B.

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UWS Section III, Part C - Planned Assessments (Pre, Post, and Other)
Pre-Assessment - (Key Issues 1-4)
My pre-assessment was as simple as 4 questions that were the key issues, or essential
questions, for the Political Geography unit. The students were asked 1) Where are states
distributed? 2) Why are nation-states difficult to create? 3) Why do boundaries cause
problems? and 4) Why do states cooperate and compete with each other? The responses
gave me a good idea on what content to focus on more in depth to ensure student
comprehension and what parts they already had a general grasp on. Key issues 1 and 2
were more difficult for the students to grasp and this led to more in depth direct instruction
and interactive lessons followed by a Google Classroom Quiz made with Google Forms as
a formative assessment. The grade for the assessment was based on a scale of incorrect,
partially correct, and fully correct.
Post-Assessment - (Key Issues 1-4)
The post-assessment was an 80 question multiple choice test based on the lectures, key
issue outlines, text book, and study guide that was given to the students throughout the
unit. The purpose of the test was to assess the student understanding of the material. Each
question was worth 1.25 points equaling to a total of 100 points. The class is an AP class
so the students are given an AP curve.
Interactive Personalized Re-Drawn Map
Throughout the unit, students worked on two interactive maps to show their understanding
of the political geography concepts. One map was a map of the United States in which
each of the 50 states were a different pice of a power point slide. The students were asked
to create their own states which would be their own sovereign states and group them by
colors and add a key for the map. The other map was a world map with the same set-up in
that each country around the world was its own piece and the students were asked to color
in each State with a color based on the shape of the State and how it played into the States
role in the overall geopolitical sphere.
UWS Section III, Part D - Results and Analysis of Pre-Assessment
For the purpose of comparison, this section will focus on the first question of the preassessment. This was an informal discussion that was posted to Google Classroom where the
students could respond in two to three sentences. Students were not assessed and then given a
grade for correctness. Instead, this was more of a completion grade used to gauge the lessons
ahead. After reading the responses posted to Google Classroom, I assigned grades of fully
correct, partially correct, and incorrect.
1) Where are states distributed? Explain the concept of the state.

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Unit Work Sample

Fully Correct

Partially Correct

Incorrect

11%

29%
61%

The question was intended to assess the students prior knowledge on the concept of state,
sovereignty, and the spatial distribution around the world of those states. Before the assignment,
I did have to remind the students that when thinking about a state geographically, that a state is a
country of the world rather than a state in the way that we recognize it in the United States of
America. With this information, about a third of the class was able to partially make the
connections necessary to understand what the question was asking. Only eleven percent of the
class was able to answer with enough correctness to be graded as fully correct.
Based on the answers given, I determined that the concept of state was one that needed to be
covered more in depth due to the lack of prior knowledge on what a sovereign state is and where
those states are distributed. There is a new concept among geography teachers to teach the
subject thematically rather than regionally. The students understand this since this is now the
fifth unit of the class. To help with the lack of knowledge on this concept of state, the thematic
unit of political geography will spend the first two lessons dedicated to this concept and will be
filled with lecture on what criteria are needed for a state to be recognized as such. To
supplement the lecture, the class will begin with a debate on 15 different places and whether or
not they are considered as states. To conclude, I will have the students examine an outside
source on the thirteen smallest states around the world and then comment in Google Classroom
on the similarities and differences among these states.

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UWS Section IV: Representation of Student Learning

