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Enhancing Student Voice through Climate Change Education
A Teachers’ Guide
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Table of Contents
IntroductionWhyClimateChangeEducation?.....................................................................................................5HowtousethisResource...................................................................................................................7AboutthisTeachers’Guide...............................................................................................................7HowtoteachControversialIssues:ClimateChange.................................................................8MajorCorporationsandGovernmentsAgree:ClimateChangeisaProblem................10
What’s going on and why should we care?*WhatisClimateChange?*.............................................................................................................12GiveandTake.....................................................................................................................................18*TheSocialSideofClimateChange*............................................................................................28
What’s the implication of climate change?WoollyThinking.................................................................................................................................33ClimateRefugees...............................................................................................................................42*TheChallengeofManagingtheCommons*.............................................................................57ExperiencingClimate[In]Justice..................................................................................................63
We know the problem. Now let's help fix it.Whatdrivesyou?...............................................................................................................................67Whatareothersdoingtoaddressclimatechange?...............................................................73*TakingAction:EnhancingStudentVoice*...............................................................................78DealingwithClimateSkeptics.......................................................................................................83
Our favorite lessons are marked with a star (*).
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Why Climate Change Education? Enhancing Student Voice Climatechangeeducationcanbeextremelyengagingforhighschoolstudents:encourage
themtoseekoutsomethingtheycandointhe‘solutionspace’describedabove.Students
havethepotentialtohavearealimpactonmitigatingoradaptingtoclimatechange,which
allowsthemtohaveameaningfulvoiceintheirschoolsandintheircommunities.
Preparing today’s youth for tomorrow’s challenges Climatechangeisunderstoodbymanyindustryleadersandscientiststobeoneofthe
greatestchallengesfacingourworld.Ensuringthatstudentshaveabasicknowledgeabout
whatclimatechangeis,thechallengesitwillbring,andwhattheycandoaboutitis
essentialforcreatingascientificallyandtechnologicallyliterateworkforce.
Advice for teachers Wegetit.Climatechangehasthepotentialtobediscouraging,orevenscary,forstudents.
Wealsoknowteacherswhounwittinglystirredupcontroversybypaintingapictureof
“industryversusenvironment,”whichcancreatesomeunwelcomeconversationsbetween
parents,teachers,andadministrators.
Thereisanotherway,andwiththisdocumentwehopetoshowyouthatway.Climate
changeisamatterofsocial-butnotscientific–controversy.Itisasolvableproblem,and
education-accompaniedbywellinformedaction–isourbeststrategictool.Whenit
comestoclimatechange,weurgeyoutomovefromtheoverwhelming‘problemspace’to
theinspiringandaction-oriented‘solutionspace’-therearemany,manysolutionsthat
studentscanworkon.“Hopeisaverbwithitssleevesrolledup,”asDr.DavidOrrsays–so
giveyourstudentshope,byhelpingthemtakeaction.
You’llfind,too,thatinadditiontoaddingtostudents’environmentalandenergyliteracy,
theactivitiesinthisguidedeliveronALLofthecompetenciesoutlinedinthe2013
MinisterialOrderonstudentlearning–includingcriticalthinking.Thisguidewillhelpyou
helpstudentsnavigatethecomplexwatersofclimatechange,separatingthesciencefrom
thesocialsideofclimatechange.
Sinceclimatechangeisasocial-butnotscientific–controversy,itispossiblethatstudents
willdenyclimatechangeorargueabouttheimportanceofclimatechangemitigationand
adaptation.Herearesomehelpfulpointstohelpyoudealwiththesesituations.
Whenteachingclimatechange:
• Berespectfulofstudents.Theyarebombardedwithmixedmessagesaboutclimate
changeandcanhaveaverydifficulttimefiguringoutwhattobelieve.
• Presentclimatechangeasascientificfact.Bepreparedtocitetheconsensusinthe
scientificcommunity.
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• Donotdebatewhetherornotclimatechangeishappening.Instead,havedebates
aroundhowcommunitiescanbestaddressclimatechange,or,ifappropriate,
discusstheissueofwhyclimatechangeissociallycontroversial.
Sometimesparentsoradministratorsmightdisagreewithyouteachingclimatechange.
Herearesomecommonargumentsandhowtodealwiththem:
1. Climatechangeisn’toccurring/humansaren’tthecause/there’snothingwecandoanyways.
a. 97%ofthescientificcommunityagreesthatclimatechangeishappeningprimarilybecauseofhumanimpactbuttherearechangeswecanmaketo
addressit.
2. Teachingclimatechangeacceptancesupportscertainpoliticalparty.a. Itisyourroleasaneducatortoteachthescientificconsensus.Youarenot
promotingpartypoliticsindoingso.
b. Therearepeopleinallpoliticalpartieswhoacceptclimatechange.c. Manybigbusinessessupportclimatechangeeducationandaction.
3. Itisonlyfairtoacknowledgethecontroversyaroundclimatechange.a. Thereisasocialcontroversyaroundclimatechange,notascientificone.b. Itisnotfairtoteachthatthereisascientificcontroversybecauseitcan
confusethestudentsanditpromotesacontroversythatdoesn’texist.
4. Climatechangeisthesameasclimatevariability.a. It’snormalforclimatetobeslightlydifferentyearoveryear.Thelarge-scale
trendsthatweseearenotnormal–theyarearesultofclimatechange.
Formoreinformation,pleaseseeNationalCenterforScienceEducation:
https://ncse.com/library-resource/addressing-doubt-denial-classroom
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How to use this Resource
Thelessonplansareseparatedintofourcategories,andourfavoritelessonsaremarked
withastar(*).Theycanbeusedindependentlyorinsequence.Ifyouonlyhavetimeto
completeonelesson,werecommend“TakingAction”,whichisayouth-ledactionproject.
Actionprojectsareshowntohaveagreatimpactonstudentlearningandonthe
communityasawhole.
About this Teachers’ Guide
ThisguidewascreatedbytheAlbertaCouncilforEnvironmentalEducation(ACEE)inits
worktodeliveronmission:advancingenvironmentaleducationinAlberta.Thissubject
matterhasstronglinkstoenvironmentallaw,andwearegratefulforthesupportof
Alberta’sEnvironmentalLawCenterthatmadethisworkpossible.Weareindebtedtothe
talentedCatherineMedynskiwhocompletedthisworkoncontracttoACEE,andtoEd
Carswellwhosuppliedthedrawings.SpecialthankstoAdamRobb,atalentedteacher
whosepioneeringworkinthisareahelpguideoursteps.Wearealwaysinterestedin
improvingthequalityofourwork;welcomeanycommentsorsuggestionsfor
improvement,[email protected].
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HowtoteachControversialIssues:
Climate Change
Why teach about controversial issues? ThefollowingisanexcerptfromtheAlbertaK-12SocialStudiescurriculum:
AnIssues-focusedapproachtoteachingSocialStudies:ControversialIssues
Opportunitiestodealwiththese[controversial]issuesareanintegralpartofsocialstudieseducationinAlberta.
Studyingcontroversialissuesisimportantinpreparingstudentstoparticipateresponsiblyinademocraticandpluralisticsociety.Suchstudyprovidesopportunitiestodeveloptheabilitytothinkclearly,toreasonlogically,toopen-mindedlyandrespectfullyexaminedifferentpointsofviewandtomakesoundjudgments.
Controversialissuesthathavebeenanticipatedbytheteacher,andthosethatmayariseincidentallyduringinstruction,shouldbeusedbytheteachertopromotecriticalinquiryandteachthinkingskills.
http://www.learnalberta.ca/ProgramOfStudy.aspx?ProgramId=564423#
A field-tested process Ref:“TeachingControversialIssues”byPatClark,GreenTeacherVolume62.
Hereisasix-stepstrategythatcanbeusedtohelpstudents‘unpack’complexand
confusingissuesbyusingcriticalinquiry:
1. Whatarethefacts?Ensurethatyourstudentsunderstandthefactsandsciencethatunderlietheissue.
2. Whatisthecontroversyabout:values,information,orconcepts?Havestudentsidentifythekeyquestionsthatlieattheheartoftheissue.These
questionscanbedividedintothreecategories:
a. Questionsrelatingtovalues:whatshouldbe?Whatisbest?b. Questionsrelatingtoinformation:whatisthetruth?Whatarethefacts?c. Questionsrelatingtoconcepts:whatdoesthismean?Howshouldthisbe
defined?
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3. Whatarethearguments?ThisisananalyticalstepinwhichstudentsscrutinizebothsidesAandBoftheissue.Havestudentswritedownorparaphrasethe
arguments.Mostcontroversialissuesarisebecauseofdifferingvalues,soitis
usefultotrytocharacterizethesetofvaluesthatunderlietheargument.Can
theydifferentiatebetweenmereopinionsandmoreinformedpointsofview?
4. Whataretheassumptionsbehindtheargument?Whatistakenasself-evidentinthepresentationoftheargument?Ifstudentsdecidethatthe
assumptionsareunethicalorunprincipled,itreducesthestrengthofthe
argument.
5. Howaretheargumentsmanipulated?Thisstepisparticularlyimportantbecauseitcanhelpstudentsunderstandhowinformationcanbeusedto
influenceopinion.Whatinformationhasbeenaddressed,selected,emphasized
orignoredaccordingtoitsvaluetovariouspositionsonanissue?Medialiteracy
isalsoinvolved.Howcanthemediabothreflectandcreatereality?
Note:forthestepsabove#3,4,and5,itmightbeusefultohavestudentscreateathree-columntableandsummarizearguments,assumptions,and
‘manipulations’thathavetakenplacewithinthetwoopposingpositions:
SideAoftheissue SideBoftheissue
Arguments
Assumptions
Manipulations
6. AttempttofindaSolution.HavestudentsplayTakeaStandfromtheWhatisClimateChangelessonplaninthisdocument,oravailableonlineathttp://cpaws-southernalberta.org/upload/Take_a_Stand.pdf.Thisactivity
allowsstudentstoworktogethertoidentifycommongroundandidentifya
reasonableandjustsolutiontotheissue–whetheritbeawin-winsolutionora
compromisesolution,orawin-losesolution.
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Major Corporations and Governments Agree: Climate Change is a Problem
It’s one thing for us to talk about climate change, but it’s another to hear it from energy companies and governments. What are others saying about climate change? Here’s a sample. Energy Companies
“Four of Canada’s largest oil sands producers have come together to demonstrate leadership on climate change. Canadian Natural Resources Limited, Cenovus Energy Inc., Shell Canada Limited and Suncor Energy Inc., support the Government of Alberta’s climate plan related to the oil and natural gas industry, which includes a carbon pricing regime coupled with an overall emissions limit for the oil sands. These measures provide predictability and certainty and will help ensure that producers can responsibly develop and grow this significant Canadian resource while also addressing global concerns about climate change.” http://www.cnrl.com/upload/media_element/974/03/1122_oil-sands-leadership-on-climate-change.pdf
“Suncor accepts the scientific consensus, publically stating that "climate change is happening and we need to take action." Energy development has an impact on the environment and we must do our part to manage and minimize our carbon footprint. As Canada’s largest energy company, Suncor has a significant role to play, both within its plant gates and as a partner in broader energy discussions and strategies.” http://www.suncor.com/en-CA/sustainability/environment/climate-change
“We recognise the significance of climate change, along with the role energy plays in helping people achieve and maintain a good quality of life. A key role for society – and for Shell – is to find ways to provide much more energy with less carbon dioxide.” http://www.shell.com/sustainability/environment/climate-change.html
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“Meeting the world’s energy needs while managing greenhouse gas (GHG) emissions is a complex challenge. The growing demand for energy will require the continued development of oil and gas resources. With increasing oil and gas production, energy companies are focused on improving efficiencies and limiting emissions with innovative solutions and technology.” https://www.encana.com/sustainability/
“Husky recognizes the need to protect air quality and has developed a strategy to address prudent air stewardship. Because no two areas have the same industrial activity, population density and trans-region movement of air pollutants, air quality is a regional issue. Climate change, however, is a global issue, and has been linked to human activity, fossil fuel consumption and the emissions of greenhouse gases.” http://www.huskyenergy.com/environment/airstewardship.asp
“As an energy company, Enbridge recognizes that we have a responsibility to address climate change. We also recognize that this responsibility extends beyond compliance with regulatory requirements to include a proactive approach to reducing our own carbon footprint as well as working more broadly with others to reduce GHG emissions across production, transportation and end use in the energy value chain as a whole.” http://www.enbridge.com/~/media/Enb/Documents/CSR/Policies/climate_change_policy.pdf
Governments
“Climate change will likely result in long-term changes in temperature and precipitation, as well as increased frequency and severity of weather events such as droughts, floods, forest fires, and severe storms. Climate change brings with it both great challenges and unique opportunities.” https://www.alberta.ca/climate-change-alberta.aspx
“The scientific evidence is clear: climate change is one of the greatest threats of our time. From increased incidences of droughts, to coastal flooding, to the expanding melt of sea ice in our Arctic, the widespread impacts of climate change compel Canada to take strong action now. … The Government of Canada will take strong action in partnership with provinces and territories. The Government of Canada will provide national leadership and join with the provinces and territories to take action on climate change, put a price on carbon, and reduce carbon pollution.” https://www.ec.gc.ca/cc/
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Section 1: What’s going on and why should we care?
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*What is Climate Change?*
Brief:Thisactivityintroducesstudentstothesubjectofclimatechange,givingthemanoverviewofwhatclimatechangeisanddebunkingsomecommonmisconceptionsabout
climatechange.Itconcludeswithasimplegamethatbringstogethertheinformationfrom
thelesson.
CurriculumConnectionsSocial10:Towhatextentdoesglobalizationcontributetosustainableprosperityforallpeople?
Science10:EnergyflowinglobalsystemsScience20:ThechangingearthBiology20:EnergyandmatterexchangeinthebiosphereCTS:EnvironmentalStewardship;PrimaryResources
Time:1.5hours
RequiredMaterials:Treecookies(asliceofatree’strunkorbranch)–themorerings,thebetter!Background
Climatechangeisacomplextopicthatisdifficulttounderstand.Thescientificconsensus
aboutclimatechangeisoverwhelming:97%ofclimatescientistsagreethathumansarethe
primarycauseofclimatechange.Thislessonplanaddressesthefollowingquestions:What
isclimatechange?Whyisnowdifferentthannaturalclimatechange?Whyshouldyoucare
aboutclimatechange?
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Instructions
Whatisclimatechange?1. Havestudentsindependentlywritedownadefinitionofclimatechange.2. Askafewstudentstosharetheirdefinitionswiththeclass.Keeptrackofcommon
themesontheboard.
3. Sharewithstudentssomedefinitionsofclimatechange:o NASA:“Climatechange…isachangeinthetypicaloraverageweatherofa
regionorcity.Thiscouldbeachangeinaregion'saverageannualrainfall,for
example.Oritcouldbeachangeinacity'saveragetemperatureforagiven
monthorseason.ClimatechangeisalsoachangeinEarth'soverallclimate.
ThiscouldbeachangeinEarth'saveragetemperature,forexample.Orit
couldbeachangeinEarth'stypicalprecipitationpatterns.”
https://www.nasa.gov/audience/forstudents/5-8/features/nasa-knows/what-is-climate-
change-58.htmlo FromtheUnitedKingdom:“Climatechangeisalarge-scale,long-termshift
intheplanet'sweatherpatternsoraveragetemperatures.”
http://www.metoffice.gov.uk/climate-guide/climate-change
4. Whathasbeentheimpactofindustrializationontheenvironment?ShowthestudentsthefollowingYouTubevideos:
• NASAInteractive:ClimateTimeMachine.
http://climate.nasa.gov/interactives/climate-time-machine
• Video:ClimateScience:Whatyouneedtoknow.
https://www.youtube.com/watch?v=ffjIyms1BX4
• Video:Climate101withBillNye.
https://www.climaterealityproject.org/video/climate-101-bill-nye
5. Distributethetreecookiesthroughouttheclass.Studentscanworkindependentlyoringroupsdependingonsupplies.
6. Havestudentscounttheringsintheirtreeanddeterminewhatyeartheirtreestartedtogrow.
7. Askthestudentstoconsiderimportantpointsinhistoryandmarkthesepointsontheirtreering.Ifthestudentsarekeepingthetreecookiestheycanwriteonthe
rings.Otherwisetheycanputapieceofpaperoverthetreecookieandrecordtheir
answersthere.Askthem:Whatmajorhumanadvancementsdidthesetreessee?
