ࡱ> QmPk bjbjZ Z I;8cb8cbY$$$$$$$$8$<%D$B>%%(%%%&'$6'=======$?=$+&&++=$$%%4=222+$%$%=2+=22;<%L,^]<=>0B>s<:B,B,<B$<J'r(^2)*bJ'J'J'==/J'J'J'B>++++BJ'J'J'J'J'J'J'J'J'B Z#: GROSSMONT COLLEGE COURSE OUTLINE OF RECORD Curriculum Committee Approval: 04/26/2022 GCCCD Governing Board Approval: 06/14/2022 GEOGRAPHY 170 THE GEOGRAPHY OF CALIFORNIA Course Number Course Title Semester Units GEOG 170 The Geography of California 3 Semester Hours 3 hours lecture: 48-54 hours 96-108 outside-of-class hours 144-162 total hours Prerequisites None Corequisite None Recommended Preparation None Catalog Description This course is an exciting exploration of the physical and cultural regions of California and their interrelationships. Emphasis on the geographic factors that would broaden a students knowledge of the California environment; climate, natural vegetation, plate tectonic situation, agriculture, industry, and population. Course Objectives The student will: Assess the interrelationships between the physical and cultural environments of California. Analyze the spatial distribution of geographic phenomena in California. Construct and interpret climate graphs and maps and relate the information to changes in the natural environment. Construct maps and organize geographical data for each of the geomorphic provinces in California. Locate major towns and cities, rivers, mountain ranges, fault systems, and provinces in California. Examine demographic patterns in the state and analyze causes for those patterns. Instructional Facilities Standard Classroom Political and physical wall maps of California, the United States, and the world. A VCR, a document camera and computer projector wired to a ceiling-mounted data projector and connected to the internet. Special Materials Required of Student California road map Course Content Natural Environment of California. Spatial relationships of physical landscapes. Topographic conditions of the geomorphic provinces. Climate, soil, vegetation, water, and life forms. Construction of climate graphs and maps. California Population. Past, present, future demographic patterns. California Economy. Agriculture. Role of natural environment in agribusiness. Forest and forest industry. Mining and manufacturing. Recreation. Urban Age. Northern metropolises. Southern metropolises. Method of Instruction Lecture. Discussion. A.V. materials, including the Internet. Methods of Evaluating Student Performance A grading system appropriate to a college-level introductory social science course will be established by the instructor and implemented uniformly. Grades will be based upon demonstrated proficiency in subject matter by examination. A series of map quizzes are given to help students learn important locations and features. Objective and essay examinations on lecture and textbook, including a final exam. Research paper (e.g., priority of Colorado River water amongst the seven Basin States, between the United States and Mexico, and finally within California between the IID, CVWD, PVID, and MWD). Reading quizzes. Mapping assignments. Pop quizzes. Outside Class Assignments Required reading in the text, library research and preparation of written assignments (e.g., comparing the physical Site and Situation of the LA Basin as it changed from agriculture to suburbanization) Field observation of geographic phenomenon (e.g., relationship of R.M. Levy Water Treatment Plant and Reservoirs like Lake Jennings and Lake Murray to the otherwise natural dry lands of East County) Representative Texts Representative Text(s): Shelby, William A. Rediscovering the Golden State. 