FOR 204 ~ NATURAL RESOURCES IN AMERICAN HISTORY
SPRING 2016
MON / WED / FRI ~ 11:40-12:35
INSTRUCTOR
Dr. Sarah Vonhof
303A Bray Hall
slvonhof@esf.edu
315-470-6594
My office hours are available on the Teaching Team page of the course website.
Undergraduate Teaching Assistants and their Library hours are also posted on that page.
INTRODUCTION
Natural Resources in American History is an overview of the forces that have shaped America from
indigenous settlement to the present. Understanding the development and evolution of America's political,
economic, and social institutions and their relation to natural resources is important to understanding our
current American society; it is a foundation which underlies many other topics and issues that students will
encounter in their academic studies, and in their personal self-discovery.
This course is taught from a general survey perspective. The large scope of this course encourages
more inference, integration and synthesis of ideas and less in-depth coverage of some traditional history
topics. Students will learn to consider the whole of history and its impact on the present by studying
various crucial moments throughout the centuries.
History is not just a sequence of events, not just a series of facts and dates. The essence of history is
the critical comparison and contrast of continuity and change over time--- how did things come to be the
way they are? Have Americans learned from, or simply repeated our actions (some might call them
“mistakes”) in our allocation and management of natural resources? We will take a fresh and critical look
at some of the traditional stories in American history and at the historical relationships between Americans
and natural resources.
OBJECTIVES
After successful completion of this course, students should be able to do the following:
1. Describe the basic narrative of American history, including the related implications for natural resource
use and allocation.
2. Identify ten important people, groups, and/or cultures in American history, their perception of the
natural world, and their treatment of their environment.
3. Describe the institutions, economy, or society in at least three major eras of American history.
4. Research, interpret, and analyze historical data from an interdisciplinary perspective.
Pay careful attention to these objectives and especially to daily lecture objectives—
they will translate into exam questions. Lecture objectives are posted on the course website.
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COURSE MATERIALS
Required Texts
There are two required texts for this class.
W. Cronon, Nature's Metropolis: Chicago and the Great West. New York: W.W. Norton, 1991.
J. Loewen, Lies My Teacher Told Me: Everything Your American History Textbook Got Wrong. New
York: Touchstone, 2007.
Other required readings may be distributed in class or accessed online. Reading assignments and links
to online readings are located on the Lecture and Reading Schedule page of the course website. Readings
should be completed prior to the class session with which they are listed. Some of the online articles, such
as JSTOR database journals, are available only from campus computers or through library proxy.
Course Website
www.esf.edu/for/vonhof/courses/NRAH
The course website is the primary tool for communicating the lecture schedule, learning objectives,
assigned readings, links to online readings, office hours, and any announcements. The web pages will also
provide a wealth of information about project directions. You should consult the course web pages
frequently— you are responsible for all of the information posted on the website.
GRADING
In Class Exercises
Research & Analysis Poster Project*
Memo
Individual draft poster
Meeting to review draft poster
Exams
Mid-term exam
Last exam
15%
20%
5%
5%
5%
25%
25%
*Detailed Grading Rubrics for the components of the Research & Analysis Project are available on the
course website.
Grading Scale
A
A-
93 -100
90-92.9
B+
B
B-
87-89.9
83-86.9
80-82.9
C+
C
C-
77-79.9
73-76.9
70-72.9
D 65-69.9
F 64.9 and below
PLEASE NOTE: All assignments are due at the start of class on the due date.
No student work will be accepted via e-mail without prior arrangement
and approval. No work will be accepted late.
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Attendance Policy
You are not graded on your class attendance. However, those who attend class will undoubtedly learn
more those who chose not to show up. And be aware that the lecture notes will not be available online, nor
will they be sent electronically. As college students, you are responsible for making this choice--- just
remember that you are also accountable for the consequences. You may, if you miss class for a valid
reason, meet with a TA to go over the lecture slides. There are no make-up opportunities for missed inclass exercises.
In Class Exercises
We will complete active learning exercises in at least six class sessions. These will provide the chance
to digest, analyze, and react to course material. Some of the exercises will be individual, such as a concept
map or an affective response; others might be in pairs or groups. Exercises will be turned in and evaluated
either on a Satisfactory/Unsatisfactory basis or on a grading scale of 0 to 10. In order to maintain some
flexibility in our schedule and to react to student engagement in course content, exercises may be added, rescheduled, or cancelled without prior notice. Your final grade will be calculated on completing five of the
six exercises—if you complete all, the additional points will be figured into your grade. Please note:
there are no make-up opportunities for missed in-class exercises.
