Posted on 03/02/2006 11:57:54 AM PST by doug from upland
This is an exciting time to be studying global and regional geography! In this course you will take a penetrating look into the geographical - or spatial - relationships between human societies and cultures, the natural environment, and historical changes that have shaped the contemporary world. More than answering the question "what is where," this course adopts a conceptual approach to understanding and explaining the dynamic human and natural features of the earth’s surface. Particular geographic themes will e emphasized and applied largely to the regions of South, East, and Southeast Asia, the Middle East (North Africa & South West Asia), Sub-Saharan Africa, Latin America, Eastern Europe and Russia, and Australia. Important themes include: population, religion, human rights, notions of development and underdevelopment, impact of colonialism historically and currently, sustainability, impacts of modernization on developing countries, globalization of economy and culture, political and international conflict, cultural diversity, and global environmental concerns. To that end, a deeper understanding of current events from a historical and geographical perspective is imperative. Thus, timely issues and events in the news will be tied into the overall framework of the course.
Because of the emphasis on the relationships between social, cultural, political, and environmental components of human societies and regions, world geography combines various aspects of the social sciences. Further, it addresses four essential skills: critical and creative thinking, critical reading, spatial reasoning, and effective writing. Such skills will be derived from a combination of questions sets for reading assignments, mapping exercises, seminar (class discussion), films, lectures, group projects, and essays that synthesize your understanding of concepts and theories related to the themes presented in class.
Course Goals
1. Critical and creative thinking
2. Critical reading
3. Spatial Reasoning
4. Effective writing
Course Objectives
1. Students know how to use and construct maps, globes, and other geographic tools to locate and derive information about people, places, and environments
2. Students know the physical and human characteristics of places, and use this knowledge to define and study regions and their patterns of change
3. Students understand how physical processes shape Earth’s surface patterns and systems
4. Students understand how economic, political, cultural, and social processes interact to shape patterns of human populations, interdependence, cooperation, and conflict
5. Students understand the effects of interactions between human and physical systems and the changes in meaning, use, distribution, and importance of resources
6. Students apply knowledge of people, places, and environments to understand thepast and present and to plan for the future
Course Structure
The course is comprise of lecture, readings, films, seminars, map exercises, group projects, participation in the global fair, and writing assignments. Your grade will be calculated from five areas: tests/quizzes, writing assignments, seminar, group work/projects/maps, and homework. Sharing your knowledge, opinions, information, and experiences is a requirement. The format of the course is intended to reinforce learning on the course topics. It is critical that you attend each and every class, keep up with your reading assignments, have questions or problems ready for discussion, and take concise notes from ALL sources of information.
The following materials are required for every class meeting
1. 3-ring binder/fold for handouts and readings
2. Lined paper for notes and class work
3. Pencil and pen
4. Textbook and/or readings
Suggested Materials
1. Colored pencils and black fine point pen
2. Goode’s World Atlas (20th edition or later)
3. Ruler
Grading Policy
Your grade each semester will be determined by total points accumulated from the five areas listed above.
Grading Scale A = 90-100%
B = 80-89%
C = 70-79%
D = 60-69%
*** All written assignments except impromptu essays or tests are on a portfolio grading system, which means they may be re-written as many times as desired for additional points. This is done in the interest of improving writing skills, as well as, generosity.
Make up/Late Work
· Notes should be acquired from a fellow student
· Any assignments given during an excused absence must be turned in within two school days following your return from the absence for full credit
· To get make up work just see me during my office period or pick it up in the classroom
· It is students responsibility to stay up-to-date on assignments, late/make-up work, tests, activities, and notes
· Any assignments given prior to an absence are due the say the student returns
· Unexcused absences – assignments due on the date of an unexcused absence will not be accepted. I reserve the right to refuse collection of work related to an unexcused absence
Extra Credit
Extra credit may be obtained from a variety of sources dealing with current, historical, or geographic events. Students must submit a written/typed paper that includes a brief summary, a connection to course material, and an opinion. Extra credit may not increase your standing more than one letter grade. Sources for extra credit include, but are not limited to:
· NPR (National Public Radio) 1340 AM · The New York Times
· The Wall Street Journal
· The News Hour (PBS) channel 6
· The BBC News (PBS) channel 12
· www.npr.org
· www.pbs.org
· www.guerrillanews.com
· www.tompain.org
· www.cato.org
· www.heritage.org
· www.indymedia.org
· www.freespeech.org
· www.newamericancentury.org
· www.brook.edu
· www.zman.org
Classroom Rules>
· Respect must be shown to myself and fellow peers at all times
· Tolerance for differences, remain open minded
· Turn in all assignments at appropriate time
· Complete all readings and arrive to class attentive, prepared, and willing to participate
· Disregard for these rules will not be tolerated
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Dear Parents/Student,
As your history teacher, it is necessary to inform both of you as to the nature and make up of my class. Two of the primary tenets of my class are respect and tolerance. The classroom must be a safe learning environment. As such, all students are entitled to their own opinions and beliefs. Students will not be permitted to insult or belittle others in the class, respect is paramount, tolerance is also extremely important. Students will be treated as adults, as long as they demonstrate mature, responsible behavior. Since discussions and participation are a significant part of my class, all students must feel comfortable sharing their ideas. Listening skills are essential, interruptions and/or disruptions are inappropriate.
