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Syllabus

Poli 325, fall 2018

Professor Adam Brown (about me)
Email: brown@byu.edu
Office phone: (801) 422-2182
Course website: https://adambrown.info/p/courses/2018/fall/325
Last syllabus update: April 27th, 2018

My office location: 772 SWKT
My office hours: TBD or by appointment.

What's this course about?

Broadly speaking, this is a course about environmental politics. Its specific focus may be on lands—wilderness, national parks, and other public lands—but at its core, this is nevertheless a course about environmental politics. But what does that mean?

Our food, clothing, shelter, and all other essentials of life come from the earth, and all our wastes go back into it. This simple truth forces every society to decide how to balance its economic activities against the earth's natural constraints. These decisions are often among the most difficult in modern politics. They can pit health, prosperity, beauty, and survival against each other.

For Latter-day Saints, these decisions are further complicated by a moral imperative. Though Latter-day Saint scripture proclaims that "the earth is full, and there is enough and to spare," this declaration is accompanied by a stern warning: God makes everyone individually "accountable, as a steward over earthly blessings," in their management of God's "handiwork" (see DC 104:13-18).

Of course, environmental politics has such a broad scope that no single course could cover all of it. We will narrow the topic by focusing specifically on America's public lands. "Public lands" includes many beautiful areas—national parks, protected wildernesses, rangelands, national forests, and some waterways—but it also includes vast stretches of seeming wasteland. Mining, preservation, logging, recreation, drilling, and restoration clash on these lands, and competing government agencies wrestle for control.

In the first half of the course, we will discuss the general philosophies and political dynamics surrounding land and wilderness, as well as concepts relevant to environmental politics more generally. In the second half of the course, we will consider several policy disputes: Hard rock mining, dam construction and removal, endangered species rehabilitation, and protection of national parks and wilderness areas. We will observe environmental conditions firsthand with several local field trips. The course culminates in a daylong trip to the Moab area that includes Arches National Park and other sights.

My purpose as instructor is not to prod you toward agreeing with my stance on the difficult issues we will discuss. Rather, it is to train you in the history and nuance of these issues so that you can engage them fairly and productively, whatever your political leanings. More specifically, these are this course's learning objectives:

  • To engage the competing philosophical, scientific, and political underpinnings of selected environmental disputes, especially those relating to public land management;
  • To integrate knowledge about individual political institutions into a broader understanding of the policy process as a whole, using public land management as our running case study;
  • To stimulate discussion about the proper roles of governments and markets in producing desirable policy outcomes;
  • To observe firsthand how policy decisions impact conditions on the ground;
  • To equip students to participate in policy disputes wherever they may settle.

Field trips

This course includes several field trips, particularly in the second half of the course. Some are local field trips that will be held (mostly) within our regularly scheduled time slot, though we may start early or end late. We will also have a full-day excursion to the Moab area. Check the schedule below for details, recognizing that inclement weather or other circumstances may require last-minute changes.

The local field trips could be thought of as lectures taught on location. That is, they will include substantial lecture and discussion. On these trips, be prepared to take notes by hand rather than on a computer. Bring pens, paper, and a hard writing surface such as a binder or clipboard.

The Moab trip will include far less lecture (though you should nevertheless be prepared to take notes). Instead, I will guide you through observing firsthand how federal land management decisions have influenced conditions on the ground. Based on your observations, you will prepare a brief analytic paper about federal land management strategies, due a few days after the trip.

Some field trips will involve walking on rough ground, ascending steep trails, and other potentially strenuous activity. Always wear sturdy shoes and weather-appropriate clothing. Bring water, a backpack, snacks, and sun protection as needed. Though my goal is to keep these activities low-key enough that students at a variety of fitness levels can participate, please visit with me in advance if you have an injury, disability or other concern that may limit your participation or require reasonable accommodations.

Unless we use a university-owned vehicle, you will be responsible for your own transportation for field trips. I will help you organize into carpools, but recognize that you join a carpool of your own free will; the university does not assume liability for privately-owned vehicles used for student transportation. (This includes vehicles that I might own myself.)

