writing assignment (sustainable city/Truman Show)

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Introduction to Sustainable Development GEOG 302 Instructor: Dr. Linda C. Samuels Class Schedule: Tues/Thurs 9:30 – 10:45 [email protected] Classroom: Psychology 306 Office: UA Downtown , 222 Office hrs: Fridays 1-2 p.m./by appt. The satisfaction of human needs and aspirations is the major objective of development. The essential needs of vast numbers of people in developing countries – for food, clothing, shelter, jobs – are not being met, and beyond their basic needs these people have legitimate aspirations for an improved quality of life. A world in which poverty and inequity are endemic will always be prone to ecological and other crises. Sustainable development requires meeting the basic needs of all and extending to all the opportunity to satisfy their aspirations for a better life. _ Brundtland, World Commission on Environment and Development What I do I think about sustainability? Actually, I don’t like the word very much. The reason is that no one, as far as I know, is in favor of un-sustainability, and so therefore sustainability tends to mean almost anything you want it to mean, and I think we should be rather more specific than that. The other problem is that sustainability sometimes sounds a bit too passive and static, and I think throughout history we have transformed our relationship to nature sometimes in good ways sometimes in bad ways. And I think the question for us is how we are going to transform our relationship to nature in the future. _David Harvey, interview @http://www.urbanintelligence.org The right to the city manifests itself as a superior form of rights: right to freedom, to individualization in socialization, to habitat and to inhabit. The right to the oeuvre, to participation and appropriation (clearly distinct from the right to property), are implied in the right to the city. _Henri Lefebvre, the Right to the City What is sustainable development? What is a sustainable city? Is our best position, as weak and reactive as it is, to be against un- sustainability? Has the term itself – sustainability – grown impotent? If sustainable development is a process and sustainable cities the product, how do we gauge the success of our processes and products? How do we then employ that information in the service of better outcomes? The objectives of this course are 1) to develop meaningful, useful, perceptive and perhaps unpredictable definitions and parameters to help us determine what a successful sustainable city actually is and how it is produced (if we can in fact determine either) and 2) to propose thoughtful, rigorous, creative arguments for projects, policies, or other interventions that would transform our local condition and, perhaps through extension, others like it. This is not only an exercise in metrics – though metrics may be part of the equation – but also an exercise in negotiation, in education, in prophesizing, in critical and creative thinking. The content of the course will be presented in three parts – history, elements and actions. A very brief history reviews the origins of sustainable development thinking and sets up the complicated but critical triangle of conflicts in sustainable development debates: the property conflict, the resource conflict, and the development conflict. The elements consist of the components that make up the sustainability knowledge set: environmental (climate, water, energy, ecology); urban design and planning (growth patterns, transportation, density, infrastructure); social equity (public space, private rights, food justice, social justice), and economics (ecological capitalism, social entrepreneurship, creative capitalism, green industry). These are the categories you will use to develop working groups towards your final proposals. The last section, actions, covers the most current efforts or

