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GGH 200 Geography of North America
Ralph, Amy B.


Mission Statement: Park University provides access to a quality higher education experience that prepares a diverse community of learners to think critically, communicate effectively, demonstrate a global perspective and engage in lifelong learning and service to others.

Vision Statement: Park University, a pioneering institution of higher learning since 1875, will provide leadership in quality, innovative education for a diversity of learners who will excel in their professional and personal service to the global community.

Course

GGH 200 Geography of North America

Semester

F2GG 2012 MI

Faculty

Ralph, Amy B.

Title

Adjunct Instructor

Degrees/Certificates

B.A. University of Denver, 1996
M.A. Western Kentucky University, 2001
Secondary Social Studies Education, Brescia University, 2006; MSM Minot State University, 2011

Office Location

Classroom

Office Hours

Before or After Class

Daytime Phone

701-720-0212

E-Mail

Amy.Ralph@park.edu

abssweetie2001@yahoo.com

Semester Dates

October 22-December 16, 2012

Class Days

----R--

Class Time

4:45 - 10:10 PM

Prerequisites

None

Credit Hours

3


Textbook:

The Geography of North America:  Environment, Political Economy, and Culture
Author:  Hardwick, Susan, Fred Shelley, and Donald G. Holtgrieve
ISBM: 0-13-009727-6
Publisher: Prentice Hall

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:
An inexpensive atlas can be helpful.

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:
GGH200 Geography of North America: This introductory course is designed to closely examine variations in cultural and physical differences in North America. Topics will include water supply, climate, dialect, economics, and population. 3:0:3.

Educational Philosophy:
The educational philosophy for this class is one where students discover aspects of geography from interacting with each other on the material in addition to their texts, lectures, multi-medias, exams, and in-class projects.  The instructor will engage each student to think critically and creatively about the ideas, issues, and content of North American Geography.      

Learning Outcomes:
  Core Learning Outcomes

  1. Describe and identify the basic characteristics of North American regions.
  2. Identify North American countries and major physiographic features by name and map location.
  3. Analyze the characteristics, distribution and cultural complexity of North American populations.
  4. Evaluate the North American 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:

Class Participation (5%): consists of items including but not limited to unexcused absences, unexcused tardies or leaving early, participation in discussions, and journal reflections.  Students engagement in topics discussed in class or in the text will be seen by their particiaption in class discussions and journals.
In-Class Projects and Homework Assignments (7%):  consists of small group discussions and in-class journaling.
Quizzes (10%): over the assigned readings
Exams: consist of multiple choice, map location questions, and short answer/essay questions.  Testing materials will consist of the material fro mthe text as well as additional material from lectures.  NOTE: If you miss a class, please get the class information from a fellow student.  Reminder:  class lectures only supplement, highlight, cause discussion, and further explanations of assigned reading--not to reiterate or replace the readings.
    Exams:
  • Two Chapter Exams: each 19%
  • Final: 20%
Core Asssement (20%): refer to handout
 

Grading:

100-90                  A
89-80                    B
79-70                    C
69-60                    D
59 and below        F
 
Grading Will Inlcude:
  1. How much students learned and can apply in class through participation, journaling, and in-class projects.
  2. How much students learned and can apply from the course (discussions and exams).
  3. How much students learned and can apply from research (assignmnets/in-class projects).

Late Submission of Course Materials:

Class assignments are due at the beginning of the class on the date indicated on the syllabus and can be emailed.  Extensions are granted with sufficient cause and advanced notice.

Classroom Rules of Conduct:

  1. Class participation is considered an essential part of the learning process.  Students are expected to participate in class and are accountable for all assignments outside of class.
  2. The instructor is required to submit attendance for each class period and the Park University attendance policy will be strictly followed.
  3. The class will be an educational forum for informal discussions and it is expected that students act accordingly.  Students are to treat fellow student and the instructor with respect and open-mindedness.  Students being disrespectful or disrupting the learning of others will be addressed and removed as necessary.

Course Topic/Dates/Assignments:
 

Week One                                                                           

Thursday, October 25nd, 2012

·         Introduction and Syllabus

·         Lecture, Group Discussion, Class Activity

·         Chapter1: Introduction

·         Chapter2: North America’s Environmental Setting

Week Two

Thursday, November 1st, 2012

  • Quiz: Chapters 1 and 2

Lecture, Group Discussion, Class Activity

·         Chapter 3: Historical Settlement of North America

·         Chapter 4: North American Political Economy

Week Three

 Thursday, November 8th, 2012

·         Quiz: Chapters 3 and 4

Lecture, Group Discussion, Class Activity

·         Chapter 5: The Atlantic Periphery

·         Chapter 6: Quebec

·         Chapter 7: Megalopolis

Week Four

Thursday, November 15th, 2012

  • Chapters Test: 1-7

Lecture, Group Discussion, Class Activity

·         Chapter 8: The Great Lakes and Corn Belt

·         Chapter 9: The Inland South

·         Chapter 10: The Coastal South

Week Five

Thursday, November 22nd, 2012

  • Quiz: Chapters 8-10

Lecture, Group Discussion, Class Activity

·         Chapter 11: The Great Plains

·         Chapter 12: The Rocky Mountains

Week Six

Thursday, November 29th, 2012

·         Quiz: Chapters 11 and 12

·         Chapter 13: Intermontane West

Lecture, Group Discussion, Class Activity

·         Chapter 14: MexAmerica

·         Chapter 15: California

Week Seven

Thursday, December 6th, 2012

·         Chapters Test: 8-15

Lecture, Group Discussion, Class Activity

·         Chapter 16: The Pacific Northwest

·         Chapter 17: Hawai’I and the Pacific Islands

·         Chapter 18: The Far North

Week Eight

Thursday, December 13th, 2012

·         Final Exam

·         Chapter 19: The Future of North America

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 2011-2012 Undergraduate Catalog Page 95-96

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 2011-2012 Undergraduate Catalog Page 95

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 2011-2012 Undergraduate Catalog Page 98

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
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    
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 within the portfolio contains numerous errors in the following format items: MLA or APA citation format, length, works cited, internal documentation 
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:10/15/2012 5:46:08 AM