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Audnc:
Grades 9-12
Note:
This lesson is most eective when students have already seen the lm:
 An Inconvenient Truth.
I they have not, and time does not permit or the entire lm, it is suggested that you show thesegments listed in the Class Time
 
section o this lesson plan.
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LssonOvvw:
Only two industrialized nations have chosen NOT to ratiy the Kyoto Protocol: the United States andAustralia. However, in the absence o a Federal agreement, several U.S. cities have chosen to adopt theprovisions o the Kyoto Protocol on their own. In this lesson, students will research the history o theKyoto Protocol, the implications o the treaty, and the reasons many local governments have chosen tosupport it. Students will then determine which communities in their state, i any, have “ratied” Kyotoand will interview local politicians on their reasons or supporting or not supporting “ratication.” Finally,upon completing these investigations, students will role-play key ocials rom various countries in orderto present the ocial government positions on whether to support the Protocol. City Council members,County Commissioners, Mayors, School Board members, parents, community activists, and others maybe invited as audience members.
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Objctvs:
• Locate, analyze, discuss, and evaluate sources describing the Kyoto Protocol and global warming.• Develop competencies associated with "public work" through data gathering, teamwork, publicspeaking, problem-solving, and civic participation.• Role-play the positions o several stakeholders on the issue o global warming.• Analyze global warming and associated problems rom international, national, and localperspectives.• Learn how to solve complex scientic problems through the workings o a local democracy in acreative, constructive manner.
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NatonalStandadsAddssd:
This lesson addresses the ollowing National Science Education Standards:
ContntStandadA
As a result o activities in grades 9-12, all students should develop• Abilities necessary to do scientic inquiry.• Understandings about scientic inquiry.
ThnkGloball,ActLocall
Tier2LeSSON:
Big Ideas:
 The lesson is designed  to accomplish  these major goals.  S tuden ts  will:1. Loca te primar y source documen ts and anal y ze  them  or bias.  2. Mak e in ormed decisions in vol ving science and socie t y.3. Prepare cogen t presen ta tions  wi th suppor t ma terials ( e.g.,  tables, graphs, Po werPoin t presen ta tions, or o ther produc ts ) in order  to clari  y  their posi tions in a communi t y mee ting. 
 
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ThnkGloball,ActLocallContntStandadF
As a result o activities in grades 9-12, all students should develop an understanding o • Personal health• Populations, resources, and environments• Natural hazards• Risks and benets• Science and technology in societyFundamental concepts and principles that underlie this standard include:• Human activities can enhance potential or hazards. Acquisition o resources, urban growth, andwaste disposal can accelerate rates o natural change.
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rsksandBnfts:
• Students should understand the risks associated with:
o
natural hazards (e.g., res, foods, tornadoes, hurricanes, earthquakes, and volcaniceruptions)
o
chemical hazards (e.g., pollutants in air, water, soil, and ood)
o
biological hazards (e.g., pollen, viruses, bacteria, and parasites)
o
social hazards (e.g., occupational saety and transportation)
o
personal hazards (e.g., smoking, dieting, and drinking).• Individuals can use a systematic approach to thinking critically about risks and benets. Oneexample is to apply probability estimates to risks and compare them with estimated personal andsocial benets.
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MatalsNdd:
• Data sources that document greenhouse gas (GHG) emissions at the international, national,state, local, and individual levels (see Additional Resources section)• Masking tape (optional)• Flags rom the United States, China, India, United Kingdom, Russia, and Japan (optional)• Computers with Internet access• Calculators• Copies o Reproducible #1• Copies o Reproducible #2
 
Class  Time:
 Video: 90 minu tes  to  vie w en tire  lm: 
 An Inconvenien t Tru th
 or 20 minu tes  to re vie w  these sec tions  rom  the  lm: Chap ter 3,
Basic Science o  Global W armin g
; Chap ter  4, 
Global W armin g Car toon
; Chap ter 6,
 CO
2
  Measure Since 1958
; Chap ter 9:
CO
2
 Levels Back 650 ,000 Y ears
; Chap ter 26, 
IsThere  A Con trovers y?
;Chap ter 27, 
Science Fraud
; Chap ter 28,
Balancin g  the Econom y and Environmen t
;Chap ter 29,
Ci t y B y Ci t y
Ac ti vi t y: Four 90-minu te or si x 60-minu te class periods (Addi tional  time ou tside o  class ma y be required  or research. )
 Teacher Prep  Time:
30 minu tes 
(does no t include  previewin g  the flm )
 
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ThnkGloball,ActLocall
• Copies o Reproducible #3• Copies o Reproducible #4• Copies o Reproducible #5• Prizes (e.g., trophies or ribbons) or the highest scoring presentation team (optional)
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rpoducbls:
This lesson contains reproducibles that provide data about emissions and global warming. They may beused as handouts i time prevents students rom nding their own data. Additional reproducibles areprovided or assessment o presentations and concept maps.
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Backgound:
Beore beginning this lesson, preview the lm:
 An Inconvenient Truth.
In addition, seek out media sourcesor the latest inormation regarding the Kyoto Protocol and global warming. Because this lesson includesdiscussions, role plays, and research assignments, you should also either ask your students to review theollowing sources or use them to prepare a list o reerence materials or your students:• The EPA’s Global Warming website:http://yosemite.epa.gov/oar/globalwarming.ns/content/index.html• School library or print (e.g., books, magazines, and reports) and audio-visual materials thataddress the Kyoto Protocol, environmental orecasts, recommended solutions, and socio/political/economic positions• The public library or all o the above• The public inormation department websites o your city and state or brochures, reports,charts, action plans, and projections on air qualityThis list should be as complete as possible so that students will get a sense o the diversity o views onthis topic. Assemble and organize printouts and copies o photos, data, and articles that your studentscan use. Since they will be role-playing public ocials and spokespersons with dierent perspectives,the students will need to sort through the materials to isolate and organize data that supports theirindividual roles. Many o these resources (Internet and print) will also have a list o connecting links andpublications that will give students even more research opportunities.
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LssonStps:
Ppaaton:
Plan ahead: Invite judges to sit in on Day 4 o the lesson. Ask representatives rom the community toattend. One way to give more importance to this activity is to ask a ull range o other sta members
Desired Ou tcomes:
A  ter comple ting  this lesson, s tuden ts  will unders tand ho w  to appl y scien ti fc and democra tic principles in concer t  to a  ec t posi ti ve en vironmen tal and socie tal change. E ver y American can decons truc t po wer s truc tures and es tablished socie tal codes in order  to achie ve jus tice  through democra tic par ticipa tion.
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