UWS Section IV, Part 1 - Student Performance
Entire Class:
When students were given the unit test, or post assessment test, these four questions dealt with
the question analyzed in the pre-assessment section of this unit work sample, Where are states
distributed? and the concept of the state. Students were measured during the pre-assessment
based on a scale of fully correct, partially correct, and incorrect while on the post-assessment
they were either given the 1.25 points available for the multiple choice question or they earned 0
points for the questions by answering incorrectly.
11. A region not fully integrated into a national state that is often marginal or undeveloped is a
called a
A) stateless nation.
B) frontier.
C) core.
D) heartland.
E) functional.
12. Which cultural hearth is credited with the creation of city-states, which eventually lead to the
creation of the concept of nation-state?
A) Mesopotamia.
B) Northern India.
C) Greece.
D) Roman Empire.
E) Mayan.
13. What is a politically organized territory that is administered by a sovereign government and
recognized by a large percentage of the international community?
A) Nation.
B) State.
C) Frontier.
D) Territoriality.
E) Colony.
15. The exercise of state power over people and territory, and being recognized by other
international states, refers to
A) nationalism.
B) sovereignty.
C) citizenship.
D) centrifugalism.
E) imperialism.

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Unit Work Sample

Unit Test
100
75
50
25
0
11

12

13

15

This graph shows the results of the four questions related to the pre-assessment question on the
unit test. When given the pre-assessment question at the beginning of the unit, only 40% of the
class could at least partially answer the question correctly. Following the unit, at least 75% of
the class was able to answer all four questions related to the pre-assessment question correctly.
This definitely shows a great deal of improvement from the beginning of the unit to the end.
Number eleven was answered correctly by 82% of the class while just 77% of the class answered
number twelve correctly. Following the test, the majority of the class asked about number
twelve and why they were marked as incorrect when they thought that the answer was A rather
than C. I felt as if this problem was more my fault in the way I presented the beginning of the
concept of state to the class. We did go over Mesopotamia as being the area of the first
civilizations and the class had a significant deal of prior knowledge about Mesopotamia.
However, the idea of city-state began with those Greek city-states such as Sparta and Athens.
This was a good lesson for me more than anything else because it showed me that I need to be
very careful when lecturing about concepts with such similarities and also putting both answers
as possible answers on the test. Number thirteen was answered most commonly correct because
this is the definition of state while fifteen was also answered correctly at a high rate in that
sovereignty is a term that comes up many times throughout the unit and is one of the eight
criteria for becoming a state as the students learned in their Great State Debate assignment in
the first lesson of the unit.

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Unit Work Sample

Athletic Sub-Group:
Pre-Assessment Sub-Group Results (Objective 3)
Where are states distributed? Explain the concept of state.

Fully Correct

Partially Correct

Incorrect

Post-Assessment Test Results (Objective 3)

4 Correct

3 Correct

2 Correct

1
2

1 Correct

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Unit Work Sample

These two graphs show the results of the athletic sub-group in the class as it relates to the preassessment and the post-assessment questions in relation. I chose these ten athletes because all
of these athletes, except for one, are in season. Within this sub-group there are three boys soccer
players, one female soccer player, two baseball players, three track team members, and one
cheerleader. As a teacher, it is our job to know our students inside the classroom and outside the
classroom. Similarly, as a coach, it is our job to make sure that our practice and game schedules
do not interfere with the classroom success level in a negative way. Trying to keep this in mind,
I wanted to see how well these athletes who are in the beginning or middle of their seasons were
able to handle the course work. It does help that I have been able to build a good relationship to
my students since I have been coaching basketball at Irmo for four years now and the athletes
have a different kind of respect for me. I am very good at relating to all of the students, but
especially the athletes being that we have so much in common.
In the pre-assessment, only two of these athletes were able to answer the question with complete
correctness. Two athletes answered the question partially correct and six students did not fully
grasp the concept of state or their spatial distribution. However, as the post test shows, these
numbers improved greatly. Of the four questions on the test pertaining to the pre-assessment
question, seven of the ten students answered all four questions correctly, two students answered
three of the four questions correctly, and just one student answered two of the four correctly. I
was particularly pleased with these results because, these numbers are consistent with the entire
class averages as seen above in the bar graph. The entire class answered all four questions
correctly at least 75% of the time. Being that this is an AP class, I was quite pleased that I was
delivering the content at the rigor level that the AP College Board requires, while at the same
time, managing the classroom activities and lessons in a way that did not give the students so
much work that they could not focus on their extracurricular activities.
Student D

