Geography 455:
People as Agents of Environmental Change
Spring 2007
Meeting Times: M-W 11-12:15
Room: LA4-104
Professor: Paul Laris
E-mail: plaris@csulb.edu
Office: LA4-101E
Office Hours: M, T, W 1:00-2:00 PM and
Tuesday 5-6 PM or by appointment
Phone: 985-1862 (but e-mail is best)
Course Overview Historically people have changed the environments that they occupy and from which they
gain their livelihoods. Particularly over the last 300 years, the spatial scale, magnitude and pace of humaninduced environmental changes are unprecedented. Society has the capacity to change the very structure and
function of the biosphere, the global habitat that can sustain life. Indeed, the Earth has been so thoroughly
transformed by human action that we now speak in terms of a new era—the Anthropocene. For those of us
who live in developed, urban areas the human imprint on the landscape is unmistakable. Yet as we travel to
less-developed and more rural environments the line between what is natural and what is human created can
become blurred. Even when the human imprint is clear the core or underlying causes of environmental
changes may be difficult to determine. It is thus essential to undertake reasoned assessments of the complex
and interrelated political, socioeconomic, technological, cultural and biophysical factors leading to
environmental changes if we hope to manage the environment and our lives appropriately. Remember, the
human imprint on the land can be found everywhere and the future environment will be the one we choose to
create!
Goals This course examines a fundamental geographic subject--the interaction between humans and their
environments (what geographers often refer to as nature-society). The course takes a long term and global
perspective and examines change from multiple social and natural science perspectives. The course has four
interrelated objectives: 1) to document the ways in which the biophysical earth has been transformed by
humans; 2) to examine the regional and global implications of these changes on environments and people; 3)
to explore the major human forces that have driven these changes; and finally 4) to consider how we might
use this knowledge to shape our future environments primarily through restoration efforts.
Expectations This course presents a range of environmental issues and explores ways that we might better
understand them. We are frequently exposed to environmental problems through the mass media, the
classroom and on our own. Some issues we cover will be familiar to you. The goal, however, is not only to
critically review the empirical evidence of particular environmental changes but to explore them from various
theoretical perspectives. This will help you to gain a more nuanced understanding of human-environmental
relationships and geography. As a general rule you should expect to spend 2 to 3 hours preparing for each
class meeting, or about total of about 5-6 hours per week. Attendance is mandatory.
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Laris S’05
Reading Assignments Readings are taken from 3 sources: (i) articles posted on-line at http://coast.csulb.edu/
(e-reserves), (ii) in-class handouts, and (iii) The Weathermakers by Tim Flannery available through
Amazon.com or other book sellers.
Method of Instruction Lecture, discussion, debate, and small work groups following the outline below.
Course Requirements and Grading Policy:
You will be graded on your performance on two exams which will amount to 50% of your total grade.
Participation will constitute 5% of your grade, thus you should always attend class. You will write 7 short
response essays, 3 article reviews, and do 1 presentation. Scoring will be as follows:
Exam 1= 25%
Exam 2= 25%
Responses = 20%
PPT presentation = 10%
Article reviews = 15%
Participation=5%
Response Essays (15%) I will grade you on the 7 short response essays during the semester (assigned in bold).
Learning to write concise descriptions and critiques of what you read is a skill of vital importance. With this in
mind you will write response essays. For most weeks I have posed a question dealing with multiple readings on a
topic (the readings often support opposing views). Your task will be to write a clear, concise, and critical response
to the question asked in no more than 400 words (about 1 page). You should discuss the main issues as well as
the methods of study used in the article. In addition to improving your writing skills, responses will aid in both
class discussion and exam preparation. Responses are due to the instructor by e-mail by 9 AM on the day of class.
Late assignments will be penalized (1pt/day).
Symposium Global Environmental Change is a rapidly evolving field. There will be three symposia where students
present current scholarly research on related topics. You will review scholarly articles on 3 different topics and are
required to prepare a Powerpoint presentation to present one article to the class.
Letter grades are awarded by fitting a “curve” to a student’s total score for the semester. Historically, a student’s
score must be near 90% to achieve an ‘A’ grade; 80% to achieve a ‘B’; 70% a ‘C’ and 60% a ‘D’. The actual score
required may vary. Students registered on a credit/no credit basis must earn a C or higher.
