moghals-
We will meet the following wildlife- Gharial (crocodile), Asian elephants, Indian rhinoceros, cobras, Bengal tigers, Ganges river dolphin, saris crane and Macaques- think about how the animals influenced belief systems.
We will visit the Terai swamplands and Sonopar Mela in Bihar which is the largest livestock fair in India, and the home of the Moghals-
We will meet the following wildlife- Gharial (crocodile), Asian elephants, Indian rhinoceros, cobras, Bengal tigers, Ganges river dolphin, saris crane and Macaques- think about how the animals influenced belief systems.
Ganges and Cultural Influence Name. __________________
Class- APHG Date. ___________
Instructor- Platt Hour. ______
The Culture of the Region can be influenced by the “Place” in which it emerges or adapts.
Directions: List eight interesting impacts the Ganges river had and has on the development of the culture in South Asia.
1.
2.
3.
4.
5.
6.
7.
8.
Class- APHG Date. ___________
Instructor- Platt Hour. ______
The Culture of the Region can be influenced by the “Place” in which it emerges or adapts.
Directions: List eight interesting impacts the Ganges river had and has on the development of the culture in South Asia.
1.
2.
3.
4.
5.
6.
7.
8.
Day 66- What are the key ideas of Islam? 12-16-20
Key ideas in Islam-
monotheistic- Allah is the Arabic word for God
Qur'an
Mosque
Imam
Jihad- to struggle or strive to work for something
Hadith- anything the Prophet said, did or gave silent approval of
Ka'bah. aka Cube. (believed to have been built by Abraham and his son Ishmael
Shi'a- descendants are rightful leaders
Sunni-those who live by the example of Muhammad should lead
Mecca
Medina
The Dome of the Rock
minaret - call to prayer
The Five Pillars-
1- Shahadah- Declaring allegiance to God
2- Salat- Daily prayer
3- Zakat- Annual charity
4- Saum- Month long fasting
5- Hajj- Pilgrimage to Mecca
1. " I declare there is not god except God and I declare that Muhammad is the Messenger of God"
2. Five times a day facing Mecca
3. Pay 2.5% of all of a person's annual valued assets
4. Ramadan- fast from sun up to sun down
5. make the trip to the Ka'bah at least one time in your life
monotheistic- Allah is the Arabic word for God
Qur'an
Mosque
Imam
Jihad- to struggle or strive to work for something
Hadith- anything the Prophet said, did or gave silent approval of
Ka'bah. aka Cube. (believed to have been built by Abraham and his son Ishmael
Shi'a- descendants are rightful leaders
Sunni-those who live by the example of Muhammad should lead
Mecca
Medina
The Dome of the Rock
minaret - call to prayer
The Five Pillars-
1- Shahadah- Declaring allegiance to God
2- Salat- Daily prayer
3- Zakat- Annual charity
4- Saum- Month long fasting
5- Hajj- Pilgrimage to Mecca
1. " I declare there is not god except God and I declare that Muhammad is the Messenger of God"
2. Five times a day facing Mecca
3. Pay 2.5% of all of a person's annual valued assets
4. Ramadan- fast from sun up to sun down
5. make the trip to the Ka'bah at least one time in your life
Day 65- What are the key ideas of Christianity? 12-15-20
Today we will look at Christianity-
Key ideas- Messiah, Resurrection, crucified/Salvation (died for peoples sins), Good Shepard (champion of the poor/ parables), 4 Gospels (Bible), Missionaries Saul/Paul, Second Coming (Apocalyptic Tales) , Virgin Birth/stable story, angelic revelations
Mary and Joseph
miracles - water to wine, walking on water, raising people from dead (Lazarus), healing the sick, feeding the masses
12 apostles
priests, pastors,miniters, preachers
loving your enemy
Christmas, Easter, Epiphany (different in western v Eastern churches), Pentecost, Immaculate Conception, Lent, Advent All Saints day
Saints and angels
Churches, Cathedrals
Music and Art
Key ideas- Messiah, Resurrection, crucified/Salvation (died for peoples sins), Good Shepard (champion of the poor/ parables), 4 Gospels (Bible), Missionaries Saul/Paul, Second Coming (Apocalyptic Tales) , Virgin Birth/stable story, angelic revelations
Mary and Joseph
miracles - water to wine, walking on water, raising people from dead (Lazarus), healing the sick, feeding the masses
12 apostles
priests, pastors,miniters, preachers
loving your enemy
Christmas, Easter, Epiphany (different in western v Eastern churches), Pentecost, Immaculate Conception, Lent, Advent All Saints day
Saints and angels
Churches, Cathedrals
Music and Art
Day 64- What are some key ideas of Judaism? 12-14-20
Today we are going to learn about Judaism. The following are key ideas, people and terms you should know-
Abraham
Moses
5 core beliefs- 1- Tanakh. 2- One God (monotheism). 3- After life. 4. The Messiah. 5. The Talmud
Yahweh / Tetragrammation.
Shabbat
Kosher
Yiddish
Hasidic Jews
Orthodox Jews
Reform Jews
Conservative Jews
Reconstructionist Jews
Synagogue
Rabbi
Ark of the Covenant
Israelits
Solomon's Temple
Torah
10 Commandments
Abraham
Moses
5 core beliefs- 1- Tanakh. 2- One God (monotheism). 3- After life. 4. The Messiah. 5. The Talmud
Yahweh / Tetragrammation.
Shabbat
Kosher
Yiddish
Hasidic Jews
Orthodox Jews
Reform Jews
Conservative Jews
Reconstructionist Jews
Synagogue
Rabbi
Ark of the Covenant
Israelits
Solomon's Temple
Torah
10 Commandments
Week 14- Wrap up on language and reflecting on different types of religion and how it moves around the globe
Day 63-What are the key ideas of Sikhism?
First we are going over the answers to chapter 8- reply to the email with your answers
Today we are exploring the world of one of the youngest of the world's religions- Sikhism-
Here are a few of the key ideas-
Hari Mandir- most important house of the book
Guru Nanak- founder
Sikhi- learner
Langar- free lunch
seva- selfless service
The 5 K's- 1- Hair. 2- comb. 3- sword. 4- special undergarments. 5. bracelet
Guru Granth Sahib- living guru (book)
5 thieves- Lust, anger, greed, attachment and pride
key beliefs- 1- One God- formless/genderless. 2. Maya- (things that take your mind off God) 3. the 3 pillars- meditation-hard work-share your stuff. 4- casteless and share the same surname- Singh (lion) or Kaur (princess)5- holy book- written by gurus +++ 6- doorway to guru
Today we are exploring the world of one of the youngest of the world's religions- Sikhism-
Here are a few of the key ideas-
Hari Mandir- most important house of the book
Guru Nanak- founder
Sikhi- learner
Langar- free lunch
seva- selfless service
The 5 K's- 1- Hair. 2- comb. 3- sword. 4- special undergarments. 5. bracelet
Guru Granth Sahib- living guru (book)
5 thieves- Lust, anger, greed, attachment and pride
key beliefs- 1- One God- formless/genderless. 2. Maya- (things that take your mind off God) 3. the 3 pillars- meditation-hard work-share your stuff. 4- casteless and share the same surname- Singh (lion) or Kaur (princess)5- holy book- written by gurus +++ 6- doorway to guru
Day 62-What are the key ideas of Hinduism?
Key Concepts- know and define the following terms
Vedas
Upanishads
Bhagavad Gita
Dharma
Karma
Brahman
Vishnu
Shiva
Arjuna
Krishna
caste
Moksha
Ganges
Vedas
Upanishads
Bhagavad Gita
Dharma
Karma
Brahman
Vishnu
Shiva
Arjuna
Krishna
caste
Moksha
Ganges
Day 61- What is the difference between a universalizing religion and an ethnic religion?
Below is a list of the Unit 3 vocabulary - You will once again create a powerpoint/ slide show of these terms and definitions. I have given you the definitions your job is to find a image, chart, or graphic that captures the essence of each term. These will be due next Friday December 18th.
Unit 3 Vocabulary-
Culture- refers to the beliefs, values, practices, behaviors and technologies shared by a society and passed down (learned) from generation to generation
Cultural trait- a shared objector cultural practice
Artifacts- a visible object or technology that a culture creates
Sociofacts- a structure or organization of a culture that influences social behavior
Mentifacts- a central, enduring element of a culture that reflects its shared ideas, values, knowledge, and beliefs
Popular culture- the widespread behaviors, beliefs, and practices or ordinary people in society at a given point in time.
Traditional culture- the long established behaviors, beliefs, and practices passed down from generation to generation.
Cultural norms- a shared standard or pattern the guides the behavior of a gourd of people
Ethnocentrism- the process by which the people of a country identify as having one common ethnicity, religion, beliefs, and language, creating a sense of pride and identity that is tied to the territory also called ethnic nationalism
Cultural Relativism- the evaluation of a culture by its own standards
Cultural Landscape- a natural landscape that has been modified by humans, reflecting their cultural beliefs and values.
Identity-the ways in which humans make sense of themselves and how they wish to be viewed by others.
Sequent occupance- the notion that successive societies leave behind their cultural imprint, a collection of evidence about human character and experiences within a geographic region, which shapes the cultural landscape.
Ethnicity-the state belonging to a group of people who share common cultural characteristics
Traditional architecture- an established building style of different cultures, religions and places.
Postmodern architecture- a building style that emerged as a reaction to “modern” designs and values diversity in design
Religion- a system of spiritual beliefs that helps form cultural perceptions, attitudes, beliefs and values.
Pilgrimage-a journey to a holy place for spiritual reasons
Language- a distinct system of communication that is the carrier of human thoughts and cultural identities.
Toponyms- a place name
Gendered spaces-a space designed and deliberately incorporated into the landscape to accommodate gender roles
Gender identity- an individuals innermost concept of self as male, female, a blend of both or neither.
Safe spaces- a space of acceptance for people who are sometimes marginalized by society
Gentrification- the renovations and improvements conforming to middle class preferences.
Third Place- a communal space that is separate from home (1st place) or work ( 2nd place)
Sense of Place- the subjective feelings and memories people associate with a geographic location
Place making- a community driven process in which people collaborate to create a place where they can live, play and learn.
Dialects- a variation of a standard language specific to a general area, with differences in pronunciation, degrees of rapidity in speech, world choice and spelling.
Adherents- a person who is loyal to a belief, religion or organization
Denomination- a separate church organization that unites a number of local congregations
Sect- a relatively small group that has separated from an established denomination
Centripetal forces- a force that unites a group of people
Centrifugal forces- a force that divides a group of people
Cultural hearth- an area where cultural traits diffuse
Cultural diffusion-the process by which a cultural train spreads from one place to another over time
Expansion diffusion- the spread of a cultural trait outward from where it originated
Contagious diffusion- the process by which an idea or cultural trait spreads rapidly among people of all social classes and levels of power.
Hierarchical diffusion- the spread of an idea or trait from a person or place of power or authority to other people or places
Stimulus diffusion- the process by which a cultural treat or idea spreads to another culture or region but is modified to adapt tot he new culture.
Relocation diffusion- the spread of cultural traits through the movement of people
Lingua Franca- common language used among speakers of different languages (sometimes for trade)
Creolization- The blending of two or more languages that may not include the features of either origin language
Globalization- the expansion of economic, culture and political processes on a worldwide scale
Cultural convergence- the process by which cultures become more similar through interaction
Cultural divergence- the process by which cultures become less similar due to conflicting beliefs or other barriers
Acculturation- the process by which people within one cult adopt some of the traits of another while retains their own distinct culture.
Assimilation- a category of acculturation in which the interaction of two cultures results in one
Syncretism- process of innovation combining different cultural features into something new
Multiculturalism- a situation in which different cultures live together without assimilating
Nativism- anti-immigrant attitudes may form among the cultural majority sometimes brining violence or government actions against the immigrant or minority group
Cultural Appropriation- the act of adopting elements of another culture
Collectivist Cultures- a culture in which people are expected to conform to collective responsibility with the family and to be obedient to and respectful of elder family members
Language family- a group of languages that share a common ancestral language from a particular hearth or region of origin
Isolate- a language that is unrelated to any other known languages
Language branch- a collection of languages within a common origin and separated from other branches in the same family several thousand years ago.
Language groups- language within a language branch that shares a common ancestor in the relatively recent past and have vocabularies with a high degree of overlap
Dialects- a variation of standard language specific to general area, with differences in pronunciation, degree of rapidity in speech, word choice, and spelling.
Universalizing religions- a religion that tries to appeal to all humans and is open to membership by everyone
Christianity-an universalizing religion based on the teaching of Jesus Christ that began in what is now the West Bank and Israel around the beginning of the common era and has spread to all continents.
Islam- an universalizing religion based on the teachings of Muhammad that originated in the hearth of Mecca on the Arabian Peninsula in the 7th century.
Buddhism- the oldest universalizing religion which arose from a hearth in northeastern India sometime between the mid-sixth and mid fourth centuries BCE and is based on the teachings of Siddhartha Gautama aka the Buddha
Sikhism- The newest universalizing religion, founded by Guru Nanak, who lived from 1469 to 1539, in the Punjab region of Northwestern India
Ethnic Religions- a religion that is closely tied with a particular ethnic group often living in a particular place
Hinduism- an ethnic religion that arose a few thousand yeas ago in South Asia and is closely tied to India
Judaism- The world’s first monotheistic region, which developed among the Hebrew people of the Southwest Asia (Middle East) about 4,000 years ago.
