Emily Wakild is Professor of History at Boise State University and the author of Revolutionary Parks: Conservation, Social Justice, and Mexico's National Parks, 1910–1940.Michelle K. Berry is Lecturer in the Departments of History and Gender and Women's Studies at the University of Arizona.

"More about possibilities than prescription, A Primer for Teaching Environmental History is one of the most compelling texts on course design I’ve encountered-which is why I will keep it nearby as I revise my own environmental and U.S. history courses." - Amy Kohout (Western Historical Quarterly) "Wakild and Berry have accomplished a first. They have published a usable, innovative, and relevant guide to teaching environmental history that should be on every historian’s bookshelf at a time when enrollment trends jeopardize the stability and future of the humanities. From this perspective,Wakild and Berry provide a compelling defense of the profession. Instructors must continue to adapt to the shifting landscape of academia in the twenty-first century. It is only fitting that environmental historians be at the forefront of that effort."- Brittany B. Fremion (Environmental History) "The richness of content and context provided by Wakild and Berry makes it hard to not want to teach a course on environmental history, or at the very least attempt one of the assignments outlined in the book. Still, the book deserves a wider audience than just those who might readily see its appeal and educators from a variety of fields and levels of experience could find ways to adapt the approaches to their lesson plans and goals. It is an excellent starting point for designing a new course or even refreshing the content of an existing one." - Abbey Lewis (Electronic Green Journal) "Every environmental historian, or those wishing to inject a little environmental history into their curriculum, should read [this book]. It is a rich and engaging resource for all aspects of environmental history pedagogy. The authors have a wealth of teaching experience and their enthusiasm for their subject is infectious." - Frank Zelko (Journal of World History) “This very timely and important book has ideas for almost every kind of educator, and a little environmental history can go a long way. I have recommended it to friends and colleagues who teach in both high schools and colleges, and I recommend it to you now.”- Raechel Lutz (H-Environment, H-Net Reviews) "This book has the immense merit of inviting all historians to consider the need to integrate a material and ecological dimension into their teaching." - Renaud Becot (Review of Agricultural, Food, and Environmental Studies)

• Preface: How to Make Use of This Book  ixAcknowledgments  xiiiIntroduction  1Part I. Approaches1. The Fruit: Into Their Lunch Bags to Teach Relevance and Globalization with Food  132. The Seed: Using Learning Objectives to Build a Course  273. The Hatchet: Wielding Critique to Reconsider Periodization and Place  394. The Llama: Recruiting Animals to Blend Nature and Culture  53Part II. Pathways5. The Fields: Science and Going Outside  716. The Land: Sense of Place, Recognition of Spirit  857. The Power: Energy and Water Regimes  99Part III. Applications8. The People: Environmental Justice, Slow Violence, and Project-Based Learning  1159. The Tools: Using Technology to Enhance Environmental History  13110. The Test: Assessment Methods, Rubrics, and Writing  141Epilogue  151Notes  153Bibliography  163Index  177

Emily Wakild is Professor of History at Boise State University and the author of Revolutionary Parks: Conservation, Social Justice, and Mexico's National Parks, 1910–1940.Michelle K. Berry is Lecturer in the Departments of History and Gender and Women's Studies at the University of Arizona.

"More about possibilities than prescription, A Primer for Teaching Environmental History is one of the most compelling texts on course design I’ve encountered-which is why I will keep it nearby as I revise my own environmental and U.S. history courses." - Amy Kohout (Western Historical Quarterly) "Wakild and Berry have accomplished a first. They have published a usable, innovative, and relevant guide to teaching environmental history that should be on every historian’s bookshelf at a time when enrollment trends jeopardize the stability and future of the humanities. From this perspective,Wakild and Berry provide a compelling defense of the profession. Instructors must continue to adapt to the shifting landscape of academia in the twenty-first century. It is only fitting that environmental historians be at the forefront of that effort."- Brittany B. Fremion (Environmental History) "The richness of content and context provided by Wakild and Berry makes it hard to not want to teach a course on environmental history, or at the very least attempt one of the assignments outlined in the book. Still, the book deserves a wider audience than just those who might readily see its appeal and educators from a variety of fields and levels of experience could find ways to adapt the approaches to their lesson plans and goals. It is an excellent starting point for designing a new course or even refreshing the content of an existing one." - Abbey Lewis (Electronic Green Journal) "Every environmental historian, or those wishing to inject a little environmental history into their curriculum, should read [this book]. It is a rich and engaging resource for all aspects of environmental history pedagogy. The authors have a wealth of teaching experience and their enthusiasm for their subject is infectious." - Frank Zelko (Journal of World History) “This very timely and important book has ideas for almost every kind of educator, and a little environmental history can go a long way. I have recommended it to friends and colleagues who teach in both high schools and colleges, and I recommend it to you now.”- Raechel Lutz (H-Environment, H-Net Reviews) "This book has the immense merit of inviting all historians to consider the need to integrate a material and ecological dimension into their teaching." - Renaud Becot (Review of Agricultural, Food, and Environmental Studies)

