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Who Will Take the Heat?
http://www.pbs.org/teachers/connect/resources/4336/preview/

PBS Teachers, NOVA

This activity engages students in a role play to negotiate an agreement between the United States and China about climate change policies. Students use given background material or can do their own additional research to present their assigned stakeholder's position in a simulated negotiation.

Activity takes three to four 45-minute lesson periods.

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Learn more about Teaching Climate Literacy and Energy Awareness»

Climate Literacy
About Teaching Climate Literacy

Climate information can be used to reduce vulnerabilities or enhance the resilience of communities and ecosystems affected by climate change. Continuing to improve scientific understanding of the climate system and the quality of reports to policy and decision-makers is crucial.
About Teaching the Guiding Principle
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The impacts of climate change may affect the security of nations. Reduced availability of water, food, and land can lead to competition and conflict among humans, potentially resulting in large groups of climate refugees.
About Teaching the Guiding Principle
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Actions taken by individuals, communities, states, and countries all influence climate. Practices and policies followed in homes, schools, businesses, and governments can affect climate. Climate-related decisions made by one generation can provide opportunities as well as limit the range of possibilities open to the next generation. Steps toward reducing the impact of climate change may influence the present generation by providing other benefits such as improved public health infrastructure and sustainable built environments.
About Teaching the Guiding Principle
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mate is regulated by complex interactions among components of the Earth system
About Teaching Principle C
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Energy Literacy

National security is impacted by energy choices.
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7.2 National security.
Access to energy resources affects quality of life.
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7.5 Access to energy affects quality of life.
The quality of life of individuals and societies is affected by energy choices.
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Energy affects quality of life .
Human use of energy is subject to limits and constraints.
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4.2 Human use of energy is subject to limits and constraints.
Fossil and bio fuels are organic matter that contain energy captured from sunlight.
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4.3 Fossil and bio fuels contain energy captured from sunlight.
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Various sources of energy are used to power human activities .

Excellence in Environmental Education Guidelines

4. Personal and Civic Responsibility:A) Understanding societal values and principles
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A) Understanding societal values and principles.
4. Personal and Civic Responsibility:B) Recognizing citizens' rightrs and responsiblities
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B) Recognizing citizens' rightrs and responsiblities.
2. Knowledge of Environmental Processes and Systems:2.3 Humans and Their Societies:A) Individuals and groups
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A) Individuals and groups.
2. Knowledge of Environmental Processes and Systems:2.3 Humans and Their Societies:B) Culture
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B) Culture.
2. Knowledge of Environmental Processes and Systems:2.3 Humans and Their Societies:C) Political and economic systems
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C) Political and economic systems.
2. Knowledge of Environmental Processes and Systems:2.3 Humans and Their Societies:D) Global Connections
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D) Global Connections.
2. Knowledge of Environmental Processes and Systems:2.3 Humans and Their Societies:E) Change and conflict
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E) Change and conflict.
2. Knowledge of Environmental Processes and Systems:2.4 Environment and Society:E) Environmental Issues
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E) Environmental Issues.
3. Skills for Understanding and Addressing Environmental Issues:3.1 Skills for Analyzing and Investigating Environmental Issues:A) Identifying and investigating issues
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A) Identifying and investigating issues.
3. Skills for Understanding and Addressing Environmental Issues:3.1 Skills for Analyzing and Investigating Environmental Issues:B) Sorting out the consequences of issues
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B) Sorting out the consequences of issues.
3. Skills for Understanding and Addressing Environmental Issues:3.1 Skills for Analyzing and Investigating Environmental Issues:C) Identifying and evaluation alternative solutions and courses of action
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C) Identifying and evaluation alternative solutions and courses of action.
3. Skills for Understanding and Addressing Environmental Issues:3.1 Skills for Analyzing and Investigating Environmental Issues:D) Working with flexibility, creativity, and openness
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D) Working with flexibility, creativity, and openness.
3. Skills for Understanding and Addressing Environmental Issues:3.2 Decision-Making and Citizenship Skills:A) Forming and evaluating personal views
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A) Forming and evaluating personal views.

Benchmarks for Science Literacy
Learn more about the Benchmarks

Scientists can bring information, insights, and analytical skills to bear on matters of public concern. Acting in their areas of expertise, scientists can help people understand the likely causes of events and estimate their possible effects.
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The decisions of one generation both provide and limit the range of possibilities open to the next generation.
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Conflict between people or groups arises from competition over ideas, resources, power, and status.
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The global environment is affected by national and international policies and practices relating to energy use, waste disposal, ecological management, manufacturing, and population.
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Decisions to slow the depletion of energy resources can be made at many levels, from personal to national, and they always involve trade-offs involving economic costs and social values.
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Notes From Our Reviewers The CLEAN collection is hand-picked and rigorously reviewed for scientific accuracy and classroom effectiveness. Read what our review team had to say about this resource below or learn more about how CLEAN reviews teaching materials
Teaching Tips | Science | Pedagogy | Technical Details

Teaching Tips

  • Appropriate for a science or social studies class.
  • This lesson would be a good cross-curricular performance assessment or final project.

About the Science

  • Students learn about the environmental, economic, and political issues surrounding global climate change policy.
  • Activity is from 2004 and can be enhanced with more recent scientific information that students can be challenged to find.
  • Concise, accurate background material provided. Many additional references provided.
  • Passed initial science review - expert science review pending.

About the Pedagogy

  • Stated learning outcome is one of participation in the negotiations. Ideally, the outcome can also include students demonstrating through their participation their understanding of related environmental, political and economic issues.
  • Lesson is well-organized with detailed readings provided and some helpful suggestions about how to set up the negotiations. Suggestions about how to assess students and expand the project are provided.

Technical Details/Ease of Use

  • Well-organized lesson that contains a plethora of readings for students to use in their role play as well as suggestions about how to teach students to effectively negotiate with their peers.

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