Secularized- focused on worldly rather than spiritual concerns
Taboo- behaviors heavily discouraged by a culture (like eating certain foods)
Culture- refers to the beliefs, values, practices, behaviors and technologies shared by a society and passed down (learned) from generation to generation
Cultural trait- a shared objector cultural practice
Artifacts- a visible object or technology that a culture creates
Sociofacts- a structure or organization of a culture that influences social behavior
Mentifacts- a central, enduring element of a culture that reflects its shared ideas, values, knowledge, and beliefs
Popular culture- the widespread behaviors, beliefs, and practices or ordinary people in society at a given point in time.
Traditional culture- the long established behaviors, beliefs, and practices passed down from generation to generation.
Cultural norms- a shared standard or pattern the guides the behavior of a gourd of people
Ethnocentrism- the process by which the people of a country identify as having one common ethnicity, religion, beliefs, and language, creating a sense of pride and identity that is tied to the territory also called ethnic nationalism
Cultural Relativism- the evaluation of a culture by its own standards
Cultural Landscape- a natural landscape that has been modified by humans, reflecting their cultural beliefs and values.
Identity-the ways in which humans make sense of themselves and how they wish to be viewed by others.
Sequent occupance- the notion that successive societies leave behind their cultural imprint, a collection of evidence about human character and experiences within a geographic region, which shapes the cultural landscape.
Ethnicity-the state belonging to a group of people who share common cultural characteristics
Traditional architecture- an established building style of different cultures, religions and places.
Postmodern architecture- a building style that emerged as a reaction to “modern” designs and values diversity in design
Religion- a system of spiritual beliefs that helps form cultural perceptions, attitudes, beliefs and values.
Pilgrimage-a journey to a holy place for spiritual reasons
Language- a distinct system of communication that is the carrier of human thoughts and cultural identities.
Toponyms- a place name
Gendered spaces-a space designed and deliberately incorporated into the landscape to accommodate gender roles
Gender identity- an individuals innermost concept of self as male, female, a blend of both or neither.
Safe spaces- a space of acceptance for people who are sometimes marginalized by society
Gentrification- the renovations and improvements conforming to middle class preferences.
Third Place- a communal space that is separate from home (1st place) or work ( 2nd place)
Sense of Place- the subjective feelings and memories people associate with a geographic location
Place making- a community driven process in which people collaborate to create a place where they can live, play and learn.
Dialects- a variation of a standard language specific to a general area, with differences in pronunciation, degrees of rapidity in speech, world choice and spelling.
Adherents- a person who is loyal to a belief, religion or organization
Denomination- a separate church organization that unites a number of local congregations
Sect- a relatively small group that has separated from an established denomination
Centripetal forces- a force that unites a group of people
Centrifugal forces- a force that divides a group of people
Cultural hearth- an area where cultural traits diffuse
Cultural diffusion-the process by which a cultural train spreads from one place to another over time
Expansion diffusion- the spread of a cultural trait outward from where it originated
Contagious diffusion- the process by which an idea or cultural trait spreads rapidly among people of all social classes and levels of power.
Hierarchical diffusion- the spread of an idea or trait from a person or place of power or authority to other people or places
Stimulus diffusion- the process by which a cultural treat or idea spreads to another culture or region but is modified to adapt tot he new culture.
Relocation diffusion- the spread of cultural traits through the movement of people
Lingua Franca- common language used among speakers of different languages (sometimes for trade)
Creolization- The blending of two or more languages that may not include the features of either origin language
Globalization- the expansion of economic, culture and political processes on a worldwide scale
Cultural convergence- the process by which cultures become more similar through interaction
Cultural divergence- the process by which cultures become less similar due to conflicting beliefs or other barriers
Acculturation- the process by which people within one cult adopt some of the traits of another while retains their own distinct culture.
Assimilation- a category of acculturation in which the interaction of two cultures results in one
Syncretism- process of innovation combining different cultural features into something new
Multiculturalism- a situation in which different cultures live together without assimilating
Nativism- anti-immigrant attitudes may form among the cultural majority sometimes brining violence or government actions against the immigrant or minority group
Cultural Appropriation- the act of adopting elements of another culture
Collectivist Cultures- a culture in which people are expected to conform to collective responsibility with the family and to be obedient to and respectful of elder family members
Language family- a group of languages that share a common ancestral language from a particular hearth or region of origin
Isolate- a language that is unrelated to any other known languages
Language branch- a collection of languages within a common origin and separated from other branches in the same family several thousand years ago.
Language groups- language within a language branch that shares a common ancestor in the relatively recent past and have vocabularies with a high degree of overlap
Dialects- a variation of standard language specific to general area, with differences in pronunciation, degree of rapidity in speech, word choice, and spelling.
Universalizing religions- a religion that tries to appeal to all humans and is open to membership by everyone
Christianity-an universalizing religion based on the teaching of Jesus Christ that began in what is now the West Bank and Israel around the beginning of the common era and has spread to all continents.
Islam- an universalizing religion based on the teachings of Muhammad that originated in the hearth of Mecca on the Arabian Peninsula in the 7th century.
Buddhism- the oldest universalizing religion which arose from a hearth in northeastern India sometime between the mid-sixth and mid fourth centuries BCE and is based on the teachings of Siddhartha Gautama aka the Buddha
Sikhism- The newest universalizing religion, founded by Guru Nanak, who lived from 1469 to 1539, in the Punjab region of Northwestern India
Ethnic Religions- a religion that is closely tied with a particular ethnic group often living in a particular place
Hinduism- an ethnic religion that arose a few thousand yeas ago in South Asia and is closely tied to India
Judaism- The world’s first monotheistic region, which developed among the Hebrew people of the Southwest Asia (Middle East) about 4,000 years ago.
Secularized- focused on worldly rather than spiritual concerns
Taboo- behaviors heavily discouraged by a culture (like eating certain foods)
Day 60- Where did English come from and why does it vary so much from place to place?
Today we are going to learn about the history of where English came from as well as where new words come from to languages all over the world- We will be talking about dialects and other regional differences in words. The origin of the word villain may be surprising to many of you. The differences of language from culture to culture also make translation of words difficult as definitions are rich with complex cultural meanings that don't mix/cross well with single words from another language. Language is fluid so as people move languages change slowly and subtly over time. Looking at the difference in English from England to the United States to Australia is a recent example of these kinds of changes.
We will have our Unit 3 vocabulary list by Wednesday's class
We will have our Unit 3 vocabulary list by Wednesday's class
Day 59- Why save a language?
We will be spending at least two more days on language- Today we are going to continue the discussion or the role language has on cultural identity and why that is so important. We will also talk about how isolation can preserve or change languages with a reading on Appalachian English which you will respond to in an email.
I will hopefully be giving you the full Unit three vocabulary list on Tuesday- Wednesday at the latest.
The picture above represents languages that are lost or the "vanishing voices".
I will hopefully be giving you the full Unit three vocabulary list on Tuesday- Wednesday at the latest.
The picture above represents languages that are lost or the "vanishing voices".
Week 13- Elements of Culture
Day 58- What impact does language have on cultural identity?
Today we are going to look at the impact of language on cultural identity. The short film "Vanishing Voices" captures the essence of this relationship. We have a second film that we might start called "Why Save a Language?" that extends that idea. If we don't finish or get to the second film we will watch that on Monday
First though we are going to go over the Chapter 7 Answers in the Blue Book- Email me your answers by responding to the email that you received from me just before class.
First though we are going to go over the Chapter 7 Answers in the Blue Book- Email me your answers by responding to the email that you received from me just before class.
Day 57- How do Languages Evolve, diffuse and work?
Today we are going to start a two day journey into language- I hope you enjoy! There will be more tomorrow!
PLEASE REMEMBER TO HAVE THE CHAPTER 7 QUESTIONS FINISHED FOR FRIDAY- I WILL SEND OUT AN EMAIL WHICH YOU WILL REPLY WITH YOUR ANSWERS AT THE BEGINNING OF THE CLASS!
PLEASE REMEMBER TO HAVE THE CHAPTER 7 QUESTIONS FINISHED FOR FRIDAY- I WILL SEND OUT AN EMAIL WHICH YOU WILL REPLY WITH YOUR ANSWERS AT THE BEGINNING OF THE CLASS!
Day 56- Why do Languages die?
Today the focus is on dying languages. At the end of the day you will learn what language has returned from the dead.
Day 55- What are the drivers of cultural diffusion both past and present?
Today we are going to explore things that change and influence culture both past and present. We will learning about new terms- acculturation, assimilation, nativism, and multiculturalism. When we are finished with 3.5 and 3.6 I want you to start reading Chapter 7 which starts on page 106 and goes through 114. You should have the questions answered by Friday December 4th. You can find those 7 questions on pages 115-117. Have a good day.
Day 54- What are some of the elements of Culture? and Who was the original Buddha?
Today we are going to finish our discussion of Buddhism. You will need to be familiar with the following terms and names:
Nirvana
8-fold path
4 noble truths
Siddhartha
Mara and his 5 daughters
Jataka Tales
Stupa
One of the reasons we are looking at Buddhism is because religion is a important element of human culture for many people. Religion has impact on many of the other elements of culture.
Buddhism Name _______________
3. What was the buddha’s human name?
4. What does the word Buddha mean?
5. What are the five marks of the Buddha
6. What are the three things Siddhartha saw that changed his life?
7. What are the 3 jewels of Buddhism
8. What are the 4 Noble truths-
9. What is the Eightfold Path?
Nirvana
8-fold path
4 noble truths
Siddhartha
Mara and his 5 daughters
Jataka Tales
Stupa
One of the reasons we are looking at Buddhism is because religion is a important element of human culture for many people. Religion has impact on many of the other elements of culture.
Buddhism Name _______________
- Which one was the real Buddha- a or b
3. What was the buddha’s human name?
4. What does the word Buddha mean?
5. What are the five marks of the Buddha
6. What are the three things Siddhartha saw that changed his life?
7. What are the 3 jewels of Buddhism
8. What are the 4 Noble truths-
9. What is the Eightfold Path?
Week 12- Culture
Day 53- What is Buddhism? 11-24-20
Today we are going to continue the study of culture and after we review the questions to Jerusalem and to Arabia we will take a quick look into Buddhism. When we
Day 52- What is the Hajj? 11-23-20
Today we are going to explore Arabia as we take time to get to know the Middle East better.
Arabia- A Story of the Golden Ages Name. ____________
Class- APHG Date. _________
Instructor- Platt Hour. _____
Answer the following questions from the film Arabia-
1. How and where does the movie open?
2. True or False- Over the past 2000 years there have been two “Golden Ages” in Arabia.
3. True or False- Just over 80 years ago most people in Arabia lived in tents, coral rock and
mud housing.
4. What Arabian city do millions of people face each day to pray?
5. What American University does our film student host Hamzah Jamjoom attend?
6. Describe the Bedouin people?
7. How are the camels designed for the desert?
8. What types of animals do we see in Arabia and where did they come from?
9. What types of things did we see in the Red Sea?
10. What helped to spark the first “Golden Age” in Arabia? (hint it was the source of wealth)
11. What is Madain Saleh?
12. What did the Romans adopt that ended the important of what brought wealth to Arabia?
13. What famous person live in Medina?
14. What started the second “Golden Age” of the area?
15. What was discovered in 1932 in Saudi Arabia?
16. What is changing in regards to women and education in Saudi Arabia?
17. Where is the Hajj?
18. What is the Kaaba?
Class- APHG Date. _________
Instructor- Platt Hour. _____
Answer the following questions from the film Arabia-
1. How and where does the movie open?
2. True or False- Over the past 2000 years there have been two “Golden Ages” in Arabia.
3. True or False- Just over 80 years ago most people in Arabia lived in tents, coral rock and
mud housing.
4. What Arabian city do millions of people face each day to pray?
5. What American University does our film student host Hamzah Jamjoom attend?
6. Describe the Bedouin people?
7. How are the camels designed for the desert?
8. What types of animals do we see in Arabia and where did they come from?
9. What types of things did we see in the Red Sea?
10. What helped to spark the first “Golden Age” in Arabia? (hint it was the source of wealth)
11. What is Madain Saleh?
12. What did the Romans adopt that ended the important of what brought wealth to Arabia?
13. What famous person live in Medina?
14. What started the second “Golden Age” of the area?
15. What was discovered in 1932 in Saudi Arabia?
16. What is changing in regards to women and education in Saudi Arabia?
17. Where is the Hajj?
18. What is the Kaaba?
Week 11- Culture and the Cultural Landscape
Day 51- Why is Jerusalem so important to so many people what does it have to do with diffusion and hearths? 11-20-20
Film Guide- Jerusalem Name. _______________
Class- AP HG Hour. __________
Instructor- Platt Date. ______
Describe some of the Places seen in Jerusalem-the heart of the world
1. The Western Wall- (aka the Wailing Wall)
2. The Church of the Holy Sepulchre
3. The Dome of the Rock
4. What are the four major quarters in the old town of Jerusalem
5. What is Masada?
6. What is the Via Dolorosa?
7. What was interesting about the three young women that we meet?
8. Why is the Rock of the Dome of the Rock so famous?
Class- AP HG Hour. __________
Instructor- Platt Date. ______
Describe some of the Places seen in Jerusalem-the heart of the world
1. The Western Wall- (aka the Wailing Wall)
2. The Church of the Holy Sepulchre
3. The Dome of the Rock
4. What are the four major quarters in the old town of Jerusalem
5. What is Masada?
6. What is the Via Dolorosa?
7. What was interesting about the three young women that we meet?
8. Why is the Rock of the Dome of the Rock so famous?
Day 50- What is Diffusion in Human Geography? 11-19-20
Today we are going to look at types of cultural diffusion. We are going to explore the following terms: Relocation Diffusion, Expansion Diffusion, Contagious Diffusion, Stimulus Diffusion, and Hierarchical Diffusion. In understanding these types of diffusion it is important to understand the word- Hearth. Hearth- The region from which innovative ideas originate. This relates to the important concept of the spreading of ideas from one area to another (diffusion). Diffusion: The process of spread of a feature or trend from one place to another over time.
