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 12:30-2:00, F 9-9:50, 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 topic(s) Homework and brief writing assignments. Completion of writing assignment(s). Completion of one session of class service learning exercise (TBD) 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. A AB+ B B- 0.935 0.90 0.87 0.835 0.80 C+ C CD+ D Participation and attendance (taken at random) Service learning 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 15 50 20 100 100 75 390 2 points points points points points points points points (8 %) (4 %) (13 %) (5 %) (25 %) (225 %) (20 %) (100 %) (Note: these values are an approximation of point allocation. Additional points for other assignments may be assigned at instructor’s discretion) 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 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 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 Week 4 Students sign up for presentations of Native American Cultural Regions Week 5 Presentations A Uniquely Wild West Physical Geography Assignment: Selfguided Field Trip Presentations Week 7 Presentations Week 7 Presentations Week 8 Presentations Week 8 Presentations QUIZ I & Book Journal Check Native Americans and the Environment Listen to House of Native American Cultures Night podcast Assignment: House of Night Reflection Read: Margolin, Paddison, Austin, Black Week 5/6 Native California Native American Cultures Fire and Indigenous Fire Management Conservation/Sustainability Pacific Northwest Native American Cultures In-class Self Assessment Read: Sarris and 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 Week 9 Week 10 Great Plains Native American Cultures Read: Mathews Spanish/Mexican West Settler Cultures An American West Settler Cultures QUIZ II Book Journal Check Audio: Californio Music Video: Lewis and Clark 4 Students should be able to identify the major soil type associated with the regional vegetation communities Students should be able to interpret the 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 Assignment: Reflection Read: Moulton Week 10 Week 11 Western Settlement Settler Cultures Assignment: Family Origins The Melting Pot: The Salad Bowl Settler Cultures Read: McMurtry or Stegner Discuss Family Origins Read: Steinbeck Week 12 Forested Landscapes Resource Utilization QUIZ III Audio: NPR spotted owl Read: Wilkinson Week 13 Minerals and Mining Resource Utilization Assignment: Reflection Assignment: Reflection Video: In the Light of Reverence Week 14 Urbanization Week 15 Week 16 Conference Water Resource Utilization Read: Abbey Read: Alberti Complete Readings Read: Reisner culture associated with the Lewis and Clark expedition Students should be able to identify the important contributions of this expedition 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 Students should be able to explain the relationship between climate, landscape and water. Students should reflect upon the current and past patterns of settlement Week 17 Review AND QUIZ IV Final Exam 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. 5 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 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. 6