EVS 375E Indigenous Knowledge and Climate Change Adaptation in the Peruvian Highlands

I. Welcome! The Peruvian Andes is an ideal place to learn about the connections between indigenous knowledge and adaptation to climate change, being the Indigenous knowledge extremely valuable.

II. University Course Description This course aims to understand how the Quechua communities in the Andes exemplify the paradoxical relationship between indigenous knowledge and climate change: they are extremely vulnerable to the effects of global warming, but they also possess a wealth of knowledge, practices, techniques, and technologies used by these communities to ensure food security in face of climate variability.

III. Course Prerequisites There are no prerequisites for this course.

IV. Course Purpose Students will actively participate and demonstrate how the indigenous people in the Peruvian Andes respond to the challenges posed by climactic variability. Specific examples of how indigenous knowledge will be provided to help illustrate the role of the Peruvian people and outside actors in protecting, restoring and disseminating indigenous knowledge.

V. Course Objectives The methodology to be used includes a combination of tools in order to facilitate the enhancements of knowledge, promote debate in class and increase students’ ability to formulate proposals, such as: presentation-debate classes and case studies. The structure of each unit includes a daily compulsory reading, followed by oral presentations by the students which will lead to class debates, group works, and other practical activities. Fieldtrips are essential to the course, which are programmed in a every other week basis. All these activities will be complemented by lectures.

VI. Student Learning Outcomes By the end of the course the student will be able to: • Handle concepts related to climate change, causes and consequences and components. • Identify the potential of Indigenous knowledge in facing climate change. • Understand the value of indigenous knowledge towards sustainable development and climate change adaptation in the Highlands of Peru.

VII. Required Texts and/or Readings and Course Materials Not required VIII. Supplementary (Optional) Texts and Materials IPCC, 2021: Climate Change 2021: The Physical Science Basis. Contribution of Working Group I to the Sixth Assessment Report of the Intergovernmental Panel on Climate Change [Masson-Delmotte, V., P. Zhai, A. Pirani, S. L. Connors, C. Péan, S. Berger, N. Caud, Y. Chen, L. Goldfarb, M. I. Gomis, M. Huang, K. Leitzell, E. Lonnoy, J. B. R. Matthews, T. K. Maycock, T. Waterfield, O. Yelekçi, R. Yu and B. Zhou (eds.)]. Cambridge University Press. In Press. MINAM (2009). Cambio Climático y Desarrollo sostenible en el Perú. PNUD. Global Enviromental Facility. MINAM. 2015. Estrategia Nacional ante el Cambio Climatico. Grupo GIZ. Stern, D. and Kaufmann, R. 2014. Anthropogenic and natural causes of climate change. Climatic Change. 122. 10.1007/s10584-013-1007-x. Åke Bjørke, S. (GRID-ARENDAL) and Seki, M. (UNEP). 2020. Vital Climate Graphics Report. UNITED NATIONS ENVIRONMENT PROGRAMME. https://www.inforse.org/europe/dieret/Climate/climate%20graphics/index.htm Bernstein, l., Bosch, P., Canziani, O., Chen, Z., Christ, R., Davidson, O., Hare, B., Huq, S., Karoly, D., Kattsov, V., Kundzewicz, Z., Liu, J., Lohmann, U., Manning, M., Matsuno, T., Menne, B., Metz, B., Mirza, M., Nicholls, N. and Reising, A. 2008. Climate Change 2007 - Synthesis Report. Report of the Intergovernmental Panel on Climate Change. 4. 3 Dunn, R. J. H., D. M. Stanitski, N. Gobron, and K. M. Willett, Eds., 2020: Global Climate [in “State of the Climate in 2019"]. Bull. Amer. Meteor., 101 (8), S9–S127, https://doi.org/10.1175/BAMSD-20-0104.1 IX. Grading Scale Grading Scale (%) 94-100 A 90 – 93 A87 – 89 B+ 84 – 86 B 80 – 83 B77 – 79 C+ 74 – 76 C 70 – 73 C67 – 69 D+ 64 – 66 D 60 – 63 D0 – 59 F

X. Grade Categories and Weights Evaluation will be ongoing and will take in consideration the issues established in the competencies and in their use by each student. The dates for the Midterm and Final Exam will be indicated by ISA. Readings, tasks, class work and written reports are evaluated.

