Environmental Law & Politics

This course is designed to provide an overview of the use of international law in solving transnational environmental problems and shaping international behavior. We examine, as background, the nature and limitations of international law as a force for change. The course will then explore customary law, the relationship between soft and hard law, enforcement of international law, implementation mechanisms, and the effectiveness of multilateral environmental agreements. Special attention is given to existing international environmental law frameworks addressing climate change, Arctic and Antarctic development, ozone depletion, biological diversity, forest loss, export of toxic chemicals, and the host of issues raised by the 1992 United Nations Conference on the Environment and Development and subsequent environmental fora. Students will also consider the interface between international environmental law and other important international forces such as the Bretton Woods institutions, human rights frameworks, and international development entities. Students will be evaluated on the quality of their classroom comments and several analytical problem sets given during the term. Students will also be asked to complete a major research project examining the effectiveness of a treaty or a proposed international environmental legal arrangement.

Climate change is one of the biggest and most difficult challenges faced by contemporary societies. The challenge has multiple facets: environmental, social, political, economic – each with its own complexities. This course focuses primarily on the social, political and economic components of the climate problem, framed by the concept of climate justice. In the course students are introduced to basic conceptions of justice, the latest findings of climate science and possible impacts on regional scales, and the global politics of climate change, principally in the context of the UN Framework Convention on Climate Change. Climate justice and its operationalization is the principal organizing theme for work over the term, addressing questions such as: how the costs of climate change impacts and efforts to address climate change could or should be distributed between rich and poor, global north and global south; and what are the possible means whereby those costs might be addressed through collective action at various levels: local, national, and global. Students will be evaluated based on regular quizzes, several short papers, class participation, and a final synthetic paper or project.

The fear of the “hidden” enemy that lurks behind the curtain, controlling events from the shadows, is a narrative topos that continually seems to raise its conspiratorial head in all kinds of spaces and venues: from politics to pop culture, movies, novels, music, political speeches, etc. Yet, there is also evidence to suggest that widespread acceptance of these conspiracy “theories” has the potential to cultivate and propagate inherently antidemocratic, divisive, and dangerous beliefs. Those who posit the existence of conspiracies, or at least certain ones, are often dismissed outright as irrational, without any consideration made as to the substance of their claims. Belief in conspiracies, or at least certain ones, is taken as a sign of faulty logic or reason. Yet, despite this, conspiratorial explanations of various phenomenon actually have a long and vibrant history of popular acceptance in US political culture (as well as in other parts of the world). Some have gone so far as to suggest that narratives of conspiracy, as alternative or resistant explanatory frames, are actually a necessary component of democratic political life. After all we know that conspiracies, political and otherwise, have existed in the past, and may exist again in the future. How do we make sense of this tension? If conspiracy theory as a mode of explanation is inherently “irrational,” what does this mean for its enduring presence in our political discourse? Is the only difference between a “reasonable” claim rooted in fear and what we consider the paranoid ramblings of “kooks” and “nutjobs” simply a matter of which one is “correct?” Is there a silver bullet theory or magic wand that would allow us to differentiate the supposed good from the bad? Is the very act of labeling something a conspiracy theory itself a form of political hegemony? Even if conspiracies might exist, is it better to live in a world in which we assume they don’t? What do we actually mean by conspiracy theory in the first place? This seminar will explore a variety of topics related directly to how threats of conspiracy become manifest in public discourse. Readings will focus on secondary research that examines the role of conspiracy theories in political and social life, both in the United States and abroad. We will also supplement this with primary “artifacts” such as pamphlets, social media postings, videos, speeches, etc. Along the way we will also use this as an opportunity to reflect on what inter and trans disciplinary research actually looks like. The study of conspiracy narratives is an ideal example that helps us think about how different fields attempt to make sense of a phenomenon. We will survey, compare, and attempt to synthesize research from a wide range of fields, disciplines and methodologies including those from historians, anthropologists, political scientists, legal scholars, literary critics, psychologists, and others. This is an advanced seminar and students should expect to encounter readings that are rooted in disciplinary perspectives they are not familiar with. Students will need to adapt to shifting perspectives in order to both the various texts in conversation with each other. Evaluation will be based on in-class discussion as well as individual student writing assignments. Students will produce several short length essay assignments during the term as well as a longer research paper at the end of the term. Weekly lab sessions will be used for screenings of primary material and students may also be responsible for at least one primary source presentation during these sessions. This class is open to students of all interests regardless of their experience with politics, government, or social theory.

