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DEMOGRAPHY AND POPULATION STUDIES UNDERGRADUATE CROSS-­‐LISTED AS 10:762:417 (PLANNING & PUBLIC POLICY [INDEX: 10741]) AND 10:832:417 (PUBLIC HEALTH [INDEX: 10742]) AND 10:833:417 (PUBLIC POLICY [INDEX: 15458]) AND GRADUATE CROSS-­‐LISTED AS 34:970:633 (URBAN PLANNING AND POLICY DEVELOPMENT [INDEX 10809]) SEMESTER: DATE / TIME: PROFESSOR: OFFICE HOURS: COURSE WEBSITE: Spring 2015 Wednesdays, 12:00pm to 3:00 pm Location: Civic Square Building (Bloustein Building), Room 113 Marc D. Weiner, J.D., Ph.D. Room 273, Civic Square Building [email protected] contact by email only visitors welcome, but by email appointment only please https://sakai.rutgers.edu/portal at tab: DEMOGRAPHY -­‐SP15 "[Since 2008], for the first time ever, we have more people living in cities than out on the land. For the first time, most of us have no substantive ability to feed or water ourselves. We have become reliant upon technology, trade, and commerce to carry out these most primitive of functions. Sometime in 2008, the human species crossed the threshold toward becoming a different animal: an urban creature, geographically divorced from the natural world that still continues to feed and fuel us. ... LAURENCE C. SMITH, WRITING IN THE WORLD IN 2050: FOUR FORCES SHAPING CIVILIZATION'S NORTHERN FUTURE. (2011), PG. 30. The publication of Alfred Crosby’s The Columbian Exchange opened a new field in the discipline of history. Crosby’s environmental history provided historians with an alternative to the predominantly political, economic, and social metanarrative which privileged Euro-­‐American historical experience over those of other peoples. JEROME KLENA, BOOK REVIEW OF THE RETREAT OF THE ELEPHANTS: AN ENVIRONMENTAL HISTORY OF CHINA. (ELVIN, 2004). [Yali] and I both knew perfectly well that New Guineans are on the average at least as smart as Europeans. All those things must have been on Yali’s mind when, with yet another penetrating glance of his flashing eyes, he asked me, “Why is it that you white people developed so much [wealth] and brought it to New Guinea, but we black people had little [wealth] of our own?” JARED DIAMOND, REPEATING “YALI’S QUESTION” IN THE PROLOGUE TO GUNS, GERMS, AND STEEL: THE FATE OF HUMAN SOCIETIES. (1997), PG. 14. Demography and Population Studies: Spring 2015; Weiner. 2 COURSE OVERVIEW AND LEARNING GOALS Formally, per the Bloustein School’s graduate catalogue of Urban Planning and Policy Development courses, this course addresses “[d]emographic concepts, history, methods, and applications, from an interdisciplinary perspective. Global population studies, with an historical focus on distributions of wealth and power.” That description is identical in the undergraduate catalogue, which makes sense since I pitch this class to advanced undergraduates and early graduate students. I teach this cross-­‐listed course with two key components: first—during the eight weeks before spring break—it is a high-­‐level introductory course to the study of demography; second—during the six weeks following spring break—it is an interdisciplinary study of the application of demographic principles in the contexts of the history of public health (particularly, but by no means exclusively, epidemiology), planning development and policy, environmental biology, and geo-­‐political and cultural historicity. Regardless of whether you are an advanced undergraduate or a graduate student, there are four key learning goals: • to explore the sizes and compositions of populations according to diverse criteria (age, sex, fertility, marital status, educational attainment, spatial distribution, etc.); • to examine the dynamic life-­‐course processes that change this composition over time (birth, death, marriage, migration, etc.); • to analyze relationships between population composition and change, and the broader social and physical environment in which they exist; and, • to critically evaluate theoretical approaches to explaining and predicting population change. In the first part of the course, then, we examine how demographers measure population growth, mortality, fertility, marriage, age structure and migration, how they think about and analyze the data they collect, and how their findings and analyses inform public policy conversations and public health initiatives and solutions. In the most general terms, our overall course goal is to develop a sophisticated set of intellectual skills for understanding population dynamics and for thinking systematically about the consequences of population issues and problems in the world at large, and in the United States. I design the course to provide you with the tools you need to think systematically about population issues: • the outlines of demography/population studies as a theoretical discipline, along with an understanding of the competing paradigms available to frame the dominant theoretical canon, basically demographic transition theory versus demographic regime; • the outlines of demography/population studies as an applied empirical science; Demography and Population Studies: Spring 2015; Weiner. 