Citizen Climate Lesson Plans

Grades 9–12
Dear Educator:

These lesson plans will help you provide your students with knowledge of the basic concepts of climate change policy and
negotiation. It will allow your students to understand media coverage of climate policy negotiation, in both national and
international arenas. It will also help your students develop skills needed to make their opinions heard.

These lesson plans recognize that many opinions exist about approaches society should take in response to climate
change. This curriculum avoids “advocating” certain positions. Instead, it strives to provide accurate information from
well-respected sources. It presents differing opinions on issues and guides students to form their own conclusions.

The lesson plans are linked to National Standards. Most can be completed in one class period. Each lesson plan provides
all the information you will need to conduct the lesson. The lessons are designed for high school classes, but could be
adopted for use with other age levels. The topics include:

• Carbon cycle: What is the global carbon “budget”? What are “sinks” and what are “sources” What happens when
sinks can’t keep up with rising emissions?
• Target Atmospheric Carbon Levels: Where should society aim? What are the views of different players? What
does the best science say?
• Climate Technologies: What role should technology play in the effort to stabilize climate? Can we meet climate
goals without new technologies?
• Wedge Game: Explore the now ubiquitous concept of the “stabilization wedges” through a game developed by Dr.
Roberta Hotinski as part of the Carbon Mitigation Initiative. Our lesson provides updated information and additional
ideas for discussion.
• Cap and Trade: How does it work? Why is it a favorite policy choice for climate negotiators?
• Carbon Tax: How does it work? What are its advantages and disadvantages when compared with cap and trade?
• Equity in International Negotiations: How do the individual situations of countries influence their ideas of equity?
How do concerns of developed countries differ from those of developing countries?
• Crafting a position statement: What makes a powerful letter? How does one craft a letter? Who are key decision
makers to whom letters can be addressed?

These lesson plans include an appendix on the December 2009 international climate negotiations in Copenhagen. There
are opportunities for students to contribute their voices to the 2009 U.S. youth delegation and to follow multi-media
blogs from youth delegates.

Each lesson can stand on its own. Together, however, they will give your students enough knowledge to understand
media coverage and to craft a well-informed position statement.

If your students need a better background understanding of the basic concepts of global warming, consider using the Will
Steger Foundation’s original six lesson plans,“Global Warming 101.” These standards-linked lesson plans were reviewed
by the Union of Concerned Scientists and by National Geographic Society. They are available for free download at
www.willstegerfoundation.org.

Thank you for your work to educate your students,

Elizabeth K. Andre
Assistant Professor, Northland College
Curriculum Writer for the Will Steger Foundation
Citizen Climate Table of Contents

National Content Standards for Citizen Climate Pages 1–3

Lesson Organizer Pages 5–6
Lesson One: The Carbon Cycle Pages 7–12
Students will be able to explain the global carbon budget, sinks, and sources.
Students will understand what happens when sinks can’t keep up with rising emissions.
Lesson Two: Climate Targets Pages 13–21
Students will be able to understand different views regarding where society should aim for target global
atmospheric carbon emissions and what the best science says.
Lesson Three: New Technologies Pages 23–31
Students will understand the various roles technology can/should play in the effort to stabilize climate.
Students will determine whether we can meet climate goals without new technologies.
Lesson Four: Stabilizing Emissions Pages 33–35
Students will explore the now ubiquitous concept of “stabilization wedges” through a game developed
by Dr. Roberta Hotinski as part of the Carbon Mitigation Initiative. Our lesson provides updated informa-
tion and additional ideas for discussion.
Lesson Five: Carbon Cap & Trade Pages 37–42
Students will understand the basics of a cap and trade system. Students will be able to explain and
discuss why it is a favorite policy choice for climate negotiators.
Lesson Six: Carbon Tax Pages 43–51
Students will understand the basics of a carbon tax system. Students will be able to explain and discuss
its advantages and disadvantages when compared with cap and trade.
Lesson Seven: International Climate Negotiations Pages 53–64
Students will explore how the individual situations of countries influence their ideas of equity.
Students will be able to explain how the concerns of developed countries differ from those of
developing countries.
Lesson Eight: Writing a Position Statement on Climate Change Pages 65–67
Students will learn what makes a powerful letter, how to craft one, and who are the key decision
makers to whom letters can be addressed.
Appendix: Expedition Copenhagen Pages 71–72
Wedge Game Instructions Pages 73–88
Acknowledgements

June 2009

The Will Steger Foundation (WSF) is dedicated to creating programs that foster
international leadership and cooperation through environmental education
and policy.

Acknowledgements

This resource benefited tremendously from the insights and expertise of external
reviewers. These experts provided feedback and guidance at critical stages in the
development of these lesson plans. While they have screened the documents for
accuracy, neither they nor their organizations necessarily endorse it.

External reviewers:
National Education Association
Lisa Herschberger, scientist, Minnesota Pollution Control Agency
Kristen Iverson Poppleton, WSF Consultant IDEA Cooperative Youth Program
Manager, Science Museum of Minnesota
Kristin Daniels, WSF Education Consultant and Educator, Hill-Murray School
Marv Mikesh, retired educator and former Education Director for the
International Arctic Project

Teaching cap and trade as musical chairs was adapted with permission from
materials developed by Dr. Holmes Hummel, Congressional Science Fellow and
instructor for the Energy Resources Group at University of California—Berkeley.

Concepts of equity in international negotiations were adapted with permission

from materials developed by Madeline Heyward at the University of Melbourne
in Victoria, Australia.

Dr. Martin A. Apple, president of the Council of Scientific Society Presidents,

provided valuable insights for the development of the lesson on new
technologies and geoengineering.

Curriculum written by Elizabeth K. Andre, Assistant Professor, Northland College

and WSF Education consultant

Graphic design by Michael Diener, http://www.michaeldiener.net.

For additional information on Will Steger Foundation, please visit

www.willstegerfoundation.org.

This resource is intended for educational and informational purposes. References

to specific products, services, companies and policy makers have been included
solely to advance these purposes and do not constitute an endorsement,
sponsorship or recommendation by the Will Steger Foundation.

