– POLS 130 U.S.

POLS 130 – U.S. ENVIRONMENTAL POLITICS (93977)
Three Credits
Jody Prescott, adjunct professor
802.288.7766, [email protected]
1 September – 8 December 2015; T & TH, 1800-1915 (6:00-7:15 PM)
Rm. 302, Lafayette
I. Overview
Course Description: Although it is not an introductory course, U.S. Environmental Politics is
an introduction to the complexities of dealing with the environment at the intersection of policy,
law and science. This course is about the broad range of political interest groups, laws,
regulations, and policies that effect change in the way we handle environmental issues in the
U.S, but who may not have a background in political science classes. I was a zoology major as
an undergrad, and as a practicing attorney I handle environmental compliance and litigation
issues – to be competent I must know how things work legally and scientifically, and I must
appreciate the political context in which these issues are being discussed. This course is
particularly useful as a launching pad for further study because of the complementary way in
which the two textbooks will allow us to interweave the applicable politics with the relevant law,
policy and regulation. Importantly, as distinguished from classes on environmental policy and
environmental law, this class focuses on the politics that underlie the formulation and
implementation of these authorities, rather than the authorities themselves. Lastly, I ask you to
assess the different environmental political issues we will look at from the perspective of
sustainability. Some suggest such a perspective is necessarily inherent in the subject matter. I
don’t think that is the case, and I think there are significant differences in understandings of the
term “sustainability” – significant enough to make it worthwhile to consider specifically.
Goals: Using lecture only to set the basis for discussion and analysis of the different
environmental political issues we will study, my goal is for all students to contribute to the
discussion of environmental politics, confident that everyone’s opinions and beliefs will be both
respected and used as a springboard for gaining a deeper understanding of how these issues play
out in the real world. If you are aware of a particular case study that you believe is in our interest
to discuss, but it is not in the readings, please bring it to my attention.
Learning Outcomes: My intent for you in this class is to develop the ability to both holistically
assess the big picture of any given environmental political issue, and to critically assess and
understand the functional and dynamic relationships between law, policy, and constituencies –
that is, environmental politics – that play out in the resolution of these issues. As a result, you
should by the end of the course be able to:
► Demonstrate mastery of basic concepts and theories of American politics and public
policy making and to demonstrate the ability to apply these to matters of environmental
politics.
► Analyze the distinctive character of environmental problems and politics.
► Describe and analyze basic characteristics of the American political system, the key
actors and institutions, and the main processes through which these actors engage in
environmental politics.
► Use a set of arguments from one reading and apply them to analyze critically a
different issue or set of arguments.
► Advance a normative position on critical matters of environmental politics and
policy, including the meaning and implementation of “sustainability,” and support this
judgment with sound arguments and evidence.
► Demonstrate the above skills in written essays, class presentations, and
extemporaneous discussions.
II. General Course Information
Course Policies: I expect students to come to class prepared to discuss the readings and cases
listed in the outline below, and to participate regularly in class discussions on the assigned
readings. The class will not work without this level of engagement on your part.
Attendance Expectations: This class will not work unless we can expect regular attendance
and thoughtful participation in class from each of you. Some absences are unavoidable, because
emergencies always come up that you must handle. Because of the pace of the class, there really
is no way to make up missed classes and the discussion that went on in them. If you must miss
class, please notify me in advance.
Contributions in Class: Environmental politics are often very contentious, and often involve
very deeply held views by people on the propriety of one course of environmental action versus
another. In the classroom, these viewpoints lend themselves to interesting discussions that often
make us view our beliefs and preconceptions from a different perspective, even if we don’t agree
with it. This is not a course geared solely to the delivery of lecture. You must do the readings
and think about the material before class to fuel the discussion in the classroom – everyone must
engage and share their opinions, and respect the opinions of others even as they seek to explain
why those opinions may have flawed premises or gaps in logic. Disagreement with others’
opinions can be expressed civilly, and discussions about sensitive topics can be conducted
frankly but clinically. I don’t view you as students so much, but rather as new associates.
Academic Honesty & Professionalism: I expect you to do your own work on all assignments
in this class. You may wish to form study groups, which are of course completely proper. Please
see the official university policy at http://www.uvm.edu/~uvmppg/student/acadintegrity.pdf.
