Overview
In this unit you will examine the interaction between people and the environment in the Australian setting from a historical perspective. You will explore the underlying reasons why and how successive generations have used, shaped and impacted the natural environment, noting their goals, values and technologies. You will develop skills in using environmental histories as a means of problem solving for better resource management, environmental protection and policy-making.
Details
Pre-requisites or Co-requisites
Prerequisite: Minimum of 18 Units of Credit
Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).
Offerings For Term 2 - 2024
Attendance Requirements
All on-campus students are expected to attend scheduled classes – in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).
Recommended Student Time Commitment
Each 6-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.
Class Timetable
Assessment Overview
Assessment Grading
This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University’s Grades and Results Policy for more details of interim results and final grades.
All University policies are available on the CQUniversity Policy site.
You may wish to view these policies:
- Grades and Results Policy
- Assessment Policy and Procedure (Higher Education Coursework)
- Review of Grade Procedure
- Student Academic Integrity Policy and Procedure
- Monitoring Academic Progress (MAP) Policy and Procedure – Domestic Students
- Monitoring Academic Progress (MAP) Policy and Procedure – International Students
- Student Refund and Credit Balance Policy and Procedure
- Student Feedback – Compliments and Complaints Policy and Procedure
- Information and Communications Technology Acceptable Use Policy and Procedure
This list is not an exhaustive list of all University policies. The full list of University policies are available on the CQUniversity Policy site.
- Explain the uses and values of environmental history
- Interpret a range of human-nature interactions on the Australian continent from pre-European times to the present
- Locate, analyse and apply historical evidence to understand the evolution and resolution of an environmental issue as well as nurturing processes such as 'stakeholder empowerment' in environmental protection.
N/A
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | ||
|---|---|---|---|
| 1 | 2 | 3 | |
| 1 - Presentation - 25% | |||
| 2 - Annotated bibliography - 35% | |||
| 3 - Essay - 40% | |||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | ||
|---|---|---|---|
| 1 | 2 | 3 | |
| 1 - Communication | |||
| 2 - Problem Solving | |||
| 3 - Critical Thinking | |||
| 4 - Information Literacy | |||
| 5 - Team Work | |||
| 6 - Information Technology Competence | |||
| 7 - Cross Cultural Competence | |||
| 8 - Ethical practice | |||
| 9 - Social Innovation | |||
| 10 - Aboriginal and Torres Strait Islander Cultures | |||
Textbooks
There are no required textbooks.
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
All submissions for this unit must use the referencing style: Turabian
For further information, see the Assessment Tasks.
j.collins2@cqu.edu.au
Module/Topic
What is environmental history and what are its uses?
Chapter
Dovers, Stephen. "Still settling Australia: environment, history, and policy." in Environmental History and Policy: Still Settling Australia, edited by Stephen Dovers, 2-23. Melbourne: Oxford University Press, 2000.
O'Connor, James. "What is environmental history? Why environmental history?" Capitalism Nature Socialism 8, no. 2 (1997): 3-29.
Events and Submissions/Topic
Module/Topic
When does environmental history begin and end?
Chapter
Gammage, Bill. "Fire in 1788: the closest ally." Australian Historical Studies 42, no. 2 (2011): 277-288.
Constantine IV, M., A.N. Williams, A. Francke, H. Cadd, M. Forbes, T.J. Cohen, X. Zhu, S.D. Mooney. "Exploration of the Burning Question: A Long History of Fire in Eastern Australia with and without People." Fire 6, no. 4 (2023): 152-162.
Events and Submissions/Topic
Module/Topic
Imaginary environment: early European perceptions of, and impact on, the Australian environments
Chapter
Quinn, Michael. "Past and present: managing the Western Division of New South Wales." in Environmental History and Policy: Still Settling Australia, edited by Stephen Dovers, 243-257. Melbourne: Oxford University Press, 2000.
Bonyhady, Tim. "An Australian Public Trust." in Environmental History and Policy: Still Settling Australia, edited by Stephen Dovers, 258-272. Melbourne: Oxford University Press, 2000.
Events and Submissions/Topic
Module/Topic
Historical environmental problems
Chapter
Wasson, Robert, and Aleksey Sidorchuk. "History for soil conservation and catchment management." in Environmental History and Policy: Still Settling Australia, edited by Stephen Dovers, 97-117. Melbourne: Oxford University Press, 2000.
