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Readings

• 1.1 Reading: Radford University: Professor Bill Kovarik’s “Environmental History Timeline”

  Link: Radford University: Professor Bill Kovarik’s “Environmental History Timeline” (HTML)
  
  Instructions: Please click on the link above, and scroll over each section on the timeline to gather an introduction to overall environmental history.  For each era discussed in this course, please revisit the timeline and click on the appropriate dates.  This resource is applicable to all units and subunits.
  
  Studying this resource should take approximately 1 hour.
  
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• 1.1.1 Reading: Environmental History Resources: K.J.W. Oosthoek’s “What Is Environmental History?”

  Link: Environmental History Resources: K. J. W. Oosthoek’s “What Is Environmental History?” (HTML)
  
  Instructions: Please click on the link above, and read the entire article, which will help you further understand the podcast by Oosthoek.
  
  Reading this material should take approximately 15 minutes.
  
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• 1.1.2.1 Reading: Encyclopedia of the Earth: Schimel et al.’s “Evolution of the Human-Environment Relationship”

  Link: Encyclopedia of the Earth: Schimel et al.’s “Evolution of the Human-Environment Relationship” (HTML)
  
  Instructions: Please read the entire entry.  Pay special attention to the section of “further reading,” which gives you a guide of important academic works if you wish to explore deeper in certain topics.
  
  Studying this material should take approximately 1 hour.
  
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• 1.1.2.2 Reading: Rogers State University: Dr. Frank W. Elwell’s “T. Robert Malthus’ Social Theory”

  Link: Rogers State University: Dr. Frank W.  Elwell’s “T. Robert Malthus’ Social Theory” (HTML)
  
  Instructions: Please click on the link above, and select the “Malthus’ Social Theory” hyperlink to download the PDF.  Study the entire presentation.  Take notes on the key points of Malthus’ theory.  Then, from the main webpage, click on the hyperlink “Reclaiming Malthus,” and read the entire article.  Malthus’ Population theory discusses the danger of overpopulation and its pressure on limited natural resources.  The theory was and still is a powerful interpretation on the relationship between humans and the environment.  Though criticized for its fallacies, Dr. Frank W. Elwell reinstates the significance of the theory.
  
  Studying the presentation and article should take approximately 1 hour and 45 minutes.
  
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• 1.1.3 Reading: William Cronon’s “An Environmentalist on a Different Path: A Fresh View of the Supposed ‘Wilderness’ and even the Indians’ Place in It”

  Link: William Cronon’s “An Environmentalist on a Different Path: A Fresh View of the Supposed ‘Wilderness’ and even the Indians’ Place in It” (PDF)
  
  Instructions: Please click on the link above, locate the title of the article, and click on “PDF” to open the document.  This article originally appeared in The New York Times on April 3, 1999.  Cronon argues that indigenous peoples, like the Native Americans who occupied the land prior to European colonization, interact with their environment in the same ways that all humans do.  As Cronon explained in his landmark Changes in the Land: Indians, Colonists, and the Ecology of New England,  Native Americans were or are somehow more “natural” than more technically advanced societies, though those societies tend to deny, as a group, the  unique humanity of Native Americans.  This resource also applies to sub-subunit 1.2.1.
  
  Studying this material should take approximately 15 minutes.
  
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• 1.1.5 Reading: Environmental History Resources: K.J.W. Oosthoek’s “Environmental History: Between Science and Philosophy”

  Link: Environmental History Resources: K.J.W. Oosthoek’s “Environmental History: Between Science and Philosophy” (HTML)
  
  Instructions: Please click on the link above, and read the entire article.  Building on the previous reading (see sub-subunit 1.1.1), Oosthoek explores the idea of the environment in human thought.
  
  Studying this article should take approximately 1 hour.
  
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• 1.2.1 Reading: Wildandfire.com: Dr. Gerald W. Williams’ “References of the American Indian Use of Fire in Ecosystems” and Primitive Ways: Norm Kidder’s “Some Uses of Fire”

  Link: Wildandfire.com: Dr. Gerald W. Williams’ “References on the American Indian Use of Fire in Ecosystems” (HTML) and Primitive Ways: Norm Kidder’s “Some Uses of Fire” (HTML)
  
  Instructions: Please read the articles linked above by Williams and Kidder to accompany the reading from sub-subunit 1.1.3  in learning about preindustrial uses of fire.  One distinguishing character of humans is the ability to make and use tools in order to shape their environment.  Note how Native Americans used fire to shape their ecosystems.
  
  Studying these articles should take approximately 30 minutes.
  
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• 1.2.2 Reading: Dichotomistic: John McCrone’s “The Discovery of Fire”

  Link: Dichotomistic: John McCrone’s “The Discovery of Fire” (HTML)
  
  Instructions: Please click on the link above, and read the entire article.  In this essay, the author examines the contested origin of fire in the hands of Homo erectus and its implications for the mental “big bang” around 40,000 years ago, characterized by the development of grammatical speech.
  
  Reading this essay should take approximately 45 minutes.
  
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• 1.2.3 Reading: University of California, Davis: Richard Cowen’s Essays on Geology, History, and People: “Chapter 4: The Bronze Age”

  Link: University of California, Davis: Richard Cowen’s Essays on Geology, History, and People: “Chapter 4: The Bronze Age” (HTML)
  
  Instructions: Please read the entire chapter, which explains the history, metallurgy, and geology behind the shift from Copper Age to the more complex, “major innovative period in human history,” the Bronze Age.  Obtaining the minerals required in the smelting of bronze initiated a Euro-Asian trade economy, which also allowed shipping of completed objects.  This reading is also applicable to sub-subunit 2.5.2 below.
  
  Reading this chapter should take approximately 1 hour.
  
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• 1.3.1.1 Reading: PBS’ Wayfinders: A Pacific Odyssey

  Link: PBS’ Wayfinders: A Pacific Odyssey (HTML)
  
  Instructions: Read each entry (8 webpages total), beginning with the “Introduction.”  Click on the hyperlinks for “Polynesians: An Oceanic People,” “European Explorers,” “Linguistic Evidence/Oral Traditions,” “Heyerdahl and Sharp,” “The Archaeological Response,” “Experimental Voyaging,” and “Hokulea: The Rediscovery.”  Prehistoric Polynesians were able to build water craft that allowed them to travel thousands of miles across the open Pacific Ocean and to colonize much of the island land mass in the Pacific Rim.
  
  Studying this resource should take approximately 1 hour and 30 minutes.
  
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• 1.3.2 Reading: Wiser Earth: Steve Solomon’s Water: The Epic Struggle for Wealth, Power, and Civilization: “Epilogue”

  Link: Wiser Earth: Steve Solomon’s Water: The Epic Struggle for Wealth, Power, and Civilization: “Epilogue” (HTML)
  
  Instructions: Please click on the link above, and read Solomon’s epilogue in its entirety.  Journalist Steve Solomon examines what freshwater availability has meant to the idea of civilization from ancient times to the present.
  
  Reading this material should take approximately 1 hour.
  
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• 1.4.1 Reading: HistoryLink101: “Story of Farming”

  Link: HistoryLink101: “Story of Farming” (HTML)
   
  Instructions: As you read, consider the following questions: Where are the two earliest known settlements and what evidence have archaeologists found there? Who are believed to be the earliest settlers in these regions and what enabled permanent settlements to develop? What is the consistent geographical feature present among the earliest civilizations?
   
  Terms of Use: This resource is licensed under a Creative Commons Attribution-NonCommercial 3.0 Unported license. 

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• 1.4.1 Reading: Nature News: Amanda Mascarelli’s “Mayans Converted Wetlands to Farmland”

  Link: Nature News: Amanda Mascarelli’s “Mayans Converted Wetlands to Farmland” (HTML)
  
  Instructions: Please click on the link above, and read the entire article.  Pre-Columbian Mayan farmers carved canals through the enormous swamps in the area that now run through Mexico, Belize, Honduras, and Guatemala to drain areas and have access to crops planted in the dense vegetation.
  
  Reading this article should take approximately 15 minutes.
  
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• 1.4.2 Reading: Ohio State University: Department of Horticulture and Crop Science’s “From Hunter/Gatherer to Horticulturist to Agriculturist” and “Domestication”

  Link: Ohio State University: Department of Horticulture and Crop Science’s “From Hunter/Gatherer to Horticulturist to Agriculturist” (HTML) and “Domestication” (HTML)
  
  Instructions: Please click on the links above, and read both articles in their entirety.  Please follow the links in the text to read about horticulture and domestication.
  
  Studying these articles should take approximately 30 minutes.
  
  Terms of Use: Please respect the copyright and terms of use displayed on the webpages above.

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• 1.4.3 Reading: National Humanities Center: Nature Transformed: Shepard Krech III’s “Paleoindians and the Great Pleistocene Die-Off”

  Link: National Humanities Center: Nature Transformed: Shepard Krech III’s “Paleoindians and the Great Pleistocene Die-Off” (HTML)
  
  Instructions: Please click on the link above, and read the entire article.  Shepard Krech, noted environmental historian, comments on the theory that Native American nomadic communities hunted large mammals to extinction.  New scientific discoveries regarding the history of human habitation in North America have altered some of the facts relied upon by Krech, but this article is beneficial for a basic understanding of this theory.  Please see sub-subunit 1.4.4 for an important March 2011 discovery.
  
  Studying this article should take approximately 1 hour.
  
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• 1.4.4 Reading: The Washington Post: David Brown’s “Dig Solidifies Evidence that First Americans Were Here 15,000 Years Ago” and About.com: K. Kris Hirst’s “Pre-Clovis in Texas: the Debra L. Friedkin Site”

  Link: The Washington Post: David Brown’s “Dig Solidifies Evidence that First Americans Were Here 15,000 Years Ago” (HTML) and About.com: K. Kris Hirst’s “Pre-Clovis in Texas: the Debra L. Friedkin Site” (HTML)
  
  Instructions: Please read the linked articles, and click on the embedded hyperlinks and images to explore the media.  For the first article, make sure to click on “next” at the bottom of the first webpage to read both pages of the article.  The evidence recently discovered by archaeologists in Texas (and older evidence discovered in Chile) suggests that the original human inhabitants of North America may have navigated along the coast of what is now North and South America even before the people named “Clovis” crossed the Bering Land Bridge.  The pre-Clovis people traveled south, below the ice sheet that covered most of North America.  Inhospitable climate determined the path of their migration and settlement.
  
  Studying these articles should take approximately 30 minutes.
  
  Terms of Use: Please respect the copyright and terms of use displayed on the webpages above.

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• 1.5.1 Reading: Climate History’s “Drought and the Collapse of the Mayan Civilization”

  Link: Climate History’s “Drought and the Collapse of the Mayan Civilization” (HTML)
  
  Instructions: Please click on the link above, and read the entire article.  The Mayan civilization presents a puzzle to historians.  Mayan cities were already abandoned when the Spanish conquistadors arrived in what is now Mexico, Belize, Honduras, and Guatemala in the fifteenth and sixteenth centuries.  Drought is one hypothesis for the collapse of the Mayan civilization.
  
  Reading this article should take approximately 30 minutes.
  
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• 1.5.2 Reading: Environmental History Resources: K.J.W. Oosthoek’s “Volcanic Eruptions and European History”

  Link: Environmental History Resources: K.J.W. Oosthoek’s “Volcanic Eruptions and European History”(HTML)
  
  Instructions: Please click on the link above, and read the entire article.  Several volcanic eruptions (and attendant earthquakes) have been recorded in the writing of European history.  The most notable is the eruption of Mount Vesuvius in 79 A.D. that entombed and preserved the Roman seaside resorts of Pompeii and Herculaneum.
  
  Reading this material should take approximately 30 minutes.
  
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• 1.5.2 Reading: PBS: Jacqueline S. Mitchell’s “The Truth Behind Noah’s Flood”

  Link: PBS: Jacqueline S. Mitchell’s “The Truth Behind Noah’s Flood” (HTML)
  
  Instructions: Please read the linked article (4 pages total).  Make sure to click on the link to each page number to read the entire article.  Natural disasters in antiquity were often seen as the act of the gods or a god.  Notable among disasters that caused widespread destruction and were recorded in human history was a great flood that was mentioned in Babylonian texts and the Book of Genesis.
  
  Studying this resource should take approximately 30 minutes.
  
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• 1.5.4 Reading: CBS: Clark L. Erickson’s “Neo-environmental Determinism and Agrarian ‘Collapse’ in Andean Prehistory”

  Link: CBS: Clark L. Erickson’s “Neo-environmental Determinism and Agrarian ‘Collapse’ in Andean Prehistory” (PDF)
   
  Instructions: Please note that this reading is optional.  Please click on the above link, and then select “Download” to access the article as a PDF.  The article was published in Antiquity Vol. 73 No. 281 (September 1999).  In his article, Clark L. Erickson reevaluates the hypotheses of the collapse of the Tiwanaku State.
   
  Studying this article should take approximately 1 hour.
   
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• 1.5.4 Reading: Archeoscience International: Chris J. D. Kostman’s “The Demise of Utopia: Contexts of Civilizational Collapse in the Bronze Age Indus Valley”

  Link: Archeoscience International: Chris J. D. Kostman’s “The Demise of Utopia: Contexts of Civilizational Collapse in the Bronze Age Indus Valley” (HTML)
  
  Instructions: Please click on the link above, and read the entire webpage.  This article investigates the factors that contributed to the end of the Harappan Civilization, one of which was the environmental degradation and climate change.  Think about how you evaluate the environmental factors in the disappearance of ancient civilizations.
  
  Studying this material should take approximately 1 hour and 30 minutes.
  
