GEOG 102/01—Introduction to Human Geography
Spring 2014—Updated 1/12/20
Instructor:
Class Time:
Class Location:
Dr. Jacquelyn Chase
MW 4-5:15
Tehama 108
Office Hours:
Office Location:
Telephone:
MW 9-11 or by appointment
Butte 527
898-5587
Email:
We will be using Blackboard Learn Messages to communicate with each other
during the semester, which I will check at least once a day. If you have an
emergency you can contact me via my regular email at jchase@csuchico.edu,
which I check more frequently.
The syllabus is subject to change. You should visit Blackboard Learn to check on announcements and
calendar changes.
Course Description, Goals and Learning Outcomes
In this course students will learn how the study of human geography leads to an understanding of the
interdependence of places and regions in a globalizing world. Among the topics we will consider during
the course are regions, culture, resources and spatial behavior.

Students can explain interactions between the size and distribution of human and non-human
populations, resources and the natural environment in historic and contemporary perspectives.

Students will understand ways in which they use the environment can affect future generations
and other human and natural systems.

Students will understand their own histories in the context of wider social, cultural and
geographic change and be able to associate this with cultures of origin of American ethnic groups.
Classes will be a combination of lecture, activities, and discussion. Assignments include quizzes, exams,
small written assignments, fieldwork and class exercises. It is VERY important that you complete the
readings before class on Monday. You will be assigned to do short exercises every week that require
familiarity with the readings.
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Required Textbooks—purchases can be made at the university bookstore
Greiner, Alyson L. 2011. Visualizing Human Geography: At Home in the World. Published by Wiley in
collaboration with the National Geographic Society.
Goode’s World Atlas 22nd Edition—bring to class every day.
Other required readings may be made available to you on Blackboard Learn.
General Education
This course satisfies the D-1 requirement in general education, and has the Global Cultures designation.
The course is in three general education pathways/minors at Chico State: Diversity, Sustainability and
International Studies. Pathway learning objectives and associated course learning objectives are:
How the course fits the Sustainability Pathway: The course supports the pathway’s s emphasis on
sustainability by engaging students in study of the relationship between human populations and the
physical world on which they depend.
Learning objectives associated with this pathway: Student will understand ways in which they use
the environment can affect future generations and other human and natural systems. (Example:
Essay 4)
How the course fits the International Studies Pathway: The course supports the International Studies
pathway’s emphasis on understanding the world’s places and regions in a comparative framework,
and its focus on interdependencies that emerge from a globalized economy, society, and culture.
Learning objectives associated with this pathway: Students can explain interactions between the
size and distribution of human and non-human populations, resources, culture and the natural
environment in historic and contemporary perspectives. (Example: Essay 3 and Question Set with
Bollywood question)
How the course fits the Diversity Pathway: The course the pathway’s emphasis on understanding the
diversity of place, economy, culture, and society in the world in a comparative framework.
Learning objectives associated with this pathway: Students understand their own histories in the
context of historical patterns of immigration and migration that have shaped the contemporary
social landscape in the United States, including comparative and historical studies of the cultures
of origin of American ethnic groups. (Example: Essays 1 and 3)
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Geography and Planning Department Course Student Learning Objectives
1.1 Students can formulate geographic research questions.
2.1 Students can recognize the presence and application of regional, local and global dimensions of the
social and physical worlds in the landscape.
2.2 Students can recognize the presence and application of regional, local and global dimensions of the
social and physical worlds in data.
3.1 Students can explain interactions between the size and distribution of human and non-human
populations, resources and the natural environment in historic and contemporary perspectives.
3.2 Students are cognizant of varying interpretations of causality, interaction, policy and values in humanenvironmental relationships.
3.3 Student will understand ways in which they use the environment can affect future generations and
other human and natural systems.
4.1 Students can analyze information from different physical or social sciences from a geographic
perspective
Expectations and other Business
In GE classes, if people who don’t do well it’s often because they stop being a participant in the class. I
take roll to get to know you, and when we are having attendance issues. Excessive absences may affect
your grade.