Unless otherwise credited, all photos © Will Steger Foundation

©2009 Will Steger Foundation

2801 21st Avenue South, Suite 127
Minneapolis, MN 55407
National Content Standards for Citizen Climate Lesson Plans

Lesson 4

Lesson 8
Lesson 6
Lesson 3

Lesson 5
Lesson 2

Lesson 7
Lesson 1
Citizen Climate Curriculum
(Please note: This is not a complete listing of all National Education Standards)

Science
UCP: Unifying Concepts and Processes
Systems, order and organization (K–12)
Evidence, models and explanation (K–12)
Change, constancy and measurement (K–12)
Evolution and equilibrium (K–12)

B: Physical Science
Motions and forces (5–8)
Transfer of energy (5–8)
Chemical reactions (9–12)
Interactions of energy and matter (9–12)

C: Life Science
Structure and function of living systems (5–8)
Regulation and behavior (5–8)
Populations and ecosystems (5–8)
Diversity and adaptations of organisms (5–8)
Biological evolution (9–12)
Interdependence of organisms (9–12)
Matter, energy and the organization of living things (9–12)
Behavior of organisms (9–12)

D: Earth and Space Science

Structure of the Earth System (5–8)
Energy in the Earth System (9–12)
Geochemical cycles (9–12)
Earth’s history (9–12)

F: Science in Personal and Social Perspectives

Populations, resources and environments (5–8)
Risks and benefits (5–8)
Population growth (9–12)
Personal and community health (9–12)
Natural resources (9–12) U U U U U U U
Environmental quality (9–12) U U U U U U U
Natural and human-induced hazards (9–12) U U U U U U U
Science and technology in local, national and global challenges (9–12) U U U U U U U
Science and technology in society (5–8)

1
Citizen Climate Lesson Organizer

Lesson/Objectives National Standards Lesson Materials

THE CARBON CYCLE
45 minutes Science 6.6
UÊ Explore aspects of the global carbon cycle that have Social Studies 3, 5, 6, 7, 8, 9
Reading Passage
implications for climate policy decisions Geography 14, 15, 16
Handout
UÊ Present knowledge using a creative medium Environmental Education 1, 2.3,
UÊ Reflect on what can be done to protect and enhance 2.4, 3
natural carbon sinks

CLIMATE TARGETS
45 minutes Science 6.6
UÊ Consider decisions about climate targets as an exercise in Social Studies 3, 5, 7, 8, 9
risk management Geography 11, 14, 16 Handouts 1–5
UÊ Weigh the potential risks and costs of each target Environmental Education 1, 2.3,
UÊ Decide individually what target each student thinks society 2.4, 3
should adopt

NEW TECHNOLOGIES
45 minutes Science 6.6
UÊ Explore differing opinions about the role new technologies Social Studies 3, 5, 6, 7, 8, 9
should play in efforts to slow climate change Geography 11, 14, 15, 16
Handouts
UÊ Weigh potential strengths and weaknesses of different Environmental Education 1, 2.3,
proposals 2.4, 3
UÊ Make recommendations about which roles for technology
climate policy should encourage

1 copy of Instructions and Wedge

Table per student (print single-sided
STABILIZING EMISSIONS to allow use of game board pieces!)
45 minutes
Science 6.6 UÊ 1 Wedge worksheet and 1 game
UÊ Research different technologies available today that are
Social Studies 3, 5, 6, 7, 8, 9 board with multi-colored wedge
capable of significantly reducing carbon emissions
Geography 11, 14, 15, 16 pieces per group, plus scissors for
UÊ Make decisions about which strategies to include in a cutting out game pieces and glue
portfolio of strategies aimed at stabilizing emissions Environmental Education 1, 2.3,
2.4, 3 sticks or tape to secure pieces to
UÊ Reflect on the scale of effort needed if society were game board
to become serious about stabilizing atmospheric UÊ Optional - overhead
concentrations of carbon transparencies, posters, or other
materials for group presentations

CARBON CAP AND TRADE

45 minutes Science 6.6
UÊ Create a model of a cap and trade market for Social Studies 3, 5, 6, 7, 8, 9
greenhouse gas emissions Geography 11, 14, 15, 16
Game Handouts
UÊ Engage in trading of carbon permits with the goal of Environmental Education 1, 2.3,
reducing emissions in the most cost-effective ways 2.4, 3
UÊ Reflect on strengths and weaknesses of the
cap-and-trade model

CARBON TAX
45 minutes Science 6.6
UÊ Introduce the basics of a carbon tax Social Studies 3, 5, 6, 7, 8, 9
UÊ Students will role-play a round table discussion Role-Play Handouts
Geography 11, 14, 15, 16
investigating the possibilities for a carbon tax Environmental Education 1, 2.3, 2.4, 3
UÊ Summarize and reflect on potential strengths and
weaknesses of a carbon tax
5
Lesson 1: The Carbon Cycle
What are its implications for climate policy?

Question What aspects of the carbon cycle must be considered in climate policy?

Age Level High School

Students will explore aspects of the global carbon cycle that have implications for climate
policy decisions.
Objective
Students will present their knowledge using a creative medium.
Students will reflect on what can be done to protect and enhance natural carbon sinks.

Time Needed At least one 45-minute period

INTRODUCTION (5 min)
Most people are familiar with the concept of global warming. Most understand Notes to Teachers:
that carbon dioxide and other carbon-containing greenhouse gasses act like a
blanket, trapping heat and raising the average temperature of the planet. Most U Some students may have heard

people understand that human actions are contributing to increased levels of that global warming is “junk science” or
greenhouse gasses. that there is a big debate over whether
or not it is really happening. You can
Many people, however, do not understand the global carbon cycle. What is
let them know that there is no debate
it and how does it work? Why is it important? How have humans altered it?
about whether or not increased levels of
How has the planet responded to human-forced changes in the carbon cycle?
heat-trapping gasses in the atmosphere
What aspects of this are important to understand when making climate policy
will warm the planet. This is atmospheric
decisions?
physics. The only uncertainty lies in how
This activity will give students the opportunity to explore these questions. This much and how quickly the planet will warm.
knowledge will lay the foundation for future explorations into climate policy.

