This was the time period when science, math, and reason all began to emerge from the shadow of mysticism and superstition. It was during this period that the great thinkers who would inspire the industrial revolution began making themselves known. These are names that are often mentioned during lectures on math and astronomy, but most people think they were isolated in a period of scientific darkness.
Department of History, University of Oregon Class: Simultaneously, that landscape, natural and colonial, profoundly affected postcolonial United States.
This course examines the complex dialogue-material and discursive-between nature and culture in the United States during the 19th century. It will focus on the complicated links between material circumstances, mentality, ideology, and power, which affected the physical context of the American environment and the changing experience of American life.
And that context and experience changed dramatically, as the 19th century saw the continental expansion of the United States, a transportation revolution, the advent of a national market economy, industrialization, astonishing population growth and urbanization, and the emergence of unprecedented environmental problems, including exhaustion of natural resources and deterioration of quality of life in American cities.
Readings, lectures, and discussions will consider the following topics: Native American cultures and ecology in the age of western expansion; American slavery and its landscape of exploitation; white Americans' confrontations with the western landscape and the ideas of "nature," "wilderness," "frontier," and "progress"; American agriculture, industry, and urbanization, and vital links between the city and countryside; recognition of and early responses to the problems of urban pollution; cultural and scientific trends and their relation to the exploitation, appreciation, conservation, or preservation of the American landscape.
Format and Requirements This course will combine lecture with discussion, often weaving the two together to make class sessions interactive.
Lectures will generally build upon, not simply recapitulate, readings. Students are responsible for completing reading and written assignments by the time indicated on the syllabus. These assignments will often provide the basis for class activity; students are expected to attend all class meetings and participate actively.
Except in extraordinary circumstances, no work will be accepted late. Students must complete all assignments in order to pass the course. Grades will be assigned according to students' performance on the following: There will be no exams. Academic integrity is important. I will hold all students to the UO "Standards of Conduct.
Required Books Carolyn Merchant, ed. Theodore Steinberg, Nature Incorporated: University of Massachusetts Press, . Henry David Thoreau, Walden William Cronon, Nature's Metropolis: Chicago and the Great West New York: These books are available at Mother Kali's Books, East 13th Avenuetwo blocks from campus.
Additional primary source readings will be available on the web. Early National Landscape What do we mean when we speak of the "American environment"?
Does it have a history? This unit will begin with these basic questions and investigate the early national period, when the United States was being invented, not just politically but spatially and materially.
What was the environmental impact of the American Revolution and Independence? How did Americans shape their natural environment in accordance with their political, social, and economic dreams?
How did that environment offer opportunities and constraints? Week 1 January 8 Tu --Introduction; What is environmental history? Why the 19th century? January 10 Th --the Early National American landscape.
Major Problems,; Virginia D. Anderson, "King Philip's Herds": Late colonial and early national America was understood to be a land of opportunity. Who generally was able to realize that opportunity?
How was that economic opportunity based in America's natural environment? Draw on the assigned reading in Major Problems, and write a short essay no more than words-about two typed, double-spaced pages that assesses how the American environment contributed to economic opportunity for some perhaps at the expense of others.
Due in class Thursday, January Analyze your sources and make and support a particular point in response to the question; do not expect to be comprehensive-you have only two pages. January 17 Th --An Agrarian Republic?Comparing 17th and 19th Century Science.
Essay by Chinaman15, College, Undergraduate, A, March download word file, 7 pages, Downloaded times. Keywords God, Education, Belief, Religion, centuries.
0 Like 0 Tweet. The belief in science is .
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Trial Pamphlets Collection (contemporary accounts of 17thth century US trials; at Cornell) Portable Reader Editions Feedbooks (thousands of public domain titles in EPub, Mobi, Kindle, and other formats). HIST – Later Modern Europe, Assessment Task One Research Essay The rise and subsequent take-over of power in Germany by Hitler and the Nazi Party in the early s was the culmination and continuation not of Enlightenment thought from the 18th and 19th century but the logical conclusion of unstable and cultural conditions that pre-existed in Germany.
As Vanneste explains, Dormer’s papers reveal a network of correspondence which crosses national boundaries, religious affiliations, family ties, and gender.
The author makes a plea for a global comparison, and provides future researchers with a model for analysis 18thth Century; Europe; Share. About Us.