Bozeman Public Schools
Social Studies Curriculum
12th Grade
AP Human Geography
*Draft *
Essential Question(s): Who am I, how did I get here, and how will I proceed as an informed and conscientious (productive) citizen of our world?
Essential Understandings: By the end of 12th
grade, all students understand principles of population growth and decline, and the impact of politics, agriculture, and industrialization on human geography. Students appreciate geography as a field of inquiry, understand key concepts of geographical perspective, models of internal city structure, economic interdependence and the role of resources and culture on population movement.
Essential Skills: Throughout AP Human Geography students
• Demonstrate civic participation ( e.g. attending public meetings, voting, serving on jury, being
an informed citizen, etc.)
• Analyze and adapt an inquiry process (I.e. identify question or problem, locate and evaluate
potential resources, gather and synthesize information, create a new product, and evaluate product and process).
• Apply criteria to evaluate information (e.g. origin, authority, accuracy, bias, and distortion of
information and ideas).
• Synthesize and apply information to formulate and support reasoned personal convictions within
groups and participate in negotiations to arrive at solutions to differences (e.g. elections, judicial proceedings, economic choices, community service projects).
• Develop habits of mind for historical thinking (See NCHE Habits of Mind)
Content Standards: The content standards, history, civics, geography, economics and
culture/diversity, represent five major strands within the overarching umbrella of social studies. In AP Human Geography these five strands focus on geographical perspectives, changes in population, geopolitical issues, resources and related cultural issues.
Bozeman Public Schools Social Studies Standards, AP Human Geography Page 2 of 10
(H) History: Students demonstrate an understanding of the effects of time, continuity, and change on historical and future perspectives and relationships.
(H) Essential Learning Expectation- Historical Knowledge (Foundations of U.S. government): The past is revealed by looking at historical documents and events in
American history that have shaped who we are today. Applying our historical past to current situations helps explain the actions of the past and evaluate the merits of future decisions by the American government and its people.
H.1.0 Students examine population growth and decline over time and space in order to understand the factors affecting growth or decline, the various theories that explain and predict population and the policies of a variety of countries.
HH.1.1 Students understand that historical trends and projections for the future provide information that may be used to predict population growth and/or decline and impact natural resources.
Example: Students analyze historical trends and projections for the future.
HH.1.2 Students know that there are many theories regarding population growth, including the Demographic Transition Model, and can compare these theories in order to develop a clear understanding of factors affecting population changes.
Example: Compare theories of population growth, including the
Demographic Transition Model and regional variations by creating a 12-slide cartoon depicting the 4 stages of the Demographic Transition.
HH.1.3 Students understand that patterns of fertility, mortality, and health provide information that helps one understand population changes and issues.
Example: District Assessment: Population Paper: Students assume the role of a philanthropic organization and choose four countries. Out of those four countries, students must choose the one that faces the biggest population problems.
Essential Questions:
• Historical Knowledge:
How is the past revealed, interpreted and understood?
What makes some historical interpretations better than others?
• Relevance:
How and why is the past relevant to me, my community, my nation and our world? Can an individual change history or is history inevitable? (Why?)
• Conflict/Cooperation:
How do conflict and cooperation shape (benefit/destroy) societies?
In historical interactions, why do conflicts arise and how are they resolved?
• Perspective:
Whose story is it and how and why is it being told?
• Change/Continuity:
HH.1.4 Students know that population policies of various countries vary and are impacted by their cultural and economic norms.
Example: Students compare and contrast population policies by creating their own population plan for a specific country. They design billboards or posters to depict their plan for population.
Example: Students hold their own Cairo Conference on Population debating the pros and cons of different population control plans.
H.2.0 Students understand that contemporary political patterns have evolved. HH.2.1 Students examine and evaluatethe concept of nation-states.
Example: Students research a specific geo-political conflict in the world and write an essay explaining the history of that conflict.
H.3.0 Students understand that agriculture has developed and diffused over time and space.
HH.3.1 Students know that the Second Agricultural Revolution has had broad impacts on people and geography over time and space.
Example: Students examine the Second Agricultural Revolution and its effects over time and space.
HH.3.2 Students examine the Green Revolution and its effects over time and space.
HH.3.3 Students examine the Modern Commercial Agriculture and its effects over time and space.
HH.3.4 Students examine Biotechnology of agriculture including organic and genetically modified plants and animals.
Example: Students research different areas of genetically modified foods and create informational brochures for the public.
Example: Students complete a web quest on organic farming and select the 10 most compelling reasons to advocate for and against the use of organic methods.
H.4.0 Students evaluate the evolution of the contemporary political patterns to develop understanding of factors affecting geopolitical conflict.
HH.4.1 Students examine the concept of nation-states.
Example: Students research a specific geo-political conflict in the world and write an essay explaining the history of that conflict.
H.5.0 Students examine contemporary patterns and impacts of industrialization and development.
Bozeman Public Schools Social Studies Standards, AP Human Geography Page 4 of 10 Question: What aspect of globalization will students write about?
