College of Humanities & Social Sciences Department of Geography & GIS

Fall 2017 GEOG 296-603: Study Abroad Experience:

Conservation and Development in Guyana and the Amazon Rainforest

(Meets: Geography-Systematic Credit OR LAC-7 elective course):

Dr. Karen Barton Office: Geography Dept. Candelaria Room 2200G Voice: 970-351-4620 E-mail: karen.barton@unco.edu Travel Dates: December 9-17, 2017

Pre-trip meetings: November 1 (4pm-6pm), December 4 (4pm-6pm) Canvas component: before and following field course (see assignments below). Course Description:

Course will encourage an appreciation of the dynamic people and places of Guyana through intensive

classroom and field study, with particular emphasis upon the ideological conflicts between conservation

and development in the “Third”, or developing world.

Course Overview:

This field program begins with several days of instruction in person and on Canvas and 8 days in the field. The goal of the course is for students to gain an appreciation for the dynamic people and places of Guyana through intensive classroom and field study. This course will ask questions such as: How did colonialism shape the history and landscape of Guyana? What is the role of indigenous peoples in rainforest environments today? How have natural hazards altered contemporary economies within the country? How has the Guyana fishing industry adapted to changing global markets for lobster, shrimp, and snapper? How does agricultural tourism and associated farm stays contribute to the state’s sustainable development objectives? What role does conservation

play in Guyana’s national policy agenda? How does Guyana and the rainforest feature into the legend of El Dorado in both literature and contemporary art? Many of these questions will be explored within the context of human-environment relations and geographic scale using readings from interdisciplinary sources. While in Guyana, students will visit the U.S. Embassy, the University of Guyana, and the Georgetown

Parliament in order to better understand the social, cultural and political histories of rainforest

environments. From there, we will venture into the countryside to hike Turtle Mountain, a prime

location for citing black spider monkeys, red howler monkeys, and a variety of birds found -including the

Guianan puffbird and golden winged parakeet- in the rainforest canopy. We will visit sustainable timber

harvesting cites and spend several nights at the Iwokrama River Lodge, where we’ll learn more about

Amerindian conservation and livelihood struggles. Guyana holds the distinction of being the only English

speaking nation in South America, yet both language and culture are shaped by Dutch, Arawakan and

Caribbean influences. In one year, Guyana receives less tourists than Machu Picchu, Peru does in a single

day. Some 80% of the country is covered in rainforest, while the savannah biome of Rupununi hosts

ranchers and farmer’s communities that are increasingly utilizing ecotourism as an alternative form of

development.

Upon completing the course, students will be expected to meet the following student learning outcomes (SLOs):

1. Develop in interdisciplinary research question that addresses conservation and development in the Amazon.

2. Gather and analyze primary and secondary field sources for final field project with a particular focus on geo-spatial resources

3. Link major concepts in geography, history, economics to the current field setting. 4. Write critically about geographic issues central to Guyana and present materials to the class.

Each day of the course will involve a combination of class lecture/discussion and a field component. Note that this class requires student participation for it to be successful. Students will be required to think critically about the texts they read and to participate in scholarly analysis and discussion of geographical and anthropological topics, focused largely on issue related to conservation and development of South American rainforest biomes.

Evaluation: The field course component is intensive and demanding. Learning as much about Guyana as possible before traveling will make the trip more enjoyable and rewarding. Credit is earned as follows:

1. Respectful participation & attendance in all activities 2. Participation & performance in photo research activity 3. Field Journal 4. Written Project

