Zarger, Rebecca K

Scholar Commons - University of South Florida

ANT 4403 Environmental Anthropology

USFSP Digital Archive

Scholar Commons | University of South Florida Research

University of South Florida
Scholar Commons
Service-Learning Syllabi Office of Community Engagement and Partnerships
Fall 2015
ANT 4403 Environmental Anthropology
Rebecca K. Zarger
University of South Florida, rzarger@usf.edu
Follow this and additional works at: http://scholarcommons.usf.edu/ocep_sls
Part of the Other Anthropology Commons
This Article is brought to you for free and open access by the Office of Community Engagement and Partnerships at Scholar Commons. It has been
accepted for inclusion in Service-Learning Syllabi by an authorized administrator of Scholar Commons. For more information, please contact
scholarcommons@usf.edu.
Scholar Commons Citation
Zarger, Rebecca K., "ANT 4403 Environmental Anthropology" (2015). Service-Learning Syllabi. 3.
http://scholarcommons.usf.edu/ocep_sls/3
En vi ron m en t a l 
An t h ro p o lo gy 
ANT 4 4 0 3 
 
Fall 2015 
EDU 150 
Tues./Thurs. 11am-12:15pm 
 
Instructor: Dr. Rebecca Zarger 
Office: SOC 156C (first floor of Social Sciences building, across from 
sliding glass doors) 
Email:  rzarger@usf.edu 
Office Hours: Thursdays 12:30-2 pm and by appointment 
 
Graduate Teaching Assistant: Alexandra DeLaricheliere 
Office: SOC 32 (basement of Social Sciences building) 
Email:  alexandradel@mail.usf.edu 
Office Hours: Tuesdays 4-6 pm 
 
Course Description 
Environmental anthropology, the study of human-environment relationships, is concerned with how we 
perceive, interact with, and invest meanings in, the biophysical world around us. This course allows 
students to explore the sub-field of environmental anthropology and examine timely topical concerns 
with which scholars and practitioners are currently engaged. Students in this course gain a broad 
understanding of the role of anthropology in conceptualizing human-environment relations and learn 
how anthropologists work with researchers and practitioners in a variety of disciplines to address key 
environmental challenges that face us today. You will have the opportunity to engage in service 
learning research throughout the semester with a community partner, which will serve as your “field 
site” for the semester. 
 
Course Learning Outcomes 
Through papers, readings, service learning projects, and discussions, students will critically engage 
anthropological approaches to topics such as biodiversity conservation, historical ecology, climate change, 
water scarcity, environmental justice and health, indigenous knowledge and resource rights, food 
sovereignty, and environmental movements. On completion of this course students will be able to: 
 
• Describe how humans experience, value, and shape the living world. 
• Explain how “nature” is culturally constructed by different actors, social groups, and across time 
and space. 
• Outline the evidence exists that our biophysical environments are actually cultural landscapes, 
transformed over time by generations. 
• Analyze how “globalization” is continuing to redefine local and global ecologies today. 
• Explore how anthropologists study and critique environmental injustices. 
• Describe how environmental conflicts can be better understood with the tools of anthropology. 
• Use problem solving to understand how anthropologists work in interdisciplinary settings with 
communities, policy makers, activists, and professionals to address pressing environmental 
problems. 
• Identify what anthropologists can do to improve human well-being and environmental 
sustainability. 
Required Texts 
Environmental Anthropology: From Pigs to Policies by Patricia K. Townsend. 2009, second edition. Waveland 
Press. 
 
Picking Up: On the Streets and Behind the Trucks with the Sanitation Workers of New York City by Robin Nagle. 
2013. Farrar, Straus and Giroux. ISBN-13: 978-0-374-53427-1 (paperback edition). Also available as an e- 
book. 
 
*All other required readings are available through the course site on Canvas that can be accessed at 
my.usf.edu. 
 
How to get the most out of this course: 
You will participate in a variety of activities throughout this course that will determine your grade 
including exams, written assignments, in-class discussions and service learning projects. In order to do 
well in this course, you should focus on understanding key concepts, knowing specific case examples, and 
applying that information using critical thinking. The best way to accomplish this is: come to class, do 
the readings and assignments beforehand, and be engaged! You’ll have many opportunities to share 
your views and experiences and speaking up in class is critical to your success. Don’t hesitate to get in 
touch with the instructor or your graduate teaching assistant if you have questions. 
 