EXPLAIN AND CONDUCT THE ACTIVITY (20 min)

Each student will receive a handout containing the following sections:
• What is the carbon cycle?
• The difference between short-term and long-term cycles
• The planet’s carbon budget
• The “missing sinks”

STUDENTS DIVIDE INTO GROUPS OF EIGHT. WITHIN THE GROUPS:

• Students read the handout, taking turns reading aloud as the other group
members follow along.
• After reading the entire handout, students divide into four pairs within each
group.
– Each pair takes responsibility for one of the four sections of the handout.
– Pairs carefully re-read the section.
– Each pair then discusses the reading, checking for comprehension.
– Each pair then creates an original visual aid to explain and illustrate the
concepts in the reading.
• Groups of eight reconvene. Pairs present their visual aid to the group,
explaining core concepts.
• Groups of eight present their visual aids to the entire class.
7
Lesson 2: Climate Targets
Where should we aim?

What are the supporting arguments for different target levels for atmospheric
Question
concentrations of carbon dioxide?

Age-Level High School

Students will consider decisions about climate targets as an exercise in risk management.
Objective Students will weigh the potential risks and costs of each target.
Each student will decide individually what target he or she thinks society should adopt.
Time Needed At least one 45-minute period

INTRODUCTION (5 min)
Debates abound in the media about which actions (if any) should be taken to
address global warming. The news coverage can lead to confusion—for example
what do scientists know for certain? What beliefs drive policy makers’ and
activists’ opinions about potential courses of action?
New York Times science writer, Andrew Revkin, reflected in his Dot Earth blog,
“Everyone I know who works in conflict resolution . . . says it’s a good example
to start with points of possible accord.” He then outlines points that even “foes
of emission restrictions” can agree upon. They include:
• The planet’s existing energy choices and habits will lead to an enormous
buildup of greenhouse gasses, particularly as large developing countries
industrialize.
• A big buildup of long-lived greenhouse gasses will very likely influence the
climate in a host of ways that could impede the journey toward a stable,
prospering human population later this century.

Source:
Revkin, A. C. "An Update on Climate and Energy Basics" Dot Earth Blog, The
New York Times. Accessed on March 13, 2009. <http://dotearth.blogs.nytimes.
com/2009/03/13/back-to-some-basics/>.

If the above points are widely agreed upon, even by “foes of emission
reductions,” what are the points of debate?
• Climate science is quite clear on the fact that increased concentrations of
atmospheric greenhouse gasses will warm the earth. There is no uncertainty
about this.
• There is uncertainty, however, when scientists try to predict precisely how
quickly the earth will warm and how extreme the changes within a certain
time will be.
– To deal with this uncertainty, scientists express their projections in terms
of probabilities of outcomes within certain ranges.
– As scientific knowledge increases, and as time passes and more changes
are observed, scientists update their projections. These projections are still
expressed in terms of probabilities of outcomes within certain ranges.

13
Lesson 3: New Technologies
Do we need them to meet the climate challenge?

Question What should be the role for new technologies in slowing climate change?

Age-Level High School

Students will explore differing opinions about the role new technologies should play in
efforts to slow climate change.
Objective Students will weigh potential strengths and weaknesses of different proposals.
Students will make recommendations about which roles for technology climate policy
should encourage.
Time Needed At least one 45-minute period

PROVIDE BACKGROUND INFORMATION FOR YOUR STUDENTS (5 min)

• Every five to seven years, the Intergovernmental Panel on Climate Change
(IPCC) releases a summary report on the latest climate science. The report
summarizes the most current knowledge compiled by thousands of scientists
working around the world.
• IPCC summary reports contain a range of different projections for future
climate change scenarios. It is necessary to give a range of projections
because there are enough variables in the models (including one of the
most difficult to predict variables—that of human actions) to make exact
predictions impossible.
• The IPCC published its most recent summary report in 2007. This report
summarized climate research conducted through the end of 2006.
• Since the publication of that report, new climate science is finding climate
changes to be faster and stronger than even the worst-case scenario
predictions of the IPCC’s most recent summary report.
• Although the science is still inconclusive, new research suggests that the earth
may be passing tipping points that could lead to rapid and abrupt climate
changes, rather than the gradual changes forecast in the latest IPCC report.

Source:
Tin, T. Climate Change: Faster, Stronger, Sooner: An overview of the climate
science published since the UN IPCC Fourth Assessment Report. World Wildlife
Fund. 2008.

23
Lesson 4: Stabilizing Emissions
Playing the “Wedge Game”

What type of effort would be required to stabilize atmospheric levels of carbon dioxide
Question
using the technologies we have available now?

Age-Level High School

Students will research different technologies available today that are capable of
significantly reducing carbon emissions.
Students will make decisions about which strategies they would include in a portfolio of
Objective
strategies aimed at stabilizing emissions.
Students will reflect on the scale of effort needed if society were to become serious about
stabilizing atmospheric concentrations of carbon.

Time Needed At least two-45 minute periods

FAMILIARIZE YOUR STUDENTS WITH THE IDEA OF STABILIZATION WEDGES.

CONDUCT THE LESSON AND PLAY THE GAME AS DESCRIBED HERE: Notes to Teachers:
http://www.princeton.edu/wedges/game_materials/
U This lesson involves playing
• The game materials suggest spending two to three class periods. the “Wedge Game,” a lesson plan
• The game is based on the 2004 paper by Princeton’s Robert Socolow and written by Dr. Roberta Hotinski as part
Stephen Pacala. of the Carbon Mitigation Initiative (a
joint project of Princeton University, BP,
– At the time that paper was written, annual world emissions were 7 GtC
and the Ford Motor Company).
(gigatons of carbon). Each stabilization wedge represents one GtC, so the
original version of the wedge game asks students to choose 7 wedges to U The wedge concept is a tool for
stabilize emissions. conceptualizing the scale of action
needed to stabilize greenhouse gas
– As of 2009, annual global emissions are 8 GtC. An updated version emissions. The term “stabilization
(November 2007) of the wedge game includes 8 wedges.
wedge” is commonly used in climate
debates and discussions in various arenas.
After playing the wedge game, provide updated information and perspectives U This lesson provides updated
to your students: information and perspectives to make
the wedge game an even more relevant
• Total annual emissions have increased since this game was designed. and effective educational tool.
• As mentioned above, the 2004 Socolow and Pacala (S&P) paper was based
on then-current global emissions of 7 GtC a year. 2009 annual emission
levels are 8 GtC (this is why the updated version of the game has 8
wedges rather than 7).
• The 7 stabilization wedges in the original version of the game and the
8 stabilization wedges in the updated version stabilize emissions at
current levels.
• Thus, even if we institute the 8 wedges now, our emission level will still be
higher than if we had instituted 7 wedges in 2004.

