HON 120

The Natural History

of American Exploration
TR 9:30-10:45
Instructor: Gary Kroll
History Department
Champlain Valley Hall Rm. 323
Phone: 645 6804
Email gary.kroll@plattsburgh.edu
Office Hours: T: 11-12 and TH: 1-2
or by appointment

Course Overview and Objectives

Focused on, but not limited to, nineteenth and twentieth century American history,
we will be examining the natural history of exploration as a complex human endeavor in
which scientists and explorers participate in broader social, cultural, and economic
traditions. Joining the disciplines of environmental history and the history of science, the
course is structured around physical environments to highlight the special problems that
particular geographies present for human exploration. Through an examination of
primary and secondary material, we will explore how these problems are as cultural as
they are physical. In each case study, the outfitting of the expedition, the journey itself,
the popular presentation of the journey, and the consolidation of information are dramas
of cultural conflict and accommodation between peoples of different races, classes,
cultures, and nationalities. This course is in no way a hagiographic tome to the “great
explorers of the western world.” Rather, it is a re-examination of many of the same
figures through a critical lens.
I’ve made some significant changes to the course this semester. The themes
remain the same, but the material is a bit different. First, we’re reading Mat Johnson’s
Pym, a novel that brings together the present with Edgar Allan Poe’s antebellum America
—a period of active exploratory fervor in the Pacific and around Antarctica. The book is
important because it works with themes of race and whiteness which, as you’ll discover
as we move along, is kind of important to understand when thinking about the history of
exploration.
The second important change is really strange. I’m going to be asking us all to
think about the connections between narratives of exploration and the history of
recreation. Towards that end, we’ll be reading a fascinating study on the history of
American surfing. Sounds strange, I know, but trust me, it’s all of a piece.
Course Materials

At the College Book Store:

~Thomas Slaughter, Exploring Lewis and Clark: Reflections on Men and Wilderness
(New York: Knopf, 2002).
~Mat Johnson, Pym (New York: Spiegel and Grau, 2012)
~Scott Laderman, Empire in Waves: A Political History of Surfing (Berkeley: University
of California Press, 2014).

We will also be making heavy use of both pdf copies in Moodle as well as various online
resources. It is your responsibility to make sure that you acquire all of these readings. If
you have any trouble whatsoever, please let me know as soon as possible. Also,
navigating some of the online resources requires a bit of guidance. I will be sure to let
you know as the readings come up, but again, contact me at any time if you have trouble.

Class Structure
This is a seminar, which by one definition, means that we sit in a circle and discuss the
materials at hand. As far as I’m concerned, this is the format in which real learning takes
place—invigorating, stimulating, and always provocative. There will be no formal
lectures, but rest assured, I’m your facilitator in this project, so I will talk on various
matters—mostly extemporaneously, but sometimes planned. Needless to say, it is
absolutely necessary that you come to all of the classes, take notes, and that you come to
all of the classes prepared to discuss.

Responsibilities
~Attendance is mandatory. It is important to attend all discussions, as you will be
receiving information that you will not likely get anyplace else. This class will rely
heavily on discussion, so it is absolutely necessary that you come to class prepared and
ready to discuss the assigned sources. Unannounced quizzes will be randomly given
throughout the semester. I will also take attendance. After two absences, every
unexcused absence lowers your overall grade by 5%.
~You will be responsible for having thoughtfully and critically read all the materials
on the date that they are assigned. I will talk about this more in class, but in brief, it is
not enough to simply read an assignment as if it was a morning newspaper. You need to
actively make notes in your journal of your thoughts on the argument, point of view, and
evaluation of readings. You will also want to note any difficulties you may have had
while reading. Bring your questions in to class. You should consider yourself "prepared
for class" when you have completed this exercise. Also, and I feel strongly about this,
you should plan on devoting a portion of your journal to unfamiliar words that you look
up. For some reason, many students have forgotten to use dictionaries. Make sure you
have one while you are reading. Bring all your notes and readings (for the day) to every
class.
~Activate your campus email account. If you are using alternative accounts, please
have your mail forwarded. I will be making periodic announcements via email.
~Periodically check our class web
page. I will be providing helpful
links and adjustments to the
syllabus.
~Time Commitment: You should
plan on spending an average
minimum of 6 hours for reading,
thinking, and writing outside of
class every week. It may be
helpful for you to block off study
periods a few days or nights
before class. If you can not make
this commitment, you should think
about whether or not you want to
be in the class, and by all means,
come to me to talk about it.
~Complete all assignments and tests on time. It has been my experience that those
students who get behind stay behind for good. So I need you with me for the entire
semester.