3 a working knowledge of demographic data by learning what questions those data can answer, where to find them, how to read them, and how to use them in research; and, • a deeper understanding and appreciation for the interplay across history of human populations and the intertwined roles of planning and policy development and public health in global population studies. COURSE RESOURCES AND STRUCTURE Other than our in-­‐class experience, the primary resource for this class is the course Sakai site, where you will find all readings and related materials except Guns, Germs, and Steel, which you must buy. Guns, Germs, and Steel is available from Amazon.com for under $15 in paperback. That text is a required purchase for this class, and when we are reading and analyzing it, you should bring it to class with you: Diamond, Jared. ([1997] 1999). Guns, Germs, and Steel: The Fates of Human Societies. (NY: Norton & Co.). We will use articles, chapter readings, videos, and lectures to first cover the basics of population analysis, introducing theoretical and empirical aspects of the discipline, and the use and abuse of demographic data. We will then, again through articles, chapter readings, videos and lectures, present and analyze the key population processes, the demographic transitions: health and mortality, fertility, migration, age, urbanicity, and family and household. In addition, we will examine theoretical and empirical challenges to demographic transition theory, as well as other theoretical approaches to population and population issue analyses. After spring break, we will read and critique Jared Diamond’s Guns, Germs, and Steel: The Fates of Human Societies, which won the Pulitzer Prize and the Phi Beta Kappa Award in science. Diamond seeks to answer “Yali’s Question,” “why did human development proceed at such different rates on different continents?” or, paraphrased, “how come white Europeans dominated the world for so long?” These questions are also taken up in David S. Landes’s “The Wealth and Poverty of Nations: Why Some Are So Rich and Some Are So Poor” (1998), which is suggested as an “Optional” reading,1 complementary to Guns, Germs, and Steel. Landes phrases the question this way: The old division of the world into two power blocks, East and West, has subsided. Now the big challenge and threat is the gap in wealth and health that separates rich and poor. These are often styled North and South, because the division is geographic; but a more accurate signifier would be the West and the Rest, because the division is also historic. Here is the greatest single problem and danger facing the world of the Third Millennium. The only other worry that comes close is environmental deterioration, and the two are intimately connected, indeed are one. They are one because wealth entails not only consumption but also waste, not only production but also destruction, which has increased enormously with output and income, which threatens the space we live and move in (p.xx). •
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Unfortunately, you would have to buy your own copy of The Wealth and Poverty of Nations; on the upside, it’s an excellent book. Demography and Population Studies: Spring 2015; Weiner. 4 To set the stage for Guns, Germs, and Steel, we’ll first read some shorter selections from Alfred Crosby’s classic, The Columbian Exchange: Biological and Cultural Consequences of 1492, as well as Charles Mann’s bookend works, 1491: New Revelations of the Americas Before Columbus, and 1493: Uncovering the New World Columbus Created, along with companion and supporting articles and critiques. ASSESSMENT AND GRADING Because this course is cross-­‐listed, the grading rubric depends on whether you are an upper-­‐level undergraduate or a graduate. For undergraduates, the grading rubric is as follows and percentage grade to letter grade map are as follows: Preparedness and Engagement/Participation: 10% Think-­‐piece, due Wed., 2/11/15: 12.5% Take-­‐Home Midterm Exam, distributed Wed., 3/4/15, due Fri., 3/13/15: 30% Think-­‐piece, due Wed., 3/4/15: 12.5% Fifteen-­‐page research paper, due Monday, May 11, 2015 @ 11:59pm: 35% 90 to 100% = A 70 to 74% = C 85 to 89% = B+ 65 to 69% = D 80 to 84% = B 0 to 64% = F
75 to 79% = C+ For graduate students, the grading rubric and percentage grade to letter grade map are as follows: Preparedness and Engagement/Participation: 10% Think-­‐piece, due Wed., 2/11/15: 15% Take-­‐Home Midterm Exam, distributed Wed., 3/4/15, due Fri., 3/13/15: 25% Think-­‐piece, due Wed., 3/4/15: 15% Twenty-­‐five-­‐page research paper, due Monday, May 11, 2015 @ 11:59pm: 35% 90 to 100% = A 75 to 79% = C+ 85 to 89% = B+ 0 to 74% = F 80 to 84% = B Preparedness and Engagement/Participation: This is exactly what it sounds like; it’s worth 10% of the grade, from which you may infer that I value it highly. I intentionally keep this class small and conduct it as mixed lecture/discussion and seminar; for those reasons, your fully prepared participation is essential to a quality course experience. While there’s a fair amount of reading for this course, most of it is reasonably light and breezy, and many of the demographic reports from the Population Reference Population Tools and Policies: Spring 2015; Weiner. 