11/7/11 Period 5
Promethean Board vocab. review
quiz Ch. 3
Finish Population Flipchart
Homework: With LP find one interesting web site to present to entire class. These will be presented on Friday. No excuses that your computer isn't working. Go to DBHS library which is not open after school. Check hours. You will present using LCD. NOTE: Youtube is blocked here at DBHS. If you find your URL off campus, check it on Thurs. when we have computer carts.
11/8/11
1. Answer the following from p. 64 in Rubenstein
a. What percentage of Honolulu's population is made up of 20-year-old males?
b. Female?
c. Which area has the largest number of senior citizens over age 65? What is the percentage of males and females?
d. Which area has the largest percentage between the ages of 20 to 25? Why?
e. Draw at least two conclusions about the age-sex distribution in Unalaska, AK.
2. Finish Flipchart
3. Small group meeting for debates
4. Homework: Choose one Ch. 3 extended response question in Barrons and compose an answer approximately 3/4 of a page. Check it with Barrons response. Highlight similarities.
11/9/11
1. Collect homework
2. Computer Hearth projects
3. Each LP checks to make sure website is not blocked at DBHS.
4. Homework: Choose interesting website on India's and China's population problem. Identify it. Summarize it for class discussion.
11/14/11
1. Debate groups meet
2. presentation of interesting websites.
Sunday, October 30, 2011
Friday, October 28, 2011
Week of Oct. 31-Nov. 4 Period 7
10/31/11 (7)
EQ: Why is the DTM important?
Promethean Board: Review DTM
Warm-up: Draw DTMS
Open-Book quiz
Homework: Finish Reading Ch. 3 Barrons by 11/3/11; Quiz next Monday
11/1/11
Flaws of the DTM
Brainstorm on what could be wrong
with DTM
Promethean Board Flipchart
Homework: Study for Friday's quiz
11/2/11
most important sentence in Migrating section of Ch. 3
Extra credit group games on vocab
11/4/11
crossword review
Giant Cities Video
homework: study vocab.
coming up: hearth exercises on population; Rubenstein activity; quiz; extended response test; two population articles
EQ: Why is the DTM important?
Promethean Board: Review DTM
Warm-up: Draw DTMS
Open-Book quiz
Homework: Finish Reading Ch. 3 Barrons by 11/3/11; Quiz next Monday
11/1/11
Flaws of the DTM
Brainstorm on what could be wrong
with DTM
Promethean Board Flipchart
Homework: Study for Friday's quiz
11/2/11
most important sentence in Migrating section of Ch. 3
Extra credit group games on vocab
11/4/11
crossword review
Giant Cities Video
homework: study vocab.
coming up: hearth exercises on population; Rubenstein activity; quiz; extended response test; two population articles
Week of Oct. 31-Nov. 4 Period 5
10/31/11 (5)
EQ: Why is the DTM important?
Promethean Board: Review DTM
Warm-up: Draw DTMS
Open-Book quiz
Homework: Finish Reading Ch. 3 Barrons by 11/3/11; Quiz next Monday
11/2/11
flaws of DTM
Pop. Flipchart
Homework: Study for Friday's quiz
11/3/11
vocab. review games
Homework: Study for Friday's quiz
11/4/11
crossword review
Pop. vocab. quiz
Giant Cities Video
work on practice test Ch. 1-3
Flaws of the DTM
Brainstorm on what could be wrong
with DTM
Promethean Board Flipchart
Homework: Study for Friday's quiz
11/3/11
most important sentence in Migrating section of Ch. 3
Extra credit group games on vocab
11/4/11
Crosswork on Ch. 3 Barrons
Giant Cities Video
homework: study vocab
coming up: hearth exercises on population; Rubenstein activity; quiz; extended response test; two population articles
EQ: Why is the DTM important?