1. Participation and Attendance: Students are responsible for attendance and participation at all activities in Guyana and on Canvas as well as pre-trip discussions and meetings. Please check the “Discussion” threads on Canvas to participate in all online discussions. 2. Photo Research Activity: Students will be responsible for taking photos from their trip and compiling them into a Power Point slide show of 10-15 images to be posted on the Canvas discussion site. This assignment should take a photo essay form, with one image per slide and then 2-3 sentences of text written at the bottom of each slide. This assignment is not time intensive; rather, it gives students an opportunity to distill their favorite photos into a multi-media slide show similar to those seen on www.nytimes.com. A sample Power Point will be provided. 3. Field Journal Students are responsible for keeping a journal for the entire duration of their trip in Guyana. We will also do a brief lesson in pencil sketches in advance of the trip, keeping in line with traditional field journal style. We will be in the field for 10 days and students are expected to journal personal observations related to the experience of navigating their way through a foreign country. Journal entries should be kept every day, and will be reviewed by faculty members. Additional instruction will be provided upon arrival in Georgetown. Due: at the end of field trip.

4. Written Project on Guyana and the Amazon Rainforest The project for the course consists of students delving into a specific research topic related to Guyana in the form of a 5-6 paper to be posted in the drop box on Canvas. Alternative project ideas will be taken into consideration (videos, curriculum projects). Draft of paper due in advance of course departure. Grading system: Satisfactory/Unsatisfactory. Tentative Field Course Itinerary (subject to change) Day 1: Depart MIA airport to Georgetown airport. Arrive Georgetown the same day and transfer to the hotel. Afternoon visit to St. George’s Cathedral Day 2: Morning: U.S. Embassy in Guyana. Parliament tour from 1:30 to 3:30pm Evening: Lecture Day 3: Morning: University of Guyana and CARICOM (International Economic Organization) Afternoon: Bourda Market then onwards to the Stabroek Market Day 4: Morning: Pleasance and Buxton villages Evening: Lecture Day 5: Morning: Victoria and Beterverwagting villages

Evening: Drive to Iwokrama River Lodge Day 6: Morning: Turtle Mountain Afternoon: Sustainable Harvesting Industry Visit (FSC) Day 7: Morning: Isokrama Canopy Walkway and Bird Walk Evening: Drive to Atta Rainforest Day 8: Morning: Savannas of Rupununi Evening: Lecture and Discussion: travel home

Disability Support Services Students who believe that they may need accommodations in this class are encouraged to contact the Disability Support Services (970) 351-2289 as soon as possible to ensure that accommodations are implemented in a timely fashion. Honor Code All members of the University of Northern Colorado community are entrusted with the responsibility to uphold and promote five fundamental values: Honesty, Trust, Respect, Fairness, and Responsibility. These core elements foster an atmosphere, inside and outside of the classroom, which serves as a foundation and guides the UNC community’s academic, professional, and personal growth. Endorsement of these core elements by students, faculty, administration, and trustees strengthens the integrity and value of our academic climate. All students will be required to sign a code of conduct for the field course in line with the UNC Honor Code. UNC’s Policies UNC’s policies and recommendations for academic misconduct will be followed. For additional

information, please see the Dean of Student’s website, Student Handbook link

http://www.unco.edu/dos/Conduct/codeofconduct.html.

Field Studies in Guyana

Written Project – 20%

All students are required to produce a written research project in the form of a 5-6-page paper that

documents one issue central to Guyana. While other project ideas are also acceptable (curriculum unit

for teaching or a final produced video or podcast based on our sound research), these students must

submit a 1-2 paragraph proposal detailing the objectives of the project and proposed final outcomes.

The class project will enable each student to select a geographic topic of his or her choice (with approval

by the professor) and write a critical paper based on the results of individual research. The paper should

focus on the human dimensions of a specific resource issue. It is preferred that topics take the form of a

case study, preferably at the local or regional scale. Students should scout the media and other sources

to pinpoint an issue, past or present, which addresses a resource management problem or challenge.

