Anthropology 550 – Current Trends in Anthropology – Fall 2020
University of Tennessee, Knoxville
Course Section: ANTH 550-001
Meeting Time and Place:
Wednesday 4:45-6:45 pm
Fully Online Via Zoom
Course Credit Hours: 1 or 2 credit hours
Faculty Contact Information
Dr. David G. Anderson is the instructor for this course.
Office location: Strong Hall 411
Office hours: By appointment (typically via Zoom)
Office phone: 974-2960
Email: dander19@utk.edu
Class Description and Purpose
This is a seminar course designed to introduce the student to scholarly speakers from around the world and is centered upon a broad thematic platform. This year the theme is “Climate Change and Human Response.” There will be a wide range of speakers, and all talks will be recorded and accessible to those in both the undergraduate and graduate sections. Feel free to watch any that you wish, either live, or access the recording.
The twenty-first century will witness social and environmental changes unique in our species’ history. The interrelated factors of human demographic change (i.e., population growth, leveling, and declines), climate change, environmental degradation, and conflicts over resources or ideology will, unless confronted, likely result in warfare, genocide, ecosystem collapse, and the displacement, marginalization, and repression of people in numbers unprecedented in human history. We are currently in the midst of a pandemic that foreshadows the kind of stresses that will likely occur, and that has already offered important lessons about climate change, and human responses to crises, which will be among the areas explored. How will Anthropology, and people in general, from families and communities to our global civilization, respond to these challenges in the years to come? This class is about identifying these challenges and offering solutions; that is, we should seek not merely to survive and endure, but to effect positive change, and prevail. Anthropologists have important roles to play in addressing these challenges, and will be needed more than at any prior time in our discipline’s history.
The class will be organized around a series of lectures by distinguished scholars, coupled with discussion and exploration, to examine the extent of the challenges and, even more importantly, how we as individuals, citizens, and scholars can deal with them. Anthropology offers a perspective unique among the social sciences in exploring these issues, because it deals with broad sweeps of time and space, as well as a more focused and holistic examination of change within specific societies and groups of people. The goal of the course is to show how anthropology, as well as other disciplines, is examining these subjects, and developing and implementing solutions. Indeed, these issues will profoundly shape the directions anthropology takes in the years to come.
We are living in an era of extremely rapid change in climate and biota—in rainfall patterns, sea level stands, and incidence of extreme weather events—that is dramatic even by historical and geological scales. These changes are impinging more and more on everyone’s awareness, and not just on those living in particularly vulnerable or protected areas. People are deeply invested in their communities and landscapes, including the locations and kinds of plant and animal communities, settlements, burial areas, and monuments. Relocating or adapting in place in the face of change, seemingly obvious solutions, are actually highly complex and nuanced activities requiring appreciable effort to identify, understand, and plan for effectively. Theoretical and analytical perspectives encompassing multiple spatial, temporal, and theoretical approaches, and encompassing all peoples within societies, are essential to understand what will happen, and plan effective responses.
Among the topics linked to the theme that will be explored from an anthropological perspective include:
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Global climate and environmental change, and human response.
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Social inequality and access to resources (i.e., water, oil, agricultural and marine resources)
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Human demographic change (growth, leveling in decline in various parts of the world)
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Migration and relocation (i.e., due to conflict, resource scarcity, climate change, repression)
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Structural violence, warfare, and genocide (documentation and legal solutions)
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Lessons from the great pandemic of 2020
Anthropological research offers lessons moving forward about how people will react to the changes occurring in the world around them in the decades to come. While efforts may be made to protect or relocate everything and everyone impacted, generating the political will and resources to do so is perhaps the greatest challenge. While some thought has already begun to center on relocating iconic domestic structures or monuments, or vulnerable populations, less thought has been given to moving actual communities—the people, structures, cemeteries, gardens, traditional cultural properties, and all the things that make and bind communities together. The ways we must act, and why, are matters that we need to be exploring and acting on now, and will form a component of this class.
As citizens in the 21st century, this topic will profoundly shape our personal and professional lives, and this class will help all attending to be proactive, and not merely reactive, in dealing with this subject.
Professionalization Aspects of the Class
The class will also include several lectures and discussion sections that relate to basic professionalization. These are for first year students taking the course for two credits. They will explore topics such as preparing a cv, networking, presenting at professional conferences, publishing, applying to graduate school, and finding and keeping a job. Any student, of course, is welcome to attend these lectures. The Graduate School offers specific information and self taught instruction in these subjects that are of value for all students:
https://gradschool.utk.edu/training-and-mentorship/
https://gradschool.utk.edu/training-and-mentorship/gpspd/
Value Proposition:
The value of this course is to provide student access to scholars exploring the theme of Climate Change and Human Response from a wide range of approaches to better understand the wide applications of anthropology in society.
Student Learning Outcomes/Objectives
1. Students will become familiar with the different ways in which anthropology is practiced in the United States as well as internationally to address major challenges facing humanity.
2. Students will engage with speakers in question and answer periods as well as potential follow-up interviews.
3. Students will gain experience observing professional presentation styles and delivery with an emphasis on scientific communication.
4. Students will strengthen their skills in collaborative research and writing, and will present research results in the form of a written paper.
5. Students will learn skills and strategies for future career development.
6. Students will enhance their ability to effectively convey scientific principles and meanings to a general audience.
7. Students will learn how to ask thoughtful, contextual questions for speakers that not only elicit information but enhance dialogue.
8. Students will be made aware of potential job opportunities based on the speaker’s careers.
Programmatic Outcomes/Department Goals:
This course contributes to the Department of Anthropology’s goals of developing, maintaining, and promoting balance and interdependence among our students and faculty across the subdisciplines of archaeology, biological anthropology and cultural anthropology.
Learning Environment (Zoom Etiquette)
The course will combine lectures by outside speakers and the instructor with time for discussion and interaction. Because of the ongoing pandemic, the class will be conducted fully online, using remote technology (e.g., Zoom). All participants are expected to adhere to the Participation Rules for live Zoom sessions: https://utk.instructure.com/courses/55015/pages/participation-rules-for-live-zoom-sessions When a speaker is talking, mute your sound and (if you want) shut off your video, but unless there are issues with bandwidth you should keep your video on during the Q&A. If you do not wish to have your video feed on at all during class, please email me. The reason for having video on is to promote interaction and nonverbal signaling, assess interest and attention, allow the speaker to interact with the class and those asking questions, and keep everyone focused.
Course Communications:
Class information, handouts, readings, and other documents will be available at the course website on Canvas (http://online.utk.edu). Be sure to check Canvas daily for potential schedule changes or updates in readings provided by lecturers. For technical issues, contact the OIT HelpDesk via phone (865) 974-9900 or online at http://help.utk.edu/.
How to Be Successful in This Course:
Success in this course means engagement in the classroom, and in the preparation of the class paper/product. You are expected to be attentive during class while a speaker is giving the presentation and during the question and answer period. There will be no exams for this class, although a team project is required.