Promethean Board: Review DTM
Warm-up: Draw DTMS
Open-Book quiz
Homework: Finish Reading Ch. 3 Barrons by 11/3/11; Quiz next Monday
11/2/11
flaws of DTM
Pop. Flipchart
Homework: Study for Friday's quiz
11/3/11
vocab. review games
Homework: Study for Friday's quiz
11/4/11
crossword review
Pop. vocab. quiz
Giant Cities Video
work on practice test Ch. 1-3
Flaws of the DTM
Brainstorm on what could be wrong
with DTM
Promethean Board Flipchart
Homework: Study for Friday's quiz
11/3/11
most important sentence in Migrating section of Ch. 3
Extra credit group games on vocab
11/4/11
Crosswork on Ch. 3 Barrons
Giant Cities Video
homework: study vocab
coming up: hearth exercises on population; Rubenstein activity; quiz; extended response test; two population articles
Friday, October 21, 2011
Week of Oct. 24-27 Period 7
10/24/11 Period 7
Silent Reading/most impt. sent Ch. 3, part 1
Check portfolios
Check vocab
Population flipchart
10/25/11
Finish "Oceans"
Homework: Study for vocab quiz
10/26/11
Essay test
10/27/11
Population Videos
Homework: Read Barrons Ch. 3
Coming up: Choose a position of a Malthusian, Neo-Malthusian, or non-Malthusian. Write a position paper stating your reasoning. Make sure you have good evidence for your position.
Silent Reading/most impt. sent Ch. 3, part 1
Check portfolios
Check vocab
Population flipchart
10/25/11
Finish "Oceans"
Homework: Study for vocab quiz
10/26/11
Essay test
10/27/11
Population Videos
Homework: Read Barrons Ch. 3
Coming up: Choose a position of a Malthusian, Neo-Malthusian, or non-Malthusian. Write a position paper stating your reasoning. Make sure you have good evidence for your position.
Cultural Hearth population work.
Week of Oct. 24-27 Period 5
10/24/11 Period 5
Most impt. sent. Part I, Ch. 3
Check portfolios
Check vocab
Population flipchart
10/25/11
Essay test
Study for vocab quiz
10/26/11
Population videos
Homework: study for vocab. quiz
10/27/11
Oceans
Coming up: Malthus debates; DTM exercises; Ch. 3 vocab. quiz
Most impt. sent. Part I, Ch. 3
Check portfolios
Check vocab
Population flipchart
10/25/11
Essay test
Study for vocab quiz
10/26/11
Population videos
Homework: study for vocab. quiz
10/27/11
Oceans
Coming up: Malthus debates; DTM exercises; Ch. 3 vocab. quiz
Week of Oct. 24-27 Period 2
10/24/11
Review essays
Outline Part. 1 Ch. 3 (most impt. sent. per paragraph)
Check vocab & portfolios
10/25/11
prepare for Malthus debate
Homework: Print out DTM from Google Images
10/26/11 Drop 2
10/27/11
organize debates
practice arguments
Coming up: Malthus debates
Review essays
Outline Part. 1 Ch. 3 (most impt. sent. per paragraph)
Check vocab & portfolios
10/25/11
prepare for Malthus debate
Homework: Print out DTM from Google Images
10/26/11 Drop 2
10/27/11
organize debates
practice arguments
Coming up: Malthus debates
Wednesday, October 19, 2011
Human Geography Portfolios
Human Geography portfolios
notes
old quizzes and tests
essays
"checked" papers
handouts
class syllabus
projects (cultural hearth and Diffusion)
maps.
*Make sure it is neat and well organized.
notes
old quizzes and tests
essays
"checked" papers
handouts
class syllabus
projects (cultural hearth and Diffusion)
maps.
*Make sure it is neat and well organized.
Tuesday, October 18, 2011
Sunday, October 16, 2011
Writing Tips
WRITING THE TOPIC SENTENCE
Just as every paper requires a thesis to assert and control its argument, so does every paragraph require a topic sentence to assert and control its main idea. Without a topic sentence, your paragraphs will seem jumbled, aimless. Your readers will be confused. Because the topic sentence plays an important role in your paragraph, it must be crafted with care. When you've written a topic sentence, ask yourself the following questions: Does the topic sentence declare a single point of my argument? Because the reader expects that a paragraph will explore ONE idea in your paper. If your topic sentence points to two or three ideas, perhaps you need to consider developing more paragraphs. Does the topic sentence further my argument? Give your topic sentences the same "so what?" test that you gave your thesis sentence. If your topic sentence isn't interesting, your paragraph probably won't serve to further the argument. Is the topic sentence relevant to my thesis? It might seem so to you, but the relevance may not be so clear to your reader. If you find that your topic sentence is taking you into new ground, stop writing and consider your options. Is there a clear relationship between this topic sentence and the paragraph that came before?
