GEOG / HWRS / EVS 461 (Environmental and Resource Geography)
3 units
Spring Semester
Mondays & Wednesdays, 3:30–4:45 PM
ENR2 S223
Course Details
Course Description
Click here for a short promotional video about this course.
For this course, human-caused ecological catastrophes are defined as slowly developing, negative
environmental changes that were caused at least to some degree by human actions. They were widespread
spatially and long-term temporally, and they impacted society greatly.
Six past catastrophes in US history of particular note ("Great") will be covered in depth:
Dust Bowl
Eradication of the Passenger Pigeon
Perfect Trees: The American Chestnut and the American Elm
Wholesale Alteration of Forest Fire Across Western Forests
Mobilization of Lead (Pb) in the Environment
Oil Spills!
One modern-day issue will also be analyzed for its potential to become an environmental catastrophe:
Global warming
Two principal methods of teaching/learning will be employed in this course:
Strategically reading non-fiction sources, including whole books, popular magazine articles, wiki and other web pages, and scientific journal articles
Making videos (fear not, everyone can do this, it's not hard)
Instructor
Paul Sheppard, Assoc. Prof. of Dendrochronology
407 Tree-Ring Building, sheppard @ ltrr.arizona.edu
Office hours: MW 11:00 AM, or by appointment
Prerequisites
Upper-division (junior or senior) standing Tier 1 and Tier 2 Natural Sciences completed
Course Objectives
This course will cover:
Evaluation of environmental degradation events such that they can be ranked broadly
in terms of mild, moderate, or severe.
Objective characteristics of severe environmental degradation, i.e., what typifies
a great ecological catastrophe.
Six ecological catastrophes of the past (listed above)
The modern phenomenon of global warming, emphasizing how it might turn into
an ecological catastrophe based on the characteristics identified in the six past
catastrophes. Also, how catastrophe might be avoided with global warming based on
how the six past catastrophes were dealt with.
Video documentary as a medium of storytelling, i.e., telling a factual story.
How to make a video documentary, using hardware and/or software freely available
to students at the UA.
Student Outcomes
Students will:
Quantify ecological catastrophes in terms of geographical extent, temporal length,
intensity, and societal impact.
Become informed generally of the past human-caused ecological catastrophes in US
history listed above (e.g., read articles from lay magazines as well as scientific journals).
Become informed more deeply of one of the past human-caused ecological catastrophes
in US history listed above (e.g., read a full book as well as conduct interviews with
experts and/or take a fieldtrip).
Compare and contrast the modern-day phenomenon of global warming with the past ecological
catastrophes listed above.
Develop video production skills, including capturing video, displaying movies and
still images, adding text and narration, and including background music.
Collaborate in small groups to produce a ~10-minute video on one of the ecological
catastrophes listed above, complete with still and/or movie footage assets, text screens,
voiceover, and background music as well as a minute or two on its relevance to modern
global warming.
Peer review the videos produced by fellow students on the other ecological catastrophes.
Course Outcome
This course could serve as an upper-division elective for majors/minors in Environmental
Sciences (Soil, Water, and Environmental Sciences) or Environmental Studies (School
of Geography and Development).
Grading
1-page content essays with citations
videos exercises
draft videos
1-page peer review of other videos
A 10-minute final group video
1-page book review, which implies reading one of our books
All semester: In-class attendance and active participation
10%
10%
10%
10%
40%
10%
10%
total
100%
Late work will be accepted, but let's stay on schedule.
Examinations
There will be no exams in this class.
Possible Fieldtrips
For each selected ecological catastrophe, a short trip in and around Tucson
might be possible. Small groups would take only the trip relevant to their
chosen catastrophe:
• Dust Bowl: A local farm to view arid-land agriculture and dust abatement measures, and interview an expert
• Passenger Pigeon: International Wildlife Museum, to see a mounted Passenger Pigeon, and interview an expert
• Perfect Trees: Reid Park, to see Aleppo pines, and interview an expert
• Forest Fire in the West: Mt. Lemmon, to see burn area of the 2003 Aspen Fire, and interview an expert
• Lead in the Environment: An EPA air monitoring site for airborne lead, and interview an expert
• Oil Spills!: A spill down by the airport, and interview an expert
Attendance and Participation
Attendance in class will be expected and active participation in class will be appreciated.
