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HIS10500

Academic Year 2026/2027

Global Environmental History (HIS10500)

Subject:
History
College:
Arts & Humanities
School:
History
Level:
1 (Introductory)
Credits:
10
Module Coordinator:
Dr Armel Campagne
Trimester:
Autumn
Mode of Delivery:
On Campus
Internship Module:
No
How will I be graded?
Letter grades

Curricular information is subject to change.

Global environmental history, as the history of the relationship between human societies and their environment on a global scale, has been one of the most dynamic historical subfields since its creation in the 1970s. By exploring issues which had been marginal until then, like environmentalism, climate change, ecological imperialism and environmental inequalities, or by shedding new light to the history of capitalism, power, empires, natural resources, pollution, energy and conflicts, it has transformed our understanding of history. This module thus examines the history of human societies from the late Middle Ages to the present through a global environmental perspective.

This module on global environmental history is the spring trimester core for the Single Subject History pathway. It is taught as a weekly two-hour workshop, which combines short lectures with student-led discussion and presentations. Through the reading, presentation, and discussion of environmental history texts, as well as short introductory lectures, we will revisit the history of the modern world through the prism of the relations between human societies and their environment on a global scale.

About this Module

Learning Outcomes:

At the end of this module students should:
- Move away from traditional Eurocentric and Anthropocentric histories of the modern world.
- Demonstrate awareness of the ways in which human societies transformed and were shaped by
the environment at a global scale throughout the modern age.
- Understood the long term historical roots of the current environmental crisis and of
environmentalist thought.
- Develop a reflexivity about the past, present and future of the current environmental crisis.
- Acquire a capacity to read, summarize, contextualize, analyze critically, present and discuss texts
in global environmental history.
- Contribute in a meaningful way to class discussions by demonstrating critical engagement with
the weekly mandatory readings.

Indicative Module Content:

This module will address such topics as:
- The Anthropocene: the historical roots of the global environmental crisis
- How the West came to rule? A global environmental history of the early modern European expansion
- The Capitalocene: capitalism and the historical roots of global warming
- Global extractivism and carbon colonialism: the global exploitation of natural resources and fossil fuels
- The contamination of the earth: the historical roots of global pollution
- Energy transition? The history of energy in environmental perspective
- Anti-environmental politics and ideologies from productivism to climate denialism
- The history of climate and environmental awareness
- A global history of environmentalist thought and movements
- The Polemocene: environmental changes and socio-political struggles since 1750

UNESCO highlights a set of key competencies that support individuals in their development and support society in achieving the UN Sustainable Development Goals (SDGs). UCD has adapted these competencies and is combining them with others to form a general framework of learning competencies. This module will help you develop the competencies below to the levels specified. 
Learning Competency Additional Information Level

Collaboration

The ability to learn from others; to understand and respect the needs, perspectives and actions of others (empathy); to understand, relate to and be sensitive to others (empathic leadership); to deal with conflicts in a group; and to facilitate collaborative and participatory problem solving. Novice

Critical Thinking

The ability to question norms, practices and opinions; to reflect on one’s own values, perceptions and actions. Advanced Beginner

Systems Thinking

The ability to recognize and understand relationships; to analyse complex systems; to think of how systems are embedded within different domains and different scales; and to deal with uncertainty. Advanced Beginner

Self-awareness

The ability to reflect on one’s own role in the local community and (global) society; to continually evaluate and further motivate one’s actions; and to deal with one’s feelings and desires. Novice

Anticipatory

The ability to understand and evaluate multiple scenarios for the future – possible, probable and desirable; to create one’s own visions for the future; to apply the precautionary principle; to assess the consequences of actions; and to deal with risks and changes. Advanced Beginner

Digital Literacy and Judgement

The ability to access, evaluate, create and communicate information in digital environments; to engage critically, ethically and responsibly with digital technologies and digital information; to understand their opportunities, limitations, risks and impact on individual’s digital identities; and to exercise informed judgement in digital participation and decision-making. Novice

AI Literacy & Agency

The ability to understand, critically evaluate and responsibly engage with artificial intelligence; to recognise how AI systems are shaped by human values; to assess their ethical, social and environmental implications; and to exercise human judgement, agency and accountability in AI-related contexts. Novice

The United Nations identified seventeen Sustainable Development Goals (SDGs) as core to the 2030 Agenda for Sustainable Development, and UCD contributes in general to SDG 4 Quality Education. Further SDGs explored within this module if relevant are listed below. A scale of 1 - 5 indicates the extent to which the SDG is covered.


 

Student Effort Hours:
Student Effort Type Hours
Specified Learning Activities

120

Autonomous Student Learning

120

Seminar (or Webinar)

22

Total

262


Approaches to Teaching and Learning:
This is a small-group, seminar-based module, taught through a two-hour weekly seminar. The seminar is focused on individual and collective active/task-based learning by means of oral presentations, small-group and class discussions, and critical analytical commentary writing. Reading, analytical and communication skills are developed through small-group and class discussions of the mandatory reading, collaborative research and presentation skills through group presentations, and individual research and writing skills through critical analytical commentaries.

Generative AI may be permitted for certain assignments in this module, subject to the instructions of the module coordinator and in accordance with the Academic Integrity Policy. The Module Coordinator will provide further information during the module.

A proportion of written assignments in each module in the School of History are subject to moderation, meaning they undergo a second layer of review by another grader. This can include oral moderation meetings where the student is invited in for a short meeting with the module coordinator to discuss the assignment. Moderation contributes to better informed marking.

Requirements, Exclusions and Recommendations

Not applicable to this module.


Module Requisites and Incompatibles
Not applicable to this module.
 

Assessment Strategy
Description Timing Component Scale Must Pass Component % of Final Grade In Module Component Repeat Offered
Assignment(Including Essay): Students will submit their essay (topic to be provided by the module coordinator) in a written (1500 words) or video recorded (20 minutes) format, to be submitted on Brightspace Week 14 Graded No
50
No
Participation in Learning Activities: Students will present their work in progress essays (topic to be provided by the module coordinator) in class Week 11 Graded No
30
No
Participation in Learning Activities: Contribution to the class discussion, and notably the small-group and class discussion of the mandatory reading. Week 11 Graded No
20
No

Carry forward of passed components
No
 

Resit In Terminal Exam
Spring No
Please see Student Jargon Buster for more information about remediation types and timing. 

Feedback Strategy/Strategies

• Feedback individually to students, post-assessment
• Group/class feedback, post-assessment

How will my Feedback be Delivered?

Feedback on the presentations is given in class and via Brightspace. Feedback on the essay assignment is given via Brightspace. Informal feedback on class contributions is given on a rolling basis during the seminar.

Timetabling information is displayed only for guidance purposes, relates to the current Academic Year only and is subject to change.
Autumn Seminar Offering 1 Week(s) - 1, 2, 3, 4, 5, 6, 7, 9, 10, 11, 12 Mon 16:00 - 17:50