Projects, however, need not address only the issue, but may incorporate current solutions in place to

mitigate the problem. A few ideas for topics include:

Possible topics for project include:

o The Ranch or Farm as an Agro-Tourism Model o Bioregions of Guyana o Wildlife of the Guyana Lowlands o Amerindian history in the Guyana lowlands o History of Dutch Settlement in Guyana o Rainforest Policies in the Amazon Basin o Livelihood Struggles in the Forests of Amazonia o The Pitfalls and Perils of Ecotourism in Guyana o Guyana foods/delicacies o Fair trade coffee in Guyana o Political economy of Rainforest Environments o Other options are available, please discuss with Dr. Barton

Specifications: Paper must be typed, double-spaced, using 11 or 12 point font, 1 inch margins and the manuscript must be between 5-6 pages. Work must be cited (MLA, APA, AAG) and consistent throughout the body of the text; at least 6 professional citations are required (Wikipedia, other encyclopedias, travel websites not included in the count). Due: ____________Canvas in the drop box as a Word or PDF file and uploaded into Safe Assignment.

Students are welcome to complete the assignment in advance of the trip.

Course Readings and Resources General Texts 1. Guyana, 2nd edition Arif Ali (editor), Hansib Publications Ltd, London, 2008 *if you have not yet purchased this book, go to www.amazon.com and search the book. 2. Caribbean Visions: Contemporary Painting and Sculpture, 1995 Exhibition catalog with excellent essays and broad representation of regional artists. The Guyana Program Course Reader (more to be added): 1. US State Department Country Report http://travel.state.gov/travel/cis_pa_tw/cis/cis_1133.html 2. The Earth Charter www.earthcharterinaction.org 3. A Low Carbon Development Strategy: Transforming Guyana’s Economy While Combating Climate Change, May 2010, Office of the President, Republic of Guyana, pp 1-17 4. Last Resorts: The Cost of Tourism in the Caribbean, Polly Pattullo, Chapter 5: Green Crime, Green Redemption: The Environment and Ecotourism 5. Indigenous Resurgence in the Contemporary Caribbean: Amerindian Survival and Revival, edited by Maximilian C. Forte (selected readings) 6. Rupununi: Rediscovering a Lost World, text by Graham Watkins, photography by Pete Oxford and Renee Bish (selected readings) 7. Uncle Basil: An Arawak Biography, transcribed annotated, and introduced by Justin Green-Roesel, (selected readings) 8. Through Indian Eyes: A Journey Among the Indian Tribes of Guiana, Colin Henfrey, 1964 (selected readings) 9. A Different Sort of Time, Ian McDonald, from Caribbean Dispatches: Beyond the Tourist Dream, compiled and edited by Jane Bryce 10. Jonestown, by Wilson Harris, 1996 (selected readings) 11. Tourism and responsibility: perspectives from Latin America and the Caribbean, Martin Mowforth, Clive Charlton and Ian Munt, 2008. Chapter 5, Indigenous Peoples and Tourism in Latin America and the Caribbean. Online Resources Partner Organizations Rupununi Learners

http://rupununilearners.org Iwokrama International Centre for Rainforest Conservation and Research Centre

http://www.iwokrama.org Surama Village Eco-Lodge

http://www.suramaecolodge.com Evergreen Adventures (Kaieteur Falls Tour)

http://evergreenadventuresgy.com Grand Coastal Hotel (Georgetown accommodations)

http://www.grandcoastal.com/ Research and Resource Sites Guyana’s Low Carbon Development Strategy

http://www.lcds.gov.gy/ Caribbean Analysis

www.caribbeananalysis.com

GEOG 296-603 Final Paper Rubric:

Student: ____________________________________

Topic: _______________________________________

Style

Grammar/Spelling _____ (10 pts)

Geo-spatial/images/visuals _____ (10 pts)

Citations (use of, consistency) _____ (10 pts)

Sufficient page length _____ (10 pts)

Professionalism (stapled, etc) _____ (10 pts)

Content

Clarity/readability ______ (20 pts)

Organization of paper ______ (20) pts)

Strong introduction and conclusion ______ (10 pts)

Geographic connection noted ______ (10 pts)

Interdisciplinary perspective ______ (10 pts)

Clearly stated research objective ______ (10 pts)

Case study method used (versus report) ______ (10 pts)

Supported by existing literature _______ (10 pts)

Total points ______ (150 max)

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