2.3 Responding to global climate change
Disparities in exposure to climate change risk and vulnerability, including variations in people’s location, wealth, social differences (age, gender, education), risk perception
- Detailed examples of two or more societies with contrasting vulnerability
Government-led adaptation and mitigation strategies for global climate change:
- global geopolitical efforts, recognizing that the source/s of greenhouse gas emissions may be spatially distant from the countries most impacted
- carbon emissions offsetting and trading
- technology, including geo-engineering
Civil society and corporate strategies to address global climate change
- Case study of the response to climate change in one country focusing on the actions of non-governmental stakeholders
Synthesis, evaluation and skills opportunities
Why perspectives and viewpoints may be different about the need for, practicality and urgency of action on global climate change
Vocabulary:
- Hazard: A threat (whether natural or human) that has the potential to cause loss of life, injury, property damage, socio-economic disruption, or environmental degradation
- Examples: Hurricane/Typhoon, Drought, Floods, Landslide, Earthquake, Tsunami, Volcanoes
- Hazard Event: The occurrence (realization) of a hazard, the effects of which change demographic, economic and/or environmental conditions
- Disaster:A major hazard event, which causes widespread disruption to a community or region, with significant demographic, economic and/or environmental losses, and which the affected community is unable to deal with adequately without outside help (IB definition, other may vary)
- Risk is the probability of a hazard event (in this case GCC and its ) causing harmful consequences (expected losses in terms of deaths, injuries, property damage, economy and environment).
- Vulnerability: The geographic conditions that increase the susceptibility of a community to a hazard or to the impacts of a hazard event
- Your textbook uses the term sensitivity. Don't use sensitivity.
- Exposure: the degree to which people are exposed to climate change
- Adaptation: the process of change by which a society becomes better suited to its environment or hazard risk. (In this case GCC)
- Adaptive capacity: the degree to which they (countries, people, businesses etc) could mitigate the potential harm by taking action to reduce their exposure or vulnerability
Discussion: Using specific locations and events, how does the following affect risk and vulnerability to hazard events caused by global climate change?
- location
- wealth
- age
- gender
- education
- risk perception
Case study #1: Bangladesh
- Take detailed notes of Nagle and Cooke p. 452-5 and the video below (more on my Diigo)
- Review notes from the Dhaka Megacity case study from the Core 1 unit
- Pay close attention to the risk and vulnerability to climate change in terms of:
- location
- wealth
- age
- gender
- education
- risk perception
IB Style question:
In your groups, write a thesis statement for the following IB style question:
Using examples, examine the demographic and socio-economic factors that affect the vulnerability of a community to hazard events. [10] Markscheme
Case study #2: Canada
Each group will read on of these articles and take notes on this document.
- Mortillaro, Nicole, How Climate Change will affect Canadians
- Federated Insurance, The Impact of Climate Change on Canadian Agriculture
- Nunavut Climate Change Center: Climate Change Impacts on Nunavut (up to Impacts on Infrastructure)
- Nunavut Climate Change Center: Climate Change Impacts on Nunavut (From Impacts on Transportation)
- Plait, Phil, Global Warming has now made the Northwest Passage a thing
Question:
Compare and contrast the consequences of Global Climate Change on two societies with contrasting vulnerability.[10]
Government-led adaptation and mitigation strategies for global climate change:
In groups, have a look at 2 countries' Intended National Determined Contributions (INDCs) for the COP21 Paris Agreement, (you may look at other, simpler sources) and take notes on each one's main goals and changes in terms of:
- GHG emission
- Mitigation
- Adaptation
- Financing
- Emission/Carbon trading
- Carbon offsetting
- Technology, including engineering
For homework, read:
Fred Pearce's The politics of Climate Change Explained
&
Duncan Clark's Complete guide to Carbon Offsetting
Mitigating and Adapting to Global Climate Change
Econ kids: Explain externalities? How is CO2 an externality? How would you measure the cost of such externalities? How would you pay for them?
Reduce Resource Consumption (Core 3)
- Substitution (biofuels or renewable energy)
- Reduce energy consumption
- Reduce consumption through efficiency
Growing importance of renewable energy and technological innovation (Core 3)
Becoming cheaper and increasingly efficient.
- Solar
- Wind
- Hydroelectric
- Geothermal
- Many others
Managing CO2 emissions
Using the handout, (YIS only) define the following terms and evaluate its effectiveness with the use of 1 or 2 examples
- Carbon pricing
- Carbon emission trading
- Carbon off-setting
- Emission reduction fund (ERF)
Here is a solution that is very unpopular
Evaluate the article's main points. How feasible is this idea?
Geo-engineering and Climate-engineering
You do not need to know all of these. Be familiar with at least two of each category.
In groups or 3, create 6 annotated diagrams explaining how the following help mitigate or adapt to the impacts of climate change. If applicable, give a location where this is being done/attempted/considered, and a simple evaluation.
1. CO2 removal
- Carbon-sequestration
- Protecting and enhancing carbon sinks
- Afforestation and re-afforestation (REDD)
- Desert greening
- Genetically modified crops
- Ocean fertilization
2. Managing insolation
- Cloud seeding
- Enhancing cloud brightness
- Microbubbles
- Space mirrors!
3. Reactive measures (Adaptation)
- Seawalls
- floating islands
- Rainwater storage
- Higher foundations for waterfront properties
- Zoning changes
- Better flood defence
- Planned retreat of coasts
- Changing agricultural systems
- Enhanced emergency response
- Education, awareness, economics etc
Infographic Exercise.
What makes a good infographic? (source C. Wright)
Have a look at each of the following infographics and answer the following questions:
- What is the main message of the infographic?
- What specific statistics can be easily understood?
- Is there a bias?
- How could it be improved? What could be added?
- Consider general design, layout, readability, data,
Climate Finance and Carbon Markets
Summative assessment
You will create an outline for an essay answering the following question:
Evaluate the response to climate change of non-governmental stakeholders in a named country of your choice.
You can print the outline and bring it to class, where you will have 35 minutes to write it.
Your outline should include:
- A thesis statement
- An introduction where you introduce the issue and define your vocabulary
- Three arguments, including a counter argument with
- Supporting facts
- Specific case study
- A conclusion
Date of in-class essay: December 8th
This website has a lot of valid information and case studies for IB Geography