Student’s Responsibility
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Be prepared and attentive for and attend all classes
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Be respectful of others and avoid distracting activities during class
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Actively contribute to the learning activities in class
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Abide by the UT Honor Code
Instructor’s Responsibility
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Be prepared for all classes
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Evaluate all fairly and equally
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Be respectful of all students
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Actively engage students with the speakers
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Create and facilitate meaningful learning activities
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Behave according to University codes of conduct
Texts/Resources/Materials and Resources:
There are no required textbooks for this course. Preparatory materials will be provided on Canvas before each lecture as provided by the guest. These will be a combination of websites, videos, articles, blogs and other activities provided by each lecturer.
Course Attendance:
Attendance: Attendance is crucial, as is giving your full attention to the speakers and activities. Attendance will be taken daily. Email the instructor in advance if you will be missing a class, with documentation for the reason of the absence. The class will meet 10 times for students taking it for one credit, and 14 times for people taking it for 2 credits. Email the instructor in advance if you will be missing a class, with documentation for the reason of the absence. Each missed session unexcused will result in 5 points being subtracted from the total points possible for the class. For students taking the class for 1 credit, 50 attendance points are possible. For people taking the class for 2 credits, 70 attendance points are possible.
Questions: All students should prepare for the lectures by examining the materials provided by each speaker and thinking about possible questions you might want to ask. Speaker biographies/CVs, assigned readings, and other information will be provided in the Canvas “Pages” folder by week, and in the ‘Files’ folder by speaker name.
Access to Class Lectures
As per university policy mandating recording online classes (see below), the class lectures will be recorded as delivered on Zoom and made available on the class Canvas Web site or elsewhere, with the understanding that attendees will not publish, share or otherwise disseminate any of the posted content without the explicit, written permission of the professor and the speaker. This includes not posting to web sites, including Study Blue, YouTube, and CourseHero, among others. Class materials may not be shared with any individuals, either directly or through the internet.
Grading
All grades are based on a normal scale as established by the University without “curving.”
A = 93-120 B = 83-86 C = 73-76 D = 63-66
A- = 90-92 B- = 80-82 C- = 70-72 D- = 60-62
B+ = 87-89 C+ = 77-79 D+ = 67-69 F = <60
Class schedule:
See the subsequent section of this syllabus for the day-by-day class schedule and Zoom links for specific talks. Please note that the schedule will be updated as guest speakers provide their title and assigned readings, or if scheduling changes occur. Check Canvas regularly. I will also email updated changes to the syllabus throughout the semester.
Class requirements
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You are expected to attend the lectures and pay attention and participate in the Q&A at the end as time permits. Class materials, including readings and the cv and lecture(s) by each visiting scholar will be posted on Canvas. You are encouraged to examine the readings and use them in your own writings, as supplements to the topic.
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You are expected to write a term paper or produce some other intellectual product on the theme of the class. A minimum 1500 word original essay is required if a written product, although alternatives such as posters, videos, or other possibilities are also acceptable, subject to instructor review and approval. These products can be produced individually or you may, with instructor permission, collaborate with up to four other students to write the paper collectively. (a) The names of those on your team (1-5 students), together with a one page description of what the product will be, must be submitted for review and approval or revision by no later than midnight Sunday 27 September 2020 (by 1201am Monday morning September 28th) (b) Following approval of the team and topic, the draft of the paper must be submitted no later than midnight Sunday, 1 November 2020. (c) Following my review and commentary, which will take no more than 10 days, the final version of the product must be submitted by no later than midnight, Tuesday 1 December 2020.
Key dates:
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midnight Sunday 27 September 2020 Product description and list of project team submitted via email to the professor (one per team)
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midnight Sunday, 1 November 2020 Draft product submitted via email to the professor (one copy per team)
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midnight, Tuesday 1 December 2020 Final product submitted via email to the professor (one copy per team)
Every member of the project team will receive the same grade for the paper, which itself will account for 50 points, half the class grade.
Reasons for the Class Structure
The purpose of the lectures is to give you in depth knowledge about a topic, climate change and human response, that will profoundly shape your personal and professional life in the years to come, and that your training as an anthropologist should help you deal with successfully.
The reasons for writing a paper or produce some other intellectual product is to ensure you are engaged with the theme, which will be of great importance for the rest of your life, and to get you to work collaboratively (assuming you chose to work in a group), and learn how to produce a document that is suitable for delivery at a professional conference or, even more ideally, publishable. Working collaboratively is a valuable skill, and many scholars work this way although separated by great distances. Using digital technology will be required for safety reasons in the present circumstances. Do not meet in person. Social distancing, mask wearing, and following university health status guidelines are essential to keep everyone safe!
Producing a volume from the class (see below) is one way to encourage professional publishing.
Teaching our students to write collaboratively and professionally, and publish, has been identified by the Department of Anthropology faculty as an area in need of development. Each year as part of our mandated student assessment accreditation report (SACS), the department compiles data on the number of papers our graduate students present at conferences and the number of papers they publish. At present under 20% of our MA students and between 20-50% of our PhD students over all concentrations have published papers over the past five years (new statistics will be available for the past year as of mid-September… ask me about them in class after the 15th, when the report is due!).
Writing with publication in mind more often, and earlier in their graduate student careers, is an ethos this course hopes to help encourage. Since there is a chance papers written for the class could be published, it is expected that many will rise to the challenge. Students who have demonstrated the ability to present at professional conferences and publish, it should go without saying, will have a competitive advantage in the job market or when applying to advanced or post-graduate schools to continue their education.
Published Volume on the Class Theme
An objective of the class, continuing after the course is completed, will be to publish the best of the student papers, perhaps accompanied by some of the papers from the visiting lecturers. This could be in a volume released by the department or through a scholarly publication outlet. Ideally paper selection, as well as the editing and publication process, would be conducted by graduate and undergraduate students.
The goal would be to release something before the start of the 2021 lecture series, or at least some time in 2021, to inspire similar efforts moving forward.
As the class term papers are not going to be completed until the end of the Fall semester, any work on this volume will be voluntary. I will be happy to offer any advice and assistance, but since I’ve already published some 50 books and monographs, many of them edited volumes, I would hope this could become a regular student product, with all the academic credit accruing to them personally.
Details on the Class Paper/Product (50 points)
A 1500 word paper or an equivalent product in some other format is required, and the final version must be emailed to me in electronic form in MsWord on or before midnight, Tuesday 1 December 2020. I will acknowledge receipt via return email. If you do not get a receipt within 48 hours, it means I almost certainly did not get the paper. Re-submit, and follow up with inquiries to be sure I received it. I will grade and return the electronic copy to you, with comments provided in MsWord Track Changes.
The word count is for text, and does not include the references or title page. Strength or persuasiveness of argument, not length, is what is desired. The work must be on some aspect of the class theme, the anthropology of global change. The emphasis could be on major challenges you see facing our global civilization in the 21st century, and most importantly how we as anthropologists, and as citizens, can solve them. It can also be a more focused effort related to impacts of climate change past and present.
If there is any way that your class project can be tied in to your ongoing thesis or dissertation research, or to a publication, by all means do so!
The work must be an original effort (not something submitted for another course, or written by someone else), be well written and spell checked, and must use American Antiquity, American Journal of Physical Anthropology, or American Anthropologist style for references and bibliography. Original thinking is encouraged, and original writing is essential. Students will be encouraged to produce papers that can lead to professional publication.