Assessment Percent of Final Grade Ongoing evaluation (quizzes, written work, readings, research, projects and presentations) 50%

Participation in Class (homework, reports, oral participation, discussion, and attitude in class) 10%

Midterm 20%

Final Exam 20%

XI. Essay and Project Assignments The Final Paper should be about something related to Climate Change and/or Indigenous Knowledge. 4 FINAL PAPER PROPOSAL AND PRELIMINARY PRESENTATIONS • Paper Proposals are due two weeks into the program followed by a Final Paper Preliminary Presentations held right before the Midterm. FINAL PRESENTATIONS: • They should be 30 min presentation per group + 15 min for questions. • The evaluation takes into consideration: • Relevance to climate change • Use of Indigenous Knowledge • Presentation Skills • Slides and other material (video clips max. 5 min long) • Questions/answers from classmates. It is highly suggested to have a PowerPoint presentation plus some activity/questions etc. to make it as interactive as possible. • Students should keep in mind that they are presenting in what they are writing about on their Final Paper. • Attendance at all presentations is mandatory. FINAL PAPER: • Due the final day of the program. • Format as follows: o 10 pages minimum o Does NOT include Cover page, Abstract or Sources o Abstract and five keywords o Double space o Font: Arial 11 o Includes pictures, graphs, etc. (no more than 02 (two) pages altogether) o 5 sources in total (not including the ones provided by the Professor) o Chicago referencing

XII. Grade Dissemination Graded tests and materials in this course will be returned individually and reviewed on the lecture following the exam. You can access your scores at any time using "Grades" in Schoology. 5

XIII. Course Schedule Week 1 Unit 1: Introduction 1.1. Introduction to the Course Introduction to the course. Review Syllabus. Unit-by-Unit Description. Semester Planning and Deadlines. 1.2. Peruvian Diversity Geographical Description. Main resources and economic activities. The importance of Agriculture. Unit 2: Climate Change 2.1. Climate Change Concepts Definitions. Background and Rationale. Importance of studying climate. 2.2. Climate Change Uncertainty Climate Change Causes and Projections. Temperature. Precipitation. Evaporation. Sea Surface Temperature. Extreme Weather. Video Discussion: Skoll, J., Berge, R., Weyermann, D., Cohen, B., Shenk, J. and Al Gore. 2017. An Inconvenient Sequel: truth to power. Week 2 Reading Discussion: Smulsky, Joseph. (2020). New Astronomical Theory of Ice Ages. 2.3. Climate Change Impacts 2.3.1. Ecosystems and Biodiversity Impacts on natural ecosystems. Invasive Species. Biodiversity. Complex Interactions and multiple stressors. Indirect effects. Reading Discussion: Malhi Y, Franklin J, Seddon N, Solan M, Turner MG, Field CB, Knowlton N. (2020). Climate change and ecosystems: threats, opportunities and solutions. Phil. Trans. R. Soc.B375: 20190104.http://dx.doi.org/10.1098/rstb.2019.0104 6 2.3.2. Human Health Psycho-social health. Physical injury from extreme weather events. Emergency risk management. Vector-borne diseases. Respiratory illness. Gastrointestinal illness. Access to health centers. Hospital access. Nutrition. Epidemiological Transition. Reading Discussion: Barrett, B., Charles, J. W., & Temte, J. L. (2015). Climate change, human health, and epidemiological transition. Preventive medicine, 70, 69–75. https://doi.org/10.1016/j.ypmed.2014.11.013 Field Trip: Huatanay River – Pollution and Climate Change. Week 3 2.3.3. Infrastructure House infrastructure. Water supply and sewerage. Electricity Supply. Telecommunications. Transport. Reading Discussion: Minh Le, T., Leow, W., & Seiderer, F. (2020). Chapter 15 Building Resilience in Infrastructure to Climate Change. In Well Spent. USA: International Monetary Fund. Retrieved May 7, 2022, from https://www.elibrary.imf.org/view/books/071/28328- 9781513511818-en/ch015.xml Midterm Exam Unit 3: Indigenous Knowledge and Climate Change 3.1. Identifying Indigenous Peoples Main criteria for Identifying Indigenous People. Reading Discussion: Corntasel, Jeff. (2003). Who is Indigenous? "Peoplehood" and Ethnonatuinalist Approaches to Rearticulating Indigenous Identity. University of Victoria. Nationalism and Ethnic Politics. Vol. 09. No. 1. Spring. pp 75-100. Field Trip: Interview with an Indigenous Andean Shaman. Week 4 3.2. Indigenous Knowledge Traditional and Local Knowledge. Indigenous knowledge and science. Correlating observations from Indigenous and Scientific sources. 7 Reading Discussion: Jessen, Tyler D, Ban, Natalie C, Claxton, Nicholas XEMŦOLTW, Darimont, Chris T. (2022). Contributions of Indigenous Knowledge to ecological and evolutionary understanding. Frontiers in Ecology and the Environment. Front Ecol Environ. Vol. 20. IS-2. SN1540-9295. https://doi.org/10.1002/fee.2435. 3.3. Traditional Livelihoods and Traditions Nomadic or Semi-nomadic pastoralism. Small Scale Agriculture. The hybrid economy and climate change. Natural resources management sector. Other employment options. Video Discussion: Natural Communities in the Andean Highlands. Sallqa Mama. 2007. Swedish International Center for Biological diversity (SwedBio). Video Discussion: Traditional Knowledge of the Yaguar Shamans of Yurupari. 2010. Fundacion GAIA Amazonas. Ministerio de Cultura. 3.4. Vulnerability and Resilience of Indigenous Communities Overview. Context and concepts. Conceptual framework and factors of vulnerability. Impact of Climate Change on Rural Education. Indigenous Knowledge, Resilience and Adaptive Capacity. Social Networks, Knowledge and Adaptations. Reading Discussion: Ford, James & King, Nia & Galappaththi, Eranga & Pearce, Tristan & McDowell, Graham & Harper, Sherilee. (2020). The Resilience of Indigenous Peoples to Environmental Change. One Earth. 2. 532-543. 10.1016/j.oneear.2020.05.014. Field Trip: Huaypo Lake – Indigenous Knowledge and Traditional Livelihoods. Unit 4: Climate Change Policy and Planning Debate: Application of Indigenous People’s Livelihood and Knowledge to worldwide climate change adaptation/mitigation. 4.1. The United Nations Framework Convention on Climate Change Peru and the Paris Agreement. IPCC and Policy support for adaptation and resilience. Reading Discussion: United Nations / Framework Convention on Climate Change (2015) Adoption of the Paris Agreement, 21st Conference of the Parties, Paris: United Nations. AN OFFICIAL PUBLICATION. Bell, E., Cullen, J. and Taylor, S. 8 Week 5 4.2. A Whole System Approach using Indigenous Knowledge Knowledge co-production: indigenous and scientific collaboration. Observation, Adaptation and Interpretation of Climate Change by Indigenous Peoples. Challenges for adaptation planning. Methods and tools available for climate change research and adaptation. The Pachacene. Reading Discussion: Cajete, Gregory. (2020). Indigenous Science, Climate Change, and Indigenous Community Building: A Framework of Foundational Perspectives for Indigenous Community Resilience and Revitalization. Sustainability. 12. 9569. 10.3390/su12229569. Reading Discussion: Walshe, Rory; Argumedo, Alejandro (2016). Ayni, Ayllu, Yanantin and Chanincha: The Cultural Values Enabling Adaptation to Climate Change in Communities of the Potato Park, in the Peruvian Andes. GAIA - Ecological Perspectives for Science and Society, Vol. 25, N° 3, 2016, pp. 166-173(8). Oekom Verlag. DOI: https://doi.org/10.14512/gaia.25.3.7 4.3. Protection of Intellectual Property Use and Misuse of Indigenous Knowledge. Moral Rights. Confidential Information. Potential and Limitations of current policies. Reading Discussion: Kamrul Hossain & Rosa Maria Ballardini (2021) Protecting Indigenous Traditional Knowledge Through a Holistic Principle-Based Approach, Nordic Journal of Human Rights, 39:1, 51-72, DOI: 10.1080/18918131.2021.1947449. Final Paper Presentations – Final Exam * Note: The Schedule is subject to revision

