Civic Education for Sustainability

Section

• Civic Education for Sustainability

  

  
  

  • This course is structured in the following manner:

    • There is an overall "kit" in a PDF format that anyone can download and have access to ALL of the units in this course.
    • Below there are the different units or topics of the course which have various materials, activities and suggestions for teaching methods.  

    You are invited to take the whole course or relevant units /topics that contribute to your own teaching and learning.

    For more information, you can contract coordinator of project who will link you up with the relevant expert for the information that you may require.  Coordinator's email address is rhonda@gordon.college

    
    

    
    

  • Civic Education for Sustainability: KIT in English File

    This Kit provides the reader with resources, activities and different units and modules for a course on Civic Education for Sustainability.   The teacher can choose the units or modules that are most relevant for thier course and upgrade an existing course or create a complete course with the material that is in this Kit.

  • CIVIC EDUCATION FOR SUSTAINABILITY Reader in Georgian Language File

    This reader includes articles in Georgian on the topics of this course which are most relevant to Georgia.   

  • Civic Education for Sustainability: Course Syllabus File
  • Hebrew Syllabus - Civic Education for Sustainability File
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• UNIT 1: INTRODUCTION TO SUSTAINABILITY AND SUSTAINABLE DEVELOPMENT-- Topic 1 : Perceptions of Sustainability

  RATIONALE AND OBJECTIVES:

  The aim of this unit is to introduce students to the challenge of living sustainably within planetary limits. Climate change, the loss of biodiversity and conflicts between unequal social groups raise complex and interrelated issues. Higher education institutions have an important role in developing critical and creative thinking about such important issues – the meta-narrative of the supposed anthropocene  epoch.

  Sustainable thinking requires us to engage with ‘wicked problems’ which although connected, involve complex feedback back loops leading to unpredictable outcomes. In many cases there are no simple solutions and as such students will need to be able to tolerate uncertainty and ambiguity as they engage in critical and creative thinking. Difficult thinking is therefore the fundamental stance from which to make wise decisions for a sustainable future.

  In the development of a deeper understanding of sustainability and sustainable development students will become more aware of the contested nature of sustainability. This will include encountering, within cultural contexts, terms and concepts derived from ecology, economics, social and political theory.

  LEARNING OUTCOMES:

  • Analyze the conceptions of the sustainable development
  • Recognize the socio-cultural and economic implications of the sustainable development
  • Identify the importance of identity with the place of life in the context of sustainable development
  • Delineate the significance of responsibility for the place where I belong

  
  

  TEACHING METHODS:

  • Frontal teaching followed by active group work.
  • Watching video and exploring definitions of sustainability
  • Exploring community definitions of sustainability
  • Encountering "wicked problems" 

  
  

  ACTIVITIES: 

  Activity 1.

   Frontal teaching using ‘exploring-sustainability’ website to provide definitions of sustainability and how these have been developed. 

  Students engage with the website and video links to explore further definitions of sustainability.

  Compare definitions with each other and the wider group.

  ‘Interview’ 2-3 family members and friends – focus on older and younger members to contrast generational understandings of sustainability. 

  ‘Interview’ 2-3 Students from other universities in the CURE project to contrast cultural understandings of sustainability.

  Reflect on the Living Report and respond to the following questions …

  Explain the patterns on the graphs on p16. 

  What do you think these graphs will look like in 10, 20, 50 and 500 years time?
  

  Panel Discussion

  Role Playing

  Narrative/Video Analysis

  Case Studies

  Collaborative Learning

  Jigsaw Group Work

  Technology-Based Activities

  Problem-Based Learning

  Activity 2.

   Watch the movie

  Play Video

  to find out about a range of global problems 

  
  

  BIBLIOGRAPHY:
  

  Compulsory Literature:

  English:

  Raworth, K. (2012) A Safe and Just Space for Humanity. Oxfam Discussion Paper

  Available from:

  https://www.oxfam.org/sites/www.oxfam.org/files/dp-a-safe-and-just-space-for-humanity-130212-en.pdf

   

  WWF (2016) Living Planet Report 2016. The summary

  Available from:

  http://awsassets.panda.org/downloads/lpr_living_planet_report_2016_summary.pdf

   

   

   

  Supporting Literature:

  Scoffham, S. (2014) Exploring Sustainability Website.