Your work, unless otherwise specified and approved, must make use of the following professional standards, with traditional formats listed below used for papers, and other formats for other products as appropriate:
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Use scholarly references (books and journal articles as appropriate, including by the visiting lecturers.
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Internet resources may be used, but the web site must be explicitly acknowledged and the date it was accessed stated following the url
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Text quoted directly must be referenced, whether from print or electronic media.
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Use references as appropriate, ideally some assigned for this course, and be sure they are appropriately presented.
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Double space pages
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1–inch margins (be careful—many default margin settings are 1.25”)
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12 point Times New Roman font
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If a paper, it must contain a title page with a brief abstract (ca. 75 to 100 words), an introduction stating what the subject is about, a main body (with subsections as needed), and a discussion/conclusion. Look at how the articles assigned for the class are written, and use them as guides to professional writing. You may also use formats appropriate to your concentration’s publication outlets.
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Spell– and grammar–checked
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Page numbers centered at the bottom of the page
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A header on each page following page 1, with the project title (or a condensation of the title that fits) and authors last names, on the left and right sides, respectively
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If More than One Person Contributed: One the title page a statement of responsibility must be included, detailing, in no more than 1-2 lines per person, what each person did to assist with the research, analysis, editing, graphics production and any other aspects of the writing. This statement of responsibility is mandatory, but is not part of the overall word count.
I’ll be glad to help you should you have any questions about how to proceed with research, writing, formatting, and presentation of your results. I’ll also be happy to review early drafts of your work and provide feedback.
Students must give appropriate credit for ideas and text in their paper. When using material in written presentations, the source must be acknowledged (i.e., a reference must be provided), and the material used directly be placed in quotes, with a reference and page number. It is a good idea to get into the habit of providing page numbers when taking specific ideas from articles and books, so others can explore the same arguments. If references are used in a text, or are embedded in quotes you use, they MUST be in the references cited.
Papers exhibiting the possibility of extensive unacknowledged writing (i.e., plagiarism, also known as ‘cheating’) will be evaluated using on-line and other methods. If such behavior is confirmed, the students writing the paper will receive an ‘F’ for the course (I have to say this, but it has never happened with me for one of our graduate students).
Electronic copies of products are due in final form no later than midnight, Tuesday 1 December 2020. Late products will result in a reduction of one third of a letter grade each calendar day the paper is late. Failure to produce a product will mean the student(s) responsible for it will receive a zero (0), which means even with perfect attendance, you will fail the course, or given good reasons, receive an incomplete. This class product is the one substantive requirement for the class other than attendance, so don’t blow it off.
Upon receipt of the electronic version of the assignment, I will acknowledge that receipt via return email. Make sure you submit everything on time. If you do not receive an acknowledgement from me within 24 hours, it almost certainly means I did not receive it, so re-send it.
University Policies:
Academic Integrity:
Each student is responsible for his/her personal integrity in academic life and for adhering to UT’s Honor Statement. The Honor Statement reads: “An essential feature of the University of Tennessee, Knoxville is a commitment to maintaining an atmosphere of intellectual integrity and academic honesty. As a student of the university, I pledge that I will neither knowingly give nor receive any inappropriate assistance in academic work, thus affirming my own personal commitment to honor and integrity.”
University Civility Statement:
Civility is genuine respect and regard for others: politeness, consideration, tact, good manners, graciousness, cordiality, affability, amiability and courteousness. Civility enhances academic freedom and integrity, and is a prerequisite to the free exchange of ideas and knowledge in the learning community. Our community consists of students, faculty, staff, alumni, and campus visitors. Community members affect each other’s well-being and have a shared interest in creating and sustaining an environment where all community members and their points of view are valued and respected. Affirming the value of each member of the university community, the campus asks that all its members adhere to the principles of civility and community adopted by the campus: http://civility.utk.edu/.
Disability Services: http://sds.utk.edu
Any student who feels s/he may need an accommodation based on the impact of a disability should contact Student Disability Services in Dunford Hall, at 865-974-6087, or by video relay at, 865-622-6566, to coordinate reasonable academic accommodations.
Accessibility – http://accessibility.utk.edu/
UT values accessibility for everyone in our community and has expressed this value in system-wide policy. All communications, learning material, and technology at UT should be accessible. For more information about accessibility including the full policy and opportunities for training, visit the UT accessibility webpage.
Emergency Alert System – http://safety.utk.edu/
The University of Tennessee is committed to providing a safe environment to learn and work. When you are alerted to an emergency, please take appropriate action. Learn more about what to do in an emergency and sign up for UT Alerts. Check the emergency posters near exits and elevators for building specific information.
In the event of an emergency, the course schedule and assignments may be subject to change. If changes to graded activities are required, reasonable adjustments will be made, and you will be responsible for meeting revised deadlines.
Your Role in Improving Teaching and Learning Through Course Assessment:
At UT, it is our collective responsibility to improve the state of teaching and learning. During the semester, you may be requested to assess aspects of this course either during class or at the completion of the class. You are encouraged to respond to these various forms of assessment as a means of continuing to improve the quality of the UT learning experience.
Key Campus Resources for Students:
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Center for Career Development (Career counseling and resources; HIRE-A-VOL job search system)
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Course Catalogs (Listing of academic programs, courses, and policies)
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Hilltopics (Campus and academic policies, procedures and standards of conduct)
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OIT HelpDesk (865) 974-9900
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Student Health Center (visit the site for a list of services)
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Student Success Center (Academic support resources)
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Undergraduate Academic Advising (Advising resources, course requirements, and major guides)
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University Libraries (Access to library resources, databases, course reserves, and services)
Wellness – http://counselingcenter.utk.edu/ and http://wellness.utk.edu/
The Student Counseling Center is the university’s primary facility for personal counseling, psychotherapy, and psychological outreach and consultation services.
The Center for Health Education and Wellness manages 974-HELP, the distressed student protocol, case management, the Sexual Assault Response Team, and the Threat Assessment Task Force
Covid-19 Safety Policies: Mask Wearing and Social Distancing
This class will be entirely online, but I am repeating these policies here for everyone’s safety:
Students are required to wear face masks at all times and maintain social distancing (6 feet between individuals in traditional classrooms, or, in instructional laboratories and similar settings, only a few minutes in closer proximity when absolutely necessary to achieve learning objectives). Students who are feeling ill or experiencing symptoms such as sneezing, coughing, or a higher than normal temperature will be excused from class and should stay at home. Instructors have the right to ask those who are not complying with these requirements to leave class in the interest of everyone’s health and safety. In the event that a student refuses to comply with these requirements, the instructor has the right to cancel class.
Additionally, following other simple practices will promote good health in and out of the classroom, such as frequent and thorough hand washing, wiping down desks and seats with disinfectant wipes whenever possible, not sharing personal items such as pens and cell phones, and avoiding crowded hallways and other enclosed spaces.
The Volunteer Creed reminds us that we bear the torch in order to give light to others. As Volunteers, we commit to caring for one another and for the members of the communities in which we live, work, and learn. This semester, the University asks that we all demonstrate the Volunteer spirit by following these and other health guidelines and requirements.
