HIS33170

Learning Outcomes:

This module will address such topics as:
- The Anthropocene in historical perspective
- An environmental history of world-systems and capitalism
- Divergence(s), ecological imperialism and collapse(s)
- “Natural resources”: a history of appropriation and commodification
- Pollutions, risks and regulations
- Energy transition(s): the history of energy in debate
- Wars in nature and on nature, the climate of rebellions and revolutions: an environmental history
of conflicts
- Chaos in the heavens and the happy apocalypse: a history of climate and environmental
awareness
- Conservation, preservation and wilderness: state environmentalism, (neo)colonial
environmentalism, grassroots environmentalism
- Environmental inequalities and environmental justice movements

Indicative Module Content:

At the end of this module students should:
- Have developed a working knowledge of the key themes, approaches and debates in
environmental history.
- Be able to read, summarize, contextualize, analyze critically, present and discus sources and
especially archives relevant to environmental history with adequate methodologies.
- Contribute in a meaningful way to class discussions by demonstrating critical engagement with
the weekly mandatory readings.
- Have acquired a specialized knowledge of a particular topic in environmental history.
- Write scholarly essays to the standard of a Level 3 student of history.

Student Effort Hours:

Approaches to Teaching and Learning:

This module combines a one-hour lecture with a two-hour seminar. The lectures will provide an overview of the major themes, approaches and debates in environmental history, whilst the seminars will revolve around three learning moments, corresponding to three assessment types:

1) class discussions of the weekly readings,
2) group presentations on assigned topics related to the weekly theme and using suggested primary and secondary sources, and
3) supervised small group discussion between students around research essay project gain insights from peer and myself.

This assessment strategy, mobilizing “collective” and “oral” skills on the one hand and “individual” and “writing” skills on the other, is equitable to diverse learning communities and allows for the development of a varied set of skills.

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.

Requirements, Exclusions and Recommendations

Not applicable to this module.

Module Requisites and Incompatibles

Not applicable to this module.
 

Assessment Strategy

 

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 and essay assignment is given in one-to-one meetings and via Brightspace. Informal feedback on class contributions will be 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.