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instigations in the creation of sustainable cities – utopias, disasters and resilience, smart infrastructure, innovation districts, creative class cities, smart growth and walkability, green buildings, and guerrilla urbanism. The first section is intended to place you in the intellectual framework of sustainable development, the second is intended to give you necessary ammunition, and the third, coincident with proposal development, is intended to encourage creative thinking through the study of current or speculative proposals. Objectives Our objective is to develop the latest definitions, the strongest and most rigorous arguments, and the most creative visions for the next generation sustainable city. Like any introductory course, though, the intention is to provide breadth more than depth, creating an awareness of the wide range of issues, resources, and research germane to the sustainable development discourse. To be successful in the larger tasks of the semester, your research will need to go above and beyond the readings and resources I supply. It is up to the individual student and his/her teams and partners to pursue further those topics that pique your interest. What information is out there in wired magazine, on nextcity blog, or in Atlantic Cities newsfeed that has yet to make it into a book or a film? What do you bring to our challenge from other courses and other experts? Weekly assignments are short exercises intended to track your participation and engagement with the readings, links, and lectures. Intermediate writing and projects are intended to push you to be a more critical, rigorous, and synthetic thinker and writer. The final projects – a culmination of your work of the semester – will ideally be developed enough to present to local stakeholders in the ultimate aim of influencing their decision-making regarding the future of our region. Method Course content will be divided into the three parts mentioned in the introduction; within those parts is a series of themes as indicated in the following schedule. Class time will be a combination of lecture, discussion, work session, and interactive exercises. Please come prepared! Weekly readings, lectures and links will be complemented by a film series that expands on the content of the themes. Using those films as instigators, you will be asked to think and write critically about sustainability issues that spark your interest, synthesizing information from class lectures, readings, and discussion to develop compelling, substantiated positions in your essays. Your two projects ask that you take that information a step further and apply it to your evaluation of a case study city first, then to Tucson. Assignments Readings: All required reading should be done prior to the class time for which they are assigned. Supplemental readings are optional but suggested for those who have expanded interest in a particular subject or who need more information on a topic to be fully prepared. Relevant links on the Sustainable City Project facebook page and Geog 302 D2L site not indicated as required are for your use in developing your assignments, expanding your general knowledge, and engaging more thoroughly in sustainability issues at large. One text is required for the class, The Sustainable Urban Development Reader edited by Wheeler and Beatley. A second text is highly recommended, Walkable City, by Jeff Speck. Though we will likely not read the entire text in class, it is worth purchasing as a reference. Most other readings will be available via D2L, in the library, or downloadable through a digital source. Reading assignments may be added or revised at the instructors’ discretion. You will be notified of those changes as soon as possible via D2L or in the class time prior. To encourage you to read carefully and participate in class discussions, you will have a brief assignment (no more than one page) due each class period relating to the readings. If an alternative assignment is not given, you will turn in three questions that emerge during your reading of that class period’s material. If there are multiple readings, be sure to distribute your questions across the readings to critically engage the range of content. They might range from simple questions about terminology to

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complex questions about how certain ideas relate to current news events. These will be turned in at the beginning of class. Please put your name, date, and bibliography of the readings at the top of the page. You will sign and date these pages when you turn them in as they will also serve to document your attendance in class. You have one freebie during the semester. On the rare occasion that something else in your life takes priority, simply turn in a piece of paper with your name, date, and signature, and you will still get credit for being in class sans reading assignment. You are still responsible for the content of that week’s assignment. Films: Twenty-first century information is hardly contained only in published book format. Part of the content of this course will be a concurrent film series. All films are required viewing and are considered part of the course content for which you are responsible. Because of limited class time, it is possible that some films will be shown in truncated form during class or that we may run slightly over class time. My aim (facilities pending) is to show each film twice – once during class and once in the evening of that same class day. The later film will be open to the public and shown either on main campus or at UA Downtown (or an alternative downtown location). You are only required to see each film once, but may want to see it twice to help your writing assignments or share interesting events with your peers. Should attendance not require dual showings, this schedule may be adjusted. Please note – assignments due the day of film showings must still be turned in on time, in class. Lectures / other engagement: Students are expected to be prepared to participate in class by completing the readings prior to class time, paying attention and taking notes during lectures, and engaging in class discussions. Students are also expected to be good world citizens and pay attention to events and projects outside of the classroom relevant to sustainable development. Students are encouraged to comment and/or add their own relevant posts to the SCP facebook page and D2L. Students are also encouraged to attend events relevant to the sustainable development issues which interest them most. Extra credit may be available for certain related conferences, lectures, and volunteer opportunities. These efforts are alternative ways you can participate in the class. Writing: Five films will be shown over the course of the semester. You will choose two of these films to serve as the instigation for your two primary writing assignments. The assignment is to select a specific sustainable development issue evident in the film, develop a thesis (position, argument or hypothesis) regarding that issue, and support that thesis through the material covered in lectures and readings of the previous weeks. You must utilize the film plus at least two sources from the course readings as evidence. You may also use additional sources – news or scholarly articles, interviews, census data, readings from other themes in the semester, etc. All sources should be cited appropriately in footnote format. Though these essays do emerge from your critical reflections on the films and readings, these are not opinion pieces, but brief, focused theses substantiated by appropriate research. Each of the writing assignments will be due at the beginning of the class period indicated in the course schedule. Note that you cannot wait and choose the last two films and meet the deadlines. These essays are short – which is often far harder to do well. You must make your point and argument concisely and clearly – every word counts. Give yourself plenty of time to write drafts and revisions. Each should be no more than 4 pages, printed double-sided (4 pages of text total), no more than 12 point type and 1 inch margins. Include one image, also evidence to help support your thesis. Remember, presentation (layout, font, image quality) always matters. Include your name, date, and essay title. Properly compose your essay to include an introductory paragraph with a thesis statement at the end of that paragraph. What is your position? I should know that from reading your intro and thesis. The body of the paper serves as your substantiation / support / argument of that thesis. Lead your reader through that information in a compelling manner. The conclusion is not a regurgitation of the introduction, but exhibits the deductions that emerge on the journey from your hypothesis through your substantiation. What have you learned from your research? I should know that by reading your conclusion. These short essays require critical thinking – what relationships do you see between the issue you select from the film and the scholarly arguments presented in the readings? What might you support or refute? What

