Course  Descrip,on  Topics  

Possible  FRQ  topics    

Unit1  Geography  and  Nature  and  Perspec,ves  

•  Loca,on,  space,  place,  scale,  paBerns,  regionaliza,on,  and  globaliza,on.  

•  Interpreta,on  of  maps  and  spa,al  data  –  Physical,  poli,cal,  thema,c,  choropleth,  dot,  symbol,  isoline,  

cartogram)  –  Map  projec,ons  (Mercator,  polar)  

•  Human  impact  on  the  environmental  (sustainable  agriculture)(  culture  and  coopera,on  among  countries  (EU)  from  local  to  global  scales  –  Includes  effects  on  land,  water,  atmosphere,  popula,on,  biodiversity,  

and  climate  •  Regionalism  (refers  to  a  group’s  perceived  iden,fica,on  with  a  

par,cular  region  at  any  scale  (Quebec)  •  GIS/GPS  

A  Closer  Look  

Unit  2  Popula,on/Migra,on  •  1)  DBR,  CDR,  TFR,  IMR,  DT,  RNI  –  and  analysis  of  relevance  in  various  

countries  (popula@on  pyramid  analysis)    •  Social,  poli@cal,  economic  implica@ons  of  aging  •  2)  Refugee  flow,  immigra@on,  internal  migra@on  and  residen@al  

mobility  •  Analyze  historical  migra@ons  (Africans  to  Americas,  immigra@on  waves  

to  the  US  and  emigra@on  from  Europe  and  Asia  to  colonies  abroad.  –  Interconnectedness  between  popula@on  and  other  units  of  study  

•  3)  Environmental  degrada@on,  natural  hazards    –  Popula@on  redistribu@on  

•  4)  Malthus,  Boserup,  Gravity  Model,  DTM,  ETM  •  5)  Development  of  a  country  and  the  economic,  social,  poli@cal  roles  of  

women  –  Influence  of  women/development  on  fer@lity  rates,  mortality  rates  and  

migra@on  trends  •  6)  The  role,  strengths,  and  weaknesses  of  major  popula@on  policies  

–  AWempt  to  either  promote  or  restrict  popula@on  growth    

Laws  of  migra,on    

•  Founder:  Ernst  Ravenstein  •  Laws:    1.  Every  migra,on  flow  generates                                      a  return  or  counter-­‐migra,on                            2.  The  majority  of  migrants  move  a  short                                    distance                            3.  Migrants  who  move  longer  distances  tend  to                                    choose  big-­‐city  des,na,ons                            4.  Urban  residents  are  less  migratory  than                                    inhabitants  of  rural  areas                            5.  Families  are  less  likely  to  make  interna,onal                                      moves  than  young  adults  •  Based  on  studies  of  internal  migra,on  in  England  

DTM  with  ETM  

Pes@lence  and  Famine  

Receding  Pandemics  

Chronic  Disorders    

Degenera@ve  Diseases    

Reemergence  of  infec@ous  diseases?    

The  Plague   HIV/Aids  Cholera  

Heart  disease/cancer  

Alzheimer's  Parkinson's  

Resistant  to  medica,ons  

The highest rates of HIV infection are in sub-Saharan Africa. India and China have relatively high numbers of HIV-positive adults, but they constitute a lower percentage of the total population.

The first cases of avian flu were recorded in Southeast Asia. How did it diffuse?

Death from tuberculosis is a good indicator of a country's ability to invest in health care, because treating the disease is expensive.

HEALTH CARE EXPENDITURES The lowest levels of per capita health care expenditure are in sub-Saharan Africa and South Asia.

