![]() One student reflected on the movie theater in one suburb and the number of independent films that it showed. types of cars in parking lots demographics of shoppers signage on the storefronts sidewalk materials (brick versus concrete) Shopping centers: types of stores that reflect globalization, wealth, etc. Many students commented on the price of land and how it changes given its location (cheaper near expressways, etc.) The spatial properties of real estate have been reflected in many students' responses. Housing types: mansions near lake or waterfront property, becoming scarce farther away from scenic points condominiums near downtown areas and by train stations tract housing materials that reflect wealth (for example, brick versus wood or aluminum/vinyl siding) Students sometimes remarked on the cross being used as a symbol for a particular suburb. The placement of religious symbols can have larger meanings about the role of religion in a secular, capitalist society. Other religious symbols: street signs and place names, specialty stores, Christian bookstores, delis with signs advertising kosher meat, churches away from downtown Was this period Christian-focused, or did it include other faiths? They also looked at how the local governments portrayed religion during December. Students sometimes counted the numbers of stores with or without signs. ![]() Religious holidays: Christmas symbols on storefronts, "Happy Hanukkah" signs The student reflected on the lack of ornateness of the Catholic church and concluded that it might be due to a cultural dominance of Protestant faiths in the area. One student chose a town with only one Catholic church but 12 Protestant churches. Religious architecture: ornate Catholic churches versus those of Protestant denominations, Orthodox “onion” domes, other denominations' buildings What are some of the key concepts and ideas that students have learned about in their own communities through this project? The following sampler includes types of cultural material explored by students, as well as sample discoveries made by students while completing the assignment: Religion Students conduct their own studies, looking for evidence of material culture with the same tools they have brought to bear on their studies of other world communities. Once students learn about the cultural landscape in communities around the world, I unleash them on communities closer to home. I use a cultural landscape field study to examine local community patterns. Yet if a global perspective is our only emphasis in this unit, students fail to see the intricate patterns of life within their own communities. It is much easier today than in the past to bring the world to students. In a given lesson, students can view mosques in Somalia, gothic cathedrals in France, yurts (gers) in Mongolia, or Hindus purifying themselves in the Ganges River. While exploring the course’s cultural unit, students learn about the cultural landscape from many different perspectives. Thanks to the internet, you can take students on virtual field trips without having to worry about whether they have their passports. ![]() The challenge is to take advantage of the site and situation of the community in which you teach. AP Human Geography provides many opportunities for authentic learning using applied concepts.
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