This Changes Everything
Ofcial Book & Film Study Guide Table Of Contents
Welcome Message
Using this Study Guide
About This Changes Everything
Learning Activities
Lesson 1: Our Global Economy’s Impact on the Climate
Lesson 2: People, the Planet, and Economic Growth
Lesson 3: Climate Change and Social Justice
Lesson 4: What Is Our Relationship with the Earth?
Lesson 5: Reinventing a Clean and Just Economy
Lesson 6: How Do People Change the World?
Lesson 7: Crisis and Opportunity
Lesson 8: Is Geoengineering the Answer to Global Warming?
Resources
Credits
THIS CHANGES EVERYTHING Ofcial Book & Film Study Guide 2 Welcome Message
Teachers and Educators!
We are so thrilled that you are picking up this guide and thinking about how to introduce critical thinking about climate change and economics to your students. The i e t d i e o u i c eati t e ook lm a d e a eme t o ect This Changes Everything a to d ay to a e a d e lo e t e e idea it ot e O cou e that includes creating tools to help people to talk about climate and economics in their communities.
e mly elie e t at it i ot ook a d lm t at c a e t e o ld ut eo le
And we see teachers and students as critical to this conversation. After all, it will be the students of today that will inherit the world we have created, and become the leaders navigating the many challenges created by climate change and economic inequality.
We believe that answers to deep-running, high-stakes, convoluted questions about a better world can be found in the stories of people, including the hundreds who o e ed u t ei ea t a d ea t eak to u du i t e maki o t i o ect o e e yea ll a ou d t e o ld e ou d t at eo le e e co ecti t e dot between the economic system and the environmental havoc it’s wreaking on their lives and the planet. In seeing the emergence of a new climate movement - breaking out o eco omic a d e i o me tal ilo maki e allia ce a d uildi t e e t economy in the rubble of the old one, we found hope growing in the cracks of our broken system.
There is a story we’ve been told about ourselves for hundreds of years: that we are ot i ut el eedy el ati yi a e t a d t at t e ea t i a mac i e to be manipulated instead of a life-giving force to be respected and revered. You are poised uniquely as educators to start the long, intangible process of questioning and re-imagining this narrative with your students.
Ou mo t a io ate o e o t i o ect i t at it ca e u e ul to you a co ce ed educato to e a tool o tude t to u t out o i olatio a d a oida ce a d d a way to engage.
Because to change everything, we need everyone.
Thank you for the work that you do. We look forward to hearing how you and your tude t e lo e t e e idea i you cla oom
Avi Lewis & Naomi Klein
THIS CHANGES EVERYTHING Ofcial Book & Film Study Guide 3 Using this Study Guide
This guide is designed to help students in grades 9-12 look critically at the idea of how our economic system’s push for continual growth impacts both the environment and quality of life for all people.
ce t om t e This Changes Everything ook a d docume ta y lm a e u ed a starting points throughout the learning activities to spark discussion, and to put a uma ace o com le i ue t ou ca e tudie a d i de t a aly i e content from these materials emphasizes that addressing climate change can be a catalyzing force for making society stronger and fairer, and that students can shape society’s future through active civic engagement.
ll e ce t a e a aila le o cla oom u e a d ca e ou d at
thischangeseverything.org/studyguide
you e u i you o co y o t e ook a e um e i t i te t e e to t e t hardcover edition of This Changes Everything.
i uide i a eat t o t e ollo i u ect a ea i ic Geo a y co omic History, and other types of Social Studies classes; English; Journalism; and Environmental Science. Feel free to adapt the materials to other types of classes as well.
The learning activities in this guide are organized into eight themes that can be taught in any order. Because each section is designed to stand on its own, you can easily pick and choose what learning activities best meet your curricular goals. Each theme includes a handout that provides a framework for how students might organize their ideas. Please note that the handouts referred to in the directions for each activity can be found at the bottom of that theme’s section, as well as online at thischangeseverything.org/studyguide. Other materials that can be found on ou e ite a e t e ideo cli a d t e ook e ce t Fi ally t e uide i clude a Resources section with opportunities for deeper study on climate change topics, elated cu icula e ea c di a d tool to u o t you teac i o t e key ideas.
THIS CHANGES EVERYTHING Ofcial Book & Film Study Guide 4 About This Changes Everything
Bot t e ook a d t e lm This Changes Everything use case studies and in-depth analysis to illustrate how the crisis of climate change can be an opportunity to transform our society into one that better cares for each other and for the planet. The economic logic of our time pushes a doctrine of endless economic growth, without ack o led i t at t at model i o e ed y ite atu al e ou ce ollute t e la et a d e etuate ocial i u tice e climate c i i i a u e t i al t at it i time o eo le to come to et e a d uild a eco omy t at e ect ou alue c eate ood o a d otect t e ai la d a d ate o o ti climate c a e i no longer about changing light bulbs – it’s about changing everything.
Naomi Klein
Naomi Klein, author of This Changes Everything (2014) i a a a d i i ou ali t and the author of the critically acclaimed #1 international bestseller The Shock Doctrine: The Rise of Disaster Capitalism(2007) and of No Logo: Taking Aim at the Brand Bullies (2000), which The New York Times called “a movement bible.” Klein is a contributing editor for Harper’s Magazine, a reporter for Rolling Stone, and a syndicated columnist for The Nation and The Guardian. She is a member of the board of directors of 350.org a d a uf Fou datio iti Fello at e atio titute
Avi Lewis
Avi Lewis, director of the This Changes Everything(2015) documentary, presents in the lm t e to ie o e e o e ul commu itie a ou d t e o ld a ected y t e climate change crisis and the economic system that brought it about. These portraits a e tied to et e y aomi lei a atio ic e lai t e co ectio et ee carbon in the air and the economy that put it there, and gives a hopeful take on how people can build a better world. Lewis’s previous works include The Take (2004), an a a d i i lm t at ollo ed e ti a le e da y mo eme t o o ke u businesses; Fault Lines (2009-2010), an acclaimed weekly documentary series on Al a ee a li ele i io a d a um e o cu e t a ai a d olitical talk o o CBC Television in Canada.
THIS CHANGES EVERYTHING Ofcial Book & Film Study Guide 5 Learning Activities
Lesson 1: Our Global Economy’s Impact on the Climate
Lesson 2: People, the Planet, and Economic Growth
Lesson 3: Climate Change and Social Justice
Lesson 4: What Is Our Relationship with the Earth?
Lesson 5: Reinventing a Clean and Just Economy
Lesson 6: How Do People Change the World?
Lesson 7: Crisis and Opportunity
Lesson 8: Is Geoengineering the Answer to Global Warming?
THIS CHANGES EVERYTHING Ofcial Book & Film Study Guide 6 Lesson 1
Our Global Economy’s Impact on the Climate
THIS CHANGES EVERYTHING Ofcial Book & Film Study Guide 7 Lesson 1 Our Global Economy’s Impact on the Climate
Learning Objectives
Students will:
Identify the fossil fuels needed to power a T-shirt’s production process from seed to shirt, including transportation to factories overseas.
Discuss what incentives direct people and businesses in their economic decisions in a free market.
ami e t e lo al eco omy cu e t de e de ce o o il uel a d t e t eat this poses for people and the environment.
eco i e t at t e e a e di e e t a d o te o o i ie a out t e cau e o and solutions to global warming.
lai o eo le i Ge ma y o ked to i a out t ei cou t y a id transition to renewable sources of electricity.
lo e e o al idea a out lo ali atio climate c a e a d o ou o ld ill be in the future.
Themes
Capitalism
Climate Change
Globalization
Greenhouse Gases
Incentives
Renewable Energy
Materials Needed
All materials are available for download at thischangeseverything.org/studyguide.
Handout: e ectio a d a e o t i uide Film clip: e ectio a d a e le t
Clip Summary: At a conference on climate change put on by The Heartland titute eake e ect t e idea o ma made climate c a e e e ide t o the organization says that the science on climate change is selectively reported and misrepresented in order to promote a socialist agenda. Others at the conference omote t e i ci le o ee ma ket ca itali m aomi lei a ati t e cli says that the members of the Heartland Institute recognize that if climate change is taken seriously, it changes everything. One place things are changing is in Germany, where citizens have pressured the government to make the switch to renewables, which now account for 30% of the country’s electricity. These changes have created o i t ei cou t y additio citie a d to a e decided to take ack the electricity grid from private companies and run it themselves. What does this mean for the rest of the world?
