Course Syllabus

JOHN CABOT UNIVERSITY

COURSE CODE: "NS 220"
COURSE NAME: "Food and Agriculture"
SEMESTER & YEAR: Fall 2024

SYLLABUS

INSTRUCTOR: Margaret Kneller
EMAIL: [email protected]
HOURS: MW 10:00 AM 11:15 AM
TOTAL NO. OF CONTACT HOURS: 45
CREDITS: 3
PREREQUISITES: Prerequisite: MA 100 or MA 101
OFFICE HOURS:

COURSE DESCRIPTION:
This is a survey course of agriculture, emphasizing the important food plants of the 21st century. The aim is to learn key processes which lead to the wide array of foods, which are available in developed countries. We start from the events of domestication, pass through the Green Revolution, and end with major plant crop commodities (such as bananas and coffee) being cultivated by “agribusiness” or also by “sustainable” farming methods. We also look at major issues related to agriculture today: for example, the development of biofuels which may use food stocks, and diseases and pests which threaten important monocultures. We look at the major achievements in agriculture of the 20th century, and try to anticipate the important uses and vulnerabilities of plant crops in the 21st century.

SUMMARY OF COURSE CONTENT:
Domestication of major animals and crops (timing and place, in order to set the scene for when humans made major steps in controlling and managing their food supply).

Common Food Commodities which are important today.

Grains (concentrating on wheat, corn, and rice—where grown, population served, cultivation requirements).

The Green Revolution (with fertilizers)

Pollination and the issue of Biotic Pollinators

Food for Export, e.g. Coffee, Cocoa, Bananas

Biotech crops—definition, first generation traits (Bt, herbicide resistance), newer traits, seed ownership

Sugar: crop sources.

Monocultures

Crop Pests, Diseases and Pesticides, imminent threats: e.g. wheat rust, FOC

Agrobiodiversity

LEARNING OUTCOMES:

While the topic is interdisciplinary, the viewpoint most used here is Ecological. The focus is on plant crop traits, under the influence of human selection: emphasizing domestication, and then traits preferred from the 20^th century onwards. Current events with ecological importance are also covered: pollinator stress, climate impacts, monocultures and biodiversity.

TEXTBOOK:

Book Title	Author	Publisher	ISBN number	Library Call Number	Comments	Format	Local Bookstore	Online Purchase
Titles by Government, Academic and Research Institutes (see schedule).	Government, Academic authors (see Schedule)	Government, Academic and Research Institutes	123-3456789		Articles, Chapters, and excerpts from Reports are in the public domain. See Schedule for Titles and Authors, by topic.	Ebook

REQUIRED RESERVED READING:

NONE

RECOMMENDED RESERVED READING:

NONE

GRADING POLICY
-ASSESSMENT METHODS:

Assignment	Guidelines	Weight
Midterm	vocabulary, short answer, describe graphs and figures	30
4 Short Papers	Approximately every three weeks, there will be an assignment, related to the material, in which you will write and present your analysis. The short paper is 600 to 800 words, typed, with references (references are not included in word count). Each bibliographic entry must be sufficiently complete so that I can find any entry that you give me (a single http address is incomplete). The Bibliography has sources you have read, and that are pertinent to your paper: LLM (e.g ChatGPT content is also a source, and must be cited). Aim to follow one format consistently for all entries. Papers due electronically, to MOODLE. Late papers risk not being graded. TurnitIn may be used to assess your citations.	30
Class Discussion, Short Assignments	Relevant classroom discussion and questions.	10
Final	Vocabulary definitions, short answers, describe graphs and figures, and essays.	30

-ASSESSMENT CRITERIA:
AThis type of work demonstrates the ability to learn the concepts and theories presented, and also to begin to make analysis. During class discussion and in written tests, the student shows clear evidence of a significant amount of reading, and comprehension, of the required and recommended articles and
BThis is highly competent level of performance and directly addresses the question or problem raised. There is usually a demonstration of ability to learn the concepts and theories presented. During class discussion and in written tests, the student usually shows evidence of a significant amount of reading, and comprehension, of the required and recommended articles and texts. The work does not suffer from any major errors or omissions and provides evidence of reading of the required assignments.
CThis is an acceptable level of performance and provides answers that are clear but limited, reflecting the information offered in the lectures and reference readings.
DThis level of performances demonstrates that the student lacks a coherent grasp of the material. Important information is omitted and irrelevant points included. In effect, the student has barely done enough to persuade the instructor that s/he should not fail.
FThis work fails to show any knowledge or understanding of the issues raised in the question. Most of the material in the answer is irrelevant.

-ATTENDANCE REQUIREMENTS:

Class attendance is required. More than four unexcused absences will lower the grade by one whole point (e.g. from B to C). Please refer to the university catalog for the attendance and absence policy.

