POLS 130, U.S. Environmental Politics, has been designed to introduce you to the politics of environmentalism in a particular, peculiar political system--that of the United States of America. Patterns, trends, and issues will be examined, the historical basis for them will be analyzed, and theoretical approaches to understanding and addressing them as part of the American political system will be explored. We will pay special attention to the processes of democracy and the politics of science by looking in depth at a number of cases of conflict and controversy. As a student in POLS 130 you will learn about many of the "pieces" that constitute American environmental politics, and you also will master several concepts that explain why we see the patterns, trends, and processes that characterize that politics. You will gain competencies that you can use going forward to analyze American environmental politics over the next half century, as the United States and its constituent communities grapple with self-governance in the context of their troubled relationship with their environment. These competencies should be of value to you whether you work in the private sector or for government, whether you go to graduate school or law school or teach, or whether you live a life of political activism or relatively passive but informed citizenship. REQUIRED READINGS All books will be available through the UVM Bookstore. If you buy them elsewhere, be certain you have the right edition and translation! Alm, Leslie R., Ross E. Burkhart, and Marc V. Simon. Turmoil in American Public Policy: Science, Democracy, and the Environment. Santa Barbara, CA: Praeger, 2010. ISBN 978-0-313-38536-0 Ibsen, Henrik. An Enemy of the People, in Four Great Plays, trans. R Farquharson Sharp. New York: Bantam, 1981. (This translation and this edition ONLY--no other translation or edition is acceptable!) ISBN 978-0553212808 Klyza, Christopher McGrory, and David Sousa. American Environmental Policy, 1990-2006. Cambridge, MA: The MIT Press, 2008. ISBN 978-0-262-61220-3 Layzer, Judith A. The Environmental Case: Translating Values into Policy, 3rd ed. Washington, DC: CQ Press, 2012. ISBN 978-1-60426-612-2 Miller, Norman. Environmental Politics: Stakeholders, Interests, and Policymaking, 2nd ed. New York: Routledge, 2009. ISBN 978-0-415-96106-6

LEARNING OBJECTIVES By the end of the term, the student should 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 (people, patterns, and processes in a system). Describe basic features of the development of U. S. environmental politics over the past 150 years, particularly the past 40 years, and to explain basic ways that U.S. development has differed from that of other countries. Explain the basic premises and arguments of major theorists and critics of environmental politics. Use a set of arguments from one reading and apply them to critically analyze a different issue or set of arguments. Advance a normative position on critical matters of environmental politics and policy, backing this judgment with sound arguments and evidence. Demonstrate the above skills in written essays, in brief prepared analytical comments, and in extemporaneous online discussions. WORK EXPECTATIONS The University as a whole has adopted a policy that states the work expectation for all UVM classes is, at a minimum, two hours of work outside of the classroom for each hour of class meeting time, or at least 120 hours total (40 in class, 80 outside of the classroom) for a three-credit course. The work expectation for a totally online course then is also at least 120 hours. That means for this course, offered in a six-week term, you should expect to spend at least 20 hours a week in online and offline activities. BEHAVIORAL EXPECTATIONS I view this as a fascinating, exciting, terribly important subject. I will do my best to make learning about it interesting, fun, and rewarding by using a variety of learning exercises. All of these involve you in some mode of active learning, of learning by doing. This is not a class in which you can sit back and watch and memorize, and expect to do well. Learning should be fun, but it isn't just fun--it requires work and discipline.

Blackboard readings journal blog 20% Current event paper 20% Current event blog 10% Discussion board participation 20% Wiki paper 10% Final essay 20%