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additional information do you need to move that argument forward? All writing is to be done individually and submitted in hard copy. Excess spelling and grammar errors are unacceptable. Respect your work and your readers. Write a draft, spellcheck and proofread before you turn in your essay. Consult resources for help with grammar. Numerous preventable errors (sloppy writing and proofreading) may result in the essay being returned with one opportunity for a rewrite – but only once. The revised essay must be turned in the following class period and will automatically lose a letter grade. Strong writing (often an expression of strong thinking) is one of the single most important job and life skills you can have. Use these exercises to help hone that skill. There are several on-campus resources to aid you if you need help. I am happy to write a referral if you need one. The Writing Center @ http://thinktank.arizona.edu/tutoring/writing Writing Skills Improvement Program @ http://wsip.web.arizona.edu/ Projects: Your two projects are to be done in pairs. Cross-disciplinary pairs are often most interesting; find partners whose skills and knowledge complement rather than repeat your own. Project One: Each team will select a unique city and effectively argue that it is either the MOST or the LEAST sustainable city in North America. Using the range of themes and material introduced in class plus your own extensive research, you will have 10 slides / 5 minutes to make your argument to your peers and a guest panel of jurors. Your team will hand in both the presentation and a written support document. Project Two: Your final project will be the development of a single proposal you feel could transform Tucson into that MOST sustainable city. You should plan to do further research with experts, local stakeholders, and/or city officials to help you develop your best idea. You will likely need to develop your own “metrics” (be they quantitative, qualitative or theoretical) and locate appropriate data. Again your presentations will be 10 slides / 5 minutes presented to your peers and a guest panel of jurors. Your team will also hand in a 20 page proposal (text plus needed diagrams, charts, images) that more fully explores your idea’s potentials and pitfalls. These may be shared with the city and other relevant stakeholders. Grading Reading Questions / Class Participation / Attendance / Quizzes 10% Writing Assignments 15% x 2 = 30% Project One 25% Project Two (presentation + proposal) 35% (Lifelong kudos if the city actually implements your proposal) The following grading scale applies: "A" (Excellent) Skillfully meets or exceeds stated requirements of assignment. Contributes to knowledge base of course and/or larger discourse. Shows high level of intellectual creativity, critical thinking and rigor. Pursues independent resources or research methods beyond those given. "B" (Good) Skillfully meets stated requirements of assignment. Shows high level of competency plus hints of intellectual creativity, critical thinking and rigor. "C" (Fair) Meets stated requirements of assignment. Shows competency and basic understanding of material, but lacks synthesis or criticality. "D" (Poor) Fails to meet all stated requirements of assignment. Work is incomplete or late. Understanding of material is lacking. "F" (Unsatisfactory) Fails to meet the basic requirements of assignment. Work is incomplete or late. Shows little to no understanding of material or assignment objectives.