THIS CHANGES EVERYTHING Ofcial Book & Film Study Guide 8 Lesson 1 Our Global Economy’s Impact on the Climate
Activities
Be o e comi to cla a e tude t e lo e t e to y la et o ey ake a i t http://apps.npr.org/tshirt/
Ask them to determine what types of energy are needed to power each step of a i t oductio die el uel a d oil to u a cotto icke ea y uel oil to power a cargo ship to take the cotton from the U.S. to a yarn-spinning factory in Asia, etc
2. In class, point out how many students are wearing a T-shirt. Let them know that a o imately t o illio i t a e old lo ally eac yea i lay a o ld ma a d t ace t e oductio at o t e i t i t e la et o ey to y t at t ey studied for homework. Begin in Wisconsin where the seeds are engineered, then ollo t e at to i i i i e e t e cotto i o a d a e ted e mate ial for the men’s shirt then go to Indonesia where the cotton is spun into yarn, and to Bangladesh where the yarn is turned into fabric, cut, and sewn into the T-shirt. These steps in the women’s shirt all happen in Colombia. The shirts are then shipped to iami Flo ida e e t ey a e ut o t ai a d t uck to e o k ity e e t ey are printed. They are eventually shipped all over the United States to people who buy the T-shirts online. As you trace the production path, ask students to share their di o at o il uel a e u ed alo t e ay oi t out t at u i o il uel ollute t e la et a d emit ee ou e a e like ca o dio ide
3. Ask students why T-shirts are not manufactured in the U.S. if that is where the cotto o t em i o y i e e yt i a ou d t e o ld lai t e economic logic behind a U.S. company’s decision to use factories in Indonesia, Bangladesh, and Colombia to produce its T-shirts. Discuss incentives that direct eo le a d u i e e i t ei eco omic deci io i a ee ma ket Fo e am le companies have an incentive to outsource certain production needs to specialized m i de elo i cou t ie e e t ey ca ay t ei o ke lo e a e t a i the U.S. These savings in labor costs are greater than the costs of shipping materials to t e e acto ie o e ea ic e e u t e i t i t e la et o ey i t e am le o com a ie ca mi imi e oductio co t a d ma imi e o t oi t out how our current economic system has high energy demands to power all of this production and transportation, the bulk of which currently comes from fossil fuels. o a e t e eco omic acti itie o la e co o atio o eek to ma imi e o t i co ict it e o t to lo e o il uel emi io
S o t e cla a ima e tt climatekid a a o e ie ee ou e e ect a t ee ou e a e t at de c i e o a e like ca o dio ide ca i c ea e t e tem e atu e o t e la et lai t at t e mo e o il uel a e u ed the more greenhouse gases are released into the atmosphere; the more greenhouse gases there are in the atmosphere, the more heat is trapped and the temperature of the planet increases. This process is what is referred to as “global warming.” Then, di lay t e a ic Fi t i uma i to y http://whirlwindodyssey.org/wp- co te t u load Fi t i uma i to y a a d e lai t at it o mea u eme t o ca o dio ide co ce t atio i t e atmo e e o e time k tude t to de c i e t e data t e d om to t e e e t lai t at t e e i c ea ed co ce t atio o ca o dio ide lead to lo al a mi a d c a e i t e climate t at cau e d ou t i c ea e i ea le el ood i te i ed eat e a d eat e e t u ica e ty oo to adoe eat a e etc a d ot e ma o problems.
THIS CHANGES EVERYTHING Ofcial Book & Film Study Guide 9 Lesson 1 Our Global Economy’s Impact on the Climate
Gi e eac tude t a a dout ee o t i uide to com lete ile atc i t e ideo cli e ectio a d a e om t e This Changes Everything documentary. Review the questions before playing to clip to help students focus their viewing.
6. As a class, discuss student responses from the handout. Then, close the activity by having students write a personal response to the ideas in this activity about economic growth and climate change.
Ask them to consider the following questions as they write:
What did you learn about the global production of goods that you didn’t know before?
o co ce ed a e you a out ee ou e a emi io a d t ei e ect o t e climate?
How do you imagine our world in 20 years?
Will our air, land, and water be in better or worse shape than today? What about our societies? Why do you believe things will be better or worse?
What role do you see for yourself in shaping the future?
THIS CHANGES EVERYTHING Ofcial Book & Film Study Guide 10 Lesson 1 Our Global Economy’s Impact on the Climate
Go Further
lo e di e e t e ecti e a out climate c a e a e tude t e ea c a d collect tateme t y a iou cie ti t a d olitical leade o a e e lai ed climate c a e it oot cau e a d likely co e ue ce a d o a e e e ed views about how to respond. Aim for variety in political parties and perspectives. Fo e am le om o e F a ci to Flood all St eet to e Bu k tude t to then choose one of these individuals and write a persuasive essay evaluating the strength of his or her arguments and their real-world implications. What are the sources of this person’s information, ideas, or assertions? How credible are his or her statements, and what makes you think that? Help students distinguish between facts and opinions. How does this person’s perspective on climate c a e e ect o i ue ce u lic o i io a d o e me t actio o climate c a e o e ecti ely ould i o e e e ed cou e o actio add e t e causes and consequences of climate change?
Play a game that simulates the tension between capitalism and the climate. The Rethinking Schools publication, A People’s Curriculum for the Earth (2014) ee t e e ou ce ectio o o t i uide http://www.rethinkingschools.org/ proddetails.asp?ID=9780942961577 i clude a ectio called e i ama o Game’ in which small groups of students represent competing manufacturers o t i ama o o mu t ala ce t e ue t o o t it ee ou e a output.
Introduce students to the concepts of “per capita emissions” and “emissions outsourcing,” two terms used to analyze a country’s responsibility for climate c a e a e t em e ea c t e de itio o eac o t ey a e dete mi ed a d t ei i i ca ce Fo e am le i a emit t e i e t le el o ca o dio ide eac yea o a y cou t y ut o a e ca ita a i it doe ot e e a k i t e to l o data om t e Glo al a o o ect http://www. lo alca o o ect o ca o ud et i de tm i dicate t at o i a emi io i came om ma u actu i ood t at e e e o ted to ot e cou t ie lai to tude t t at t e e a e ee e e i e e timate o China’s “outsourced emissions”: one study found that in the period 2002-08, 48% o t e cou t y emi io e e elated to e o ted ood o i uc data useful in discussing climate change and how various countries should respond? Practice forming questions, answering them with data from the Global Carbon o ect e o t a d t e c eati i o a ic to di lay tude t di
o duct a i de t e lo atio o t e domi a t y tem o oduci a d co umi ometime de c i ed a t e mate ial eco omy e Sto y o Stu o ide a e ie o te ee le o la tt to yo tu o e ou ce i school-curriculum-buy-use-toss/ t at add e t actio oductio i t i utio Consumption, and Disposal.
THIS CHANGES EVERYTHING Ofcial Book & Film Study Guide 11 Lesson 1 Our Global Economy’s Impact on the Climate
Handout Lesson 1
Rejection and Change
t uctio atc t e ideo e ectio a d a e om t e docume ta y This Changes Everything. Then respond to the questions below.
1. What opinion do attendees of the Heartland Institute Conference on Climate Change have about global warming? How does this view compare to Naomi Klein’s, who is shown attending the conference and narrates the video?
2. What worldview is illustrated by one man’s statement about the value of trees and elephants? What is your reac- tion to his comment?
THIS CHANGES EVERYTHING Ofcial Book & Film Study Guide 12 Lesson 1 Our Global Economy’s Impact on the Climate
3. Joe Bast, President of the Heartland Institute, said, “If human activity is causing climate change, then almost any- t i could e u ti ed i te m o a o e me t e o e o ould you e tate at e i ayi i you o o d at ould you u ti y i te m o a o e me t e o e to climate c a e
4. The German government has invested billions in the development of renewable energy systems, which now ac- cou t o o t e cou t y elect icity cco di to t e ideo at a e ee t e e e t o t i t a itio
5. What strategies did Germans use to bring about their country’s rapid energy transition?
THIS CHANGES EVERYTHING Ofcial Book & Film Study Guide 13 Lesson 2
People, the Planet, and Economic Growth
THIS CHANGES EVERYTHING Ofcial Book & Film Study Guide 14 Lesson 2 People, the Planet, and Economic Growth
Learning Objectives
Students will:
aly e a uotatio t at de c i e t e co ict et ee t e ite e ou ce o t e planet and the current push for growth.
Break down a case study that illustrates the relationships among people, the environment, and economic growth.
o k it a a t e to de elo a olutio to t e co ict e e ted i t e ca e study.
Themes
Environmentalism
Social Inequality
Economic Development
Capitalism
Materials Needed
All materials are available for download at thischangeseverything.org/studyguide.
Handout: eo le t e la et a d co omic G o t o t i uide Film clip: eo le t e la et a d co omic G o t le t
Clip Summary: As part of the push for rapid economic growth, the government of dia u o ted t e e o t o a i ate com a y to uild a coal a ed o e la t i Sompeta, Andhra Pradesh. If the plant had been built, it would have covered the local etla d it la d ll ou a d o commu ity mem e ely o t e etla d o t ei livelihood and believe that the power plant will make them poorer.