Research & Analysis Poster Project
I have found that working with students on draft projects is the most productive and effective part of
the teaching and learning experience. With a smaller class size, I can approach the course project
differently. We will have at least one class session to further describe and discuss the project and
guidelines.
You will choose a classmate to work with to compose a poster. The two of you will research a person,
event, topic, ideology, philosophy, or era and then explore and analyze its significance in the context of
American environmental history. Each two-person team will submit a memo that identifies members and
their e-mail and alternate contact information (optional). The memo will also outline the proposed topic
and intended approach to analysis. Thus, you will need to do some background research and planning in
order to submit a satisfactory memo.
Each individual person on the team will compose a draft poster and submit an 11” x 17” poster
(smaller than the standard format size) and a properly formatted bibliography (on a separate 8 ½” x 11”
paper). The team members will meet with me and/or the TAs for a review of their drafts. We will discuss
the strengths and weaknesses of the two posters and provide suggestions for the final draft. The team will
then revise the poster and submit one 11” x 17” poster (smaller than the standard format size), and a team
bibliography. The draft posters will be graded on an individual basis, while the final poster will be a team
grade.
The poster will cover both the description and analysis of your topic. First, you will have to briefly
describe the basic “who” or “what”: the person, event, philosophy, work. Second you will explain why the
person or event or thing is relevant to American history—what the influence or legacy is. This second part,
the analysis, should be the focus of the poster and more thorough. Finally, you should illustrate your poster
with appropriate graphics, such as maps, charts, timelines, or pictures.
The bibliography documents your research process and efforts. The bibliography should include all
sources utilized in the development of your presentation, not just those cited or quoted. The minimum is
ten scholarly sources (books, journal articles, primary sources), but that is just a minimum (meaning a
FOR 204 ~ Spring 2016 ~ 3
grade of 70%). You should list in your bibliography every source you have consulted in developing your
presentation— the more the better! Include encyclopedias, web sites, non-refereed journals, even
newspaper articles or documentary films. Be sure to use an accepted and consistent citation format: APA,
MLA, Chicago, preferably whatever is standard for your discipline.
Supplemental directions for the project, detailed grading rubrics, and general directions for written
assignments (including research tips, and links to citation guides) will be available from the Home page of
the course website. You are expected to consult and follow these.
The due dates for the memo, draft, and final poster project will be posted on the Lecture and Reading
Schedule page of the course website.
TEACHING & LEARNING: A BIT OF PHILOSOPHY AND POLICY
There is shared responsibility in teaching and learning. I am excited to be teaching this class, and I
would like this class to be an enjoyable, beneficial, and successful learning experience for you. It is my
sincere hope that all of you will attain the level of achievement to which you aspire; and I am dedicated to
helping you meet that goal. I do not grade on a ‘curve,’ so grades are not relative to the rest of the class:
your grades reflect your level of accomplishment. There is a high correlation between effort and
achievement— but effort is a choice. I will do my best to provide an interesting journey through history,
and I ask that you do your best to engage yourself in this endeavor.
One of my overarching principles is equity: providing the same opportunity for each and every student
in the class. And that is why some of my policies might seem harsh—strict due dates, for example. It
seems unfair to let one student turn in an assignment after class, or later in the afternoon; when others
worked hard to turn in their assignments at the beginning of class. Who wouldn’t have liked an extra few
hours? I dislike the concept of “extra credit” generally; but that can also be an equity dilemma. At the end
of a semester, it is not fair to allow one person to raise his or her grade because he requests and completes
an extra credit assignment, when other students do not have the same chance to raise their grades.
It is pretty depressing to even have this in my syllabus, but I find that some folks need reminders about
what is professional behavior; and what constitutes inappropriate and/or impolite behaviors. Here are some
basic expectations:
• Come to class; and arrive on time. Do your best to stay in the room during the class session—do
not walk out for bathroom breaks, water, food, or other miscellany.
• Keep talking with classmates to a minimum during lectures to avoid distracting fellow students or
the lecturer.
• During class sessions, do not send text messages, check e-mail, browse FaceBook or the web, or do
work for other courses. Cell phones should be set to Airplane Mode and put away during
class.
• Be sure your written or verbal correspondence with the Instructor or TAs is professional. All email messages should begin with a greeting and end with a signed name. Please also identify
which class (WCE, FOR 203) you are in. We will not respond to anonymous messages. Also,
please check the syllabus and web pages for the information you seek before shooting off an e-mail
question for which you might already have an answer.