H.6.0 Students evaluate the development and character of cities.
HH.6.1 Students examine the origins of cities, global cities and megacities is ...
HH.6.2 Students understand that the character of cities…
Example: Students research megacities around the world and create a presentation on the growth and problems in those cities.
H.7.0 Students critically analyze the United States’ role in genocides in the 20th century.
HH.6.1 Students know that genocides in Armenia, Cambodia, Bosnia, Rwanda, and Sudan have impacted the geopolitical and cultural landscape.
HH.6.2 Students know the role that the U.S. played in the genocides in Armenia, Cambodia, Bosnia, Rwanda, and Sudan.
Example: Students examine and analyze a political cartoon on genocide and explain if they agree or disagree with United States decisions on intervention.
(C) Civics: Students analyze how people create and change structures of power, authority, and governance to understand the operation of government and to demonstrate civic responsibility.
Essential Question(s):
• Has the American experiment in democracy been successful?
• What is the best relationship between a government and the people it governs?
• Why do civic life, politics, and government exist and how does each fulfill human needs?
(Primary EQ: Why have a government?)
• Why are some governments better than others?
• What should be the role of the U.S. in world affairs and how do U.S. behaviors and actions
affect other nations and vice versa?
(C) Essential Learning Expectation: Students become aware that political patterns reflect ideas about how Earth’s surface should be organized and affect a wide range of activities and understandings.
C.1.0 Students analyze the territorial dimensions of politics.
C.1.1 Students examine the concept of territoriality.
C.1.2 Students examine the nature and meaning of boundaries.
Example: Students research a current boundary conflict in the world and create a public service announcement on government roles in that conflict.
Example: Students choose an ethnic group from Central Asia and create a declaration of independence for that people based on cultural differences from the host culture.
C.1.4 Students explain how international and supranational organizations have become important in the world system including the United Nations and the G-8.
Example: Students create guides outlining the official positions and
perspectives or the 2005 G-8 Summit issues of each member country, as well as the African Union and of protestors. Research is focused on poverty in Africa and climate change.
Example: Students complete a web quest on basic facts of the United Nations.
(G): Geography Students apply geographic knowledge and skills (e.g., location, place, human/environment interactions, movement, and regions).
Essential Question(s):
• Where am I and how do I explain where I am? (need to wordsmith) • How does place drive the decisions people make?
• How do people interact with their environments? • What are the causes and effects of human movement? • What makes places similar and different?
(G) Essential Learning Expectation: Academic geography is relevant to everyday life and decision-making.
G.1.0 Students understand that geography is a field of inquiry. G.1.1 Students analyze the uses of geography.
G.1.2 Students analyze the uses of technology in geography including GIS, GPS, census data, and satellite imagery.
G.2.0 Students understand key concepts underlying the geographical perspective: location, place scale, pattern, and regionalization.
G.2.1 Students critically analyze different map projections and types and their uses.
Example: Students navigate different tasks and match the proper map projection and type to the task.
G.3.0 Students formulate mental maps to organize information about people, places, and environments in a spatial context.
G.3.1 Students critically analyze perceptual maps.
Bozeman Public Schools Social Studies Standards, AP Human Geography Page 6 of 10
G.4.0 Students effectively utilize key geographical skills.
G.4.1 Students understand and interpret the implication of association among phenomena in places.
Example: Students research a country a write a letter to a future US
Ambassador of that country telling them unique aspects of that country that will help them be successful.
G.4.2 Students recognize and interpret at different scales the relationships among patterns and processes.
Example: Students use Google Earth to find and analyze scale and connections among places.
G.4.3 Students are able to define regions and evaluate the regionalization process.
G.4.4 Students characterize and analyze changing interconnections among places.
G.5.0 Students analyze populations using geographical knowledge and skills. G.5.1 Students analyze population density, distribution, and scale.
G.5.2 Students critically analyze the implications of various densities and distributions of population.
Example: Students examine shantytowns around the world and create museum exhibits depicting the conditions and their raison d’etre.
G.5.3 Students examine patterns of population composition: age, sex, race, and ethnicity.
G.5.4 Students assess the relationship between population and natural hazards. Example: Students examine the 2004 tsunami and its effects on Indonesia.
G.6.0 Students analyze population movement.
G.6.1 Students analyze migration selectivity (chain migration).
GE.6.2 Students examine major voluntary and involuntary migrations.
G.6.3 Students examine theories of migration, including push and pull factors, human capital, and life course.
G.6.4 Students examine the socioeconomic consequences of migration.
Example: Students research the “brain drain” of undeveloped countries and create informational posters on why it is important for those educated to remain in their countries.
Example: Students research the most common refugees seeking asylum to the US and create a museum exhibit on conditions of that country that caused them to seek asylum.
G.7.0 Students assess the growth and diffusion of industrialization in the world. G.7.1 Students examine the changing roles of energy and technology.
Example: Students research alternative energy sources and create a video news report on their importance and viability for the United States.
Example: Students research alternative energy sources and hold an Energy Summit on the pros and cons of each source.
