Category Classwork

Location Location Student Business Activity

Directions: The purpose of this activity is to apply your expertise in urban geography to design a business that would be successful in Baltimore.  Use your notes, your textbook, and your understanding of Baltimore to complete each section.

Location Location Activity DOC

Location Location Activity PDF

Location Location Activity PPT

AP HUG Comprehensive Term List

Is it really every term possible?  I have no idea, but there are 607 terms.  When you memorize these, go look to see if the list is missing any…

AP HUG Comprehensive term list

Terrorism Essay, Development Regions, Ch. 9 Key Issues 3 & 4, and Test Corrections

Terrorism Essay:
  • Write a 500 word essay answering the focus question: What are the signfiicant political, social, and historic factors driving terrorism against the US?
  • You will explain the relationship between these.
  • Properly cite all sources
  • Will not accept later than Wed. 4/13 midnight

Ch. 9 KI 2: World Development Regions Worksheet

Ch. 9 KI 3 & 4: Ch. 9 Key Issue 3Ch. 9 Key Issue 4

Test Corrections due the day back from the break.

North Korea Websites and Video Links

Here are some North Korean websites:

http://www.naenara.com.kp/en/sitemap/

http://www.korea-dpr.com/

We discussed how these sites are virtually the only thing on the internet coming out of N. Korea.  No youtube videos (from N. Koreans at least), no twitter accounts, no private websites.  N. Korea has been described as an “internet black hole.”

Contrast this with S. Korea, where music and videos like this are popular.  What “western” themes do you recognize in this video?  What can we infer about S. Korea just from this video:

Here is the link to the N. Korea documentary that we watched in class:


 

2011 Japan Tsunami Lesson Plan and Resources

In class today we will review the historic tsunami that struck Japan over the weekend.  The earthquake that caused the tsunami is one of the most 5 powerful earthquakes in the last 100 years.  This tsunami has been one of the best documented – as there are ample video, eyewitness accounts, and news sources that we can use to analyze the challenges that Japan faces.

Focus Question: What is the most significant impact the 3/11/11 tsunami has had on the human geography of Japan?

What will it take in order for us to be able to answer this question?

We will review the background of tsunamis, as well as briefly review Japan’s unique history as the most tsunami prone country in the world.  Then we will review several videos and discuss which human geography themes we see being affected by each clip.

Background:

Japanese Tsunami History

2011 Japan Tsunami Video

2011 Japan Tsunami Video 2

2011 Japan Tsunami Video 3

2011 Japan Tsunami Video 4

CNN Before/After Interactive Slideshow

CNN Nuclear Reactor Explosion Explained

NY Times Status of each nuclear reactor

News Article Jigsaw Activity:

Each student will be assigned a different news article to read and summarize.

Each of these news articles deals with a specific aspect of this tragedy; loss of productivity due to power outages, the possibility of an even more deadly aftershock, possible nuclear meltdown and wide scale radiation, huge financial costs, and a death toll that could top 10,000 – though many reports claim that this number could go up dramatically.

Students will be given one of the articles in expert groups of 2 or 3.  They will read their article and summarize the significant challenge that their article represents.  Expert groups will be given 4-5 minutes to discuss their article to make sure that they have the same idea and identify which human geography theme their challenge most closely relates to.

Expert groups will then be mixed in order that students summarize the main idea of their article to their classmates.  While they are summarizing, each student takes notes on the graphic organizer.

Each student is responsible to summarize each challenge, how this challenged has altered the human geography of Japan, and brainstorm what it will take to overcome this challenge.  After each student has shared, each mixed group will have a discussion on .

News Articles:

TEPCO WARNS OF MASSIVE BLACKOUTS; URGES CONSERVATION

MONSTER AFTERSHOCK COULD STRIKE WITHIN DAYS

NEARLY 200,000 PEOPLE EVACUATED NEAR JAPANESE NUCLEAR PLANT

JAPANESE EARTHQUAKE COULD BE MOST EXPENSIVE EVER

JAPAN REELS AS QUAKE TOLL COULD TOP 10,000

 

Homework Due 3/16:

  • You will conduct research online to identify one additional challenge that Japan faces in addition to the 4 we covered in class.
  • You will then evaluate the most significant changes to Japan’s human geography as a result of the tsunami, and write a summary paragraph justifying your choice.