ACADEMIC HONESTY
As stated in the university catalog, any student who commits an act of academic dishonesty will receive a failing grade on the work in which the dishonesty occurred. In addition, acts of academic dishonesty, irrespective of the weight of the assignment, may result in the student receiving a failing grade in the course. Instances of academic dishonesty will be reported to the Dean of Academic Affairs. A student who is reported twice for academic dishonesty is subject to summary dismissal from the University. In such a case, the Academic Council will then make a recommendation to the President, who will make the final decision.

STUDENTS WITH LEARNING OR OTHER DISABILITIES
John Cabot University does not discriminate on the basis of disability or handicap. Students with approved accommodations must inform their professors at the beginning of the term. Please see the website for the complete policy.

SCHEDULE

Recent articles (year 2024) will be added, mentioned/discussed in class, and uploaded to Moodle.

Week 1: Common Food Commodities
Reading: <Explore Data> at FAO of the UN: start at http://www.fao.org/faostat/en/#home. Extra: USDA Global Crop Production Analysis http://www.pecad.fas.usda.gov/

Week 2: Domestication of major crops (timing and place, in order to set the scene for when humans made major steps in controlling and managing their food supply), the First Agricultural Revolution.
Reading: Jared Diamond, “Evolution, consequences and future of plant and animal domestication,” in Nature, 2002; and DQ Fuller, “An emerging paradigm shift in the origins of agriculture,” in General Anthropology, 2010 [Moodle].

Optional reading: K Brown, New Trips through the Back Alleys of Agriculture, Science, 27 April 2001, Vol 292, p. 631-633; Seeking Agriculture's Ancient Roots, Michael Balter (June 29, 2007), Science 316 (5833), 1830-1835. [doi: 10.1126/science.316.5833.1830] [all in Moodle].

Week 3 to 4: Grains and Concept of Varieties, Traits

Lots that you can read, the texts are not too scientific.

A good overview of the Cereals, is found at “Save and Grow in Practice, Maize Rice Wheat,” published by UN FAO, 2016, and available www.fao.org/3/a-i4009e.pdf . You can focus on the chapters/pages of interest.

Wheat. Reading: 1. Curtis, BC. 2002, “Wheat in the world” in Curtis, BC et al. (eds.) Bread Wheat: Improvement and Production (FAO Plant Production and Protection Series No. 30), Rome, FAO, pp. 1–19. [online http://www.fao.org/docrep/006/y4011e/y4011e04.htm] . This is an older text, but less specialistic, so more comprehensible for an introductory class.

Corn. Reading: The Omnivore’s Dilemma, by M Pollan (Chapters 1 and 2, but you might enjoy reading more), book on reserve in Frohring Library. And, “Growth and Production of Maize,” by W. Verheye, 2010, online at biblio.ugent.be and in Moodle folder.

Rice. Reading: “An overview of global rice production, supply, trade, and consumption,” by Sumithra Muthayya et al., 2014. Available at https://nyaspubs.onlinelibrary.wiley.com/doi/epdf/10.1111/nyas.12540 and in Moodle folder.

Optional/Additional Rice articles at: “Rice Today,” and the “Rice Knowledge Bank,” both are at the International Rice Research Institute (IRRI) web site.

Rice and Wheat. “Large-scale psychological differences within China explained by rice versus wheat agriculture.

Talhelm T, Zhang X, Oishi S, Shimin C, Duan D, Lan X, Kitayama S.” Science. 2014 doi: 10.1126/science.1246850. PMID: 24812395 [Moodle]. This IS a research science article, and moves into sociology and psychology, we usually read it in class to learn terms and concepts relevant to Culture and Agriculture.

Week 5: The Green Revolution. Reading: “Green Revolutionary,” by John Pollock, Technology Review, published by MIT, January/February 2008 [Moodle], “The Famine Fighter's Last Battle,” by Erik Stokstad, DOI: 10.1126/science.324_710a

Science 324 (5928), 710-712, (extra: “Biotechnology and the Green Revolution Norman Borlaug” at http://www.agbioworld.org/biotech-info/topics/borlaug/special.html and http://www.agbioworld.org/biotech-info/topics/borlaug/bioscience.html) .

Then: “We Need a New Green Revolution” by P A Sharp and A Leshner, Jan 4, 2016, The New York Times [Moodle]

Week 6: Mechanization, Digitalization & Fertilizers: all are critical innovations in agriculture from the 20^th c. and onwards with major repercussions for trade, property rights and more. We will focus on one issue relevant to actual events.

Week 7: Midterm.

