ESE 220: Special Topics in Geography a.k.a Geography 101 ...

ESE 220: Special Topics in Geography
a.k.a

Geography 101: Introduction to Human Geography

Sharon Shelerud Maureen Trepp
[email protected]
[email protected] 612-724-7620
651 – 983 - 2033

This course serves as an introduction to the fundamental concepts, basic theories, and key
ideas of Human Geography. At its most basic level, Human Geography references ways of
understanding, interpreting, and representing human interactions with the non-human world
(physical) with a focus on scale and space. Human geographers study demography, politics,
economics, development, culture, population, migration, ethnicity, religion, urban and rural
areas and more topics as they relate to the “where”. You will also learn valuable teaching
methods through those we use within this course so you may knowledgably transfer the
fascinating study of geography to your students in an authentic manner. We are hoping you will
enjoy getting to know geography and how important it is to your understanding of the human
condition in this world.

Textbook: Greiner, Alyson L. Visualizing Human Geography, published by John Wiley and
Sons, in collaboration with The National Geographic Society, 2011, ISBN978-0-471-72491-9
Please bring your laptop to the first class. There will be other classes we will ask you to bring a
laptop to class.

Readings: There are some required readings that will be available online through Moodle.

Attendance: It is essential that students attend all class periods. If you miss a class, you are
responsible for the material you missed. Missed assignment due dates and presentations
cannot be made up if the absence is unexcused. If you know of an absence in advance, please
consult the instructors and plan to turn in all assignments in a timely manner. Even arranged
absences may not be considered excused absences.

Special Assistance: Students with diagnosed physical, psychiatric, or learning disabilities
should consult with both instructors within the first week of class. All conversations will remain
confidential; all learning needs will be appropriately met.

Assignments: Each student is expected to complete two projects, five assignments, one
presentation and one in-class essay during the course of the class along with actively
participating in class discussions and activities. One of the assignments will be to lead one class
discussion using the discussion questions presented by the instructors. All assignments are
due on the due dates listed. You may work ahead if your schedule permits. Some returned
assignments may be resubmitted for a improved grade. Please be prepared within your own
weekly schedule to keep up on assignments and readings.

There are no opportunities for extra credit.

We are hoping you will not only learn the concepts and ideas of geography but enjoy the
adventure.

Course Evaluation:

Assignments Title 30 pts (11%)
#1 Deconstructing a map….. due April 17 30 pts(11%)
#2 DTM ……..due May 1 30 pts (11%)
#3 Failed States ……..due May 15 30 pts (11%)
#4 Analysis of an article …..due May 22
20 pts (7%)
#5 Discussion Leader- date of choice, see ** 15 pts (5.5%)
Essay 50 pts (18.5%)
Project #1 In Class reflection on June 19 15 pts (5.5%)
Presentation Cultural Landscape…due May 8 50 pts (18.5%)
Project #2 Of Cultural Landscape….on May 8
Agricultural Development and Distribution…
due June 19

***There may be additional readings than those listed below but no additional assignments. You
will receive a rubric for some of your assignments; always go beyond what you think is
expected.

Assignments:

All assignments are due for the class that meets on the date written next to the

assignment unless otherwise noted. ***Be aware that the first reading should be
done prior to coming to class on April 10th. Please bring a laptop to the first

class.

April 10 Introduction to Human Geography
1. From Visualizing Human Geography, Greiner, Alyson, read Chapters One, “What is
Human Geography?” and Two, “Globalization and Cultural Geography”, pages 4-56

April 17 Population, Development and Neighborhood Field Trip

1. Assignment #1: Deconstructing a Map due

Choose a map currently used in some form of public media to help tell a particular story
– newspapers, Internet, magazines – that you find interesting and worthy of critical

analysis. Weather, road, or park maps are not fair game for this assignment; your map

choice should reflect information about Human Behavior, such as election maps,

choropleth maps showing data, historical maps of specific events or census data maps.