If you make a sudden turn in your reasoning, signify that turn to the reader by using the proper transitional phrase - on the other hand, however, etc. Where have I placed my topic sentence? Most of the time a topic sentence comes at the beginning of a paragraph. A reader expects to see it there, so if you are going to place it elsewhere, you'll need to have a good reason and a bit of skill. You might justify putting the topic sentence in the middle of the paragraph, for example, if you have information that needs to precede it. You might also justify putting the topic sentence at the end of the paragraph, if you want the reader to consider your line of reasoning before you declare your main point.
DEVELOPING YOUR ARGUMENT: EVIDENCE
Students often ask how long a paragraph ought to be. Our response: "As long as it takes." It's possible to make a point quickly. Sometimes it's desirable to keep it short. Notice the above paragraph, for example. We might have hemmed and hawed, talked about short paragraphs and long paragraphs. We might have said that the average paragraph is one-half to two-thirds of a page in length. We might have spent time explaining why the too-short paragraph is too short, and the too-long paragraph too long. Instead, we cut to the chase. After huffing and puffing through this paragraph (which is getting longer and longer all the time) we'll give you the same advice: a good paragraph is as long as it needs to be in order to illustrate, explore, and/or prove its main idea. But length isn't all that matters in paragraph development. What's important is that a paragraph develops its idea fully, and in a manner that a reader can follow with ease. Let's consider these two issues carefully. First: how do we know when an idea is fully developed? If your topic sentence is well-written, it should tell you what your paragraph needs to do. If my topic sentence declares, for example, that there are two conflicting impulses at work in a particular fictional character, then my reader will expect that I will define and illustrate these two impulses. I might take two paragraphs to do this; I might take one. My decision will depend on how important this matter is to my discussion. If the point is an important one, I take my time. I also (more likely than not) use at least two paragraphs. In this case, a topic sentence might be understood as controlling not only a paragraph, but an entire section of text. When you've written a paragraph, ask yourself these questions: • Do I have enough evidence to support this paragraph's idea? • Do I have too much evidence? (In other words, will the reader be lost in a morass of details, unable to see the argument as a whole?) • Does this evidence clearly support the assertion I am making in this paragraph, or am I stretching it? • If I am stretching it, what can I do to persuade the reader that this stretch is worth making? • Am I repeating myself in this paragraph? • Have I defined all of the paragraph's important terms? • Can I say, in a nutshell, what the purpose of this paragraph is? • Has the paragraph fulfilled that purpose?
DEVELOPING YOUR ARGUMENT: ARRANGEMENT Equally important to the idea of a paragraph's development is the matter of the paragraph's arrangement. Paragraphs are arranged differently for different purposes. For example, if you are writing a history paper and wish to summarize a sequence of events, you of course will arrange your information chronologically. If you are writing a paper for an art history course in which you want to describe a painting or a building, then you will perhaps choose to arrange your information spatially. If you are writing a paper for a sociology course in which you have been asked to observe the behaviors of shoppers at a supermarket, you might want to arrange your ideas by working from the specific to the general. And so on.
COHERENCE OK, so you've gotten this far: you have your thesis, your topic sentences, and truckloads of evidence to support the whole lot. You've spent three days writing your paragraphs, making sure that each paragraph argues one point and that this point is well supported with textual evidence. But when you read this essay back to yourself, you feel a profound sense of disappointment. Though you've followed your outline and everything is "in there," the essay just doesn't seem to hold together. It could be that you have a problem with coherence. A lack of coherence is easy to diagnose, but not so easy to cure. An incoherent essay doesn't seem to flow. Its arguments are hard to understand. The reader has to double back again and again in order to follow the gist of the argument. Something has gone wrong. What? Look for these problems in your paper:
1. Make sure that the grammatical subject of your sentences reflects the real subject of your paragraph. Go through your paragraph and underline the subjects of all your sentences. Do these subjects match your paragraph's subject in most cases? Or have you stuck the paragraph's subject into some other, less important part of the sentence? Remember: the reader understands an idea's importance according to where you place it. If your main idea is hidden as an object of a preposition in a subordinate clause, do you really think that your reader is going to follow what you are trying to say?
2. Make sure that your grammatical subjects are consistent. Again, look at the grammatical subjects of all your sentences. How many different subjects do you find? If you have too many different sentence subjects, your paragraph will be hard to follow. (Note: For the fun of it, underline the sentence subjects in paragraph one. You'll find three, more or less: you, the subject, and the reader. The relationship between the three is what this paragraph is all about. Accordingly, the paragraph is coherent.)
3. Make sure that your sentences look backward as well as forward. In order for a paragraph to be coherent, each sentence should begin by linking itself firmly to the sentence that came before. If the link between sentences does not seem firm, use an introductory clause or phrase to connect one idea to the other.