Recording Classes
UT Fall policy is for all faculty must record classes (whether online, hybrid or in-person) and post the videos on Canvas (which now has nearly infinite space and more can be added). This will be critical for encouraging students NOT to come to campus if they have any symptoms.
We do NOT want student (faculty or staff) who are feeling ill to come to campus because they are afraid of missing something or because it is their job. Stay home if you are unwell, for your own benefit and to protect others.
Climate Change and Human Response
Weekly schedule
Instructor: David G. Anderson, Professor, Department of Anthropology, University of Tennessee, Knoxville
Anthropology 357/450 – Current Trends in Anthropology – Fall 2020
Tuesday–Thursday 4:30 – 5:45 pm
Zoom or TBA
Anthropology 550/593 – Current Trends in Anthropology – Fall 2020
Wednesday 4:45-6:45 pm
Zoom or TBA
THIS SCHEDULE WILL BE UPDATED PERIDICALLY
Students and faculty are welcome to attend any of these lectures. All supplementary materials are on Canvas and will be sent for individual talks upon request to dander19@utk.edu Most talks were recorded on Zoom and saved, with the speaker’s permission.
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Week 1 (August 19, 20)
August 19 (W 445pm) ANTH 550 Introduction and organizational meeting
August 20 (Th 430pm) ANTH 450 Introduction and organizational meeting
Week 2 (August 25, 26, 27)
August 25 (T 430pm) ANTH 450 Lindsey Cochran, University of Georgia. “Predictive Modeling to Create a Timeline of Climate Impacts to Cultural Resources on the Coastline of Georgia, USA.”
Supplementary Materials
Cochran CV_July2020
Kirwan, Matthew L., Stijn Temmerman, Emily E. Skeehan, Glenn R. Guntenspergen, and Sergio Fagherazzi. 2016. Overestimation of Marsh Vulnerability to Sea Level Rise. Nature Climate Change 6:253-260.
August 26 (W 445pm) ANTH 550 Shane Miller, Mississippi State University, “Getting from the Pleistocene to the Present in the American Southeast: What Is and What Still Could Be”
Supplementary Materials
Miller, D. Shane CV Fall 2020
Lee, Robert, and Tristan Ahtone
2020 Land Grab Universities https://www.hcn.org/issues/52.4/indigenous-affairs-education-land-grab-universities
Borck, Lewis
2018 Constructing the Future History: Prefiguration as Historical Epistemology and the Chronopolitics of Archaeology. Journal of Contemporary Archaeology 5(2):229-238.
Reardon, Jenny, and Kim Tallbear
2012 “Your DNA Is Our History” Genomics, Anthropology, and the Construction of Whiteness as Property. Current Anthropology Volume 53, Supplement 5:S233-S245.
August 27 (Th 430pm) ANTH 450 Steven Goldstein Max Planck Institute for the Science of Human History. “Fisher-forager Responses to Climate Change in Holocene Eastern Africa: Contrasting Records of Innovation and Resilience from the Lake Turkana and Lake Victoria Regions.”
Supplementary Materials
Goldstein CV 2020
Wright, David K., Steven L. Forman, Purity Kiura, Christopher Bloszies, and Amanuel Beyin. 2015.
Lakeside View: Sociocultural Responses to Changing Water Levels of Lake Turkana, Kenya. African Archaeological Review 32:335–367. DOI 10.1007/s10437-015-9185-8
Week 3 (September 1, 2, 3)
September 1 (T 430pm) ANTH 450 Jade Sasser, Associate Professor, Gender & Sexuality Studies, University of California, Riverside “Navigating Tradition and Modernity in Gendered Cooking Technology.”
Supplementary Materials
Khandelwal, Meena, Matthew E. Hill Jr., Paul Greenough, Jerry Anthony, Misha Quill, Marc Linderman, and H.S. Udaykumar. 2017. Why Have Improved Cook-Stove Initiatives In India Failed? World Development 92: 13–27.
September 2 (W 445pm) ANTH 550 Eric J. Bartelink, Professor of Anthropology, California State University, Chico “Patterns of Interpersonal Violence in the Prehistoric San Francisco Bay Area”.
September 3 (Th 430pm) ANTH 450 Eric J. Bartelink, Professor of Anthropology, California State University, Chico “Earth, Wind, and Fire: Forensic Anthropology and Wildfire Mass Fatality Incidents in California”.
Supplementary Materials
Bartelink, Eric CV
Pilloud, Marin A., Eric J. Bartelink, Ashley Kendall, and Colleen Milligan. 2020. Forensic Anthropology in a Changing Climate. Anthropology News, March 2020, pp. 3-6.
Gin, Kim, Jason Tovar, Eric J. Bartelink, Ashley Kendell, Colleen Milligan, P. Willey, James Wood, Eugene Tan, Rosemary S. Turingan, and Richard F. Selden. 2020. The 2018 California Wildfires: Integration of Rapid DNA to Dramatically Accelerate Victim Identification. Journal of Forensic Sciences 65:3:791-799.
Week 4 (September 8, 9, 10)
September 8 (T 430pm) ANTH 450 Dr. Claire Jantz, Professor, Department of Geography-Earth Science, Shippensburg University. “Accounting for the Synergistic Effects of Land Use Change and Climate Change using Scenarios of the Future
Supplementary Materials
Jantz, C.A. S.A. Drzyzga, and M. Maret (2014). Calibrating and validating a simulation model to identify drivers of urban land cover change in the Baltimore, MD metropolitan region. Land. 3(3): 1158-1179; doi:10.3390/land3031158 >> This is open access available here: https://www.mdpi.com/2073-445X/3/3/1158
Carpenter, SR, Booth EG, Gillon S, Kucharik CJ, Loheide S, Mase AS, Motew M, Qiu J, Rissman AR, Seifert J, Soylu E, Turner M, and Wardropper CB. 2015. Plausible futures of a social-ecological system: Yahara watershed, Wisconsin, USA. Ecol Soc. 20(2): 10. >> This is open access available here: http://dx.doi.org/10.5751/ES-07433-200210
September 9 (W 430 pm) ALL COLLEGE CALL FOR FACULTY AND GTAS (ANTH 550:
Late last week and again this afternoon College of Arts and Sciences Dean Theresa M. Lee announced that she will “will hold an all-college meeting for faculty and GTAs who are teaching on Wed, Sept 9 at 4:30 PM via Zoom. …This is also a good time, I think, to hear your feedback on what is going well for you and where you need help to smooth out some problems.
September 10 (Th 430pm) ANTH 450 Maria Fadiman, Department of Geosciences Florida Atlantic University. “The Personal Relationships between People and Plants: Cultural Resilience in Relation to the Environment.”
Supplementary Materials
Fadiman, Mara CV
TEDx:
UC Berkeley
Finding Balance: People, Plants and Culture in the Amazon
https://www.youtube.com/watch?v=wY2UWUa5j7Y
Cancún
The Intimate Relationship of Plants and People
https://www.youtube.com/watch?v=st4K_RYw16E
Articles:
1) Can the Use of a Specific Species Influence Habitat Conservation? Case Study of the Ethnobotany of the Palm, Iriartea Deltoidea and Conservation in Northwestern Ecuador
https://muse.jhu.edu/article/719694 (For this one you will need to log on with your institution).