Theories  of  Popula,on  Growth  

•  Thomas Malthus –  1798 –  British economist

•  First critic to note that the population was growing faster than the food supply

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GLOBAL MIGRATION PATTERNS The width of the arrows shows the amount of net migration between regions of the world. Countries with net in-migration are in red, and those with net outmigration are in blue

U.S. Immigration Patterns •  U.S. has more foreign-born residents than any other country

–  Approximately 43 million as of 2010 –  Growing by 1 million annually

•  Three main eras of immigration in the U.S. –  Colonial settlement in 17th and 18th centuries

•  From Europe and Sub-Saharan Africa

–  Mass European immigration in the 19th and early 20th centuries •  Early phase: northern/western Europe

•  Later: southern/eastern Europe

–  Asian and Latin American immigration in the late 20th and early 21st centuries

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Migration from Latin America to the United States

Annual  immigra,on  to  US  

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Major  sources  and  des,na,on  of  refugees  

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Unit  3  •  1)  Regional  varia@ons  of  cultural  paWerns  and  processes    •  2)  Assess  the  spa@al  and  lace  dimensions  of  cultural  groups  as  defined  by:  

–  Language,  religion,  ethnicity,  and  gender  (both  past  and  present)    •  3)  cultural  interac,on  at  various  scales,  along  with  the  adapta,ons,  changes,  

and  conflicts  that  may  result.  

•  3)  Diffusion  is  key  to  understanding  how  culture  traits  (such  as:  agricultural  prac@ces,  language,  technology)  move  through  @me  and  space  –  And  global  and  local  forces  result  in  new  forms  of  cultural  expression  

•  4)  Geographies  of  language,  religion,  ethnic  and  gender  •  5)  Dis@nguish  between  languages  and  dialects,  ethnic  and  universalizing  

religions,  ethnic  poli@cal  movements,  and  pop/folk  cultures  –  Understand  why  each  has  a  different  geographic  paWern    

•  6)  How  culture  shapes  rela@onships  between  human  and  the  environment  –  Expressed  through  landscapes,  built  environments  (interpret  cultural  values,  

tastes,  symbolism,  and  sets  of  beliefs)    •  Ex:  Folk  and  contemporary  architecture  are  rich  and  readily  available  means  of  

comprehending  the  cultural  landscape  –  and  how  different  cultures  view  it  in  separate  way  –  Ex:  when  analyzing  Amish  communi,es  in  the    Western  Hemisphere,  it  is  important  

to  understand  how  their  unique  values  and    prac,ces  (e.g.,  lack  of  power  lines  to  buildings  and  the  use  of  preindustrial  forms  of    transporta,on)  influence  the  cultural  landscape  

•  s  

Unit  4  •  1)  Territoriality  –  how  Earth’s  surface  should  be  organized  

•  2)  Modern  state  and  rela,onships  between  countries  – Different  forces  that  shaped  evolu,on  of  the  contemporary  world  poli,cal  map  

•  Rise  of  Na,on-­‐states  in  Europe,  influence  of  colonialism,  rise  of  suprana,onal  organiza,ons,  and  devolu,on  of  states  

•  3)  Inconsistencies  between  maps  of  poli,cal  boundaries  and  maps  of  ethnic,  economic,  and  environmental  paBerns  

•  4)  Forces  that  are  changing  the  role  of  individual  countries  and  the  modern  world  –  Ethnic  separa,sm,  terrorism,  economic  globaliza,on,  and  social  and  environmental  problems  (such  as  climate  change  –  which  can  cross  boundaries)  

Unit  4  Con,nued  

•  5)Regional  alliances  – NATO,  The  EU,  ASEAN,  and  NAFTA  

•  6)  Ways  in  which  electoral  districts,  municipali,es,  indigenous  areas,  and  autonomous  lands  affect  poli,cal,  social,  and  economic  processes.    

Unit  5  

•  1)  Origin  and  diffusion  of  agriculture  –  Characteris,cs  of  agricultural  produc,on  and  land-­‐use  –  Impact  of  agriculture  change  on  quality  of  life  and  the  environments,  and  issues  in  contemporary  agriculture    

•  2)  Where  domes,ca,on  originated  and  study  the  processes  by  which  domes,cated  crops  and  animals  spread  

•  3)  Diffusion  should  make  clear  why  regional  paBerns  emerge  in  terms  of  diet,  energy  use,  and  adapta,on  of  biotechnology    

Unit  5  cont.  •  Extensive,  intensive  ac,vi,es  as  well  as  agriculture  regions  

•  2)  SeBlment  paBern  and  landscapes  typical  of  each  major  agriculture  type  

•  3)  Land  survey  systems,  environmental  condi,ons,  sustainability,  global  food  supply  problems,  and  the  cultural  values  that  shape  agriculture  paBerns    

•  4)  The  roles  of  women  in  agriculture  produc,on  –  par,cularly  in  subsistence  farming  and  market  economies  in  the  developing  world    

Unit  5  cont.  