Student L

Student T

100

75

50

25

0
Pre-Assessment

Post-Assessment

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Individual Students:
This graph shows the progress of three individual students from the pre-assessment test through
the unit test. I chose these students based on their Qtr 2 grades prior to my arrival in the
classroom. All three students had a first semester grade of about a 70 - 74 percent range in the
class. Student T is also one of my students with a 504 plan due to seizures and bathroom breaks
necessary throughout the day. Student T struggles quite a bit turning in assignments on time and
paying attention in class but, overall, he is a very bright student. Neither of the three students
were able to answer the pre-assessment question correctly. Student T was one of a very small
number in the class that, on the post-assessment, only answered two of the four questions
correctly. Student L made the greatest improvement in their understanding of the concept of
state throughout the unit. I was particularly proud of this accomplishment due to the fact that
this particular student is dealing with a divorce at home between his parents and arrives late on
most days due to staying at a different house every night just about. On the post-assessment he
was able to answer all four questions correctly. Student D improved from answering the preassessment question incorrectly to answering three of the four questions correctly on the test.
UWS Section IV, Part 2 - Analysis of Student Learning
As is shown in the previous section, we began the unit with a pre-assessment question which,
overall, the students understandably did not do overly well on. Following the pre-assessment,
we had an informal pre-assessment where we simply discussed the four essential questions of the
unit provided by the AP College Board and the text book. Through that conversation as well as
the pre-assessment question based on the first essential question, it was clear what information
throughout the unit I was going to have to focus on more in depth. The pre-assessment question
relates to the first and second essential questions of the unit in that it deals with the spatial
distribution of states as well as the concept of the state which can include the idea of nationstates. Students struggled with these concepts, as stated before, because here in the U.S., a state
means something entirely different than it does in the rest of the world. Getting the students to
understand this was not entirely difficult but being from the U.S. is a clear representation of the
misunderstanding of this portion of the unit from the start. When looking at the four questions
on the unit test, the first two questions, number eleven and twelve were answered incorrectly
more than the other two. The focus was set on the criteria for becoming a state at the beginning
of the unit and then into the evolution of the concept of state. Students came to understand fairly
well what made a state. Question eleven asked them to analyze traits of places that are not states
and the success rate in understanding this question was lower than the others. As stated before,
number twelve asked the students to think about where the first idea of city-state emerged and
this question was answered incorrectly more than any other question of the four. Just prior to
talking about this concept within the unit, however, the idea of the first civilizations was
discussed. Those civilizations were in Mesopotamia and eventually the idea of the city-state
emerged within Greece. As the graphs above show, this was confusing to the students and
understandably so. A good number of the students assumed Mesopotamia rather than Greece.

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In my future lessons, I should probably do a better job at focusing on, not only what makes a
state and the criteria required, but also the different types of places that are not states so that the
students get a more well rounded view of what a state is. It is clear that the students understood
what is a state and that sovereignty is one of the key criteria. However, the characteristics of
places that are not a state are absent from the student understanding and this is something that
will have to be focused on more in the lesson the next time around.
UWS Section V - Reflection and Self-Assessment
When looking back on this unit, I realized that I have the ability to help students progress from
start to finish of a unit. Aside from the grades and the numerical progress that is shown by them,
maybe the most important thing that I did when coming into this classroom was to build
relationships with each and every student from the beginning. I did this so that I would be able
to lead them and that they would follow. I also did this so that when I asked them to lead, they
would accept and others would follow. Even more, I wanted to build a relationship with the
students so that they would see how much I believe in them and their ability to succeed. In doing
so, I think that it made more students willing to step up and lead in the classroom without me
having to call on them or challenge them to do so. In the end, this is what I believe led to the
majority of the success that I had in this classroom. Gaining the trust in the students first and
foremost is the greatest key to success in this profession and I have that ability and strive to make
that my number one motto each and every time that I step into the classroom.
Within this unit, the students were introduced to a variety of learning techniques and teaching
strategies. As I have shown, we began with a pretty in depth discussion and even a little bit of
debate on the topic before just going straight into direct instruction. I think that this was
essential to the student progress throughout the unit because it empowered them to take part in
the learning from the start. I believe that the collaborative learning and project based learning
that took place throughout the unit was the most effective along the way as well. Again, the
empowerment of the student in their own individual learning was more effective than any direct
instruction could have been. What I did was just try and facilitate the learning as much as
possible and keep the group work and collaboration from getting off topic as well as bring the
class back together to discuss and informally assess whether or not they had learned what was
intended through the lesson. Of course, I love the jigsaw method because putting people in
groups and making them research, discuss, and then finally explain to the rest of the class is a
technique that has always worked out well even in the college classroom. The greatest teaching
tool that I had access to along the way was Google Classroom. This assisted in my classroom
management far more than I expected. Each and every day, when the students entered the
classroom throughout this unit, they saw the classroom website on the smart board and logged in
with their electronic devices to complete any task that was asked of them. Most days, they had
already read the outside articles that I posted in order to generate discussion because they get a
notification at home on their device when I post anything outside of school.

