Welcome to Mr. Tredinnick's Environmental Policy Course!
|
This semester-long course examine the political landscape of the United States, through a specific emphasis of how the government develops and establishes policies regarding the environment. The course begins with an overview of the guiding principles of the formation of the government, before examining the role of different governmental and non-governmental agencies in formulating policies and legislation. Students will also examine how the policy of the United States contrasts to international frameworks on the environment. The varying levels of government will also be examined to see how policy is implemented at state, local, national, and international scales.
|
Page Map
"We do not inherit the Earth from our Ancestors; We borrow it from our children" - Native American Proverb
Unit I Course Schedule
|
Week 1: Course Introduction
(Aug 17-21) Module 1.1: Conservationists 101
Central Question: What is conservation and how do different forms of government get involved? Forum: Knowing the Ropes (1.1) Field Excursion: Getting to Know You (O&A) - Arguing a Policy (Assignment) HW: Review Syllabus Module 1.2: Governmental Ideology
Central Question: What impact can governmental philosophies have on conservation efforts? Forum: Do what you love and you'll never work a day in your life (1.2) Field Excursion: Seeing Government (Bugs) Map Lab: Comparing Conservation Policies (Assignment) + Freedom and Conservation (Map) + Freedom in the World + Environmental Performance Index Week 4: Role of Citizens
(Sept 7-11) Labor Day - Monday Sept 7th
Module 1.7: Power of the People
Central Question: What actions can people take to effect change within the government? Forum: Forefront of Environmental Protection (1.7) Field Lab: Land Worth Protecting Part II - Photos, Poetry, and Field Studies (Assignment) Writing Lab 1.2: Peer Review 
Seneca Chief Red Jacket of the Iroquois League
|
Week 2: Basic Division of Power
(Aug 24-28) Module 1.3: Scale of Government
Central Question: What are the different levels of American government and what role can they have in protecting the environment? Forum: Who protects what? (1.3) - American Federalism and Public Lands (Notes) Writing Lab: Thesis Statement Draft Module 1.4: Power of the People
Central Question: In what ways is the U.S. Government of the people? by the people? and for the people? Forum: Land of the People (1.4) Field Excursion: Land Worth Protecting Part I (Adventure Trails) - American Citizenship (Notes) Writing Lab 1.1: Thesis Statement Drafts HW: Introduction and Outline (Due next Mod 1.5) Week 5: The American Experiment
(Sept 14-18) No School - Friday Sept 18th
Module 1.8: The American Experiment
Central Question: Where did the United States get some of its ideas for how government should operate? Forum: American Exceptionalism (1.8) - Beg, Borrow, Steal (Assignment) + We the People (Map) + WordCloud Creator Writing Lab 1.3: Last Minute Edits Module 1.9: Celebration of Knowledge
Central Question: What are the core principles behind the formation of the United State governmental system and how do those ideas relate to environmentalism? Forum: Q/Q/C/C/CoO (1.9) Unit I Test: Principles of Environmental Protection Unit I Paper - Governmental Role in Environmental Protection Submission HW: Kenyon: Chapters 1-8 (pages. 1-173) should be completed by October 30th |
Week 3: American Citizenship
(Aug 31-Sept 4) Module 1.5: Getting Involved in the Process
Central Question: How can American citizens more directly get involved in the process of American Government and protecting the environment? Forum: Why be Involved? (1.5) Field Excursion: Speak Your Piece (Africa) - Forms of Civic Participation (Notes) + ISideWith HW: Have Your Voice Heard (Assignment) + Nebraska Senator Lookup HW: Body Paragraphs drafted by 1.7 Module 1.6: Dividing Up Power
Central Question: What are the advantages and disadvantages of a three branch government? Forum: Autocratic or Democratic? (1.6) - Restrictions on Power (Notes) - The Antiquities Act (Assignment) HW: Body Paragraphs drafted by 1.7 
|
Unit I NotesAmerican Federalism and Public Lands
Unit I Position Project & Unit ReviewWriting Lab 1.1: Functional Thesis StatementThesis Statement Draft |
Unit I Assignments
| ||||||||||||||||||||||||||||||
Unit I Resources
|
|
|
|
Week 6: Field Data Collection
(Sept 21-25) Module 4.1: Observe and Report
Central Question: How is science important to government, and government important to science? Forum: The Importance of Data (4.1) - Big Data: Explaining its uses to Environmental Science + All students read sections I & III Field Lab: First Part of a Problem + Marine Debris Tracker |