We will use a university-owned van for the daylong Moab trip. The political science department generously covers all costs, though you may want to bring some money to buy a souvenir along the way.

If you are a minor, talk to me about obtaining parental consent. Otherwise, your participation implies your acknowledgement and acceptance of the risks inherent in travel, hiking, and other outdoor activities. Visit with me if you have questions.

Grades and assignments

5%  In-class writings and other activities (including constructive participation)
18%  Term paper (instructions)
3%  Term paper peer review
9%  Moab response paper (instructions)
32%  Midterm
32%  Final exam
1%  Completion of BYU's anonymous course evaluation

In-class writings and activities. We will regularly do writings or other activities in class. Some will assess your comprehension of assigned readings; you should not find these assessments difficult if you stay current.

Attendance. I do not track attendance (except for in Moab). However, missing class will often mean missing an in-class writing or activity. These in-class assignments cannot typically be made up, but see me promptly if a documented family or medical emergency causes you to miss one.

Late assignments: All take-home assignments are due promptly at the beginning of class. Any paper turned in on the due date but after the beginning of class gets a 5% penalty. (If you are tardy, your assignment will receive this penalty; allow yourself adequate time before class for printing.) One weekday late is a 10% penalty; two weekdays late is a 20% penalty; three weekdays late is a 30% penalty; later is unacceptable. A "day" ends at 4:45pm, the close of the workday. Late assignments should be submitted to the dropbox near the 7th floor SWKT elevators so that they receive a timestamp. (The department secretaries timestamp all assignments at about 4:50pm each day, hence the 4:45pm cutoff.) If you experience a family or medical emergency that causes you to submit an assignment late, visit with me promptly.

Missing local field trips: Local field trips are treated the same as lectures—I do not track attendance, though all local field trips do include in-class activities that cannot be made up. Please let me know in advance if you plan to miss a trip so I can adjust carpools accordingly.

Missing the Moab field trip: Missing the full-day field trip will cause you to forego all the points associated with the Moab response paper. I will not accept the paper. If I excuse your absence due to a documented medical or family emergency, visit with me promptly to work something out. If you know you will miss any field trip, please let me know so I can adjust carpools accordingly.

Missed exams: No makeups unless you (1) arrange it in advance for a valid reason or (2) have a genuine emergency and contact me as soon as possible to work things out.

Final exam: See scheduling details at the bottom of the course schedule.

What books do we need to buy?

The books are listed in roughly the order we will read them, so if you wish to start reading before the course begins, start from the top of the list.

BYU library course reserve link: https://reserve.lib.byu.edu/course/8980/

John McPhee, Encounters with the Archdruid. 245 pages. Amazon. The BYU library has one copy, which I will place on reserve. Reading guide.

Kerry Emanuel, What We Know about Climate Change, 2nd edition. 120 pages. Amazon. The BYU library has one copy, which I will place on reserve. Reading guide.

Timothy Egan, The Big Burn: Teddy Roosevelt and the Fire that Saved America, 324 pages. Amazon. Reading guide.

Stephen Meyer, The End of the Wild. 112 pages. Amazon. The BYU library has one copy, which I will place on reserve. Reading guide.

Edward Abbey, Desert Solitaire. 352 pages. Amazon. The BYU library has one copy, which I will place on reserve. Reading guide.

Plagiarism and cheating

While all students sign the honor code, there are still specific skills most students need to master over time in order to correctly cite sources, especially online sources, as well as deal with the stress and strain of college life without resorting to cheating. As your professor, I will notice instances of cheating on exams or plagiarizing on papers. Even if the plagiarism was unintentional, it will have serious consequences for your grade. General information about the honor code can be found at http://honorcode.byu.edu. Details about Academic Honesty are found in the university catalog

Writing submitted for credit at BYU must consist of the student's own ideas presented in sentences and paragraphs of the student's own construction. The work of other writers or speakers may be included when appropriate (as in a research paper or book review), but such material must support the student's own work (not substitute for it) and must be clearly identified by appropriate introduction ("According to so-and-so...") and punctuation (such as quotation marks) and by footnoting or other standard referencing. Take care with your notetaking to track sources and to differentiate quotations you have jotted down from paraphrases you have written. Unintentional plagiarism caused by sloppy notetaking is still plagiarism.