This introductory class in constitutional law will have one fundamental objective: understanding the current and historical role of the US Supreme Court in the recognition of civil and associated rights. The rights we will examine will include reproductive rights, freedom of speech in both the general and academic contexts, marriage equality, the rights of individuals in the transgender community, and racial equality. In order to understand these specific issues of Supreme Court doctrine, the class will begin with a review of how our courts function, how the doctrine of judicial review developed, and how to read and understand decisions of the Supreme Court. The question looming over the course will be whether the Supreme Court is a distinctive legal institution, an anti-democratic policy making body, or both – and whether this question can be resolved independent of our views on the underlying issues. The course will conclude with a “moot court” exercise in which students will play the role of either Supreme Court justices or lawyers appearing before the Supreme Court. The topic of the exercise will be drawn from a case or cases currently pending before the Supreme Court.

Assessment will be based on evidence that the student has completed assignments and readings, meaningful participation in seminar discussions, the preparation and presentation to the class of a summary of a judicial opinion under discussion, two short quizzes, and performance in the moot court exercise.

This class will be an intensive immersive exploration of presidential elections in the United States. It runs only in the Fall terms of US presidential election years, using the current campaign as a lens through which to explore a wide array of issues related to presidential elections specifically, as well as elections in the US generally. It is structured as a working lab that is supplemented with a series of discussion and lecture sessions. In lab sessions students will combine into teams to conduct term long tracking projects focused on the upcoming US presidential election. This may include battleground state profiling, campaign finance monitoring, litigation tracking, advertising and media placement, debate watches, candidate travel schedules, etc. In addition to the lab sessions, regular discussion and lecture sessions will provide students with a crash course in interdisciplinary approaches to a range of issues related to the conduct of US presidential elections. This may include examinations of the history of campaigns, campaign advertising and messaging, the structure of presidential elections and the role of the electoral college, the conduct of voting and voter access, campaign finance reform, empirical research on campaign effects and outcomes, polling and poll methodology, campaign organization and administrative structure, best practices for GOTV and targeted mobilization, etc. A great deal of what will be covered in both the lab and discussion sessions will depend on the nature of the current campaign in that particular year and which issues are most salient. Students will also take part in ongoing community education projects at different times throughout the term, whether that involves providing assistance through voter registration and access, debate watch debriefings, issue education, candidate profiles, community forums, etc.. On the night of the election the class will organize and host a returns watching festival on campus. The class will develop the various activities and events for the festival, and coordinate the planning alongside the instructor. The remaining class sessions after the election will focus on debriefing the results as well as addressing any outstanding issues that linger beyond election day (e.g. disputes over election counts and the certification of results). Students will be evaluated on the basis of their engagement with class sessions and other class related activities, their work for their tracking projects, short form response papers related to discussion topics, their debrief reports, and check in meetings with the instructor. Presidential election season can be a stressful, and at times uplifting time for many community members. This class is a great way to engage the campaigns in a direct and hands on manner, while also learning more about elections generally and presidential elections specifically. It is open to a wide range of students with varied interests. Given the working lab nature of the class, it is flexible enough to accommodate both students who have had extensive experience with politics and campaigning in the US context, as well as students for whom this will be their first exposure to anything campaign related, and everyone else in between.

This course provides an overview of environmental law and the role of law in shaping environmental policy. We examine, as background, the nature and scope of environmental, energy, and resource problems and evaluate the various legal mechanisms available to address those problems. The course attempts to have students critically analyze the role of law in setting and implementing environmental policy. We explore traditional common law remedies, procedural statutes such as the National Environmental Policy Act, intricate regulatory schemes, and market-based strategies that have been adopted to control pollution and protect natural resources. Students are exposed to a wide range of environmental law problems in order to appreciate both the advantages and limitations of law in this context. Special attention is given to policy debates currently underway and the use of the legal process to foster the development of a sustainable society in the United States. Students are required to complete four problem sets in which they apply legal principles to a given fact scenario.

This course provides students with an overview of the American conservation movement from the 1600s through the present. Through an examination of historical accounts and contemporary analysis, students develop an understanding of the issues, places, value conflicts, and people who have shaped conservation and environmental policy in the United States. They also gain an appreciation for the relationship between the conservation movement and other social and political movements. Students should come away with a sense of the historical and cultural context of American attitudes toward nature. We also seek to apply these lessons to policy debates currently underway in Maine. Working from original writings, students do in-depth research on a selected historical figure. Evaluation is based on problem sets, group activities, participation, and a final paper.