Define the following Geographic Terms for the Middle East
Terms to define or Places to describe-
Gaza Strip
West Bank
Golan Heights
Negev desert
Sinai desert/ Peninsula
Amman
Dead Sea
Aswan High Dam
Red Sea
Suez Canal
The Levant
Western Zagros Mountains
Alborz Mountains
Iranian Plateau
Tehran
Strait of Hormuz
Persian Gulf
The Dardanelles
Istanbul
Anatolia
Najd
Meca
Medina
Gaza Strip
West Bank
Golan Heights
Negev desert
Sinai desert/ Peninsula
Amman
Dead Sea
Aswan High Dam
Red Sea
Suez Canal
The Levant
Western Zagros Mountains
Alborz Mountains
Iranian Plateau
Tehran
Strait of Hormuz
Persian Gulf
The Dardanelles
Istanbul
Anatolia
Najd
Meca
Medina
Day 49- What is the difference between ethnocentrism and cultural relativism? 11-18-20
Today we are going to learn about the differences between cultural relativism and ethnocentrism. We will look at a few images below and Mr. Simm's 3.3 video. After we are done with that we will finish up our Middle East Geographic Challenges videos. When we finish the videos you will have time to go back and respond to yesterdays email in which you will share three things that you learned from each of these video clips. Tonight' s home work is to complete the chapter 6 questions from our AMSCO Blue book. We will submit the answers tomorrow and go over the questions. Let's Hav fun!
Day 48-What is a Cultural Landscape? And- What are the Geographic problems faced by the Middle East? 11-17-20
Cultural landscape- the cultural impacts on an area, including buildings, agricultural patterns, roads, signs, & nearly everything else that humans have created
Cultural landscape is made up of structures within the physical landscape caused by human imprint/human activities. Ex: buildings, artwork, Protestant churches in the US South - Cathedrals in Southern/western Europe, mosques in Southwest Asia
We are going to watch 3.2 and then start exploring the Middle East which is the hearth of three major world religions which makes up a huge element of culture.
Cultural landscape is made up of structures within the physical landscape caused by human imprint/human activities. Ex: buildings, artwork, Protestant churches in the US South - Cathedrals in Southern/western Europe, mosques in Southwest Asia
We are going to watch 3.2 and then start exploring the Middle East which is the hearth of three major world religions which makes up a huge element of culture.
Watch the 6 mini videos on the Geography problems for the 6 highlighted Middle East/ North African countries- (Israel, Jordan, Egypt, Iran, Turkey, Saudi Arabia). Write down at least four things you learned or liked from each of these videos. On the back of this sheet define the terms that are listed. You can find the six videos at the following link-
https://plattspage.weebly.com/unit-3-links.html
1. Israel
2. Jordan
3. Egypt
4. Iran
5. Turkey
6. Saudi Arabia
https://plattspage.weebly.com/unit-3-links.html
1. Israel
2. Jordan
3. Egypt
4. Iran
5. Turkey
6. Saudi Arabia
Day 47- What is Culture? 11-16-20
Today we are going to start looking at "Culture". The definition that I will give you is pretty simple- Culture is the LEARNED set of behaviors, values and beliefs of a group of people. We belong to a mainstream culture and sub-set cultures. Lets look at the culture of the Girl Scouts. What are some of those key elements of the girls scouts? Behaviors? Values? Beliefs?
Next week will be a work week to get caught up on all missing assignments-
Next week will be a work week to get caught up on all missing assignments-
Week 10- Migration and Population writing assignment week-
Day 46- What is taking an FRQ feel like when under the clock? 11-13-20
Today we will be answering a FRQ in class while being timed. You will have about 40 minutes to finish the question from page 71 and 72 in your Blue book. You will email your response along with the question we worked on yesterday to me as a reply to an email that I send you before class today- Here is the question with out the prompts-
Since 1950, population has grown fastest in less developed countries, and the total fertility rate is an important indicator of population growth. Use the graph above and the map about total fertility rate on page 55 to answer the following questions.
A. Describe the population growth patterns of More Developed Countries shown on the graph..
B. Explain one reason why the pattern in A is occurring.
C. Using both sources, explain ONE reason why population is growing faster in less developed countries than in more developed countries,
D. Explain ONE social consequence of uneven population growth between less and more developed countries.
E. Explain ONE economic consequence of uneven population growth between less and more developed countries.
F. Explain ONE political way that countries have attempted to lower their total fertility rates.
G. Describe an unintended consequence of the political policy in F.
Since 1950, population has grown fastest in less developed countries, and the total fertility rate is an important indicator of population growth. Use the graph above and the map about total fertility rate on page 55 to answer the following questions.
A. Describe the population growth patterns of More Developed Countries shown on the graph..
B. Explain one reason why the pattern in A is occurring.
C. Using both sources, explain ONE reason why population is growing faster in less developed countries than in more developed countries,
D. Explain ONE social consequence of uneven population growth between less and more developed countries.
E. Explain ONE economic consequence of uneven population growth between less and more developed countries.
F. Explain ONE political way that countries have attempted to lower their total fertility rates.
G. Describe an unintended consequence of the political policy in F.
Day 45- How do you answer/outline an FRQ? 11-12-20
The graph depicts the distance-decay model of migration, and the map shows numerous global migration flows. Use them to answer the questions below.
A. Explain the concept of distance decay shown in the graph
B. Using the global migration map and the graph, identify TWO global migration trends that illustrate the concept of distance decay.
C. Explain the difference between push and pull factors.
D. Using a migration stream from the map, identify an economic pull factor
E. Using a migration stream from the map, identify a political push factor.
F. Describe ONE positive consequence for countries that receive migrants
G. Describe ONE positive consequence for countries that send migrants.
B. Using the global migration map and the graph, identify TWO global migration trends that illustrate the concept of distance decay.
C. Explain the difference between push and pull factors.
D. Using a migration stream from the map, identify an economic pull factor
E. Using a migration stream from the map, identify a political push factor.
F. Describe ONE positive consequence for countries that receive migrants
G. Describe ONE positive consequence for countries that send migrants.
WE WILL DO THE QUESTION TOGETHER IN CLASS BY POWERPOINT- YOU WILL TYPE OUT THE ANSWER ON FRIDAY IN CLASS
Day 44- How do you write an FRQ? 11-11-20
Today we are going to continue thinking about the AP HG FRQ process- Yesterday we focused on "Task Verbs" and today we will review those verbs- Pay close attention to the task verbs used in the free-response questions. Each one directs you to complete a specific type of response. Here are the task verbs you’ll see on the exam:
Tue, May 4, 2021, 12 PM Local
Don’t start to write immediately; that can lead to a string of disconnected, poorly planned thoughts. Carefully analyze the question: think about what is being asked and identify the elements that must be addressed in the response. For example, some questions may require you to consider the similarities between people or events, and then to think of the ways they are different. Others may ask you to develop an argument with examples to support it. Be sure to answer exactly what is being asked in the question prompt!
After you have determined how to answer the question, consider what geographic themes you can incorporate into your response. If there is a map, chart, graph, or diagram with the question, study it carefully before beginning your answer. Think about the evidence you studied during the course that relates to the question and then decide how it fits into the analysis or explanation. Does it demonstrate a similarity or a difference? Does it argue for or against a point that is being addressed? Does it ask you to identify and explain a certain number of examples or reasons?
Don’t just paraphrase or summarize your evidence. Clearly state your intent, then use additional information or analysis to elaborate on how these pieces of evidence are similar or different. If there is evidence that refutes a statement, explain why. Your answer should show that you understand the subtleties of the question. Carefully answer each part of the question. Be sure to use appropriate geographic terms, and refer to models or theories when appropriate.
Tue, May 4, 2021, 12 PM Local
- Compare: Provide a description or explanation of similarities and/or differences.
- Define: Provide a specific meaning for a word or concept.
- Describe: Provide the relevant characteristics of a specified topic.
- Explain: Provide information about how or why a relationship, process, pattern, position, or outcome occurs, using evidence and/or reasoning.
- Identify: Indicate or provide information about a specified topic, without elaboration or explanation.
Don’t start to write immediately; that can lead to a string of disconnected, poorly planned thoughts. Carefully analyze the question: think about what is being asked and identify the elements that must be addressed in the response. For example, some questions may require you to consider the similarities between people or events, and then to think of the ways they are different. Others may ask you to develop an argument with examples to support it. Be sure to answer exactly what is being asked in the question prompt!
After you have determined how to answer the question, consider what geographic themes you can incorporate into your response. If there is a map, chart, graph, or diagram with the question, study it carefully before beginning your answer. Think about the evidence you studied during the course that relates to the question and then decide how it fits into the analysis or explanation. Does it demonstrate a similarity or a difference? Does it argue for or against a point that is being addressed? Does it ask you to identify and explain a certain number of examples or reasons?
Don’t just paraphrase or summarize your evidence. Clearly state your intent, then use additional information or analysis to elaborate on how these pieces of evidence are similar or different. If there is evidence that refutes a statement, explain why. Your answer should show that you understand the subtleties of the question. Carefully answer each part of the question. Be sure to use appropriate geographic terms, and refer to models or theories when appropriate.
Day 43- Why is cave diving so dangerous? + What is a halocline? 11-10-20
A couple of wrap of things today- first we will finish the last 10 minutes of Amazing Caves. We will see the dangerous world of cave diving and learn more about extremophiles as well as what is on earth is a halocline. But the main event is to start our reaction papers for the film exodus. Here are the directions-
Use the information from our discussion, your memories and notes to complete a reflection paper. This reflection should be a minimum of 2 pages. It might be easiest to have each numbered point below as a separate paragraph- This paper is due by Wednesday's class.
The Reflection must contain-
A summary of the refugee’s circumstances and experiences addressing the following information:
!. Their reason for leaving their country of origin- did they feel they had a choice
2. Any intervening obstacles or geographic barriers they encounter of their journey.
3. Their experiences (positive and negative) in the new countries they entered.
4. Similarities and differences between the refugees circumstances and experiences.
Your summary must also contain a personal reflection addressing the following:
1. Your opinions/ thoughts etc. that you have after viewing this documentary
2. Given the range of reasons for leaving, do you think some refugees or migrants are more “deserving” than others to be granted asylum or legal residence in a new country?
3. What is the best way for countries of the world to respond to the refugee crisis?
Use the information from our discussion, your memories and notes to complete a reflection paper. This reflection should be a minimum of 2 pages. It might be easiest to have each numbered point below as a separate paragraph- This paper is due by Wednesday's class.
The Reflection must contain-
A summary of the refugee’s circumstances and experiences addressing the following information:
!. Their reason for leaving their country of origin- did they feel they had a choice
2. Any intervening obstacles or geographic barriers they encounter of their journey.
3. Their experiences (positive and negative) in the new countries they entered.
4. Similarities and differences between the refugees circumstances and experiences.
Your summary must also contain a personal reflection addressing the following:
1. Your opinions/ thoughts etc. that you have after viewing this documentary
2. Given the range of reasons for leaving, do you think some refugees or migrants are more “deserving” than others to be granted asylum or legal residence in a new country?
3. What is the best way for countries of the world to respond to the refugee crisis?
Day 42- What is a FRQ? 11-9-20
An FRQ is a FREE RESPONSE QUESTION- which is the writing element of the AP exam for Human Geography. It is a fancy phrase for short answer essay question. You will have 3 FRQs on your AP Exam in May and have about 75 minutes to write them.
You will have 3 questions
Each one will have a prompt
Each one will be worth 7 points
We are going to practice the skills of writing today by doing outline notes for a paper we are going to write on the Frontline Film: Exodus-
Remember these notes-
We are going to follow the stories of 5 different people that are involved with migrations from their point of view behind the scenes- They are:
Isra'a a 13 year old from Syria
Hassan a teacher of English from Syria
Alaigie a 21 year old from Gambia
Sadiq an Afgan electrian
Ahmad a student from Syria
The Questions I want you to consider while watching their stories-
1- What was the reasoning for leaving their country of origin? Did they feel like they had a choice?
2. What were some of the intervening obstacles or geographic barriers that they encounter on their Journey?
3. What were both the positive and negative experiences they encountered in the new country they entered?
At the conclusion of the film consider the following:
What were the similarities between the refugees circumstances and experiences?
What were the differences between the refugees circumstances and experiences?
You will have 3 questions
Each one will have a prompt
Each one will be worth 7 points
We are going to practice the skills of writing today by doing outline notes for a paper we are going to write on the Frontline Film: Exodus-
Remember these notes-
We are going to follow the stories of 5 different people that are involved with migrations from their point of view behind the scenes- They are:
Isra'a a 13 year old from Syria
Hassan a teacher of English from Syria
Alaigie a 21 year old from Gambia
Sadiq an Afgan electrian
Ahmad a student from Syria
The Questions I want you to consider while watching their stories-
1- What was the reasoning for leaving their country of origin? Did they feel like they had a choice?
