Environmental Leadership Journey-In-A-Month! April 1 to 30, 2020

Environmental Leadership Journey-in-a-month! April 1 to 30, 2020

Forty-two Seniors, seven Ambassadors, and two adults in Girl Scouts San Diego completed journeys focused on environmental leadership while “sheltered” to slow the spread of Covid-19. With in-person Girl Scout meetings and activities suspended in mid-March, we realized that we could shift a canceled Environmental Leadership “journey-in-a-day” to a “journey-in-a-month!” Soon 49 girls registered, and in April they completed activities at home and met twice weekly by videoconference, in groups of ten. This document includes meeting activities “handouts,” and evaluations are included in this document. More info at http://sdrufc.com/journeys/ . Activities were completed between meetings, in individual online journals and sometimes working with partners. The first two meetings were about leadership, as girls wrote about leaders they admire. They discussed “what leadership skills do you observe in the pandemic issues today?” For the third meeting, they read the report, “San Diego: 2050 is calling,” identified the climate impact concerning them most, and what actions San Diego could take to reduce that. With Covid- 19, this grew to discussing how climate change and the coronavirus are different and similar. The girls explored community equity for the fourth meeting, as they looked at census-level demographic and pollution data in CalEnviroScreen3.0. How might disadvantaged and advantaged communities differ in their vulnerability and preparedness for climate change and Covid-19? If you were mayor, what would you do to prepare disadvantaged communities? For the fifth meeting, they turned to personal lifestyles, following the lifecycles of common products and taking inventory of their own carbon footprint. They read a Los Angeles Times article about youth, climate, activism, and hope. And a 2015 position statement on climate change from the World Association of Girl Guides and Girl Scouts. For the sixth meeting, the girls reflected on climate change and their lives, and identified an action that could make a difference. All Girl Scout awards include a Take Action activity, and the “sheltering” reality shifted this to advocacy about a change that can be made locally. In the last three meetings, the girls refined messages on how and why San Diegans can take action, and identified audiences and ways to reach them. They posted on Instagram, their parents’ Facebook or Nextdoor neighbor accounts, and sent email messages to local officials, newspaper columnists, and community leaders. They advocated for thrifting instead of fast fashion, eating more local food, reducing food waste, planting more trees, adding solar panels, carpooling, and more. Please direct questions to Anne Fege, [email protected], 858-472-1293. Anne Fege, Ph.D. is an outdoor volunteer, former Cadette leader and natural resource professional.

Environmental Leadership “Journey-in-April,” Introduction

Environmental Leadership Journey-in-a-month! Meetings 1 and 2, April 1 and 6, 2020

OBJECTIVES OF “JOURNEY-IN-A-MONTH” 1. Incorporate personal experiences to discover, connect, and take action 2. Explore local climate science and community equity 3. Explore personal leadership, values and vision 4. Identify issue and develop steps to Take Action 5. Practice clear thinking and communicating 6. Contribute to evaluating and adapting this Journey experience BEFORE THE FIRST MEETING, April 1 ONE. Connect to this GoogleDrive folder, established for the Journey, https://drive.google.com/open?id=1ijQDSnZHNGgQ_LtIHMC8uZylunENIiM_ . Create a document that will serve as your “journal,” labeling it in the following way: Journal_FIRSTNAME_LASTINITIAL, for example, Journal_AnneF TWO. Explore the website of a local environmental group and read about one of the women staff or board members. Suggest that you start with the Conservation Partners list at https://www.climatesciencealliance.org/partners (scroll down) or an organization that you’re already familiar with. (If an organization’s website has insufficient information, please select another organization.) Write the following in your journal, with several sentences for each: ● What is the mission of the organization (what do they do)? ● What three things interest you, about the work, education and experience of the woman staff or board member? ● Describe a climate science action project, report or meeting that the organization has recently completed. If that can’t be identified, describe their conservation work. ● What information or action does it provide for climate changes and impacts in San Diego? FIRST MEETING: INTRODUCTIONS, Wednesday, April 1 Outline of the Journey-in-a-month, Anne Fege, co-facilitator Introductions: name, school, and your expectations for completing this journey Set up “pairs” to work together, between meetings Ask each girl to share one experience that interested you, from the local environmental leader that you read and wrote about Outline activities to prepare for the second meeting

Environmental Leadership “Journey-in-April,” Meetings 1 and 2, page 1 BEFORE THE SECOND MEETING ONE. In your journal, list twenty traits you value in a leader. Then choose five leadership traits and write 2 sentences about why each is important. TWO. Think of an inspiring leader that you have known in the past five years. In your journal, write a short letter to the leader, thanking them. Use 3 x 3 communication model: ● 3 messages that you want others to remember (“3 traits I appreciate about you”) ● 2 or 3 sentences for each message (“I remember you showed that first trait in 2 ways”), then do the same for two other traits THREE. “Meet” with your partner (by telephone, Skype, etc). Take time to learn about her.  What community does she live in, what school does she attend? Where was she born and how long has she lived in San Diego?  Who is her family? What are their 3 favorite activities, during this shelter-in-place? What family activities do they enjoy and will return to?  What does her troop enjoy doing? How had they planned to use the cookie receipts?  What are her other interests and skills? What else do you want to share with each other? FOUR. Pair and share with your partner: Read the five leaderships traits and why they are important to you. Partner just listens. Pair and share: Read the letter to each other. Partner asks whether and how each appreciated trait is now a personal leadership trait. FIVE. Get outdoors. Walk for half hour on your neighborhood streets. Or sit quietly and alone on a bench or wall for half an hour. Then write five observations in your journal. SECOND MEETING: LEADERSHIP, Monday, April 6 Check in. For introductions, share 3 interesting “facts” about your partner. Ask three girls to read their letters to inspiring leaders. Ask others to share what they learned about themselves, in the journaling. Start discussion on leadership for COVID-19 issues. What two leadership traits have you observed, in effective leaders at the national, state or local level? What personal leadership trait(s) are you currently expressing? Questions? Contact Anne Fege, [email protected], prepared 3/25/2020

Environmental Leadership “Journey-in-April,” Meetings 1 and 2, page 2

Environmental Leadership Journey-in-a-month! Meetings 3 and 4, April 9 and 13, 2020

Objectives of “journey-in-a-month” 1. Incorporate personal experiences to discover, connect, and take action 2. Explore local climate science and community equity 3. Explore personal leadership, values and vision 4. Identify issue and develop steps to Take Action 5. Practice clear thinking and communicating 6. Contribute to evaluating and adapting this Journey experience

BEFORE THE THIRD MEETING: ONE. Read the report, “San Diego, 2050 is Calling” report, https://www.sandiego.edu/2050/ . Focus on the six pages from this 2050 Report, that are inserted at the end of this document. Think about the six local impacts of climate change: What have you personally experienced? What has your community experienced? What do you think you or your community will experience by 2050? What are local actions that could reduce those impacts? Choose one impact or trend that most concerns you, and write in your journal: 3 reasons for your concerns, and 3 local actions that could reduce those impacts Pair and share: discuss your concerns and choose one of the six impacts-trends to share in the meeting. Be ready to offer your combined 3 reasons and 3 local actions. TWO. View the 8-minute video on science of Covid-19, https://covid.yale.edu/media-player/4989/ . Maybe even view it twice to really follow the science. THREE. Read the article, “Why don’t we treat climate change like an infectious disease?” by Shannon Osaka, 3/16/20, https://grist.org/climate/why-dont-we-treat-climate-change-like-an- infectious-disease/. Think about the differences in familiarity, timeframe and duration. Think about the similar actions that would reduce impacts of both climate change and pandemics. FOUR. Get outdoors. Walk for half hour on your neighborhood streets, with a mask. Or sit quietly and alone on a bench or wall for half an hour. Then write five observations in your journal.

THIRD MEETING: LOCAL CLIMATE CHANGE, Thursday, April 9 Check in. Tell us where you walked or sat, during your half-hour outdoors (since the second meeting). Share one of the observations that you wrote in your journal. Ask each pair to share the local impact that most concerns them. What are the 3 reasons for your concerns, and what 3 local actions that could be taken to reduce them? Local scientists and environmental professionals have been invited to join our meeting. They will be asked to share how their work contributes to better understanding of local climate impacts, and briefly outline what has influenced their education and environmental careers. What surprised you in Shannon Osaka’s article? What are the differences between climate change and the pandemic, in terms of familiarity, timeframe and duration?

Environmental Leadership “Journey-in-April,” Meetings 3 and 4, page 1 If you are elected mayor of your city in November 2020:  What long-term preparations would you make, to reduce impacts of climate change?  What preparations would you make to reduce pandemics?  What leadership traits would be required to start and get serious about those plans? Quick display of the CalEnviroScreen3.0 map, that will be accessed to prepare for the fourth meeting, https://oehha.ca.gov/calenviroscreen/report/calenviroscreen-30 .