Substituting another person's work for the student's own or including another person's work without adequate acknowledgment (whether done intentionally or not) is plagiarism. Plagiarism is a violation of academic, ethical, moral, and legal standards and can result in a failing grade not only for the paper but also for the course in which the paper is written. In extreme cases, it can justify expulsion from the university. Because of the seriousness of these consequences, students who wonder if their papers are within these guidelines should visit the Writing Lab or consult with their professor or TA. Useful books to consult on the topic include the current Harbrace College Handbook, the MLA Handbook, and James D. Lester's Writing Research Papers.

Counseling and stress management

Most lifelong mental illnesses emerge in adolescence and early adulthood—the typical college students' age. If you experience frequent sadness, worry, fear, inability to focus, nightmares, forgetfulness, or extreme mood changes; if you are withdrawing socially by avoiding friends and social activities; if you experience significant changes in sleeping habits or eating habits; if you are abusing alcohol, prescription medications, or other substances; or if you are thinking about hurting yourself, then please talk to somebody. You may find that all is well, but please find out.

Mental health concerns and stressful life events can affect students' academic performance and quality of life. BYU Counseling and Psychological Services (CAPS, 1500 WSC, 801-422-3035, https://caps.byu.edu) provides individual, couples, and group counseling, as well as stress management services. These services are confidential and are provided by the university at no cost for full-time students. For general information please visit https://caps.byu.edu. For more immediate concerns please visit http://help.byu.edu.

Equal opportunity

Disabilities: Brigham Young University is committed to providing a working and learning atmosphere which reasonably accommodates qualified persons with disabilities. If you have any disability which may impair your ability to complete this course successfully, please contact the University Accessibility Center (801-422-2767). Reasonable academic accommodations are reviewed for all students who have qualified documented disabilities. Services are coordinated with the student and instructor by the UAC office. If you need assistance or if you feel you have been unlawfully discriminated against on the basis of disability, you may seek resolution through established grievance policy and procedures. Contact the Equal Employment Opportunity Office at 801-422-5895, D-282 ASB

Going beyond the boilerplate language above: If you have a disability, please visit the University Accessibility Center to receive an accommodation letter. Then, contact me to inform me of the accommodation letter and to request specific accommodations based on it. The letter will not disclose the disability and I will not ask. I will work with you to identify appropriate accommodations supported by the letter. If you wish to discuss accommodations, I am happy to schedule an appointment at any time, including outside office hours if needed.

Discrimination and sexual misconduct: In accordance with Title IX of the Education Amendments of 1972, Brigham Young University prohibits unlawful sex discrimination against any participant in its education programs or activities. The university also prohibits sexual harassment—including sexual violence—committed by or against students, university employees, and visitors to campus. As outlined in university policy, sexual harassment, dating violence, domestic violence, sexual assault, and stalking are considered forms of "sexual misconduct" prohibited by the university. University policy requires all university employees in a teaching, managerial, or supervisory role to report all incidents of sexual misconduct that come to their attention in any way, including but not limited to face-to-face conversations, a written class assignment or paper, class discussion, email, text, or social media post. Incidents of sexual misconduct should be reported to the Title IX Coordinator at t9coordinator@byu.edu or (801) 422-8692. Reports may also be submitted through EthicsPoint at https://titleix.byu.edu/report or 1-888-238-1062 (24-hours a day). BYU offers confidential resources for those affected by sexual misconduct, including the university's Victim Advocate, as well as a number of non-confidential resources and services that may be helpful. Additional information about Title IX, the university's Sexual Misconduct Policy, reporting requirements, and resources can be found at http://titleix.byu.edu or by contacting the university's Title IX Coordinator.

Course schedule

Dates may change, of course; a syllabus is a plan, not a contract. You can also view the reading schedule in calendar format.

Although my lectures may diverge considerably from the readings—more so for some topics than for others—be advised that anything from lecture or the readings is fair game for the exams.