GE.7.2 Students examine the evolution of economic cores and peripheries.
G.8.0 Students examine models of internal city structure and central place theory. G.8.1 Students assess the central place theory.
Example: Students choose selected countries and apply the central theory to their development.
G.8.2 Students examine the concentric zone, sector, and multiple nuclei model of city structure.
Example: Students create a zone model for the city of Bozeman using city maps.
G.8.3 Students assess patters of uneven development, ghettoization, and gentrification of cities.
Example: Students compare and contrast the cities of Denver and Kansas City and their methods of gentrification. Students examine potential problems for the city of Bozeman in its future.
Example: Students compare Bozeman to Colorado Springs, Colorado and plan for future development of Bozeman in light of the problems in Colorado Springs.
G.8.4 Students examine patterns of race, ethnicity, gender and socioeconomic status of cities.
Example: Students compare and contrast city structures from the United States, Latin America, Japan, South Africa, and Europe.
(E): Economics Students make informed decisions based on an understanding of the economic principles of production, distribution, exchange, and consumption.
Bozeman Public Schools Social Studies Standards, AP Human Geography Page 8 of 10
• Why do people and nations trade? • How does something acquire value?
• Note: Include in ELEs How do price and supply and demand influence each other? What are
markets and how do they work?
• How do economic systems affect individuals, communities, societies and the world? • What role should government play in economic systems?
• Which economic systems work best? • How does technology drive change?
• Do the advantages of globalization outweigh the disadvantages?
(E) Essential Learning Expectation: Students become aware that economic activity has a spatial character influenced by the interaction of several factors, including natural resources, culture, politics, and history in specific places.
E.1.0 Students discuss the patterns and networks of economic interdependence on the earth’s surface.
E.1.1 Students examine various economic alliances.
E.1.2 Students examine the effect of various economic alliances on the world economic system.
E.2.0 Students explain how human economic actions modify the physical environment.
E.2.1 Students assess the different steps of economic activity as a country becomes developed.
E.2.2 Students evaluate the impact of economic activity on the physical environment.
E.3.0 Students measure the importance of resources to a countries economy.
E.3.1 Students examine the changes that occur in the meaning, use, distribution, and importance of resources.
E.3.2 Students measure the relative importance of resources in a variety of countries.
E.4.0 Students describe how values and beliefs influence economic decisions in different economic systems.
E.4.1 Students evaluate the impact of culture on economic decision-making in a variety of economic systems around the world.
Example: Students research transnational organizations and their effects on local cultures in different countries. Students create a magazine article dealing with positive and negative effects that corporations have on local cultures.
Essential Questions:
• What is culture, why is it important?
• Who should decide what “culture” and “cultured” are? • Is there such a thing as cultural superiority? Why?
• How do cultural expressions (including literature, art, architecture, music, technology) shape
history?
• How does cultural diversity impact a society? • What happens when cultures converge or collide? • What is morality and ethics?
• Who are the heroes and villains and what do they reveal about a culture?
• In what ways do religion, beliefs, values and/or spirituality contribute to progress, regress, or
stagnation in society?
(D) Essential Learning Expectation: Students become aware of the concept of culture and learn how geographers assess the spatial and place dimensions of cultural groups as defined by language, religion, race, ethnicity, and gender, in the present as well as the past.
D.1.0 Students explain basic concepts of culture including cultural diffusion, acculturation and assimilation.
D.1.1 Students analyze traits of different cultures and the roll culture plays in their society.
D.1.2 Students analyze cultural diffusion and different paths culture takes and barriers to that spread.
D.1.3 Students assess the differences between acculturation and assimilation. Example: Students examine different culture clusters found in the United States and create a photo essay of traits that have remained the same from their homeland and those that have been left behind.
D.1.4 Students compare and contrast different culture regions.
Example: Students choose a indigenous population from around the world and journal about a recent trip they took to that culture.
D.2.0 Students analyze cultural differences among a variety of regions.
D.2.1 Students examine the role that language plays in a culture.
Example: Students in groups choose a language and create a language handbook.
D.2.2 Students examine the role that religion plays in a culture.
Example: Students create journal entries on various sacred spaces around the world.
Bozeman Public Schools Social Studies Standards, AP Human Geography Page 10 of 10
D.3.0 Students assess cultural landscapes and cultural identity.
D.3.1 Students evaluate cultural values and preferences.
Example: Students use CultureGrams to write a letter from a chosen country based on their cultural values and preferences.
D.3.2 Students evaluate symbolic landscapes and sense of place.
Example: Students choose a specific symbolic landscape of a culture and create a fact file about the significance of that landscape to that culture.
D.3.3 Students examine the environmental impact of cultural attitudes and practices.
Appendix A
Content Standards: AP Human Geography content standards are governed by the AP Program and the College Board. For more information see the course description and exam information found at
http://www.collegeboard.com/student/testing/ap/sub_ushist.html
Appendix B
Course Audit: A detailed course audit was submitted to the College Board for this course in 2007. For more information contact http://www.collegeboard.com/html/apcourseaudit/ or see the