You will write your answers to the exams in exam booklets. The use of computers to compose
your answers to exam questions will not be allowed, unless you have a special requirement
which you must apprise me of in advance.
Required Readings: There are two course textbooks: Environmental Politics and Policy,
Rosenbaum, 9th Edition (2014) (ISBN 978-1-4522-3996-5), and Environmental Politics:
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Stakeholders, Interests and Policy Making, Miller, 2nd Edition (2009) (978-0-415-96106-6).
There will be additional readings that I will post on Blackboard for the different classes,
generally in the nature of news articles or government or environmental group reports.
Electronic Submissions/Internet Use: Students may of course take notes on their computers.
The majority of the class time will be spent discussing the readings and in particular analyzing
the cases. Thus, there will be no need for use of the Internet in class, although Internet sources
may provide useful information to supplement and amplify students’ understanding of the
readings.
Student Evaluation & Assessment; Scoring Rubrics, and Percentage Contribution of Each
Assignment: There will be three graded events, a midterm exam at the beginning of the sixth
week of class, a team project that you and your team will present to the class, and a cumulative
final exam given at the end of the course. Each exam will have a multiple choice portion worth
50 percent of the exam grade (10 questions with 4 possible correct answers), and an essay
section worth 50 percent. The midterm exam will be worth 30 percent of the class grade, and the
final worth 45 percent. The multiple choice questions will assess your understanding of the
readings. The essay portions will test your ability to quickly conduct concise and accurate
situational analysis and address hypothetical situations involving the application of what you
have learned through discussion in class. Exam make-ups are rarely given, and will be at my
discretion and convenience. 25 percent of the grade will be for the presentation of your team
project. Using a recent California drinking water study as a platform, each team will be assigned
to develop a political engagement strategy on behalf of a hypothetical environmental group with
a particular California, national, or international audience. You will be given an outline of the
content areas I need you to address in the team presentation, and your analysis will focus on the
sustainability issues or concerns raised in political engagement with the specific group. The
team project will test your ability to practically apply what you have learned in class and to go
further and find the important things that we have not discussed in class, in a collaborative
setting such as you might find were you to work for such an environmental group.
Grading: The grading of the multiple choice portions of the exams will be objective, and you
must select all of the correct answers, which could range from one to four. There will be no
throw-away answers. The grading of the essay portions will focus on the quality of your writing,
the clarity of your logic, and the accuracy of your analysis. I will grade your team project
presentation on how responsive it is to the assignment, how well researched and thought out it is,
and how clearly it is presented and communicated to your fellow students. An “A” grade given
on any assignment or as a final cumulative grade signifies “excellent” work (reserved for those
students who have not only demonstrated an excellent understanding of the course material, but
who have also shown an excellent ability to analyze the material). A+ = 97.00-100 points, A =
93.00-96.99 points, and A- = 90.00-92.99 points. This pattern is the same for “B,” “C” and “D”
letter grades. A “B” signifies “good” work (a “good” understanding of and ability to analyze the
material); a “C” signifies “satisfactory” work (a “satisfactory” understanding of an ability to
analyze the material); a “D” signifies “passing” work (a marginal but adequate understanding of
and ability to analyze the material); and an “F” signifies “failing” work (an inability to
understand or analyze the material).
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Format for Expected Work: Answers to the multiple-choice questions will require the circling
of the letter or letters that set out the proper choices. Write the essays in whatever form you wish
– you will have sufficient time to analyze the questions and outline your answers. All I ask is
that you write your answers legibly. I can’t grade what I can’t read.
Classroom Protocol: The Department of Political Science requires that this classroom protocol,
defining minimum standards of conduct, be included in all syllabi of political science classes:
a. I expect you to attend and be prepared for ALL regularly scheduled classes.
b. I expect you to arrive on time and stay in class until the class period ends. If
you know in advance that you need to leave early, I expect you to tell me before the
class period begins.
c. We will all treat each other with respect. For example, unless necessary, do
not disrupt class by leaving and reentering during class, do not distract us by making
noise, and be attentive to what we are saying to each other in class.