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• 2.1.1 Reading: Environmental History Resources: K.J.W. Oosthoek’s “The Role of Wood in World History”

  Link: Environmental History Resources: K.J.W. Oosthoek’s “The Role of Wood in World History” (HTML)
  
  Instructions: Please click on the link above, and read the entire article.  In this essay, historian K.J.W. Oosthoek analyzes how various civilizations throughout human history have used wood.  Oosthoek also discusses how deforestation and subsequent climate change adversely affected various civilizations in the Middle East, Asia, and parts of Western Europe.  He concludes that modern society should consider these historical precedents as it harvests wood from the Amazon basin and various parts of Southeast Asia.
   
  Reading this article should take approximately 30 minutes.
   
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• 2.1.2 Reading: National Humanities Center: Stephen J. Pyne’s “History with Fire in its Eye: an Introduction to Fire in America”

  Link: National Humanities Center: Stephen J. Pyne’s “History with Fire in Its Eye: An Introduction to Fire in America” (HTML)
  
  Instructions: Please read the entire article (3 webpages total).  Click on the “continued” hyperlink at the bottom of each webpage to access subsequent pages for this reading.
  
  Studying this material should take approximately 1 hour.
  
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• 2.1.3.1 Reading: University of Kansas: Donald Worster’s “Attitudes toward Water”

  Link: University of Kansas: Donald Worster’s “Attitudes toward Water” (HTML)
  
  Instructions: Please click on the link above, and read the entire essay.  Noted environmental historian Donald Worster discusses “instrumentalism” and “the intrinsic tradition” in human thinking about the environment.  According to him, instrumental thinking uses the idea of conquest as the correct metaphor to describe human relationship to natural resources.  Those who think intrinsically tend to anthropomorphize nature, but it also leads people to see inherent worth in conservation, informed by scientific study of ecology and not mere exploitation.  Worster concludes that cultural change must precede conservation efforts. 
  
  Studying this essay should take approximately 1 hour.
  
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• 2.1.3.1 Reading: The Saylor Foundation’s “Reading Quiz for Donald Worster’s ‘Attitudes toward Water’” and “Guided Response to Reading Quiz”

  Link: The Saylor Foundation’s “Reading Quiz for Donald Worster’s ‘Attitudes toward Water’” (PDF) and “Guided Response to Reading Quiz” (PDF)
   
  Instructions: Please click on the link above to download the quiz for sub-subunit 2.1.3.1, and answer the questions as explained in the quiz instructions.  After you have answered these questions, please review the “Guided Response to Reading Quiz” for information on how to score your answers.  Note: This quiz was developed for the Saylor Foundation by Kate Sampsell-Willmann.
   
  You should dedicate approximately 30 minutes to completing this assessment.

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• 2.1.3.2 Reading: University of California, Davis: Richard Cowen’s “Ancient Irrigation”

  Link: University of California, Davis: Richard Cowen’s “Ancient Irrigation” (HTML)
  
  Instructions: Please click on the link above, and read the entire webpage for information on how ancient civilizations used irrigation.
  
  Reading this material should take approximately 30 minutes.
  
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• 2.1.4 Reading: Encyclopedia of the Earth: C. Michael Hogan’s “Overgrazing”

  Link: Encyclopedia of the Earth: C. Michael Hogan’s “Overgrazing” (HTML)
  
  Instructions: Please read the entire article and view the accompanying images.
  
  Studying this material should take approximately 15 minutes.
  
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• 2.1.5 Reading: Common Dreams: Excerpt from Derrick Jensen’s Endgame

  Link: Common Dreams: Excerpt from Derrick Jensen’s Endgame (HTML)
  
  Instructions: Please click on the link above, and read the entire excerpt.  In this excerpt, Derrick Jensen discusses the human philosophies that underlie unsustainability.
  
  Reading this excerpt should take approximately 15 minutes.
  
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• 2.1.5 Reading: Earth Observatory: Michon Scott’s “Mayan Mysteries”

  Link: Earth Observatory: Michon Scott’s “Mayan Mysteries” (HTML)
  
  Instructions: Please click on the link above and the read article in its entirety.  In this article, Michon Scott discusses how the ancient Mayans interacted with their environment and analyzes the environmental causes of the collapse of the Mayan civilization.
  
  Studying this article should take approximately 45 minutes.
  
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• 2.2 Reading: Ancient History Encyclopedia: Joshua J. Mark’s “Urbanization”

  Link: Ancient History Encyclopedia: Joshua J. Mark’s “Urbanization” (HTML)
  
  Instructions: Please click on the link above, and read the entire entry.  This article explores the earliest urbanization and earliest city in ancient Mesopotamia.
  
  Reading this article should take approximately 15 minutes.
  
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• 2.2.1 Reading: sewerhistory.org: Jon Schladweiler’s Tracking Down the Roots of our Sanitary Sewers: “The Early ‘Roots’ Timeline”

  Link: sewerhistory.org: Jon Schladweiler’s Tracking Down the Roots of our Sanitary Sewers: “The Early ‘Roots’ Timeline” (HTML)
  
  Instructions: Please click on the link above, and review the entire timeline.
  
  Studying this material should take approximately 30 minutes.
  
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• 2.2.1 Reading: sewerhistory.org: Harold Farnsworth Gray’s “Sewerage in Ancient and Medieval Times”

  Link: sewerhistory.org: Harold Farnsworth Gray’s “Sewerage in Ancient and Medieval Times” (PDF)
  
  Instructions: Please click on the link above, and scroll down the webpage to the “For Reference” section.  Please click on “PDF version” for this article, and read it in its entirety.  This article was originally published in Sewage Works Journal, Volume 12, No. 5 (Sept. 1940), 939–94.
  
  Studying this article should take approximately 45 minutes.
  
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• 2.2.1 Reading: sewerhistory.org: Jon C. Schladweiler’s “Cloacina: Goddess of the Sewers”

  Link: sewerhistory.org: Jon C. Schladweiler’s “Cloacina Goddess of the Sewers” (PDF)
  
  Instructions: Please click on the link above, and scroll down to the bottom of the webpage under the “For Reference” section.  Please click on “PDF version,” and read the linked article.  Schladweiler is a historian associated with the Arizona Water & Pollution Control Association.
  
  Reading this article should take approximately 15 minutes.
  
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• 2.2.2 Reading: Environmental History Resources: K.J.W. Oosthoek’s “Air Pollution in a Historical Perspective”

  Link: Environmental History Resources: K.J.W. Oosthoek’s “Air Pollution in a Historical Perspective” (Flash)
  
  Instructions: Please click on the link above, scroll down to the video titled “Air Pollution in a Historical Perspective,” and watch the entire video.
  
  Viewing this video and pausing to take notes should take approximately 15 minutes.
  
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• 2.2.3 Reading: Water Encyclopedia: Science and Issues: Larry W. Mays’ “Irrigation Systems, Ancient”

  Link: Water Encyclopedia: Science and Issues: Larry W. Mays’ “Irrigation Systems, Ancient” (HTML)
  
  Instructions: Please click on the link above, and read the entire entry.  It is a brief introduction to the ancient public works, including canals, dikes, and aqueducts in various early civilizations.  Some information like irrigation of Egypt and the Nile may be a review from the previous resource.
  
  Reading this material should take approximately 15 minutes.
  
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• 2.2.4 Reading: Bryn Mawr Classical Review: John McMahon’s “Review of J. Donald Hughes’ Pan’s Travail: Environmental Problems of the Ancient Greeks and Romans”

  Link: Bryn Mawr Classical Review: John McMahon’s “Review of J. Donald Hughes’ Pan’s Travail: Environmental Problems of the Ancient Greeks and Romans” (HTML)
  
  Instructions: Please read the entire review.  In his book Pan’s Travail, the leading environmental historian J. Donald Hughes provides an intriguing study of how Classical Mediterranean civilizations interacted with their environments.  John McMahon’s review offers a comprehensive summary and insightful comment on Hughes’ book.
  
  Studying this material should take approximately 30 minutes.
  
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• 2.3.1 Reading: Carnegie Mellon University: Qatar’s version of The Seven Evil Spirits, or Descriptions of “The Seven”

  Link: Carnegie Mellon University: Qatar’s version of The Seven Evil Spirits, or Descriptions of “The Seven” (HTML)
  
  Instructions: Please read the ancient Mesopotamian poem “Descriptions of ‘The Seven,’” a primary source from the earliest days of writing.  This is an excerpt from a Babylonian civilization’s text from around four thousand years ago.  In The Seven Evil Spirits, the Babylonian fear of harsh weather can be read in the characters of the spirits and the damage each can do.  In animistic religions, unlike in modern monotheism, women often play a more central and exalted role.
  
  Studying this poem should take approximately 15 minutes.
  
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• 2.3.1 Reading: Ancient Texts: Timothy R. (Wolf) Carnahan’s version of Maureen Gallery Kovacs’ The Epic of Gilgamesh, Tablet 1

  Link: Ancient Texts: Timothy R. (Wolf) Carnahan’s version of Maureen Gallery Kovacs’ The Epic of Gilgamesh, Tablet 1 (HTML)
  
  Instructions: Please click on the link above, and read the entire text.  This is an excerpt from a text from the ancient Babylonian civilization that existed around four thousand years ago in the Mesopotamian region (literally, “between the rivers”).  Like many pre-polytheistic religions, Mesopotamia was ruled by animism.  The natural world was understood through intercession of gods and spirits.  The translator in the version of The Epic of Gilgamesh above labels the seducer of Ekindu as a “harlot”; nonetheless, she hosts the forces of civilization, brought by domestication and fecund agriculture.  These are often found embodied in an earth mother goddess.
  
  Studying this text should take approximately 1 hour.
  
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• 2.3.2 Reading: University of Nevada, Las Vegas: “Religion of Egypt”

  Link: University of Nevada, Las Vegas: “Religion of Egypt” (HTML)
  
  Instructions: Please click on the link above, and read the entire webpage to learn about Egyptian religion and its relationship to the environment.
  
  Studying this material should take approximately 15 minutes.
  
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• 2.3.3 Reading: Internet Sacred Texts Archive: M. A. Czaplicka’s Shamanism in Siberia: “Chapter VII: Shamanism”

  Link: Internet Sacred Texts Archive: M. A. Czaplicka’s Shamanism in Siberia: “Chapter VII: Shamanism” (HTML)
  
  Instructions: Please click on the link above, read the entire webpage, and familiarize yourself with the concept of “Shamanism.”
  
  Reading this material should take less than 15 minutes.
  
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• 2.4.1 Reading: Center for Middle Eastern and Islamic Studies, Norway: Pekka Masonen’s “Trans-Saharan Trade and the West African Discovery of the Mediterranean World”

  Link: Center for Middle Eastern and Islamic Studies, Norway: Pekka Masonen’s “Trans-Saharan Trade and the West African Discovery of the Mediterranean World” (HTML)
  
  Instructions: Please click on the link above, and read the entire essay.  In this paper, the author refutes the notion that Africans were passive, isolated, and had no interest or means to explore the world outside of their homeland by discussing the extensive internal trade inside Africa, especially that between North and West Africans.  In addition to trade, the article also presents a vivid picture of other aspects of the African societies, including the customs, slave trade, etiquette, and the spread of Islam.  Please think about how trade generated the changes in those domains and how changes in those domains shaped and reshaped the trade.
  
  Studying this essay should take approximately 1 hour.
  
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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• 2.4.2 Reading: Purdue University: Dino Felluga’s Introductory Guide to Critical Theory: “Terms Used by Marxism: Commodity”

  Link: Purdue University: Dino Felluga’s Introductory Guide to Critical Theory: “Terms Used by Marxism: Commodity” (HTML)
  
  Instructions: Please click on the link above, and scroll down to locate “commodity” in the glossary.  Read the definition of commodity.  Feel free to click on related concepts such as “use-value” and “exchange-value.”  Here, we are talking about “commodity” and “commodification” in the early civilizations.  Extensive commodification in Marxist terms took place in the early modern times (discussed in Unit 4).
  
  Studying this material should take less than 15 minutes.
  
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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• 2.4.2.1 Reading: University of Waterloo: Labyrinth, Issue 84: Chris Mundigler’s “The Ancient Spice Trade, Part III: Greece and Rome”

  Link: University of Waterloo: Labyrinth, Issue 84: Chris Mundigler’s “The Ancient Spice Trade, Part III: Greece and Rome” (HTML)
  
  Instructions: Please click on the above link, and then select the link for the title of the article.  In his article, Chris Mundigler analyzes the trade on spices and other important commodities in the ancient Mediterranean civilizations.
  
  Reading this article should take approximately 20 minutes.
  
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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• 2.4.2.2 Reading: English Word Information: “Chemical Element: Tin”

  Link: English Word Information: “Chemical Element: Tin” (HTML)
  
  Instructions: Please click on the link above, and read the brief entry.
  
  Reading this entry should take less than 15 minutes.
  
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

  See a broken link? Please let us know!

• 2.4.2.2 Reading: Phoenicia.org’s “Phoenician Wine” and “Phoenician Mining”

  Link: Phoenicia.org’s “Phoenician Wine” (HTML) and “Phoenician Mining” (HTML)
  
  Instructions: Please click on the links above, and read both entries in their entirety.  Trade became a feature of early civilizations.  While agriculture could sustain them, cultures soon began to trade excess production for items they lacked.  The shipping magnates of the Bronze Age were the Phoenicians.  Although they traded their own goods, the Phoenicians were best known as the sea power that connected trade routes in Europe and the Middle East.
  
  Studying these resources should take approximately 1 hour.
  
  Terms of Use: Please respect the copyright and terms of use displayed on the webpages above.

