GEOG 100:
World Regional Geography
Course Outline (S13N03)
Office:
Phone (local):
Email:
Office Hours:
Instructor
Don Alexander
Bldg. 359, Room 215
2261 (If out of the local calling area, dial 1-888-920-2221, and then 226)
don.alexander@viu.ca
Tuesdays and Thursdays, 11:30 to 12:30 pm
Classroom:
Bldg. 370, Room 243
Lectures:
Wednesdays and Fridays, 8:30 to 10:00 am
Required Textbook: World Regional Geography: Global Patterns, Local Lives [5th ed., without
subregions: BUY THE RIGHT ONE!] by Lydia M. Pulsipher and Alex Pulsipher (New York: W.H.B
Freeman & Company, 2011). Supplementary readings may be put on reserve from time to time. See
last page for information on the textbook web site or go to
http://bcs.whfreeman.com/pulsipher5e/default.asp#t_612622____.
[Lectures and assignments will be on my web site: http://web.viu.ca/alexander2; there will be no
Moodle or Design2Learn component.]
Course Focus and Course Objectives
This course offers an introduction to the major physical and cultural regions of the world, with an
emphasis on the interaction of human and physical geography in relation to cultural, social,
economic, population, environmental, and political topics. This will be done at a variety of scales,
from the local to the subregional to the regional and will examine how these regions are
undergoing massive changes. The textbook and the course are organized around nine major
themes:
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climate change
democratization
development issues
food
gender
globalization
population issues
urbanization
water
The objectives of the course are to familiarize you with basic concepts of human and cultural
geography and, to a lesser degree, physical geography. Upon completion, you will
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have a stronger knowledge of major world regions;
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be able to analyze the interplay between environment and culture in different settings, the
interaction between local and global forces, and be able to integrate a cultural and
geographical perspective into policy, planning, diplomacy, or business-related work;
will have improved your writing, speaking, research and analytical skills, as well as your
ability to present material in a graphically appealing format.
To do well in this course, you should:
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demonstrate a basic knowledge of the culture and geography of the world’s regions (as
measured by the take-home mid-term or term paper, group projects, and final exam);
be able to work with the aforementioned themes, using examples (as measured by the
mid-term or term paper, group projects, and final exam):
We won’t attempt to cover everything in the chapters, but will instead give emphasis on specific
topics in the different regions.
Structure of the Course
The course will involve lectures, videos, occasional guest speakers, class discussion, and individual
and group assignments.
Course Schedule
Dates
Topics
Week 1- Jan. 8
& 10
Introduction to 100;
Introduction to World
Regional Geography
North America
Chapter 1
Middle & South America
Chapter 3
Jan.
Middle & South America
Chapter 3 (cont’d)
Feb.
Europe
Chapter 4
Week 6- Feb.
12 & 14
Russia and the PostSoviet States
Chapter 5
Week 7- Feb.
19 & 21
Week 8- Feb.
26 & 28
Week 9- Mar.
5&7
Week 10- Mar.
North Africa and
Southwest Asia
No classes; study days
Chapter 6
Sub-Saharan Africa
Chapter 7
South Asia
Chapter 8
Week 215 & 17
Week 322 & 24
Week 429 & 31
Week 55&7
Jan.
Jan.
Additional Readings or
Assignment-Related
Information
Chapter 2
guest speakers
distribution of takehome mid-term/
essay instructions
origins assignment
due on 2/14;
presentation of group
projects begins
presentation of group
projects
presentation of group
projects
take-home mid-terms
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12 & 14
Week 1119 & 21
Week 1226 & 28
Week 132&4
Week 149 & 11
TBA
Mar.
East Asia
Chapter 9
and term papers due
on 3/14;
presentations
presentations
Mar.
Southeast Asia
Chapter 10
presentations
Apr.
Oceania
Chapter 11
presentations
Apr.
wrap-up; review for final
exam
final exam
Assignments
Attendance and Participation
You should come to class prepared. The best way to do this is to read the required readings before
class. Even if we don't cover the material in class, you will need to know the contents for exams. If
you are going to be unavoidably absent, I should be informed before class if possible. A doctor’s
note is required for a prolonged absence due to illness. If a class is missed, it is your responsibility
to determine what material was covered and what you need to catch up on. (Lecture notes will be
posted on the web site [see top of page 1].) Your attendance will be recorded for 5% of the total
mark, and up to an additional 5% will be rewarded for participating in class discussions and
activities. Bringing relevant resources to my and your fellow classmates' attention will also count
towards participation.
Laptops will be allowed in class. However, if they start to be used for doing Facebook or surfing the
net, their use will be stopped. While in class, turn your cell phones off or to vibrate. If you have
absolutely have to take a call, leave and re-enter class as unobtrusively as possible. In class
discussions, I request that you respect the ideas, thoughts, and opinions of others, including mine.
Respect does not necessarily imply acceptance. I have strong biases, but I do not expect you to
share them. In fact, independence of thought and critical thinking will contribute to you getting a
high mark in the course. Discussions are intended to provoke discussion and debate, and you
should show a readiness and willingness to share your ideas, feelings, and thoughts on a wide range
of issues.
Origins Exercise
This exercise will be worth 10%. The assumption is that – unless you are of First Nations ancestry* –
your family originated from some place other than North America, possibly from more than one
place. Identify a family member who likely has the most knowledge about your family’s story of
origins, while still being relatively accessible to talk to in person or by phone. Where there is more
than one ethnic background, focus on the one about which the most information can be gathered.
Prepare a 1200-1500-word report based on asking that person the following questions, and be sure
to identify who they are in the report (parent, grandparent, great aunt, etc.):
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1. Where did the family ancestors migrate from (be as specific as you can) and when? [Note: that
because of changes in countries’ borders over the years, the nation-state that area was a part
of may have shifted.]
