GEOG 106
CSU Chico
The American West
Tentative Syllabus
Proposing Instructor:
Dr. Don L. Hankins
539 Butte Hall, phone 898-4104, email dhankins@csuchico.edu
Office Hours:
T/TH 12:15-2:00 or by appointment
Course Format:
75 minute lecture and discussion.
Readings:
Selected readings provided below.
My Philosophy:
We all share responsibilities as caretakers of our environment. We live in a time of declining natural resources
(i.e., biodiversity, water, soil, and air) and relationships to the natural world. A primary goal of my teaching is
to instill a sense of appreciation for the resources and baseline knowledge, which is integral to sustainable
living.
Oh, yes, I went to the white man's schools. I learned to read from schoolbooks, newspapers, and the
Bible. But in time I found that these were not enough. Civilized people depend too much on man-made
pages. I turn to the Great Spirit's book which is the whole of his creation. You can read a big part of
that book if you study nature. You know, if you take all your books, lay them out under the sun, and let
the snow and rain and insects work on them for a while, there will be nothing left. But the Great Spirit
had provided you and me with an opportunity for study in nature's university, the forest, the rivers, the
mountains, and the animals, which include us.
-Tatanga Mani, Stoney Nation
Course Description:
This course reviews the physical and historical cultural geography of the American West with a focus on
human-environmental relationships and the concepts of place within this region. This course is recognized as a
general education course fulfilling the society and institutions requirements within the Great Books and Ideas
and Sustainability pathways. Particular emphasis is placed in how various cultural groups have each made a
unique imprint on the western landscape through sustainable and non-sustainable utilization of resources. The
course also examines the current and future issues facing resource management and conservation within this
region. The general subtopics discussed in this class fit into the following five general thematic areas: physical
geography, Native American cultures, settler cultures, resource utilization and conservation/sustainability.
Course Objectives:
 To develop an appreciation of the significance of environmental relationships in the American West.
 Consider the physical and cultural geography (e.g., landscape and people) that comprise the American
West.
 Identify key cultural groups and their relationships to the regional landscapes of the American West.
 Interpret the major cultural groups and resource utilization patterns within the American West.
 Provide a synthesis of the interrelatedness of physical and cultural geographies of the American West.
 Draw upon literature, film, audio, interviews and personal experience and observation of place.
Student Learning Outcomes Addressed:
 Critical thinking skills are developed via the assessment and review of materials presented and
questioning the position and validity of the ideas discussed.
 Personal and Social Responsibility by building a sense of identity with respect to the region and the
environment. Via the materials presented students will be challenged to become informed citizens and
active participants in the shaping of this region for future generations.
 Sustainability via the development of a synthesis understanding of how individual, social, and
institutional roles have influenced social and economic capacity and environmental relationships and
utilization patterns representing the past, present, and future of the American West.