5 Bureau are chock full of large graphs and tables, so, except for some very short readings about measurement issues, this material is not particularly dense and reads fairly easily. While I prefer that everyone in the class volunteer from time to time to participate in the class discussion, I do call on students in a Socratic style to stimulate conversation. I do not do this to play “gotcha” to see if you’re prepared, but rather because I assume you’re prepared and ready to have a conversation on the reading or topic at hand. That, after all, is the reason we’re there. So, it’s important to show up for class and to stay current with the reading, so that you’re prepared to discuss the material in a coherent and cohesive way. It’s so important, in fact, it’s worth 10% of your grade. The policy on absences and arriving late/leaving early is as follows: Everybody gets one absence, no questions asked, and everyone gets two late arrivals or early departures, no questions asked, without any injury to your Preparedness and Engagement/Participation score. After that, points are deducted from that score to reflect poor attendance, participation, and /or preparedness. Think-­‐Pieces ##1 & 2: There will be two short essays, subject to three sets of rules: format, style, and topic. As to format, the think-­‐piece is “a piece of writing meant to be thought-­‐provoking and speculative that consists chiefly of background material and personal opinion and analysis” (M-­‐W.com). As to style, the essays will follow a “problem reducing” approach.2 Under the “problem reducing” approach, you will identify a contemporary population problem – a situation that falls within the scope of demography and population studies – worthy of your attention. Optimally, it’s something you care about, but it could be a purely academic exercise, as well. Either way, you’ll then write an essay in which you follow three steps: you demonstrate the problem exists, you evaluate possible policy and related solutions, and select and advance an approach to and defend it. As for topic, well, that’s up to you. There’s a huge set of possibilities. Each essay should be between 1,000 and 1,500 words each, and the first is due on Wed., February 11th, the second on March 4th. Take-­‐Home Midterm Exam: The take-­‐home Midterm Exam, which will be worth 25% of your course grade, will be distributed on Wednesday, March 4, 2015 and will be due, to be submitted through Sakai, by 11:59pm on Friday, March 13, 2015. The Midterm will cover all material through March 12, i.e., all material prior to spring break. The exam will consist of short answer and essay questions. Final Paper: The final paper is due to be submitted through the Assignments Tab on our course Sakai site not later than Monday, May 11, 2015 at 11:59 pm. This paper is an anchor assessment; it is worth 35% of the final course grade, and will be a (15 page for undergraduates and 25 pages for graduate) research paper that explores in greater detail some aspect of population studies and demography that you find interesting. The page count does not include a cover page or References, and assumes 1” margins all around. The Final Paper involves four separate submissions: 2
There’s a strikingly useful website, describing this and other writing styles, published by Aims Community College in Greely, Colorado: http://www.aims.edu/student/online-­‐writing-­‐lab/assignments/problem-­‐reducing and I have drawn from that resource. Population Tools and Policies: Spring 2015; Weiner. 6 (1) Research Question: A one-­‐page statement of Research Question, in which you pose an inquiry that is within to domain of demography/population studies and is of interest to you. Typically, the research question will focus on a theoretical issue or an empirical state, rate, or condition. You are welcome to—and, in fact, you should—discuss your proposed Research Question with me before submitting it. In addition, the one page statement of Research Question must include at least three major sources, not on the syllabus, that you will use to explore your inquiry. Due through Sakai, 11:59pm, Friday, March 27, 2015. (2) Outline: A one-­‐page outline that addresses your Research Question, proposed a tentative approach for answering it, along with a proposed response to the inquiry. Due through Sakai, 11:59pm, Friday, April 10, 2015. (3) Rough Draft: An annotated or “fleshed out” outline that has all your sources referenced and all your ideas introduced. This should be at least half the length of your final paper. Due through Sakai, 11:59pm, Friday, April 24, 2015. (4) Final Draft: The final paper, in final form. Due through Sakai, end of day, i.e., 11:59pm, Monday, May 11, 2015. With this segmented approach, under which I review each element of your paper’s progress toward completion, by the time you submit your final paper, you should be in good shape vis-­‐à-­‐vis