Absences pre-approved by the UA Dean of Students (or dean's designee) will be honored.
Readings and Texts
No single textbook exists for this course, but this course will be reading-intensive.
Students will be expected to read at least one book on the ecological catastrophe
chosen to study in-depth. These books are easily and economically obtainable on-line.
Too busy to read books anymore? See this cartoon (password protected pdf).
Students will also be expected to read many shorter articles on the ecological catastrophes
covered. These articles will come from popular magazines as well as scientific
journals and will be made available from this course website as password-protected pdfs.
Special Materials
Producing videos requires software dedicated to this task. The UA provides all
students access to the Adobe Suite,
including the video software that will be used in this class. It is free to download,
and it is also installed and freely accessible on computers of the UA Libraries.
Adhere to the
UA Policy creating and maintaining an environment free of discrimination and harassment.
If you must arrive late or leave early (something not encouraged), please do so quietly.
If you have a phone (who doesn't?), please turn it off during
class. If you must talk on your phone (does anyone talk on the phone anymore?) or text message
someone during lecture, please do that outside of class.
If you must read the newspaper (anyone?), tackle the Wildcat crossword and sudoku
puzzles (anyone?), study for other courses (occasionally), sleep (lots), surf the web,
update Facebook, Farmville, shop Ebay, play online poker, watch DVD movies, binge watch
Thrones, or do anything else not related to this course during our lecture time, please
do it elsewhere, not in class. These activities are obvious (click
here for an example) and are officially considered
disruptive.
See here for a UA student opinion about
surfing the web in class.
Click here to see research saying people
who multitask really aren't good at multitasking.
Racism, sexism, or violence will not be tolerated in the classroom.
It's acceptableeven encouragedto collaborate with fellow students
in this course. However, cheating will not be tolerated, including but
not limited to:
Copying work of fellow students.
Plagiarism (click here
for a definition of plagiarism).
Special note on plagiarism: Some definitions of plagiarism
imply that all that is necessary to avoid it when copying someone
else's text is to put it in quotes and then cite the original source.
While technically this may be true and acceptable in some
academic settings, copying someone else's text (put in quotes or otherwise)
is hereby NOT acceptable in this course. This includes
text from fellow students or students from past semesters, published articles
or newspapers, and web sites. In short: Citing yes, copying and/or quoting no.
Another note on plagiarism: If you'd like a fictional
account of plagiarism, try Stephen King's, "Secret Window, Secret
Garden," definitely a horror story. The movie adaptation, "Secret Window" with Johnny
Depp and John Turturro, was good, too.
And now there's AI: It's obvious when AI has been used to create assignments, as
they are generally well-written but largely irrelevant to the assignment. Please,
let's skip AI in this class and do our own scholarship.
Special Provisions
In compliance with Title III of the Americans With
Disabilities Act (1990), students who require special assistance
will be suitably accommodated. Students must be registered with
the University and a minimum notice of 5 days for such
accommodations is requested.
Students requiring special accommodation: At the University of Arizona, we strive
to make learning experiences as accessible as possible. If you anticipate or experience
barriers based on disability or pregnancy, please contact the Disability Resource Center (520-621-3268,
https://drc.arizona.edu) to establish reasonable accommodations.
Student athletes and others who need signatures periodically:
Please notify the professor that you'll be needing signatures
generally, and please alert the professor before a particular
signing period is due so that your most up-to-date grade can be
calculated.
Subject to Change
Information contained in this course syllabus, other than the grade and absence policies,
may be subject to change with reasonable advance notice.