Whatchangedaroundtheworldasthesetreesgrew?
Possiblepointstoinclude:• 1760–Theindustrialrevolutionbegins
• 1804–Earth’spopulationreached1billionpeople
• 1867–Canadabecameacountry
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• 1885–ThefirstcarwasinventedbyKarlBenz
• 1905–Albertabecameaprovince
• 1908–TheFordMotorCompanystartedproducingtheModelTcar
• 1927–Earth’spopulationreached2billionpeople
• 1960-Earth’spopulationreached3billionpeople
• 1960–WorldwidelevelsofCO2reach300ppm
• 1962–SilentSpringispublished,whichinspiredthemodernenvironmental
movement
• 1969–Humanswalkonthemoonforthefirsttime
• 1972–DDTisbannedfromtheUS
• 1974-Earth’spopulationreached4billionpeople
• 1987-Earth’spopulationreached5billionpeople
• 1999-Earth’spopulationreached6billionpeople
• 2011-Earth’spopulationreached7billionpeople
8. ShowthestudentsBillNye’svideoonwhyyoushouldcareaboutclimatechange:http://news.nationalgeographic.com/2015/12/151202-bill-nye-climate-change-
101-video-science/
Bringingitalltogether:TakeaStand
GameRules
• Tellthestudentsthatyouaregoingtomakeastatementthattheymayormaynot
agreewith.
• Tellthestudentsthatyouaregoingtoreadastatementaboutclimatechange.
o Ifthestudentsstronglyagreewiththestatement,havethemstandonone
sideoftheroom.Iftheystronglydisagree,havethemstandontheotherside.
o Iftheysomewhatagreeorsomewhatdisagree,havethemstandinbetween
thetwosides,representingaspectrumofopinions.
• Possiblestatementsareincludedbelow.Someofthestatementsarehaveacorrect
answer(whichislisted)andsomearedesignedtodividethegroup.Feelfreetouse
theprovidedstatementsormakeupyourown.
StatementsforTakeaStand
ClimatechangeissucharisktoourplanetthatAlbertashouldimmediatelystopits
resourceextractionandleaveallremainingfossilfuelsintheground.
Giventhethreatofclimatechange,CanadianandAlbertagovernmentsshouldimmediately
ceasealleffortstobuildpipelinesdesignedtocarryoiltothecoasts.
Climatechangeisgoodbecauseitwilllikelycausealongergrowingseason.
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Climatechangeisabigproblem.Peopleshouldn’tbeallowedtodrivetruckssothatthe
rateofclimatechangedecreases.
CaribouareanextremelyimportantspeciestoCanadianIndigenousgroups.Theyare
currentlyendangeredandfacingextinctionbecauseofhumanimpact.Alloftheremaining
caribouhabitatshouldbeprotectedandweshouldremovesometownsandroadsto
restorekeyareasofhabitat.
Thereisnothingwecandoaboutclimatechange.TheEarth’sclimatehasalwayschanged.Climatechangeisjustpartofanaturalcyclesowe
don’tneedtodoanythingandcan’tchangeit.
Addressingclimatechangewillhurtoureconomy.
Wrapup
• Haveeachstudentpairwithsomeonewhotookadifferentpositionontheissue.
o Askthemtodiscoverwhytheotherstudenttookthepositiontheydid.
o Challengethestudentstocometoacommongroundontheissue.
Possibleextensions• Toaddalittlespicetothisactivity,“plant”twoveryopinionatedpeopleinthe
group.
o Passthepromptcards(seebelow)totwogroupmemberswhoyoufeelare
confidentandflamboyantenoughtosuccessfullyplaytheroleofapro-
developmentandpro-environmentperson,makingthesortofaggressive
statementreferredtoonthenextpage;andthentryto“stakeoutthemiddle
ground”asthesetwoantagonistsmakeeveryonefeeldecidedly
uncomfortable.
o Thenrevealtothewholegroupthattheyhavebeendupedor“set-up”byyou
andyourtwohelpers.Discusswhathappenswhentwopeoplemovebeyond
attackingeachother’spositionstoattackingeachotheronapersonallevel.It
isafailuretorecognizeimportantpointsofprocesssuchasthisthatcanlead
tothecollapseofmanyimportantnegotiationprocesses-includingcritically
importantdiscussionsonlandusethatmightleadtothepreservationof
environmentallyimportantareas.
• Wonderingwhattodowiththetreecookies?
o Re-usetheminfutureclasses.
o Usethemforartprojectsorinscienceclasses.Ingrade7studentslearn
abouttreesandforests,soaskagrade7teacherifthey’dliketousethem!
o Someteachershavehadgreatsuccessworkingwithstudentstoturningthe
treecookiesintosomethingthatcanbeused,likestoolsortables.Ifyouhave
thetime,thisisagreatwaytoengagestudentswholearnbestbymaking.See
additionalinformationbelowforinstructions.
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AdditionalInformation
Description LinkOverviewofclimatechangeanditsrelationshipwith
Canada.Publishedin2015byEnvironmentCanada.
https://www.ec.gc.ca/Publications/CDFE86E
B-E309-4C4E-80EE-9D2919EEE2F9/EN---
Climate-Science-Briefing---23-NOV-2015---
FINAL.PDF
A press release by four major oil sands companies (CNRL, Cenovus, Shell, and Suncor) in which they ‘support the Government of Alberta’s climate plan related to the oil and natural gas industry.”
http://www.cnrl.com/upload/media_element
/974/03/1122_oil-sands-leadership-on-
climate-change.pdf
NASAoffersanabundanceofinformation,videos,games,
andgraphicsrelatingtoclimatechangeeducation.http://climate.nasa.gov/
Explorestheconnectionbetweentheindustrialrevolution
andclimatechange.
http://www.ecology.com/2011/09/18/ecolog
ical-impact-industrial-revolution/
DIYStumpTableinstructions http://www.17apart.com/2012/10/how-to-
diy-stump-table.html
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~Promptcard:Pro-developmentrole~
Don’tletanyoneseeyoureadthis!
Inafewminutes,I’mgoingtomakethefollowingstatement:"ClimatechangeissucharisktoourplanetthatAlbertashouldimmediatelystopitsresourceextractionandleaveallremainingfossilfuelsintheground.”Thatisyourcue.
Iwantyoutopretendthatyoucompletelydisagreewithme!Interruptme,tellmeI’mstupid,tellmethat
fossilfuelsarecompletelyharmlessandthatscientistsdon’tagreethathumansarecausingclimatechange.
Becreativeandtrytogetthecrowdonyourside.Beconvincing!Behot-headed!BepreparedtogetANGRY!
Youmayfindyourselfcaughtinahotargumentwithanothergroupmemberwhotakestheoppositeview.
That’sOK-itspartofthegame!Don’tbeafraidtoattackthempersonallyaswellastheirideas.Don’tworry-
afterafewminutesofthis,I’llcutitoffandtellthestudentsthatwe“setitup”.Averyinterestingdiscussion
willfollow!
Beconvincing!!!And-thankyou!
~Promptcard:Pro-environmentrole~
Don’tletanyoneseeyoureadthis!
Inafewminutes,I’mgoingtomakethefollowingstatement:"ClimatechangeissucharisktoourplanetthatAlbertashouldimmediatelystopitsresourceextractionandleaveallremainingfossilfuelsintheground.”Thatisyourcue.
Iwantyoutopretendthatyoucompletelyagreewithme!Interruptme,tellmethatfossilfuelsaretheenemy
andthatanyonewhousesfossilfuelsmusthatenature,thattheonlysolutionistobecompletelycarbon
neutralandthatanyonewhousescarbonshouldbeputinjailandmadetopayforthedamagethey’vecaused
theEarth.Beconvincing!Behot-headed!BepreparedtogetANGRY!Youmayfindyourselfcaughtinahot
argumentwithanothergroupmemberwhotakestheoppositeview.That’sOK-itspartofthegame!Don’tbe
afraidtoattackthempersonallyaswellastheirideas.Afterafewminutesofthis,I’llcutitoffandtellthe
studentsthatwe“setitup”.Averyinterestingdiscussionwillfollow!
Beconvincing!!!And-thankyou!
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Give and Take Brief:Studentsexaminethedifferencesinhowmanynaturalresourcesvariouscountriesproduceoruse.
CurriculumConnectionsSocial10:Towhatextentshouldglobalizationcontributetosustainableprosperityforallpeople?;TowhatextentshouldI,asacitizen,respondtoglobalization?
Science10:EnergyflowinglobalsystemsCTS:EnvironmentalStewardship;PrimaryResources
Time:1.5hours
RequiredMaterials:Skittles
CountryCards(attached)
BackgroundTheecologicalfootprintconceptisusedtodescribehowmanynaturalresourcesare
requiredtosupportoneperson.Itconsidersmanyaspectsofaperson’slife,suchasthe
foodtheyeat,theenergytheyuse,andthematerialtheyconsumeanddisposeof.
TheGlobalFootprintNetworkhascompiledacomprehensivedatabaseoftheecological
footprintsandbiocapacitiesofmanydifferentcountries.Thisinformationcanbeusedto
informgovernmentpoliciesandindividualaction.
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Instructions
1. Givethestudentsanoverviewofwhatanecologicalfootprintis,andshowthemtheillustrationthatwe’veprovided.
Anecologicalfootprintistheamountofresourcesthatapersonconsumes.Itmeasureshowmuchcarbonapersonuses,aswellashowmuchlandisrequiredtosupportthatperson’slifestyle.PeopleindevelopedcountriessuchasCanadatypicallyhaveahigherfootprintthanpeopleinlessdevelopedcountries.ThismeansthatmorelandisrequiredtosupportpeopleinCanadathanmostotherpeopleintheworld.
2. CompleteoptionAorB,below,orboth!
OPTIONA:Individualfootprints
1. Havestudentsvisitwww.earthday.org/take-action/footprint-calculatortocalculatetheirecologicalfootprintwiththefreequiz.
i. Select“Calgary”onthemap.
ii. Select“kids’version.
iii. Completethequiz.
2. Explorethe‘takeaction’sectionofthewebsite.
3. CompleteOptionBbelow,orjumptothefinaldiscussionquestions.OPTIONB:Countryfootprints
1. Havethestudentsdrawa“CountryProfile”(below)fromahat.Askthestudentstolineupaccordingto:
• ThePerCapitaGDP
• ThePopulation
• TheTotalBiocapacity
• TheTotalEcologicalFootprint
• TheNumberofEarthsrequired
2. Handoutaskittleforeveryoneunitofbiocapacity,roundingtothenearestwhole.Tellthestudentsthatthisiswhatthey,asacountry,contributeinnaturalresources
(measuredinglobalhectaresperperson).ThestudentwiththeCanadacard,for
example,wouldreceive16skittles.
3. Next,tellthemthattheyowetheirtotalecologicalfootprinttoyou.Theymustrepaytheskittlesthattheyusepercapita.ThestudentwiththeCanadacard,forexample,
mustrepay8skittles.
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4. Ifthestudentsdon’thaveenoughskittlestorepaytheirfootprinttheymustbargainwithastudentwhohasexcess.
5. Discuss:
Didyouhaveenoughskittlestorepayyourfootprint?Whatdoesitmeanifacountryhasabiggerfootprintthanbiocapacity?Thismeansthatasacountrytheyconsumemorenaturalresourcesthanthey
produce.
IfeveryoneintheworldhadthesamefootprintassomeoneinIndia,howmanyEarth’swouldweneed?Wewouldneed0.7Earths.
Overall,ChinaproducesthemostCO2emissionsofanycountryintheworld.WhydotheyonlyrequiretwoEarths?EventhoughChinaproducesasignificantamountoftheworld’spollution,their
populationissohigh-andtheirindividualecologicalfootprintsolow–thattheir
footprintpercapitaisrelativelylow.
WhatwouldhappenifallcountrieshadthesamepercapitafootprintasCanada?Wewouldrequire4.7Earths!EventhoughCanadahasahighbiocapacity,wehavea
largerfootprintpercapitathanothers.
FinalDiscussionQuestions
Dothericherorpoorercountriestendtohavelargerfootprints?Peoplewithlessmoneytypicallyhavesmallerfootprintssincetheyusuallylivein
smallerhouses,consumefewerproducts,flyless,andtakepublictransitmore.
However,sometimespeoplewithhigherincomeshavetheabilitytoupgradetheir
appliancestomoreenergyefficientmodelsandconsideroptionssuchasowningan
electriccar.
Howcouldyoureduceyourecologicalfootprint?Therearemanywaysapersoncanreducehisorherfootprint.Smallchanges
include:
• Reducetheamountofplasticyouuseandproductsyoubuy.
• Becomefamiliarwithwhatcanberecycledinyourcommunityandmake
sureyourecycleasmuchasyoucan.Makerecyclingeasysoyoudon’tforget.
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• Eatlessmeat,especiallybeef.Themeatindustryisresponsibleforabout
20%oftheworld’sgreenhousegasemissions.Considerstartingmeatless
Mondays!
• Puta‘nojunkmail’signonyourmailbox.
• Walkorbiketoschool.
• Turnyourthermostatdownadegree(andwearthatnicesweateryour
parentsgaveyou!).
Largechangesinclude:
• Takefewerflights.
• Liveinasmallapartmentorwithmorepeople.
• Movesomewherewarmsothere’slessneedtoheatthehouse.
• Upgradeyourappliancestoonesthatuselessenergy.
• Becomevegetarianorvegan.
Isiteasierforarichorpoorpersontoreducetheirecologicalfootprint?Itislikelyeasierforarichpersontoreducetheirecologicalfootprint,although
drasticreductionswouldrequirelifestylechangesthatawealthypersonmightnot
choose-suchaslivinginasmallerhome.Wealthypeoplehavemoreoptionsto
reducetheirfootprints.
WhywouldaCanadianlikelyhavealargerecologicalfootprintthansomeonelivinginadevelopingcountry?Canadiansconsumemoreresourcesthanthoseindevelopingcountriesbecauseof
ourcoldclimates,andbecauseofthelifestylehere.Forexample,Canadianstypically
liveinlargehomesandeatmeat.
IsitfairthatapersoninCanadahassuchalargefootprint?Whyorwhynot?Mostpeoplewouldarguethatitisn’tfairthatCanadianshavesuchlargefootprints
because,simplyput,ifeveryonelivedasCanadiansdotheearthwouldveryquickly
runoutofresources.
Arethereaspectsofyourecologicalfootprintthatyoucannotdirectlyinfluence?Yes.Aperson’secologicalfootprintisimpactedbynotonlytheirindividuallifestyle
choicesbutalsobytheirageandthesocietalimpactsofthecommunitytheylivein.
Thingsliketheenergyrequiredtobuildroadsandprovidepublicservicesare
included.Supportfromthegovernment(likesupportingrenewableenergy,
increasingtheavailabilityofpublictransportation,etc.)canhelpCanadiansachieve
sustainablelifestyles.
Possibleextensions
• Asaclass,decideononeaspectofyourfootprintthatyouwillreduce.Itmightbe
somethingyoucanimpactasaclass,likecompostingpapertowelsfromtheschool
bathrooms,ensuringthatalllightsareoffwhenthenyouleavetheroom,or
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somethingthatallstudentsparticipateinindependently,likemeatlessMondaysor
turningtheirthermostatsdownonedegreeathome.
