In this activity, you will use thematic maps, as well as your mental maps, to expand your knowledge of your hometown as a specific place on Earth.

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1 Lesson Lesson Tab (Page 3 of 4) Geographers use both relative and absolute location to describe places. Now it is your turn to think like a geographer and describe your current location. In your Geo Journal, provide a description of your current location in several ways, including: latitude and longitude in relation to a natural feature in relation to a human-made feature a general and a more specific description a relationship using distance and one using time Which location description are you more likely to use? Why? Lesson Lesson Tab (Page 4 of 4) Your Hometown Is a Place on Earth Over time you have developed a mental map of your hometown. You know where to go for your favorite foods or where to spend time with friends. What other features of your hometown could be added? In this activity, you will use thematic maps, as well as your mental maps, to expand your knowledge of your hometown as a specific place on Earth. Visit an online atlas or an online source of reference maps. Then respond to the following questions in your Geo Journal. What do physical and cultural maps reveal about your hometown? How is land used in your community? Which ethnic groups (and/or religious groups) live in your hometown? Are there any landmarks, buildings, or businesses that reflect the influence of different groups in the community? What are some of the unique cultural features of your hometown? Think about any special occasions, traditions, food, or expressions found in your community. How do the architecture, land use, and way of life in the community reflect the physical environment? For example, does your community have large farms because the soil is great for certain crops, or are there several residential developments near scenic waterside locations?

2 What do the architecture, land use, and way of life in the community reflect about your community? For example, a community with large areas reserved for parks might reflect that community members consider recreation and outdoor spaces to be important. A community with multiple developments for senior citizens might have an aging population. Communities with large populations might develop apartment buildings to make more housing available. Lesson Lesson Tab (Page 4 of 4) Choose two formal regions one region located in the North America and one located on another continent. Use the Internet to study each of the regions and write a Geo Journal entry in which you discuss the following questions: What are the physical and human characteristics of each region? How are the two regions alike? How are they different? Has the region changed over time? If so, how? What perceptual regions are located in each formal region? How do the people living in the formal region define the perceptual region? Lesson Lesson Tab (Page 3 of 4) What about your neighborhood? Think about the ways in which people have adapted to and modified the environment in your neighborhood, town, or county. Use your Geo Journal to record your answers to the following questions: What environmental modifications and adaptations have people made in your community? How did the modifications help improve life? What effects, positive or negative, did the modifications have?

3 Lesson Lesson Tab (Page 3 of 4) Thinking spatially about the world is an important geographic skill to master. In this activity, you will think about diffusion from a spatial perspective. Read the questions below and record your answers to the questions in your Geo Journal. What is one example of relocation diffusion in your area? Identify the hearth, the people who relocated, and the cultural or economic influences they brought with them. Circle the hearth on a world map and trace the path from the hearth to your community. What is the distance from the hearth to your community? Use the map scale to calculate the distance from the hearth to your community. How has diffusion affected your community? Lesson Assignment Tab Before you write your Geo Journal entry, you will need to research demographic information for two countries of your choice. You will organize the information you find in the Population and Place Assignment Sheet. Choose two countries and research the demographics of each country. Complete the chart and Venn diagram in the assignment sheet. Read the prompt below and then add an entry to your Geo Journal in response to the prompt. Develop a two- to three-paragraph response to the following question: Which country do you think is the most desirable place to live? In your analysis include the specific facts that make it a desirable place and contrast it to some of the unfavorable conditions in the other country. Also incorporate information about which part of your chosen country is most desirable to you and why. Analysis should incorporate geographic concepts such as push and pull factors, economic activities, population density, and population distribution.

4 Lesson Lesson Tab (Page 1 of 3) Review the maps from the previous slides. Pay attention to the spatial patterns of the various health statistics. Respond to these questions in your Geo Journal. 1. Which region(s) or countries of the world have the most dire health statistics? 1. What factors might explain these conditions? 2. What spatial patterns did you notice? 2. Which region(s) or countries have the highest life expectancies? What spatial pattern is evident in this group of countries? Lesson Lesson Tab (Page 3 of 4) Now it is your turn to make predictions about a country s population. Visit the U.S. Census Bureau s website. The U.S. Census Bureau is the government agency that is responsible for taking a census of the national population. On this site, you can select and view population pyramids for the world s countries. View the 2010 population pyramids for the Czech Republic. Analyze the pyramid and then make predictions about the Czech Republic s population in the future. Note your predictions in your journal. Consider the following questions in your journal entry: What does the Czech Republic s 2010 population pyramid suggest about the country s growth? Does the pyramid contain any gaps or bulges? If yes, what might be the reason for these trends? Based on the 2010 population pyramid, what do you think the Czech Republic s population pyramid will look like in 20 years? Forty years? Explain your response.