Bradsen, John. "Soil conservation: history, law, and learning.' in Environmental History and Policy: Still Settling Australia, edited by Stephen Dovers, 273-298. Melbourne: Oxford University Press, 2000.
Events and Submissions/Topic
Assessment Task 1: Annotated Bibliography due on Wednesday 31st of July before 11.45pm
Annotated Bibliography Due: Week 4 Wednesday (31 July 2024) 11:45 pm AEST
Module/Topic
Dams and damnation: inland waters management practices and the role of environmental history
Chapter
Powell, J.M. "Snakes and cannons: water management and the geographical imagination in Australia." in Environmental History and Policy: Still Settling Australia, edited by Stephen Dovers, 47-73. Melbourne: Oxford University Press, 2000.
Roberts, Jane, and Geoff Sainty. "Oral history, ecological knowledge, and river management." in Environmental History and Policy: Still Settling Australia, edited by Stephen Dovers, 118-145. Melbourne: Oxford University Press, 2000.
Events and Submissions/Topic
Module/Topic
Mid-term break
Chapter
Events and Submissions/Topic
Module/Topic
Estuarine mitigation strategies in Queensland and the role of environmental history
Chapter
Danaher, Mike. "Reconciling foreshore development and dune erosion on three Queensland beaches: an historical perspective." Environment and History 11, no. 4 (November 2005): 447-74.
Events and Submissions/Topic
Module/Topic
Forest management and the role of environmental history
Chapter
Lindenmayer, David B. "Using environmental history and ecological evidence to appraise management regimes in forests." in Environmental History and Policy: Still Settling Australia, edited by Stephen Dovers, 74-96. Melbourne: Oxford University Press, 2000.
Events and Submissions/Topic
Module/Topic
History of environmental policy making and legislation in Australia
Chapter
Holmes, John. "Pastoral lease tenures as policy instruments, 1847-1997." in Environmental History and Policy: Still Settling Australia, edited by Stephen Dovers, 212-242. Melbourne: Oxford University Press, 2000.
Events and Submissions/Topic
Essay due on Wednesday the 4th of September before 11.45pm
ESSAY Due: Week 8 Wednesday (4 Sept 2024) 11:45 pm AEST
Module/Topic
History of Australia's environment movement
Chapter
Robin, Libby. "Biological diversity as a political force in Australia." in A history of environmentalism: local struggles, global histories, edited by Marco Armiero and Lise Sedrez, 39-56. London: Bloomsbury, 2014.
Events and Submissions/Topic
Module/Topic
Museums interpreting environmental histories
Chapter
Lane, Ruth. "Environmental history in museums: objects, subjects, and narratives." in Environmental History and Policy: Still Settling Australia, edited by Stephen Dovers, 192-211. Melbourne: Oxford University Press, 2000.
Events and Submissions/Topic
Module/Topic
Environmental history as an agent for community involvement
Chapter
Johnston, W. Ross. "An environmental education for a local community: knowing the Border Ranges." in Environmental History and Policy: Still Settling Australia, edited by Stephen Dovers, 146-164. Melbourne: Oxford University Press, 2000.
Nursey-Bray, Melissa. "Community histories and participation in environmental management." in Environmental History and Policy: Still Settling Australia, edited by Stephen Dovers, 165-191. Melbourne: Oxford University Press, 2000.
Events and Submissions/Topic
Oral presentations due on Wednesday 25th of September by 11.45pm
Presentation Due: Week 11 Wednesday (25 Sept 2024) 11:45 pm AEST
Module/Topic
Assessing the benefits of environmental history as a policy tool in natural resource management
Chapter
Frankopan, Peter. "Chapter 24: on the edge of ecological limits (c.1990-today)." in The earth transformed: an untold history. London: Bloomsbury, 2022.
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
1 Annotated bibliography
Students are required to produce an annotated bibliography that demonstrates critical engagement with a total of 4 scholarly sources chosen from the learning materials across 4 different weekly topics.
Each source requires 5 annotations, with the format of the document detailed in the supplementary material for this assessment task on the Moodle site.