2. What were some of the intervening obstacles or geographic barriers that they encounter on their Journey?
3. What were both the positive and negative experiences they encountered in the new country they entered?
At the conclusion of the film consider the following:
What were the similarities between the refugees circumstances and experiences?
What were the differences between the refugees circumstances and experiences?
Week 9- Unit 2 wrap-up/ Migrations and Population
Day 41- What is so amazing about caves?
Film Guide- Amazing Caves Name __________
Class- World Geography Date ______
Instructor- Platt Hour ______
1. What was the name given to the natural wells that formed in the middle of the jungle used by Hazel to access the underwater caves
a. watersheds
b. spumantes
c. cenotes
2. In the Grand Canyon the river was very blue. What caused the water to be so blue?
a. cold temperature
b. dissolved limestone
c. blue algae in the water
3. The Sand Painters depicted in the film were members of what Native tribe?
a. Navajo
b. Hopi
c. Apache
4. What material dissolves the underground rock to form caves?
a. sulpher
b. rock eating bacteria
c. water
5. What was the name given to the microscopic creatures that Hazel was studying in the various caves visited in the field?
a. exoskeletons
b. stalagmites
c. extremeophiles
6. Why do cavers use rafts when exploring underground rivers?
a. to reduce contamination of the environment from their presence
b. so they can get around easier
c. it’s really fun to go rafting in caves
7. How are the walls of an ice cave like the trunk of a tree?
a. both are hard to climb
b. they are thickest at the bottom
c. their layers or rings store information about the environmental events that took
place many years ago
8. What group of people built the ruins we saw in the Yucatan?
a. the Mayans
b. the Navajo
c. the Egyptians
9. A special layer is formed when salt water mixes with fresh water in an underwater
cave- it is called-
a .saline.
b. halocline
c. slush
10. Why do cave divers wear their oxygen tanks on the side of their bodies instead of
on their backs
a. so they can move their heads and look around more easily
b. so they can fit through small openings
c. it looks really cool
Class- World Geography Date ______
Instructor- Platt Hour ______
1. What was the name given to the natural wells that formed in the middle of the jungle used by Hazel to access the underwater caves
a. watersheds
b. spumantes
c. cenotes
2. In the Grand Canyon the river was very blue. What caused the water to be so blue?
a. cold temperature
b. dissolved limestone
c. blue algae in the water
3. The Sand Painters depicted in the film were members of what Native tribe?
a. Navajo
b. Hopi
c. Apache
4. What material dissolves the underground rock to form caves?
a. sulpher
b. rock eating bacteria
c. water
5. What was the name given to the microscopic creatures that Hazel was studying in the various caves visited in the field?
a. exoskeletons
b. stalagmites
c. extremeophiles
6. Why do cavers use rafts when exploring underground rivers?
a. to reduce contamination of the environment from their presence
b. so they can get around easier
c. it’s really fun to go rafting in caves
7. How are the walls of an ice cave like the trunk of a tree?
a. both are hard to climb
b. they are thickest at the bottom
c. their layers or rings store information about the environmental events that took
place many years ago
8. What group of people built the ruins we saw in the Yucatan?
a. the Mayans
b. the Navajo
c. the Egyptians
9. A special layer is formed when salt water mixes with fresh water in an underwater
cave- it is called-
a .saline.
b. halocline
c. slush
10. Why do cave divers wear their oxygen tanks on the side of their bodies instead of
on their backs
a. so they can move their heads and look around more easily
b. so they can fit through small openings
c. it looks really cool
Day 39 and 40- What are the Unit 2 Key Vocabulary words? 11-2-20 and 11-3-20
Being Election Day I thought I would share with you a link that demographers developed the tries to predict how a person might vote based on a variety of traits that they have collected data for- You might enjoy playing around with the settings to see the likely hood that a person might vote in a particular direction- PLEASE REMEMBER- predicting voting behavior of humans might be like predicting the weather in Kansas- it is an educated guessing game-
ASSIGNMENT- This week you will be creating a slide show for Unit 2 vocabulary words (list is below). You will have through Monday November 9th to complete this- Thank you-
Unit 2 vocal AP Human Geography
Arithmetic Density- Total number of objects in an area; formula=all people/all land
Asylum Seeker- person moved to different country seeking a "safe haven" (wants to be seen as a refugee)
Amnesty Programs- Official pardon for people who've been convicted of political offenses
Brain Drain- Large-scale emigration by talented people
Carrying Capacity- Number of people that can live comfortably with the amount of resources in a given place
Centroid- Center of a country's population
Chain Migration- People migrate to specific location because relatives or people of same nationality previously migrated there
Cornucopian Theory- Human population growth will result in innovations and new tech. that will increase food supply and carrying capacity
Cohort- a group of people banded together or treated as a group.
Population of various age categories in a population pyramid.
Crude Birth Rate (CBR)- Total number of live births per year per 1000
Crude Death Rate (CDR)- Total number of deaths per year per 1000
Demography- geographic study of population
Demographic Transition Model- is based on historical population trends of two demographic characteristics – birth rate and death rate – to suggest that a country's total population growth rate cycles through stages as that country develops economically.
Dependency Ratio- Number of people who are too young or too old to work (0-14 and 65+)
Doubling Time- Number of years needed to double population; Formula=70/NIR
Ecumene- Portion of Earth's surface occupied by permanent human settlement / livable land
Emigration – From the perspective of the country of departure, the act of moving from one’s country of nationality or usual residence to another country, so that the country of destination effectively becomes his or her new country of usual residence.
Epidemiology- Branch of medical science concerned with the incidence, distribution, and control of diseases that are prevalent among population
Epidemiological Transition Model- distinctive causes of death in each stage of the demographic transition model
Forced Migration- Permanent move by force (can mean if in danger they need to move)
Gravity Mode- ppl are going to move closer than farther
ppl move to big cities optimal location of a service is related to number of ppl in that area and inversely related to the distance ppl must travel to access it
Guest Worker- term once used for a worker who migrated to a MDC in search of a higher-paying job
Immigration- Migration TO a new location
Immigrant – From the perspective of the country of arrival, a person who moves into a country other than that of his or her nationality or usual residence, so that the country of destination effectively becomes his or her new country of usual residence.
Infant Mortality Rate (IMR)- Total number of deaths per year of infants under the age of 1 year for every 1,000 live births in society-
Internal Migration- Permanent move within the same country
Internally Displaced Person (IDP)- Person forced to move, but within the same country (similar to refugee, just in same country)
International Migration- Permanent move from one country to another
Interregional Migration- Permanent move from one region to another
Intervening Obstacle- Environmental or cultural feature of the landscape that slows or hinders migration
Intervening Opportunity- opportunities that come in the way of a migration and ppl choose to stay there than complete migration
Intraregional Migration- Permanent move within the same region
J-curve- This is when the projection population show exponential growth; sometimes shape as a j-curve. This is important because if the population grows exponential our resource use will go up exponential and so will our use as well as a greater dema
Life Expectancy- Average number of years someone is expected to live, given current social, economic, & medical conditions (of a society or specific person
Malthus, Thomas- predicted major disaster
suggested to kill ppl off so food supply stays at the same rate of population growth
population would surpass food supply
pessimistic point of view
Malthusian Theory- Theory that the world will be overpopulated and there won't be enough resources
Maternal Mortality Rate- annual number of deaths of women during childbirth per 100,000 children.
Migrant- Someone moving to or from a location
Migration- Permanent move to a new location
Natural Increase Rate (NIR or RNI)- The percentage a population grows each year
Neo-Malthusians- People who, for the most part, agree with Malthus's theory, but have solutions for the problem
Net Migration- Difference between level of immigration and level of emigration
Overpopulation- When the number of people exceeds the capacity of the environment to support life at a decent standard of living
Pandemic- Disease that occurs over a wide geographic area and affects a very high portion of the population
Physiological Density- Number of people supported by a unit of arable land; formula=people/arable land = 1,000 people/70 square miles of arable land
Population Pyramid- A bar graph that represents distribution of population by age and sex / shows percentage of total population in five year age groups, youngest at base, oldest at top
Pull Factor- Reason that someone moves TO a location
Push Factor- Reason someone moves FROM/AWAY from a location
Quotas- Laws that place maximum limits on the number of people who can immigrate to a country each year
Rate of Natural Increase- CBR-CDR/1,000
rate at which population increases world NIR is 1.2%
Ravenstein Migration Theory- 7 laws of migration (not all apply today): 1. Short distance 2. International or long-distance = urban 3. Moves in steps 4. Rural to urban 5. Start of flow = movement the other way 6. Adults looking for work 7. International = men, internal = women (not true anymore)
Refugee- Someone forced to move because if they stay they will be in danger
Refugee (1951 Convention) – A person who, owing to a well-founded fear of persecution for reasons of race, religion, nationality, membership of a particular social group or political opinion, is outside the country of his nationality and is unable or, owing to such fear, is unwilling to avail himself of the protection of that country; or who, not having a nationality and being outside the country of his former habitual residence as a result of such events, is unable or, owing to such fear, is unwilling to return to it.
Replacement Rate- A woman needs to have 2 kids to "replace" her and the father
S-Curve- growth and decline of a population, population was growing and then leveled out
Sex Ratio- Number of males per every 100 females in a population
Smuggling of migrants – The procurement, in order to obtain, directly or indirectly, a financial or other material benefit, of the irregular entry of a person into a State Party of which the person is not a national or a permanent resident.
Standard of Living- quality and quantity of goods available to people and how they are distributed within a population
Step Migration- Series of shorter, less extreme migrations from place of origin too final destination
Total Fertility Rate (TFR)- Average number of children a woman will have throughout her child-bearing years
Transhumance migration- moving of livestock from one place to another seasonally
Unauthorized Immigrant- People who enter a country without proper documents
Voluntary Migration- Permanent move by choice (usually economic)
Xenophobia – At the international level, no universally accepted definition of xenophobia exists, though it can be described as “attitudes, prejudices and behaviour that reject, exclude and often vilify persons, based on the perception that they are outsiders or foreigners to the community, society or national identity”.
Zero Population Growth (ZPG)- Decline in TFR to the point where natural increase rate is zero
Arithmetic Density- Total number of objects in an area; formula=all people/all land
Asylum Seeker- person moved to different country seeking a "safe haven" (wants to be seen as a refugee)
Amnesty Programs- Official pardon for people who've been convicted of political offenses
Brain Drain- Large-scale emigration by talented people
Carrying Capacity- Number of people that can live comfortably with the amount of resources in a given place
Centroid- Center of a country's population
Chain Migration- People migrate to specific location because relatives or people of same nationality previously migrated there
Cornucopian Theory- Human population growth will result in innovations and new tech. that will increase food supply and carrying capacity
Cohort- a group of people banded together or treated as a group.
Population of various age categories in a population pyramid.
Crude Birth Rate (CBR)- Total number of live births per year per 1000
Crude Death Rate (CDR)- Total number of deaths per year per 1000
Demography- geographic study of population
Demographic Transition Model- is based on historical population trends of two demographic characteristics – birth rate and death rate – to suggest that a country's total population growth rate cycles through stages as that country develops economically.
Dependency Ratio- Number of people who are too young or too old to work (0-14 and 65+)
Doubling Time- Number of years needed to double population; Formula=70/NIR
Ecumene- Portion of Earth's surface occupied by permanent human settlement / livable land
Emigration – From the perspective of the country of departure, the act of moving from one’s country of nationality or usual residence to another country, so that the country of destination effectively becomes his or her new country of usual residence.
Epidemiology- Branch of medical science concerned with the incidence, distribution, and control of diseases that are prevalent among population
Epidemiological Transition Model- distinctive causes of death in each stage of the demographic transition model
Forced Migration- Permanent move by force (can mean if in danger they need to move)
Gravity Mode- ppl are going to move closer than farther
ppl move to big cities optimal location of a service is related to number of ppl in that area and inversely related to the distance ppl must travel to access it
Guest Worker- term once used for a worker who migrated to a MDC in search of a higher-paying job
Immigration- Migration TO a new location
Immigrant – From the perspective of the country of arrival, a person who moves into a country other than that of his or her nationality or usual residence, so that the country of destination effectively becomes his or her new country of usual residence.
Infant Mortality Rate (IMR)- Total number of deaths per year of infants under the age of 1 year for every 1,000 live births in society-
Internal Migration- Permanent move within the same country
Internally Displaced Person (IDP)- Person forced to move, but within the same country (similar to refugee, just in same country)
International Migration- Permanent move from one country to another
Interregional Migration- Permanent move from one region to another
Intervening Obstacle- Environmental or cultural feature of the landscape that slows or hinders migration
Intervening Opportunity- opportunities that come in the way of a migration and ppl choose to stay there than complete migration
Intraregional Migration- Permanent move within the same region
J-curve- This is when the projection population show exponential growth; sometimes shape as a j-curve. This is important because if the population grows exponential our resource use will go up exponential and so will our use as well as a greater dema
Life Expectancy- Average number of years someone is expected to live, given current social, economic, & medical conditions (of a society or specific person
Malthus, Thomas- predicted major disaster
suggested to kill ppl off so food supply stays at the same rate of population growth
population would surpass food supply
pessimistic point of view
Malthusian Theory- Theory that the world will be overpopulated and there won't be enough resources
Maternal Mortality Rate- annual number of deaths of women during childbirth per 100,000 children.