5 Lesson Assignment Tab Review the Neo-Malthusian and Cornucopian theories of population growth. Read the prompt below and then add an entry to your Geo Journal in response to the prompt. Neo-Malthusians and Cornucopiaons have strongly different views. Describe the theories of both groups and identify which one you think is more reliable. Give three reasons that support your choice. At least one should explain why the theory you chose is reliable, and at least one should refute the other theory. Remember to base your arguments in evidence. Do not rely on your personal opinions to support your reasoning. Lesson Lesson Tab (Page 4 of 4) Using an almanac or the Internet, find a list of the top 10 worst floods in history. Map those locations on a blank world map. Then, using the population density map in this lesson, add the population distribution and density to the flood areas. Look for patterns in the data displayed on the map. Write a few sentences describing your observations in your journal.

6 Lesson Lesson Tab (Page 2 of 3) Read the following question. In your Geo Journal, make a list of the elements you would need to include in your answer to this question. If you have questions about how to approach this freeresponse prompt, make note of it in your Geo Journal and let your instructor know. Look at the population pyramid for the United States, shown above. 1. Identify which segment of the population is largest and defend your decision. 2. Describe what have you learned about the history of the United States that explains this why this segment is so large. 3. Based on this population pyramid, identify what stage of the Demographic Transition you think the United States is in. Use ONE example of data from the pyramid to support your answer. Lesson Lesson Tab (Page 3 of 3) To help learn the technical vocabulary of human geography, create a section in your Geo Journal in which you record new terms from each lesson. Write down the words and their meanings, and take time at the end of each module to see how well you know the words.

7 Some additional ways you could test your knowledge of the words include: 1. creating a crossword puzzle made up of words in this module 2. writing a letter or paragraph using a given number of the words correctly 3. writing synonyms or antonyms for the words 4. creating a word web that shows the relationships between vocabulary words If you are unsure about the meaning of a term or need more clarification, make a note of it in your Geo Journal. Then you can plan to discuss the term or terms with your instructor. Lesson Lesson Tab (Page 4 of 4) Ravenstein s Laws: Do They Apply in Every Case? As you know, Ravenstein created his laws in 1884, but many geographers still acknowledge the relevance of his laws. Visit the Migration Policy Institute s Migration Data Page for the Netherlands. This site contains data that shows the number of foreign-born population in the Netherlands by age and sex from the years Analyze the data tables for the years 1995 and In your Geo Journal, respond to the following questions: How does the number of male immigrants to the Netherlands differ from the number of female immigrants to the Netherlands in 1995? In 2002? How does the data in 1995 and 2002 support Ravenstein s laws of migration? How does the data contradict the laws of migration? Has the makeup of the Netherlands foreign-born immigrants changed from 1995 to 2002? If so, how has the makeup changed? What trends in immigration do you see in the Netherlands? What do you predict might happen to these trends in the future? Lesson Lesson Tab (Page 3 of 4) What do terms like complementarity, transferability, and intervening opportunities have to do with your life? Probably more than you think. When you make decisions about where to go out to eat, whether or not to go to a sporting event, or where to go to college, you are using these