AdditionalInformation
Description LinkTheGlobalFootprintNetworkwebsite.Thisnon-profit
providesthequizrecommendedinthislessonplan.
Theirwebsiteprovidesinformationabouthowthe
numbersaregeneratedaswellasthesciencebehind
thecalculator.IncludesafreeEcologicalFootprint
Quiz.
http://www.footprintnetwork.org/
Providesanswerstomanyquestionsassociatedwith
theecologicalfootprintcalculatorandgivesin-depth
informationregardinghowtheresultsarecalculated.
http://www.footprintnetwork.org/en/ind
ex.php/GFN/page/footprint_calculator_fre
quently_asked_questions/#gen6
Adocumentoutliningtheecologicalfootprintsin
Canadianmunicipalities.Italsoexaminesthe
strengthsandweaknessesoftheecologicalfootprint
analysisandhowmunicipalitiesandindividualscan
reducetheirfootprints.
https://www.fcm.ca/Documents/reports/
Ecological_Footprints_of_Canadian_Munici
palities_and_Regions_EN.pdf
Describes25waysapersoncanreducehisorher
carbonfootprint.
http://cotap.org/reduce-carbon-
footprint/
imagineCalgary’sdocumentthatdescribeshowmany
planetsitwouldtaketosupportlifeonearthif
everyoneconsumedasmanyresourcesasCalgarians
do.
http://www.footprintnetwork.org/images
/article_uploads/2014_Calgary_How%20
Many%20Planets%20Optimized.pdf
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Brazil Canada(globalhectaresperperson) (globalhectaresperperson)
CroplandFootprint:
GrazingFootprint:
ForestProductFootprint:
CarbonFootprint:
FishFootprint:
Builtupland:
0.6
0.9
0.6
0.9
0.0
0.1
Cropland:
Grazingland:
ForestLand:
FishingGround:
Builtupland:
1.0
1.0
6.8
0.2
0.1
CroplandFootprint:
GrazingFootprint:
ForestProductFootprint:
CarbonFootprint:
FishFootprint:
Builtupland:
1.5
0.3
1.2
5.0
0.1
0.1
Cropland:
Grazingland:
ForestLand:
FishingGround:
Builtupland:
3.1
0.3
9.1
3.4
0.1
TotalEcologicalFootprint: 3.1 TotalBiocapacity: 9.1 TotalEcologicalFootprint: 8.2 TotalBiocapacity: 16.0
PercapitaGDP:$13,238 Population(millions):198.7 PercapitaGDP:$52,145 Population(millions):34.8
NumberofEarth’srequired:1.8 NumberofCountriesrequired:0.3 NumberofEarth’srequired:4.7 NumberofCountriesrequired:0.5
CzechRepublic Greece(globalhectaresperperson) (globalhectaresperperson)
CroplandFootprint:
GrazingFootprint:
ForestProductFootprint:
CarbonFootprint:
FishFootprint:
Builtupland:
0.6
0.2
0.7
3.4
0.0
0.1
Cropland:
Grazingland:
ForestLand:
FishingGround:
Builtupland:
0.9
0.1
1.3
0.0
0.1
CroplandFootprint:
GrazingFootprint:
ForestProductFootprint:
CarbonFootprint:
FishFootprint:
Builtupland:
1.1
0.4
0.2
2.6
0.1
0.1
Cropland:
Grazingland:
ForestLand:
FishingGround:
Builtupland:
1.0
0.1
0.2
0.2
0.1
TotalEcologicalFootprint:5.2 TotalBiocapacity: 2.5 TotalEcologicalFootprint: 4.4 TotalBiocapacity: 1.6
PercapitaGDP:$21,676 Population(millions):10.7 PercapitaGDP:$25,987 Population(millions):11.1
NumberofEarth’srequired:3.0 NumberofCountriesrequired:2.1 NumberofEarth’srequired:2.5 NumberofCountriesrequired:2.7
DominicanRepublic Luxembourg(globalhectaresperperson) (globalhectaresperperson)
CroplandFootprint:
GrazingFootprint:
ForestProductFootprint:
CarbonFootprint:
FishFootprint:
Builtupland:
0.4
0.1
0.1
0.9
0.0
0.1
Cropland:
Grazingland:
ForestLand:
FishingGround:
Builtupland:
0.2
0.1
0.2
0.0
0.1
CroplandFootprint:
GrazingFootprint:
ForestProductFootprint:
CarbonFootprint:
FishFootprint:
Builtupland:
1.1
0.8
1.0
12.7
0.1
0.1
Cropland:
Grazingland:
ForestLand:
FishingGround:
Builtupland:
0.6
0.1
0.9
0.0
0.1
TotalEcologicalFootprint:1.5 TotalBiocapacity: 0.6 TotalEcologicalFootprint: 15.8 TotalBiocapacity: 1.7
PercapitaGDP:$6,086 Population(millions):10.3 PercapitaGDP:$114,665 Population(millions):0.5
NumberofEarth’srequired:0.9 NumberofCountriesrequired:2.7 NumberofEarth’srequired:9.1 NumberofCountriesrequired:9.4
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NewZealand Sweden(globalhectaresperperson) (globalhectaresperperson)
CroplandFootprint:
GrazingFootprint:
ForestProductFootprint:
CarbonFootprint:
FishFootprint:
Builtupland:
0.6
0.2
1.1
2.8
0.7
0.1
Cropland:
Grazingland:
ForestLand:
FishingGround:
Builtupland:
0.5
2.7
6.0
0.9
0.1
CroplandFootprint:
GrazingFootprint:
ForestProductFootprint:
CarbonFootprint:
FishFootprint:
Builtupland:
1.5
0.3
1.3
3.9
0.1
0.2
Cropland:
Grazingland:
ForestLand:
FishingGround:
Builtupland:
1.3
0.2
6.7
2.2
0.2
TotalEcologicalFootprint:5.6 TotalBiocapacity: 10.1 TotalEcologicalFootprint: 7.3 TotalBiocapacity: 10.6
PercapitaGDP:$37,488 Population(millions):4.5 PercapitaGDP:$59,382 Population(millions):9.5
NumberofEarth’srequired:3.2 NumberofCountriesrequired:0.6 NumberofEarth’srequired:4.2 NumberofCountriesrequired:0.7
UnitedStatesofAmerica SouthAfrica(globalhectaresperperson) (globalhectaresperperson)
CroplandFootprint:
GrazingFootprint:
ForestProductFootprint:
CarbonFootprint:
FishFootprint:
Builtupland:
1.1
0.3
0.7
5.9
0.1
0.1
Cropland:
Grazingland:
ForestLand:
FishingGround:
Builtupland:
1.5
0.3
1.6
0.3
0.1
CroplandFootprint:
GrazingFootprint:
ForestProductFootprint:
CarbonFootprint:
FishFootprint:
Builtupland:
0.4
0.1
0.3
2.3
0.1
0.0
Cropland:
Grazingland:
ForestLand:
FishingGround:
Builtupland:
0.4
0.6
0.0
0.2
0.0
TotalEcologicalFootprint:8.2 TotalBiocapacity: 3.8 TotalEcologicalFootprint: 3.3 TotalBiocapacity: 1.2
PercapitaGDP:$49,725 Population(millions):317.5 PercapitaGDP:$8,090 Population(millions):52.4
NumberofEarth’srequired:4.8 NumberofCountriesrequired:2.2 NumberofEarth’srequired:1.9 NumberofCountriesrequired:2.9
UnitedKingdom Russia(globalhectaresperperson) (globalhectaresperperson)
CroplandFootprint:
GrazingFootprint:
ForestProductFootprint:
CarbonFootprint:
FishFootprint:
Builtupland:
0.8
0.3
0.5
3.1
0.1
0.2
Cropland:
Grazingland:
ForestLand:
FishingGround:
Builtupland:
0.6
0.1
0.1
0.3
0.2
CroplandFootprint:
GrazingFootprint:
ForestProductFootprint:
CarbonFootprint:
FishFootprint:
Builtupland:
0.8
0.2
0.7
3.9
0.2
0.0
Cropland:
Grazingland:
ForestLand:
FishingGround:
Builtupland:
0.9
0.3
4.4
1.2
0.0
TotalEcologicalFootprint:4.9 TotalBiocapacity: 1.3 TotalEcologicalFootprint: 5.7 TotalBiocapacity: 6.8
PercapitaGDP:$40,981 Population(millions):63.0 PercapitaGDP:$13,320 Population(millions):143.2
NumberofEarth’srequired:2.9 NumberofCountriesrequired:3.8 NumberofEarth’srequired:3.3 NumberofCountriesrequired:0.8
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Rwanda Mexico(globalhectaresperperson) (globalhectaresperperson)
CroplandFootprint:
GrazingFootprint:
ForestProductFootprint:
CarbonFootprint:
FishFootprint:
Builtupland:
0.4
0.1
0.3
0.1
0.0
0.1
Cropland:
Grazingland:
ForestLand:
FishingGround:
Builtupland:
0.4
0.1
0.0
0.0
0.1
CroplandFootprint:
GrazingFootprint:
ForestProductFootprint:
CarbonFootprint:
FishFootprint:
Builtupland:
0.6
0.2
0.3
1.7
0.1
0.1
Cropland:
Grazingland:
ForestLand:
FishingGround:
Builtupland:
0.4
0.2
0.5
0.1
0.1
TotalEcologicalFootprint:0.9 TotalBiocapacity: 0.5 TotalEcologicalFootprint: 2.9 TotalBiocapacity: 1.3
PercapitaGDP:$628 Population(millions):11.5 PercapitaGDP:$10,124 Population(millions):120.9
NumberofEarth’srequired:0.5 NumberofCountriesrequired:1.6 NumberofEarth’srequired:1.7 NumberofCountriesrequired:2.3
Poland Honduras(globalhectaresperperson) (globalhectaresperperson)
CroplandFootprint:
GrazingFootprint:
ForestProductFootprint:
CarbonFootprint:
FishFootprint:
Builtupland:
0.8
0.0
0.8
2.6
0.1
0.1
Cropland:
Grazingland:
ForestLand:
FishingGround:
Builtupland:
1.1
0.1
0.8
0.1
0.1
CroplandFootprint:
GrazingFootprint:
ForestProductFootprint:
CarbonFootprint:
FishFootprint:
Builtupland:
0.3
0.3
0.5
0.6
0.0
0.1
Cropland:
Grazingland:
ForestLand:
FishingGround:
Builtupland:
0.3
0.3
0.9
0.2
0.1
TotalEcologicalFootprint:4.4 TotalBiocapacity: 2.1 TotalEcologicalFootprint: 1.7 TotalBiocapacity: 1.8
PercapitaGDP:$13,770 Population(millions):38.2 PercapitaGDP:$2,270 Population(millions):7.9
NumberofEarth’srequired:2.6 NumberofCountriesrequired:2.1 NumberofEarth’srequired:1.0 NumberofCountriesrequired:1.0
Philippines France(globalhectaresperperson) (globalhectaresperperson)
CroplandFootprint:
GrazingFootprint:
ForestProductFootprint:
CarbonFootprint:
FishFootprint:
Builtupland:
0.4
0.0
0.1
0.3
0.2
0.1
Cropland:
Grazingland:
ForestLand:
FishingGround:
Builtupland:
1.1
0.1
0.8
0.1
0.1
CroplandFootprint:
GrazingFootprint:
ForestProductFootprint:
CarbonFootprint:
FishFootprint:
Builtupland:
1.2
0.3
0.5
2.7
0.2
0.2
Cropland:
Grazingland:
ForestLand:
FishingGround:
Builtupland:
1.7
0.2
1.0
0.1
0.2
TotalEcologicalFootprint:4.4 TotalBiocapacity: 2.1 TotalEcologicalFootprint: 5.1 TotalBiocapacity: 3.1
PercapitaGDP:$2,379 Population(millions):96.7 PercapitaGDP:$45,430 Population(millions):64.0
NumberofEarth’srequired:0.6 NumberofCountriesrequired:2.0 NumberofEarth’srequired:3.0 NumberofCountriesrequired:1.7
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China Australia(globalhectaresperperson) (globalhectaresperperson)
CroplandFootprint:
GrazingFootprint:
ForestProductFootprint:
CarbonFootprint:
FishFootprint:
Builtupland:
0.6
0.1
0.2
2.3
0.1
0.1
Cropland:
Grazingland:
ForestLand:
FishingGround:
Builtupland:
0.5
0.1
0.2
0.0
0.1
CroplandFootprint:
GrazingFootprint:
ForestProductFootprint:
CarbonFootprint:
FishFootprint:
Builtupland:
2.7
0.6
0.9
4.9
0.1
0.1
Cropland:
Grazingland:
ForestLand:
FishingGround:
Builtupland:
5.4
5.8
2.0
3.2
0.1
TotalEcologicalFootprint:3.4 TotalBiocapacity: 0.9 TotalEcologicalFootprint: 9.3 TotalBiocapacity: 16.6
PercapitaGDP:$5,561 Population(millions):1408.0 PercapitaGDP:$66,604 Population(millions):23.1
NumberofEarth’srequired:2.0 NumberofCountriesrequired:3.8 NumberofEarth’srequired:5.4 NumberofCountriesrequired:0.6
India Bolivia(globalhectaresperperson) (globalhectaresperperson)
CroplandFootprint:
GrazingFootprint:
ForestProductFootprint:
CarbonFootprint:
FishFootprint:
Builtupland:
0.3
0.0
0.1
0.6
0.0
0.1
Cropland:
Grazingland:
ForestLand:
FishingGround:
Builtupland:
0.4
0.0
0.0
0.0
0.1
CroplandFootprint:
GrazingFootprint:
ForestProductFootprint:
CarbonFootprint:
FishFootprint:
Builtupland:
0.4
1.7
0.2
0.7
0.0
0.1
Cropland:
Grazingland:
ForestLand:
FishingGround:
Builtupland:
0.6
2.2
13.9
0.1
0.1
TotalEcologicalFootprint:1.2 TotalBiocapacity: 0.5 TotalEcologicalFootprint: 3.0 TotalBiocapacity: 16.7
PercapitaGDP:$1,514 Population(millions):1236.6 PercapitaGDP:$2,253 Population(millions):10.5
NumberofEarth’srequired:0.7 NumberofCountriesrequired:2.6 NumberofEarth’srequired:1.7 NumberofCountriesrequired:0.2
Bahamas Singapore(globalhectaresperperson) (globalhectaresperperson)
CroplandFootprint:
GrazingFootprint:
ForestProductFootprint:
CarbonFootprint:
FishFootprint:
Builtupland:
1.0
1.1
0.2
4.5
0.1
0.0
Cropland:
Grazingland:
ForestLand:
FishingGround:
Builtupland:
0.1
0.0
1.2
8.3
0.0
CroplandFootprint:
GrazingFootprint:
ForestProductFootprint:
CarbonFootprint:
FishFootprint:
Builtupland:
0.7
0.2
0.9
5.9
0.2
0.0
Cropland:
Grazingland:
ForestLand:
FishingGround:
Builtupland:
0.0
0.0
0.0
0.0
0.0
TotalEcologicalFootprint:6.8 TotalBiocapacity: 9.6 TotalEcologicalFootprint: 8.0 TotalBiocapacity: 0.1
PercapitaGDP:$22,624 Population(millions):0.4 PercapitaGDP:$53,122 Population(millions):5.3
NumberofEarth’srequired:4.0 NumberofCountriesrequired:0.7 NumberofEarth’srequired:4.6 NumberofCountriesrequired:159.5
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Japan Iraq(globalhectaresperperson) (globalhectaresperperson)
CroplandFootprint:
GrazingFootprint:
ForestProductFootprint:
CarbonFootprint:
FishFootprint:
Builtupland:
0.5
0.1
0.3
3.7
0.3
0.1
Cropland:
Grazingland:
ForestLand:
FishingGround:
Builtupland:
0.2
0.0
0.4
0.1
0.1
CroplandFootprint:
GrazingFootprint:
ForestProductFootprint:
CarbonFootprint:
FishFootprint:
Builtupland:
0.4
0.0
0.0
1.4
0.0
0.0
Cropland:
Grazingland:
ForestLand:
FishingGround:
Builtupland:
0.2
0.0
0.1
0.0
TotalEcologicalFootprint:5.0 TotalBiocapacity: 0.7 TotalEcologicalFootprint: 1.9 TotalBiocapacity: 0.3
PercapitaGDP:$46,202 Population(millions):127.3 PercapitaGDP:$5,849 Population(millions):32.8
NumberofEarth’srequired:2.9 NumberofCountriesrequired:7.0 NumberofEarth’srequired:1.1 NumberofCountriesrequired:6.6
Egypt Switzerland(globalhectaresperperson) (globalhectaresperperson)
CroplandFootprint:
GrazingFootprint:
ForestProductFootprint:
CarbonFootprint:
FishFootprint:
Builtupland:
0.7
0.1
0.2
1.0
0.0
0.2
Cropland:
Grazingland:
ForestLand:
FishingGround:
Builtupland:
0.4
0.0
0.0
0.0
CroplandFootprint:
GrazingFootprint:
ForestProductFootprint:
CarbonFootprint:
FishFootprint:
Builtupland:
0.8
0.2
0.4
4.3
0.1
0.1
Cropland:
Grazingland:
ForestLand:
FishingGround:
Builtupland:
0.3
0.1
0.7
0.0
0.1
TotalEcologicalFootprint:2.2 TotalBiocapacity: 0.6 TotalEcologicalFootprint: 5.8 TotalBiocapacity: 1.3
PercapitaGDP:$2,930 Population(millions):80.7 PercapitaGDP:$88,506 Population(millions):8.0
NumberofEarth’srequired:1.2 NumberofCountriesrequired:3.9 NumberofEarth’srequired:3.3 NumberofCountriesrequired:4.4
Germany Nepal(globalhectaresperperson) (globalhectaresperperson)
CroplandFootprint:
GrazingFootprint:
ForestProductFootprint:
CarbonFootprint:
FishFootprint:
Builtupland:
1.1
0.1
0.5
3.3
0.1
0.2
Cropland:
Grazingland:
ForestLand:
FishingGround:
Builtupland:
1.2
0.1
0.7
0.1
0.2
CroplandFootprint:
GrazingFootprint:
ForestProductFootprint:
CarbonFootprint:
FishFootprint:
Builtupland:
0.4
0.1
0.2
0.2
0.0
0.1
Cropland:
Grazingland:
ForestLand:
FishingGround:
Builtupland:
0.4
0.1
0.1
0.0
0.1
TotalEcologicalFootprint:5.3 TotalBiocapacity: 2.3 TotalEcologicalFootprint: 1.0 TotalBiocapacity: 0.6
PercapitaGDP:$46,822 Population(millions):82.8 PercapitaGDP:$700 Population(millions):27.5
NumberofEarth’srequired:3.1 NumberofCountriesrequired:2.3 NumberofEarth’srequired:0.6 NumberofCountriesrequired:1.7
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*The Social Side of Climate Change*
Brief:ThislessoninvolvesanoverviewofthesocialissueofclimatechangeandadebateontheEnergyEastpipeline.Studentsexaminetheissuethroughtheeyesofvarious
stakeholdersandbyexaminingtheenvironmental,social,andeconomicramificationsoftheproject.Thisactivitycanbeadaptedtofitothercurrenteventsaswell.