Successful students come to office hours. Don’t feel that you should come to office hours only when you
have a problem.
Read the syllabus and check BBL messages and announcements. Do not pass off the work of others as
your own (this is plagiarism) or engage in other offenses such as sharing information during quizzes (this
is cheating). Please familiarize yourselves with the university’s definition and discussion of academic
honesty.
Before you ask me about an assignment, quiz, or activity, please check the syllabus or other information
that I’ve made available, and read all instructions carefully. I am always happy to help you if something is
not clear.
I will not cover everything that you read in class lectures, but you will still be responsible for the content
of all readings. Please complete the assigned readings before our first meeting each week on
Monday. Question sets are usually due on Mondays.
If you need course adaptations or accommodations because of a disability or chronic illness, or if you
need to make special arrangements for exams or assignments please make an appointment with me as
soon as possible, or see me during office hours. Please also contact Accessibility Resource Center (ARC)
as they are the designated department responsible for approving and coordinating reasonable
accommodations and services for students with disabilities. ARC will help you understand your rights and
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responsibilities under the Americans with Disabilities Act and provide you further assistance with
requesting and arranging accommodations.
Accessibility Resource Center
530-898-5959/Student Services Center 170/arcdept@csuchico.edu
Summary of Assignments
Essay #1—Who am I? See below for details
Essay #2—Field Activity—Places of Chico Scavenger Hunt—See below for
details
Essay #3—My Family Geography—See below for details
Essay #4—Sustainable Eating--See below for details
15 map quizzes—in class—2 points each
15 Question Sets due in class-typed, complete sentences
Final Exam (cumulative)—you may bring one page of notes, both sides.
Points
5
10
10
10
30
45
50
In-class group activities/pop quizzes, responses, short exercises and participation.
To be ready for these activities you should 1. Read before coming to class; 2. Read
the syllabus and listen for announcements; 3. Prepare to discuss question sets.
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Total Points
200
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Course Calendar (tentative)
Week
Dates
Readings
Activities, Assignments, etc.
Essay #1: Who am I? due online Friday by 5 p.m.
1
Wednesday 1/22
Textbook Chapter 1—What is Human
Geography?
Introduce course
Start Question Set Chapter 1 in class Wednesday
Question Sets Chapter 1 and Chapter 2 due Monday in class
2
1/27-29
Chapter 2—Globalization and Cultural
Geography
Essay #2: Places of Chico scavenger hunt due
Wednesday/discussion
Map Quiz #1and #2Wednesday
Note: deadline to add or drop classes Friday, January 31
Question Set Chapter 3 due Monday in class
3
2/3-5
Chapter 3-- Population and Migration
Map quiz #3 Wednesday
Essay #3—My family geography due
Wednesday/discussion
Question Set Chapter 4 due Monday in class
4
2/10-12
Chapter 4—Geographies of Language
Map quiz #4 Wednesday
Question Set Chapter 5 due Monday in class
5
2/17-19
Chapter 5—Geographies of Religion
Map quiz #5 Wednesday
Question Set Chapter 6 due Monday in class
6
2/24-26
Chapter 6—Geographies of Identity
Map quiz #6 Wednesday
Question Set Chapter 7 due Monday in class
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3/3-5
Chapter 7—Political Geographies
Map quiz #7 Wednesday
Question Set Chapter 8 due Monday in class
8
3/10-12
Chapter 8—Urban Geographies
Map quiz #8 Wednesday
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3/17-19
Spring Break
10
3/24-26
Chapter 9—Geographies of
Development
Question Set Chapter 9 due Monday in class
Map quiz #9 Wednesday
5
11
No class Monday
3/31—Cesar
Chavez Day
Chapter 10—Geographies of Industry
and Services
Question Set Chapter 10 due Wednesday in class
Map quiz #10 Wednesday
4/2
12
4/7-9
Chapter 11—Agricultural Geographies
pp. 324-32
Question Set Chapter 11 due Monday in class
Map quiz #11Wednesday
Question Set Chapter 11, continued, due Monday in class
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4/14-16
Chapter 11, continued pp. 332-53
Map quiz #12 Wednesday
Essay #4 due Wednesday
14
4/21-23
Question Set Chapter 12 due Monday in class
Chapter 12—Environmental
Challenges pp. 354-68
Map quiz #13 Wednesday
Question Set Chapter 12, continued, due Monday in class
15
4/28-30
Chapter 12, continued pp. 368-85
Map quiz #14 Wednesday
Review Question Set due Monday
16
5/5-7
Review
Map quiz #15 Wednesday
Monday 5/12
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Final Exam
Bring Mini-Essay Scantron Form
6:00-7:50 p.m.