Exams, Quizzes, and Assignments:

The majority of your grade will be my
assessment of your participation, quizzes, and
writing assignments. It is not sufficient to come
to class. You must come prepared to participate,
and then participate. I’ll give you assessments,
both formal and informal, to let you know how
you are doing.

You only have two writing assignments due in

the first half of the semester. You will also need
to do a research paper on a subject of your own
choosing. There will be three components to the
research paper final grade: proposal, paper, and
presentation

We will have quizzes. If you do the readings

thoughtfully, you shouldn’t have a problem.

Grade Breakdown
Participation 10%
Quizzes 25%
Assignment I 15%
Assignment II 15%
Research Paper 25%
Presentations 10%
Policies and Notes on Plagiarism
If any problems arise, either academic or personal, that might jeopardize your
performance in the course, you must inform me of the problem as soon as possible
(phone, e-mail, office hours). Last minute, and after-the-fact pleas and appeals are
always already problematic. I am an understanding human, but if a contingency should
arise, you must get in touch with me.
Any student in this course who has a disability that may prevent him or her from
fully demonstrating his or her abilities should contact me personally as soon as possible
so that we can discuss accommodations necessary to ensure full participation and
facilitate your educational opportunities.
The University's policies on academic misconduct in the Plattsburgh State
University of New York Student Code of Responsibility and Conduct are, as always, non-
negotiable and fully enforced in this course. Plagiarism of any kind is prohibited. When
using the ideas or words of other people, published and manuscript sources must be cited
and direct quotations must be cited with the use of quotation marks. They look like this "
". Everything inside comes from your citation. Everything outside is yours. Don't get
them confused. If you have any doubt about whether or not a source should be cited, you
should always ask me. Also, you can commit plagiarism without direct quotations. If you
use another person's ideas, thoughts, or interpretations without citations, you are running
afoul. And while I encourage you to discuss class readings and assignments amongst your
peers, all assignments should be individually composed. If you are ever in doubt about
whether or not you are doing something even marginally illicit, please call me and ask.

An Important Note on Internet Use

Like many good Americans, you may believe that electronic sources on the
internet are the beginning and the end when it comes to finding information. The truth of
the matter is that there is good material and there is, well, less good information out there.
Call me if you have any questions in discovering the difference.
The internet siren sometimes calls out to students in need of quickly completing
writing assignments. With the aid of a cut and paste text editor, these students are
sometimes tempted to plagiarize. I need not even say this, but there is no need for you to
fall victim to such temptation. If you feel powerless in the internet's grasp, and fear that
you may backslide, contact me at once for moral support. All class assignments are to use
assigned course materials, and whenever you affix your name to an assignment, you are
indicating that those words, thoughts, ideas, meditations, and criticisms are your own. If
not, you need to cite the source. Violators of this policy,
and they are easy to catch, will be dealt fierce and swift
justice. That means a possible E in the class.

Preparing for Class

 Clearly, do all assigned reading. But if you come to class having only read and
highlighted certain portions of the text, you will not be sufficiently prepared. I want you
to take notes in the form of a journal. When you sit down to read, have some paper and a
pen handy. Take down the full citation. When you see the thesis on pg. 3 (for example),
write down "pg. 3, Spence claims that . . . ." When you find a quotation that is especially
important, note it down. When you have a question about a concept, idea, or theme that
you don't understand, write it down. Envision yourself making key points during class
discussion. You'll look down to your notes, find the page, raise your hand, and impress
the class with your erudition. If there is a section of the text that you don't agree with,
something that makes you angry, or something that you find lovely, note it down.
Successful discussions happen when the entire class is prepared. I want to see
evidence that you have clearly read all the course material, and evidence that you have
thought cleverly about what you have read. More importantly, your class assignments
will be far more successful if you do this exercise.
Most important, keeping a journal is good practice for all learning. It connects the
act of reading with the act of thinking. If you have another way of achieving this, please
feel free to talk to me.

Course Schedule
January 30 Introduction to Class
Film: Grass (1925) Directed by Merian C. Cooper and Ernest B. Schoedsack
with Marguerite Harrison. Chronicles the biannual migration of the Bakhtari
tribe in Persia. Who are the explorers?
February 1 Finish Grass
Reading:
~Stephen J. Pyne, “Seeking newer Worlds: The Future of Exploration,” Sarton
Lecture for the AAAS, 2003.

February 6 The Exploring Motive

Reading:
~Norman Cousins, et. al., “Why Man Explores” Transcript of panel held on July
2, 1976. NASA Education Publication 125. Washington D.C.: Government
Printing Office, 1976.

