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GGH 206 Geography of the Middle East
Fox, David P.


Mission Statement: The mission of Park University, an entrepreneurial institution of learning, is to provide access to academic excellence, which will prepare learners to think critically, communicate effectively and engage in lifelong learning while serving a global community.

Vision Statement: Park University will be a renowned international leader in providing innovative educational opportunities for learners within the global society.

Course

GGH 206 Geography of the Middle East

Semester

SP 2007 HO

Faculty

Fox, David P.

Title

Assistant Professor of Geography

Degrees/Certificates

BA Geography, University of Missouri-Columbia
MA Geography, University of Missouri-Columbia
PhD student in Geography, University of Kansas

Office Location

Findlay-Wakefield Science Hall, Room 003B

Office Hours

Mon/Fri 9:00-11:00 and Tue/Thur 10:00-11:00 and by appointment

Daytime Phone

816-584-6813

E-Mail

dfox@park.edu

david.fox@park.edu

Semester Dates

January 16 - May 11, 2007

Class Days

--T-R--

Class Time

8:45 - 10:00 AM

Prerequisites

None

Credit Hours

3


Textbook:
Middle East Patterns: Places, Peoples, and Politics (Fourth Edition)
by Colbert C. Held  

 
Jul 28, 2005
Paperback
US $47.00
CAN $62.50
UK £27.99
ISBN: 9780813341705
ISBN-10: 0813341701
Published by Westview Press

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:

Middle East Information Center - http://www.middleeastinfo.org/
 
National Resource Centers on the Middle East (funded by US Department of Education) - http://www.middleeastmedievalists.org/nationalresource.html
 
Complete International Listing of National Statistical Offices (from the US Census Bureau) - http://www.census.gov/main/www/stat_int.html
 
The Middle East Forum - http://www.meforum.org/
 
United Nations Office for the Coordination of Humanitarian Affairs IRIN Middle East News - http://www.irinnews.org/ME.asp
 
CIA World Factbook - https://www.cia.gov/cia/publications/factbook/index.html
 
BBC World News Middle East Page - http://news.bbc.co.uk/1/hi/world/middle_east/default.stm
 
Al Jazeera News Service (English version) - http://english.aljazeera.net/News
 
NOTE: These are some of the key web resources that you may be asked to use for class or that you may wish to use as resources on your own for the portfolio assignment.  The instructor does not necessarily endorse the opinions or content utilized by any of these websites.

McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.
Career Counseling - The Career Development Center (CDC) provides services for all stages of career development.  The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.
Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email helpdesk@park.edu or call 800-927-3024
Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.


Course Description:
This comprehensive course will study the physical and cultural geography of the regions of Southwestern Asia, Central Asia, and of the Eastern Mediterranean. Topics will include: economic problems, environmental problems, population dynamics, and current geopolitical issues. 3:0:3

Learning Outcomes:
  Core Learning Outcomes

  1. Describe and identify the basic characteristics of Middle Eastern regions.
  2. Identify Middle Eastern countries and major physiographic features by name and map location.
  3. Analyze the characteristics, distribution and cultural complexity of Middle Eastern populations.
  4. Evaluate the Middle Eastern role in the global community.


Core Assessment:

Homework Assignment Portfolio – collection of 4 assignments, as well as a learning essay.  Each assignment is related to each of the core learning outcomes.

Link to Class Rubric

Class Assessment:

Exams - 3 exams will be given consisting of multiple choice, map, and short answer/essay questions.  Note: The third exam will be given during the Final Exam period.
 
Core Assessment (Portfolio) - The core assessment for this course is a Regional Portfolio that contains a series of 4 homework assignments and 2 page learning essay.  Details will be provided in class.
 
Learning Activities - A variety of learning activities will be assigned during classtime and may include any (but not necessarily all) of the following: discussions, journal writings, cooperative learning, mapping, Internet, presentations, videos, etc.  In most cases, scores will be earned primarily from participation.  Since these are activities are only held during class, your attendance is required if you wish to earn this credit.  Make-up opportunities will only be provided for those who have an appropriately documented EXCUSED absence.
 
