| Enduring Understanding | Learning Objective | Essential Knowledge |
|---|---|---|
PSO-6 | PSO-6.A |
|
| Enduring Understanding | Learning Objective | Essential Knowledge |
|---|---|---|
PSO-6 | PSO-6.A |
|
AP Human Geography · Topic 6
8:14
Cities and Urban Land-Use Patterns and Processes
More than half of the people on Earth now live in a city, and that share still grows. A city can pull in money, jobs and ideas from the whole planet. And on a…
English narration · English + 中文 subtitles burned in
| Enduring Understanding | Learning Objective | Essential Knowledge |
|---|---|---|
PSO-6 | PSO-6.A |
|
| Enduring Understanding | Learning Objective | Essential Knowledge |
|---|---|---|
PSO-6 | PSO-6.A |
|
Source: College Board AP Course and Exam Description
In 1980 China made Shenzhen, a county of farms and fishing villages next to Hong Kong, one of its first Special Economic Zones 经济特区. About 300,000 people lived there. Factories came for the low costs and the closeness to Hong Kong's port and banks; millions of workers came from the countryside for the jobs. The 2020 census counted 17.56 million people in Shenzhen. Its site had not changed; its situation, as the gate between China and the world economy, changed everything.

Urbanization 城市化 is the growth in the share of people living in cities. It began with the agricultural surplus that freed some people from farming, and accelerated with the Industrial Revolution.

Worked example: Shanghai. Its site is flat, low land on the Huangpu River, which gave a sheltered harbour. Its situation is at the mouth of the Yangtze, China's longest river, so goods from a huge inland region pass through it to the sea. The situation explains why Shanghai became China's biggest port and trading city; the site explains the problems too, such as flooding and soft ground for tall buildings.
| English |
|---|
| Urbanization/ˌɜːbənaɪˈzeɪʃn/ |
| suburb/ˈsʌbɜːb/ |
| suburbanization/səˌbɜːbənaɪˈzeɪʃn/ |
| sprawl/sprɔːl/ |
| Site/saɪt/ |
| situation/ˌsɪtʃuːˈeɪʃn/ |
| Special Economic Zone |
| Enduring Understanding | Learning Objective | Essential Knowledge |
|---|---|---|
PSO-6 | PSO-6.B |
|
Source: College Board AP Course and Exam Description
Some cities have influence far beyond their own country.



| English |
|---|
| World cities/wɜːld ˈsɪtiz/ |
| Enduring Understanding | Learning Objective | Essential Knowledge |
|---|---|---|
PSO-6 | PSO-6.C |
|
Source: College Board AP Course and Exam Description
Cities within a country follow patterns of size and spacing.
Worked example: the rank-size rule. A country's largest city has 12 million people. The rule predicts the 2nd city at 12 ÷ 2 = 6 million, the 3rd at 12 ÷ 3 = 4 million and the 4th at 12 ÷ 4 = 3 million. If the real 2nd city has only 1.5 million, the largest city is eight times bigger than it, not twice: that is a primate pattern, like Thailand, where Bangkok is far bigger than any other city.

Worked example (a real AP exam question). "Compare the concept of a metacity with the concept of a world city." (2024) A full-mark answer: "A metacity is defined by size — a continuous urban area of more than 20 million people — while a world city is defined by influence, acting as a command centre for the global economy. A city such as Tokyo can be both, but a large metacity in a poorer country may not be a world city." The command word Compare needs an explicit point of difference (size versus influence), not two separate definitions sitting side by side.
| English |
|---|
| rank-size rule/ræŋk saɪz ruːl/ |
| primate city/ˈpraɪmeɪt ˈsɪti/ |
| Central place theory/ˈsentrəl pleɪs ˈθɪəri/ |
| Enduring Understanding | Learning Objective | Essential Knowledge |
|---|---|---|
PSO-6 | PSO-6.D |
|
Source: College Board AP Course and Exam Description
Three classic models describe how North American cities are arranged inside.

