Taking on the roles
Class Activity:
Review Part 1 activities; answer questions.
Individual Activity:
2. Which of the following produce harmful GHGs? What kind of GHGs do they emit?
• forest fires
• livestock
• homes heated with solar panels
• dead fish on the shore
• sand storms
• sail boats
• homes heated with electricity
• homes heated with natural gas
• rice paddies
• cars, trucks, and buses
• sawmills
• slaughterhouses
• volcanic eruptions
Team Activity:
13. I want you to assume the roles of the identified policymakers or citizens where you will have internal caucus within your assigned country or locality with the goal of formulating a united position on the Kyoto Protocol. In other words, you should use the positions and experiences of your real-life counterparts as you build a platform for your country’s or locality’s position on the Kyoto Protocol.
Classroom Activity:
Nominate a representative from each team to present its position at an international conference. (It would be best to have that one person take on the role of the actual person who speaks on behalf of the area of the country or locality to which he or she is assigned.)
Team Activity:
14. Instruct each policymaker to write a bullet-point summary and a rationale for his or her position on the Kyoto Protocol with the help of teammates. Students can use information from the teacher and research from Part 1 and 2 to formulate these talking points. You may wish to distribute Reproducible #4: ClimateCrisis.net Information for this step.
15. Review the preliminary statement your team made on Part 1 to see how accurate your perceptions were (e.g., compare and contrast).
16. Synthesize the bullet points from all team members and decide on a firm position that will help you prepare for the presentation.