33
Lesson 5: Carbon Cap & Trade
The Musical Chairs Game

Question How would a cap and trade system work to reduce greenhouse gas emissions?

Age-Level High School

Students will create a model of a cap-and-trade market for greenhouse gas emissions.
Students will engage in trading of carbon permits with the goal of reducing emissions in
Objectives
the most cost-effective ways.
Students will reflect on strengths and weaknesses of the cap-and-trade model.
Time Needed At least one 45-minute period

Materials Chairs

ASK YOUR STUDENTS TO SUMMARIZE WHAT THEY ALREADY KNOW ABOUT

CLIMATE CHANGE. (5 min) Notes to Teachers:
The following points should be reiterated:
• Heat trapping gasses (greenhouse gasses) released into the atmosphere as a U The underlying assumption is that
result of human activities are driving climate change. uses of fossil fuels for which people are
• 85% of U. S. energy use comes from burning fossil fuels (coal, oil and gas). willing to pay the most must be the most
This is the biggest driver of climate change. valuable.

• Greenhouse gases such as CO2 are very long-lived in the atmosphere and U To minimize climate change most
their buildup has consequences over the course of centuries. uses of fossil fuels will have to move
to a different game: the clean energy
• Climate change impacts can disrupt the planet’s crucial life-support systems. economy.
• There is a lag between when greenhouse gases are emitted and when the U For practical reasons, most cap-and-
climate fully responds. trade proposals require only fossil fuel
• Leading scientists say we must drastically reduce our emissions to avoid the suppliers and other large polluters to
most catastrophic changes. They say we must start now to achieve play directly. They affect the rest of the
these reductions. economy as they pass on their costs.

Sources:
IPCC Fourth Assessment Report, Summary for Policy Makers. 2007.
Navigating by the Numbers, World Resources Institute. 2005.

INTRODUCE YOUR STUDENTS TO THE CONCEPT OF CAP AND TRADE. (5 min)

Explain to your students that one way to reduce greenhouse gas emissions is
through a carbon cap and trade system. This is based on economics. Basically, it
assumes:
• Increasing greenhouse gas emissions have a cost (for example, more severe
droughts, floods, storms, disease, rising sea levels, collapsing ecosystems,
species extinction).
• The emitters of these gasses, however, currently do not have to pay the cost.
Currently they can dump emissions into the atmosphere for free.
• Therefore, the prices they charge for their products do not reflect the full
cost of the products.
• This results in what economists call a “market failure.”
• Establishing a market price for greenhouse gas pollution can help correct
the market failure.
37
Lesson 6: Carbon Tax
A round table discussion

Question How would a carbon tax work to reduce greenhouse gas emissions?

Age-Level High School

Students will be introduced to the basics of a carbon tax.

Objective Students will role-play a round table discussion investigating the possibilities for a carbon tax.
Students will summarize and reflect on potential strengths and weaknesses of a carbon tax.

Time Needed At least one 45-minute period

Materials Small placards and markers

ASK YOUR STUDENTS TO SUMMARIZE WHAT THEY ALREADY KNOW ABOUT

CLIMATE CHANGE. (2 min)
The following points should be reiterated:
• Heat trapping gasses (greenhouse gasses) released into the atmosphere as a
result of human activities are driving climate change.
• Greenhouse gases such as CO2 are very long-lived in the atmosphere and
their build up has consequences over the course of centuries.
• 85% of U. S. energy use comes from burning fossil fuels (coal, oil, and gas).
This is the biggest driver of climate change.
• Climate change impacts can disrupt the planet’s crucial life-support systems.
• There is a lag between when greenhouse gases are emitted and when the
climate fully responds.
• Leading scientists say we must drastically reduce our emissions to avoid the
most catastrophic changes. They say we must start now to achieve these
reductions.

Sources:
IPCC Fourth Assessment Report, Summary for Policy Makers. 2007.
Navigating by the Numbers, World Resources Institute. 2005.

ASK YOUR STUDENTS TO RECALL THE LESSON ON CAP-AND-TRADE. ASK THEM

TO SUMMARIZE THE MEANING OF WHAT ECONOMISTS CALL A “MARKET
FAILURE” AS IT RELATES TO EMISSIONS OF GREENHOUSE GASSES. THE
FOLLOWING POINTS SHOULD BE REITERATED: (2 min)
• Increasing greenhouse gas emissions have a cost (for example, more severe
droughts, floods, storms, disease, rising sea levels, collapsing ecosystems,
species extinction).
• The emitters of these gasses, however, do not have to pay the cost.
Currently they can dump emissions into the atmosphere for free.
• Therefore the prices they charge for their products do not reflect their full cost.
• Economists call this a “market failure.”
• Introducing a cost for carbon emissions can help correct the market failure.

Source:
The Economics of Climate Change, Stern Review Report. 2006.
43
Lesson 7: International Climate Negotiations
What would it take to get agreement?

How do ideas of climate equity, which differ between and among developed and developing
Question
countries, influence potential approaches to international agreement?

Age-Level High School

Students will summarize the different principles of equity in climate change decision-making.
Students will explain how, depending on countries’ differing circumstances, each may have
differing opinions about the equity of certain proposals.
Objective
Students will predict which types of climate proposals might be most acceptable to different
types of countries.
Students will reflect on challenges posed by equity concerns to international climate negotiations.