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Late assignments will only be accepted due to an excused and documented emergency absence. Any material turned in later than the class period following the excused absence will lose a letter grade per day. Attendance Attendance in class is required and will be verified through your signed weekly assignments. More than three unexcused absences will result in failure of the course. Excused absences include unavoidable, documented illnesses or absence due to religious holidays. Missing more than ten minutes of class (arriving late or leaving early) counts as absent from that day’s class. It is the responsibility of the student to obtain any material missed. You are required to see each film only once, so you may choose to attend the night time viewing rather than the class time viewing on those days only. Should the nighttime viewing be cancelled for any reason, you will still be responsible for independently viewing the film. Other Academic Policies Academic policies can be found in The University of Arizona General Academic Catalog: http://catalog.arizona.edu/allcats.html For the principles, policies, and procedures governing issues of academic integrity, see: http://deanofstudents.arizona.edu/codeofacademicintegrity. You are expected to produce all your own work. Appropriately building upon the scholarly work of others is part of academic research, but the practice of taking someone else's work or ideas and passing them off as your own is known as plagiarism and is a violation of academic and professional ethics. The intellectual or creative property of others should be properly attributed and quotations identified clearly as such. Plagiarism will result in failure of the assignment, potential failure of the course and academic action as appropriate. Please follow the links or ask should you need further explanations. At any point in the semester, I may choose to have essays scanned for violations. This course follows the University of Arizona’s Policy on plagiarism: http://deanofstudents.arizona.edu/codeofacademicintegrity All participants must follow the University of Arizona’s Policy on student behavior: http://deanofstudents.arizona.edu/sites/deanofstudents.arizona.edu/files/disruptive_threat_bklt_Web_0.pdf Respect your classmates and professor. Debate and disagreement is encouraged and necessary for vibrant discussion, but degrading or antagonistic remarks are not. The University policy on threatening behavior can be found here: http://policy.web.arizona.edu/threatening.pdf. Sexist or racist comments may result in expulsion from the class. Mobile Devices: Cell phones and other mobile devices are not to be used during class, including for chatting, facebook posting or texting. Please turn off all cell phone ringers and audible notifications. Laptops may be used for note-taking or in-class assignments only as directed by the professor; they may not be used for checking email, facebooking, instagramming, web surfing, etc. This is distracting and disrespectful to your professor and your peers. Should this be an individual problem, you will be asked to leave the class resulting in an unexcused absence; laptop use may be disallowed for the entire class should distracting behavior be widespread. Accessibility / Disability Resource Center Every effort will be made to accommodate students with diagnosed disabilities. Please contact me to initiate a discussion about how we can best help you succeed in this class. If you are registered with the Disability Resource Center please submit the associated documentation to the instructor.

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Course Schedule **The instructor reserves the right to make changes to the schedule and/or assignments as needed throughout the course of the semester. Changes will be announced in class, posted or distributed via D2L as early as possible. Please read the introduction to the section assigned in the course text in addition to the essays. week 1: introduction to sustainability TUES / 27 August - Introduction Purchase textbooks; Register for Ready or Hot? keynote: http://www.psr.org/chapters/arizona/climate-smart-southwest/ Connect to SCP via facebook: https://www.facebook.com/SustainableCityProject THURS / 29 August - Inventing Sustainability SUDR (Sustainable Urban Development Reader): Howard, Ebenezer (1898) “The Three Magnets and the Town-Country Magnet” from Garden Cities of Tomorrow. Mumford, Lewis (1938) “Cities and the Crisis of Civilization” from the “Introduction” to The Culture of Cities. McHarg, Ian L. (1969) “Plight and Prospect” from Design With Nature. (pdf of original also available on D2L) D2L: Carson, Rachel (1962). “A Fable for Tomorrow” and “The Obligation to Endure” from Silent Spring. Jacobs, Jane (1961) “Introduction” from The Death and Life of Great American Cities.

(expanded version includes her commentary on Mumford, Howard, and others). WEEKLY ASSIGNMENT: timeline assessment / revisions International Institute for Sustainable Development, timelines: http://www.iisd.org week 2: introduction to sustainability (continued) TUES / 3 September - Three Es and a Million Compromises SUDR: World Commission on Environment and Development (the Brundtland Commission) (1987) from Our Common Future. (full pdf of document available on D2L). D2L: Campbell, Scott (1996). “Green Cities, Growing Cities, Just Cities?: Urban Planning and the Contradictions of Sustainable Development”, Journal of the American Planning Association, 62:3, 296-312. Soja, Ed (2000). “Introduction” from Postmetropolis: Critical Studies of Cites and Regions, Malden, MA: Blackwell, pp 3-18. SUPPLEMENTAL: Meadows et al (1972). “Perspectives, Problems, and Models” from The Limits of Growth. (SUDR) THURS / 5 September / Rosh Hashanah FILM ONE: An Inconvenient Truth