  URL: http://www.canterbury.ac.uk/education/our-work/exploring-sustainability/exploring-sustainability.aspx

   

  Kellert, S.R. and Gustave Speth, J. (2009) The Coming Transformation/; Values to sustain human and natural communities. Yale School of Forestry and Environmental Studies. Available from:

  http://environment.yale.edu/publication-series/5952.html

   

  Kingsnorth, P. and Hine, D (2009). Uncivilisation: The dark mountain manifesto.

  URL: http://dark-mountain.net/about/manifesto/

   

  Lovelock, J. (1979/2009) Gaia: A new look at life on earth. Oxford: Oxford University Press

   

   

  
  

  Environments and livelihoods: strategies for sustainability. Koos Neefjes.Oxford: Oxfam Publication, 2000

  Sustainability and communities of place. edited by Carl A. Maida. New York; Oxford: Berghahn Books, 2011

  Fundamentals of sustainable development. Niko Roorda with Peter Blaze Corcoran and Joseph P. Weakland. London; New York: Routledge, 2012.

  Health and sustainability: an introduction. Tee L. Guidotti. Oxford [etc.]: Oxford University Press, cop. 2015

  Environment, health and sustainable development. Megan Landon. Landon, Open University Press, 2006

  Science, ethics, sustainability: the responsibility of science in attaining sustainable development. ed. Anders Nordgren. Uppsala: Uppsala Univ., 1997

  Transitions to sustainable development: new directions in the study of long term transformative change. John Grin, Jan Rotmans and Johan Schot; in collaboration with Frank Geels and Derk Loorbach. New York; Abingdon: Routledge, 2010

  Cultural sustainability and regional development: theories and practices of territorialisation. edited by Joost Dessein, Elena Battaglini and Lummina Horlings.Dessein. London; New York: Routledge, 2016

  Biodiversity, sustainability, and human communities: protecting beyond the protected. ed. Tim O'Riordan, Susanne Stoll-Kleemann. Cambridge
  

  Hebrew:

   אחירון-פרומקין  ת., פרומקין,  ר. (2004).  המחיר הסביבתי של ניצול משאבי הטבע על ידי האדם.  אאוריקה:  כתב עת להוראת מדעים וטכנולוגיה. אוניברסיטת תל אביב, הוצאת

    http://lib.cet.ac.il/pages/item.asp?item=10464:רמות מתוך
  

  
  

  
  

  
  

  
  
  
  
• UNIT 1: INTRODUCTION TO SUSTAINABILITY AND SUSTAINABLE DEVELOPMENT-- Topic 2: Historical Relationship between Humans and the Environment

  RATIONALE AND OBJECTIVES:

  The aim of this unit is to provide an insight to modern man’s historical development and his effect on the environment. The effects of man’s technological advancements and how they influenced the natural environment during the agricultural and industrial revolutions will be discussed and analyze.
  

  
  

  LEARNING OUTCOMES: 

  ·         To identify the historical components of human interaction with the environment

  ·         To understand different levels of human involvement with the environment throughout history

  ·         To analyze environmental issues and problems caused by rapid technological development

  
  

  ACTIVITIES: 

  Activity1 : The students will be divided into groups. Each group will be assigned a reading text from different periods of man's history describing the relationship between humans and the environment.  The different historical periods can be prehistoric, medieval, industrial revolution and modern day.Each group summarizes   the text that they read and presents the material to the class. The different texts will be compared from the vantage point of man and his environment i,e. analysis of resource use during different historical periods, advantages and disadvantages. They will be asked , where do we go from here? and what can we do about it?