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Map Quiz Information
Each map quiz will have ten items on it from the lists under “what to know.” You will be given a
sheet of paper to write your answers on. A map will be shown with the selected features marked
for you to identify. Use Goode’s World Atlas to study.
Test
Area to Study
1
United States Political
Page(s) in
Atlas
108
2
United States Physical
110
3
Canada
128, 130
4
Middle America
140-41
5
South America
158-59
6
Western Europe
184-85
7
Eastern Europe
186-87
8
Southwest Asia
220-21
9
East Asia
222-23
10
Southeast Asia
224-25
11
12
Central Asia
The Middle East
226
228-29
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14
Africa (political)
Africa (physical)
254
254-55
15
Australia and New
Zealand
270-273
What to Know
States and capitals, other major cities (New York, New Orleans, Houston, Dallas,
Chicago, Detroit, Boston, Buffalo, Las Vegas, Seattle, Portland, Miami, Jacksonville,
Philadelphia)
Great Lakes, major rivers and mountain ranges, Great Plains, Sacramento and San
Joaquin Valleys, Great Salt Lake, Mississippi Delta
Provinces and territories, major cities (Vancouver, Toronto, Ottawa, Montreal),
Hudson Bay, Gulf of St. Lawrence, Rocky Mountains, Vancouver Island
Countries, capitals, other major cities (Guadalajara, Tijuana, Ciudad Juarez); Greater
Antilles, Lesser Antilles, Hispaniola, Caribbean Sea, Golfo de Panama, Panama
Canal, Gulf of Mexico, Tropic of Cancer
Countries, capitals, other major cities (Sao Paulo, Rio de Janeiro, Belo Horizonte,
Medellín, Córdoba, Santa Cruz de la Sierra); Andes, Altiplano, Pampa, Tierra del
Fuego, Amazon River, Gran Chaco, Rio de la Plata, Lagoa dos Patos, Drake Passage,
Equator, Tropic of Capricorn,
Countries, capitals, Norwegian Sea, Baltic Sea, Mediterranean Sea, Adriatic Sea, Bay
of Biscay, English Channel, North Sea, Tyrrhenian Sea, Sardinia, Corsica, Balearic
Islands, Strait of Gibraltar, Alps, Pyrenees Mountains, Carpathian Mountains
Countries, capitals (some will overlap with western Europe), Caspian Sea, Black Sea,
Barents Sea, Bosporus, Caucasus Mountains
Countries, capitals AND other major cities of India (Kolkata, Mumbai); Arabian Sea,
Persian Gulf, Red Sea, Gulf of Aden, Bay of Bengal, Himalayas, Plateau of Tibet,
Suez Canal
Countries, capitals AND other major cities of China (Hong Kong, Shanghai) and
Japan (Osaka, Nagoya, Hiroshima, Nagasaki); Yellow Sea, East China Sea,
Philippine Sea, Sea of Japan, South China Sea
Countries, capitals (focus on Iran to the east—we will cover Middle East separately),
Gulf of Tonkin, Gulf of Thailand, Java, Borneo, Sumatra, New Guinea, Malay
Peninsula, Bali, Mindanao
Countries (no capitals), Aral Sea
Countries, capitals, Mediterranean Sea, Euphrates River, Tigris River, Gaza Strip,
West Bank, Sinai Peninsula, Persian Gulf, Syrian Desert
Countries (no capitals)
Gulf of Guinea, Sahara Desert, Sahel, Indian Ocean, Lake Victoria, Nile River,
Congo Basin, Congo River, Cape Verde Islands, Mozambique Channel, Atlas
Mountains, Niger River, Tropic of Cancer, Equator, Tropic of Capricorn
Countries, capitals, states and territories of Australia, Indian Ocean, Coral Sea,
Pacific Ocean, Timor Sea, Great Barrier Reef, New Caledonia, Solomon Islands,
Solomon Sea, Gulf of Carpentaria, Arafura Sea, Tasman Sea, Cape York
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Essays
Essays should address all parts of the questions in complete sentences and in well-formed paragraphs.
