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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
To think geographically is to consider how human activities are connected to social, political, economic, environmental, and demographic characteristics. Geographers employ a spatial perspective to explain the patterns and relationships created by human activities. THINKING GEOGRAPHICALLY Human geography examines all the social science disciplines.
Students cultivate their understanding of human geography through data and geographic analyses as they explore topics like patterns and spatial organization, human impacts and interactions with their environment, and spatial processes and societal changes.
- Introduction
- Lesson 1: Urban Models
- Connections to the Course Outline
- Objectives
- Background Information
- All Three Models
- Concentric Zone Model
- Sector Model
- Multiple Nuclei Model
- Teach the Lesson
- Reflect on the Lesson
- Lesson 2: Case Study of Pittsburgh
- Connection to the Course Outline
- Objectives
- Background Information
- Teach the Lesson
- Learning Activity #2
- Learning Activity #3
- Reflect on the Lesson
- Lesson 3: Ghettoization and Gentrification
- Objectives
- Background Information
- Reflect on the Lesson
- Lesson 4: Megacities in Less-Developed Countries
- Objectives
- Learning Activity #2
- Learning Activity #3
- Learning Activity #4
- Learning Activity #5
- Reflect on the Lesson
- Comparison to Latin American City Model
- Urban Percentages Worksheet
- Compare.the.Definitions.
- B. The Idea of Contiguousness
- C. Goods and Services
Christopher.Hall. Davis.School.District. Davis.County,.Utah The Industrial Revolution ushered in a new age of great urbanization in the world’s history. The urban population is growing at a much faster rate than that of the rural population. Nearly half of the world’s people now live in cities, and this proportion is higher in the developed regions...
Christopher.Hall. Davis.School.District. Davis.County,.Utah
The content of this lesson addresses the following areas of the AP Human Geography course outline: I.B. The evolution of key geographical concepts and models associated with notable geographers is addressed through the examination of the three classic North American models and their evolution and reinterpretation into the new ideas informing our vi...
This lesson helps students come to an understanding of the basic elements of urban models outside of North America and more recent interpretations of urban structure. The students may also gain an increased understanding of urban structure models describing North American cities by comparing them to a model describing a Latin American city. The stu...
The internal organization of cities may be taught by comparing diferent models that attempt to describe cities. The major textbooks all discuss three classic models describing North American cities: concentric zone, sector, and multiple nuclei. Understanding these models provides a foundation from which students examine more recent interpretations ...
Developed during the first half of the twentieth century, a period of rapid urbanization in North America Based on studies in Chicago (Burgess and Hoyt) Focus of the models is diferent types of land use
Developed by E. W. Burgess. Argues that urban land use is best represented by a series of concentric circles. Recognizes five distinct zones: — The central business district/nonresidential — Zone in transition/poorest quality housing/immigrants/apartments — Zone of workingmen’s homes/second-generation immigrant settlement — Zone of “better residenc...
Developed by H. Hoyt. This model assumes the land use is conditioned by transportation routes radiating outward from a city center. Industrial, retailing, and residential districts extend out from the CBD like wedges. Hoyt saw the best housing extending north from Chicago along Lake Michigan.
Developed by C. D. Harris and E. L. Ullman. This model assumes that urban areas have more than one focal point influencing land use. Land-use patterns are formed around several discrete nuclei that attract certain uses and repel others. These nuclei most often develop in response to the evolving transportation network. They form, for example, aroun...
Students read a description of the model of a typical Latin American city and complete a table in which they list similarities and di erences between the classic models of North American cities and that of a typical Latin American city (see Appendixes A to C). Many textbooks contain selections describing the Latin American model. The source of this...
The students should come away from the lesson with a clear understanding of several important points regarding the urban models that geographers use. These include: Human geographers have developed tools for describing cities. These models focus on diferent types of urban land use and their locations relative to the central business district. There...
Carol.Ann.Gillespie. Pennsylvania.Homeschoolers. Kittaning,.Pennsylvania
The content of this lesson addresses the following areas of the AP Human Geography course outline: • VII. D Built environment and social space is explored as students look carefully at urban land use and consider problems and possible solutions. Transportation and urban infrastructure, public spaces and their use by diferent types of people, hous...
In this lesson, the students will research an actual urban problem on several scales by collecting and analyzing spatial data using maps and other graphic media. They will practice decision-making skills as they work through community planning to solve urban problems presented by vacant lots.
This lesson examines some of the ways modern cities cope with the increasing pressures of crowding, pollution, and wasted space. These processes are examined through a case study of Pittsburgh, Pennsylvania — a postindustrial city that is successfully turning urban challenges and problems into productive opportunities. The lesson examines how Pitts...
You should have a video clip or slide of an urban area on the screen as the students come into class. In lieu of using this technology, hold up or pass around large photos from magazines that depict a central urban issue. The video clip or slide should show an obvious problem occurring in the city. Have the students identify the problem, and begin ...