Migrant- Someone moving to or from a location
Migration- Permanent move to a new location
Natural Increase Rate (NIR or RNI)- The percentage a population grows each year
Neo-Malthusians- People who, for the most part, agree with Malthus's theory, but have solutions for the problem
Net Migration- Difference between level of immigration and level of emigration
Overpopulation- When the number of people exceeds the capacity of the environment to support life at a decent standard of living
Pandemic- Disease that occurs over a wide geographic area and affects a very high portion of the population
Physiological Density- Number of people supported by a unit of arable land; formula=people/arable land = 1,000 people/70 square miles of arable land
Population Pyramid- A bar graph that represents distribution of population by age and sex / shows percentage of total population in five year age groups, youngest at base, oldest at top
Pull Factor- Reason that someone moves TO a location
Push Factor- Reason someone moves FROM/AWAY from a location
Quotas- Laws that place maximum limits on the number of people who can immigrate to a country each year
Rate of Natural Increase- CBR-CDR/1,000
rate at which population increases world NIR is 1.2%
Ravenstein Migration Theory- 7 laws of migration (not all apply today): 1. Short distance 2. International or long-distance = urban 3. Moves in steps 4. Rural to urban 5. Start of flow = movement the other way 6. Adults looking for work 7. International = men, internal = women (not true anymore)
Refugee- Someone forced to move because if they stay they will be in danger
Refugee (1951 Convention) – A person who, owing to a well-founded fear of persecution for reasons of race, religion, nationality, membership of a particular social group or political opinion, is outside the country of his nationality and is unable or, owing to such fear, is unwilling to avail himself of the protection of that country; or who, not having a nationality and being outside the country of his former habitual residence as a result of such events, is unable or, owing to such fear, is unwilling to return to it.
Replacement Rate- A woman needs to have 2 kids to "replace" her and the father
S-Curve- growth and decline of a population, population was growing and then leveled out
Sex Ratio- Number of males per every 100 females in a population
Smuggling of migrants – The procurement, in order to obtain, directly or indirectly, a financial or other material benefit, of the irregular entry of a person into a State Party of which the person is not a national or a permanent resident.
Standard of Living- quality and quantity of goods available to people and how they are distributed within a population
Step Migration- Series of shorter, less extreme migrations from place of origin too final destination
Total Fertility Rate (TFR)- Average number of children a woman will have throughout her child-bearing years
Transhumance migration- moving of livestock from one place to another seasonally
Unauthorized Immigrant- People who enter a country without proper documents
Voluntary Migration- Permanent move by choice (usually economic)
Xenophobia – At the international level, no universally accepted definition of xenophobia exists, though it can be described as “attitudes, prejudices and behaviour that reject, exclude and often vilify persons, based on the perception that they are outsiders or foreigners to the community, society or national identity”.
Zero Population Growth (ZPG)- Decline in TFR to the point where natural increase rate is zero
Week 8- Migrations
Day 38- What is an IDP and other important migration vocabulary?
Terms to know- (from the IOM- The International Organization for Migration. (UN)
Displacement – The movement of persons who have been forced or obliged to flee or to leave their homes or places of habitual residence, in particular as a result of or in order to avoid the effects of armed conflict, situations of generalized violence, violations of human rights or natural or human-made disasters.
Internally Displaced Persons (IDPs) – Persons or groups of persons who have been forced or (IDPs) obliged to flee or to leave their homes or places of habitual residence, in particular as a result of or in order to avoid the effects of armed conflict, situations of generalized violence, violations of human rights or natural or human-made disasters, and who have not crossed an internationally recognized State border.
Humanitarian border management – Border operations carried out before, during and after humanitarian crises which trigger mass cross-border migration. It aims to improve preparedness of border authorities to respond appropriately to cross-border movements arising from both natural and man-made disasters, in a way that protects crisis-affected migrants and guarantees their human rights and interests, while respecting national sovereignty and security.
Refugee (1951 Convention) – A person who, owing to a well-founded fear of persecution for reasons of race, religion, nationality, membership of a particular social group or political opinion, is outside the country of his nationality and is unable or, owing to such fear, is unwilling to avail himself of the protection of that country; or who, not having a nationality and being outside the country of his former habitual residence as a result of such events, is unable or, owing to such fear, is unwilling to return to it.
Asylum seeker – An individual who is seeking international protection. In countries with individualized procedures, an asylum seeker is someone whose claim has not yet been finally decided on by the country in which he or she has submitted it. Not every asylum seeker will ultimately be recognized as a refugee, but every recognized refugee is initially an asylum seeker.
Xenophobia – At the international level, no universally accepted definition of xenophobia exists, though it can be described as “attitudes, prejudices and behaviour that reject, exclude and often vilify persons, based on the perception that they are outsiders or foreigners to the community, society or national identity”.
Country of origin – In the migration context, a country of nationality or of former habitual residence of a person or group of persons who have migrated abroad, irrespective of whether they migrate regularly or irregularly
Country of destination – In the migration context, a country that is the destination for a person or a group of persons, irrespective of whether they migrate regularly or irregularly.
Country of transit – In the migration context, the country through which a person or a group of persons pass on any journey to the country of destination or from the country of destination to the country of origin or of habitual residence.
Emigration – From the perspective of the country of departure, the act of moving from one’s country of nationality or usual residence to another country, so that the country of destination effectively becomes his or her new country of usual residence.
Immigrant – From the perspective of the country of arrival, a person who moves into a country other than that of his or her nationality or usual residence, so that the country of destination effectively becomes his or her new country of usual residence.
Immigration – From the perspective of the country of arrival, the act of moving into a country other than one’s country of nationality or usual residence, so that the country of destination effectively becomes his or her new country of usual residence.
Migration – The movement of persons away from their place of usual residence, either across an international border or within a State.
Trafficking in persons – The recruitment, transportation, transfer, harbouring or receipt of persons, by means of the threat or use of force or other forms of coercion, of abduction, of fraud, of deception, of the abuse of power or of a position of vulnerability or of the giving or receiving of payments or benefits to achieve the consent of a person having control over another person, for the purpose of exploitation. Exploitation shall include, at a minimum, the exploitation of the prostitution of others or other forms of sexual exploitation, forced labour or services, slavery or practices similar to slavery, servitude or the removal of organs.
Smuggling of migrants – The procurement, in order to obtain, directly or indirectly, a financial or other material benefit, of the irregular entry of a person into a State Party of which the person is not a national or a permanent resident.
Displacement – The movement of persons who have been forced or obliged to flee or to leave their homes or places of habitual residence, in particular as a result of or in order to avoid the effects of armed conflict, situations of generalized violence, violations of human rights or natural or human-made disasters.
Internally Displaced Persons (IDPs) – Persons or groups of persons who have been forced or (IDPs) obliged to flee or to leave their homes or places of habitual residence, in particular as a result of or in order to avoid the effects of armed conflict, situations of generalized violence, violations of human rights or natural or human-made disasters, and who have not crossed an internationally recognized State border.
Humanitarian border management – Border operations carried out before, during and after humanitarian crises which trigger mass cross-border migration. It aims to improve preparedness of border authorities to respond appropriately to cross-border movements arising from both natural and man-made disasters, in a way that protects crisis-affected migrants and guarantees their human rights and interests, while respecting national sovereignty and security.
Refugee (1951 Convention) – A person who, owing to a well-founded fear of persecution for reasons of race, religion, nationality, membership of a particular social group or political opinion, is outside the country of his nationality and is unable or, owing to such fear, is unwilling to avail himself of the protection of that country; or who, not having a nationality and being outside the country of his former habitual residence as a result of such events, is unable or, owing to such fear, is unwilling to return to it.
Asylum seeker – An individual who is seeking international protection. In countries with individualized procedures, an asylum seeker is someone whose claim has not yet been finally decided on by the country in which he or she has submitted it. Not every asylum seeker will ultimately be recognized as a refugee, but every recognized refugee is initially an asylum seeker.
Xenophobia – At the international level, no universally accepted definition of xenophobia exists, though it can be described as “attitudes, prejudices and behaviour that reject, exclude and often vilify persons, based on the perception that they are outsiders or foreigners to the community, society or national identity”.
Country of origin – In the migration context, a country of nationality or of former habitual residence of a person or group of persons who have migrated abroad, irrespective of whether they migrate regularly or irregularly
Country of destination – In the migration context, a country that is the destination for a person or a group of persons, irrespective of whether they migrate regularly or irregularly.
Country of transit – In the migration context, the country through which a person or a group of persons pass on any journey to the country of destination or from the country of destination to the country of origin or of habitual residence.
Emigration – From the perspective of the country of departure, the act of moving from one’s country of nationality or usual residence to another country, so that the country of destination effectively becomes his or her new country of usual residence.
Immigrant – From the perspective of the country of arrival, a person who moves into a country other than that of his or her nationality or usual residence, so that the country of destination effectively becomes his or her new country of usual residence.
Immigration – From the perspective of the country of arrival, the act of moving into a country other than one’s country of nationality or usual residence, so that the country of destination effectively becomes his or her new country of usual residence.
Migration – The movement of persons away from their place of usual residence, either across an international border or within a State.
Trafficking in persons – The recruitment, transportation, transfer, harbouring or receipt of persons, by means of the threat or use of force or other forms of coercion, of abduction, of fraud, of deception, of the abuse of power or of a position of vulnerability or of the giving or receiving of payments or benefits to achieve the consent of a person having control over another person, for the purpose of exploitation. Exploitation shall include, at a minimum, the exploitation of the prostitution of others or other forms of sexual exploitation, forced labour or services, slavery or practices similar to slavery, servitude or the removal of organs.
Smuggling of migrants – The procurement, in order to obtain, directly or indirectly, a financial or other material benefit, of the irregular entry of a person into a State Party of which the person is not a national or a permanent resident.
Day 37- What is the journey of a refugee like? 10-28-20
Refugee- Refugees are people who must leave their home area for their own safety or survival. A refugee'shome area could be a country, state, or region. People become refugees for many reasons, including war, oppression, natural disasters, and climate change
We are going to follow the stories of 5 different people that are involved with migrations from their point of view behind the scenes- They are:
Isra'a a 13 year old from Syria
Hassan a teacher of English from Syria
Alaigie a 21 year old from Gambia
Sadiq an Afgan electrian
Ahmad a student from Syria
The Questions I want you to consider while watching their stories-
1- What was the reasoning for leaving their country of origin? Did they feel like they had a choice?
2. What were some of the intervening obstacles or geographic barriers that they encounter on their Journey?
3. What were both the positive and negative experiences they encountered in the new country they entered?
At the conclusion of the film consider the following:
What were the similarities between the refugees circumstances and experiences?
What were the differences between the refugees circumstances and experiences?
We are going to follow the stories of 5 different people that are involved with migrations from their point of view behind the scenes- They are:
Isra'a a 13 year old from Syria
Hassan a teacher of English from Syria
Alaigie a 21 year old from Gambia
Sadiq an Afgan electrian
Ahmad a student from Syria
The Questions I want you to consider while watching their stories-
1- What was the reasoning for leaving their country of origin? Did they feel like they had a choice?
2. What were some of the intervening obstacles or geographic barriers that they encounter on their Journey?
3. What were both the positive and negative experiences they encountered in the new country they entered?
At the conclusion of the film consider the following:
What were the similarities between the refugees circumstances and experiences?
What were the differences between the refugees circumstances and experiences?
Day- 36- What are some of the impacts of migrations?
Today we are going to look at the impacts of migration on the people who migrate, the countries or places they leave, the countries or places they transit through, and the countries or places that they arrive. Anytime we are talking about impacts in Human Geography we want you to think about the ESPN model. Think of the impacts in terms of the E= economic impact, S the social impact, P the political impact and the N- the natural or environmental impacts. The special vocabulary word/phrase we will focus on today in regards to this impact is "brain drain". I want you to look at the various levels of brain drain in terms of scale: local, regional, national and maybe someday if we get to Mars global. The three clips we look at today feature first the 2.12 standard overview with Mr. Simm and then a concept overview of brain drain impacts in big picture (ESPN) terms, and then a specific example of brain drain in Nigeria. Hope you enjoy the day and the look a head at Exodus from Frontline on Wednesday.
Day 35- what are the different forms that migrations take?
Today we are going to look at the different types of migrations. There are lots of reasons people move. Sometimes people are forced to move other times they are choosing to move. There are so many terms that you will need to know that relate to this topic- I will be giving you a complete vocabulary list later this week. BUT after we watch the video today I will be giving you time to check your grades on Power School. I believe that I am up to date on grading but there is a chance I have made an error and missed one of your emails. If that is the case I will need you to resend that particular assignment. Also there is a chance you have not finished an assignment and never sent it in to me. You will have all of this week to time up any missing assignments and turn them in to me for full credit. This has been a challenging time for some of us so this week we will try and clean up any of the things that might not be finished or recorded. - Here are a few of the terms covered today:
Week 7- Population and Migrations continued..
Day 34- What are the forces that cause people to migrate? 10-23
First we will go over the questions for chapter 5 in the AMSCO Blue book. You will send your answers to me over email at the beginning of the hour and then we will go over the correct answers in class- After that we will look at standard 2.10 which examines the concept of push and pull factors when it comes to human migration. Next week we will explore migration in more depth. We will even look at a film that captured the actual experiences of refugees trying to escape to new opportunities.
Day 33- What are the impacts of an aging population? 10-22
Today we are going to being looking at the standards for 2.8 and 2.9 which explore the changing roles of women across the globe and the impacts of an aging population on a state (nation). Tonight for home work you will be working on the chapter five multiple choice questions (all seven) that will be due on Friday. These questions can be found on pages (85-87)-- You should have time to work on them in class today!
