GEOG 102. 01: Introduction to Human Geography
Syllabus
Men are so
inclined to content themselves with what is commonest; the spirit and the
senses so easily grow dead to the
impressions
of the beautiful and perfect, that every one should study, by all methods, to
nourish in his mind the faculty of feeling
these
things. ...For this reason, one ought every day at least, to hear a little
song, read a good poem, see a fine picture, and, if it
were
possible, to speak a few reasonable words.
Goethe,
Wilhelm Meister's Apprenticeship. Bk. v, ch. 1 (Carlyle, tr.) [source:
Stevenson]
Fall 2009 Dr.
Scott Brady
MWF: 11-11:50 Office:
523 Butte Hall
Location:
Butte 103 Phone:
898-5588
Office Hours:
MWF 9:00-10:30, Th 1:30-2:00
sbrady@csuchico.edu
Geography Computer
Lab: Butte 501
Hours: ?
Writing
Center http://online.csuchico.edu/public/Writing_Center/
http://www.csuchico.edu/schedule/pdf/IDD0809.pdf
General
Education:
Underlying
all the universityÕs programs is the conviction that an educated person is one
who knows that which is important for all people to know. Courses required for
your major may prepare you for your vocation; the General Education program
provides you the integrative intellectual experience common to all Chico
graduates.
General
Education (GE) will help you to see your majorÕs place in your total education
by showing you that knowledge is not isolated, that what you know of one
subject is related to what you know of another, that there is always more to
know, and that what you know affects the way you live. By suggesting the
essential unity and wholeness of knowledge, GE counteracts the sense of
fragmentation you may feel while studying bits and pieces of issues and
information through the various colleges, schools, and departments of the
university.
You, like
many new students, may be uncertain about your choice of a major or career
field. Thus, in addition to the primary goal of broadening your awareness and
understanding, an early focus on GE may help you become better acquainted with
yourself and discover and deepen your interests and abilities in various
academic disciplines and programs. If you are undeclared or uncertain about
your major, carefully review programs you are considering, taking note of
required GE courses and modifications. The Evaluations or Advising and
Orientation Offices can help you plan your GE program in such a way that you
take full advantage of GE as a powerful career exploration tool.
D3
Cultural and Social Institutions:
GEOG 102 is
one of the 9 courses that students make take to fulfill their General Education
Breadth requirements. This course is included in Area D. Area D courses allow
students to explore departments in the university's College of Behavioral and
Social Sciences. D3 courses focus on cultural and social institutions.
Seven
Principles of Good Practice in Undergraduate Education
1. Good
practice encourages student-faculty contact.
Frequent
student-faculty contact in and out of classes is the most important factor in
student motivation and involvement. Faculty concern helps students get through
rough times and keep on working. Knowing a few faculty members well enhances
students' intellectual commitment and encourages them to think about their own
values and future plans.
2. Good
practice encourages cooperation among students.
Learning is
enhanced when it is more like a team effort than a solo race. Good learning,
like good work, is collaborative and social, not competitive and isolated.
Working with others often increases involvement in learning. Sharing one's own
ideas and responding to others' reactions improves thinking and deepens
understanding.
3. Good
practice encourages active learning.
Learning is
not a spectator sport. Students do not learn much just sitting in classes
listening to teachers, memorizing pre-packaged assignments, and spitting out
answers. They must talk about what they are learning, write about it, relate it
to past experiences, and apply it to their daily lives. They must make what
they learn part of themselves.
4. Good
practice gives prompt feedback.
Knowing what
you know and don't know focuses learning. Students need appropriate feedback on
performance to benefit from courses. In getting started, students need help in
assessing existing knowledge and competence. In classes, students need frequent
opportunities to perform and receive suggestions for improvement. At various
points during college, and at the end, students need chances to reflect on what
they have learned, what they still need to know, and how to assess themselves.
5. Good
practice emphasizes time on task.
Time plus
energy equals learning. There is no substitute for time on task. Learning to
use one's time well is critical for students and professionals alike. Students
need help in learning effective time management. Allocating realistic amounts
of time means effective learning for students and effective teaching for
faculty. How an institution defines time expectations for students, faculty
administrators, and other professional staff can establish the basis for high
performance for all.
