ENVIRONMENTS & THE U.S. WEST

History 351-1, Second Semester 2002

(4 Credits)

COURSE DESCRIPTION:

What is this course? The course will focus on natural and social environments in the trans-Mississippi West over the course of time, both before and after the incorporation of the region into the U.S. Major course concepts are interconnectedness (biological, social, and cultural), landscapes (places natural and social), identity (racial/ethnic, gender, religious, political, biological), and West (metaregion and microregions). Important topics will include Indians and western environments, western cities, agriculture and ranching, national parks, the literature of western places, tourism, and the West and the modern environmental movement.

What will class meetings be like? The course will meet once a week. There will be lectures, but other major components of the course's format will include general discussions, student oral reports, the viewing and discussion of films, at least one field trip, and one-on-one meetings with the instructor.

What will be expected in general of each student? The workload of the course reflects its upper division level. Attendance at all class meetings is, of course, expected. Some 3000 pp. of reading, including that for research, will be required. Each student will be expected to write a major research paper and several other shorter pieces. Two take-home exams will be required. Discussion and oral reports will also be regularly expected in the course.

COURSE OBJECTIVES (what difference this course should make):

1. To develop familiarity with the complex history of the American West as a set of interrelated environments, since the West has held and still holds an important historical and mythic place in American life and thought.
2. To develop an introductory knowledge of some of the major approaches of the field of environmental history through the topical focus of the course, since this growing field offers a timely way of encouraging cross-disciplinary ways of perceiving, reflecting, and acting.
3. To develop skills in critical thinking, analytical reading and writing, research, and oral discussion and presentation, since such are key tools for learning how, with the Apostle Paul, to "take every thought captive to obey Christ" (2 Cor. 10:5).
4. To develop practice of historical method beyond the lower division level of coursework through the research and writing of a major historical research paper, thereby specifically advancing the departmental goals of (1) assisting the student in developing an informed perspective on the human past and (3) equipping majors and minors and other interested students with enduring skills of historical method (see 1993-1994 departmental self-study).
5. To provide tools and opportunity for integrating a basic understanding of issues in western history and the history of environments with a Christian perspective on history, life, and faith, for "in [Christ] all things hold together" (Col. 1:17).

COURSE OUTLINE:

COURSE REQUIREMENTS:

1. Reading (books [authors in bold below], articles, & chapters):

• Anderson, Douglas Firth. "Lutherans," "Prologue," and "Protestants." (In online Course Links.)
• Brechin, Gray. Imperial San Francisco: Urban Power, Earthly Ruin. Berkeley: University of California Press, 1999.
• Brown, Kate. "Gridded Lives: Why Kazakhstan and Montana Are Nearly the Same Place." American Historical Review 106 (2001): 17-48. (On library reserve.)
• Cronon, William. "The Trouble with Wilderness; or, Getting Back to the Wrong Nature." In Uncommon Ground: Rethinking the Human Place in Nature, ed. William Cronon. New York: W.W. Norton, 1996. (On library reserve.)
• Davis, Mike. "Las Vegas Versus Nature." In Reopening the American West, ed. Hal K. Rothman. Tucson: University of Arizona Press, 1998. (On library reserve.)
• Faragher, John Mack. "Bungalow and Ranch House: The Architectural Backwash of California." Western Historical Quarterly 32 (2001): 149-173. (On library reserve.)
• Findlay, John M. "Disneyland: The Happiest Place on Earth." In Magic Lands: Western Cityscapes and American Culture After 1940, by John M. Findlay. Berkeley: University of California Press, 1992. (On library reserve.)
• Findlay, John M. "The Explosive Metropolis: Urbanization in the Far West After 1940." In Magic Lands: Western Cityscapes and American Culture After 1940, by John M. Findlay. Berkeley: University of California Press, 1992. (On library reserve.)
• Krech, Shepard, III. The Ecological Indian: Myth and History. New York: W.W. Norton, 1999.
• Lewis, Peirce. "America's Natural Landscapes." In Making America: The Society and Culture of the United States, ed. Luther S. Luedtke. Chapel Hill: University of North Carolina Press, 1992. (On library reserve.)
• Limerick, Patricia Nelson. "Seeing and Being Seen: Tourism in the American West." In Over the Edge: Remapping the American West, eds. Valerie J. Matsumoto and Blake Allmendinger. Berkeley: University of California Press, 1999. (On library reserve.)
• Lundberg, Ann. "John Muir and Yosemite's 'Castaway Book': The Troubling Geology of Native America." Western American Literature 36 (2001): 25-55. (On library reserve.)
• Lyon, Thomas J., ed.. The Literary West: An Anthology of Western American Literature. New York: Oxford University Press, 1999.
• Montoya, Maria E. "Landscapes of the Cold War West." In The Cold War American West, 1945-1989, ed. Kevin J. Fernlund. Albuquerque: University of New Mexico Press, 1998. (On library reserve.)
• Pyne, Stephen J. How the Canyon Became Grand: A Short History. New York: Penguin Books, 1998.
• Worster, Donald. Under Western Skies: Nature and History in the American West. New York: Oxford University Press, 1992.
• Wrobel, David M. and Michael C. Steiner, eds. Many Wests: Place, Culture, and Regional Identity. Lawrence: University Press of Kansas, 1997.