BEFORE THE FOURTH MEETING: COMMUNITY EQUITY ONE. Read the principles of environmental justice, from the Environmental Health Coalition (EHC) report that addresses climate action and equity. These pages (12 to 14) are inserted at the end of this document. See image showing three people who want to look over the fence to see the baseball game. Think about the differences between equality and equity. TWO. Explore CalEnviroScreen3.0, that assembles data on population, health and pollution by census tract. See last page inserted in this document.  Scroll to San Diego (easy to center if you enter the Girl Scout office address, 1231 Upas) and select one census tract with a high score for Disadvantaged Community (orange color), https://oehha.ca.gov/calenviroscreen/report/calenviroscreen-30, click on Overall Results and mark census tract number. (Disadvantaged communities have low population scores and high pollution scores.)  Identify census tract number where you live, using parcel look-up tool at https://sdgis.sandag.org/, check Census Boundaries and Zip Codes Go to these two census tracts, at https://oehha.ca.gov/calenviroscreen/report/calenviroscreen-30 . Copy this table into your journal and enter key pollution and population “percentile” data. Disadvantaged More privileged community community Name of community Census tract number Ozone: PM 2.5: Traffic: Asthma: Cardiovascular Rate: Education: Linguistic Isolation: Poverty: Unemployment: Housing Burden:

Environmental Leadership “Journey-in-April,” Meetings 3 and 4, page 2 The percentile is a relative score, comparing that census tract to all other census tracts. For example, a percentile score of 95 for asthma means that the data (age-adjusted rate of emergency visits for asthma) is higher for this census tract, than 95% of the other tracts. A percentile score of 10 for education means that the data (percent of population over 25 with less than high school education) is higher than only 10% of the other tracts. THREE. Compare the “disadvantaged” and “advantaged” communities. Review the data for the two census tracts, and write two sentences about each of these, in your journal. 1. What underlying factors in a disadvantaged community make residents more vulnerable to the impacts of climate change? 2. What underlying factors in a disadvantaged community make residents more vulnerable to COVID-19 and other pandemics? 3. How are advantaged communities more prepared for the climate change impact that you identified in Meeting 3? 4. How are advantaged communities more prepared for COVID-19 and other pandemics? FOUR. Pair and share. Compare your answers to the four questions. Then prepare a combined response to these questions. If you were the mayor of your city:  What is the most important action right now, to reduce health and economic (family, business) impacts of COVID-19 in disadvantaged communities?  What actions would you take, to better prepare disadvantaged communities for the climate impact you identified in Meeting 3?  What leadership traits would be required to start and get serious about those actions? FIVE. Get outdoors. Walk for half hour on your neighborhood streets, with a mask. Or sit quietly and alone on a bench or wall for half an hour. Then write five observations in your journal.

FOURTH MEETING: COMMUNITY EQUITY, Monday, April 13 Check in. What family preparations (before quarantine began in mid-March) helped with supplies and activities during this quarantine? (to get groceries, pay the bills, stay indoors) What factors did you identify, that make disadvantaged communities more vulnerable to climate change and pandemics? What factors did you identify, that make disadvantaged communities less prepared for climate change and pandemics? If you were the mayor, what would you do to right now, to reduce health and economic impacts of COVID-19 in disadvantaged communities? Local urban forestry professionals have been invited to join our meeting. They will offer their answers to the question, “Climate change will increase urban temperatures and heat events. How do trees cool cities?” And briefly outline what has influenced their education and careers. Questions? Contact Anne Fege, [email protected], prepared 4/8/2020

Environmental Leadership “Journey-in-April,” Meetings 3 and 4, page 3

Environmental Leadership Journey-in-a-month! Meetings 5 and 6, April 16 and 20, 2020

BEFORE THE FIFTH MEETING, SUSTAINABILITY: ONE. Get outdoors. Walk for half hour on your neighborhood streets. Or sit quietly and alone on a bench or wall for half an hour. Then write five observations in your journal. TWO. Sustainability. Explore the cycles or creating and disposing of things. On a person to person basis, sustainability is not very effective, but if people join together as a community to do what is best for us now and for future generations, we can make a big difference. Our lifestyles right now are contributing to climate change. Imagine what we could do if we all united our efforts for a better world? Watch this video, the Story of Stuff, https://www.youtube.com/watch?v=9GorqroigqM THREE. With your partner, choose one lifecycle item from the list below. Individually view the videos (or read the articles) and think about the questions below. Think “cradle to grave” What was used to produce it? How is it made? How far is it transported? How is it disposed?  Plastic bottle – https://www.youtube.com/watch?v=Se12y9hSOM0 and https://www.ted.com/talks/emma_bryce_what_really_happens_to_the_plastic_you_throw_aw ay  Avocado - https://www.foodunfolded.com/things-you-did-not-know/avocado-life-cycle-food- waste and https://moveforhunger.org/food-waste  Clothing – https://ed.ted.com/lessons/the-life-cycle-of-a-t-shirt-angel-chang (Covers most of the info) and https://evergreendesignco.wordpress.com/2014/04/10/the-life-cycle-of-a-t-shirt/ (All remaining Info)  Batteries - http://storymaps.esri.com/stories/2017/batteries/index.html (Lots of information, article can be skimmed)  Chop sticks - https://green.blogs.nytimes.com/2011/10/24/disposable-chopsticks-strip-asian- forests/ and https://cargocollective.com/mcheng/Life-Cycle-Analysis-Chopsticks to the website provided for that item (TBD) FOUR. Copy these questions into your journal and individually write about the product you selected. 1. What are the three greatest impacts in extracting or growing this product? Consider what resources are being extracted, and where they come from.

Environmental Leadership “Journey-in-April,” Meetings 5 and 6, page 1 2. What are the three greatest impacts in processing and transporting it? Consider how the product is made, what other resources are needed to produce it (such as water, gas, chemicals), and how they are transported to the processor. 3. What are the three greatest impacts in consuming or using it? Consider how the product is transported to where the consumer buys it, what the product is used for, and how long it is used. 4. What are the three greatest impacts in disposing of it? Consider what part of item can be, or actually is recycled, and whether the waste is toxic or harmful to the environment. FIVE. Pair and share. Be prepared to share the three greatest impacts of this product, in the entire lifecycle. SIX. Imagine what we could do if we all united our efforts for a better world. With your partner, write at least two actions for each question. 1. As an environmental steward, what can you do to reduce the impacts? 2. What could companies do to reduce or eliminate the impacts? 3. What could governments do to reduce or eliminate impacts? SEVEN. Individually complete the carbon footprint table (page 4 of these activities). Check one column for each item. Then write in your journal about ways to reduce impacts and be more sustainable: ● Three actions I will take, starting with commitment for TODAY. ● Three actions I will take, starting with commitment in the next month. ● Two actions that are big goals I want to take, in the next few years or in my lifetime.

FIFTH MEETING: SUSTAINABILITY, Thursday, April 16 Check in. From the carbon footprint table, what two things are you already doing, to reduce your carbon footprint? Which product did you and your partner choose? Share the three greatest impacts of this product, in the entire lifecycle. Share what you could do, as an environmental steward or advocate, to reduce the impacts? What could companies and governments do? Share what you identified as two actions that you will personally take, in the next few years or in your lifetime, to reduce your carbon footprint.

Environmental Leadership “Journey-in-April,” Meetings 5 and 6, page 2 BEFORE THE SIXTH MEETING: AWARENESS TO ACTION ONE. Get outdoors. Walk for half hour on your neighborhood streets, with a mask. Or sit quietly and alone on a bench or wall for half an hour. Then write five observations in your journal. TWO. Complete the Awareness to Action activity. The ability to effectively communicate about our issues is not always easy. This Awareness Wheel helps us get in touch with our own experiences, communicate more effectively, and be clearer about our actions. Think about each of the questions, and then write your thoughts. It is very important that you write a full sentence for each of the lines (or an incomplete sentence with 8-10 words). You can just get started, or you can read more at https://amymorenocounseling.com/resources/awareness-wheel/ . Go to the GoogleDrive, open the document named “GSSD_Awareness to Action” and copy the text into your journal. Then start thinking and writing! (Alternate: print page 5 of these activities, and write the answers by hand.) THREE. Pair and Share. Share your answers with your partner. OK to keep some of them private, and not share them. FOUR. Be prepared to tell your individual responses to these, in the meeting: I WANT. To reduce one of the impacts of climate change (meeting 3), I want San Diego to take these three actions. To reduce our carbon footprint (meeting 5), I want San Diego to take the following actions: I WILL. Three possible actions that I can advocate for, to reduce local impacts of climate change and/or carbon footprint.

SIXTH MEETING: AWARENESS TO ACTION, Monday, April 20 Check in. What did you do this weekend to improve your experiences and your family time at home? Share your individual responses to I WANT and I WILL (activity FOUR above). After each girl shares, others can add reasons why these are good actions, or how they can be improved. Together, listen to the reading of The Tree Lady book about Kate Sessions, who started a nursery and planted trees in Balboa Park. Video at https://www.youtube.com/watch?v=EKCQfE4Ib4g. (If you’re not on videoconference mode, be prepared to link individually into the video (with mute).

Questions? Contact Anne Fege, [email protected], 4/14/2020

Environmental Leadership “Journey-in-April,” Meetings 5 and 6, page 3 Awareness to Action ISSUE: What “Take Action” do I choose for this journey, relating to climate change? I KNOW. (sensory data) I WANT. These are some experiences (in my body) To reduce one of the impacts of climate change when I’m outdoors and in nature: (meeting 3), I want San Diego to take the following actions. I see 1. I hear

I smell

I taste 2. I touch

I THINK.

Two facts that I have learned about climate change: To reduce our carbon footprint (meeting 5), I want San Diego to take the following 1. actions. 2. 1.

Two facts that I have learned about Covid-19 and the pandemic: 1. 2.

I FEEL.