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As far as teaching and student learning are concerned, I came into the classroom understanding
that this was an AP class but that never had any impact on my classroom management, teaching
strategies, or assessment strategies. In my mind, I am there to help students get ready for the
next level which is the college level. One of the main things that I have learned in the M.T.
program at U.S.C. under Dr. Cook is that challenging students and bringing in rigorous work
does not have to be as scary as people make it sound throughout our school experience. I tried to
model my classes at Irmo in the same way that our grad school classes are modeled at U.S.C.
The students responded very well and they did so at every level from CP to AP. I think what I
learned the most about my teaching as it related to student learning was that all kids, no matter
their classification, are capable of the same time of work and same amount of learning. The key
is that we as teachers may have to do a little bit more work or scaffolding in order to help some
students more than others.
Student Assignments
Pre-Assessment
Short Answer
1. Where are states distributed? Explain the concept of state.
Informal Discussion
I. Where are states distributed?
II. Why are nation-states difficult to create?
III. Why do boundaries cause problems?
IV. Why do states cooperate and compete with each other?
Post-Assessment
Directions: Choose the letter of the best response & bubble it in on the bubble sheet
provided.
Note: You will lose .1 pts if you do NOT fill in your first & last name above.
1. Which statement about race and ethnicity is true?
A) A race often has a single homeland, an ethnicity is usually scattered across the world.
B) Some ethnicities are comprised of people from several different races.
C) Race and ethnicity are interchangeable concepts.
D) Ethnicities are based on physical characteristics, race is based on culture.
E) All of the above.
2. What is the term for a group of people who identify with their cultural and biological
history?
A) Race.
B) Ethnicity.
C) Nationality.
D) Nation.
E) All of the above.

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3. Ethnocentrism is
A) the fear of outsiders.
B) the belief that Westerners are superior to African and Asian cultures.
C) the belief that ones own religion is superior to others.
D) the belief that ones own ethnic group is superior to others.
E) the belief that ones own culture is superior to all others.
4. Apartheid, a policy of racial segregation from 1948-1990, was the official policy of which countrys
government?
A) Zimbabwe.
B) South Africa.
C) Ghana.
D) Kenya.
E) Tanzania.
5. The separate but equal doctrine was legally established by
A) Plessy vs. Ferguson
B) Brown vs. Board of Education
C) states
D) the fourteenth amendment to the Constitution
E) the Missouri Compromise
6. African-Americans predominantly live in
A) urban areas.
B) the South and northern US Cities.
C) rural areas of the South and Midwest.
D) urban areas in California.
E) none of the above.
7. Asian Americans are clustered in what area of the United States?
A)
Southeast
B)
West
C) Plains
states
D)
Northeast
E)Sout
hwest
8. The largest minority group in the United States is
A) African-Americans.
B) Jews.
C) Hispanics.
D) Asian-Americans.
E) Native Americans.