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• 2.4.2.2 Reading: Mexconnect: David Conrad’s “The Ancient Maya – A Commercial Empire”

  Link: Mexconnect: David Conrad’s “The Ancient Maya – A Commercial Empire” (HTML)
  
  Instructions: Please click on the link above, and read the entire essay to learn about commercialism in the ancient Mayan civilization and how resources were allocated.
  
  Reading this essay should take approximately 45 minutes.
  
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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• 3 Reading: Environmental History Resources: K.J.W. Oosthoek’s “Middle Ages Environmental Timeline”

  Link: Environmental History Resources: K.J.W. Oosthoek’s “Middle Ages Environmental Timeline” (HTML)
  
  Instructions: Please click on the link above, and review the entire timeline for the Middle Ages (500-1500 CE).  The resource is applicable to all subunits in Unit 3.
  
  Studying this timeline should take approximately 15 minutes.
  
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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• 3.1.1 Reading: Dr. Steven Kreis’ The History Guide: Lectures on Ancient and Medieval European History: “Lecture 23: Medieval Society: The Three Orders”

  Link: Dr. Steven Kreis’ The History Guide: Lectures on Ancient and Medieval European History: “Lecture 23: Medieval Society: The Three Orders” (HTML)
  
  Instructions: Please click on the link above, and read the lecture in its entirety.  Keep the following questions in mind while you are going through the lecture: what were the “three orders”?  What was the significance of such a tripartite division of society to Europe in Medieval and subsequent eras?
  
  Studying this resource and answering the questions above should take approximately 30 minutes.
  
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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• 3.1.2 Reading: Wolfsong of Alaska: Ivy Stanmore’s “The Disappearance of Wolves in the British Isles”

  Link: Wolfsong of Alaska: Ivy Stanmore’s “The Disappearance of Wolves in the British Isles” (HTML)
  
  Instructions: Please read the entire linked webpage.
  
  Studying this material should take approximately 30 minutes.
  
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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• 3.1.3 Reading: Fordham University’s Internet Medieval History Sourcebook: Paul Halsall’s version of “Dialogue between Master and Disciple on Laborers, c. 1000”

  Link: Fordham University’s Internet Medieval History Sourcebook: Paul Halsall’s version of “Dialogue between Master and Disciple on Laborers, c. 1000” (HTML)
  
  Instructions: Please read the entire linked dialogue.  These two primary sources for this sub-subunit, via Fordham University’s Internet Medieval History Sourcebook, indicate that humans should take what they need from the natural world as necessary.  Also, they demonstrate the primacy in medieval life of physical labor and will give the student insight into the nature of medieval agriculture and knowledge.
  
  Studying this resource should take approximately 15 minutes.
  
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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• 3.1.3 Reading: Fordham University’s Internet Medieval History Sourcebook: Paul Halsall’s version of Palladius’ “On Husbandry, c. 350”

  Link: Fordham University’s Internet Medieval History Sourcebook: Paul Halsall’s version of Palladius’ “On Husbandry, c. 350” (HTML)
  
  Instructions: Please read the entire linked essay.  Palladius, a noted Roman author of the 4th century CE, wrote this essay c. 350 CE, near the very beginning of the medieval period.  “On Husbandry” is a very early entry in a genre of advice writing on agricultural methods that grew throughout the Middle Ages.
  
  Studying this resource should take approximately 15 minutes.
  
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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• 3.2.2 Reading: University of California, Irvine: Dr. Barbara J. Becker’s version of Giovanni Boccaccio’s “The Plague of Florence”

  Link: University of California, Irvine: Dr. Barbara J. Becker’s version of Giovanni Boccaccio’s “The Plague of Florence” (HTML)
  
  Instructions: Please read the entire primary source document.  In this text, Florentine author Giovanni Boccaccio describes the impact of the Bubonic Plague on the Italian city of Florence in the mid-14^th century.  He discusses how the Plague decimated the city and disrupted Florentine society, noting that bodies filled the street and could not be given a proper Catholic burial.  Boccaccio concludes that many residents gave up hope of survival and simply stopped caring about their daily lives.
  
  Studying this document should take approximately 1 hour.
  
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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• 3.2.2 Reading: Dr. Steven Kreis’ The History Guide: Lectures on Ancient and Medieval European History: “Lecture 29: Satan Triumphant: The Black Death”

  Link: Dr. Steven Kreis’ The History Guide: Lectures on Ancient and Medieval European History: “Lecture 29: Satan Triumphant: The Black Death” (HTML)
  
  Instructions: Please click on the link above, and read the lecture in its entirety.  Learn about the Black Death, one of the most devastating epidemics in human history: its origin, scope, death toll, and its impacts.  Also, think about the following questions: how did people react to the deadly plague at that time?  What kind of humans-environment relationship was shown through such reactions to the plague?
  
  Studying this lecture should take approximately 1 hour.
  
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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• 3.2.3 Reading: Dr. Steven Kreis’ The History Guide: Lectures on Ancient and Medieval European History: “Lecture 30: In the Wake of the Black Death”

  Link: Dr. Steven Kreis’ The History Guide: Lectures on Ancient and Medieval European History: “Lecture 30: In the Wake of the Black Death” (HTML)
  
  Instructions: Please click on the link above, and read the lecture in its entirety.  The Black Death fundamentally altered the culture and economy of Medieval Europe.  Europe lost over 25 percent of its population, which created labor shortages and altered power relationships among peasants, nobles, and the Church.  Peasants began to overthrow the yoke of feudal ties to the land, especially since whole areas were depopulated, and they began to demand social mobility and political freedoms.  The Church, which had long dominated the medieval world view and had suppressed observational scientific study in favor of revealed truth, lost its vise grip on the medieval imagination, because scripture could neither explain the plague not protect the faithful from it.
  
  Studying this lecture should take approximately 30 minutes.
  
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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• 3.3 Reading: Medievalists.net: H. Goosse, et al.’s “The Origin of the European ‘Medieval Warm Period’”

  Link: Medievalists.net: H. Goosse, et al.’s “The Origin of the European ‘Medieval Warm Period’” (PDF)
  
  Instructions: Please click on the link “Click here to read/download this article (PDF)” to open a PDF.  Please read the entire article (15 pages total).  You do not need to dig deeply into the technical analysis of the article, but make sure you understand its basic conclusion.
  
  Studying this article should take approximately 45 minutes.
  
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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• 3.4 Reading: Medievalists.net: Collin Davey and Monica L. Wright’s “Burning Down the House: Scorched Earth Tactics Suggested by Wace and Bayeux Tapestry”

  Link: Medievalists.net: Collin Davey and Monica L. Wright’s “Burning Down the House: Scorched Earth Tactics Suggested by Wace and Bayeux Tapestry” (PDF)
  
  Instructions: Please click on the link “Click here to read/download this article” to open a PDF.  Please scroll down the PDF to page 52, where the article begins.  Read the article in its entirety (pp. 52-56, bibliography pp. 57 and 58).  This and other readings in subunit 3.4 examine the ways in which medieval warfare involved intentional destruction of resources and the built environment.
  
  Studying this article should take approximately 30 minutes.
  
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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• 3.4 Reading: The University of Chicago: Mamluk Studies Resources: Albrecht Fuess’ “Rotting Ships and Razed Harbors: The Naval Policy of the Mamluks”

  Link: University of Chicago: Mamluk Studies Resources: Albrecht Fuess’ “Rotting Ships and Razed Harbors: The Naval Policy of the Mamluks” (PDF)
  
  Instructions: Please note that this reading is optional.  Please click on the above link.  Scroll down to “Mamluk Studies Review Volume V (2001).”  Click on the title, “Rotting Ships and Razed Harbors,” to open the PDF.  Please read the entire article (27 pages total).
  
  Studying this article should take approximately 1 hour and 30 minutes.
  
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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• 3.5 Reading: Dartford Town Archive: “Medieval Industry: Industrial Developments in Medieval Dartford”

  Link: Dartford Town Archive: “Medieval Industry: Industrial Developments in Medieval Dartford” (HTML)
  
  Instructions: Please read the entire article.  This resource also covers the topics outlined for sub-subunits 3.5.1–3.5.3.
  
  Studying this article should take approximately 15 minutes.
  
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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• 3.5.1 Reading: The Medieval Review: Richard Hoffman’s “Review on John Langdon’s Mills in the Medieval Economy: England 1300-1540”

  Link: The Medieval Review: “Richard Hoffman’s Review on John Langdon’s Mills in the Medieval Economy: England 1300-1540” (HTML)
  
  Instructions: Please click on the link above, and read the book review.
  
  Studying this article should take approximately 45 minutes.
  
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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• 3.5.2 Reading: University of California, Davis: Richard Cowen’s Essays on Geology, History, and People: “Chapter 11: Coal”

  Link: University of California, Davis: Richard Cowen’s Essays on Geology, History, and People: “Chapter 11: Coal” (HTML)
  
  Instructions: Please click on the link above, and read the entire article.
  
  Studying this chapter should take approximately 1 hour.
  
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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• 3.5.3 Reading: The Flow of History: Chris Butler’s “The Agricultural Revolution in Medieval Europe”

  Link: The Flow of History: Chris Butler’s “The Agricultural Revolution in Medieval Europe” (HTML)
  
  Instructions: Please click on the link above, and read the entire essay.
  
  Studying this essay should take approximately 1 hour.
  
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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• 3.5.3 Reading: Strange Horizons: Rachel Hartman’s “The Medieval Agricultural Year”

  Link: Strange Horizons: Rachel Hartman’s “The Medieval Agricultural Year” (HTML)
  
  Instructions: Please click on the link above, and read the article in its entirety.
  
  Studying this article should take approximately 15 minutes.
  
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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• 3.6.1 Reading: Medievalists.net: Stephen Rippon’s “Reclamation and Regional Economies of Medieval Marshland in Britain”

  Link: Medievalists.net: Stephen Rippon’s “Reclamation and Regional Economies of Medieval Marshland in Britain” (PDF)
  
  Instructions: Please click on the link “Click here to read this article from the University of Exeter” to open the PDF.  Please read the entire chapter (20 pages total).  Soil depletion from many centuries of agriculture led landowners to reclaim alluvial soil as arable land.
  
  Studying this chapter should take approximately 1 hour.
  
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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• 3.6.2 Reading: Oxford University’s Department of Economics: Elaine S. Tan’s “‘The Bull Is Half the Herd’: Property Rights and Enclosures in England, 1750–1850”

  Link: Oxford University’s Department of Economics: Elaine S. Tan’s “‘The Bull Is Half the Herd’: Property Rights and Enclosures in England, 1750–1850” (PDF)
  
  Instructions: Please scroll down the webpage to item number 46, and click on the paper title to download the PDF.  Please read the essay in its entirety (32 pages total).  The movement to enclose previously commonly farmed or grazed land prompted social upheaval in late medieval society.  Many peasants who were formally bound to the land in service of landlord or noble were forced to leave centuries’ old manorial estates.  This created population pressures as dispossessed farmers flock to the cities to look for work, which in turn fueled both voluntary and involuntary emigration.
  
  Studying this essay should take approximately 1 hour and 30 minutes.
  
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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• 3.6.3 Reading: Dr. Steven Kreis’ The History Guide: Lectures on Ancient and Medieval European History: “Lecture 22: European Agrarian Society: Manorialism”

  Link: Dr. Steven Kreis’ The History Guide: Lectures on Ancient and Medieval European History: “Lecture 22: European Agrarian Society: Manorialism” (HTML)
  
  Instructions: Please click on the link above, and read the lecture in its entirety.
  
  Studying this lecture should take approximately 30 minutes.
  
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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• 3.7 Reading: Dr. Steven Kreis’ The History Guide: Lectures on Ancient and Medieval European History: “Lecture 24: The Medieval World View”

  Link: Dr. Steven Kreis’ The History Guide: Lectures on Ancient and Medieval European History: “Lecture 24: The Medieval World View” (HTML)
  
  Instructions: Please click on the link above, and read the lecture in its entirety.
  
  Studying this lecture should take approximately 30 minutes.
  
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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• 3.7 Reading: Medievalists.net: Sanjek Franjo’s “The Studies of Exact and Natural Sciences in the History of the Dubrovnik Dominicans”

  Link: Medievalists.net: Sanjek Franjo’s “The Studies of Exact and Natural Sciences in the History of the Dubrovnik Dominicans” (PDF)
  
  Instructions: Please click on “Click here to read this article from Dubrovnik Annals” to download the PDF.  Please read the entire paper (16 pages total).
  
  Studying this article should take approximately 1 hour.
  
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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• 4.1.1 Reading: Smithsonian National Museum of American History: The Kenneth E. Behring Center’s “On the Water: Living in the Atlantic World, 1450–1800”

  Link: Smithsonian National Museum of American History: The Kenneth E. Behring Center’s “On the Water: Living in the Atlantic World, 1450–1800” (HTML)
  
  Instructions: Please read the text on each page of the exhibition, as well as view each image carefully.  A link to each successive page can be found at the bottom of each page.  There are 5 webpages in total for “Living in the Atlantic World, 1450-1800.”
  
  Studying this material should take approximately 2 hours.
  
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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• 4.1.2 Reading: National Humanities Center: Alfred Crosby’s “The Columbian Exchange: Plants, Animals, and Disease between the Old and New Worlds”

  Link: National Humanities Center: Alfred Crosby’s “The Columbian Exchange: Plants, Animals, and Disease between the Old and New Worlds” (HTML)
  
  Instructions: Please read this entire article.  Make sure to click on “continued” at the bottom of each page to read all 3 pages of the article.  This reading is a general overview written by Alfred Crosby, a leading environmental historian who named the phenomenon in his book The Columbian Exchange: Biological and Cultural Consequences of 1492.  The “Columbian Exchange” generally refers to the grand exchange of plants, animals, and diseases between the Old and the New Worlds after Christopher Columbus’ arrival in the America in 1492.  This reading applies to the topic outlined for subunit 4.2.
  