Course Schedule
Week
Activity
0
Jan 10
Meet and Greet
Wendsday: Meet and greet one another, and pick and choose your catastrophe of choice for the semester
1
Jan 15 (no class) & 17
Identifying and Characterizing Human-Caused Ecological Catastrophes
Assignment
• Become familiar with video resources, and ensure you have access to them
• Become familiar with storyboarding and how it can assist the production of your class video
• Nothing specific to turn in for this Wendsday session
Assignment
• Small group: begin producing video, be ready to show a draft on "draft" day
• Others: 1-page single-spaced essay with 5+ sources cited
– Based on lecture and readings, how might lessons of the Dust Bowl apply to Global Warming?
– Submit through D2L
• Mark Avery: A Message From Martha—The Extinction of the Passenger Pigeon and Its Relevance Today (ILL, or online)
– Mark Avery: Author's website
– The Well-Read Naturalist:
Review of "A Message From Martha"
Field Trip
• Possible ½-day trip to the International Wildlife Museum to see a Passenger Pigeon, and interview an expert
– This museum has an admission fee: $4.00.
Assignment
• Small group: begin producing video, be ready to show a draft on "draft" day
• Others: 1-page single-spaced essay with 5+ sources cited
– Based on lecture and readings, how might lessons of the Passenger Pigeon apply to Global Warming?
– Submit through D2L
Assignment
• Modify images and add Ken Burns effect to them
– 1-minute video on anything, with still photos suitably modified and moving on the screen
– Submit through D2L
5
Feb 12 & 14
Ecological Catastrophe: Loss of Perfect Trees: The American Chestnut and the American Elm
Books: Chestnut
• Susan Freinkel: American Chestnut—The Perfect Tree (UA Library SD397.A48 F74 2007)
– Journal of Forestry: Review of "Perfect Tree"
Assignment
• Small group: begin producing video, be ready to show a draft on "draft" day
• Others: 1-page single-spaced essay with 5+ sources cited
– Based on lecture and readings, how might lessons of the Perfect Trees apply to Global Warming?
– Submit through D2L
Wednesday: Editing down existing video footage
• See the Rex Mann talk in the Chestnut assets
• Add name and affiliation
• Clip and modify down to 1:00 min.
• Expert statement by Zoom
Assignment
• Produce a short (1:00 min.) video of yourself giving an expert statement, with title text and "switching" views
6
Feb 19 & 21
Ecological Catastrophe: Wholesale Alteration of Forest Fire Across the American West
• Philip Connors: Fire Season: Field Notes From a Wilderness Lookout (UA Library SD421.25.C66 A3 2011, Special Collections; also available in Pima County Library)
– Philip Conners: Author's website
– Western American Literature: Review of "Fire Season"
Assignment
• Small group: begin producing video, be ready to show a draft on "draft" day
• Others: 1-page single-spaced essay with 5+ sources cited
– Based on lecture and readings, how might lessons of the Forest Fire apply to Global Warming?
– Submit through D2L
Wednesday: Extracting assets from a reading
• Using the 2023 JoF article on forest/tree pathogens, we'll extract an asset and insert it in a video
Assignment
• Practice today's technique on any reading you wish from the reading list for this course
• Submit a practice clip 1 minute long of a newly acquired asset
– Include circles and/or underlines following your narration.
7
Feb 26 & Feb 28
Ecological Catastrophe: Mobilization of Lead (Pb) in the Environment
• The Nation (March 20, 2000): The Secret History of Lead, Jamie Lincoln Kitman
– Not a book exactly, but a lengthy, comprehensive article on the chronology of environmental lead
– Essential reading for lead
– The Nation (2001): "We're pleased to announce that Jamie Lincoln Kitman's special report,
"The Secret History of Lead" (March 20, 2000), has been awarded the Investigative Reporters and Editors'
highest honor for 2000: the IRE Medal. The IRE, a nonprofit organization dedicated to improving the quality
of investigative reporting, singled out Kitman's revelations of continuing sales of leaded gas to the Third
World after it was banned in the United States in 1986 and said that his report "reads like a classic
turn-of-the-century muckraking piece..... The research manifested here is nothing short of breathtaking."
Assignment
• Small group: begin producing video, be ready to show a draft on "draft" day
• Others: 1-page single-spaced essay with 5+ sources cited
– Based on lecture and readings, how might lessons of Lead apply to Global Warming?