Extenuating Circumstances and Accommodations for Learning or Physical Disabilities
I understand that everyone has a personal life. Sometimes extenuating circumstances may affect a
student’s academic performance. Please inform me if there are problems, conflicts, learning
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accommodations, or extended absences—any circumstances— that you believe have an adverse affect on
your participation or performance in the course. You may prefer to share your circumstances with Student
Wellness and Support in 110 Bray (470-6660 or wellness@esf.edu),
ESF works with the Syracuse University Office of Disability Services (ODS), which coordinates
disability-related accommodations. Students can contact ODS is at 804 University Avenue, Room 309,
443-4498, to schedule an appointment and discuss needs and the process for requesting accommodations.
You can also find information about SU ODS on the web at http://disabilityservices.syr.edu or contact the
ESF Office of Student Affairs for assistance (110 Bray Hall, 470-6660). The authorized forms for exam
accommodations must be completed and discussed with the instructor no less than one week prior to an
anticipated accommodation. Accommodations require early planning, sometimes take a while to get set up,
and are generally not provided retroactively; so it is recommended that you get the process started as soon
as possible.
Please note that I will be extremely reluctant to accommodate requests made “after-the-fact.” Do not
wait until the day an assignment is due to request an extension. Do not wait until graded exams are
returned to explain performance circumstances. The best approach is to contact me immediately, via e-mail
or phone.
Academic Integrity
The College does not tolerate academic dishonesty. Cheating on exams, presenting other students’
work as your own, submitting work completed in previous or other courses1, and plagiarizing sources and
web pages are all forms of academic dishonesty. The penalty for plagiarizing will be a grade of zero for the
assignment. All offenses will be reported to Judicial Affairs as required under College policy.
Plagiarism is presenting someone else’s ideas, work, or words as if they were your own. Plagiarism
includes copying from a source without citing it, using the same words without using quotation marks
(even with a citation), or improperly paraphrasing (re-wording) another's work. Always cite sources you
consult. You must attribute words, ideas, interpretations, information, and knowledge that is/are not your
own to the appropriate author or source.
Below are links to web resources about plagiarism, even unintentional plagiarism (i.e., improper
paraphrasing). You are responsible for reading and understanding this material. If you have any questions
about plagiarism, please see a member of the teaching team or visit the Writing Center in Moon Library.
SUNY- ESF Student and Judicial Handbooks, and also the Academic Integrity Handbook.
http://www.esf.edu/students/handbook/StudentHB.05.pdf
http://www.esf.edu/students/integrity/
Avoiding Plagiarism. Purdue University Online Writing Lab.
http://owl.english.purdue.edu/handouts/research/r_plagiar.html
Plagiarism: What It is and How to Recognize and Avoid It. Indiana University Bloomington, Writing
Tutorial Services. http://www.indiana.edu/%7Ewts/pamphlets/plagiarism.shtml
1
Assignments that have been previously submitted for this course, or work that has been or is going to be submitted
for other courses may not be turned in for credit in this course without permission of the instructor.
FOR 204 ~ Spring 2016 ~ 5
As a student in this class, you acknowledge your responsibility for abiding by the ESF Code of
Student Conduct; and you acknowledge your awareness and understanding of academic dishonesty
and the resulting penalties, which are applicable to both individual and group assignments.
Infractions of the Code may lead to academic penalties as per the ESF Grading Policy
http://www.esf.edu/provost/policies/documents/GradingPolicy.11.12.2013.pdf
UNOFFICIAL DRAFT SCHEDULE
Below is the list of lectures and readings, and the tentative exam dates and project due dates.