“Save the whales”; “save the tiger”; “save the rainforest” – – increasingly wildlife and their habitats are the subject of international debate with many seeing wildlife as part of the common heritage of humankind. Wildlife does not recognize the political boundaries of national states and as a result purely national efforts to protect wildlife often fail when wildlife migrates beyond the jurisdiction of protection. This course focuses on two principle aspects of international wildlife conservation: 1) the framework of treaties and other international mechanisms set up to protect species; and 2) the system of protected areas established around the world to protect habitat. We begin with an examination of several seminal wildlife treaties such as the International Convention for the Regulation of Whaling, CITES, migratory bird treaties, and protocols to the Antarctica Treaty. Using case studies on some of the more notable wildlife campaigns, such as those involving whales and elephants, we seek to understand the tensions between national sovereignty and international conservation efforts. The Convention on Biological Diversity and its broad prescriptions for wildlife protection provide a central focus for our examination of future efforts. Following on one of the key provisions in the Convention on Biological Diversity, the second half of the course focuses on international and national efforts to create parks and other protected areas. In particular we evaluate efforts to create protected areas that serve the interests of wildlife and resident peoples. Students gain familiarity with UNESCO’s Biosphere Reserve model and the IUCN’s protected area classifications. We also examine in some depth the role that NGO’s play in international conservation efforts. The relationship between conservation and sustainable development is a fundamental question throughout the course.

This course provides an introductory lens to understand the economy as a whole – the macroeconomy – and how its various parts interact. We will study topics such as (i) the short-term fluctuation of the general price level, employment level, and total output level, (ii) the linkages between structural unemployment, economic inequality, and government policies, and (iii) the long-term trajectory of economic growth and the unevenness of capitalist development. Some of the key questions we will explore include: How do we measure the macroeconomy, and what do our conventional measurements often leave out? Why do cyclical economic booms and busts exist and what drives them? What can governments do to limit the costs of job loss on workers? Looking globally, why are some countries rich and other countries poor? How have global living standards improved over the long run, and at what cost to humans, non-human beings, and the environment?

This course aims to increase your ability to use abstract, quantitative models to describe and articulate the various ways in which macroeconomic factors frame the condition of possibilities for people, their families, and their communities. Upon completion of this course, you will have developed practices of thinking critically and politically about public policies and debates. You will also expand your capacity for numerical literacy and quantitative skills such as drawing valid conclusions based on data and communicating your reasoning and results effectively and clearly. The course is especially valuable for students with interests in civic engagement, social justices, political transformation, and sustainable development. Previous knowledge in economics, calculus, statistics, and linear algebra is not necessary. Familiarity with elementary algebra will be helpful but not required. Students’ learning will be assessed through problem sets, and take-home exams.

Economics has a popular reputation as a field of study centered around making money and getting rich. However, for most of its history, economics has been about understanding and changing the way the world works. How do we get our dinner every night? What does it take to transform coffee beans harvested in plantations in Costa Rica to the morning cup of Starbucks across their 38,000 global locations? Why do some individuals amass unfathomable personal wealth while others face daily struggle for material survival? These questions are what economists primarily study. Whether seemingly straightforward or seemingly unfathomable, at their core these issues are about the process of social provisioning. It can be further broken down into the following questions: (i) As a society, how do we determine what to produce and how much? (ii) As a society, how do we distribute what we produce? And (iii) Who benefits from and who are harmed by our production, distribution and consumption? In this course, we will examine these questions from the perspective of individuals and firms, and we will consider the ways an individual’s preference and decisions are shaped by social institutions and how they, in turn, affect other beings, both human and non-human. You will be introduced to topics such as: individual’s decision making under constraints, social coordination dilemmas, firm’s wage-setting and labor discipline, supply-demand and price setting, market’s successes and failures, and the limits of economic growth. This course aims to increase your ability to use abstract, quantitative models to approach complex, real-world problems such as worsening economic inequalities and global climate change. Upon completion of this course, you will have developed practices of thinking critically and politically about public policies and debates. You will also expand your capacity for numerical literacy and quantitative skills such as drawing valid conclusions based on data and communicating your reasoning and results effectively and clearly. The course is especially valuable for students with interests in civic engagement, social justices, political transformation, and sustainable development. Knowledge in calculus, statistics, and linear algebra is not necessary, and familiarity with elementary algebra will be helpful but not required. Students’ learning will be assessed through problem sets and (take-home) exams.

The “law” affects every aspect of human activity. As human ecologists we must garner some basic understanding of how law is used (or misused) to shape society and human behavior. This course examines two aspects of the American legal system: 1) the judicial process or how we resolve disputes; and 2) the legislative process or how we enact policy. Course readings cover everything from classic jurisprudence essays to the daily newspaper. We use current environmental and social issues to illustrate specific applications of the legal process. Legal brief preparation, mock courtroom presentations, lobbying visits to the Maine legislature, and guest lectures are used to give a practical dimension to course subjects. Students analyze Federal Election Commission documents to understand the impact of campaign financing on public policy and look closely at other current issues facing the legislative and judicial systems. Evaluation is based upon two papers and several other exercises.