Later models explain other kinds of city:
| Model | Main idea | Where it fits |
|---|---|---|
| peripheral model 边缘模型 (Harris) | a central city surrounded by suburbs and edge cities 边缘城市 (office and shopping centres), joined by a ring road | US cities built around the car, such as Atlanta or Houston |
| Latin American (Griffin–Ford) | a commercial spine of wealth from the CBD, with rings that get poorer outward and informal settlements at the edge | Mexico City, Lima, Rio de Janeiro |
| African (de Blij) | three CBDs (colonial, traditional, market) and mining or factory zones | Nairobi, Lagos |
| Southeast Asian (McGee) | the old colonial port as the centre, a Western business zone and a Chinese commercial zone, with mixed farming and urban land at the edge | Jakarta, Bangkok |
The concentric zone model uses rings around the CBD; the sector model uses wedges along transport routes; the multiple nuclei model has several centres.
| English |
|---|
| Concentric zone model/kənˈsentrɪk zəʊn ˈmɒdl/ |
| Central Business District (CBD)/ˈsentrəl ˈbɪznəs ˈdɪstrɪkt/ |
| Sector model/ˈsektə ˈmɒdl/ |
| Multiple nuclei model/ˈmʌltɪpl ˈnjuːklɪi ˈmɒdl/ |
| peripheral model |
| edge city |
| Enduring Understanding | Learning Objective | Essential Knowledge |
|---|---|---|
IMP-6 | IMP-6.A |
|
| Enduring Understanding | Learning Objective | Essential Knowledge |
|---|---|---|
IMP-6 | IMP-6.B |
|
Source: College Board AP Course and Exam Description
Inside the city, land use and density change from centre to edge.

| English |
|---|
| Zoning/ˈzəʊnɪŋ/ |
| Infrastructure/ˈɪnfrəstrʌktʃə/ |
| informal settlements/ɪnˈfɔːml ˈsetəlmənts/ |
| Enduring Understanding | Learning Objective | Essential Knowledge |
|---|---|---|
IMP-6 | IMP-6.C |
|
IMP-6.D |
|
| Enduring Understanding | Learning Objective | Essential Knowledge |
|---|---|---|
IMP-6 | IMP-6.E |
|
Source: College Board AP Course and Exam Description
Planners use data and design to make cities work better.
| English |
|---|
| Smart-growth/smɑːt ɡrəʊθ/ |
| Greenbelts/ˈɡriːnbelts/ |
| urban renewal/ˈɜːbən rɪˈnjuːəl/ |
| gentrification/ˌdʒentrɪfɪˈkeɪʃn/ |
| quantitative data/ˈkwɒntɪteɪtɪv ˈdeɪtə/ |
| qualitative data/ˈkwɒlɪteɪtɪv ˈdeɪtə/ |
| Enduring Understanding | Learning Objective | Essential Knowledge |
|---|---|---|
SPS-6 | SPS-6.A |
|
| Enduring Understanding | Learning Objective | Essential Knowledge |
|---|---|---|
SPS-6 | SPS-6.B |
|
Source: College Board AP Course and Exam Description
Rapid urban growth brings problems:
| Process | What happened | Effect |
|---|---|---|
| redlining 红线政策 | from the 1930s, US government-backed maps marked mostly Black neighbourhoods in red as "hazardous" for loans | banks refused mortgages there, so homes lost value and areas declined |
| blockbusting | estate agents scared white owners into selling cheaply by saying minorities were moving in, then sold the houses at higher prices | fast neighbourhood change and white flight to the suburbs |
| filtering | as richer owners move out, large old houses are divided and rented to poorer households | older inner-city housing declines in condition |
| gentrification | richer people buy and renovate housing in a poorer area | rents rise; long-term residents are displaced |
Sustainable cities try to grow up rather than out, invest in public transit, and mix homes with jobs and services.

| English |
|---|
| urban heat island/ˈɜːbən hiːt ˈaɪlənd/ |
| redlining |
| brownfield |
Free-response parts are scaffolded by their command verbs. Identify needs a term or example; describe needs its features; explain needs a because: how or why, with a real example.
Answer (a), (b) and (c).
(a) Identify ONE factor that makes a city a world (global) city.
(b) Describe the concentric zone model of urban structure.
(c) Explain ONE effect of suburbanisation on a city.
Model answer.
Work through it step by step, with instant-check exercises.
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