  Activity 2: Movie clips depicting different periods of time from man's natural history will be presented to the class. A class discussion will be held and questions will be asked regarding the different movie clips. The clips will be described from the vantage point of man and his environment. Based on what you have seen, where do we go from here? Students should realize that mankind has reached a critical point in his development and interaction with the environment and should ask themselves, where do we go from here?

  Activity 3: After a frontal lecture the class will be divided into groups in which each group will present their vision of the world in 200 years. What can we do to ensure our future on this planet?

  Activity 4: Present different items such as an ink pen, clock, watch, book, etc. Analyze the item from the past, present and future. How were they produced? What materials were needed to produce them? What resources were needed to produce them?  Show how the items have changed over history in relation to the resources used and implications of the article use in the future. 

  
  

  BIBLIOGRAPHY: 

  English:

  1.      Harari, Yuval Noah; Vintage (2014). Sapiens: A Brief History of Humankind

  2.      Jared Diamond, Collapse: How Societies Choose to Fail or Survive, Penguin Books, 2005 and 2011

  Hebrew:

  1.      דיאמונד ג', 2005, התמוטטות, מטר הוצאה לאור

  2.      נח- הררי. י. 2011. קיצור תולדות האנושות, הוצאת- דביר

  
  

  
  
  
  
• UNIT 2: POLLUTION AND ENVIRONMENTAL DEGRADATION-- Topic 1: Air Pollution

  
  

  RATIONALE AND OBJECTIVES: 

  The air is an essential resource for the existence of life on earth. It is a mixture of gases, containing  around  79% nitrogen,  around  20%  oxygen and around one percent of other gases. The development of agriculture, industry, and transportation, over the last centuries  have led to a continuing increase in air pollution. The pollution affects life on earth, both domestically and globally, causing of morbidity,  global warming  / climate change and the formation of the ozone hole. In order to stop the deteriorating situation, and to reduce the environmental damage, citizens of the world should be able to understand the causes and consequences of air pollution, and should be provided with the skills that will allow them to reduce their contribution to the pollution.

  
  

  LEARNING OUTCOMES:

  Students will have a better understanding of the air pollution sources,  about the possible pollutants and about air pollution consequences. They will be able to understand the relationships between local and global air pollution, and climate changes. They will know how they can reduce their impact on air pollution in their daily life. The knowledge they will acquire may be a stage that might affect their daily pro-environmental behaviour, which will reduce their contribution to air pollution. The main sources of air pollution: natural and man-made. The air pollutants: gases, particulate matter (PM) and secondary air pollutants Regional air pollution issues: acid rain, smog Global air pollution issues: the ozone hole, the greenhouse effect / global warming Air pollution effects on health Air pollution monitoring How to reduce their contribution to the air pollution International conventions  and agreements to reduce air pollution Indoor pollutants

  
  

  
  

  ACTIVITIES:

  Activity 1: The students will be divided into groups. Each group will present a specific issue dealing with the subject of air pollution and prepare a power point presentation.  Examples: ·         The main sources of air pollution: natural and manmade. ·         The air pollutants: gases, particulate matter (PM) and secondary air pollutants ·         Regional air pollution issues: acid rain, smog ·         Global air pollution issues: the ozone hole, the greenhouse effect / global warming ·         Air pollution effects on health ·         Air pollution monitoring ·         How to reduce their contribution to the air pollution ·         International conventions and agreements to reduce air pollution ·         Indoor pollutants   Activity 2: The students /teacher will suggest a dilemma involving an issue regarding to  air pollution.  Then the students will be divided into groups of interest.  The groups will debate these issues selecting representatives presenting the pros and the cons relating to each issue. Examples: 1.       Constructing a new highway within the city. 2.        Building a refinery within a populated area. 3.        Building a nuclear power plant within a populated area. 4.        Building a coal-based power plant within a populated area. 5.       Using an electrical car instead of a fuel car.   Activity 3:   Watch the movies:  An Inconvenient Truth / Al Gore, and  Before the Flood/ Leanardo DiCaprio https://www.youtube.com/watch?v=zbEnOYtsXHA https://www.thewrap.com/al-gore-inconvenient-truth-free-10th-anniversary . Play Video

  After watching the films, the students should relate to the following question:

  1. Are the “desires” of human desirable for planetary well-being?

  2. Discuss the provocative statement in the context of the films you have just watched.

  Hint: Can you make a list of desires? What is the impact of the planet of each desire?