CurriculumConnectionsSocial10:Towhatextentshouldglobalizationshapeidentity?;Towhatextentdoesglobalizationcontributetosustainableprosperityforallpeople?
Social20:Towhatextentshouldnationalinterestbepursued?;TowhatextentshouldindividualsandgroupsinCanadaembraceanationalidentity?CTS:EnvironmentalStewardship;PrimaryResources
Time:1.5hours
RequiredMaterials:NoneBackgroundUnderstandingtheissueofclimatechangeismorecomplexthanunderstandingthesciencealone.Thereisalsothesocialissueofclimatechange,whichaddressesconcernssuchasthe
emotionalsideofclimatechangeandwhysomepeopledon’tbelieveinclimatechange,
despitethefactsandtheoverwhelmingscientificconsensus.
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Thetopicofpipelinesisfrequentlypresentedasanenvironmentalversuseconomicissue.
Thislessonstartsstudentsthinkingalongdifferentlines:”Howcanwebalanceenvironmental,economic,andsocialconcernswhenconsideringissuessuchaspipelines.”
Theopportunityhereistohavestudentsmovefrom“eitheror”thinkingto“yes,and…”thinking.
Instructions
1. Invitesomelocalstakeholders,someparents,orotherteacherstoparticipateinthisactivityandactasajudgepanel.
2. HavestudentswatchthefollowingYouTubevideoaboutthesocialissueofclimatechange.Whypeopledon’tbelieveinclimatescience:
https://www.youtube.com/watch?v=y2euBvdP28c
3. Discusswiththeclass:Whymightsomeonenotbelieveinclimatechange?Therearemanyreasonsthatsomeonemightnotbelieveinclimatechange,orthat
humansarecausingclimatechange.Peoplemightnotunderstandthesciencebehindclimatechange,theymightnotunderstandhowtheyimpacttheclimate;or
climatechangemightnotfitwiththeirworldviews.
Thevastmajorityofscientists(97%)agreethatclimatechangeisasolvable
problem.Therearemanywaysstudentscanhelpmitigateclimatechange.AsDr.DavidOrrsays,“hopeisaverbwithitssleevesrolledup,”asDr.DavidOrrsays–so
giveyourstudentshope,byhelpingthemtakeaction.
Haveyoueverexperiencedsomeonesayingthatclimatechangeisn’treal,ornotcausedbyhumans?DonaldTrump’sstatementsaboutclimatechangebeingahoaxcreatedbythe
Chineseisprobablythemostclassicexampleofclimatechangedenial.More
recently,however,Trumphasstatedthatclimatechangeisreal.Manypeopleandorganizationsthatonemightexpecttobeclimatechangedeniershaveactually
publicallystatedthatclimatechangeisrealandthatpeoplearetheprimarycauseofclimatechange.
Isthereawaytoaddresstheproblemofclimatechangedenial?Educationplaysaroleinclimatechangeacceptance,butsincetheissueislargely
emotionalsometimesfactsaren’tenoughtoconvincepeople.Askthepersonwhattheydon’tbelieveaboutclimatechangeandprovidethemwithinformationthat
directlyaddressestheirconcerns.Makesureyouofferthemthehopefulmessage
thatthereissomethingtheyandwecandotoaddressclimatechange!
SpotlightonAlberta:Pipelines
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4. Askstudents:“Howdopipelineslinktoclimatechange?”
Pipelinesprovidequickandcheaptransportationofoilfromoneplacetoanother.Aswithotherformsoftransportation,runningapipelineemitsgreenhousegases.TheconcernthatsomepeoplehaveisthatbecauseoftheEnergyEastpipeline,Albertawillproduceover600,000morebarrelsofoilperday.Thisadditionalproductionwouldgenerateanadditional30-32milliontonnesofcarbonemissionseachyear.
5. AskstudentsiftheyagreewithPremierRachelNotley’sstanceontheEnergyEastpipeline:“Wecan’tcontinuetosupportCanada’seconomy,unlessCanadasupportsus.Thatmeansonething:buildingamodernandcarefullyregulatedpipelinetotidewater.Icanpromiseyouthis:Iwon’tletup.Wemustgetto‘yes’ona
pipeline.”(April7,2016)
6. TellthestudentsthattheywillbeinvolvedinadebateabouttheproposedEnergy
Eastpipelineandthattheywillbepresentingtoapanelofcommunitymembers,
whowilldecidewhetherornotthepipelinewillgoahead.Youcanhavestudentsworkindependentlyorinpairs.Assignstudentsastakeholderfromthelistbelow,
oryoucancreateyourownstakeholders.Toenhancethislesson,inviterealstakeholdersinfromyourcommunitytoeitherparticipateinthedebate,actas
judges,orgivetheirperspectivesbeforethedebatebegins.
SuggestedstakeholdersNationalEnergyBoard PremierofAlberta
FirstNationsGroups PremierofSaskatchewan
TransCanadaRepresentative PremierofNewBrunswick
PipelineUnionWorker PremierofQuebec
Environmentalscientist PremierofNovaScotia
MayorofCalgary Oilfieldworker
LeaderoftheOfficialAlbertaOpposition MayorofMontreal
DavidSuzukiFoundation PrimeMinisterofCanada
CanadianAssociationofPetroleumProducers PresidentoftheUSA
PembinaInstitute EnvironmentalLawCentre
7. Havethestudentsresearchwhattheirstakeholders’viewsmightbeontheEnergyEastpipelineprojectbyexaminingthefollowingquestions:
i. Whodoesthisstakeholderrepresent?ii. Whatisthemostimportantconsiderationforthepeoplethisperson
represents?iii. Howmightthepipelinebenefitthepeoplethatthispersonrepresents?iv. WhatdoesthispersonultimatelywanttoseehappentotheEnergyEast
pipeline?v. Whatcouldhappenifthisstakeholderisnotlistenedto?vi. Howmightthisperson/group’spositionbenefitallCanadians?
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8. HoldanofficialhearingonthedevelopmentoftheEnergyEastpipeline.
HearingProcess
OpeningstatementsEachstakeholderisgiventhreeminutestopresentopeningremarksoutliningtheir
perspectiveontheEnergyEastpipelineandwhetherornottheythinkitshouldbe
approved.
KeyQuestionsAskvariousstakeholdersquestionsrelatedtoeconomics,politics,socialconcerns,
andtheenvironment.Youcanadaptthesequestionstosuittheunitofstudythat
youarefocusingon.Limitresponsetimestooneminuteperstakeholder.Questionscanbedirectedatoneormorestakeholder.Iftheresponderdesires,heorshecan
askanotherstakeholderaquestionattheendoftheirresponse.
SuggestedQuestions:Whataretheeconomicbenefitsofthepipeline?Whatareyourenvironmentalconcernsaboutthepipeline?
Whatareyourconcernsaboutthepipelineinrelationtoclimatechange?
HowmightthepipelinebenefitFirstNationgroups?HowmightthepipelineharmFirstNationgroups?
Howmightpeoplealongthepipelineroutebenefit?Howmightpeoplealongthepipelineroutebeharmed?
Whowouldbenefitthemostfromthepipeline’sapproval?
Whomightbemostharmedbythepipeline’sapproval?Ifthepipelinewerenotapproved,howwouldtheenvironmentbeharmed?
Ifallenvironmentalconcernsaremet,shouldthepipelinebebuilt?
What’sthetippingpointwhentheremightbesomeenvironmentalcostsbutthepipelinemovesforwardbecauseoftheeconomicgain?
OpenDebateHowwillbuildingornotbuildingthepipelinebenefitCanadians?
FinalRemarksIftimeallows,offereachstakeholder30secondstooffertheirclosingremarkstorestatethestrongestpointsoftheircase.
JudgmentOfferafinaljudgmentonwhetherornottheEnergyEastpipelinewillbeapproved
basedonthequalityofarguments,orhaveyourguestjudgegivetheirremarks.
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Possibleextensions
• Inadditiontothepanelpresentation,havethestudentsparticipateinadebate
aroundthepipeline.Encouragethemtochoosewhetherthey,astheirstakeholder,wantthepipelinetogoaheadornot.Holdadebatebetweenthetwodifferentsides.
• Followingthehearing,havethestudentscreateapersonalreflection(poem,collage,song,journalentry,etc.)ontheEnergyEastpipelineproject,consideringoneor
moreofthefollowingquestions:o Isthereaneasyanswertowhetherornotpipelinesshouldbebuilt?
o Isthereawayforenvironmental,social,andeconomicconcernstoallbe
met?o Ifnotpipelines,whatisthealternative?
o What’sthetippingpointbetweenenvironmentalcostsandeconomicgain?
FieldTrip!
• TakestudentstovisitsomeofthestakeholderstoheartheirviewsontheEnergy
Eastpipeline.Forexample,youcouldvisitCityHalloranenvironmentalnon-profit.
AdditionalInformation
Description LinkTheEnergyEastpipelinewebsite. http://www.energyeastpipeline.com/
AnewsarticlebyCBCaboutthedifferentsidestothe
EnergyEastpipelinedebate.
http://www.cbc.ca/news/canada/energy-
east-pipeline-explained-1.3420595
NASAoffersanabundanceofinformation,videos,
games,andgraphicsrelatingtoclimatechange
education.
http://climate.nasa.gov/
Explorestheconnectionbetweentheindustrial
revolutionandclimatechange.
http://www.ecology.com/2011/09/18/ecolog
ical-impact-industrial-revolution/
PembinaInstitute’sreportontheEnergyEastpipeline. http://www.pembina.org/media-
release/2520TheClimateImplicationsoftheProposedEnergyEast
PipelinebythePembinaInstitute.http://www.pembina.org/pub/2519
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Section 2: What’s the implication of climate change?
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Woolly Thinking
Brief:Inthisactivitystudentscreateavisiblerepresentationoftheinterconnectednatureofsociety,whichhelpsthemvisualizethelinksbetweenthethreepillarsofsustainability
(environment,economyandsociety)–ANDhowclimatechangecanaffect,well,everything!
CurriculumConnectionsSocial10:Towhatextentdoesglobalizationcontributetosustainableprosperityforallpeople?;TowhatextentshouldI,asacitizen,respondtoglobalization?
Social20:Towhatextentshouldnationalinterestbepursued?;Towhatextentshouldinternationalismbepursued?Science10:Cyclingofmatterinlivingsystems;EnergyflowinglobalsystemsScience20:ThechangingearthBiology20:EnergyandmatterexchangeinthebiosphereCTS:EnvironmentalStewardship;PrimaryResources
Time:1hour
RequiredMaterials:9chairs;9signs(seeSigns,below);9ballsofdifferentcolouredwoolBackgroundThisactivitycreatesavisualrepresentationoftheinterconnectednatureofsociety.Ithelps
studentsthinkcriticallyaboutlinksbetweendifferenttopics:airpollution,waterpollution,
biologicaldiversity,climatechange,globaleconomy,armstrade,humanrights,tradeagreements,democracy.
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Thethreepillarsofsustainability(environment,social,andeconomic)areusedtocriticallyexamineproblems.Unfortunately,thepillarsaresometimesconsideredinisolationoronly
twopillarswillbeconsideredinsteadofallthree,leadingtoweakratherthanholisticsolutions.
Instructions
1. PrintofftheSignspages(attached).Addanyadditionaltopicsthatyouhavestudieswithyourclass.
2. Arrangetheninechairsinalargecircle.Tapeonesigntoeachchairandplaceaballofwooloneachchair.Note:ifyouhavelotsofstudentsyoumightwanttodividethestudentsintotwogroupsandhavetwocirclesofchairs.
3. Dividethestudentsintoninegroupsandaskthemtochooseatopicthey'reinterestedinandstandbesidethatchair.Askthemtotietheballofwooltothearm
ofthechair.4. Askstudentstoexamineallsignsandtoconsiderthesignsthatsay‘biological
diversity’and‘climatechange.’Askthestudents:
Canyoudescribeawayinwhichbiologicaldiversitycanbeaffectedbyclimatechange?Arapidlychangingclimatemightmakeatleastsomeplantsandanimalsbecomeextinct.
5. Askthestudentsatthebiologicaldiversitychairiftheyagreewiththis.Iftheydo
carrytheballofwoolfromtheclimatechangechairtothebiologicaldiversitychair,
hookitaroundthebackofthechair,andcarryitbacktotheclimatechangechair.