Diversity is addressed via the presentation of both physical and cultural diversity of the region.
Students will gain a synthesis understanding of the relationships between features including linguistic
and climatic diversity.
Global Engagement through the evaluation of the region as a key contributor to global economies,
resource utilization and innovation, and social and institutional diplomacy.
Sustainability Pathway Metagoals Addressed:
 Recognize the physical and biological attributes, basic functioning of planetary ecosystems.
 Appreciate that sustainable economic and social systems are dependent on ecosystem goods and
services.
 Investigate how our relationship to the natural world has been shaped historically, politically,
culturally and economically.
 Comprehend and examine the controversies surrounding questions of values and ethics as they relate to
creating a sustainable future.
 Understand how religious, philosophical, literary, and cultural traditions and texts could affect our
perceptions of sustainability and vice-versa.
Assignments:
 Periodic reading assignments (material may appear on exams).
 Reading one selected book from class list and keeping a reflective log of the reading.
 Presentation of course topics
 Homework and brief writing assignments.
 Exams (four quizzes and a comprehensive final).
Grading:
Grades will be assigned on a straight scale based on the points earned for each assignment (See example grade
ranges below). This system will enable each student to earn a fair grade based upon the percent of points
earned on assignments rather than competing with others in the class for the top grade.
 One make-up quiz or exam will be given for excused absences only, and must be completed within a
week of returning to class.
 One late homework assignment will be accepted without an excused absence.
 Other late assignments will have 10 % deducted for each day they are late, and no assignments will be
accepted more than one week (two class days) after the due date.
 All written assignments based on assigned readings will be due one week from the date assigned unless
otherwise advised.
 Spelling, grammar, and composition will be considered part of the grading of major writing
assignments
 Incompletes will only be considered if most of the course requirements have been fulfilled.
 Written assignments should be based on primary sources, not the internet.
 Take responsibility to complete original and punctual assignments.
A
AB+
B
B-
0.935
0.90
0.87
0.835
0.80
C+
C
CD+
D
Participation and attendance (taken at random)
Book reflection log
In-class topic presentation(s)
Homework/Assignments
Four quizzes
Final exam
Total
0.77
0.735
0.70
0.67
0.635
30
50
20
75-100
100
75
375
points
points
points
points
points
points
points
(8 %)
(13 %)
(5 %)
(25 %)
(25 %)
(20 %)
(100 %)
(Note: these values are an approximation of point allocation. Additional points for other assignments
may be assigned at instructor’s discretion)
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Class Rules:
Aside from University policies, respect the learning environment and the opinions/contributions of others, learn
(and share what you have learned), have fun (laugh a little), and engage in the class topics. Please avoid
tangential conversations and cellular phone use/text messaging during instruction. Laptop and portable device
use can be disruptive, and is discouraged.
Tentative Activity Schedule/Learning Objectives:
Approximate
Course Topic/Theme
Timeframe
Week 1
Course Overview and Introduction
Week 1
Defining the American West and Big
Picture
Activity1
Assignment:
About Me
Read: Nabhan &
Trimble
and
Thayer
Assignment:
Home
location/region
Learning Objective(s)


Identify a personal connection to place.
Students should be able to synthesize the
concepts associated with various
components of place

Students should verify what absolute and
relative location are.
Students should be able to identify formal
functional and vernacular regions
Students should be able to explain the
concepts of spatial/temporal scale.
Students will identify broad themes
contributing to regional landscape
diversity
Students should be able to identify the
tools used in conservation
Students should be able to assess the
mechanisms and purposes of
conservation



Week 2
Week 2
A Snapshot of the Present:
Conservation and Restoration
Conservation/Sustainability
Read: Wilcove and
articles from The
Economist
and
National
Geographic
Regional Geology
Physical Geography
In-Class
Assignment:
Regional
Physiography
Students sign
up for course
book
Week 3
Group
presentation of
regional
geology
Week 3
Possible group
presentation
day
Week 4




Read: Alt &
Hindman
McPhee
Climate: Global processes
Physical Geography


Climate II and Soils
Physical Geography
Vegetation Communities (Biomes)
Physical Geography
Climate
calculations:
Students use UCD
IPM data to
calculate and
assess climatic
variation between
3 physical locations
for one calendar
year
Read: Barbour and
Billings





Week 4
A Uniquely Wild West
Assignment: Self-
1

Students should be able to classify major
rock types for the major geologic
provinces
Students should be able to assess the
geologic origins of the various geologic
regions
Students should assess and justify the
patterns of climatic variation within the
American West.
Students should be able to describe the
global processes, which contribute to
regionalized climate phenomena.
Diagram and contrast the climate
patterns (e.g., precipitation and
temperature) of two regions.
Assess the characteristics of regional soils
and justify the processes which have
created those soil characteristics
Students should be able to synthesize the
juxtaposition of vegetation communities
relative to climate regions.
Students should be able to produce a list
of dominant vegetation types for the
various regions covered
Students should be able to identify the
major soil type associated with the
regional vegetation communities
Students should be able to interpret the
Some assignments are unlisted and will be assigned in class. Students should prepare a ½ page single-spaced
reflection for all reading assignments listed unless otherwise clarified in class.
3
Students sign
up for
presentations
of Native
American
Cultural
Regions
Week 5/6
Presentations
Week 6/7
Presentations
Week 7
Presentations
Week 8
Presentations
Week 8
Presentations
Week 9
Presentations
Physical Geography
guided Field Trip

QUIZ I & Book Journal Check
Native Americans and the Environment
Listen to House of

