Sustainability Artifact

 

DUE: Wednesday, October 2nd

 

Overview: We each bring our own stories and experiences to our exploration of the issue of Sustainability.  It is through these stories and constructs that we form our opinions and understand the world.  One of the foundations of our course will be sharing and examining these stories and experiences so that we might learn from one another and further clarify our own understandings.  Credit is given for thoughtfulness and creativity.   

 

 

Objective:  Provide insight into our initial thinking about sustainability and starting with the things that each of us knows best and begin to get to know one another.

 

Instructions:

 

Select an artifact or object that represents an aspect of your connection to the idea of “sustainability” and what it means to you.  There are some restrictions: NO water bottles, bags, bike related items, or keys:  I am looking for thoughtful representations that tell us something about you. 

 

On a single typewritten page, put your name, the name of your object, and a brief description of the meaning that your chosen object has for you.  You will be placing your written description next to your displayed object so please use a large font (like this) so it's easy for all to read.  Using a big font also limits the explanation of your object to a few, well-chosen sentences.  

 

Essay Questions

 

Overview:  Over the next five weeks we will be reading the book The Omnivore’s Dilemma along with excerpts of classic texts.  As the essays progress, the prompts require you to increasingly synthesize the readings and develop your analysis.

 

Learning Outcomes (i.e., grading criteria):

Successful completion of these essays requires that they each:

• follow the instructions for that essay.

• be typed (double spaced) in Times New Roman, font 12, and 550-700 words in length. 

• be well-crafted, where each paragraph has a clear topic sentence that explains the focus of the paragraph.

• have adequate development of ideas through the use of specific, cited references to the texts in the form of summaries, paraphrases, or quotes.

• clearly explain how and why the specific, cited text references illustrate your idea/point/argument.

• are well-edited with few errors in syntax, grammar, or typing.

 

A separate work cited page is not necessary for these essays.

 

Essay #1 - Due Monday 10/14:

In chapters 1-3 Pollan describes how farms, farmers, and the entire U.S. agriculture system have changed from the 1920’s & 30’s to the present day.  Summarize the most meaningful or important changes.  Then, paraphrasing Marx, identify and define the three values necessary to create a commodity.  Lastly, analyze how these three values apply to the transformation of agriculture in the US that Pollan describes.  

 

Essay #2 - Due Monday 10/21:

In chapters 4-7 Pollan repeatedly uses the adjective “industrial” in referring to aspects of the modern American food system (e.g. “industrial thinking” p. 68, “industrial logic” p. 71, “industrial meal” p. 109, & “industrial digestion” p. 90).  Describe some of the ways that you are an “industrial eater” (p.99).  Apply Locke’s ideas about private property to your eating habits and our industrial food system.  Explain if you think Locke would approve or disapprove of our industrial food system.

 

Essay #3 - Due Monday 10/28:

At the end of chapter 8, Pollan presents the assertion that “industrial organic” is an oxymoron.  In chapter 9 he goes on to describe the system of “big organic” in more detail.  Describe how big organic exemplifies Marcuse’s theory of “the new forms of control.”  In contrast, describe how Polyface Farm subverts the technological rationality of big organic agriculture.

 

Essay #4 - Due Monday, 11/04:

Chapters 10-14 of Pollan’s book discuss local ways of producing and selling food.  Do these farmers fit Cahn’s definition of “civic virtue”?  Argue why or why not. 

 

 Farmer’s Market Investigation Sustainability Fall 2013

 

DUE: Presentation 13^th Written Reflection 18^th

 

Overview:

Working in groups of 3-4, you will apply what you’ve learned about the U.S. food system from reading Omnivore’s Dilemma by conducting field research of Portland’s local food system and presenting that work to the class.

 

Learning Objectives:

For this assignment you will:

• construct and follow a methodology.

• determine findings based on that research.

• analyze those findings using Omnivore’s Dilemma.

• present this information to the class in a clear, informative, and professional manner.

• reflect on your group’s process conducting the assignment and your role in that process.

 

STEPS:

Investigate:  

Attend:  As a group, visit the Portland Farmer’s Market held at PSU on Saturdays from 9am-2pm (I recommend early because it gets very busy). 

Interview:  Speak with at least 3 of the vendors and/or shoppers.  Your inquiry should be focused.  Have three or four questions prepared beforehand.  You may cover any topic you find interesting.

Taste:  Each member of the group should sample three different foods at the market.  They may all be the same type of food or different.  Find out and record what the ingredients are in each thing you taste.

Compare:  Visit a supermarket and find comparable food items.  Write down the ingredients for the foods you find at the supermarket.  Compare and contrast the ingredients in the Farmer’s Market versus the supermarket foods.

The above are minimums, get creative about how to develop the research (e.g., maybe visit a different Farmer’s market on a weekday or visit different types of supermarkets).

 

Present: 

Your group will spend seven-ten minutes reporting their findings to the class (everyone in the group must present an equal amount of material).  Include the following information:

• methodology (What did you do and why did you decide to do it that way?).

• findings (What did you discover about the farmer’s market?  How did the 'equivalent' food products compare to what your group found at the supermarket?).

• analysis (Why are your findings significant, surprising, interesting, important? Do your findings coincide with the points raised by Pollan?). 

The expectation is that presentation will be polished (a.k.a. practiced!) and professional (e.g., dress like you are going to a job interview, no hats, gum, etc.).

 

Reflect and Write:  Each group member will turn in a minimum 300 word reflection of the group project and presentation process.  A few points to consider are how well did the group work together?  Did everyone, including you, do a fair share?  What grade would you give to each of you and why? What parts of the presentation went well and what could be done to improve your research and presentation skills?  What could be done to improve your work in future groups?  You have to turn in the reflection to receive a grade for the assignment.