6. Next,askstudents:Canyoudescribeawayinwhichclimatechangecanbeaffectedbybiologicaldiversity?Adiversecollectionofplantsaffectstherateofclimatechangebecausetheyalluse
carbondioxide,agreenhousegas.
7. Askthestudentsattheclimatechangechairiftheyagreewiththis.Thencarrythe
ballofwoolfromthebiologicaldiversitychairtotheclimatechangechairandback,asyoudidbefore.Thisdemonstratesthattherelationshipworksbothways.
8. Tellstudentsthat,inthisactivity,theirchallengeistoestablishaconnectionbetweentheirchair,ortopic,andallotherchairsintheroom.Todothisonestudentwillremainatthechair,whiletheothertwocarrytheballofwoolandbecomea
negotiatingteamwhovisitotherchairs,trytoagreeonarelationshipbetweentheir
topicandthe‘hosts’topic(remindstudentsthattheirrationaleforagreementwillbeexaminedbythegroup!).Onceagreementisreachedthewoolisloopedoverthat
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chairandthencarriedbacktothe‘homechair’beforethetwosetouttoestablish
anotherconnectionwithanotherhostchair.9. Answeranyquestionsandlettheactivityproceed.Withintenorfifteenminutesall
chairsshouldbefullyconnectedtoallothers.Whilethisisgoingon,trouble-shootanyproblemsthatarise.Youmaywishtoassiststudentswithsomeoftheless
obviousconnections.
10. Oncetheactivityiscompleted,havestudentsstandbehindtheirchairs.Discusstherationalebehindafewoftheconnections.Askthestudentsthefollowingquestions:
Werethereanyinstanceswhereitwasdifficulttomakeaconnection?Whatmightapossibleconnectionbe?Usethegroup'sknowledgetobrainstormapossibleconnection.Ifnoonecanthinkofaconnection,acceptit,althoughitisarareoccurrence.
Howwouldyourtopicareabeaffectedbyadecreaseintheworld’sbiologicaldiversity?Biodiversitygivesusmedicines,helpsprovidesecosystemservicessuchasclean
waterandfreshair,letsusbreeddisease-resistantcrops,generateseconomicactivitythroughecotourism,promotestheevolutionaryprocess-andhasitsown
moreintangiblevalues,suchasgivingusnaturalbeauty,letalonetheintrinsicrightsofspeciestosimplyexist.
HowwouldyourtopicareabeaffectedbythefactthatDonaldTrumpisnowtheAmericanPresident?Effectsarecomplex–andchangesinUSpolicymightexpandbeyondUSboundaries!
HowwouldyourtopicareabeaffectedifrunawayclimatechangeweretotakeplaceonEarth?Havestudents‘follow’thischangeasitaffectsfirsttheclimatechangetopicarea-
andthemallotherareasoftheweb.Havestudentsstatetheiropinionastowhether
thechangeisagoodthingorabadthingfortheirtopicarea,forpeople,andfortheplanet.
Howwouldyourtopicareabeaffectedifhumanswerefinallyabletostabilizeclimatechange,sothattheplanetstopsheatingup?Repeatthecausalflowofthisscenario:havestudents‘follow’thischangeasitaffectsfirsttheclimatechangetopicarea-andthemallotherareasoftheweb.Have
studentsstatetheiropinionastowhetherthechangeisagoodthingorabadthingfortheirtopicarea,forpeople,andfortheplanet.
Areallofthecontentareasvaluedequallybyoursociety?Indeedtheyarenot-andthat,claimenvironmentalists,isthereasonforsomanyof
theEarth’senvironmentalproblems.Matterspertainingtotheeconomyarecommonlymorehighlyvalued,ingeneral,thanissuessuchasendangeredspeciesor
climatechange.
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Possibleextensions
• Askeachstudenthowtheirtopiccanconsiderthethreepillarsofstability.Isthereonepillarthattheycareaboutmorethanothers?What'sapossibleproblemifthey
onlyfocusononepillar?
AdditionalInformation
Description LinkThePachamanaAllianceexamineshowsocialjustice
andenvironmentaljusticeareconnected.
https://www.pachamama.org/blog/how-
social-justice-and-environmental-justice-
are-intrinsically-interconnected
OECDexaminesthethreepillarsofsustainability:
social,environmental,andeconomic.
https://www.oecd.org/insights/4177399
1.pdf
TheEuropeanEnvironmentAgencyconcludesthat
"environmentalchallengesarecomplexandcan'tbe
understoodinisolation."
http://www.eea.europa.eu/signals/signal
s-2011/articles/complex-challenges-in-
an-interconnected-world
Examiningthethreepillarsofsustainability. http://www.thwink.org/sustain/glossary
/ThreePillarsOfSustainability.htm
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AIRPOLLUTION
WATER
POLLUTION
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BIOLOGICALDIVERSITY
CLIMATECHANGE
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GLOBALECONOMY
ARMSTRADE
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HUMANRIGHTS
TRADE
AGREEMENTS
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DEMOCRACY
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Climate Refugees
Brief:Inthisactivity,studentsproduceatimelineexaminesthepossiblelinkbetweenSyrianrefugeesarrivinginCanadaandclimatechange.Theobjectiveistoshowstudents
howpressuresfromclimatechangecancontributetounstablecountries.
CurriculumConnectionsSocial10:Towhatextentshouldglobalizationcontributetosustainableprosperityforallpeople?;TowhatextentshouldI,asacitizen,respondtoglobalization?Social20:Towhatextentshouldnationalinterestbepursued?;TowhatextentshouldindividualsandgroupsinCanadaembraceanationalidentity?
Social30:Towhatextentshouldideologybethefoundationofidentity?;Towhatextentshouldmyactionsasacitizenbeshapedbyanideology?
Time:1hour
RequiredMaterials:“Event”cardsforstudents;PowerPointpresentationBackgroundWhileclimatechangewasn’tdirectlyresponsibleforkillinghundredsofthousandsof
Syrians,somepeopleclaimthatitcontributedtotensionsthatledtotheconflict.WidespreaddroughtstartedinSyriain2006resultinginalackoffoodinruralareas.
Millionsofpeoplelefttheirruralhomesandmovedtourbanareasby2011.Thisinfluxofpeopleincitiesaddedtothetensionsbetweenpeopleandthegovernment,whichmany
peoplesuggestbroughttensionstoatippingpoint.
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Instructions
1. Tellthestudentsthatyou’llbegoingoversomethingthattheylikelyhaveheardof–theSyrianrefugeecrisis.Asktheclass:
HowdoestheSyrianrefugeecrisisrelatetoclimatechange?
11. Drawasimpletimelineoverview(below)ontheboard.
19702016
12. HandouttheEventcardstostudents.Youmaywantstudentstobeinpairs.
13. Asktheclasswhicheventtheythinkoccurredfirst.Startingwiththe1970Eventcard,havestudentsfillinthetimeline.Aseacheventoccurs,thestudentcanput
theircardonthetimelineontheboard.
14. Asyougothroughtheevents,showthePowerPointpresentationsothatstudents
canseethepicturesclearly.AccessthePowerPointat:
www.websitetobedecided.com
15. OncealltheEventcardshavebeenplacedonthetimeline,discussasaclass:
IsclimatechangetheonlyfactorintheSyrianrefugeecrisis?
Howdidclimatechangecontributetothecrisis?
Shouldwebepreparingtohostorhelpmoreclimaterefugees?WhatshouldCanada’srolebewhenitcomestoSyrianrefugees?AreIraqi(Syria’sneighbor)refugeesalsoconsideredclimaterefugees?
Possibleextension
• Invitealocalrefugeeoraidworkertoclasstodiscussthemigration.
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AdditionalInformation
Description LinkHowClimateisBehindtheSurgeofMigrantsto
Europe
http://time.com/4024210/climate-
change-migrants/
TheOminousStoryofSyria’sClimateRefugees https://www.scientificamerican.com/arti
cle/ominous-story-of-syria-climate-
refugees/
ResearchersLinkSyrianConflicttoaDroughtMade
WorsebyClimateChange
https://www.nytimes.com/2015/03/03/
science/earth/study-links-syria-conflict-
to-drought-caused-by-climate-
change.html?_r=1
Syriaprofile–Timeline http://www.bbc.com/news/world-
middle-east-14703995
WarinSyria:Timelineofkeyevents https://www.alaraby.co.uk/english/news
/2015/3/13/timeline-syria-4-years-of-
devastation
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1970%Hafez%al,Assad%overthrows%
president%Nur%al,Din%al,Atasi.%
%Assad%is%said%to%have%brought%
stability%to%Syria,%but%through%repression.%
Biography.com/people/hafez2al2assad291909198
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1980% Start%of%Iran.Iraq%war.%Syria%backs%Iran.%
h"ps://en.wikipedia.org/wiki/Iran%E2%80%93Iraq_War=
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1991#
Syria#par*cipates#in#the#Middle#East#peace#conference.#
h"ps://history.state.gov/milestones/198971992/madrid7conference<
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2000#
Hafez#al*Assad#dies#and#is#
succeeded#by#his#second#son,#Bashar#Assad.#
h"p://&me.com/3719129/assad4isis4asset/7
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2008$ Drought$in$Syria$begins.$
h"ps://www.ny+mes.com/2015/03/03/science/earth/study;links;syria;conflict;to;drought;caused;by;climate;change.htmlA
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2011$ Hundreds$of$protests$occur$across$Syria.$The$people$call$for$democra:c$reform.$
h"ps://www.alaraby.co.uk/english/news/2015/3/13/;meline=syria=4=years=of=devasta;onC
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2011$ President$Assad’s$security$forces$use$tear$gas$and$some7mes$open$fire$on$protesters.$$
h"p://www.theatlan-c.com/photo/2012/01/deadly6unrest6in6syria/100220/;
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2013% By%this%point,%there%is%mass%infrastructure%damage%across%Syria.%
h"p://sn4hr.org/blog/2012/07/03/june7death7toll7syria72012/=
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2013:&March& Over&1&million&Syrian&refugees&have&already&&fled&to&neighboring&countries.&&&
h"p://www.ctvnews.ca/world/un4says43040004syrian4refugees4fleeing4into4iraq41.1417138A
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2013:&Aug.&Assad’s®ime&allegedly&uses&chemical&
weapons,&killing&over&1,000&people&in&one&a>ack.&
h"p://www.bbc.com/news/world2middle2east223927399:
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2015:&Dec.& Canada&accepts&its&first&plane&load&of&Syrian&refugees.&
h"p://www.bbc.com/news/world2us2canada235065008:
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2016% Over%35,000%Syrian%refugees%have%come%to%Canada.%
h"p://www.huffingtonpost.ca/2016/02/14/syrian9refugees9canada_n_9231572.htmlD
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*The Challenge of Managing the Commons*
Brief:Thisinteractiveactivityshowsstudentstheimpactthatindividualscanhaveoncommonresources,andwhyit’simportanttohavepoliciesthathelpdictateourbehavior-suchasglobalclimatetreaties.CurriculumConnectionsSocial10:Towhatextentshouldcontemporarysocietyrespondtothelegaciesofhistoricalglobalization?;Towhatextentdoesglobalizationcontributetosustainableprosperityforallpeople?;TowhatextentshouldI,asacitizen,respondtoglobalization?Social20:Towhatextentshouldnationalinterestbepursued?;Towhatextentshouldinternationalismbepursued?Science10:Cyclingofmatterinlivingsystems;EnergyflowinglobalsystemsScience20:ThechangingearthBiology20:EnergyandmatterexchangeinthebiosphereCTS:EnvironmentalStewardship;PrimaryResourcesTime:1hourRequiredMaterials:Largepackofgoldfishcrackers.You’llneed80-140individualgoldfishcrackers.BackgroundThisactivityhighlightsGarrettHardin’seconomictheoryofthe‘TragedyoftheCommons,’whichpredictsthatindividualswillexploitresourcesforpersonalgaininasystemwithsharedresources.Thetheorypredictsthatpeoplewillactoutofself-interestratherthanfocusonthecommon,whichwillresultwillbeoverpopulationandenvironmentaldestruction.
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Althoughtheoriginaltheoryisstilldominantmoderneconomics,Hardinlateradapteditin1998tothe“TragedyoftheUnmanagedCommons”.Insteadofconstantlyoverexploitingresources,peoplebenefitiftheyimplementrulesandregulationssurroundingnaturalresources,whichwillhelpalleviateenvironmentaldestruction.Instructions
1. Dividestudentsintogroupsoffouroffive.Eachgroupwillsitsurroundingadesk.2. Place20fishoneachdesk.Askthestudentsnottotouchthegoldfishyet!3. Tellthestudentsthefollowing–thesearethegamerules.Youmaywishtodisplay
thisinyourclassroom:
GameRules
• Eachgroupofstudentsrepresentsasmallfishingvillage,andthestudentsarefisherswhoaresupportingtheirfamilies.Eachvillagesurroundsalakewithfishinitthatcanbeeatenorsold.
• Thisgamewillbeplayedinfiverounds;eachroundrepresentsayear.Atthestartofeachyearthestudentsgofishing.Eachstudentcancollect:§ Nofish:Youandyourfamilystarve,andyouareoutofthegame.§ Onefish:Yousurvivebutyourfamilystarves§ Twofish:Yourfamilysurvives.§ Morethantwofish:Youcansellthemforaprofit.
• Eachroundlastsabout30seconds–justenoughtimeforstudentstoremovetheirfishfromthelake.
• Attheendofeachyearthefishrepopulate.Thismeansthattheinstructordoublestheamountoffishremaininginthelake.
• Therewillbefiveyears(rounds)consistingof‘fishing’and‘repopulating’.• Ifanyonestarves(iedonotcollectatleastonefish)thentheyhavediedand
cannotfishthenextyear.• Thosestudentswhohavethemostfishattheendoftheactivitywillhavethe
mostprofitandtherefore‘win.’• Notalkingisallowedduringtheactivity.
4. Afteryouhaveplayedanentiregameoffiverounds,askstudentsthefollowing
questions.Didanyonesurvive?Whatwaseffective?Studentswillsurviveifeveryoneintheirgrouptakesnomorethantheirfairshare.Ifevenonegroupmembertakesmorethanthreefishitcanhavedetrimentalconsequencesfortheentiregroup.
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Whatwaschallenging?Studentsoftengetcaughtupintakingmanyfishinordertohaveasmuchprofitaspossible.Thiscreatesachallengeforotherstudents,whocangetfrustratedastheytrytotakeasustainableamountoffishwhiletheirgroupmemberstakemore.Whatcouldbedonetomakesureeveryonesurvivedforthefullfiveyears?Rulescouldbeputinplace,suchasstudentsareonlyallowedtotaketwofisheachround.Askstudentsiftheywouldbewillingtoabidebysuchrules.Whatwouldittake?Ifstudentscanquicklyagreeonarulethatwouldbebindingonallofthem,writethatruledownontheboardandannouncedthatitisinplacefromnowon.
5. Repeattheactivitybeforediscussingtheremainingquestions.
Didmorepeoplesurvivethesecondgame?Whyorwhynot?Hopefullymorepeoplesurvived,butthesurvivalofthegroupcanhingeonasinglegroupmembertakesmorethanhisorherfairshare.
Didanyonetakemorethantwoorthreefisheachround?Whyorwhynot?Eventhoughstudentsknowhowtomakesureeveryonesurvivesforthefullfiveyears,oftenthedesiretomakethemostprofitistoostrongandtheytakemorefishthanissustainable.
Didanyonesacrificehisorherfishforthecommongood?Whyorwhynot?
