Sustainable Futures: Science, Society &Solutions
Syllabus for 2012-2013
Instructor: Mr. Michael Ginsberg
Course Description:
This course will introduce students to the myriad social and environmental issues we currently face on our limited planet and encourage discussion of solutions. The class will actively use Niger as a learning space. In order to provide context and situate future sessions, we will begin with background on international development and aid structures, the history of the modern environmental movement and environmental philosophy through today. In the second part of the first semester the week will begin with the science behind an environmental issue, continue with the social and political consequences of that issue, and conclude with the tools available to address the issue. The first semester will culminate in a client project with the US Embassy on the issue of waste management.
In the second half of the course we will cover the issues of energy, water management, green buildings and materials use. Just as in the first semester, topics will begin with the science and move through social ramifications to tangible solutions. The course will culminate in a second client project, this time for AISN. With the knowledge gained in the green buildings unit, students will leave their mark on AISN by assessing its facilities through the widely accepted Leadership in Energy and Environmental Design (LEED) criteria and conducting building energy audits. The class will participate in facility meetings and provide a report and summary of final recommendations to the Board in June 2013.
This class is not only designed to expose and awaken students to topics within environmental sustainability, but also to ensure college preparedness. Though a challenging and rigorous experience at times, the course will prepare students for college-level work, bridging gaps in communication and numerical skills through frequent written and oral assignments.
Topics Covered Include:
International Development/Aid Environmental Thought
Paleoclimatology & Recent Climate Change Adaptation Planning
Geographic Information Systems Conventional & Renewable Energies
Water Management Green Buildings/LEED
Client Projects:
Fall 2012: Advising US Embassy Niamey on Integrated Solid Waste Management
Spring 2013: Conducting a LEED Assessment of AISN’s Facilities
The course will integrate case studies, student debates/presentations, simulation games, software and local field trips that highlight a particular element of the issues and make broad concepts more tangible. Students will be assessed based on group assignments, short papers and problem sets, two client projects, a document based question, a 15-page independent research paper of their own choosing, and a final exam.
Instructor: Michael Ginsberg is an environmental development professional with experience in the private, NGO and government sectors. He holds a Master's in Sustainability Management from Columbia University and a BA in International Studies from American University. Michael is also a LEED Accredited Professional for Operations and Maintenance in Existing Buildings. He is experienced in solar energy, carbon sequestration, and water scarcity.
1. The What (standards, outcomes, benchmarks, all things that describe WHAT students will learn or be able to do. Dispositions or attributes also fall here.
In Order of Priority and Emphasis:
Standard 3
(Geography) Students will understand the interactions and relationship between human societies and their physical environment
Performance Indicators
3.12.e Evaluate the relationship between human societies and the environment; e.g. agricultural productivity, improved water transport (river locks), electric power; global warming, natural disasters, etc.
3.12.f Analyze geographical factors (such as natural resources, environment) that contribute to cooperation or conflict between human societies.
3.12.c Explain how social, cultural, political and economic factors shape and are shaped by the physical environment.
Source: Social Studies Standards Curriculum Framework, AERO, p. 32.
ESS.7.8B
Students will identify ways in which the atmosphere has been altered by living systems and has itself strongly affected living systems over the course of Earth’s history.
Performance Indicators
Analyze data relating to the concentration of atmospheric CO2 over the past 100 years, and describe international efforts to protect the atmosphere.
Source: Science Standards Curriculum, AERO, p. 96
Standard 7
(Production, Distribution, and Consumption) Students will understand fundamental economic principles and ways in which economies are shaped by geographic and human factors.
Performance Indicators
7.12.a Explain examples of historical change by applying fundamental economic concepts (scarcity, opportunity cost, productivity, etc.).
7.12.e Analyze and evaluate economic issues from a geographical point of view.
Source: Social Studies Standards Curriculum Framework, AERO, p. 37.
ESS.5.12A
Students know that climate is determined by energy transfers from the sun to the Earth’s surface is influenced by dynamic processes and static features.
Performance Indicators
Show how landscape characteristics influence our climate
Show how tracking cloud cover adds to our knowledge of climate change (GHG Effect)
Identify static and dynamic processes that influence climate
Source: Science Standards Curriculum, AERO, p. 92
ESS.5.12A
Biogeochemical Cycles: Students will understand that Earth systems have a variety of cycles through which energy and matter continually flow.