Students will be given weekly syllabi to help organize and manage their time. Students are expected to be prepared, with necessary materials and/or assignments completed. I expect students to be attentive and active participants in their own education; the following is a brief list of classroom rules that are very important:
· Respect must be show to myself and fellow peers at all times
· Tolerance for differences, remain open-minded
· Turn in all assignments at appropriate time
· Complete all readings and arrive to class attentive and prepared
Disregard for these rules will not be tolerated. Students who fail to adhere to these rules will not be permitted to attend class. If the infraction is serious, parents and administrators may be contacted. The main objective of my class is to help students to think for themselves, and to become independent, responsible, upright young adults. This entails showing respect, consideration, and tolerance to all people and ideas in an academic context.
Students’ individual incentives for achievement are personal respect and satisfaction. Grades may, to some extent, determine one’s future opportunities; however, grades should not be the primary motivating factor in education. Students need to learn for themselves, in the end, this make their education more meaningful and relevant.
All students are expected to follow school policy regarding attendance. Make-up work will not be accepted unless the absence is excused. Studetns must complete make-up work within two days of the date of the absence.
Parents will only be contacted in extenuating circumstances, and/or if requested. The lines of communication are always open, students and parents are encouraged to inquire or arrange conferences or meetings. Please read the class syllabi, then sing and print your name at the bottom of this page. Thank you.
Sincerely,
Mr. Jay Bennish
Parent ______________________________ Student ____________________________
Back in my day, any percentage in the 70s was failing.
Well listing this site (www.indymedia.org) as an extra credit source, really says it all... Portland's Moonbat Parfait Deluxe. A unique mix of Stalinists, Anarchists, Psychopaths.
I disagree, as a Conservative I pride my self on critical thought. Critical thought is why i am a conservative. People SHOULD question what they read. Be it God and Man at Yale or the Communist Manifesto. I like professors that question my views and make me think. I have had several Left wing professors and their classes were some of the most enlightening. If for no other reason because they made me come up with reasons for my views. The problem with this teacher is that he did NOT encourage critical thought instead he lectured. I did find one part interesting though, he admitted that the student had a good point about Israel. That is good.
I would also like to point out that teachers make say some nutty things to get their students to think. My 8th grade history teacher was nuts, or so i thought at the time. It turns out that he did not believe most of what he said but instead wanted the class to think and then argue with him. He did not hold grudges either. I questioned almost every thing he said, and hardly did any work. I got an A+ in his class even though i deserved a B. He said he gave me an A because i was valuable to the class and because the fact that i argued showed him i understood the material far better than what a test could. This is what a teacher should be. I think this teacher may have tried to do the same thing but went overboard. This does not mean i agree with him comparing The Commander in Chief to hitler.
I am rambling so i will shut up now LOL.
Semper FI
I LOVED teachers like that. They make it easy to learn, because it's fun.
His lawyer was on cable last night spouting that the name of the class was HUMAN Geography! What in the world is that?
The fact that this thing is teaching our children is definitive of what the 'RATs have done to destroy our country!
They're trying their best to make our children as anti-American as most of them are and I hate them for it.
My only gratitude now is that because of my delaying childbirth as a professional woman, I could have none, so I don't have to watch their being destroyed too!
Ping
That doesn't mean I won't come to that conclusion, but I don't ever accept the "first cut" of any story.
@@@@
Something that we all MUST train ourselves to do.
