Material World: A Global Family Portrait

Menzel, 1994 (on reserve in Ramsey Library)

Suggested Supplement: Goode's World Atlas or another current atlas

National Geography Standards, 1994 (on reserve)

Course Objective:

Primary objective is that students will start thinking about the human behavioral process that gives rise to spatial distributions in developed countries and in developing countries.

There are six areas in which it is hoped the student will gain insight and knowledge:

l. Globalism: The world view of global interdependence and interaction.

2. Regions: The study of areas that display unity in terms of selected criteria and how regions form and change.

3. Holism: The comprehensiveness and interrelatedness of social and natural sciences in studying physical and human characteristics.

4. Map appreciation: The understanding and enjoyment of maps in conveying the spatial perspective on human behavior; identifying people and places on the earth's surface by the absolute and relative locations.

5. Earth respect: The awareness that man and nature are one and inseparable and that environment is a major influence on human behavior; and

6. Geographic inquiry: The method of asking questions about places on earth and their relationship to people who live in them which will lead to understandings and explanations of how and why the world in which we live can support us now and in the future.

Content Outline:

I. Finding a Focus in World Geography

A. Distribution of world's population

B. Regional patterns of population growth

C. Changing patterns of settlement

D. Major World Regions

II. Learning to Think Geographically and Processes that Create Spatial Order

III. Earth Environment as a Resource Base

A. Landforms

B. Climatic environment

C. Soil resource

D. People as part of physical environment

E. Problems generated by people

IV. Cultural Geography

A. Models of traditional societies

B. Models of modern societies

C. Technology, the basic difference between 2 models

V. Where Modern Systems Dominates

A. Europe, where the modern system began

B. Commonwealth of Independent States, mother nature's dirty trick

C. U. S., modern system on a grand scale

D. Canada, independent but part of a larger whole

E. Japan, made in Japan

F. The Pacific World

VI. Outreach of Modern Society and the Search for Primary Resources

A. Black Africa, emerging from colonialism

B. Latin America, an undeveloped European culture

C. Middle East, can oil bring modernization

D. South and East Asia, the struggle of half the world's population

Evaluation:

Examinations 20%

Exercises with variable credit 10%

Panel Presentation 20%

Material World Project 20%

Computer Competencies 10%

Final exam 20%

Course Requirements and Grading

Grading Scale

A = 90 - l00 D= 60-69

B = 80 - 89 F= Below 60

C = 70 - 79

Examinations

l. No early or late exams are given except for validated medical or University business reasons.

2. Anyone missing an exam without notifying the instructor will receive a zero.

3. Exams (except the final) include only that material covered since the previous exam.

4. Arrangements for make-up exams must be made prior to the regularly scheduled exam.

5. Final exam is comprehensive, covering the entire semester's work.

6. Material included on exams

a. lecture notes

b. contents of exercise (maps, etc.)

c. reading designated specifically for exam

d. contents of films, slides, or any multimedia technologies used

e. use of geographic data base, such as PC Globe or International Inquirer

Exercise/Activities

l. Out of class exercises will be assigned that might require students to utilize library reference materials, indexes, books, or other resources.

2. Exercises are meant to supplement text and lecture information. Students are responsible for such material on exams.

3. Exercises turned in late will automatically be penalized a letter grade for each 24 hours.

4. If you are absent on the day an exercise is assigned, it is your responsibility to contact the instructor to obtain the assignment.

5. All students are required to have an email account. Please send me an email the first week of class.

Class Attendance/Participation

l. Each student is expected to attend class regularly, be prepared for the assignment for that day and participate by asking questions and contributing to class discussions when possible.

2. The student's attendance and prompt completion of assignments will be important indicators of regular preparation and participation.

3. Your final grade is affected by attendance and participation.

Computer Portfolio

ED 130 ED TECH PORTFOLIO REQUIREMENTS

A. PURPOSE:

The purpose of the Ed tech Portfolio is to assess student competencies in

applying computer skills to teaching

B. REQUIREMENTS

3-ring binder containing:

-Technology Competencies

-hard copy and copy saved to disk of applications of advanced competencies

-cover sheet for each different kind of application which lists the competency number

and describes the application (a one paragraph rationale & description)

-disks contained in attached envelope which clearly list the applications contained on each disk

C. ED130 ADVANCED COMPETENCY APPLICATIONS:

#10.3 CURRICULUM

1. Select a website or a series of sites and compile and evaluate a listing of available resources from the site; OR

2. Compile and evaluate a listing of addresses for the purpose of obtaining lesson plans on geography; OR

3. Develop a listing of 10 URLs that correlate to your appropriate grade level curriculum and correlate resources to your Standard Course of Study instructional objectives for that grade level.

#11.1 SUBJECT-SPECIFIC KNOWLEDGE

1. Design and teach a lesson using presentation software, such as Power Point (this will be your panel presentation). A hard copy of your power point presentation should be printed and included in your portfolio;

AND CHOOSE EITHER 2 OR 3

2. Utilize computers in gathering, organizing, and presenting information through cooperative learning groups (this will be the class activity that you will use with your Power Point presentation); OR

3. Design an activity in which students utilize resources (e.g. databases; CD-ROMs, videodiscs) for classroom instruction, such as drawing generalizations from data presented in a data base, or accessing information from a CD-ROM to support work, or presenting spreadsheet data in graphic form for analysis (this could be the class activity that you will use with your Power Point presentation and the database you will create for the Material World Project).