Book excerpt: for Go Further: “Growing the Caring Economy, Shrinking the Careless O e This Changes Everything
Activities
1. Ask the class to record their thoughts in writing about this quote from Naomi Klein:
“What the climate needs to avoid collapse is a reduction in the use o ite e ou ce at t e eco omy eed to a oid colla e i u ette ed e a io e e t o eed a e at a it o e a ot e Only one set of rules can change, and it is not the laws of nature.”
Students can consider the following questions as they write: How does the use o ite e ou ce like o il uel e e t t e eco omy o i it a mi t e e i o me t at i lei ayi i t e ay to e d t i co ict
THIS CHANGES EVERYTHING Ofcial Book & Film Study Guide 15 Lesson 2 People, the Planet, and Economic Growth
2. Give each student a handout and show the class where Sompeta, Andhra Pradesh, dia i o a ma a o li e ea c ill uickly i t i u lai t at a ituatio i Som eta ca e e a a ca e tudy o e lo i i ue elated to eco omic o t and its impact on people and the environment. Tell students that they are going to watch a video and record details about these issues on their handout. Review the questions before playing the video so students will know what information to watch o e o t e cli eo le t e la et a d co omic G o t le t om the This Changes Everything documentary. It may be helpful for students to be able to watch the clip more than once in order to get all of the information.
3. Ask students how they would resolve the struggle in Sompeta. Are there alternative strategies for providing electricity that are better for people and the planet? Have students work with a partner to consider the needs of those involved, brainstorm a d di cu o i le olutio a d decide o t e e t o tio ai ould e lai i writing their solution and their rationale for choosing it.
Go Further
aluate di e e t met od t at ociety u e to mea u e o e G o ome tic oduct G o e am le mea u e t e i e o a eco omy a ed o acto uc a oductio i come a d e e ditu e G i dicato i ue ce important decisions about interest rates, investments, wage increases, and other acto t at a ect uality o li e Some elie e o e e t at it i a mi take to place too much emphasis on GDP as a measure of progress. They argue GDP does ot do a ood o o mea u i uma ell ei a d doe ot take i to accou t harm to the environment. Have students conduct an in-depth investigation of GDP a d alte ati e mea u e o o e am le tt a y la eti de org/ eate a c a t t at o a i e i o matio o eac met od a out at eci cally i mea u ed o it i calculated a d it limitatio a d c itici m Which method do students believe is the best measure of progress? Why?
lo e alte ati e to eco omic o t t at e e uma eed a d mi imi e the impact on the environment. Begin by having students read the This Changes Everything ook e ce t G o i t e a i co omy S i ki t e a ele O e ic ca e ou d o li e i t out t e t ate ie de c i ed i t e te t e a e tude t ai ead a d di cu t e e am le o eal li e alte ati e o ided in the Build Another World activity by the German organization fairbindung.org: tt ai i du o ildu aktuelle o ekte e dlic ac tum eyo d growth-methods/chapter-5-outlook-and-alternatives/ Afterwards, discuss which of these strategies may already be a part of students’ lives. Are there any that they would like to try?
THIS CHANGES EVERYTHING Ofcial Book & Film Study Guide 16 Lesson 2 People, the Planet, and Economic Growth
Handout Lesson 2
People, the Planet, and Economic Growth
Instructions: Watch the video, “People, the Planet, and Economic Growth” from the documentary, This Changes Every- thing. Then respond to the questions below.
1. What action did the government of India take in the area of Sompeta that upset local residents?
Summa i e t e co ce t at t e eo le o Som eta a e a out t e o o ed coal ed o e la t
3. What policies and incentives has the government of India put in place to stimulate private energy investments in coal ed o e la t o ill e e t om t e e mea u e
THIS CHANGES EVERYTHING Ofcial Book & Film Study Guide 17 Lesson 2 People, The Planet, And Economic Growth
4. In the video, V.S. Krishna of the Human Rights Forum criticizes what he calls India’s “mindless pursuit of growth.” What are his concerns?
o doe aomi lei t e a ato de c i e t e e te model o eco omic o t
6. Does nature have limits in terms of how much economic growth it can support? Why or why not?
THIS CHANGES EVERYTHING Ofcial Book & Film Study Guide 18 Lesson 3
Climate Change and Social Justice
THIS CHANGES EVERYTHING Ofcial Book & Film Study Guide 19 Lesson 3 Climate Change and Social Justice
Learning Objectives
Students will:
om a e e o e to t e o alde oil ill a d t e ollutio cau ed y the oil industry in Nigeria.
Discuss how the economic growth of wealthy countries has impacted both poorer countries and the environment.
e e t e te m climate de t a ed o te tual i o matio
Analyze a proposed plan for wealthy countries to pay Ecuador not to sell its oil.
ite a ume t to e lai t ei o itio o t e t ate y o a i ealt y cou t ie com e ate oo e cou t ie o ot e loiti t ei oil e e e
Themes
Climate Debt
Climate Justice
Social Inequality
Legacy of Colonialism
Economic Development
Materials Needed
All materials are available for download at thischangeseverything.org/studyguide.
Book excerpts:
i e elta This Changes Everything
limate e t This Changes Everything
Go Fu t e ollute ay i ci le This Changes Everything
Handout: limate e t aly i o t i uide
THIS CHANGES EVERYTHING Ofcial Book & Film Study Guide 20 Lesson 3 Climate Change and Social Justice
Activities
a e tude t atc t i t ee mi ute e to y a out t e o alde oil spill. Focus student viewing by asking them to note how people responded to the di a te a d t e li e i e ect o t e ill mo e t a yea late
tt c e com e yea late e o alde ca till eali
2. Show the location of Nigeria on a map:
https://commons.wikimedia.org/wiki/File:Location_Nigeria_AU_Africa.svg
lai t at i e ia u ed to e a B iti colo y ic claimed t e le al i t to t e oil i i e ia a d allo ed com a ie to e t act a d e o t it to i du t iali ed atio Then have students read the This Changes Everything ook e ce t i e elta 305-306, This Changes Everything
Discuss:
What impact did the economic growth of wealthy nations have on the people of Nigeria and the environment?
o ould me ica eact i e e y yea a o alde o t o oil illed i to waterways in one of their communities? Why do you think so much oil has been allo ed to ill i t e i e elta o mo e t a ty yea o do you e lai t e di a itie i o o lem a e ol ed o di e e t eo le
lai t at ealt y cou t ie a e o e ed y u i o il uel like oil a d coal to power their industries, but in the process, they have polluted the planet and emitted ma i e ua titie o ee ou e a e like ca o dio ide t at t a eat i the atmosphere. To prevent even more environmental damage, poor countries need to de elo di e e tly ut t ey do t a e t e e ou ce o t ei o to make t at happen.
4. Point out the location of Ecuador on a map:
tt commo ikimedia o iki File cuado o t o a ic o ectio
Tell the class that Ecuador is the home of Yasuní National Park and ask them to read the This Changes Everything ook e ce t limate e t This Changes Everything e a e tude t o k i ai o mall ou to e o d to t e questions on the Climate Debt Analysis handout.
5. Conclude by having each student take a position on whether or not they would back t e a u la Stude t ould ite a a ume t t at e lai t ei ie a d u e valid reasoning and relevant evidence to support it.
THIS CHANGES EVERYTHING Ofcial Book & Film Study Guide 21 Lesson 3 Climate Change and Social Justice
Go Further
el e dee e i to e i o me tal aci m lai to tude t t at t e i e elta i a e am le o a ac i ce o e lei de c i e ac i ce o e a lace t at ome o do t cou t a d t e e o e ca e oi o ed d ai ed o ot e i e destroyed, for the supposed greater good of economic progress.” She points out t at eo le o li e o t e e la d et ac i ced too ecau e t ey ty ically lack political power due to some combination of race, language, and class.
e ead lei a ticle y Black i e atte S ould a o m t e limate e ate http://www.thenation.com/article/192801/what-does-blacklivesmatter- have-do-cliamte-change a d talk a out t e co ectio made y t e a ticle et ee ace a d climate c a e e ea c ot e e am le o ac i ce o e clo e to ome o e am le e O lea a te u ica e at i a a e tude t a e t ei e am le a d e aluate et e eac meet lei de itio o a ac i ce o e
lo e t ate ie o ai i mo ey om t e ealt y to el co e t e co t to transition away from fossil fuels. Read the This Changes Everything ook e ce t ollute ay i ci le This Changes Everything a d di cu ic o t e o tio outli ed i t e te t you ould u o t a d y at additio al o alternative ideas can you contribute?
lai a d e o d i iti to t i uote e e i o t o t e e i o me t t at doe ot e ui e a t o ocial u tice o ca you a e a t u le o ocial u tice i t e e i o t o t e e i o me t
Fo additio al teac i mate ial o climate c a e a d ocial u tice i it t e limate u tice i B tt teac climate u tice ca a d o eme t Ge e atio http://movementgeneration.org/resources/curriculum-tools/ e ite
THIS CHANGES EVERYTHING Ofcial Book & Film Study Guide 22 Lesson 3 Climate Change and Social Justice
Handout Lesson 3
Climate Debt Analysis
t uctio ead t e e ce t limate e t om t e ook his Changes Everything, then respond to the questions below.
cco di to t e te t at i climate de t o o e at to om y
lai t e a u la i you o o d
3. How does the Yasuní plan propose using the funds that would be collected as payment for the climate debt?
THIS CHANGES EVERYTHING Ofcial Book & Film Study Guide 23 Lesson 3 Climate Change and Social Justice
4. Predict how the following people would react to the Yasuní plan. Justify your response:
CEO of the Ecuadoran state oil company Petroequador
President of Ecuador
Leader of a wealthy country asked to pay Ecuador to not drill for its oil
5. What might be the outcomes for people and the planet if wealthy countries were to pay for developing countries to grow their economies using clean energy? What might be the outcomes if they did not provide funds?