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9. When waves of cultural groups move into an area and modify the human imprint of the cultural
landscape, this is
known as
A) sequent occupance.
B) subsequent occupance.
C) cultural succession.
D) landscape progression.
E) cultural progression.
10. A payment of money or goods from the family of a bride to the grooms father is called a
A) marriage tax.
B) grooms gift.
C) dowry.
D) bridal tithe.
E) marital gift.
11. A region not fully integrated into a national state that is often marginal or undeveloped is a called a
A) stateless nation.
B) frontier.
C) core.
D) heartland.
E) functional.
12. Which cultural hearth is credited with the creation of city-states, which eventually lead to the creation
of the concept
of nation-state?
A) Mesopotamia.
B) Northern India.
C) Greece.
D) Roman Empire.
E) Mayan.
13. What is a politically organized territory that is administered by a sovereign government and
recognized by a large
percentage of the international community?
A) Nation.
B) State.
C) Frontier.
D) Territoriality.
E) Colony.
14. Which of the following is considered a State?
A) France.
B) Colorado.
C) British Columbia.
D) Sahel.
E) Hong Kong.

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15. The exercise of state power over people and territory, and being recognized by other international
states, refers to
A) nationalism.
B) sovereignty.
C) citizenship.
D) centrifugalism.
E) imperialism.
16. Which of the following is considered a sovereign state?
A) India.
B) Alaska.
C) Hong Kong.
D) Antarctica.
E) Spratly Islands.
17. In contrast to a state, a nation
A) is a territory established by international agreement or military force.
B) is a cultural concept implying a group of people occupying a particular territory and
unified by shared
beliefs.
C) the portion of the earth's surface containing a permanent population.
D) is a political entity, with sovereignty over its own territory.
E) is group of people living in an enclave of a city.
18. Which of the following terms refers to an individual or group attempt to identify and establish control
over
land? This concept often leads to defense of the land.
A) territoriality.
B) secularism.
C) materialism.
D) ethnocentrism.
E) consequent boundary.
19. Which of the following states fits the morphology description of compact?
A) Chile.
B) South Africa.
C) Thailand.
D) Poland.
E) Russia.
20. Which of the following is a characteristic of compact states?
A) Circular with the capital located in the center of the state.
B) Long narrow state with population concentrated in one region of the state.
C) One state is completely within the boundaries of another state.
D) State separated by a physical boundary or body of water.
E) Size of the state is very small compared to other states.
21. Which of the following states fit the morphology description of a fragmented state?
A) Chile.
B) Japan.
C) Mexico.
D) South Africa.
E) Poland.

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22. Fragmented states can help create which type of forces within a state?
A) Centripetal.
B) Centrifugal.
C) Cumulative causation.
D) Backwash effects.
E) Irredentism.
23. This shape can weaken centralized control of state territory and increase regionalism particularly in
the areas separate
from the main state.
A) Compact.
B) Prorupt.
C) Elongated.
D) Perforated.
E) Fragmented.
24. Which types of countries usually encompass diverse types of climates, resources and peoples?
A) Compact.
B) Prorupt.
C) Elongated.
D) Perforated.
E) Fragmented.
25. Which of the following states best fits the morphology description of a fragmented state?
A) France.
B) Chile.
C) Indonesia.
D) Australia.
E) China.
26. Which of the following states best fits the morphology description of a prorupted state?
A) Namibia.
B) South Africa.
C) China.
D) Poland.
E) United Kingdom.
27. A country with this shape can provide access to a resource, or it can separate two countries that would
otherwise share
a boundary.
A) Compact.
B) Prorupted.
C) Elongated.
D) Perforated.
E) Fragmented.
28. A countrys morphology which can weaken its stability if an enclave is occupied by people whose
values systems
differ from the surrounding state is called
A) Compact.
B) Prorupt.
C) Elongated.
D) Perforated.
E) Fragmented.