2) “Starvation Taught Me Art”: Tree Poaching, Gender and Cultural Shifts in Wood Curio Carving in Zimbabwe.
Week 5 (September 15, 16, 17)
September 15 (T 430pm) ANTH 450 Training/Discussion Session: Preparing a CV and Resume, Networking & Relationship Building, Job Searching, Career Development & Management, Professional Socialization & Professionalism.
Supplementary Materials
Have your CV available to take notes on. If you don’t have one, start one.
See the September 16 Supplementary Materials below
September 16 (W 445pm) ANTH 550 Training/Discussion Session: Preparing a CV and Resume, Networking & Relationship Building, Job Searching, Career Development & Management, Professional Socialization & Professionalism. Writing and Publishing, and Discussion of Thesis and Dissertation Proposal Writing
Supplementary Materials
Have your CV available to take notes on.
https://career.utk.edu/students/get-tailored-career-guidance/graduate-students/academic-job-search/
General Career Development (undergraduates):
Networking: https://career.utk.edu/students/networking/
Preparing for Graduate School: https://career.utk.edu/students/prepare-for-graduate-school/
UTK Office of National Scholarships and Fellowships: https://onsf.utk.edu/
American Anthropological Association Advance Your Career: https://www.americananthro.org/AdvanceYourCareer/index.aspx?navItemNumber=504
American Associatioon of Physical Anthropologists Careers in Biological Anthropology: https://physanth.org/career/careers-physical-anthropology/
Tips for Getting Into Graduate School
General Career Development (graduate students):
GPSPD (Graduate and Professional Student Professional Development): https://gradschool.utk.edu/training-and-mentorship/gpspd/
Center for Career Development and Academic Exploration Division of Student Life:
https://career.utk.edu/students/get-tailored-career-guidance/graduate-students/
Academic Job Search:
https://career.utk.edu/students/get-tailored-career-guidance/graduate-students/academic-job-search/
Non-Academic Job Search:
Professional Socialization & Professionalism:
Networking & Relationship Building:
Communication & Presentation Skills:
Career Development & Management:
Well-Being & Personal Development:
Writing and Publishing:
https://career.utk.edu/students/career-interest-writing-editing-publishing/
The Graduate School:
Theses and Dissertations: https://gradschool.utk.edu/thesesdissertations/
UT Libraries
Information Supporting Research, Scholarship, Teaching, and Learning (Undergraduates): https://www.lib.utk.edu/info/undergrad/
Information for Graduate Students: Library Services & Resources: https://libguides.utk.edu/graduate
September 17 (Th 430pm) ANTH 450 Dr. Gwen Robbins Schug, Professor, Department of Anthropology, Appalachian State University. “Climate and Environmental Change and Health in the Past”
Available on: https://www.youtube.com/watch?v=zdvPAyhFHi4
Pre-recorded by Dr. Schug. Watch this at your own pace. Dr. Schug has told me that if any you have questions, to encourage them to write her. She will happy to correspond as best she is able.
I will be available to answer questions about the class in general at the Zoom link below the Supplementary materials
Supplementary Materials
https://anthro.appstate.edu/directory/dr-gwen-m-robbins-schug
https://gwenrobbinsschug.academia.edu/cv
Nystrom, K.C., and G. Robbins Schug. 2020. A bioarchaeology of social inequality and environmental change. In The Routledge Handbook of the Bioarchaeology of Climate and Environmental Change, edited by Gwen Robbins Schug, pp. 159-188). Abingdon: Routledge.
Zuckerman, Molly K., and Ashley C. Dafoe. 2020. Disease in the Context of Environmental Change. In The Routledge Handbook of the Bioarchaeology of Climate and Environmental Change, edited by Gwen Robbins Schug, pp. 43-59. Abingdon: Routledge.
Robbins Schug, G., Parnell, E.K., and Harrod, R. 2019. Changing the climate: Bioarchaeology responds to deterministic thinking about human-environmental interactions in the past. Bioarchaeologists Speak Out: Contemporary Issues, Deep Time Perspectives, edited by J. Buikstra, pp 133–159). Chum: Springer.
Week 6 (September 22, 23, 24)
September 22 (T 430pm) ANTH 450 Dr. Sally Horn, Professor Department of Geography, University of Tennessee, ‘Sediment Records of Prehistoric Human Activity and Environmental Change.’
Supplementary Materials
Horn CV
https://geography.utk.edu/about-us/faculty/dr-sally-horn/
Matthew T. Kerr, Sally P. Horn, and Chad S. Lane
2020 Stable isotope analysis of vegetation history and land use change at Laguna Santa Elena in southern Pacific Costa Rica. Vegetation History and Archaeobotany 29:477–492
Horn, Sally P., Mathew S. Boehm, and Joanne P. Ballard.
2019. An improved chronology for the microscopic charcoal and pollen records from Anderson Pond, Tennessee, USA. Palynology 43(3): 517–522.
September 23 (W 445pm) ANTH 550 Christopher S. Jazwa, Department of Anthropology, University of Nevada, Reno “Climate Change, Cultural Adaptations, and Settlement Patterns on California’s Northern Channel Islands.”
Supplementary Materials
Jazwa, C. S. CV
Jazwa, C.S., D.J. Kennett, B. Winterhalder, and T.L. Joslin. 2017. Territoriality and the Rise of Despotic Social Organization on Western Santa Rosa Island, California. Quaternary International 518:41-56.
Jazwa, C.S. and R.L. Rosencrance. 2019. Technological Change and Interior Settlement on Western Santa Rosa Island, California. Journal of Anthropological Archaeology 54:235-253.
September 24 (Th 430pm) Discussion of term project, due midnight Sunday 27 September 2020.
By midnight Sunday you must submit a one page statement describing your paper, and a list of project team members submitted via email to the professor (one per team).
Supplementary Materials
Bring the draft of what you will be submitting this weekend or feel free to email it to me in advance if you want feedback.
Week 7 (September 29, 30, October 1)
September 29 (T 430pm) ANTH 450 José E. Martínez-Reyes, Associate Professor, Department of Anthropology and School for the Environment (Affiliate), University of Massachusetts Boston. “Mahogany Forestry, Climate Change, and Gibson Guitars.”
Supplementary Materials
Martinez-Reyes, Jose CV
Martinez-Reyes, Jose
2020 “From Timber to Timbre: Tonewood Ecopolitics and the making of Fiji Pure Mahogany”. In Audible Infrastructures: Music, Sound, Media, edited by K. Devine and A. Boudreault-Fournier. Oxford University Press. [Forthcoming]
September 30 (W 445pm) ANTH 550 Victor Thompson, Department of Anthropology, University of Georgia. “Examining the Historical Ecology of Climate Change and Collective Action in Two Coastal Southeastern U.S. Case Studies.”