The purpose of this assessment task is to provide the research foundation for the essay (Assessment 2), which is due in week 8.
Format of bibliography document
This assessment task requires students to submit one document that must include the following:
- The weekly topic title.
- Bibliographic details of the journal article that has been read and annotated, cited in the Turabian referencing style.
- Five (5) quotations transcribed verbatim from the journal article with page number in brackets.
- Each of the 5 quotations must include a short reflection (approximately 100 words) that indicates why the quotation is of interest to the reader. This reflection should appear immediately below the quotation, as per the exemplar document that is provided in the assessment tile on the Moodle site.
Use of Generative Artificial Intelligence agents (Gen AI)
Within this assessment, the use of Gen AI agents is as follows:
• Gen AI may only be used as specified in the assignment instructions.
Please refer to the Moodle Assessment tile for specific details.
Week 4 Wednesday (31 July 2024) 11:45 pm AEST
Vacation Week Wednesday (14 Aug 2024)
Word limit
The total word limit for the annotated bibliography document is 2000 words (+ or - 10%). This total is comprised of approximately 100 words of reflection per scholarly source. The word count applies to the reflections only and excludes all words that do not appear in the reflections - i.e., the citations, quotations, title page and anything else outside of the relfections are excluded from the word count.
Students must choose scholarly sources from those provided in the weekly topic tiles on the Moodle site. Four (4) sources in total must be chosen for the annotated bibliography and each source must be from a different weekly topic. Students are not permitted to choose multiple sources from one weekly topic.
Upload your assessment as a Word document, 12 point Times New Roman font, single spaced.
Assessment Criteria
The source review document will be evaluated according to the following criteria:
1. Comprehension - has the student demonstrated comprehension of the key thesis articulated in the article as evident in their choice of quotations?
2. Critical engagement - has the student engaged critically with the key claims in the article as evident in their annotations attached to at least 5 quotations per journal article?
3. Clarity of exposition - has the student exercised discretion in their choice of quotations as evident in the concise and succinct annotation attached to the quote?
- Interpret a range of human-nature interactions on the Australian continent from pre-European times to the present
- Locate, analyse and apply historical evidence to understand the evolution and resolution of an environmental issue as well as nurturing processes such as 'stakeholder empowerment' in environmental protection.
2 Essay
Students are required to prepare an essay that responds to the question below.
Word count: 2250 words maximum
WORD COUNT for written assignments: The word count is considered from the first word of the Introduction to the last word of the Conclusion. It excludes the cover page, abstract, contents page, reference page and appendices. It includes in-text references and direct quotations.
An exemplar document and further details on the formatting of the document will be available in the assessment tile on the Moodle site.
Essay Question
Please reflect on O'Connor's definition of environmental history.
environmental history is the study of how human agency shapes and modifies "nature" and constructs built environments and spatial configurations, and how natural and cultural environments both enable and constrain human material activity, and, conversely, how human activity both enables and constrains cultural development and "nature's economy."
James O'Connor, "What is environmental history? Why environmental history?" Capitalism Nature Socialism 8, no. 2 (1997): 9.
The task at hand is critically evaluate O'Connor's characterisation by locating it in relation to subsequent claims about the purpose and method of environmental history. In so doing, the essay must assert a position regarding the most appopriate form of analysis for explicating one aspect of environmental history that affects the community you inhabit.
The essay must do the following:
- Critically engage with the historiography of environmental history (i.e., the history of environmental history) since O'Connor's intervention in 1997;
- Articulate an approach to environmental history that is appropriate for grappling with an issue affecting the community the student inhabits;
- Demonstrate the analytical utility of this approach by offering an environmental history of the student's local community with the aim of explicating the environmental issue chosen in part 2.
Assessment Format
Students are expected to follow the essay-writing and Turabian referencing guides in addition to the format and style of the exemplar document provided in the assessment tile on the Moodle site.
Use of Generative Artificial Intelligence agents (Gen AI)
Within this assessment, the use of Gen AI agents is as follows:
• Gen AI may only be used as specified in the assignment instructions.
Please refer to the Moodle Assessment tile for specific details.