This assignment does not need to be submitted in essay form but all questions must be

thoroughly answered with details and original ideas. Some questions might require you

to use your sleuthing skills: observe, speculate, analyze and evaluate. If you have

trouble determining an answer to a particular question, decide why that information
might be missing – is it intentional?

 Who created the map? What is the source of this map? When was it published or

first published? Is it in any other sources? What type or types of map is this map?

(6pt)
 What is the purpose of this map? What story does it tell or support? Who would

seek out this map? What characteristics might define the group of people most

likely to read the map? Why would they use this map? (6pt)

 What symbols are used the map? What are they used to represent? What colors
or shading are used on the map? Discuss the size, outline shape and /or
projection of this map. How do all of these attributes impact the message of the
map? (6 pt)

 What is your reaction to the map? What do you find interesting? What are you
especially critical of? What questions does it raise for you? If you were asked to
create a revised map for the article, how would you change it (“I wouldn’t make
any changes” isn’t an acceptable answer.) Do you feel this map reflects a
specific viewpoint and perhaps “lies” to the observer?(6 pt)

 How would you use the map in a classroom? Specifically state what subject and
course you could use it within and why. If you would not use it, explain why. What
other resources would enhance a lesson you would teach using this map or a
similar one? (4 pt)

 This assignment should include a copy of the map and complete, edited
sentence responses to the questions above and should not be submitted online.

2. Be prepared to walk within the Cedar Riverside neighborhood during the class period.
You may want to bring a notebook or clipboard on which to write and weather
appropriate clothing.
3. From Greiner text, read chapter 3, “Population and Migration”, pages 66-86
4. Discussion Question #1. Paul and Anne Ehrlich argue in "The Population Explosion" (
1990) that a baby born in an MDC such as the U.S. poses a graver threat to
overpopulation than a baby born in an LDC. The reason is that people in MDC's place
much higher demands on the world's supply of energy, food and other limited
resources. Do you agree with this view? Why? How do Malthusian views affect public
policy including welfare programs?
Be prepared to participate or lead the discussion of this question during class.

May 1 Cultural Geography

1. Assignment #2: DTM due
2. From Greiner text, read chapters 4, “Geographies of Language”, 5, “Geographies of
Religion” and 6, “Geographies of Identity: Race, Ethnicity, Sexuality, and Gender”,
pages 98-183.
3. Discussion Question #2: Compare and contrast the value of migration of workers to
other countries. When one country is failing economically, how should the migrants who
have left that country to seek work in other countries be treated? Are they refugees or
needed employees for countries with negative growth? Should temporary guest passes
be given, the workers doing menial work that no one else will do be shipped back to
their home countries or imprisoned or border patrols enlarged? How does it affect the
global community? Weigh different alternatives and decide what could be done about
this mounting problem.
4. Continue working on Cultural Landscape project: presentations within the next class
can be done using posters, your photos or a power point but be sure your equipment is
compatible to those within the classroom. Your project should be in a paper notebook

form with written narrative to accompany the maps, photos, charts, and graphs. Consult
the rubric!

May 8 Cultural Landscape Presentations and Political Geography

1. Project #1 due with presentation
2. Discussion Question #3: The world has been divided into a collection of countries

on the basis of the principle that ethnicities have the right of self -determination.
National identity, however, derives from economic interests as well as from such
cultural characteristics as language and religion. To what extent should a
country's ability to provide its citizens with food, jobs, economic security and
material wealth, rather than the principle of self - determination, become the
basis for dividing the world into independent countries?
3. Read Greiner, Chapter 7, “Political Geographies”

May 15 Agricultural, Health and Environmental Geographies

1.Assignment #3, Failed States due
2.Discussion Question #4: The Green Revolution has been praised and denigrated;
Norman Borlaug from the University of Minnesota, who developed many of the new
types of seeds and methods of agriculture of the Green Revolution, is considered a
savior of many lives that may have been lost to hunger. But what did the Green
Revolution do to global agriculture? In what ways was the Green Revolution positive
and negative? Should it be replicated now?
3. Read Greiner, Chapters 11, “Agricultural Geographies” and 12, “Environmental
Challenges”, pages 326-380