From first contact through the confrontation surrounding the Standing Rock Sioux Tribe and the Dakota Access Pipeline, Native American law has tried to reconcile two incommensurate legal systems and widely varying government policies. This course examines the evolution of federal Native American or “Indian” Law from colonization onward as impacted by treaties, executive orders, congressional enactments, and major U.S. Supreme Court cases interpreting the U.S. Constitution and statutes as they involve Native American legal issues. This is not a class about tribal law or the indigenous legal systems that exist among the various tribes in the US. Rather, it examines the legal system imposed on tribes from the outside; a system that has evolved over time and creates the legal framework which tribes operate under today. Students will gain an understanding of law as a policy tool and framework, and acquire the necessary skills to work on policy issues affecting native peoples. We will focus on primary legal material as well as secondary interpretations of that material. There will be some comparative law analysis from other countries and an examination of how the United Nations Declaration on the Rights of Indigenous Peoples relates to US practices. Students will complete several analytical problem sets that require an application of course concepts to fact scenarios as well as a major paper on a legal topic of their choosing. A class visit to a Maine reservation will allow conversation with tribal leaders involved with current environmental and Native American issues in Maine.

By definition “public lands” belong to all of us, yet public lands in this country have a history of use (and abuse) by special interests and a shocking absence of any coherent management strategy for long-term sustainability. This course is taught in seminar format in which students read and discuss several environmental policy and history texts that concern the history and future of our federal lands. We also use primary historic documents and texts to understand the origins of public ownership and management. We examine the legal, philosophical, ecological, and political problems that have faced our National Parks, wildlife refuges, national forests, and other public lands. An effort is made to sort out the tangle of laws and conflicting policies that govern these public resources. Special attention is given to the historic roots of current policy debates. Evaluation is based upon response papers, a class presentation, participation in class discussions, and a group project looking closely at the historical context and policy implications of a management issue facing a nearby public land unit.

Carbon is the building block of life. It is also central to one of the most critical challenges of this century: climate change. Combustion of fossilized carbon leads to the increase in atmospheric concentrations of carbon dioxide that threaten life across the planet. Trees and other living organisms that store carbon are celebrated as solutions to the growing crisis, yet rampant destruction of these carbon stores continues unabated. The global management of carbon and its impacts includes projects to decarbonize economies and recarbonize ecologies, as well as fantastical technofixes for carbon removal and blocking the sun. Who will decide how much fossil carbon ultimately gets burned? How much land will be claimed by global elites to soak up their continued fossil emissions, and where will it be located? What role do carbon markets and geoengineering play in addressing or perpetuating fossil economies? These are some of the questions we will explore. In the course we use several different theoretical lenses that look at intersections of institutions, nature, economy, and power (critical geography, political ecology, political economy) to understand more deeply the political, economic, and ecological relationships that emerge around forms of carbon (fossil fuels, trees and landscapes, monoculture plantations) in the context of global efforts to address climate change. Topics to be covered include the carbon cycle; carbon markets; climate models; geoengineering and carbon dioxide removal; international climate treaties and global politics of governing carbon; and carbon democracy and fossil capital. The aim of the inquiry, and what students should expect to take away from the course, is a broader and deeper understanding of global political economies and local political ecologies of climate change and carbon.

Readings will come from academic as well as non-academic literature from think tanks, non-governmental organizations, and social movements. Core course texts will include Carbon Democracy by Timothy Mitchell and Overshoot by Andreas Malm and Wim Carton. The course will be conducted in a lecture-seminar format, with emphasis on class discussion of readings and lecture material. Students will be evaluated based on engagement in class discussions, regular writing assignments and problem sets, and a final project or synthetic essay.

Students will participate virtually and/or in-person in the Conference of the Parties to the UN Framework Convention on Climate Change. In-person attendance is optional.

This class will provide a broad introductory overview of the history, practice, and core concepts that encompass political messaging and persuasion through an empirical examination of grounded applications of such strategies. In order to capitalize on the saliency of the Fall election cycle, the course materials will be based on a series of historical case studies directly tied to American presidential campaigns. Instead of studying various theories of political persuasion in the abstract, we will extract principles that commonly appear in political messaging from these case examples. In addition, students will participate in two collaborative projects. The first will involve tracking political persuasion techniques in campaigns that are occurring in real time during the term. The second will involve students working in teams to produce their own political messaging materials for a hypothetical campaign. The overall goals of the course are three-fold. First, to provide a broad survey of the history of political campaign communication and advertising as it has developed in the United States. Second, to confront some of the pragmatic issues that go into producing messaging strategies for electoral candidates. Third, to help students cultivate a more critical approach to analyzing the political messages that they confront in their daily lives. The class will be highly interactive with discussion being the primary mode of instruction. However, there will also lecture components that provide the historical basis for the case studies we are examining. Final evaluation will based on a combination of class participation, several take home essay assignments, the contemporary tracking assignment, and a final creative project in which student produce their own campaign materials. The class is open to all students, regardless of their experience in politics or their knowledge of American history. It is well suited for introductory students who are interested in politics, human persuasion, and mass communication. However, it is also equally valuable for advanced students seeking to deepen their understanding of political persuasion.