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DEMOGRAPHY AND POPULATION STUDIES
GRADUATE CROSS-LISTED AS
34:970:633 (URBAN PLANNING AND POLICY DEVELOPMENT [INDEX 09941])
RECOMMENDED COURSE FOR THE UPPD INTERNATIONAL DEVELOPMENT AND PLANNING CONCENTRATION
AND
UNDERGRADUATE CROSS-LISTED AS
10:762:417 (PLANNING & PUBLIC POLICY [INDEX: 09880])
10:832:417 (PUBLIC HEALTH [INDEX: 09881])
10:833:417 (PUBLIC POLICY [INDEX: 13360])
SEMESTER:
Spring 2016
DATE / TIME:
Wednesdays, 12:00pm to 3:00 pm
Location: HSB Room 201 (Regina B. Heldrich Science Building)
Douglass College Campus, 50 Bishop Street
PROFESSOR:
Marc D. Weiner, J.D., Ph.D.
Room 367, Civic Square Building
OFFICE HOURS:
visitors welcome, but by email appointment only please
COURSE WEBSITE:
https://sakai.rutgers.edu/portal at tab: DEMOGRAPHY -SP16
[email protected]
contact by email only
"[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).
Demography and Population Studies: Spring 2016; Weiner.
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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. Moreover, this is a “Recommended Course” for those UPPD
graduate students pursuing the International Development and Planning Concentration.
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 international 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. Then, in
the second part of the course, we use those now-acquired skills to explore historical and contemporary
international applications of those same dynamics.
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. 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;
•
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.
Demography and Population Studies: Spring 2016; Weiner.
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COURSE RESOURCES AND STRUCTURE
Everything you’ll need to read is on the course Sakai site. 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 start our “more international” focus by reading and critiquing some 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. Following that
we will address contemporary issues in demography and population studies from an international/global
perspective.
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:
Problem Sets (5 at 10% each):
Take-Home Midterm Exam:
Discussion Papers (2 at 15% each):
Preparedness and Engagement/Participation:
90 to 100%
85 to 89%
80 to 84%
75 to 79%
=
=
=
=
A
B+
B
C+
50%
15%
30%
05%
70 to 74%
65 to 69%
0 to 64%
=
=
=
C
D
F
For graduate students, the grading rubric and percentage grade to letter grade map are as follows:
Problem Sets (5 at 10% each):
Take-Home Midterm Exam:
Discussion Papers (2 at 17.5% each):
Preparedness and Engagement/Participation:
90 to 100%
85 to 89%
80 to 84%
=
=
=
A
B+
B
50%
10%
35%
05%
75 to 79%
0 to 74%
=
=
C+
F
Population Tools and Policies: Spring 2016; Weiner.
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Problem Sets: Problem Sets related to the demographic metrics will be distributed and due on the following
schedule, all through Sakai:
1. Distributed February 10, 2016 at 3pm; due 2/17/16 by 11am;
2. Distributed February 17, 2016 at 3pm; due 2/24/16 by 11am;
3. Distributed February 24, 2016 at 3pm; due 3/02/16 by 11am;
4. Distributed March 2, 2016 at 3pm; due 3/09/16 by 11am;
5. Distributed March 9, 2016 at 3pm; due 3/16/16 by 11am.
Take-Home Midterm Exam: The take-home Midterm Exam will be available on Sakai on Sunday, March 20, 2016
at 12:01am and will be due, to be submitted through Sakai, by 11:59pm on Sunday, March 27, 2016. The
Midterm will cover all material through to spring break. The exam will consist of short answer and essay
questions.
Discussion Papers: For the second part of the course, you will author two Discussion Papers on topics related to
the application of demographic and population studies techniques to contemporary global issues. They will be
distributed and collection through Sakai, and we’ll discuss this in greater detail after Spring Break.
1. Distributed March 23, 2016 at 3pm; due not later than April 19, 2016 at 11:59pm;
2. Distributed April 20, 2016 at 3pm; due not later than May 10, 2016 at 11:59pm.
Preparedness and Engagement/Participation: 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. 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.
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 2016; Weiner.
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Overview of Course Content, Spring 2016
Part One (8 weeks):
Introduction to Demographic Theory, Data, Processes, Structure, and Characteristics
•
•
•
•
•
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: Applied Demographic and Population Studies (6 weeks):
Section 1. The Columbian Exchange: Friday, October 12, 1492: The First Day of Globalization
Section 2. International/Global Perspectives on Contemporary Issues in Demography and Population Studies
•
Part One: The Columbian Exchange (3 Weeks):
 Introduction to and Overview of “The Columbian Exchange”: Definitions, Empirical Support, and
Implications.
 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.
•
Part Two: International/Global Perspectives on Contemporary Issues in Demography and Population Studies
(3 Weeks):
 The Demographic Regime Revisited #1: Population Dynamics Understood as Human Reproduction
and Human Rights: Whose Rights? The Earth? Individuals? Society/Public Health?
 The Demographic Regime Revisited #2: Population Control: Premodern, Modern, and Political
Perspectives on Population Control Programs: Family Planning for the Global South and Immigration
Control for the Global North.
