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GGH 201 Geography of Africa
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 201 Geography of Africa

Semester

SP 2011 HO

Faculty

Fox, David P.

Title

Assistant Professor of Geography

Office Location

Parkville Campus: Findlay-Wakefield Science Hall (SC), Room 004

Office Hours

M/W 12:00-2:30 PM; T/R 1:00-2:30 PM

Daytime Phone

816-584-6813

E-Mail

david.fox@park.edu

dfox@park.edu

david.fox02@park.edu

Web Page

http://www.park.edu/geo

Semester Dates

Jan. 10 - May 6

Class Days

-M-W-F-

Class Time

10:00-10:50 AM, Findlay-Wakefield Science Hall (SC), Room 016

Prerequisites

None

Credit Hours

3


Textbook:

Required: Geography of Sub-Saharan Africa (3rd Edition, 2010)
by Samuel Aryeetey-Attoh
Pearson/Prentice Hall Publishers
ISBN: 0136056318

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:

See the Webliography page in our course eCompanion website for additional internet resources that may be posted throughout the semester: http://www.parkonline.org

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.
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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 the African continent [at an introductory level]. Topics will include: neocolonialism, slavery, health issues, environmental problems, population, and current political geographical issues.  3:0:3

Educational Philosophy:


"Education must, then, be not only a transmission of culture but also a provider of alternative views of the world and a strengthener of the will to explore them."
 -- Jerome S. Bruner
 
"Education is the art of making [humans] ethical." -- Georg Wilhelm Friedrich Hegel
 
My educational philosophy is to encourage student engagement through the use of open "lecture" and discussion sessions.  While the use of PowerPoint presentations will most often be used as a primary means of guiding the lecture and discussion direction of each class period, you are strongly encouraged and expected to actively participate by raising questions, contributing your own personal knowledge or perspectives from previous learning experiences, commenting on related topics that were mentioned in the assigned textbook or any additional reading material, and constantly challenging your fellow classmates, as well as the instructor, to clarify any inconsistencies, overgeneralizations, or downright incorrect made in their comments and observations.  Readings, lectures, demonstrations, discussions, internet resources, videos, writings, group activities, field work, mapping, Socratic seminars, quizzes, and examinations are common activities that may be utilized.  My goal, therefore, is to create a positive, interactive, challenging, engaging, lively, and even potentially confusing (believe it or not) classroom environment.  But my success in doing so is largely dependent upon you.  Your willingness to engage in all learning opportunities, think critically, ask questions, and share your knowledge and perspectives is ultimately what will make this a meaningful and successful course, not only for yourself, but for all of us.

This course is approved to fulfill one of your Social Science (SS) Multicultural General Education (MGE) requirements--or Liberal Education (LE) for new Park students.  General/Liberal Education at Park University has been defined as, "education that develops an awareness of human potentials. It also develops proper attitudes for realizing such potentials through critical and informed judgments that foster concern for individual and social well-being. It develops a love for learning by encouraging activities that promote knowledge of the basic concepts, methodologies, and rewards of learning. It builds skills and competencies that help students acquire the distinctive outcomes defined in the university mission statement. These outcomes include open-mindedness, professionalism, and aesthetic, civic, critical, science, and values literacy."  Therefore, this course is designed to fulfill these guidelines and to address many of the following questions, which are expected of all GE/LE courses:
  • Does the course identify basic vocabularies of its discipline?
  • Does the course present a historical perspective of its discipline?
  • Does the course present a diversity of concepts in its discipline?
  • Does the course promote critical thinking, computing, or communication skills?
  • Does the course clarify values of/in its discipline?
  • Does the course promote awareness of the scientific method and the impact of technology on its discipline?
  • Does the course promote civic awareness and responsibility?
  • Does the course promote understanding and appreciation of the arts?
  • Does the course promote individual expression or creativity?
  • Does the course include multicultural or global dimensions?
  • You should also be aware that many of the goals and learning outcomes for this course are directly based on the National Geography Standards developed for K-16 geographic education.  See the following link for more information: NCGE National Geography Standards

    Learning Outcomes:
      Core Learning Outcomes

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


      Instructor Learning Outcomes
    1. Identify and describe the characteristics, distribution, and migration of human populations in Africa
    2. Identify and analyze the patterns and networks of economic interdependence involving African countries and nations.
    3. Identify and describe the forces of cooperation and conflict among people, and evaluate how they influence the division and control of Africa.
    4. Describe and analyze the processes, patterns, and functions of human settlement in Africa.
    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:

    *NOTE: PLEASE DISREGARD THE "CORE ASSESSMENT" INFORMATION ABOVE.  THE CORE ASSESSMENT FOR THIS COURSE WILL BE THE FINAL EXAM, AS INDICATED BELOW.

