United Nations Climate Change Conference 2009
Lesson Overview:
Only two industrialized nations have chosen NOT to ratify the Kyoto Protocol: the United States and Australia. However, in the absence of a Federal agreement, several U.S. cities have chosen to adopt the provisions of the Kyoto Protocol on their own.
In this lesson, you will research the history of the Kyoto Protocol, the implications of the treaty, and the reasons many local governments have chosen to support it. You will then determine which communities in their state, if any, have “ratified” Kyoto and will interview local politicians on their reasons for supporting or not supporting “ratification.”
Finally, upon completing these investigations, you will role-play key officials from various countries in order to present the official government positions on whether to support the Protocol. City Council members, County Commissioners, Mayors, School Board members, parents, community activists, and others may be invited as audience members.
Objectives:
Locate, analyze, discuss, and evaluate sources describing the Kyoto Protocol and global warming.
Develop competencies associated with "public work" through data gathering, teamwork, public speaking, problem-solving, and civic participation.
Role-play the positions of several stakeholders on the issue of global warming.
Analyze global warming and associated problems from international, national, and local
perspectives.
Learn how to solve complex scientific problems through the workings of a local democracy in a creative, constructive manner.
National Standards Addressed:
As a result of activities, you should develop:
Abilities necessary to do scientific inquiry.
Understandings about scientific inquiry.
Personal health
Populations, resources, and environments
Natural hazards
Risks and benefits
Science and technology in society
Fundamental concepts and principles that underlie this standard include:
Human activities can enhance potential for hazards. Acquisition of resources, urban growth, andwaste disposal can accelerate rates of natural change.
Risks and Benefits:
You should understand the risks associated with:
natural hazards (e.g., fires, floods, tornadoes, hurricanes, earthquakes, and volcanic
eruptions)
chemical hazards (e.g., pollutants in air, water, soil, and food)
biological hazards (e.g., pollen, viruses, bacteria, and parasites)
social hazards (e.g., occupational safety and transportation)
personal hazards (e.g., smoking, dieting, and drinking).
Individuals can use a systematic approach to thinking critically about risks and benefits. One
example is to apply probability estimates to risks and compare them with estimated personal and
social benefits.
Materials Needed:
Data sources that document greenhouse gas (GHG) emissions at the international, national,
state, local, and individual levels (see Additional Resources section)
Masking tape (optional)
Flags from the United States, China, India, United Kingdom, Russia, and Japan (optional)
Computers with Internet access
Calculators
Copies of Reproducible #1
Copies of Reproducible #2
Copies of Reproducible #3
Copies of Reproducible #4
Copies of Reproducible #5
Prizes (e.g., trophies or ribbons) for the highest scoring presentation team (optional)
Reproducibles:
This lesson contains reproducibles that provide data about emissions and global warming. They may be used as handouts if time prevents students from finding their own data. Additional reproducibles are provided for assessment of presentations and concept maps.
Background:
Before beginning this lesson, preview the film: An Inconvenient Truth. In addition, seek out media sources for the latest information regarding the Kyoto Protocol and global warming.
Because this lesson includes discussions, role plays, and research assignments, you should also either ask your students to review the following sources or use them to prepare a list of reference materials for your students:
The EPA’s Global Warming website: http://www.epa.gov/climatechange
School library for print (e.g., books, magazines, and reports) and audio-visual materials that address the Kyoto Protocol, environmental forecasts, recommended solutions, and socio/political/economic positions
The public library for all of the above
The public information department websites of your city and state for brochures, reports, charts, action plans, and projections on air quality
This list should be as complete as possible so that students will get a sense of the diversity of views on this topic. Assemble and organize printouts and copies of photos, data, and articles that your students can use.
Since you will be role-playing public officials and spokespersons with different perspectives, you will need to sort through the materials to isolate and organize data that supports their individual roles. Many of these resources (Internet and print) will also have a list of connecting links and publications that will give you even more research opportunities.
Lesson Steps:
Desired Outcomes:
After completing this lesson, you will understand how to apply scientific and democratic principles in concert to affect positive environmental and societal change. Every American can deconstruct power structures and established societal codes in order to achieve justice through democratic participation.