In addition to these minimum standards, if:
a. You require accommodation for religious reasons, you must let me know well
in advance.
b. If you have a physical or learning disability, please provide me with the
relevant paperwork from the ACCESS office by the end of the second class session so
that we can discuss any relevant accommodations that need to be made. If you take
exams in the ACCESS center, you are responsible for scheduling the exam time with
the ACCESS office and you must contact me at least one week before either exam to
discuss all necessary logistics.
c. Other than the use of your computer to take notes, all other electronic devices
must be turned off and stowed away for the duration of each class session. If there is a
potential acute situation that requires you to be continuously available telephonically
during class, please advise me beforehand.
III. Instructional Sequence: The daily reading agenda provided below is not an exact
schedule, but it is very close. The major requirements and assignments will be on the dates listed
below – I may add news articles that are particularly timely and relevant.
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Lesson 1, 1 Sep – Introductions & Class Orientation, Case Study: The Politics of
Endangered Species
• James Jay Tutchton, Getting Species on Board the Ark One Lawsuit at a Time: How the Failure
to List Deserving Species Has Undercut the Effectiveness of the Endangered Species Act, 20
ANIMAL LAW 401-431 (2014)
• News Articles: All Chimpanzees in U.S., Including Captive Ones, are Now Endangered,
INTERNATIONAL BUSINESS TIMES (2015), http://www.ibtimes.com/all-chimpanzees-us-includingcaptive-ones-are-now-endangered-1965630 ; California Drinking Water Report, FRESNO BEE
(2015), http://www.fresnobee.com/news/article27332311.html
• Assignment of Team Project Focus Audience
Team BELUGA – Organic Farmers in California
Team BONOBO – Farmers who rely heavily on irrigated water, chemical fertilizers, and
pesticides to grow their crops
Team MOUNTAIN GORILLA – School district superintendents, principals, and teachers
Team PANDA – Manufacturers and Businesspersons
Team RHINO – Environmental Justice organizations focused on healthy workplaces,
schools, and homes
Team SNOW LEOPARD – Charitable Foundations
Team TIGER – Faith Community Environmental Groups
Team VAQUITA – California State Legislators
Lesson 2, 3 Sep – Politically, what came After Earth Day?
• Rosenbaum, Chapter 1, After Earth Day
• News Article: Happy Earth Day 2015, U.S. Geological Survey,
http://www.usgs.gov/blogs/features/usgs_top_story/happy-earth-day-2015/
• Video Clip, The Untouched, Shreenivasan Manievannan, https://vimeo.com/125232988
Lesson 3, 8 Sep – Environmental Politics in Flux
• Miller, Chapter 1, The Evolving Landscape of Environmental Politics
• News Articles: Angry U.S. Republicans tell Pope Francis to “stick with his job and we’ll stick
with ours,” THE GUARDIAN (2015), http://www.theguardian.com/us-news/2015/jun/13/climatechange-conservatives-catholic-teaching ; Explosive intervention by Pope Francis set to
transform climate change debate, THE GUARDIAN (2015),
http://www.theguardian.com/world/2015/jun/13/pope-francis-intervention-transforms-climatechange-debate
• In Class Team Meeting, Team Work
Lesson 4, 10 Sep – The Process Aspect of Making Policy
• Rosenbaum, Chapter 2, Making Policy: The Process
• News Article: EPA’s fracking report won’t influence NY ban, says DEC, THE LEGISLATIVE
GAZETTE (2015), http://www.legislativegazette.com/Articles-Top-Stories-c-2015-06-0892031.113122-EPAs-fracking-report-wont-influence-NY-ban-says-DEC.html
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Lesson 5, 15 Sep – Increasing Parity between Industry and Environmentalists?
• Miller, Chapter 2, Legislation: Leveling the Playing Field and Leveraging the Process
• “Climate Change,” “Clean Energy,” An Introduction to Federal Environmental Policy,
NATURAL RESOURCES DEFENSE COUNCIL POLICY BASICS (February 2013), pp. 8-11,
http://www.nrdc.org/legislation/policy-basics/files/policy-basics-full.pdf
• In Class Team Meeting, Team Work
Lesson 6, 17 Sep – The Role of Institutions and Politics in Making Policy
• Rosenbaum, Chapter 3, Making Policy: Institutions and Politics
• William Ascher, Applying Classic Organization Theory to Sustainable Resource &
Environmental Management, 5th ANNUAL COLLOQUIUM ON ENVIRONMENTAL LAW AND
INSTITUTIONS (2000), https://law.duke.edu/news/papers/ascher.pdf
• Subcommittees, U.S. SENATE COMMITTEE ON AGRICULTURE, NUTRITION, & FORESTRY website,
http://www.ag.senate.gov/about/subcommittees
Lesson 7, 22 Sep – Who Controls the EPA?