Grading 
Final grades will be calculated as follows: 
Exam One 20 points 
Exam Two 20 points 
Book Response Paper 5 points 
Final Project Presentation (includes peer evaluation) 10 points 
Participation--In Class 15 points 
Participation--Service Learning 10 points 
Service Learning Assignments  20 points 
Total 100 points 
 
Final grades are assigned based on the following scale: A = 93-100, A- = 90-92, B+ = 88-89, B = 83-87, 
B- = 80-82, C+ = 78-79, C = 73-77, C- = 70-72, D+ = 68-69, D = 63-67, D- = 60-62, F = <60.  Please 
note that S/U contracts must be signed no later than one week after the last day to add classes. An A, B, 
or C is considered an “S” grade, while a D or F is considered a “U” grade.  Anthropology majors may not 
take the course on an S/U basis. 
 
Exams 
You will have two exams this semester. Exams emphasize critical thinking and writing skills and are a way 
to evaluate your knowledge of the material. Any material from the course (lecture notes, class discussions 
and activities, films, guest speakers, online readings, books, etc.) may appear on an exam. 
 
Book Response Paper 
You are required to write and submit a response to specific questions on the required text, Picking Up by 
Robin Nagle. 
 
Service Learning Assignments 
In order to complete each assignment you will assist a minimum of 15 hours on-site at the 
community partner. Attendance will be recorded at the site. There are four writing assignments that will 
be completed related to your service learning projects. These are hands-on “field research” assignments 
that allow you to apply material discussed in class to your experiences with the community partner. These 
assignments will be compiled at the end of the term and presented to the class and community partners. 
Turning in Assignments 
Detailed descriptions of each assignment will be available on Canvas and discussed in class prior to the 
due date. Assignments will be submitted electronically through the Turn it In system in Canvas. Please 
do not email assignments directly to the Instructor or Graduate Assistant. Late assignments will not be 
accepted. You should submit your papers in Microsoft Word .doc format (or Google doc) to make 
sure it is compatible with Canvas. 
 
Participation and Attendance In Class 
You are expected to come to each class meeting and be ready to learn and interact with other students and 
the instructor! It is extremely difficult to do well in this course if you continually miss classes. Participation 
is a large portion of your grade, so you cannot make an A in the course if you frequently miss class or fail to complete service 
learning hours. Your participation grade is determined by your contribution to class discussions and your 
grades for short in-class assignments, including individual and group work based on assigned readings. 
The activities will be completed either at the beginning, middle, or end of class meetings throughout the 
term. They may consist of multiple choice questions, discussion questions, or group work. We will also 
watch several films throughout the semester. You will be asked to turn in your notes and/or handouts 
after viewing the film. 
 
Course Policies 
All assignments, quizzes, and exams cannot be made up without documentation of a medical or 
disability-related condition, religious observance, or a university-sponsored athletic event.  Students who 
anticipate the necessity of being absent from class due to the observation of a major religious observance 
must provide notice of the date(s) to the instructor, in writing, by the second class meeting. 
 
Academic Honesty Policy 
Penalties for academic dishonesty (including cheating and plagiarism) may include: assignment of an “F” 
or a numerical value of zero on the assignment, quiz, exam, etc.; assignment of an “F” or an “FF” grade 
(the latter indicating academic dishonesty) in the course; and/or suspension or expulsion from the 
University.  Please consult the Undergraduate Catalog for further definitions and examples of such 
offenses. The University of South Florida has an account with an automated plagiarism detection service 
that allows instructors and students to submit student assignments to be checked for plagiarism.  The 
instructor reserves the right to: 1) request that assignments be submitted as electronic files; 2) 
electronically submit assignments to Turn it in, 3) ask students to submit their assignments to Turn it in 
through myUSF.  Assignments are compared automatically with a database of journal articles, web 
articles, and previously submitted papers.  The instructor receives a report showing exactly how a 
student’s paper was plagiarized. 
 
Respectful behavior in the classroom is required 
• Respect your professor and fellow classmates when they are asking questions or speaking to the 
class. Be open to others with different experiences and opinions, as well as to the cultures and 
lifeways we are studying. 
 
• Be prompt for class meetings and do not interrupt the class by leaving unless it is an emergency. 
 
• Laptops, iPads, and similar devices are not permitted in the classroom except with a 
Memorandum of Accommodations from the Office of Student Disability Services. 
 
