American Environmental Photographs, 1891-1936: Images from the University of Chicago Library

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Go directly to the collection, American Environmental Photographs, 1891-1936: Images from the University of Chicago Library, in American Memory, or view a Summary of Resources related to the collection.

Research and Expository Writing

The images in this collection provide the impetus for learning more about the ecology of familiar features of the landscape. One may search on the names of places one enjoys visiting, such as beach, mountain, lake, canyon, and dune, or browse the Subject Index for images of particular interest. Examine the photograph and its bibliographical information and do research in a local library or on the Web to construct an ecological overview in a brief essay.

For example, in writing about a sand dune, an essay might include the definition of a dune, an account of where dunes exist in the world, and information about the specific dunes in the photograph. One might also research the ecological community, the kinds of animals and plants that live among the dunes. In addition, the essay could include an assessment of the human impact on the landscape. What happens when structures are built on dunes? Was the dune in question built upon? Was the area preserved as a park? What are the impacts of these decisions?

Wind Sculpture of Damp Sand, Dune Park, Indiana, November 27, 1915.

Creative Writing

Henry Chandler Cowles and Students on a University of Chicago Department of Botany Field Trip.

Photographs provide an engaging starting point for a variety of creative writing projects. Reference the "Chronology of Field Trip Courses" for names of the places where field trips took place. Take on the role of a student in an ecology field class held in one of these locales, such as the Everglades or Mt. Rainier. Search on the site name to find images of the location. Then, search on student to see pictures of the people on these trips. Write a journal of experiences one might have had as a student on this field trip, or write a letter to a friend or relative at home. Alternatively, write about the people and places in these photographs from a third-person perspective in a short story. How old is the student on the field trip? What does he or she plan to do after leaving the University? Has the person ever been on an adventure like this before? What unexpected events occur on the trip? Is the student prepared for the trip? Did he or she forget to bring something important? Are friends along on the trip? Is there someone the student dislikes in the group?

Public Speaking

A section of the Special Presentation describes the "International Phytogeographic Excursion of 1913," during which European botanists and American ecologists toured the various landscapes of America. In a summary of the excursion, English botanist and ecologist Arthur Tansley wrote of his impressions of the American landscapes, of the field of ecology in America, and finally, about preservation:

Future generations will be slow to forgive us for the wholesale and often wanton destruction that goes on at present almost unchecked by any general feeling that it is an antisocial crime, and quick to applaud the actions and to reverence the memories of those who have done something to preserve their heritage of natural beauty. . . . [H]ere and there tracts of original untouched nature can and should be preserved for the enjoyment and use of our successors, without in any way checking general and inevitable economic development. This is work which ought to be undertaken by the community, and indeed the great national and the smaller state "parks" of the west - three of which were visited by the international party - are a sign that America is awake to her responsibilities to the future in this matter.

Imagine that you were one of the participants in the International Phytogeographic Excursion and write a speech about your experience. Read about the itinerary and participants of the Excursion in the Special Presentation. Search on International Phytogeographic Excursion of 1913 for images from this trip.

On the Slopes, Mt. Tamalpais, California, September 07, 1913.

Imagine you had gone on this trip: What impressions would the scenery have made on you? What would you want to convey in your speech about America?' What would you want to tell Americans about their own land? How would you convince them? How would you use your observations of America to convince your fellow countrymen of the importance of protecting your own nation's environment?

• What arguments did Arthur Tansley make in his report?
• How did he seek to reach his audience?
• How would your speech differ from Tansley's report?
• How would a live audience impact the content and style of your speech?
• How do good speakers convince their audience of something? What facts do they and don't they include? What benefits and costs are there of being honest?
• How long is an effective speech? Does a speaker need to simplify his or her message to appeal to a broad audience? How does one do this?

Portraiture and Biography

This collection includes a "Biographical Guide to Individuals in the Department of Botany, University of Chicago". This guide provides names and links to images of these individuals, including several portraits. What does a portrait suggest about the individual depicted? What does the pose of the person suggest about him or her? What kind of clothing is he or she wearing? What does this tell you about the person? Where is the person? What does the setting suggest? Who or what else is in the photograph and how does that reflect upon the subject? What can you learn about the people and their lives from the photographs that are not portraits? Use the information in the biographical guide and the questions below to conduct outside research to find out more about one or more of these individuals. Do the findings confirm or contradict your impressions or information based on the collection's photographs? Try writing a short biography of an individual, illustrating it with images from the collection. Search on the individual's name and places they studied to retrieve pertinent images. Where was the person born? What was her economic and social standing in society? Was she the first member of her family to pursue a higher degree? What did he do after he left the University of Chicago? What was the impact of his studies at the university on the rest of his life? Did the individual publish articles and books? What do we know of the person's character?

Charles Joseph Chamberlain and Cycads in the Greenhouse, at the University of Chicago, Chicago, Illinois. Henry Chandler Cowles Catching a Rainbow Trout, Strawberry Reservoir, Utah, 1923.

The Evolution of Language

In the Special Presentation "Ecology and the American Environment" we learn that the definition of "ecology" changed and evolved with the growing understanding of this field of study. Read the various definitions of "ecology" found throughout the Special Presentation, such as Danish botanist Eugenius Warming's definition in the section, "The Origins of Ecology", and the concept of bioecology in "Cowles's Contemporaries and Students." Henry Cowles' definition of "ecology," or "Ecological Succession" as he referred to it, can be further illuminated by browsing the Subject Index for images that reflect this definition. Search on succession for specific examples of this usage.

What are the differences and similarities between the various definitions. What makes each distinct? What brought about the changes in the definition and understanding of the word "ecology"? If words communicate ideas, how important is it that we all share the same definitions? Have you encountered people using a word you know, but with a different definition? Perhaps you have had the experience of using a slang word with a person who misunderstood what you meant. What was the result? How did you clarify the misunderstanding? What words did you have in common? Can one ever be certain that others are hearing your words as intended?

Transition from Ammophila Dune to Conifer Forest, South End of Madeline Island, Wisconsin, 1916.