SYLLABUS
U.S.GEOGRAPHY (321)
Sched. # 21583: MW+ 11:00-11:50, SH 123
Fall 2014
COURSE DESCRIPTION: Welcome to U.S. Geography! In this class, you’ll learn the broad and complex
attributes of the U.S., including the physical, cultural, economic and environmental influences that shape a
region. All regions are examined, from the northeastern U.S., to Alaska and Hawaii. Current land uses and
functions are covered in order to understand what makes each region unique, and relevant current issues
are examined to help gain perspective on landscapes, resources and sustainability. The purpose of the
course is to engage students in learning about and analyzing the complex, fascinating, unique and beautiful
geography of the U.S.
Instructor: Diana Gauss Richardson
Office: Storm Hall 301B; Office hours: T 11:00 – noon, 2:00-3:30, W noon – 4:00, Th 11- noon, and
specific appointments. My door is usually open, so please feel free to drop by anytime.
Phone: 594-5476; email: drichard@mail.sdsu.edu
Check Blackboard (BB) for notices, assignments, posting of scores, other relevant course
Required books:
Hardwick, Geography of North America, 2nd Ed., Pearson Publishing Co. (2013)
Goode's World Atlas, 22nd Ed. (21st Ed. OK)
Maps: Two maps required: 1) Map of entire U.S., 2) Eastern States map
The books and maps are available in Aztec Shops.
Please note: you are responsible for following everything in this syllabus as it is your primary
guide to the course requirements. I may not remind you of due dates.
FORMAT: This course is a blended course, with 2 days of in-class lecture, and a third “day” of online work.
The class meets twice a week on Monday and Wed., and the online work can be done at your convenience.
Field trips are offered for course credit, and community involvement for extra credit.
TERM PROJECT: The Term Project is intended to meet learning outcomes (outcomes described at end
of syllabus) by integrating many of these outcomes within one activity and its summary report. You may
choose from one of the following options.
TERM PROJECT, OPTION 1: PRESENTATION: If you choose this option, you will work in a small
group (5) on a current topic of interest. The group will prepare and present to the class the findings of
their topic. You will receive points both individually and for the group; individual points possible: 50;
group points possible: 25; therefore you could receive a total possible of 75 points. The suggested
presentation format is Power Point, with each of your group coordinating their part of the topic within
one group PP. Group dynamics – how you work together, the coordination of individual parts, and
staying within the timeframe (20 minutes) will all contribute toward the group score. For the individual
score, you will prepare a 4-5 page summary paper of your part of the topic, highlighting your key points.
Sources must be included (use MLA format); use peer-reviewed articles, government organizations,
credible journals/organizations (not Wikipedia, blogs, etc. obviously). Your summary paper is due at
the time of the presentation. Topics for the presentations will be given in class and included on BB.
Your group will coordinate with me prior to your presentation to ensure that you have relevant
information for each part of the topic presentation, and so that you can verify with me that you are on
the right track. You will also present to me a draft presentation prior to the class presentation.
TERM PROJECT, OPTION 2: FIELD TRIPS: If you choose this option, you may attend 3 local/San
Diego region field trips scheduled throughout the semester (see schedule below). These field trips will
show first-hand some of the concepts taught in class and will give you primary experience to understand
these concepts. Each field trip will be worth 25 points, for a total of 75 points. Waiver and Release of
Liability form must be submitted to receive credit. A 2-page summary paper will identify the major
topics learned, in addition to any research pertaining to those topics. More details will be given at each
field trip. All 3 field trips must be attended for this option, and, if one is missed, the score will be reduced
by 25 points.
TERM PROJECT, OPTION 2a: EASTERN SIERRA 3-DAY FIELD TRIP OCT. 3-5: This option is
limited to 10 students. We will visit Whitney Portal (with optional hike to Lone Pine Lake), Manzanar
National Historic Site, the Alabama Gates and Owen’s River and dry lake bed, the Alabama Hills, and
Fossil Falls. You will see and experience first-hand the physical geographic processes that shaped
this beautiful region; the cultural geography that created the story of human settlement, and economic
development; and the water that is so coveted, manipulated, and essential to this region and the Los
Angeles area. The cost for this trip is $349.00 which will be paid to Aztec Adventures, who will be
coordinating the travel details, including lodging, meals and transport. No paper will be necessary for
this option.

EXAMS: Your grasp of course material will be demonstrated by completing four exams that directly
reflect material covered in class and in the book. Specific questions from lecture material, readings,
films and the text will comprise these assessments. Careful attention and thought given to topics
during class, and understanding of processes, will be the best course of action to achieve a high
score on these. The date for each exam is found below in the schedule. Each of these four exams
will be worth approximately 50 - 60 points, for a total of 200 - 240 points. Scantron 882 (green) is
necessary, with #2 pencil.

