GEOGRAPHY 301 CULTURAL GEOGRAPHY

JIM CRAINE 130-R Sierra Hall jwc53531@csun.edu 677.3520 1pm-5pm TTh, and by appointment

TEXTS: The Cultural Geography Reader, Timothy Oakes and Patricia Price, eds. This class requires a very substantial amount of reading, some of it quite complex. Understand that a significant portion of your final grade is based on your completion and comprehension of the assigned readings. If you dont feel you are able to make the time commitment or you are unwilling to take on the workload then please consider taking another class.

What is YOUR place in the world? This course offers a framework to critically consider this question through an introduction in cultural geography. By taking a close look at the reciprocal relationship between spatial structures and social identities, we will examine the role of social divisions such as class, 'race'/ethnicity, gender, sexuality, and national identity in shaping the cultural geographies of cities and regions. Particular emphasis is placed on space as an arena for the construction of social relations and divisions. We outline current geographical thinking about space and place, culture and nature, and social exclusion. Drawing on examples from around the world and at a variety of geographical scales, ranging from the body, to the home, to the nation-state, we will explore the contested nature of our cultural world. By the end of the semester you will learn important geographical concepts and ideas to help make sense of our complex and rapidly changing world. We will gain knowledge of the cultural landscapes that exist on the surface of the Earth by exploring the humangeographical backgrounds that form the environments, societies, policies, power structures, and traditions found in our everyday world. We will learn about diverse topics relating to the social and economic development of culture found within our increasingly linked-together societies. We will read and discuss some of the great geographic traditions and prominent geographers that shape the field of

cultural geography. We will become more aware of the various mediums that help form, construct and make real our very powerful cultural traditions and images. We will read and discuss a wide variety of writings. Various assigned weekly readings are chosen from a wide variety of geographical theory and concepts including critical geography, a more recent set of ideas and practices within human geography that promote progressive social change and emphasizes the study of the geographies of identity and social justice. We will explore that ground as we delve into the study of cultural geography and the spatialities related to the production of culture.

REQUIREMENTS: There are 100 points available to you. The class is completely proactive on your part. What assignments you complete or do not complete are entirely up to you with the understanding that there are absolutely NO make-up essays. There are NO exceptions to this rule under any circumstances. Do not ask me to allow you to make up a missed assignment this is completely non-negotiable regardless of car wrecks, deaths in the family, medical emergencies, whatever. There are simply no make-ups. I do understand that under certain conditions you will be unable to complete an assignment and for that reason I offer one extra credit assignment at the end of the semester. This assignment can be worth up to 5 points added on to your final point total and will more than cover the points lost through a previously uncompleted assignment. There will be weekly take-home essays covering the assigned readings. These will be worth 80 percent of your final grade. Quizzes will passed out on Thursday and handed back in at the beginning of class on Tuesday. If you miss class on Thursday you forfeit that weeks quiz. If you miss class on Tuesday you forfeit that weeks quiz. Absolutely NO exceptions. With the exception of occasional Moodle-based essays I will NOT, under any circumstance, distribute or accept quizzes electronically. If you are late to class I will not accept your quiz. The quizzes are a critical analysis of that weeks readings. Each critical analysis consists of a very brief summary and a longer critique of the readings. What is a critical analysis, you ask These approximately three-to-seven-page assignments are short essays based on ALL of the readings assigned for that particular class. They give you a chance to give your perspective and point of view on the readings this is NOT an opportunity to regurgitate information contained in the readings! You cannot submit a critical analysis for just ONE of the readings; it must be for all of the assigned readings. My comments on papers will be somewhat limited. However, at any time you are welcome to meet with me to discuss

your critical analysis papers.