We each, individually, know that when we read a news item with which we have first hand knowledge, we see errors in the reporter's work. Yet, when we read or see or hear a report on something that is unfamiliar, we believe that we are reading facts. Questioning everything these days has to become our default attitude.
Looks like a much more reasonable and interesting course.
In a Very Upscale neighborhood, that I drive through every day, there are lawn signs in UN blue: -- WAR IS NOT THE ANSWER
I dream of walking there someday and add a sticker that says
--- to what Question?
or
What is your Question?
After listening to the whole tape....this was more of a "nation studies" class that you'd take in college. I was rather surprised that you'd be bringing this into a high school environment...and especially with 10th graders. In fact...if this is the norm...then why bother with the last two years of college? I'd say that they were already preping them and four years of university is totally unecessary.
The amusing thing to this...is that this guy actually writes that views of other students must be respected...in order to be in the class...and by his own chit-chat...he violates those rules. If I were the director of the school...I'll be scrathing my head...this guy has to go but how do I terminate him? I'm betting that this fool wants to stick it out and the union stands by the teacher...and the whole district probably will be asking if peer review of teachers might have to be brought in to termiante teachers in the future.
I'm sure if the dimwit was dropped off in Cuba for four weeks...he'd proabably be begging to leave at the conclusion of the "trip"...and keep his mouth shut over liberal stuff. Once you go to foreign country's and see how things run...you really come to appreciate what the US offers. I doubt if this fool has ever been anywhere much.
1. 3-ring binder/fold for handouts and readings
2. Lined paper for notes and class work
3. Pencil and pen
4. Textbook and/or readings
5. Copy of the Communist Manifesto
6. Copy of Mao's Little Red Book
7. Copy of the New York Times
(Note: Numbers 5, 6 and 7 are interchangeable.)
My thoughts exactly. Teachers like this create the deepest conservatives and the shallowest liberals subject to enlightenment later on.
Yep, this teacher's syllabus is positively Orwellian. The following could result from educators like this guy:
"Nearly all children nowadays were horrible. What was worst of all was that by means of such organizations as the Spies they were systematically turned into ungovernable little savages, and yet this produced in them no tendency whatever to rebel against the discipline of the Party. On the contrary, they adored the Party and everything connected with it… All their ferocity was turned outwards, against the enemies of the State, against foreigners, traitors, saboteurs, thought-criminals. It was almost normal for people over thirty to be frightened of their own children."
George Orwell's 1984
Proponents of this theory believe that logic and structure attributed to the law grow out of the power relationships of the society. The law exists to support the interests of the party or class that forms it and is merely a collection of beliefs and prejudices that legitimize the injustices of society. The wealthy and the powerful use the law as an instrument for oppression...
Well, you get the picture. HERE is the source if you want to see just how far this body of thought has wormed its way into academia.
The upshot of this "Critical" approach to thought is that everything is political, no one is objective, and that all of Western intellectual life is anchored around the vested interests of privileged classes. Don't try to talk its proponents out of it - even objecting to it is a sign that you are protecting your own class interests. You can't win at this game because they've set the rules that way.
NOW I have to look that up! LOL
What is wrong with Cato, Heritage, NewAmericanCentury, and brook?
Funny... I read the Colorado State Standards for Geography Education today, and NOWHERE in it does it state that Stalinism will be a part of the curriculum!!
I'm wondering...
Do different ideologies look at how to read a MAP SCALE, or how to get DRIVING DIRECTIONS from a map in different ways??
Do Maoists list tunnels differently on a map than say, Chomskiites??
Exactly where does Bush-Bashing help you figure out the height of a Mountain Range?
IS there a Liberal way to look at an Ocean?
Inquiring minds want to know...
http://www.ratemyteachers.com/schools/colorado/aurora/overland_high_school/jay__bennish
We want you back Mr. Bennish.. when you give us a speech in the end you always tell us your opinion and that it is good we have the freedom of speech so what is all of this..?
Sometimes teachers forget their mission is OPEN-UP kids minds NOT to close them down. The arrogance of some teachers is to use thehir teaching post as a bully pulpit for their pro
Jay is a true American patriot exposing and standing up to tyranny wherever it exists in the world. I notice that none of his detractors challange the truth of what he is teaching.
It's just sad when I, as a student, am more intelligent, logical, informed, and intellectually ingenuous than the teacher. His college must've had high standards to graduate him!
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