  • Unit 1. Turning philosophy into policy
  • Wed, Sep 5th, 2018. Introduction. Environment, policy, and environmental policy. Public lands overview.
    Termsenvironment; spaceship earth; ecology; Commoner's four laws; environmental policy; politics; policy; Broad Arrow policy; closed season; public land
    Readings
    170 pages
    • Term paper instructions and rubric [10 pages]
    • This entire syllabus. Please read all the information above carefully, especially the course overview, the field trip policies, and information about grades and assignments. [10 pages]
    • Read the first half of Encounters with the Archdruid (reading guide) [150 pages]
    FYI
    • This course requires several field trips, including a full-day field trip to the Moab area. Check the schedule below and plan ahead. Visit with me if you have any questions or concerns, whether about scheduling, disabilities, or whatever else.
    • This half-semester course moves quickly. At each meeting, we will cover as much lecture material and do as much reading as you would cover in an entire week during a full semester. Start reading ahead now so you don't fall behind.
    • If you're reading this before the course has started, I encourage you to read as many of the books as possible before our first meeting. Consult the reading guide for each book so you know what to take notes on. We cover them in this order: Encounters with the Archdruid, What We Know about Climate Change, The Big Burn, The End of the Wild, then Desert Solitaire. Getting through the Big Burn before our first meeting will make the course a breeze.
    • Please take advantage of the reading guides I have prepared for each book.
  • Fri, Sep 7th, 2018.
    DUEAsst 1 (instructions)
    FYIEmail it to me by noon so I can assign your topics.
  • Mon, Sep 10th, 2018. Political thought about the environment. Part 1.
    Termswilderness; nature; natural resources; Little Red Riding Hood; Hansel and Gretel; Pan; paradise; Petrarch on Mount Ventoux; John Locke; property rights; Jeremy Bentham; John Stuart Mill; utilitarianism; Ralph Waldo Emerson; transcendentalism; John Muir; wild wool; sauntering; preservationism
    Readings
    194 pages
    • Read these excerpts from Locke, Bentham, and Mill [10 pages]
    • Emerson, Nature Read pp 1-18; skim the rest. [20 pages]
    • Finish Encounters with the Archdruid (reading guide) [150 pages]
    • Muir, "Wild Wool", from Steep Trails [14 pages]
    • Recommended (not required): In the "resources" section for today's lecture, read the abridged excerpts from Thoreau's Walden.
    Resources
    • Nash, Wilderness and the American Mind. This entire series of lectures on the idea of wilderness owes a great scholarly debt to Nash's excellent book.
    • Augustine, Confessions. Mostly irrelevant, except the passages discussed in class.
    • Locke, Two Treatises of Government and A Letter Concerning Toleration. Property rights as paramount.
    • The U.S. Declaration of Independence
    • The U.S. Constitution
    • Bentham, A Fragment on Government and Introduction to the Principles of Morals and Legislation. The utilitarian ethic.
    • Mill, Utilitarianism. More on the utilitarian ethic.
    • Thoreau, Walden (excerpts, abridged), chapters 1, 2, 4, 5, 6, 11, 13, 16, 17, and 18 [14 pages]
    FYIAs a reminder, expect occasional writing assignments or activities in class to assess your completion of the readings. Ahem. Don't expect such blatant hints in the future.
  • Wed, Sep 12th, 2018. Political thought about the environment. Part 2.
    DUEAsst 2 (instructions)
    TermsGifford Pinchot; conservationism (the conservation ethic); Aldo Leopold; the land ethic; deep ecology; Rachel Carson; scientific environmentalism; Silent Spring; motivated reasoning
    Readings
    126 pages
    Resources
    • Nash, Wilderness and the American Mind. This entire series of lectures on the idea of wilderness owes a great scholarly debt to Nash's excellent book.
    • Pinchot, The Wilson letter (source). This letter, attributed to Pinchot, lays out the conservationist ethic.
    • Muir via Palmer, "A Parable of Sauntering". How we should enjoy wilderness.
    • Leopold, A Sand County Almanac. The origin of "deep ecology."
    • Carson, Silent Spring. Serialized in The New Yorker: Part 1, part 2, and part 3.
