Classroom Participation: (30%)

1. Discussion (20%): This course is a seminar and will be structured around student led discussions.  Students will be expected to come to each class having read the material assigned for the day and prepared to analyze it.  In class, we will first develop a complex understanding of the author’s argument, then address the implications of this argument towards our larger understanding of history and the world around us, and finally evaluate the strengths and weaknesses of this argument.  Informed participation can include summarizing core aspects of the argument, drawing attention to key passages in the text, asking for points of clarification, presenting questions and conclusions about the larger implications of the reading, and offering critiques of the author’s argument.  You may also choose to summarize or refocus the classroom discussion.  Informed participation not only demands you speak, but that you actively listen to the issues that your classmates raise.  Uninformed speaking coupled with an inability to listen to your classmates will be graded just as harshly as if you choose not to speak at all.  If you have problems speaking or listening in class, meet with Dr. Kerr as soon as possible to strategize about how you can effectively participate in discussions. 

2. Presentation (10%): At the beginning of each class, three students will present the day’s reading for discussion.  One student will present the primary thesis of the reading (the main argument) in one to three sentences.  Another student will provide an outline of the author’s argument, and the third student will ask a motivated question.  Separate outlines and thesis statements will be necessary for different chapters and readings assigned for the day.  A motivated question must take us beyond the author/s’ arguments and push us to consider the larger issues that are raised by the reading material; the question should have no simple answers and help foster classroom debate.  The question will be preceded by a two or three sentence introduction that indicates how the question is related to the reading.

Students will sign up to do each of these three tasks at least once throughout the semester.  The individual presenting the motivated question will be responsible for combining into one 10 pt font, double sided, two columned, landscaped document the day’s (1) thesis statements, (2) outlines, and (3) motivated question.  Copies should be provided for each of the class participants.   

Quizzes: (20%)

Periodic short answer and multiple choice quizzes will be administered to ensure students come to class prepared.  Quizzes will cover all the material addressed since the last quiz was administered.  No make-up quizzes will be offered for students who miss class.  If you have an excused absence, other arrangements will be made for you.

Oral History: (25%)

Each student will conduct and transcribe an approximately one hour-long interview with someone that can expand our understanding of environmental history.  The interview should, if possible, be related to the topic of your final paper.  By September 11th, students will submit an oral history proposal that will indicate the type of person they will seek to interview, what they hope to learn from this individual, and how they intend to identify and approach this person.  Dr. Kerr will be available ahead of time to work with you on this proposal.  Prior to conducting the interview (no later then October 2nd), students will submit a three-page interview guide.  Once this guide is approved, students will digitally record a one-hour interview, gather release forms from the interviewee, transcribe this interview, and prepare a cover page and summary for the transcript.  The transcription will take about eight hours and the final transcript will be around 15 to 20 pages long.  Copies of the recording and transcript must be given to your interviewees.  Release forms, transcription guidelines, templates and other resources will be made available on the course website. If the topic addresses regional issues, you may be invited to submit your interview and transcript to be archived in the Carrier Library Special Collections department.  All materials must be turned in no later then December 2nd at the beginning of class.

Final Paper: (25%)

Each student will be required to complete a fifteen to twenty page environmental history paper based on original research.  Preferably you will choose a topic of regional interest, however, with Dr. Kerr’s approval you may write about any topic related to the field.  By September 23 you will produce a research proposal that covers the key questions you seek to address in your final paper, indicates why these questions are pertinent to the field of environmental history and includes a bibliography of the primary and secondary sources you intend to use for your paper.  Students will meet individually with Dr. Kerr to discuss their proposal.  By November 4th, students will submit a draft of their papers for review.  Final papers are due on Digital Dropbox by Thursday, December 11th at noon..

 

Grading Policy

(A) means genuinely outstanding, mastery of the subject, near flawless exposition, and incisive interpretation. (B) means well above average achievements in mastery of the subject, exposition, and interpretation throughout the course. (C) means comprehension of the basic concepts, competent exposition, and interpretation. The grade of C indicates that the student has learned the subject at an appropriate university level. (D) means unsatisfactory but still barely passing. (F) means failure. These grades are earned by the student and reflect student performance.