• Turn off your cell phones and put them away before coming to class. Phone use will not be 
tolerated in class (see above). Please follow common academic courtesy during class meetings 
at all times. Respect your peers, your instructors, and your own time by refraining from 
disruptive behaviors such as instant messaging, texting, listening to music/using headphones, 
reading newspapers, etc. These are not appropriate in class and distract you and other 
students from creating a positive learning environment. These behaviors will not be tolerated 
and if you engage in disruptive behavior your participation grade will be a zero for that 
day. If you disrupt the class you will be asked to leave. 
Students in need of academic accommodations for a disability may consult with the Office of 
Students with Disabilities Services to arrange appropriate accommodations. Students are required to give 
reasonable notice prior to requesting an accommodation. If accommodations are needed, a letter from 
the Office of Academic Support and Accommodations for Students with Disabilities (SVC1133) will be 
required (available after the drop/add period).  Please inform me if there is a need for an alternate format 
for documents or a note-taker. Course notes and recordings ar e no t permitted for sale. No audio or 
video recordings will be allowed without prior written consent of the instructor. 
COURSE SCHEDULE OVERVIEW 
**Details and links for each assignment, quiz, and exam are available on Canvas. All readings and 
assignments should be completed before you come to class on the day they are assigned (by 11am). This 
schedule is subject to change as necessary by the instructor.** 
 
Week Day Date Topic 
1 T 8/25 Introduction to the course 
 R 8/27 Welcome to the “anthropocene” 
2 T 9/1 PART I: HISTORY AND CORE CONCEPTS 
Nature, culture, and “wilderness” 
 R 9/3 Cultural ecology and human behavioral ecology: we are what we eat? 
3 T 9/8 Ecosystems and complexity: everything is connected 
 R 9/10 Complex human adaptive systems: Rice irrigation in Bali 
4 T 9/15 Historical ecology: recall of the wild? 
 R 9/17 Historical ecology in Amazonia and beyond 
5 T 9/22 KEY ISSUE: What’s for dinner? Food, agriculture and consumption 
 R 9/24 Food systems/Anthropology of waste and consumption 
6 T 9/29 Anthropology of waste and consumption 
 R 10/1 PART II: KNOWING “NATURE” 
Knowing the environment: an ecology of life 
7 T 10/6 Environmental knowledge and practice: ethnoecologies 
 R 10/8 Learning the environment in situ: Q’eqchi childhoods and heritage 
8 T 10/13 EXAM ONE 
 R 10/15 Politics of environmental knowledge: indigeneity and rights 
9 T 10/20 Multi-species ethnography: studying relations between species 
 R 10/22 Environmental relations in the Everglades: “Swamplife” 
10 T 10/27 PART III: POLITICS OF NATURE & KEY DEBATES 
Political ecology and politics of nature 
 R 10/29 KEY ISSUE: People and parks: conservation and enclosures 
11 T 11/3 Globalization of conservation 
 R 11/5 KEY ISSUE: Water and culture 
12 T 11/10 Environmental justice: rights to resources and wellness 
 R 11/12 KEY ISSUE: Climate change and anthropology 
13 T 11/17 Seeing beyond sea level rise: Climate change in Tampa Bay 
 R 11/19 Future of climate change in anthropology 
14 T 11/24 EXAM TWO 
 R 11/26 THANKSGIVING NO CLASS 
15 T 12/1 Reflections on an engaged environmental anthropology 
 R 12/3 Service learning project analysis and reflection 
16 T 12/8 10am-12pm (Exam Period)  Service Learning Project Presentations 
DETAILED COURSE SCHEDULE 
 
Week Day Date Topic Required Readings 
& Assignments 
Notes 
1 T 8/25 Introduction to the course   
 R 8/27 Welcome to the “anthropocene” -EA Ch 1 & 2 
-Anthropocene links 
 
2 T 9/1 PART I: HISTORY AND 
CORE CONCEPTS 
Nature, culture, and 
“wilderness” 
-Cronon, “The trouble with 
wilderness” 
-People and Nature 
chapter 1 
 
 R 9/3 Cultural ecology and human 
behavioral ecology: we are what 
we eat? 
-Steward, “The Concept 
and Method of Cultural 
Ecology” 
 
3 T 9/8 Ecosystems and complexity: 
everything is connected 
-EA Ch 4 & Ch 6 
-Rappaport, “Ritual 
regulation” 
 
 R 9/10 Complex human adaptive 
systems: Rice irrigation in 
Bali 
-Geertz “The Wet and 
the Dry” (excerpt) 
-Lansing “Balinese Water 
Temples” 
 