a good grade. ACADEMIC MISCONDUCT: A BLOUSTEIN SCHOOL PERSPECTIVE Academic misconduct includes cheating, plagiarism, failure to cite sources, fabrication and falsification, stealing ideas, and deliberate slanting of research designs to achieve a pre-­‐conceived result. Plagiarism, by the way, also includes submitting your own work to more than one class. We talk about misconduct and ethical behavior in classes and expectations are set forth in student handbooks and catalogues. Penalties for misconduct can range from failing an assignment/exam or dismissal from the university. Academic misconduct almost always happens for two reasons. One is ignorance of academic rules and practices, generally concerning the rules of content attribution, especially as it relates to Internet content. Pressure is the second common reason for academic misconduct. That discussion is beyond the scope of this syllabus, but there are resources available, so if you’re overwhelmed, ask for help. The Bloustein School plays an important role in the planning and public policy agenda and so our work, our faculty and staff, and our students must be above reproach. Population Tools and Policies: Spring 2015; Weiner. •
Overview of Course Content, Spring 2015 Part One: Introduction to Demographic Theory, Data, Processes, Structure, & Characteristics (8 weeks) Section 1: Introduction to Demography (1 week) o Introduction: Demography and Population Studies as Fundamentally Interdisciplinary. Situating Demography and Population Studies within Companion Disciplines. • Section 2: Population Theories (2 weeks) o Section 1: Historical Background: Premodern, Malthusian, and Marxian Population Doctrines; o Section 2: The Demographic Transition: Explaining Demographic Change and Response; o Section 3: Africa’s Challenge to Eurocentricity of Demographic Theorizing; and, o Section 4: Strauss and Howe’s Generational Theory. • Section 3: Population Data (1 week) o Sources of and Working with Population Data: Descriptive Visualization of Data; Primer on Calculation of Rates and Projections for Planning Purposes. • Section 4: Population Processes (2 weeks) o The Health and Mortality Transition; Death Rates. o The Fertility Transition; Birth Rates. o The Migration Transition. • Section 5: Population Structure And Characteristics (2 weeks) o The Age Transition. o The Urban Transition. o The Family and Household Transition. Part Two: Demographic Case Study: Friday, October 12, 1492: The First Day of Globalization (6 weeks) Section 1: Introduction to The Columbian Exchange: Definitions, Empirical Support, and Implications. (2 weeks) § Introduction to and Overview of “The Columbian Exchange.” § 1491: The Pristine Myth: The Americas in the Pre-­‐Columbian State. § Friday, October 12, 1492: The First Day of Globalization. § 1493: Paradise Lost? Planting and Taking the Seeds and Germs of Globalization. Section 2: In-­‐Depth Study of “Guns, Germs, And Steel” with Critiques (4 weeks) § Preface, “Why is World History Like an Onion?” § Prologue: Yali’s Question. § Part One: From Eden to Cajamarco. § Part Two: The Rise and Spread of Food Production. § Part Three: From Food to Guns, Germs, and Steels. 7 Population Tools and Policies: Spring 2015; Weiner. 8 PART ONE: INTRODUCTION TO DEMOGRAPHIC THEORY, DATA, PROCESSES, STRUCTURE, AND CHARACTERISTICS Section 1: Introduction To Demography Wed., 1/21/15 • Introduction: • Demography and Population Studies as Fundamentally Interdisciplinary. • Situating Demography and Population Studies within Companion Disciplines: Environmental Studies; Geography; Economics/Sociology; Planning and Public Policy Development. Optional (Skim) Readings: 1. General Introduction: a. From Position of Demography Among Other Disciplines, Pavlík, Zdenĕk, ed. (2000). (Department of Demography and Geodemography, Charles University in Prague, Faculty of Science, Prague, Czech Republic). i. Coleman, David. “Demography In an Intellectual Context: A Subject in Search of a Home,” pp. 27-­‐35. ii. Kohler, Hans-­‐Peter and James W. Vaupel. “Demography and Its Relation to Other Disciplines,” pp. 19-­‐26. iii. Vilquin, Eric. “History of Demography,” pp. 49-­‐51. 2. Environmental Studies: a. Pebley, Anne R. (1998). “Demography and the Environment,” Demography, Vol. 35(4). (Nov.), pp. 377-­‐389. 3. Demographic Methodology: a. Demographic Fundamentals: Balancing Equation, and, The Demographic Transition (Hinde, 1-­‐7: “Some Demographic Fundamentals,” from Demographic Methods (1998)). b. Introduction to Measurement of Population Change (Rowland, 29-­‐38: Components and Measurements of Population Change; Introduction to Rates, from Demographic Methods and Concepts (2003)). 4. Select One Of These Three Demography-­‐Related Domains: a. Geography: de Blij, Harm. (2012). “Geography and Demography,” Chapter 3 from Why Geography Matters: More Than Ever. pp. 71-­‐95. b. Economics/Sociology: Massey, D., Danziger, S., Farley, R., Hout, M., et al. (1996). Symposium: “The Age of Extremes: Concentrated Affluence and Poverty in the Twenty-­‐