  
  

  Activity 4:

   Skills of reading graphs.

   The students will answer questions about the given graph.

  1.      Explain the variables and units of the X and Y axes.

  2.      Explain the relationship between the two graphs and what can be concluded from this.

   

   

  
  

  
  

  
  

  
  

  BIBLIOGRAPHY: Compulsory Literature: International Energy Agency (2016). Energy and Air Pollution-World Energy Outlook Special Report, European Commission  https://cure.erasmus-plus.org.il/pluginfile.php/3839/mod_resource/content/1/English-WEO-Air-Pollution-ES.cleaned.pdf       איכות האוויר, מזהמים, מקורות זיהום: קלצ'קו ש' ושות', (2003). עוברים לירוק ב', משרד החינוך האגף לתכנון ולפיתוח תכניות לימודיות, 27-40, 52-73. תופעות מקומיות, בזיהום אוויר והשלכותיהן: קלצ'קו ש' ושות', (2003). עוברים לירוק ב', משרד החינוך האגף לתכנון ולפיתוח תכניות לימודיות, 95-97, , 117,46-51. תופעות גלובליות  של זיהום אוויר והשלכותיהן: קלצ'קו ש' ושות', (2003). עוברים לירוק ב', משרד החינוך האגף לתכנון ולפיתוח תכניות לימודיות, 97-117. קלצ'קו שרה  ושות', (2014). יש לנו רק כדור אחד –  אוויר, רעש וקרינה. אוניברסיטת בר אילן, מטה מל"מ ואגף מדעים, המזכירות הפדגוגית, משרד החינוך המרכז להוראת המדעים. שטסל ז' ושות', (2004). משאבים וסביבה, משרד החינוך, הוראת המדעים, אוניברסיטת ירושלים, 135-222.

  
  

  • Bibliography Folder
  • English-WEO-Air-Pollution-ES.cleaned File

    This is one of the key articles about air pollution that complements this unit.

  
• UNIT 2: POLLUTION AND ENVIRONMENTAL DEGRADATION -- Topic 2: Water pollution

  RATIONALE AND OBJECTIVES:

  
  

  About three quarters of the earth's surface is covered with water. Most of the water (97.5%) is ocean, another 2% is locked in glacial ice and the remaining 0.5% is fresh water found in rivers, streams, lakes and the groundwater system. Although water resources have always been thought as being renewable, since the advent of the industrial revolution and especially during the last couple of decades, the earths water supply is going through a process of degradation.  In order to develop students' civic responsibility towards the deteriorating situation of our water supplies, they should be able to understand the causes and effects of water pollution.

  
  LEARNING OUTCOMES:
  

  
  

  Students will have a better understanding about the sources of water pollution and the degradation of water quality. They will learn about the various water pollutants and their consequences. They will be able to understand the relationships between local and global water pollution, and the effects of global warming on water resources.  They will know how they can reduce their impact on water pollution in their daily life and how they can influence others in shaping a more sustainable attitude towards water use. Water quality Principal forms of water pollution Pollution of streams and lakes Ocean Pollution Oil spills and their environmental effects Effects of water pollution on health Water pollution monitoring Water resource management

  
  

  ACTIVITIES:

  Activity 1:Dividing students into groups. Each group will be responsible to analyze a case study in water pollution and present it to the class. Activity 2: Each student will describe what pollutants are created by the use of various appliances in the household (washing machines, showers, toilets, sinks, faucets). They will classify the pollutants according to biodegradable and non biodegradable pollutants. They will then suggest solutions towards reducing the pollution produced at the home.  Activity 3: Each student will monitor the amount of water they use in one day (showering, toilet, drinking, using household appliances, gardening,etc.) The students will present their findings in table or graph form and will compare their results in the class. They will then suggest methods of reducing water use on a daily basis Activity 4: The students will conduct a field trip to a source of water and they will sample the water quality: ph,oxygen levels, turbidity, temperature,salinity,etc. microorganisms, protozoa) . They will measure these parameters in the field and the results will be compared in the classroom. The students will discuss the environmental implications of their findings.