8 concepts in your decision making. If you or someone you know has ever moved to a new location, complementarity, transferability, and intervening opportunities have likely come into play. For example, if your parent or guardian lost a job in your hometown and then found out that a company in a neighboring town was hiring, the demand for workers in the neighboring town would likely entice your family to move. In this instance, complementarity is at work. In reading the descriptions above, you may recall your study of push-pull factors. Complementarity and intervening opportunities are closely related to push-pull factors. Consider the complementarity example from the interactive above. In this example, the opportunities for work in Location B were a pull factor drawing the workers from Location A to Location B. Sometimes these pull factors are so strong that they induce people to move long distances. In reading the descriptions above, you may recall your study of push-pull factors. Complementarity and intervening opportunities are closely related to push-pull factors. Consider the complementarity example from the interactive above. In this example, the opportunities for work in Location B were a pull factor drawing the workers from Location A to Location B. Sometimes these pull factors are so strong that they induce people to move long distances. 1. How is complementarity related to push-pull factors? 2. How are intervening opportunities related to push-pull factors? 3. What effect might locational pull factors have on migration distance when intervening opportunities are present? 4. What examples of complementarity, transferability, and intervening opportunities have you noticed in your life? Note: Your answer does not have to be limited to migration. Also think about other types of movement, exchange of goods, and the transfer of new ideas. Asking and answering questions like these is just one way to develop your ability to think like a geographer. Lesson Assignment Tab To apply your knowledge of internal and international, you will conduct a pair of interviews and write about your findings in your Geo Journal. 1. Locate two migrants who have different migration backgrounds. For example, one might be from a family who immigrated recently and the other from a family who immigrated many generations ago, or each may have immigrated from a different country or from different areas of a country. The subjects you choose may be members of your family or close friends who have migrated.

9 2. Review the following five questions that you will ask your interviewees. 1. What is your country of origin and how old were you when you left your country? 2. Do you have relatives who also migrated? If so, why did they move and where did they settle? If not, why were you the only family member who migrated? 3. What were conditions within your country of origin like at the time that you moved? 4. What options did you have for moving to another country? 5. What factors impacted your (or your family s) choice of destination? 3. Prepare a set of five additional questions that will help you trace your interviewees immigration history. Specifically identify the type of immigration (internal or international), the characteristics of the immigrants (age, sex, and economic and family status at the time), reasons for the migration, where the migrants settled (possibly in an ethnic enclave), the existence of chain migration, and any obstacles they faced. 4. Schedule a time to meet with each of your interviewees. 5. Ask each interviewee the questions you have written as well as the five standard questions. Record their responses in your Geo Journal. 6. After you have compiled the answers, reflect on the interviews. Compare the experiences of the two in a few paragraphs. Be sure to compare and contrast each of the following: how far the migrants travelled, the reasons for migration, the place the migrants settled, and the obstacles that they faced. Lesson Lesson Tab (Page 2 of 4) Look at the distribution of disasters on the map. As you study the map, consider the following questions. You may wish to write your answers to the questions in your Geo Journal. What spatial patterns do you notice? How might the location and characteristics of a region impact disaster-related migration? What places are likely to be refuge for survivors of the disasters?

10 Lesson Lesson Tab (Page 1 of 4) Human geographers examine the impact of large population shifts in a region. This involves the study of areas of cultural, political, economic, health, and social geographies. In this Geo Journal activity, describe the impact an immigrant population has had on your region. Use online and print resources to research the effects of the migration; provide a description of the impact on your region by analyzing two to three of the following aspects: economy culture resources and the environment health land Lesson Lesson Tab (Page 1 of 4) Select a magnet state and a sticky state from the map above. Do some further research on each state and write a paragraph in your Geo Journal for each of them in which you explain two to three reasons for its status. You should consider the characteristics of people who move as described on this screen and include information on aspects such as jobs and the economy, the environment, climate, lifestyle, and other push and pull factors. You may wish to check the USA.gov website or the State Government Web page on the USA.gov website to research the information.

11 Lesson Lesson Tab (Page 2 of 4) Now that you have studied examples of pop and folk cultures, think about the relationships between the two. Do you think folk culture can survive alongside rapidly spreading pop culture? Why or why not? Write a response to this question in your Geo Journal. You may want to consider adding some of the following details to support your response: The impact of physical features of the land on the cultures The relationship between pop culture and folk culture. What evidence from the lesson examples show how the two interact? The impact of globalization on the relationship between pop and folk culture Write about this in your Geo Journal. Lesson Tab (Page 4 of 4) Think about what you have learned about Iran and the government policies and their effect on the people of Iran. Read the following questions and write a response to these questions in your Geo Journal: What impact do the government restrictions in Iran have on the local culture? How do the government restrictions in Iran affect the diffusion of popular culture in the country? Is it possible for a government in today s world to restrict the influences of popular culture on a society completely? Why or why not? How do you envision Iran s culture changing in the future? Explain your response.