6. What other ideas do you have for helping poor countries to develop economically in ways that support both peo- ple and the environment?
THIS CHANGES EVERYTHING Ofcial Book & Film Study Guide 24 Lesson 4
What Is Our Relationship with the Earth?
THIS CHANGES EVERYTHING Ofcial Book & Film Study Guide 25 Lesson 4 What Is Our Relationship with the Earth?
Learning Objectives
Students will:
ite de itio o t e co ce t o e t acti i m a d e e e atio a ed o te tual i o matio
de ti y de c i e a d e aluate ot i to ical a d mode day e am le o e t acti i m a d e e e atio
ete mi e o e t acti i m a d e e e atio di e i t e ay t at eac lace value on people and the planet’s resources.
Discuss whether it is possible to have economic growth that values both people and the environment.
eate o te t at i ually ca tu e t e idea o e t acti i m o e e e atio u i stories from their study for inspiration.
Themes
t acti i m
Regeneration
Legacy of Colonialism
Social Justice
Economic Growth
Materials Needed
All materials are available for download at thischangeseverything.org/studyguide.
Book excerpts:
t acti i m This Changes Everything
e e e atio This Changes Everything
Handout: G ou O a i e o t i uide
Film clip: S o t te m o t o te m ama e le t
Clip Summary: ou o acti i t lame t a a adia co o atio la to e a d a gold mine in their area and the potential destruction of the landscape. One of them t i k t e ue tio o et e o ot to e a d t e mi e i a et ical i ue S e elie e t e co e o lem i ca itali m a d t at it omote o t te m o t o companies and long-term damage for residents. Klein describes our economic system a o e a ed o t e lo ic o e t acti i m a o ld ie t at ee e e yt i a a com- modity om ic to e t act alue atu e eo le a d e ti e atio
THIS CHANGES EVERYTHING Ofcial Book & Film Study Guide 26 Lesson 4 What Is Our Relationship with the Earth?
Activities
1. Before class, have students read the This Changes Everything ook e ce t - t acti i m a d e e e atio k t em to ite de itio o t e co ce t o e t acti i m a d e e e atio a ed o i o matio i t e te t Stude t ould t e i t ei de itio to cla alo it a i to ical o mod- e day e am le o eac co ce t co ducti e ea c a eeded Fo e am le a tu- de t mi t de e e e e atio a aki u o e ul actio to e e ate li e o t at t e e i o me t a d commu itie ca o o e i e a d i e a a e am le t e agroecological practice of using “green manures,” or quick-growing plants that prevent erosion and replace nutrients in the soil.
2. In class, organize students into groups of three or four and give each group the a dout it i t ei ou tude t ould a e t ei i di idual de itio o e - t acti i m a d e e e atio it eac ot e a d t e me e t em i to ou de i- tions of these concepts that they can record on their handout. Have students also take tu a i t ei e am le o e t acti i m a d e e e atio a d e lai i o t ey u o t t e de itio G ou mem e ould e aluate et e eac e am le t uly t t e de itio a ki o cla i catio a d mo e detail a eeded dd eac e am le to t e a dout o ce it a ee etted y t e ou e t e ou ould ide ti y o la el a cou le o local e am le om ome t e c ool o t e commu ity
3. Ask the groups to review their handouts to make sure all relevant points of their discussion have been captured. Invite a representative of each group to share the ou de itio a d e am le it t e cla k mem e o ot e ou to ide ti y o e e t a d o i u t i eac e am le o ided at atte doe t e cla otice a out t e e am le o e t acti i m a d e e e atio o do e - t acti i m a d e e e atio di e i t e ay t at t ey lace alue o eo le a d t e planet’s resources?
S o tude t t e mi ute ideo S o t te m o t o te m ama e ic illu t ate t e alue o e t acti i m a d e e e atio comi i to co ict i mod- ern-day Greece.
After watching, discuss:
Based on the information in the video, what are the values of the gold mining company in regards to the land? What are the values of the residents of Halkidiki? y a e t e e alue i co ict
o doe t e a ato de itio o e t acti i m com a e it you
Why do you think the woman in the video believes that capitalism is the core o lem i t ei t u le a ai t t e o o ed e a io o t e old mi e at i you eactio to e e ecti e lai
Is it possible to have economic growth that values both people and the e i o me t y o y ot at e am le u o t you ie
a e tude t eac c eate a o te t at i ually ca tu e t e idea o e t acti i m o regeneration, using stories from their study for inspiration.
THIS CHANGES EVERYTHING Ofcial Book & Film Study Guide 27 Lesson 4 What Is Our Relationship with the Earth?
Go Further
k tude t to dete mi e et e e t acti i m o e e e atio e t de c i e the economic behavior and decision making of the people, corporations, and government leaders in your country. Have students write persuasive essays about t ei o itio a d i clude eci c e am le
Learn more about a legal strategy based on “regeneration” that seeks to stop a m ul co o ate acti itie a ed o e t acti i m t ocu e o e ta li i a le al ame o k o t e i t o ot e a t o t at t e e i t ca e defended in court if they are violated. In 2010, people at the World People’s o e e ce o limate a e a d t e i t o ot e a t colla o ated to de e t e e i t i t e i e al ecla atio o t e i t o ot e a t https://pwccc.wordpress.com/programa/ a e tude t ite e to ie t at e ea c a d e lai t e le al t ate y o e ta li i t e e i t o atu e and the progress that proponents have made so far. A good source of information for students to start with is the Frequently Asked Questions page http://therightsofnature.org/frequently-asked-questions/ at t e e ite o t e Global Alliance for the Rights of Nature.
aluate t e ole t at li e tyle c oice uc a ecycli o co umi le a d eco omic olitical eli iou a d cultu al y tem lay i de i uma ity relationship with the Earth. What are the strengths and limits of each in terms of their ability to place value on both people and the environment? Create a chart that tracks these strengths and limits side by side.
a e tude t de e a d a e t ei o elatio i it t e a t o t ey u o t a e t acti i t o a e e e ati e oi t o ie o t ei e e yday deci io e ect t ei alue y o y ot e e ca im o eme t e made at ot the lifestyle and systemic levels?
THIS CHANGES EVERYTHING Ofcial Book & Film Study Guide 28 Lesson 4 What Is Our Relationship with the Earth?
Lesson 4 Handout: Group Organizer
Group Members:
Extractivisim Regeneration G ou e itio G ou e itio
am le am le
at e am le do you ee i you ome c ool o commu ity
THIS CHANGES EVERYTHING Ofcial Book & Film Study Guide 29 Lesson 5
Reinventing a Clean and Just Economy
THIS CHANGES EVERYTHING Ofcial Book & Film Study Guide 30 Lesson 5 Reinventing a Clean and Just Economy
Learning Objectives
Students will:
ami e a ca e tudy i ic a e t e e eu c eate a dece t ali ed e e a le e e y com a y to o ide ot eco omic a d e i o me tal e e t to t e community.
de ti y o eco omic acto t at ca i ue ce eco omic deci io maki
aly e t ate ie o ei e ti t e eco omy a ed o im act e e t ai e and potential barriers.
Create two-minute videos that could be used to educate the public about these strategies to reinvent the economy.
Themes
Capitalism
Economics
Incentives
Just Transition
Renewable Energy
Materials Needed
All materials are available for download at thischangeseverything.org/studyguide.
Film clip: ed loud e e a le e y le t
Clip Summary: The solar power company, Lakota Solar Enterprises, provides clean e e y t ai i a d o o a dia e e atio i o t akota a d ot e ati e communities. The company’s vision is to help First Nations become energy indepen- dent before mainstream America. The clip shows Henry Red Cloud providing training to members of the Northern Cheyenne.