First Century,” and comments and responses, Demography. Vol. 33(4), Nov. pp. 395-­‐428. c. Planning And Public Policy Development: Hughes, James W. and Joseph J. Seneca. (1998). “Introduction: The Demographic Trajectory and Public Policy,” from America’s Demographic Tapestry: Baseline for the New Millennium. pp. 1-­‐18. à In-­‐Class Videos: “The Demographic Dividend,” Population Reference Bureau (“PRB”). (Dec 2012). “Population Momentum,” PRB. (Nov 2013). Population Tools and Policies: Spring 2015; Weiner. 9 More Optional Readings: 1. 2014 World Population Data Sheet. PRB. 2014. 2. Haub, Carl. (2013). United Nations Raises Projected World Population. PRB. 3. Haub & Gribble. (2011). “The World at 7 Billion.” Population Bulletin. Vol. 66(2). 4. Readings on the Tragedy of the Commons:3 a. Garrett Hardin, “The Tragedy of the Commons,” in Science, Vol. 162. No. 3859 (Dec. 13, 1968), pgs. 1243-­‐1248; b. Beryl L. Crowe, “The Tragedy of the Commons Revisited,” in Science, Vol. 166, No. 3909 (Nov. 28, 1969), pgs. 1103-­‐1107; c. Garrett Hardin, “Extensions of ‘The Tragedy of the Commons’,” in Science, Vol. 280, No. 5364 (May 1, 1998), pgs. 682-­‐683, d. Elinor Ostrom, et al., “Revisiting the Commons: Local Lessons, Global Challenges,” in Science, Vol. 284, No. 5412 (Apr. 9, 1999), pgs. 278-­‐282. Section Two: Population Theories Wed., 1/28/15 and Wed., 2/4/15 Section 1: Historical Background: Premodern, Malthusian, and Marxian Population Doctrines; Section 2: The Demographic Transition: Explaining Demographic Change and Response Section 3: Africa’s Challenge to Eurocentricity of Demographic Theorizing; and, Section 4: Strauss and Howe’s Generational Theory. Required Readings for Wed., 1/28/15: 1. Ryder, N.B. “Notes on the Concept of a Population,” American Journal of Sociology. Vol. 69(5). Mar. 1964. pp. 447-­‐463. 2. Coale, Ansley J. 1974. “The History of Human Population.” Scientific American. Vol. 231(3): 41-­‐
51. 3. Joseph A. McFalls Jr., “Population: A Lively Introduction, 5th Edition,” Population Bulletin. Vol. 62(1) (Washington, DC: Population Reference Bureau, 2007). à In-­‐Class Video: “How Many People Have Ever Lived on Earth?” PRB. (Nov., 2009) 3
If you’re not already familiar with the concept of the tragedy of the commons, then this section is required reading. Population Tools and Policies: Spring 2015; Weiner. 10 Required Readings for Wed., 2/4/15: 1. Cordell, Dennis D., Joel W. Gregory, and Victor Piché. (1987). “African Historical Demography: The Search for a Theoretical Framework,” from African Population and Capitalism: Historical Perspectives. pp. 14-­‐32. 2. Cordell, Dennis D., Karl Ittmann, and Gregory H. Maddox. (2010). “Counting Subjects: Demography and Empire,” from The Demographics of Empire: The Colonial Order and the Creation of Knowledge, Ittman, K., Cordell, D., & Maddox, G, eds. pp. 1-­‐21. 3. Cordell, Dennis D. “African Historical Demography in the Postmodern and Postcolonial Eras,” from The Demographics of Empire, op. cit., pp. 22-­‐58. 4. William Strauss and Neil Howe, Generations: The History of America’s Future, 1584 to 2069 (1991): a. Preface, pp. 7-­‐18; b. Chapter 1, “People Moving Through Time,” pp. 27-­‐40; c. Chapter 2, “Life Along the Generational Diagonal,” pp. 43-­‐57. à In-­‐Class Video: “Addressing Population Myths,” PRB. (Oct. 2011). Optional Readings: 1. Strauss and Howe, Generations, Chapter 12, “The Past as Prologue,” pp. 347-­‐373, and Chapter 13, “Completing the Millennial Cycle,” pp. 374-­‐427. 2. Kapuściński, Ryszard. (2001). The Shadow of the Sun, trans. Glowczewska, K. [Book, not on Sakai]. Section Three: Population Data Wed., 2/11/15 Due Date: Think-­‐Piece Assignment #1 Due Through Sakai Sources of Population Data; Working with Population Data: Descriptive Visualization of Data; Primer on Calculation of Rates and Projections for Planning Purposes Required Readings: 1. Data Sources Overview: Rowland, 24-­‐29: op. cit., Sect. 1.3, “Sources of Data.” 2. A Re-­‐Introduction to Measurement: Palmore, 1-­‐7: “Rates, ratios, percentages, and probabilities,” Chapter 1 from Measuring Mortality, Fertility, and Natural Increase: A Self-­‐Teaching Guide to Elementary Measures (1994). 3. Concern for Data Quality: Preston, 211-­‐215: “Methods for Evaluating Data Quality,” Chapter 10 from Demography: Measuring and Modeling Population Processes (2001). Population Tools and Policies: Spring 2015; Weiner. 11 4. The Cohort as a Data Category: Ryder, N.B. “The Cohort as a Concept in the Study of Social Change,” American Sociological Review. Vol. 30(6). Dec. 1965. pp. 843-­‐861. 5. Example of Geodemography: Logan, John R., Jindrich, Jason, Shin, Hyoungjin, & Zhang, Weiwei. (2011). “Mapping America in 1880: The Urban Transition Historical GIS Project,” from Historical Methods, (January-­‐March). Vol. 44(1), pp. 49-­‐60. 6. The Politics of Census Taking: The Economist (12/19/2007), “Counting People: Census Sensitivity.” à In-­‐Class Videos: • “200 Countries and 200 Years in 4 Minutes.” Rosling, Hans. (2010). BBC, The Joy of Stats. • “The River of Myth” (child mortality associated with total fertility). Rosling, Hans. (Jan. 2013). • “Where Do Population Data Come From?” PRB. (Dec. 2012). • “Deciphering Population Pyramids,” PRB. (Oct. 2009). Optional Readings: 1. “Social Security Death Record Limits Hinder Researchers,” NYTimes, (Oct. 8, 2012). 