4th edition. New York, NY: Wiley and Sons, 2018. Road map of California. Supplementary texts and workbooks: Reisner, Marc. Cadillac Desert. New York, NY: Penguin Books, 1993. McWilliams, Carey. California: The Great Exception. Los Angeles, CA: UC Press., 1949. Addendum: Student Learning Outcomes Upon completion of this course, our students will be able to do the following: Students should be able to describe and explain Californias location relative to the tectonic system, and thus why its a) so seismically active and b) topographically diverse. Students should be able to describe and explain Californias location relative to the general circulation of the atmosphere, summer vs. winter, and all that implies Students should be able to describe the evolutionary response to climatic variation within the state, in association with its topography, resulting in its spectacular diversity of ecosystems Students should be able to describe the natural distribution of water resources in the state relative to human development and demographic trends, and thus be able to explain the logistical, political, and ecological implications that result. Likewise, the situation for the entire arid West Students should be able to name Californias major sub-regions, and describe and explain the site, situation, and economic base of each Students should be able to describe the unique demographic diversity of California, both in terms of the innovative strength it brings and challenges it presents   GEOG 170 The Geography of California Page  PAGE 2 of  NUMPAGES 3 *+,UVdz}pdpXLpdBh`6CJOJQJhD}0JCJOJQJhw60JCJOJQJh\ 0JCJOJQJh\ 0J>*CJOJQJhsh\ >*CJOJQJ^Jh`6>*CJOJQJ^JhD}>*CJOJQJhD}CJOJQJ^JaJ'hD}0JJB*CJOJQJ^JaJphh\ >*CJOJQJhD}h\ CJOJQJhD}hD}CJOJQJh)CJOJQJh\ CJOJQJ+,V   w hgdD} 0 @ zhd*$`hgdw6 0 zd*$gdw6 & F 0 zd*$gdw6I$9D[$\$a$gdD} d*$ $ d*$a$$ d*$a$gdD}           / < ? \ _ r v w x ȼrhdhhYh\ >*CJOJQJh\ hCJOJQJhD}h\ CJOJQJh\ 0J>*CJOJQJ#hD}h\ 6CJOJQJ^JaJhD}6CJOJQJ^JaJhvhD}CJOJQJ^JhD}CJOJQJ^JhLhD}>*CJOJQJ^Jh\ CJOJQJhw6CJOJQJh`6CJOJQJhD}CJOJQJ" w x } 0d*$ 0hhd*$`h 0hhd*$^hgdD} gdD} 0hd*$ 0hhd*$^hgd`6 & F 0d*$gdD} 0 zd*$gdw6 h 4gdD}    $ % 7 d e } ~ \]eƷң~҈tjj`hU<CJOJQJhCJOJQJhCJOJQJh?CJOJQJhD}h?CJOJQJhD}h?5CJOJQJh<CJOJQJhOcQCJOJQJhshsCJOJQJ^Jh;LCJOJQJ^JhD}h\ CJOJQJh\ 0J>*CJOJQJh\ CJOJQJhD}CJOJQJ"   % 7 M  d e ~ \] & F 0d*$gd< 0d*$ & F 0d*$ 0hd*$^h & F 0d*$gdD} 0hhd*$^hgds 0hL`hd*$^hgds],^| & F 0hd*$gdU< 0d*$^gdU< & F 0hd*$gd & F 0hd*$gd & F 0hd*$ 0d*$ 0hd*$^hgdOcQ & F 0d*$gdD} 4NZe|V 0hhd*$^hgd$R & F 0hd*$ & F 0d*$gdD} 0d*$ & F 0hd*$gdU< & F 0hd*$gdU<e{|OUVGHTUVhuij>Ⱦ⾜uh[[D!䴳ϴD?䴳ϴD?䴳ϴD$䴳ϴD<CJOJQJh*vCJOJQJh?CJOJQJh?h?5CJOJQJh$RCJOJQJhD}h\ CJOJQJh\ 0J>*CJOJQJh\ CJOJQJhU<CJOJQJhaCJOJQJ#j{IJ_w & F 0d*$gd?\ & F 0d*$gd' 00d*$^`0 & F 0d*$ & F 0d*$gdD} 0d*$ & F 0hd*$GHIJXY^_mwxy²wj\jNAhD}hW~~CJOJQJhD}h?CJH*OJQJhD}h?\6CJOJQJhD}h?CJOJQJhD}h\ 0JCJOJQJhD}h!0JCJOJQJh\ 0J>*CJOJQJhD}hD}0J>*CJOJQJhD}hD}0J>*CJOJQJh\ CJOJQJhD}h!CJOJQJhD}h<CJOJQJhD}h?\CJOJQJhD}h\ CJOJQJ%4XYm%ɼ|m^TTLHLH>hD}CJOJQJh,6jh,6Uh\ CJOJQJh*.h]z5CJOJQJ^Jhis=h]z5CJOJQJ^Jh]z5CJOJQJ^JhD}h]z5>*CJOJQJh+h]z5>*CJOJQJhCJOJQJhD}hW~~6CJOJQJhD}hW~~CJOJQJhD}h\ CJOJQJhD}h?\6CJOJQJhD}h?\CJOJQJhD}h\ 0JCJOJQJY&}<a & F1$^gd. & F1$^gdD} hgdD} Td*$^`gdD} 0d*$ 0hhd*$^h`hgdD} 0hhd*$^h`h 0d*$G$a$gdD}E$a$gdD}dҽҽh\ CJOJQJ$h.CJOJQJ\^JmHnHuhD}hD}CJOJQJ\^J(jhD}hD}CJOJQJU\^JhD}hD}CJOJQJ^Jh,6hD}hD}CJOJQJhD}hD}CJOJQJG..()()))))() 000P1F8$:p.BP/ =!8"8#$% DpKs002 0@P`p2( 0@P`p 0@P`p 0@P`p 0@P`p 0@P`p 0@P`p8XV~ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@_HmH nH sH tH H`H Normal1$CJOJQJ_HmH sH tH 88  Heading 1  & F@&88  Heading 2  & F@&88  Heading 3  & F@&88  Heading 4  & F@&88  Heading 5  & F@&88  Heading 6  & F@&88  Heading 7  & F@&88  Heading 8  & F@&d @d  Heading 9' $ 0hhd*$@&^h>*CJOJQJDA`D Default Paragraph FontViV  Table Normal :V 44 la (k (No List 4+4  Endnote Text>* > Endnote ReferenceH*66  Footnote Text@& !@ Footnote ReferenceH*8/18 a1CJOJQJkHmH sH u0OA0 GC OUTLINE 10OQ0 GC OUTLINE 2.a. 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