2. What was the motivation for migrating to Canada? [possibilities include the search for better
economic opportunities, escape from political or religious persecution or war, marriage to an
overseas soldier, or other reasons]
3. Where in Canada did the ancestor(s) originally settle, and what challenges of adjustment did
they face? How did they initially make their living?
4. If they subsequently moved to the West Coast, when did this occur, and what was the
motivation for this?
5. What aspects of traditional identity and culture, if any, have been retained from the original
point of origin, and is there still contact with people in the ‘old country’?
(You are welcome to include relevant photos or maps if you have them.)
*If you are of First Nations’ ancestry, let me know and I will have an alternative assignment for you.
Group Project
I will provide nine topics and people will go around the room and sign up for their chosen topic. If
there is an imbalance in numbers, there will be some reassignments. Each topic will be used to
illustrate one of the themes of this class. More details will be forthcoming. Each group will present
its findings in class in an oral presentation, with a short written summary for me. Worth a total of
25%, 15% of the mark will be based on whether the findings are presented in an interesting and
innovative way (use of media, props, eye contact, good delivery). An additional 10% will come from
the written summary, which should be about 3 pages in length with one and a half spacing. This will
be evaluated based on the quality of the writing, and on the diversity of the sources used for the
presentation. Internet sources are acceptable, but at least one book and one academic journal
article must be used.
Take-home Mid-Term
You will be given the choice of either writing a take-home mid-term based on essay questions or
writing a term paper on a relevant topic of your choice (see below for some possible topics). Both
options will be worth 25%. If you choose a paper, it will be evaluated on the basis of originality,
structure and argumentation, quality of writing, and quality of research and referencing. It must
also be on a subject relevant to the course. NOTE: Whenever submitting written work, always
parenthetically reference your sources, preferably using either APA style or University of Chicago [see
http://libguides.viu.ca/citing]. Also: print all assignments double-sided or use scrap paper. No
plagiarized assignments will be accepted, nor will late assignments be accepted except in exceptional
circumstances.
Possible Term Paper Topics (*these are suggestions only; you can propose your own)
1.
2.
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the impact of a New World crop on Old World cuisine
the evolution of a particular music form as a result of the interaction of a number of cultures
the evolution of vernacular (grassroots) architecture in a specific area
a specific landscape and the geographical factors that contribute to its unique “sense of place”
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5. the impact of globalization on one of the following in a specific area: agricultural economies,
local culture/ traditional values, class structure, the role of women, indigenous people
6. the oppression of women in one or another part of the world and how it can be overcome
7. who climate change is impacting the most and why
8. the effect of tourism on the “authenticity” of a culture and way of life in a specific area
9. the role of the “informal economy” in sustaining life in a specific area
10. the significance of the Arab Spring or “Occupy” movements
11. the process that immigrants go through in adapting to a new cultural context/ way of life
12. the role played by religious groups in the colonization process in the Americas or even the role
of evangelical Christians today in places like Africa
13. the role of Canadian mining companies in Latin America
14. the contribution of Muslim Arabs or Chinese to world civilization
15. the leadership role played by Europe in either sustainability or city-building or both
16. an analysis of a specific nationality or ethnic group and how it evolved a distinct identity
17. an analysis of why “social capital” and “civil society” seem to be stronger in some cultural
settings than in others
18. analysis of the interaction between population growth, culture, and economic
development in a specific area
19. an analysis of the impact of pandemics (e.g., AIDS) on a society’s social structure and economy
20. the roots of the current conflict in the Middle East between Palestinians and Israelis and/or the
reasons for the rise of militant Islam.
Final Exam
The final exam, which will consist of true/ false, multiple choice, short answers and essay questions,
will be worth 25% of your final mark. I reserve the right to change the composition of the exam with
prior warning.
Evaluation
ASSESSMENT ITEM
1. Attendance and Participation
2. Origins Exercise
3. Group project presentations begin
4. Take-home mid-term or term paper due
5. Final Exam
Total
MARK
10%
15%
25%
25%
25%
100%
DATE
throughout
February 14
February 19
March 14
TBA
Late Assignments
ONLY authorized medical reasons (i.e., a doctor's note) or immediate family tragedy, will be
accepted as reasonable cause for missing an exam or handing in an assignment late. NO substitute
assignments or exams will be accepted in this course, nor will plagiarism be tolerated. For VIU’s
policy on academic integrity, see www.viu.ca/policies/policy.asp?rdPolicyNumber=99.01.
Dissatisfaction with any grade received on an exam or an assignment must be lodged with me
within 48 hours of receiving it. The policies of VIU will govern any further appeals regarding grades.
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NOTE: Students with documented disabilities requiring academic and/or exam accommodation
should inform me and contact Disability Services, Building 200, or call 740-6446. In the event of a
snowstorm or other extreme weather event, I will try to send out an e-mail if class is cancelled, but
always check the VIU homepage for a closure notice. The information there takes priority.
Grading Scheme
A+
A
AB+
B
BC+
C
CD
F
90-100%
85-89%
80-84%
76-79%
72-75%
69-71%
65-68%
61-64%
57-60%
50-56%
below 50%
Outstanding performance
First-class performance
Excellent performance
Very good performance
Good performance
Average performance
Fair performance
Below average performance
Passing performance
Marginal performance
Failing performance
Resources
The publisher has provided numerous resources for you to use as learning aids. These include
critical thinking exercises, interactive maps, world recipes, blank maps, map builder, weblinks and
readings, sample quizzes, flash cards and more. See
http://bcs.whfreeman.com/pulsipher5e/default.asp#t_612622____.