Supplementary Materials
Thompson, Victor CV 2020
Thompson Victor D., Torben Rick, Carey J. Garland, Karen Y. Smith, David Hurst Thomas, Matt Sanger, Bryan Tucker, Isabelle Lulewicz, Anna M. Semon, John Schalles, Christine Hladik, Clark Alexander, Brandon T. Ritchison
2020 Ecosystem Stability and Native American Oyster Harvesting along the Atlantic Coast of the United States. Science Advances 6:eaba9652
Thompson, Victor D., William H. Marquardt, Michael Savarese, Karen J. Walker, Lee A. Newsom,
Isabelle Lulewicz, Nathan R. Lawres, Amanda D. Roberts Thompson, A. R. Bacon, C. Walser
2020 Ancient Engineering of Fish Capture and Storage in Southwest Florida.
Proceedings of the National Academy of Sciences 117(15):8374-8381.
October 1 (Th 430pm) ANTH 450 Kenneth E. Sassaman, Hyatt and Cici Brown Professor of Florida Archaeology, Department of Anthropology, University of Florida. “Hurricane Fetishism and the Vulnerability of Social Memory.”
Supplementary Materials
Sassaman CV
Sassaman, Kenneth E.
2019 The Future Past of Atsena Otie Experiencing Post-Hurricanes Virtually. Adventures in Florida Archaeology (2020):16-23.
Week 8 (October 6, 7, 8)
October 6 (T 430pm) ANTH 450 Samantha Yaussy, Department of Sociology, Social Work, and Anthropology, Utah State .University. “Disaster, Disease, and Death: Bioarchaeology of the Nexus of Famines, Pandemics, and Mass Mortality.”
Supplementary Materials
Yaussy CV 2020
Sharon N. DeWitte 2015. Setting the Stage for Medieval Plague: Pre-Black Death Trends in Survival and Mortality. American Journal of Physical Anthropology 158:441–451 (2015)
October 7 (W 445pm) ANTH 550 Sarah Miller, Florida Public Archaeology Network. “Participatory Site Stewardship Programs to Address Heritage at Risk.”
Supplementary Materials
Miller, Sarah CV
2020 Dawson, Tom, Joanna Hambly, Alice Kelley, William Lees and Sarah Miller
Coastal Heritage, Global Climate Change, Public Engagement, and Citizen Science. PNAS 117(15):8280-8286.
2018 Miller, Sarah E. and Emily Jane Murray
Heritage Monitoring Scouts: Engaging the Public to Monitor Sites at Risk Across Florida. Conservation and Management of Archaeological Sites 20(4):234-260.
October 8 (Th 430pm) ANTH 450 Jason Cons, Department of Anthropology, University of Texas at Austin. “Ecologies of Capture: Predation and Conservation on a Climate Frontier.”
Supplementary Materials
Cons, Jason CV May 2020
Jason Cons. 2020. Delta Temporalities: Choked and Tangled Futures in the Sundarbans, Ethnos, DOI: 10.1080/00141844.2019.1697334
Paprocki, Kasia. 2019. “All That Is Solid Melts into the Bay: Anticipatory Ruination and Climate Change Adaptation.” Antipode 51(1):295-315. https://onlinelibrary.wiley.com/doi/abs/10.1111/anti.12421
Week 9 (October 13, 14, 15)
October 13 (T 430pm) ANTH 450 Mona Bhan, Department of Anthropology, Syracuse University, Jinn, Floods, and Climate Anxieties in Occupied Kashmir.
Supplementary Materials
Bahn CV
Bhan, Mona. 2018. “Jinn, Floods, and Resistant Ecological Imaginaries in Indian Occupied-Kashmir.” Special issue on Gender and Kashmir in the Economic and Political Weekly, (Eds). Nitasha Kaul and Ather Zia., pp. 6775.
Bauer, Andrew, and Mona Bhan. 2016.“Welfare and the Politics and Historicity of the Anthropocene.” Special Issue on Welfare in the South Atlantic Quarterly, 115 (1):61-87, (Ed). Anne-Maria Makhulu.
October 14 (W 445pm) ANTH 550 Mona Bhan, Department of Anthropology, Syracuse University, Dust, Renewability, and Hydropower in Occupied Kashmir.
Supplementary Materials
Bahn CV
Bhan, Mona. 2018. “Jinn, Floods, and Resistant Ecological Imaginaries in Indian Occupied-Kashmir.” Special issue on Gender and Kashmir in the Economic and Political Weekly, (Eds). Nitasha Kaul and Ather Zia., pp. 6775.
Bauer, Andrew, and Mona Bhan. 2016.“Welfare and the Politics and Historicity of the Anthropocene.” Special Issue on Welfare in the South Atlantic Quarterly, 115 (1):61-87, (Ed). Anne-Maria Makhulu.
October 15 (Th 430pm) ANTH 450 Marcy Rockman, ICOMOS-IPCC Scientific Coordinator Climate Change and Heritage Working Group International Council on Monuments and Sites. “Archaeological Stories and Answers to Climate Questions.”
Supplementary Materials
Rockman CV 2020 7
Thomas, Kimberley, R. Dean Hardy, Heather Lazrus, Michael Mendez, Ben Orlove, Isabel Rivera-Collazo, J. Timmons Roberts, Marcy Rockman, Benjamin P. Warner, Robert Winthrop. 2018. Explaining Differential Vulnerability to Climate Change Across the Social Sciences: A Review. WIREs. https://doi.org/10.1002/wcc.565
Rockman, Marcy and Jakob Maase. 2017. Every Place has a Climate Story: Finding and Sharing Climate Change Stories with Cultural Heritage. In Public Archaeology and Climate Change, edited by Tom Dawson, Courtney Nimura, Elías López Romero, and Marie-Yvane Daire, pp. 107-114. Oxbow Books, Oxford, UK.
Climate Change and Stewardship of Cultural Resources. National Park Service Policy Memorandum 14-02
Week 10 (October 20, 21, 22)
October 20 (T 430pm) ANTH 450 Karen Y. Smith, Heritage Trust Archaeologist, Land, Water and Conservation Division S.C. Department of Natural Resources “What is Found is Lost: Rapid Investigation of Pockoy Island Shell Ring 1 and Related Sites in Charleston County, South Carolina.”
Supplementary Materials
Smith, KY CV
South Carolina Heritage Trust
http://heritagetrust.dnr.sc.gov/films-ring.html
October 21 (W 445pm) ANTH 550 Meg Gaillard Heritage Trust Archaeologist, Land, Water and Conservation Division S.C. Department of Natural Resources. “Community Archaeology on a Heritage at Risk Site, Pockoy Island Shell Rings on Botany Bay Plantation Heritage Preserve, Charleston County, South Carolina”
Supplementary Materials
Gaillard CV
October 22 (Th 430pm) ANTH 450 Meg Gaillard Heritage Trust Archaeologist, Land, Water and Conservation Division S.C. Department of Natural Resources. “Disaster Preparedness and Recovery: The South Carolina Archaeological Archive Flood Recovery Project as a Case Study.”
Supplementary Materials
Gaillard CV
The materials in the Dropbox link below are for reference if you are interested in disaster prep/recovery, and in the event you ever find yourself in a disaster scenario.
https://www.dropbox.com/sh/l9gcgq4ugh3pzhm/AABa0qwhnoH_RGPzXEWxxURHa?dl=0.