4. Use repetition to create a sense of unity. Repeating key words and phrases at appropriate moments will give your reader a sense of coherence in your work. Don't overdo it, however. You'll risk sounding redundant.
5. Use transition markers wisely. Sometimes you'll need to announce to your reader some turn in your argument. Or you'll want to emphasize one of your points. Or you'll want to make clear some relationship in time. In all these cases you'll want to use transition markers.
Conclusions
Conclusions are also difficult to write. How do you manage to make the reader feel persuaded by what you've said? Even if the points of your paper are strong, the overall effect of your argument might fall to pieces if the paper as a whole is badly concluded. Many students end their papers by simply summarizing what has come before. A summary of what the reader has just read is important to the conclusion - particularly if your argument has been complicated or has covered a lot of ground. But a good conclusion will do more. Just as the introduction sought to place the paper in the larger, ongoing conversation about the topic, so should the conclusion insist on returning the reader to that ongoing conversation, but with the feeling that they have learned something more. You don't want your reader to finish your paper and say, "So what?" Admittedly, writing a conclusion isn't easy to do. Many of the strategies we've listed for improving your introductions can help you to improve your conclusions as well. In your conclusion you might: Return to the ongoing conversation, emphasizing the importance of your own contribution to it. Consider again the background information with which you began, and illustrate how your argument has shed new light on that information. Return to the key terms and point out how your essay has added some new dimension to their meanings. Use an anecdote or quotation that summarizes or reflects your main idea. Acknowledge your opponents - if only to emphasize that you've beaten them. Most importantly -- if you're using another person's ideas, you must give credit to that person by using proper citation.
Written by Karen Gocsik www.dartmouth.edu/~writing/materials/student/ac_paper/write.shtml
Just as every paper requires a thesis to assert and control its argument, so does every paragraph require a topic sentence to assert and control its main idea. Without a topic sentence, your paragraphs will seem jumbled, aimless. Your readers will be confused. Because the topic sentence plays an important role in your paragraph, it must be crafted with care. When you've written a topic sentence, ask yourself the following questions: Does the topic sentence declare a single point of my argument? Because the reader expects that a paragraph will explore ONE idea in your paper. If your topic sentence points to two or three ideas, perhaps you need to consider developing more paragraphs. Does the topic sentence further my argument? Give your topic sentences the same "so what?" test that you gave your thesis sentence. If your topic sentence isn't interesting, your paragraph probably won't serve to further the argument. Is the topic sentence relevant to my thesis? It might seem so to you, but the relevance may not be so clear to your reader. If you find that your topic sentence is taking you into new ground, stop writing and consider your options. Is there a clear relationship between this topic sentence and the paragraph that came before?
If you make a sudden turn in your reasoning, signify that turn to the reader by using the proper transitional phrase - on the other hand, however, etc. Where have I placed my topic sentence? Most of the time a topic sentence comes at the beginning of a paragraph. A reader expects to see it there, so if you are going to place it elsewhere, you'll need to have a good reason and a bit of skill. You might justify putting the topic sentence in the middle of the paragraph, for example, if you have information that needs to precede it. You might also justify putting the topic sentence at the end of the paragraph, if you want the reader to consider your line of reasoning before you declare your main point.
DEVELOPING YOUR ARGUMENT: EVIDENCE
Students often ask how long a paragraph ought to be. Our response: "As long as it takes." It's possible to make a point quickly. Sometimes it's desirable to keep it short. Notice the above paragraph, for example. We might have hemmed and hawed, talked about short paragraphs and long paragraphs. We might have said that the average paragraph is one-half to two-thirds of a page in length. We might have spent time explaining why the too-short paragraph is too short, and the too-long paragraph too long. Instead, we cut to the chase. After huffing and puffing through this paragraph (which is getting longer and longer all the time) we'll give you the same advice: a good paragraph is as long as it needs to be in order to illustrate, explore, and/or prove its main idea. But length isn't all that matters in paragraph development. What's important is that a paragraph develops its idea fully, and in a manner that a reader can follow with ease. Let's consider these two issues carefully. First: how do we know when an idea is fully developed? If your topic sentence is well-written, it should tell you what your paragraph needs to do. If my topic sentence declares, for example, that there are two conflicting impulses at work in a particular fictional character, then my reader will expect that I will define and illustrate these two impulses. I might take two paragraphs to do this; I might take one. My decision will depend on how important this matter is to my discussion. If the point is an important one, I take my time. I also (more likely than not) use at least two paragraphs. In this case, a topic sentence might be understood as controlling not only a paragraph, but an entire section of text. When you've written a paragraph, ask yourself these questions: • Do I have enough evidence to support this paragraph's idea? • Do I have too much evidence? (In other words, will the reader be lost in a morass of details, unable to see the argument as a whole?) • Does this evidence clearly support the assertion I am making in this paragraph, or am I stretching it? • If I am stretching it, what can I do to persuade the reader that this stretch is worth making? • Am I repeating myself in this paragraph? • Have I defined all of the paragraph's important terms? • Can I say, in a nutshell, what the purpose of this paragraph is? • Has the paragraph fulfilled that purpose?