A few pointers for getting a good grade: Never miss class and don't arrive late. Attendance is an important
part of the course—you will not do well if you do not attend. This is a small class and good discussion makes
it work well. If you need to be absent please e-mail me and arrange to get notes from another student. Do all
of the reading in advance. If you're having difficulties with the course, seek help early -- don't wait until right
before the midterm! Note carefully the dates of the exams. There are no scheduled make-up exams. Any
conflicts with exams must be resolved within the first 2 weeks of the semester.
Withdrawal after the second week of instruction and prior to the final 3 weeks of instruction is permissible only for serious
and compelling reasons. Withdrawal during the final 3 weeks of instruction is not permitted except in cases such as accident or
serious illness where the circumstances causing the withdrawal are clearly beyond the student's control.
Plagiarism (presenting the ideas or the writing of someone else as your own) on your papers will result in a grade of “F” for
the course. Academic dishonesty will not be tolerated. Anyone caught cheating on exams, or who submits exercises prepared
by another, will receive a zero for the assignment.
See CSULB policy at http://www.csulb.edu/divisions/aa/research/our/information/policies/cheating/
My Policy: I am on campus most days and am happy to meet with you discuss your work, the environment, international
issues or what have you. Office hours are for your use. If you can’t make the time listed above send me an e-mail and we
can set up a time to meet. I am on campus most days. Please let me know of any special needs you may have in advance.
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Tentative Course Schedule*
Week Dates
Topic
Readings
Historical Overview
1
1/29 Introduction to Human-Environmental Geography
1/31 The Anthropocene
Inuit (LA Times), Crutzen 2002
Goudie and Viles 2001 (Intro)
2
Denevan 1992
2/5
Hunters and Gatherers and Landscape Change
Fire in the Landscape!
2/7
Social Construction of Nature and the Role of Fire
Vale 2002 & ‘Comment ‘
Response Essay #1: Contrast Denevan’s view with that of Vale. Where do they agree and differ?
3
2/12
Contemporary issues of fire management
Arno 2002, Keeley 2004
2/14 The Politics of Fire in Africa
Kull 2002
Response Essay #2: How is burning in Madagascar related to livelihood systems?
The Social Construction of Nature and Science
4
2/19 Social Construction of Wilderness
Cronon 1995 (Read twice!)
Response Essay #3: Is Cronon’s idea of Wilderness a threat to Nature conservation?
2/21 Debate Cronon
Soule and Lease 1995
Livelihoods and Land Degradation
5
2/26 Malthus, Swidden Agriculture, Land Change and Collapse
Diamond 2002
2/28 Challenging the Mayan Collapse
Turner 2003
Response Essay #3: Does Turner’s paper support Diamond’s argument? (What of “carrying capacity”?)
6
3/5
Agricultural Change and Boserup’s Theory
Response Essay #4: Is Rocheleau justified in her critique?
Mortimore and Tiffen 1994 vs.
Rocheleau 1995
3/7
Burger & Gochfeld 1998 +
Hardin 1968 (first 2 pages)
The Tragedy of the Commons and Grazing
Deforestation
7
3/12 Deforestation
Response Essay #5: What is the Main Cause of Deforestation?
3/14 Data Issues and Tropical Forest Loss
8
3/19
Catch-up +review
3/21
Midterm Exam I
Lambin & Geist 2003
Leach and Fairhead 2000
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Global Climate Change
9
3/26 Introduction to Climate Change Science
3/28 Bio-geo signs of change and proxy data
(Assign student topics SEE Flannery)
Flannery 1-4
Flannery 9-14, 18-20
***************************SPRING BREAK April 2-6*******************************
10
4/9
4/11
Milankovitich and past climate change cycles
The Ruddiman Hypothesis
Response Essay #6: What do others think of Ruddiman?
Flannery 5-8
Ruddiman 2005
(See the commentaries on-line)
11
4/16
SYMPOSIUM #1: Bio-Geo Signs of Warming
PPT. Presentations Due
4/18
******************************* NO CLASS AAG Conference in S.F. *********************************
Life in a Greenhouse
12
4/23 Scenarios of Warming
4/25 The economic consequences of warming
(Assign topics SEE Flannery)
13
14
4/30
Ethical Issues and the Critics (Comment on Gore)
Brown
Response Essay #7: Is Global warming an ethical issue, and why?