XIV. Course Policies:

Student Expectations Attendance and Punctuality: Attendance and punctuality are basic requirements for an effective discussion and team based course. Beyond that, each person's frequency and quality of contribution to the class discussion will be assessed and reflected in the class participation score. Five absences (excused or unexcused) lower the final course grade by five points (approximately a half letter grade). The final course grade will be lowered an additional five points for each class missed over and above the first three. If the student accumulates more than five unexcused absences, he/she will be placed on academic probation and the home university will be notified. In the event of an emergency or illness, students should petition for an excused absence from the professor with the appropriate documentation within a week of the absence. 9 Missing a reading/video session counts as 1.5 absences, Missing a field trip counts as two absences. The third time a student is more than 10 minutes late to a class; it will be considered an unexcused absence.

Late Work Policy: There are no makeups for presentations, leading reading sessions, and exams unless the student demonstrates in advance (and the Professor agrees) that a significant life-event prevents him/her from attending class or if a documented emergency is provided. The following are not acceptable excuses: scheduled flights or trips, scheduled non-emergency doctor appointments, picking up relatives or friends at the airport, etc. If a student schedules something else during a class when is to give a presentation, lead a discussion session, or take an exam, the student will get a zero for that grade. In the event of an excused absence, students will be expected to confer with the professor regarding the possibility of making up any missed coursework, homework and/or exams. In the event of an unexcused absence students are responsible for any missed coursework and notes, but late homework will not be accepted.

Professionalism Policy: Bear in mind you are in a professional school, and a member of a learning community. Thus you are expected to comport yourself as a professional person. For instance, be on time for class, do not leave the class while it is in progress for other than emergencies -if you need to do so make sure you ask the professor for permission-, turn off cell phones, be respectful of others’ viewpoints even if you disagree with them, do not use improper language, do not put your feet up on your desk, raise your hand if you want to participate, and dress appropriately for a professional activity. Eating is not allowed during class.

Food and Drink Policy: No food is allowed in the classroom. Your understanding of the necessity for this policy and cooperation will be greatly appreciated. This policy will be strictly enforced. XV. Course Policies: Technology and Media Email: Students will receive a weekly message reminding them about content and activities for that week. Laptop Usage: Personal computers, tablets and smartphones are allowed as long as they are being used for class purposes (PDF files, Class PowerPoint slides, etc.). No phone calls/messaging are allowed during class.

XVI. Important Dates to Remember Dates will be posted in the Planning File on Academics.