Please note, however, that the course website is the resource for “official” schedule, exam dates,
and due dates. http://www.esf.edu/for/vonhof/courses/nrah/sched.html
NRAH Lecture and Reading Schedule Spring 2016 Please note: this schedule is subject to change Session
Topic
Wednesday, 1-­‐20
Friday, 1-­‐22
Introduction Teaching and Learning History Part 1 Teaching and Learning History Part 2 Monday, 1-­‐25 Readings
Loewen: Intro, Ch1, Ch12 Last day to add
is Tuesday, Jan
26th
Wednesday, 1-­‐27 Friday, 1-­‐29 Monday, 2-­‐1 Wednesday, 2-­‐3 Friday, 2-­‐5 Monday, 2-­‐8 Wednesday, 2-­‐10 Friday, 2-­‐12 Last day to drop is Feb 12th Monday, 2-­‐15 Project Memos Due Old and New Worlds Exercise & Discussion 1 Historiography Project Administration Day ** Very Important Class Session** Who Really Discovered America? (DVD) Who Really Discovered America? (DVD) Part 2 Indians and Europeans Indians and Europeans, cont’d Settlement and Founding Loewen: Ch 2 Loewen: Ch 3, 4 Frontiers and Manifest Destiny, Turner, F.J. 1893. “The Significance of Part 1 the Frontier in American History" Turner, "Significance of the Frontier..." alternate link FOR 204 ~ Spring 2016 ~ 6
Wednesday, 2-­‐17 Friday, 2-­‐19 Monday, 2-­‐22 Wednesday, 2-­‐24 Friday, 2-­‐26 Monday, 2-­‐29 Wednesday, 3-­‐2 Friday, 3-­‐4
Deadline to sign up
for review
meetings
**** Unit Two **** Monday, 3-­‐7 Wednesday, 3-­‐9
Friday, 3-­‐11 Draft Posters Due Monday 3-­‐14 to to Friday 3-­‐18 Monday, 3-­‐21 Last day to withdraw Tues. 3-­‐22 Review Meetings
Wednesday, 3-­‐23 Friday, 3-­‐25 Monday, 3-­‐28 Wednesday, 3-­‐30
Friday, 4-­‐1 Frontiers and Manifest Destiny, Part 2 Exercise & Discussion 2 review The legacy of the frontier Turner, F.J. 1893. “The Significance of the Frontier in American History" Civil War & Reconstruction Loewen: 5, 6 Race: The Power of an Illusion (DVD) Review First Exam
Exercise & Discussion 3: Poster Projects Exercise & Discussion 3: Poster Projects Nature’s Metropolis: Introduction Cronon: Preface, Prologue, Ch 1 Nature’s Metropolis:
Rails and Water
Poster Project Work Day Cronon: 2
No Classes Spring Break Nature to Market: Grain Nature to Market: Lumber, Meat Exercise & Discussion 4: Nature's Metropolis Industrialization and Progressivism Progressive Conservation Cronon: 4, 5
Reclamation Cadillac Desert video Cronon: 3
be sure you've read Nature's Metropolis through chapter 5 Loewen: 7 Balogh, B. 2002. "Scientific Forestry and the Roots of the Modern American State: Gifford Pinchot's Path to Progressive Reform." Environmental History 7(2): 198-­‐225. JSTOR database
Pisani, DJ. 1983. "Reclamation and Social Engineering in the Progressive Era." Agricultural History 57(1): 46-­‐63. JSTOR database FOR 204 ~ Spring 2016 ~ 7
Monday, 4-­‐4 Wednesday, 4-­‐6 Friday, 4-­‐8 Monday, 4-­‐11 Nature’s Metropolis: Gateway City, Busy Hive Nature’s Metropolis: White City and World’s Fair Guest lecture, Sonja Wixom video: Surviving the Dust Bowl Dust Bowl & the New Deal Wednesday, 4-­‐13 Final Posters
Due (staggered) Environmental Movement and Backlash Friday, 4-­‐15 Exercise & Discussion 5: Comparison/Contrast of America's Three Environmental Movements Blood and Oil dvd Monday, 4-­‐18 Wednesday, 4-­‐20 Friday, 4-­‐22 Oil & War Guest Lecture, Ethan Requardt Progress and Technology Cronon: 6, 7 Cronon: 8, Epilogue Worster, D. 1976. "Grass to Dust: The Great Plains in the 1930s." Environmental Review 1(3): 2-­‐11. JSTOR database Hays, SP. 1982. "From Conservation to Environment: Environmental Politics in the Unites States since World War Two." Environmental Review 6(2): 14-­‐
41. JSTOR database Leopold, A. 1948. "The Land Ethic" http://home.btconnect.com/tipiglen/la
ndethic.html -­‐-­‐-­‐ OR-­‐-­‐-­‐ PDF link Loewen: 8, 10 DVD transcript available Here Loewen: 11, 13 Hardin, G. 1968. "The Tragedy of the Commons." Science 162(3859):1243-­‐
1248. JSTOR database Boulding, K. 1966. "The Economics of the Coming Spaceship Earth." Paper presented at the Sixth Resources for the Future Forum on Environmental Quality in a Growing Economy in Washington, D.C. : March 8,1966. web link Monday, 4-­‐25 Exercise & Discussion 6: What’s Next? Wednesday, 4-­‐27 Friday, 4-­‐29 Monday, 5-­‐2 Review Session Review Session Last Class, Last Exam FOR 204 ~ Spring 2016 ~ 8