5/2
SYMPOSIUM #2: Places and species in peril
5/9
Surprises--Abrupt Climate Changes! (class survey)
Flannery 15, 21; Steffen 2004
Begin: The day after tomorrow video
Role of the Media Discussion End: The day after tomorrow video Flannery 27-31
(Assign final topics SEE Flannery 27-35)
5/11
15
16
Flannery 16, 33
Stern (PP), Flannery 24-26
5/16
Can we choose not to Collapse? + Final Review
5/18
EXAM 2
Monday May 21 @ 10:15
PPT. Presentations Due
Diamond 2005 C.14
SYMPOSIUM #3: Solutions: cities and the private sector
PPT. Presentations Due
* I will hold to the schedule of topics and readings as best I can, but I will not end a lively discussion or question
session just to keep on schedule. I may also add topics of interest depending upon current events.
My Policy: I am on campus most days and am happy to meet with you discuss your work, the environment,
international issues or what have you. Office hours are for your use. If you can’t make the time listed above
send me an e-mail and we can set up a time to meet. I am on campus most days.
Geography 455
Laris S’05
Geography 455 Tentative List of Required Readings
Readings are available on e-reserves in most cases. To access readings:
1. GO TO http://www.library.csulb.edu/
2. Find E-Reserves
3. Select Laris, Paul as the instructor
4. Click on “Geography 455” for Spring 07 (Password LAR455)
5. Find the readings in the appropriate folder for each week
6. If you have trouble finding a reading or if one is missing or in poor quality please contact me ASAP by e-mail.
Arno, S.F. and S. Allison-Bunnell. Flames in Our Forest: Disaster or Renewal? Chapter 2. pp 11-26. Island Press.
Burger, J. and Gochfeld, M. 1998. The tragedy of the commons thirty years later. Environment.
Cronon, W. 1995. The Trouble with Wilderness. In Uncommon Ground Norton.
Crutzen, P.J. 2002. The Geology of Mankind. Nature. 145 (23).
Diamond, J. 2005. Collapse Chapter14
Denevan, W.M. The Pristine Myth. Annals of the Association of American Geographers. 82 (3): 369-385.
Diamond, J. The Last Americans. Harpers Magazine. June 2003.
Flannery, Tim. 2005. The Weathermakers. Atlantic Monthly Press, New York.
Goudie and Viles. 2001. The Earth Transformed. Chapter 1.
Hardin, G. 1968. "The Tragedy of the Commons," Science, 162: 243-1248.
Keeley et al., 2004 Lessons from the 2003 Wildfires in Southern California. Journal of Forestry Oct:26-31.
Kull, C.A. 2002. Madagascar’s Burning Issue. Environment. 44 (3): 8-19.
Lambin, E.F. and Geist, H.J. 2003. Regional Causes of Tropical Deforestation. Environment45 (6).
Leach, M and Fairhead, J. 2000. Challenging Neo-Malthusian Deforestation Analysis. Population and Development Review
26.
Leiserowitz A.2004. Before and After The Day After Tomorrow. Environment. 22-37.
Mortimore, M and Tiffen, M. 1994. Population Growth and a Sustainable Development. Environment. 37 (7): 4-29.
Rocheleau, D. 1995. More on Machakos. Environment. 37 (7): 3-5, 42-43.
Ruddiman, W. 2005. HOW DID HUMANS FIRST ALTER GLOBAL CLIMATE? Scientific American; Mar2005, 292
(3):46-53.
Soule, M. and Lease, G. 1995. Reinventing Nature? Island Press.
Steffen,W. et al., 2004. Abrupt Changes: The Achilles’ heel of the Earth’s System. Environment April: 8-20.
Turner II, B.L., Klepeis, P., and L.S. Schneider. 2003. Three Millennia in the Southern Yucatán Peninsular Region:
Implications for Occupancy, Use, and “Carrying Capacity”. In Lowland Maya Area: Three Millennia at the Human-Wildland
Interface, ed. A. Gómez-Pompa, M. Allen, S. Fedick & J. Jimenez-Osornio. New York: The Haworth Press.
Vale, T. Ed. 2002. Fire Native Peoples, and the Natural Landscape. Chapter 1. Island Press