At least one 45-minute period (Depending on the needs and interests of your students, this activ-
Time Needed
ity might require two class sessions to complete)

INTRODUCE THE IDEA OF EQUITY IN CLIMATE NEGOTIATIONS. (4 min)

• Ask your students what they know about the Kyoto Protocol, the most
recent effort at international agreements to slow climate change. Specifically
what were the main stumbling blocks to broad agreement? Important
points to reiterate include:
– The Kyoto Protocol was negotiated in 1997, and went into force in 2005
(once the required threshold was reached of the protocol being ratified by
developed nations accounting for at least 55% of global greenhouse gas
emissions).
– The treaty aimed to reduce global greenhouse gas emissions to safe levels
using reduction targets that were legally binding for developed nations.
– Developing countries like India and China were not subject to legally
binding targets because their per-capita emissions were still low. They
would be allowed to grow their emissions (hopefully in a relatively clean
and efficient way—aided by technological and financial assistance from
developed countries) to increase the standard of living of their people.
– The United States, the largest per-capita emitter of greenhouse gasses,
refused to ratify the treaty because the treaty did not include binding
targets and timetables for developing nations. The United States feared
that it might lose competitiveness if it had legally binding reduction
targets, but China (by 2007, the world’s largest total [not per-capita]
emitter of greenhouse gasses) did not.
• Explain that questions of equity have been some of the most contentious
issues in efforts at international climate negotiations. Depending on
countries’ differing circumstances, each may have differing opinions about
the equity of certain proposals.

53
Lesson 8: Writing a Position Statement on Climate Change
What actions should decision makers take?

Question How can/should we as humans respond to Climate Change?

Age-Level High School

Students will reflect on the previous lessons on climate targets, policy, and negotiations.
Each student will identify personal positions on issues presented in each of the lessons.
Objective Each student will choose a decision maker to address.
Each student will craft a well-supported position statement.
Students will have the option to mail their letters.
Time Needed At least one 45-minute period

PREPARATION:
Before class, find the addresses of decision makers who represent your students. Notes to Teachers:
• The President’s address is: U Students participating in this
The White House activity by December 2009 will have
1600 Pennsylvania Ave NW the opportunity to send a copy of their
Washington, DC 20500 letter to the U.S. Youth Delegation
• U.S. Department of State, 2201 C Street NW, Washington, DC 20520 attending the international climate
negotiations in Copenhagen, Denmark.
• The Secretary of State, the nation’s chief diplomat/negotiator (as of Students can also follow multi-media
03/2009 this is Hillary Clinton)
blogs and other updates from the youth
• The State Department’s Special Envoy for Climate Change (as of 03/2009 delegation. Find information at
this is Todd Stern) www.willstegerfoundation.org.
Senate Foreign Relations committee—addresses climate change and considers
all international treaties. (as of 03/2009, is headed by Senator John Kerry and
Senator Richard Lugar. Check the current leaders at http://foreign.senate.gov/)
U.S. Senate Committee on Foreign Relations
Dirksen Senate Office Building
Washington, DC 20510-6225
• Members of the U.S. Congress can be searched by ZIP code at:
http://www.congress.org/

FRAME THE ACTIVITY (5 min)

In a democratic society, our elected representatives have a duty to listen to their
constituents’ opinions. One of the most effective ways to make your opinion
heard is to write a letter. A typed or hand-written letter carries the most weight
with any recipient, more than an email or signing a petition.
• Students in this class have a powerful voice in the issue of climate change.
This is due, in part, to the following reasons:
– After completing the previous lesson plans on climate change science,
policy, and negotiations, you know more about the issue than most people.
– Your knowledge of the issue will allow you to write a well-informed and
persuasive letter.
– You are young, and climate mitigation decisions being made right now will
affect the rest of your life.

65
Appendix
Copenhagen 2009

December 7 – December 18, 2009 Copenhagen, Denmark will host the United Nations Climate Change Conference. This
is the fifteenth “Conference of the Parties” of the UN Framework Convention on Climate Change (UNFCCC). The meeting
is often referred to as COP15.

COP15 has been called the most important meeting since the end of World War II. This is due, in part, to the
following reasons:

• The 2007 report of the Intergovernmental Panel on Climate Change (IPCC) increased the certainty that quick and
aggressive action is needed to address the challenge of climate change.
• COP15 represents the last chance to design an international agreement that can be approved and ratified in time for it
to come into force when the Kyoto Protocol expires in 2012.
• The world has changed in the years since the Kyoto Protocol was negotiated (1997) and the world needs a new
agreement. For example, China has replaced the U.S. as the leading emitter of greenhouse gasses. Also, there is
growing awareness that oil is a finite resource that cannot meet the energy demands of a growing world population.
• The United States has pledged to once again take a leadership role in climate negotiations.
• The agenda of the COP15 includes the following topics:
• Targets and actions
• Low-carbon development and adaptation
• Building an effective global carbon market
The sessions at COP15 are open to the governments of participating countries. Governments can participate and
negotiate. All countries are organized in regional groups:

• G-77: a group of 130 mainly poor countries. In many UN contexts they behave as a group, but they are still able to
speak as individual countries in a range of contexts.
• Alliance of Small Island States (AOSIS): a group of 43 countries that are all small island states or countries with large
low-lying areas in danger of flooding from rising sea levels.
• Least developed countries: a group of 49 countries
• European Union: the 27 countries in the European Union (The EU itself sends representatives in addition to the
individual member countries).
• Umbrella group: a loosely composed group of developed countries outside the EU. The group is typically composed of
Australia, Canada, Iceland, Japan, New Zealand, Norway, Russia, Ukraine and the USA.
• Environmental Integrity Group (EIG): Mexico, South Korea and Switzerland.