Thosegroupswhohaveindividualssacrificingpersonalgainforthecommongoodaremorelikelytohaveallgroupmemberssurvivethefullfiveyears–althoughthesegroupmembersprobablymadelessoverallprofitthanothergroupmembers.Whodoessocietyrewardinthistypeofscenario:thepersonwhotakesthemostfishorthepersonwhoisawareofthecommongood?Societytendstorewardpeoplewhotakethemostfishandexploitthecommonresources.Thesearethepeoplewhomakethemostprofitbutwhoalsoenduphavingthemostenvironmentaldegradation.Arethereanylocalexampleswhereyou’veseenthisplayout?Whataresomelocalresourcesthatarecommonresources?Dotheyexperiencesimilarchallenges?Couldbeparks,forests,oildepositsetc.InAlbertawehavemanyenvironmentallaws,suchasthosethatlimithunterstothenumberoffdeertheycanshoot,orlimitactivitiesthatcantakeplacewithinprotectedareassuchasprovincialParks.Asaplayeritinthisgame,wouldyousupportnewenvironmentallawsorrulesthatapplytoeveryoneintheroom?Ifyes,whatwouldtheybe?
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Areoceansagoodexampleoftheglobalcommons?Aretheybeingusedwisely?Whyorwhynot?Theoceanisindeedagoodexampleofaglobalcommons.Manywouldarguethattheyarenotbeingmanagedwidelybecauseofoverfishing;however,thereisevidencethatglobalcommunitiesarestartingtoidentifywaystomanagethesecommons(seeOceanManagementresourcesbelow).Thinkingaboutclimatechange,shouldtheprincipleswe’veexploredinthisgameapplytohowhumansmanageouratmosphere?Whyorwhynot?Nationshavemostassuredlydecidedthatsomeoftheseprinciplesapply!Theairisanotherglobalcommonwhichisjustbeginningtoseeregulation.Manycountries(likeSweden,Denmark,Finland,Switzerland,andtheUnitedKingdom)havecarbontaxesthathelpregulatetheamountofpollutionthatenterstheair-andofcourseAlbertaandCanadahaverecentlyactedaswell.Thisisonesteptowardsmanagingthisglobalcommon.Herearesomekeyinternationalmilestones:1968-TheUNBiosphereConferenceisheld,whereglobalenvironmental
problems(includingairpollution)arediscussedbyexpertsfromaroundtheworldforthefirsttime.
1979-TheConventiononLong-RangeTransboundaryAirPollutionisadoptedtohelpregulateairpollution.
1987-24nationssigntheMontrealProtocol,anagreementtophaseoutCFCs1987-TheBrundtlandReport(OurCommonFuture)ispublished.1992-TheConventiononClimateChangesetgoalsforindustrialcountriesto
reducecarbondioxideemissions.1992-MostcountriesadoptAgenda21,ablueprintforsustainabledevelopment.1997-TheKyotoProtocolisestablished.2003-EuropegivescarbondioxideamarketvalueintheEU.2015-195countriessigntheParisAgreement,thefirstlegallybindingglobal
climatedeal.
6. Afteryou’vediscussedtheremainingquestions,tellstudentsthattheyaregoingtostartagainandaskstudentsifthey’dliketoproposeanyrules.Tryanotherfiveyearswiththenewrulesinplace.
7. Askstudentsifthenewrulesweresufficienttoensuresustainablefishingpracticesinallthevillagessurroundingeachlake.
8. Workwiththestudentstocomeupwithsomeguidelinesforfishingintheirvillages.Whatlawswouldtheyputinplace?Howcouldtheselawsbeenforced?Wouldsomepeopleendupwithlessprofitifthelawswereinplace?
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Possibleextensions
• Starttheactivitywithonlytwopeopleineachvillage.Afteryearthreeaddintwo
morepeopletoshowapopulationincrease.Whatchanges?• Havethestudentsresearchtheeffortstoregulateairpollutionthatarepresentedin
thetimeline.Whatwaseffectiveineachincident?Whatweretheweaknesses?Howcouldtheybeimproved?
• HavethestudentswatchtheYouTubevideo:ElderintheMakingEpisode4–Apocalypse,aboutthecommonsofNorthAmerica.Examinetheissueofthebison.Currently,bisonarebeingreintroducedintoBanffNationalPark.Whathappenedtothebison?WhatweretheconsequencesofthebisonleavingBanff?Whatmighthappenwhenthey’rereintroduced?
FieldTrip!
• Takethestudentstoanearbylakeorotherbodyofwater.Completetheactivityandthendiscusshowthebodyofwaterisacommonandthechallengesthatgowithit.
• TakethestudentstoBanfftodiscusshowthebisononceroamed.Discusstheimpacttheyhadontheecosystemandhowthingshavechangedwiththemgone.
AdditionalInformation
OceanManagement
Description LinkConservationInternationalisworkingwithgovernments,businesses,andcommunitiestocreatedefinedSeascapes,whicharelargeareasofoceansmanagedthroughagreeduponregulations.
http://www.conservation.org/How/Pages/Protecting-the-ocean.aspx
TheGlobalOceanForumworksinternationallytoachievethegoalsoriginallylaidoutduringthe1992EarthSummit.
https://globaloceanforumdotcom.files.wordpress.com/2013/03/icm.pdf
UNOceans&LawsoftheSeas.Establishedin1982,thisisthefirstUNframeworkforseause.
http://www.un.org/Depts/los/index.htm
UNAgreementfortheConservationandManagementofStraddlingandHighlyMigratoryFishStocks-rulesforfishingininternationalwaters.
http://www.fao.org/fishery/en
Timelinelinks
Description LinkUNBiosphereConference http://unesdoc.unesco.org/images/0014/001471/147152
eo.pdfConventiononLong-RangeTransboundaryAirPollution http://www.unece.org/env/lrtap/30anniversary.html
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MontrealProtocolhttp://ozone.unep.org/en/treaties-and-decisions/montreal-protocol-substances-deplete-ozone-layer
BrundtlandReport http://www.un-documents.net/our-common-future.pdfConventiononClimateChange http://www.un-documents.net/our-common-future.pdf
Agenda21 https://sustainabledevelopment.un.org/outcomedocuments/agenda21
KyotoProtocol http://unfccc.int/kyoto_protocol/items/2830.php
ParisAgreement https://ec.europa.eu/clima/policies/international/negotiations/paris/index_en.htm
OtherElderintheMaking:Episode4.Apocalypse https://www.youtube.com/watch?v=pTTRGAbZSBwClimateChangeLegalRoadmap:CarbonPricingRecommendationsforAlberta.PutoutbytheEnvironmentalLawCentreinAlberta
http://elc.ab.ca/wp-content/uploads/2016/08/Carbon_Pricing_Paper_Final1.pdf
TheEnvironmentalLawCentre.Anorganizationthatfocusesoneducationandawarenesstopromoteabetterunderstandingofenvironmentalpublicpolicyandlawreform.
http://elc.ab.ca/
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Experiencing Climate [In]Justice Brief:Thisactivityallowsstudentstopersonallyexperienceclimateinjusticeandtheconceptofcommunityresilienceastheybuildcitiesthatarestruckbyextremeweatherevents.Inthisactivity,doallstudentgroupsreceivethesametypeofbuildingmaterials?Well,thatwouldbefair…butislifefair?CurriculumConnectionsSocial10:Towhatextentshouldglobalizationshapeidentity?;Towhatextentdoesglobalizationcontributetosustainableprosperityforallpeople?;TowhatextentshouldI,asacitizen,respondtoglobalization?Social20:Towhatextentshouldnationalinterestbepursued?;Towhatextentshouldinternationalismbepursued?Science20:ThechangingearthCTS:EnvironmentalStewardship;PrimaryResourcesTime:1.5hoursRequiredMaterials:Startingmaterials:newspaper,constructionpaper;cardboard;glue;markers.Addinmaterials:pipecleaners,tape,staplers.BackgroundClimatejusticeisabranchofenvironmentaljusticethatexaminestheinterplayofsocialandeconomicfactorswhenitcomestoclimatechange.Itcouldbearguedthatindustrializedcountrieshavecontributedthemostgreenhousegasestotheatmosphere;thattheyhavemoreresourcesandaremoreresilientwhenitcomestodealingwiththe
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effectsofclimatechange;andthatmostdevelopingcountrieswillbeimpactedmoreprofoundlybytheeffectofclimatechange,giventhattheirresourcesfewer.Giventhat,shouldindustrializedcountriestakethemostresponsibilityforalleviatingthedamagesofclimatechange?Instructions
1. Dividestudentsintogroupsoffiveorsix.2. Distributeresourcestothegroups.Itisessentialtothesuccessofthisactivitythat
groupsnotreceivethesameamountofresources.Donottellthemthis,butthisisanalogoustotheresourcesofDevelopednationsandDevelopingnations.
• Haveallgroupsspreadnewspaperacrosstheirentiredesksothatnoglueormarkerscontactthesurfacesofthedesk.
• Givemostgroupsconstructionpaper,cardboard,aswellastoglueandmarkers.
• Giveafewgroupsonlyconstructionpaper,andcardboard.Theydonothaveaccesstoglueorotherfasteners.
• Offersubstantialpraisetothedevelopednationgroupsandcriticismtothedevelopingnationgroup(s)duringtheactivity.
3. Letthestudentsknowthattheyliveinacityclosebytheocean.Theyhave30minutestobuildthebestcitypossiblewiththematerialsprovided.
4. Afterabout10minutesletthemknowthatahurricanehashittheircityandallbuildingsthatarenotsecuredtothetablehavebeencrushed.Crushallbuildingsthatarenotsecuredtothetables.
5. Atthispoint,thesomegroup(s)shouldstarttonoticesomediscrepanciesinthematerialtheywereprovidedcomparedtoothergroups.Reassuretheselessfortunategroupsthattheyshouldbeabletobuildagreatcitywiththematerialtheyweregiven.
6. Distributesomemorematerials.Givethedevelopingnationsomepipecleanersandperhaps30cmoftape.Givethedevelopednationsstaplersandfullrollsoftape.
7. After10moreminutes,letthestudentsknowthatthesealevelshaverisensoanybuildingshorterthanacertainheighthasbeenwipedaway.(You,thecraftyteacherwillhavesurveyedstudents’workandwillnametheminimumheightsothatmanyofthedevelopingnationsbuildingswillnotsurvivethisround).Crushallbuildingsthatarelessthantheminimumheight.
8. Offersomepraisetothedevelopednationgroups'cities.Continuetoreassurethedevelopingnationgroup(s)thattheyshouldbeabletocompletetheactivity,andoffersomegentlecriticismthattheyhaven'tbeenabletobuildasgreatacityastheothergroups.
9. After5minutes,tellstudentsthatnearbywildfireshavespreadintotheircity,therehasbeenafireandsomeoftheirbuildingmaterialsweredamaged.Takeawayseveralsheetsofpaperfromallgroups.
10. Giveafive-minutewarningandallowthegroupstofinishtheircities.11. Allowthestudentstolookateachothers'citiesbeforediscussingthefollowing
questions.
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Whydidn'tcertaingroupsperformaswellasothers?Thegroupswithlessmaterialwerenotgiventhesameadvantagesastheothergroups.Theywerealsothemostimpactedbytheenvironmentaldisasters.Didyourgrouprepresentadevelopednation[onewithabundantresourcesandtechnologyatitsdisposal]oradevelopingnation[onewithfewerresourcesandlesstechnology)?Studentswithlessmaterialwerethedevelopingnationsbecausetheydidn'thaveasmanyresourcesastheothergroups.Groupmembersfromthedevelopingnations,howdidyoufeelthroughouttheactivity?Howdoesthisrelatetopeoplelivingindevelopingnations?It'slikelythatthestudentswhohadlesstoworkwithfeltfrustratedanddisheartened.It'snotunusualforstudentstogiveupandstoprebuildingpartwaythroughtheactivitybecausetheyfeeltheyhavebeentreatedunfairly.Didanyonefromthedevelopednationgroupsoffersuppliestothedevelopingnationsgroup(s)?Whyorwhynot?Manycitizensindevelopednationsfeelthattheyareentitledtotheirprivilegesandtheythereforearen'trequiredtosupportotherlessprivilegednations.Thisbringsethicsintothequestion.Ifthesewererealcities,whichoneswouldgeneratethemostgreenhousegasesduringconstruction,heating,andmaintenance?Thecitieswiththemostinfrastructure,builtbythedevelopednationsgroups,wouldproducethemostgreenhousegases.Inthisgamecitieswereimpactedbyhurricanes,sealevelflooding,andwildfires.Doesclimatesciencepredictthatthesenaturaldisasterswilloccurmorefrequentlyandwithgreaterseverity?Theanswerisyes.Whosuffersthemostfromtheconsequencesofclimatechange?Developingnationssufferthemostfromclimatechange.Theydon’thavetheresourcestoadequatelyprepareforenvironmentaldisastersandarethereforehitthehardest.Theysuffermore,economicallyandsocially,fromclimatechange.Whoshouldhavetopayforrebuildingdevelopingnationsafterenvironmentaldisasters?Thisquestioniswidelydebated.Aredevelopednationsunderanobligationtohelpdevelopingnations?Climatejusticesuggeststhatdevelopednationsshouldpayfinanciallyforthedamagescausedbyclimatechangebecausetheycontributethemostgreenhousegases.InAlberta,dowehaveamoralobligationtoreduceourfossilfuelemissions,orshouldwefocusoneconomicgains?Explain.
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ThisquestionisattheheartofmuchdialogueanddebateinAlbertathesedays!SupportersofclimatejusticewouldsaythatwearemorallyobligatedtoreduceourfossilfuelemissionsbecausetheconsequencesoftheseemissionswillbefeltbynotjustresidentsofAlbertabutbypeopleallovertheworld-andthisactivitydemonstrateswellthatvulnerablepopulationssuchastheresidentsofdevelopingnationswilllikelysufferthemostfromAlberta’sfossilfuelemissions.However,thereisanopposingandyetlegitimatepointofviewthatholdsthatreductionofourfossilfuelextraction,Particularlyifpoorlyplanned,spellsdisasterforoureconomyandtheprosperityoffmanyorpossiblymostofAlbertahouseholds…Interestedteacherscanusethe‘TakeaStand”activitytoelaborateonthispointwiththeirstudents,andhavethemengagetheircriticalthinkingskillsinthisimportantissue.
Possibleextensions
• WatchtheYouTubelinkbelowwiththeFilipinoambassadorpleadingforclimate
changeactionandhelpafterTyphoonHaiyan.HavethestudentswritealetterfromaleaderofadevelopingnationtotheUNaskingforhelpfollowinganenvironmentaldisaster.
AdditionalInformation
ClimateJustice
Description LinkIntroductiontoclimatejustice,createdbytheCanadianYouthClimateCoalition.
https://www.youtube.com/watch?v=5PQKYt6H4Fw
TheFilipinoambassadorpleadsforactiononclimatechangeinthewakeofTyphoonHaiyan,attheUnitedNations2013climatemeetinginWarsaw,Poland.
https://www.youtube.com/watch?v=7SSXLIZkM3E
TheGlobalJusticeEcologyProjectexaminespotentialsolutionstoclimatechangeinjustice. http://gjep.wpengine.com/climate-justice/
Wikipediaoffersanoverviewofclimatejustice. https://en.wikipedia.org/wiki/Climate_justice
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Section 3: We know the problem. Now let’s help fix it.
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What drives you? Brief:Studentsparticipateinasimplifiedcost-benefitanalysisasaclass,andthenconsiderthecostsandbenefitsofvariousoptionsforbuyingtheirfirstcar.CurriculumConnectionsSocial10:Towhatextentshouldglobalizationcontributetosustainableprosperityforallpeople?:TowhatextentshouldI,asacitizen,respondtoglobalization?Science10:EnergyflowinglobalsystemsCTS:EnvironmentalStewardship;PrimaryResourcesTime:1.5hoursplusresearchRequiredMaterials:ComputersforthestudentstoconductresearchBackgroundCost-benefitanalyses(CBA)areusefulindeterminingwhatoptiontomoveforwardwithwhenthesolutionisn’tobvious.Often,governmentsgivevaluetothingslikeecosystemserviceswhilebusinessesdon’t.Thiscanchangetheoutcomeoftheanalysis.TraditionalCBAsconsideronlytheeconomiccostsandbenefits,butnewersystemsofeconomicsconsiderenvironmentalandsocialcostsandbenefitsaswell.