6. Good practice
communicates high expectations.
Expect more
and you will get it. High expectations are important for everyone-for the
poorly prepared, for those unwilling to exert themselves, and for the bright
and well motivated. Expecting students to perform well becomes a
self-fulfilling prophecy when teachers and institutions hold high expectations
for themselves and make extra efforts.
7. Good
practice respects diverse talents and ways of learning.
There are
many roads to learning. People bring different talents and styles of learning
to college. Brilliant students in the seminar room may be all thumbs in the lab
or art studio. Students rich in hands-on experience may not do so well with
theory. Students need to the opportunity to show their talents and learn in
ways that work for them. Then they can be pushed to learning in new ways that
do not come so easily.
General
Education Course Requirements
All courses
accepted as components of CSU, Chicoâ General Education (GE) program must also
help students use writing to engage in rigorous study of the body of knowledge
essential to the discipline represented by the course content. Each GE course
section must include the following:
A writing
requirement (at least 2500 words, total), or comparable problem or laboratory set requirement, in
the genres and forms appropriate to the discipline. This requirement is
intended to engage students in a rigorous study of the bodies of knowledge
represented in the course, including the ways in which writing constructs and
communicates knowledge.
Multiple
writing assignments, at least one of which is graded and returned to students
prior to the due date of the later assignments
Some
significant, written work within the first two weeks of the semester returned
to students with informative feedback as soon as possible. This requirement is
intended to assess entry-level knowledge, attitudes, and skills, and to provide
feedback on coursework expectations.
Course
Description:
In this
course students will learn how the study of human geography, leads to an
understanding of the interdependence of places and regions in a globalizing
world. Among the topics we will consider during the course are regions,
culture, resources, spatial behavior.
Course
Objectives:
To increase
students understanding of their local geographical context.
To develop
students' knowledge of their connections to, and interdependencies with, other
people and places around the world.
To develop
students' skills in synthesizing and analyzing information, including
Internet-based information.
To develop
students' skills in writing and discussing their ideas.
To help
students read, listen, observe, and reason critically.
Course Student Learner
Objectives
1.1 Students
can formulate geographic research questions.
2.1. Students
can recognize the presence and application of regional, local and global
dimensions of the social and physical worlds in the landscape.
2.2. Students
can recognize the presence and application of regional, local and global
dimensions of the social and physical worlds in data.
3.1. Students
can explain interactions between the size and distribution of human and
non-human populations, resources and the natural environment in historic and contemporary
perspectives.
3.2. Students
are cognizant of varying interpretations of causality, interaction, policy and
values in human-environmental relationships.
3.3 Student
will understand ways in which they use the environment can affect future generations
and other human and natural systems.
4.1. Students
can analyze information from different physical or social sciences from a
geographic perspective.
Required
Materials:
Guns,
Germs, and Steel.
Jared Diamond. New York: W.W. Norton, 1999.
The Travels
of a T-Shirt in the Global Economy. Pietra Rivoli. John Wiley and Sons. 2005
Goode's
World Atlas, 21st
edition.
Online and
Reserve readings.
Good site for used books: http://www.abebooks.com/
Academic Policies and Regulations
Final grades
are based on % of 375-400 total points, earned from the categories below.
A=92-100%; B=
80-91%; C=68-79%; D=50-67%; and F= less than 50%.
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Exam 1 50
points
Exam 2 50
points
Final Exam 100
points
Quizzes ~10 X
5 ~50
points
Atlas
Exercises ~5 X5 ~25
points
Question sets
~15 X 5 ~75
points
Assignments 1 or 2 25-50
points
Total ~400
points
Web-site: I will regularly update the course
web-site. Students must visit the site to be aware of changes and additions.
Students are responsible for information included in the Web Resources portion
of the site. This material will covered in examinations.