    • Gore, Introduction to the 1994 edition of Silent Spring [14 pages]
    • Huber, Hard Green. A conservative calls for a rejection of environmentalism and a return to the conservation ethic.
    • Gore, An Inconvenient Truth. Environmentalist documentary about climate change. Watch clip 1, clip 5, clip 7, and clip 9.
    • Hayward, An Inconvenient Truth, or a Convenient Fiction. Response to Al Gore. Watch a clip.
    • McElhinney and McAleer, Not Evil, Just Wrong. Another response to Al Gore. Watch the trailer.
    FYITwo books, Aldo Leopold's Sand County Almanac and Rachel Carson's Silent Spring, are often credited with kickstarting the modern environmental movement. I have assigned only excerpts, although I encourage obtaining and reading both books through. Carson's book was serialized in the New Yorker; if you want to read more of her book, I have placed a copy of this serialization in the lecture resources.
  • Mon, Sep 17th, 2018. Making environmental policy. Governmental institutions.
    DUEAsst 3 (instructions)
    Termsinstitution; Nixon; Earth Day; Carter; energy crisis; Reagan; deregulation; GHW Bush; Clinton; Grand Staircase-Escalante NM; GW Bush; ANWR; Clear Skies Initiative; Northwestern Hawaiian Islands Marine NM; Obama; Deepwater Horizon; bureaucracy; Department of Interior; Environmental Protection Agency; bureaucratic discretion; bureaucratic competitiveness (turf battles); judicial review; standing; citizen standing
    Readings
    89 pages
    FYI
    • I assign Emanuel's book in connection with our (previous) discussion of scientific environmentalism. Just as Rachel Carson sought to bring complex scientific information to the masses with Silent Spring, Emanuel adopts a similar goal with this book. Read it on your own; you will be accountable for it on the exam.
    • In class, we will briefly review the complicated web of bureaucratic agencies tasked with managing one piece or another of the nation's environmental policy agenda. I provide the Cahn et al. reading to benefit those who would appreciate a slower or more thorough overview of these agencies than the hasty, scattershot discussion we will have in class.
  • Wed, Sep 19th, 2018. Making environmental policy. Interests and difficulties.
    DUEAsst 4 and 5 (instructions)
    Termsinterest; latent interest; organized interest (interest group); pluralism; collective action problem (free rider problem); selective incentive; purposive incentive; policy cycle; agenda setting; formulation; legitimation; implementation; impact and reformulation; termination
    Readings
    24 pages
    Resources
    • Scruton (2012), How to Think Seriously about the Planet: The Case for an Environmental Conservatism
    • Schattschneider, excerpt from The Semisovereign People [9 pages]
    FYI
    • Madison: What is a faction? Why do factions arise? How do we manage factions appropriately?
    • Olson: What barriers hinder interest group formation? When are these barriers most likely to be overcome? Why are some societal interests more likely to organize than others?
  • Fri, Sep 21st, 2018. Yay! (No class.)
    DUEMidterm
    FYI
    • The exam will be administered in the Testing Center on Friday, September 21. Bring a pen.
    • You can download my lecture slides. At the end of each lecture you will find slides containing review questions and terms. These are your study guide.
    • The exam consists entirely of open-ended questions of varying length. Bring pens. You do not need a bluebook or anything else. You may bring blank scratch paper if you wish.
    • After taking the test, read The Big Burn over the weekend.
  • Unit 2. Public land management case studies
  • Mon, Sep 24th, 2018. Introduction to public lands. Origin, history, and management of the public domain. The Bureau of Land Management's origin and mission. The BLM and grazing politics.
    Termspublic land; Articles of Confederation; state cessions; Northwest Ordinance; federal property and territory clause; agrarian democracy; General Lands Office (GLO); Homestead Acts; Morrill Act (land grant universities); railroad grants; tragedy of the commons; the Big Die-Up; Dust Bowl; Taylor Grazing Act (1934); Bureau of Land Management (BLM); Federal Land Policy and Management Act (FLPMA, 1976); grazing fees; Sagebrush Rebellion; Cliven Bundy; Utah Public Lands Transfer Act (2012)