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InstructionsPart1:IntroductiontoCBA
1. Explaintostudentsthatonewaythatgovernmentsandorganizationsdecidewhatsolutiontheywanttotryforaproblemistoconductacost-benefitanalysis(CBA).Basically,allofthecostsareweightedagainstallofthebenefits.Theoptionwiththebestratioofcoststobenefitsischosen.MostofthetimeCBAsdealwithmoney,sincethat’showthefreemarketeconomyoperates.
2. Gothroughthefollowingexampleontheboardasaclass.
CostBenefitAnalysisexampleFirmperspective
Scenario:There’saforestnearthetownofBellmarshthathasmineraldepositsunderneathit.Youcanpurchasethelandfor$50,000andcleartheforestinyearonefor$50,000.Alaborcrewandequipmentcosts$25,000ayear,startinginyeartwo.Startinginyeartwoyoumake$40,000eachyearfromthemineraldeposits.Themineraldepositswilllastuntilyear10.Isitworthifforyoutominehere?Step1:Figureoutthecosts.Fillinthecharttofindoutthecostsovertenyears.Ifyouwereafirmtryingtomakethemostmoneypossible,youwouldlookattheinitialcostsandtheongoingcostsoftheproject.
Year
Costs 1 2 3 4 5 6 7 8 9 10Land $50 - - - - - - - - -Clearingtheforest $50 - - - - - - - - -Labor - $25 $25 $25 $25 $25 $25 $25 $25 $25 Totalfortheyear $100 $25 $25 $25 $25 $25 $25 $25 $25 $25Cumulativetotal $100 $125 $150 $175 $200 $225 $250 $275 $300 $325*Amountsareinthousandsofdollars.
Step2:Figureoutthebenefits.
Year
Benefits 1 2 3 4 5 6 7 8 9 10MineralDeposits - $40 $40 $40 $40 $40 $40 $40 $40 $40
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Totalfortheyear - $40 $40 $40 $40 $40 $40 $40 $40 $40Cumulativetotal - $40 $80 $120 $160 $200 $240 $280 $320 $360
Step3:Comparethecoststothebenefits.Inthisexample,thecostsaregreaterthanthebenefitsinyears1-7.Inyear8thebenefitsstarttooutweighthecosts.Thismeansthatsinceyourfirmplansonoperatingfor10years,itisbeneficialforyoutocompletethisproject.
Year 1 2 3 4 5 6 7 8 9 10
COSTS $100 $125 $150 $175 $200 $225 $250 $275 $300 $325BENEFITS - $40 $80 $120 $160 $200 $240 $280 $320 $360PROFIT -100 -85 -70 -55 -40 -25 -10 5 20 35Profit=Benefits–CostsGovernmentperspective
Scenario:There’saforestnearthetownofBellmarshthathasmineraldepositsunderneathit.Afirmwantstodevelopit.Iftheydevelopthearea,theywillpay$50,000topurchasethelandfromthetownandtaxesof$10,000ayearstartinginyearonefortenyears.Thismoneycangotowardsbuildingnewschoolsandrenovatingthehospital.Theywillalsocreatenewjobs,worth$20,000ayearstartinginyeartwo.Theforestcurrentlyhasasmallnetworkoftrailsinit.Birdwatchersandschoolgroupsusethesetrails.Thereisararespeciesofbirdlivingintheforestthatwilllikelygoextinctiftheareaisdeveloped.Theforestalsoprovidescleanair,cleanwater,carbonstorage,andsoilstability.TheforestalsohasspecialspiritualmeaningforalocalAboriginalgroup.Takingawaythesethingsarethecostsassociatedwiththeproject.Thesebenefitsarecalledecosystemservices.Theyarethevaluesthatpeoplegetfromnaturethataren’teasytoputadollarvalueon.Butlet’stryputsomedollarvalues.Birdwatching:$5,000/yearEducation:$10,000/yearWildlifehabitat:$15,000/yearCleanair:$2,000/yearCleanwater:$2,000/yearCarbonstorage:$2,000/yearSoilstability:$2,000/yearSpiritualmeaning:$10,000/yearStep1:Figureoutthecosts.Ineffect,thesearethe“costs”topeopleandsocietyshouldtheareabecomedeveloped.Fillinthecharttofindoutthecostsovertenyears.
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Year
Costs 1 2 3 4 5 6 7 8 9 10Birdwatching $5 $5 $5 $5 $5 $5 $5 $5 $5 $5Education $10 $10 $10 $10 $10 $10 $10 $10 $10 $10Wildlifehabitat $15 $15 $15 $15 $15 $15 $15 $15 $15 $15Cleanair $2 $2 $2 $2 $2 $2 $2 $2 $2 $2Cleanwater $2 $2 $2 $2 $2 $2 $2 $2 $2 $2Carbonstorage $2 $2 $2 $2 $2 $2 $2 $2 $2 $2Soilstability $2 $2 $2 $2 $2 $2 $2 $2 $2 $2Spiritualmeaning $10 $10 $10 $10 $10 $10 $10 $10 $10 $10 Totalfortheyear $48 $48 $48 $48 $48 $48 $48 $48 $48 $48Cumulativetotal $48 $96 $144 $192 $240 $288 $336 $384 $432 $480*Amountsareinthousandsofdollars.Step2:Figureoutthebenefits.
YearBenefits 1 2 3 4 5 6 7 8 9 10Landprice $50 - - - - - - - - -Taxes $10 $10 $10 $10 $10 $10 $10 $10 $10 $10Jobs - $20 $20 $20 $20 $20 $20 $20 $20 $20 Totalfortheyear $60 $30 $30 $30 $30 $30 $30 $30 $30 $30Cumulativetotal $60 $90 $120 $150 $180 $210 $240 $270 $300 $330Step3:Comparethecoststothebenefits.Inthisexample,thebenefitsaregreaterthanthecostsinthefirstyear,butinyeartwothecostsstarttooutweighthebenefits.Thismeansthatifyoutaketheecosystemservicesintoaccount,itisnotbeneficialforthecommunityforthisprojecttogothrough.
Year 1 2 3 4 5 6 7 8 9 10
COSTS $48 $96 $144 $192 $240 $288 $336 $384 $432 $480BENEFITS $60 $90 $120 $150 $180 $210 $240 $270 $300 $330PROFIT 12 -6 -24 -42 -40 -78 -96 -114 -132 -150
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3. Askthestudents:Manygovernmentsdon’ttakeecosystemservicesintoaccount.IfthetownofBellmarshdidn’tconsiderecosystemservices,wouldtheyhavewantedtheminingprojecttohappen?Yes,iftheydidn’tconsiderecosystemservicestheywouldn’thaveseenanycostsassociatedwiththeproject.Thismeansthatthebenefitswouldhaveoutweighedthecostsandtheywouldhavewantedtheprojecttohappen.
Part2:Whatdrivesyou?
4. Explainthefollowingscenario:Youplantobuyyourfirstcarandareconsideringeitheraneworusedtraditionalvehicle,whichwouldrunongas,ahybrid,oranelectriccar.Weighoutthecostsandbenefitsofthevariousoptionsanddecidewhatcaryouwanttobuy.
5. Dividetheclassintogroupsandhavethemconductacostbenefitanalysisofthedifferentoptions.Theycanchooseanycartheywantfromeachcategorytoworkwith• Encouragethemtoputadollarvalueonthingslikeaesthetics.Howmuchis
lookingcoolworthtothem?• Remindthemtoalsoincludesomeoftheenvironmentaldimensionsofthecost
benefitanalysis:thisincludesestimatingtheamountourcarbonlevydollarstheywillpayoverthelifetimeofthevehicle,nottomentionthemoredifficulttocalculateimpactofairpollutiononhumanhealthandtheenvironment.
6. Haveeachgrouppresenttheirchoicetotheclass.Considerthefollowingquestions:
• Didallgroupsdecidetobuythesamecar?Whyorwhynot?• Whomightchooseeachoptionofvehicle?
Possibleextensions
• Alternatescenario:Albertaisconsideringaddingsomenewrenewableenergyinfrastructure.Ateamofexpertshasbeenassembledtodecidewhatthebestoptionis.Theexpertshavenarroweditdowntotwopossiblerenewableoptions:windenergy,orsolarenergy,orthreemoreconventionaloptions:gascombinedcycle,coal,ornuclearenergy.Dividetheclassintofivegroups,eachrepresentingacompanythatdealswithoneofthepossibleoptions.Haveeachgrouppresenttotheclass.Asaclass,decidewhatoptionhasthemostbenefits.
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AdditionalInformation
Description LinkACBAofElectricandHybridElectricVehicles http://franke.uchicago.edu/bigproblems/
BPRO29000-2014/Team13-Final.pdfVarioustypesofvehicleoptions http://www.caranddriver.com/features/
whats-the-right-new-vehicle-for-meTeslawebsite https://www.tesla.com/en_CA/Informationonhybridcars http://www.hybridcars.com/
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What are others doing to address climate change?
Brief:Studentsdiscusswhatindividuals,organizations,andcountriesaredoingtoaddressclimatechange.Theythencompleteavisualresearchproject,whichtheypresentanddisplayintheclassafterwards.CurriculumConnectionsSocial10:Towhatextentshouldglobalizationcontributetosustainableprosperityforallpeople?;TowhatextentshouldI,asacitizen,respondtoglobalization?Science10:EnergyflowinglobalsystemsSocial30:Towhatextentshouldideologybethefoundationofidentity?:Towhatextentshouldmyactionsasacitizenbeshapedbyanideology?CTS:EnvironmentalStewardshipTime:15minintroduction;researchtime;1hourpresentationsRequiredMaterials:“Theydidwhat??”handoutsforstudentsBackgroundTherearecountlessexamplesofcountries,communities,organizations,andindividualswhoareworkingtocombatclimatechange.Itisextremelyvaluableforstudentstoexploresuccessstoriesofclimatechangemitigationoradaptationinordertoprovidethemwithamessageofhope.Thisgivesthemtheknowledgethatalthoughclimatechangeisabigandsometimesscaryproblem,therearethingsthatothersaredoingtoaddresstheissue.Thislessonpairsnicelywiththefollowinglesson,“Whatcanyoudoaboutclimatechange,”whichexploreswhatthestudentscandoasindividualsorasaclasstohelpmitigateoradapttoclimatechange.
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Instructions
Inthissection,you’llhelpstudentsunderstandwhatclimatemitigationandadaptationare.Askthestudents:
Doyouthinktherearethingswecandotopreventclimatechange,oratleastslowitdown?Absolutely!Therearemanyactionswecantakeasindividualstohelppreventorslowdownclimatechange.Whenwetaketheseactionsitiscalled“climatechangemitigation”becausewearetryingtostopclimatechangefromhappening.Theaffectsofclimatechangearealreadybeingfeltaroundtheworld,witheffectsuchasrisingsealevelandmoredestructivestorms.Doyouthinkpeoplearejuststandingidlybyasthedamagesarecaused?Noway!Peoplearereactingtoclimatechangedamagesortryingtopreventthedamages.Sometimespeopleareprotectingthemselvesortheirbusinessesandsometimesthey’reprotectingtheenvironment,likeacertainspecies.Whenpeoplearereactingtotheconsequencesofclimatechangeitiscalled“climatechangeadaptation.”
1. Sharewiththestudentsthattheyaregoingtobeexploringsuccessstoriesaroundclimatechangemitigationandadaptation.
2. Handoutthe“Instructions”anddiscusstheprojectasaclass.Remembertore-iteratetothestudentsthatalthoughclimatechangeisabigissue,
therearethingsthatcanandarebeingdone.
3. Letthestudentschooseacountry,community,organization,orindividualto
researchfromthelistbelow,oraddyourown.Theseexamplesaredesignedtoserveasastartingpointfortheirresearch.Itcanbeusefulforstudentstoknowthatthereissignificantactionhappeningintheirownbackyard.Forthisreason,wehaveincluded(below)informationonclimateactionprogramsbeingledbyCalgary,Edmonton,theprovinceofAlberta(https://www.alberta.ca/climate-leadership-plan.aspx),andthegovernmentofCanada.
CountriesSweden https://sweden.se/nature/sweden-tackles-climate-change/Denmark http://denmark.dk/en/green-living/strategies-and-policies/CostaRica http://thecostaricanews.com/costa-rica-used-100-renewable-
energy-299-daysScotland http://www.bbc.com/news/uk-scotland-37340555China http://www.worldwatch.org/node/6255Germany http://ngm.nationalgeographic.com/2015/11/climate-
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change/germany-renewable-energy-revolution-textCanada http://www.climatechange.gc.ca/default.asp?lang=En&n=E18
C8F2D-1CommunitiesCopenhagen https://designtoimprovelife.dk/danish-capital-adapts-
succesfully-to-changing-climate/NewYork http://www.dec.ny.gov/energy/100236.htmlTorontoandarea http://trca.on.ca/dotAsset/81363.pdfBergas https://passivehouse-
international.org/passreg/index.php?page_id=364SanFransisco http://sfenvironment.org/Calgary http://www.calgary.ca/UEP/ESM/Pages/Energy-
Savings/Climate-Change.aspxEdmonton https://www.edmonton.ca/city_government/documents/PDF
/TheWayWeGreen-approved.pdfOrganizationsACEE http://www.abcee.org/schools-climate-leadershipEnvironmentalLawCentre
www.elc.ab.ca
AllianceforClimateEducation
https://acespace.org/
ClandonaldSchool http://www.vermilionstandard.com/2016/06/22/clandonald-school-wins-environmental-award
Interface http://www.interface.com/CA/en-CA/homepageBullfrogPower https://www.bullfrogpower.com/EcoHaven http://www.echohaven.ca/IndividualsRobertRedford http://www.redfordcenter.org/films/robert-
redford%E2%80%99s-environmental-legacyJaneGoodall http://www.janegoodall.org/DavidAttenborough http://www.cnn.com/2015/11/30/world/amanpour-david-
attenborough/HayleyTodesco https://emeraldfoundation.ca/aef_awards/hayley-todesco/KelseyArmstrong https://emeraldfoundation.ca/aef_awards/storm-drain-
survival-kits/
ManymoresuccessstoriescanbefoundontheUNClimateChangewebsite:http://www.un.org/climatechange/success-stories-2/andattheGlobal500EnvironmentalForumwebsite:http://www.global500.org/.
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4. Dependingontheavailableclasstimeandresources,youcanhavestudentscreateaposter,PowerPoint,video,oranyothersortofpresentation.Studentscancompletetheirresearcheitherinclassorindependently.
Alternativeapproach
• Ifyoudon’thavetheclasstimetohaveeveryonepresent,putthestudentsingroupsofthreeandhavethempresenttooneanother.Askeachstudenttoanswerthefollowingquestionsabouteachofthetwopresentationstheysee:
i. Wasthisanexampleofclimatechangeadaptationormitigation?ii. Whatdidthiscountry/community/organization/individualdotoaddress
climatechange?iii. Whatwasyourfavoriteaspectofwhattheydidtoaddressclimate
change?iv. Howcouldyoutakeallorapartofthisideaanduseitinyourownlife?