2. Recommended Resources:

• Course Links
• Lamar, Howard R., ed. The New Encyclopedia of the American West. New Haven: Yale University Press, 1998. Ref. F591 .N46 1998
• Milner, Clyde A., II, Carol A. O’Connor, and Martha A. Sandweiss, eds. The Oxford History of the American West. New York: Oxford University Press, 1994. On NW Library Reserve.
• Phillips, Charles, and Alan Axelrod, eds. Encyclopedia of the American West. 4 vols. New York: Macmillan Reference USA, 1996. Ref. F 591 .E485 1996
• White, Richard. "It’s Your Misfortune and None of My Own": A History of the American West. Norman: University of Oklahoma Press, 1991. On NW Library Reserve.

3. Assignments:

A. A total of 45% of the course grade will consist of a HISTORICAL RESEARCH PAPER.

1. TOPIC: The paper topic is up to the student, provided that 1) it is clearly within the course's subject area, viz., natural and/or social environments of the American West; 2) a major primary source or set of primary sources is essential to the focus of the finished paper; and 3) the topic is cleared with the instructor. Possible directions the paper could pursue: study of a major piece of literature of the West (historical or fictional) that helps elucidate place or perceptions of place; study of a major person in relation to the history of of one or more western environments; study of a particular event illustrative of a significant aspect or development of a western environment; study of a particular institution or movement important to the development of a western environment; etc.
2. TASK: The final product should be a piece that 1) reflects significant research in primary as well as secondary sources and that 2) analyzes and elucidates the significance of the chosen topic (in which one or more primary documents are central) in relation to the larger history of the environments of the U.S. West covered in the course.
3. PRIOR TO COMPLETING THE PAPER:

1. Before Feb. 19, each student will have arranged to meet with the instructor to discuss possibilities for a research topic.
2. In class on Feb. 19, each student will hand in a Topic Statement consisting of a) a paragraph description of their proposed topic and focus and b) a working bibliography of at least 5 items, including at least one major primary source (the proposal and bibliography may be handwritten or typed).
3. In class on Apr. 23, each student will make an oral report of their research. Each report should

• be around 15-20 minutes long;
• cover the following (not necessarily in this order): a) what is the topic, b) what led you to/interests you about the topic, c) identify and explain what is you most important primary document(s), d) reflect on the course of your research thus far (everything going as you expected? serendipities? frustrations?); e) what thesis or claim would you make about your topic in relation to the history of environments in the U.S. West?
• distributed as a one-page typed outline to each class member and the instructor