ATLAS ASSIGNMENTS: Two atlas assignments will be given which will cover location identification
and thematic topics across the U.S. Each of these will be worth 40 points, for a total of 80 points.
The dates for completion of these are found in the Course Schedule. You will need the maps and
Atlas identified above to complete these.
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
EXTRA CREDIT: Extra Credit is encouraged. Extra credit consists of participation in a relevant
community event, engaging in a community service activity, or attending a relevant lecture on
course material; the event or service is accompanied by a summary of the event and it’s
relevance to the class material. Each activity must be cleared with me to ensure content
relevance. Waiver and Release of Liability form must be submitted to receive credit. A total of 15
extra credit points are available – most activities are worth 3 – 5 points of credit (no extra credit
possible if more than 3 unexcused absences occur).

CLASS COURTESY and ACADEMIC BEHAVIOR: It is important that courtesy be maintained in
the class. Basic courtesies include: not speaking while the professor or another student is,
remaining in your seat during the entire class period (i.e., taking care of personal business before
and after class, arriving on time and not leaving early), not dominating questions/discussion time,
and turning off cell phones, all electronics (generally, civil, mature and respectable behavior). Of
course, cheating and plagiarism are not tolerated – complete course failure or failure of an
assignment would ensue if either occurred. See Academic Integrity below. Your attendance in this
class confirms your commitment to upholding these basic courtesies and behaviors.

ATTENDANCE AND PARTICIPATION: Your participation, demonstrated by attendance,
courtesy, discussion and/or questions, will help you achieve the greatest benefit from the class. I
will take attendance randomly; 30 points of attendance/participation is possible. (You may be
excused from class without point penalty, or leave early or arrive late, if you let me know ahead of
time, or under emergencies).

GRADES: Course grade based on total score. Total score includes atlases, exams, papers and
attendance. Grading will be bases on the following percentages:
A 92% and above; A- 90-91%; B+ 89%; B 82-88%; B- 80-81%; C+ 79%; C 71-78%; C- 69-70%;
D+ 68%; D 60-67%; D- 59%; F 58% and below.

Academic Integrity: The faculty and staff demand the highest levels of academic and professional
integrity in all work at San Diego State University. Plagiarism, cheating on exams, copying another
student’s work, or any other type of academic dishonesty, will be referred directly to the Office of
Student Rights and Responsibilities for disciplinary action. You will receive zero points on the
exam or assignment.

Americans with Disabilities Act (DA) Accommodation:
If you are a student with a disability and believe you will need accommodations for this class, it is
your responsibility to contact Student Disability Services at (619) 594-6473. To avoid any delay in
the receipt of your accommodations, you should contact Student Disability Services as soon as
possible. Please note that accommodations are not retroactive, and that accommodations based
upon disability cannot be provided until you have presented your instructor with an
accommodation letter from Student Disability Services. Your cooperation is appreciated.
This syllabus is intended to guide us through the course. However, circumstances can change and so I reserve the
right to change the syllabus/schedule as needed to ensure that we fulfill the objectives of the course. You will
receive full and fair notification regarding any such changes.
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COURSE SCHEDULE
Week
of:
Aug. 25
TOPIC
Hardwick Chapters;
Readings on BB
Introduction, Physical
Geography
Hardwick (H) 1
See Simple Pl. Tec.
Animations; Earthquakes in
California; Readings 1a –
1d
See Video Lectures: Plate
Tectonics; Landform
Regions
H2
See Video Lecture:
Climate and Vegetation
H 3, 19
Sept. 12 - Field
Trip #1 to
Cuyamaca Rancho
State Park
9am to 1pm
H4
EXAM 1
See SANDAG’s Smart
Sept. 17
Growth Design Guidelines From Intro. through
Demographics
H 17
Read and watch links on
Papahanaumokuakea
Marine NM and how Atolls
are formed
H5
Atlas 1 due Oct. 1
Read Puritan Influence
article
Option 2a Field
trip to Eastern
Sierra Oct. 3-5
H7
EXAM 2
Oct. 8
Cultural Geography
through Hawaii
H8
Field Trip #2 to
See U.S. Drought Monitor Water
See Nat’l Organic
Conservation
Standards
Garden 9am –
11am Oct. 17
H 9,10
H 11
Atlas 2 due Oct. 29
H 12,13
EXAM 3
Read NYT Colorado R.
Nov. 5
article
Northeast through
the South
H 14
Nov. 14 - Field Trip
Watch film, Bringing Back #3 to Downtown
the Delta
San Diego
Sept. 1 Physical – Landforms, Climate,
Vegetation (continued);
Sept. 1 Holiday (Labor Day)
8
Cultural Geography,
Demographics
(No class Sept. 8)
15
Urban settlement, Land use,
Sustainability
22
Hawaii, as example of all
geographic topics
29
Atlantic Northeast
Oct. 6
Megalopolis
13
Great Lakes region
20
27
Nov. 3
The South
Great Plains
Rocky Mountains/Intermontane
10
Southwest; Nov. 11 Holiday
(Veteran’s Day)
EXAMS and Atlas
Assignmts.
Due
4
9am to 1pm
17
California, Pacific Northwest
24
Pacific Northwest; Nov. 28, 29
Holiday (Thanksgiving)
Alaska
Dec. 1
8