Three anxious feelings about climate change: I WILL. 1. I am worried about Three possible actions that I can advocate for, to reduce local impacts of climate change 2. I am angry about and/or carbon footprint: 1. 3. I am afraid of

Three hopeful feelings about nature: 2. 1. I feel happy when I

2. I feel calm when I 3.

3. I feel free when I

Environmental Leadership “Journey-in-April,” Meetings 5 and 6, page 4 The 35 Easiest Ways to Reduce your Carbon Footprint, adapted from Renee Cho, 12/27/2018, https://blogs.ei.columbia.edu/2018/12/27/35-ways-reduce-carbon-footprint/ Individuals can make a difference by reducing their personal greenhouse gas emissions. While there are many ways to do this and save energy, the following are simple or easy changes you can make.

but

soon me

idea

do big,

for

Item # from 35 Easiest Ways to Reduce your Carbon Footprint Doing Will Too good Not Food 1. Eat low on the food chain. This means eating mostly fruits, veggies, grains, and beans. Join Meatless Mondays. Food 2. Choose organic and local foods that are in season. Transporting food from far away, whether by truck, ship, rail or plane, uses fossil fuels for fuel and keep foods from spoiling. Food 3. Buy foodstuffs in bulk when possible using reusable containers. Food 4. Reduce your food waste by planning meals ahead of time, freezing the excess and reusing leftovers. Food 5. Compost your food waste if possible. Clothing 6. Don’t buy fast fashion. Trendy, cheap items quickly get dumped in landfills. Buy quality clothing that will last. Clothing 7. Even better, buy vintage or recycled clothing . Clothing 8. Wash your clothing in cold water. The enzymes in cold water detergent are designed to clean better in cold water. Shopping 9. Buy less stuff! Lower your material expectations. And buy used or recycled items whenever possible. Shopping 10. Bring your own reusable bag when you shop. Shopping 11. Avoid items with excess packaging. Shopping 14. Support and buy from companies that are environmentally responsible and sustainable. Transpor 22. Drive less. Walk, take public transportation, carpool, rideshare -tation or bike to your destination when possible. Transp. 25. Combine errands to reduce driving. Transp. 26. Use traffic apps to help avoid getting stuck in traffic jams. Transp. 27. On longer trips, turn on the cruise control, to save gas. Transp. 29. If you’re shopping for a new car, consider purchasing a hybrid or electric vehicle or purchase a preowned vehicle. Vote!!! 35. Finally—and perhaps most importantly since the most effective solutions require governmental action—vote! March!!! Public demonstrations show the world and corporations, our representatives and the world what the public cares about.

Environmental Leadership Journey-in-a-month! Meetings 7 and 8, April 23 and 27, 2020

BEFORE THE SEVENTH MEETING: ADVOCACY ONE. Get outdoors. Walk for a half hour on your neighborhood streets, with a mask. Or sit quietly and alone on a bench or wall for a half hour. Then write five observations in your journal. TWO. Read this news article, https://www.latimes.com/environment/story/2019-09-19/climate- change-youth-activism Choose three sentences that best describe your perspective about your future and climate change. Copy these sentences into your journal. THREE. Read the WAAGGS statement (World Association of Girl Guides and Girl Scouts) about climate action and the responsibility to speak out on behalf of girls and their right to inherit a liveable planet. (This statement is included in this document, scroll down to pages 4, 5 and 6.) Choose three sentences that describe your motivation to act, as a Girl Scout, to address climate change. Copy these sentences into your journal. FOUR. With your partner, review the action statements that each of you wrote for Meeting 6. You can choose an advocacy action that focuses on one of these or be a combination. To reduce impacts of climate change (meeting 3), I want San Diego to take these three actions. To reduce our carbon footprint (meeting 5), I want San Diego to take the following actions: Then choose one action. Together write three messages in your journals, following the 3 x 3 rule: 1. Do this! Three steps to take this action are 1 ___, 2 ___ and 3 ____. 2. Do this to reduce climate impacts. The reasons are 1 ___, 2 ___ and 3 ____. 3. Get many other benefits from doing this! 1 ___, 2 ___ and 3 ____. EXAMPLES OF THE 3 KEY MESSAGES: 1. Stop buying fast fashion! Set up neighborhood composting places! Plant more trees to cool cities! Extend bus hours to 10 pm! Carpool for all your school activities! [This would be your medium-sized chosen action, these are separate examples] [then 3 sentences with 3 actions to accomplish this]

Environmental Leadership “Journey-in-April,” Meetings 7 and 8, page 1 2. Fast fashion contributes to climate change! Food waste generates methane in landfills, which increases greenhouse gases! Neighborhoods without trees will have more heat strokes and heat deaths, in future heat events! [then 3 sentences, each with a reason that more carbon is released and climate impacts are greater, if these actions are not taken]

3. Fast fashion is really more fashionable! Fast fashion brings out your creative side! Trees provide many other benefits! Carpooling gives you time with your friends! Carpooling is a great teambuilder for your sports team! Solar panels mean your home has electricity even in the next power shutoff! [write one catchy phrase about ways this action improves our lives} [then 3 sentences with 3 other benefits, ways this will make communities less vulnerable or more prepared] FIVE. Discuss and decide on your audience(s) to make an advocacy “pitch” for this action. Who could change their behaviors, practices or policies to reduce those impacts? (Consider businesses, colleges-universities, media, faith organizations, non-profit organizations that serve disadvantaged communities, city councils, school boards). Write in your journals: Who are the target audience(s), for the action you identified? How would these audience(s) connect with the issue? What are their interests and values? SIX. Copy your messages into the GoogleDoc group document for your meeting time, “Advocacy Messages x pm.” Be prepared to share and discuss this at the Thursday, April 23 meeting. 3 x 3 messages Target audience: What are their interests and values? SEVEN. Look at the Advocacy Table (last page in this handout), which is a list of advocacy-based steps for Take Action. We will refer to this table during the meeting.

SEVENTH MEETING: ADVOCACY, Thursday, April 22 Check in. What motivates you, to environmental issues and advocacy? What inspired you in the sentences from the Los Angeles Times article and the WAAGGS statement? Refer to Advocacy Table (last page in this handout), for a list of advocacy-based steps for Take Action. We have now completed #1, 2 and 3. Next steps will be to gather more information about your audience and how to reach them (#4 and 5), and key messages (#6). This table is taken from the Ambassador “Your World: Your Voice,” that focuses on advocacy. 1. Find your cause. Investigate issues you care about. 2. Choose an issue to focus on. Learn more. 3. Harmonize. Form alliances. [this journey group] 4. Identify the big ears and set up a meeting. [reach out online instead of in-person meeting] 5. Prepare your pitch (messages). [meeting 8] 6. Make your pitch. [in social media and letter, between meetings 8 and 9] 7. Close the loop and give thanks. 8. Reflect and celebrate. [meeting 9] Open the document, “Advocacy Messages x pm.” With your partner, briefly share your key messages and target audience. Invite others to ask questions and provide feedback. Suggestions from the discussions will be typed during the meeting (in the GoogleDoc), to be used to finalize the messages and advocacy steps before Meeting 8.

Environmental Leadership “Journey-in-April,” Meetings 7 and 8, page 2

BEFORE EIGHTH MEETING: MESSAGES ONE. Get outdoors. Walk for a half hour on your neighborhood streets, with a mask. Or sit quietly and alone on a bench or wall for a half hour. Then write five observations in your journal. TWO. With your partner, consider the feedback you received during Meeting 7. Revise the three messages for action, and edit or write them again in your journal. 1. Do this! Three steps to take this action are 1 ___, 2 ___ and 3 ____. 2. Do this to reduce climate impacts. The reasons are 1 ___, 2 ___ and 3 ____. 3. Get many other benefits from doing this! 1 ___, 2 ___ and 3 ____. THREE. Gather information on the audiences and platforms for making an advocacy “pitch” to change personal behaviors. Write the following in your journal.  Finalize the target audience(s), for the action you identified.  How would these audience(s) connect with the issue? What are their interests and values?  How would you reach the target audience? How does this audience get their information?  What social media platform(s) could you use? FOUR. Transform the three messages into a draft for the social media posts. Copy these into “Advocacy Messages x pm.”. Use format and language suitable for the social media platform and audience you have selected. Make this into three posts (too long for one message). FIVE. Start taking photos to illustrate these messages. They could be outdoor or indoor objects. Make a sketch or sign, and take a photo of that. Ask a friend or family member to take and send a photo (such as something at the beach, to illustrate sea level rise). Take photos without faces, so there is no need to track permission to use the photos. (Online photos will not be used.) SIX. What business or government policy could greatly influence this action? Express your messages in a letter to a corporate or governmental official. You can send two letters to the same person (each with your own signature) or both sign one letter.  Identify a company, name of Chief Executive Officer, and postal address.  OR identify a city, county, or state government official, their name and title, and postal address.  Write one paragraph for each of the 3 messages. Add a paragraph (beginning or end) identifying yourself as a Girl Scout Senior or Ambassador, concerned about the environment, and aware that they influence or control this issue.  Write the letter, ask a parent, guardian, or other adult to read and make suggestions on the letter. Type, print, sign and send the letter. There is limited Girl Scout guidance on social media, so we will use common sense, i.e. cite your sources for data and studies, don’t post photos with recognizable faces, only use first names. These are references, consult them if you have questions. Council guidance on social media, at https://www.sdgirlscouts.org/en/for-volunteers/branding- 101.html, scroll down and click on “Social Media.” GSUSA Computer and Internet Use, including internet safety pledge, https://www.sdgirlscouts.org/content/dam/girlscouts-sdgirlscouts/documents/volunteer/safety- activity-checkpoints/TR-1510W_Computer_and_Internet_Use_SACs.pdf .