4 T 9/15 Historical ecology: recall 
of the wild? SERVICE 
LEARNING 
PROJECTS START 
-Kolbert "Recall of 
the Wild?" 
-EA Ch 5 
 
 R 9/17 Historical ecology in 
Amazonia and beyond 
-Heckenberger 
“Amazonia 1492” 
 
5 T 9/22 KEY ISSUE: What’s for 
dinner? Food, agriculture and 
consumption 
-EA Ch 13 
-Wilk “Consuming ourselves” 
 
 R 9/24 Local food systems / 
Anthropology of waste 
-Picking Up Prelude, Parts 
One, Two, & Three (Chapters 
1-10) 
 
6 T 9/29 Anthropology of waste -Picking Up Parts Four & Five 
(Chapters 11-19, postlude) 
Group Draft Service 
Learning Plan Due 
 
 R 10/1 PART II: KNOWING 
“NATURE” 
Knowing the environment: 
an ecology of life 
-Ingold, “Steps to an 
ecology of life” 
-EA Ch 3 
 
7 T 10/6 Environmental knowledge and 
practice: ethnoecologies 
-Nazarea, “Ethnoecology 
as Situated Knowledge” 
-Berkes, “Context of 
TEK”, “Cree Worldview” 
Group Revised Service 
Learning Plan Due 
 
 R 10/8 environmental knowledge 
exam review 
Book Response Paper 
on P i c k i n g U p Due 10/9 5pm 
 
8 T 10/13 EXAM ONE In class  
 R 10/15 Learning the environment in situ: 
Q’eqchi childhoods and heritage 
-Zarger, “Learning 
Ethnobiology” 
-Baines and Zarger, 
 
     “Circles of Value” 
Tree People Film 
  
9 T 10/20 Politics of environmental 
knowledge: 
indigeneity and rights 
-EA Ch 7 
-**optional-Berkes, “Toward a 
of Mind and Nature” 
 
 R 10/22 Multi-species ethnography: 
studying relations between 
species 
-Raffles, selections from 
Insectopedia 
-Related weblinks 
Paper One Due 
  
10 T 10/27 PART III: POLITICS OF 
NATURE & KEY DEBATES 
Environmental relations between 
species in the Everglades 
 
Politics of nature 
- Ogden, Chapters 1 & 3 in 
Swamplife 
-EA Ch 12 
-**optional-Robbins, 
“What is political 
ecology: the hatchet and the 
seed” 
-**optional-Robbins, Ch. 11 
  
 R 10/29 KEY ISSUE: People and parks: 
conservation and enclosures 
-Igoe, “Fortress 
Conservation” 
 
11 T 11/3 Globalization of conservation -West, “Environmental 
Conservation and Social life 
in Papua New Guinea” 
-Chapin, “Challenge to 
conservationists” 
Paper Two Due 
 
 R 11/5 KEY ISSUE: Water and 
culture 
Johnston, “Water and 
Cultural Diversity” 
 
12 T 11/10 Environmental justice: 
rights to resources and 
wellness 
-EA Ch 9, Ch 11 
-Checker, “But I know 
it’s true” 
 
 R 11/12 KEY ISSUE: Climate change 
and anthropology 
-EA Ch 8 
-Crate, “Climate Change 
and Anthropology” 
 
13 T 11/17 Seeing beyond sea level rise: 
Climate change in Tampa Bay 
-Norgaard, “We Don’t Really 
Want to Know” 
-“Tampa Bay vulnerability and 
resilience” 
Paper Three Due 
 
 R 11/19 Future of climate change in 
anthropology 
Rudiak-Gould “Climate 
Perception Studies” 
 
14 T 11/24 EXAM TWO   
 R 11/26 THANKSGIVING NO CLASS  
15 T 12/1 Engaged environmental 
anthropology 
-Rappaport, “The 
anthropology of trouble” 
 
 R 12/3 Service learning project 
analysis and reflection 
Paper Four Due  
16 T 12/8 GROUP PROJECT 
PRESENTATIONS AND 
FINAL REPORTS 
10am-12pm (Exam Period)  
 


English

https://scholarcommons.usf.edu/cgi/viewcontent.cgi?article=1003&amp;context=ocep_sls

ANT 4403 Environmental Anthropology

Abstract

Similar works

Full text

Available Versions

Scholar Commons - University of South Florida

USFSP Digital Archive

Scholar Commons | University of South Florida Research