HW-Z01 – Presentation and Summary Page for a chapter of Zick and Smith, 2006.

EVERYONE - Bring your Zick and Smith text to class.

PRODUCTS... Presenters, please email me your summary page as a .doc or .pdf document and I will link it to the course web site. (due the next day after your presentation) and bring one hard copy for me in class so I can read / review as you give your presentation (due the day of your presentation).

(a) Select one chapter to report on (big sheet in class, two presenters per chapter per day. Thursday presenters get automatic full credit for such short notice.

(b) Read the chapter.

(c) Summary page – one page for the entire chapter. (email me the page as a .doc or .pdf document to be posted to the course web site, and, bring a hard copy for me to have in class during your presenation.) It’s okay to vary somewhat from the format, here’s a link to an example. ExampleFormat Z01. Okay to modify... but it should:

· Summarize three big concepts of the chapter and give some explanation.

o Why? (a) You’ll investigate at least one set of social and behavioral science issues facing Utah; (b) you’ll coach your fellow students on those issues.

· Figure or chart or map or illustration to explain with sufficient detail that fellow students understand how to read it, what it says, and why it matters.

o Why? (a) You’ll examine at least one method of graphing or charting data; (b) You’ll understand, in detail, one snapshot of Utah’s demographics; and (c) your classmates should understand why you think it is important.

· Three spatial questions about any aspect of the chapter. One of the questions should be a “why” question that explore process (in contrast to a “what” question that generally is answered with a fact.

o Why? (a) GEOG600 assumes that good questions are as important as good answers and that it takes practice to ask good questions; (b) GEOG3600 also assumes that figuring out processes is generally more educational than figuring out facts.

· One hypothesis about any aspect of content for the chapter. Your hypothesis can restate an argument of the chapter, or address a small aspect of the chapter, or one of its major themes.

o Note: for the purposes of GEOG3600, an hypothesis must have six parts to be a “good” hypothesis: it must state a *meaningful *causal *relationship as a *simple *declarative *sentence *that can be tested. Meaningful means non-trivial. Can be tested generally means that you could figure out a way to disprove it if it is false.

o Why this emphasis on hypotheses? It’s a GEN ED goal (rephrased from standards): “students can identify and summarize problems, issues, or questions that can be investigated.”

•  AND one suggestion on how to find information about the topic (first look at your chapter's references for an obvious source of data).

(d) Present in class. Take at least 5 minutes and no more than 10 minutes (for each person).

LINK to an example for Zick and Smith (2006), Chapter 1.

LINK to schedule of presentations