  
  

  
  

  BIBLIOGRAPHY:

  Alley,W.M., and Alley,R.(2017). High and Dry: Meeting the Challenges of the World's Growing Dependence on Groundwater. Yale University Press. Bernal, P.J. (2011). Water and Life in the International Year of Chemistry. Journal of Chemical Education, 88(5), 526 -531. Colten,C.E. (2013). Cities and Water Pollution: An Historical and Geographical Perspective, Urban Geography, 16 May 2013 Nayor,V. (2013). The Water Crisis- Rethinking Water Governance, Journal of Land and Rural Science, 1(1): 75-94 Van Vang L., Dao Nam C., and Xuan Phoung N. (2017). The Overview of Water Pollution in the World, International Journal of Scientific and Technological Research, 6 (8): 221-224.  פרת,א. (2004). אדם וסביבה בישראל. הוצאת רמות אוניברסיטת תל אביב, עמי 9 -33, 222 -235. גבירצמן,ח. (תשס"ג). משאבי המים בישראל: פרקים בהידרולוגיה ומדעי הסביבה. יד יצחק בין צבי: ירושלים סופר,א.(2006). המאבק על המים במזרח התיכון. עם עובד קתדרת חייקין לגיאוסטרטגיה  אוניברסיטת חיפה  שטסל,ל., זריחן, ל., ןןיצמן ,א. (2004). משאבים וסביבה . המרכז להוראת המדעים: ירושלים, עמי  9 -122.

  
  
  
• UNIT 2: POLLUTION AND ENVIRONMENTAL DEGRADATION-- Topic 3: Soil Pollution and Degradation

  
  

  LESSON TOPIC:

  ·            The importance of the land and soil as one of the necessary resources for the existence of mankind; 

  ·            The trends of the land resources reduction and its causes; 

  ·            Types of the land degradation; 

  ·            Types of the land and soil erosion – caused by the water, wind, technical and technological of the soil depletion – mechanical, chemical; 

  ·            Negative results of the land and soil degradation through natural and anthropogenic impacts; 

  ·            Types of  soil contamination; 

  ·           Imbalance of the useful nutrients in the soil’

  ·            Activities for the protection of the land and soil resources; 

  ·            Alternative agriculture. 

  
  

  RATIONALE AND OBJECTIVES:

   Students will realize the importance of the land resources and the role of civic activism in ensuring the sustainable development of the land and soil.  

  
  

  LEARNING OUTCOMES:

  
  

  ·            The student learns and understands the results of degradation and the role of civic involvement in ensuring the sustainable   development of the land and soil; 

  ·            The student knows the importance, types, reduction trends, degradation, causes of depletion of the land and soil resources and ways of overcoming it. 

  ·            The students will be able to  access updated information about  land and soil resources and  analyze it. 

  ·            The students will know  about the modern approaches, technologies,and means of alternative agriculture and land resource use 

   ·            The students will be able to analyze the possibilities and need of effective use of  land resources for development of civic education and democracy; 

  ·            The students will realize their professional and personal role in the protection of  land resources, improving their civic awareness and democratic values in this regard; 

   

  ACTIVITIES: 

  Activity #1: The teacher will ask students to define soil and what they know about soil erosion and degradation. The teacher will present the following video  to the class:

  Play Video

  After watching the film the students will explain what new things they learned from the film. They  will then be divided into groups according to the different factors affecting land use and degradation Each group will discuss a specific  factor and will present it to the class. After the group presentations there will be a class discussion concerning how students personally affect land resources and their civic responsibilities in maintaining and preventing further degradation of land resources.