 

Grading:

Exams (3 worth 20% each)
60%
Core Assessment (Portfolio)
20%
Learning Activities (miscellaneous)
20%
TOTAL
100%
 
 
 
Final grades will be based on the following scale:

 
A 100-90%
B 89.9% - 80%
C 79.9% - 70%
D 69.9% - 60%
F 59.9% and below

Late Submission of Course Materials:

Assignments submitted at any time after the class period on the announced due date will be penalized 10% of the grade for each day they are late.  If you have arranged for or been granted an excused absence by the instructor for a class period during which an assignment is due, then you must submit the work by the alternate date arranged with the instructor.  Failure to do so may result in a 10% deduction per day after the alternate due date.

Classroom Rules of Conduct:

  1. The instructor strives to create an informal and non-threatening classroom environment for class discussion and interaction.  Since this is an educational forum, the instructor expects each student to act accordingly.  Therefore, students will be expected to treat fellow students and the instructor with respect.  Disruptive or disrespectful behavior toward another student or the instructor will not be tolerated, and the offending student(s) will be asked to leave the classroom for the remainder of the period (which may affect the student's class score for any assessment activities taking place).  Repeated occurrences of such behavior will be grounds for further administrative action as allowed by the Park University student code of conduct.
  2. Class participation is considered an essential part of the learning process.  Part of your course grade specifically consists of your participation in class learning activities and you can only earn this credit if you are present (exceptions will only be made for those students who have properly submitted documentation for an excused absence).  Also, be aware that the instructor is required to submit attendance for each class period and that the Park University attendance policy will be strictly followed.  This policy states that any student who has two consecutive weeks of unexcused absences will be administratively withdrawn.  It is also expected that students keep departures from the classroom to an absolute minimum and only for emergency-type situations.  If it is absolutely necessary to leave the room during a discussion or lecture period, please do so with the least amount of disruption as possible.
  3. Similarly, students are expected to arrive to class on-time and remain for the entire period unless a valid reason for late-attendance or early-dismissal has been provided to the instructor in advance.  Failure to provide the instructor with a valid reason for entering late or leaving early may result in the student being counted as an unexcused absence for the class period.
  4. All students will be held accountable for any material presented or discussed during a class period or through assigned readings.  It is the responsibility of the student to obtain all materials and information missed during a class session from another student, regardless of whether or not the absence is excused by the instructor.  The instructor is NOT responsible for providing the student with any notes over lecture, discussion, video, or other material presented during a class session.  Failure on the part of the student to acquire notes over missed information – for any reason (excused or unexcused absence, leaving class early, etc.) – will not excuse the student from questions over that material on any assessment activity (quiz, exam, portfolio assignment, etc.). 
  5. Wireless (cellular) phones and/or pagers should be turned OFF or to silent ring mode during any face-to-face class session.  Talking or text-messaging on a phone during class is disruptive and will not be tolerated.  If you should need to keep a cell phone or pager on for a special emergency-type situation, please notify the instructor before class begins and be sure to set your phone/pager to a silent ring mode. 
  6. Computers make writing and revising much easier and more productive.  However, students must recognize that technology can also be problematic.  Printers run out of ink and hard drives crash.  Students are expected to be responsible for planning ahead and meeting deadlines in spite of technological problems that may be encountered.  Therefore, computer problems will not automatically be considered grounds for having late work excused.  Be sure to save copies of your work to both a disk and your computer hard drive and print extra paper copies for backup purposes. 
  7. Repeated failure to adhere to any of these guidelines for classroom conduct may result in a deduction of one letter grade to the student's final grade for each occurrence after the instructor has discussed the issue with the student.

Course Topic/Dates/Assignments:

Below is a tentative course schedule. Exam and assignment dates will remain fixed, but topics and readings may be adjusted as necessary.

 

Class Topics,

Assignments,

Week 1, (Jan 16-18)

Intro & Ch. 1; What is the Middle East?

 

Week 2, (Jan 23-25)

Ch. 2 Physical Geography; Ch. 3 Historical Geography

 

Week 3, (Jan 30-Feb 1)

Ch. 4 Human & Cultural Geography

 

Week 4, (Feb 6-8)

Ch. 5 Land Use

Portfolio assignment #1 due by Feb 6

Week 5, (Feb 13-15)

Ch. 6 Mineral Resources; Ch. 7 Manufacturing

 

Week 6, (Feb 20-22)

 

Exam #1 on Feb 20

Week 7, (Feb 27-Mar 1)

Ch. 8 Geopolitics overview

Portfolio assignment #2 due by Mar 1

Week 8, (Mar 6-8)

Ch. 12 Israel and Palestine

 

Week 9, (Mar 13-15)

SPRING BREAK!