Performance Indicators
Recognize, describe and compare renewable energy resources (e.g. solar, wind, water, biomass) and nonrenewable energy resources (e.g. fossil fuels, nuclear energy)
Understand the properties of water and the greenhouse gas effect
Identify static and dynamic processes that influence climate
Source: Science Standards Curriculum, AERO, p. 93
ESS.5.12A
Caring for Earth’s Resources
Performance Indicators
Describe how human needs and activities (e.g., irrigation, damming of rivers, waste treatment, sources of drinking water) have affected the quantity and quality of major bodies of fresh water.
Describe the effects on the environment and on the carbon cycle of using both renewable and nonrenewable sources of energy.
Identify the ways that humans affect the atmosphere and the oceans and their limited capacity to absorb wastes and recycle materials naturally.
Identify the ways humans affect the erosion and deposition of Earth’s materials (e.g., clearing of land, planting vegetation, paving land, construction of new buildings).
Source: Science Standards Curriculum, AERO, p. 95
Standard 6
(Government) Students will understand why societies create and adopt systems of governance and how they address human needs, rights, responsibilities and citizenship.
Performance Indicators
6.12.e Evaluate how groups and institutions work to meet individual needs and address necessary social changes.
6.12.k Examine the role of voluntary, community and non‐governmental groups in society and their relationship to the functions of political organizations.
6.12.g Describe major responsibilities of political institutions for domestic and foreign policy
6.12.h Examine the wide range of influences on policymakers.
Source: Social Studies Standards Curriculum Framework, AERO, p. 36.
W.2.
W.2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
Performance Indicators
a. Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
c. Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
Source: Language Arts Standards Curriculum Framework, AERO, pp. 73-74
W.7.
W.7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
Performance Indicators
a. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
Source: Language Arts Standards Curriculum Framework, AERO, pp. 77-78
LS.1
Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
Performance Indicators
a. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
1. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well reasoned exchange of ideas
2. Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.
4. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.
Source: Language Arts Standards Curriculum Framework, AERO, pp. 81-82
Standard 8
(Science, Technology, and Society) Students will understand how societies have influenced and been influenced by scientific developments and technological developments.
Performance Indicators
8.12.l Evaluate whether changing technologies create new dilemmas or make existing dilemmas more acute.
Source: Social Studies Standards Curriculum Framework, AERO, p. 38.
Standard 2
(Connections and Conflict) Students will understand causes and effects of interaction among societies, including trade, systems of international exchange, war, and diplomacy.
Performance Indicators
2.12.f Evaluate the effectiveness of international organizations.
2.12.g Analyze how cooperation and conflict influence political, economic, and social conditions.
Source: Social Studies Standards Curriculum Framework, AERO, p. 31
2.) The Whether
End of Unit of Study Assessments
Midterm Exam
Final Term Paper
Final Presentations/Group Presentation
Ongoing Assessments
Two Papers (or one Paper and one Problem Set, TBD)
Essays
English Exercises
Essays
3.) The How
Lectures (powerpoint, videos, etc.)
Debates
Case studies/student-led discussions
Stimulation games
Guest speakers
Field work/trip
Independent and guided research
Final client workshop
Course Description: Sustainable Futures - This course will introduce students to the myriad social and environmental issues we currently face on our limited planet and encourage discussion of solutions. The class will actively use Niger as a learning space. In order to provide context and situate future sessions, the course will begin with background on international development and aid structures, the history of the modern environmental movement and environmental philosophy through today. In the second part of the first semester the week will begin with the science behind an environmental issue, continue with the social and political consequences of that issue, and conclude with the tools available to address the issue. The first semester will culminate in a client project with the US Embassy on the issue of waste management.
In the second half of the course we will cover the issues of energy, water management, green buildings and materials use. Just as in the first semester, topics will begin with the science and move through social ramifications to tangible solutions. The course will culminate in a second client project, this time for AISN. With the knowledge gained in the green buildings unit, students will leave their mark on AISN by assessing its facilities through the widely-accepted Leadership in Energy and Environmental Design (LEED) criteria and conducting building energy audits. The class will participate in facility meetings and provide a report and summary of final recommendations to the Board in June 2013.
4. The Overview (a timeline of topics/content and estimated amount of time - weeks, months, quarters etc.)
August
8/12/2012 – 8/18
Introduction to Sustainability and Sustainable Development
Part I: Environmental Thought/History
8/19 – 8/25
Cultural Interpretations of the Environment and the Evolution of Modern Environmental Thought
8/26-9/1
History of the Modern Environmental Movement
9/2-9/8
Food, Society & Development
Part II: Science, Society & Solutions
9/9-9/15
Global Warming: The Atmosphere
9/16-10/1
Global Warming: The Atmosphere II
October - December
Part III: Client Project & Independent Research Paper
10/1-12/8
US Embassy Recycling Consultancy & Writing Workshops
Client presentation before US Embassy
Winter Break
Final Paper Due – 1/18/2013
Part I: Science, Society & Solutions
January-February
Global Warming: The Oceans
The Future of Energy
April
Drought & Water Management
Part II: Final Client Project
May
Integrating Energy and Water Management
Begin AISN Client Project
Sustainable Buildings
June
Materials
5. The Resources (websites, articles, textbooks, etc.)
Articles
(Ideally I would like to put together a reading booklet for the students)
I have articles for each subject that can be read online or distributed as handouts in class.