2. Error and Estimation in Censuses: Seife, Charles. (2010). Proofiness: The Dark Arts of Mathematical Deception (New York: Viking/Penguin), selection from Chapter 6, “An Unfair Vote,” pg. 186-­‐198. 3. Seife, Chapter 5, “Electile Dysfunction,” in Proofiness, op. cit., pg. 125-­‐166. Section Four: Population Processes Wed., 2/18/15 and Wed., 2/25/15 The Health and Mortality Transition; Death Rates Required Readings: 1. “The Epidemiologic Transition: A Theory of the Epidemiology of Population Change,” Omran, Abdel R. The Milbank Quarterly, Vol. 83(4). 2005. pp. 731–57. 2. McKeown, Thomas. (1988). Chapter 1, “Introduction,” from The Origins of Human Disease, pp. 1-­‐12. 3. Measurement Issues (Hinde, 8-­‐18: op. cit., Chapter 2, “The Measurement of Mortality”). à In-­‐Class Video: “The Death Rate,” PRB. (June 2010). Optional Readings: 1. Weisz, G. and Olszynko–Grybn, J. “The Theory of Epidemiological Transition: the Origins of a Citation Classic,” Journal of the History of Medicine and Allied Sciences. Vol. 65(3). Dec. 2009. Pp. 287-­‐326. Population Tools and Policies: Spring 2015; Weiner. 12 The Fertility Transition; Birth Rates Required Readings: 1. Caldwell, J. (2002). “The Contemporary Population Challenge,” Background Paper from the United Nations Department of Economic and Social Affairs, Population Division’s Expert Group Meeting on Completing the Fertility Transition, pp. 72-­‐79. 2. Turshen, M. (2011). “Reproducing Labor: Colonial Government Regulation of African Women’s Reproductive Lives,” from The Demographics of Empire: The Colonial Order and the Creation of Knowledge, Ittman, Karl, Dennis D. Cordell, and Gregory H. Maddox, eds. pp. 217-­‐244. 3. Measurement Issues (Hinde, 96-­‐106: op. cit., Chapter 8, “The Measurement of Fertility”) à In-­‐Class Video: “The Birth Rate: What It Is and Why It Matters,” PRB. (April 2010). Optional Readings: 1. Diamond, J. (1997). “Chapter 1: The Animal with the Weirdest Sex Life,” from Why is Sex Fun? The Evolution of Human Sexuality, pp. 1-­‐13. The Migration Transition Required Readings: 1. “Immigration: Shaping and Reshaping America, 2nd ed.” Philip Martin & Elizabeth Midgley, Population Bulletin, Vol. 61(4) Dec. 2006. 2. “Immigration in America 2010” Philip Martin & Elizabeth Midgley, Population Bulletin Update. June 2010. 3. Measurement Issues (Hinde, 190-­‐197: op. cit., Chapter 15, “The Analysis of Migration.”) à In-­‐Class Video: “Migration,” PRB. (Nov. 2010). Optional Readings: 1. Slade, Giles. (2013). American Exodus: Climate Change the Coming Flight for Survival. [Book, not on Sakai]. 2. Benhabib, S. (2012). “The Morality of Migration,” from The New York Times. (Sun., July 29). 3. Hunter, L.M. “Rural Migrant Remittances May Protect Forests,” Center for Public Information on Population Research Publications, Population Reference Bureau. Feb. 2012. pp. 1-­‐3. 4. Katel, P. “Illegal Immigration: Do Illegal Workers Help or Hurt the Economy?” The CQ Researcher. Vol. 15(17). May 6, 2005. pp. 393-­‐417. Population Tools and Policies: Spring 2015; Weiner. 13 Section Five: Population Structure and Characteristics Wed., 3/4/15 and Wed., 3/11/15 Due Date: March 5th: Think-­‐Piece Assignment #2 Due Through Sakai The Age Transition Required Readings: 1. Linda A. Jacobsen et al., “America’s Aging Population,” Population Bulletin. 66(1). 2011. 2. Hall, Stephen S. (2013). “New Clues to a Long Life: On Beyond 100,” from National Geographic Magazine, (May), Vol. 223(5), pp. 28-­‐49. 3. Measurement Issues; Population Pyramids Applied (Hinde, 159-­‐165 only: op. cit., Chapter 13, “Models of Population Structure”). à In-­‐Class Video: “Population Projections,” PRB. (March 2011). Optional Readings: 1. Jacobs, Frank. (2012). “The Border That Stole 500 Birthdays,” from the New York Times Opinionator Blog (July 31). 2. Mary Grace Kovar and Robyn I. Stone, “The Social Environment of the Very Old,” in The Oldest Old, Richard Suzman, et al., eds., (Oxford Univ. Press, NY: 1992), pp. 303-­‐320. The Urban Transition Required Readings: 1. Urban Transition: Martin P. Brockerhoff, “An Urbanizing World,” Population Bulletin, Vol. 55(3). (Washington, DC: Population Reference Bureau, September 2000). 2. Ehrenhalt, Alan. (2010). Excerpt from “The Great Inversion and the Future of the American City,” pp. 3-­‐4, 7. 3. Haines, M.R. (July 2001). “The Urban Mortality Transition in the United States, 1800-­‐1940,” from NBER Working Paper Series on Historical Factors in Long Run Growth, Historical Paper 134, National Bureau of Economic Research. à In-­‐Class Video: “Urbanization,” PRB. (March 2012). Optional Readings: 1. Hochschild, J. (2012). “Race and Cities: New Circumstances Imply New Ideas,” in Perspectives on Politics. Vol. 10(3). Sept. pp. 647-­‐658. Population Tools and Policies: Spring 2015; Weiner. 14 The Family and Household Transition Required Readings: 1. Family and Household Transition: Suzanne M. Bianchi and Lynne M. Casper, “American Families,” Population Bulletin, Vol. 55(4) (Washington, DC: Population Reference Bureau, December 2000). 