Syllabus for Environmental History


 All assignments are graded with careful attention to each of these criteria:  CLIFS.

	1. clarity, coherence, spelling, grammar & logical consistency.
	2. length & development of your arguments, ideas, or presentations.
	3. information from the class texts, library research, or interviews.
	4. frequency of examples from the authors, lectures, journal, notes & readings.
	5. substantial discussion of the subject & introductions, summaries, conclusions.




Etiquette: Class time is spent on comparing oral & written interpretations of the readings. Everyone 
over the course of the term will be asked to orally interpret the readings and express their writings for 
the rest of the class in a variety of informal and more structured formats. These activities, including 
free-writing, group exercises, problem solving, answering questions or leading discussions, are done 
to increase other participant's comprehension.



My Intentions* when teaching and learning in this class
 * Goals of this course, relating to the D  general education requirement


1. To articulate verbally and reveal repeatedly in your writing the words, ideas, values and beliefs of 
the authors about the historical process that you are reading. [Three essays to rewrite.]

2. To express verbally  a description of cases and events based on the assigned readings.

3. To read critically and record regularly in your notes the facts and opinions that form the basis of 
discussions in the class with frequent references to documentary evidence from the texts.

4. To demonstrate how you resolve differences between facts and opinions in terms of tone, rhetoric, 
degrees of error and false witness, by orally  presenting your written ideas.

5. To display how you organize your thoughts  in a recognizably chronological pattern when 
describing the significance of documents, persons, places, events or evidence of historic interest.

6. To orally interpret your readings in light of carefully listening to others and contrasting their notes 
with your notes to more fully comprehend the readings and discussion material.

7. To analyze definitions of key concepts in writing thereby demonstrating both very obvious and 
more subtle contrasts between competing visions and among the cornerstone ideas of the class.

8. To practice verbally and demonstrate frequently in writing a synthesis of opposing or competing 
viewpoints as derived from primary and secondary works in the assigned readings.

9. To argue orally based on written evidence from reading, research and listening for the importance of 
protecting the earth's life support systems, human security and biological diversity.

10. To find, examine, express verbally and reconsider in writing the persistent challenges facing our 
social institutions, ethical ideals and means of subsistence given the recent decline of wildlife 
resources, the increase in population and the historically crushing impact of consumption.

Name: phone: ____________________ _______ learning style: ____________________________________ verbal - visual - hearing - touching - reading Circle the appropriate response: A. I [ do / do not ] like working alone or independently. B. I [ would / not] like to raise money to preserve a worthy thing. C. I [ do / do not ] want to express my differences with others. D. I [ am/ am not] interested in joining an ecology action group E. I [ am/ am not] willing to volunteer at a local ecological protection site

**Use the appropriate scale of words to answer these questions:**
The scale to use is based on frequency:	0% {---- 45% ----- 60% ------ 75% ----} 90%
consider the percentages above as a rough guide to interpreting these words	Never - Rarely - Sometimes - Often - Always
Consider how frequently you do these actions now and	then circle only one of the choices below:
1. I will usually read through the index to see about a book.	Never - Rarely - Sometimes - Often - Always
2. I like to look up words and use more than one dictionary.	Never - Rarely - Sometimes - Often - Always
3. When reading I only underline or highlight important passages:	Never - Rarely - Sometimes - Often - Always
4 a. When reading I make notes in the margin or the page:	Never - Rarely - Sometimes - Often - Always
4 b. When reading I make notes on a separate sheet of paper:	Never - Rarely - Sometimes - Often - Always
5. When reading difficult passages I: A. try to look up vague words:	Never - Rarely - Sometimes - Often - Always
5 B. attempt to diagram the phrases:	Never - Rarely - Sometimes - Often - Always
5 C. often translate the key phrases:	Never - Rarely - Sometimes - Often - Always
5 D. look for related ideas in the text:	Never - Rarely - Sometimes - Often - Always
5 E. look at an encyclopedia to clarify ideas:	Never - Rarely - Sometimes - Often - Always
5 F. ask someone who may know:	Never - Rarely - Sometimes - Often - Always
G. if none of the above, explain what you do:	Here:
6. After reading I try to summarize the main points in my own words:	Never - Rarely - Sometimes - Often - Always
7. I often copy down sentences or phrases to capture an author's style:	Never - Rarely - Sometimes - Often - Always
8. When I see a graphic I try to judge the relation of key pieces to the whole:	Never - Rarely - Sometimes - Often - Always
9. I enjoy guessing what something means & then verifying my hunch:	Never - Rarely - Sometimes - Often - Always
10. When interpreting readings, images or films I have more trouble with:	Consider each case.
A. seeing all the details of an argument:	Never - Rarely - Sometimes - Often - Always
B. finding the underlying relation among different items:	Never - Rarely - Sometimes - Often - Always
C. relating subordinate points to the main ideas:	Never - Rarely - Sometimes - Often - Always
D. other; please explain what you do below	how you learn best?
Here:

Use the appropriate scale of words to answer these questions:

The scale to use is based on frequency:

0% {---- 45% ----- 60% ------ 75% ----} 90%

consider the percentages above as a rough guide to interpreting these words