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29. Which of the following states best fits the morphology description of a perforated state?
A) Namibia.
B) South Africa.
C) China.
D) Poland.
E) United Kingdom.
30. Exclaves are often created for which of the following reasons?
A) To create political boundaries that attempt to unite ethnic groups in nearby regions
under the control of
one government in order to decrease conflict in a region.
B) To try to encourage a country to become more compact in its shape.
C) To increase trade with nearby countries.
D) To decrease population and economic pressure by dividing a country into smaller parts or
provinces.
E) To develop transportation infrastructure and sustainable agriculture.
31. Which of the following is true for landlocked States?
A) They are likely to be the wealthiest state in their region.
B) They are at a commercial and strategic disadvantage.
C) Interior locations are more difficult to defend.
D) Relations with neighboring countries are not as important as for maritime countries.
E) There are more landlocked states in the world than maritime states.
32. Which of the following is a landlocked State?
A) Australia.
B) Mongolia.
C) Italy.
D) Israel.
E) Peru.
33. What is the term for a state that is small in both population and size?
A) Macro-state.
B) Micro-state.
C) Compact state.
D) Irredentism.
E) Federal state.
34. Which of the following best describes an impact of the United Nations Convention on the Law of the
Sea for maritime
micro states?
A) The Exclusive Economic Zone (EEZ) provisions increased the resources and economic
viability of these
states.
B) Decreased the importance of micro-states in the global economy.
C) Placed more restrictive sea access limits on micro-states than the macro states like the United
States.
D) Increasingly marginalized the locations and power of micro-states.
E) Encouraged the low lying micro states to vacate territory because of rising sea levels.

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Unit Work Sample

35. A national group that aspires to become a nation-state but lacks the territory is a
A) federal State.
B) unitary State.
C) stateless nation.
D) Non Governmental Organization (NGO).
E) supranationalistic.
36. The policy of a state wanting to add territory from another State inhabited by people who have
cultural links to their
own State is
A) the interaction model.
B) the gravity model.
C) irredentism.
D) ethnocentrism.
E) culture rebound.
37. A boundary that uses physiological features like rivers or mountains is referred to as a(n)
A) geometric boundary.
B) subsequent boundary.
C) natural boundary.
D) permeable barrier.
E) ecumene.
38. All of the following are advantages of using mountains as boundaries except that
A) they are difficult to cross.
B) they create a visible, physical border between states.
C) mountain regions are usually sparsely populated.
D) mountains are relatively permanent.
E) they are the often the source area for natural resources.
39. All of the following are advantages of using water as boundaries except that
A) water creates a visible boundary.
B) resource allocation can become a source of conflict.
C) water creates relatively consistent boundaries over time.
D) water provides protection against invasion.
E) oceans create a buffer between states.
40. All of the following are disadvantages of using water as boundaries except for
A) water navigation rights.
B) water use rights.
C) changing courses of rivers.
D) buffer zones between States.
E) resource and fishing rights.
41. All of the following are advantages of using deserts as boundaries except for the fact that
A) they are difficult to cross.
B) they create a visible, physical border between states.
C) deserts contain natural resources.
D) desert regions are usually sparsely populated.
E) deserts are relatively permanent.

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42. The boundaries on this island were drawn primarily to divide the Greeks from the Turks.
A) Cyprus.
B) Australia.
C) Sri Lanka.
D) Indonesia.
E) Falklands.
43. This country used linguistic boundaries as a primary reason to establish their territory.
A) United States.
B) Peru.
C) Australia.
D) France.
E) United Kingdom.
44. Which type of boundary uses lines of latitude and longitude and not existing physical features?
A) Antecedent boundary.
B) Subsequent boundary.
C) Natural boundary.
D) Geometric boundary.
E) Relic boundary.
45. Which of the following is not a purpose of boundaries?
A) Mark the outer limits of states claim to land.
B) Project below ground to allocate subsurface resources.
C) Mark political administrative divisions within a country.
D) Define the property limits between owners of land.
E) Create lanes of transportation between countries.
46. This type of boundary line is established before an area is well populated.
A) Subsequent boundaries.
B) Antecedent boundaries.
C) Geometric boundary.
D) Natural boundary.
E) Linguistic boundary.
47. A boundary that is drawn after the development of a cultural landscape is a(n)
A) religious boundary.
B) antecedent boundary.
C) geometric boundary.
D) subsequent boundary.
E) superimposed boundary.
48. A boundary forced upon existing cultural landscapes, a country, or a people by a conquering or
colonizing power is called a(n)
A) religious boundary.
B) antecedent boundary.
C) geometric boundary.
D) subsequent boundary.
E) superimposed boundary.

