GEOG 301—Global Economic Geography
Spring 2014
A systematic survey of human economic activities. Analysis of resource exploitation and use, including agriculture, extractive
activities, industry, commerce, and service functions. Recommended for business and liberal arts majors. This is an approved
Global Culture (GC) course.
MWF 11-11:50
Butte 503
Dr. Jacque Chase--jchase@csuchico.edu
Office Hours: MW 9-11 Butte 527 and by appointment
We are caught in an inescapable network of mutuality, tied in a single garment of destiny. Whatever affects one
directly affects all indirectly—Martin Luther King “Letter from a Birmingham Jail,” 1963
Structure and Objectives of the Class
Economic Geography focuses on the distribution of production, consumption and circulation on the
earth’s surface, and how and why this distribution is changing. What are the forces that drive the “creative
destruction” of economic space and places? How are new global players like China going to influence
where and how you work? Do globalization and technology erase the friction of distance in our economic
transactions? How do transnational corporations create and destroy productive spaces? How has the
mobility of the workforce changed, and why? Which regions and cities will take command of the global
economy? How do we explain the emergence of places like Silicon Valley, Hollywood, or Bangalore?
How are your actions implicated in the survival of the global economy? How is the food you eat
produced, circulated, and marketed? Can people or groups outside the capitalist mainstream survive? All
these questions are animated by the restless geography of a diverse global capitalism.
This course takes a broad social science approach to the subject of global economic geography. We will at
times draw on social, cultural, political, and psychological realms to understand the uneven and dynamic
nature of the global economy. You are not expected to have previous knowledge of economic theories or
models, although we will go over some of these.
The course is a combination of interactive lectures, class discussions on readings, and exercises. In
general, I will introduce a new topic or set of topics each Wednesday. The course will not meet on most
Fridays, marked in red in the course calendar. During these times you will be required to complete
exercises that help you practice and understand concepts in the readings. You will have basic reading
quizzes every Wednesday that help me establish your attendance and the extent to which you are getting
readings done in advance of each new topic. We reconvene on Monday, at which time you will show your
critical understanding of the non-textbook readings. Throughout the course you will also practice “critical
writing” and “critical seeing,” which will be explained later. During the entire course you will be
practicing critical thinking skills that you will use the rest of your intellectual life (in school and beyond).
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You will find that the skills you will practice here will hone your abilities and make reading and writing
(as well as seeing) more meaningful to you. These are lifelong capabilities.
The textbook gives us a “short cut” to intellectual trajectory of economic geography. The main focus of
our critical reading, however, will be chapters and articles that are related to the enduring yet current
issues in economic geography (such as location of production).
Learning Outcomes
This course will introduce or expand on five of the Geography and Planning Department’s student
learning outcomes (SLOs):
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Formulate geographic research questions.
Recognize the presence and application of regional, local and global dimensions of the social and
physical worlds in data.
Understand varying interpretations of causality, interaction, policy and values in humanenvironmental relationships.
Understand the ways we use the environment can affect future generations and other human and
natural systems.
Analyze information from different physical or social sciences from a geographic perspective.
The course will reinforce the following learning objectives of general education (global cultures):
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Recognize and appreciate the diversity of the world economy.
Learn to think critically about the economic and cultural diversity of the world economy and
theories that explain this diversity.
Know basic factual information related to global economic diversity.
Course Requirements
Activities
Points
Participation/Critical Reading
2 Critical Writings
2 Critical Seeing Exercises
9 Other Friday Exercises
14 Skeletal Reading Quizzes
Final Project
Total
50
60
40
90
28
32
300
Attendance will be taken every day, either in the form of reading quizzes (also graded—no make ups),
participation, or roll. I will drop students who miss more than one class in the first two weeks of class.
Excessive absences will affect your participation grade. Do not plan trips or schedule work during times
when you should be in class.
In addition to attendance, your participation grade will be based on how well prepared you are to discuss
the critical readings in class. I will provide a rubric for your own notes on the readings that you must
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complete prior to class. I will usually collect these on days we are scheduled to discuss the readings (most
Mondays). This is not about getting it “right” but making an effort and improving critical reading skills.
You will to do a lot of reading in this class. By developing critical reading skills, you will learn how to
understand and appreciate readings even if they are not written in a familiar style. You will also break
down your reading by figuring out its structure (“skeletal reading”). You will be expected to defend your
ideas in your critical reading summaries, in class.