2. Bower, Bruce. (2012). Families in Flux, in Science News, Dec. 15. pp. 16-­‐20. Optional Readings: 1. Hughes, J.W. and Seneca, J. (2012). Demographic Economics and Housing Demand, Rutgers Regional Report, Issue Paper 29. (April). 2. Hughes, J.W. and Seneca, J. (2012). The Evolving Rental Housing Market in New Jersey, Rutgers Regional Report, Issue Paper 32. (November). 3. Hertz, Frederick. (2012). “U.S. Census Reveals Rise of Same-­‐Sex Unions,” from The Gay and Lesbian Review (Jan-­‐Feb). Midterm Exam Distributed Electronically March 5 // Due, Sakai, 11:59pm, Fri, March 14 Wed., 3/18/15 Spring Break Population Tools and Policies: Spring 2015; Weiner. Part Two: Population Case Study: Friday, October 12, 1492: The First Day Of Globalization 15 Section One: The Columbian Exchange Wed., 3/25/15 Introduction to and Overview of “The Columbian Exchange.”4 Required Readings: 1. The Columbian Exchange, pgs. 3-­‐31: Chapter 1, “The Contrasts.” 2. The Columbian Exchange, pgs. 208-­‐221: Chapter 6, “The Columbian Exchange Continues.” 3. Reviews/Critiques of The Columbian Exchange: a. Cooper, Donald B. (1973). Book review from The Hispanic American Historical Review. Vol. 53(3) (Aug.), pp. 498-­‐500. b. Dunn, Richard S. (1973). Book review from The Journal of American History. Vol. 60(2) (Sep.), pp. 420-­‐422. c. Barry, Edward E. (1975). Book review from The American Historical Review. Vol. 80(1) (Feb.), p. 67. 1491: The Pristine Myth: The Americas in the Pre-­‐Columbian State. Required Readings: 1. William M. Denevan, “The Pristine Myth: The Landscape of the Americas in 1492,” from a special 500 year anniversary issue of The Annals of the Association of American Geographers, Vol. 82, No. 3 (Sep., 1992), pp. 369-­‐385. “The Americas before and after 1492: Current Geographical Research.” 2. Nathaniel Rich, Jungleland: The Lower Ninth Ward in New Orleans Gives New Meaning to the Term “Urban Growth,” NY Times Magazine, March 25, 2012, pgs. 32-­‐37, 48, 56. 3. 1491: New Revelations of the Americas Before Columbus, 2nd Ed., “Introduction / Holmberg’s Mistake; Chapter 1: ‘A View from Above’,” pp. 3-­‐31. Mann, Charles C. ([2005] 2011). 4. Reviews/Critiques of 1491: a. Taylor, Alan. (2005). Book review, “A Cultivated World,” from The Washington Post. (Sun., Aug. 7). b. Atwood, Roger. (2005). Book review, “A Whole New World: What Columbus and Other Explorers Found Was Not Wilderness but a Variety of Large, Sophisticated Societies,” from The Boston Globe. (Sun., Aug. 28). c. Baker, Kevin. (2005). Book review, “‘1491’: Vanished Americans,” from The New York Times. (Sun., Oct. 9). 4
Crosby, Alfred W., Jr. ([1973] 2003). The Columbian Exchange: Biological and Cultural Consequences of 1492, 30th Anniversary Edition. (Westport, CT: Praeger). Population Tools and Policies: Spring 2015; Weiner. 16 Suggested Video: America Before Columbus, National Geographic. DUE DATE: Final Paper: Research Questions due through Sakai by 11:59pm, Friday, March 28 Thurs., 4/1/15 Friday, October 12, 1492: The First Day of Globalization Required Readings: 1. Eyewitness to History: Columbus Discovers America, 1492. 2. Where Columbus Found the New World, National Geographic, Nov., 1986, pgs. 565-­‐571. 3. Christopher Columbus and the New World He Found, National Geographic, Nov., 1975, pgs. 584-­‐
624. 1493: Paradise Lost? Planting and Taking the Seeds and Germs of Globalization Required Readings: 1. 1493: Uncovering the New World Columbus Created, “Introduction / In the Homogenocene; Chapter 1: ‘Two Monuments’,” pp. 3-­‐36. Mann, Charles C. (2011). 2. Reviews/Critiques of 1493: • Morris, Ian. (2011). Book review, “Seeds, Germs and Slaves,” from The New York Times. (Fri., Aug. 19). • Crosby, Alfred W. (2011). Book review, “The Herald of A New Creation,” from The Wall Street Journal Online. (Tues., Aug. 9). • Blackburn, Robin. (2011). Book review, “1493 by Charles C. Mann – Review: A Lively Account of How Columbus’s Voyage Changed History,” from The Guardian Online. (Fri., Nov. 4). Optional Readings: 1. Transcript of Interview of Charles Mann by Terry Gross, Aug. 8, 2011, NPR: WHYY, “Fresh Air.” Population Tools and Policies: Spring 2015; Weiner. 17 Section Two: In-­‐Depth Study of “Guns, Germs, and Steel” with Critiques (a geographic approach to understanding historical global development and wealth distribution). Wed., 4/8/15 Required Readings: Guns, Germs, & Steel: Part One: From Eden to Cajamarco, pp. 9-­‐81. • Preface, “Why is World History Like an Onion?” and Prologue: Yali’s Question • Chapter 1: Up to the Starting Point: What Happened on all the Continents before 11,000 B.C.? • Chapter 2: A Natural Experiment of History: How Geography Molded Societies on Polynesian Islands • Chapter 3: Collision at Cajamarca: Why the Inca Emperor Atahuallpa Did Not Capture King Charles I of Spain In-­‐Class Video: Guns Germs, and Steel, Episode 1: Out of Eden, National Geographic. Final Paper: Outlines due through Sakai by 11:59pm, Friday, April 11 Optional Readings (in contrast to Diamond’s geographic approach, we have Landes’s roughly contemporaneous cultural approach to the Big Question of how things got they way they are): •