    Readings
    159 pages
    • Brown, Utah Politics and Government, pp 23-31 [9 pages]
    • Read the first half of The Big Burn (reading guide) so you can finish for next time, but see the note below before getting started [150 pages]
    Resources
    • Nash (2014), Wilderness and the American Mind, 5th edition
    • Wilson (2014), America's Public Lands
    • Smith and Freemuth (eds) (2007), Environmental Politics and Policy in the West
    FYI
    • The excerpt from my book (it comes from the chapter on Utah's relations with the federal government) gives a brief, general preview of several topics we will discuss in the second half of the course. (IF I HAVEN'T UPLOADED THE PDF YET SOMEBODY EMAIL ME.)
    • The Big Burn has three parts. Read Parts 1 and 3 most carefully, as they are most relevant to this course. Don't skip Part 2, but you may skim it. (Of course, Part 2 is by far the most engaging part of the book, so you might find yourself sucked in and unable to skim it anyway. And that's fine by me.)
  • Wed, Sep 26th, 2018. Mining (especially on BLM and USFS lands). Development of Utah mining industry. Environmental hazards associated with mining. Federal policies about mining on BLM and USFS lands. Cleaning up hazardous mining wastes. The policy cycle applied to mining.
    TermsBingham Canyon; Tintic district (Eureka); Geneva Rock; Point of the Mountain; plat for the city of Zion; General Patrick Connor; placer mining; lode mining; spoil (overburden); ore; tailings; tailing pond; particulate pollution; smelting; sustainability; General Mining Act of 1872; discovery; prudent man rule; locating; recording; maintenance; mineral patent; Ralph Cameron (Bright Angel Overlook); Surface Mining Control and Reclamation Act of 1977 (Office of Surface Mining Reclamation and Enforcement); Superfund (CERCLA); National Priority List (NPL); US Magnesium; Eureka Superfund site; Richard Davis quarry; Rock Canyon
    Readings
    178 pages
    Resources
    FYIArrive 10 minutes early so we can drive to a location off campus. If you plan to miss today, or if you plan to meet us at Rock Canyon, please let me know so I can help arrange carpools accordingly.
  • Mon, Oct 1st, 2018. Rivers and dams. How societies use rivers. Why dam building exploded in the 1960s, then rapidly declined. The 21st century politics of river restoration.
    DUETerm paper (instructions) for peer review. Your paper must be final draft quality. If I judge otherwise, I will either exclude you from the peer review process (resulting in a zero on your peer review assignment) or else deduct a penalty from your peer review score. If you are working with a partner, bring two copies of your paper so you can both participate separately in the peer review exchange.
    Termschanneling; diversion dam; Army Corps of Engineers; Bureau of Reclamation; Murdock Diversion; Provo River Project; Provo River Water Users Association (PRWUA); Deer Creek Dam; Olmstead Diversion; Central Utah Project; Central Utah Water Conservancy District (CUWCD); Jordanelle Dam; Hetch Hetchy dam; Echo Park dam; Glen Canyon dam; Bridge Canyon dam; Teton Dam; pork; Wild and Scenic Rivers Act (1968); NEPA (1970); river restoration; fundamental changes; experiential changes; secondary changes
    Readings
    45 pages
    • Look over the list of things you should bring with you in the rivers and dams field trip student guide You don't need to print this packet; I'll have a stack of them.
    • Review "The River" in Encounters with the Archdruid
    • Abbey, "Down the River" from Desert Solitaire (reading guide) [45 pages]
    • Big reading days coming up. Read ahead.
    Resources
    • The Provo River Project and PRWUA: Provo River Water Users Association
    • The Central Utah Project: see the Central Utah Project Completion Act office and the Central Utah Water Conservancy District
    • The Central Utah Project mitigation commission, i.e. Utah Reclamation Mitigation and Conservation Commission
    • Reisner (1986), Cadillac Desert: The American West and its Disappearing Water
    • Nash (2014), Wilderness and the American Mind 5th edition, pages 227-237 in particular
    • Lowry (2003), Dam Politics
    • McCool (2012), River Republic: The Rise and Fall of America's Rivers