What you should hand in when you do a critical seeing or critical writing assignment: Put your name and
the title of the page at the top of the first page. All pages should be numbered. Write double-spaced with
one-inch margins all around. Use indentation to denote the beginning of a paragraph. Do not insert
additional spaces between paragraphs. Your font should be 11-12.You may print on both sides of the
paper or use the clean side of scratch paper when you print an assignment. You always have the option of
revising and resubmitting a paper (not critical readings or quizzes) as long as you submit a complete
paper to begin with that shows effort. You must complete the revision within 10 days (including
weekends) from the date the paper is returned. All late assignments will be marked down.
Weekly exercises are to be posted online in BBL by the deadlines noted in the calendar. Each exercise has
detailed instructions which will be in the assignments area of BBL.
The final project will be done in pairs. For the most part, I expect both of you to get the same grade but
there may be a case in which it is noticeable that one person did more work. To achieve fairness, I will
require that each of you hand me individually a short description of the work process that includes an
assessment of the effort each of you put into the assignment.
Many announcements, your grades, assignments, handouts, and other materials will be on Blackboard
Learn. You are responsible for checking Blackboard Learn for information. If you want to contact me
outside of class you should use the Blackboard Learn email. If it is an emergency, you can use my regular
email, but make sure you put your name and “GEOG 301” in the subject area.
I do not accept assignments turned in to my mailbox or to my email, unless you have been instructed to
do so. Computer or printer breakdowns are not acceptable excuses for missing work so please plan ahead
and leave time for emergencies. When you are asked to post an assignment to Blackboard Learn, please
make sure you have the computer connectivity to do so if you plan to work from home. If you are having
ANY problems with Blackboard Learn that seem to be systematic (and not related to your own computer
or Internet), please let me know immediately by my regular email (jchase@csuchico.edu). Please put your
name and “GEOG 301” in the subject area.
Cell phones, computers and other media will be turned off when you come into class. Please use a
notepad and pen/pencil to take notes.
Be aware of the campus’s policy on academic honesty. If I have any reason to suspect you have copied
any portion of your papers or gotten unauthorized help, I will send the information to Student Judicial
Affairs and you risk failing the course. If you have questions about what constitutes academic dishonesty,
please ask.
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Americans with Disabilities Act: If you need course adaptations or accommodations because of a
disability or chronic illness, or if you need to make special arrangements in case the building must be
evacuated, 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 responsibilities under the Americans with Disabilities Act and
provide you further assistance with requesting and arranging accommodations.
Accessibility Resource Center--Student Services Center 170-- 530-898-5959--arcdept@csuchcio.edu
Starting the second week of class we will follow this sequence:
Wednesday
Start new topic. Quick skeletal reading quiz followed by introduction of the topic through
interactive lecture, discussion, film, or speaker.
Friday
No class held but students complete project and turn in by 5 p.m. that day to Blackboard Learn.
Professor available during office hours and by email for help.
Monday
End topic. Critical reading rubrics ready and in-class participation expected . Exercises handed
back to students. Discussion on exercises.
Course Purchase
1. Wood, Andrew and Susan Roberts. 2011. Economic geography: Places, networks, flows. London and
New York: Routledge. Available at the AS bookstore. Noted as WR in calendar.