Attendance: It has been my experience as a
student and instructor that there is a strong correlation between attendance
and performance. Students who rarely miss a class and actively participate in
classroom discussions tend to perform well on tests, quizzes, and in class
discussions; students who lack the discipline required for regular attendance
tend to perform poorly. I strongly encourage you to attend every class meeting.
However, attendance will not affect your final grade.
Make-up
Exams: No make-up
exams will be given. If a student misses exam 1 or 2 with an appropriate
excuse, then the make-up will be the comprehensive final exam, which will then
be counted as 150 points. Only one exam can be made up in this fashion. If a
student misses a second exam that exam will be recorded as a 0.
Quizzes: Approximately 10 quizzes will be
given throughout the semester. They will always occur on Fridays and will be
announced on the preceding Monday. There will be no make-up quizzes. Quizzes
will cover material from lecture material.
Assignments:
Students will
complete 1 or 2 assignments during the semester. Each assignment is worth 25
points. Late assignments will not be accepted. If students will not be in class
on an assignment due date, they must turn their assignments in prior to their
absence. I will ask students to revise poorly written assignments and grade
them only after adequate revision.
Question
Sets: To ensure that
students keep up with the assigned readings, students must complete question
sets that guide them through assigned textbook readings. Students must submit
handwritten answers to these questions. Question sets and due dates are posted
on the course website. I will not accept question sets after the due date.
Students will complete approximately 25 question sets. I will pick up only 10
of the question sets for grading.
Readings
and Participation: A
fundamental element of a liberal education is the development of the ability to
read critically. Hence, your success in this course largely depends on the
amount of time and effort you devote to the assigned readings. To encourage
your progress in this matter, during each of our meetings I will ask particular
students to lead discussions on the required readings. Every student will get a
chance. In addition, test questions will not only be drawn from lecture
materials. Rather, a certain number of test questions will pertain to
information found in the assigned readings.
http://www.randmcnally.com/rmc/EdPub/action/startApp.do
010138
http://www.yannarthusbertrand.org/index_new.php
Tentative Schedule:
Week 1 (8/24 - 8/28)
8/26 Orientation paper due:
Instructions: Students will turn in a typed,
double-spaced, 250-word essay in which they answer the following questions:
1) Why did you enroll in this course?
2) What international experience do you have?
3) What national experience do you have?
4) What do you hope to learn in this course?
5) Which regions most interest you?
6) Who are you?
Guns, Germs, and Steel (GGS) Question Set #1: Due 8/26
http://www.geog.ucla.edu/people/faculty.php?lid=3078&display_one=1&modify=1
Ultimate answer explains the proximate causes.
GGS Question Set #2: Due 8/28
Web Resources:
http://www.kcc.org.nz/birds/blackrobin/map.asp
http://www.chathams.com/about/map.html
http://encarta.msn.com/map_701511677/Chatham_Islands.html
http://www3.uakron.edu/majuro/PNG/new_guinea-entire-map-airfields.jpg
http://sportsillustrated.cnn.com/2009/writers/andy_staples/01/20/recruiting/
Week 2 (8/31 - 9/4)
GGS QS #3: Due 8/31
http://news.nationalgeographic.com/news/2007/06/070620-gunshot-video.html
http://library.thinkquest.org/C006206F/incas_i.htm
- sa
GGS Question Set #4: Due 9/2
http://www.nature.com/nature/journal/v418/n6898/fig_tab/nature01019_F2.html
http://www.archaeology.org/9707/newsbriefs/squash.html
http://www.sciencemag.org/cgi/content/abstract/276/5314/932
GGS Question Set #5: Due 9/4
http://www.uwsp.edu/geo/faculty/ritter/geog101/textbook/climate_systems/mediterranean.html
http://www.boqueteweather.com/images/world_climate_map.jpg
http://web.rollins.edu/~jsiry/cultheart.html -
corals
http://www.uh.edu/engines/epi20.htm
Week 3 (9/7 - 9/11)
Labor Day Monday, September 7: No class
GGS Question Set #6: Due 9/9
http://news.bbc.co.uk/1/hi/in_depth/world/2005/bird_flu/default.stm
http://www.gatesfoundation.org/GlobalHealth/Pri_Diseases/Malaria/
http://globalhealthfacts.org/topic.jsp?i=22
http://www.boqueteweather.com/images/world_climate_map.jpg
GGS Question Set #7: Due 9/11
http://www.krysstal.com/inventions.html
http://creativeclass.com/rfcgdb/articles/other-2005-The
World is Spiky.pdf
Week 4 (9/14 -9/18)
GGS Question Set #8: Due 9/14
http://www.youtube.com/watch?v=r43yCiKlbCo&feature=PlayList&p=411D61D233A29297&playnext=1&index=37
http://www.time.com/time/photogallery/0,29307,1626519_1373664,00.html
GGS Question Set #9: Due 9/16
http://news.bbc.co.uk/2/hi/asia-pacific/7241965.stm
https://www3.nationalgeographic.com/genographic/atlas.html
http://www.lostkingdoms.com/snapshots/geological_time.htm
GGS Question Set #10: Due 9/18
Review for Exam 1
Exam 1 Monday, September 21
Week 5 (9/21 - 9/25)
Exam 1 Monday, September 21
Wednesday, 9/23. Bring your atlases to class.