Day 32 - When do you want more babies? 10-21
On Wednesday we are going to look at standards 2.6 and 2.7. After we watch the two review videos you will write two brief paragraphs explaining the pro-natalist and anti-natalist policies that countries sometimes take in regardless to influencing population growth. You will describe what each of the policies are trying to do and how they might accomplish those goals. You will give an example of a country that uses the policies from each point of view.
On Thursday........
On Thursday........
Day 30 and 31- Should we panic about Population Growth?
NO!
Today we are going to look at the fears, realities and projections for population growth and movement and what this might mean for us- Your job will be to record five things you found interesting while watching part 1 today by responding to my email. Have fun!
10-20-20 homework- start reading Chapter 5! and respond to the email on 10-20 with three interesting things you learned today!
10-20-20 homework- start reading Chapter 5! and respond to the email on 10-20 with three interesting things you learned today!
Week 6- More Population and Migrations
Day 29- Who is Hans and what does he have to say about population growth?
Today we will meet Hans- He was an expert on world population demographics- We will watch a short video of his today after we open our email and respond to it with the answers to chapter four from the AMSCO book-
Day 28- What is the Demographic Transition Model? standard 2.5
Today we are going to learn about the standard 2.5. The key ideas from 2.5 include The Demographic Transition Model and the Epidemiological Transition Model. We will explore those more fully today. You will also have time to work on the chapter four questions on pages 69-71. These 7 questions will be due at the beginning of the hour on Friday! Let us have some fun!
Day 27- What is the Ghost Army? (10-14-20). plus standard 2.5
Today we are going to look at the Terra-Cotta army of the first emperor of China as we continue our look at the East Asian population cluster. After finishing our slide show we will take a look at topic 2.5 if we have time. The key ideas from 2.5 include The Demographic Transition Model and the Epidemiological Transition Model. We will explore those more fully on Thursday.
Day 26- What is CBR stand for and what are other measures of population? (Population dynamics)
Today we are going to review population pyramids and then expand our understanding of Unit 2 by looking at population dynamics. We are going to look at the forces and the calculations that are used to measure changes in the numbers and growth of populations.
Week 5- Unit 2- Population and Migrations
Day 24 (Friday 10-9) and Day 25 (Monday 10-12)- Surfing the Web about Population and immigration
Mini Video Day- Population videos Name-
Take notes on the following videos- List at least three things that you learned or liked from each of the following videos-
2. Population pyramids
3. Malthus and population growth
4. Crash Course- Malthus and Population
5. Overpopulation explained
6. Malthus verses Thanos- who said it
7. Mr. Sinn on Population Pyramids
8. Demographic Transition Model with Mr. Sinn
9. How to defuse the Population bomb
10. Epidemiological Transition Model-
11. Why China ended its one child policy
12.Japan’s baby decline
13. What does it mean to be a refugee
14. Why do people migrate?
Take notes on the following videos- List at least three things that you learned or liked from each of the following videos-
- World Population video
2. Population pyramids
3. Malthus and population growth
4. Crash Course- Malthus and Population
5. Overpopulation explained
6. Malthus verses Thanos- who said it
7. Mr. Sinn on Population Pyramids
8. Demographic Transition Model with Mr. Sinn
9. How to defuse the Population bomb
10. Epidemiological Transition Model-
11. Why China ended its one child policy
12.Japan’s baby decline
13. What does it mean to be a refugee
14. Why do people migrate?
Day 22 and 23- What are the answers to chapter three questions in the AMSCO book? and- What are some interesting things about Beijing? (East Asia population cluster). 10-7-20. and 10-8-20
my email- [email protected]
Today we are going to do two interesting activities- First we are going to go over the answers to Chapter 3 in the Blue AMSCO book-Before we go over the answers you will need to email the answers to the 7 questions on pages 50, 51, and 52. Then I will go over the answers with you in class. Second we will watch a slide show that shows a little bit of the sense of Place not only on Beijing but other parts of China as well- I hope you enjoy the slide show.
Day 21- What is a population pyramid?
Today we are going to learn about topic 2.3-
How much are Americans votes worth by State
Day 20- What is Unit 2 about? + Where are the 4 regions of the world with the greatest populations?
Today we are going to take a look at our new unit- population and migration. I will also encourage you to turn in or finish the project that was due over the weekend. I will be entering zeroes for people that have not turned in the Unit 1 vocabulary assignment. I will still give full credit for a couple of days as I understand some of you might have had technical difficulties. I hope you find this unit interesting. I know that I do.
Unit 2 vocabulary-Carrying capacity- Largest number of people that the environment of a particular area can sustainably support
Cohort- Population group unified by a specific common characteristic, such as age, and subsequently treated as a statistical unit
Demographic Transition model- Sequence of demographic changes in which a country moves from high birth and death rates to low birth and death rates through time
Doubling time- Time period required for a population experiencing exponential growth to double in size completely
Ecumene- The proportion of earths surface occupied by permanent human settlement. This is important because its tells how much of the land has been built upon and how much land is left for us to build on.
Epidemiological Transition model- The theory that says that there is a distinct cause of death in each stage of the demographic transition model. It can help explain how a country's population changes so dramatically.
Infant mortality rate- percentage of children who die before their first birthday within a particular area or country
J-curve- The shape of a line graph of population graph when growth is exponential
Thomas Malthus- Author of Essay on the Principle of Population (1798) who claimed that population grows at an exponential rate while food production increases arithmetically, and thereby that, eventually, population growth would outpace food production
Neo-Malthusian- Advocay of population control programs to ensure enough resources for current and future populations
Population pyramid- model used in population geography to show the age and sex distribution of a particular population
Zero population growth- Proposal to end population growth through a vairety of official and nongovernmental family planning programs
Chain migration- Migration event in which individuals follow the migratory path of preceding friends or family members to an existing community
Forced Migration- Migration event in which individuals are forced to leave a country against their will
Internal migration- permanent or semipermanent movement of individuals within a particular country
Push-pull factors- Conditions that draw people to another location or cause people to leave their homelands and migrate to another region
Step migration- migration to a distant destination that occurs in stages, for example, from farm to nearby village and later to a town and city
Refugee- People who leave their home because they are forced out, but not because they are officially relocated or enslaved
Transmigration- the relocation of people away from overpopulated core regions to less crowded areas. (Indonesia has a policy of moving people away from Java.), to migrate in a particular season and return in another season
Transhumance- seasonal movement of livestock (as sheep) between mountain and lowland pastures either under the care of herders or in company with the owners
Unit 2 vocabulary-Carrying capacity- Largest number of people that the environment of a particular area can sustainably support
Cohort- Population group unified by a specific common characteristic, such as age, and subsequently treated as a statistical unit
Demographic Transition model- Sequence of demographic changes in which a country moves from high birth and death rates to low birth and death rates through time
Doubling time- Time period required for a population experiencing exponential growth to double in size completely
Ecumene- The proportion of earths surface occupied by permanent human settlement. This is important because its tells how much of the land has been built upon and how much land is left for us to build on.
Epidemiological Transition model- The theory that says that there is a distinct cause of death in each stage of the demographic transition model. It can help explain how a country's population changes so dramatically.
Infant mortality rate- percentage of children who die before their first birthday within a particular area or country
J-curve- The shape of a line graph of population graph when growth is exponential
Thomas Malthus- Author of Essay on the Principle of Population (1798) who claimed that population grows at an exponential rate while food production increases arithmetically, and thereby that, eventually, population growth would outpace food production
Neo-Malthusian- Advocay of population control programs to ensure enough resources for current and future populations
Population pyramid- model used in population geography to show the age and sex distribution of a particular population
Zero population growth- Proposal to end population growth through a vairety of official and nongovernmental family planning programs
Chain migration- Migration event in which individuals follow the migratory path of preceding friends or family members to an existing community
Forced Migration- Migration event in which individuals are forced to leave a country against their will
Internal migration- permanent or semipermanent movement of individuals within a particular country
Push-pull factors- Conditions that draw people to another location or cause people to leave their homelands and migrate to another region
Step migration- migration to a distant destination that occurs in stages, for example, from farm to nearby village and later to a town and city
Refugee- People who leave their home because they are forced out, but not because they are officially relocated or enslaved
Transmigration- the relocation of people away from overpopulated core regions to less crowded areas. (Indonesia has a policy of moving people away from Java.), to migrate in a particular season and return in another season
Transhumance- seasonal movement of livestock (as sheep) between mountain and lowland pastures either under the care of herders or in company with the owners
Week 4- Wrapping up Unit 1
Day 19- Review Unit 1- video guides
Day 18- What is regional analysis? Section 1.7 unit 1
First thing we are doing in class today is going over the answers to chapter 2 in our AMSCO reader. Then we will go over the last section of unit 1- Enjoy-
Day17- What is unit 1 all about? overview
we will review scale and scale of analysis today as well as answering the questions in chapter 2 of AMSCO-
What are some of the different scales of analysis?
What is the difference between a large scale map and small scale map?
What are some of the different scales of analysis?
What is the difference between a large scale map and small scale map?
Day 16- What are the answers to the Chapter 1 Questions in the AMSCO blue book?
Today we are going to go over the chapter 1 questions from the AMSCO blue book- as well as looking at two theories of human / environmental interaction: environmental determinism and possibilism. As homework tonight you should look at chapter 2 in your AMACO blue book and start working on the 7 multiple choice questions on pages 30-32. We will go over those answers on Wednesday. You should also be working on your Unit 1 vocabulary slideshows.
Day 15- Reading Chapter 1 of our "blue book" and working on unit 1 vocabulary-
This week you will have more work time in class as you will be developing a slide show for Unit 1 as well as completing Chapters 1 and 2 in your blue book text- (AMSCO book). Today you will start reading chapter 1 and answer the multiple choice questions on pages 13-15. Beside each answer I would like you to mark the page in which you found the answer or definition that gave you the answer. We will talk about the questions on Tuesday. Here is the Unit 1 Vocabulary-
Cartography – The science of making maps
Concentration – The spread of something over a given area
Contagious Diffusion – The rapid, widespread diffusion of a feature or trend throughout a population
Culture – The body of customary beliefs, social forms, and material traits that together constitute a group of people’s distinct tradition
Density – The frequency with which something exists within a given unit of area
Diffusion – The process of spread of a feature or trend from one place to another over time
Distance Decay – The diminishing in importance and eventual disappearance of a phenomenon with increasing distance from its origin
Distribution – The arrangement of something across Earth’s surface
Environmental Determinism – A nineteenth- and early twentieth-century approach to the study of geography that argued that the general laws sought by human geographers could be found in the physical sciences. Geography was therefore the study of how the physical environment caused human activities
Expansion Diffusion – The spread of a feature or trend among people from one area to another in a snowballing process
Formal Region – (or uniform or homogeneous region) An area in which everyone shares in one or more distinctive characteristics
Functional Region – (or nodal region) An area organized around a node or focal point
Geographic Information System (GIS) – A computer system that stores, organizes, analyzes, and display geographic data
Global Positioning System (GPS) – A system that determines the precise position of something on Earth through a series of satellites, tracking stations, and receivers
Globalization – Actions or processes that involve the entire world and result in making something worldwide in scope
Greenwich Mean Time – The time in that time zone encompassing the Prime Meridian, or 0 degrees longitude
Hierarchical Diffusion – The spread of a feature or trend from one key person or node of authority or power to other persons or places
International Date Line – An arc that for the most part follows 180° longitude, although it deviates in several places to avoid dividing land areas. When you cross the International Date Line heading east (toward America), the clock moves back 24 hours, or one entire day. When you go west (toward Asia), the calendar moves ahead one day.
Latitude – The numbering system used to indicate the location of parallels drawn on a globe and measuring distance north and south of the equator
Location – The position of anything on Earth’s surface
Longitude – The numbering system used to indicate the location of meridians drawn on a globe and measuring distance east and west of the prime meridian (0°).
Map – A two-dimensional, or flat, representation of Earth’s surface or a portion of it
Meridian – An arc drawn on a map between the North and South poles.
Parallel – A circle drawn around the globe parallel to the equator and at right angles to the meridians.
Pattern – The geometric or regular arrangement of something in a study area.
Place – A specific point on Earth distinguished by a particular character.
Possibilism – The theory that the physical environment may set limits on human actions, but people have the ability to adjust to the physical environment and choose a course of action from many alternatives.
Prime Meridian – The meridian, designated at 0° longitude, which passes through the Royal Observatory at Greenwich, England.
Projection – The system used to transfer locations from Earth’s surface to a flat map.
Region – An area distinguished by a unique combination of trends or features.
Relocation Diffusion – The spread of a feature or trend through bodily movement of people from one place to another.
Remote Sensing – The acquisition of data about Earth’s surface from a satellite orbiting the planet or other long-distance methods.
Scale – Generally, the relationship between the portion of Earth being studied and Earth as a whole, specifically the relationship between the size of an object on a map and the size of the actual feature on Earth’s surface.
Site – The physical character of a place
Situation – The location of a place relative to other places.
Space – The physical gap or interval between two objects.
Space-Time Compression – The reduction in the time it takes to diffuse something to a distant place, as a result of improved communications and transportation systems
Stimulus Diffusion – The spread of an underlying principle, even though a specific characteristic is rejected.
Toponym – The name given to a portion of Earth’s surface.