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49. What type of boundary does the Great Wall of China best illustrate?
A) Geometric boundary.
B) Natural boundary.
C) Antededent boundary.
D) Relic boundary.
E) Exclave boundary.
50. At which scale do boundary disputes occur?
A) Local.
B) Regional.
C) National.
D) International.
E) All of the above.
51. This type of boundary dispute focuses on the delimitation, demarcation or
interpretation of an
agreement between countries.
A) Positional/locational dispute.
B) Ethnic dispute.
C) Resource/allocation dispute.
D) Functional/operational dispute
E) Religious dispute.
52. Two neighbors disagree about the color, material and size of a fence between their properties.
Which of the
following terms best illustrates this dispute?
A) Positional / locational dispute.
B) Political dispute.
C) Resource / allocation dispute.
D) Functional / operational dispute.
E) Territorial dispute.
53. Read this description and then select the type of border dispute that best describes the dispute.
Canada
and the United States are historic allies but disagree on how to implement a plan for a secure and
smart border that would protect against terrorists attacks while 200,000 vehicles cross the border each
day, mostly trucks involved in a steady stream of trade. Agreements must be reached on whether or not
to inspect each truck and how to track the flow of individuals back and forth along the 4,000-mile
border.
A) Positional/locational dispute.
B) Ethnic dispute.
C) Resource dispute.
D) Functional/operational dispute.
E) Religious dispute.

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54. A piece of undeveloped property is adjacent to a residential neighborhood. The city government
wants
to build a jail on the property but the local community objects to the land-use. Which of the
following
terms best exemplifies this dispute?
A) Positional/locational dispute.
B) Territorial dispute.
C) Resource dispute.
D) Functional/operational dispute.
E) Urban dispute.
55. For years, there has been a dispute with the Svabard Islands in the Barents Sea. In 1920, a treaty
prohibited
military installations on the islands and allowed 41 nations equal rights to mine coal. The islands
remained
in Norwegian control. However, Russia continues to dispute Norways fishing rights beyond
Svabard
territorial limits and within the Treaty zone. Which type of border dispute does the dispute best
exemplify?
A) Functional/operational dispute.
B) Positional/locational dispute.
C) Cultural dispute.
D) Resource dispute.
E) Territorial dispute.
56. A weaker country that separates two powerful countries whose ideology and or political
views
conflict is a
A) core state.
B) periphery state.
C) fragmented state.
D) buffer state.
E) viable state.
57. This type of boundary dispute focuses on the ownership and control of surface area.
A) Positional/locational dispute.
B) Ethnic dispute.
C) Resource/allocation dispute.
D) Functional/operational dispute.
E) Territorial dispute.
58. The concept that ethnicities have the right to govern themselves is referred to as
A) colonialism.
B) Rimland Theory.
C) self-determination.
D) nationalism.
E) ethnic transition.