DEVELOPING YOUR ARGUMENT: ARRANGEMENT Equally important to the idea of a paragraph's development is the matter of the paragraph's arrangement. Paragraphs are arranged differently for different purposes. For example, if you are writing a history paper and wish to summarize a sequence of events, you of course will arrange your information chronologically. If you are writing a paper for an art history course in which you want to describe a painting or a building, then you will perhaps choose to arrange your information spatially. If you are writing a paper for a sociology course in which you have been asked to observe the behaviors of shoppers at a supermarket, you might want to arrange your ideas by working from the specific to the general. And so on.
COHERENCE OK, so you've gotten this far: you have your thesis, your topic sentences, and truckloads of evidence to support the whole lot. You've spent three days writing your paragraphs, making sure that each paragraph argues one point and that this point is well supported with textual evidence. But when you read this essay back to yourself, you feel a profound sense of disappointment. Though you've followed your outline and everything is "in there," the essay just doesn't seem to hold together. It could be that you have a problem with coherence. A lack of coherence is easy to diagnose, but not so easy to cure. An incoherent essay doesn't seem to flow. Its arguments are hard to understand. The reader has to double back again and again in order to follow the gist of the argument. Something has gone wrong. What? Look for these problems in your paper:
1. Make sure that the grammatical subject of your sentences reflects the real subject of your paragraph. Go through your paragraph and underline the subjects of all your sentences. Do these subjects match your paragraph's subject in most cases? Or have you stuck the paragraph's subject into some other, less important part of the sentence? Remember: the reader understands an idea's importance according to where you place it. If your main idea is hidden as an object of a preposition in a subordinate clause, do you really think that your reader is going to follow what you are trying to say?
2. Make sure that your grammatical subjects are consistent. Again, look at the grammatical subjects of all your sentences. How many different subjects do you find? If you have too many different sentence subjects, your paragraph will be hard to follow. (Note: For the fun of it, underline the sentence subjects in paragraph one. You'll find three, more or less: you, the subject, and the reader. The relationship between the three is what this paragraph is all about. Accordingly, the paragraph is coherent.)
3. Make sure that your sentences look backward as well as forward. In order for a paragraph to be coherent, each sentence should begin by linking itself firmly to the sentence that came before. If the link between sentences does not seem firm, use an introductory clause or phrase to connect one idea to the other.
4. Use repetition to create a sense of unity. Repeating key words and phrases at appropriate moments will give your reader a sense of coherence in your work. Don't overdo it, however. You'll risk sounding redundant.
5. Use transition markers wisely. Sometimes you'll need to announce to your reader some turn in your argument. Or you'll want to emphasize one of your points. Or you'll want to make clear some relationship in time. In all these cases you'll want to use transition markers.
Conclusions
Conclusions are also difficult to write. How do you manage to make the reader feel persuaded by what you've said? Even if the points of your paper are strong, the overall effect of your argument might fall to pieces if the paper as a whole is badly concluded. Many students end their papers by simply summarizing what has come before. A summary of what the reader has just read is important to the conclusion - particularly if your argument has been complicated or has covered a lot of ground. But a good conclusion will do more. Just as the introduction sought to place the paper in the larger, ongoing conversation about the topic, so should the conclusion insist on returning the reader to that ongoing conversation, but with the feeling that they have learned something more. You don't want your reader to finish your paper and say, "So what?" Admittedly, writing a conclusion isn't easy to do. Many of the strategies we've listed for improving your introductions can help you to improve your conclusions as well. In your conclusion you might: Return to the ongoing conversation, emphasizing the importance of your own contribution to it. Consider again the background information with which you began, and illustrate how your argument has shed new light on that information. Return to the key terms and point out how your essay has added some new dimension to their meanings. Use an anecdote or quotation that summarizes or reflects your main idea. Acknowledge your opponents - if only to emphasize that you've beaten them. Most importantly -- if you're using another person's ideas, you must give credit to that person by using proper citation.