Handout: dea aly i o t i uide
THIS CHANGES EVERYTHING Ofcial Book & Film Study Guide 31 Lesson 5 Reinventing a Clean and Just Economy
Activities
S o tude t t e ideo cli ed loud e e a le e y le t om t e This Changes Everything documentary. Focus student viewing by asking them to identify what motivated Henry Red Cloud to start his own solar power company.
Discuss:
y did t e o e o ed loud e e a le e y c oo e to lea e i o i t e steel industry so he could start his own solar power company?
How does the solar power company provide both economic and environmental e e t to t e commu ity
t e ideo a e a B aided ai e lai t e i ci le ake at you eed and then put back into the land.” How is this perspective about land use and eco omic acti ity di e e t om ca itali m co ti ual u o o t
Would a solar power company like Red Cloud Renewable Energy help the economy and environment in your community? Why or why not? What incentives could you commu ity o ide to c eate mo e clea e e y o i you a ea
2. Tell students that in the book, This Changes Everything, author Naomi Klein argues that we should choose to address climate change and develop the economy in ways that make society fairer and more humane. She proposes a number of strategies that e elie e ould u dame tally c a e ou eco omy to e ect uma ita ia al- ue c eate ood o a d otect t e ai la d a d ate
educi t e a et ee ic a d oo e a ic i come o all i e ta e o t e a ue t
e ulati co o atio to educe o elimi ate ee ou e a emi io e ta each unit of pollution, enforce emissions limits on power plants and industrial acilitie
e ecti e t acti e o ect like dee ate d illi acki a d ta a d mi i
investing heavily in infrastructure like public transit, health, and education
re-localizing economies based around the production of food and goods
eco i i t e i t o i di e ou eo le to otect la d om e t actio
putting in place community-controlled clean energy systems
THIS CHANGES EVERYTHING Ofcial Book & Film Study Guide 32 Lesson 5 Reinventing a Clean and Just Economy
i t e o ided a dout a e tude t e ea c a d ite a ie e la atio of each proposed strategy. They should also predict short- and long-term results of eac o o al a d dete mi e o ould e e t om t e e t ate ie a d o wouldn’t.
4. As a class, discuss:
Are the ideas proposed in these strategies fair? Why or why not?
What obstacles might prevent these types of changes from happening?
Which approaches do students support and why?
o ould t e e t ate ie a ect you commu ity i t ey e e im leme ted
5. Organize the class into groups of 2-3 students and have each group create a two-minute video that could be used to educate the public about one of the strategies from the handout. For visuals, students could consider using an interview format, the c eati e u e o oto a etc e t e ou a e i ed t ei ideo a e t em at a mi i lm e ti al it a ot e cla it t e i ci al o o ocial media
Go Further
ea mo e a out t e te m u t t a itio a e tude t e ea c it mea i as it applies to climate change. Then, discuss this quote from the Call to Action tateme t o a ada a c o o u tice a d t e limate e do t a e to choose between the economy or the environment. Real climate action means i e ti i ma u lic t a it clea e e y i a t uctu e a d a o da le ou i t mea e a di lo ca o ecto like ealt ca e educatio a d sustainable agriculture. By taking real climate action, we can create an economy t at i mo e ai a d e ual a d o e u d ed o t ou a d o ood e o a e tude t e lai o t e di e e t a t o t i tateme t u o t t e idea o a u t t a itio
Analyze organizations that are based on worker and community ownership. Have small student groups visit the Beautiful Solutions section of the This Changes Everything e ite https://solutions.thischangeseverything.org/ a d choose a story featuring a cooperative, credit union, clinic, or similar enterprise. Alternatively, groups could choose an organization in your community or one that they learn about in their own research. Each group should create an infographic that illustrates how the organization they selected functions and the values, goals, and incentives that drive its activities. Do students have their own strategies for o to de elo a clea a d u t eco omy t at t e ou ould co ide llo time for each group to share a summary of their discussion with the rest of the class.
THIS CHANGES EVERYTHING Ofcial Book & Film Study Guide 33 Lesson 5 and tar sands mining. deep-water drilling, fracking e ect e t acti e o ect like acilitie power plants and industrial enforce emissions limits on ta eac u it o ollutio ou e a emi io e reduce or eliminate green Regulate corporations to a ue t o all i e ta e t e a d oo e a ic i come Reduce the gap between rich Proposed Strategy - I Lesson 5 Handout: Idea Analysis Reinventing a Clean and Just Economy Use the table below to analyze these ideas. and water. u dame tally c a e ou eco omy i ay t at e ect uma ita ia alue c eate ood o a d otect t e ai la d n the book, Brief Explanation This Changes Everything Short-term result , author Naomi Klein proposes a number of strategies that she believes would Long-term result Who benefts? doesn’t?
THIS CHANGES EVERYTHING Ofcial Book & Film Study Guide 34 Lesson 5 trolled clean energy systems. Put in place community-con la d om e t actio indigenous people to protect Recognize the rights of and goods. around production of food Re-localize economies based health, and education. structure like public transit, Invest heavily in public infra Proposed Strategy - - Reinventing a Clean and Just Economy Brief Explanation Short-term result Long-term result Who benefts? doesn’t?
THIS CHANGES EVERYTHING Ofcial Book & Film Study Guide 35 Lesson 6
How Do People Change the World?
THIS CHANGES EVERYTHING Ofcial Book & Film Study Guide 36 Lesson 6 How Do People Change the World?
Learning Objectives
Students will:
Describe the impact of citizens who have taken action to address various problems in society.
Identify strategies used by citizens in a case study to come together, communicate their concerns, and work towards their goals.
Consider local issues that may require action by members of the community.
Evaluate the power of government, corporations, and citizens in shaping how society looks and runs.
Themes
Activism
Civic Engagement
Democracy
Environment
Materials Needed
All materials are available for download at thischangeseverything.org/studyguide.
Handout: o o eo le a e t e o ld o t i uide Film clip: Sayi o i G eece le t
Clip Summary: Activists in Halkidiki, Greece come together to protest the treatment o a ello ote to a d t e o o ed e a io o a old mi e i t ei e io u by Eldorado Gold, a Canadian mining company. Local residents are concerned about t e lo te m e ect t at mi i acti itie ill a e o t ei la d a d ate ic i tu a ect a icultu e tou i m a d t e ealt o commu ity mem e Go e me t ofcial a e committed to t e mi e e a io olice u e tea a a ai t t e ote - to e ote t co ti ue a d t e mi e e a io i delayed t e e t mayo al election, the candidate supported by the protesters wins, and the mayor who favored the mine is voted out.
THIS CHANGES EVERYTHING Ofcial Book & Film Study Guide 37 Lesson 6 How Do People Change the World?
Activities
1. Ask students to think about this question: “How do people change the world?” Give each student a copy of the handout and ask them to read the passage and respond to the questions. After a few minutes, have students compare their responses with a a t e a d t e i ite ai to a e a e am le o a t a o mati e mo eme t a d o t ey t i k ociety ould e di e e t i eo le ad ot oke u o take actio on that movement’s issue. Emphasize how citizens can bring about important changes in society when they raise awareness about problems and get involved in social and political activities to address the issue.
ell tude t t at t ey a e oi to atc a mode day e am le o o mem e of a community in Greece organized themselves around an issue of importance to t em to i t e o o ed e a io o a old mi e i t ei e io u y ldo a- do Gold, a Canadian mining company. Then, show students the video clip, “Saying No i G eece le t om t e This Changes Everything documentary. Focus student viewing by having them take notes on the strategies they observe citizens using to come together, communicate their concerns, and work towards their goals.
3. After watching the clip, discuss:
y e e t e acti i t a ai t t e e a io o t e old mi e y e e t e government leaders for it?
What strategies did citizens use to come together, communicate their concerns, and work towards their goals?
How did the government and police respond to the protestors? What is your eactio to t ei e o e lai
o did t e e i te ce a d u ity o t e ote to ay o i t e mayo al electio at ca you do to e u e t at you elected ofcial ad ocate o t e needs of your community?
at do tude t t i k ould a e a e ed i t e citi e o i t e lm ad not voiced their concerns and continued with their protests? Why?
at e am le a e t e e i you commu ity o eo le eaki u a out i ue of importance to them? Are there local issues that students think require more action by members of the community? If so, what should be done and who should do it o ca t o e mo t a ected y t e i ue lay a ce t al ole
4. Who do you think are the most powerful forces in society? Government? Corpo- rations? Citizens? Who decides how society looks and runs? Have students write an o i io iece o t i to ic t at u o t t ei o itio it eci c e ide ce om their studies.
