Climate Change "We Can Fix It World Café" 2015
Welcome to the World Café 2015! Note, this is an archive page- please see the latest page here.
You can read a blog post describing the motivation for this activity here, or dive right in below.
Student or teacher feedback on the activity, or suggestions for additional solution resources, are welcome to @KA_Nicholas on Twitter.
(Archive of 2014 activity, with different reading assignments, available here.)
You can read a blog post describing the motivation for this activity here, or dive right in below.
Student or teacher feedback on the activity, or suggestions for additional solution resources, are welcome to @KA_Nicholas on Twitter.
(Archive of 2014 activity, with different reading assignments, available here.)
Preparation
Teacher Preparation
Student Preparation
- This activity is designed for a three-hour seminar (possible to modify for two hours by doing only parts 1 and 2 below, and skipping the poster session). I designed it for the LUMES master's program, but it should work for other levels of students as well.
- Select as many reports as needed so that there will be four students discussing each report (I used all 12 reports below for my class of 46 students, with 10 groups of 4 students and 2 groups of 3 students).
- Assign students (or have them sign up) to read one of the recent reports below, which offer different proposals for addressing climate change.
- Materials: Table number sign (1-12); flipchart paper; markers; tape or thumbtacks to hang posters
- Arrange classroom tables to seat groups of four, and give each table a sign with a number corresponding to the report students will read (#1-12). Each table will need a large piece of paper (flipchart or butcher paper) and markers for drawing their posters.
- Give students the instructions below ahead of time, and start class with a brief overview as reminder.
- During the World Café, circulate and answer questions.
- Announce when there are 10 minutes left to make sure all students complete their poster.
- Provide tape or thumbtacks for students to hang posters in a corridor or classroom where they can all circulate for the poster session.
- During the first break, provide fresh paper for each table to make a new poster in the second session.
- During the poster session, remind students the order of poster presentation (10 minutes each for the Synthesizer, Facilitator, Timekeeper, and Visualizer to present their poster from Part 1, while the other 3 group members circulate and learn about other posters.) Announce when it's time for students to switch roles every 10 minutes, so all get a chance to present and to circulate.
Student Preparation
- Before class, please read at least the section listed from your assigned report. You're encouraged to browse around on the website and investigate more if you like.
- Please bring a copy of the report (hard copy or electronic) to class with you reference during your discussion.
Part 1: One Solution (45 minutes)
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- Start by assigning each member of the group one of four roles:
- Facilitator- start and keep the conversation moving, ask questions, make sure all have an equal chance to contribute.
- Visualizer - take the lead in capturing the key ideas you discuss in words and drawings on your poster.
- Timekeeper - keep an eye on the clock, redirect conversation if it is getting off topic, move ahead to address all the discussion points.
- Synthesizer - keep an eye on the big picture, and offer a summary of the group's conclusions for each question to help the Visualizer make the poster as you go along.
Discussion questions- Part 1:
- What is the main claim of the report? What reasons and evidence are given to support the claim?
You may wish to use the worksheet based on the paper by Ladaea Rylander of Lund University Academic Support Centre to help you diagram and discuss them. Remember that a claim is the central argument or thesis statement (which could be true or false); reasons articulate the logic of a claim and give relevant answers for the question of why a claim might be true; and evidence provides examples and data that prove the correctness of the reasons. - Discuss the proposed plan in terms of the elements of the Kaya Identity explaining the drivers of CO2 emissions:
Remember that the four terms driving environmental impact are:
Population (number of people, or "capita" to make the units cancel out)
Wealth (GDP/capita)
Energy Intensity of GDP (Energy consumption/GDP)
Carbon intensity of energy (CO2/energy consumption)
- Consider the author of the source. How does this influence your evaluation of the proposed plan?
- Now you've discussed the "They Say" piece that begins any critical academic conversation (Graff and Birkenstein, 2010, They Say/I Say: The Moves That Matter in Academic Writing). What do "you say"- what is your response to the report? What are its strengths and weaknesses? If you were a science advisor to policymakers, would you support the proposal?
Part 2: Many Solutions (45 minutes)
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- Start by assigning new roles to each person.
- Each student should briefly summarize the key points of your report to this new group (aim for 3 minutes each). You may want to refer to your notes, and show any key figures from the report that help you make your point.
- Discuss the questions below and make a second poster that answers them. Be sure to put your names on the poster, and list which four proposals you were discussing.
- During the break, please hang your second poster on the lower panels in the corridor.
- Based on your role in the first discussion group, you'll take turns presenting your poster to other students.
Discussion questions- Part 2:
- What are the similarities and differences between the proposals? What areas of synergy or conflict do you see between the different proposals?
- What underlying values does each proposal represent? (Think about philosophies of equity, development, growth, etc.)
- Does your group agree on a strategy that seems the most promising out of the ones you've discussed? Why or why not?
Part 3: Poster Session (45 minutes)
First 10 minutes: The Synthesizer from Part 1 presents their poster, while the other 3 group members circulate and learn about other posters. Second 10 minutes: The Facilitator from Part 1 presents their poster. Third 10 minutes: The Timekeeper from Part 1 presents their poster. Fourth 10 minutes: The Visualizer from Part 1 presents their poster. |
Readings: The Proposed Solutions
Many of these reports were produced to contribute to the UN Climate Summit on September 23, 2014. You can watch a 4-minute video shown at the beginning of the summit, "What's Possible," here.
You may want to read this short Washington Post blog, "The solutions to all our problems may be buried in PDFs that nobody reads."
The solutions are organized by the themes of global/technical (#1-5), sectoral (#6-8), and civil society (#9-12).