Written by Karen Gocsik www.dartmouth.edu/~writing/materials/student/ac_paper/write.shtml
Friday, October 14, 2011
Week of Oct. 17-21 Period 7
10/17/11 Period 7
collect projects
introduce web site for Population Ch.
make sure everyone has essay questions
begin Population flipchart
homework: work on essay questions
Essay test on Friday
10/18/11
Jigsaw Malthus in Rubenstein
Homework: work on essay questions
10/19/11
Work on essays.
10/20/11
prepare for test
10/21/11
BBC Human Planet film
collect projects
introduce web site for Population Ch.
make sure everyone has essay questions
begin Population flipchart
homework: work on essay questions
Essay test on Friday
10/18/11
Jigsaw Malthus in Rubenstein
Homework: work on essay questions
10/19/11
Work on essays.
Make sure you have your Human Geography portfolios ready for a check next week. It should have the following: notes; old quizzes and tests; essays; "checked" papers; handouts; class syllabus; projects (cultural hearth and Diffusion), and maps. Make sure it is neat and well organized.
10/20/11
prepare for test
10/21/11
BBC Human Planet film
Week of Oct. 17-21 Period 5
10/17/11 Period 5
review projects
introduce web site for Population Ch.
make sure everyone has essay questions
begin Population flipchart
homework: work on essay questions
Essay test on Friday
10/18/11
Jigsaw Malthus in Rubenstein
Homework: work on essay questions
10/19/11
Work on essays.
10/20/11 Drop 5
10/21/11
film: BCC Human Planet "Oceans"
Homework: Prepare essay questions for Monday
Finish vocab & bring portfolios
review projects
introduce web site for Population Ch.
make sure everyone has essay questions
begin Population flipchart
homework: work on essay questions
Essay test on Friday
10/18/11
Jigsaw Malthus in Rubenstein
Homework: work on essay questions
10/19/11
Work on essays.
Make sure you have your Human Geography portfolios ready for a check next week. It should have the following: notes; old quizzes and tests; essays; "checked" papers; handouts; class syllabus; projects (cultural hearth and Diffusion), and maps. Make sure it is neat and well organized.
10/20/11 Drop 5
10/21/11
film: BCC Human Planet "Oceans"
Homework: Prepare essay questions for Monday
Finish vocab & bring portfolios
Thursday, October 13, 2011
Week of Oct. 17-21 Period 2
10/17/11 Drop 2
10/18/11
review projects
Dictate two more essay questions
Population flip chart
complete 5 vocab words
homework: complete 5 vocab. words
10/19/11
review reports
Continue Flip chart
Jigsaw Malthus in Rubenstein
Homework: work on essay questions
10/20/11
Work on essays.
10/21/11
Essay test
Coming up: Choose a position of a Malthusian, Neo-Malthusian, or non-Malthusian. Write a position paper stating your reasoning. Make sure you have good evidence for your position.
10/18/11
review projects
Dictate two more essay questions
Population flip chart
complete 5 vocab words
homework: complete 5 vocab. words
10/19/11
review reports
Continue Flip chart
Jigsaw Malthus in Rubenstein
Homework: work on essay questions
10/20/11
Work on essays.
Make sure you have your Human Geography portfolios ready for a check next week. It should have the following: notes; old quizzes and tests; essays; "checked" papers; handouts; class syllabus; projects (cultural hearth and Diffusion), and maps. Make sure it is neat and well organized.
Essay test
Coming up: Choose a position of a Malthusian, Neo-Malthusian, or non-Malthusian. Write a position paper stating your reasoning. Make sure you have good evidence for your position.
Population Videos
Essay Questions
Extended Response Questions
For the next exam, we will randomly choose two of the questions below. You will then choose one to answer in a full essay.
Choose one question to answer. Make sure you define your terms, give ample examples, and use geographic vocabulary. You must do a graphic organizer before you begin writing.
1. Discuss the history of human geography and how it developed as a discipline.
2. Discuss why human geography is an important field of study.
3.. Define the spatial perspective. What does it mean to think geographically? What kinds of geographic problems can be solved from a spatial perspective?