Week 8 Wednesday (4 Sept 2024) 11:45 pm AEST
Week 10 Wednesday (18 Sept 2024)
Assessment Criteria
The essays are marked on three principle criteria that can be summarised as CREW. This stands for: Content, Research, and Essay Writing.
Content:
• presentation of accurate, relevant and unbiased historical evidence
• evidence that the relevant(s) lecture has been listened to
Research (and referencing):
• evidence drawn primarily from scholarly texts
• acknowledgement of all sources of ideas/evidence (footnote) and any quotations
(footnote and quote marks)
• correct use of the Turabian referencing style
Essay Writing:
• meeting the required number of words, the bulk of which should be own wording
• logical structure/organisation of ideas
• clear, concise and correct written English
• presentation in formal essay style and layout
- Explain the uses and values of environmental history
- Locate, analyse and apply historical evidence to understand the evolution and resolution of an environmental issue as well as nurturing processes such as 'stakeholder empowerment' in environmental protection.
3 Presentation
Students are required to prepare and deliver a 5-7 minute oral presentation that reflects on the feedback from their essay and offers a response to the following question:
What are the limitations to the analysis you offered on the environmental history of your community? What advice would you offer to those seeking to address those limitations, or research gaps, in future environmental histories of your community?
The oral presentation must elaborate three (3) suggestions for addressing the limitations of the analysis they offered in their essay (assessment 2).
The presentation is to be recorded directly into the submission portal for this assessment on the Moodle site. Detailed instructions on how to submit the presentation will be included in the assessment tile on the Moodle site.
Use of Generative Artificial Intelligence agents (Gen AI)
Within this assessment, the use of Gen AI agents is as follows:
• Gen AI may only be used as specified in the assignment instructions.
Please refer to the Moodle Assessment tile for specific details.
Week 11 Wednesday (25 Sept 2024) 11:45 pm AEST
Review/Exam Week Wednesday (9 Oct 2024)
Assessment Criteria
The presentation will be assessed according to the following criteria:
1. Clarity - how clearly have the ideas that inform the argument in the presentation been articulated?
2. Coherence - the presentation should entail at least three (3) suggestions for addressing at least one (1) limitation of the analysis offered in the essay (assessment 2). The limitation must be derived from the feedback for the essay but it can be modified upon further reflection for the purposes of developing the suggestions for further study.
3. Concision - has the presentation articulated a coherent set of at least three (3) suggestions for further study, addressing at least one (1) limitation of the analysis offered in the essay (assessment 2), using precise language and in an engaging manner with brevity.
- Explain the uses and values of environmental history
- Interpret a range of human-nature interactions on the Australian continent from pre-European times to the present
As a CQUniversity student you are expected to act honestly in all aspects of your academic work.
Any assessable work undertaken or submitted for review or assessment must be your own work. Assessable work is any type of work you do to meet the assessment requirements in the unit, including draft work submitted for review and feedback and final work to be assessed.
When you use the ideas, words or data of others in your assessment, you must thoroughly and clearly acknowledge the source of this information by using the correct referencing style for your unit. Using others’ work without proper acknowledgement may be considered a form of intellectual dishonesty.
Participating honestly, respectfully, responsibly, and fairly in your university study ensures the CQUniversity qualification you earn will be valued as a true indication of your individual academic achievement and will continue to receive the respect and recognition it deserves.
As a student, you are responsible for reading and following CQUniversity’s policies, including the Student Academic Integrity Policy and Procedure. This policy sets out CQUniversity’s expectations of you to act with integrity, examples of academic integrity breaches to avoid, the processes used to address alleged breaches of academic integrity, and potential penalties.
What is a breach of academic integrity?
A breach of academic integrity includes but is not limited to plagiarism, self-plagiarism, collusion, cheating, contract cheating, and academic misconduct. The Student Academic Integrity Policy and Procedure defines what these terms mean and gives examples.
Why is academic integrity important?
A breach of academic integrity may result in one or more penalties, including suspension or even expulsion from the University. It can also have negative implications for student visas and future enrolment at CQUniversity or elsewhere. Students who engage in contract cheating also risk being blackmailed by contract cheating services.
Where can I get assistance?
For academic advice and guidance, the Academic Learning Centre (ALC) can support you in becoming confident in completing assessments with integrity and of high standard.
What can you do to act with integrity?