Thematic Map exercise : Due on Monday 9/28
No
class Friday, September 25: Furlough Day
Another type of
thematic map:
Area
class map
Web Map Resources:
http://svt.se/svt/jsp/Crosslink.jsp?d=69765&lid=puff_836926&lpos=lasMer
http://www.theatlantic.com/floridamap/
http://www.eupedia.com/europe/maps_of_europe.shtml
http://religions.pewforum.org/
http://gbbc.birdsource.org/gbbcApps/maproom?cmd=OneMap&action=start&sppOrder=alpha
http://nas.er.usgs.gov/taxgroup/mollusks/zebramussel/
http://www.nass.usda.gov/research/atlas02/index.html
http://web.sfc.keio.ac.jp/~endo/historical_gis.htm
http://aspe.hhs.gov/hsp/neighborhoods-health03/figures/figure5_2.gif
http://www.nospank.net/twomaps.htm
http://projects.latimes.com/mexico-drug-war/
- /its-a-war
Week 6 (9/28-10/2) Population
Population
Atlas Exercise Due on Monday 9/28
Required Online Reading:
The two links below contain information about immigration to
Europe. Read them and consider the parallels between the migration of laborers
to the US and EU.
http://www.trinity.edu/jdunn/billysjourney.htm
Demographics Web Resources:
http://www.economist.com/world/unitedstates/displaystory.cfm?story_id=13185560
http://www.miniature-earth.com/me_english.htm
http://www-popexpo.ined.fr/eMain.html
http://www.un.org/esa/population/publications/wpp2002/WPP2002-HIGHLIGHTSrev1.PDF
http://www.uwec.edu/Geography/Ivogeler/w111/demmodel.htm
http://cyberschoolbus.un.org/infonation3/menu/advanced.asp
http://www.census.gov/ipc/www/idb/
http://www.socialexplorer.com/pub/home/home.aspx
Web Resources:
http://www.geog.fu-berlin.de/eurocis/eu/eu.html
http://ceuta.africa-atlas.com/
Week 7 (10/5-10/9) US Demographics
Atlas exercise # 3: Due on Monday,
10/5
Required Reading:
Web Resources:
http://www.valpo.edu/geomet/geo/courses/geo200/usa_maps.html
http://www.cdc.gov/hiv/topics/surveillance/resources/reports/2004report/pdf/map1-2.pdf
http://www.ontariocountypublichealth.com/articles/bugs_summer.htm
http://timesonline.typepad.com/comment/health/index.html
Week 8 (10/12-10/16)
Language
Language Atlas Exercise: Due on Monday,
10/12
Required reading: What Global Language? This reading is
available at this link:
http://faculty.ed.umuc.edu/~jmatthew/articles/Whatglobal.html
My
notes for "What Global Language?"