• Miller, Chapter 3, Environmental Regulation and the Evolution and Capture of the EPA
• Improper Collusion Between Environmental Pressure Groups and the Environmental
Protection Agency As Revealed by Freedom of Information Act Requests (Interim Report),
ENERGY & ENVIRONMENT LEGAL INSTITUTE (2014), pp. 3-9,
http://www.globalwarming.org/2014/05/15/regulatory-capture-comes-full-circle-at-the-epa/
• Blog: William Yeatman, Regulatory Capture Comes Full Circle at the EPA, GLOBAL
WARMING.ORG (2014), http://www.globalwarming.org/2014/05/15/regulatory-capture-comesfull-circle-at-the-epa/
Lesson 8, 24 Sep – The Role of Risk Assessment, The Complexities of Environmental
Justice
• Rosenbaum, Chapter 4, Common Policy Challenges: Risk Assessment and Environmental
Justice
• Executive Order 12898 (1994), http://www.epa.gov/region2/ej/exec_order_12898.pdf
• Social Resources, South Texas Residential Center Environmental Assessment
• Letter from Professor Trigillio to Dr. Pohlman, Director, SEP, Department of Homeland
Security, 30 October 2014,
http://www.utexas.edu/law/clinics/civilrights/doc/Impact_of_Family_Detention_Center_in_Dille
y.pdf
• Guidance on Considering Environmental Justice During the Development of Regulatory
Actions, EPA (2015), pp. 1-10
http://www.epa.gov/environmentaljustice/resources/policy/considering-ej-in-rulemaking-guidefinal.pdf
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Lesson 9, 29 Sep – The Important Role Played by State and Local Government
• Miller, Chapter 4, The Burgeoning Role of State and Local Government
• Siting Electric Generation in Vermont, ENERGY GENERATION SITING POLICY COMMISSION
PRESENTATION (2013), http://www.vecan.net/wp-content/uploads/Siting-renewable-generationLMcGinnisreduced.pdf
• Prescott, Ridgelines and the National Security Implications of Wind Energy Development in
Vermont, VERMONT JOURNAL OF ENVIRONMENTAL LAW (2012) (selected pages)
• In Class Team Meeting, Team Work
Lesson 10, 1 Oct – The Role of Regulatory Economics
• Rosenbaum, Chapter 5, More Choice: The Battle over Regulatory Economics
• Mid Term Exam Review
Lesson 11, 6 Oct
► Mid Term Exam
Lesson 12, 8 Oct – Business and the Environment
• Miller, Chapter 6, The Greening of Business
• 2014 Citizenship Report, Microsoft, pp. 48-58,
http://www.microsoft.com/about/corporatecitizenship/en-us/reporting/
• Website, SUSTAINABLE BUSINESS.COM, please click on the first four buttons on this website,
“News,” “Green Investing,” “Green Dream Jobs,” and “Business Connections,” and briefly
review the different items posted under each,
http://www.sustainablebusiness.com/index.cfm/go/businessconnections.main
• News Article: Obama’s Climate Change and Corporations, USA TODAY (2015),
http://www.usatoday.com/story/news/nation/2015/07/27/obama-climate-change-brian-deesealcoa-walmart/30728093/
Lesson 13, 13 Oct – Case Study: Lake Champlain Chocolates, Business and the
Environment
• Guest Speaker, Ms. Caroline Bastarache, Sales Manager, LCC
• News Article: New England’s Chocolatiers set the bar high, THE BOSTON GLOBE (2014),
http://www.bostonglobe.com/lifestyle/food-dining/2014/12/02/choc-andawe/8hCzJTclu66ziBA2D1VBnJ/story.html?event=event25
• Fair for Life Social & Fair Trade Certification, LAKE CHAMPLAIN CHOCOLATES website,
http://www.lakechamplainchocolates.com/about-us/fair-trade-chocolate/
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Lesson 14, 15 Oct – The Politics of Air and Water Pollution
• Rosenbaum, Chapter 6, Command and Control in Action: Air and Water Pollution Regulation
• Reports: EPA, Our Nation’s Air; GAO, Clean Water Act
• News Articles: VT Legislature ended with bright spot, BURLINGTON FREE PRESS (2015),
