Through the examination of eleven regions of the world and their interconnections, this course introduces the discipline of geography, which links human societies and natural environments. Perspectives from physical, political, historical, economic and cultural geography are used to characterize the individual regions. (3 credits)
- ENG 101: English Composition 1
Student Learning Outcomes (SLOs)
Upon completion of this course, the student will have gained knowledge about:
- The location of the world's geographical features including physical landscapes/environments and the patterns of human activity including nations and their major cities,
- The location and origin of the world's nations and their major cities and geographical features
- The origin and nature of the world’s physical landscapes and how this may influence patterns of human activity
- The origin, nature and distribution of the world’s cultural regions and their interaction with their physical environment. This will include an understanding of:
- World religions
- World languages
- Geopolitical patterns
- Economic regions as a result of patterns of past and present industrial activity and geopolitical ties
- A selection of the introductory concepts, models and analytical techniques geographers apply in a world, regional and local context, particularly the use of maps, aerial photographs, and computers for analyses of geographic information (GIS)
- An appreciation of the issues and problems in the world today, including but not limited to:
- Natural Hazards and environmental risks
- Environmental problems and sustainability
- Economic blocs
- Cultural regions
- International development
- Geopolitical conflict.
- The differences and disparities between the developed and the developing region concentrating particularly on
- Food supply
- Environmental degradation including desertification and floral and faunal loss
- Political Instability
General Education Outcomes (GEOs)
Course Activities and Grading
Discussions (Weeks 1-14)
Midterm Exam (Week 8)
Final papers on course/music/film
Final Exam (Week 15)
Required TextbooksAvailable through https://bookstore.mbsdirect.net/vbm/vb_home.php?FVCUSNO=35478
- Marston, Knox and Liverman. World Regions in a Global Context. 6th ed. Pearson/Prentice Hall Publishing, 2017. ISBN-13: 9780134153681 [Looseleaf version]
- McNally, Rand. Goode's World Atlas. 23rd ed. Rand McNally & Company, 2017. ISBN-13: 9780133864649
- Students will be expected to listen to one genre of music and watch one movie each week and report weekly on its nature as it relates to the particular regional culture from which it is drawn.
|Week||Readings and Exercises||Assignments|
|Topic: Introduction to WRG; A world of regions|
|Topics: The Russian Federation, Central Asia & The Transcaucasus|
|Topics: Middle East and North Africa|
|Topic: Sub-Saharan Africa|
|Topics: The United States and Canada|
|Topics: No region-catch up, supplemental material & midterm preparation|
|Topics: Latin America and the Caribbean|
|Topic: East Asia|
|Topic: South Asia|
|Topic: Southeast Asia|
|Topics: No region-final paper, catch up, supplemental material and final exam preparation|
|Topic: Final Exam|
Almost every week. A mini quiz – 10 multiple choice questions and five minutes to answer them, on the region you have just studied. They are only open for a couple of days so be on the lookout for them.
What is a reflection paper?
A reflection paper is one or two pages about the region you have just studied. What I am looking for is no particular content but it may be:
- What surprised you about this region?
- What shocked you about this region?
- What do you know now you didn’t know before?
- Do you now have a thesis or opinion on the nature of this region and what could/should be changed based on what you have read
- How does the nature of this region affect you and/or the United States?
- Does it clarify/support your previously held perception of the region or have you now changed your mind somewhat?
Notice there is a lot of “you” in this and very little text so DO NOT REPEAT the text to me (I have read it! Believe me) nor repeat the discussion you and your fellow students have had that week,
The grading rubric for the papers, much like the discussions is set out below, but let me reiterate that correct spelling and grammar are important criteria on which you will be marked.
Technical requirements (grammar, punctuation, spelling, typed, double-spaced, min. length; font size no larger than 12)
Grammar, punctuation, spelling errors are frequent and distracting; does not adhere to other technical requirements
Grammar, punctuation, & spelling errors are frequent and distracting (10 or more); adheres to other technical requirements
Major grammar, punctuation, & spelling errors 4-9); typed, d- spaced, and min length
Minor (3 or fewer) grammar, punctuation, & spelling errors; adheres to other technical requirements
Essay is technically flawless
Documentation: valid sources; quotes, paraphrases, and summaries are appropriately documented and introduced; adequate original ideas; plagiarism is avoided.
Sources are not appropriate; inadequate documentation
Sources are not appropriate; research/listening are somewhat documented but not well integrated; paper excessively dependent on outside sources.
Sources are appropriate. Research/listening are documented but not well integrated or well introduced; too dependent on outside sources.
Sources are Appropriate; Documentation introduced by "signal phrases." Research is fairly well integrated and fairly well documented; works are not cited properly.
Sources are appropriate; "Signal phrases" are used to introduce research which is properly documented; works cited as applicable.
Topic being analyzed has been sufficiently studied; specific elements are cited for support.
Indicates that the topic has not been studied; no citation of specific elements.
Demonstrates only a cursory study of the topic; inadequate or unsuccessful citation of specific elements.
Demonstrates adequate study of the topic; limited citation of specific elements.
Demonstrates thorough and thoughtful study; specific elements are cited adequately.
Demonstrates exceptionally thorough and thoughtful study of the topic; frequent and well integrated citation of elements.
Demonstrates understanding of information and concepts discussed in class.
Demonstrates no understanding of information and concepts learned in class.
Demonstrates either inadequate understanding or misunderstanding of information and concepts learned in class.
Demonstrates adequate understanding of information and concepts learned in class.
Demonstrates Good understanding of information and concepts learned in class.
Demonstrates Excellent understanding of information and concepts learned in class.
Critical thinking and analysis
Shows no effort and/or analysis.
Shows minimal effort and analysis.
Shows adequate effort and analysis.
Shows good effort and analysis.
Shows exceptional effort and analysis.
At the end of the course you will submit an academic paper related to the course and to specific topics in the course. Something you can do ahead.
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Charter Oak State College encourages students with disabilities, including non-visible disabilities such as chronic diseases, learning disabilities, head injury, attention deficit/hyperactive disorder, or psychiatric disabilities, to discuss appropriate accommodations with the Office of Accessibility Services at OAS@charteroak.edu.
COSC Policies, Course Policies, Academic Support Services and Resources
Students are responsible for knowing all Charter Oak State College (COSC) institutional policies, course-specific policies, procedures, and available academic support services and resources. Please see COSC Policies for COSC institutional policies, and see also specific policies related to this course. See COSC Resources for information regarding available academic support services and resources.