Appendix
Advanced Placement Human Geography Content and Skill Standards from the College Board
Human Geography Skills
1. Use and think about spatial data: "The goal is achieved when students learn to use maps and spatial data to pose and solve problems, and when they learn to think critically about what is revealed and what is hidden in different maps and spatial arrays."
2. Understand and Interpret Implications of Associations Among Phenomena in Places: "Students should thus learn not just to recognize and interpret patterns, but to assess the nature and significance of the relationships among phenomena that occur in the same place and to understand how tastes and values, political regulations, and economic constraints work together to create particular types of cultural landscapes."
3. Recognize and Interpret at Different Scales Relationships Among Patterns and Processes: "Students should understand that the phenomena they are studying at one scale (e.g., local) may well be influenced by developments at other scales (e.g., regional, national, or global). They should then look at processes operating at multiple scales when seeking explanations of geographic patterns and arrangements."
Human Geography Content
1. Understand the development and changing nature of services within a community with particular focus on concepts of the central business district, streetcar suburbs, range, threshold, gravity model,
2. Understand the changing structures of urban patterns with particular focus on industrialization, rural-urban migration, segregation, restrictive covenants, redlining, blockbusting, white flight, changing demographics, uneven development, ghettoization, zoning, urban renewal, borders/boundaries, etc.
Common Core Standards
Reading
RH.9-10.1. Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
RH.9-10.3. Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
RH.9-10.6. Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts.
RH.9-10.7. Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.
RH.9-10.8. Assess the extent to which the reasoning and evidence in a text support the author's claims.
RH.9-10.9. Compare and contrast treatments of the same topic in several primary and secondary sources.
Writing
WHST.9-10.7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
WHST.9-10.8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
WHST.9-10.9. Draw evidence from informational texts to support analysis, reflection, and research.
WHST.9-10.1. Write arguments focused on discipline-specific content.
WHST.9-10.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
WHST.9-10.5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
WHST.9-10.6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically.
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