Week 7: Pollinators and CCD. This subject is changing quickly, see class notes in Moodle. Readings: 1. UNEP 2010 - UNEP Emerging Issues: Global Honey Bee Colony Disorder and Other Threats to Insect Pollinators [Moodle]; 2. Honey Bee Health and Colony Collapse Disorder, USDA [online https://www.ars.usda.gov/oc/br/ccd/index/]; 3. J Tylianakis, “Global Plight of Pollinators,” 2013 [Moodle], 4. AAAS online, “Science: Common Crop Pesticide Harms Bumblebee and Honeybee Species,” 29 March 2012, by Kathy Wren and Natasha D. Pinol (with short video) at https://www.aaas.org/news/science-common-crop-pesticide-harms-bumblebee-and-honeybee-species, 5. “Agriculture is Forever Changed in Ontario — 4 Lessons Learned from the Neonic Restriction Process,” RealAgriculture Agronomy Team , August 7, 2015, by Terry Daynard [Moodle], 6. Lee Fang, “The Playbook for Poisoning the Earth,” The Intercept online, January 18, 2020, https://theintercept.com/2020/01/18/bees-insecticides-pesticides-neonicotinoids-bayer-monsanto-syngenta/ 7. article compendium <Pollinators_2007_to_2023> [Moodle]

Week 8: Bananas: FOC, Monocultures. Readings: go to www.promusa.org, then read “The hidden side of banana diversity,” by Anne Vézina, direct link is http://www.promusa.org/blogpost516-The-hidden-side-of-banana-diversity and; open Musapedia tab, and then scroll down and open <Tropical Race 4>. Or, read: C. Canine, “Building a Better Banana” at http://www.smithsonianmag.com/science-nature/building-a-better-banana-70543194/ and in [Moodle], OR M. Peed, “We Have No Bananas,” the New Yorker, 2011 [Moodle],“Scientists race to halt banana catastrophe,” by C E Lucci, E Nakkazi, I Vesper, Y-H Law, 29/02/16 [Moodle]_.

Week 9-10: Biotech Plant Crops, also called GMOs
New articles may be substituted, since the information is changing quickly—I’ll write a note on Moodle.

Readings: see Moodle, for articles and guidance on which to read. This is a subject which changes quickly—the required articles are listed here, but I will update based on recent news and student interest.

· Required: First 18 pages of USDA, 2014, Genetically engineered crops in the US [Moodle]
· Required: Executive Summary of the “Global status of Commercialized Biotech/GM Crops: 2018” at http://www.isaaa.org/resources/publications/briefs/default.asp (ISAAA)·

“ Required, the first page of “Impacts of genetically engineered crops on pesticide use in the U.S. -- the first sixteen years,” by Charles M Benbrook, in Environmental Sciences Europe 2012, 24:24 doi:10.1186/2190-4715-24-24. [keyword to find on line, Research Gate has open copies.]
· Required: Agent Orange, Wikipedia & Monsanto [Moodle has condensed articles]

· Required: Platt, Agrochemical seed mergers, and Sygenta History [Moodle]

· Recommended: “Why Roundup Ready Crops Have Lost their Allure” by Jordan Wilkerson, figures by Brian Chow, http://sitn.hms.harvard.edu/flash/2015/roundup-ready-crops/ , Comments have good info also. [also in Moodle]
· Recommended: Compendium: “Scientists against GMOs,” by J. Edwards, August 2015. [Moodle]

· Highly recommended! Ted Genoways, August 17, 2015, New Republic, “Corn Wars” [Moodle]

Week 11: short introduction to “Neglected Underutilized Crops” (NUS) as one type of Agrobiodiversity.

Reading: pgs 6 – 19 in Padulosi, S., Thompson, J., Rudebjer, P. 2013.” Fighting poverty, hunger and malnutrition with neglected and underutilized species (NUS): needs, challenges and the way forward”. Bioversity International, Rome. This is online, and also a copy is in Moodle.

Week 11-13: Food for Export, e.g. Coffee, Sugar. Possibly Soybeans.
Reading: The Biology and Ecology of Sugarcane (Saccharum spp. hybrids), Australian government, December 2004—a long document, read to get the essential facts [Moodle].

If interested in research level, go to: https://www.sciencedirect.com/topics/agricultural-and-biological-sciences/saccharum-officinarum

Reading: General Introduction from "Coffee: Production, Quality and Chemistry," editted Adriana Farah, 2019. I have a pdf in Moodle. It is also available on Google books (partial pages). This is a science text, but you can understand the Introduction.

For the general audience reader, try Lavazza Coffee Notes [Moodle]

14: conclude with Agrobiodiversity. Readings: “What is happening to Agrobiodiversity?” from FAO [Moodle] and learning about the IUCN Red List of Threatened Species by starting at “Securing the web of life” at https://www.iucn.org/content/securing-web-life-0 and “Crop Wild Relatives: IUCN Red List Status” at http://ec.europa.eu/environment/nature/conservation/species/redlist/plants/wild_relatives_status.htm