Landes, David S. (1998). The Wealth and Poverty of Nations: Why Some Are So Rich and And Some Are So Poor: o Introduction, pp. xvii-­‐xxi. o Chapter 1: Nature’s Inequalities, pp. 3-­‐16. o Chapter 2: Answers to Geography: Europe and China, pp. 17-­‐28. o Chapter 3: European Exceptionalism: A Different Path, pp. 29-­‐44. o Chapter 7: From Discoveries to Empire, pp. 99-­‐112. Wed., 4/15/15 Required Readings: Guns, Germs, & Steel: Part Two: The Rise and Spread of Food Production, pp. 85-­‐
191. Chapter 4: Farmer Power: The Roots of Guns, Germs, and Steel Chapter 5: History’s Have and Have-­‐Nots: Geographic Differences in the Onset of Food Production • Chapter 6: To Farm or Not To Farm: Causes of the Spread of Food Production • Chapter 7: How to Make An Almond: The Unconscious Development of Ancient Crops • Chapter 8: Apples or Indians: Why Did Some Peoples of Some Regions Fail to Domesticate Plants? • Chapter 9: Zebras, Unhappy Marriages, and The Anna Karenina Principle: Why Were Most Big Wild Mammal Species Never Domesticated. • Chapter 10: Spacious Skies and Tilted Axes: Why Did Food Production Spread at Different Rates on Different Continents? In-­‐Class Video: Guns Germs, and Steel, Episode 2: Conquest, National Geographic. •
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Population Tools and Policies: Spring 2015; Weiner. 18 Optional Readings: • Landes, (1998). The Wealth and Poverty of Nations, op. cit: o Chapter 9: Empire in the East, pp. 125-­‐136. o Chapter 10: For Love of Gain, pp. 137-­‐149. o Chapter 11: Golconda, pp. 150-­‐167. o Chapter 12: Winners and Losers: The Balance Sheet of Empire, pp. 168-­‐185. o Chapter 13: The Nature of Industrial Revolution, pp. 169-­‐186. Wed., 4/22/12 Required Reading: Guns, Germs, & Steel: Part Three: From Food to Guns, Germs, and Steel, pp. 195-­‐264. • Chapter 11: Lethal Gift of Livestock: The Evolution of Germs • Chapter 12: Blueprints and Borrowed Letters: The Evolution of Writing • Chapter 13: Necessity’s Mother: The Evolution of Technology • Chapter 14: From Egalitarianism to Kleptocracy: The Evolution of Government and Religion • Epilogue: The Future of Human History as Science In-­‐Class Video: Guns Germs, and Steel, Episode 3: Into the Tropics, National Geographic. Final Paper: Rough Drafts due through Sakai by 11:59pm, Friday, April 25 Optional Readings: • Landes, (1998). The Wealth and Poverty of Nations, op. cit: o Chapter 14: Why Europe? Why Then?, pp. 200-­‐229. o Chapter 15: Britain and the Others, pp. 213-­‐230. o Chapter 25: Empire and After, pp. 422-­‐441. o Chapter 29: How Did We Get Here? Where Are We Going?, pp.512-­‐524 Wed., 4/29/15 Critiques of Guns, Germs, & Steel Required Readings: 1. Reviews/Critiques of Guns, Germs, and Steel: a. Rushton, J. Philippe. (1999). Book review, from Population and Environment: A Journal of Interdisciplinary Studies. Vol. 21(1) (Sept.), pp. 99-­‐107. b. Blaut, James M. (1999). “Environmentalism and Eurocentrism,” from Geographical Review. Vol. 89(3) (July), pp. 391-­‐408. Population Tools and Policies: Spring 2015; Weiner. 19 c. McNeill, William H. (1997). Book review, “History Upside Down,” from The New York Review of Books. (Thurs., May 15). d. Diamond, Jared and William H. McNeill. (1997). Response to book review, “Guns, Germs, and Steel,” with reply to response by William H. McNeill, from The New York Review of Books. (Thurs., June 26). e. Walton, Andrew. (2006). “A Comparative Assessment of Jared Diamond’s Explanation of Inequality,” Ph.D. program, Politics and International Studies, University of Warwick, U.K. pp. 1-­‐13. 2. Fetter, Bruce S. (2002). “History and Health Sciences: Medical Advances Across the Disciplines,” The Journal of Interdisciplinary History, (Winter), Vol. 32(3), pp. 423-­‐442. Joint review: (1) Plagues and Peoples, William H. McNeill, (1976); (2) The Modern Rise of Population, Thomas McKeown, (1976); (3) The Origins of Human Disease, Thomas McKeown, (1988); Death by Migration: Europe’s Encounter with the Tropical World in the Nineteenth Century, Philip D. Curtin, (1989); (4) Disease and Empire: The Health of European Troops in the Conquest of Africa, Philip D. Curtin, (1998); (5) Yellow Fever, Black Goddess: The Coevolution of People and Plagues, Christopher Wills, (1996); (6) Guns, Germs, and Steel: The Fate of Human Societies, Jared Diamond, (1997). Optional Readings: •
Reviews/Critiques of The Wealth and Poverty of Nations: 1. Chirot, Daniel. (1999). Book review, from Annals of the American Academy of Political and Social Science. Vol. 564 (July), pp. 229-­‐230. 2. Jones, E.L. (1998). Book review, from The Journal of Economic History. Vol. 58(3) (Sept.), pp. 857-­‐861. 3. Cameron, Rondo. (1998). Book review, from The Business History Review, Vol. 72(2) (Summer), pp. 326-­‐328. 4. Goldstone, Jack. (2000). Book review, from Journal of World History, Vol. 11(1) (Spring), pp. 105-­‐111. Final Paper due through Sakai by 11:59pm, Monday, May 11, 2015