The readings are due for the class date next to which they are listed!
August 14: Introductions and Ice Breakers (ah! Nature analogy already!)
Begin discussion of reading and writing as unnatural processes
If you could be an animal, which one would you be and why?
Animal Vegetable Mineral...warm up for reading and writing
The Course Syllabus -- READ the entire course website (there will be a quiz if I am not happy with your discussion about assignments, readings schedule, expectations, elements, etc).
READ: Our course objectives
LOOK AT: This Time Graphic and...
THINK: about this quote:
"Will unguided information lead to an illusion of knowledge, and thus curtail the more difficult, time-consuming, critical thought processes that lead to knowledge itself? Will the split-second immediacy of information gained from a search engine and the sheer volume of what is available derail the slower, more deliberative processes that deepen our understanding of complex concepts, of another's inner thought processes, and of our own consciousness?"From Proust and the Squid, Maryanne Wolf
Sign up for our Wiki and contribute to the discussion on humans and nature!
August 18: Finish Discussion of Course Expectations (including ALL that WRITING) and Setting Norms and start thinking about Env History
Jenny Price, "Thirteen Ways of Seeing Nature in LA"
August 20: Terminology and course map (literally)
“Land of Lincoln” in Fiege
August 22: Relevance?
Research one thing you came in contact with yesterday. It canNOT be your phone. What natural resources are required to make it? What resources are required to transport it? Where do those resources occur? What happens to the ecosystem from which they are taken? Write a one-page (single spaced) thought piece on this and post to our wiki.
Read one article from the Children and Nature Network. Be sure to be able to explain the article's thesis to the class.
Richard White, “Are you an Environmentalist or Do you Work for a Living” (handout)
August 26: Technology...what the heck is it?
Introduction from Hughes (handout)
How does technology affect our lives? Like...how we read for example?
August 28: Seminar/Film
Intro to Environmental History through the Columbia River
In-Class Watch: Documentary on Columbia/Snake Rivers
White: Intro, SKIM chpt 1, chpt 2
Questions to keep in mind as you read:
White, The Organic Machine: Intro, SKIM chpt 1, chpt 2 (annotate Chpt 1 with ONE sentence at the bottom of the page...DB will check)
Questions to keep in mind as you read (you do not need to write the answers formally. But we will use these in our open-note, in-class writing and discussion):
- Summarize White’s basic argument in the book.
- On page xi, White makes the statement “We might want to look for the natural in the dams and the unnatural in the salmon” Keep this statement in mind as you read the rest of the book, and make a list in your notes of material found in the book that is used to promote and support this proposition.
1. Contrast the views of nature from Kipling and Emerson.
2. Explain what is meant by the statement on page 38 that “a locomotives tie with nature seemed even more tenuous than a steamboat’s”.
3. Summarize the racialized and gendered spaces that were created on the river (pp. 38-40).
4. Describe the multifaceted identities of the gillnetters.
5. Summarize the political struggle between the gillnetters and fishwheel operators found in the first full paragraph of page 46, and how Oregon voters responded to each of the initiatives.
After reading this first part of the book, what is your understanding of the book's title, The Organic Machine?
Sept 2: Writing Intro for our book "Learning Enviornmental History"
Thinking and Writing DUE:
Sept 4: Lecture/Seminar
Concepts born in the fire of colonization
Reading in the round DUE:
1/2 Merchant, Chpt 1(PDF) -- Riley, Lourdes, Aysia, Sarah, Ben
1/2 Merchant, Chpt 2 (PDF) -- Davis, Moritz, Sam, Janessa, Arii, Ashton
ALL Fiege, Chpt 1
Take copious notes on your chapter (you can print reading if you want, but that is not required). You will write a collaborative lecture in class...and will need to do it quickly! So take notes you can use easily to create a lesson for your peers on the content of your chapter. Dr. Berry will collect your notes!
Sept 10: Finish Colonial Lectures
Sept 12: Seminar
First look at nitrogen
In class -- watch excerpts from the Botany of Desire
Elemental Research DUE:
Resource Research: Nitrogen and Soil -- use the Soil Science Society of America website...but, in particular, watch this video
Riley, Aysia, Sarah, Arii, Moritz, Violeta
Davis, Sam, Janessa, Ashton, Ben, Lourdes
ASSIGNMENT: On our class wiki, use the "project page" and collaboratively create a wiki resource page for the class. On the page be sure include, TWO additional (non-wikipedia) sites for further reading, 2 paragraphs explaining your place/resource, at least one photograph (with due credit given) of your topic, a "current debates" corner where you expose the reader to 3 current debates regarding the resource/place you are researching (be sure to give BOTH sides of the debate).
Be prepared to present on your topic (each person must participate equally).
Sept 16: Seminar/Lecture
19th Century Agricultural Landscapes of domination
Fiege, Chpt 3 “King Cotton”
Using JSTOR, find the following article (our login in is: stgregory and stgregory):
Mart A. Stewart, "Rice, Water, and Power: Landscapes of Domination and Resistance in the Lowcountry, 1790-1880", Environmental History Review
Sept 18: Lecture
Agricultural Industrialization (an oxymoron?)