4. Identify and discuss the five goals of the AP Exam in Human Geography.
5. Throughout history advancements in technology have “shrunken” the size of the world. What does the author mean by this statement?
6. Discuss Tobler’s “First Law of Geography”. Be sure to address related terminology.
7. Define time-space convergence and give examples of this process at work in today's world.
8. Explain the Demographic Transition Model. Where is your cultural hearth in terms of the DTM?
9.Discuss Thomas Malthus’ theory on population. Do you agree with his assessment? Why or why not? Provide research based evidence.
Saturday, October 8, 2011
Week of Oct. 10-14 Period 7
10/10 Period 7
Week's Objective: To review region concept; to learn how to use map scale; to prepare for essay test (review Ch. 2)
homework: work on projects; due Thurs.
10/11
read and highlight key words in Regions handout
do 5 more words on VIS Chart
homework: complete 5 more words from Ch. 3
Obj: to understand scale
Review map scale section in Barrons
measure distances for Florida cities
Plot latitude and longitude for Fl. cities
Homework: work on 10 more Ch. 3 vocab. words
10/12
Dictate Essay Ch. 2 Essay questions
Work on essays with LP.
Homework: study essay questions
10/13 (Drop 7)
10/14
Dictate 5 more essay questions
Work on essays
Test on Friday 10/21
Homework: study for Friday's test
--------------
10/17
collect projects
map scale lesson in the US
Dictate other 5 essay questions
Work on essays with LP.
Homework: study essay questions
10/18
Work on essays
Test on Friday 10/21
Homework: complete any essay questions; study for Friday's test
Coming up: Essay test; Population Unit (you should be working on vocab.)
Week's Objective: To review region concept; to learn how to use map scale; to prepare for essay test (review Ch. 2)
homework: work on projects; due Thurs.
10/11
read and highlight key words in Regions handout
do 5 more words on VIS Chart
homework: complete 5 more words from Ch. 3
Obj: to understand scale
Review map scale section in Barrons
measure distances for Florida cities
Plot latitude and longitude for Fl. cities
Homework: work on 10 more Ch. 3 vocab. words
10/12
Dictate Essay Ch. 2 Essay questions
Work on essays with LP.
Homework: study essay questions
10/13 (Drop 7)
10/14
Dictate 5 more essay questions
Work on essays
Test on Friday 10/21
Homework: study for Friday's test
--------------
10/17
collect projects
map scale lesson in the US
Dictate other 5 essay questions
Work on essays with LP.
Homework: study essay questions
10/18
Work on essays
Test on Friday 10/21
Homework: complete any essay questions; study for Friday's test
Coming up: Essay test; Population Unit (you should be working on vocab.)
Week of Oct. 10-14 Period 5
10/10 Period 5
Week's Objective: To review region concept; to learn how to use map scale; to prepare for essay test (review Ch. 2)
Projects due on Thurs.
read and highlight key words in Regions handout
do 5 more words on VIS Chart
homework: complete 5 more words from Ch. 3
Obj: to understand scale
Review map scale section in Barrons
measure distances for Florida cities
Plot latitude and longitude for Fl. cities
Homework: work on 10 more Ch. 3 vocab. words
10/12
Film: "The Black Death"
10/13
Film discussion (Relate to contagious/relocation diffusion)
collect projects
Dictate other 5 essay questions
Work on essays with LP.
Homework: study essay questions
10/14
Work on Ch. 3 vocab.
Test on Friday 10/21
Homework: work on vocab. words study for Friday's test
Coming up: Essay test; Population Unit (you should be working on vocab.)
Week's Objective: To review region concept; to learn how to use map scale; to prepare for essay test (review Ch. 2)
Projects due on Thurs.
read and highlight key words in Regions handout
do 5 more words on VIS Chart
homework: complete 5 more words from Ch. 3
Obj: to understand scale
Review map scale section in Barrons
measure distances for Florida cities
Plot latitude and longitude for Fl. cities
Homework: work on 10 more Ch. 3 vocab. words
10/12
Film: "The Black Death"
10/13
Film discussion (Relate to contagious/relocation diffusion)
collect projects
Dictate other 5 essay questions
Work on essays with LP.
Homework: study essay questions
10/14
Work on Ch. 3 vocab.
Test on Friday 10/21
Homework: work on vocab. words study for Friday's test
Coming up: Essay test; Population Unit (you should be working on vocab.)