Environmental Leadership “Journey-in-April,” Meetings 7 and 8, page 3 BEFORE EIGHTH MEETING: MESSAGES ONE. Get outdoors. Walk for a half hour on your neighborhood streets, with a mask. Or sit quietly and alone on a bench or wall for a half hour. Then write five observations in your journal. TWO. With your partner, consider the feedback you received during Meeting 7. Revise the three messages for action, and edit or write them again in your journal. 1. Do this! Three steps to take this action are 1 ___, 2 ___ and 3 ____. 2. Do this to reduce climate impacts. The reasons are 1 ___, 2 ___ and 3 ____. 3. Get many other benefits from doing this! 1 ___, 2 ___ and 3 ____. THREE. Gather information on the audiences and platforms for making an advocacy “pitch” to change personal behaviors. Write the following in your journal. • Finalize the target audience(s), for the action you identified. • How would these audience(s) connect with the issue? What are their interests and values? • How would you reach the target audience? How does this audience get their information? • What social media platform(s) could you use? FOUR. Transform the three messages into a draft for the social media posts. Copy these into “Advocacy Messages x pm.”. Use format and language suitable for the social media platform and audience you have selected. Make this into three posts (too long for one message). FIVE. Start taking photos to illustrate these messages. They could be outdoor or indoor objects. Make a sketch or sign, and take a photo of that. Ask a friend or family member to take and send a photo (such as something at the beach, to illustrate sea level rise). Take photos without faces, so there is no need to track permission to use the photos. (Online photos will not be used.) SIX. What business or government policy could greatly influence this action? Express your messages in a letter to a corporate or governmental official. You can send two letters to the same person (each with your own signature) or both sign one letter. • Identify a company, name of Chief Executive Officer, and postal address. • OR identify a city, county, or state government official, their name and title, and postal address. • Write one paragraph for each of the 3 messages. Add a paragraph (beginning or end) identifying yourself as a Girl Scout Senior or Ambassador, concerned about the environment, and aware that they influence or control this issue. • Write the letter, ask a parent, guardian, or other adult to read and make suggestions on the letter. Type, print, sign and send the letter. There is limited Girl Scout guidance on social media, so we will use common sense, i.e. cite your sources for data and studies, don’t post photos with recognizable faces, only use first names. These are references, consult them if you have questions. Council guidance on social media, at https://www.sdgirlscouts.org/en/for-volunteers/branding- 101.html, scroll down and click on “Social Media.” GSUSA Computer and Internet Use, including internet safety pledge, https://www.sdgirlscouts.org/content/dam/girlscouts-sdgirlscouts/documents/volunteer/safety- activity-checkpoints/TR-1510W_Computer_and_Internet_Use_SACs.pdf . EIGHTH MEETING: MESSAGES, Monday, April 27 Check in. What social media posts have caught your attention this week, and why? (any topic) Review messages and social media posting plans, in documents, “Advocacy Messages x pm.”

Environmental Leadership “Journey-in-April,” Meetings 7 and 8, page 3

Environmental Leadership Journey-in-a-month! Meeting 9, April 30, 2020 (Evaluation and Celebration)

BEFORE THE NINTH MEETING: EVALUATION AND CELEBRATION ONE. Get outdoors. Walk for a half hour on your neighborhood streets. Or sit quietly and alone on a bench or wall for half an hour. Then write five observations in your journal. TWO. With your partner (if you worked in a pair), describe how you posted and shared your messages on social media (in the group documents, Advocacy Messages x pm). 1. Messages 3 x 3 (final text) 2. Target audiences, their interests and values 3. Social media posts, how did you identify platforms and how did you distribute the messages? (friends, parents’ neighborhood) 4. Letters and/or emails, who did you send them to? (elected officials, non-profit organizations, companies) 5. Responses to the social media posts and email messages THREE. Council staff always appreciates evaluations, and Tenaya and I want to keep this journey relevant and inspiring. Please answer questions in this GoogleForm, https://docs.google.com/forms/d/e/1FAIpQLScN_AqZyALxmgKna1tKp9uq9q9QDzrAfKbmTmXuSGo 0pjZkpg/viewform?usp=sf_link FIVE. Review the Advocacy Table and the pages from Go for the Gold, both in this document.

NINTH AND FINAL MEETING: EVALUATION AND CELEBRATION, Thursday, April 30 Check in. What responses did you get, from the social media posts and email messages? Share your insights and learning, in this Journey-in-April. ● What did you learn about yourself? About your lifestyle? ● About climate change? About community impacts of climate change and Covid-19? ● What will be your next steps, in environmental leadership? ● What other environmental, outdoor, and STEM programs interest older girls? Connections to Gold Award process and project. Which tools can you use for steps 1 and 2? (Refer to last two pages in this document) Celebrate! Use resources wisely. Make the world a better place. You have shown courage, confidence and character in this journey!

Environmental Leadership “Journey-in-April,” Meeting 9, page 1

Environmental Leadership Journey-in-a-month! April 1 to 30, 2020 Summary of Evaluations

Thirty-two of the 49 participants completed an evaluation, that was created in GoogleForm. Girls were asked whether the objectives were met, and 29 out of the 32 rated each objective as “exceeded” or “fully met,” except that only 25 gave these ratings to “practice clear thinking and communicating.” OBJECTIVES OF “JOURNEY-IN-A-MONTH” 1. Incorporate personal experiences to discover, connect, and take action 2. Explore local climate science and community equity 3. Explore personal leadership, values and vision 4. Identify issue and develop steps to Take Action 5. Practice clear thinking and communicating 6. Contribute to evaluating and adapting this Journey experience Girls rated these three activities as the most effective:  Awareness to action  Carbon footprint table and actions  Product life cycles and impacts Girls rated these readings and videos as “fascinating, a lot of new information and perspectives:  LA Times article on youth, hope and activism  Why climate change isn't like Covid-19?  Articles-videos about product life cycles Girls were invited to comment on their experiences and share their insights about climate impacts and community equity. Representative comments were selected for this summary report. Feedback on the videoconferences and other aspects of the journey are available but not summarized here. Our council always looks for stories and quotes. Write 1-2 sentences about your experience in this journey, that can be shared with council staff. This journey opened my eyes to how much the world is impacted by climate change. This journey effectively allowed me to see environmental problems with a newer perspective, opening up to ideas and solutions to help make our world a better place. At the beginning of the month, the statistics and what we were hearing from local news about climate change and COVID-19 was overwhelming and suffocating. I didn’t know if we could really make a change. But this journey showed that using our voice starts a change that could make a big impact on an issue. This journey helped us start working on bringing about those changes and supporting that we believe in. I had a great experience with this journey. 10/10 would recommend to my troop. My experience was very useful for my Gold Award. I found more information on climate change and how it affects us and our future if we don’t make change. I really wasn't an environmental type person, but after this journey I do feel more educated on the environment and do care more about the environment. I also think that it really helped have a better understanding on climate change, and how it effects people around me and not around me.

Environmental Leadership “Journey-in-April,” Evaluation, page 1

This journey has opened my eyes to so many different perspectives and issues related to the environment. It has shown me the importance of environmental leadership and the roles younger generations can fill to make change. It gave me a lot of ideas for potential gold award projects and has inspired me to continue making the world a better place as much as possible. This journey was very informative and has opened my eyes to many other problems that climate change causes. It has also shown me that preventing further climate change is not complicated, and that anyone, even children, can help. The fact that this journey was only done in one month still amazes me. Thank you so much for donating your time and effort in order to help me grow as a Girl Scout! In this journey I learned the many effects of climate change and what to expect in the next years. I learned how something that seems as trivial as food plays a big part in climate change seeing as not everyone gets it but most waste it. Looking back at my knowledge before the journey I realized how oblivious I was to many issues in the world and my community. Afterwards I find myself more knowledgeable and ready to move on to my gold award full of information and new ideas in ways to help my environment and community. This journey helped me to understand more about our environment and helped me to better prepare for what the Gold Award is going to be like. Maybe make the meeting times longer so that the journey would last shorter than a month. I really liked it, I feel like this the journey I did the most work for, but I also learned the most from. Loved the journey! Anne was a very fun leader, who created a pleasant environment for us. What was most surprising or impactful, in what you learned about climate change? That not everyone takes action to try and prevent and help climate change from happening. I think what was most impact was learning that there are so many versatile and simple ways to greatly improve the effects of climate change over time. Communities have to work together and reform collaboratively to make a difference. How everyone acted on covid-19 quickly but not climate change I think it was surprising to me how much of an impact we as a team can make in the world and make it a better place for present and future generations. It was also surprising to learn how one thing can lead to another in so many different ways. One of the biggest things is that it causes the temperature to rise. Especially in Southern California, it will have a large impact on the sea level, wildfire season, and agricultural production. That climate change has been here for many years but not many people care to do something about it unlike covid-19. I learned that there are a lot of really easy ways to help fight that everyone can do. It isn't all solar panels and huge changes like that. That heat levels are rising at an alarmingly high rate and fish in the ocean are losing their habitats thanks to global warming and climate change. I learned that climate change has a lot of different solutions and impacts and ways to stop climate change, and their isn't just one way, and that everybody can do something to make difference and help stop climate change. We can all make a difference, by starting off small. How much I already do to help the environment. The most impactful thing was how climate change is advancing so quickly and we need to and can do something about it.