AdditionalInformation
Description LinkReasoningbehindwhyit’simportanttoteachsuccessstorieswhendealingwithclimatechangeintheclassroom.
http://nstacommunities.org/blog/2015/10/07/teaching-climate-change-with-stories-of-success/
ClimateSolutions:Practicalsolutionstoglobalwarming https://www.climatesolutions.org/stories
SuccessstoriesoutofBC http://www.toolkit.bc.ca/success-stories
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Theydidwhat??Peoplehaverealizedthatclimatechangeisabigproblemwithdrasticconsequences,sotheyhavestartedtakingaction.Therearemanyexamplesofpeoplewhohavemadegreatchangestomitigateclimatechangeortoadapttothechangesthatclimatechangehascaused.Yourjobistoresearchanindividual,community,organization,orcountrythathastakenstepstoeitheradapttoormitigateclimatechange.Choosesomethingthatyoufindinterestingandthatinspiresyou!Createapresentationthatanswersthefollowingquestions.1. Whodidyouchoose?Aretheyanindividual,community,organization,orcountry?
2. Aretheymitigatingoradaptingtoclimatechange?
3. Whataretheydoing?
4. Howhavetheiractionshadapositiveimpact?
5. Whatinspiredthemtocombatclimatechange?
6. Istheremorethattheycouldbedoing?What?
7. Whatinspiresyouaboutthem?
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*Taking Action: Enhancing Student Voice*
Brief:Studentsleadanactionprojectonanenvironmentalorsocialissuethatthey’repassionateabout.Theyengagewiththeirlocalcommunityandcompletetheprojectoverthecourseofthesemestereitherindependentlyoringroups.CurriculumConnectionsApplicabletoallcurriculumobjectivesdependingontheproject.Time:2-3monthsRequiredMaterials:VariesBackgroundandTeacherInformationThisisourfavoritelessoninthisresourcebecauseithastremendouspowertoengagestudentswiththeircommunitiesandtohaveavoiceonanimportanttopic.Eveniftheactionprojectsaren’tperfect,that’sok!Theywillstillhaveagreatimpactonthestudentsbecauseit’sthestudentsrunningtheshow.Thereisnobetterwaytoengagestudentswithavarietyoflearningstyleswiththeireducationthanbygivingthemavoiceandtheopportunitytohavearealimpactinsomethingthattheycaredeeplyabout.Getafeelforthepotentialofactionprojectsbywatchingthesetwovideos:
• http://www.greenenergyfutures.ca/episode/cochrane-sustainable-developmentStudentsintheSustainableDevelopmentCommitteeraised$150,000forrenewableenergyprojectsandinspiredthetownofCochranetodeveloparenewableenergyframework.
• http://www.greenenergyfutures.ca/episode/77-classroom-energy-challengeGrade5studentsinChestermereresearchtypesofgreenenergyandthenteachothersaboutthealternativeenergysources.
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Researchshowsthatstudentswhoperformactionprojectsaremuchmorelikelytocontinuetobeinvolvedwiththeircommunitiesaftertheclassisfinishedthanthosewhodonot.Actionprojectsprovetostudentsthatitispossibletohaveapositiveimpactontheircommunitiesandontheenvironment.Theycanmakeadifference.Actionprojectsareextremelyengagingforstudentsandproducelong-term,real-worldresults.ActionprojectsalsodovetailswellwithrecenttrendsineducationinAlberta:project-basedlearningandinquirylearningarerapidlyrisingtoprominenceaskeyeducationalmethodologiesthatproduceresultsanddeeplyengagestudentsintheirlearning.Plus,thisexperiencecouldleadintojobandlifeskillsthatwillgivestudentsalegupintherestofhighschoolandwhenthey’reapplyingforworkorpost-secondary.ACEEstronglybelievesinthepowerofstudentaction.Wehavetwokeyresourcestoguideteachersinthiswork,availableathttp://www.abcee.org/actioneducation:
• LeapIntoAction!wascreatedforteachersandisfulloflessonplanstohelpprepare,inspireandsupportstudentsinconductingage-appropriateenvironmentalactionprojects,includingskill-buildingactivitiesandtools.
• ATeacher'sGuidetoCommunityEnvironmentalActionwasdevelopedbyCPAWSCalgary/Banffchapter.Itprovidesactiontoolsandsuggestionstoteachersandstudents.
Instructions
1. WatchafewYouTubevideosofrealactionprojectscompletedbyAlbertanyouthtogetanideaaboutthepowerofactionprojects.
• LivingFuture(fromJasper):https://www.youtube.com/watch?v=bzf-uvRj8jM
• EnergyandEnvironmentalInnovation(fromCalgary):https://www.youtube.com/watch?v=EIwqx_KeYzI
• CircuitMeteronCTVNews(fromEdmonton):https://www.youtube.com/watch?v=XiXoQUD9xJs
• Students'recommendationstotwoMinistersre:‘HowAlbertaSchoolscanshowClimateLeadership’:http://www.greenenergyfutures.ca/episode/150-students-meet-ministers
• 2. Havestudentsgatherawarenessofrealissues.Thesecanbelocal,provincial,
national,orinternational.Thisstepcanbeconductedthroughlessonplanssuchas“Whatareothersdoingtoaddressclimatechange”and“Builditup”.
3. Showstudentsthegraphicbelow:150waysAlbertaSchoolsshowClimateLeadership.ThisgraphicwasusedbytheAlbertaCouncilforEnvironmentalEducationtocelebrateEarthDayinEdmontonin2017,invitingstudentsfromacrossAlbertatoadd150separateleavestothistreethatdescribedaspecificactionprojectthatbelongonthatbranch.
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Askstudents:
• Canyousuggestsomeactionprojectsthatwouldbelongonvarious
branchesandlimbsofthetree?• Theartistseemstofeelthatthereisalargefamilyofdifferentkindsof
actionsthatconstituteclimateleadership.Doyouagree?• Onespecificbranchofthetreedealswithenergydeficiency,energy
conservation,andenergyrenewables.Someclaimthatthisbranchofthetreeisinsomewaysthe‘best’branch,sincethereisaveryclearlineofsightbetweenstudentprojectsthatreduceenergyuse,andclimateleadership.Doyouagree?
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4. Encouragethestudentstofindanapproachtoclimatechangeactionthattheyfindinspiring.Someexamplesare:
• Greenenergy• Environmentallaw• Greenbuilding• Climatechangepolicy• Localfoodproduction• Transitandtransportation• Oilsandsinnovation• Educationprograms• Urbanplanning
5. Oncestudentshavedecidedonanissueandanapproachtheyarepassionateabout,
helpthemtoarticulatetheiractionproject.Yourroleastheteacheristo:• Helpthestudentsarticulatetheirideasanddecideonaprojectthatcanbe
completedinthegiventimeframe.
PartsoftheactionprojectTheProblemDefinetheproblemandthestepsyouwilltaketohelpsolveit.Includethestepsasatimeline.TheVisionCreateavisionforthefinalproject.Articulateavisionstatement:Whatdoyouwanttoachievebywhen?Setafirmenddate.Thevisionstatementmustbespecific.ThePlanMakeaplan,brokendownintostepswithspecificmilestones.Whatdoyouneedtodotosolvetheproblem?Howwillyouachieveyourvision?Bespecific!CollaborationYoudon’tneedtostartfromscratchwithyouridea–theremightbeorganizationsinyourcommunitythatyoucancollaboratewith!Althoughcollaborationdoesn’tmakeorbreakasuccessfulactionproject,somestudentfinditmeaningfultoconnectwithexpertsintheirtopicarea.Whatexpert(s)wouldyouliketocollaboratewith?Howwillthiscollaborationhappen?Throughouttheproject,reflectontheeffectivenessofcollaborationincreatingchange.Wasthisthebestwaytoleveragetheexpert?Howeffectivewasthecollaboration?Someideasofwhotoreachouttoasexpertsare:
• Localgreenhouses• LocalCollegeorUniversity• Yourmunicipaloffice• OrganizationssuchasGreenCalgaryorBullfrogPower• AlbertaCouncilforEnvironmentalEducation
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CommunicationHowwillyoushowyouridea?Howwillotherslearnwhatyou’reworkingon?Someideasare:
• Speeches• Socialmediapages• Presentationstocollaborators• Buildingmodelsorblueprints• Infographics• Letterstotheeditorortolocalpoliticians• Music• Spokenword• Blogs• Photoessays• Interviews
Makeithappen!Workthroughthespecificstepsthatyou’velaidout.Ifthingschangeslightlyasyougo,that’sokay,youcanadapt.Recordyourexperiencesasyougo.Whatworks?Whatischallenging?ReflectDidyouachieveyourvision?Whyorwhynot?Whatwouldyoudodifferentlynexttime?Shareyourexperiencethroughthecommunicationmethodyouselected.Possibleextensions
• CreateaYouTubevideothatcanbeusedtoinspireotherstudentstotakeaction!
AdditionalInformation
Description LinkWWF’swebsiteincludesalistofactionprojectideas. http://wwf.panda.org/about_our_earth/te
acher_resources/project_ideas/Actionprojectideasforathome,inthecommunityandatschool.
https://fairchildchallengeatphipps.wordpress.com/about/challenge-7-ideas/
TakeActionManitoba’slistofpossibleactionprojects.CanbeadaptedtoAlberta.
https://takeactionmanitoba.org/category/action-project-ideas/
ASocialActionProjecthandbookproducedbytheCanadianTeachers’FederationandTheCriticalThinkingConsortium.
https://tc2.ca/uploads/PDFs/Social%20Action%20Projects/IA_Handbook_9-12_EN_FINAL.pdf
ClimateChange:YouthGuidetoAction.Acomprehensiveguidetoconductingyouth-drivenactionprojectsbyTakingItGlobalinOntario.
www.climate.takingitglobal.org
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Dealing with Climate Skeptics Brief:Studentsaretoldcommonstatementsthatcomefromclimatechangeskepticsandgivetheirbestargumentstothestatements.Thisactivityhelpsstudentsprepareforargumentsthattheymighthearoutsidetheclassroom.CurriculumConnectionsSocial10:TowhatextentshouldI,asacitizen,respondtoglobalization?Science10:EnergyflowinglobalsystemsSocial30:Towhatextentshouldideologybethefoundationofidentity?;Towhatextentshouldmyactionsasacitizenbeshapedbyanideology?CTS:EnvironmentalStewardshipTime:30minutesRequiredMaterials:NoneBackgroundThevastmajorityofscientistsandmajorcorporationsagreethatclimatechangeishappening,thathumanscontributetoit,andthatit’saproblem.Despiteoverwhelmingscientificevidenceandstatementsfromenergycompaniesthathumansarecausingclimatechange,manypeopleareskeptical.Oftenthesepeopleexperienceanemotionalresponsetoclimatechangestatements,whichcanmakeconvincingthemreallydifficult.Practicingargumentscanhelppreparestudentsfordiscussionstheywilllikelyhaveoutsideoftheclassroom.
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Instructions
1. ShowtheclassVeritasium’sYouTubevideo“13MisconceptionsAboutGlobalWarming”athttps://www.youtube.com/watch?v=OWXoRSIxyIU.
2. Sharewiththestudentssomestatementsfrommajorenergycompaniesaboutclimatechange:
• Suncor:“Suncoracceptsthescientificconsensus,andwehavepubliclystatedpublicallystatingthat"climatechangeishappeningandweneedtotakeaction."Energydevelopmenthasanimpactontheenvironmentandwemustdoourparttomanageandminimizeourcarbonfootprint.AsCanada’slargestenergycompany,Suncorhasasignificantroletoplay,bothwithinitsplantgatesandasapartnerinbroaderenergydiscussionsandstrategies.”http://www.suncor.com/en-CA/sustainability/environment/climate-change
• Shell:“Werecognisethesignificanceofclimatechange,alongwiththeroleenergyplaysinhelpingpeopleachieveandmaintainagoodqualityoflife.Akeyroleforsociety–andforShell–istofindwaystoprovidemuchmoreenergywithlesscarbondioxide.”http://www.shell.com/sustainability/environment/climate-change.html
• Enbridge:“Asanenergycompany,Enbridgerecognizesthatwehavea
responsibilitytoaddressclimatechange.WealsorecognizethatthisresponsibilityextendsbeyondcompliancewithregulatoryrequirementstoincludeaproactiveapproachtoreducingourowncarbonfootprintaswellasworkingmorebroadlywithotherstoreduceGHGemissionsacrossproduction,transportationandenduseintheenergyvaluechainasawhole.”http://www.enbridge.com/~/media/Enb/Documents/CSR/Policies/climate_change_policy.pdf
3. Explain:
Sometimes,whenpeoplearesetintheirbeliefs,factsdon’thelpmuchinconvincing
themotherwise.Sometimes,peopledon’tknowwhattobelieve.Sometimesthey’ve
decidedwhattobelieveandcan’treallybeconvincedotherwise.Today,we’llbe
practicingdealingwithclimatechangedeniers.
4. Writethefollowingsetofguidelinesontheboard.
Guidelinesfordebunkingclimatechangemyths:
i. Startbystatingthetruth,notthemyth.ii. Giveevidenceforthetruth.Themorevisual,thebetter.iii. Identifythemyth.iv. Describewhythemythisincorrect.
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5. Dividethestudentsintotwoorthreegroups.Ifyou’dlike,youcanhaveapanelofstudentsactasjudges.
6. Tellthestudentsoneofthe“Denied!”statementsatatime.Youcanuseallofthese
statementsormakeyourown.Youcanalsosharethepoliticalcartoonsincludedbelow.
Denied!
i. Thiswinterwaswaycolderthanlastwinter.Climatechangecan’tbehappening.
ii. Thejuryisstilloutaboutclimatechange.iii. Sure,theEarthmightbewarmingbutthat’snormal.iv. Evenifclimatechangeishappening,it’snotabigdeal.v. Climatechangehasbeenformulatedbypeoplewhoprofitoffof‘green
energy’.vi. It’sthesun’sfaultthattheclimateischanging,notours.vii. Thetemperaturerecordisunreliable.viii. Plantsandanimalscanadapttothechangingtemperatures.ix. Antarcticaisactuallygainingice,notlosingit.x. ItwouldcosttoomuchmoneytoreduceCO2emissions.xi. WewouldlosetoomanyjobsfromtheenergyindustryifwereducedCO2
emissionsinAlberta.
7. Givethegroups2-3minutestoformulatetheirbestresponsetothestatement.
8. Haveeachgroupchooseonerepresentativetosharetheirbestresponsetothestatement.
9. Afterallgroupshavesharedtheirresponses,eitheryouorthejudges’award1-3
pointstoeachteamdependingonhowconvincingtheirresponsesare.
10. Attheendoftheactivity,thegroupwiththemostpointswins.Possibleextensions
• Createapoliticalcartoon,orinfographicsimilartotheoneshownunder“Additional
Information”thataddressestheoneoftheclimatechangemythsthatyou’veheard.
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PoliticalCartoons
https://claytoonz.com/tag/global-warming/
http://www.windturbinesyndrome.com/2011/06/
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http://www.carbonbelch.com/?SERVICE=TAG&TG_KE_TAG_BLOG_ENTRY=global%20warming%20scam
http://misscharanduk.weebly.com/ch-9-politicaleconomic-issues.html
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AdditionalInformation
Description LinkAhandbookfordebunkingmyths.Addressesclimatechangedenial.Thegraphicbelowisfromthisguide.
https://skepticalscience.com/docs/Debunking_Handbook.pdf
Journalarticleabouthowtoeffectivelybringclimatechangeintotheclassroom.
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4909351/#__sec4title
Thethreepillarsofclimatechangedenial.Thisresourceisbuiltforhighschoolteachers.
https://ncse.com/library-resource/pillars-climate-change-denial
Agreatwebsitethataddressesmanyclimatechangedenierarguments. https://skepticalscience.com
ThisinfographicisprovidedbySkepticalScienceintheirDebunkingHandbook.Ithighlightshowtoeffectivelyaddressamythbystatingthecorefact,reinforcingthecorefact,warningthereaderaboutthemyth,statingthemyth,andfinallydebunkingthemyth.