Web Resources:
http://www.lib.utexas.edu/maps/middle_east_and_asia/afghanistan_ethno_1982.jpg
http://www.zompist.com/Langmaps.html
http://news.bbc.co.uk/2/hi/uk_news/7705922.stm
http://maps.howstuffworks.com/world-languages-map.htm
http://www.terralingua.org/Images/WWFmap.JPG
http://www.allcountries.org/maps/world_language_maps.html
http://www.photius.com/rankings/languages2.html
http://www.usal.es/~nonverbal/miscell/grouped.htm
http://userweb.port.ac.uk/~joyce1/abinitio/whygerm11.html
http://www.ipl.org/div/kidspace/hello/
http://wordsmith.org/awad/index.html
http://polyglot.lss.wisc.edu/dare/dare.html
Week 9 (10/19-10/23)
Religion
http://www.youtube.com/watch?v=abVrcAGlT_U
Web Resources:
http://www.adherents.com/Religions_By_Adherents.html
http://uk.reuters.com/article/topNews/idUKL3068682420080330
http://www.npr.org/templates/story/story.php?storyId=15534306
http://www.spiegel.de/img/0,1020,775969,00.gif
http://www.sfgate.com/cgi-bin/article.cgi?file=/chronicle/archive/2005/04/03/MNG96C2L7B1.DTL
http://www.sfgate.com/cgi-bin/object/article?f=/c/a/2005/04/03/MNG96C2L2V1.DTL&o=0
http://moonsighting.com/qibla.html
http://www.submission.org/hajj/kaaba.html
http://www.thearda.com/index.asp
http://www.islamicity.com/mosque/pillars.shtml
http://hnn.us/articles/934.html
http://www.cremation.org/stats.shtml
Week 10 (10/26-10/30)
It's on! Exam 2, Wednesday 10/28
No class Friday, October 30: Furlough Day
Week 11 (11/2-11/6)
No class Monday, November 2: Furlough Day
http://news.bbc.co.uk/2/hi/in_depth/business/2008/the_box/default.stm
Economics Atlas exercise #1 Due
Wednesday, November 4
Economics Atlas
exercise #2 Due Friday, November 6
http://www.lochlomonddistillery.com/making-scotch.htm
http://www.uwec.edu/geography/Ivogeler/w111/banana.htm
http://www.sfu.ca/geog351fall03/groups-webpages/gp8/prod/prod.html
http://www.allchocolate.com/enjoying/map/
http://www.sucrose.com/learn.html
http://www.elceibo.org/ceibo/en/index.html
Last Chance Extra Point
Assignment
Week 12 (11/9-11/13)
http://news.bbc.co.uk/2/hi/in_depth/629/629/7600053.stm
http://news.bbc.co.uk/2/hi/business/8341378.stm
http://geography.about.com/: This is a good site for maps for your
migration history assignment.
Travels of
T-Shirt in the Global Economy QS1 Due 11/9
http://plus.maths.org/issue14/features/smith/
http://www.sherrymanufacturing.com/
No class on Wednesday: VeteransÕ Day
Yep. WeÕll have a quiz on Friday. It will cover the atlas exercise that you turned in on
Friday, what we talked about on Friday, and the first two ÒTravels of a
T-shirtÓ question sets.