  Studying this article should take approximately 30 minutes.
  
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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• 4.1.2 Reading: CATO Institute: Thomas Grennes’ “The Columbian Exchange and the Reversal of Fortune”

  Link: CATO Institute: Thomas Grennes’ “The Columbian Exchange and the Reversal of Fortune” (PDF)
  
  Instructions: Please scroll down the webpage until you come across this title under the “Articles” section, and click on the title to open a PDF.  Please read the entire article (17 pages total).  Thomas Grennes examines how the initial impact of the Columbian Exchange was to elevate Spain and Spanish America to an economic powerhouse but after the initial boom caused by exportation of raw materials from New Spain a bust followed.  British North America was initially considered to be a bust because, unlike in South America, the colonizers discovered no gold.  Nonetheless, the English-speaking Atlantic eventually triumphed economically in what Grennes calls “a reversal of fortune.”
  
  Studying this article should take approximately 45 minutes.
  
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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• 4.1.2 Reading: Texas A&M: Victor R. Boswell’s “Our Vegetable Travelers”

  Link: Texas A&M: Victor R. Boswell’s “Our Vegetable Travelers” (HTML)
  
  Instructions: Please note that this reading is optional.  Please click on the link above, and read the entire article.  This interesting article shows you how the “Columbian Exchange” relates to your current everyday life.
  
  Studying this article should take approximately 30 minutes.
  
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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• 4.1.3 Reading: Live Science: Jay F. Kirkpatrick and Patricia M. Fazio’s “The Surprising History of Horses in North America”

  Link: Live Science: Jay F. Kirkpatrick and Patricia M. Fazio’s “The Surprising History of Horses in North America” (HTML)
  
  Instructions: Please click on the link above, and read the entire article.
  
  Studying this article should take approximately 15 minutes.
  
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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• 4.1.4 Reading: Smithsonian Magazine: Richard Wolkomir’s “Review of Mark Kurlansky’s Cod: A Biography of the Fish that Changed the World”

  Link: Smithsonian Magazine: Richard Wolkomir’s “Review of Mark Kurlansky’s Cod: A Biography of the Fish that Changed the World” (HTML)
  
  Instructions: Please click on the link above, and read the review in its entirety.  Make sure to click on the “next” link at the bottom of the first page to continue on to the second page of the article.
  
  Studying this article should take approximately 30 minutes.
  
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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• 4.1.4 Reading: Tobacco.org: Gene Borio’s “Tobacco Timeline: The Sixteenth Century – Sailors Spread the Seeds”

  Link: Tobacco.org: Gene Borio’s “Tobacco Timeline: The Sixteenth Century – Sailors Spread the Seeds” (HTML)
  
  Instructions: Please click on the link above, and review the timeline.
  
  Studying this timeline should take approximately 30 minutes.
  
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

  See a broken link? Please let us know!

• 4.1.5 Reading: National Humanities Center: Timothy Silver’s “Three Worlds, Three Views: Culture and Environmental Change in the Colonial South”

  Link: National Humanities Center: Timothy Silver’s “Three Worlds, Three Views: Culture and Environmental Change in the Colonial South” (HTML)
  
  Instructions: Please read the essay in its entirety.  Historian and author of A New Face on the Countryside: Indians, Colonists, and Slaves in South Atlantic Forests, 1500-1800, Timothy Silver, examines the Triangle Trade and the environmental impact on the three sides of the Atlantic triangle.
  
  Studying this essay should take approximately 1 hour.
  
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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• 4.2.1 Reading: EH.net Encyclopedia: Jenny B. Wahl’s “Slavery in the United States”

  Link: EH.net Encyclopedia: Jenny B. Wahl’s “Slavery in the United States” (HTML)
  
  Instructions: Please click on the link above, and read the webpage in its entirety.
  
  Studying this material should take approximately 45 minutes.
  
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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• 4.2.1 Reading: University of Virginia and the Virginia Foundation for the Humanities: Jerome S. Handler and Michael L. Tuite Jr.’s “The Atlantic Slave Trade and Life in the Americas: A Visual Record”

  Link: University of Virginia and the Virginia Foundation for the Humanities: Jerome S. Handler and Michael L. Tuite Jr.’s “The Atlantic Slave Trade and Life in the Americas: A Visual Record” (HTML)
  
  Instructions: Please click on “Explore the Collection” link on the left side of the website.  Then, please click on the hyperlinks to navigate through the exhibition, and click on images of interest to enlarge them and read their accompanying text.
  
  You should dedicate at least 1 hour to exploring this resource.  You can expand your time on this resource according to your own interest and time availability.
  
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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• 4.2.2 Reading: The Saylor Foundation’s “The Atlantic World, 1492-1600”

  Link: The Saylor Foundation’s “The Atlantic World, 1492-1600” (PDF)
   
  Instructions: Read the sections titled “Disease” and “Ecological Impact” on pages 28-30. As you read, consider the following questions: What accounts for Native American susceptibility to disease? What accounts for Europeans being less susceptible to disease? What are the main diseases Europeans introduced to the Americas? What percentage of the North American population do historians estimate was reduced due to disease in the first decade of European contact? What diseases were transmitted from the Americas to Europe?
  

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• 4.2.3 Reading: Gale Encyclopedia of Food and Culture: Ruben G. Mendoza’s “The Natural History of Maize”

  Link: Gale Encyclopedia of Food and Culture: Ruben G. Mendoza’s “The Natural History of Maize” (HTML or PDF)
  
  Instructions: Please click on the link above, and read the entire entry.  You may download the PDF by clicking on “Download (.pdf),” if you are able to login through a Facebook account.
  
  Studying this material should take approximately 45 minutes.
  
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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• 4.2.3 Reading: Cambridge World History of Food: Ellen Messer’s “Potatoes”

  Link: Cambridge World History of Food: Ellen Messer’s “Potatoes” (HTML)
  
  Instructions: Please click on the link above, and read the entire entry.  In this article, author Ellen Messer discusses the history of the potato from its origins in South America to its introduction into the European diet by Spanish explorers in the mid-16^th century.  Messer characterizes the potato as an extremely important food crop in European and later in global society, arguing that it continues to play an important role in agribusiness ventures throughout the world today.
  
  Studying this material should take approximately 1 hour.
  
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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• 4.2.4 Reading: Hofstra University: Alan J. Singer’s “The Impact of the Columbian Exchange on West Africa”

  Link: Hofstra University: Alan J. Singer’s “The Impact of the Columbian Exchange on West Africa” (PDF)
  
  Instructions: Please scroll down the webpage to the article’s title, and click on the title to open the PDF.  Please read the article in its entirety.  This resource gives a good overview on the African experience of the Triangle Trade.  Attempt to answer the questions at the end of each section of the reading.
  
  Reading and answering the questions provided should take approximately 30 minutes.
  
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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• 4.2.5 Reading: Yale University: Nathan Nunn and Nancy Qian’s “The Impact of Potatoes on Old World Population and Urbanization”

  Link: Yale University: Nathan Nunn and Nancy Qian’s “The Impact of Potatoes on Old World Population and Urbanization” (PDF)
  
  Instructions: Please click on the PDF hyperlink under the “Publications” section of the webpage to access the text.  Please read pages 1–10 up to “Section 3 Conceptual Framework.”
  
  Studying this material should take approximately 30 minutes.
  
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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• 4.2.5 Reading: CNN: Edythe Preet’s “Thanks for the Miracle of Corn”

  Link: CNN: Edythe Preet’s “Thanks for the Miracle of Corn” (HTML)
  
  Instructions: Please click on the link above, and read the article in its entirety.
  
  Reading this article should take approximately 30 minutes.
  
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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• 4.2.6 Reading: University of Massachusetts, Amherst: Peter d’Errico’s “Jeffrey Amherst and the Smallpox Blankets”

  Link: University of Massachusetts, Amherst: Peter d’Errico’s “Jeffrey Amherst and the Smallpox Blankets” (HTML)
  
  Instructions: Please read the linked article, and click on the embedded hyperlinks and images to explore the media.  Massive deaths resulting from introduced species of disease are historically and scientifically verifiable, but the historical community is not in agreement over how many people lived in the Americas prior to mass colonization, so there is disagreement over how many died.  There is also contention over whether Europeans intentionally sought death on the scale that was achieved, whether the term “genocide” is appropriate.  Peter d’Errico believes that intentional eradication was very much a feature of European thinking regarding indigenous Americans; Guenter Lewy (below) disputes this.
  
  Studying and exploring this resource should take approximately 45 minutes.
  
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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• 4.2.6 Reading: George Mason University’s History News Network: Guenter Lewy’s “Were American Indians the Victims of Genocide?”

  Link: George Mason University’s History News Network: Guenter Lewy’s “Were American Indians the Victims of Genocide?” (HTML)
  
  Instructions: Please click on the link above, and read the entire article on the first webpage.  In his article, Professor Guenter Lewy discusses the reasons of the sharp decrease in the population of Native Americans from the sixteenth to the nineteenth centuries.  Find out how Lewy disputes d’Errico’s argument in the previous reading.
  
  Studying this resource should take approximately 1 hour.
  
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• 4.2.6 Reading: H-Environment Roundtable Reviews, Vol.1, No. 1 (2011): “On J. R. McNeill, Mosquito Empires: Ecology and War in the Greater Caribbean, 1620-1914”

  Link: H-Environment Roundtable Reviews, Vol.1, No. 1 (2011): “On J. R. McNeill, Mosquito Empires: Ecology and War in the Greater Caribbean, 1620-1914” (HTML or PDF)
  
  Instructions: Please note that this is an optional reading.  Click on the link above, scroll down to the bottom of the webpage and click on the title of McNeill’s book “Mosquito Empires” to open the PDF.  Choose one to read among the reviews by Lisa M. Brady, Stuart McCook, Richard Tucker, and Paul Sutter, and read the response by J. R. McNeill.  In his book Mosquito Empires, McNeill illustrates how yellow fever played a vital role in the violent history of the Greater Caribbean.
  
  Studying this resource should take approximately 1 hour.
  
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• 4.3.1 Reading: University of Nebraska: Andrew LaBounty’s “Technological Introductions and Social Change: European Technology on the Great Plains”

  Link: University of Nebraska: Andrew LaBounty’s “Technological Introductions and Social Change: European Technology on the Great Plains” (PDF)
  
  Instructions: Please click on the “Download” button to open a PDF.  Please read the entire article (11 pages).
  
  Studying this article should take approximately 30 minutes.
  
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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• 4.3.2 Reading: Powhatan Museum of Indigenous Arts and Culture: Auld/Powhatan’s “The Taíno Culture”

  Link: Powhatan Museum of Indigenous Arts and Culture: Auld/Powhatan’s “The Taíno Culture” (HTML)
  
  Instructions: Please click on the link above, and read the entire article.  Please note that this resource also applies to the topics outlined in sub-subunits 4.3.3 and 4.3.4.
  
  Studying this article should take approximately 15 minutes.
  
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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• 4.3.2 Reading: Gale Encyclopedia of U.S. History: “Rice and Culture Trade”

  Link: Gale Encyclopedia of U.S. History: “Rice and Culture Trade” (HTML)
  
  Instructions: Please note that this resource also applies to the topics outlined in sub-subunits 4.3.3 and 4.3.4.  Please click on the link above, and read the brief entry.  Africans transported to the Americas as slaves brought no possessions with them.  They did, however, bring culture and knowledge into bondage.  Whereas Europeans were not well adapted to living in hot and humid climates, African slaves had generations of experience to draw on, especially in farming and animal husbandry.  Europeans relied heavily on Africans’ technical know-how especially in the cultivation of cash crops like rice and indigo in the swamps of the southern English colonies.  Furthermore, many technologies uniquely adapted to conditions in the new colonies were adopted by Europeans.
  
  Studying this resource should take approximately 15 minutes.
  
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• 4.3.3 Reading: Beacon Press: Shane White and Graham White’s The Sounds of Slavery: “Chapter 1: ‘All We Knowed Was Go and Come by de Bells and Horns’”

  Link: Beacon Press: Shane White and Graham White’s The Sounds of Slavery: “Chapter 1: ‘All We Knowed Was Go and Come by de Bells and Horns’” (PDF)
  
  Instructions: Please click on the hyperlink titled “Read the first chapter (.pdf)” to open the PDF.  Please read the entire chapter (19 pages total).  Slavery and the slave trade introduced many African cultures to the Americas and European culture.  Africans were forced to become Christians and taught only enough English, Spanish, French, or Portuguese to be able to understand commands from their owners.  Forced into insular and subservient societies, remnants of many African cultures gradually mixed with the dominant European cultures, irrevocably changing both.  Ironically, African American culture is now one of the biggest cultural exports from the Americas to the rest of the world, especially in the form of music.
  
  Studying this chapter should take approximately 1 hour.
  
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• 4.4.1 Reading: William Cronon’s “The Trouble with Wilderness, or, Getting Back to the Wrong Nature”

  Link: William Cronon’s “The Trouble with Wilderness, or, Getting Back to the Wrong Nature” (PDF or HTML)
  
  Instructions: Please scroll to the title, and click on “available here” to access the article.  You may read the article in HTML, or you may click on the link at the bottom of the webpage to open a PDF.  This essay by noted environmental historian William Cronon was originally published in William Cronon, ed., Uncommon Ground: Rethinking the Human Place in Nature (W. W. Norton, 1995), 69­–90).  Please read the entire article.  Cronon discusses what he perceives as the wrongheadedness of trying to turn land “back” to wilderness.  Cronon argues that the American continent was not an “uninhabited wilderness” when Europeans colonized it; therefore, modern environmentalists are imposing a new idea on the land by attempting to make wilderness “pristine.”
  