2. All other readings are on Blackboard Learn.
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COURSE CALENDAR Spring 2014
Introduction
Wednesday January 22: Warm up, introductions, quick write, critical reading example
Location: Models and Traditions
Topics/Dates
Von Thunen, Weber/Transportation and
Raw Materials
Fri. January 24
Mon. January 27
Readings
WR 13-23
Chapters 1, 2 from The Box (Levinson)
Enterprise Record article on Sierra Nevada in N. Carolina
(Sweeny 2012)
Assignments
Friday, January 24: Reading Quiz #1; hand in i.d. sheet
Monday, January 27: Critical reading on Levinson Ch. 2
Regional Approaches
Wednesday Jan. 29: Reading Quiz #2 AND Critical writing #1
exercise due in class
Regional Multipliers/Prisons
Wed., January 29
Fri. January 31--Remote
Mon. Feb. 3
WR 43-49
Economic impacts of prisons on rural places (Glasmeier and
Farrigan)
Friday, Jan. 31: Exercise #1 on regional multiplier due Friday by 5
p.m. on Blackboard Learn
Monday, Feb. 3: Critical reading on Glasmeier and Farrigan
Consumption: Qualitative and Quantitative
Christaller Central Place/Retail
Geography/Spaces of Consumption
Wed. Feb 5
Fri. Feb 7--Remote
Mon. Feb. 10
Wednesday Feb. 5: Reading Quiz #3
WR 26-33; 36-43
Starbucks and Seattle (Lyons)
Two-for-one at the Pyramid of the Sun (Lida)
Friday, Feb. 7: Critical seeing #1 on spaces of consumption due
by 5 p.m. on Blackboard Learn
Monday, Feb.10: Critical reading Lyons, Lida
The Firm/Institutional Approaches
Wednesday Feb. 12: Reading Quiz #4
Corporate Geography/Fordism
Wed. Feb. 12
Fri. Feb. 14--Remote
Mon. Feb. 17
WR 53-71
Fordlândia Intro, Ch. 1 (Grandin)
Monday, Feb. 17: Critical reading on Grandin , Intro and Ch. 1
Wednesday, Feb. 19 : Reading Quiz #5
Role of government in economy/Neoliberal thought
Wed. Feb. 19
Fri. Feb. 21--Remote
Mon. Feb. 24
Friday, Feb. 14: Exercise #2 on global firms due by 5 p.m. on
Blackboard Learn
Private sector in New York Times article January 7 (Rich)
Globalization and its discontents, Ch. 3 (Stiglitz)
Friday, Feb. 21: Exercise #3 on role of state by 5 p.m. on
Blackboard Learn
Monday, Feb 24: Critical reading on Stiglitz
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Wednesday, Feb. 26: Reading Quiz #6
Micro Firms/HH/Informal
Wed. Feb. 26
Fri. Feb. 28--Remote
Mon. March 3
"Global back channel" and "Culture of the copy" from Stealth of
Nations (Neuwirth)
Friday, Feb. 28: Critical writing #2 on Informal Economies by 5
p.m. on Blackboard Learn
Monday, March 3: Critical reading on Neuwirth, “Global back…”
Globalization and Commodities
Foreign Direct Investment: Dimensions,
patterns, explanations
Product Cycle
Wed. March 5
Fri. March 7--Remote
Mon. March 10
WR 73-93
The Box Ch. 14 (Levinson)
After Rana Plaza (Suriowecki)
Garment makers stumble…(Yardley)
Wednesday, March 5: Reading Quiz #7
Friday, March 7: Exercise #4 on product cycle by 5 p.m.
Monday, March 10: Critical reading on Levinson
Trade, Commodity Chains
Wednesday, March 12: Reading Quiz #8
Wed. March 12
Friday March 14--Remote
WR 93-97
Açaí (Colapinto)
Friday, March 14: Exercise #5 on commodities: Map your
breakfast—turn in to Blackboard Learn by 5 p.m.
Spring Break March 17-21
Commodities, Continued
Mon. March 24
Critical Reading on Colapinto, project discussion
Geographic Inequalities/Uneven Development under Globalization
Gender and Labor Culture
Wed. March 26
Fri. March 28--Remote
MONDAY March 31Cesar Chavez Day
Measuring and Visualizing Uneven
Development/Emerging Nations
Boomtown girl (Hessler);
Shopgirls (Zoepf)
WR 99-124
Global land grab (Zoomers)
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Wednesday, March 26: Reading Quiz #9 AND Critical reading on
Hessler and Zoepf articles
Friday, March 28: Exercise #6 on outsourcing by 11:59 p.m. on
Blackboard Learn
Wednesday, April 3: Reading Quiz #10
Wed. April 2
Fri. April 4--Remote
Mon. April 7
Saturday, April 5: Critical Seeing #2 on mapping due by noon on
Blackboard Learn
Monday, April 7: Critical reading Zoomers
Wednesday, April 9: Reading Quiz #11
Population/development
Wed. April 9
Fri. April 11--Remote
Mon. April 14
Japan fertility decline (Boling)
Too many people? (Angus and Butler)
Friday, April 11: Exercise #7 on population by 11:59 p.m. on
Blackboard Learn
Monday, April 14: Critical reading on Boling, Angus/Butler
Regional Advantage
Clustering/Economies of Agglomeration
Wed. April 16
Fri. April 18--Remote
Mon. April 21
WR 125-36
New Argonauts Intro(Saxenian)
The world is spiky (Richard Florida)
Making it in America (Davidson)
Global elite (Freeland)
Friday, April 18: Exercise #8 on creative clusters by 11:59 p.m. on
Blackboard Learn
Monday, April 21: Critical reading on Saxenian, Florida
Wednesday, May 1: Reading Quiz #13 on Linden
On the Fringes of Globalization
Wed. April 23
Fri. April 25--Remote
Mon. April 28
Wednesday, April 16: Reading Quiz # 12
New Guinea: The godsend of cargo; New Guinea redux (Linden)
Friday, April 25: Exercise #9 on fringes of globalization in film by
11:59 p.m. on Blackboard Learn (Turn it In)
Monday, April 28: Critical reading on Linden
Economic Geography and the Stuff of
Life: Food, Water and Energy
Wednesday, April 30: Reading Quiz #14
Wed. April 30
Fri. May 2—Remote
Mon. May 5
WR 138-58
The food wars (Bello)
Friday, May 3: Work on project and provide update (no exercise
this week)
Monday, May 5: Critical Reading on Bello
Project Presentations Wed. May 7
We will decide your presentation dates by
lottery. This week and next you must attend
ONE hour of presentation on a date OTHER
than your own.