• Preface: How to Make Use of This Book  ixAcknowledgments  xiiiIntroduction  1Part I. Approaches1. The Fruit: Into Their Lunch Bags to Teach Relevance and Globalization with Food  132. The Seed: Using Learning Objectives to Build a Course  273. The Hatchet: Wielding Critique to Reconsider Periodization and Place  394. The Llama: Recruiting Animals to Blend Nature and Culture  53Part II. Pathways5. The Fields: Science and Going Outside  716. The Land: Sense of Place, Recognition of Spirit  857. The Power: Energy and Water Regimes  99Part III. Applications8. The People: Environmental Justice, Slow Violence, and Project-Based Learning  1159. The Tools: Using Technology to Enhance Environmental History  13110. The Test: Assessment Methods, Rubrics, and Writing  141Epilogue  151Notes  153Bibliography  163Index  177

Emily Wakild is Professor of History at Boise State University and the author of Revolutionary Parks: Conservation, Social Justice, and Mexico's National Parks, 1910–1940.Michelle K. Berry is Lecturer in the Departments of History and Gender and Women's Studies at the University of Arizona.

"More about possibilities than prescription, A Primer for Teaching Environmental History is one of the most compelling texts on course design I’ve encountered-which is why I will keep it nearby as I revise my own environmental and U.S. history courses." - Amy Kohout (Western Historical Quarterly) "Wakild and Berry have accomplished a first. They have published a usable, innovative, and relevant guide to teaching environmental history that should be on every historian’s bookshelf at a time when enrollment trends jeopardize the stability and future of the humanities. From this perspective,Wakild and Berry provide a compelling defense of the profession. Instructors must continue to adapt to the shifting landscape of academia in the twenty-first century. It is only fitting that environmental historians be at the forefront of that effort."- Brittany B. Fremion (Environmental History) "The richness of content and context provided by Wakild and Berry makes it hard to not want to teach a course on environmental history, or at the very least attempt one of the assignments outlined in the book. Still, the book deserves a wider audience than just those who might readily see its appeal and educators from a variety of fields and levels of experience could find ways to adapt the approaches to their lesson plans and goals. It is an excellent starting point for designing a new course or even refreshing the content of an existing one." - Abbey Lewis (Electronic Green Journal) "Every environmental historian, or those wishing to inject a little environmental history into their curriculum, should read [this book]. It is a rich and engaging resource for all aspects of environmental history pedagogy. The authors have a wealth of teaching experience and their enthusiasm for their subject is infectious." - Frank Zelko (Journal of World History) “This very timely and important book has ideas for almost every kind of educator, and a little environmental history can go a long way. I have recommended it to friends and colleagues who teach in both high schools and colleges, and I recommend it to you now.”- Raechel Lutz (H-Environment, H-Net Reviews) "This book has the immense merit of inviting all historians to consider the need to integrate a material and ecological dimension into their teaching." - Renaud Becot (Review of Agricultural, Food, and Environmental Studies)

• Preface: How to Make Use of This Book  ixAcknowledgments  xiiiIntroduction  1Part I. Approaches1. The Fruit: Into Their Lunch Bags to Teach Relevance and Globalization with Food  132. The Seed: Using Learning Objectives to Build a Course  273. The Hatchet: Wielding Critique to Reconsider Periodization and Place  394. The Llama: Recruiting Animals to Blend Nature and Culture  53Part II. Pathways5. The Fields: Science and Going Outside  716. The Land: Sense of Place, Recognition of Spirit  857. The Power: Energy and Water Regimes  99Part III. Applications8. The People: Environmental Justice, Slow Violence, and Project-Based Learning  1159. The Tools: Using Technology to Enhance Environmental History  13110. The Test: Assessment Methods, Rubrics, and Writing  141Epilogue  151Notes  153Bibliography  163Index  177