Environmental Leadership “Journey-in-April,” Evaluation, page 2

Climate change affects people disproportionately. Disadvantaged communities experience worse conditions and harder mountains to climb in terms of overcoming the effects and getting access to healthcare that can help them in the coming years. The most surprising fact was that climate change and the increase in severity of natural disasters is actually more harmful to women and girls than men. The most surprising thing I learned was that a lot of people go through so much work just to provide us with the local foods we have in grocery stores. Even harvesting these items such as avocados takes a tremendous toll on our Earth. But, the thing that's surprising is that little things like this contribute to climate change. It was surprising to me to see what I didn't know and how much I know other people don't know. How much youth can influence the climate movement. I didn't realize how much climate change is going to affect us. Before this journey I thought that climate change would just impact the weather but now I know that in addition to the weather changing, more people will have health problems and other server problems. I had no clue that fast fashion affected climate change that much. I never thought of how much energy and materials are used to create clothes. I was shocked to find out that food production and waste has a significant role in climate change. What was most surprising or impactful, about the vulnerability and preparedness of various communities to these impacts? I never truly realized that there wasn't equity between communities. I always thought that it was common sense to help people where it's needed and to try your best to make sure everyone is prepared, but I suppose that I didn't actually understand all the complexities of equality in comparison to equity until after this journey. The most surprising thing is all the long lines for all the stores and how long people are waiting to get their groceries to prepare. The thing that was most impactful was how disadvantaged communities are not being seen as a priority for improving a city’s infrastructure. They need more help because they are more vulnerable to climate change, but the focus still isn’t on them. To begin with, I hadn't even realized that climate change was more harmful to different communities. However, the rate of asthma in disadvantaged communities was a surprise. The most surprising thing was that most communities know what global warming and climate change is, but they do not feel called to act upon it even though it has been going on for years. I was surprised when I learned that richer communities are more prepared than poorer communities. I thought richer communities were bigger consumers, which I thought would make them be hit harder. I also learned that sickness and illness have a connection to your financial status and where you live. That communities that are less privileged cannot always do what they wish to help the environment, even if it is as simple as buying more organic items or using reusable bags (because of the cost). It was surprising to me that there aren't really any programs or laws in place to help disadvantaged communities through climate change. It was surprising that some less privileged communities are surrounded by privileged ones. It was surprising to me how much people don't seem to care about climate change. They understand that it exists, but they don't go any steps further to try and do something about it. The most surprising thing to me is that women are considered ‘high risk’.

Environmental Leadership “Journey-in-April,” Evaluation, page 3

TEMPERATURE & PRECIPITATION 1 We expect to experience hotter and more humid heat waves and less frequent but more intense rainfall.

The science and why it matters:

à In the next 40 years, global temperatures could increase twice as fast as they have in the last 40 years; San Diego regional temperature increases are expected to exceed this trend. à We expect to experience more days of extreme high temperatures each year, and heat waves could be longer and more humid with less cooling at night. à We expect to experience less frequent but more intense rainstorms, with heavy flood events like that of December 2010 in Mission Valley becoming more common.

A word from the scientists

“Actions we take now to reduce emissions of heat-trapping gases can slow warming in 2050 and beyond. In fact, what leaders at all levels decide to do in coming years will determine the climate and quality of life that our children and grandchildren inherit.”

Margaret Leinen, PhD Director, Scripps Institution of Oceanography, UC San Diego

ANNUAL AVERAGE TEMPERATURE IS WE EXPECT TO SEE CHANGES IN OUR REGION’S INCREASING AND WILL CONTINUE TO INCREASE PRECIPITATION PATTERNS: BETWEEN NOW AND 2050: 2050 +4.8 ˚F 2013 8% +1.7 ˚F 16%

16% FEWER RAINY DAYS 8% MORE RAINFALL DURING THE BIGGEST RAINSTORMS 1985 BASELINE (HISTORICAL AVERAGE)

8 2050 IS CALLING • REPORT WATER RESOURCES 2 Warming, compounded by less frequent precipitation, will worsen droughts and threaten our imported and local water sources.

The science and why it matters:

à Our water demand is expected to increase 46 percent by 2035 due to our growing population, rising temperatures, longer intervals without rain and increased evaporation from the soil and water reservoirs. à Local water supplies will be under stress from more intense and frequent drought, as well as from more evaporation and increasing water demand due to rising temperatures. à Water availability from both the Sierra Nevada (via the State Water Project) and the Colorado River will also be under more stress from warming temperatures and more extended droughts that reduce the amount of snowpack and river flow. à The potential for diminished water availability from imported water sources will increase the need to meet regional water demands through new local supply development such as water reuse and seawater desalination, as well as increase the need to stretch available supplies through efficient water use practices.

A word from the scientists “Our history is written in water, not ink. Our future prosperity depends upon a stable and secure water supply, which is increasingly imperiled from climate change and growing demand. In coming years, we will need to take much more aggressive action to expand water conservation, recycling and storage.”

Charlie Kennel, PhD Professor and Director Emeritus, Scripps Institution of Oceanography, UC San Diego, and Former Director, Mission to Planet Earth, NASA

WHERE DOES RESIDENTIAL USE MAKES UP 66% OF TOTAL SAN DIEGO COUNTY’S WATER DEMAND IN SAN DIEGO WATER COME FROM? 12% BAY-DELTA 66% STATE WATER PROJECT 20% WARMER TEMPERATURES MEAN LESS MORE THAN HALF OF COLORADO SNOWPACK AND GREATER EVAPORATION. THAT IS USED FOR RIVER SCIENTISTS ARE EXPECTING A 12% LANDSCAPING. LOCAL DECREASE IN THE RUNOFF AND SUPPLIES 63% STREAMFLOW THAT IS REPLENISHING 17% OUR MAJOR WATER SOURCES.

10 2050 IS CALLING • REPORT COASTAL FLOODING 3 Extreme high tides and winter storms magnified by sea level rise will result in more frequent and widespread coastal flooding.

The science and why it matters:

à With higher sea levels and occasional heavy winter storms, our shoreline communities will be more vulnerable to beach loss and coastal cliff erosion. à Sea level in our region is expected to rise nearly three times faster between now and 2050 than it did in the prior half century. à In some parts of our region, we could see what is currently defined as a 1-in-100-year extreme coastal flood occur on an annual basis by 2050. à We will face greater likelihood of costly damage to coastal homes and businesses, as well as the port and airport, naval bases, highways and railroad tracks.

A word from the scientists “The largest sea levels and impacts will probably occur when large winter storms coincide with high astronomical tides, especially during El Niño conditions. Low-lying areas such as Imperial Beach, Coronado, downtown San Diego, La Jolla Shores, Del Mar and the Oceanside Harbor appear to be particularly vulnerable. Enhancing coastal resilience will require sustained monitoring and scientific investigation along with strong coordination that includes our local jurisdictions and public agencies.”

Dan Cayan, PhD Research Meteorologist, Scripps Institution of Oceanography, UC San Diego, and Oceanographer, Water Resources Division, U.S. Geological Survey

HOW WILL SEA LEVEL RISE AFFECT COASTAL FLOODING?

24 By 2050, we could Sea level rise with tides + storms INCHES experience between 5 to 24 inches of Mid-century sea level sea level rise; 12 scientists currently With tides + storms Sea level rise will be compounded INCHES by other causes of flooding that we are forecasting Current sea level 5 12 inches relative already experience: extreme high tides INCHES to sea level in 2000. and storm surges. Coastal flooding will lead to further beach and bluff erosion as well as runoff and drainage problems from intense storms.

12 2050 IS CALLING • REPORT WILDFIRES 4 Wildfire seasons may be longer and more extreme, with warming temperatures, drier soils and vegetation and less frequent rains.

The science and why it matters:

à A hotter and drier climate, along with less frequent rainfall, will increase the frequency and severity of droughts and could alter fire fuel conditions in ways that promote larger, more catastrophic fires. à The fire season may be longer and less predictable, putting more homes, firefighters and natural lands at risk for longer stretches of time. à If current land use and development patterns continue, the economic cost of wildfires will continue to increase; these costs include a need for increased firefighting resources and the cost of rebuilding affected homes, businesses and infrastructure. à We may also suffer from a higher number of poor air quality days as a result of more frequent and larger fire events.

A word from the scientists “It’s too easy to forget that wildfires have already extracted a huge cost in our region in the last decade. We can reduce future costs and safety risks by keeping new housing within existing urban areas, reducing fire-loving, non-native plants and devoting adequate firefighting resources to quickly control wildfires.”

Matt Rahn, PhD Director, Wildfire Research Center, San Diego State University, and Associate Professor, UC Merced

THREE OF CALIFORNIA’S 10 LARGEST WILDFIRES WERE HOMES LOST ANNUALLY TO WILDFIRES IN SAN DIEGO COUNTY AND BURNED 646,661 ACRES IN SOUTHERN CALIFORNIA

Sprawling urban growth has given rise to a growing number of wildfires in the 1,000 wildland-urban interface and increased 1970 2003 2007 loss of homes in Southern California. LAGUNA FIRE CEDAR FIRE WITCH CREEK FIRE 500

The wildfires of 2003 and 2007 together cost more than $4.5 BILLION in damages and incalculable indirect costs in lost workdays, business shutdowns and decreased tourism. 1950 TO 2000 2000 TO PRESENT

14 2050 IS CALLING • REPORT NATURE’S BENEFITS 5 Our beautiful coastlines and beaches and our region’s unique plants and animals, along with the benefits they provide San Diegans, will be threatened.

The science and why it matters:

à Rising sea level will encroach on our existing wetlands, reducing their capacity to buffer storms and filter storm water runoff. à Rising temperatures and changes in rainfall patterns may occur much faster than plants and wildlife are able to adapt, threatening the survival of some species. à Our current conserved lands may not be sufficient to enable native wildfire to adapt to climate changes. à The year-round benefits that the outdoors provide to our health and well-being, such as reducing depression, alleviating stress and encouraging exercise, may be diminished.

A word from the scientists

“Climate change will bring growing impacts to our region’s wildlife, as well as the waters and lands that sustain all San Diegans. The San Diego Zoo’s Institute for Conservation Research is now working with local wildlife officials and conservation organizations to better protect natural lands and resources for future generations.”

Joan Embery Conservation Ambassador, San Diego Zoo Global

WHAT ARE NATURE’S BENEFITS? Our Greater San Diego Vision found one of the Humans benefit from the many resources and natural processes four core values that people cherish across the that are supplied by healthy, functioning ecosystems. region is the opportunity for enjoyment of the outdoors with family and friends.

WATER TEMPERATURE FOOD & CULTURE & PURIFICATION REGULATION & AGRICULTURE RECREATION AIR FILTRATION Agua Hedionda Lagoon, Carlsbad

16 2050 IS CALLING • REPORT HEALTH 6 More extended heat waves and less nighttime cooling will put our health at risk.