http://www.burlingtonfreepress.com/story/opinion/2015/06/04/vermont-legislatureenvironmental-issues-green-mountain-lake-champlain-farmland-runoff/28467069/ ; Franklin
County Farm pays $40,000 in water pollution fines, WCAX.COM (2014),
http://www.wcax.com/story/27445196/franklin-county-farm-pays-40000-in-water-pollutionfines ; Battle Against Lake Pollutants, BURLINGTON FREE PRESS (2015),
http://www.burlingtonfreepress.com/story/news/local/2015/06/16/battle-lakepollutants/28839171/
Lesson 15, 20 Oct – Environmental Lobbyists
• Miller, Chapter 5, The Growing Sophistication of Environmental Advocacy
• News Articles: Oil Lobby’s spending blows away environmental groups, USA TODAY (2010),
http://content.usatoday.com/communities/greenhouse/post/2010/08/climate-change-environmentgroups/1#.VXzKlLNFCUk ; Lobbying: Energy, environmental groups spent big on advocacy in
2014, E&E NEWS.NET (2015), http://www.eenews.net/stories/1060012107
Lesson 16, 22 Oct – Vermont Senate Resolution 6: A Case Study on the Politics of Climate
Change Response
• Guest Speakers, Senator Brian Campion, D-Bennington; Mr. Paul Burns, Director, VPIRG
• News Articles: Climate change: Senate resolution puts blame on humans, RUTLAND HERALD
(2015), http://www.rutlandherald.com/article/20150404/THISJUSTIN/704049953 ; Blog: The
U.S. Senate finally admitted climate change is real. Now they need to act, FINANCIAL TIMES
(2015), http://blogs.ft.com/the-exchange/2015/01/26/bruce-bartlettthe-us-senate-finallyadmitted-climate-change-is-real/
Lesson 17, 27 Oct – Toxic and Hazardous (And Maybe Hazardous) Substances
• Rosenbaum, Chapter 7, A Regulatory Thicket: Toxic and Hazardous Substances
• News Articles: Politics of Poison: Obama’s EPA breaks pledge to divorce politics from science
on toxic chemicals, THE CENTER FOR PUBLIC INTEGRITY (2015),
http://www.publicintegrity.org/2015/01/23/16641/obamas-epa-breaks-pledge-divorce-politicsscience-toxic-chemicals ; Genetically modified food: Vermont v. science, THE ECONOMIST
(2014),
http://www.economist.com/news/united-states/21601831-little-state-could-kneecap-biotechindustry-vermont-v-science
• Article from the Observer on Williston Superfund site
• Monsanto v. Schmeiser
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Lesson 18, 29 Oct – A Renewed Role for Environmental Activism?
• Miller, Chapter 7, Re-Emerging Activists
• News Article: Bill McKibben on Fight Against Keystone XL, Fossil Fuel Divestment and
Obama’s Failures on Climate, DEMOCRACY NOW.ORG (2014),
http://www.democracynow.org/2014/2/13/bill_mckibben_on_fight_against_keystone (click on
video interview);
• Environment, Keystone XL Pipeline, TRANSCANADA website, http://keystone-xl.com/ (click on
videos on page)
• News Article: Two California Animal Rights Activists Arrested, REUTERS (2015),
http://www.philly.com/philly/wires/reuters/news/report/20150724_Reuters_L1N1042N5_Two_
California_animal_rights_activists_arrested_after_vandalism_spree.html
• In Class Team Meeting, Team Work
Lesson 19, 3 Nov – Case Study: Burlington Electric Department, Energy Politics in
Transformation
• Rosenbaum, Chapter 8, America’s Energy Politics in Transformation
• Guest Speaker, Mr. Neale Lunderville, Director, Burlington Electric Department
• News Articles: This Big Texas City Will Soon Be Powered Entirely by Wind and Sun, THINK
PROGRESS.ORG (2015), http://thinkprogress.org/climate/2015/06/11/3666649/georgetown-texasone-hundred-percent-renewable/ ; Burlington, Vermont Says It Runs Only On Renewable Energy,
Hybrid Cars.com (2015), http://www.hybridcars.com/burlington-vermont-says-it-runs-only-onrenewable-energy/ ; Firm Planning Buried Lake Champlain Power Line, FOX NEWS (2015),