  Studying this article should take approximately 1 hour.
  
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• 4.4.2 Reading: Environmental Literacy Council: John Opie’s “Teaching Module: Early America 1630–1812”

  Link: Environmental Literacy Council: John Opie’s “Teaching Module: Early America 1630–1812” (PDF)
  
  Instructions: Please locate the titled module in the frame on the right.  Please click on the title to open a PDF, and read the document from page 4-30.  Please feel free to explore the remaining document and the online resources.
  
  Studying this module should take approximately 1 hour.  You can expand your time on this resource as your interest extends.
  
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• 5.1 Reading: Yale-New Haven Teachers Institute: Joseph A. Montagna’s “The Industrial Revolution”

  Link: Yale-New Haven Teachers Institute: Joseph A. Montagna’s “The Industrial Revolution” (HTML)
  
  Instruction: Please click on the link above, and read the article in its entirety.  Joseph A. Montagna provides an excellent overview of the Industrial Revolution as well as suggested sources for a further understanding of this era that led to drastic changes of the world.  This resource covers the topics outlined in subunits 5.1 through 5.5.
  
  A careful reading of this overview and taking notes should take approximately 1 hour.
  
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• 5.1 Reading: Clemson University: Pamela E. Mack’s “The British Industrial Revolution”

  Link: Clemson University: Pamela E. Mack’s “The British Industrial Revolution” (HTML)
  
  Instructions: Please read the outline on this webpage.  This resource covers the topics outlined for subunits 5.1 through 5.5.
  
  This reading should take approximately 15 minutes.
  
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• 5.1.1 Reading: Dr. Steven Kreis’ The History Guide: Lectures on Modern European Intellectual History: “Lecture 17: Origins of the Industrial Revolution in England”

  Link: Dr. Steven Kreis’ The History Guide: Lectures on Modern European Intellectual History: “Lecture 17: Origins of the Industrial Revolution in England” (HTML)
  
  Instructions: Please click on the link above, and read the lecture in its entirety.  In his lecture, Dr. Kreis talks about the historical conditions of the Industrial Revolution in England in agriculture, transportation, communications, and technology.
  
  Studying this lecture should take approximately 45 minutes.
  
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• 5.1.1 Reading: Oxford University’s Department of Economics: Liam Brunt’s “‘Where There’s Muck There’s Brass’: The Market for Manure in the Industrial Revolution”

  Link: Oxford University’s Department of Economics: Liam Brunt’s “‘Where There’s Muck There’s Brass’: The Market for Manure in the Industrial Revolution” (PDF)
  
  Instructions: Note that this reading is optional.  Please scroll down the webpage to item number 35, and click on the article’s title to download the PDF.  Please read the essay in its entirety (31 pages total).
  
  Studying this material should take approximately 1 hour and 30 minutes.
  
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• 5.1.2 Reading: Vox: Professor Tony Wrigley’s “Opening Pandora’s Box: A New Look at the Industrial Revolution”

  Link: Vox: Professor Tony Wrigley’s “Opening Pandora’s Box: A New Look at the Industrial Revolution” (HTML)
  
  Instruction: Please click on the link above, and read the article by Professor Tony Wrigley.  This article discusses the energy breakthrough, basically the substitute of coal (and iron) for wood, which made the transition from an agrarian to an industrial society possible.
  
  Studying this material should take approximately 45 minutes.
  
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• 5.1.3 Reading: Scottish Mining’s version of George Steele, Esq.’s “On the Expectoration of Black Matter from the Lungs”

  Link: Scottish Mining’s version of George Steele, Esq.’s “On the Expectoration of Black Matter from the Lungs” (HTML)
  
  Instructions: Please read the entire primary source document.  A Scottish doctor records the two causes for expectorating black matter from the lungs.  In one case, miners simply spit out the aspirated coal dust; the other is a pulmonary disease that would come to be known as “black lung” or pneumoconiosis.
  
  Studying this material should take approximately 45 minutes.
  
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• 5.1.4 Reading: University of California, Irvine: Dr. Barbara J. Becker’s version of Michael Faraday’s “Observations on the Filth of the Thames: A Letter to the Editor of the Times of London”

  Link: University of California, Irvine: Dr. Barbara J. Becker’s version of Michael Faraday’s “Observations on the Filth of the Thames: A Letter to the Editor of the Times of London” (HTML)
  
  Instructions: Please read this entire primary source.  In this letter, British scientist Michael Faraday complains about the polluted condition of the River Thames in London.  He observes that the river is filthy and has a putrid smell.  He questions why city authorities allow the river to serve as a receptacle for raw sewage and industrial waste and warns that the Thames’ polluted condition will eventually lead to health risks for city residents.
  
  This reading should take approximately 15 minutes.
  
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• 5.2.1 Reading: iTunes U Booklet: Lüdwig-Maximilians-Universität München: John Komlos’ “The Industrial Revolution as the Escape from the Malthusian Trap”

  Link: iTunes U Booklet: Lüdwig-Maximilians-Universität München: John Komlos’ “The Industrial Revolution as the Escape from the Malthusian Trap” (iTunes)
  
  Instructions: Please click on the link above, scroll down to the title “The Industrial Revolution as the Escape from the Malthusian Trap,” and click on the “View in iTunes” tab on the right.  The booklet will download in iTunes.  Double-click on the title to open the booklet as a PDF.  Read this entire document (20 pages, not including References page).
  
  Studying this material should take approximately 1 hour.
  
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• 5.2.2 Reading: Casa Historia: J. Williams’ World Mass Migration: “Chapter 4: What Drove European Emigration?”

  Link: Casa Historia: J. Williams’ World Mass Migration: “Chapter 4: What Drove European Emigration?” (HTML)
  
  Instructions: Please click on the hyperlink of the title “What Drove European Emigration?” under “Section 2. Reasons for Emigration” to open the PDF.  Please read the entire document (31 pages total).  Enclosure of formerly communally-shared land forced many farm families to look for work in Europe’s cities.  This population shift was both a cause and effect of industrialization.  Population growth and density demanded increasingly intense agriculture, which in turn pushed subsistence farmers off the land.  Industrialization created jobs for the refugees but only the lowest wage jobs, which left families in immiserating conditions.  Even though they were often ultimately illusory, successes reported in overseas colonies pulled families to leave their home countries to seek better conditions overseas.
  
  Studying this material should take approximately 1 hour and 30 minutes.
  
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• 5.3 Reading: University of Houston’s Digital History: “Guided Readings: The Making of Modern America”

  Link: University of Houston’s Digital History: “Guided Readings: The Making of Modern America” (HTML)
  
  Instructions: Please read all seven webpages: “The Wizard of Menlo Park,” “An Age of Innovation,” “The Birth of Modern Culture,” “The Revolt against Victorianism,” “The Rise of Mass Communication,” “Commercialized Leisure,” and “The University.”  You may click on each individual hyperlink from the main contents page, or you may click on the “next” hyperlink to navigate to each subsequent webpage.  This resource applies to subunits 5.2.1 through 5.2.4.
  
  Studying this material should take approximately 1 hour.
  
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• 5.3.1 Reading: University of Virginia Crossroad Project: Kathryn Peltier’s “Pastoralism”

  Link: University of Virginia Crossroad Project: Kathryn Peltier’s “Pastoralism” (HTML)
  
  Instructions: Please read the definition in its entirety.  Literary critic, Leo Marx, put forth a theory of American development in his pivotal text The Machine in the Garden: Technology and the Pastoral Ideal.  Although his method and conclusions are not universally accepted, his idea that the United States was romanticized at the end of the nineteenth century as an unspoiled pastoral paradise has much merit.  Although the United States emerged from its industrial period as a world economic power, in the early days, people debated industrialization as being counter to America’s essential nature as a nation of yeomen farmers and great natural beauty.  This description also applies to all readings in sub-subunit 5.3.1.
  
  Studying this material should take approximately 15 minutes.
  
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• 5.3.1 Reading: University of Virginia Crossroads Project: “Re-viewing Nature; Machines and Industry; Greek Revival Architecture”

  Link: University of Virginia Crossroads Project: “Re-viewing Nature; Machines and Industry; Greek Revival Architecture” (HTML)
  
  Instructions: Please read the entire webpage, and view the images carefully.  In this article, the author examines the ideas of nature and the transformation of humans-nature relationship in eighteenth and nineteenth century America.  Pay special attention to the theory of “sublime” and how technology played a role in such a transformation.
  
  Studying this material should take approximately 30 minutes.
  
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• 5.3.2 Reading: Radford University: Mark Neuzil and Bill Kovarik’s Mass Media & Environmental Conflict: “Chapter 8: The Radium Girls”

  Link: Radford University: Mark Neuzil and Bill Kovarik’s Mass Media & Environmental Conflict: “Chapter 8: The Radium Girls” (HTML)
  
  Instructions: Please click on the link above, and read the entire webpage.  The rate of technological innovation and invention skyrocketed in the late nineteenth and early twentieth centuries in the U.S.  Labor practices, however, remained exploitative and unsafe.  New discoveries were not thoroughly investigated before being sent for manufacturing.  Lacking any governmental regulation of industry under concept of laissez faire capitalism, safety concerns for workers were left up to individual conscience.  The press, however, was situated to raise the alarm of harmful practices.  This chapter explores the role of the press in exposing the danger to workers in manufacturing that used the newly discovered element radium.
  
  Studying this material should take approximately 1 hour.
  
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• 5.3.3 Reading: Kansas State University: Donald Worster’s “Agrarianism and Nature”

  Link: Kansas State University: Donald Worster’s “Agrarianism and Nature” (HTML)
  
  Instructions: Please click on the link above, and read entire webpage.  Noted environmental historian Donald Worster discusses the idea of “agrarianism,” which he defines as agriculture turned into a moral ideology.  British settlers in the U.S. long believed that “improving” the land gives it value.  Because Native Americans did not fence (enclose) and plow the land but rather shared the land communally for hunting or horticulture, colonists believed that they gave the land value by farming it and thus earned the right to claim ownership.  This idea that agriculture itself somehow bestows moral right in a given situation was fed by the yeoman ideal of Thomas Jefferson.  The 1930s disaster in the Midwest showed the limits of believing that farming itself is a moral right.
  
  Studying this material should take approximately 1 hour.
  
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• 5.3.3 Reading: Kate Sampsell’s “Broken Land: The Dust Bowl as Moral Failing”

  Link: Kate Sampsell’s “Broken Land: The Dust Bowl as Moral Failing” (HTML or PDF)
  
  Instructions: Note that this reading is optional.  Please read the linked article.  This review essay, originally published in American Quarterly 55 (Winter 2003), 761–69, discusses the Dust Bowl of the 1930s in the tradition of Donald Worster’s “Agrarianism and Nature.”
  
  Studying this material should take approximately 30 minutes.
  
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• 5.3.4 Reading: San Diego State University’s World History for Us All: “The Half Century of Crisis: 1900–1950 CE”

  Link: San Diego State University’s World History for Us All: “The Half Century of Crisis: 1900–1950 CE” (HTML)
  
  Instructions: Please scroll down to the chart at the bottom of the webpage, and click on the hyperlink titled “Complete Teaching Unit PDF Format” for item 8.7 titled “Environmental Change: The Great Acceleration” to open the PDF.  Please read the entire document (39 pages total).  Focus on “Lesson 1” and “Lesson 2” of this document.
  
  Studying this material should take approximately 1 hour and 30 minutes.
  
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• 5.3.5 Reading: H-Net: Gregory J. Dehler’s “The Progressive Era Environmental Values”

  Link: H-Net: Gregory J. Dehler’s “The Progressive Era Environmental Values” (HTML)
  
  Instructions: Please read Dehler’s whole review of David Stradling, ed.’s Conservation in the Progressive Era.  Historian Gregory J. Dehler outlines the areas of environmental action that concerned progressives in the period 1890–1916.
  
  Studying this material should take approximately 30 minutes.
  
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• 5.3.5.1 Reading: The Sierra Club’s version of Theodore Roosevelt’s “John Muir: An Appreciation”

  Link: The Sierra Club’s version of Theodore Roosevelt’s “John Muir: An Appreciation” (HTML)
  
  Instructions: Please read this excerpt of the primary source document, originally published in Outlook 109 (January 16, 1915), pp. 27-28.  Theodore Roosevelt, John Muir, and Gifford Pinchot are the three biggest names in the Progressive-Era movement to set aside public lands for conservation.
  
  Studying this material should take approximately 15 minutes.
  
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• 5.3.5.2 Reading: Fordham University: Rucha Desai’s “Conservation and the Gospel of Efficiency”

  Link: Fordham University: Rucha Desai’s “Conservation and the Gospel of Efficiency” (HTML)
  
  Instructions: Please click on the link above, and read the entire article for a concise version of Samuel Hays’ book Conservation and the Gospel of Efficiency, which examines the Conservation movement in the U.S. in the second half of the nineteenth century.
  
  Studying this material should take approximately 1 hour.
  
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• 5.4.1 Reading: Project Gutenberg’s version of Frederick Engels’ The Condition of the Working Class in England: “The Great Towns”

  Link: Project Gutenberg’s version of Frederick Engels’ The Condition of the Working Class in England: “The Great Towns” (HTML)
  
  Instructions: Please click on the link above, and read this entire section titled “The Great Towns.” (pp. 23-74)   Pay special attention to Engels’ description of industrial cities: London, Glasgow, Dublin, and Manchester.  Scan through the rest of the text.
  