Wells, Chpt 1
Sept 22: Finish Ag -- no homework
Sept 24: Seminar/Film
First Look at Iron
Resource Research: Iron (also its transformation into steel)
Place Research: Pittsburgh and Youngstown, OH
Arii, Moritz, Violeta, Davis
First Look at Carbon
Resource Research: Carbon (oil and coal)
Place Research: Pennsylvania and Texas
Janessa, Ashton, Ben, Lourdes, Monty
First Look at Copper
Resource Research: Copper
Place Research: US West (especially AZ)
Riley, Aysia, Sarah, Sam
Sept 29: Lecture/Seminar
The Fall from Grace: "How the Industrial Revolution will turn the garden into hell and how the West will save us all"
Be sure to read more carefully each other's wikis on the elements. We will continue our discussion.
ALSO - read the PDF you were emailed from Chpts 10-12 Steinberg Down to Earth
AND view the following
IN CLASS -- Primary Sources (Handout -- In class) (Maj Probs)
Oct 1: Film (sub)
US West...the Environmental Frontier where it all comes together
Fiege, Chpt 6 (skim)
Dan Flores, "Bison" (handout)...you will have an in-class writing assignment that asks you to compare the story told in the film about the buffalo with Flores' thesis. Which seems better supported/more plausible? Why? If you do not finish the writing in class, you must finish it at home. Due in a googledoc to Dr. Berry by Oct 3rd beginning of class.
In Class Watch: The West rr episode
Oct 3/13: INTERLUDE -- Conservation debates late 19th and the Early 20th Centuries
Oct 3: Work Day-- Prep for Hetch Hetchy
Hearing Prep -- in class research time (background research due Oct 7):
Oct 7: Lecture and Prep
Water Lecture and Finish prep for Hetch Hetchy hearing
Oct 9: Finalize Hetchy Hetchy Hearing and Debate
Briefs due in googledoc!
Oct 14: Hetch Hetchy Hearing and Debate
DUE:Be prepared to "testify" in character at the 1909 Senate Hearing on the Raker Bill (the bill allowing Hetch Hetchy to be dammed)
Oct 16: Seminar/Film
Carbon in the 20th Century
Wells: Look at Photo Gallery 1 and read 155-199
Watch Film In Class: The Prize (dvd)
Oct 21: Carbon today - Fossil Fuel dependency
Wiki Post DUE: Post a paragraph responding to the prompt on Conservation and Fossil Fuel politics
Oct 23: Lecture/Seminar/Film
Finish Carbon and Iron 20th Century
This photo essay of Detroit
Oct 27: Seminar/Film/Lecture
Nitrogen -- 20th Century
In class -- watch excerpts from the Botany of Desire
Handout From War and Nature (40 pages....easy but sorta long!)
Oct 29: Nitrogen Debate
FOOD as technology?
The future of food!
Using the internet....find ONE issue with food (nutrition, availability, sustainability) that you would like to debate.
Here's a GREAT example a site that is super useful, but you can find others too. More details on the debate to come in class.
Oct 31: Seminar/Workshop
Intro to Uranium Finish Nitrogen
Resource Research: Uranium
Place Research: Colorado Plateau
Resource Research: Silicon
Writing DUE: Please write a 2nd chapter for our "learning environmental history book". Use the prompt that was emailed to to compose your 6-8 page chapter. The essay should demonstrate your deep understanding of the history of energy use (and resulting pros and cons of different energy technologies on US culture) and should further your explanation to teachers about how best to teach environmental history THIS IS A ROUGH DRAFT deadline -- but if your essay is too rough, you will not receive credit for completion.
Nov 4: Nitrogen debate
Nov 6: Lecture/Seminar
Uranium and Environmentalism Post-Apocalypse
Fiege, Chpt 7 (read carefully)
Nov 10: Uranium Debate on Nuclear Energy
Writing DUE -- first possible due date: Final draft of Chpt 2
Nov 13: Silicon and Cyborgs
Terry Tempest Williams (scroll down and read "The Clan of the One-Breasted Women")
Donna Haraway -- optional (emailed as PDF scan)
Writing DUE -- last possible due date: Final draft of Chpt 2
Nov. 17-19: Begin Water Teaching Project
Nov 21: View The Lorax
Dec 1-5: Project work days (rough draft of water Paper due -- see google doc)
Dec. 4: You must be on time (5% off on final exam grade for each lateness) and present (10% off on final exam grade for each absence)
Dec. 8-12: Work on lesson plans -- see google doc (THIS IS WORTH 30% OF YOUR SEMESTER GRADE)
Dec. 8: Water paper due -- citations must be in Chicago Manual of Style
Dec. 17: Teach 6th graders -- meet in Ms. Patt's room on MS campus
Final Chapter Essay DUE -- no late essays will be accepted. Period.