Instructor: Chester Semester: Fall 2013

HIST120/ESPM160ACFinal Exam Study Guide

Part II: Identifications (15 Points)Instructions: Six of the identifications below will appear on the exam. You will choose three to answer. Each ID is worth five points.

-Theodore Roosevelt -Gifford Pinchot -The Antiquities Act-The General Revision Act -The Chicago Board of Trade-George Perkins Marsh -The Homestead Act -John Muir-Glacier & the Blackfeet -The Idea of Wilderness -Pipelines-Spindletop -Gasoline Taxes -OPEC -George Mitchell-The Wheat Bonanza -The People’s Party-The Battle Over Dinosaur -The Colorado River Storage Compact-Stewart Udall -Sunkist -Texas Longhorns-The Production Chain -Downwinders -Three Mile Island-Power Steer -Federal Highway Acts -American Lawns-National Park Service Act -Suburbanization-Anthracite Coal -The Infrastructure Trap -Organic Cities-Jane Addams -Jacob Riis -Alice Hamilton-Issue-Attention Cycle -NEPA -Clean Air Act-James Watt -The Sagebrush Rebellion-Silent Spring -Love Canal -CERCLA-Prior Appropriation vs. Riparian Rights -John Wesley Powell-Newlands Reclamation Act -San Francisco Earthquake & Fire-Hurricane Katrina -The 37th Congress-The Plow That Broke the Plains -The Dust Bowl -The AAA-The Ogallala Aquifer -The Civilian Conservation Corps -The TVA

Part II: Essay One (35 Points)Instructions: Two of the essays below will appear on the exam. Each essay will be paired with a series of Identifications. You must address a minimum of three Identifications in your essay answer. You will need to answer one of them.

1) How have women actively shaped the environmental history of the United States since the late nineteenth century? What does an analysis of gender reveal about American environmental and cultural history?

2) How has media coverage of environmental disasters shaped the growth of an environmental movement since the 1960s? How did this growing movement influence federal policies, national politics, and debates over energy?

3) How have the production, marketing, and consumption of agricultural commodities changed in the United States since the 1840s? How do the causes and consequences of these changes illuminate key processes that have shaped American environmental and economic history?

Part III: Essay Two (50 Points)Instructions: All three of the essays below will appear on the exam. You will need to answer one of them. All answers should draw extensively from both lectures and readings.

1) How have economy, politics, and race shaped unequal relationships between various communities in American environmental history? How have these relationships contributed to unequal exposure to hazardous environments and/or a lack of access to environmental resources and amenities? How have activists, communities and governments responded to these environmental injustices and environmental racism?

2) How does the selection of rainbow trout for the purposes of sport fishing illuminate cultural attitudes about race, gender, class, and ethnicity at the end of the nineteenth and beginning of the twentieth centuries? What has the introduction and management of this species revealed about unintended consequences and the limits of human control over nature in American environmental history? How does the story of rainbow trout fit into the larger and more complex history of American conservation?

3) How and when did the production and consumption of fossil fuels begin to transform the American economy, environments, and culture? How have labor and the emergence of new technologies influenced the pace and scale of energy transitions? How has an expanding dependence on fossil fuels both shaped and reflected broader changes in transportation, international politics, and standards of living?