Vernacular Region – An area that people believe to exsist as part of their cultural identity (perceptual region)
SLIDE SHOW INSTRUCTIONS- You will create a slide for each vocabulary word- Include the word and the definition- Your job is to find a picture, illustration or chart that describes the word or concept- If you have any questions please stay on at the end of the Webex and ask me the question- THIS ASSIGNMENT IS DUE Friday October 2nd by midnight-
Cartography – The science of making maps
Concentration – The spread of something over a given area
Contagious Diffusion – The rapid, widespread diffusion of a feature or trend throughout a population
Culture – The body of customary beliefs, social forms, and material traits that together constitute a group of people’s distinct tradition
Density – The frequency with which something exists within a given unit of area
Diffusion – The process of spread of a feature or trend from one place to another over time
Distance Decay – The diminishing in importance and eventual disappearance of a phenomenon with increasing distance from its origin
Distribution – The arrangement of something across Earth’s surface
Environmental Determinism – A nineteenth- and early twentieth-century approach to the study of geography that argued that the general laws sought by human geographers could be found in the physical sciences. Geography was therefore the study of how the physical environment caused human activities
Expansion Diffusion – The spread of a feature or trend among people from one area to another in a snowballing process
Formal Region – (or uniform or homogeneous region) An area in which everyone shares in one or more distinctive characteristics
Functional Region – (or nodal region) An area organized around a node or focal point
Geographic Information System (GIS) – A computer system that stores, organizes, analyzes, and display geographic data
Global Positioning System (GPS) – A system that determines the precise position of something on Earth through a series of satellites, tracking stations, and receivers
Globalization – Actions or processes that involve the entire world and result in making something worldwide in scope
Greenwich Mean Time – The time in that time zone encompassing the Prime Meridian, or 0 degrees longitude
Hierarchical Diffusion – The spread of a feature or trend from one key person or node of authority or power to other persons or places
International Date Line – An arc that for the most part follows 180° longitude, although it deviates in several places to avoid dividing land areas. When you cross the International Date Line heading east (toward America), the clock moves back 24 hours, or one entire day. When you go west (toward Asia), the calendar moves ahead one day.
Latitude – The numbering system used to indicate the location of parallels drawn on a globe and measuring distance north and south of the equator
Location – The position of anything on Earth’s surface
Longitude – The numbering system used to indicate the location of meridians drawn on a globe and measuring distance east and west of the prime meridian (0°).
Map – A two-dimensional, or flat, representation of Earth’s surface or a portion of it
Meridian – An arc drawn on a map between the North and South poles.
Parallel – A circle drawn around the globe parallel to the equator and at right angles to the meridians.
Pattern – The geometric or regular arrangement of something in a study area.
Place – A specific point on Earth distinguished by a particular character.
Possibilism – The theory that the physical environment may set limits on human actions, but people have the ability to adjust to the physical environment and choose a course of action from many alternatives.
Prime Meridian – The meridian, designated at 0° longitude, which passes through the Royal Observatory at Greenwich, England.
Projection – The system used to transfer locations from Earth’s surface to a flat map.
Region – An area distinguished by a unique combination of trends or features.
Relocation Diffusion – The spread of a feature or trend through bodily movement of people from one place to another.
Remote Sensing – The acquisition of data about Earth’s surface from a satellite orbiting the planet or other long-distance methods.
Scale – Generally, the relationship between the portion of Earth being studied and Earth as a whole, specifically the relationship between the size of an object on a map and the size of the actual feature on Earth’s surface.
Site – The physical character of a place
Situation – The location of a place relative to other places.
Space – The physical gap or interval between two objects.
Space-Time Compression – The reduction in the time it takes to diffuse something to a distant place, as a result of improved communications and transportation systems
Stimulus Diffusion – The spread of an underlying principle, even though a specific characteristic is rejected.
Toponym – The name given to a portion of Earth’s surface.
Vernacular Region – An area that people believe to exsist as part of their cultural identity (perceptual region)
SLIDE SHOW INSTRUCTIONS- You will create a slide for each vocabulary word- Include the word and the definition- Your job is to find a picture, illustration or chart that describes the word or concept- If you have any questions please stay on at the end of the Webex and ask me the question- THIS ASSIGNMENT IS DUE Friday October 2nd by midnight-
Week 3- 5 theme week continued
Day 14- Location- What drives the "discoverers" and explorers of the world to seek out what is in the "unknown"?
Film Guide- The Discoverers Name. _____________
Course- APHG Date. _____________
Instructor- Platt Hour. ________
Watch the film and answer the questions- EXPLORING NEW WORLDS
1.Why do you think the film started with a naked baby?
2. Why do you think the film shows the modern observatory with the Arabs of the Middle Ages?
3. Who tried to prove Columbus wrong in 1521?
4. What were some of the difficulties that Magellan along the way and how did he meet ( not meat ) some of the challenges?
5. How did he explore the strait that now shares his name?
6. What was the Magellan space probe exploring/studying?
7. They didn’t use cameras to get pictures of Venus they used _________________________.
8. What did Maria Sautuola discover when she was helping her father explore caves in Spain back in 1879?
9. What is Lou Herman studying in Hawaii?
10. In 1666 what was Isaac Newton studying? How did he prove what he was trying to demonstrate?
11. What is the Aurora Borealis?
Course- APHG Date. _____________
Instructor- Platt Hour. ________
Watch the film and answer the questions- EXPLORING NEW WORLDS
1.Why do you think the film started with a naked baby?
2. Why do you think the film shows the modern observatory with the Arabs of the Middle Ages?
3. Who tried to prove Columbus wrong in 1521?
4. What were some of the difficulties that Magellan along the way and how did he meet ( not meat ) some of the challenges?
5. How did he explore the strait that now shares his name?
6. What was the Magellan space probe exploring/studying?
7. They didn’t use cameras to get pictures of Venus they used _________________________.
8. What did Maria Sautuola discover when she was helping her father explore caves in Spain back in 1879?
9. What is Lou Herman studying in Hawaii?
10. In 1666 what was Isaac Newton studying? How did he prove what he was trying to demonstrate?
11. What is the Aurora Borealis?
Day 13- Place- What are some of the most interesting "Places" in the world? 9-24-20
Today we will be exploring some of the worlds greatest places- The Namib, Greenland, Tibet, Madagascar, Iguazu Falls, The Amazon and more-
World's Greatest Places- Film Guide. Name. _________________
True and False
1. Madagascar is the only place lemurs can be found naturally in the environment.
2. The chameleon in this film has a tongue twice as long as its body.
3. The Tibet plateau is on average higher than any peak in the Rockies.
4. The Tibetan plateau is the third tallest plateau in the world.
5. The Amazon river covers nine countries.
6. Certain birds eat clay/dirt along the river for health benefits.
7. The Iguazu Falls is four times wider than the Niagara Falls.
8. The Iguazu Falls is made up or over 400 waterfalls.
9. The Iguazu Falls borders Chile and Ecuador.
10. The Namib contains the greatest variety of life of the world's major deserts.
11. The Namid's sand dunes are the tallest in the world- some over 1000 feet tall.
12. Only 1/5 of the ice of an iceberg is above water.
13. The dogsled was invented in Greenland.
14. The Okavango River never flows into a sea or ocean.
World's Greatest Places- Film Guide. Name. _________________
True and False
1. Madagascar is the only place lemurs can be found naturally in the environment.
2. The chameleon in this film has a tongue twice as long as its body.
3. The Tibet plateau is on average higher than any peak in the Rockies.
4. The Tibetan plateau is the third tallest plateau in the world.
5. The Amazon river covers nine countries.
6. Certain birds eat clay/dirt along the river for health benefits.
7. The Iguazu Falls is four times wider than the Niagara Falls.
8. The Iguazu Falls is made up or over 400 waterfalls.
9. The Iguazu Falls borders Chile and Ecuador.
10. The Namib contains the greatest variety of life of the world's major deserts.
11. The Namid's sand dunes are the tallest in the world- some over 1000 feet tall.
12. Only 1/5 of the ice of an iceberg is above water.
13. The dogsled was invented in Greenland.
14. The Okavango River never flows into a sea or ocean.
Day 12- Movement- What are some of the most amazing migrations in the animal kingdom and how could these migrations take place? 9-23-20
Movement is one of the most amazing of the five themes we are exploring. We have talked about how ideas and trade routes can be looked at and understood in spacial terms. Today we will be looking at amazing journeys that different animals migrate.
Film Guide- Amazing Journeys. Name. ________________
1. What do the caterpillars eat?
2. How many of these insects survive the journey to Mexico?
3. How many miles can these insects move a day?
4. What holiday in Mexico relates to this migration?
5. Do we know how they migrate to their final destination?
6. What time of day do smaller birds tend to migrate? Why?
7. What types of cues do birds use to migrate?
8. How long of journey is the gray whale migration?
9. Why do the gray whales migrate?
10. What cues do the whales use to navigate their migration?
11. How big are the whales when they are born?
12. What happens on Christmas Island off the coast of Australia in terms of migrations?
13. What dangers do the crabs face while trying to follow their migration paths?
14. Why is it so dangerous for the female crab to lay her eggs?
15. Who do the Zebras migrate with? Why?
16. What threats do the zebras face on their migration?
17. Currently it is believed that human migration began where?
18. What problems have humans caused for migrations in the last 100 years?
19. Who do the humans help at the end of the film?
20. What was your favorite part of the film?
Film Guide- Amazing Journeys. Name. ________________
1. What do the caterpillars eat?
2. How many of these insects survive the journey to Mexico?
3. How many miles can these insects move a day?
4. What holiday in Mexico relates to this migration?
5. Do we know how they migrate to their final destination?
6. What time of day do smaller birds tend to migrate? Why?
7. What types of cues do birds use to migrate?
8. How long of journey is the gray whale migration?
9. Why do the gray whales migrate?
10. What cues do the whales use to navigate their migration?
11. How big are the whales when they are born?
12. What happens on Christmas Island off the coast of Australia in terms of migrations?
13. What dangers do the crabs face while trying to follow their migration paths?
14. Why is it so dangerous for the female crab to lay her eggs?
15. Who do the Zebras migrate with? Why?
16. What threats do the zebras face on their migration?
17. Currently it is believed that human migration began where?
18. What problems have humans caused for migrations in the last 100 years?
19. Who do the humans help at the end of the film?
20. What was your favorite part of the film?
Day 11- Human and Environmental Interaction- How are we hurting the Coral Reef systems and what can we do to help them survive? 9-22-20
Today we are going to focus on what we can do to help the Coral Reef systems and what we have been doing to hurt them. As always there will be multiple themes in this film- Places = Great Barrier Reef, Region= South Pacific and much more. We will answer the following questions from the film-
Film Guide- Coral Reef Adventure Name ___________
World Geography Date ______
Instructor- Platt Hour ______
1. The origins of coral reefs on the planet Earth date back to
a. 1,000,000
b. 10,000,000
c. 60,000,000
2. True or False -Coral reefs are the largest living structures on Earth.
3. Threats to the survival of coral reefs include
a. ocean warming
b. over fishing
c. siltation
d. all of the above
4. Corals are
a. animals
b. plants
c. rocks
5. The primary food source for coral is
a. salt
b. sugar
c. plankton
6. What makes the Great Barrier Reef so special is
a. it is great for diving
b. it protects swimmers from shark attacks
c. it is the largest coral reef on the planet
7. Where did the Hall expedition take place
a. Caribbean islands
b. Hawaiian islands
c. islands of the South Pacific
8. The Gobi fish helps the bulldozer shrimp by
a. helping him build his nest
b. warning him of approaching predators
c. attacking other fish
9. Why does ocean warming hurt corals
a. it creates oxygen in the water so corals can’t breath
b. warmer temps make water more cloudy which blocks sunlight
c. warmer temps drive out the algae so corals starve to death
10. Which does not come from coral reefs
a. calcium for mending broken bones
b. medicines for use against diseases like AIDS
c. special salt for preserving fish
d. fish to feed large populations of the world
Film Guide- Coral Reef Adventure Name ___________
World Geography Date ______
Instructor- Platt Hour ______
1. The origins of coral reefs on the planet Earth date back to
a. 1,000,000
b. 10,000,000
c. 60,000,000
2. True or False -Coral reefs are the largest living structures on Earth.
3. Threats to the survival of coral reefs include
a. ocean warming
b. over fishing
c. siltation
d. all of the above
4. Corals are
a. animals
b. plants
c. rocks
5. The primary food source for coral is
a. salt
b. sugar
c. plankton
6. What makes the Great Barrier Reef so special is
a. it is great for diving
b. it protects swimmers from shark attacks
c. it is the largest coral reef on the planet
7. Where did the Hall expedition take place
a. Caribbean islands
b. Hawaiian islands
c. islands of the South Pacific
8. The Gobi fish helps the bulldozer shrimp by
a. helping him build his nest
b. warning him of approaching predators
c. attacking other fish
9. Why does ocean warming hurt corals
a. it creates oxygen in the water so corals can’t breath
b. warmer temps make water more cloudy which blocks sunlight
c. warmer temps drive out the algae so corals starve to death
10. Which does not come from coral reefs
a. calcium for mending broken bones
b. medicines for use against diseases like AIDS
c. special salt for preserving fish
d. fish to feed large populations of the world
Day 10- Regions- What is the Bayou?