– Submit through D2L
Wednesday: Editing video clips
• Adding text to video
• Strategic use of the crop tool
Assignment
• Practice adding bullet-point text, one line at a time, timed with narration
– As always, add some background music
– And don't forget sound effects
• Submit a short (1 minute) example through D2L
March 2-10: Spring Break, no classes
• 1-page book reviews should be turned in by now, through D2L
8
Mar 11 & 13
Ecological Catastrophe: Oil Spills!
Books
• Carol Steinhart & John Steinhart: Blowout: The 1969 Santa Barbara Oil Spill (UA Library: GC1556 .S74)
– Science: Review of Blowout
– Human Ecology: Review of Blowout
Assignment
• Small group: begin producing video, be ready to show a draft on "draft" day
• Others: 1-page single-spaced essay with 5+ sources cited
– Based on lecture and readings, how might lessons of Oil Spills apply to Global Warming?
– Submit through D2L
Wednesday: Audio editing of a multi-person voiceover
– Watch in-class demo in our D2L Contents tab
Assignment
• Submit a 1-minute multi-person voiceover through D2L
9
Mar 18 & 20
Modern-day Global Warming: Compare and Contrast with Past Catastrophes
Assignment
• Small group: begin producing video, be ready to show a draft on "draft" day
• Others: 1-page single-spaced essay with 5+ sources cited
– Based on readings, how might lessons of your "other" catastrophe (Week 1) apply to Global Warming?
– Submit through D2L
Wednesday: Creating a text block for rolling credits (sources cited, in our case)
• Tutorial: Rolling credits
Assignment
• Stuff a lot of text (your literature cited text) into a scrolling box; stretch
it out to exactly 30 seconds and practice making it look good. Submit through D2L.
10
Mar 25 & 27
No More Catastrophe Content; Continue (Begin) Editing Storyboards/Videos
• Sheila Bernard: Documentary Storytelling: Creative Nonfiction on Screen
– Relevant pages
– This text has specific philosophies about opening sequences of archival video documentaries
• Other video production issues/ideas?
Wednesday: Zoom session with an expert: TBD
• This class session will be 100% online, please join using the Zoom url for this course
Assignment
• The relevant video team can begin video editing the saved video for the usual short expert statements
• Otherwise, no specific assignment to turn in for this class session
11
Apr 1 & 3
More production time
Monday: Open for more storyboard development
Wednesday: Zoom session with an expert: TBD
• This class session will be 100% online, please join using the Zoom url for this course
Assignment
• The relevant video team can begin video editing the saved video for the usual short expert statements
• Otherwise, no specific assignment to turn in for this class session
12
Apr 8 & 10
More production time
Monday: Open for more storyboard development
• View Paul's intro video
Wednesday: Zoom session with an expert: TBD
• This class session will be 100% online, please join using the Zoom url for this course
Assignment
• The relevant video team can begin video editing the saved video for the usual short expert statements
• Otherwise, no specific assignment to turn in for this class session
13
Apr 15 & 17
More production time
Monday: Open for more storyboard development and/or video editing
Assignment
• The relevant video team can begin video editing the saved video for the usual short expert statements
• Otherwise, no specific assignment to turn in for this class session
Special:
Apr 19
Field trip to Mt. Lemmon Fire Lookout
• The Lemmon Lookout
is iconic, well worth visiting
• Leave LTRR at noon, return at 4:00 PM
• Sign up in D2L to indicate interest
14
Apr 22 & 23
More production time
Monday: Open for more video editing consulting
Wednesday: Zoom session with an expert: TBD
15
Apr 29 & May 1
Time to export and finish
Monday: Export and test run videos
Wednesday: In-class Premiere of Final Videos, Open to Guests
• Each student: Attend in person, and bring at least one guest
• Optional poll of visitors: Based on student videos, which "catastrophe" merits the moniker, Worst Ever?
Laboratory of Tree-Ring Research, University of Arizona
Tucson, Arizona 85721