You may want to read this short Washington Post blog, "The solutions to all our problems may be buried in PDFs that nobody reads."
The solutions are organized by the themes of global/technical (#1-5), sectoral (#6-8), and civil society (#9-12).
- Pathways for 100% renewable energy
Several organizations are focusing on how to get to 100% renewable energy. Check out these reports and compare their approaches.
Read: Deep Decarbonization Executive Summary. (9 pages)
Energy Revolution 2015 (Greenpeace): Executive Summary.
The Solutions Project: Browse the website and their Resources section.
"On September 19, 2014 the Deep Decarbonization Pathways Project published its 2014 report, which was presented at the United Nations Climate Summit on September 23, 2014. The Deep Decarbonization Pathways Project (DDPP) is a collaborative initiative to understand and show how individual countries can transition to a low-carbon economy and how the world can meet the internationally agreed target of limiting the increase in global mean surface temperature to less than 2 degrees Celsius (°C). Achieving the 2°C limit will require that global net emissions of greenhouse gases (GHG) approach zero by the second half of the century. In turn, this will require a profound transformation of energy systems by mid-century through steep declines in carbon intensity in all sectors of the economy, a transition we call “deep decarbonization.” " (quoted from Deep Decarbonization website, see link for full report). - Carbon pricing
Read the introductory page, "Pricing Carbon," and the summary of the new carbon pricing report, as well as the Executive Summary and Introduction of the "State and Trends of Carbon Pricing 2015."
From the World Bank website: "Carbon pricing helps lower overall emissions while giving businesses the flexibility to find their own most efficient solutions. China leads a list of 73 countries, 22 states, provinces and cities, and over 1,000 businesses and investors who signaled their support for carbon pricing ahead of the UN Climate Leadership Summit. Together, the governments represent 54 percent of global greenhouse gas emissions and 52 percent of global GDP."
Optional: You can read a quick overview and listen to a 6-minute radio interview with Rachel Kyte, Vice President of the World Bank Group and Special Envoy for Climate Change here. "If we want to drive carbon out of the economy, we're going to have to put a price on it." - Circular Economy
Circular economy- "Growth Within: A Circular Economy Vision for a Competitive Europe." Read the Executive Summary (p. 10-42) and Findings (p. 11-42). - Economics to close the emissions gap
Read: Press release and the available materials for the 2015 report from the New Climate Economy. - The degrowth movement
Please read this short overview in Slate magazine.
As time allows, you can skim this short research overview article "Degrowth: From theory to practice" (Sekulova et al., 2013, Journal of Cleaner Production).
From the degrowth.org website: “Research & Degrowth (R&D) is an academic association dedicated to research, training, awareness raising and events organization around degrowth.” - Changing diets
Read: Blog post summarizing Sweden's new environmental and health-focused dietary guidelines, as well as the guidelines themselves.
The Food Climate Research Network has a wide variety of excellent resources, including over 3000 reports and papers categorized by topic. For example, see their Consumption and Diets page here. - Deforestation
Read: "Slowing Amazon deforestation through public policy and interventions in beef and soy supply chains." Nepstad et al., 2014, Science.
Brazil has made substantial progress in reducing deforestation over 70%. This recent short article provides an analysis of the factors that led to this success, and how it could translate to other domains.
Optional: CIFOR 2013 blog post: "How much credit can Brazil take for slowing Amazon deforestation – and how low can it go?" - Cities
Read: Powering Climate Action: Cities as global changemakers, and browse the C40 website. - Divestment
The divestment movement, to dis-invest in fossil fuels, is rapidly gaining traction. Start here with the Beginner's Guide to Divestment, then read the websites of project founder 350.org through their Fossil Free campaign, including links and videos. Recently, The Guardian newspaper launched its own divestment campaign- read about it on their website here. Make sure you understand how it works, and the arguments for and against divestment as a climate strategy.
Optional, for more background: Author and professor Bill McKibben (my interview with him here) started the nonprofit group 350.org in 2012, launched with the publication of "Global Warming's Terrifying New Math" in Rolling Stone. It has since grown to encompass campaigns including the People's Climate March (held September 21, 2014), local climate leadership trainings, and the divestment campaign urging institutions like universities and churches to divest (dis-invest) from fossil fuel investments. Check out the webpage at Do The Math and click on the links to learn more about the divestment campaign. - Religion
Read: Analysis of the Encyclical (Laudato Si) by Pope Francis (full 180 page document is not required)
A Buddhist Declaration on Climate Change
Islamic Climate Declaration
A Rabbinic Letter on the Climate Crisis (Aug. 2015). - Civil society engagement
A massive civil consultation process, to involve more than 10,000 people in 100 countries, is underway. Read about the WorldWide Views on Climate and Energy by browsing their full website, and read the Synthesis report.
(Optional: see how the UN engaged citizens in developing the Millennium Development Goals in The World We Want: "Summary" and "Cross-cutting messages" from the report: "Delivering the post-2015 development agenda." (9 pages)
The United Nations is in the process of planning Sustainable Development Goals, which will be launched in 2015. These SDGs are the follow-up to the Millennium Development Goals, which have guided investments and development since 2000. This interactive website offers opportunities to contribute to the "Million voices" that UN and world leaders will use in forming the SDG agenda. This report highlights the need for civil society engagement in policy.) - Crowdsourcing
Read this short Guardian article giving an overview of the ClimateCo Lab at MIT, which has so far engaged over 300,000 people. On the lab website, read "About" and all of the "How the CoLab works" sections. (Check out this proposal by Lund University students in the "Changing behavior" section, and think about adding your own!) Have a look at this working paper with a survey analyzing the effectiveness of the program.