It’s a new school year – new lunchbox, new pencils, new syllabi!
Like last year, if you’ve got new classes in or involving environmental history, we’d like to hear from you. It’s a great way of sharing ideas – for material, topics, activities, and readings – and seeing how the field is taught differently across the continent.
If you would be willing to archive a copy of your syllabus on our Teaching Materials page, please get in touch via the website or in the comments below.
And if you’d like to write a short post about your class for The Otter, or an issue you’ve encountered in teaching environmental history, or a great set of resources, please let us know.
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Professor of History at Bucknell University in Pennsylvania, where I revel in Canadiana and environmental history. Also a lover of exploring, maps, Jane of Lantern Hill, and Scandinavia.
Latest posts by Claire Campbell (see all)
- Regional Plenaries at the 4th World Congress of Environmental History - May 9, 2024
- Made Ground: Urban Waterfronts as Anthropocene Relicts - April 26, 2024
- Call for Papers: Northeast and Atlantic Canada Environmental History (NEAR-EH) Workshop - February 29, 2024
- Cross-Country Check-Up on Climate Change - April 18, 2023
- Online Event – Eighteenth-Century Environmental Humanities - April 6, 2023
- CFP: Energy & the Environment, Association for Canadian Studies in the United States (ACSUS) - January 18, 2023
- Call for Papers – Backyard Natures: An Exploration of Local Environments in the Northeast - January 10, 2023
- The Thank-You Tree - December 20, 2022
- Stuff Stories: The Confederation Trail - July 18, 2022
- Summer Institute: Non/Humanity - April 1, 2022
An idea for a course or set of courses: what if we crowd-sourced a digital annotation of Thomas Berger’s _Northern Frontier, Northern Homeland_, which is due to celebrate its 40th anniversary in 2017? The annotations could be generated as a class project, and the scope of that project could vary on a class-by-class basis. Some graduate level classes could do more text/ more in-depth annotations, undergraduate classes focused on the north could do more than survey classes, and so on. There may be even be regionally-specific annotations or the possibility to bring in material from the technical and community hearings. It may be a fun way to remember the importance of Berger’s Inquiry and the resulting book as a public process of engagement and evaluation.