Also: FEMA IS-100.C: Introduction to Incident Command System, ICS 100 course online for free. (Temporarily shut down due to Covid-19). It takes about two hours to complete and you will be issued a certificate if they successfully complete the course. https://training.fema.gov/is/courseoverview.aspx?code=IS-100.c.
Week 11 (October 27, 28, 29)
October 27 (T 430pm) ANTH 450 Jeff T. Larsen, Ph.D. Professor of Psychology & Experimental Psychology Program Director University of Tennessee, Knoxville. “Psychological Barriers to Dealing with Climate Change.”
Supplementary Materials
Larsen, Jeff T., Melanie A. Sarge, and Katharine Hayhoe. (n.d.) Can an Eaarth-based Intervention Change Students’ Minds about Climate Change? Climatic Change (In revision)
Robert Gifford. 2011. The Dragons of Inaction. Psychological Barriers That Limit Climate Change Mitigation and Adaptation. American Psychologist 66(4): 290–302
Gilbert, Daniel 2006. If only gay sex caused global warming. LA Times.
Gilbert, Daniel. 2010. Global Warming and Psychology. (Ted talk)
October 28 (W 445pm) ANTH 550 Training/Discussion Session: Work Life Balance, Well-Being & Personal Development (Various UT Department Faculty)
Supplementary Materials
Well-Being & Personal Development:
All of the videos in the link above are potentially relevant to your situation, but the dozen 1-2 minute videos in the one below are particularly relevant and useful. The half hour invested watching them is worth doing:
October 29 (Th 430pm) Open Discussion of the term project, due in draft form midnight Sunday, 1 November 2020
Remember, the draft term project must be submitted via email to the professor at dander19@utk.edu (one copy per team)
Supplementary Materials
Bring the draft of what you will be submitting this weekend or feel free to email it to me in advance if you want feedback.
Week 12 (November 3, 4, 5)
November 3 (T 430pm) Professor Stephan Lewandowsky FAcSS, University of Bristol “Climate Science and the ‘Post-truth’ World”
Supplementary Materials
Lewandowsky CV
Lewandowsky, S. (2020). Willful construction of ignorance: A tale of two ontologies. In R. Hertwig & C. Engel (Eds.), Deliberate Ignorance: Choosing Not to Know. Strüngmann Forum Reports, vol. 29, J. R. Lupp, series editor. Cambridge, MA: MIT Press.
Lewandowsky, S. (2021). Climate change, disinformation, and how to combat it. Annual Review of Public Health 2021. 42:1–23
November 4 (W 445pm) ANTH 550 Dr. Ryan Harp, Northwestern University. “Links Between Climate and Human Health.”
Supplementary Materials
Harp, Ryan CV
Harp, Ryan D., and Kristopher B. Karnaukas. 2018. The Influence of Interannual Climate Variability on Regional Violent Crime Rates in the United States. GeoHealth 2:356–369.
Watts, Nick et al. 2019. The 2019 report of The Lancet Countdown on Health and Climate Change: Ensuring that the Health of a Child Born Today is not Defined by a Changing Climate. Lancet 394:1836-78
November 5 (Th 430pm) ANTH 450 Dr. Javier L. Arnaut, Assistant Professor of Economics, Institute of Social Science, Economics, and Journalism University of Greenland. “The Greenlandic Dilemma: Decolonization and Climate Change in the Arctic”
Supplementary Materials
Arnaut CV
Week 13 (November 10, 11, 12)
November 10 (T 430pm) ANTH 450 John Krigbaum, University of Florida. “Revisiting Old Teeth: Isotopic Perspectives on Space and Time in a Holocene Tropical C3 World in Island Southeast Asia.”
Supplementary Materials
Krigbaum, John (2003) Neolithic subsistence patterns in northern Borneo reconstructed with stable carbon isotopes of enamel. Journal of Anthropological Archaeology 22:292-304. https://doi.org/10.1016/S0278-4165(03)00041-2.
November 11 (W 445pm) Simone Athayde, Associate Professor, Department of Global and Sociocultural Studies, Kimberly Green Latin American and Caribbean Center, Florida International University. “Cumulative Impacts of Climate Change and Infrastructure Development in Amazonian Indigenous Lands: Theoretical and Methodological Insights”
Supplementary Materials
Athayde, S.; M. Mathews; S.Bohlman; W. Brasil; C. R. C. Doria; J. Dutka-Gianelli; P. M. Fearnside; B. Loiselle; E. Marques; T. Melis; B. Millikan; E. Moretto; A. N. Rossete; R. Vacca; A. Oliver-Smith and D. Kaplan. Mapping Research on Hydropower and Sustainability in the Brazilian Amazon: Advances, Gaps in Knowledge and Future Directions. Current Opinion in Environmental Sustainability 37: 50-69. https://doi.org/10.1016/j.cosust.2019.06.004. Link: https://drive.google.com/file/d/1q8Zdifcpqttyv40Fzi3SLZ2Im_XWsETn/view?usp=sharing
Prado, F., S. Athayde, S. Bohlman, F. Leite, J. Mossa and A. Oliver-Smith. 2016. “How Much is Enough? Energy Security, Climate Change and Economic Growth in Brazil. Renewable & Sustainable Energy Reviews. DOI: 53:1132-1136. DOI: 10.1016/j.rser.2015.09.050
Athayde, S. 2014. Indigenous Peoples, Dams and Resistance in Brazilian Amazon. Tipití: Journal of the Society for the Anthropology of Lowland South America 12 (2): 80-92. Link: https://digitalcommons.trinity.edu/tipiti/vol12/iss2/1/
Video: “Heat”. By Director Mari Corrêa, 36 min, 2018. Too hot! The spawning fish do not come at the right time and the pepper plants end up dying in this heat. “This is a very different weather that not even the spirits can understand.” From their gardens, homes, and backyards, the indigenous women of the Amazon involve us in their vast universe of knowledge while they observe the impacts of climate change in their ways of life.
Awards: Best International Short Film e First Rigoberta Menchú Award (Communities) Présence Autochthone/Montreal First Peoples Festival, Canadá 2019.
Melhor Filme Etnográfico – IX Festival do Filme Etnográfico do Recife, Brasil 2019.
Link: https://vimeo.com/307486478
November 12 (Th 430pm) ANTH 450 Daniel H. Sandweiss, University of Maine. “New Flavors and Old Responses: El Niño, Disaster, and Resilience on the Coast of Peru”
Supplementary Materials
Sandweiss, Daniel Cv
Sandweiss, D.H. and K.A. Maasch
In Press El Niño as Catastrophe on the Peruvian Coast. In Going Forward by Looking Back,
edited by F. Riede and P. Sheets. Berghahn Books, Oxford & New York.
Sandweiss, D.H., C.F.T. Andrus, A.R. Kelley, K.A. Maasch, E.J. Reitz, and P.B. Roscoe
2020 Archaeological Climate Proxies and the Complexities of Reconstructing Holocene El
Niño in Coastal Peru. Proceedings of the National Academy of Sciences 117(15):
8271–8279.