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59. A state whose territory closely corresponds to an ethnicity that has become a nationality is
a
A) multi-national state.
B) nation-state.
C) prorupt state.
D) unitary state.
E) fragmented state.
60. The policy by a country to establish settlements in an area and impose its political, economic and
cultural principles there is called
A) command economy.
B) colonialism.
C) devolution.
D) growth pole.
E) regionalism.
61. Which of the following regions was not predominately colonized by the British?
A) East Africa.
B) South Asia.
C) West Africa.
D) South Africa.
E) Australia.
62. A country imposes its political, economic and cultural principles over territory already
occupied
and organized by a society. This is called
A) command economy.
B) colonialism.
C) devolution.
D) imperialism.
E) regionalism.
63. The concept that the United States was ordained by God to expand across North America was
A) gateway state.
B) complementarity.
C) Manifest Destiny.
D) Rimland Theory.
E) historical inertia.
64. Which country had an apartheid system of legal segregation of races which was finally
dismantled
in the 1990s?
A) United States.
B) India.
C) South Africa.
D) China.
E) Japan.

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65. This type of state has a centralized government and administration that exercises control equally
over
all parts of the state?
A) Federal.
B) Unitary.
C) Compact.
D) Regional.
E) Democratic.
66. Unitary states usually have all of the following characteristics except?
A) Highly centralized government.
B) Few internal cultural differences.
C) Borders that are both cultural and political.
D) Primate city located within the core of country.
E) Multiple provinces with strong regional governments.
67. This type of political framework has a central government but each of the sub- national
entities has
representation and influence in the government process.
A) Federal.
B) Unitary.
C) Compact.
D) Communist.
E) Democratic.
68. A permanent union of sovereign states created in order to deal with common interests of
defense,
trade or policy is a
A) confederation.
B) democracy.
C) dependency.
D) trust territory.
E) macro state.
69. Balkanization is most closely associated with which of the following terms?
A) Secondary activities.
B) Tipping point.
C) Multi-linear evolution.
D) Shatterbelt.
E) Bulk-loss industry.
70. Which of the following countries has endured the effects of balkanization?
A) United States.
B) Yugoslavia.
C) Australia.
D) Brazil.
E) Nigeria.

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71. These forces tend to bind together the citizens of a state.

A) Centripetal.
B) Centrifugal.
C) Colonialism.
D) Gravity.
E) Regionalism.
72. All of the following tend to be centripetal forces within a country except
A) education system.
B) military.
C) common language.
D) regionalism.
E) transportation system
73. In political geography these forces tend to disrupt and threaten the unity of a state.
A) Centripetal.
B) Centrifugal.
C) Homogeneity.
D) Common values.
E) Common history.
74. This sub field of geography studies the political, economic and strategic significance
of geography?
A) Linguistics.
B) Econometrics.
C) Geopolitics.
D) Anthropology.
E) Demography.
75. Which of the following states is not universally recognized as an independent state by the United
Nations?
A) South Africa.
B) South Korea.
C) Turkey.
D) Taiwan.
E) Sri Lanka.
76. Which of the following best describes the effect of globalization related to state sovereignty?
A) States sovereignty has clearly increased as a result of globalization.
B) States have given up some sovereignty in order to join supra-nationalistic
organizations.
C) Globalization has not had an effect on state sovereignty.
D) The number of sovereign states in the world has declined during the era of
globalization.
E) State sovereignty has increased because of the need to protect borders from invasion of
imperialistic states.

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77. This concept refers to the idea that multiple individuals acting in their own short- term selfinterest can
ultimately destroy a shared resource, even if maintaining that resource is in the best interest of
individuals in the long run.
A) Privatization.
B) Statehood.
C) Environmental determinism.
D) Ecological footprint.
E) Tragedy of the commons.
78. The presence of centrifugal forces within a country has led many central governments to
transfer
central government power to regional or local governments. This process is called
A) devolution.
B) acculturation.
C) autocratic.
D) imperialism.
E) capitalism.
79. Select the group that is not a supranational organization.
A) EU.
B) OAS.
C) OPEC.
D) CIA.
E) NATO.
80. The main purpose of the European Union is to
A) promote the common defense of member states.
B) create an economic free trade zone for member countries.
C) use tariffs and quotas to discourage trade.
D) create a United States of Europe, which would include the countries of Europe
becoming more like the concept of American states.
E) create a common currency.

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