Time Travel for Climate Change

In 1970, following the passage of the Clean Air Act, the City of El Paso sued ASARCO over its sulfur dioxide emissions. During the process of discovery, ASARCO submitted documentation of its emissions to the city for the first time. Between 1969 and 1971 ASARCO’s reports showed that it had emitted 1012 metric tons of lead, 508 metric tons of zinc, 11 metric tons of cadmium and one metric ton of arsenic (Landrigan, et al). On the basis of these documented emissions, it was estimated that 2,700 people between the ages of one and 19 would have tested positive for high lead levels in their blood and that residents within a four-mile radius of the smelter were likely to be affected. This caused an investigation by the Centers for Disease Control (CDC).

Let’s travel back in time to 1969, the beginning of the modern day environmental movement here in the United States, but also the beginning of the CDC-ASARCO (El Paso) investigation. Based on what you might already know about the environmental movement, climate change, and global warming and using the prompts and resources provided (below), create an argument why you and your team are for or against ASARCO continuing to operate here in El Paso. (Remember this is 1969, but you have the ability to time travel and use the resources provided to you and your team to also look into the future.)

You and your team will use this time to create a resolution based on the following questions:

Why should or shouldn’t ASARCO continue to operate in El Paso?

Each team must pick at least two speakers, while the rest of the team serves as the council and supporters. Your team will create a poster, either in print or digitally using Canva or Google Drawings, for example, showing your stance for or against ASARCO.

Secret twist: There will be a third team that will act as the jury. While team 1 and 2 work on their argument, the third team will also have an opportunity to also read the material provided in order to come up with a set of 4 questions for each team. In the end, team 3 will choose who wins the debate.

There is a lot of information in regards to ASARCO, copper smelting, pollution and much more! Below you will find articles, timelines, and diagrams by clicking through the icons that will take you that specific item. These resources will help you obtain a substantial amount of background knowledge that will help you in your assignment.

ASARCO Debate/Poster Instructions

This assignment can be done either in person or virtually. If conducting virtually, students can be sent into break out rooms to collaborate with their peers. When it is time to debate students can take turns turning on their microphones/cameras.

1. Read through the resources that you have been given and look for key points that can be used in your group's argument.

2. You will be given a group role (Group 1, Group 2, Group 3/Judges). The group cards below can be used by your teacher if done in person, that way each person is handed their role. Group descriptions are also written out in detail below. Bring your ideas together to build an argument as a team.

Choose 2 speakers

• Think about the effects on the environment, the economy, society, health, industrialization, etc. Use all resources given.

• Students who are debating will also take part in creating protest posters. If it is important that if the debate is done in person the teacher provides students with poster paper and markers.

--If done virtually there are various options in order to create a poster.

a.) Students can create a poster, take a picture and upload it to Google slides where they can share their screen to their peers.

b.) They can also use Canva to create a poster virtually, download the poster and share their screens.

3. Remember even if you are not speaking, you are supporting your team, help with the argument and protest poster!

• Your poster should highlight your team’s side, whether you are for or against closing the ASARCO smelter.

• Think about what life would be like for you in 1969… what things would be important to you living near ASARCO?

• Use pictures/statements/messages

4. Present your argument. Each group will have a maximum of 6 minutes each.

• Each group will have 6 minutes to present their arguments. This will include 1 minute intervals to present their arguments, along with 1 minute intervals for judges to ask questions and the group to answer them. This will then be repeated three times.

• If the class is relatively large then each group will only present their argument once for 2 minutes. The judges will then ask questions and the groups will answer them. This will be done only once for one minute.

5. Present Closing Statement

• Each group will then have 1.5 minutes to have a closing statement and bring all of their key points to the judges.

• If the class is large each group will only get 30 seconds to a minute to present their closing statements.

6. Judges will discuss for 1 min. (You should use your score sheet as your peers are presenting their arguments, so that at the end you only need to compare them).

• Do not be biased, listen and take BOTH team’s arguments into consideration.

7. Winner of the debate will be announced by Judges.

***Remember to be courteous to your peers and have fun!**

This Debate Guide is to help keep teachers and students on track as they debate.