    • McCool (2007), "The Politics of Dam Removal and River Restoration," in Environmental Politics and Policy in the West
    • DamNation (2013), a documentary about recent dam removals (unrelated to the similarly-titled book)
    • Grace (2013), Dam Nation: How Water Shaped the West and will Determine its Future
    • Beard (2015), Deadbeat Dams: Why we should abolish the US Bureau of Reclamation and Tear Down Glen Canyon Dam (written by a former Commissioner of the US Bureau of Reclamation)
    • Smith and Freemuth (eds) (2007), Environmental Politics and Policy in the West
    • Abbey (1975), The Monkey Wrench Gang
    FYI
    • This field trip will run long. Please arrive 10 minutes early for a prompt departure, and plan to return up to an hour late. We will visit several sites along the Provo River, starting in Provo and ending near Midway. We'll discuss logistics in class in advance.
    • I assign Abbey's essay to illustrate why the Glen Canyon dam project was (and is) one of the nation's most controversial reclamation projects. He employs some foul language, especially near the beginning of the chapter. You may skip those paragraphs if they offend you.
  • Wed, Oct 3rd, 2018. Endangered species. How a fish saved the pioneers. The June sucker's decline and restoration. Development of endangered species policy. The 1973 Endangered Species Act: Listing, take, and recovery.
    DUEPeer review (instructions)
    TermsJune sucker; Fort Utah; Utah Lake; turbidity; shallow lake ecology; carp; extinction; American mastodon; American bison; passenger pigeon; Lacey Act (1900); Migratory Bird Conservation Act (1929); Convention on International Trade in Endangered Species (CITES, 1973); Endangered Species Act (ESA, 1973); Fish and Wildlife Service (FWS); National Marine Fisheries Service (NMFS); listing; threatened; endangered; Federal Register; take; Utah prairie dog; critical habitat; Gunnison sage grouse; desert tortoise; Habitat Conservation Plan (HCP); recovery plan; Provo River delta; background extinction rate; mass extinction; sixth extinction
    Readings
    112 pages
    Resources
    FYI
    • Arrive 10 minutes early so we can drive to a location off campus. We will drive over to Utah Lake and the area of the proposed Provo River delta. We may return up to 30 minutes late.
    • Our lecture will focus mostly on the politics and policy of endangered species management. Meyer's book provides an essential overview of the underlying science, which we will discuss only in passing. Meyer's book is not the best on the subject, but it is probably the best one that is short. For a much better discussion of extinction science, but one that is very readable for non-specialists, I highly recommend that you read Elizabeth Kolbert's The Sixth Extinction.
  • Mon, Oct 8th, 2018. Protected lands. National parks, national forests, national wildlife refuges, and national wildernesses. How different land management strategies reflect different environmental philosophies. Policy cycles and policy entrepreneurs. Competition between Congress, presidents, and executive agencies.
    DUETerm paper (instructions)
    TermsYellowstone NP; Colter's hell; George Bird Grinnell; national park; Fort Yellowstone; John Muir; Yosemite NP; Theodore Roosevelt; Mesa Verde NP; Antiquities Act; national monument; Grand Canyon National Monument; Hetch Hetchy; policy entrepreneur; Stephen Mather; National Park Service (NPS); Acadia NP; southern national parks; Division of Forestry; forest reserves; USDA Forest Service (USFS); Gifford Pinchot; national forest; multiple use; scientific management; Pelican Island; wildlife refuge; Migratory Bird Conservation Act; Fish and Wildlife Service (FWS); Arctic National Wildlife Refuge (ANWR); wilderness; Wilderness Act; Gila Wilderness; Aldo Leopold; Wilderness Society
    Readings
    52 pages
    • Abbey, Desert Solitaire, the following chapters at a minimum: "Introduction," "The First Morning," "Solitaire," "Polemic," "Terra Incognita," "Bedrock and Paradox" (reading guide). It is especially important that you understand his "Polemic" very well prior to our Moab trip. [52 pages]
    • I recommend (but do not require) that you also read "The Serpents of Paradise" and "Cliffrose and Bayonets" from Desert Solitaire, in addition to as much of the remainder of the book as you have time for.