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week 3: climate & environment – expert guest lecturers

TUES / 10 September – climate GUEST LECTURER: Julia Cole, Professor, Geosciences and Atmospheric Sciences, Institute of the Environment Readings TBD TUES / 12 September – energy GUEST LECTURER: Ardeth Barnhart, Program Director, REN: Renewable Energy Network, Institute of the Environment Readings TBD week 4: climate & environment – expert guest lecturers (continued) THURS / 17 September – water GUEST LECTURER: Sharon Megdal, Professor, Soil, Water, and Environmental Science; Director, Water Resources Research Center READINGS: Layperson's Guide to Arizona Water http://wrrc.arizona.edu/publications/laypersons-guide-arizona-water/laypersons-guide-arizona-water Arizona Groundwater Management http://wrrc.arizona.edu/publications/other/arizona-groundwater-management THURS / 19 September – urban ecology GUEST LECTURER: Mitchell Pavao-Zuckerman, Assistant Research Professor, Biosphere 2, School of Natural Resources and the Environment Readings TBD SPECIAL EVENT FRI / 20 September , 7:00, Unisource building conference room KEYNOTE SPEAKER: Eric Klinenberg, author of Heat Wave: A Social Autopsy of Disaster in Chicago http://www.psr.org/chapters/arizona/climate-smart-southwest/ SAT / 21 September Climate Smart Southwest conference: Ready or Hot? week 5: built environment patterns TUES / 24 September – The Measures of America / The Progress of Modernism D2L: Cosgrove, Denis (1996). “The Measures of America” from Taking Measure Across the American Landscape. New Haven: Yale University Press, pp. 3-13. Jackson, John Brinkerhoff (1994). “The Accessible Landscape” from A Sense of Place, A Sense of Time. New Haven: Yale University Press, pp. 1-10. Berman, Marshall (1982). “The Twentieth Century: The Halo and the Highway”, “Robert Moses: The Expressway World” and “The 1960s: A Shout in the Street” from All That Is Solid Melts Into Air: The Experience of Modernity. New York: Penguin. SUDR: Leopold, Aldo (1949). “The Land Ethic” from A Sand County Almanac.

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THURS / 25 September – Sprawl and its Discontents D2L: Hayden, Dolores (2003). “The Shapes of Suburbia”, “The Suburban City”, and “Edge Nodes” Building Suburbia: Green Fields and Urban Growth, 1820-2000. New York: Vintage Books. Bruegmann, Robert. Sprawl: a compact history (2005). “Defining Sprawl” and “Sprawl since the 1970s”. Chicago: University of Chicago Press. SUPPLEMENTAL: Jackson, Kenneth T. (1985) Crabgrass Frontier: The Suburbanization of the United States. Oxford: Oxford University Press, Chapters 13-16. (If you are unfamiliar with the detailed history of suburban growth, please review this material in addition) week 6: built environment patterns (continued) TUES / 1 October -- Fear and Loathing in the Land of Unfettered Mobility SUDR: Cervero, Robert (1998). “Transit and the Metropolis: Finding Harmony” from The Transit Metropolis: A Global Inquiry. Newman, Peter and Jeffrey Kenworthy (1999). “Traffic Calming” from Sustainability and Cities: Overcoming Automobile Dependence. Pucher, John, Charles Komanoff, and Paul Shimek (1999). “Bicycling Renaissance in North America?” from Transportation Research A. D2L: Shoup, Donald (1997). “The High Cost of Free Parking” Journal of Planning Education and Research, vol. 17, pp 3-20. Kunstler, James Howard (1993). “Joyride” from The Geography of Nowhere. New York: Touchstone, pp. 85-112. SUPPLEMENTAL: Blumenberg, Evelyn and Mike Manville. (2004) “Beyond the Spatial Mismatch: Welfare Recipients and Transportation Policy”. Journal of Planning Literature. 19: 182. http://jpl.sagepub.com/content/19/2/182 WEEKLY ASSIGNMENT: report card assessment Infrastructure Report Card: http://www.infrastructurereportcard.org **TEAM & CITY SELECTION FOR PROJECT ONE DUE. Bring at least two options to class of both MOST and LEAST sustainable cities in case your top choice is selected by another team first. THURS / 3 October FILM TWO: Urbanized week 7: equity & social justice TUES / 8 October -- The Death of Public Space & The Right to the City Mitchell, Don (2003). “To Go Again to Hyde Park: Public Space, Rights, and Social Justice” and “The End of Public Space? People’s Park, the Public, and the Right to the City” The Right to the City: Social Justice and the Fight for Public Space. New York: The Guilford Press.