71
 !
!
!
N<+")-M$C)>#-+'$a)+%*&\%$$$
! b'&+$<,6'+#6$^'*<'-3$GLLc

"#$%&'&($#&)*!+,-.,/0!
1!2)*3,4#!5!6$7,!
!
!"#$2$8%)*!9&#&.$#&)*!:*&#&$#&;,$%&$'$()%*+$,-)(#.+$)/$0-%*.#+)*$
1*%2#-&%+34$504$'*6$7)-6$8)+)-$9):,'*3$+)$/%*6$&);<+%)*&$+)$+"#$
=-##*")<&#$='&$,-)>;#:?$$!)$#:,"'&%@#$+"#$*##6$/)-$#'-;3$'.+%)*4$
9)AB%-#.+)-&$C)>#-+$D).);)E$'*6$D+#,"#*$0'.';'$.-#'+#6$+"#$.)*.#,+$
)/$&+'>%;%@'+%)*$E#6=#&$F$GH$>%;;%)*$+)*$IE#6=#&J$+"'+$*##6$+)$>#$.<+$
)<+$)/$,-#6%.+#6$/<+<-#$.'->)*$#:%&&%)*&$%*$+"#$*#K+$HL$3#'-&$+)$'2)%6$
'$6)<>;%*=$)/$'+:)&,"#-%.$.'->)*$6%)K%6#$)2#-$,-#A%*6<&+-%';$;#2#;&?$
$
!"#$/);;)E%*=$,'=#&$.)*+'%*M$

! N*$%*+-)6<.+%)*$+)$+"#$.'->)*$'*6$.;%:'+#$,-)>;#:$'*6$+"#$&+'>%;%@'+%)*$E#6=#$.)*.#,+$O,,?$PAQR$

! B#&.-%,+%)*&$)/$.<--#*+;3$'2'%;'>;#$:%+%='+%)*$+));&$+"'+$"'2#$+"#$.','.%+3$+)$-#6<.#$/<+<-#$#:%&&%)*&$>3$'+$;#'&+$)*#$
E#6=#$O,,?$SATR$

! 8'+#-%';&$'*6$%*&+-<.+%)*&$/)-$.'--3%*=$)<+$+"#$ID+'>%;%@'+%)*$U#6=#&$V':#4J$'*$'.+%2%+3$+"'+$6-%2#&$"):#$+"#$&.';#$)/$
+"#$.'->)*$:%+%='+%)*$."';;#*=#$'*6$+"#$+-'6#)//&$%*2);2#6$%*$,;'**%*=$.;%:'+#$,);%.3$O,,?$WAPXR$
$
7)-$:)-#$%*/)-:'+%)*$'>)<+$98Y4$.)*+'.+$
!
2$8%)*!9&#&.$#&)*!:*&#&$#&;,! D)B!3$*!-)@*')$-!$!E8,,!B4F#)F-$#,!3)4G!)E!#=&/!.B&-,!$*-!
! 0-%*.#+)*$Z*2%-)*:#*+';$Y*&+%+<+#$
0-%*.#+)*$1*%2#-&%+3$
;&,@!$--&#&)*$'!8,/)B83,/!$#!)B8!@,-.,!@,%/&#,0!
!

! 0-%*.#+)*4$]^$LTHSS$
1DN$
=##40??@@@A48&*3,#)*A,-B?C37&?8,/)B83,/?/#$%@,-.,A=#7!
!
! 2)%.#M$OXLWRGHTAQTQG$
U#$"),#$+)$-#2%&#$+"#&#$:'+#-%';&$E%+"$3)<-$%*,<+_$$Y/$3)<$"'2#$`<#&A
+%)*&$)-$/##6>'.\4$,;#'&#$.)*+'.+$B-?$C)>#-+'$a)+%*&\%4$9)*&<;+'*+$+)$
! /'KM$$$$OXLWRGHTFXTPT$
$
=##40??@@@A48&*3,#)*A,-B?C37&!
98Y4$'+$=)#&*/H&I=)#7$&'A3)7?$

! !
!

!
<=,!2$8%)*!$*-!2'&7$#,!>8)%',7!!
$
Z2%6#*.#$.)*+%*<#&$+)$'..<:<;'+#$+"'+$.'->)*$6%)K%6#4$)-$9[G4$/-):$/)&&%;$/<#;$><-*%*=$%&$.'<&%*=$6'*=#-)<&$%*+#-/#-#*.#$
%*$+"#$.;%:'+#?$Y*.;<6%*=$GLLX4$&%K$)/$+"#$&#2#*$E'-:#&+$3#'-&$)*$-#.)-6$"'2#$)..<--#6$&%*.#$GLLP$'*6$+"#$+#*$E'-:#&+$
3#'-&$"'2#$)..<--#6$&%*.#$PWWH?$$!-),%.';$=;'.%#-&$E%+"$%.#$+")<&'*6&$'*6$+#*&$)/$+")<&'*6&$3#'-&$);6$'-#$6%&',,#'-%*=4$
)//#-%*=$=-',"%.$-#><++';$+)$.;'%:&$+"'+$+"#$-#.#*+$E'-:%*=$%&$,'-+$)/$'$*'+<-';$.3.;#?$$8)6#;&$,-#6%.+$+"'+4$E%+")<+$'.+%)*$
+)$.<->$+"#$=-)E+"$)/$=-##*")<&#$='&#&$%*$+"#$'+:)&,"#-#4$E#$-%&\$+-%==#-%*=$.'+'&+-),"#$AA$.#&&'+%)*$)/$+"#$6):%*'*+$
,'++#-*$)/$).#'*$.%-.<;'+%)*4$;)&&$)/$+"#$U#&+$N*+'-.+%.$%.#$&"##+4$)-$'$&#2#-';A/);6$%*.-#'&#$%*$.'+#=)-3A/%2#$"<--%.'*#&?$
$
9[G$'*6$&):#$)+"#-$='&#&$%*$+"#$'+:)&,"#-#$."'*=#$+"#$.;%:'+#$>3$;#++%*=$&<*;%="+$,'&&$+"-)<="$+"#$'+:)&,"#-#$'*6$
E'-:$+"#$,;'*#+4$><+$"%*6#-%*=$+"#$#&.',#$)/$"#'+$+)$)<+#-$&,'.#$O'$,"#*):#*)*$,),<;'-;3$\*)E*$'&$I+"#$=-##*")<&#$
#//#.+JR?$$53$><-*%*=$/)&&%;$/<#;&4$E"%."$'-#$.):,)&#6$:'%*;3$)/$"36-)=#*$'*6$.'->)*4$E#$'66$9[G$+)$+"#$'+:)&,"#-#?$$$
$
$
$
!
!