Final Exam: Monday, May 12, 12-1:50
Presentations, continued
No reading
Wednesday, May 7: Presentations
Friday, May 9: Work on projects
No reading
Presentations, Turn in Project
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Course Bibliography (alphabetical order)
Angus, Ian and Simon Butler. 2011. Too many people? Population, immigration, and the environmental
crisis. Chicago: Haymarket books. Chapters 3-6.
Bello, Walden. 2009. The food wars. London and New York: Verso. Chapters 6 (agrofuels and food
insecurity) and 7 (Resistance and the road to the future)
Boling, Patricia. 2008. Demography, culture, and policy: Understanding Japan’s low fertility. Population
and Development Review 34(2):307-26.
Colapinto, John. 2011. The rise and fall of açai. New Yorker, May.
Davidson, Adam. 2012. Making it in America. The Atlantic Monthly, January/February.
Florida, Richard. 2005. The world is spiky: Globalization has changed the economic playing field, but
hasn’t leveled it. The Atlantic Monthly, October.
Freeland, Chrystia. 2011. The rise of the new global elite. The Atlantic Monthly, January/February.
Glasmeier, Amy K. and Tracey Farrigan. 2007. The economic impacts of the prison development boom
on persistently poor rural places. International Regional Science Review 30:274-99.
Grandin, Greg. 2009. Fordlandia: The rise and fall of Henry Ford’s forgotten city. New York:
Metropolitan Books. Introduction and Chapter 1.
Hessler, Peter. 2001. Boomtown girl: Finding a new life in the golden city. The New Yorker, May 28.
Levinson, Marc. 2006. The box: How the shipping container made the world smaller and the world
economy bigger. Princeton University Press. Selected chapters.
Lida, David. 2009. First stop in the New World: Mexico City, the capital of the 21st century. New York:
Riverhead Books. Chapter “Two-for-one at the Pyramid of the Sun.”
Linden, Eugene. 2011. The ragged edge of the world: Encounters at the frontier where modernity,
wildlands and indigenous peoples meet. New York: Plume. Chapter 3 “New Guinea: The
godsend of cargo;” Chapter 4 “New Guinea redux.”
Lyons, James. 2005. ‘Think Seattle, act globally:’ Specialty coffee, commodity biographies and the
promotion of place. Cultural Studies 19(1):14-34.
Neuwirth, Robert. 2011. Stealth of nations: The global rise of the informal economy. New York:
Pantheon Books.
Rich, Motoko. 2012. Private sector gets job skills. New York Times, January 7.
Saxenian, AnnaLee. 2006. The new Argonauts: Regional advantage in a global economy. Harvard
University Press. Introduction.
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Stiglitz, Joseph. 2003. Globalization and its discontents. New York: W.W. Norton. Chapter 3 “Freedom
to choose.”
Suriowecki, James. 2013. The financial page: After Rana Plaza. New Yorker, May 20.
Sweeny, Katy. 2012. North Carolina on tap. Chico Enterprise Record, January 25.
Yardley, Jim. 2013. Garment makers stumble upon call for accountability. New York Times, December
30.
Zoepf, Katherine. 2013. Shopgirls: The art of selling lingerie. New Yorker, December 25&30.
Zoomers, Annelies. 2010. Globalisation and the foreignisation of space: Seven processes driving the
current global land grab. The Journal of Peasant Studies 37(2): 429-47.
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Your Name ___________________________________________
An email other than your Blackboard Learn contact_____________________
Where are you from?
Where have you lived?
Picture Here
What’s your major?
Tell me something about yourself
Tell me something about how you learn
What other classes are you taking this semester?
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