How to write a critical analysis Your critical analysis should include: a) A very concise (no more than a paragraph) summary of the main points of the readings. You should answer the following questions in this summary - what is the main argument? How does the author(s) support her/his argument? b) A discussion of what YOU think the author has said. What do you make of this reading? How does it relate to your own experiences in place? What problems did you have with the reading? In other words, provide your own critical analysis of the piece. What questions or issues do the assigned readings raise in your mind? What are the points of agreement and disagreement between you and the author(s)? The critical analyses are assigned to judge how you are evaluating the readings. They should be original, insightful and helpful to your understanding of the course material. I understand you may feel a little at sea in the beginning but you will find these very useful resources towards the end of the course. Trust your judgment, be critical of the readings, and use them as an avenue for exploring the readings in a new and interesting way. This is an opportunity for you to evaluate, analyze and critically consider the readings. As stated earlier, I am not looking for a regurgitation of the readings so please do not spend more than a paragraph of your critical analysis on a summary of the readings. The bulk of your critical analysis should be YOUR commentary on the readings. I encourage creativity and critical thinking in these analyses. Helpful Hint: The more insightful and sophisticated your answers are, the higher your mark will be. Style counts. You may cite the readings in your analysis in fact, I encourage doing so! The remaining 20 percent of your grade is also entirely proactive on your part. You can do this assignment or not do it the choice is completely yours. Working in groups of four or five, I expect you to be responsible for a thorough discussion on the assigned readings for the class period of your choice. I expect you to lead a class discussion on topics closely related to those readings. I will provide you with a PowerPoint consisting of points you may wish to address you can use any of the material as you see fit. You may complete your discussion at any time during the semester while fully realizing that 3

all discussions are first come/first served, with a limit of ONE presentation per week. If you wait until the last weeks of the semester I am not responsible for disrupting the schedule to accommodate you. Your discussions must include a short lecture component and must engage in an enlightening discourse of the subject matter with the rest of the class. You must demonstrate your knowledge of the assigned readings for that class period and also generate an interesting and entertaining class dialog this discussion is worth 20 points and will account for 20 percent of your grade. Please feel free to use your imagination, your personal experiences, and your interests to make your presentation memorable in previous classes weve discussed everything from Dutch wooden spoons to Norwegian black metal music to The Matrix to skateboarding to Barbie dolls to comic books to the Black Dahlia to Disneyland and Las Vegas and why there are no cemeteries in San Francisco so you pretty much have a free hand. I do not take attendance: however, your active class participation will be noted and appreciated. I encourage you to speak your mind and make your opinions and your knowledge of the subject matter known. Grading will be done on a curved 90 80 70 60 scale using a plus/minus system. INTENDED OUTCOMES: In accordance with best teaching practices, intended outcomes for this course are made transparent to students at the beginning of the semester. These outcomes represent the knowledge and skill set from which you will be required to demonstrate your competence by the end of the semester. Assessment and evaluation tools used during the quarter will be designed to determine your success in acquiring and applying these knowledge and skill sets. (see specifics on last page of syllabus)

SOME RULES: Because this course addresses many contemporary and controversial issues discrimination and power, gender, language, racism, sexualityI insist that each of us respect the thoughts and opinions of one another. Our classes are intellectual forums to explore cultural issues from a geographical perspective; everyone's voice and interpretations are welcomed. As the course instructor, I will provide you with a set of theoretical concepts, models and various interpretations of cultural conflicts. Using these models and concepts, you will be encouraged and challenged to develop your own interpretations of various cultural conflicts. In other words, your grounded and wellinformed opinions in no way whatsoever need parallel my own to succeed in this course. Freedom of thought and expression is strongly encouraged! You can expect me to come prepared for class. I will strive to promote a collegial atmosphere of mutual respect conducive to the exchange of ideas and learning. I

demand the same from you. Reading or sleeping during a lecture, the disturbing consumption of food or drink, the use of I-pods, cell phones and other activities that may impede the ability of you or other students to learn are unacceptable behaviors and you will be penalized as such.

