Past Actions, Present Woes: History and Anthropogenic Climate Change (HIC2315)
|Staff||Dr Tim Cooper - Convenor|
|Duration of Module||Term 2: 11 weeks;|
This module gives students the opportunity to tackle the question of how history can usefully be deployed in a present-day context. It looks at the history of human engagement with climate change in numerous contexts. It asks students to think constructively and critically about the relationship between scientific knowledge and historical knowledge; how historians should engage with issues and debates that are dominated by scientific expertise; and how an understanding of the social origins of anthropogenic climate change can influence public debate? It also asks students to reflect critically on the learning practices and institutional assumptions of universities and to engage with their relevance as sites of critical engagement with social issues.
ILO: Module-specific skills
- 1. demonstrate a capacity for critical engagement with the science, social science and history of climate change.
- 2. demonstrate contextual understanding of a range of historical and social underpinnings of anthropogenic climate change. of anthropogenic climate change.
- 3. demonstrate some ability to make historically informed judgments regarding the most effective forms of social response to anthropogenic climate change.
ILO: Discipline-specific skills
- 4. read, and critically interrogate, primary source material both historical and contemporary.
- 5. engage reflexively in historiographical debates and demonstrate some of their relevance to contemporary issues.
ILO: Personal and key skills
- 6. reflect critically upon, and engage with, contemporary social issues.
- 7. critically apply historical knowledge to contemporary situations.
- 8. work collaboratively and effectively in groups and to share knowledge and ideas.
Themes and contents for this unit may include: the history of climate change science; the idea of the anthropocene as historical epoch; capitalism and the organization of nature; the making of oil economies; the economics of climate change; the national and international politics of climate change; technological fixes; the discourse of denial; religion and spirituality; climate change and the environmental movement. N.B. Space will also be provided for critical reflection on the learning process, and contribution by students to the syllabus.
Learning activities and teaching methods (given in hours of study time)
|Scheduled Learning and Teaching Activities||Guided independent study||Placement / study abroad|
Details of learning activities and teaching methods
|Category||Hours of study time||Description|
|Lectures||11||These take the form of tutor-led discussion of set readings. You are expected to undertake a set minimum of preparation before the class.|
|Seminars||11||Student-led seminar discussion based upon group research projects and student presentations.|
|Guided independant study||60 hours||Reading for lectures. It is expected that you will spend three hours preparing for each lecture by reading. Materials to be supplied on ELE.|
|Guided independant study||60 hours||Reading for seminars. It is expected that you will spend three hours preparing for each seminar by reading. Materials to be supplied on ELE.|
|Guided independant study||8 hours||Group work preparation for formative presentation. You should spend two hours preparing material for the formative presentation. The distribution of this effort should be agreed by the groups.|
|Form of assessment||Size of the assessment (eg length / duration)||ILOs assessed||Feedback method|
|Group presentation of the developmental wiki||10 minutes||1-8||Verbal plus peer assessment comments|
Summative assessment (% of credit)
|Coursework||Written exams||Practical exams|
Details of summative assessment
|Form of assessment||% of credit||Size of the assessment (eg length / duration)||ILOs assessed||Feedback method|
Details of re-assessment (where required by referral or deferral)
|Original form of assessment||Form of re-assessment||ILOs re-assessed||Timescale for re-assessment|
|Exam||Essay 2,500 words||1-7|
give details of how re-assessment will be calculated. This section can also be used to indicate where re-assessment is not available
Indicative learning resources - Basic reading
S. Weart, A History of Global Warming (various edns)
M. Hulme, Why We Disagree about Climate Change (CUP 2009)
Module has an active ELE page?
Indicative learning resources - Web based and electronic resources
A. Malm, Fossil Capital (Verso, 2016) ELE – College to provide hyperlink to appropriate pages Web based and electronic resources: http://www.aip.org/history/climate/index.htm
Available as distance learning?
Key words search
History, Climate Change, Environment, Science, Politics