Time required: 4 hours
- Activity prompts students to do their own research about the current status of climate change negotiations and standpoints. Some examples are out of date (2006), but this is irrelevant since the activity itself centers on current research. However, instructor may want to update the instructions and replace old examples with recent ones.
- Activity may reveal misconceptions about energy use and policy among learners and provide educator with chance to correct them.
- Provides very detailed and clear instructions and sources for supplemental information URLs and a book list. To get the most recent information, use the provided links to update the information.
- Comment from expert scientist: relies on top science at the time of the associated COP (COP12)
Content/concepts goals for this activity
- To examine possible policy solutions to mitigate climate change.
- To determine how much reduction in greenhouse gases is feasible.
- To determine which policy actions will result in a large (and small) reductions in greenhouse gases.
- To determine the complexity and difficulty of climate change negotiations.
Higher order thinking skills goals for this activity
- Critical evaluation of policy alternatives to climate change—which ones are workable, which ones are "best", which ones are acceptable to the international community?
- Critical thinking skills; synthesis of different ideas to lower greenhouse gas emissions
Other skills goals for this activity
ACTIVITY DESCRIPTION AND TEACHING MATERIALS
Technical Details/Ease of Use
- All material is provided; well-structured, detailed materials available.
TEACHING NOTES / CONTEXT FOR USE
- In the overview lecture about the current status of global climate change negotiations, educator should supplement with most recent developments and examples of summits.
- Showing a video of an international negotiation might be a nice wrap-up for the course module.
- Update the worksheet with the most up-to-date resources; a lot of the relevant information can be found here: http://unfccc.int/.
- High school educators may want to have groups of students work together to represent a nation.
Evaluation is based on background papers, as well as the draft and final position paper on how to mitigate climate change. I grade based on how accurate the draft version is, as well as how they have changed their resolution to reflect the real world realties. Assessment is also based on their oral presentation of their formal resolution, and overall class participation. Outcomes of actual negotiations, learning during lecture, and in readings, are assessed during a written examination.
REFERENCES AND RESOURCES
- Skip to navigation On the Cutting Edge - Professional Development for Geoscience Faculty
Teaching Climate Change: Lessons from the Past: http://serc.carleton.edu/NAGTWorkshops/climatechange/activities/15155.html
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