Small Class (3 Groups For/Against/Judges)

Total Time: 15 Minutes

Group 1-------->Present Argument Part 1 (1 minute)

Judges ask questions as needed and Group 1 answers (1 minute)

Group 2-------->Present Argument Part 1 (1 minute)

Judges ask questions as needed and Group 1 answers (1 minute)

Group 1-------->Present Argument Part 2 (1 minute)

Judges ask questions as needed and Group 1 answers (1 minute)

Group 2-------->Present Argument Part 2 (1 minute)

Judges ask questions as needed and Group 1 answers (1 minute)

Group 1-------->Present Argument Part 3 (1 minute)

Judges ask questions as needed and Group 1 answers (1 minute)

Group 2-------->Present Argument Part 3 (1 minute)

Judges ask questions as needed and Group 1 answers (1 minute)

Group 1 Closing Statement 1.5 minutes

Group 2 Closing Statement 1.5 minutes

Judges Discuss/Announce Decision 1 min.

The Group Role Descriptions have been created to give students perspective as they debate. Because there may be two sets of the same group depending on the number of students they will be labeled as the following Group 1A and Group1B followed by Group2A and Group2B.

• Group 1A/Group1B will be in favor of ASARCO remaining in El Paso, they will be the 1A) ASARCO workers who want to keep their jobs, or 1B) a resident from El Paso who has benefited from urbanization. Students should create an argument as a team and pick two members to be the speakers.

• Group 2A/Group2B will be in favor of removing ASARCO, they will be the 2A) concerned parent who is afraid that your child may be in close contact with toxic substances such as lead, or 2B) a citizen who is concerned about the negative impacts ASARC has had on the environment. Students should create an argument as a team and pick two members to be the speakers.

• Group 3 will be the judges and hear both groups to decide if ASARCO should be allowed to stay open, they will represent members of the Center for Disease Control (people on this panel would include doctors and public health experts).

• Depending on what role your teacher assigns you, there is a designated tab below that will help guide you and describe the task that you must do!

Group 1: If you are in this group you are for ASARCO to remain in El Paso and to continue to run its course.

As you work with your team to build an argument and to create a poster, you will do so not as a student but as an ASARCO worker who depends on that income, or an individual who has benefited from the urbanization that has been brought to El Paso as a result of ASARCO.

Group 2: If you are in this group you are against ASARCO remaining here in El Paso and do not want it to continue its course.

As you work with your team to build an argument and to create a poster, you will do so not as a student but as a concerned parent who is afraid that your child may be in close contact with toxic substances such as lead, a citizen who is concerned about the negative impacts ASARC has had on the environment.

Group 3/Judges: If you are in this group you are a member of the Centers of Disease Control, you are to evaluate the resources you have been given along with the arguments that will be presented. You are to make a decision based on the cumulative score of all members in your group; these will come from your Judge Score Sheets that you will fill out individually.

You are now an honorary member of the CDC (Center of Disease Control). Their job is to ensure that the people of the United States are protected from safety or health concerns. Due to the emissions given off from ASARCO there were many residents who became ill due to the levels of lead that they had been exposed to.

When creating your questions to ask the groups that will be debating think about the following…

Environment:

Create questions about the environment where the copper is extracted as well as the land surrounding ASARCO. Remember that the environment consists of the soil, water/groundwater, and air. Think about how ASARCO has affected these aspects of the environment.

Ethics/Society:

Create questions that are related to the overall well being of the people that work in ASARCO and/or live in Smeltertown. Think about how they are affected by ASARCO either positively or negatively. Consider if they depend on it for income, as well as the risks they face when they go to work.

Economy:

Create questions that are related to the economics of ASARCO. Think about the revenue that it generates as well as the costs required for lowering the emissions and permitting. In addition, think about the people ASARCO brings into the city and the money that circulates because of them.

This score sheet will be used by judges in order to evaluate the topics covered as you debate. Even if you are not a judge that you take a look at the key points that must be brought up as you debate in order to get the maximum amount of points.