Plants and people - an outline of the history of mutual relations 1400-228RIL
Unusual beginnings of common bread - the rise of cereal agriculture:
- Fertile Crescent as the ‘core area’ of agricultural culture,
- the spread of the Neolithic Revolution,
- the history of selected cereals.
Spatio-temporal dynamics - changes in the diet and edible crop cultivation structure:
- the history of agriculture in Poland - from the Neolithic to the Middle Ages,
- great geographical discoveries from a botanist’s perspective,
- comparison of the history of agriculture in the Old and New World,
- counterfeits and surrogates of plant materials,
- centers of origin of arable crops,
- small plant diversity in the modern diet.
The "arms race" between man and crop weeds and pathogens of crop plants:
- co-evolution of weeds and arable crops,
- the effects of consumption of cereal products contaminated with ergot - sclerotium of Claviceps purpurea.
“Man shall not live on bread alone” – plants and spiritual, aesthetic and intellectual needs of man:
- the symbolism of historical gardens,
- the Seven Species of Biblical plants,
- plants related to the worship of the dead,
- floral motifs in architecture,
- beginnings of botany as a science.
Type of course
Mode
Course coordinators
Learning outcomes
ABILITIES
1. The student has assimilated the basic botanical terminology, with particular emphasis on the nomenclature of cultivated plants
2. The student analyzes the causes, course and effects of the emergence of cereal agriculture
3. The student compares the course of early stages of agricultural development in the Old and New World
4. The student presents hypotheses regarding the origin of some arable crops and distinguishes regularities in the process of their domestication
5. The student analyzes the modern diet of Poles in terms of diversity and origin of edible plants
6. The student demonstrates the relationship between biology, ecology and cultivation requirements of selected useful plants and their symbolic meaning
7. The student identifies plants grown in historical gardens and describes their symbolism
8. The student identifies plants found in decorative motifs typical of Classicist architecture
SOCIAL COMPETENCE
1. The student shows the need of general intellectual development
2. The student broadens his interests from the border of natural sciences and humanities
Additional information
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