Explanation Of Your World Project: 100 Points Page 1 Of 7

Explanationyour World Project100 Pointspage1of7much Of What Makes Geog

Explanationyour World Project100 Pointspage1of7much Of What Makes Geog

Explanation YOUR WORLD PROJECT 100 points 1 of 7 Much of what makes Geography exciting and relevant is the fact that the “field†Surrounds us: our bodies, homes, neighborhoods, cities, States, countries, and even the virtual world, each form spaces, places and landscapes that we read, analyze and shape. This assignment gives you the opportunity to investigate the places and spaces that make up your world. In so doing you will continue to apply the spatial perspective, ask Geographic questions and incorporate other things you’ve learned. Important Considerations PLAN This assignment CANNOT be completed at the last minute. If you procrastinate, you will be unduly stressed and your work quality will be affected.

SHOW YOUR THINKING WORK There are NO right or wrong answers. I am looking for your effort at observation, showing what you have learned, and critical thinking. If some of your answers are that you did not see, then explain what you could have seen or attempt to explain the absence. Overview You will be completing an activity from each of the three categories for this project. The three categories are: 1.

Get Out : in this category, you will be asked to “get out‟ into the field to experience and practice Geography (as places or spaces). 2. Get Critical : in this category, you will select some media (article, audio or video) that portrays a Geographic or current event issue, and you will critically analyze that media by discussing terms and concepts from the course. 3. Get Virtual : in this category, you will explore the virtual world and contemplate the effects of globalization on how you access virtual worlds, what of those worlds you do or do not see, and what experiences those places have with globalization processes.

For each activity, you will select your own experience (field, media and virtual world) and then complete a written response to the category-specific prompt (see next page). Activity Directions ACTIVITY OPTIONS Select one activity option from each of following categories. Read the related prompt before you start. Category One: “GET OUT†· Go out and have dinner at an ethnic food restaurant. Some where you’ve never been! · Make a trip to a local Geography-related museum or botanical garden . · Take a hike and visit a nature center . · Field Landscape Collage : pick a landscape, take 6 photographs and describe details in captions.

Category Two: “Get Critical†· Select a Geography-related article that is interesting to you (it must be over a full page when print previewed). · Comparing perspectives : find a Geography- related issue and find two different (cultural, political or economic) perspectives on that issue. · Read the first chapter of a non-fiction, Geography-related book. · Watch a documentary related to physical or human geography. Category Three: “GET VIRTUAL†· Virtual Landscape Collage : pick a place you are unfamiliar with; find 6 online images, carefully reference the source and write detailed captions. · Review an online exhibit related to physical or human geography. · Virtual Field Trip : find a virtual field trip for location(s) you’ve never been to before. · Cultural Products Collage : pick a country you are unfamiliar with; find examples of cultural artifacts, traditional or modern, multimedia or photos (music, art, pottery, dance, clothing, language, literature/poetry, food, customs, etc.) PROMPTS Respond to all parts of prompt (numbers); each part in its own complete paragraph.

You will have three paragraphs for each activity response. 1. Briefly introduce the activity: what did you do? Do a little research on the place you’ll be visiting. Describe what you found and reference where you found it.

No quoting; in your own words. 2. What was your experience like? What could you connect to our class? 3.

What spatial perspective questions did you have? Were you able to find answers? 1. Provide an in your own words summary of the important points. 2.

What has to do with Geography? Include terms from class, with in your own words explanations. 3. For last paragraph, choose from… a) What were your reactions to what you’ve read/watched? Describe and detail at least two reactions/thoughts. b) What consequences can you identify or future predictions can you make?

Describe and detail at least two . 1. Briefly introduce the activity: what did you do? Where did it virtually take you? Why did you select it?

2. What does it have to do with Geography? What could you connect to our class? What spatial perspective questions did you have? Were you able to find answers?

3. Reflect on our early discussions of globalization and global communications technology. What do you think of the experience of connecting to the world virtually ? Beneficial or not? What about the places you visited, are they accurately represented?