12 Lesson Lesson Tab (Page 2 of 4) One way to understand the concepts of assimilation and acculturation better is to apply them to your own family. In previous exercises, you have identified your family s migration history and cultural background. Now consider which aspects of your family s original culture or cultures have been maintained through acculturation, and which parts have disappeared through assimilation. If necessary, conduct further interviews with family members and do some research to identify unique features of your cultural background. Then write an entry in your Geo Journal to describe your family s assimilation and acculturation. Consider answering some of the following questions: What aspects of your original culture give you the strongest feeling of a unique heritage? Are there aspects of your original culture you wish had been retained? Are there areas of your original culture you would like to learn more about? What have been the benefits of assimilation and acculturation? What forces encouraged assimilation and acculturation? Lesson Assignment Tab Review the points made in this lesson stating the positions for and against English as an official language. Then go online to find additional resources on the official language debate. Read the prompt below and then add an entry to your Geo Journal in response to the prompt. What s your position on establishing English as the official language of the United States? You have read some of the arguments and you can easily access more by going online and using the search words English as an official language. Formulate a position in response to the question Should English be the official language of the United States? Give three reasons that support your position. At least one should explain why you chose your position, and at least one should refute the opposing view. Remember to base your arguments in evidence do not rely solely on your personal opinions to support your reasoning. Also, be sure to cite the sources of information you used to support your position. Your position should go above and beyond the positions outlined in this lesson. Be sure not to merely copy the points included in the lesson.

13 Lesson Lesson Tab (Page 3 of 4) Review the ways that religions define and organize space and then apply these concepts to your local area and areas you have visited. Write a journal entry that describes the effects of religion on place. You can help analyze the relationship between religion and human geography by answering the following questions: Are there holy sites close to where you live? Have you ever visited a holy site? What was the purpose of your visit? What places of worship are close to where you live? How do they affect where and how people live? Have you visited any notable places of worship? Why were they remarkable? How important is religion in your area? Is there a single dominant religion or a mixture of religions? Do people s religious beliefs and practices affect how they are treated? Are religious gatherings a common part of the local culture? What burial practices are followed in your area? How do these burial practices affect the way land is used? Write a response to these questions in your Geo Journal. Lesson Lesson Tab (Page 2 of 3) Though cultural geographers do not analyze cultural developments in the same ways as historians, history and geography remain inextricably tied. Knowing the history of cultural developments remains an important aspect of geographers study of distribution patterns and phenomena. Think about what you have learned so far about Judaism and Jewish diasporas around the world. You have studied the origins of Judaism as well as its many branches, including the reasons for their development. Take a few moments to consider the following questions and then write your answers in your journal. What is the relationship between Judaism and its place of origin in Israel? How did Judaism adapt following relocation? How did frequent relocation brought by diasporas affect Jewish culture? Though Jews remained in Israel after the Romans expelled them from Jerusalem, how do you think Judaism might have differed for the Jews who remained compared to those who were forced to migrate to other countries?

14 Lesson Lesson Tab (Page 3 of 3) In this Geo Journal activity, you will answer important questions about the diffusion, origins, and adherents of Judaism. Respond to the following questions in a Geo Journal activity: What is the point of origin of Judaism? How many followers of Judaism are there worldwide? Where are the majority of followers distributed? What percentage of the world s population are members of this faith? Why is the religion distributed as it is today? Where are the major holy sites located? Why are these sites considered holy? How do Jewish holidays and traditions reflect the significance of place in Jewish history? Explain how the importance of place has evolved over time in Judaism. Lesson Lesson Tab (Page 4 of 4) In this Geo Journal activity, you will answer important questions about the diffusion, origins, and adherents of Christianity. Respond to the following questions in a Geo Journal activity: 1. What is the point of origin of Christianity? 2. How many followers of Christianity are there worldwide? 3. Where are the majority of followers distributed? 4. What percentage of the world s population are members of these faiths? 5. Why is the religion distributed as it is today? 6. Where are Christianity s major holy sites located? Why are these sites considered holy? 7. How do Christian holidays and traditions reflect the significance of place in the history of the religion? Lesson Lesson Tab (Page 4 of 4) In this Geo Journal activity, you will answer important questions about the diffusion, origins, and adherents of Islam. Respond to the following questions in a Geo Journal activity:

15 1. What is the point of origin of Islam? 2. How many followers of Islam are there worldwide? What percentage of the world s population are members of this faith? 3. Where are the majority of followers distributed? 4. Why is the religion distributed as it is today? 5. Where are Islam s major holy sites located? Why are these sites considered holy? 6. How do Islamic holidays and traditions reflect the significance of place in the history of the religion? Lesson Lesson Tab (Page 4 of 4) In this Geo Journal activity, you will answer important questions about the diffusion, origins, and adherents of Hinduism and Buddhism. Respond to the following questions in a Geo Journal activity: 1. What is the point of origin of Hinduism and Buddhism? 2. How many followers of Hinduism and Buddhism are there worldwide? 3. Where are the majority of followers distributed? 4. What percentage of the world s population are members of these faiths? 5. Why are the religions distributed as they are today? 6. Where are Hinduism s and Buddhism s major holy sites located? Why are these sites considered holy?> 7. How do Hindu and Buddhist holidays and traditions reflect the significance of place in the history of the religions? 8. Trace the origins and diffusion of Hinduism and Buddhism. Lesson Assignment Tab In this Geo Journal activity, you will answer important questions about the diffusion, origins, and adherents of other religions. Respond to the following questions in a Geo Journal activity: 1. What is the point of origin of the following religions: Sikhism, Baha i, animism, and syncretic religions?

16 2. How many followers of Sikhism, Baha i, and animism are there worldwide? What percentage of the world s population are members of Sikhism, Baha i, and animism? 3. Where are the majority of followers distributed for the following religions: Sikhism, Baha i, animism, and syncretic religions? 4. Why are Sikhism, Baha i, animism, and syncretic religions distributed as they are today? 5. How do the holidays and traditions of Sikhism, Baha i, animism, and syncretic religions reflect the significance of place in the history of the religions? Lesson Lesson Tab (Page 4 of 4) Review the points made in this lesson with regard to religious landscape. Read the prompt below and then add an entry to your Geo Journal in response to the prompt. Describe the religious landscape in your hometown or area. Research the various places of worship located nearby. Choose a place of worship to visit. Before you visit, call the religious leader or owner of the building to arrange a time for you to come. Ask your contact if he or she (or another affiliated member) might be willing to have you conduct and interview about the origins of the church. After you have arranged a time to meet, draft a list of questions to ask during the interview. For example, you might ask the following questions in addition to two or more questions that you have drafted: How long has this place of worship been in existence? Why was the place of worship built here? Are there any interesting stories about its location? Describe the relationship between the place of worship and the surrounding community. How does the place of worship influence the community? How does the community influence the place of worship? How would you compare the elements of religious landscape of the place you visited to other elements you have explored in this lesson? In your journal, describe the religious building you visit, including the name, location, and physical description. Then write a paragraph that details what you learned from the interview. Be sure to explain who you interviewed and how he or she is affiliated with the church.

17 Lesson Lesson Tab (Page 1 of 4) Suppose that you are asked to write an answer to a free-response question relating to the ways that race and ethnicity have shaped the human landscape on the AP Human Geography Exam. The first part of the free-response question asks you the following: (a) Explain the difference between race and ethnicity as defined by geographers. Write a response to this question in your Geo Journal. As you compose your answer, be sure to avoid misconceptions about race and ethnicity. Also be sure to include only factual information rather than historical or contemporary opinions about the role of race and ethnicity in human cultures. Lesson Lesson Tab (Page 1 of 4) Write a response to the following questions in your Geo Journal. Think of where you live. Can you identify three ethnic places or ethnic enclaves in your town? What other signs of ethnicity have you seen in your neighborhood? What signs of nationality have you observed? How does geography and migration affect the formation of individual and cultural identity? Lesson Lesson Tab (Page 3 of 3) In a Geo Journal entry, write a response to the free-response question below. Use your analysis of the question s point values and the outline you created to draft your response. Be sure to be as clear and precise as you can in your response. Stick to the facts and do not include any extraneous information. Define the following terms: ethnic conflict, ethnic cleansing, and genocide. Identify FOUR possible sources of ethnic conflict.

18 Describe the circumstances related to ONE historical or current ethnic conflict in the world. Be prepared to discuss your response to the question at your next Discussion-Based Assessment with your instructor.