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=**Human Geography**=
 * Mr Melvin**

= =
 * Welcome to Summer School! Below you will find the various assignments and practices associated with each standard you have yet to complete for credit. Please refer to your personalized chart as to which assignments you need to complete to earn your credit. If you ever have any questions, please ask! **
 * End of the course [|survey].**

=__**Human Geography A**__=

Unit 1: Mapping Skills

 * //**Students will make inferences and draw conclusions about the character of places based on a comparison of maps, aerial photos, and other images.**//
 * //**Students will understand the relative merits of the five map projections.**//
 * //**Students will demonstrate the ability to obtain geographic information from a variety of print and electronic sources.**//


 * Assignment #1:** **Vocabulary** - Go to [|Quizlet: Mapping Skills] Practice the words over several days using the flashcards, games, etc. When you are ready, let Mr. Melvin know and you can take the vocabulary test.


 * Assignment #2:** **Mapping Basics -** Complete the review of [[file:MappingBasics.pdf|Basic Mapping Skills]]. If needed, refer to Chapters 1 & 2 in the //Geography Alive!// textbook.


 * Assignment #3:** **Absolute & Relative Location -** Watch the quick review on Absolute and Relative Location on [|YouTube]. If you'd like a quick review on latitude and longitude and how it works, watch [|here]. Then complete the [[file:HGASoccerLatLong.pdf|Soccer Worksheet]].


 * Assignment #4:** **Goggle Earth Assignment -** Open Google Earth (Go to Finder, then Applications, then Google Earth). Print off the Student Answer Sheet: Google Earth Student. Then Use the Google Earth Directions as you answer the questions: [[file:GoogleEarthdirections-1.pdf|Google Earth Directions]]. Turn in your Student Sheet when done.


 * Assignment #5:** **Map Projections** - What happens when you try to take a round globe and make it into a flat map of the world? Which is the best map and who decides? Watch the following clip from [|West Wing] about Map Projections. Then using pages 22-23 in Geography Alive! as a reference, fill out the [[file:MapProjections.docx|chart]] of some common map projections of the world. Then complete the [[file:FG Shortest Route.docx|CEE activity]] on travel to Singapore.


 * Assignment #6:** **Create a Thematic Map** - Watch the review of Types of Maps on [|YouTube]. Then go to the following [|statistics] page and choose one interesting topic. Download the [[file:us_nl.pdf|Blank Map]] of the United States and create a Thematic Map based on the information. Remember to include a title, key or legend, and compass rose to help others understand the information on the map.

Unit 2: Population

 * //**Students will describe how population density affects various aspects of life in Japan.**//
 * //**Students will analyze how population density affects life in their own community and around the world.**//
 * //**Students will examine the challenges created by a large and growing population.**//
 * //**Students will analyze steps taken in China to meet its challenges as the world's most populous country.**//
 * //**Students will investigate ways in which rapidly growing countries around the world might address the challenges created by their expanding populations.**//
 * //**Students will analyze population pyramids to examine population trends.**//
 * //**Students will explore three population dilemmas in Europe: negative population growth, aging population, and declining workforce.**//
 * //**Students will investigate the relationship between population growth rates and development levels throughout the world.**//


 * Assignment #1: Vocabulary** - Go to [|Quizlet: Population.] Practice the words over several days using the flashcards, games, etc. When you are ready, let Mr. Melvin know and you can take the vocabulary test.


 * Assignment #2: Japan & Population Density** - How does living in a area with high population density affect the way you live? Fill out the [[file:HGAPopDensityWS.docx|chart]] based on your observations from the following: [|Video 1], [|Video 2], [|Video 3], [|Video 4], [|Video 5], [|Video 6] and the [[file:HGAPopDensityPhotos.ppt|Power Point]]. Look at Chapter 31 in //Geography Alive!// if you need additional information.