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Sorkin, Michael (1992). “Introduction”, Variations on a Theme Park: The New American City and the End of Public Space. New York: Noonday Press. Davis, Mike (1992). “Fortress Los Angeles: The Militarization of Urban Space”, Variations on a Theme Park: The New American City and the End of Public Space. New York: Noonday Press. Sennett, Richard (1994). “The Powers of the Eye” in Urban Revisions: Current Projects for the Public Realm. THURS /10 October – Wicked Problems of Equity: Homelessness, Disenfranchisement, Gentrification D2L: Hayden, Dolores (1980). “What Would a Non-sexist City Be Like? Speculations on Housing, Urban Design, and Human Work.” Signs, vol 5, no. 3, pp 170-187. (this is a more complete essay than the excerpt in the text) SUDR: Bullard, Robert (1990). “People-of-Color Environmentalism” from Dumping in Dixie: Race, Class and Environmental Quality. Hayden, Dolores (1984). “Domesticating Urban Space” from Redesigning the American Dream: The Future of Housing, Work, and Family Life. Perlman, Janice E. and Molly O/Meara Sheehan (2007) “Fighting Poverty and Environmental Injustice in Cities” from State of the World 2007: Our Urban Future. SUPPLEMENTAL: Homelessness / Housing first: http://www.nytimes.com/2006/06/07/us/07homeless.html?_r=2&oref=slogin& Tucson homeless count: http://www.tucsonweekly.com/tucson/a-number-in-need/Content?oid=1740996 Ronstadt Center redevelopment: http://tucson-progressive.com/2013/04/10/ronstadt-transit-center-city-developers-ponder- proverbial-political-football-video/ Gentrification: http://www.nytimes.com/2013/08/18/us/los-angeles-neighborhood-tries-to-change-but-avoid-the- pitfalls.html?pagewanted=1&_r=0&nl=todaysheadlines&emc=edit_th_20130818 http://www.nytimes.com/video/2013/08/17/us/100000002371527/gentrify-no-gentefy- si.html?nl=todaysheadlines&emc=edit_th_20130819 Urban Renewal: Otero, Lydia (2010). La Calle: Spatial Conflicts and Urban Renewal in a Southwest City. week 8: equity & social justice (continued) TUES / 15 October -- Urban Ag and Food Justice GUEST LECTURER: Sallie Marston Readings TBD THURS / 17 October FILM THREE: The Garden **ESSAY ONE DUE week 9: politics, metrics, & economics TUES / 22 October -- Rating Sustainable Cities GUEST LECTURER: Leslie Ethen, City of Tucson, Office of Conservation and Sustainable Development

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D2L: “STAR Community Rating System”, version 1.0, October 2012. LEED ND: http://www.usgbc.org/neighborhoods SUDR: Maclaren, Virginia W (1996) “Urban Sustainability Reporting” from the Journal of the American Planning Association. Wackernagel, Mathis and William Rees (1996) “What is an Ecological Footprint?” from Our Ecological Footprint. THURS / 24 October – Questions of Economics SUDR: Hawken, Paul (1997). “Natural Capitalism” from Mother Jones. Shuman, Michael (1998). “Import Replacement” from Going Local: Creating Self-Reliant Communities in a Global Age. D2L: Glaeser, Edward (2011). “How do Cities Succeed?” and “Flat World, Tall City” from Triumph of the City. Stranded by Sprawl: http://www.nytimes.com/2013/07/29/opinion/krugman-stranded-by- sprawl.html?nl=todaysheadlines&emc=edit_th_20130729&_r=0 Gentrification: http://www.theatlanticcities.com/housing/2013/08/what-happens-when-critics-gentrification-are-gentrifiers- themselves/6468/ week 10: project one presentations 10 : 5 TUES / 29 October LEAST sustainable cities in America hand in presentation and support essay THURS / 31 October MOST sustainable cities in America hand in presentation and support essay week 11: dystopias / utopias TUES / 5 November – Disaster Cities / Resilient Cities Vale, Lawrence J. and Thomas J. Campanella (2005). “Making Progress: Disaster Narratives and the Art of Optimism in Modern America” from The Resilient City. On the Water: Palisade Bay (2010). “Introduction” PLACES Journal, special issue: “Recovering”. vol. 21, no. 1, 2009. Design After Disaster: http://places.designobserver.com/media/pdf/Design_after_D_887.pdf Reclaiming the Ruin: http://places.designobserver.com/feature/reclaiming-the-ruin/1144/ Reflecting Absence: http://places.designobserver.com/media/pdf/Reflecting_Abs_1162.pdf Infrastructural Optimism: http://places.designobserver.com/feature/infrastructural-optimism/1097/ SUPPLEMENTAL: Davis, Mike (1998) “The Case for Letting Malibu Burn” Ecology of Fear. (also equity reading)