Essay #1: Who Am I?
Prepare a 200-word essay using complete sentences and proper grammar and spelling that answers the
following questions:
1.
2.
3.
4.
5.
6.
Why did you enroll in this course?
What international experience do you have?
What national experience do you have?
What do you hope to learn from this course?
What regions most interest you?
Who you are?
Essay #2--Field Activity: Places of Chico Scavenger Hunt
Please do this assignment in pairs. Learning objective—understand concepts of place (Chapter 1), local
knowledge, site, situation (Chapter 2).
Go on BBL to get pictures from Chico that I have uploaded as a PowerPoint. You can print them or just
keep them on your phone or tablet to take with you during field work. Your assignment has three parts.
First, try to identify all ten photographs by name and location (general) by asking people who have lived
in Chico (roommates, classmates, bosses, professors). Write down the name and place people give you for
each photo on a note pad. Write down any stories or comments from your informant. Second, choose
three of the places to visit; go there and take a photograph. Write a short description of each of these three
places, including a description of the place’s site; how it is or might be used and by whom; what the
surrounding area is like and where it is located in Chico (situation). These concepts are defined in your
textbook. Third, mark each place on a map of Chico. You can print a Google Map or another online map.
Make sure the scale is appropriate for the detail you need to show. Hand in the list of identifications, the
answers to these questions for three of the places, any comments or stories your informant tells you, your
photos of the three places, and the map. Write in complete sentences with correct grammar and spelling
and write all your names on the assignment. Please type.
Essay #3: My Family Geography
Prepare a 500-word essay that discusses your family’s geographic heritage—where your grandparents
lived and moved, where your parents lived and moved, and where you have lived and moved—and why.
Provide a map (or maps) that show(s) some of the migrations. Frame your discussion around Lee’s model
of migration, and discuss what the push and pull factors were in each generation’s decisions to move.
How do the migrations of you and your relatives fit any of Ravenstein’s laws of migration? Were any of
the moves your family members made “forced?” These concepts are discussed in Chapter 3 of your
textbook.
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Essay #4: Sustainable Eating
Buy an item of food that allows you to trace it to where it was produced. These food items are usually
organic fresh produce or fair trade items, but other foods may provide you with the ability to visit a
website that tells you about the people and places that produce this good. Write a 500-word essay that
describes the (a) production, (b) journey, (c) marketing, and (d) consumption of a product that is produced
in a country outside the United States. Your focus in part (a) should be on the environment in which it is
produced, how it is produced, and who participates in producing it. What claims about sustainability are
made about this product by those who put together the website?
Internet Resources
The book has websites that you will be using for in-class and other exercises. To access the book’s
Student Companion Site:
http://bcs.wiley.com/he-bcs/Books?action=index&itemId=0471724912&bcsId=6072
For map quizzes (they are designed for kids but they are useful):
http://www.lizardpoint.com/geography/world-quiz.php
http://www.sheppardsoftware.com/Geography.htm
http://www.yourchildlearns.com/map-puzzles.htm
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