a) basic
concepts of geography, including the elements of maps and other forms of
geo-information, and their interpretation;
b) the
location of important land features, bodies of water, and key place locations
globally, nationally, and in the state of Michigan;
c) the
physical and human characteristics of the world’s major regions, including
natural resources, cultural and historical geographic development patterns,
and geo-political elements;
d) the
physical and human characteristics of the major regions of the United
States and Michigan, including natural resources, cultural
and historical geographic development patterns, and geo-political elements;
e) the
concept of culture and its effects on the development and human relationship
to the physical landscape;
f) major
economic activities and geographic influences on economic development;
g) population
distributions, growth and settlement patterns, and migrations of significance
in the past and present;
h) the
structure, function, and location of urban and rural settlements; and
i)
ways by which people have modified their physical environments over time
and the resulting impacts.
2) To
offer future teachers a balanced major overviewing the sub-disciplines of
geography
and the continuing changes in geographic theory and practice.
3) To
ensure that future teachers have both a comprehensive knowledge of geography
and the sense
of geographic inquiry that enables them to put into perspective for their
students world, national, and state events and technological changes.
All Geography
for Secondary Education majors are required to take the following classes:
1. GEOG
107: Introduction to Geography
Objectives
for this class include:
1).
Students will be able to analyze the spatial information about people, places,
and environments in a spatial context;Students will be able to describe
the physical and human characteristics of places.
2).
Students
will be able to interpret the past, present and to plan for the future.
3).
Students will be able to ask questions and to acquire, organize, and analyze
geographic information so they can answer geographic questions as they engage
in the study of substantive geographic content.
Students will be able to describe and apply basic geographic concepts.
4).
Students
will be able to use maps and other geographic representations, tools, and
technologies to acquire, process, and report information from a spatial
perspective.
5). Students
will be able to use Geographic Information Systems (GIS).
6). Students
will be able to describe and analyze the physical processes that shape the
earth’s surface;
i. Geologic
time
ii. Movements
of continents
iii. Earth
materials
iv. Tectonic
forces
v. Gradational/erosional
processes
7). Students
will be able to describe how human actions modify the physical environment.
8). Students
will be able to analyze how physical systems affect human systems.
9). Students
will be able to analyze processes that affect weather and climate.
10).
Students will be able to analyze how weather and climate affect human systems.
11).
Physical Geography - Environmental Geography.
12).
Students will be able to describe the characteristics and spatial distribution
of ecosystems on the earth’s surface.
13).
Students will be able to describe how human interactions modify the environment.
14).
Students will be able to examine the changes that occur in the meaning,
use, distribution, and importance of resources.
15).
Students will be able to describe the characteristics, distribution,
and migration of human population on the earth’s surface and describe the
processes, patterns, and functions of human settlement.
16).
Students will be able to describe and analyze the characteristics, distribution,
and complexity of the earth’s cultural mosaics;
17).
Students will be able to describe how culture and experience influence people’s
perceptions of places and regions.
18).
Students will be able to use mental maps to organize information about people,
places, and environments in a spatial context.
19).
Students will be able to describe and analyze world political systems and
how forces of cooperation and conflict among people influence political
division and control.
20).
Students will be able to describe world economic systems;
21).
Students will be able to describe the patterns and networks of economic
interdependence on the earth’s surface and the changes that occur in the
meaning, use, distribution, and importance of resources.
22).
Students will be able to describe and analyze urban settlement patterns
on the earth’s surface and the processes, patterns, and functions of human
settlement
23).
Students will be able to describe and analyze the characteristics, distribution,
and complexity of the earth’s urban settlements.
24).
Students will be able to apply the concept of regions as a means to interpret
the earth’s complexity.
2. GESC
108: Earth Science, has the following common objectives:
A primary
goal of the course is for students to gain an understanding of the basic
processes that operate on and within the earth and how to use this information
in day to day decisions. Sub-goals of this primary goal include:
1). Students
will be able to describe and analyze the physical processes that shape the
earth’s surface;
2). Students
will be able to describe and analyze the physical characteristics of places;
3). Students
will be able to describe and analyze how physical systems affect human systems;
4). Students
will be able to describe and analyze processes that affect weather and climate;
5). Students
will be able to describe and analyze how weather and climate affect human
systems;
6). Students
will be able to describe and analyze the characteristics and spatial distribution
of ecosystems on the earth’s surface;
7). Students
will be able to describe and analyze how human interactions modify the environment;
8). Students
will be able to describe and analyze the changes that occur in the meaning,
use, distribution, and importance of resources.
9). A
secondary goal is to develop an in depth understanding of the method of
scientific inquiry so that these bias-reducing skills can be effectively
utilized to solve a variety of daily decisions throughout the rest of the
students' lives.
3.
GEOG 110: World Regions, has the following outcomes/objectives are
sought for each of the world realms specified in the course outline
below:
1). Students
will be able to describe and analyze the concepts of realms and regions
as means to geographically interpret the earth's complexity.
2). Students
will be able to describe and analyze how physical systems affect human systems.
3). Students
will be able to describe and analyze the spatial information about people,
places, and environments around the world.
4).
Students will be able to describe and analyze the physical and human characteristics
of places.
5).
Students will be able to describe and analyze how culture and experience
influence people's perceptions of places and regions.
6).
Students will be able to describe and analyze the characteristics, distribution,
and complexity of global cultural mosaics.
7).
Students will be able to describe and analyze patterns and networks of economic
interdependence on Earth's surface.
8). Students
will be able to describe and analyze how the forces of cooperation and conflict
among people influence the division and control of the earth's surface.
9).
Students will be able to describe and analyze how geography can be used
to interpret the past and present and to plan for the future. Regions studied
include: Europe, North America, Asia, Africa, Australia,
and South America.
4. GEOG
313: Geography of Michigan has the following objectives:
1). Students
will be able to describe how geography is at the intersection of man, land
and time (or the meeting of nature and human prehistory/history).
2). Students
will be able to describe Michigan as a Midwest state defined by water boundaries.
3). Students
will be able to describe how Michigan is composed of many cultural and physical
regions, which have changed through time.
4). Students
will be able to apply geographical tools such as maps, county/regional population
censuses and climate/hydrogeological data, which provide methods to locating,
regionalizing and comprehending spatial patterns of Michigan's physical
and human environment.
5). Students
will be able to apply mapwork and data analysis that the geographical patterns
of Michigan have changed over time and economic conditions.
6). Students
will be able to describe basic geographical ideas such as "push-pull
factors, cultural diffusion, sequent occupance" as applicable to the
study of Michigan.
7). Students
will be able to apply their knowledge to offering their own course for the
general education of students, many of which will live in the state.
5. GEOG
320: the Geography of the United States
& Canada has the following objectives:
1). Students
will be able to define regions as a means to interpret the complexity of
the United States and Canada.,
2). Students
will be able to describe the various regions of the United
States and Canada,
and thereby to acquire, process, and report information from a spatial perspective.
3). Students
will be able to describe and analyze the physical and human characteristics
of the regions of the United States
and Canada.
4). Students
will be able to describe and analyze the concept of site and situation in
relation to human settlement, especially cities with their characteristics,
distribution, and complexity.
5). Students
will be able to describe and analyze the economic, political, and social
processes in relation to physiography, thereby enabling learners to analyze
how physical systems affect human systems.
6). Students
will be able to describe and analyze how regions compare and contrast with
other regions, and with the United States
and Canada as a whole.
6. In HIST
481, all students receive instruction, resources and models of
geography teaching, 7-12.