Native American Cultures
Night podcast
Assignment:
TEK video
House of Night
Reflection

Possible food preparation and
preservation
Read: Margolin,
Paddison, Austin,
Black

Native California
Native American Cultures
Fire and Indigenous Fire Management
Conservation/Sustainability
Fire Video
Pacific Northwest
Native American Cultures
In-class Self
Assessment

Read: Codding
and Jones; Sarris;
Klar & Jones

Read:
Anderson
Video: Pacific
Northwest




Great Basin and Plateau Native
American Cultures
Video: Salt Song
Project
Desert Southwest
Native American Cultures
Read:
WinnemuccaHopkins
Read: Momaday or
Silko





Week 9
Presentations
Great Plains
Native American Cultures
Read: Mathews

Video: Dakota 38

Week 10
Week 10
Spanish/Mexican West
Settler Cultures
An American West
Settler Cultures
QUIZ II Book Journal Check
Audio: Californio
Music
Video: Lewis and
Clark
Assignment:
Reflection
4




role of climate on wildlife diversification
Students should be able to list ecoregion
associations of wildlife
Students should be able to assess the
influences of physical environment on
cultures and the relationship between
tribes and their stewardship of resources.
Students should be able to identify unique
general attributes of Native American
cultures stemming from environmental
relations
Students will interpret indigenous law as
a foundation to centric and sustainable
livlihoods
Students should be able to identify the
key cultural attributes of the three
cultural regions of California
Students should be able to assess how
culture is influenced by the environment
Students should synthesize the role of fire
as an ecosystem process
Students should evaluate the implications
of settlements on processes, functions
and structures of ecosystems with respect
to fire
Students should be able to assess the
connection between environment and
culture of the Pacific Northwest
Students should be able to list the
distinguishing features of Pacific
Northwest Culture
Students should identify how location and
physical environment influence tribal
cultures of the Columbia Plateau and
Great Basin
Assess the relevance of the Salt Song
Project
Students should contrast the three
cultural areas of the desert southwest
Students should be able to analyze the
environmental relationship of these tribes
Students should identify unique material
culture items for the desert southwest
Students should distinguish regional
differences within the Great Plains cultural
region
Students should synthesize the impacts of
settlement and Indian relocation on Great
Plains Tribes
Students should identify Spanish/Mexican
cultures of the American West
Students should synthesize the impacts of
Spanish/Mexican settlement on existing
cultures and landscape
Students should be able to assess the
importance of geology, climate, and
culture associated with the Lewis and
Clark expedition
Students should be able to identify the
important contributions of this expedition
Read: Moulton
Week 11
Week 11
Week 12/13
Western Settlement
Settler Cultures
Assignment:
Family Origins


The Melting Pot: The Salad Bowl
Settler Cultures
Read: McMurtry or
Stegner
Discuss Family
Origins
Read: Steinbeck

Forested Landscapes
Resource Utilization
QUIZ III Book Journal Check
Audio: NPR

spotted owl
Read: Wilkinson
Week 13/14
Minerals and Mining
Resource Utilization
Week 14/15
Week 16
Week 17
Urbanization

Assignment:
Reflection
Assignment:
Reflection



Video: In the Light
of Reverence
Read: Abbey
Read: Alberti
to “western expansion” and scientific
discovery
Students should be able to justify the
physical parameters defining major
western trails
Students should be able to identify key
events leading to migration
Students should be able to recognize the
major immigration waves and
immigrant groups
Students should assess the regional
growth patterns
Students should assess the resource
utilization and impacts related to forestry
in relationship to wildlife habitat, timber
production, and environmental issues
Students should be able to identify key
events that triggered the current status of
forestry
Students should be able to identify major
mined resources of the American West
Assess the environmental implications of
mining


Assess the patterns of urbanization
Identify key problems associated with
urbanization
Water
Read: Reisner

Students should be able to explain the
Resource Utilization
relationship between climate, landscape
and water.

