Unit 5: Agriculture and Rural Land-Use Patterns and Processes

Essential Knowledge

• PSO-5.C.1 Agricultural production regions are defined by the extent to which they reflect subsistence or commercial practices (monocropping or monoculture).
• PSO-5.C.2 Intensive and extensive farming practices are determined in part by land costs (bid-rent theory)
• PSO-5.C.3 Large-scale commercial agricultural operations are replacing small family farms.

Essential Knowledge

• PSO-5.E.1 Food and other agricultural products are part of a global supply chain.
• PSO-5.E.2 Some countries have become highly dependent on one or more export commodities.
• PSO-5.E.3 The main elements of global food distribution networks are affected by political relationships, infrastructure, and patterns of world trade

Source Analysis - Analyze and interpret qualitative geographic information represented in maps, images (e.g., satellite, photographs, cartoons), and landscapes.

• 4.A Identify the different types of information presented in visual sources.
• 4.C Explain patterns and trends in visual sources to draw conclusions.
• 4.D Compare patterns and trends in visual sources to draw conclusions.
• 4.E Explain how maps, images, and landscapes illustrate or relate to geographic principles, processes, and outcomes

Data Analysis - Analyze and interpret quantitative geographic data represented in maps, tables, charts, graphs, satellite images, and infographics

• 3.B Describe spatial patterns presented in maps and in quantitative and geospatial data
• 3.E Explain what maps or data imply or illustrate about geographic principles, processes, and outcomes.

Students will analyze a variety of sources (photos, graphs, and maps) and then match the source to the proper concept (Concept Association). In these activities, students will classify each stimulus as either SUBSISTENCE agriculture or COMMERCIAL agriculture. A second step asks students to connect various sources and explain how they illustrate the concept. In these activities, students will connect maps, graphs, and photos and explain how they show subsistence or commercial agriculture (Concept Association).

Teacher Instructions:

* Use this SLIDE DECK to guide the Review Activities.

1. Assign students into groups of two (or three).
2. Hand out the 6 Photo Cards to each group.
3. Hand out sticky notes for students to write “subsistence” or “commercial” when they classify each photo card individually.
4. Students will discuss these decisions in their groups by identifying what they see in each picture and then collaboratively classify each of the six photos as either subsistence or commercial agriculture. Students can complete the Sentence Stem found on each card.
5. Check for accuracy as you monitor groups throughout the activity. Then quickly review the correct answers to all 6 Photo Cards referencing the Student Handout Photo Cards with Answer Key. [SLIDES # - #]
   • Photo Card 1 = Commercial Agriculture (Shows a machine planting)
   • Photo Card 2 = Subsistence Agriculture (Plowing a rice field with animals)
   • Photo Card 3 = Subsistence Agriculture (Harvesting rice by hand)
   • Photo Card 4 = Commercial Agriculture (Using a machine to harvest rice)
   • Photo Card 5 = Subsistence Agriculture (Local market for local consumption)
   • Photo Card 6 = Subsistence Agriculture (Picture of shifting cultivation)

The Student Summary Sheet can be used to review information around subsistence and commercial agriculture

Teacher Instructions:

1. Students remain in the previous groups.
2. Hand out the 2 Graph Cards to each group
3. Students will interpret each graph, discuss the best classification of each graph, and collaboratively classify each graph as either subsistence agriculture or commercial agriculture. Students can complete the Sentence Stem found on each card.
4. Check for accuracy as you monitor groups throughout the activity. Then quickly review the correct answers to the 2 Graph Cards.
   1. Graph Card 1 = Commercial Agriculture (shows # of farmers decreasing which is typical with commercial agriculture)
   2. Graph Card 2 = Subsistence Agriculture (shows a large % of farmers in agriculture which is typical of subsistence agriculture)
5. Students select at least one PICTURE (from Activity 1) and explain how it connects to one GRAPH (from Activity 2) to provide a more complete picture of either subsistence or commercial agriculture. (Challenge students to make as many connections as possible.)
6. Random student groups share their connections with the class. Refer to the Student Handout Graph Cards with Answer Key.

Teacher Instructions:

1. Students remain in the previous groups.
2. Hand out the 3 Map Cards to each group.
3. Students will interpret each map, discuss the best classification of each map, and collaboratively classify it as either subsistence agriculture or commercial agriculture. Students can complete the Sentence Stem found on each card.
   
   Sentence stem: I see . . . in the map, which shows (subsistence or commercial agriculture) because . . .
4. Check for accuracy as you monitor groups throughout the activity. Then quickly review the correct answers to the 3 Map Cards.
   1. Map Card 1 = Commercial Agriculture (Shows commercial agriculture because cocoa is a plantation crop
   2. Map Card 2 = Commercial Agriculture (Shows map of global exports which is typical in commercial agriculture)
   3. Map Card 3 = Subsistence Agriculture (Shows the area of the world where shifting cultivation takes place which is a type of subsistence agriculture)
5. Students select at least one different PICTURE (from Activity 1) and one different GRAPH (from Activity 2) and explain how it connects to one MAP (from Activity 3) to provide a more complete picture of either subsistence or commercial agriculture. (Challenge students to make as many connections as possible.)
6. Random student groups share their connections with the class.

Teacher Instructions:

In this optional extension, students will compare and contrast sources from the three previous activities. Students can select any two sources (or the teacher might direct students to one picture and one map) and then complete the following Sentence Stem. Challenge students to practice this comparative analysis using multiple sources and in multiple ways.

Sentence stem:
(source *) and (source **) are similar because both show . . . which is shown as . . . in (source *) and like . . . in (source **).

(source *) and (source **) are different because . . . which is shown as . . . in (source *) and . . . in (source **).

Example Sentence stem:

Photo 1 and Map 1 are similar because both show commercial agriculture which is shown by the machinery in photo 1 and by the crop cacao in map 1.

Photo 1 and Map 1 are different because even though they both show commercial agriculture photo 1 shows an extensive method of agriculture and map 1 shows an intensive method of agriculture.

5 Stimulus-Based Multiple Choice Questions and Answer Key (webpage)

If students are assigned the complete FRQ, students may need additional time beyond the typical 25 minutes since all parts are explain or describe. On a typical FRQ, students will have at least one part that requires less analytical writing with a prompt such as identify or define. This particular FRQ allows students to focus on these specific command verbs that students commonly struggle with on the FRQ section of the AP Exam.

Free Response Question with Scoring Guideline