Module 4.2: Developing a Question
Central Question: What is the importance of a well crafted research question in collecting data? Forum: Ask the Right Questions (4.2) Field Lab: Data Collection Methods + Survey123 + GPS & Maps (Apple) - Building a Research Question HW: Data Collection 1-3 (Per your plan before Part II of Semester Project) HW: Environmental Checks and Balances (Assignment) + Resisting the Deregulation of Environmental Protection |
|
"A nation that destroys its soils destroys itself. Forests are the lungs of our land, purifying the air and giving fresh strength to our people." - President Franklin D. Rosevelt (D-NY, 1944)
Unit II Course Schedule
|
Week 7: Leading By Consensus
(Sept 28-Oct 2) Module 2.1: The People's Branch
Central Question: What is the function of the Legislative Branch and how can it affect Environmental Conservation? Forum: Legislative Requirements (2.1) Discussion: Environmental Checks and Balances - Role of the Legislative Branch (Notes) - Bill to Law Flow Chart (Notes) + Schoolhouse Rock: I'm Just a Bill HW: The Passage of the ESA (Assignment) + BallotPedia: History of the ESA Module 2.2: The Will of the People
Central Question: How is decision making delegated to ensure best possible outcome? Forum: Committees on the Environment (2.2) Discussion: The Passage of the ESA - Congressional Committees (Assignment) + Submission Form Discussion: Committee Qualifications Findings 
Week 10: Leading with Reason
(Oct 19-23) Module 2.7: Providing Insight
Central Question: How is the Judicial Branch able to use its powers and oversight to influence legislation and executive actions towards the environment? Forum: Endangered Species Act (2.7) - A Wolf's Day in Court (Assignment) + Center for Biological Diversity: Minnesota Supreme Court Asked to Stop Killing of 400 Wolves + Howling For Wolves v. Minnesota DNR - Role of the Judicial Branch (Notes) HW: Dakota Access Pipeline (Assignment) + Dakota Pipeline (Overview of DAPL) + Indian Country: DAPL Illegal + Forbes: Let DAPL Remain Operational Module 2.8: The Rule of Laws
Central Question: How can influential pieces of Legislation from the past determine actions by the Federal Government in the present and Future? Forum: Environmental Considerations (2.8) Discussion: The Dakota Access Pipeline - National Environmental Policy Act (Notes) HW: Preparing for Field Excursion + NPS Volunteering and Internship Opportunities + NPS Artists-in-Residence Program |
Week 8: Leading By Example
(Oct 5-9) Parent Teacher Conference (No School) - Oct 8-9
Module 2.3: Dictating the Pace of Change
Central Question: How may the President use the position of their office to influence action towards the environment? Forum: Presidential Actions (2.3) - Role of the Executive Branch (Notes) - Commander in Green (Assignment) + How Trump is Changing the Environment + CNBC: Trump Paris Accord Exit is Good News for the Environment + Time: Is Obama Bad for the Environment + WP: Obama on Saving Energy Module 2.4: Wielding the Force of the Presidency
Central Question: Beyond their own powers, how can the president use their environmental policies to mold their legacy? Forum: Shared Responsibility (2.4) Discussion: For Better or Worse - Presidential Environmentalists (Assignment) + Theodore Roosevelt and the National Parks + Theodore Roosevelt and Conservation + Executive Branch Reading Room 
Week 11: Leading for All
(Oct 26-30) Module 2.9: The People's Parks
Central Question: How does the National Park Service reflect the Federal Government's role to protect the environment? Forum: The Reflection of Democracy (2.9) Field Excursion: NPS Career Fair Reflection (Assignment) + Virtual Career Fair Module 2.10: Celebration of Knowledge
Central Question: Why is the Federal Government such an influential element in the fight to protect and preserve the natural environment? Forum: Q/Q/C/C/CoO (2.10) Unit II Test: Environmentalism at the Federal Level HW: Kenyon Chapters 9-15 (pgs.175-282) should be complete before December 7th 
|
Week 9: Leading By Action
(Oct 12-16) Module 2.5: Environmental Oversight
Central Question: Is the EPA a overburdensome agency with too much control on regulations, or is it necessary for executive oversight? Forum: Environmental Protector (2.5) - Gutting the EPA (Assignment) + The Environmental Protection Agency + Media Bias/Fact Check Discussion: The Environmental Protection Agency Module 2.6: Science and the Government's Role
Central Question: How is scientific data collection and analysis connected to the Federal Government's role of protecting citizen's fundamental rights of Life, Liberty, and Pursuit of Happiness? Forum: For the Good of Science! (2.6) - Federal Scientific Agencies (Assignment) + NASA + NOAA + USGS HW: Federal Scientific Agencies Thought Question 
