Glacial Deposits.indd - Department of Geography - Geology - Illinois ...

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Malone and Nelson, the teachers tried out many teaching activities that they could take back into their classes. Illinois EarthScope is one of only three EarthScope teacher workshops in the country. One of other workshops is in California. The third is in Oregon but is for teachers from both Oregon and Washington. I was an observer of one of the Saturday sessions of the Oregon-Washington workshop. EarthScope workshops provide the teachers with the background to teach plate tectonics, volcanoes, earthquakes, and tsunamis effectively. The EarthScope Education and Outreach Office at Oregon State University provides abundant teaching materials, and each teacher in one of the EarthScope workshops is included in a special email list-serve. Within two hours of a major event (big or important) earthquake or volcanic eruption, EarthScope teachers are provided a 10 to 12 slide PowerPoint presentation on the event that they can take right into class. This is a teachable moment. The Illinois EarthScope teachers used the 2010 Haitian Earthquake in their classes, and several teachers shared the presentation with other teachers in their building. We have selected teachers for the 2010 Illinois EarthScope Workshop. This workshop will feature a three-day field trip to the St. François Mountains in eastern Missouri to see part of the granite-rhyolite terrain that underlies the sedimentary rocks of Illinois and then across far southern Illinois. Planned field trip stops include a production blast at the Anna (Illinois) Quarry and looking at the mineralization associated with the Mississippi Embayment and the New Madrid Seismic Zone. Skip Nelson and Department Chair David Malone ran a field trip for the 2009 EarthScope Workshop that included a stop (here) at Castle Rock State Park, south of Oregon, Illinois, on the right bank of the Rock River. Dr. Malone was speaking to them about the St. Peter Sandstone and why it is so strong. 2
BUILDING AN ARCHIVE WITH SPECIAL REFERENCE TO THE LETTERS OF GEOGRAPHERS 3 By Geoffrey J. Martin F rom an earlier time, the writer wished to learn how American geographical institutions developed, what had been the mechanisms of growth, and at what point and under what circumstance had the whole evolved into a discipline poised on the threshold of geographical science. Unfortunately, we did not have available a history of American geography. Your author wished to help change this state of affairs and decided to make a study of William Morris Davis, a most remarkable physical geographer. It was Davis who, in the 1880s, conceptualized the origin of the discipline with his scheme of the cycle of erosion embracing the stages: youth, maturity, and old age. Under his tutelage there emerged a stream of what might be called human geographers. Davis, by the way, referred to human geography as ontography. So the plan constructed was to make studies of three of Davis’s finest students, Mark Jefferson, Ellsworth Huntington, and Isaiah Bowman. Jefferson specialized in the study of anthropography (the distribution of population); Huntington initially specialized in the effect of climate on human behavior (physiological climatology); and Bowman specialized on the individuality of regions (regional geography). These were the three fundamental designs for study deriving from the Davisian urging for some of his students to develop a human geography. This author published the resultant three books concerning the contributions of Jefferson, Huntington, and Bowman consecutively in 1968, 1973, and 1980. Each of these books was the product of reading publications of the particular author, and additionally their correspondence. In days now gone by, letter writing was a very important part of both academic and intellectual life. And usually it is in the correspondence that the life and thought of the scholar will stand revealed. There embryonic thoughts and feelings, frequently never to be published, may be shared with another, especially if the letter writers exchanged correspondence throughout a lifetime. Two of the best examples of this extended correspondence are Mark S. W. Jefferson-Isaiah Bowman, 1901-1949, and Richard E. Dodge- Albert P. Brigham, 1892-1932; each of these exchanges produced more than two hundred letters. And so one goes in quest of correspondence; such deposits may be found in a library, a geographical society, a nationally known repository, or a private holding. Warning: Be sure to correspond with the archivist in advance to learn of particular details, because in some instances it is required that the seeker have permission from next of kin. And in other instances, there might be a period of closure concerning the holding or part thereof, which is quite frequently 25 or 50 years after a death. The quest for, and examination of, these holdings in far-flung deposits is an integral part of the undertaking. Accomplishment is hard won, and can otherwise be costly in time and money. Yet this is where the data reside. This pursuit is both footing and foundation of our field of learning. It is here where the untold history of our field resides. And study of the archives may have practical applications. For example, some archivists were employed in the Enigma Project of World War II; others who have studied archival matters in geography have functioned as witnesses in a courtroom (e. g., Bowman in the Red River case) and yet others have parsed disputation of boundary squabbles by exploiting archival data, e. g., Lawrence Martin. And, as Archivist for the Association of American Geographers since 1986, I have received some 230 inquiries concerning a variety of matters relating to the past, approximately 70 percent of which
Page 1 and 2: Glacial Deposits Volume 38 2009-201
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Page 5 and 6: FROM THE EDITOR’S DESK N owadays
Page 7: EARTHSCOPE: UNLOCKING THE SECRETS O
Page 11 and 12: contemporaries of the key figure, t
Page 13 and 14: Libby Townley (center) was Geograph
Page 15 and 16: Our main contact for internships in
Page 17 and 18: The prairie plot, itself, is inside
Page 19 and 20: Restoration To make a prairie it ta
Page 21 and 22: ROUTE 66: DOWN THROUGH THE YEARS By
Page 23 and 24: there was a TV station reporter doi
Page 25 and 26: There is just something about sideb
Page 27 and 28: the west coast south of Tampa Bay.
Page 29 and 30: That evening we had the formal open
Page 31 and 32: Jim: Thursday, 19 November—I took
Page 33 and 34: At the top of the hill, a number of
Page 35 and 36: Later that night we went to Sonia
Page 37 and 38: MIDYEAR COMMENCEMENT The Department
Page 39 and 40: FIRST MAJORS AND GRADUATE STUDENTS
Page 41 and 42: Earth & Space Science Education (co
Page 43 and 44: “Acid Rain: Where are the Rest of
Page 45 and 46: “The Impacts of Storm on Thermal
Page 47 and 48: The Department encourages faculty t
Page 49 and 50: partaking in to make the discipline
Page 51 and 52: chondrites in Meteoritics and Plane
Page 53 and 54: June of 2009, John once again joine
Page 55 and 56: with Willy Hunter (Center for Math,
Page 57 and 58: Department recruited him to teach t
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Contaminant Transport and a seminar
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FAMILIAR FACES People make good sub
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MEMENTOS OF CHILE In addition to th
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