Week of Oct. 10-14 Period 2
10/10 Period 2
Week's Objective: To review region concept; to learn how to use map scale; to prepare for essay test (review Ch. 2)
Projects due on Thurs.
read and highlight key words in Regions handout
do 5 more words on VIS Chart
homework: complete 5 more words from Ch. 3
10/10 Obj: to understand scale
Review map scale section in Barrons
measure distances for Florida cities
Plot latitude and longitude for Fl. cities
Homework: work on 5 more Ch. 3 vocab. words & projects
10/11
work on projects
dictate 5 essay questions
work on essay questions
10/12 PSATs
10/13
collect projects
map scale lesson in the US
Dictate other 5 essay questions
Work on essays with LP.
Homework: study essay questions
Essay Test on Friday 10/21
Questions posted on separate link
10/14
Work on Ch. 3 Vocab. You should have at least half of the words done by Monday.
Homework: complete any essay questions; study for Friday's test
Coming up: Essay test; Population Unit (you should be working on vocab.)
Week's Objective: To review region concept; to learn how to use map scale; to prepare for essay test (review Ch. 2)
Projects due on Thurs.
read and highlight key words in Regions handout
do 5 more words on VIS Chart
homework: complete 5 more words from Ch. 3
10/10 Obj: to understand scale
Review map scale section in Barrons
measure distances for Florida cities
Plot latitude and longitude for Fl. cities
Homework: work on 5 more Ch. 3 vocab. words & projects
10/11
work on projects
dictate 5 essay questions
work on essay questions
10/12 PSATs
10/13
collect projects
map scale lesson in the US
Dictate other 5 essay questions
Work on essays with LP.
Homework: study essay questions
Essay Test on Friday 10/21
Questions posted on separate link
10/14
Work on Ch. 3 Vocab. You should have at least half of the words done by Monday.
Homework: complete any essay questions; study for Friday's test
Coming up: Essay test; Population Unit (you should be working on vocab.)
Saturday, October 1, 2011
Diffusion Project
http://www.nationalgeographic.com/xpeditions/lessons/17/g912/disease.html
4. Students will compare maps and analyze the pattern of the diffusion of the flu pandemic.
a. look for similarities and differences in the number of deaths.
b. what could account for some of these patterns
c. draw at least 3 conclusions about the spread of the flu
5. Assessment: Your group has been asked to plan a strategy to contain a virulent flu outbreak in a populous part of the world today, such as Western Europe. What features today would cause the flu to diffuse faster and farther? What features today would help slow and contain the flu? Write a report taking these factors into consideration, including information about more recent public health issues, such as the SARS virus.
Links:
About.com: GIS, GPS, and Technology in Geography
Centers for Disease Control and Prevention
Influenza Epidemic of 1918-19: A Selected Bibliography
National Geographic News: China Is Perfect Breeding Ground for Viruses Like SARS, Expert Says
National Geographic News: Deadly New Virus Draws Experts to "Hot Zones"
National Geographic News: Health Officials Struggle to Understand SARS
National Geographic News: The Mystery of the SARS Virus—How Is It Spread?
1. find web site that shows some kind of diffusion map of your cultural hearth. print out and draw 3 conclusions
2. Using computers find and note the following concerning the 1918-19 influenza pandemic:
- location of outbreak
- description of location (e.g., isolated region, military base, or urban area)
- age of victims
- number of dead in location
- length of illness before death
- means of prevention(e.g. gauze masks, or quarantine of individuals or villages
- primary means of contraction
4. Students will compare maps and analyze the pattern of the diffusion of the flu pandemic.
a. look for similarities and differences in the number of deaths.
b. what could account for some of these patterns
c. draw at least 3 conclusions about the spread of the flu
5. Assessment: Your group has been asked to plan a strategy to contain a virulent flu outbreak in a populous part of the world today, such as Western Europe. What features today would cause the flu to diffuse faster and farther? What features today would help slow and contain the flu? Write a report taking these factors into consideration, including information about more recent public health issues, such as the SARS virus.
Links:
About.com: GIS, GPS, and Technology in Geography
Centers for Disease Control and Prevention
Influenza Epidemic of 1918-19: A Selected Bibliography
National Geographic News: China Is Perfect Breeding Ground for Viruses Like SARS, Expert Says
National Geographic News: Deadly New Virus Draws Experts to "Hot Zones"
National Geographic News: Health Officials Struggle to Understand SARS
National Geographic News: The Mystery of the SARS Virus—How Is It Spread?
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