 * Assignment #3: Population Pyramids** - Go through the [[file:Population Pyramids.ppt|Power Point]] about Population Pyramids and their uses. Then using data located here, create your own Population Pyramid to turn in. See Mr. Melvin if you would like to see an example. On the back, answer the following questions: 1. Based on the shape of the population pyramid, what is one possible problem that is facing or will face your country? 2. What is one solution to the problem?


 * Assignment #4: China and Overpopulation** - Watch the [|One Child Policy] documentary and write a 60-80 word summary of the most important information to know about the One Child Policy. Look at Chapter 30 in //Geography Alive!// for additional information if needed.


 * Assignment #5: Demographic Transition Model** - Go through the following [[file:Demographic Model1.ppt|Power Point ]]on the Demographic Transition Model and fill out the [[file:DemographicModelWS.doc|Worksheet]]. Birth and death rates of countries can be found [|here].


 * Assignment #6: 7 Billion and Counting: Global Population Issues** - Watch National Geographic's [|video] and set of [|photographs] on what 7 billion people on Earth means. Read [[file:Seven big problems for 7 billion people.pdf|"Seven Problems for 7 Billion People"]] and follow the instructions [[file:7billionWS.docx|here]]. The online dictionary can be found [|here].


 * Assignment #7: Europe and Declining Population** - Complete the activity found [[file:DecliningPopulation.pdf|here]]. Look at Chapter 15 in //Geography Alive!// for additional information if needed (There is specific information about the effect of an aging population on Spain). A template for a business letter is found [[file:Business Letter Template.docx|here]].

Unit 3: Migration

 * //**Students will understand the primary reasons people emigrate from their country of birth and immigrate to the United States.**//
 * //**Students will identify key ways in which migration impacts the United States, immigrations, and the countries left behind.**//
 * //**Students will learn about other important migration streams around the world.**//


 * Assignment #1: Vocabulary** - Go to [|Quizlet: Migration]. Practice the words over several days using the flashcards, games, etc. When you are ready, let Mr. Melvin know and you can take the vocabulary test.


 * Assignment #2 - Push and Pull Factors** - Watch the short review [|video] on Push and Pull Factors. Get the //Lost Boys of Sudan// DVD from Mr. Melvin While you watch the documentary, fill out the [[file:LostBoys.doc|worksheet]] to turn in.


 * Assignment #3 - Immigration and the United States** - Complete the assignment found here. Then go to the interactive maps found [|here] and [|here]. Spend some time looking through the information and changing the settings. When you are finished, have Mr. Melvin come over and tell him three things you learned from the maps (Some questions to help you with your observations: What is the most important information and why? What surprised you? What information is missing and why might it be?). Finally, listen to the [|interviews] of four immigrants to the United States and fill out the [[file:AftertheArrival.docx|chart]] to turn in.

Unit 4: Urbanization

 * //**Students will analyze the causes of, consequences of, and various solutions to urban sprawl.**//
 * //**Students will identify the affects of urban sprawl policies implemented in North American cities.**//
 * //**Students will analyze the implication of global urban patterns and international solutions to sprawl.**//
 * //**Students will identify the causes and consequences of urbanization.**//
 * //**Students will explain how spatial inequality affects people living in cities.**//
 * //**Students will examine standard of living around the world to understand that spatial inequality exists on a global scale.**//
 * //**Students will investigate the role of site and situation in the development of primate cities.**//
 * //**Students will examine the traits of primate cities.**//
 * //**Students will analyze the location and importance of primate cities.**//


 * Assignment #1: Vocabulary** - Go to [|Quizlet: Urbanization]. Practice the words over several days using the flashcards, games, etc. When you are ready, let Mr. Melvin know and you can take the vocabulary test.


 * Assignment #2: Primate Cities/Site and Situation** - View the Power Point to review [[file:HGASiteSituationPrimateCities.ppt|Primate Cities]]. Then choose one primate city on which to do a profile ([|List of primate cities]). You will use the Power Point template found [[file:PrimateCityTemplate.pptx|here]]. For assistance on your bibliography try [|Citation Machine] or [|Purdue's Online Writing Lab].