Students should reflect upon the current
and past patterns of settlement
Review AND QUIZ IV Final Book Journal Check
Final Exam
Tuesday 13 May 12-1:50
Selected Readings
Abbey, E. 1968. Desert Solitaire: A Season in the Wilderness. Ballantine Books. New York, New York
Anderson, M.K. 2005. Tending the Wild: Native American Knowledge and the Management of California’s
Natural Resources. University of California Press. Berkeley, California
Alt, D. and D.W. Hyndman. 2000. Roadside Geology of Northern and Central California. Mountain Press
Publishing Company. Missoula, Montana
Austin, R. 2009. Navajo Courts and Navajo Common Law: A Tradition of Tribal Self-Governance. University
of New Mexico Press. Albuquerque, NM.
Barbour, M.G. and W.D. Billings eds. 2000. North American Terrestrial Vegetation. Cambridge University
Press. New York, New York
Black, C. 2010. The Land is the Source of the Law: A Diologic Encounter with Indigenous Jurisprudence.
Rutledge Press. Abingdon, Oxon
Glennon, Robert. 2009. Unquenchable: America’s water crisis and what to do about it. Island Press.
Washington, D.C.
Hopkins, Sarah Winnemucca. 1883. Life Among the Piutes: Their Wrongs and Claims. Mrs. Horace Mann,
ed. Cupples, Upham & co., G. P. Putnam's sons, New York, New York
5
Margolin, M. 1993 (revised). The Way We Lived: California Indian Stories, Songs and Reminiscences.
Heyday Books. Berkeley, California
Mathews, J.J. 1934. Sundown. University of Oklahoma Press. Norman, Oklahoma
McMurtry, L. 1985. Lonesome Dove. Pocket Books. New York, New York
McPhee, J. 1993. Assembling California. The Noonday Press. New York, New York
Momaday, N.S. 1968. House Made of Dawn. Harper Collins. New York, New York
Moulton, G.E. 2003. An American Epic of Discovery: The Lewis and Clark Journals. Bison Books.
University of Nebraska Press. Lincoln, Nebraska
Nabhan, G.P and S. Trimble. 1994. The Geography of Childhood: Why Children Need Wild Places. Beacon
Press. Boston, Massachusetts
Paddison, J. A World Transformed: Firsthand Accounts of California Before the Gold Rush. Heyday Books.
Berkeley, California
Reisner, M. 1993 (revised). Cadillac Desert: The American West and its Disappearing Water. Penguin
Books. New York, New York.
Sarris, Greg. 1994. Mabel McKay: Weaving the Dream. University of California Press. Berkeley, California
Silko, L.M. 1977. Ceremony. Penguin Books. New York, New York
Stegner, W. 1954. Beyond the Hundredth Meridian: John Wesley Powell and the Second Opening of the West.
Penguin Books. New York, New York
Steinbeck, J. 1939. The Grapes of Wrath. Penguin Books. New York, New York
Wilcove, D.S. 1999. The Condor’s Shadow: The Loss and Recovery of Wildlife in America. W.H. Freeman
and Company, New York, New York
Wilkinson, C.F. 1992. The Eagle Bird: Mapping a New West. Pantheon Books. New York, New York.
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Book Journal Assignment
You have selected one book to read to add depth to your knowledge of key concepts,
processes, events, places, people, etc. for the American West. Aside from this being assigned
reading it is intended you have selected a book of personal interest to yourself, which will
broaden your intellect within the subject of interest. As you read the chosen book, please
keep record of the things you find of interest within the text. Periodically we may devote
some class time for discussion of the books amongst individuals reading the same book.
Journal Format:
1) Begin with the title of the book you are reading.
2) Insert a brief (e.g., one to two paragraphs) discussion of a) why you selected to read the
book you have chosen; b) any pre-conceived notions about the book; and, c) what you
anticipate you will learn from the book in relationship to the American West.
3) As you read keep notes of passages of interest (note them by the page(s) they appear on).
For example:
Pg 28 Discussion of Paiute use of fire to maintain tule marshes.
4) Designate an area of the journal for reflection. In this section summarize your thoughts
and critical analysis of the text. You may choose to add to this section after every reading, or
chapter; I leave this for you to decide. Be sure to integrate discussion related to the Student
Learning Outcomes Addressed AND Sustainability Pathway Metagoals Addressed (see
syllabus); part of the grading rubric will account for your assessment within these stated
areas.
Journal Periodic Checks:
The syllabus outlines the dates when journals will be turned in. These dates coincide with
exam dates.
7