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THURS / 7 November FILM FOUR: Trouble the Water (alt: DETROTOPIA, The Pruitt Igoe Myth) week 12 TUES / 12 November: Utopias Masdar: “City of Light” in Popular Science. Readings TBD. THURS / 14 November: Green buildings, Green cities, Greenwashing SUDR: McDonough, William (1993) “Design, Ecology, Ethics and the Making of Things”, a sermon given at the Cathedral of St. John the Divine, New York City. Vale, Brenda and Robert Vale (1991). “Principles of Green Architecture” from Green Architecture. “Introduction to the LEED Rating System” Unites States Green Building Council. **PROPOSAL ABSTRACT FOR PROJECT TWO DUE week 13: Urbanisms TUES / 19 November – Old New Urbanism / New New Urbanism / New Urbanisms Speck, Jeff (2012). section1: Why Walkability? Walkable City: How Downtown Can Save American, One Step at a Time. pp 13-51. Cuff, Dana and Roger Sherman (2011). “Introduction” from Fast-forward Urbanism. Mostafavi, Mohsen, ed. (2010/2013) “Why ecological urbanism? Why now?” Ecological Urbanism. Bruegmann, Robert. Sprawl: a compact history (2005). “The Third Anti-sprawl Campaign: Since the 1970s”. Chicago: University of Chicago Press. Waldheim, Charles, ed. (2006). Landscape Urbanism Reader. pages TBD. SUPPLEMENTAL: Duany, Andres, Elizabeth Plater-Zyberk, and Jeff Speck (2000). “What is to be done” Suburban Nation: The Rise of Sprawl and the Decline of the American Dream. pp 215-243. Hayden, Dolores (2003). “Nostalgia and Futurism” Building Suburbia: Green Fields and Urban Growth, 1820-2000. New York: Vintage Books. Dunham-Jones, Ellen and June Williamson (2011). Retrofitting Suburbia. pages TBD. THURS / 21 November FILM FIVE: The Truman Show second showing: 7:00 **ESSAY TWO DUE week 14: Urbanisms (continued) TUES / 26 November – Innovation Cities / Creative Class Cities Scientific America (Sept 2011). special issue “Cities: Smarter, Greener, Better”.

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Katz, Bruce and Jennifer Bradley (2013). “The Rise of Innovation Districts” from The Metropolitan Revolution. Florida, Richard (October 2012). “What draws creative people? Quality of Place.” Urban Land Institute website. http://urbanland.uli.org/Articles/2012/Oct/FloridaCreative SUPPLEMENTAL: innovation districts: http://www.npr.org/2013/07/11/201200441/innovation-centers-may-be-cornerstones-of-new-urban- economy http://urbanland.uli.org/Articles/2013/Jul/MooneyMetroRev?utm_source=uli&utm_medium=eblast&utm_campaign=080513 Green Revolution: http://sustainablecitiescollective.com/big-city/151861/infographic-cities-embracing-green-revolution Smart Cities: http://www.bbc.co.uk/news/technology-22538561 THURS / 28 November / Thanksgiving – no class week 15: Radicals & Revolutionaries TUES / 3 December – Design as Activism D2L: Bell, Brian and Katie Wakeford, eds. “An Architecture of Change”, “Toward a Humane Environment: Sustainable Design and Social Justice” and “Building Sustainable Communities and Building Citizens” from Expanding Architecture: Design as Activism. THURS / 5 December – Radicals & Revolutionaries D2L / Library (page selections TBD): Lefebvre, Henri (1996). “The Right to the City” from Writings on Cities. Chase, John, Margaret Crawford, and John Kaliski, eds. (2008). Everyday Urbanism. Borasi, Giovanna and Mirko Zardini, eds. What You Can Do With the City. Hou, Jeffrey, ed. Insurgent Public Space: Guerrilla Urbanism and the Remaking of Contemporary Cities. Lydon, Mike. Tactical Urbanism (pdf) week 16: Next Generation Solutions – you. 10 December draft / dress rehearsal for final 12 December / reading day 19 December / THURS – Final Exam, 10:30 – 12:30 PROJECT TWO DUE: SUSTAINABLE SOULTIONS FOR TUCSON: presentation and final document due