 * Assignment #3: Global Urbanization Trends -** Read through the United Nation report on [|urbanization trends]. Then using the information provided, create a [[file:Urbanization Poster.docx|poster]] that teaches the reader about the most important information.


 * Assignment #4: Urban Sprawl** - Watch the quick review on the different parts of a [|metropolitan area]. Then watch the short video on [|Urban Sprawl in Mexico City]. Finally, log on to National Geographic's [|New Suburb] website and fill out the [[file:urbansprawl.doc|chart]].


 * Assignment #5: Spatial Inequality** - Visit the online exhibit [|The Places We Live] and fill out the [[file:slums_appendix_a.pdf|worksheet]] to turn in.


 * Assignment #6: Urbanization Photo Essay -** As a culminating urbanization project, create a photo essay that shows different issues of urbanization in your city or neighborhood. What is a Photo Essay? Check out some examples at [|Time Magazine]. Also, check out photographer Wing Young Huie's larger photo essay of [|University Avenue] before the beginning of light rail construction. You will use Power Point for your own [[file:U Urbanization Photo Essay.docx|Photo Essay]].

Unit 5: Human-Environment Interaction

 * //**Students will analyze images and maps in understand the causes, locations, and impact or radioactive pollution, acid rain and industrial water pollution on Europe.**//
 * //**Students will analyze the advantages and drawbacks of several common proposals to change the human use of environmental resources.**//


 * Assignment #1: Vocabulary** - Go to [|Quizlet: Environment]. Practice the words over several days using the flashcards, games, etc. When you are ready, let Mr. Melvin know and you can take the vocabulary test.


 * Assignment #2: Transboundary Pollution -** Watch the videos about transboundary pollution in [|Ukraine] and [|Romania]. Complete the assignment [[file:Transboundary Pollution.pdf|here ]]to turn in.

=__Human Geography B__=
 * Assignment #3: Environmental Issue Project** - The local news has asked its new and talented producer (you!) to create a 3-4 minute segment on an environmental issue to show on their program. You will use iMovie and provide a basic explanation of the issue along with several possible solutions. The project requirements are [[file:HGASummerNewscast.docx|here]]. If you are not familiar with iMovie, set up a tutorial with Ms. Weigel.

Unit 1: Political Boundary Issues

 * //**Students will describe how apartheid has affected South Africans of various races.**//
 * //**Students will valuate South Africa's progress toward equality for all South Africans since the end of Apartheid.**//
 * //**Students will identify examples of conflict that have arisen from political border disputes.**//
 * //**Students will connect how the legacy of colonialism can be seen in political boundary issues in Africa today.**//
 * //**Students will analyze potential problems of and possible solutions to the great ethnic diversity that exists within most African countries.**//

Part 1: Political Boundary Conflicts

 * Assignment #1: Vocabulary** - Go to [|Quizlet: Political Boundaries] . Practice the words over several days using the flashcards, games, etc. When you are ready, let Mr. Melvin know and you can take the vocabulary test.


 * Assignment #2 - Political Boundary Dispute Example: Kashmir -** Read the about the background to the conflict in Kashmir [|here] and answer the questions [[file:kashmir-origins.pdf|here]]. A map to help you is [[file:kashmirmap.pdf|here]]. Then read through the [|7 possible solutions] to the problem. Which one do you think is the best? Once you've decided, have Mr. Melvin come over and explain why you think that solution is the best.


 * Assignment #3 - Political Boundary Dispute Research -** Choose one of the political boundary disputes and find out some more on it. Create either a Power Point of iMovie that includes the following basic information. A Power Point template is [[file:PolConflictTemplate.pptx|here]]. An example on Kashmir is [[file:KashmirExample.pptx|here]].
 * Which countries are involved?
 * A map that shows the region.
 * How did the conflict start?
 * What is one possible solution to the conflict? What is good about the solution? What is bad?


