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DAILY SCHEDULE AND READINGS
Introduction
Intensification
Science
American Injustice
Global Injustice
The Future

EXAMS
1st Exam, Due Jan 23
2nd Exam, Due Feb 13
3rd Exam, Due Mar 15

ANTHROPOLOGY 210

INTRODUCTION TO ENVIRONMENTAL ANTHROPOLOGY

THIRD TAKE-HOME EXAM
Due Wednesday, March 15, at 5:00 p.m.

For this exam, you are required to write essay answers to one question in each of the two categories below: "causes of environmental injustice" and "tying together environmental anthropology." You must answer one question in each category to pass the exam. Your answers must be between 400 and 600 words each. We will not read beyond the 600-word limit. Answers will be graded according to four criteria:
  • The degree to which they show understanding of the ideas and content presented in class readings, lectures, and section activities
  • The quality of the logical reasoning in your argument
  • How well you use the material from lectures and readings to support your argument
  • The quality of your English writing. If your native language is not English, please indicate that on each of your answers.
The exam is due in the Canvas assignment folder at 5:00 p.m. on Wednesday, March 15. Please use .doc, .pdf, or .rtf document format.

Late papers will be graded down according to the schedule on the grading page, but papers will not be accepted after midnight on March 17 without a written excuse that documents a true emergency.

QUESTION 1: CAUSES OF ENVIRONMENTAL INJUSTICE
Answer one of the following questions. Do not exceed 600 words:

A. Consider the environmental injustice affecting Louisiana coastal communities, the Standing Rock Sioux people, and the Marshall Islanders. What social, cultural, political, or economic factors have led these communities to be exposed to environmental harms? What do these communities have in common? How are they different from one another?

B. One thing shared by all the communities who have suffered from environmental injustice that we have examined is that the people are closely integrated with the places where they live--most or much of their livelihood comes from local resources. How does their close connection to local ecosystems contribute to their being vulnerable to environmental harms, and how does this relate to other economic, political, cultural and social factors? Consider both the Marshall Islanders and the coastal residents of Louisiana, plus one other case from our course materials (three total).

QUESTION 2: TYING TOGETHER ENVIRONMENTAL ANTHROPOLOGY
Answer one of the following questions. Do not exceed 600 words:

A. If science is, as Roberto Gonzalez defined it in Zapotec Science, both a systematic search for knowledge about the world and a series of truths that have been verified, then science can be used either to point out and rectify environmental injustice, or it can be used to excuse or even perpetrate injustice. In the two cases analyzed in Strangers in their Own Land and Consequential Damages of Nuclear War, show how science has been used both to excuse and to oppose environmental injustice.

B. Climate change is a classic global environmental issue, because the greenhouse gas produced in one place affects the whole atmosphere. At the same time, climate change also affects local communities in different ways. How is climate change also an environmental justice issue? Can we address global climate change and local environmental injustice at the same time, or are there always tradeoffs? Illustrate with at least two case studies we have covered in this class.