    Discussions:
      You are always expected to participate in any class discussion activities.  On at least six unannounced occasions, you will be evaluated on the basis of your participation in these important learning activities.  Usually this will require making a written summary of your thoughts and reactions to the material being discussed.  Some discussion activities may require use of the eCompanion website outside of the regular class period.  Discussion activities must be completed on the day they given and may not be made up unless you have provided appropriate documentation for an excused absence for the class session (such as participation in an approved university event).  Note: All students will be allowed ONE opportunity to complete an "extra credit" assignment, which will count as the equivalent of a discussion activity.

    Assignments:  Three homework assignments will be given during the course of the semester and will be due on the dates indicated in the course schedule (below).  These assignments are primarily intended to reinforce student learning of one or more of the Core Learning Outcomes.  For the third assignment, you will be required to research various aspects of the cultural geography of a selected place (i.e., a political state/country, for our purposes) within Africa.  Specific requirements and instructions for each assignment will be made available to students in the course eCompanion website and discussed in class during the semester.

    Exams:  Three exams will be given during the regular course of the semester.  Each exam may consist of multiple choice, true/false, matching, short answer, map, or short essay questions.  

    Final Exam (Core Assessment): The final exam will serve as the "Core Assessment" for this course and will include some questions that are comprehensive in nature.  Like the first three course exams, the final exam may consist of multiple choice, true/false, matching, short answer, map, or short essay questions.
     

    Grading:

     
    ASSESSMENTS
    % OF GRADE
    Discussions (6-8 @ 2-2.5% each)
    15
    Assignments (2 @ 10% each & 1 @ 15%)
    35
    Exams (3 @ 10% each)
    30
    Final Exam/Core Assessment (1 @ 20%)
    20
    TOTAL
    100
     
    The course grade is determined by weighting the number of points earned for each assessment based on the above percentages.  Final grades will be based on the following percentage cutoffs:
    100-90% = A
    89-80% = B
    79-70% = C
    69-60% = D
    59-0%= F
     

    Late Submission of Course Materials:

    All assessments (assignments, exams, etc.) are expected to be fully completed and submitted by the announced due date and time.  Any work completed and/or submitted after the announced deadline may not be accepted for grading.  The instructor reserves the right to determine whether or not late work will be accepted and how much of a grade reduction penalty is appropriate depending upon the rationale for the student's lateness and whether or not he/she appropriately notified the instructor in advance of the deadline (or as soon as reasonably possible in the event of an emergency/unforeseen circumstance) with any appropriate documentation that may be requested by the instructor for verification purposes.

    Classroom Rules of Conduct:

    Make class time your first priority.  Arrive on time and do not leave early unless you have an emergency situation.

    Treat fellow students and the instructor with RESPECT.  Disruptive or disrespectful behavior toward another student or the instructor will not be tolerated.  (This includes holding off-topic conversations or using a computer for non-related course activity during class time.)  The offending student(s) will be asked to leave the classroom for the remainder of the period and will not be allowed to make up any assessments yet to be completed during the missed class time.  Repeated occurrences of such behavior will be grounds for further administrative action as allowed by the Park University student code of conduct. 

    Contribute to an atmosphere conducive to learning.  Phones or other electronic devices must be either turned to the silent mode (vibrate only) or OFF in the classroom.  If you do receive notice of an emergency call (other than during an exam), quietly leave the classroom.  Talking on a phone during class is prohibited.  During an exam, ALL phones and electronic devices must be turned OFF and put completely away.  ANY use of such equipment during an exam will result in a ZERO for the assessment.

    All students will be held accountable for any material presented or discussed in class or through assigned readings.  It is the responsibility of the student to obtain all materials and information missed during a class session, regardless of whether or not the absence is excused by the instructor.  Failure on the part of the student to acquire missed information will not excuse the student from questions over that material on any assessment activity (quiz, exam, assignment, etc.).
     