4. Each oral report will be followed by time for class interaction.
5. The oral report will constitute 10% of the paper grade. Evaluation of the report will include at least the following factors: a) the consistency and quality with which the above formal specifications are met b) the clarity and vitality with which the report is presented orally, and c) the extent to which the report indicates that substantive research, and critical thought in relating that research to issues in the course, has already been done; or, to put it negatively, does the report suggest that the research has barely begun and/or that little to no connections have been made between relevant aspects of the course and the project? After each report, each student member of the audience will take a few moments to reflect on the report, place a suggested grade for the report on the outline they have received, and hand in the outline with their name and suggested grade to instructor.

4. SPECIFICATIONS: two (2) copies; title page; typed, double-spaced, 15-20 pp. + notes (end- or foot-) and bibliography. The notes and bibliography of the paper should adhere to the Chicago/Turabian form as discussed in the appropriate links in Course Links.
5. DUE: No later than class, 30 Apr.
6. EVALUATION OF THE PAPER: The paper constitutes 45% of the course grade. Evaluation of the historical research paper will take into account at least the following: a) the consistency and quality with which the above formal specification are fulfilled, b) the thoroughness and thoughtfulness of the historical research, c) the accuracy of the historical narration of relevant material, d) the clarity and coherence of organization, argument, and claims made in the paper, and e) the depth of historical analysis and interpretation, including the relation of your topic to larger issues or themes in the history of environments of the American West.

B. TWO TAKE-HOME ESSAYS will constitute 30% of the course grade.

1. ESSAY #1 will constitute 15% of the course grade: A midcourse essay question asking for analysis, synthesis, and integration of course readings and discussions will be distributed in class Feb. 19 and will due by the next class, Feb. 26.
2. ESSAY #2 will constitute 15% of the course grade: A second half essay question asking for analysis, synthesis, and integration of course readings and discussions will be distributed in class Apr. 30and will be due by 10 p.m. Tu., May 7.
3. FURTHER SPECIFICATIONS: typed, double-spaced, a minimum of 1300-1800 words/5-6 pp., references to be done at the end of sentences and/or paragraphs in shortened form: (Worster, p.105; Wrobel & Steiner, pp. 75-77; Anderson, "Prologue").
4. EVALUATION OF EACH ESSAY: Evaluation will include at least the following factors: a) is the entire question addressed? b) how thoroughly informed by relevant course materials is the analysis? c) how lucid and cogent is the presentation? and d) how thoughtful and insightful is the analysis?

C. PRECIS will constitute 20% of the course grade.

1. For each class meeting from Jan. 15 through Apr. 16, each student should hand to the instructor at the beginning of class a 1 page precis (abstract or synopsis) of one article or chapter from assigned reading for that given class meeting.
2. Each precis should be 1 page, typed, single spaced, and consist of the following: heading (author and article or chapter title, and student's name and the class date); synopsis (one or more paragraphs summarizing the main points, and important supporting evidence); and evaluation (one or more paragraphs interacting with the material--e.g., arguing with, spinning off of, highlighting the strengths of, raising questions for class discussion, etc.).
3. Each precis will be evaluated on a 100% grading scale based on at least the following factors: a) does it meet the formal specifications of #2? b) how accurately and comprehensively is the article or chapter summarized? c) how thoughtful and/or insightful is the evaluation? and d) how lucid and cogent is the precis in wording, grammar, style, etc.?

D. CLASS PARTICIPATION will constitute 5% of the course grade.

Participation assumes consistent attendance in class. It also assumes that there is evidence that you have done the assigned reading beyond that reflected in the precis (Part C above). Participation also includes contributing to the general thrust of the discussion, suggesting an alternative perspective or another important consideration, offering constructive criticism of one's own or another's ideas, deferring to other students who participate less, evidencing a grasp of the material in the assigned reading, general attitude toward the course and the learning endeavor, and so on.