Extension (Worth 20 points): Students will identify a news article that correlates to their answer and leave it in the comments of this post.  In your comment, summarize the article and how it relates to the your essay answer.

Additional videos and resources:

Excellent visualization of the tsunami: http://www.youtube.com/watch?v=2RCPG3HNwHA&feature=related

Truly amazing NY Times graphic/tutorial on the nuclear reactor meltdown: http://www.nytimes.com/interactive/2011/03/12/world/asia/the-explosion-at-the-japanese-reactor.html

Excellent slideshow-timeline from USA Today: http://topics.gannett.com/japan%20earthquake/?template=usatoday

Video of skyscrapers swaying back and forth in Tokyo: http://www.wimp.com/skyscrapersswaying/

Video of the tsunami remnants hitting a canal in Hawaii: http://www.wimp.com/tsunamibackyard/

Video of the ground being torn apart during the earthquake: http://www.dump.com/2011/03/12/crazy-video-of-the-ground-shifting

Video of supermarket during earthquake: http://www.bbc.co.uk/news/world-asia-pacific-12717701

Economist chart of world’s deadliest earthquakes since 1900: http://www.economist.com/blogs/dailychart/2011/03/earthquakes

BBC Tsunami wave forecast map: http://www.bbc.co.uk/news/world-asia-pacific-12715415

BBC Interactive map with site-based video clips:http://www.bbc.co.uk/news/world-asia-pacific-12722187

Possible discussion extension questions:

  • How was the impact of this earthquake different from the earthquake that struck Haiti in 2010?
  • How does this tsunami and its aftermath compare with the Indian Ocean tsunami of 2004?  Compare the size of the earthquakes and examine why so many more lives were lost during the 2004 earthquake.

 

Culture Unit Review Activity Sentences … TYPED!!

In class today we reviewed for the test by interacting with key terms from Chapters 4, 5, and 6.  I created word bundles, and in groups you developed sentences that defined these terms, as well as showing the relationship between them.  Here they are:

(Thank you to Donise who typed up your sentences)

Suggestion: Read over the sentences and try to create a better one yourself.

Taboo, Ethnic Religion, Relocation diffusion

Judaism is a ethnic religion that has a food taboo against eating pork. Over the years Muslims migrated all over the world this led to this taboo spreading through relocation diffusion

Relocation diffusion spreads ethnic religion taboos such as avoiding certain foods and participating in certain events.

Popular diffusion, Diffusion of internet and television

Through the diffusion of television and the internet things like Facebook and the Bad Girls Club  have been spread all over the world and has become a part of popular culture.

Folk food preferences, food taboos, popular culture

Pork beings Muslims food taboo, their food preference includes fruits and vegetables. During the course of many years this has become a part of popular culture because Muslims all over the world follow this.

In ethnic religion some social customs are taboo such as avoiding certain foods, these customs spread by relocation diffusion.

Popular Culture, cultural imperialism, globalization

Popular culture has proved to have cultural imperialism over folk culture because whether or not it is diffused through television or the internet, it promotes globalization.

Korean, Japanese, Folk Culture, Isolated language

Since Korea is a peninsula and Japan is a island, Japanese and Korean languages are considered to be a folk culture because so much of the population is isolated from the rest of the world.

Korean and Japanese are isolated languages as a result of being a part of folk cultures.

Folk culture, hip hop, hierarchal diffusion

Hip Hop was spread through hierarchical diffusion because it was a trend originating from folk culture.

Hip Hop started as a folk culture, but soon became a phenomenon as it spread from New York City through hierarchal diffusion.

What started out as a folk culture, hip hop quickly turned into a pop culture through hierarchal diffusion, when a higher power influences others.

lingua franca, pidgin language, franglais, spanglish

The terms lingua franca, pidgin language, franglais and spanglish are a combination of languages and languages that can be understood by more than one culture

Pidgin language is a form of speech that expands into lingua franca which is a combination of two languages. For example Franglais is French and  English, Spanglish is Spanish and English

fundamentalism, universalizing religion, sect

Fundamentalism is usually a sect of a universalizing religion.