    You will be expected to use the eCompanion website for the course: www.parkonline.org.  Some assignments/activities may be required to be completed online either during or outside of the regularly scheduled class time.  Students are expected to notify the instructor in advance of the due date of any questions or concerns accessing or using this technology.

    You are expected to be responsible for planning ahead and meeting deadlines in spite of any 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 OFTEN and in multiple locations for backup purposes. 
     
    NEVER, NEVER, NEVER, plagiarize.  Always respect the university's policies on academic honesty and freedom.
     

    Course Topic/Dates/Assignments:

    (The Instructor reserves the right to amend this schedule based on the progress of the course and the needs of the students.)

    WEEK
    DATES TOPICS/ASSIGNED READINGS ASSESSMENTS DUE
    1 Jan. 10-14 Ch. 1: Introduction
    2 Jan. 17-21
    No class Jan. 17 (MLK Jr. Day) 
    Ch. 2: Understanding Africa in a Global Context
    3 Jan. 24-28 Ch. 3: The Physical Environment
    4 Jan. 31-Feb. 4
    Ch. 8: Population Geography
    Assignment #1 due - Feb. 4
    5 Feb. 7-11 Ch. 4: Human-Environmental Impacts: Forest Degredation & Desertification
    6 Feb. 14-18 Ch. 13: Medical Geography Exam #1 - Feb. 14
    7 Feb. 21-25
    No class Feb. 21 (Presidents' Day) 
    Ch. 5: Historical Geography: Opportunities & Constraints
    8 Feb. 28-Mar. 4
    Ch. 6: Political Landscape: From Instability to Democratization?
    Assignment #2 - Mar. 4
    9 Mar. 7-11 No classes (FALL BREAK)
    10 Mar. 14-18 Ch. 7: Culture, Conflict, and Change
    11 Mar. 21-25
    Ch. 14: Agricultural Development
    Exam #2 - Mar. 21
    12
    Mar. 28-Apr. 1

    Ch. 15: Spatial Organization & Distribution of Economic Activity: Industry & Entrepreneurship

    13 Apr. 4-8

    Ch. 11: Urban Geography

    14 Apr. 11-15 Ch. 10: Transport, Communication, and Information Technologies: Digital Bridges over Spatial Divides Exam #3 - Apr. 15
    15 Apr. 18-22
    Ch. 9: Geography & Development 
    No class Apr. 22 (Good Friday)
    16 Apr. 25-29
    Ch. 12: Geography, Gender, & Development;
    Ch. 16: Looking Ahead: Prospects for Africa in a New Global Economy
    Assignment #3 due - Apr. 29
    17 (Finals) May 2 Final Exam (CA) - Mon., 10:15-12:15 Final Exam (CA) - May 2
     
     

    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 students and faculty members are encouraged to take advantage of the University resources available for learning about academic honesty (www.park.edu/current or http://www.park.edu/faculty/).from Park University 2010-2011 Undergraduate Catalog Page 92
    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.

    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. from Park University 2010-2011 Undergraduate Catalog Page 92-93
    Students may receive a zero (no credit) for any assignment that has violated the Academic Honesty and Plagiarism policies in any way.  In addition, the student may be reported to the Dean for any additional disciplinary action that is deemed appropriate by the university.

    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 "F".
    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 2010-2011 Undergraduate Catalog Page 95-96

    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 .

    Additional Information:

     

    *PLEASE DISREGARD THE "RUBRIC" INCLUDED BELOW.  THIS APPLIED TO THE FORMER CORE ASSESSMENT PROJECT FOR THIS COURSE, WHICH HAS BEEN CHANGED AS OF AY2010-11.



    Rubric

    CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
    Evaluation                                                                                                                                                                                                                                                 
    Outcomes
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                        
    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
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                        
    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
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                        
    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
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                        
    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 None of the assignments within the portfolio demonstrate a clear or appropriate application of the geographic concepts and skills required to achieve the core learning outcomes 
    Content of Communication                                                                                                                                                                                                                                   
    Outcomes
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                        
    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
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                        
    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:1/15/2011 9:02:36 AM