THIS IS AN ELECTRONIC DEVICE-FREE CLASS! This means NO computers, no cell phones, iPhones, iPads, absolutely NO texting, NO iPods, NO Blackberries, or any other device that might be invented during the semester. I provide access to all PowerPoint slides via Moodle so you can easily take notes the oldfashioned way. All computers, cell phones and other electronic devices must be turned OFF before class begins and must remain stored and out of sight for the entirety of the class period. I have absolutely zero tolerance for anyone abusing this request and violators will be dropped from the class. CLASSES START PROMPTLY AT THE ASSIGNED TIME! As a courtesy to your fellow students and to the instructor, please be on time. Take into consideration any parking difficulties. Once the door to the classroom is closed I will not welcome latecomers. I will NOT accept your quiz if you are late for class unless you have my prior permission. By taking this class you have committed yourself to seventyfive minutes of learning. I expect you to stay in the class for the complete assigned time period so take care of any personal business before or after class. COME TO CLASS PREPARED! You absolutely must keep up with the readings. Your grade depends on it. Interact with the class. Ask questions anytime. Its okay to interrupt the lecture if you want to question something or make a point. Challenge yourself and your classmates. When you leave this class you will have a greater understanding of the world around you. If we all abide by this code of civility and mutual respect, we set the stage for a mature, safe and intellectually stimulating forum. Finally, if you have problems or questions with any aspect of the course, please raise the issue with me in class or during my office hours: You will find that I am very approachable and easily accessible, and I welcome your questions and constructive criticisms.

CLASS SCHEDULE AND ASSIGNED READINGS Please Note: Due to the hybrid nature of the course content and dates may vary due to unforeseen circumstances. Outside readings can be downloaded from the class Moodle page (see instructions below) Week One: Thursday, Sept. 1 Some general information The syllabus

Week Two: Tuesday, Sept. 6 and Thursday, Sept. 8 Introduction of class Introduction to course Background lecture Pass out Quiz 1 Week Three: Tuesday, Sept. 13 and Thursday, Sept. 15 Introduction and any four sections of Part One: Approaching Culture Quiz 1 due on Tuesday Week Four: Tuesday, Sept. 20 and Thursday, Sept. 22 Introduction and any four sections of Part Two: Cultural Geography: A Transatlantic Genealogy (note: one choice MUST be the Sauer selection) Quiz 2 due on Tuesday Week Five: Tuesday, Sept. 27 no class Thursday, Sept. 29 READINGS: Semple: Influences of Geographical Environment Meinig: American Wests: Preface to a Geographical Interpretation Quiz 3 due on Tuesday Week Six: Tuesday, Oct. 4 and Thursday, Oct. 6 Introduction and any four sections of Part Three: Landscape Quiz 4 due on Tuesday Week Seven: no class Tuesday, Oct. 11 and Thursday, Oct. 13 READINGS: 6

Nye: Visualizing Eternity: Photographic Constructions of the Grand Canyon Britton: The Dark Side of Disneyland Quiz 5 due on Tuesday Week Eight: Tuesday, Oct. 18 and Thursday, Oct. 20 Introduction and any four sections of Part Four: Nature Quiz 6 due on Tuesday Week Nine: Tuesday, Oct. 25 and Thursday, Oct. 27 READINGS Gagen: An Example to Us All: Child Development and Identity Construction in Early 20th Century Playgrounds Swentzell: Conflicting Landscape Values: The Santa Clara Pueblo and Day School Quiz 7 due on Tuesday

Week Ten: Tuesday, Nov. 1 no class Thursday, Nov. 3 Introduction and any four sections of Part Five: Identity and Place in a Global Context Quiz 8 due on Tuesday Week Eleven: Tuesday, Nov. 8 and Thursday, Nov. 10 READINGS: choose one (these are long and difficult so get an early start on the one you choose) Dittmer: Captain America or Goss: Once-upon-a-Time in the Commodity World: An Unofficial Guide to Mall of America Quiz 9 due on Tuesday Week Twelve: Tuesday, Nov. 15 and Thursday, Nov. 17 Introduction and any four sections of Part Seven: Difference Video: The Mens Room online Flash movie Quiz 10 due on Tuesday Week Thirteen: Tuesday, Nov. 22 - no class Thursday, Nov. 24 READINGS: Bilger: The Common Guy Valentine: Creating Transgressive Space: The Music of kd lang Video: clips from Paris Is Burning (time permitting) Quiz 11 due on Tuesday

Week Fourteen: Tuesday, Nov. 29 and no class Thursday, Dec. 1 Introduction and any four sections of Part Eight: Culture as Resource Quiz 12 due Tuesday Week Fifteen: Tuesday, Dec. 6 and Thursday, Dec. 8 READINGS Kosareff: Window to the Future Video: Selling The American Way Quiz 13 due on Tuesday

