HIST 407/507: ENVIRONMENT AND COLONIALISM Winter Term 2014 – T 2:00-4:50pm – McKenzie 240B – CRN 24028/24051 Version 1.00, 4 Jan 2014 Professor Lindsay Frederick Braun Office: 311 McKenzie Hall Telephone: (541) 346-4838, x64838 on-campus. Email: [email protected] Office hours: MW 9:30-11:00am, and by arrangement Overview and Objectives Environmental history has, in the last few decades, become one of the most vibrant new research fields. At the same time, the term “environment” has broadened greatly, in part because it is impossible to define that term in a truly exclusive manner against the backdrop of this globalizing age and our recognition of humanity’s ecological and environmental footprint around the world. Where does the “human” end and the “natural” begin? How do we understand, categorize, and interact with the non-human features of our world? What effect do we have on those features, and they on us? Why and how have these processes changed over time? Can we divide them by era or category meaningfully? All of those questions have special resonance if we consider the context of colonialism, primarily from Europe and the US, between the 16th and 20th centuries. The advent of colonial domination led to global integration and inequity of a breadth and depth unknown before, with dramatic effects on the landscapes and people that integration touched. From the reckless integration of biological zones to attempts at “conservation,” not to mention the use and promotion of certain resources with the denial of resources to others, the exercise of colonial power and the expansion of a globalizing, and industrializing, order were indelibly written on environments. All over the world, and even at empire’s metropolitan centers, the arrival of colonial rule or its proxies had vast effects. Colonialism was a global and globalizing process, so our primary organization is really thematic despite the weight the British empire exerts in the literature. The permutations in the relationship between environments and colonial power varied widely around the world, which permits seminar members great freedom to pursue their interests and share their knowledge. The primary purpose of this course, as with all HIST 407/507 seminars, is for you to learn how to craft a major analytical research paper (5000-7500 words, not including notes and bibliography, but a bit longer for 507 seminarians) that makes central use of primary sources. Our seminar schedule is therefore geared towards giving us a balance between common readings, methodological tutelage, and writing with critical discussion of our ongoing work. We cannot cover everything, but completing this course will give you an understanding of general themes at the intersection of colonial and environmental histories, knowledge of the particular case you choose to write about, and the skills necessary to research and write analytical papers on further historical subjects. In addition, this course can meet the 50% threshold for the African Studies minor and may serve as credit towards an Africa concentration in the History major, though in either case you must write your major paper on an African topic and let me know about this at the outset. A Note About This Syllabus Everything on this syllabus is important; you need to read it carefully and refer to it frequently. You are solely responsible for knowing and understanding its contents. The paper copy you receive at the beginning of the course is, ideally, the final version, but the unexpected can intrude and changes may be made. The version posted on Blackboard at any given time should be the latest version.HIST 407 E&C – Winter 2014 - 2Requirements and Grading Participation is about 40% of your grade. This includes discussion in class and Blackboard questions as well as group work connected to your paper drafts (see the schedule and the assignment list at the end of this syllabus, pp. 8-9). If you are silent and/or unengaged with the seminar, or disregard these exercises, you can receive a low or even failing grade no matter how inspired your other work may be. The proposal for the major paper, due in the third week of classes, comprises about 10% of your final grade. This proposal is expected to identify a topic, propose a basic thesis, and identify at least ten sources (three primary), in proper style as per Rampolla (see page 9 of this syllabus). Although only a small part of the grade in itself, failure to tender this proposal on time will result in a failing grade for the seminar. Failure to tender the rough draft for comment in week 9 on time will also result in a failing mark. The biggest piece of your grade (~50%) is the major research paper based on primary sources. This paper must be a polished piece of writing that is correct in grammar and style (formatting) to Rampolla’s Pocket Guide or the Chicago Manual of Style (16th edition) on which it is based, using footnotes/endnotes and a bibliography. MLA, APA, and other styles will not be accepted from undergraduate members. Style will constitute 1/3 of the paper grade. Your seminar grade however will not exceed your final paper grade. Unless you are prevented from completing coursework because of verified emergency or illness, no excuses or extensions will be given, and no late work will be accepted. The due dates in this course are set out on day one, so you have all term to prepare for them. Plan ahead. Note: if you email your work, you alone are responsible for my receipt of it; if the email gets lost or you send the wrong file, I will grade what I receive accordingly. Course Texts and Reading Suggestions There is only one “required text,” a general overview to writing history and Chicago Manual style: - Rampolla, Mary Lynn. A Pocket Guide to Writing in History. 7th ed. Boston: Bedford/St. Martin’s, 2012. ISBN 978-0-3126-1041-8. Our thematic interest and broad scope suggests that chapters and articles will serve us best. These are given on the following pages in connection with the relevant week. All of these readings will be available on Blackboard, and should be obtainable electronically at the requisite time via links in the “syllabus” section of the course site; let me know as soon as possible if you have any problems. Printing out these selections and bringing them to seminar is your responsibility, and is your “book cost.” Each “reading week” has three distinct