GEOG 302 INTRO TO SUSTAINABLE DEVELOPMENT SAMUELS Fall 2013

Month/ Week MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SAT/SUN

AUG

19

20

21

22 23

24 25

AUG/ SEP 1

26 CLASSES BEGIN

27 INTRO TO SUSTAINABILITY

28 29 INVENTING SUSTAINABILITY

30 31 1

SEP 2

2 LABOR DAY NO CLASSES

3 THREE Es & A MILLION COMPROMISES

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5 ROSH HASHANAH FILM ONE: An Inconvenient Truth

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7

8

SEP 3

9

10 CLIMATE

11

12 ENERGY

13

14 YOM KIPPUR 15

SEP 4

16

17 WATER

18

19 URBAN ECOLOGY

20 SPECIAL EVENT: Ready or Hot? lecture, climate smart sw conference

21 22

SEP 5

23

24 THE MEASURES OF AMERICA / THE PROGRESS OF MODERNISM

25

26 SPRAWL AND ITS DISCONTENTS

27

28 29

SEP/ OCT 6

30

1 FEAR & LOATHING IN THE LAND OF UNFETTERED MOBILITY Team & City Selection for Project One Due

2

3 FILM TWO: Urbanized

4

5 6

OCT 7

7

8 THE DEATH OF PUBLIC SPACE AND THE RIGHT TO THE CITY

9

10 WICKED PROBLEMS OF EQUITY

11

12 13

OCT 8

14

15 URBAN AG AND FOOD JUSTICE

16

17 FILM THREE: The Garden Essay One Due

18

19 20

OCT 9

21

22 RATING SUSTAINABLE CITIES

23

24 QUESTIONS OF ECONOMICS

25

26 27

OCT/ NOV 10

28

29 PROJECT ONE PRESENTATIONS 10:5 LEAST SUSTAINABLE CITIES IN AMERICA

30

31 HALLOWEEN PROJECT ONE PRESENTATIONS 10:5 MOST SUSTAINABLE CITIES IN AMERICA

1

2 3

NOV 11

4

5 DISASTER CITIES / RESILIENT CITIES

6

7 FILM FOUR: Trouble the Water (alt: Detrotopia, The Pruitt Igoe Myth)

8

9 10

NOV 12

11 VETERAN’S DAY

NO CLASSES

12 UTOPIAS

13

14 GREEN BUILDINGS / GREEN CITIES Proposal Abstract for Project Two Due

15

16 17

NOV 13

18

19 OLD NEW URBANISM / NEW NEW URBANISM / NEW URBANISMS

20

21 FILM FIVE: The Truman Show Essay Two Due

22

23 24

NOV/ DEC 14

25

26 INNOVATIVE CITIES / CREATIVE CLASS CITIES

27

28 THANKSGIVING

NO CLASSES

29 THANKSGIVING

NO CLASSES

30 1

DEC 15

2

3 DESIGN AS ACTIVISM

4

5 RADICALS & REVOLUTIONARIES

6

7 8

DEC 16

9

10 DRAFT / DRESS REHEARSAL FOR FINAL

11 Last Day Classes

12 READING DAY

13 Final Exams Begin

14 15

DEC 17

16

17

18

19 Final Exams End FINAL PRESENTATION AND DOCUMENT DUE

20

21 22