Websites:
The Story of Stuff
Ecological Footprint
Books:
(These are mostly reference books; will extract sections from these books)
The Weather Makers, Tim Flannery
Omnivore’s Dilemma
A Sand County Almanac, Aldo Leopold
Walden, Thoreau
Instructor: Mr. Michael Ginsberg
Course Description:
This course will introduce students to the myriad social and environmental issues we currently face on our limited planet and encourage discussion of solutions. The class will actively use Niger as a learning space. In order to provide context and situate future sessions, we will begin with background on international development and aid structures, the history of the modern environmental movement and environmental philosophy through today. In the second part of the first semester the week will begin with the science behind an environmental issue, continue with the social and political consequences of that issue, and conclude with the tools available to address the issue. The first semester will culminate in a client project with the US Embassy on the issue of waste management.
In the second half of the course we will cover the issues of energy, water management, green buildings and materials use. Just as in the first semester, topics will begin with the science and move through social ramifications to tangible solutions. The course will culminate in a second client project, this time for AISN. With the knowledge gained in the green buildings unit, students will leave their mark on AISN by assessing its facilities through the widely accepted Leadership in Energy and Environmental Design (LEED) criteria and conducting building energy audits. The class will participate in facility meetings and provide a report and summary of final recommendations to the Board in June 2013.
This class is not only designed to expose and awaken students to topics within environmental sustainability, but also to ensure college preparedness. Though a challenging and rigorous experience at times, the course will prepare students for college-level work, bridging gaps in communication and numerical skills through frequent written and oral assignments.
Topics Covered Include:
International Development/Aid Environmental Thought
Paleoclimatology & Recent Climate Change Adaptation Planning
Geographic Information Systems Conventional & Renewable Energies
Water Management Green Buildings/LEED
Client Projects:
Fall 2012: Advising US Embassy Niamey on Integrated Solid Waste Management
Spring 2013: Conducting a LEED Assessment of AISN’s Facilities
The course will integrate case studies, student debates/presentations, simulation games, software and local field trips that highlight a particular element of the issues and make broad concepts more tangible. Students will be assessed based on group assignments, short papers and problem sets, two client projects, a document based question, a 15-page independent research paper of their own choosing, and a final exam.
Instructor: Michael Ginsberg is an environmental development professional with experience in the private, NGO and government sectors. He holds a Master's in Sustainability Management from Columbia University and a BA in International Studies from American University. Michael is also a LEED Accredited Professional for Operations and Maintenance in Existing Buildings. He is experienced in solar energy, carbon sequestration, and water scarcity.
1. The What (standards, outcomes, benchmarks, all things that describe WHAT students will learn or be able to do. Dispositions or attributes also fall here.
In Order of Priority and Emphasis:
Standard 3
(Geography) Students will understand the interactions and relationship between human societies and their physical environment
Performance Indicators
3.12.e Evaluate the relationship between human societies and the environment; e.g. agricultural productivity, improved water transport (river locks), electric power; global warming, natural disasters, etc.
3.12.f Analyze geographical factors (such as natural resources, environment) that contribute to cooperation or conflict between human societies.
3.12.c Explain how social, cultural, political and economic factors shape and are shaped by the physical environment.
Source: Social Studies Standards Curriculum Framework, AERO, p. 32.
ESS.7.8B
Students will identify ways in which the atmosphere has been altered by living systems and has itself strongly affected living systems over the course of Earth’s history.
Performance Indicators
Analyze data relating to the concentration of atmospheric CO2 over the past 100 years, and describe international efforts to protect the atmosphere.
Source: Science Standards Curriculum, AERO, p. 96
Standard 7
(Production, Distribution, and Consumption) Students will understand fundamental economic principles and ways in which economies are shaped by geographic and human factors.
Performance Indicators
7.12.a Explain examples of historical change by applying fundamental economic concepts (scarcity, opportunity cost, productivity, etc.).
7.12.e Analyze and evaluate economic issues from a geographical point of view.
Source: Social Studies Standards Curriculum Framework, AERO, p. 37.