Have the students research and investigate an urban problem in the nearest large urban area. This topic should be chosen by each student to reflect his or her area of interest. As a formative assessment, have the students complete the two tables in Appendix C. Provide feedback for each student as they are completing the two tables in Appendix C to ...
Using Activity #2 as a model, have the students research and complete Appendix C on a global scale by examining an urban problem in a world city. The topic each student selects should be based on a region and topic of the student’s particular interest. (For example, the street monkeys in New Delhi, India, are an urban problem. A contributing factor...
Consider with students how they would respond to the following questions, having completed the lesson: What are some of the pressures on the built environment of a city as more of the world’s population moves to urban centers? How are modern cities coping with these pressures? What are some of the ways Pittsburgh has solved these problems, and how ...
Carol.Ann.Gillespie. Pennsylvania.Homeschoolers. Kittaning,.Pennsylvania
The students will be able to use various resources to investigate the causes and outcomes of ghettoization and gentrification. Working in pairs, the students will develop skills in researching, working collaboratively, and defending viewpoints as they analyze the pros and cons of both gentrification and ghettoization of an urban neighborhood.
Some additional materials will be required for the lesson: Excerpt from Unafraid of the Dark by Rosemary Bray Video trailer from Flag Wars
Use the following questions to promote discussion and check for understanding: What is the diference between ghettoization and gentrification? How are the outcomes of ghettoization and gentrification similar? What are the conflicts associated with both practices? This lesson may be modified in the following ways if there are time or resource constr...
Christopher.Hall. Davis.School.District. Davis.County,.Utah
In this lesson the students will examine various aspects of the world’s megacities. At the conclusion of the lesson, they should be able to define megacities, describe their historic and current distributions, and understand some of the problems associated with them in LDCs.
Have the students use colored pencils to construct a graph showing world urbanization trends. This graph can be found in Appendix D. Use the line graphs they create to discuss the following questions: Which region showed the largest, most consistent increase in urbanization during the period? Which region had the largest percentage change in urban ...
The first definition, “nonagricultural activities,” and the second definition indicate that the area of the city is “built up.” In each case, the idea of “buildings” is conjured up. The students will be familiar with the image of a city as an area covered with buildings. The terms “nonagricultural” and “built up,” however, will be less familiar. “N...
The first definition, “nonagricultural activities,” and the second definition indicate that the area of the city is “built up.” In each case, the idea of “buildings” is conjured up. The students will be familiar with the image of a city as an area covered with buildings. The terms “nonagricultural” and “built up,” however, will be less familiar. “N...
The first definition, “nonagricultural activities,” and the second definition indicate that the area of the city is “built up.” In each case, the idea of “buildings” is conjured up. The students will be familiar with the image of a city as an area covered with buildings. The terms “nonagricultural” and “built up,” however, will be less familiar. “N...
The first definition, “nonagricultural activities,” and the second definition indicate that the area of the city is “built up.” In each case, the idea of “buildings” is conjured up. The students will be familiar with the image of a city as an area covered with buildings. The terms “nonagricultural” and “built up,” however, will be less familiar. “N...
The first definition, “nonagricultural activities,” and the second definition indicate that the area of the city is “built up.” In each case, the idea of “buildings” is conjured up. The students will be familiar with the image of a city as an area covered with buildings. The terms “nonagricultural” and “built up,” however, will be less familiar. “N...
The first definition, “nonagricultural activities,” and the second definition indicate that the area of the city is “built up.” In each case, the idea of “buildings” is conjured up. The students will be familiar with the image of a city as an area covered with buildings. The terms “nonagricultural” and “built up,” however, will be less familiar. “N...
The first definition, “nonagricultural activities,” and the second definition indicate that the area of the city is “built up.” In each case, the idea of “buildings” is conjured up. The students will be familiar with the image of a city as an area covered with buildings. The terms “nonagricultural” and “built up,” however, will be less familiar. “N...
The first definition, “nonagricultural activities,” and the second definition indicate that the area of the city is “built up.” In each case, the idea of “buildings” is conjured up. The students will be familiar with the image of a city as an area covered with buildings. The terms “nonagricultural” and “built up,” however, will be less familiar. “N...
The first definition, “nonagricultural activities,” and the second definition indicate that the area of the city is “built up.” In each case, the idea of “buildings” is conjured up. The students will be familiar with the image of a city as an area covered with buildings. The terms “nonagricultural” and “built up,” however, will be less familiar. “N...
The syllabus cites a college-level human geography textbook from the AP Human Geography example textbook list, and includes examples of other resources such as data sources, websites, mapping resources, videos, and periodicals that will be used to teach the course content and skills.
1. Reduce the amount or area of suburban or urban sprawl. 8. Enable healthier lifestyles: outdoor activities, improve access to food or eliminate food deserts. 2. Increase walkability or pedestrian-friendly areas. 9. Produce architecture and design to reflect local history or culture. 3.
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