Universalizing religions are widely diffused and distributed which break off into sects that are small groups. This extends into fundamentalism all within a religion.

popular culture, cultural imperialism, globalization

As popular culture rapidly diffuses, this leads to globalization of American culture, and because of the cultural imperialism of the American culture this is a threat  to traditional cultures

The cultural imperialism of American popular culture has led to the globalization of American culture rather than traditional folk culture

popular culture, diffusion of television, diffusion of internet

Television and internet is a part of popular culture because it is widely used and distributed through various diffusions.

The diffusion of the internet and television spread pop culture quickly around the world.

Here are all of the word clusters for you to download: Culture Unit Word Clusters

Religion pages link

This is just a post to give you quick access to your Religion webpages.

Here is a link to the pages.

Instructions for Computer Lab 1/11/11 Religion Webpages

Here is the sample page on Judaism. http://www.martinsaphug.com/learn/units/culture/judaism/

Today in the computer lab we will be researching world religions.  You will work in groups of 2-3 to complete research on your particular religion.  You will record your work on a webpage that can be viewed by your classmates to get an abbreviated and accurate summary for each religion.

Be sure to carefully choose which websites you utilize.  At the bottom of your page, cite all sources used.

One member of your group will log into the website to edit the information on your religion on this page here:

Christianity

Islam

Buddhism

Hinduism

Sikhism

Jainism

Animism

Confucianism

Your research on each religion will cover the following points.  Review the descriptions below to know specifically what is expected for each point:

Overview: Provide a general summary about this religion.  1-2 sentences so that students get a feel for what it is before they confront the details.

Geography: Where are the followers of this religion primarily found in the world.

Diffusion: How has this religion spread throughout the world?

Universal or Ethnic: Is the religion universal or ethnic?

Monotheistic or Polytheistic: Mono or polytheistic?

Founder/Origins: Who is the founder or what are the origins of this religion?

Major Branches/Denominations: What are the major branches of this religion?  No need to be too specific here, especially with Christianity & Protestantism.  Just a basic summary.

Sacred Text:

Doctrine: What are their beliefs?  Summarize into no more than 5-6 bullet points, or even fewer if possible.

Calendar: How do they track time?  You will find that most all religions have some sort of calendar that is different from the one we use in the U.S. today.

Symbol: What is the symbol?  Try to embed an image here if possible.  If not possible, describe the image or provide an html link to a page with the symbol.

Holy Places: Where do they worship?  What do they call their holy places?

Architecture: Provide a summary and image depicting the architecture of this religion.  Provide pictures if possible.

Fun Facts: Include 2-3 interesting points of information that are fun to read and know.

To assist you in your research, you can access a variety of religion-based links on the student link page here: http://www.martinsaphug.com/explore/student-links/

Also, I have compiled a series of links on my diigo account, which you can access here:http://www.diigo.com/profile/martinsclass

The diigo will likely be blocked by school filters, so I will post the actual links below:

Diigo List: AP HUG Religions

Overview of World Religions Project

http://philtar.ucsm.ac.uk/encyclopedia

World religions

http://www.religioustolerance.org/var_rel.htm

Major Religions Ranked by Size

http://www.adherents.com/Religions_By_Adherents.html

Religions of the World

http://www.mnsu.edu/emuseum/cultural/religion

The major world religions

http://www.omsakthi.org/religions.html

Religion, World Religions, Comparative Religion – Just the facts on the world’s religions.

http://www.religionfacts.com

Religion — The World Almanac for Kids

http://www.worldalmanacforkids.com/WAKI-Chapter.aspx?chapter_id=11

HippoCampus Religion – Religions of the World – Homework Help

http://www.hippocampus.org/Religion

English Language Presentation

Homework – Respond to the two focus questions:

  • What economic, political, and cultural factors have led to the widespread diffusion of the English language?
  • How has the widespread diffusion of the English language led to variation in how it is spoken?  What are some examples of this?

Languages Presentation

Intro to Culture Presentation

Intro to Culture

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