EXAM 4
(Dec. 10 last day of SDSU
classes)
H 15
California Forever (film)
There it is – Take It!
(Audio Program)
H 16
H 18
EXAM 4
Dec. 10
LEARNING OUTCOMES
Physical Geography: Be able to
 Describe each of the tectonic process as they relate to landforms in the U.S. Know the major U.S.
landforms, and major rock types.
 Describe erosional forces as they relate to these landforms. Know each of the erosional agents.
 Explain influences on climate in the U.S. Include: topography, ocean currents, latitude, air masses
and their movement.
 Identify the major climate types in the U.S.
 Locate generally the major vegetation zones in the U.S.
Cultural Geography through Sustainability:
 Identify sequence and location of settlement of major European groups, and Culture Hearths that
developed.
 Identify the major land acquisitions that shaped the U.S. as we know it today.
 Describe the major land divisions, surveys that shaped land use patterns today: Township and
Range, Metes and Bounds
 Explain government policies and events that helped to move population westward, and eventually
from rural to urban landscapes
 Identify factors that shape demographics: Growth rate, rate of natural increase, fertility rate,
migration patterns (site and situation and amenity areas)
 Describe Demographic Transition, and corresponding economic stages
 Explain the concept of sustainability and apply it to real world examples in the U.S.
Hawaii through Megalopolis:
 Identify the tectonic process, erosional processes, prevailing winds, and climate characteristics of
the Hawaiian Islands
 Describe the demographics, major economies and relevant environmental issues found in the
Islands.
 Explain the significance of the Farm Village and the Puritan settlement of the Northeast in shaping
city structure and American thought and patterns.
 Identify the major economies of the Northeast and Megalopolis, and the reasons for the vast
differences between the two regions.
 Describe the physical geography of the Northeast and Megalopolis (climate, vegetation,
landforms).
 Articulate the significance of the literary movement of the 1700 and 1800s in shaping our current
views on land use (especially protection of open space/wilderness).
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Great Lakes through Great Plains:
 Describe the landform regions, climate and natural vegetation for these regions. Know with
greater specificity the challenges of New Orleans with its coastal plain location, elevation and
rising sea levels.
 Explain the differences between chemical agriculture and organic agriculture, and the reasons
for the recent trends toward urban and organic agriculture.
 Articulate the economic changes in these regions, integrating what you learned about economic
stages and migration patterns in Module 2.
 Explain the cultural significance of these regions, including the isolation factor of the
Appalachian Mountains, and the cultural heritage and southern identity of the rest of the south.
 Describe what an aquifer is, the extent and dynamics of the Ogallala, and the importance of the
balance between extraction and recharge.
 Know the importance of the Homestead Act, and other government policies in opening up the
Western U.S.
Rocky Mountains through Southwest:
 Identify the major U.S. federal agencies that manage public lands in the U.S., and their primary
functions.
 Explain the types of demand, the supply, and the policies that direct the distribution of the
Colorado River.
 Identify the major economies and settlement patterns, both historic and present, of these
regions.
 Describe the energy industries that are developed in these regions.
 Articulate the changing Borderlands cultural and economic landscape.
California through Alaska:
 Describe the diversity in cultures, defining cultural characteristics, economies that developed
and now support these regions, and the physical landscapes of California, and the Pacific
Northwest.
 Describe the issues of water supply in California, versus the demand
 Explain how California led the nation in land protection/preservation/conservation
 Explain what led to diminishing timber industry production in the Pacific Northwest; and, the
growing tertiary and quaternary industries of Portland and Seattle.
 Identify the top economies of Alaska and issues with extraction of fossil fuels on the North
Coast.
 Know the policies that were instrumental in distribution of lands for public use and for Native
retention in Alaska.
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