http://www.foxbusiness.com/markets/2015/06/15/firm-planning-buried-lake-champlain-powerline-agrees-to-help-fund-lake/
• New England Clean Power Link: Project Development Portal, TDI website,
http://www.necplink.com/
Lesson 20, 5 Nov – The Role of Science in Environmental Politics
• Miller, Chapter 8, Uncertain Science – Uncertain Politics
• News Article: Blog, When Reasonable Policy Discussions Become Unreasonable Personal
Attacks, Dr. Robert Stavins, Director, Harvard Environmental Economics Program, HUFFINGTON
POST (2015), http://www.huffingtonpost.com/robert-stavins/when-reasonable-policydi_b_7498158.html
Lesson 21, 10 Nov – The Politics of Using Public Lands
• Rosenbaum, Chapter 9, 635 Million Acres of Politics: The Battle for Public Lands
• News Article: Winter Use Plan approved for Yellowstone, THE SALT LAKE TRIBUNE (2013),
http://www.sltrib.com/sltrib/news/56770247-78/park-winter-national-plan.html.csp
• Non-commercially Guided Snowmobile Access Program, Yellowstone National Park,
NATIONAL PARK SERVICE website, http://www.nps.gov/yell/learn/management/ngsap.htm
Lesson 22, 12 Nov – What is the Media’s Role in Covering Environmental Issues?
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• Miller, Chapter 9, The Media Business
• News Articles: Media’s Role in Promoting Environmental Awareness, CRIENGLISH.COM
(2008), http://english.cri.cn/2946/2008/10/24/53s417625.htm ; Blog: Media and Reporting
Environmental Issues, PHOTO-MARK.COM (2008), http://www.photo-mark.com/notes/media-andreporting-environmental-issues/ ; Suburban Spat Rivalries Flare, Seven Days (2015),
http://www.philly.com/philly/wires/reuters/news/report/20150724_Reuters_L1N1042N5_Two_
California_animal_rights_activists_arrested_after_vandalism_spree.html
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Lesson 23, 17 Nov – The Impact of Climate Change
• Rosenbaum, Chapter 10, Climate Change, Domestic Politics, and the Challenge of Global
Policy Making
• THE PRESIDENT’S CLIMATE ACTION PLAN, Executive Office of the President (2013),
http://www.theguardian.com/environment/interactive/2013/jun/25/barack-obama-climate-actionplan
• U.S. INDC, Paris Conference 2015
• News Article: Climate change brings needed rain to Africa, FOX NEWS.COM (2015),
http://www.foxnews.com/science/2015/06/05/climate-change-brings-needed-rain-to-africa/
• News Article: Obama’s Climate Change Policy Driven by Outside Forces, WASHINGTON
TIMES (2015), http://www.washingtontimes.com/news/2015/jul/30/obamas-climate-changepolicy-driven-by-outside-for/
• News Article: Alaska’s Terrifying Wildfire Season, WASHINGTON POST (2015),
http://www.washingtonpost.com/news/energy-environment/wp/2015/07/26/alaskas-terrifyingwildfire-season-and-what-it-says-about-climate-change/
Lesson 24, 19 Nov – What is the Role of the Courts?
• Miller, Chapter 10, Federal Courts: A New Posture – read only Miller’s thoughts for the
chapter at the end.
• Massachusetts v. EPA (2007)
• In Class Team Meeting, Team Work
• News Article: Coal mines could face new hurdle – review of how burning coal impacts global
warming, U.S. NEWS & WORLD REPORT (2015),
http://www.usnews.com/news/us/articles/2015/05/15/rulings-require-feds-to-consider-carbonimpact-of-coal-mines
Lesson 25, 1 Dec
• Teams Rhino, Beluga, Snow Leopard, and Mountain Gorilla present Team Projects
Lesson 26, 3 Dec
• Teams Vaquita, Bonobo, Panda, and Tiger present Team Projects
Lesson 27, 8 Dec – Conclusions & Moving Forward, Review for Final Exam
Lesson 28, 15 Dec, Final Exam
► 1930-2215, Lafayette 302
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