THIS CHANGES EVERYTHING Ofcial Book & Film Study Guide 38 Lesson 6 How Do People Change the World?
Go Further
Discuss what is meant by change happening from the “top down” or from t e ottom u a e tude t ead e ce t om o a d i A People’s History of the United States (1980) to e a e at e am le o eac ca you draw from history? How might popular pressure and grassroots activism have a ed mome t o c a e t at a e o te co ide ed to do am le o di cu io t e e eal a d t e ci il i t mo eme t y mi t di e e t groups of people choose to focus on one approach to political and social change o e t e ot e ic do you t i k i mo e e ecti e y a e om t e “bottom up” requires mass participation from everyday people. What do you think would motivate people in your community to challenge things as they are and work to build something better? What would motivate you?
Ask students what an “activist” looks like. Do they consider themselves activists? Why or why not?
B ai to m a d e ea c a iou ty e o ote t a d li t eac o it o i de ca d o ticky ote a e am le om t e e ite Beautiful Trouble: a Toolbox for Revolution http://beautifultrouble.org/tactic/ Stude t ai could a tici ate in several categorization rounds in which they discuss and move their cards or ticky ote u de la el uc a e al lle al t ical et ical ecti e ot ecti e Somet i ould a tici ate Somet i ould O a tici ate etc ac tude t could t e ocu o o e et o la el e ea c a eci c ote t i i to y o mode time a d u ti y i iti y t at ote t elo in one category versus the other. Have students apply one of the tactics to addressing an issue at school or in the community.
THIS CHANGES EVERYTHING Ofcial Book & Film Study Guide 39 Lesson 6 How Do People Change the World?
Lesson 6 Handout
How Do People Change the World?
t uctio ead t e e ce t om t e ook This Changes Everything below, then re- spond to the questions.
ce t om This Changes Everything, by Naomi Klein:
“...There are certainly lessons to learn from the transformative mo eme t o t e a t O e uc le o i t at e ma o i t in the economic balance of power take place, they are invariably t e e ult o e t ao di a y le el o ocial mo ili atio t t o e u ctu e acti i m ecome omet i t at i ot e o med y a small tribe within a culture, whether a vanguard of radicals or a u cate o y o lick o e io al t ou eac lay t ei a t but becomes an entirely normal activity throughout society—it’s e t aye a ociatio ome au ilia ie a de i clu neighborhood assemblies, trade unions, professional groups, sports team yout lea ue a d o a d o u i e t ao di a y i to ical moments—both world wars, the aftermath of the Great Depression, or the peak of the civil rights era—the usual categories dividing “activists” and “regular people” became meaningless because the o ect o c a i ociety a o dee ly o e i to t e o ect o li e cti i t e e uite im ly e e yo e
Questions:
1. What does “transformative” mean?
THIS CHANGES EVERYTHING Ofcial Book & Film Study Guide 40 Lesson 6 How Do People Change The World?
cco di to t e te t at i t e key to ucce o a y t a o mati e mo eme t
3. What is an “activist?
oo e a e am le o a t a o mati e mo eme t i e a olitio u a e la o i t ci il i t etc at would have happened if citizens had not chosen to speak up about issues of importance to them or to work to make things better in the community?
THIS CHANGES EVERYTHING Ofcial Book & Film Study Guide 41 Lesson 7
Crisis and Opportunity
THIS CHANGES EVERYTHING Ofcial Book & Film Study Guide 42 Lesson 7 Crisis and Opportunity
Learning Objectives
Students will:
lai o a c i i ca e a mome t o c a e a d t at ou e o e to c i i can lead to something better or worse.
aly e t e eco e y e o t o t e to o G ee u a a ollo i it destruction by a super tornado in 2007.
eate eci c la o o t ey ould eima i e a d e uild a model ee school” if a crisis like a natural disaster destroyed your school.
Themes
Civic Engagement
Economics
Democracy
Environmental Stewardship
Social Justice
Materials Needed
All materials are available for download at thischangeseverything.org/studyguide.
Handout: odel G ee o o t i uide
Film clip:
limate i i i i a o o tio al Go Fu t e acti ity
a o tatio i e el i o o tio al Go Fu t e acti ity
Activities
1. Ask students to consider the question, “Can a crisis also be an opportunity?” e i e eac tude t a a dout a d i t uct t em to ead t e te t a d a e the related questions. After students have completed the handout, discuss their responses as a class. Emphasize how in the process of reinventing their town, the citi e o G ee u e e e i ed ci ic a tici atio ou t olutio t at e e ted everyone, and created an alternative economy that worked in partnership with nature for the success of the community.
k tude t to o ima i e t at t ei c ool a ee de t oyed y a ma o to m and it is up to them to rebuild it. Divide the class into teams of 3-4 students. Each team will develop a plan to reinvent their school as a model “green school.”
Follo i t e e am le o t e citi e o G ee u team ill t ide ti y a et o core values shared by members of the school community. For the purposes of this assignment, the value of “being good environmental stewards” will be a given. To dete mi e ot e alue all tude t ould u ey e o t ei ie d a d a k t em THIS CHANGES EVERYTHING Ofcial Book & Film Study Guide 43 Lesson 7 Crisis and Opportunity
what phrases, values, and attitudes should represent what is best and most important about your school.
eam ould t e meet to e ie t e e o e t ey a e at e ed d commo t ead amo t em a d a e t em do to a et o co e alue i cludi ei ood e i o me tal te a d t at t ey elie e e t e e e t t e c ool commu ity and should be used to guide the rebuilding process.
a e team co ect eac o t ei co e alue to a eci c t ate y t ey ill u e to c eate t e model ee c ool Some e am le o alue a d elated t ate ie could include: “Be good stewards of the environment” - Install solar panels on the roof of the school, or “Promote healthy living” - Provide space for an organic vegetable garden. Conduct additional research as needed. Students should create a poster or digital slideshow to display their ideas.
4. Allow time for each group to share their plans with the class. Discuss which parts of their plans your school could implement now and how students could take action to make those things happen.
Go Further
lo e o omet i co ide ed a c i i a ect o e e d ou time and money. Start the discussion by having students bring in news articles about a recent crisis, such as a natural disaster. How have citizens and government leaders responded to the situation? What has prompted them to take action? Then have students watch the This Changes Everything lm cli limate i i i i a le t at doe aomi lei mea e e ay i a i lite ally choking on its own economic growth.” How did the air quality crisis provide a mome t o c a e o i a at a e ome eci c ay t at i e e citi e responded to this crisis and fought for something better? What strategies shown in the video demonstrate that China is starting to shift its model of economic growth to reduce its negative impact on the climate? What motivated the actions of both citizens and government leaders? Based on this case study, what would it take for climate change to be considered a crisis in other areas of the world and prompt more aggressive levels of response? How could this happen in your community?
Design a better transportation system for your city. Begin by having students review and discuss the This Changes Everything video, “Transportation in New el i le t o do t e o e ide t i el i o o a ca a ect the quality of life for everyone else in the city? How can the transportation crisis in Delhi be an opportunity to create an better mobility pattern for all? After discussing the video, divide students into small groups and have them brainstorm a list of the various ways that people get from place to place in your community e ca u t ai icycle alki etc e a c a t to di cu t e o a d co o eac ty e o t a o tatio e o muc doe eac e e t o a m t e e i o me t at im act doe eac a e o uma ealt etc o doe you commu ity e i ti i a t uctu e a ect eo le t a o tatio c oice How could your city’s mobility patterns be reimagined and improved? Conduct additional research as needed. Have groups then create an online slideshow that o o e eci c c a e to you city t a o tatio y tem t at a e mo e environmentally-friendly and improve public health. Allow time for each group to e e t t ei idea to t e cla o ide i iti a city ofcial to ea t e tude t presentations and give feedback on their proposal.