    Resources
    • Nash (2014), Wilderness and the American Mind, 5th edition
    • Wilson (2014), America's Public Lands: From Yellowstone to Smokey Bear and Beyond
    • Turner (2013), The Promise of Wilderness: American Environmental Politics since 1964
    • Aitchison (1987), Utah Wildlands
    • Lankford (2010), Ranger Confidential
    • American Lands Council, Utah Rep. Ken Ivory's organization pushing for state control of federal lands
    FYIYou should have finished all books by now except the unassigned portions of Abbey.
  • Wed, Oct 10th, 2018. No class.
    Readings
    • Read the Moab response paper instructions prior to our trip so you know what to watch for.
    • I encourage you to read much more of Abbey's book than what I assigned.
    • Catch up on readings as needed.
    FYIOur big trip is coming up. Use this day to catch up if needed and to get ahead in your other classes.
  • Sat, Oct 13th, 2018. Daylong field trip to Moab area
    DUEMoab field trip
    TermsCopper Ridge Dinosaur Trackway (or Mill Canyon Dinosaur Fossil Trail); Paleontological Resources Preservation Act (2009); Hell's Canyon trackway theft (2014); Dead Horse Point; Bears Ears National Monument proposal; Greater Canyonlands National Monument proposal; national monument; Antiquities Act (1906); Grand Staircase-Escalante National Monument; Utah's "Mighty 5" national parks; Courthouse Wash art panel; petroglyphs; pictographs; Archaeological Resources Protection Act (1979); Native American Grave Protection and Repatriation Act (NAGPRA, 1990); Blanding artifact raids; Arches National Park; developers; preservers; national park vandalism; industrial tourism; cryptobiotic crusts
    Readings
    17 pages
    Resources
    FYI
    • Plan to depart at 7:00am and return as late as 9:00pm. We will meet on the curb just north of the indoor football practice facility (the big building just west of the Smith Fieldhouse).
    • Bring all your food for the day and at least two liters/quarts of water.
    • The top of this syllabus gives important information about liability, transportation, and disabilities. Please review it.
    • Consider printing the various brochures and bringing them with you. Depending on your carrier, you might have no phone service for most of the trip.
    • If the overwhelming majority of students wishes to do so, we can make this an overnight trip. Camping means we would have more time to see things, and southern Utah stars are stunningly unbeatable. If you don't have camping supplies you can rent a Therm-a-Rest sleeping pad and 20°F sleeping bag inexpensively from BYU Outdoors Unlimited. (Yes, they clean these thoroughly between rentals.) You can rent a tent, share one borrowed from me (with other students, not with me), or sleep under the stars. But unless the overwhelming majority of students request this option, we will stick with a single day trip. Going overnight means departing Provo around 2:00pm Friday and returning late Saturday.
  • Mon, Oct 15th, 2018. No class.
    FYIThis day off balances out our weekend field trip. If the class votes to do so, we can move our final lecture up to today.
  • Unit 3. Conclusion
  • Wed, Oct 17th, 2018. Latter-day Saints and the environment
    DUEMoab response paper (instructions)
    Readings
    14 pages
    Resources
    FYI
    • The first half of the course dealt with ideas about land and wilderness. The second half explored policy disputes relevant to America's public lands. You now have enough information to begin formulating your own environmental philosophy. To help you do so, we will conclude by reconsidering the ideas and philosophies surrounding public lands, with an emphasis on what LDS thinkers and authorities have said.
    • You will need access to scriptures (electronic is fine), including the Topical Guide, for an in-class activity.
    • If students elect to make the Moab trip a campout, we will cover this material around the campfire and have no need to meet again after the trip.
  • Mon, Oct 22nd, 2018.
    DUEFinal exam
    FYIThe final will be administered in the Testing Center on Wednesday, October 22, during our usual lecture time. You may check it out as early as 12:00pm or as late as 6:00pm if you wish. You must finish the exam by the time the Testing Center closes. Bring a pen.