#13.1 LEARNING AND DIVERSITY

1. A lesson plan from the web that is an example of a mulitcultural approach to teaching a geography topic in either the 6-9 or 9-12 curriculum and a lesson plan from the web that could be useful in an inclusive social studies classroom. Include a hard copy of both lessons and correlate these lessons with the geography standards (identify the specific standards these lesson plans would meet).

D. OTHER

Paper using word processing & copy of an e-mail received and an e-mail sent

Include any other application of the advanced competencies related to teaching that you

develop this semester.

E. EVALUATION (This will count 10% of your grade)

Please include all previous applications in one section and all applications used this semester in another section. Portfolios will be evaluated based on: -completeness -quality of applications

-organization and clarity in portfolio -personal progress in learning computer skills

Class Presentation

Each student will become a member of a panel on one of the following countries/continent:

A. CANADA (February 19)

B. SOUTHAFRICA (March 19)

C. SOUTH AMERICA: ABC COUNTRIES (April 16)

D. JAPAN (April 23)

E. INDIA (April 30)

Each panel will present a 40 minute multimedia presentation on their topic, followed by a twenty minute interactive activity that will reinforce the content of the material presented. A comprehensive outline of the lecture and activity should be provided for the course instructor ONE WEEK prior to the presentation. The date of your presentation is noted above and coincides with the date we will discuss the country/continent in class. No written report will accompany the presentation. Your grade will be based on the outline preceding the presentation, the quality of the multimedia presentation and activity planned, and handouts each panel prepares for the class. Your presentation and activity must also align with a minimum of two geographic standards for grades 5-8 or grades 9-12 (standards are located on reserve in the Ramsey Library and in the Education Department Office). This will be 20% of your grade.

Suggested resources: textbook or other books & atlases ;

Mac software: Atlas, ; periodicals such as Journal of Geography, Social Studies, Social Education, National Geographic; PC software such as Maps and Facts, Encarta, Groliers, National Inspirer, International Inspirer; and, web sites from the Internet.

(Check out my web page for possible resources)

Required resource: National Geography Standards, 1994.

Material World Project

Material World was written by Peter Menzel (and his team) for the United Nations= International Year of the Family, 1994. It is a bold experiment Athat attempts to capture, through photos and statistics, both the common humanity of the peoples inhabiting our Earth and the great differences in material goods and circumstances that make rich and poor societies.@ The photographs and statistics in this book remind us that we are beginning the 21^st century Awith a relatively small number of richer societies possessing stable or even declining populations while a much larger number of poorer, resource-depleted countries continue to have high fertility rates even if the global averages drop steadily from decade to decade. As we [strive to understand] our common humanity, we need to always ensure that such demographic differences do not accentuate the misunderstandings between rich and poor. And that implies that the related issues of population, environment, and social justice gain a far higher place on the global agenda of our present decade than they were given in the 1980s@ (p. 7-8).

You will be responsible for choosing one location that is depicted through photos, statistics, and narrative. You will create a database (I will recommend a common database that we will use for this project) of all the facts presented in the book on your location. You will write a narrative to accompany your database which describes

1. the family from your country and their possessions;

2. the population statistics (fertility rate, life expectancy, infant mortality, leading cause of death, growth) and what these statistics indicate about that country now and in the immediate future;

3. the cultural geography of the country; descriptors of place that provide an overview of economic well-being, education, literacy, major religions & other cultural facts that you find most significant; and

4. a comparison (this means similarities and differences) between you and the family with which you have become acquainted and how this family, who had the courage to share their lives with you, assisted you in better understanding our global family.

Place a hard copy of your database and narrative in a 3-ring binder. Also include your disk in a secure envelope. You will present your findings to the class on April 9. Each student will have 5-6 minutes to orally describe what you learned. If you wish to create a multi-media presentation, please let me know a month in advance, so I can secure the equipment needed. Feel free to be creative in how you present your data and reflections on what you have learned.

This project will be 20% of your grade.

Geography Course Outline

Education l30

January 22 Syllabus

Introduction

Simulation: BARNGA

January 29 Chapter l and 2 (pp. l-54)

Learning to Think Geographically

Processes that Create Spatial Order

and Differentiate the World

Climographs-Bring atlas to class

February 5 Population Issues

February 12 Chapters 6 (152-202)

Former Soviet Union; Logging Siberia

February 19 Chapter 21 and 22 (pp. 521-557)

United States and Canada

Panel presentation: Canada

February 26 Chapters 3 (56-83) Europe

Bring atlas to class

Introduction to Power Point

Exam I

March 5 Spring Break

March 12 Chapter 8 (pp 205-256) The Middle East Jerusalem Stories

March 19 Chapters 17 and 18 (397-454)Africa

Panel Presentation: South Africa

March 26 Out of class work on Material World Project

(Please make appointment in Education Computer

Center to get assistance as needed)

April 2 Chapters 10 China (pp. 258-273) 13 (pp. 317-341)

Heart of the Dragon

April 9 Material World Project Due; Class Presentations

Exam 2

April 16 Chapter 19 and 20 (pp. 457-518)

Latin America

Panel Presentation: ABC Countries of South America

April 23 Chapter 14 (pp. 343-362)

Japan and Korea

Panel Presentation: Japan

April 30 Chapter 11 (pp. 275-293)

India, Southeast Asia

Panel Presentation on India

Simulation BAFA BAFA

Technology Portfolios Due

May 7 FINAL EXAM