EXTRA CREDIT: 5 points added to final point total due Thursday, Dec. 8 ACADEMIC HONESTY Please be honest with your assignments. Cheating, plagiarism, or other forms of academic dishonesty are 100% prohibited. Any instance of academic dishonesty will be reported to the University and the case will be processed according to relevant school regulations. For an explanation of University guidelines on cheating or plagiarism, go here: http://www.csun.edu/a&r/soc/legalnotices.html. STUDENTS WITH DISABILITIES Students with disabilities must register with the Center on Disabilities and complete a services agreement each semester. Staff within the Center will verify the existence of a disability based on the documentation provided and approve accommodations. Students who are approved for testing taking accommodations must provide a proctor form to their faculty member signed by a counselor in the Center on Disabilities prior to making testing arrangements. The Center on Disabilities is located in Bayramian Hall, room 110. Staff can be reached at (818) 677-2684. If you have any condition that I need to know about, please let me know very early in the semester. I am happy to make accommodations to help you.

INSTRUCTIONS FOR DOWNLOADING READINGS AND LECTURE SLIDES: Go to your CSUN portal Log into Moodle using your CSUN ID and password Click on the Chapter Readings link or the Chapter Lecture Slides link

Find the appropriate article/lecture and double-click on the link Articles will be downloaded onto your computer in .pdf format; slides are downloaded in PowerPoint format print them out as handouts 3 slides per page or as a pdf You can then access the readings using Acrobat Reader (most computers have this already if yours does not, it is a free download) you can read the article on your computer or print it out for use later If for some reason you cannot download any of the required readings contact me immediately I have hard copies in my office and you can borrow what you need long enough to make a copy for yourself. Feel free to post on the class message board too anything goes as long as its not disrespectful to anyone Im always curious about what people are listening to, watching, doing etc etc plus feel free to comment on the class itself (again, do not disrespect other students)

ASSESSMENT OF INTENDED LEARNING OUTCOMES

The university requires that we provide you with this information. If you have any questions at all about these Learning Outcomes please do not hesitate to email me or see me during my office hours.

Goal A: Building a Knowledge Base Students in this course will identify and define key terms, theories and concepts central to understanding cultural geography Students will be able to define and explain key terms such as: culture, spatial, environmental determinism, cultural landscape, critical geography, postmodernism, mental map, maps of meaning

Assessment/Evaluation tool: Critical assessments: weekly quizzes Students will be able to interpret and comprehend and demonstrate knowledge of assigned readings

Assessment/Evaluation tool: Critical assessments: exam questions Students will be able successfully link together geographical theories and concepts

discussed throughout the semester

Goal B: Acquiring Knowledge Students will develop skills for acquiring new knowledge. Students will recall information presented to them textually, cartographically and through graphic and multimedia communication.

Assessment/Evaluation tool: Critical assessments: weekly quizzes Students will demonstrate their ability to interpret textual and non-textual information visible on the cultural landscape. Assessment/Evaluation tool: Critical assessments: exam questions Students will demonstrate their ability to interpret textual and non-textual information visible on the cultural landscape and accumulated over the course of the semester Goal C: Problem Solving Skills Students will demonstrate their problem solving skills. Students will analyze textual and non-textual information related to the production of culture on the landscape and in physical space

Assessment/Evaluation tool: Critical assessments: weekly quizzes Students will apply their knowledge of geographical concepts and theories related to critical cultural geography

Assessment/Evaluation tool: Critical assessments: exam questions Students will explain the production of culture and the modification of the cultural landscape by using spatially informed logic obtained throughout the semester. Students will explain selected interactions between humans and the cultural environment such as it relates to the production of social identities such as gender, sexual identity, national identity and ethnic identity

Goal D: Communicating Knowledge Students in this course will be able to communicate ideas by using words, maps and other graphic and multimedia devices.

Assessment/Evaluation tool: In-class presentation Students will individually or in a group successfully complete a 30-minute presentation to the class on a topic related to the study of cultural geography.

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