The science and why it matters:

à Our elderly, children, low-income residents and the chronically ill are at highest risk from the health impacts of climate change. à Extreme high temperatures and extended heat waves have historically caused heat-related illness and death and may do so more frequently. à While air quality across the San Diego region has improved since the ‘70s and ‘80s, future poor air quality from wildfires and days of high ozone pollution will increase respiratory and cardiac health problems for people with respiratory and chronic illness. à Warming temperatures and wildfires are already affecting the populations and prevalence of rodents, mosquitos and other animals that carry and spread disease, potentially exposing San Diegans to more infectious diseases.

A word from the scientists

“With more extreme weather, we will see an increase in childhood asthma, infectious diseases and heat-induced heart failure. Our children and grandparents, as well as the chronically ill and people with lower incomes, will be most vulnerable.”

Jenny Quintana, PhD Associate Professor, Division of Environmental Health, San Diego State University

ONE STUDY MODELED THE HISTORIC IMPACTS OF INCREASING BY 2050, SCIENTISTS EXPECT THAT WE WILL HAVE TEMPERATURES ON HOSPITALIZATIONS AND FOUND THAT: 7 TIMES AS MANY DAYS OF EXTREME HEAT PER YEAR THAN THE PRE-2000 HISTORICAL AVERAGE.

10°F INCREASE IN DAILY APPARENT= TEMPERATURE ABOVE THE LOCAL AVERAGE +6.3% +4.9% INCREASE IN INCREASE IN NOW MID-CENTURY RESPIRATORY CARDIOVASCULAR 2 DAYS 15 DAYS ADMISSIONS ADMISSIONS

18 2050 IS CALLING • REPORT CALENVIROSCREEN emissions. When combined with decades of 7 disinvestment, chronic unemployment and “CalEnviroScreen is a screening methodology poverty, the result is a disproportionate burden that can be used to help identify California and a cumulative impact that extends beyond communities that are disproportionately any one factor” (California Environmental burdened by multiple sources of pollution” Justice Alliance 1).15 The tool uses 20 indicators (OEHHA).14 “Low-income communities and to rank all the census tracts in California. The communities of color have faced years of most recent version, CalEnviroScreen 3.0 poor land-use planning and exposure to toxic includes the following indicators:

15 California Environmental Justice Alliance. CalEnviroScreen 3.0, A Tool For 14 Office of Environmental Health Hazard Assessment. CalEnviroScreen 3.0. Advancing Environmental Justice (2018), 1. https://oehha.ca.gov/calenviroscreen/report/calenviroscreen-30 https://caleja.org/wp-content/uploads/2015/09/CES3.0-5.pdf

POLLUTION BURDEN Exposures Environmental Effects

• Ozone concentrations • Cleanup sites • Particulate Matter 2.5 concentrations • Groundwater threats • Diesel Particulate Matter emissions • Hazardous waste • Pesticide use • Impaired water bodies • Drinking water contaminants • Solid waste sites & facilities • Toxic releases from facilities • Traffic density POPULATION CHARACTERISTICS Sensitive Populations Socioeconomic factors

• Asthma emergency room (ER) visits • Educational attainment • Cardiovascular disease (as measured • Housing burdened low income by ER visits for heart attacks) households • Low birth weight infants • Linguistic isolation • Poverty • Unemployment

Because of EHC’s successful organizing (OEHHA) CalEnviroScreen tool16 to identify and advocacy efforts, the City of San Diego under-served communities and prioritize the incorporated CalEnviroScreen in the policy and City’s Capital Improvements Program (CIP) implementation of the Climate Action Plan in census tracts ranking in the top 30% of to prioritize investments in EJ communities. CalEnviroScreen scores. The City now uses the California Office of Environmental Health Hazard Assessment 16 Office of Environmental Health Hazard Assessment, https://oehha.ca.gov/calenviroscreen/report/calenviroscreen-30

Start Here, Start Now 15 8

EQUITY: WHEN CITIES ADVANCE ENVIRONMENTAL JUSTICE, EVERYONE BENEFITS

Patricia Rosales from City Heights at the Community Action Team meeting preparing her public testimony. urisdictions across California and the “Equity is not the same thing as United States are beginning to see the J benefits of integrating environmental equality; giving everyone exactly justice into resource distribution and decision- the same transit options will not making processes. The following section provides important tools to understand and allow those who are, say, more properly address equity in policy. reliant on public transit to easily EQUITY: A DEFINITION get to work or school. Second, equity is not one-size-fits- For the purpose of this analysis, it is important to understand that equity is not equality. all; creating job opportunities Effective equity policy recognizes that a from transit investment or larger proportion of resources need to be invested in low-income communities of color park expansion for formerly in order to remedy the damage caused by incarcerated people requires historically discriminatory policies. a different set of policy interventions and social service supports than what might be needed for, say, the working poor” (Carter 22).12

12 Carter, Vanessa, et al. Measures Matter: Ensuring Equitable Implementa- tion of Los Angeles County Measures M & A (2018), 22. http://dornsife.usc.edu/assets/sites/242/docs/M_A_Final_WebVersion_02.pdf

12 Environmental Health Coalition Environmental Justice Principles programs, and receive special consideration 9 within regulatory decision-making by [local] for Policy Implementation and state agencies. The following principles from the California 4. Meaningful community engagement: Environmental Justice Alliance (CEJA), a Residents in environmental justice statewide, community-led alliance that communities must have the ability works to achieve environmental justice by and opportunity to inform design and advancing policy solutions, provide a strong implementation for policies that impact overarching framework on how to best their health and quality of life. Many advance equitable policy. Below is a full agencies use a flawed “decide, announce, description of each principle. The principles can defend” process whereby an agency be found in CEJA’s 2017 Environmental Justice determines and releases documentation Agency Assessment.13 on a policy devoid of any community 1. Prioritize and value prevention, human input, engages with environmental justice health, and improving quality of life: communities in public discussions after the These needs must be given full weight in fact, and ultimately moves forward with decision-making, not overlooked in favor implementing their initial proposed policy of business interests or cost effectiveness, without incorporating significant feedback as is often the case, and particular concern from environmental justice communities. must be given to the health and well- Other times, community organizations being of residents in highly impacted and members are engaged in dialogue neighborhoods. but agencies do not alter any decisions even after hearing significant feedback. 2. Do no harm: [Government] agencies must Environmental justice communities commit to actions that do not further must be engaged early, often, and in a harm environmental justice communities. meaningful way. The most egregious decisions are those that actively exacerbate environmental 5. Responsiveness: [Government] agencies health and justice inequalities, which are must respond, and be willing to address, unfortunately all too common. community concerns once they have been articulated rather than simply 3. Prioritize environmental justice noting them in the public record. Without communities: There is a long-standing a clear commitment to responsiveness, history of pollution burdens and community engagement efforts become environmental hazards disproportionately a “check box” rather than a meaningful impacting low-income communities attempt to work with stakeholders in policy and communities of color, which is well design and implementation. documented by communities themselves, as well as academic and state agency studies. 6. Accountability: As the public stewards of It is simply not sufficient to look at impacts a clean, safe, and healthy environment of policies moving forward; there is a for all, the City of San Diego must be historic legacy and burden the [government] accountable for any and all (in)actions agencies have a responsibility to proactively and commitments made from policy or address. There is an ethical, environmental project inception through implementation, and public health imperative to ensure all decision-making processes, and all that environmental justice communities relevant impacts from their (in)actions, are prioritized for targeted resources and commitments, and decision-making processes, including benefits and harm to community health and safety. 13 California Environmental Justice Alliance. Environmental Justice Agency Assessment 2017 (2017), 31. https://caleja.org/2018/05/2017-environmental-justice-agency-assessment/

Start Here, Start Now 13 7. Transparency: Agencies must be clear 8. Proactivity: To be truly stellar on 10 in: (a) detailing the processes by which environmental justice issues, regulatory all decisions are made and regularly agencies need to work proactively and reviewing the processes to ensure in partnership with environmental accessibility by communities most justice communities and organizations to impacted by environmental hazards; (b) develop innovative ways of addressing key disclosing all factors and stakeholders environmental justice issues that inform and influence all decisions in communities. affecting all policies and projects; and (c) describing decisions made, in addition to upholding the principles of engagement and responsiveness outlined above.