  Studying this material should take approximately 1 hour and 30 minutes.
  
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• 5.4.1 Reading: Bartleby’s version of Jacob Riis’ How the Other Half Lives: Studies Among the Tenements of New York: “The Genesis of the Tenement”

  Link: Bartleby’s version of Jacob Riis’ How the Other Half Lives: Studies Among the Tenements of New York: “The Genesis of the Tenement” (HTML)
  
  Instructions: Please click on the link above, and read this entire webpage. 
  
  Studying this material should take approximately 30 minutes.
  
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• 5.4.2 Reading: PBS: Africans in America: “Growth and Entrenchment of Slavery: The Cotton Gin”

  Link: PBS: Africans in America: “Growth and Entrenchment of Slavery: The Cotton Gin” (HTML)
  
  Instructions: Please click on the link above, and read the entire short entry.  The article reexamines the myth of the cotton gin as a uniformly beneficial invention and points out that it was the tool by which cotton growing could be made enormously profitable.  The cotton gin led to “King Cotton” dominating the agricultural South’s economy, for which a large labor force was needed.  Unfortunately, that labor force was enslaved.
  
  Studying this material should take approximately 15 minutes.
  
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• 5.4.2 Reading: Library of Economics and Liberty: Clark Nardinelli’s “Industrial Revolutions and the Standard of Living”

  Link: Library of Economics and Liberty: Clark Nardinelli’s “Industrial Revolutions and the Standard of Living” (HTML)
  
  Instructions: Please click on the link above, and read the entire article.  This text explores the question of whether industrialization contributed to the betterment of the human condition or in fact worsened it.
  
  Studying this material should take approximately 15 minutes.
  
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• 5.4.3 Reading: The Atlantic: Sage Stossel’s “Landscape Artist: A Conversation with Witold Rybczynski”

  Link: The Atlantic: Sage Stossel’s “Landscape Artist: A Conversation with Witold Rybczynski” (HTML)
  
  Instructions: Please read the entire webpage, which includes an introduction to the biography of Frederick Law Olmsted, A Clearing in the Distance, and Sage Stossel’s interview with the biographer, Rybczynski.  Landscape architect Frederick Law Olmsted is widely accepted as the leading figure in urban landscape architecture and father of the city parks idea.  He added green spaces to cities during America’s Gilded Age (1880-1900) to meliorate some of the environmental degradation, congestion, and ill health effects of densely packed industrial centers.
  
  Studying this material should take approximately 30 minutes.
  
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• 5.4.3 Reading: National Park Service: Dwight T. Pitcaithley’s “Philosophical Underpinnings of the National Park Idea”

  Link: National Park Service: Dwight T. Pitcaithley’s “Philosophical Underpinnings of the National Park Idea” (HTML)
  
  Instructions: Please click on the link above, and read the entire article.
  
  Studying this material should take approximately 30 minutes.
  
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• 5.4.4 Reading: Bartleby’s version of Jacob Riis’ How the Other Half Lives: Studies Among the Tenements of New York: “How the Case Stands Now”

  Link: Bartleby’s version of Jacob Riis’ How the Other Half Lives: Studies Among the Tenements of New York: “How the Case Stands Now” (HTML)
  
  Instructions: Please click on the link above, and read the entire linked webpage.
  
  Studying this material should take approximately 1 hour.
  
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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• 5.4.4 Reading: Slate: Witold Rybczynski’s “Suburban Despair: Is Urban Sprawl Really an American Menace?”

  Link: Slate: Witold Rybczynski’s “Suburban Despair: Is Urban Sprawl Really an American Menace?”  (HTML)
  
  Instructions: Note that this reading is optional.  Please click on the link above, and read this entire article, in which urban historian Witold Ryncznski examines urban sprawl in its historical context and concludes that it is not unique to modern societies.
  
  Studying this material should take approximately 45 minutes.
  
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• 5.5.1 Reading: Telosnet: Darrell M. Dodge’s “Illustrated History of Wind Power Developments: Part 2, 20th-Century Developments”

  Link: Telosnet: Darrell M. Dodge’s “Illustrated History of Wind Power Developments: Part 2, 20th-Century Developments” (HTML)
  
  Instructions: Please click on the link above, and read the entire article (2 pages).  Make sure to click on “next” at the end of the webpage to continue on to the second page of the article.
  
  Studying this material should take approximately 30 minutes.
  
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• 5.5.1 Reading: Bicycle City: “Alternative Energy Pioneers”

  Link: Bicycle City: “Alternative Energy Pioneers” (HTML)
  
  Instructions: Please click on the link above, and read the entire article.
  
  Studying this material should take approximately 15 minutes.
  
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• 5.5.3 Reading: National Park Service: Adam Rome’s “Conservation, Preservation, and Environmental Activism: A Survey of the Historical Literature”

  Link: National Park Service: Adam Rome’s “Conservation, Preservation, and Environmental Activism: A Survey of the Historical Literature” (HTML)
  
  Instructions: Please review this entire annotated bibliography.
  
  Studying this resource should take approximately 1 hour.
  
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• 6.1.1 Reading: Bartleby’s version of Henry Adams’ The Education of Henry Adams: “The Virgin and the Dynamo”

  Link: Bartleby’s version of Henry Adams’ The Education of Henry Adams: “The Virgin and the Dynamo” (HTML)
  
  Instructions: Please read the entire primary source excerpt.  Although James refers to himself in the third person, this is a chapter from his autobiography.  In “The Virgin and the Dynamo,” Adams reflects on the motivational power of technology in building modern urban civilization as similar to the power of the cult of the Virgin Mary to inspire the building of medieval cathedrals.  The dynamo (symbolizing technology) has become the new icon to which shrines are built and dedicated.
  
  Studying this material should take approximately 1 hour.
  
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• 6.1.1 Reading: The Saylor Foundation’s “Guide to Responding to Henry Adams’ The Education of Henry Adams: ‘The Virgin and the Dynamo’”

  Link: The Saylor Foundation’s “Guide to Responding to Henry Adams’ The Education of Henry Adams’: The Virgin and the Dynamo’” (PDF)
  
  Instructions: Please click on the link above to download the guide for the first reading in sub-subunit 6.1.1, and read through the entire document.  Note: This resource was developed for the Saylor Foundation by Kate Sampsell-Willmann.
  
  Studying this guide should take approximately 1 hour.

  See a broken link? Please let us know!

• 6.2.1 Reading: American History: Logan Thomas Snyder’s “President Dwight D. Eisenhower and America’s Interstate Highway System”

  Link: American History: Logan Thomas Snyder’s “President Dwight D. Eisenhower and America’s Interstate Highway System” (HTML)
  
  Instructions: Please click on the link above, and read the entire article.  A significant feature of developed societies is a network of high quality road systems that permit people to live in places far from concentrated population centers or far from mass transit systems.  One yardstick of economic health is the number of new housing starts recorded each year.  Rather than rehabilitate traditional population centers, new housing statistics indicate how much former forest or farmland is being converted to paved surfaces.  Highways that allow commuting enable developers to push housing complexes farther afield, diffusing population and inviting subsequent support development to follow.  This reading provides the history of the national highway idea.
  
  Studying this material should take approximately 30 minutes.
  
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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• 6.2.1 Reading: University of Kassel: Richard Vahrenkamp’s “Roads Without Cars: The HAFRABA Association and the Autobahn Project 1933-1943 in Germany”

  Link: University of Kassel: Richard Vahrenkamp’s “Roads Without Cars: The HAFRABA Association and the Autobahn Project 1933-1943 in Germany” (PDF)
  
  Instructions: Note that this reading is optional.  Please click on the hyperlink for the title to open the PDF.  Please read pages 1-33.
  
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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• 6.2.2 Reading: European Route of Industrial Heritage: “Shaping the Earth: European Theme Route Industrial Landscapes”

  Link: European Route of Industrial Heritage: “Shaping the Earth: European Theme Route Industrial Landscapes” (HTML)
  
  Instructions: Please click on the link above, and read the entire article.
  
  Studying this material should take approximately 15 minutes.
  
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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• 6.2.2 Reading: Australian Landscape Architects Association: Helen Armstrong’s “Time, Dereliction, and Beauty: An Argument for ‘Landscapes of Contempt’”

  Link: Australian Landscape Architects Association: Helen Armstrong’s “Time, Dereliction, and Beauty: An Argument for ‘Landscapes of Contempt’” (PDF)
  
  Instructions: Please scroll to the section on Session Speakers, and click on the title of the paper to open the PDF.  Please read the conference paper in its entirety (12 pages).  Costs related to maintaining a work force has pushed corporations to move their manufacturing operations to developing countries with low-cost labor and political friendliness to environmental degradation.  Whereas industrialization first occurred in Western Europe and the United States, these societies now identify as post-industrial.  Cessation of manufacturing has left abandoned factories and other industrial artifacts in “rust belts” in much of the U.S. and British Commonwealth.  This reading and “Shaping the Earth: European Theme Route Industrial Landscapes” (above, also in sub-subunit 6.2.2) discuss the aesthetics of post-industrial decay.
  
  Studying this material should take approximately 30 minutes.
  
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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• 6.2.3 Reading: Academic Earth: Yale University: Robert Wyman’s “Human and Environmental Impacts”

  Link: Academic Earth: Yale University: Robert Wyman’s “Human and Environmental Impacts” (Flash)
  
  Instructions: Please click on the link above, and watch this video in its entirety.  In this lecture, Professor Robert Wyman talks about the environmental impacts of unprecedented population growth in the current world.  Read the “lecture description” underneath the video for a synopsis of the lecture.
  
  Viewing this video lecture and pausing to take notes should take approximately 1 hour and 15 minutes.
  
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

  See a broken link? Please let us know!

• 6.2.4 Reading: U.S. Environmental Protection Agency: Jack Lewis’ “Looking Backward: A Historical Perspective on Environmental Regulations”

  Link: U.S. Environmental Protection Agency: Jack Lewis’ “Looking Backward: A Historical Perspective on Environmental Regulations” (HTML)
  
  Instructions: Please click on the link above, and read this entire webpage.
  
  Studying this material should take approximately 15 minutes.
  
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

  See a broken link? Please let us know!

• 6.2.4 Reading: World Watch Institute’s “Path to Johannesburg”

  Link: World Watch Institute’s “Path to Johannesburg” (HTML)
  
  Instructions: Please read the entire linked webpage for a timeline of major efforts made by countries to harness the environmental threats.
  
  Studying this material should take approximately 30 minutes.
  
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

  See a broken link? Please let us know!

• 6.2.4 Reading: United Nations Environment Programme’s “Declaration of the United Nations Conference on the Human Environment”

  Link: United Nations Environment Programme’s “Declaration of the United Nations Conference on the Human Environment” (HTML)
  
  Instructions: Please read the entire linked webpage.  This is a statement that accompanied the first international summit on the environment, held in Stockholm, Sweden in 1972.  Stockholm was the first attempt at global regulation to protect the environment.  Within one hundred years of the Industrial Revolution, the impact of raw material exploitation, burning of fossil fuels, toxic residue from industry, and refinement of minerals had created a potential environmental disaster in industrial societies.
  
  Studying this resource should take approximately 30 minutes.
  
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

  See a broken link? Please let us know!

• 6.2.5 Reading: World History Connected: Richard P. Tucker’s “War and the Environment”

  Link: World History Connected: Richard P. Tucker’s “War and the Environment” (HTML)
  
  Instructions: Please click on the link above, and read the entire article.  In this article, Professor Richard P. Tucker, the author of Natural Enemy, Natural Ally: Toward an Environmental History of War, traces the world wide history of wars’ ecological consequences from ancient Roman to the twentieth century.
  
  Studying this material should take approximately 1 hour.
  
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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• 6.2.5 Reading: Lenntech: S.M. Enzler’s “Environmental Effects of War”

  Lenntech: S.M. Enzler’s “Environmental Effects of War” (HTML)
  
  Instructions: Please click on the link above, and read this entire webpage.
  
  Studying this material should take approximately 1 hour and 30 minutes.
  
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

  See a broken link? Please let us know!

• 6.2.5 Reading: National Humanities Center: Dr. Jack Temple Kirby’s “The American Civil War: An Environmental View”

  Link: National Humanities Center: Dr. Jack Temple Kirby’s “The American Civil War: An Environmental View” (HTML)
  
  Instructions: Note that this reading is optional.  Please click on the link above, and read the entire article (6 webpages in total).  Make sure to click on “continued” at the bottom of each webpage to move on to the subsequent pages of the reading.  This reading provides a case study of the ecological consequences of human warfare.
  
  Studying this material should take approximately 1 hour.
  
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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• 6.2.6 Reading: Center for Columbia River History: Bill Lang’s “Columbia River”

  Link: Center for Columbia River History: Bill Lang’s “Columbia River” (HTML)
  
  Instructions: Please click on the link above, and read the entire article.  This article by historian and Professor of History at Portland State University, Bill Lang, discusses how human activity has dramatically altered the Columbia River system in the northwestern United States.  400 dams designed for hydroelectric power generation and irrigation purposes have turned the once mighty river and its tributaries into a series of manmade lakes.  These dams have had a severe impact on aquatic life in the river basin.  For example, the population of Pacific salmon species, which once filled the river during the spring and fall runs, has declined precipitously during the past half-century and may never recover.
  
  Studying this material should take approximately 15 minutes.
  
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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• 6.2.7 Reading: Pace University’s Power Scorecard: “The Environmental Issues of Electricity Production” and “Electricity Generating Technologies: Where Does our Electricity Come From?”