!"#$%&'()*+(,-%
!"#$%&'()*+(,-%
!
!
!
>/%!"#$?&'()*+(,-%=92%3$#*)2(*()4%
!
! N&$'#+&!,)!.7&!%,8&(!$'(3,-!$,-.&-.!,)!-'.#('%!D'+!'-2!7*D7&(!&))*$*&-$*&+!,)!-'.#('%!D'+!0%'-.+:!0(,2#$*-D!
&%&$.(*$*./!8*.7!-'.#('%!D'+!(&+#%.+!*-!,-%/!'3,#.!7'%)!.7&!&C*++*,-+!,)!$,'%>!!5%'#6-#%'9"$6%2#@"(2#%ABCC%
$12-#%DA%<($$(9,%'1))E%,1)"21$%-18%7$1,)8%6(87$1*(,-%8(;($12%*91$?#$#*)2(*%7$1,)8/%
!
G7*+!8&2D&!8,#%2!(&J#*(&!D&-&('.*-D!'00(,H*C'.&%/!),#(!.*C&+!.7&!O&'(!=BBB!D%,3'%!0(,2#$.*,-!,)!&%&$.(*$*./!
)(,C!-'.#('%!D'+>!!?-!=BII:!4!3*%%*,-!.,-+!,)!$'(3,-!0&(!/&'(!8,#%2!3&!&C*..&2!)(,C!-'.#('%!D'+!0,8&(!0%'-.+!
*-+.&'2!,)!=!3*%%*,-!.,-+!0&(!/&'(!)(,C!$,'%E3'+&2!0,8&(!0%'-.+>!
!
P'.&(*'%+!)%,8+!&J#*1'%&-.!.,!,-&!3*%%*,-!.,-+!,)!$'(3,-!0&(!/&'(!'(&!7#D&Q!'!8&2D&!,)!)%,8*-D!-'.#('%!D'+!*+!
&J#*1'%&-.!.,!IB!%'(D&!%*J#&)*&2!-'.#('%!D'+!LR"SM!.'-K&(+!2,$K*-D!'-2!2*+$7'(D*-D!&1&(/!2'/>!;#((&-.!R"S!
+7*0C&-.+!8,(%2E8*2&!'(&!'3,#.!,-&E.&-.7!'+!%'(D&>!
!
! T#DD&+.&2!%*-KQ!
! Q/&/%3,R(29,;#,)1$%L29)#*)(9,%5-#,*4H%3$#*)2(*()4%=29;%01)"21$%S18%

% +))7HNN'''/#71/-9RN*$#1,#,#2-4N,1)-18/+);!

%
%
%
%

% 0"*$#12%3,#2-4!
%
!

./%0"*$#12%3$#*)2(*()4%%
!
! "#$%&'(!)*++*,-!$#((&-.%/!0(,1*2&+!'3,#.!456!,)!.7&!8,(%29+!&%&$.(*$*./:!'-2!0(,2#$&+!-,!;<=>!!566(,-%,#'%
,"*$#12%#$#*)2(*%7$1,)8%)9%)2(7$#%)+#%'92$6:8%*"22#,)%,"*$#12%*171*()4%'9"$6%*")%#;(88(9,8%<4%9,#%
'#6-#%(=%*91$%7$1,)8%'#2#%6(87$1*#6/%%!
!
?-!.7&!4@AB+:!87&-!-#$%&'(!0,8&(9+!0(,C*+&!'+!'!+#3+.*.#.&!),(!$,'%!8'+!C,+.!7*D7%/!(&D'(2&2:!'!D%,3'%!*-E
+.'%%&2!-#$%&'(!$'0'$*./!,)!'3,#.!=BBB!3*%%*,-!8'..+!8'+!0(,F&$.&2!),(!.7&!/&'(!=BBB>!G7&!8,(%2!-,8!7'+!
'3,#.!,-&E+*H.7!,)!.7'.!&-1*+*,-&2!$'0'$*./>!!?)!.7&!(&C'*-2&(!8&(&!.,!3&!3#*%.!,1&(!.7&!-&H.!IB!/&'(+!.,!2*+E
0%'$&!$,'%E3'+&2!&%&$.(*$*./:!(,#D7%/!.8,!8&2D&+!$,#%2!3&!'$7*&1&2>!!
!
?-!$,-.('+.:!07'+*-D!,#.!.7&!8,(%2+9!$#((&-.!$'0'$*./!,)!-#$%&'(!0,8&(!8,#%2!(&J#*(&!'22*-D!'-!'22*.*,-'%!
7'%)!8&2D&!,)!&C*++*,-+!$#.+!.,!K&&0!&C*++*,-+!'.!.,2'/9+!%&1&%+>!
!
"#$%&'(!)*++*,-!0,8&(!D&-&('.&+!0%#.,-*#C:!'!)#&%!),(!-#$%&'(!8&'0,-+>!!G7&+&!-&8!(&'$.,(+!8,#%2!'22!+&1E
&('%!.7,#+'-2!.,-+!,)!0%#.,-*#C!.,!.7&!8,(%29+!$#((&-.!+.,$K!,)!(&'$.,(!0%#.,-*#C!L(,#D7%/!4BBB!.,-+M>!

% T#DD&+.&2!%*-KQ!
F$(;1)#%F+1,-#%GCCAH%I()(-1)(9,J%K0"*$#12%L9'#2M%
+))7HNN'''/-2(61/,9N*$(;1)#N(7**O)12N'-PNAG>/+);!