|
Unit II Notes
Unit II Review
|
Unit II Assignments
| ||||||||||||||||||||||||||||||||||
Unit II Resources
|
|
Week 12: Organizing Data
(Nov 2-6)
(Nov 2-6)
|
Module 4.3: Craft Your Message
Central Question: How can you get others to pay attention to your data to the point of wanting to make a difference? Forum: Ways to Organize Data (4.3) - Importance of Storytelling: Grizzlies, Wolves, and Koalas: Conservation Photography - Analyze Your Trends (Assignment) Map Lab: Making Maps 101 HW: Data Collection 4 (Per your plan) |
Module 4.4: Pushing for Change
Central Question: Once you have collected data, how can that data be used to make recommendations for informed governmental action? Forum: How to Encourage Change (4.4) - Data Driven Action Plans + Examples of Action Plans HW: Data Collection 5-6 (Per your plan before Part II of Semester Project) HW: Action Plans created and carried out! |
"We simply must do everything we can in our power to slow down global warming before it is too late. We can save our planet and also boost our economy at the same time." - Arnold Schwarzenegger (R-CA, 2006)
Unit III Course Schedule
|
Week 13: Local Governance
(Nov 9-13) Module 3.1: The Power of an Individual
Central Question: How are everyday citizens able to affect the political process, and why should they care? Forum: A Single Grain of Rice (3.1) Discussion: Gaining Perspective Map Lab: Environmental Injustice (Assignment) + EPA: Environmental Justice Screen + NRDC: The Environmental Justice Movement - Citizen Created Change (Assignment) + Atlantic: Why March for Science? + Nat Geo: Climate Change 101 + UN: Leonardo DiCaprio Message Module 3.2: State and Local Government
Central Question: How do state and local governments operate and how can they be influential in the processes of environmental policy? Forum: Its a State Issue (3.2) Discussion: Gaining Perspective (pt. II) + Reflection (Assignment) - Local Government (Notes) Discussion: Environmental Justice - State Environmentalists (Assignment) |
Week 14: Philosophical Leaders
(Nov 16-20) Module 3.3: Tribal Governance and Conservation
Central Question: What factors influence the relationship between Tribal Governments and the US Federal Government and how can that affect their ability to work together to protect the environment? Forum: Stuck in the Past (3.3) Discussion: The Importance of Sovereignty Map Lab: From Whence it Came (Assignment) + Native Lands + Cessions of Nebraska + Indigenous Tribes Index HW: Historic Roots, Modern Issues (Assignment) + Smithsonian Institute - Treaties Still Matter Module 3.4: Party Politics
Central Question: What are the values of political parties in the efforts to preserve the environment? Forum: Playing Politics with the Environment (3.3) - Purpose of Political Parties (Notes) - Researching a Position (Assignment) HW: Make a Plea (Assignment) |
Week 15: Contributions of NGOs
(Nov 23-27) Thanksgiving Break - Nov 25-27
Module 3.5: The Invisible Hand That Moves
Central Question: How are groups able to work with and influence the government? Forum: Follow the Money (3.5) + Open Secrets - The Political Machine (Notes) HW: Lobbying for Zoos (Assignment) + Association of Zoos and Aquariums |
|
Week 16: Zoos and Aquariums
(Nov 30-Dec 4) Module 3.6: Keeping the People Informed
Central Question: What role does the Media have in linking the actions of the United States Government and the People? Why is a "Free Media" so important in a Democracy? Forum: Who Should You Trust Online? (3.6) - The Media (Notes) - Holding Our Representatives Accountable (Assignment) + League of Conservation Voters Module 3.7: Academia and the Ivory Tower
Central Question: Forum: (3.4) - The Ivory Towers (Assignment) + Top Environmental Science Schools - Elizabeth Warren Rips Think Tanks HW: |
Week 17: Finish Unit III
(Dec 7-11) Module 3.8: Celebration of Knowledge Central Question: Forum: Unit III Test: State and Non-Governmental Environmentalists Module 3.9: Celebration of Knowledge
Central Question: Forum: Semester Test: Kenyon In-Class Writing 
|
|
Unit III Notes
Unit III Review |
Unit III Assignments
| ||||||||||||||||||||||
Unit III Resources
|
|
|
|
|
"The best way to predict your future is to create it." - President Abraham Lincoln (R-IL)
Week 18: Project Work Time
(Dec 14-18)
(Dec 14-18)
|
Module 4.5: State and Local Government
Central Question: Forum: One Class to Tie it all together and then Present! |
Module 4.5: Final Presentations of Findings
Central Question: Forum: |
Unit IV Assignments
|
| ||||
Unit IV Resources
Environmental Policy Course Resources
|
Class Forum
| ||||||||