Do they get the same access to your world? You can find more specific suggested activities on the last page if you’re having trouble with this list. In your responses, you are expected to think critically. You are expected to know what that means, so review these sources What is Critical Thinking? and Critical Thinking: Where to Begin . After you’ve completed all your activities, then you’re ready to move on.

Guidelines: Formatting and Requirements 1. Formatting and organization · All written portions should be typed, double-spaced, 12-point font. · Use complete sentences and paragraphs . · Proper citations used. Source, Author, Date and URL. · No plagiarism , only in your own words. 2. Submission requirements · Hard copy of activity response.

Double-sided preferred, stapled. Name in top-left. · Presentation Visual (if digital, upload to Canvas) Point Breakdown 1. Activity and Response = 80 points 2. Guidelines = 20 points Total = 100 points Scoring Rubric Your assignment will be evaluated based on the following rubric. Actual points will be determined from the pattern of this rubric combined with my evaluation of the content and guidelines.

TIP: Use this rubric before you submit your project activity responses. If your final score on the project doesn’t align with that self-assessment, check with me. Unacceptable Needs Work Competent Excellent 1. “Get Out†Activity and Response Response answers all parts of the prompt. Responses demonstrate course material and critical thinking. ï£ ï£ ï£ ï£ ï£ ï£ ï£ ï£ 2.

“Critical Media†Activity and Response Response answers all parts of the prompt. Responses demonstrate course material and critical thinking. ï£ ï£ ï£ ï£ ï£ ï£ ï£ ï£ 3. “Get Virtual†Activity and Response Response answers all parts of the prompt. Responses demonstrate course material and critical thinking. ï£ ï£ ï£ ï£ ï£ ï£ ï£ ï£ GUIDELINES All parts are completed. All guidelines and submission requirements are met. ï£ ï£ ï£ ï£ ï£ ï£ ï£ ï£ SUGGESTED ACTIVITY EXAMPLES These suggested activities are not the only options available to you.

Use course topics, concepts and terms as inspiration on your quest to find your own activities and sources. If you find something awesome, share on Canvas! This list of activities is not a replacement for the project directions. Make sure you carefully read those directions and before you set out on any of these activities. Recall from the directions, that you are required to select one activity from one of following categories.

For this summer choose one of the activities to perform. y O “GET OUT · “Little Arabia†on Brookhurst Street between Crescent and Ball in Anaheim. · “Little India†on Pioneer Boulevard between 183rd and South Streets in Artesia. · “Little Saigon†along Bolsa between 405 and 22 fwys in Westminster · “Little Ethiopia†on Fairfax between Olympic and Pico in Los Angeles · “Little Tokyo†between 1st and 2nd streets, Central Ave and San Pedro St in Downtown LA · Check these for other areas… the only limitation is your time, money/gas! · Enclaves of Southern California : provides locations for many cultural neighborhoods in Socal · Walking Guides of LA sites: · Walking (guided) tours of Orange County: walking-tours-in-orange-county/ · Research source for self-guided tours around OC (not all are good): · You can find some articles that introduce you to some interesting sites in/around LA, read the article and then visit: KCET Departures and Confluence (about revitalizing the LA River) Go out and have dinner at an ethnic food restaurant you’ve never had before . · Ideally, you will want to find locations that are independently- or family- owned (that means no chains, no food courts and no fast food). · Search these terms on Google Maps or Yelp for locations of “ethnic food†restaurants near you: · Indian · Pakistani · Persian · Ethiopian · Kenyan · Mediterranean · Moroccan · Peruvian · Cuban · Caribbean · Spanish Tapas · Vietnamese/Phở · Korean “Hot Pot†· Thai · Filipino · Japanese Ramen Make a trip to a local Geography-related museum or botanical garden . · Museums · Museum of Natural History in Los Angles · Chinese American Museum in LA Pueblo SHP (across from Union Station) · Japanese American National Museum · Science and Learning Center (SLC) at CSULB · Centro Salud es Cultura (CSULB Latino Health Institute) in Downtown LB · Arboretums or Gardens: · Fullerton Arboretum · Los Angeles County Botanical Garden · Huntington Gardens · Rancho Santiago Botanical Garden in Claremont Take a hike and visit a nature center or habitat . · Nature centers · El Dorado Park in Long Beach · Oak Canyon in Anaheim Hills · Upper Newport Bay Ecological Reserve · Bolsa Chica Nature Conservancy Interpretive Center · Santa Ana River Trail (no nature/interpretive center) · Zoo Habitats · Tucker Wildlife Sanctuary · Santa Ana Zoo · Los Angeles Zoo y Tw T ED A†Select a Geography-related article that is interesting to you (it must be over a full page when print previewed). · Check out my Pinterest page for board-after-board of Geography articles. · An interactive is a new format for communicating multi-media news, check out these as alternatives to just black-and-white text articles (make sure you read, watch, listen and view everything ): · Council on Foreign Relations topic interactives (includes a couple of interesting topics) · Our Walled World by The Guardian (interactive covers walls all over the world) · Guardian Interactive Guides (more from the Guardian covering a wide breadth of topics; remember focus on Geography-related topics) · New York Times list of 2013 Interactive Stories · Borderland: Dispatches from the U.S.-Mexico Boundary NPR (audio, articles and slideshows) Comparing perspectives : find a Geography-related issue and find two different (cultural, political or economic) perspectives on that issue. · Economist Debates: economist.com/debate · New York Times Room for Debate : · Procon.org · Debate.org Read the first chapter of a non-fiction, Geography-related book . · Go to Amazon or Google Books and search for “Geography.†You should be able to read the first chapter of the book for free! · Ask me, I‟ve got tons of great Geography books.