Barrio Logan community members at the City of San Diego Council Meeting when14 theEnvironmental Community Plan Health was Coalition approved. 11

What’s behind the youth movement to tackle climate change? Fear — but also hope by JULIA ROSEN, STAFF WRITER , SEP. 19, 2019, https://www.latimes.com/environment/story/2019-09-19/climate-change-youth-activism

Ella Shriner doesn’t remember learning about climate change. It was always just there — a somber backdrop to her young life. But the older she got, the more pressing the issue seemed. “It’s something affecting people, not just the polar bears,” said the high school senior from Portland, Ore. “In my lifetime, for sure, it’s going to affect everyone personally.” So Ella became an activist. In 2016, she campaigned for a measure that successfully banned the construction of new fossil-fuel storage facilities and export terminals in her hometown. She also joined the Portland Youth Climate Council and is fighting to save old trees growing on land zoned for industrial use. Recently, she’s helped organize the global climate strike, which will take place in cities around the world Friday, just days before the United Nations Climate Action Summit in New York. On a recent Sunday morning, Ella and a dozen other young activists met at the local Sierra Club office and ticked through the items on their agenda, including deciding what time students should walk out of class and which route to march from Portland City Hall to the Oregon Museum of Science and Industry, where they plan to hold a rally. When the question of street permits came up, Ella agreed that it would be safer to secure them. But she had philosophical reservations. “We are trying to be a little bit rebellious — saying this is not working for us,” she said to her compatriots seated around a large wooden table. “And we need it to work for us.” Photo: Ella Shriner speaks at a 2017 rally in Portland, Ore., after the city adopted a resolution to transition to 100% renewable energy by 2050. (Katherine Muller) Ella’s statement captures the zeitgeist behind the growing wave of youth climate activism: that the reigning economic order imperils young people’s future by putting profits ahead of the planet. The movement has taken off over the last year, led by teenagers like Greta Thunberg, the 16-year-old from Sweden who testified before Congress on Wednesday, imploring lawmakers to heed scientists’ warnings about climate change. By organizing school walkouts, public protests and social media campaigns, young people have drawn the world’s attention to global warming in ways that decades of studies could not. Underneath the activism lies a simple truth: Young people are incredibly scared about climate change. They see it as a profound injustice and an existential threat to their generation and those that will follow. “It’s hard to not feel hopeless because it feels inevitable,” said 16-year-old Lana Perice after the planning meeting in Portland wrapped up. Youth are struggling to cope however they can. But they are not giving up. “Even with this inevitability, I feel proud knowing that my generation isn’t going down without a fight,” Lana said.:: 12 Like all people, kids have a range of perspectives on climate change. A small percentage — mostly made up of boys — doesn’t sweat it much. But research shows that many members of Generation Z are deeply concerned. “They do worry, and they worry kind of a lot,” said Maria Ojala, an environmental psychologist at Orebro University in Sweden. And how could they not? On top of the usual adolescent pressures — grades, social hierarchies and budding romances — young people are confronting a world that may be unrecognizable by the time they grow up. Arielle Martinez Cohen remembers reading a report from an Australian think tank that warned the human species could face extinction by 2050 if society doesn’t get its act together. “That gives me chills and scares the heck out of me,” said Arielle, an 18-year-old from Los Angeles and an activist with the youth climate group Zero Hour. “I go to bed thinking about it.” Even if that doesn’t happen, she worries about the collapse of agriculture, food shortages and rising lawlessness as people vie for increasingly scarce resources. Her fears are hardly unfounded. Scientists have determined that climate change already threatens crop production and probably contributes to violent conflict and migration. “I almost imagine, like, an apocalypse-type thing happening,” Arielle said. Many young people say they can’t fathom bringing kids of their own into the world. “It’s not ethical. It’s literally a burning house,” Lana said. “That’s something that’s not realistic,” agreed her twin sister, Yena. And how can they even think about college or contemplate their careers when faced with so much uncertainty? “It’s something I feel every single day,” Yena said. “I work really hard at school and I do all these things, and I’m like, ‘What am I working for? Do I have a future?’” Teens don’t have to imagine all of the troubling consequences of climate change. Some are already here. Around the country, classes and sports have been canceled because of intense heat and dangerous levels of wildfire smoke. Over the summer, 13-year-old Jacob Brown had to stop fishing at Rosedale Lake, a favorite spot near his home in Hopewell, N.J., because toxic algae had turned the water a soupy green. “It has to do with the amount of rain we are getting,” said the middle schooler, who recently attended a climate change academy at a nearby nonprofit called the Watershed Institute. (Indeed, New Jersey has seen a rash of harmful blooms caused by warmer temperatures and increasingly extreme rainfall events that flush nutrients from nearby farms into rivers and lakes.) Stella Reeves, a 12-year-old from Grass Valley, Calif., jokes that there are only two seasons in California now: allergy season and fire season. Last year, she watched flames tear through the town of Paradise, 50 miles away, and worried that her community could be next. “It was very scary just knowing that we may have to evacuate,” Stella said. It’s even harder knowing that others have it worse, she said. In July, Stella participated in a climate change camp and learned that people around the world are dying in natural disasters, like flash floods in South America. “The heavy stuff is how we’re losing lives, and things are happening now because of climate change,” Stella explained matter-of-factly, blinking behind her purple glasses. “At some points, it can even get you crying.” :: All of this can tempt young people to despair. But somehow, they remain hopeful. Ojala studies how kids cope with climate change, and she sees a number of strategies. Some distance and distract themselves; others focus on trying to solve the problem. Her surveys of Swedish youth suggest that kids fare best when they engage in what she calls meaning- focused coping, which emphasizes finding sources of hope and support rather than getting rid of worry. 13 Some young people recognize that, while climate change is serious, humanity has solved difficult problems before. They can also force themselves to adopt a kind of defiant optimism. But one of the most effective forms of meaning-focused coping, Ojala said, is to place trust in others, be they scientists, environmental groups or politicians. The key is for young people to “see that the grown-up world is also doing something,” she said. Ojala’s results square with research by social scientist Kathryn Stevenson of North Carolina State University, who has found that kids feel more hopeful when they think that people are willing to act, and that those actions matter. That’s why it’s important for schools to teach kids not only about climate change, but what society can do about it, she said. Learning about solutions made all the difference for Shamar Tilghman, of Trenton, N.J., who attended the Watershed Institute’s Climate Change Academy in 2018. “They sat us down and told us everything bad. It was, like, very heartbreaking,” said Shamar, who is now a senior in high school. “What really helped me is learning all the ways that we can fix it.” In particular, he said, he was excited to learn about hydrogen fuel cells that produce power for cars and buildings without burning fossil fuels and green architecture techniques that save energy and water. Stella also finds inspiration in electric cars and other sustainable technologies that will help address climate change. “It’s going to take a little while, but I’m sure that there will be a way,” she said. Others said they are encouraged by proposals like the Green New Deal, championed by politicians such as Rep. Alexandria Ocasio-Cortez (D-N.Y.), and by legal efforts, such as the lawsuit brought by 21 young Americans that accuses the federal government of violating their right to a safe and livable climate. Photo: Kelsey Juliana, the lead plaintiff in Juliana vs. United States, speaks outside the U.S. Supreme Court. In the case, 21 young Americans accuse the federal government of violating their constitutional right to a safe environment. (Robin Loznak / Our Children’s Trust) The surge of youth activism is itself a source of hope. “I think it will actually work this time in creating some change,” said Arielle, the 18- year-old Angeleno. On Friday, young people will take to the streets in thousands of cities from Alaska to Indonesia to call for aggressive action on climate change. They hope adults will join them, but their relationship with grown-ups is fraught. On the one hand, they’re angry that society hasn’t dealt with the problem already. “The youth have been failed,” said Lana. On the other hand, kids recognize that they can’t tackle climate change alone, and they’re sick of hearing that their generation will save the day. “Adults are the ones who can really take charge right now,” Shamar said. If the world has to wait until kids grow up to act, he said, “it may be too late.” But teens are still waiting for a sign that their elders get it. “A lot of people kind of have their heads in the sand about it,” said Jasmine Wu, a high school junior from Troy, Mich. Jasmine, who is contemplating a career in environmental science, said she doesn’t understand that response. “I’ve always felt that if you are afraid of something, you should probably just meet it head-on,” she said. “Hiding from something that scares you is probably the worst way to handle it. Especially if it’s something that you can help prevent.”

UN CONFERENCE ON CLIMATE CHANGE 2015

A POSITION STATEMENT FROM THE WORLD ASSOCIATION OF GIRL GUIDES & GIRL SCOUTS

Climate change is the defining challenge of our time and poses a critical threat to our future. As the leading voluntary organization for girls and young women, with 10 million Girl Guides and Girl Scouts in 146 countries, the World Association of Girl Guides and Girl Scouts (WAGGGS) has a responsibility to speak out on behalf of girls and their right to inherit a liveable planet.

WAGGGS calls on leaders to follow through on past pledges to combat climate change, including those made most recently at the UN Sustainable Development Summit. From 25-27 September 2015, nations of the world came together to adopt the new Global Goals for Sustainable Development – an ambitious framework to guide our progress toward a more just and sustainable future. However, without urgent action to curb the dire risk of climate change, all of our collective aspirations and efforts to achieve that better future will be jeopardized and undercut.

Nations of the world must commit to limiting warming to 1.5°C. Over 100 countries worldwide — including the Alliance of Small Island States (AOSIS) and the Least-Developed Countries (LDCs), who represent the populations most vulnerable to climate change — have declared their support for a 1.5°C target. There is a wide and growing consensus that limiting warming to 1.5°C is a safer goal than the currently agreed international aim of 2°C in order to avoid the risk of runaway feedback effects. Recent research indicates that this goal may still be just barely within our reach1 , but will require immediate and aggressive action

At COP21, we urgently need an agreement that is:

• Ambitious: If we are to keep global warming below the 1.5°C threshold, we need to take concerted action to drastically reduce emissions, with the aim that emissions peak by 2020. Our subsequent long term goal should be to fully phase out all fossil fuel emissions and transition to 100% renewable energy by 2050.

• Equitable: Any agreement must be fully in line with the principle of common-but-differentiated responsibility (CBDR), recognizing countries’ distinct historical responsibilities for current emissions levels. The agreement must also embody the principle of intergenerational equity and ensure that today’s young people inherit a liveable world.

• Binding: The agreed framework must be legally binding with an effective compliance mechanism established to ensure nations are held accountable for and fulfill their agreed obligations, with regular reviews of nations’ contributions built in every five years.

Such an agreement must be adequately financed.

• Governments must honor the commitments made in Copenhagen to mobilize financial flows of $100 billion per year by 2020. This must then be only the starting point for scaling up climate finance in order to cope with the formidable challenges ahead. New financial commitments from developed countries must be binding, measurable, and verifiable.

1 Rogelj J, Luderer G, Pietzcker RC, Kriegler E, Schaeffer M, Krey V, Riahi K. (2015). ‘Energy system transformations for limiting end-of-century warming to below 1.5°C. Nature Climate Change. 21 May 2015. • Adequate funding must be allocated for adaptation, particularly in the Global South. While financing for adaptation has increased in recent years, current financing levels still do not match estimated needs. At l15east 50% of international climate financing must be provided to support adaptation in vulnerable countries.