 The Demographic Regime Revisited #3: Migration, Historically-The Slave Trade, Displacement Due to
War and Forced Labor, and Migration Due to Climate Change.
 Changing Foci: Emphasizing Population Profiles and Population Aging that Focus on Children and the
Oldest Old; Long-Term Consequences of Declining Birth Rates, the Work-Less Society, Population
Aging and the Rise of Non-communicable Diseases.
 The Implication of Data Methodologies on Perpetuating Inequalities.
Population Tools and Policies: Spring 2016; Weiner.
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Part One: Introduction to Demographic Theory, Data, Processes, Structure, and Characteristics
Wed., 1/20/16
•
Section 1: Introduction To Demography
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.
Required Reading for Wed., 1/20/16:
1. Pebley, Anne R. (1998). “Demography and the Environment,” Demography, Vol. 35(4). (Nov.), pp. 377389.
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. 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)).
3. 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.
 In-Class Videos: “The Demographic Dividend,” Population Reference Bureau (“PRB”). (Dec 2012).
“Population Momentum,” PRB. (Nov 2013).
Population Tools and Policies: Spring 2016; Weiner.
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More Optional Readings:
1.
2.
3.
4.
2015 World Population Data Sheet and World Population Data Sheet Press Release PRB. 2015.
Haub, Carl. (2013). United Nations Raises Projected World Population. PRB.
Haub & Gribble. (2011). “The World at 7 Billion.” Population Bulletin. Vol. 66(2).
Readings on the Tragedy of the Commons: 1
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., 1/27/16 and Wed., 2/3/16
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., 1/27/16:
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).
 In-Class Videos: “What is Race?” PRB (Feb. 2015).
“How Many People Have Ever Lived on Earth?” PRB. (Oct., 2011).
Required Readings for Wed., 2/3/16:
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.
1
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 2016; Weiner.
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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.
 In-Class Video: “Addressing Population Myths,” PRB. (Dec. 2009).
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].
Wed., 2/10/16
Section Three: Population Data
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).
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.”
 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.
Population Tools and Policies: Spring 2016; Weiner.
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Section Four: Population Processes
Wed., 2/17/16 and Wed., 2/24/16
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”).
 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.
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”)
 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.”)
 In-Class Video: “Migration,” PRB. (Nov. 2010).
Population Tools and Policies: Spring 2016; Weiner.
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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.
Section Five: Population Structure and Characteristics
Wed., 3/2/16 and Wed., 3/9/16
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”).
 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.
 In-Class Video: “Urbanization,” PRB. (March 2012).
Population Tools and Policies: Spring 2016; Weiner.
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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.
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).
Wed., 3/16/16 Spring Break
Population Tools and Policies: Spring 2016; Weiner.
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Part Two: Applied Demographic and Population Studies
Section 1. The Columbian Exchange: Friday, October 12, 1492: The First Day of Globalization
and
Section 2. International/Global Perspectives on
Contemporary Issues in Demography and Population Studies
Section One: The Columbian Exchange: Friday, October 12, 1492: The First Day of Globalization
Wed., 3/23/16, Wed., 3/30/16, and Wed., 4/6/16
Introduction to and Overview of “The Columbian Exchange.” 2
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).
Suggested Video: America Before Columbus, National Geographic.
2
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 2016; Weiner.
13
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.”
Section Two:
International/Global Perspectives on Contemporary Issues in Demography and Population Studies
Wed., 4/13/16, Wed., 4/20/16, and Wed., 4/27/16
•
Part Two: International/Global Perspectives on Contemporary Issues in Demography and Population Studies
(3 Weeks):

The Demographic Regime Revisited #1: Population Dynamics Understood as Human Reproduction
and Human Rights: Whose Rights? The Earth? Individuals? Society/Public Health?

The Demographic Regime Revisited #2: Population Control: Premodern, Modern, and Political
Perspectives on Population Control Programs: Family Planning for the Global South and Immigration
Control for the Global North

The Demographic Regime Revisited #3: Migration, Historically-The Slave Trade, Displacement Due to
War and Forced Labor, and Migration Due to Climate Change

Changing Foci: Emphasizing Population Profiles and Population Aging that Focus on Children and the
Oldest Old; Long-Term Consequences of Declining Birth Rates, the Work-Less Society, Population
Aging and the Rise of Non-communicable Diseases

The Implication of Data Methodologies on Perpetuating Inequalities
Readings: T/B/A