 * Assignment #4 - "Promises" and Israel/Palestinian Poem** - During the trimester, you watched the film "Promises." To refresh your memory, watch the clips [|here], [|here], and [|here]. Then choose one of the students and write an "I am" poem from their point of view. The project sheet is [[file:HGBPromisesIamPoem.docx|here]]. For some more information on the students download the sheet [[file:3581_001.pdf|here]].

Part 2: Legacy of Colonialism

 * Assignment #1 - European Colonization of Africa** - Read through the notes of the colonization of Africa by Europe [[file:HGBColonialism Notes.ppt|here]] and fill out the note sheet [[file:COlonialism Notes.docx|here]]. Then create a [[file:Africa map copy.pdf|map]] that shows which European country controlled what land in Africa in 1914.


 * Assignment #2 - Rwanda -** Read about how the conflict between the Hutu and Tutsi got started here. Then watch the following clips from the documentary "[|Ghosts of Rwanda].": The Warning, The Man Everybody Remembers, and The Last American Left. Then create a [[file:Hotel Rwanda Project Summer.doc|collage]] to teach someone about what happened in Rwanda.


 * Assignment #3 - Belgian Congo** - Go through the Power Point on [[file:HGBLeopoldII.pptx|King Leopold II and the Belgian Congo]]. Then watch the following [|documentary](Warning: there are some disturbing and violent images - talk to Ms. Weigel for other options on getting the information from the film if you would prefer not to watch). Write a reflection (1/2 page) on what you learned about the Congo. For questions to help you get started, go here.


 * Assignment #4 - Apartheid in South Africa.** Go through the Power Point in the [[file:HGBSouthAfrica.pptx|History of Apartheid]] in South Africa. Then get the DVD for //Invictus// from Mr. Melvin. Watch the film and use both the background you learned and what you saw in the film to write a [[file:InvictusReview.docx|film review]].


 * Assignment #5 - Genocide in the world today** - Get the //Genocide in the 20th Century// DVD from Mr. Melvin and complete the note sheet [[file:GenocideVideo.doc|here]]. Then go to the project website and choose ONE of the online exhibits. Take some time to explore. To show what you've learned, you will create a script for a podcast about your visit. Your podcast should be 2-3 minutes and should inform someone who has not seen the exhibit on the main idea. Each online exhibit has several reflection questions to help you with what you might say. When you are done with your script, time yourself reading through t to be sure its 2-3 minutes long.

Unit 2: Culture

 * //**Students will explain the components of culture.**//
 * //**Students will analyze the factors behind why culture changes.**//
 * //**Students will identify their own culture.**//
 * //**Students will explain how interactions impact culture.**//


 * Assignment #1: Vocabulary** - Go to [|Quizlet: Culture]. Practice the words over several days using the flashcards, games, etc. When you are ready, let Mr. Melvin know and you can take the vocabulary test.


 * Assignment #2 - Deep and Surface Culture** - Go through the Power Point on [[file:HGBCSCulture.ppt|culture]] here. Then practice the [|flashcards] on surface and deep culture. When you are read, let Ms. Weigel know and you can take the Deep/Surface Culture Quiz.


 * Assignment #3 - Exploring another culture** - Choose a country and get that country's CultureGram from Mr. Melvin. Fill out the graphic organizer [[file:CultureWeb.docx|here]] or [[file:CultureList.docx|here]] on information from each of the categories (4-5 examples of each). Then write two similarities and two differences between the country's culture and your culture at the bottom of the sheet.


 * Assignment #5 - My Culture Box/Culture Powerpoint** - Show us a little bit about your culture by creating a [[file:CultureBoxSummer.doc|Culture Box]]. For the summer session version of this assignment, please make a powerpoint that shares your surface and deep culture. Use the assignment #2 powerpoint as an example of the types of information you should include. When you are finished, fill out the [[file:CultureBoxSelfReflect.doc|reflection]] to turn in with your project.