Week 14 (November 17, 18, 19)
November 17 (T 430pm) ANTH 450 Chie Sakakibara, Assistant Professor of Environmental Studies, Oberlin College and Conservatory. “Singing for the Whales: Climate Change and Cultural Resilience among Iñupiat of Arctic Alaska”
Supplementary Materials
Sakakibara, Chie CV
Rhodes, Lauren. 2017. Dr. Chie Sakakibara: Collaborative Research with the Inupiaq People in Utqiagvik, Alaska. The Synapse, September 2017, pp. 30-31.
Sakakibara, Chie. 2020. Preface & Introduction. Whale Snow Iñupiat, Climate Change, and Multispecies Resilience in Arctic Alaska. University of Arizona Press.
Sakakibara, Chie. 2008. ‘Our Home is Drowning’: Iñupiat Storytelling and Climate Change in Point Hope, Alaska.” The Geographical Review 98 (4): 456-478. [Recipient of the American Geographical Society (AGS) Wrigley-Fairchild Prize for best article in the Geographical Review 2008-2011]
November 18 (W 445pm) ANTH 550 FINAL CLASS Chie Sakakibara, Assistant Professor of Environmental Studies, Oberlin College and Conservatory “Whale and Well-being: Climate Change in Arctic Alaska.”
Supplementary Materials
Sakakibara, Chie CV
Rhodes, Lauren. 2017. Dr. Chie Sakakibara: Collaborative Research with the Inupiaq People in Utqiagvik, Alaska. The Synapse, September 2017, pp. 30-31.
Sakakibara, Chie. 2020. Preface & Introduction. Whale Snow Iñupiat, Climate Change, and Multispecies Resilience in Arctic Alaska. University of Arizona Press.
Sakakibara, Chie. 2008. ‘Our Home is Drowning’: Iñupiat Storytelling and Climate Change in Point Hope, Alaska.” The Geographical Review 98 (4): 456-478. [Recipient of the American Geographical Society (AGS) Wrigley-Fairchild Prize for best article in the Geographical Review 2008-2011]
November 19 (Th 430pm) ANTH 450 Frances Roberts-Gregory, Northeastern University. “Women of Color and Climate Justice in Gulf Coast Louisiana: Reflections on Feminist Fieldwork”
No recording was made of this speaker.
Supplementary Materials
On being the (Only) Black Feminist Environmental Ethnographer in Gulf Coast Louisiana
I do not drive in the South….and here’s why
Week 15 (November 24)
November 24 (T 430pm) ANTH 450 FINAL CLASS… DISCUSSION OF TERM PAPERS
November 25 (W 445pm) ANTH 550 NO CLASS/ THANKSGIVING BREAK!
November 26 (Th 430pm) HAPPY THANKSGIVING!
Speakers and Titles of Talks
Arnaut, Javier L., University of Greenland. “The Greenlandic Dilemma: Decolonization and Climate Change in the Arctic”
Athayde, Simone, Florida International University. “Cumulative Impacts of Climate Change and Infrastructure Development in Amazonian Indigenous Lands: Theoretical and Methodological Insights”
Bartelink, Eric J., California State University, Chico “Patterns of Interpersonal Violence in the Prehistoric San Francisco Bay Area” and “Earth, Wind, and Fire: Forensic Anthropology and Wildfire Mass Fatality Incidents in California”.
Bhan, Mona, Syracuse University “Jinn, Floods, and Climate Anxieties in Occupied Kashmir” and “Dust, Renewability, and Hydropower in Occupied Kashmir.”
Cochran, Lindsey, University of Georgia. “Predictive Modeling to Create a Timeline of Climate Impacts to Cultural Resources on the Coastline of Georgia, USA.”
Cons, Jason , University of Texas at Austin. “Ecologies of Capture: Predation and Conservation on a Climate Frontier.”
Fadiman, Maria, Florida Atlantic University. “The Personal Relationships between People and Plants: Cultural Resilience in Relation to the Environment.”
Gaillard, Meg, South Carolina Department of Natural Resources. “Community Archaeology on a Heritage at Risk Site, Pockoy Island Shell Rings on Botany Bay Plantation Heritage Preserve, Charleston County, South Carolina” and “Disaster Preparedness and Recovery: The South Carolina Archaeological Archive Flood Recovery Project as a Case Study.”
Goldstein, Steven, Max Planck Institute for the Science of Human History. “Fisher-forager Responses to Climate Change in Holocene Eastern Africa: Contrasting Records of Innovation and Resilience from the Lake Turkana and Lake Victoria Regions.”
Roberts-Gregory, Frances, Northeastern University. “Women of Color and Climate Justice in Gulf Coast Louisiana: Reflections on Feminist Fieldwork”
Harp, Ryan, Northwestern University. “Links Between Climate and Human Health.”
Horn, Sally, University of Tennessee, ‘Sediment Records of Prehistoric Human Activity and Environmental Change.’
Jantz, Claire, Department of Geography-Earth Science, Shippensburg University. “Accounting for the Synergistic Effects of Land Use Change and Climate Change using Scenarios of the Future
Jazwa, Christopher S., University of Nevada, Reno. “Climate Change, Cultural Adaptations, and Settlement Patterns on California’s Northern Channel Islands.”
Krigbaum, John, University of Florida. “Revisiting Old Teeth: Isotopic Perspectives on Space and Time in a Holocene Tropical C3 World in Island Southeast Asia.”
Larsen, Jeff T., University of Tennessee, Knoxville. “Psychological Barriers to Dealing with Climate Change.”
Lewandowsky, Stephen , University of Bristol. “Climate Science and the ‘Post-truth’ World”
Martínez-Reyes, José E., University of Massachusetts Boston. “Mahogany Forestry, Climate Change, and Gibson Guitars.”
Miller, Sarah, Florida Public Archaeology Network. “Participatory Site Stewardship Programs to Address Heritage at Risk.”
Miller, Shane, Mississippi State University. “Getting from the Pleistocene to the Present in the American Southeast: What Is and What Still Could Be”
Rockman, Marcy, Climate Change and Heritage Working Group International Council on Monuments and Sites. “Archaeological Stories and Answers to Climate Questions.”
Sakakibara, Chie, Oberlin College and Conservatory. “Singing for the Whales: Climate Change and Cultural Resilience among Iñupiat of Arctic Alaska” and “Whale and Well-being: Climate Change in Arctic Alaska.”
Sandweiss, Daniel H., University of Maine. “New Flavors and Old Responses: El Niño, Disaster, and Resilience on the Coast of Peru”
Sassaman, Kenneth E., University of Florida. “Hurricane Fetishism and the Vulnerability of Social Memory.”
Sasser, Jade, University of California, Riverside. “Navigating Tradition and Modernity in Gendered Cooking Technology.”
Schug, Gwen Robbins, Appalachian State University. “Climate and Environmental Change and Health in the Past.”
Smith, Karen Y., South Carolina Department of Natural Resources “What is Found is Lost: Rapid Investigation of Pockoy Island Shell Ring 1 and Related Sites in Charleston County, South Carolina.”
Thompson, Victor D., University of Georgia. “Examining the Historical Ecology of Climate Change and Collective Action in Two Coastal Southeastern U.S. Case Studies.”
Yaussy, Samantha, Utah State University. “Disaster, Disease, and Death: Bioarchaeology of the Nexus of Famines, Pandemics, and Mass Mortality.”