ESS.5.12A
Students know that climate is determined by energy transfers from the sun to the Earth’s surface is influenced by dynamic processes and static features.
Performance Indicators
Show how landscape characteristics influence our climate
Show how tracking cloud cover adds to our knowledge of climate change (GHG Effect)
Identify static and dynamic processes that influence climate
Source: Science Standards Curriculum, AERO, p. 92
ESS.5.12A
Biogeochemical Cycles: Students will understand that Earth systems have a variety of cycles through which energy and matter continually flow.
Performance Indicators
Recognize, describe and compare renewable energy resources (e.g. solar, wind, water, biomass) and nonrenewable energy resources (e.g. fossil fuels, nuclear energy)
Understand the properties of water and the greenhouse gas effect
Identify static and dynamic processes that influence climate
Source: Science Standards Curriculum, AERO, p. 93
ESS.5.12A
Caring for Earth’s Resources
Performance Indicators
Describe how human needs and activities (e.g., irrigation, damming of rivers, waste treatment, sources of drinking water) have affected the quantity and quality of major bodies of fresh water.
Describe the effects on the environment and on the carbon cycle of using both renewable and nonrenewable sources of energy.
Identify the ways that humans affect the atmosphere and the oceans and their limited capacity to absorb wastes and recycle materials naturally.
Identify the ways humans affect the erosion and deposition of Earth’s materials (e.g., clearing of land, planting vegetation, paving land, construction of new buildings).
Source: Science Standards Curriculum, AERO, p. 95
Standard 6
(Government) Students will understand why societies create and adopt systems of governance and how they address human needs, rights, responsibilities and citizenship.
Performance Indicators
6.12.e Evaluate how groups and institutions work to meet individual needs and address necessary social changes.
6.12.k Examine the role of voluntary, community and non‐governmental groups in society and their relationship to the functions of political organizations.
6.12.g Describe major responsibilities of political institutions for domestic and foreign policy
6.12.h Examine the wide range of influences on policymakers.
Source: Social Studies Standards Curriculum Framework, AERO, p. 36.
W.2.
W.2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
Performance Indicators
a. Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
c. Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
Source: Language Arts Standards Curriculum Framework, AERO, pp. 73-74
W.7.
W.7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
Performance Indicators
a. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
Source: Language Arts Standards Curriculum Framework, AERO, pp. 77-78
LS.1
Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
Performance Indicators
a. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
1. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well reasoned exchange of ideas
2. Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.
4. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.
Source: Language Arts Standards Curriculum Framework, AERO, pp. 81-82
Standard 8
(Science, Technology, and Society) Students will understand how societies have influenced and been influenced by scientific developments and technological developments.
Performance Indicators
8.12.l Evaluate whether changing technologies create new dilemmas or make existing dilemmas more acute.
Source: Social Studies Standards Curriculum Framework, AERO, p. 38.
Standard 2
(Connections and Conflict) Students will understand causes and effects of interaction among societies, including trade, systems of international exchange, war, and diplomacy.
Performance Indicators
2.12.f Evaluate the effectiveness of international organizations.
2.12.g Analyze how cooperation and conflict influence political, economic, and social conditions.
Source: Social Studies Standards Curriculum Framework, AERO, p. 31
2.) The Whether
End of Unit of Study Assessments
Midterm Exam
Final Term Paper
Final Presentations/Group Presentation
Ongoing Assessments
Two Papers (or one Paper and one Problem Set, TBD)
Essays
English Exercises
Essays
3.) The How
Lectures (powerpoint, videos, etc.)
Debates
Case studies/student-led discussions
Stimulation games
Guest speakers
Field work/trip
Independent and guided research
Final client workshop
Course Description: Sustainable Futures - This course will introduce students to the myriad social and environmental issues we currently face on our limited planet and encourage discussion of solutions. The class will actively use Niger as a learning space. In order to provide context and situate future sessions, the course will begin with background on international development and aid structures, the history of the modern environmental movement and environmental philosophy through today. In the second part of the first semester the week will begin with the science behind an environmental issue, continue with the social and political consequences of that issue, and conclude with the tools available to address the issue. The first semester will culminate in a client project with the US Embassy on the issue of waste management.
In the second half of the course we will cover the issues of energy, water management, green buildings and materials use. Just as in the first semester, topics will begin with the science and move through social ramifications to tangible solutions. The course will culminate in a second client project, this time for AISN. With the knowledge gained in the green buildings unit, students will leave their mark on AISN by assessing its facilities through the widely-accepted Leadership in Energy and Environmental Design (LEED) criteria and conducting building energy audits. The class will participate in facility meetings and provide a report and summary of final recommendations to the Board in June 2013.
