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5 Themes of Geography: -Location - The relative location and the absolute location (made of the latitude and longitude). -Place - The distinctive physical and human characteristics of an area.-Human - How humans interact with their environment. -Movement - The mobility of individuals, goods and ideas-the patterns and alter human
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- Curricular Requirements
- Required
- Clarifying Terms
- Samples
- ̈ Evidence
- Required Evidence
- ̈ Evidence
- Evidence
- Clarifying Terms
- ̈ The Evidence
- Clarifying Terms
- Evidence
- Quantitative geographic data:
- 3.D, 3.F
- Evidence
- Qualitative geographic information:
- ̈ The syllabus Evidence
- Clarifying Terms
The curricular requirements are the core elements of the course. A syllabus must provide explicit evidence of each requirement based on the required evidence statement(s). The Unit Guides and the “Instructional Approaches” section of the AP Human Geography Course and Exam Description (CED) may be useful in providing evidence for satisfying these cu...
These statements Evidence describe the type of evidence and level of detail required in the syllabus to demonstrate how the curricular requirement is met in the course. Note: Curricular requirements may have more than one required evidence statement. Each statement must be addressed to fulfill the requirement.
These statements define terms in the syllabus development guide that may have multiple meanings.
For each curricular of Evidence requirement, three separate samples of evidence are provided. These samples provide either verbatim evidence or clear descriptions of what acceptable evidence could look like in a syllabus.
The syllabus must cite the title, author, and publication date of a college-level human geography textbook. AND ̈ The syllabus must demonstrate that teachers and students have access to maps and atlases and include at least one example of sources in each of the following categories: text-based qualitative sources quantitative sources visual source...
̈ The syllabus must include an outline of course content by unit title or topic using any organizational approach to demonstrate the inclusion of required course content. Note: If the syllabus demonstrates a diferent approach than the units outlined in the AP Human Geography Course and Exam Description (CED), the teacher must indicate where the con...
The syllabus must briefly describe three student activities, one for each of the three big ideas. Each activity must be labeled with the related big idea.
̈ The syllabus must provide a brief description of one or more instructional approaches (e.g., activity or assignment) in which students analyze geographic theories, approaches, concepts, processes, or models in theoretical and/or applied contexts. ̈ The description must be labeled with the skill(s) and/or skill category.
Processes: successions of events, such as spatial difusion, that lead to transformations of the cultural landscape.
syllabus must provide a brief description of one or more instructional approaches (e.g., activity or assignment) in which students analyze geographic patterns, relationships, and/or outcomes in applied contexts. ̈ The description must be labeled with the skill(s) and/or skill category.
Geographic patterns: spatial arrangements of phenomena on the surface of the Earth. Spatial relationships: the relationship or connections of geographic phenomena across the landscape.
̈ The syllabus must provide a brief description of one or more instructional approaches (e.g., activity or assignment) in which students analyze and interpret quantitative geographic data represented in maps, tables, charts, graphs, satellite images, and/or infographics. ̈ The syllabus must identify the source(s) used in the activity. The descript...
numerical geographic data collected and displayed in sources such as charts, graphs, and maps.
Using data and maps from the Population Reference Bureau’s website worldpopdata.org, students create a table to record data such as: infant mortality rate, total fertility rate, GNI per capita, percent urban, and married women using contraceptives from countries across diferent regions of the world. Individually or as a group, students complete a q...
̈ The syllabus must provide a brief description of one or more instructional approaches (e.g., activity or assignment) in which students analyze and interpret qualitative geographic information represented in maps, images (e.g., satellite, photographs, cartoons), and/or landscapes. ̈ The syllabus must describe the source(s) used in the activity. T...
non-numerical geographic data represented in sources such as maps, satellite images, photographs, and cartoons.
must provide a brief description of one or more instructional approaches (e.g., activity or assignment) in which students analyze geographic theories, approaches, concepts, processes, and/or models across geographic scales to explain spatial relationships. ̈ The description must be labeled with the skill(s) and/or skill category.
Geographic scales: size of study area—may involve all the earth (global); a very limited area (local scale) such as a neighborhood or municipality; or something in between (regional or national scales).
AP® Human Geography is a yearlong course that focuses on the distribution, processes, and effects of human populations on the planet. Units of study include population, migration, culture, language, religion, ethnicity, political geography, economic development, industry, agriculture, and urban geography. Emphasis is placed on
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AP Human Geography. Definition. Inherent bias refers to the unavoidable influence or prejudice that can shape the perspective or interpretation of information, often resulting from the creator's personal beliefs, experiences, or cultural background.
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