May 22 Economic Geography
1. Assignment #4 due, Analysis of Jared Diamond article: Read “The Worst Mistake
in the History of the Human Race” by Jared Diamond. Write an analysis of this
article that includes a summary of the article’s main points and clearly restates
the arguments he presents. Decide if you agree or disagree with Diamond and
defend your position with at least three new ideas that you have researched.
Relate your discussion to both Agricultural and Economic Geography concepts.
Share the relevant data that supports your own thesis. Include footnotes when
using your references. Your paper should be at least three pages long and
include an annotated bibliography along with being readable and edited.

2. Read Greiner Chapter 10, “Changing Geographies of Industry and Service”,
pages 296-316

June 12 (hopefully) or through Moodle or an alternative date. This will be
determined on the first class Urban Geographies

1. Discussion Question #5: Officials of rapidly growing cities in LDC's discourage
the building of houses that do not meet international standards for sanitation
and construction methods. Also discouraged are privately owned
transportation services, because vehicles generally lack decent tires, brakes
and other safety features. Yet the residents prefer substandard housing to no
housing and they prefer unsafe transportation to no transportation. What
would be the advantages and problems for a city if health and safety
standards for housing, transportation, and other services were relaxed? How
could both parties be satisfied?

2. Read Greiner, chapter 8, “Urban Geographies” pages 230-254
3. Work on Project #2, Agriculture, Development and Distribution

June 19 Connecting the Pieces
1. Project #2, Agriculture, Development and Distribution due
2. Be prepared to write an essay during class that will bring together these many
topics of Human Geography

** Discussion Leader Assignment: Each student enrolled in the course must organize
a group discussion based on the discussion question given. You should be prepared to
provide a brief summary of the question and what you think is the major points of the
question. You should engage all of the other group members in the discussion by
eliciting their opinions, summarizing what they have said, presenting further
speculations in regards to the questions, and choosing an appropriate answer to the
questions that the group agrees upon. Please be prepared to keep your classmates
engaged in discussion for approximately 20-25 minutes. Your date as a discussion
leader is _________________

Rubric for Discussion Leader: This assignment is worth 20 points. You are expected to
summarize the assigned questions for your group, and lead your group through a discussion of
the questions. You will be assessed by how well you meet the following criteria:

The group leader….

1.provided a brief summary of the questions and what she thought the questions were asking.

2. lead a group discussion which involved all students and provides all students with
opportunities to express their opinions. The group leader should not dominate the discussion
but rather guide it, seeking opinions from all members, summarizing discussion points and
leading the group members to conclusions and answers to the questions while encouraging
differences of opinions. This part of the assignment is worth 10 points and will be evaluated by
the instructors through observation.

Professional Education FORM I-D COMPLETE THIS
Program Evaluation THIS FORM COLUMN IS
Report (PEPER II) EVIDENCE OF LEARNING & FOR
ASSESSMENT OPPORTUNITIES REVIEWER
USE