! ! "
%
%Y#,#'1<$#%3,#2-4%Z%[(98)921-#!
%
!
AC/%T(,6%3$#*)2(*()4%
!
! U*-2!$#((&-.%/!0(,2#$&+!%&++!.7'-!46!,)!.,.'%!D%,3'%!&%&$.(*$*./:!3#.!8*-2!&%&$.(*$*./!*+!D(,8*-D!'.!'!('.&!,)!
'3,#.!VB6!0&(!/&'(>!!U9%-1(,%1%'#6-#%9=%#;(88(9,8%81R(,-8%=29;%'(,6%6(87$1*(,-%*91$?<18#6%
#$#*)2(*()4J%*"22#,)%'(,6%*171*()4%'9"$6%,##6%)9%<#%8*1$#6%"7%<4%1%=1*)92%9=%PC/%!
!
N'+&2!,-!$#((&-.!.#(3*-&!+0'$*-D!,-!8*-2!)'(C+:!'!8&2D&!,)!8*-2!0,8&(!8,#%2!(&J#*(&!'!$,C3*-&2!'(&'!
(,#D7%/!.7&!+*W&!,)!S&(C'-/>!X,8&1&(:!%'-2!)(,C!87*$7!8*-2!*+!7'(1&+.&2!$'-!3&!#+&2!),(!C'-/!,.7&(!
0#(0,+&+:!-,.'3%/!),(!$(,0+!,(!0'+.#(&>!
!
!
!
AA/%&9$12%3$#*)2(*()4%
!
! Y7,.,1,%.'*$!LYZM!$&%%+!$,-1&(.!+#-%*D7.!.,!&%&$.(*$*./:!0(,1*2*-D!'!+,#($&!,)!;<=E)(&&!'-2!(&-&8'3%&!&-E
&(D/>!G7&!%'-2!2&C'-2!),(!+,%'(!*+!%&++!.7'-!8*.7!,.7&(!(&-&8'3%&+:!3#.!(,8)1$$(,-%1%'#6-#%'92)+%9=%
LV%'9"$6%8)($$%2#@"(2#%122148%'()+%1,%12#1%9=%)'9%;($$(9,%+#*)12#8J%92%GCJCCC%W;G/!!G7&!'(('/+!
$,#%2!3&!%,$'.&2!,-!&*.7&(!2&2*$'.&2!%'-2!,(!,-!C#%.*0%&E#+&!+#()'$&+!+#$7!'+!.7&!(,,)+!'-2!8'%%+!,)!3#*%2E
*-D+>!!G7&!$,C3*-&2!'(&'!,)!.7&!'(('/+!8,#%2!$,1&(!'-!'(&'!.7&!+*W&!,)!.7&![>T>!+.'.&!,)!"&8!\&(+&/:!,(!
'3,#.!4=!.*C&+!.7&!+*W&!,)!.7&!R,-2,-!C&.(,0,%*.'-!'(&'>!!!
!
T*-$&!YZ!$#((&-.%/!0(,1*2&+!%&++!.7'-!'!.&-.7!,)!,-&!0&($&-.!,)!D%,3'%!&%&$.(*$*./:!'$7*&1*-D!'!8&2D&!,)!
&C*++*,-+!(&2#$.*,-!8,#%2!(&J#*(&!*-$(&'+*-D!.7&!2&0%,/C&-.!,)!YZ!3/!'!)'$.,(!,)!5BB!*-!IB!/&'(+:!,(!*-E
+.'%%*-D!YZ!'.!AB!.*C&+!.7&!$#((&-.!('.&!),(!IB!/&'(+>!!
!
]!$#((&-.!2('83'$K!),(!YZ!&%&$.(*$*./!*+!*.+!0(*$&:!87*$7!*+!2&$%*-*-D!3#.!*+!+.*%%!=EI!.*C&+!7*D7&(!.7'-!),++*%E
)#&%E3'+&2!&%&$.(*$*./>!]%+,:!YZ!$'-!-,.!3&!$,%%&$.&2!'.!-*D7.!'-2:!%*K&!8*-2:!*+!'-!*-.&(C*..&-.!&-&(D/!
+,#($&>!!
!
!
!
AG/%T(,6%X4629-#,!
X/2(,D&-!*+!'!2&+*('3%&!)#&%!),(!'!%,8E$'(3,-!+,$*&./!3&$'#+&!87&-!*.9+!3#(-&2!.7&!,-%/!&C*++*,-!0(,2#$.!
! *+!8'.&(!1'0,(>!!G,!C'K&!7/2(,D&-!)#&%!)(,C!8*-2!&-&(D/:!&%&$.(*$*./!D&-&('.&2!3/!8*-2!.#(3*-&+!*+!#+&2!
! *-!&%&$.(,%/+*+:!'!0(,$&++!.7'.!%*3&('.&+!7/2(,D&-!)(,C!8'.&(>!!T(,6%+4629-#,%6(87$1*(,-%R#+(*$#%="#$%
(8%9,$4%1<9")%+1$=%18%#==(*(#,)%1)%2#6"*(,-%*12<9,%#;(88(9,8%18%'(,6%#$#*)2(*()4%6(87$1*(,-%*91$%
#$#*)2(*()4J%1,6!B%;($$(9,%D21)+#2%)+1,%G%;($$(9,E%'(,6;($$8%'9"$6%<#%,##6#6%=92%9,#%'#6-#%9=%
#;(88(9,8%2#6"*)(9,/%!G7'.!*-$(&'+&!8,#%2!(&J#*(&!+$'%*-D!#0!$#((&-.!8*-2!$'0'$*./!3/!'3,#.!^B!.*C&+:!
(&J#*(*-D!'!%'-2!'(&'!(,#D7%/!.7&!+*W&!,)!_('-$&>!!
!
[-%*K&!7/2(,D&-!0(,2#$&2!)(,C!),++*%!)#&%+!8*.7!;;T:!8*-2!7/2(,D&-!$,#%2!3&!0(,2#$&2!'.!+C'%%!+$'%&+!
87&(&!*.!*+!-&&2&2>!!U*-2!7/2(,D&-!.7#+!8,#%2!(&J#*(&!%&++!*-1&+.C&-.!*-!*-)('+.(#$.#(&!),(!)#&%!2*+.(*3#E
.*,-!.,!7,C&+!'-2!1&7*$%&+>!!
!
!!
!

!
! ! #
 &UQ\30U%S5I3%I5U3Y]5^&%%%_%%%L2(,)%8(,-$#?8(6#6%
!
! 2!

3==(*(#,*4%Z%F9,8#2R1)(9,%T#6-#8%
!
"#$!%&'()!&*(+, 3!
1!
-!
0!
0"*$#12%T#6-#8%

!
.!
/!
/!
.!
!
0!
-!
1!
3! "#$!%&'()!&*(+,
!
2!
$"!