•  1)  explana,on  for  paBerns  of  rural  land  use  and  associated  seBlements  (von  thunen)  

•  Impacts  of  large-­‐scale  agribuinesses  on  food  produc,on  and  consupmp,on  

•  Effects  of  economic  and  cultural  globaliza,on  on  agriculture  and  the  need  to  increase  food  supplies  and  produc,on  capcity  

Unit  6    

•  Geographic  elements  of  industrializa,on  and  economic  development  

•  Compara,ve  vs.  Complementarity  advantage  •  Rostow’s  stages  of  economic  growth  and  Wallerstein’s  World  Systems  theory.  

•  Understand  programs  like  Millennium  Development  Goals  to  help  understand  why  the  world  is  a  more  developed  core  than  periphery  

Unit  6  cont.  

•  Understand  measures  of  development  (GDP,  HDI,  GII,  and  Gini  coefficient)  

•  PaBerns  of  industrializa,on  and  its  impacts  on  the  theme  of  development.  

•  Understand  Weber’s  theory,  accent-­‐,me  space  compression,  and  interna,onal  division  of  labor  and  how  they  relate.  

•  Understand  the  reason  why  Asian  countries  developed  rapidly  compared  to  Sub-­‐saharan  africa  in  the  20th  century.    

Unit  6  cont.  

•  Understand  the  emergence  of  service  sectors  (Silicon  Valley,  the  Research  Triangle,  Universi,es,  etc.)  

•  Countries  that  confront  new  paBerns  of  economic  inequality  that  are  linked  to  geographies  of  interdependence  in  the  world  economy.    

•  Shih  in  manufacturing  in  NIC’s,  consump,on  paBerns,  and  roles  of  women  in  the  labor  force.  

Unit  7  

•  First  subfield:  Study  of  City  Systems  –  where  and  why  ci,es  are  located  – Examine  current  historical  distribu,on  of  ci,es  and  its  poli,cal,  economic,  and  cultural  func,ons  

•  Reasons  for  differen,al  growth    •  Types  of  transporta,on  and  linkages  to  ci,es  •  Theories  like  Christaller’s  central  place  theory,  rank-­‐size  rule,  and  gravity  model  

Unit  7  cont.  

•  Second  subfield:  Internal  structure  and  landscapes  of  ci,es  and  emphasizes  what  ci,es  are  like  as  places  in  which  to  live  and  work.  

•  Ethnic  segrega,on,  types  of  intracity  transporta,on,  architectural  tradi,ons  (neoclassical,  modern,  postmodern)    

•  Cycles  of  uneven  development  and  environmental  jus,ce  (dispropor,onate  loca,on  of  pollu,ng  industries  in  low  income  minority  residen,al  areas)    

Unit  7  cont.  

•  Development  in  the  U.S./Canada  (Concentric,  Sector,  mul,ple  nuclei,  and  galac,c  city  model)  – Strengths  and  weaknesses  of  these  models    

•  Economic  systems,  housing,  finance,  cultural,  architectural  history,  and  innova,ons  that  can  be  useful  in  the  analysis  of  spa,al  paBerns  in  urban  landscapes.  

Unit  7  cont.  •  Compara,ve  Urbaniza,on  

–  European,  North  African,  Middle  Eastern,  E  and  SE  Asia,  La,n  America  and  Sub-­‐Saharan  African  ci,es.  

•  Examine  current  trends  in  urban  development  that  are  affec,ng  edge  ci,es.  

•  Understand  new  urbanism,  Smart  Growth,  and  Gentrifica,on  of  ci,es.  

•  Evaluate  sustainable  urban  planning  design  ini,a,ves,  mixed  use  commercial  and  residen,al  development  that  reduce  energy  use  and  protect  the  environment  of  future  ci,es.