4. The Overview (a timeline of topics/content and estimated amount of time - weeks, months, quarters etc.)
August
8/12/2012 – 8/18
Introduction to Sustainability and Sustainable Development
- Introductions, the evolving nature of environmental sustainability, student interests and goals
- Macroeconomic concepts, the economic downturn, and the role of sustainability
- International development and its issues
- Guest Speaker: Soumaila Salifou, Economic Expert at US Embassy
Part I: Environmental Thought/History
8/19 – 8/25
Cultural Interpretations of the Environment and the Evolution of Modern Environmental Thought
- Indigenous thought (Nigeriens, Hopi) v. Judeo-Christian thought
- U.S. Transcendentalism
- Conservation/Ecology v. Preservation (The Land Ethic – Leopold)
- Postmodern Ecology
8/26-9/1
History of the Modern Environmental Movement
- Nuclear power & Hiroshima
- Chemical toxins and Love Canal; RCRA and CERCLA
- Sustainable realism (cost-benefit analysis – Walmart Case Study)
9/2-9/8
Food, Society & Development
- Overpopulation and the tragedy of the commons
- The industrialization of food consumption in the developed world
- Consumption patterns, famine and aid
Part II: Science, Society & Solutions
9/9-9/15
Global Warming: The Atmosphere
- Global energy balance and general circulation
- Greenhouse effect, historical and recent climate change, Paleoclimatological records and CO2
- International Panel on Climate Change, Kyoto Protocol
9/16-10/1
Global Warming: The Atmosphere II
- Legal Issues in US (GHG emissions)
- Industry views and cap and trade
- Student debate: should government cap GHG emissions? (Hess Oil v. US EPA)
- Guest speaker on international law: US Department of Justice Representative
October - December
Part III: Client Project & Independent Research Paper
10/1-12/8
US Embassy Recycling Consultancy & Writing Workshops
- Integrated Solid Waste Management
- Field trips to waste disposal sites, meetings with US Embassy
- Students pick a topic studied previously in class and complete an independent research paper
Client presentation before US Embassy
Winter Break
Final Paper Due – 1/18/2013
Part I: Science, Society & Solutions
January-February
Global Warming: The Oceans
- General circulation, ocean acidification, sea level rise
- Flooding issues in coastal cities; Case study: NYC Adaptation Plan (insurance, zoning, etc.)
- Simulation: adaptation planning tool; disaster preparedness – using GIS as a planning tool
- Practicing for the AP Exam with the Document Based Question
The Future of Energy
- Fossil fuels, natural gas emergence, hydraulic fracturing, uranium
- Renewable energy – solar, wind, biomass
- Energy infrastructure – developed v. developing countries
- The Natural Gas Boom – how will this affect the viability of renewable energy?
- Model UN Exercise: North Korea and Nuclear Energy
- Niger’s energy demands, production, and sources
- Field trip – Nigelec power
April
Drought & Water Management
- Global water scarcity, water trade, virtual water, conflicts over water/transnational issues – case study – Israel and Jordan
- Maximizing water storage, sequent peak method
- Famine Early Warning System Network (FEWS NET) – USAID Guest Speaker
- Drought management and reforestation initiatives in Niger – development projects
- Field trip (IRD, Rain?) – view well or other project
- Student discussion
- Read “Water” book Michael Puma’s class recommended
Part II: Final Client Project
May
Integrating Energy and Water Management
Begin AISN Client Project
Sustainable Buildings
- Background on buildings
- LEED/sustainable architecture principles
- LEED/sustainable arch principles
- Guest Speaker: US Embassy Project Director
- Primer on mech. Systems, and energy audits, ROI and accounting (using excel)
- Case study: AISN – ASHRAE Level I Walk Through Analysis; LEED AP?
- Case study: AISN – ASHRAE Level I Walk Through Analysis; LEED AP?
June
Materials
- Resource scarcity & depletion
- The story of stuff, international conflict, the resource curse, developed v. developing world
- Using lifecycle analysis – Sima Pro
- Read The Last Flight of the Scarlet Macaw
5. The Resources (websites, articles, textbooks, etc.)
Articles
(Ideally I would like to put together a reading booklet for the students)
I have articles for each subject that can be read online or distributed as handouts in class.
Websites:
The Story of Stuff
Ecological Footprint
Books:
(These are mostly reference books; will extract sections from these books)
The Weather Makers, Tim Flannery
Omnivore’s Dilemma
A Sand County Almanac, Aldo Leopold
Walden, Thoreau