• Financing under loss & damage must be provided in addition to adaptation financing. Vulnerable countries must have recourse for the inevitable impacts they will suffer despite efforts at adaptation and mitigation.

As delegations work toward an agreement at COP21, we urge all parties to recognize that climate change is not only an environmental issue, but fundamentally a human rights issue. Climate change threatens our ability to guarantee safety, dignity, and basic rights to all and endangers particularly the most vulnerable, including women & girls.

Girls & young women are already disproportionately impacted by disasters & extreme weather and will continue bear the brunt as climate change intensifies.

Girls & young women face specific and increasing risks at all stages of disasters:

• As weather patterns become more extreme, it is girls & young women – who so often bear primary responsibility for food, water, and fuel collection – who must cope with the challenges of securing these increasingly scarce resources. As girls’ domestic chores become more time-consuming and as income pressures intensify, they are more likely to be pulled out of school and forced into income-generating activities.

• When disaster strikes, it is girls & women who lose their lives in greater numbers. In some recent natural disasters, upwards of 80% of lives lost were those of women & girls.

• And following disasters, it is girls & young women who are exposed to a severe risk of sexual assault and violence in shelters and refugee camps. In addition, devastated and desperate families often marry off their young daughters, increasing girls’ risk of early and forced marriage2.

Currently girls’ unique needs and vulnerabilities go overlooked and unrecognized in disaster resilience and response programming. Governments must recognize that vulnerability to climate change is exacerbated and compounded by gender inequality and that building support for girls’ rights must be a part of climate change initiatives.

Girls & young women must be educated & empowered to advocate for change at the local, national, and international levels.

As signatories to the UN Framework Convention on Climate Change, governments have committed “to educate, empower, and engage all stakeholders and major groups on policies related to climate change.” Governments must follow through on this pledge to build the capacity of young people, working in conjunction with youth NGOs in their countries, through both formal and non-formal channels. Young people must be fully educated and equipped to participate in decision-making processes on climate change.

Education and capacity-building – particularly around girls’ leadership and climate change – is an area in which WAGGGS is a leader. WAGGGS helps to educate girls & young women on climate issues and equip them with the skills necessary to respond to this critical challenge. In WAGGGS’ work, girls have amply demonstrated their potential to be leaders and agents of change and to mobilize action in their communities.

Girls & young women must be substantively involved in the design, delivery, and implementation of nations’ response to climate change.

As nations set about developing National Adaptation Strategies/National Adaptation Programmes of Action, it must be ensured that these are fully gender-responsive and take into account girls’ and women’s specific needs and vulnerabilities. Girls’ and women’s rights organizations must be consulted and allowed to have substantive input into the design of these action plans. Girls are the experts on their needs and lived experience and can make a genuine contribution to the success of adaptation and resilience programming if given the tools and spaces to do so.

2 Swarup, A., Dankelman, I., Ahluwalia, K., & Hawrylyshyn, K. (2011). Weathering the Storm: Adolescent Girls & Climate Change. Plan International. Involving girls & young women is not only a best practice principle of program design, but it is a basic right o16f girls & young women to have their voices heard. Article 12 of the UN’s Convention on the Rights of the Child gives children the right to participate in decision-making that is relevant to their lives. Decisions made now around climate change and how nations will respond are deeply relevant and will have a profound impact on the world that today’s children and youth will inherit.

Without urgent and immediate action at COP21, we risk missing the rapidly vanishing window of opportunity to avoid dangerous and unsustainable levels of climate change. The consequences of inaction in this moment will be devastating, particularly for the most vulnerable populations, including girls and young women. We call on all governments to commit at COP21 to a framework that is ambitious, equitable, and binding, and will deliver the transformative change we need.

About the World Association of Girl Guides & Girl Scouts

With ten million Girl Guides and Girl Scouts from 146 countries across the world, the World Association of Girl Guides and Girl Scouts (WAGGGS) is the largest voluntary movement dedicated to girls and young women in the world. Our mission is to enable girls and young women to develop their fullest potential as leaders and responsible citizens of the world. Through our innovative non-formal education programmes, we help girls to understand and take action on important issues in their lives.

Some of our current initiatives include:

• Voices Against Violence: empowering girls to understand & combat violence in their communities • Global Action Theme: equipping girls to make the new Global Goals a reality

For more information about WAGGGS and our work, please visit: www.wagggs.org. Advocacy Central Table From Ambassador Journey "Your Voice, Your17 World" Log it! Keep on track by filling in The steps The details How to achieve it your steps and progress.

1. Find your cause Investigate issues you care Stick to an issue you really care enough about to speak about. Choose one that touches up for and act on-and to influence others to act on. your heart and soul. 2. Choose an issue to Do some research. Zoom in on Seek out the root causes. Where can you learn more? focus on. a specific angle and possible Consider as many sources of information as possible-the solutions. media, people in your community, the Internet. Are your sources trustworthy? Unbiased? 3. Harmonize Form alliances with those who Identify the root cause of the issue — how can you care about your issue and can address that? assist you to give voice to solutions. 4. Identify the big Join with your partners to Arrange to meet these VIPs. If possible, attend a public ears and set up a identify VIPs (very influential meeting (or two) where you can observe how your meeting people) who will listen to you potential VIPs make decisions, handle issues, and and have the influence to lift promote their agenda. Is your issue on their radar? If not, your cause. find out how your VIPs take on "new business." Arrange a meeting. Get in touch via phone, e-mail, or a staff member. 5. Prepare your pitch. Define your issue in a brief and Say why your issue matters. Have a "hook'' compelling way, and propose a Propose a solution-make it reasonable, doable, and workable solution appealing to the VIPs. Clearly show the benefits-what's in it for you, me, and the community.

6. Make your pitch. Make your pitch to the VIPs. Use your confidence. This is it: Your Voice, Your World!

7. Close the loop and Now that you've done some If VIPs jumped on board based on your pitch, use your give thanks. great advocacy, acknowledge thank-yous to detail your expectations of what they'll do those you've met along the way next for your cause. If they're not on board, thank them and pass your efforts forward. for their time. Pass forward your good work-ideas, research, progress-to those who can move it forward even more. Use what you've learned to educate and inspire others. 8. Reflect and Make sure you take time to How did this effort make you wiser? How will you celebrate. reflect on your advocacy journey-celebrate your new wisdom? all the bumps, valleys, high points, twists, and turns. 18

What Are the 7 Steps to the Gold Award?

Let’s break it down with a description of each step and tips for success. You’ll complete these steps using the GoGold Online web tool. When you’re ready, find the tool and register at girlscouts.org/gogoldonline.

Step 1: Choose an Issue In this step, you’ll answer eight questions that will help you reflect on your experience, education, and personal values in order to find an issue you care about.

Things to think about

� What inspires you? Is it something in your school, community, country, or the world? � What motivates you into action? Is it people, events, activities, places? � What skills, talents, and strengths do you have to offer? � How do you want to make a difference? As an advocate for justice? A promoter of environmental awareness? As a trainer, mentor, or coach? As an artist, actor, or musician? As an organizer of petitions or campaigns? As an entrepreneur? Can you think of another role? � What motivates, inspires, and interests others? Can you build a team to support your idea? � What would benefit the community both immediately and long-term? � Check back through your Girl Scout Leadership Journeys. Are there activities in the Journeys that interest you? Can you use them in your Gold Award take action project?

12 | Your Guide to Going Gold 19 If these questions aren’t working for you, try making a passion list. Start by listing 10 things you’re passionate about. See the take action project ideas in the Appendix (p. 31) if you need help. Then narrow your list down to your top five. Finally, answer this question: Which two are your best bets for creating a Gold Award project that would benefit the community?

Need more help? Check out the Tools and Resources section for guidance that will help you succeed. You’ll find it on the right sidebar when you start Step 1 in GoGold Online.

Step 2: Investigate In Step 1, you identified a community issue. You’ll need to narrow down the issue to its root causes for your Take Action project, and you’ll need to identify an organization in the community you can partner with. You’ll work on both of these in Step 2 as you investigate and research your issue more.

Start by using a mind-mapping tool to explore the root causes of the issue you’ve chosen. Here’s an example mind map:

Can’t see road Distracted signs drivers

Poor Car Using visibility accidents cell phones

Bad Drunk weather driving Animals Icy and in slick roadway roads

Notice that the community issue, “car accidents,” is placed in the large, center circle and that triggers for accidents like bad weather and distracted drivers are explored further. When you explore further, you find root causes. In this example, the root causes are found in the outer circles. For distracted drivers, the root causes are “using cell phones” and “drunk driving.” And the root causes for accidents caused by bad weather are “icy and slick roads,” “poor visibility,” and “can’t see road signs.”

13 | Your Guide to Going Gold 20 Try it! Instructions: Place your community issue in the gray circle. Ask yourself, “What triggers this issue?” Then explore further to find root causes (these will be the outside circles—like in our example). Add as many other circles as you like. Select one or two root causes and you have the foundation of a strong Gold Award project!

Great! You’ve figured out some root causes. Now take your research further to make sure:

� Your root causes are real. � The need you’ve identified is a real need in the community. � You can make your project idea happen—that it’s realistic. � You learn about networks and resources that can help you.

Start with research. Jump online to research local organizations that address your issue. Or drive around in your community to scout out people and places related to your issue. You’ll be surprised what you’ll learn and see when you’re actually out in your community.

Then make a community map. A community map highlights the people, things, services, organizations, and businesses in a given area with a focus on those who can help support your project.

14 | Your Guide to Going Gold