美国环境史教学日历.doc

大 连 大 学教 学 日 历（200 5 ~200 6 学年二第学期）课程名称：美国环境史 周学时：2 总学时：32 任课教师：孙港波教研室：绿色文化研究所 学生所在院（系）：人文学院 专业班级：历史教育 03 级 学制：四年课程性质：专业方向 教材（出版社）：The National Humanities Center of U.S., Nature Transformed: Environment in American History周次 教学内容 教学方式 时数 备注1绪论：什么是环境史1． 什么是环境史的四种解说2． 我们的环境史观3． 美国环境史研究的进展讲授 22北美的土地与人民1． 北美自然环境与印第安人社会2． 白人文化与北美环境的初步接触讲授 23观看《钢铁、枪炮与细菌——殖民征服》视频材料 讨论 24殖民地时期的生态革命1．新英格兰森林2．南部烟草与稻谷种植讲授 25共和国初期的生态革命1．农场与城市2．市场与自然讲授 2619 世纪远西部的榨取1． “软黄金”——皮毛贸易2． “黄色黄金”——淘金热3． “粉红色黄金”——野蛮捕捞27大平原的开发与破坏1．西进运动与美利坚民族2．文明进步的资本主义性质3．过度农牧与 20 世纪 30 年代的大尘暴讲授 2周次 教学内容 教学方式 时数 备注8自然资源保护运动1．早期环境破坏概揽2．资源保护与自然保留讲授 29 3．老罗斯福政府的自然资源保护政策 讲授 210 五一放假 211 4．小罗斯福政府的自然资源保护政策 讲授 212二十世纪工业、城市与污染1．工业城市与劳工2．空气污染3．城市垃圾4．噪音污染5．水污染6．少数民族与环境污染讲授 213二十世纪生态学的普及1． 生态学的起源2． 人类生态学3． 生态有机论4． 生态经济学5． 蕾切尔·卡逊的《寂静的春天》6． 无序理论的影响讲授 214二十世纪的水、能源与人口1． 水与能源2． 印第安人的水权3． 人口与环境4． 环境立法与管理5． 印第安人土地与环境管理讲授 215全球化1． 环境运动2． 环境意识3． 全球化与环境4． 绿色贸易壁垒讲授 216 考试 22006 年 2 月 20 日参考问题：1．What are the differences between Indian and European approaches to gift and trade in the Southwest, Northeast, and Great Plains? What are some of the environmental consequences of these approaches?2．What ecological roles did animal spirits, rain chiefs, and shamans play in Pueblo and Micmac societies? Were they the same or different in the two cases? How were the roles of these spirits changed by Franciscan and Jesuit missionaries?3．What factors does Andrew Isenberg use to describe the Plains’ Indians way of life in the early nineteenth century? How did the Plains’ Indians way of life differ from that of Indians in the Southwest and Northeast? What advantages and disadvantages did each of the three groups have in confronting Europeans?4．How did Jared Diamond’s proximate and ultimate factors’ of European transformation alter the ecology of the Southwest, Great Plains, and Northeast? How did they alter Indian life? What were the positive and negative consequences of these changes?5．What specific differences in gender roles and power existed in native American societies before the arrival of Europeans. In what ways did the advent of Europeans alter roles and power relations between the sexes?6．Compare and contrast Gutierrez’s, Martin’s, and Isenberg’s explanations for environmental transformation? To what extent do ecological and cultural differences in the three cases account for the different explanations? To what extent do the underlying assumptions made by the three historians account for the different explanations?1．How did the Puritans use Biblical images and ideas to interpret nature in the New World? What environmental role might such imagery have played? 2. What similarities and differences existed between the views of Anne Bradstreet, Edward Johnson, and Cotton Mather on nature and the environment in New England? 3. How did Indian men and women produce subsistence in New England? Were the two sexes equal in their contributions? How do their roles in subsistence production compare to those of the Pueblo and Micmac? 4. Compare and contrast Indian, colonists', and the English King's use, management, and conservation of the New England forest. What ecological changes might have resulted from each approach? 5. How does the history of New England told from the standpoint of a beaver differ from the same history told from the standpoint of a colonial settler? What different assumptions underlie the two histories? What are some consequences of writing environmental histories from the perspectives of nonhuman components of the ecosystem--such as a white pine tree, a rock, a river, or another animal? 6. How did the ecology of New England change between 1600 and 1700? What concepts do you find most useful for explaining the transformation? Which of these concepts are key to your own historical explanation?1. What do John White's drawings of the "Roanoke" Indians of present day North Carolina tell us about Indian methods of producing subsistence? How do the southern Indians differ from the New England Indians? What do settlers actions revel about their perceptions of Indians?2. Why did the Virginia colonists turn to tobacco production soon after their arrival in the Chesapeake Bay region? How would you characterize the mode of production used and why and how was it maintained throughout the colonial and post-revolutionary periods?3. What environmental conditions and social relations led to the cultivation of rice in the Carolina low country? In what ways did Africans contribute to rice production?4. Compare and contrast views of nature held in the colonial South with those of the New England colonists. How do you account for the similarities and differences? What might have been the social functions of these perceptions of nature?5. Elaborate the environmental history of the early Tobacco South from the perspective of a particle of soil on the coastal plain of Virginia. In your answer, discuss soil and climatic conditions, tobacco cultivation metho。