  Link: Pace University’s Power Scorecard: “The Environmental Issues of Electricity Production” (HTML) and “Electricity Generating Technologies: Where Does our Electricity Come From?” (HTML)
  
  Instructions: Please click on the first link above, and select each link under “Air Impacts” and “Water Impacts,” and read the linked entries.  Then, click on each link on the second webpage about electricity-generating technologies, and read these entries.
  
  Studying these materials should take approximately 2 hours.
  
  Terms of Use: Please respect the copyright and terms of use displayed on the webpages above.

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• 6.2.8 Reading: National Public Radio: Ofeibea Quist-Arcton’s “Gas Flaring Disrupts Life in Oil-Producing Niger Delta”

  Link: National Public Radio: Ofeibea Quist-Arcton’s “Gas Flaring Disrupts Life in Oil-Producing Niger Delta” (Flash)
  
  Instructions: Please read the entire webpage, and click on the “Listen” button to hear the podcast.  In terms of petroleum, Nigeria is one of the richest countries, but standards of living are very low.  The extraction of petroleum is the primary concern for the mostly American and European oil companies that dominate the industry in Nigeria.  However, most of Nigerian oil is found under natural gas deposits.  Natural gas is more difficult to extract and returns profits more slowly than oil, so in a poor country, where corruption is rife and populations have virtually no power (and receive little or no economic benefits from oil extraction), instead of harvesting the natural gas first, oil companies simply burn the gas off in massive geysers of fire, which launch massive amounts of greenhouse gasses and particulate matter into the air.  Furthermore, people live in villages near these burnoffs and report serious effects from this wanton pollution.  Read and listen to the NPR broadcast to discover the conditions for people who had the misfortune to live near a deposit of oil and gas.
  
  Reading and listening to the podcast should take approximately 15 minutes.
  
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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• 6.3.1 Reading: iTunes U: Yale University: The Rudd Report’s “A Discussion with Michael Pollan”

  Link: iTunes U: Yale University: The Rudd Report’s “A Discussion with Michael Pollan” (iTunes)
  
  Instructions: Please click on the link above, scroll down to the title “A Discussion with Michael Pollan,” and click on “View in iTunes” to download the lecture.  Please listen to the entire iTunes lecture.
  
  Listening to this lecture and pausing to take notes should take approximately 1 hour.
  
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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• 6.3.4 Reading: Encyclopedia of the Earth: Tobias Plieninger’s “Traditional Land Use and Nature Conservation in Rural Europe”

  Link: Encyclopedia of the Earth: Tobias Plieninger’s “Traditional Land Use and Nature Conservation in Rural Europe” (HTML)
  
  Instructions: Please click on the link above, and read the brief entry.  Extensive agriculture is a system in which land is farmed with little labor, fertilizer, or capital expenditure in ratio to the area farmed.  Intensive agriculture is the opposite, where smaller land areas require much labor, fertilizer, and capital expenditure.  Intensive farming produces large crop yields, because fertilizer keeps the soil nutrient rich.  Agribusiness is an intensive agricultural model.  Extensive land use is best exemplified by nomadic cultures and horticulturalists.  Lower yields are expected in extensive land use, because soils are often depleted and a large area is needed to maintain a small number of people.  Subsistence farming is extensive.
  
  Studying this material should take approximately 45 minutes.
  
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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• 7.1.2 Reading: University of Rhode Island’s Graduate School of Oceanography: “Ecological Consequences of Overfishing”

  Link: University of Rhode Island’s Graduate School of Oceanography: “Ecological Consequences of Overfishing” (HTML)
  
  Instructions: Please click on the link above, and read the entire article.
  
  Studying this material should take approximately 45 minutes.
  
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

  See a broken link? Please let us know!

• 7.1.3 Reading: Idaho Forest Products Commission: R. Neil Sampson and Lester A. DeCoster’s “Forest Health in the United States”

  Link: Idaho Forest Products Commission: R. Neil Sampson and Lester A. DeCoster’s “Forest Health in the United States” (HTML)
  
  Instructions: Please read the entire article (8 pages total).  You will have to click on the “Next Page” hyperlink to access each subsequent webpage.  Please click on embedded links on page 2 to read about “Forest Types” and “Broad Trends Affecting Forest Health.”  This article presents an intense debate over the role of timber harvesting, especially on publicly-held land, and forest health.
  
  You should dedicate no less than 1 hour and 30 minutes to exploring this resource.
  
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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• 7.1.4 Reading: Basel Convention on the Control of Transboundary Movements of Hazardous Wastes and their Disposal: United Nations’ Safe Planet “Background Statement”

  Link: Basel Convention on the Control of Transboundary Movements of Hazardous Wastes and their Disposal: United Nations’ Safe Planet “Background Statement” (PDF)
  
  Instructions: Please click on the link above, and locate the “Background Statement” in the “Safe Planet” section.  Then, click on the title to open the PDF.  Please read the statement in its entirety (18 pages).
  
  Studying this material should take approximately 1 hour.
  
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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• 7.1.4 Reading: U.S. Environmental Protection Agency: “Superfund: Cleaning up the Nation’s Hazardous Wastes Sites”

  Link: U.S. Environmental Protection Agency: “Superfund: Cleaning up the Nation’s Hazardous Wastes Sites” (HTML)
  
  Instructions: Please click on “Basic Information” and “Contaminated Media, Human Health, and Environmental Effects,” and read the entire linked webpages.  Pollution has always been a result of technology, but before industrialization and population explosion, the global impact of environmental pollution was limited.  Storing hazardous waste – the deadly chemical or radioactive byproduct of complex chemical processes used in manufacturing, healthcare, mining, and energy production – has become an increasingly fractious issue, largely due to illegal dumping of waste in rivers, the oceans, and landfills near human habitation.  This waste dumping has usually been at the expense of politically powerless populations like the poor and minorities.  Finding a safe place to store this waste and eventual need for site maintenance or cleanup is a worldwide problem.
  
  Studying this material should take approximately 15 minutes.
  
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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• 7.1.5 Reading: U.S. Department of Agriculture: Michael Livingston and Craig Osteen’s “Integrating Invasive Species Prevention and Control Policies”

  Link: U.S. Department of Agriculture: Michael Livingston and Craig Osteen’s “Integrating Invasive Species Prevention and Control Policies” (PDF)
  
  Instructions: Please click on “Entire Report” to open the PDF.  Please read the entire report (8 pages).  Ecosystems evolve in an intricately balanced closed system.  Global trade and travel can introduce species not native to an ecosystem.  With no natural predators or other population control, introduced species can take over an ecosystem, consuming all food and displacing other species.
  
  Studying this material should take approximately 30 minutes.
  
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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• 7.1.5 Reading: University of California, Riverside’s Center for Invasive Species Research: Mark S. Hoddle’s “Quagga (Dreissena rostriformis bugensis) & Zebra (Dreissena polymorpha) Mussels”

  Link: University of California, Riverside’s Center for Invasive Species Research: Mark S. Hoddle’s “Quagga (Dreissena rostriformis bugensis) & Zebra (Dreissena polymorpha) Mussels” (HTML)
  
  Instructions: Please click on the link above, and read the entire webpage.  The governments of the U.S. and Canada have been combating an invasion of the Zebra Mussel in the Great Lakes.
  
  Studying this material should take approximately 30 minutes.
  
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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• 7.1.5 Reading: Australian Government: Department of Sustainability, Environment, Water, Population and Communities’ “Feral European Rabbit (Oryctolagus Cuniculus)”

  Link: Australian Government: Department of Sustainability, Environment, Water, Population and Communities’ “Feral European Rabbit (Oryctolagus Cuniculus)” (PDF)
  
  Instructions: Please click on the link above to access the PDF, and read the entire report (4 pages).
  
  Studying this material should take approximately 15 minutes.
  
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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• 7.1.6 Reading: WesJones.com: Erik Reece’s “Death of a Mountain: Radical Strip Mining and the Leveling of Appalachia”

  Link: WesJones.com: Erik Reece’s “Death of a Mountain: Radical Strip Mining and the Leveling of Appalachia” (HTML)
  
  Instructions: Please click on the link above, and read the entire webpage.  Most electricity on earth is generated by either nuclear fission or burning coal.  Coal is extracted either through underground tunnels or through strip mining, where entire mountains are topped to access the coal seams underneath.
  
  Studying this material should take approximately 1 hour.
  
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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• 7.1.6 Reading: Northern Arizona University: Marylynn Quartaroli’s “Leetso, the Yellow Monster: Uranium Mining on the Colorado Plateau”

  Link: Northern Arizona University: Marylynn Quartaroli’s “Leetso, the Yellow Monster: Uranium Mining on the Colorado Plateau” (HTML)
  
  Instructions: Please click on the link above, and read the entire webpage.  Nuclear fission, be it in bombs or for power, presents issues of safety and waste disposal, but uranium mining has also had its impact, especially on Navajo populations in the American Southwest.
  
  Studying this material should take approximately 15 minutes.
  
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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• 7.2.1 Reading: Environmental Health News: Paul R. Ehrlich and Anne H. Ehrlich’s “Return of the Population Bomb”

  Link: Environmental Health News: Paul R. Ehrlich and Anne H. Ehrlich’s “Return of the Population Bomb” (HTML)
  
  Instructions: Please click on the link above, and read this entire article.  This article by biologists Paul and Anne Ehrlich evaluates the social impact of Paul Ehrlich’s 1968 book The Population Bomb.  In the 1968 work, Ehrlich argues that unchecked world population growth would lead to epidemic starvation by the 1970s.  Paul and Anne Ehrlich argue in their 2009 article that the original book may have overstated the impact that population growth would have on world food resources, but that population growth still threatens the health of the environment due to pollution, greenhouse gas production, and other problems.  The authors argue that concerted action must be taken to limit population growth and encourage environmental sustainability.
  
  Studying this material should take approximately 30 minutes.
  
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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• 7.2.2 Reading: American Association for the Advancement of Science’s Atlas of Population and Environment: “Part 1: Overview” and “Part 2: Atlas”

  Link: American Association for the Advancement of Science’s Atlas of Population and Environment: “Part 1: Overview” and “Part 2: Atlas” (HTML)
  
  Instructions: Please click on the link above, and read Parts 1 and 2.  To access each section, use the hyperlinks below each part in the Table of Contents on the left side of the webpage.  Alternatively, you may navigate by using the arrow buttons at the bottom of each page.  Population density and population distribution are two elements of land use and human health.  Urbanization grew enormously worldwide in the twentieth century, increasing population density that cause dramatic shifts in land use.  Migrations of populations are based in both push and pull factors.  When people choose to migrate from one place or another, usually a combination of factors is pushing them from their homes – anything from war to natural disaster to unemployment – and pulling them to a new place – refuge, services, and jobs.  The Atlas of Population and Environment gives a geographical view of population density and its environmental impact.  Though some of the statistics in this source are outdated, it provides a comprehensive overview of the population pressure and its environmental impacts.  By reading through this source, you should be able to form a clear idea of the current population issue.
  
  You should dedicate no more than 1 hour and 30 minutes to exploring this source.
  
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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• 7.3.1 Reading: Cornell University’s Chronicle Online: Susan Lang’s “Water, Air, and Soil Pollution Causes 40 Percent of Deaths Worldwide, Cornell Research Survey Finds”

  Link: Cornell University’s Chronicle Online: Susan Lang’s “Water, Air, and Soil Pollution Causes 40 Percent of Deaths Worldwide, Cornell Research Survey Finds” (HTML)
  
  Instructions: Please click on the link above, and read the linked article in its entirety.
  
  Studying this material should take approximately 15 minutes.
  
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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• 7.3.1 Reading: EduGreen: “Health Impacts of Water Pollution”

  Link: EduGreen: “Health Impacts of Water Pollution” (HTML)
  
  Instructions: Please click on the link above, and read linked article.
  
  Studying this material should take approximately 15 minutes.
  
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

  See a broken link? Please let us know!

• 7.3.1.1 Reading: iTunes U: Stanford University: “Environmental Degradation Begets Epidemics: Cholera in Bangladesh”

  Link: iTunes U: Stanford University: “Environmental Degradation Begets Epidemics: Cholera in Bangladesh” (iTunes)
  
  Instructions: Please click on the link above, scroll to the lecture titled “Environmental Degradation Begets Epidemics,” and click on “View in iTunes” to download the video lecture.  Please watch the entire video lecture.
  
  Viewing the video and pausing to take notes should take approximately 45 minutes.
  
  Terms of Use: Please respect the copyright and terms of use displayed on the iTunes resource above.

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• 7.3.1.2 Reading: U.S. Environmental Protection Agency: Eckardt C. Beck’s “The Love Canal Tragedy”

  Link: U.S. Environmental Protection Agency, Eckardt C. Beck’s “The Love Canal Tragedy” (HTML)
  
  Instructions: Please read the linked essay.  Poor regulation of dumping of industrial chemicals in the years before the founding of the U.S. Environmental Protection Agency and passing of environmental regulatory legislation led to horrors like those that befell innocent homeowners in an upstate New York subdivision.  In the 1970s, an explosion exposed the fact that their development had been built on a landfill where industrial waste had been dumped in the 1950s.  The New York Times reported, “Twenty five years after the Hooker Chemical Company stopped using the Love Canal here as an industrial dump, 82 different compounds, 11 of them suspected carcinogens, have been percolating upward through the soil, their drum containers rotting and leaching their contents into the backyards and basements of 100 homes and a public school built on the banks of the canal.”  221 families, many of whom are plagued with cancer and birth defects, had to be relocated.
  
  Studying this material should take approximately 15 minutes.
  
