Homework series - HW-A10; A11, A12. Note... I'll keep adding to this page...
NOTE: The summaries of chapters of Zick and Smith have SEVERAL HELPFUL WEBSITES for the PART TWO - HUMAN GEOGRAPHY section of your atlas.
AND the history of your county will have abundant information about your county's human geography
A10 – COMMUNITY PROFILE
A10(a) – outline of your Community Profile due 4/15
A10(b) – final version of Community Profile chapter – as part of entire atlas – due 4/28
A11- EXPLORATION of SOCIAL and BEHAVIORAL ISSUES
A11(a) – Outline of your discussion – due 4/15 –hard copy
A11(b) – final version of Soc/Behav Issues chapter – as part of entire atlas - due 4/28
A12- APPENDIX for Part II section of your atlas
A12(a) – List of what you expect will be in the appendix – due 4/15 - hardcopy
A12(b) – final version of Soc/Behav Appendix – as part of entire atlas - due 4/28
A13 - the entire atlas... with a summary
4/6-Tu 02IC – yellow sheet handed out 3/30; due 4/6 (brainstorm soc/behave thoughts)
4/15- Th OUTLINES due HARDCOPY (A10a, A11a, A11b) due in class… and I will have you review a classmate’s for credit, for feedback (Z-IC-06).
4/28 - 5PM - Wed - to Orson Spencer Hall Room 270 (Geography Department where my mailbox is) - turn in your memory stick with your entire atlas. Okay to turn it in at class on 4/27 - our final session. That's the "electronic version of your atlas fit to post on the course website."
ASSESSMENT: see "assignment" page for details. Chapter 10 counts 12% of your grade, of which 2% is the outline. Chapter 11 counts 12% of your grade of which 2% is the outline. Chapter 12 is optional and so is not counted in your grade but I will consider it as part of Chapter 10. A13, the final version of your atlas counts 6% of your grade and includes a summary... so it will summarize what's really special about your school's geographic context, both its physiclal and human geographies.
DETAILS about the assignments / chapters of PART TWO: A10, A11, A12.
Reminder... the purpose of PART TWO - HUMAN GEOGRAPHY --- Atlas for a Utah School Project is all about your understanding issues of social and behavioral sciences of UTAH's GEOGRAPHY.
The approach is to explore social and behavioral issues raised in lectures and from Zick and Smith (2006). It's easy to hear generalities about Utah, and forget them. So, the plan is for you to learn about UTAH by exploring how a place you have gotten to know compares and contrasts. As you work on your atlas, please remember, it's for you to learn about our great state.
PART TWO - HUMAN GEOGRAPHY has three parts. Breathe deeply. Notice the organization of the assignments. They parallel what you've done in the chapters on physical geography... CHAPTER 10... observations... (a) first collect information; (b) second observe what's important about the information and your county, (c) write major observations... perhaps as "captions" or as introductions to the data. THEN Chapter 11, ... analysis and interpertation... (a) show me you can analyze the information based on what we've covered in class (Zick and Smith) and (b) explore social and behavioral issues. Chapter 12 you may not even need ... it's a place to put large data sets or articles that don't fit well in Chapters 10 and 11.
A10 is all about OBSERVATIONS-- it's your community's profile. You'll describe key elements of the human geography of your community (could be the school district, could be the county). For example, if you're presenting information about age structure, it would be great if you had a jpg or pdf showing the age structure of the U.S., Utah, and your county. You can use the same approach as in physical geography and write a caption for each that shows you understand something about Utah's human geography. Yes, it is okay to have files in this section such as jpg or pdf. If you have a huge data set, stuff it into A12-Appendix. .
Outline (hardcopy)... it's a "table of contents" for your chapter.
Final Version (on your memory stick). I'd use your outline for headings. Then, for each heading, add information. Coaching: I thought the "caption" approach worked well for physical and may work well for human geography. For example: Heading = Demographic Data. Subheading = population pyramid for ____ County. Caption: these three population pyramids (below) show age and gender by cohorts of age for (a) the United States, (b) Utah, and (c) for ____ County. Note how ____ County's population pyramid resembles that of Utah more than that of the Nation. It shows that ____ is young (more than ___% less than 25 years old, and that women outnumber men in every chohort.
Then... the next heading, the next caption, and the next set of data.
As I review your outlines, it seems reasonable that you may have about 12 - 20 sets of data, many of which come from the US Census sites. The links on your classmates summaries of chapters should be very useful.
A11 is all about ANALYSIS and INTERPRETATION: -- here's where you show me you can explore social and behavioral science issues at local and state scales. The in-class assignments for presentations of Zick and Smith should trigger some thoughts for exploring social and economic issues. For example, for age pyramids, why does your county rank where it does in Utah for median age? Note: you can pose some questions and not have a definitive answer.
Outline: I expect 4 - 8 issues that you explore in considerable depth. Your outline identifies them. It's like a table of contents for your chapter 11.
Final version (on your memory stick): I'd use your list of issues as headings. Then for each heading, explore the social and behavioral issues. Depending on what you choose, this is very much like your in-class homeworks assignments where you explored a couple issues using your academic knowledge (readings of Zick and Smith... or at least the summaries by your classmates). I expect at least 10 sentences about each major issue and about 4-12 issues. If, for example, you chose to explore the issue of age distribution of the population of ____ county, you might (a) refer them to the data of Chapter 10 and then explain that Utah has a younger population becasue of social choices made by women and that some of the choices are encouraged by religious affiliation, specifically LDS and Catholic. I'd write 3 or 4 sentences that sumamrize arguments of Zick and Smith, then write a few sentences on whether this seems to be true for ____ county. Then three or four sentences based on Zick and Smith that say how this is important to the county... planning for schools; planning for care of elderly. A sentence or two of your own experience would be completely appropriate but not required. You want to show that you (a) have understood concepts of Zick and Smith well enough to paraphrase them, (b) are able to analyze information about a county or community, and (c) can explore issues of social and behavioral sciences.
SAID DIFFERENTLY... here's how chapters 10 and 11 differ:
Chapter 10, the community profile is facts, figures and captions.
Chapter 11 analyzes some issues... not all. I'd imagine five to ten issues. For example... let's just imaging that Sanpete County is off the charts on crime... you'd show the data in Chapter 10, have a caption or brief description saying... note how Sanpete County is off the charts on crime.
Then in Chapter 11 crime would be one of , let's say, six issues and emerging issues you discuss... probably in the light of Zick and Smith... such as... Sanpete County has an exceptionally effective systems of reporting of crime, abundant kids on the loose, .... I made those up.
Hope that helps
The outlines are almost like a chapter's table of contents. They will tell your reader what they'll find in each chapter. Give information in Chapter 10, including observations. Go in depth on a few issues in Chapter 11. Remember... this course is meant to "explore social and behovioral science issues"... so... go for it... explore a few in Chapter 11.
A12 is for big, bulky data sets or supportive documents For example, you may want to link to the Governor's Office of Planning and Budget reports for the entire state.