THIS CHANGES EVERYTHING Ofcial Book & Film Study Guide 44 Lesson 7 Crisis and Opportunity
Lesson 7 Handout
A Model “Green Town”
t uctio ead t e e ce t om t e ook This Changes Everything below, then e o d to t e ue tio ce t om This Changes Everything, by Naomi Klein:
a u e to ado i ed t ou t e u al to o G ee u a a tu i a out e ce t o t e to i to u le a e ult o a e t ao di a y commu ity led oce t at e a u t day a te t e di a te it ei o oldi meeti in tents amid the wreckage of their former lives, Greensburg today stands as a model “green town,” often described as the greenest in America. The hospital, city hall, and school have all been built to t e i e t ce ti catio le el i ued y eade i i e y a d i o me tal e i d t e to a ecome a de ti atio o u d ed o olicy make a iou to lea mo e about its low-energy lighting and its cutting-edge green architecture and waste reduction, as well as the wind turbines that earn municipal revenue by producing more power than local residents need.
o t t iki o all t i li i la o ato y i taki lace i t e heart of an overwhelmingly Republican-voting county, where a great many people are entirely unconvinced that climate change is real. But those debates seem to matter little to residents: the a ed e e ie ce o t eme dou lo a ell a t e out ou i o generosity that follow the disaster, have, in Greensburg, rekindled the values of land stewardship and intergenerational responsibility that have deep roots in rural life. “The number one topic at those tent meetings was talking about who we are—what are our values?” ecall G ee u mayo Bo i o a o me o tma te o comes from a long line of farmers. He added, “Sometimes we agreed to disagree, but we were still civil to each other. And let’s not forget t at ou a ce to e e te a d o t e la d y a ce to li ed in the original green homes: sod houses…. We learned that the only true green and sustainable things in life are how we treat each ot e
THIS CHANGES EVERYTHING Ofcial Book & Film Study Guide 45 Lesson 7 Crisis and Opportunity
Questions:
1. How is a crisis like a natural disaster a moment of change that can lead to something better or worse?
cco di to t e te t o did alue lay a ce t al ole i t e deci io made y t e citi e o G ee u to build a model “green town?”
3. How did the crisis faced by the people of Greensburg transform these types of activities: Political, Social, Economic?
4. Would you describe the Greensburg, Kansas recovery as a success? Justify your response.
THIS CHANGES EVERYTHING Ofcial Book & Film Study Guide 46 Lesson 8
Is Geoengineering the Answer to Global Warming?
THIS CHANGES EVERYTHING Ofcial Book & Film Study Guide 47 Lesson 8 Is Geoengineering the Answer to Global Warming?
Learning Objectives
Students will:
Describe a number of proposed geoengineering strategies that show how technology could potentially be used to manipulate the climate and curb global warming.
aly e t e o a d co o ayi c emical i to t e t ato e e i a e o t to decrease the temperature of the planet.
Discuss the ethical and political challenges of trying to manipulate the climate.
Develop a series of Tweets that provide concise summaries of their views about geoengineering as a solution to global warming.
Themes
Environmental Ethics
Environmental Stewardship
Geoengineering
Technology
Social Justice
Materials Needed
All materials are available for download at thischangeseverything.org/studyguide.
Book excerpt: a a i t e Su This Changes Everything Handout: Geoe i ee i t e Solutio to Glo al a mi o t i uide Film clip: a te i t e a t o o tio al Go Fu t e acti ity
Activity
1. As a warm-up, have students respond in writing to whether or not they agree with the statement, “The Earth is ours to control.” After a few minutes, allow students to share their views with a partner and then invite a few to read what they have written it t e cla lai t at ie a out t i tateme t lay a ce t al ole i o people respond to issues related to our use of fossil fuels and their impact on the environment.
ell t e cla t at a cie ti c o a i atio called t e oyal Society eld a meeti in 2011 to discuss issues related to “geoengineering,” a term that describes how technology might be used to manipulate the climate and curb global warming. Give each student a handout and ask them to complete it as they read more about this meeting in the This Changes Everything ook e ce t a a i t e Su
THIS CHANGES EVERYTHING Ofcial Book & Film Study Guide 48 Lesson 8 Is Geoengineering the Answer to Global Warming?
3. As a class, discuss the ethical and political issues related to geoengineering:
Who should decide whether or not something is put into the earth’s atmosphere to alte t e tem e atu e o t e la et o co de t a e you t at omet i like t e i atu o O tio could e ma a ed ai ly a d e o i ly lai
As you consider the pros and cons of the Pinatubo Option, do you think the technique should be used to address global warming? Why or why not?
e t e e limit to uma co t ol o e atu e Gi e e am le to u o t you answer.
a e tude t e e t ei ie a out eoe i ee i a a olutio to lo al warming in a series of three Tweets that concisely summarize their points in 140 characters or less. Students can choose whether to tag you and post their Tweets on Twitter or to submit them to you as a list.
Go Further
S o t e lm cli a te i t e a t le t k tude t to e lai i t ei o o d o lea i o to e t act a d u o il uel a uc a turning point in human history. Create timelines that illustrate this turning oi t it e am le o o uma a dled di e e t ta k e o e a d a te this discovery. What impact did this discovery have on how humans viewed themselves and their relationship with the planet? What have been the positive and negative consequences of these changes?
Have students create political cartoons or infographics that represent this point made by Klein in her book about geoengineering. “These technologies respond to the lack of balance our pollution has created by taking our ecosystems even u t e a ay om el e ulatio Geoe i ee i ould e ui e mac i e to constantly pump pollution into the stratosphere and would be unable to stop u le e i e ted ot e mac i e t at could uck e i ti ollutio out o t e lo e atmo e e t e to e a d mo ito t at a te i de itely d t e risks are greater still because we might well be dealing with multiple countries lau c i eoe i ee i e o t at o ce c eati u k o a d u k o a le interactions. In other words, a Frankenstein world, in which we try to solve one o lem y maki e o e t e ile tec o e o to t o e
Compare and contrast the following perspectives on the relationship between humans and the earth:
“Our Earth needs constant concern and attention. Each of us has a personal responsibility to care for creation, this precious gift which God has entrusted to us. This means, on the one hand, that nature i at ou di o al to e oy a d u e o e ly et it al o mea t at we are not its masters. Stewards, but not masters. We need to love and respect nature, but instead we are often guided by the pride o domi ati o e i ma i ulati e loiti e do ot e e e t e a t e do ot e ect it e do ot co ide it a a freely given gift to look after. Respect for the environment, however, means more than not destroying it; it also means using it for good purposes.” – Pope Francis
THIS CHANGES EVERYTHING Ofcial Book & Film Study Guide 49 Lesson 8 Is Geoengineering the Answer to Global Warming?
it i o i le to d a actical ilo o y y mea o ic k o i t e o ce a d t e actio o e ate ai t e ta t e ea e a d all t e ot e odie t at u ou d u u t a di ti ctly as we know the various skills of our craftsmen, we might be able, in the same way, to use them for all the purposes for which they are appropriate, and thus render ourselves, as it were, masters and possessors of nature.” – René Descartes, The Discourse on the Method, 1637
Fo a mo e i de t a aly i o t e eoe i ee i i ue e lo ed i t e e acti itie ee t i a e om climate cie ti t a d eoe i ee i e e t la o ock ea o y Geoe i e i ay Be a Bad dea http://climate.envsci.rutgers.edu/pdf/20Reasons.pdf
As part of the class discussion about the ethics and politics of the Pinatubo Option, watch Stephen Colbert interview geoengineering researcher and advocate David eit o e ol e t e o t http://www.cc.com/video-clips/lv0hd2/the-colbert- report-david-keith at do tude t t i k i t e i e t i k o ayi ul u ic acid into the stratosphere? Is there a place for geoengineering in the discussion for how to address global warming? Why or why not?
lo e ociety lack o co t ol o e t e ea t y co ide i et e uma a e addicted to e t eme i k i di e e e y a cial i t ume t a d mo e atc aomi lei alk ddicted to i k http://www.ted.com/talks/ naomi_klein_addicted_to_risk i cu at ca e do e to el ociety to it reckless behavior and recognize that the planet has limits.
THIS CHANGES EVERYTHING Ofcial Book & Film Study Guide 50 Lesson 8 Is Geoengineering the Answer to Global Warming?
Lesson 8 Handout
Is Geoengineering the Answer to Global Warming?
Instructions: Read the This Changes Everything ook e ce t a a i t e Su ic de c i e a um e o geoengineering proposals, or how technology could be used to manipulate the climate and curb global warming. Then, respond below.
i t t e di e e t eoe i ee i t ate ie de c i ed i t e te t Fo eac t ate y ote o it i i te ded to reduce global warming.
Strategy Intended Efect
2. Describe how the Pinatubo Option would work.
cco di to t e te t at a e t e o a d co o t e i atu o O tio
Pros Cons
THIS CHANGES EVERYTHING Ofcial Book & Film Study Guide 51 Lesson 8 Is Geoengineering the Answer to Global Warming?
at im act could Sola adiatio a a eme t S t ate ie like t e i atu o O tio ote tially a e o global weather patterns?
cco di to t e te t o ould e mo t at i k i S cau ed ide ead d ou t a d educed e ate resources? What are the potential consequences of these conditions? In your view, how does the potential risk of t e e co e ue ce com a e to t e ote tial e e t o cu i lo al a mi
you ie do eoe i ee i t ate ie e cou a e o di cou a e e o t to educe ollutio lai
THIS CHANGES EVERYTHING Ofcial Book & Film Study Guide 52 Resources
The following resources include opportunities for deeper study on climate change to ic elated cu icula e ea c di a d tool to u o t you teac i o t e key ideas presented in This Changes Everything.