 

Week 10, (Mar 20-22)

Ch. 9 Syria; Ch. 10 Lebanon; Ch. 12 Jordan

Portfolio assignment #3 due by Mar 22

Week 11, (Mar 27-29)

Ch. 13 Iraq

 

Week 12, (Apr 3-5)

Ch. 19 Iran

Exam #2 on Apr 3

Week 13, (Apr 10-12)

Ch. 14 Saudi Arabia; Ch. 15 Gulf states; Ch. 16 Oman and Yemen

 

Week 14, (Apr 17-19)

Ch. 17 Egypt; Ch. 18 Turkey; Ch. 10 Cyprus

Full Portfolio due by Apr 17

Week 15, (Apr 24-26)

North Africa (readings TBA)

 

Week 16, (May 1-3)

Central Asia (readings TBA)

 

Week 17, (May 10, 8:00-10:00 AM)

Exam #3 on May 10 at 8:00-10:00 AM

Exam #3 during Final Exam period


Academic Honesty:
Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life.   Park University 2006-2007 Undergraduate Catalog Page 87-89

Plagiarism:
Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing. Park University 2006-2007 Undergraduate Catalog Page 87
ANY INSTANCE OF PLAGIARISM WILL RESULT IN A ZERO (NO CREDIT) FOR THE ASSIGNMENT ON WHICH IT OCCURS.  IF YOU ARE AT ALL UNCERTAIN ABOUT WHETHER OR NOT YOU MAY BE COMMITTING PLAGIARISM AS DESCRIBED ABOVE, YOU ARE EXPECTED TO ASK THE INSTRUCTOR BEFORE SUBMITTING THE WORK FOR GRADING.

Attendance Policy:
Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.

  1. The instructor may excuse absences for valid reasons, but missed work must be made up within the semester/term of enrollment.
  2. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.
  3. In the event of two consecutive weeks of unexcused absences in a semester/term of enrollment, the student will be administratively withdrawn, resulting in a grade of "W".
  4. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
  5. Students receiving Military Tuition Assistance or Veterans Administration educational benefits must not exceed three unexcused absences in the semester/term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.
  6. Report of a "F" grade (attendance or academic) resulting from excessive absence for those students who are receiving financial assistance from agencies not mentioned in item 5 above will be reported to the appropriate agency.

Park University 2006-2007 Undergraduate Catalog Page 89-90

Disability Guidelines:
Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .



Rubric

CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
Evaluation                                                                                                                                                                                                                                                 
Outcomes
1, 2, 3, 4                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                           
Written work provides clear and effective discussion of the overall learning achieved through the completion of each of the assignments within the portfolio Written work generally provides clear and effective discussion of the overall learning achieved through the completion of each of the assignments within the portfolio, although discussion may be vague or incomplete for 1 of the assignments Written work provides vague or superficial discussion of the overall learning achieved through the completion of each of the assignments within the portfolio; or discussion is not included for 2-3 of the assignments Written work does not provide any discussion of the overall learning achieved through the completion of each of the assignments within the portfolio 
Synthesis                                                                                                                                                                                                                                                  
Outcomes
1, 2, 3, 4                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                           
Written work clearly and effectively integrates the concepts identified in all of the core learning outcomes Written work appropriately integrates the concepts identified in at least 3 of the 4 core learning outcomes Written work demonstrates minimal evidence of integrating the concepts identified in at least 3 of the 4 core learning outcomes; or only integrates concepts from 1-2 core learning outcomes Written work does not indicate an integration of concepts from any of the core learning outcomes 
Analysis                                                                                                                                                                                                                                                   
Outcomes
1, 2, 3, 4                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                           
Written work provides clear, accurate, and relevant analysis of the issues and concepts addressed by all of the assignments in the portfolio Written work generally provides clear, accurate, and relevant analysis of the issues and concepts addressed by all of the assignments in the portfolio; or written work does not provide analysis for one of the assignments in the portfolio Written work provides vague or superficial analysis of the issues and concepts addressed by the assignments in the portfolio; or written work does not provide analysis for 2-3 of the assignments in the portfolio Written work does not provide analysis of the issues and concepts addressed by the assignments in the portfolio 
Application                                                                                                                                                                                                                                                
Outcomes
1, 2, 3, 4                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                           
All assignments within the portfolio demonstrate a clear and appropriate application of the geographic concepts and skills required to achieve the core learning outcomes All but one of the assignments within the portfolio demonstrate a clear and appropriate application of the geographic concepts and skills required to achieve the core learning outcomes 2-3 of the assignments within the portfolio fail to demonstrate a clear and appropriate application of the geographic concepts and skills required to achieve the core learning outcomes Written work does not include the use of any relevant terms discussed in the course or related to the core learning outcomes; or all of the terms used are incorrectly applied 
Content of Communication                                                                                                                                                                                                                                   
Outcomes
1, 2, 3, 4                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                           
Multiple examples of terms discussed through the course that are relevant to each assignment and the core learning outcomes are used appropriately throughout the written work A variety of terms discussed through the course that are relevant to each assignment and the core learning outcomes are used throughout the written work, however 1-2 may be incorrectly used Only a few terms discussed through the course that are relevant to each assignment and the core learning outcomes are used in the written work; or 3-5 of the terms are incorrectly used Written work does not include the use of any relevant terms discussed in the course or related to the core learning outcomes; or all of the terms used are incorrectly applied 
Technical Skill in Communicating                                                                                                                                                                                                                           
Outcomes
1, 2, 3, 4                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                           
All written work within the portfolio is entirely error-free in the following format items: MLA or APA citation format, length, works cited, internal documentation Written work within the portfolio contains only 1-2 errors in the following format items: MLA or APA citation format, length, works cited, internal documentation Written work within the portfolio contains 3-4 errors in the following format items: MLA or APA citation format, length, works cited, internal documentation Written work within the portfolio contains numerous errors in the following format items: MLA or APA citation format, length, works cited, internal documentation 
First Literacy: Civic                                                                                                                                                                                                                                      
Outcomes
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
All of the artifacts within the portfolio clearly address a recognition of the existence of diverse alternative systems and their necessary global relationships, an appreciation of the geographical and historical roots which are shaping these systems, and demonstrate that the student is able to see the complexity of social, political, and economic systems and problems on the national and international scene At least 2 of the artifacts within the portfolio clearly address a recognition of the existence of diverse alternative systems and their necessary global relationships, an appreciation of the geographical and historical roots which are shaping these systems, and demonstrate that the student is able to see the complexity of social, political, and economic systems and problems on the national and international scene Only one of the artifacts within the portfolio clearly address a recognition of the existence of diverse alternative systems and their necessary global relationships, an appreciation of the geographical and historical roots which are shaping these systems, and demonstrate that the student is able to see the complexity of social, political, and economic systems and problems on the national and international scene None the artifacts within the portfolio clearly address a recognition of the existence of diverse alternative systems and their necessary global relationships, an appreciation of the geographical and historical roots which are shaping these systems, and demonstrate that the student is able to see the complexity of social, political, and economic systems and problems on the national and international scene 
Second Literacy: Values                                                                                                                                                                                                                                    
Outcomes
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
All of the artifacts within the portfolio clearly demonstrate an appreciation of the diversity of value systems and their interconnection with the cultures in which they are found, yet openness to the possibility that there may be common goals and principles that can serve as the basis for intercultural judgments and demonstrates that the student is sensitive to value questions. At least 2 of the artifacts within the portfolio clearly demonstrate an appreciation of the diversity of value systems and their interconnection with the cultures in which they are found, yet openness to the possibility that there may be common goals and principles that can serve as the basis for intercultural judgments and demonstrates that the student is sensitive to value questions. Only one of the artifacts within the portfolio clearly demonstrate an appreciation of the diversity of value systems and their interconnection with the cultures in which they are found, yet openness to the possibility that there may be common goals and principles that can serve as the basis for intercultural judgments and demonstrates that the student is sensitive to value questions. None of the artifacts within the portfolio clearly demonstrate an appreciation of the diversity of value systems and their interconnection with the cultures in which they are found, yet openness to the possibility that there may be common goals and principles that can serve as the basis for intercultural judgments and demonstrates that the student is sensitive to value questions. 

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Last Updated:1/16/2007 10:42:09 AM