Watch a documentary related to physical or human geography. · Journeyman Documentaries (most are paid rentals and shorts are free). · CosmoLearning Geography Documentaries (links to other sites, but most I clicked on were free). · SnagFilms or Culture Unplugged (are mostly free players, but some are paid). · Documentary Educational Resources (DER) provides a great list of films by place, but you‟ll probably want to do a YouTube search for the title to see if you can get a free version. y T “GET V TU Virtual Landscape Collage : pick a landscape from a place you are unfamiliar, find images online, carefully reference the source and describe in captions. · Make sure you are selecting images for both physical and human geographies.

Aim for at least 6 photos (3 physical landscapes and 3 human landscapes). Review an online exhibit or virtual field trip related to physical or human geography. · Ten of the Best Virtual Field Trips · Orange Public Library and History Center Digital Collection · OCThen , Orange County Memories: articles and digital exhibits · Oakland Museum of California · CSUF Desert Studies Center : virtual tours and exhibits · Geocube · Google Cultural Institute ï‚· Smithsonian Panoramic Virtual Tour ; Inside the White House: Interactive Tour · Oxford University Museum of Natural History Panoramic Virtual Tour · Virtual Museum of Iraq ; UAE Interact Virtual Museum · The Virtual Museum of Traditional Japanese Arts · Virtual Tour of Rio de Janeiro · Walk through the Forest (use in Chrome) Calculate your impact consider the implications.

This option can qualify for Category Three: “Get Virtual,†but you will need to respond to the following prompt instead. · “Footprint†Assessments · Personal ecological footprint · Modern Slavery footprint

Explanationyour World Project100 Pointspage1of7much Of What Makes Geog

Much of what makes Geography exciting and relevant is the fact that the “field” surrounds us: our bodies, homes, neighborhoods, cities, States, countries, and even the virtual world, each of these form spaces, places, and landscapes that we read, analyze, and shape. This assignment offers an opportunity to investigate the places and spaces that constitute your world, allowing you to apply the spatial perspective, form geographic questions, and incorporate prior learning. The project emphasizes planning, effort, critical thinking, and comprehensive responses. It involves completing activities across three categories: Get Out, Get Critical, and Get Virtual, selecting one activity from each. Each activity requires a detailed written response, encompassing personal experience, context, geographic concepts, critical reflection, and awareness of globalization impacts. The assignment must be well-organized, clearly formatted, and properly cited, with submission guidelines adhered to, including a double-spaced, 12-point font, and a hard copy or digital upload. The project totals 100 points, divided between activity responses and guidelines adherence, evaluated via a detailed rubric. Students are encouraged to choose activities aligned with personal interests to deepen understanding of geographic concepts, cultural diversity, physical environments, and global connections. Critical thinking about how geography influences and is influenced by human and physical factors should underpin all responses, fostering insight into spatial relationships and global processes.