Course ID .
Number:
ESE 220

8710.4800 Teachers of Social
Studies

Subp. 3. Subject matter standard. A GEOG Session 1 : Why does geography matter;
candidate for licensure as a teacher of 111 Text :Chapter 1 and 2 readings;
social studies must complete a discussion;
preparation program under subpart 2, GEOG Session 1 : Why does geography matter;
item C, that must include the candidate's 111 Interpretation of maps, including GIS
demonstration of the knowledge and maps; population charts; field project;
skills in items A to K. GEOG Session1 : Why does geography matter;
C. A teacher of social studies 111 interpretation of maps, including GIS
understands the world within and beyond maps; population charts; field project,
personal locations. The teacher must GEOG computer experience activities
understand: 111
(1) the relative location, direction, size, Sessions 2 and 3: Interpreting places;
and shape of locales, regions, and the GEOG text chapter 1-3, computer experience
world; 111 activities,
(2) how to create, interpret, use, and Session 1, 2,3: Text chapters 3-6, 9-12,
synthesize information from various GEOG Project #1 and 2
representations of the earth; 111
(3) appropriate resources, data sources, GEOG Session 8, 9 and 10, Chapt. 10-12,
and geographic tools to generate and 111 Project #2
manipulate charts, graphs, and maps and Session2 and 3, Cultural Landscape
to interpret information from resources GEOG project
including atlases, databases, and grid 111
systems; Session 3, Cultural Landscape project
(4) how to determine distance, scale,
area, density, and distinguish spatial
distribution patterns;
(5) the relationships among various
regional and global patterns of
geographic phenomena;
(6) physical earth system changes to
explain geographic phenomena;
(7) how people create places that reflect
culture, human needs, government policy,
and current values and ideals as they
design and build specialized buildings,
neighborhoods, shopping centers, urban
centers, industrial parks, and the like;
(8) physical and cultural patterns and
their interactions;

(9) how historical events have been GEOG Session 3, Failed States assignment,

influenced by, and have influenced, 111 Project #1

physical and human geographic factors in

local, regional, national, and global

settings;

(10) social and economic effects of GEOG Session 8, chapters 10-12

environmental changes and crises 111

resulting from phenomena; and

(11) policies for the use of land and other GEOG Session 8, chapter 10-12

resources in communities and regions. 111

I. A teacher of social studies understands

the relationship of global connections

among world societies to global

interdependence. The teacher must

understand:

(4) causes, consequences, and possible GEOG Session 8, computer experience

solutions to persistent, contemporary, and 111 activities

emerging global issues;

(6) the role of international and GEOG Session 7 and 8

multinational organizations in the global 111

arena;

Augsburg College Education Department Mission Statement:

The Augsburg College Education Department commits itself to developing future educational leaders who foster

student learning and well-being by being knowledgeable in content, being competent in pedagogy, being ethical in

practice, building relationships, embracing diversity, reflecting critically, and collaborating effectively.

Technology Expectations:

As an education department, we expect these entry-level technology skills from our pre-service teachers:

 Read and answer e-mail regularly and in a timely fashion, using your Augsburg College email address.
 When required, attach documents to email.
 Make active use of online course resources (e.g.,Moodle).
 Access and use online file space (e.g., AugNet/Netware space).
 Use word processing for assignments. We require that they be done in Microsoft Word and that they are

run through Spell Check.
 Have the ability to access and navigate the Internet.
Students who do not possess these skills should contact personnel in the student computing lab in Lindell Library for
help in developing these skills. Students will receive training in Augsburg specific software such as Blackboard and
AugNet in college orientation programs and/or in beginning coursework. Augsburg computer labs all have
Microsoft Word for those students who do not have access to this software elsewhere.
College/Course Policies
Attendance Policy:
Students are expected to attend and participate in ALL course sessions. The instructor should be notified BEFORE
class if attendance is not possible. If a student is unable to attend a class, arrangements for missed notes,
assignments, and handouts should be made with other class members. The student cannot earn higher than a 3.5 if
one session is missed. The student will not be able to complete the course if two or more sessions are missed.
Honesty Policy:
The Augsburg College Policy on academic honesty applies to this course. You will be required to acknowledge
your compliance with this policy. Compliance procedures will be discussed further in class.

Those student who earn 95% or more on the assignments will receive a 4.0 for the course. Similarly: 90-
94.5%=3.5; 85-89.5%=3.0; 80-84.5%=2.5; 75-79.5%=2.0; 70-74.5%=1.5; 65-69.5%=1.0; 60-64.5%=0.5; & 0-
59%=0.0.
Late Work:

Every attempt should be made to turn work in on time. Due dates are firm. The instructor reserves the rights to
refuse late work or give partial credit if no agreement has been made between the instructor and student in advance.
NO work will be accepted following the last day of the course unless the incomplete policy is in use.