Related Curricula
Rethinking Schools tt et i ki c ool o i de tml Rethinking Schools publishes a seasonal magazine, books, and other materials t at eatu e a tici ato y e e ie tial lea i e e ie ce a d a ticle a out critical teaching and issues beyond the classroom. Their publication, People’s Curriculum for the Earth o ide a collectio o a ticle ole lay simulations, stories, poems, and graphics for teaching about climate change, and is available for purchase here: http://www.rethinkingschools.org/earth. Also, the book, Rethinking Globalization ai e c itical i ue a out t e im act o globalization on our planet and those who live here. It can be purchased here: http://www.rethinkingschools.org/ProdDetails.asp?ID=0942961285
Facing the Future https://www.facingthefuture.org/CurriculaFreeUnits/CurriculaCatalog/tabid/652/ e ault a This organization provides sustainability curricula for purchase for all grade levels.
Story of Stuf tt to yo tu o e ou ce This organization seeks to help society focus on people, not things, and features a free high school curriculum, “Buy, Use, Toss?” with ten lesson plans that provide a closer look at the things we buy.
Sustainability and Environmental Education UK http://se-ed.co.uk/edu/resource-home-page/ This organization seeks to share best practices in sustainability and environmental education. Their site groups a number of resources for primary and secondary schools by topic.
Teach Climate Justice tt teac climate u tice ca This curriculum from the Canadian Centre for Policy Alternatives’ Climate Justice o ect eatu e ei t ee module de i ed o ade t at add e climate change and rising inequality.
THIS CHANGES EVERYTHING Ofcial Book & Film Study Guide 53 Resources
Zinn Education Project tt i ed o ect o This organization provides free, downloadable lessons and articles the support the teaching of history in middle and high school classrooms. Its goal is to i t oduce tude t to a mo e accu ate com le a d e a i u de ta di o ited State i to y t a i ou d i t aditio al te t ook a d cu icula
Some resources related to climate change from the Zinn Education Project
Coal, Chocolate Chip Cookies, and Mountaintop Removal tt i ed o ect o mate ial coal mou tai to emo al Stude t lay a d a aly e a ame to e lo e coal mi i a d it co e ue ce
Indigenous Peoples’ Global Summit on Climate Change tt i ed o ect o mate ial do t take ou oice a ay This role play has students create a list of demands to present at a climate change meeting.
Mystery of the Three Scary Numbers tt i ed o ect o mate ial t ee ca y um e i mi e a tude t ol i t e my te y o t ee data u e a out lo al warming.
Paradise Lost tt i ed o ect o mate ial a adi e lo t climate c a e This activity introduces students to climate change through the story of the island nation of Kiribati.
Tar Sands and the Keystone XL Pipeline tt i ed o ect o mate ial di ty oil ta a d key to e i eli e In this role play, students take on the characters of key stakeholders in an imaginary public hearing about whether or not to approve the Keystone XL pipeline.
For Further Study
A People’s History of the United States (1980) o a d i Known for its lively, clear prose as well as its scholarly research, A People’s History is the only volume to tell America’s story from the point of view of—and in the words of—America’s women, factory workers, African-Americans, Native Americans, the working poor, and immigrant laborers.
Economics for Everyone (2008) http://economicsforeveryone.ca/ This book teaches the basics of economics and provides an accessible critique o t e a te ul actice o t e a cial i du t y e e ite i clude e ce t from the book, free curricula, an online glossary, and details on how to buy the book.
THIS CHANGES EVERYTHING Ofcial Book & Film Study Guide 54 Resources
Eyes Wide Open http://www.eyeswideopenupdates.com/ This site provides curated and original news on a variety of environmental issues.
Fuel Poverty Action Energy Bill of Rights http://www.fuelpovertyaction.org.uk/home-alternative/energy-bill-of-rights-2/ This document by Fuel Poverty Action details consumer energy rights that support the idea of bringing energy under democratic, public control, where eo le ca make u e it i ot a o da le a d u tai a le o all o u a d future generations.
Global Warming and Climate Change Myths http://www.skepticalscience.com/argument.php This resource from Skeptical Science provides “what science says” responses to more than 150 arguments against global warming and climate change. This site al o o ide a do loada le Scie ti c Guide to Glo al a mi Ske tici m tt ke tical cie ce com e Scie ti c Guide to Glo al a mi Skepticism.html
Inequality for All http://inequalityforall.com/ i docume ta y eatu i o e t eic e ami e t e o lem o ide i i come i e uality e e ite o ide do loada le a ic om t e lm curricula, and more.
The Shock Doctrine (2007) http://www.naomiklein.org/shock-doctrine Naomi Klein’s book, The Shock Doctrine tells the story of how American policies a e e loited di a te ocked eo le a d cou t ie Site e ou ce i clude documents cited in the book, background on economic theories, and more.
To Understand Climate Change, Understand These Three Numbers tt youtu e com atc tG o ideo le t o i Bill c i e a e de c i e t e t ee um e to watch in the climate crisis.
t i a e ce t om t e lm o t e at le t mi ute a aila le at http://act.350.org/signup/math-movie/
THIS CHANGES EVERYTHING Ofcial Book & Film Study Guide 55 Resources
Research
1M Climate Jobs tt cam ai cc o ee o This report produced by the Campaign Against Climate Change trade union ou o o to c eate a millio ecu e o e me t o i e e a le e e y i c ea e e e y efcie cy y i ulati ome a d u lic uildi ee o c a e e a d c ea u lic t a o t to et eo le a d ei t o to clea e forms of transit, and develop the “green skills” that we need through education and training.
Tyndall Centre for Climate Change Research http://www.tyndall.ac.uk/ This research group provides interdisciplinary and policy-relevant research on climate change, which it shares with the public on social media and in publications.
Tools
Beautiful Solutions https://solutions.thischangeseverything.org/ ea y to a i ate alle y o eal o ld e am le o alue Sto ie Solutio a d eo ie o uildi a mo e u t democ atic a d e ilie t o ld
Beautiful Trouble http://beautifultrouble.org/ This website on the nuts and bolts of successful grassroots movements provide details about tactics, principles, theories, case studies of various campaigns, and practitioners of revolution.
Climate 101 with Bill Nye https://www.youtube.com/watch?v=3v-w8Cyfoq8 i ideo le t om t e climate eality o ect o , narrated by Bill Nye, presents the basics of climate change.
Climate and… http://thischangeseverything.org/ Digital toolkits on the This Changes Everything website laying out the connections between climate and issues like austerity, Indigenous rights, and trade.
Environmental Justice Atlas tt e atla o e e i o me tal u tice atla docume t a d catalo ue ocial co ict a ou d e i o me tal i ue e ma ca e u ed to d ca e tudie o e i o me tal acti i m a d to ee e e co ict a e taki lace a ou d t e world.
Global Nonviolent Action Database http://nvdatabase.swarthmore.edu/ This continuously updated database houses narratives that describe nonviolent campaigns.
THIS CHANGES EVERYTHING Ofcial Book & Film Study Guide 56 Resources
Intro to Climate Justice https://www.youtube.com/watch?v=5PQKYt6H4Fw#t=15 i ideo le t o ide a ucci ct e la atio o climate u tice
Our Power Campaign http://www.ourpowercampaign.org/ This organization unites communities and stimulates grassroots action to ac ie e a u t t a itio to a d local li i eco omie Site e ou ce i clude documents, toolkits, and reports to support grassroots movements.
The Solutions Project tt t e olutio o ect o Sta o d o e o a k aco o a d a team o e ea c e a aly ed o all 50 US states could transition to 100% clean, renewable energy by 2050. Teachers ca em ed a ma o i di o t ei e ite o cla oom tudie o your state’s potential for transitioning to renewables.
THIS CHANGES EVERYTHING Ofcial Book & Film Study Guide 57 Credits
Writer
ite a i add d i a cu iculum a d media eciali t o a c eated educational materials for P.O.V., FRONTLINE, Independent Lens, a d Bill oye programs on PBS; The Sound of Mumbai on HBO; Latino Public Broadcasting; No Impact Man; Pay 2 Play: Democracy’s High Stakes, and others.
Other Credits
m act & i t i utio oduce le elly i a lmmake a d acti i t o o k i commu icatio t ate y a d cultu e led ocial c a e le a ee a t o managing the global grassroots distribution, social media and movement outreach for This Changes Everything.
a i Sico a o ked it aomi lei a leade o t e e ea c team o This Changes Everything from 2010-14, and was an Associate Producer on Avi Lewis’ companion docume ta y lm
S ecial t a k to Bill Bi elo atie c e a aela Bam e e S a e o eldt m e Hammill and Pip Kelly Varela for their feedback and assistance during the production of this guide.
Design: Helios Design Labs
THIS CHANGES EVERYTHING Ofcial Book & Film Study Guide 58