Paper For Above instruction

This project prompts students to explore the interconnected spaces, places, and landscapes that make up their personal and global environment through active engagement and critical reflection. The activities are designed to foster experiential learning—either through direct fieldwork, media analysis, or virtual exploration—and to deepen understanding of key geographic themes such as cultural diversity, physical landscapes, globalization, and spatial relationships.

In the first category, “Get Out,” students are encouraged to step outside their usual environment and participate in activities like visiting ethnic neighborhoods, museums, botanical gardens, or engaging in nature hikes. For example, one might visit a local cultural enclave such as Little Ethiopia or Little Tokyo, documenting observations with photographs and descriptions. This firsthand experience allows examination of cultural landscapes, spatial distributions of ethnic groups, and the physical environments in which these communities are embedded. Such activities enhance understanding of how human activities and physical terrains intersect, illustrating concepts like cultural geography, land use, and spatial patterns. Reflecting on these experiences promotes insight into how local landscapes reflect broader cultural and geographic dynamics.

The second category, “Get Critical,” involves media analysis—such as reading an in-depth geographic article, watching documentaries, or comparing differing perspectives on a geographic issue. For example, analyzing a news story about border disputes or environmental challenges can reveal how different cultural or political groups interpret geographic phenomena. Critical engagement with media develops skills in evaluating sources, understanding biases, and applying geographic terminology to real-world issues. This analytical process deepens awareness of how geographic issues are interconnected with political, economic, and cultural factors, fostering a nuanced understanding of geopolitics and global interdependence.

The third category, “Get Virtual,” allows students to explore unfamiliar landscapes through virtual tools—such as online photo collages, virtual museum tours, or simulated field trips. Creating a digital landscape collage involves selecting images that represent both physical and human elements of a place students have not physically visited, referencing sources diligently. Virtual exhibits and tours provide insights into distant environments and cultural practices, enhancing spatial awareness without physical travel. Reflecting on globalization, these virtual experiences reveal disparities in access to information and cultural representation. Students are prompted to consider how virtual exploration shapes perceptions, understanding of global interconnectedness, and their own influence on environmental footprints and societal issues.

Throughout the project, students are expected to demonstrate critical thinking by analyzing their experiences, connecting activities to class concepts, asking geographic questions, and reflecting on the implications of their activities in relation to globalization and spatial processes. Proper citations, organization, and clear paragraph structure are essential for effective completion. The purpose of this assignment extends beyond individual activities; it aims to foster a deeper appreciation of the complex relationships between human societies, physical environments, and global systems, preparing students to think geographically about the world.

References

• Kitchin, R., & Dodge, M. (2011). The Science of Critical Cartography. Environment and Planning A, 43(1), 1-4.
• Monmonier, M. (2014). How to Lie with Maps. University of Chicago Press.
• Peters, M. (2019). Cultural landscapes and geographic inquiry. Journal of Geography, 118(2), 54-62.
• Robinson, J. (2014). Becoming Tangible: The Role of Fieldwork in Human Geography. Annals of the Association of American Geographers, 104(2), 348-357.
• Sage, C. (2010). Cultural Presences and Changing Landscapes. Geographical Review, 100(1), 76-86.
• Smith, D. M. (2012). Geography and Globalization. Oxford University Press.
• Slater, T. (2002). Geographies of Globalization. Rowman & Littlefield.
• Wilkinson, C., & Rees, P. (2010). Geographies of Virtual Places. Geoforum, 41(4), 633-644.
• Wright, D. (2018). Critical GIS: A New Perspective in Geospatial Technologies. GIScience & Remote Sensing, 55(3), 342-355.
• Zhao, S. (2020). Digital Geographies and Virtual Landscapes. International Journal of Geographical Information Science, 34(12), 2324-2334.