As you read through these sources, be sure to journal the various authors’
explanations for the reasons, nature, and purpose of “exploration.” We are
introducing ourselves here to the concept of exploration before we get into the
details of its history. As you think about these ideas, be sure to think about your
own experiences with the concept. While the lion’s share of our class is devoted
to what other people thought of exploration, today it is satisfactory for you to
introduce your own opinions and ideas.
February 8 Lewis and Clark
Reading:
~Slaughter, Exploring Lewis and Clark, pp. xiii-46.
Helpful Resources:
 Read up on the equipment of the expedition
http://www.pbs.org/lewisandclark/inside/idx_equ.html
~Briefly familiarize yourself with the chronology of the expedition.
http://www.pbs.org/lewisandclark/archive/idx_time.html
~Memorize the geography of the expedition. Outbound is in red, back is in blue.
http://www.pbs.org/lewisandclark/archive/idx_map.html
~One of the better interpretive web sites devoted to the Corps of Discovery
http://www.lewis-clark.org/

February 13 Slaughter, Exploring Lewis and Clark, pp. 47-85

February 15 ~Slaughter, Exploring Lewis and Clark, pp. 86-133
~Examine Clark’s “Map of Three-Forks of the Marias.” Look at this one
carefully.
http://www.pbs.org/lewisandclark/archive/idx_map.html
In your journal make some notes on what Slaughter has said about geography
and cartography. Use his insights to interpret and analyze the specifics of the
three-forks map. Everyone has to come up with two observations.

February 20 Combined: “The Unbearable Whiteness of Skiing”

Assignment 1 DUE
February 22 ~Slaughter, Exploring Lewis and Clark, pp. 134-207
February 27 Johnson, Pym, -69
March 1 Johnson, Pym, 70-155
March 6 Combined: Presentation: Found Expedition
March 8 Combined: Presentation: Found Expedition
March 13 Spring Break
March 15 Spring Break
March 20 Johnson, Pym, 156-225
Assignment 2 DUE
March 22 Johnson, Pym, 226-363
March 27 Rivers and the Westward March of Empire
~John Wesley Powell, The Exploration of the Colorado River and its Canyons
(New York: Dover Publication, Inc., 1961, 1895)
Read the preface and Chapter 15, “The Grand Canyon”
~John Wesley Powell Report on the lands of the arid region of the United States,
with a more detailed account of the lands of Utah (1879)
Read the first two chapters of this classic work. Begin Here:
http://memory.loc.gov/cgi-bin/query/r?
ammem/consrv:@field(DOCID+@lit(amrvgvg06div0)) and continue reading
(scroll through by pressing “next section”) until you finish chapter 2 (total of 45
pages). If you would like to read from the scanned original instead of the
transcribed text, start here.
~Donald Worster, “The Second Colorado River Expedition: John Wesley
Powell, Mormonism and the Environment,” in Ed Carter (ed.) Surveying the
Record: North American Scientific exploration to 1930 (Philadelphia: American
 Philosophical Association, 1999), pp.317-328.

March 29 Western Mountains:

Readings:
~John Muir, My first summer in the Sierra (Boston: Houghton Mifflin, 1911).
Start here
http://memory.loc.gov/cgi-bin/query/r?
ammem/consrv:@field(DOCID+@lit(amrvgvg18div3))
and read to journal entry for June 13 on pg. 52. This will go very quickly, I
promise. Just get a feel for Muir’s style of exploration.
~Michael Smith, Pacific Visions, chapters 7 and 8

April 3 ~David Wrobel, The End of American Exceptionalism: Frontier Anxiety from
the Old West to the New Deal (Lawrence: University Press of Kansas, 1993),
preface and chapters 3-4.

April 5 ~David Wrobel, The End of American Exceptionalism: Frontier Anxiety from
the Old West to the New Deal (Lawrence: University Press of Kansas, 1993),
preface and chapter 5.

April 10 Arctic and Antarctic (for real this time)

Carolyn Strange, “Reconsidering the “Tragic” Scott Expedition: Cheerful
Masculine Homemaking in Antarctica, 1910-1913,” Journal of Social History
46:1 (Fall 2012): 66-68
Research Proposal DUE
April 12 Oceans
Michael Reidy and Helen Rozwadowski, “The Spaces In-Between: Science,
Ocean, Empire,” Isis 105:2 (June 2014): 338-351.
Kroll, America’s Ocean Wilderness, intro and Chapter 1
April 17 Kroll, America’s Ocean Wilderness, Chapter 6 and conclusion
April 19 Adventure Recreation
Empire in Waves, pp 1-40
April 24 Empire in Waves, pp 41-90
April 26 Empire in Waves, pp 91-130
May 1 Empire in Waves, pp 131-164
May 3 Staying Put
~Scott Russell Sanders, Staying Put: Making Home in a Restless World (Boston:
Beacon Press, 1993), preface and first two chapters.
~something on “staycations”
May 8 Combined: Presentations
May 10 Combined: Presentations
Final Week Combined: Presentations
Research Paper Due