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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• 7.3.2 Reading: U.S. Environmental Protection Agency: “Climate Change Impacts and Adapting to Change”

  Link: U.S. Environmental Protection Agency: “Climate Change Impacts and Adapting to Change” (HTML)
  
  Instructions: Please click on the link above, and in the left frame under “Impacts and Adaptation,” select the following topics: “International,” “Health,” “Ecosystems,” and “Society.”  Explore each webpage on these four topics.
  
  Studying this resource should take approximately 1 hour and 30 minutes.
  
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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• 7.3.3 Reading: Santa Clara University: Tim Healy’s “The Unanticipated Consequences of Technology”

  Link: Santa Clara University: Tim Healy’s “The Unanticipated Consequences of Technology” (HTML)
  
  Instructions: Please read the linked essay in its entirety.
  
  Studying this material should take approximately 1 hour.
  
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

  See a broken link? Please let us know!

• 8.1 Reading: PBS: Ken Burns’ “The National Parks: America’s Best Idea”

  Link: PBS: Ken Burns’ “The National Parks: America’s Best Idea” (JWPlayer)
  
  Instructions: Note that this resource is optional.  Explore it as your interest extends.  Please click on each video in the “Video Clips from the Series” section (25 videos total).  To scroll, use the arrows on the right and left.
  
  Viewing these videos and pausing to take notes should take approximately 1 hour and 30 minutes.
  
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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• 8.1.1 Reading: YouTube: The Graduate Council Lectures, University of California, Berkeley (UCTV): Carolyn Merchant’s “Environmentalism: From the Control of Nature to Partnership”

  Link: YouTube: The Graduate Council Lectures, University of California, Berkeley (UCTV): Carolyn Merchant’s “Environmentalism: From Control of Nature to Partnership” (YouTube)
  
  Also available in:
  iTunes U
  
  Instructions: Please click on the link above, and watch the entire video lecture.  Viewing this lecture and pausing to take notes should take approximately 1 hour and 15 minutes.
  
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

  See a broken link? Please let us know!

• 8.1.1 Reading: Library of Congress: “Evolution of the Conservation Movement in America, 1850-1920”

  Link: Library of Congress “Evolution of the Conservation Movement in America, 1850-1920” (HTML)
  
  Instructions: Please read the overview, and then click on each of the following subheadings: “History,” “Critical Thinking,” “Arts & Humanities.”  Read each entry in its entirety.  Under “Critical Thinking,” make sure to read the five subsections: “Chronological Thinking,” “Historical Comprehension,” “Historical Analysis and Interpretation,” “Historical Research,” and “Historical Issues Analysis.”  Under “Arts & Humanities,” make sure to read the three subsections: “Descriptive Writing,” “Persuasive Argument,” and “Journal Writing.”
  
  Studying this material should take approximately 45 minutes.
  
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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• 8.1.2 Reading: National Geographic: Alex Chadwick’s “Radio Expeditions, Yellowstone Fires”

  Link: National Geographic: Alex Chadwick’s “Radio Expeditions, Yellowstone Fires” (RealAudio)
  
  Instructions: Please click on the link above, and then listen to both parts of the radio broadcast by clicking on “Part 1” and “Part 2.”  You may also click on the links on this webpage to download the transcript of each video.  Click on “The Story behind the Story,” and read the “Post-Expedition Interview” conducted by Michael Heasley.  The Yellowstone Park fire of 1988 changed a lot of minds about whether human interference in conserving wild lands should include fire suppression.  The presence of human habitation determines when foresters allow fires to burn and when they fight them.  In the last 100 years, conservationists are seeing the results of their policies, and whether conservation policies have done more harm than good is unclear.
  
  Listening to the broadcasts and reading the interview should take approximately 30 minutes.
  
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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• 8.1.2 Reading: Pushback.com: Dr. Bill Wattenburg’s “Re-examine ‘Let It Burn’”

  Link: Pushback.com: Dr. Bill Wattenburg’s “Re-examine ‘Let It Burn’” (HTML)
  
  Instructions: Please read linked article.  Dr. Bill Wattenburg’s response to the idea of letting forest fires burn is highly opinionated with a strong ideological bias, but it does indicate the depth of the controversy and the strong feelings engendered by official fire policies.
  
  Studying this material should take approximately 30 minutes.
  
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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• 8.2.1 Reading: National Humanities Center: Max Oelschlaeger’s “The Roots of Preservation: Emerson, Thoreau, and the Hudson River School”

  Link: National Humanities Center: Max Oelschlaeger’s “The Roots of Preservation: Emerson, Thoreau, and the Hudson River School” (HTML)
  
  Instructions: Please click on the link above, and read the essay in its entirety.
  
  Studying this material should take approximately 45 minutes.
  
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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• 8.2.2 Reading: U.S. Department of Agriculture: Douglas Helms’ “Conserving the Plains: the Soil Conservation Service in the Great Plains”

  Link: U.S. Department of Agriculture: Douglas Helms’ “Conserving the Plains: the Soil Conservation Service in the Great Plains” (HTML)
  
  Instructions: Please click on the link above, and read the entire essay.  In this reprint from the journal Agricultural History, Douglas Helms discusses the idea of federal action to conserve topsoil and prevent soil erosion.  Although most date the modern environmental movement to Rachel Carson’s 1962 Silent Spring (discussed in sub-subunit 8.2.3), educating farmers in sustainable farming techniques was an early step in changing how people thought about stewardship of the land.
  
  Studying this material should take approximately 30 minutes.
  
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• 8.2.3 Reading: University of Indiana: Professor Randall Baker’s “Rachel Carson’s Silent Spring and the Beginning of the Environmental Movement in the United States”

  Link: University of Indiana: Professor Randall Baker’s “Rachel Carson’s Silent Spring and the Beginning of the Environmental Movement in the United States” (HTML)
  
  Instructions: Please click on the link above, and read the entire webpage.  In this essay, author Randall Baker discusses the social and political impact of environmentalist Rachel Carson’s 1962 book Silent Spring.  Carson had warned that indiscriminate use of chemical pesticides for farming and other purposes would endanger entire ecosystems and threaten human health.  Baker notes that the American chemical industry strongly objected to Carson’s arguments, but grassroots efforts by concerned citizens as a result of her book’s publication eventually led to national regulation of pesticides and other hazardous chemicals by the early 1970s.
  
  Studying this article should take approximately 45 minutes.
  
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• 8.2.4 Reading: iTunes U: Stanford University: Global Climate and Energy Project: Thomas Friedman’s “New Thoughts on a Hot, Flat, and Crowded World”

  Link: iTunes U: Stanford University: Global Climate and Energy Project: Thomas Friedman’s “New Thoughts on a Hot, Flat, and Crowded World” (iTunes)
  
  Instructions: Please click on the link above, scroll down to the lecture titled “New Thoughts on a Hot, Flat, and Crowded World,” and click on “View in iTunes” to download the video lecture.  Please watch the entire video lecture.
  
  Viewing this lecture and pausing to take notes should take approximately 1 hour and 30 minutes.
  
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• 8.3.1 Reading: U.S. Central Intelligence Agency’s World Factbook: “Appendix C: Selected International Environmental Agreements”

  Link: U.S. Central Intelligence Agency’s World Factbook: “Appendix C: Selected International Environmental Agreements” (HTML)
  
  Instructions: Please click on the link above, and read the entire webpage, noting especially the subject of each agreement and which countries have signed and/ or ratified each agreement.
  
  You should dedicate approximately 30 minutes to exploring this resource.
  
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• 8.3.2 Reading: Greenspirit: Dr. Patrick Moore’s “Mining and the Environment”

  Link: Greenspirit: Dr. Patrick Moore’s “Mining and the Environment” (HTML)
  
  Instructions: Please click on the link above, and read the entire webpage.  Dr. Patrick Moore, a co-founder of Greenpeace who has recently been named an enemy of the environment, writes about pragmatic solutions to environmental challenges and exposes the fallacies behind environmental extremism.
  
  Studying this material should take approximately 1 hour.
  
  Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.

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• 8.3.2 Reading: Discover Magazine: Rachel Cernansky’s “9 of Humanity’s Greatest Environmental Successes” and “Man’s Greatest Crimes against the Earth, in Pictures”

  Link: Discover Magazine: Rachel Cernansky’s “9 of Humanity’s Greatest Environmental Successes” (HTML) and “Man’s Greatest Crimes against the Earth, in Pictures” (HTML)
  
  Instructions: Please view each slide on both webpages, and read the accompanying text.  Click on the white arrows to advance or repeat the slides.  Please also click on any embedded hyperlinks to learn more about each issue.
  
  Studying this resource should take approximately 15 minutes.
  
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• 8.3.4 Reading: Yale University’s Forum on Religion and Ecology: Mary Evelyn Tucker and John Grim’s “Overview of World Religions and Ecology”

  Link: Yale University’s Forum on Religion and Ecology: Mary Evelyn Tucker and John Grim’s “Overview of World Religions and Ecology” (HTML)
  
  Instructions: Please read the “Overview of World Religions and Ecology” introduction, and then click on each hyperlink at the left to read about each world religion.  The authors in this Yale Forum of Religion and Ecology put forth the position each religious tradition currently holds on ecological health and human interaction.
  
  You should dedicate approximately 2 hours to exploring this resource.
  
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• 8.4.1 Reading: YouTube: University of Washington Press: James Feldman’s “A Storied Wilderness: Rewilding the Apostle Islands”

  Link: YouTube: University of Washington Press: James Feldman’s “A Storied Wilderness: Rewilding The Apostle Islands” (YouTube)
  
  Instructions: Please click on the link above, and watch this video in its entirety (about 9 minutes).  The modern environmental sensibility has encouraged many projects intended to correct past degradation or prevent impact in the future.  Humans are part of their ecosystems.  The imprint left by humans cannot be avoided, and sometimes it cannot be erased.
  
  Viewing this video and pausing to take notes should take approximately 15 minutes.
  
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• 8.4.1 Reading: Bloomberg: Joshua Goodman’s “North Face Founder Saves, Fights Nature as Chile Volcano Erupts”

  Link: Bloomberg: Joshua Goodman’s “North Face Founder Saves, Fights Nature as Chile Volcano Erupts” (HTML)
  
  Instructions: Please click on the link above, and read the entire article.
  
  Reading this article should take approximately 15 minutes.
  
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• 8.4.2 Reading: Pew Center on Global Climate Change: “Climate 101 Series: Cap and Trade”

  Link: Pew Center on Global Climate Change: “Climate 101 Series: Cap and Trade” (PDF)
  
  Instructions: Please click on the title to download the PDF.  Please read the essay in its entirety.
  
  Studying this material should take approximately 30 minutes.
  
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• 8.4.2 Reading: YouTube: Ohio University: Ohioweb’s “Carbon Offsets”

  Link: YouTube: Ohio University: Ohioweb’s “Carbon Offsets” (YouTube)
  
  Instructions: Please click on the link above, and view the brief 4-minute video.  Trading in carbon offsets has become a growth industry for investors.  Essentially, industries and even individual companies can buy the right to pollute.  Carbon offsets were suggested in the 1980s as a way to lower the overall emission of greenhouse gases.  A company that is successful in limiting its own greenhouse gases can raise capital by trading with a company that has not been able to lower its emissions.  Even though one company is polluting too much, the fact that another company is not polluting very much can, if levels are maintained, reduce overall carbon emissions.  The idea is controversial; some environmentalists say no one should be able to buy the right to pollute and that all industries should lower their emissions.
  
  Viewing this lecture and pausing to take notes should take approximately 15 minutes.
  
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• 8.4.3 Reading: YouTube: Perspectives on Ocean Science: University of California, San Diego (UCTV): Charles Kennel’s “Science Solutions for a Planet in Peril: Global Earth Science and Sustainability”

  Link: YouTube: Perspectives on Ocean Science: University of California, San Diego (UCTV): Charles Kennel’s “Science Solutions for a Planet in Peril: Global Earth Science and Sustainability” (YouTube)
  
  Instructions: Please click on the link above, and watch the entire video lecture.
  
  Viewing this lecture and pausing to take notes should take approximately 1 hour and 15 minutes.
  
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• 8.4.4 Reading: YouTube: UCTV, University of California, Santa Barbara: Bill McKibbens’ “Beyond Understanding the Problem: Citizen Action for Global Warming Solutions”

  Link: YouTube: UCTV, University of California, Santa Barbara: Bill McKibbens’ “Beyond Understanding the Problem: Citizen Action for Global Warming Solutions” (YouTube)
  
  Instructions: Please click on the link above, and watch the entire video lecture.
  
  Viewing this lecture and pausing to take notes should take approximately 1 hour and 45 minutes.
  
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• 8.4.5.1 Reading: EPA’s “Environmental Justice Program and Civil Rights”

  Link: EPA’s “Environmental Justice Program and Civil Rights” (HTML)
  
  Instructions: Please click on the link above, and read the entire webpage.
  
  This reading should take approximately 15 minutes.
  
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• 8.4.5.2 Reading: University of California, Santa Cruz’s California Policy Research Center: Manuel Pastor, Jr.’s “Racial/Ethnic Inequality in Environmental-Hazard Exposure in Metropolitan Los Angeles”

  Link: University of California, Santa Cruz’s California Policy Research Center: Manuel Pastor, Jr.’s “Racial/Ethnic Inequality in Environmental-Hazard Exposure in Metropolitan Los Angeles” (HTML)
  
  Instructions: Please click on the link above, and scroll down to the section “Reports and Briefings.”  Then, click on the last entry “CPRC Full Report.”  Read the report in its entirety.  Try to understand how ethnicity and race play a role in the inequality of receiving environmental-hazard exposure.
  
  Studying this material should take approximately 1 hour and 30 minutes.
  
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