 * Assignment #6 - Cultural Diffusion** - Go through the Power Point on [[file:HGBCulturalChange.ppt|cultural change]]. Then watch the first 10 minutes of the documentary //[|When Worlds Collide]//. Then skip to Chapter 4 (How contact affected the Old World) and Chapter 5 (How contact affected the New World). When you've finished, tell Mr. Melvin three ways that culture changed because of contact with each other.

Unit 3: Trade and Economics

 * //**Students will describe and provide primary factors behind the regional pattern of economic activity in regions of the world.**//
 * //**Students will explain the impact of globalization on people and places.**//
 * //**Students will analyze the global efforts needed to design, manufacture, and distribute a particular product.**//
 * //**Students will discover factors that cause foreign companies to invest in the United States and the effects of such investments.**//
 * //**Students will investigate the impact of outsourcing.**//
 * //**Students will describe how women entrepreneurs have changed the characteristics of the places where they live and work.**//


 * Assignment #1: Vocabulary** - Go to [|Quizlet: Economics]. Practice the words over several days using the flashcards, games, etc. When you are ready, let Mr. Melvin know and you can take the vocabulary test.


 * Assignment #2 - Resources** - Get the Globetrekker: Arab States DVD from Mr. Melvin. Complete the [[file:GlobetrekkerArabGulfStates|sheet]] and on the back side of the paper write a paragraph answer (with clear topic sentence) to this questions: How does having a valuable resource (oil) affect a region? For additional information, you may use Chapter 26 in Geography Alive!


 * Assignment #3 - Free Trade vs. Fair Trade** - Go to the following [|website] and fill out this graphic organizer on pros and cons of free and fair trade. Read through the [[file:ChocolateActivityBook.pdf|Chocolate Activity Book]]. Create a poster that educates people about fair trade chocolate (when you are done come get a piece from Ms. Weigel for your reward!)


 * Assignment #4 - Micro-entrepreneurs -** Read Chapter 21 in //Geography Alive!// and complete the assignment [[file:21 Micro Entrepreneurs.pdf|here]]. Then pick one item from the Micro-entrepreneur trunk and create a podcast to educate someone about that item (2-3 minutes). Here is information on how to do a [[file:GarageBand_Podcast_Step_Card.pdf|podcast]].


 * Assignment #5 - Globalization** - Read this article on [[file:GlobalizationArticle.pdf|Globalization]] and complete the [[file:GlobalizationQs.pdf|worksheet]] to turn in. Then, make a list of 30 items either at school or at home and where they are made. Create a [[file:world_country.pdf|thematic map]] that shows where the items are from. Make sure to label countries and include a title and key.

=__Other Skills/Assignments__=

Map Quizzes: Geospy!
Knowing where other places are in the world is important! We live in a global world and some of these places will become part of your lives, whether through work, travel, friends, or family. We will use Geospy to become more familiar with places in the world. Once you have reached the minimum score, let Mr. Melvin know. Make sure to practice!


 * Assignment #1:** US States (Minimum Score: 38/50)


 * Assignment #2:** North America (Minimum Score: 12/15)


 * Assignment #3:** South America (Minimum Score: 9/12)


 * Assignment #4:** Africa (Minimum Score: 39/53)


 * Assignment #5:** Asia (Minimum Score: 35/47)


 * Assignment #6:** Europe (Minimum Score: 27/37)


 * Assignment #7:** Australia & Oceania (Minimum Score: 3/4)

Current Events
What's going on in the world? Two times during our summer, you should choose a current event and find two different sources that inform about the event. Then, complete the. Remember, bibliography citations need to be in [|MLA format].

Final Project
Choose one country in the world and create a for your final project. Here is the introducing the project. Remember, bibliography citations need to be in [|MLA format]. Some helpful resources are the [|CIA World Factbook], the [|World Book Online], and Culture Grams. Then link for blank maps is [|here].