Travels of T-Shirt in the
Global Economy QS2 Due 11/13
http://news.bbc.co.uk/2/hi/in_depth/7683755.stm
http://www.icac.org/econ_stats/country_fact_sheets/e_usa.pdf
http://www.ers.usda.gov/Briefing/Cotton/background.htm
http://www.nass.usda.gov/Charts_and_Maps/A_to_Z/in-cotton.asp
Week 13
(11/16-11/20)
Travels of T-Shirt in the
Global Economy QS3 Due 11/16
http://www.youtube.com/watch?v=Zx1PccepNHQ
http://www.livinghistoryfarm.org/farminginthe30s/water_11.html
http://www.youtube.com/watch?v=JnezpSJwr8c
Travels of T-Shirt in the
Global Economy QS4 Due
11/18
Key
http://www.oaaf.org/en/newsandpublications/press_releases/archive2006/Step
2 Subsidies
No class Friday, November 20: Furlough Day
Week 14 (11/23-11/27)
No class: Thanksgiving Break
Week 15 (11/30-12/4)
Travels of T-Shirt in the
Global Economy QS5 Due 11/30
Key
Travels
of T-Shirt in the Global Economy QS6
Due 12/2
Key
Travels
of T-Shirt in the Global Economy QS7
Due 12/4
Key
http://www.boreme.com/boreme/funny-2005/usa-invade-p1.php
Week 16
(12/7-12/11)
Travels of T-Shirt in
the Global Economy QS8
Key
http://www.amtacdc.org/Pages/Home.aspx
http://www.coha.org/2008/11/dealing-with-a-bad-deal-two-years-of-dr-cafta-in-central-america/
Review
for exam
Travels of T-Shirt
in the Global Economy QS9
Key
http://oneheartbooks.com/resources/videos/life_and_debt.htm
Start at
49:37
http://www.walmart.com/
Travels of T-Shirt in the Global Economy QS10
Key
Travels of T-Shirt in the Global Economy QS11
Key
Conscientious
or Ethical Consumerism
http://www.globalexchange.org/
http://www.thenation.com/doc/20010409/peretti
http://chico-peace.org/calendar/plans.cgi
Week 17
(12/14-12/18)
Monday, December 14,
12-1:50 p.m.
Disregard everything below this point.
http://www.ellisisland.org/immexp/wseix_5_3.asp
Â
Map
Exercise #5: Due Monday, April 24
Key
Â
Required
Reading:
http://www.bigchicocreek.org/nodes/aboutwatershed/ecr/watershed_history.htm
Big
Chico Creek Watershed Question Set: Due Friday, April 28
Key
Â
Â
Â
Resources:
http://www.mechoopda.nsn.us/
http://www.bigchicocreek.org/nodes/aboutwatershed/ecr/maps.htm
http://www.csuchico.edu/lspr/bits.htm
Â
Week 16 (May
1-May 5)
Â
Local
Knowledge Exercise
Â
No class on
Wednesday, May 3
Â
Economic Geography
Exercise: Due Friday, May 5
Key
Â
Quiz Friday
Â
http://www.csuchico.edu/lspr/campbuild.html#adm1
Â
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Week 17 (May
8-12)
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Final Exam
Spring 2005
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Folk and
Popular Culture Â
Required
Online Reading:
The McDonaldization
of Society
Web
Resources:
http://www.greenpeace.org/international_en/news/details?item_id=459027
http://www.geog.okstate.edu/users/lightfoot/popularculture/main1.htm
Â
Â
Editing
Guidelines
Â
http://www.globalexchange.org/
Â
Fast Food Nation,
Wal-Mart, and Popular Culture
Â
Globalization
of Sports
Â
Fast Food
Nation
Â
http://www.princeton.edu/~ina/infographics/starbucks.html
Â
http://www.princeton.edu/~ina/infographics/
Â
http://www.uwec.edu/geography/Ivogeler/w111/articles/banana.jpg
Â
http://www.maketradefair.com/en/index.php?file=basket.htm&subcat=1&cat=2&select=1&special=yes
Â
http://www.walmart.com/
Â
http://www.missouri.edu/~econwww/Working_Paper_Series/2002/WP0215_basker.pdf
Â
http://www.valpo.edu/geomet/pics/geo200/religion/amish.gif
Â
http://www.timesreporter.com/left.php?ID=29572&r=4
Â
http://www.commondreams.org/headlines04/1022-06.htm
Â
http://www.emich.edu/public/geo/geography/Mayda/index/htmlphoto/walmart.html
Â
http://www.american.edu/TED/kathylee.htm
Â
http://amiba.net/pressroom/l.a._votes_to_restrict_superstores_8.11.04.html
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Week 15 (Nov.
28- Dec. 2)
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Web
Resources:
The Von Thunen
Model - Geography - 06/02/97
Von Thunen's
Regional Land Use Model
http://callisto.lab.csuchico.edu/greatvalley/pages/sp_butte.html
NewCROP
HomePage
Mark Rieger's
Fruit Crop Home Page
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Final Exam
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Sample
final exam
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