Here are the questions for the film today- Email the answers to me- [email protected]
Film Guide- Hurricane on the Bayou Name _________
Class- World Geography Hour _________
Instructor- Platt Date _________
1.What river feeds the wetlands of Louisiana?
a. the Colorado River
b. the Mississippi River
c. the St. Lawrence River
d. the Thames River
2.How big were the wetlands that originally protected New Orleans 300 years ago?
a. 10 square miles
b. 50 square miles
c. 100 square miles
d. 1000 square miles
3. What type of music is Louisiana famous for?
a. Jazz
b. Cajun
c. Zydeco
d. all of the above
4. Which of these human factors contribute to the loss of wetlands?
a. The building of levees to protect against flooding
b. high population levels in Louisiana
c. hurricane damage
d. early and prolonged periods of frost
5. How do wetlands protect the mainland from the impact of hurricanes?
a. they release methane which ignites when a hurricane passes over resulting in an explosion that dissipates the storm
b. the plants in a wetland absorb hurricane energy sapping its strength
c. the buffer of land and cooler water slows the acceleration of the hurricane like a speed bump
d. the wetlands produce an electromagnetic barrier that hurricanes cannot pass through
6. How much force does an alligator exert when it bites down?
a. 500 lbs
b. 1000lbs
c. 1.5 tons (3000 lbs)
d. 5 tons (10,000 lbs)
7. Hurricane Katrina was a stronger than usual storm because-
a. of an earthquake that happened in the Bahamas a few earlier
b. the water in the gulf was 2 degrees warmer than normal
c. it had been a very cold winter in Louisiana
d. it was a full moon
8. When Hurricane Katrina hit the coast of New Orleans the storm was-
a. 10 miles wide
b. 50 miles wide
c. 100 miles wide
d. 200 miles wide
9. Hurricane Katrina was the costliest natural disaster in the history of the United States-
a. true b. false
10. The wetlands could be restored by-
a. allowing the silt from the Mississippi to drain naturally into the wetlands again
b. replanting mangrove and the other soil retaining plants
c. building retaining walls out of sand and rocks
d. all of the above
Film Guide- Hurricane on the Bayou Name _________
Class- World Geography Hour _________
Instructor- Platt Date _________
1.What river feeds the wetlands of Louisiana?
a. the Colorado River
b. the Mississippi River
c. the St. Lawrence River
d. the Thames River
2.How big were the wetlands that originally protected New Orleans 300 years ago?
a. 10 square miles
b. 50 square miles
c. 100 square miles
d. 1000 square miles
3. What type of music is Louisiana famous for?
a. Jazz
b. Cajun
c. Zydeco
d. all of the above
4. Which of these human factors contribute to the loss of wetlands?
a. The building of levees to protect against flooding
b. high population levels in Louisiana
c. hurricane damage
d. early and prolonged periods of frost
5. How do wetlands protect the mainland from the impact of hurricanes?
a. they release methane which ignites when a hurricane passes over resulting in an explosion that dissipates the storm
b. the plants in a wetland absorb hurricane energy sapping its strength
c. the buffer of land and cooler water slows the acceleration of the hurricane like a speed bump
d. the wetlands produce an electromagnetic barrier that hurricanes cannot pass through
6. How much force does an alligator exert when it bites down?
a. 500 lbs
b. 1000lbs
c. 1.5 tons (3000 lbs)
d. 5 tons (10,000 lbs)
7. Hurricane Katrina was a stronger than usual storm because-
a. of an earthquake that happened in the Bahamas a few earlier
b. the water in the gulf was 2 degrees warmer than normal
c. it had been a very cold winter in Louisiana
d. it was a full moon
8. When Hurricane Katrina hit the coast of New Orleans the storm was-
a. 10 miles wide
b. 50 miles wide
c. 100 miles wide
d. 200 miles wide
9. Hurricane Katrina was the costliest natural disaster in the history of the United States-
a. true b. false
10. The wetlands could be restored by-
a. allowing the silt from the Mississippi to drain naturally into the wetlands again
b. replanting mangrove and the other soil retaining plants
c. building retaining walls out of sand and rocks
d. all of the above
Week 2- Five themes of Geography Week
Day 9- What role do you think the environment plays in the development of human culture? 9-18-20
.Today you are going to share your place with both physical and cultural characteristics. After we finish sharing I will show you a unit 1 review video. I will later go over a powerpoint with you in about a week over unit 1- BUT next week we will do geographic themes movie week- We will watch the films in class. I will also send you a Unit 1 vocabulary list- I will provide you the definitions to the words your job will be to create a slide show (google slides or powerpoint which ever you prefer) of the words and your job will be to provide an image (picture, illustration or chart) that captures the concept. I will talk to you a bit more about this on Monday- Have a good weekend.
Day 8- So what exactly is a Place? 9-17-20
Today we are going to explore the concept of "Place" in the five themes of Geography. Above you will see the seal of the city of Lawrence, Kansas. A place is a unique spot that has both human and physical characteristics. We are going to take some time to examine both the cultural and physical characteristics that makes Lawrence a unique place. Then we will also compare and contrast the two public high schools in Lawrence- LHS and LFSHS. Your homework assignment tonight will be to then pick any "place" on the planet and list 5 cultural attributes and 5 physical attributes of that location. Please respond to the email that I will have sent out to you.
Day 7- Human and Environmental Interactions
Today's essential question- What are some examples of Human and Environment interactions?
Bonus question- What are Hidden Costs?
This in many ways is the most important of the themes of Geography as our interaction with the environment is literally the key to our survival. The down side is that some of our interactions can come with negative consequences that we call a Hidden Cost. Sometimes we can catch these costs before they are to late as with the pesticide DDT which almost wiped out the Bald Eagle population. No where do we see the power of interaction more than in quest for food via the patterns of agriculture that we have developed as a species- domestication of animals, domestication of plants, irrigation, and transforming landscapes. Some of our actions are sustainable some are not- We will explore this theme throughout this course.
Bonus question- What are Hidden Costs?
This in many ways is the most important of the themes of Geography as our interaction with the environment is literally the key to our survival. The down side is that some of our interactions can come with negative consequences that we call a Hidden Cost. Sometimes we can catch these costs before they are to late as with the pesticide DDT which almost wiped out the Bald Eagle population. No where do we see the power of interaction more than in quest for food via the patterns of agriculture that we have developed as a species- domestication of animals, domestication of plants, irrigation, and transforming landscapes. Some of our actions are sustainable some are not- We will explore this theme throughout this course.
bonus link- the last eagle hunters |
Day 6- Regions
Today's essential question- What are the different types of Regions?
Today we are going to look at the advantages that regions and geography can give people in an area. The United States has benefited from its geography and the various regions of our country have played a role in this development. We are going to also explore the three types of regions as defined by AP Human Geography and finally we will explore the variety of physical regions that we have here in the state of Kansas. Check your email for the homework assignment-
Today we are going to look at the advantages that regions and geography can give people in an area. The United States has benefited from its geography and the various regions of our country have played a role in this development. We are going to also explore the three types of regions as defined by AP Human Geography and finally we will explore the variety of physical regions that we have here in the state of Kansas. Check your email for the homework assignment-
Day 5-Location, Location, Location 9-14-20 activities. EQ- How do we locate things?
Today we will be talking about systems of locating things- We will watch the following clips on the links below in class and then spend time working in our Unit 1 work books- We are an exciting time with technology and locations- You might remember from Friday that the modern farmer (the cotton harvest) doesn't even have to steer their own equipment if they have the right equipment. Just an random fun fact that Kansas was the center point for all maps in North America. That mapping point was known as the geodetic center of North America. That spot is still marked on a hilltop north of Hayes Kansas. The old explores were much more bold in their efforts to get from place to place as their mapping tech wasn't in the palm of their hands on a cell phone- We will learn more about that next week-
Week- 1
Day 1 and 2- AP HG Course Expectations and Get to Know You Exercise 9-8-2020
Lawrence High School AP Human Geography Class Contract/Expectations
b. Take on a high degree of academic responsibility.
c. Meet higher standards than other high school classes.
2. I understand an AP course is the equivalent of a college level course; therefore, the course requires a lot of outside reading and work similar to a college course. The majority of the text book work and vocabulary work must be done at home. I can expect to do anywhere from thirty minutes to an hour of reading a night on my own. If I am finding the material challenging then it will require me to spend more time studying outside the classroom.
3. I understand that in order to cover everything in our text which could appear on the AP College Board Exam, the course must advance in a rapid fashion. Therefore, if I am unclear about the topic that has been covered, it is my responsibility to seek help outside of class in order to keep pace. I understand that due to the nature of the structure of the AP Exam that all questions on the test will not be addressed in this class.
4. I understand that due to the nature of AP courses, extra time may be required to review material with the teacher of the course. It may be necessary to use the late arrival or early release periods for additional help with the concepts and material.
5. I understand I must create a student account on the College Board website to access practice exams, questions and obtain my AP scores online in July.
6. I recognize the material covered in an AP class is extremely challenging. I also recognize that while my grade in this course and the score I receive on the AP exam matter, the amount and quality of knowledge I take from this class into my life is most important.
7. I understand if an AP course requires weekend or holiday assignment, it is not optional.
8. I have consulted with my parents, school counselor and teachers to ensure that I am registered for the appropriate course.
9. I understand that I am expected to only use electronic devices in class when directly allowed by the teacher. Cell phones should never be out during class and should be in an off position. A student with special circumstances (family emergency, etc.) needs to alert the teacher to their needs so that teacher discretion can be applied if appropriate.
10. I understand by agreeing to take this course I am agreeing to the class expectations and standards.
______________________________________ ______________________________________
student signature parent/guardian signature
- I recognize that participating in an AP course at Lawrence High School will require me to:
b. Take on a high degree of academic responsibility.
c. Meet higher standards than other high school classes.
2. I understand an AP course is the equivalent of a college level course; therefore, the course requires a lot of outside reading and work similar to a college course. The majority of the text book work and vocabulary work must be done at home. I can expect to do anywhere from thirty minutes to an hour of reading a night on my own. If I am finding the material challenging then it will require me to spend more time studying outside the classroom.
3. I understand that in order to cover everything in our text which could appear on the AP College Board Exam, the course must advance in a rapid fashion. Therefore, if I am unclear about the topic that has been covered, it is my responsibility to seek help outside of class in order to keep pace. I understand that due to the nature of the structure of the AP Exam that all questions on the test will not be addressed in this class.
4. I understand that due to the nature of AP courses, extra time may be required to review material with the teacher of the course. It may be necessary to use the late arrival or early release periods for additional help with the concepts and material.
5. I understand I must create a student account on the College Board website to access practice exams, questions and obtain my AP scores online in July.
6. I recognize the material covered in an AP class is extremely challenging. I also recognize that while my grade in this course and the score I receive on the AP exam matter, the amount and quality of knowledge I take from this class into my life is most important.
7. I understand if an AP course requires weekend or holiday assignment, it is not optional.
8. I have consulted with my parents, school counselor and teachers to ensure that I am registered for the appropriate course.
9. I understand that I am expected to only use electronic devices in class when directly allowed by the teacher. Cell phones should never be out during class and should be in an off position. A student with special circumstances (family emergency, etc.) needs to alert the teacher to their needs so that teacher discretion can be applied if appropriate.
10. I understand by agreeing to take this course I am agreeing to the class expectations and standards.
______________________________________ ______________________________________
student signature parent/guardian signature
Tell me about yourself-
Get to know you exercise and contacts- After Mr. Platt shows you his information page you will need to fill out the items below and then email your response to Mr. Platt's email- [email protected]
Mr. Platt's info
Name-
Pronouns and/or name you go by-
Email Address-
Phone Number/ home and cell/ parents-
Hobbies-
Jobs:
Movies (range limits 4-10)
Books (range 3-10)
Music (your favorite 5-10 playlist)-
Television shows (3-10- included streaming service shows)
People I would like to meet from History (3-5)-
Favorite Podcast(s)-
What are Your Personal Goals of the School Semester-
What types of Things did you do this Summer?
What are you looking most forward to in High School or What do you fear the most about High School
Include a Picture if you can-
Pronouns and/or name you go by-
Email Address-
Phone Number/ home and cell/ parents-
Hobbies-
Jobs:
Movies (range limits 4-10)
Books (range 3-10)
Music (your favorite 5-10 playlist)-
Television shows (3-10- included streaming service shows)
People I would like to meet from History (3-5)-
Favorite Podcast(s)-
What are Your Personal Goals of the School Semester-
What types of Things did you do this Summer?
What are you looking most forward to in High School or What do you fear the most about High School
Include a Picture if you can-
Day 2- What is Human Geography? 9-9-2020
After watching this clip what do you think about Human Geography is about?
What types of scale does the video talk about? What types of processes do Human Geographers consider? What is a Hearth?
Who is Dr. John Snow and how did he use geography to solve a problem?
Who is Dr. John Snow and how did he use geography to solve a problem?
Check your email for todays homework-
Day 3- What are the Five Themes of Geography?
Today we are going to introduce the Five Themes of Geography. To help remember the themes we will use the acronym MR. LIP. Each of the letters relates to a theme:
M= Movement
R= Region
L= Location
I= Interaction. (the relationship between people and their environment )
P= Place
I will briefly discuss the themes today and then we will focus on an individual theme each day over the course of the next week
M= Movement
R= Region
L= Location
I= Interaction. (the relationship between people and their environment )
P= Place
I will briefly discuss the themes today and then we will focus on an individual theme each day over the course of the next week
day 4- where do t-shirts come from?
Classwork- Work on pages 2 and 3 in your Unit 1 AP HG Human Geography workbook-