  Activity #2: Role play 

  Students will be divided into groups in which each group will represent various stakeholders such as: citizens, politicians, lawyers, mayors, municipality supervisor, etc. Each group will detail their role  with regard to various issues concerning land pollution and degradation (building a quarry in an open areas, developing residential areas in agricultural areas, constructing gas and oil pipelines in open areas).

  The end product will be a letter sent to the proper authorities regarding this specific matter. 

   

  BIBLIOGRAPHY:

   

  1. https://www.youtube.com/watch?v=Ragc1ynd_NI
  2. http://study.com/academy/lesson/the-formation-and-composition-of-soil-definition-and-factors.html
  3. http://study.com/academy/lesson/what-is-rill-erosion.html  - Erosion Processes:
  4. https://www.youtube.com/watch?v=xzVBFkpD94E  Lend degradation: physical, chemical; wind, water;
  5. http://study.com/academy/lesson/wind-action-effects-on-the-desert-landscape.html
  6. Weathering: Definition, Types, Causes & Rates- http://study.com/academy/lesson/weathering-definition-types-causes-rates.html
  7. Effect of Erosion and Deposition on Landforms http://study.com/academy/lesson/effect-of-erosion-and-deposition-on-landforms.html
  8. Soil Erosion: Effects & Prevention  http://study.com/academy/lesson/soil-erosion-effects-prevention.html
  9.  https://www.youtube.com/watch?v=FQhE0YfLf84
  10.  Soil Protection: https://www.youtube.com/watch?v=im4HVXMGI68

  
  

   

            
  
  

  
  

  
  

  
  

  
  

  • Bibliography Folder
  
• UNIT 3: ECOLOGY AND BIODIVERSITY-- Topic 1: Biodiversity and Conservation

  
  

  RATIONALE AND OBJECTIVES:

  The aim of this unit is to consider the importance of biodiversity and to discuss the role of humans in protecting the non-human world.

  The main focus shall be on considering what is meant by biodiversity and the impact that this has had and may have on the planet. The role of humans as ‘responsible stewards’ will be considered from ecological, humanistic and spiritual contexts.

  This unit aims to problematize what the role of humans might be, indeed, if they should have one at all, in ‘protecting’ the planet. There is also a consideration of where the values and attitudes towards biodiversity and its conservation emerge from and how these can be engaged with to encourage sustainable behaviours.

   

  1. Understanding the relationships between humans and environment from a spiritual, cultural and social perspective

  2. Understanding global and local challenges of the environment and their inter-relationship

  3. Understanding basic concepts of ecology and environmental issues

  4. Enhancing the awareness and the implications of human activity on the environment

  
  

  LEARNING OUTCOMES:

  It is expected that students will gain an appreciation of the current paucity and continual decline of biodiversity and the immediate impact that has. Students will be able to come to an understanding of what may motivate humans to respond to the planet and biodiversity in the way they do. Potential reasons for behaviours such as ‘stewardship’ or ‘capitalist exploitation’ may provide insight into human/non-human interactions.

   

  1.       To acquire and  apply knowledge relating to sustainability in the community

  2.       To enable students to integrate traditional and innovative knowledge in developing attitudes towards sustainability from different perspectives (political, social, ecological, cultural, economic, legal, etc.).

  3.    To acquire a sensitivity towards different opinions regarding sustainability issues.

  4.    Applying the interactive relationships between local and global sustainability issues.

  
  

  ACTIVITIES:

  Activity #1:Small group discussion (face to face/blog/on-line discussion) after ‘provocative question’ provided by teacher. (for example ‘Rats are pests – why don’t we exterminate them?)

  Read Living Planet p6-9. Watch the two videos.

  Removing elephants 

  Play Video

   Answer: ‘Why is biodiversity important?

  Activity #2: Think about and plan a short presentation on the implications of human interference on biodiversity. Use one of the following scenarios ..‘Which species to remove and which species to keep and which species to eat.’

  Your presentation should last 10 minutes (no less than 8 slides) and include examples of what you could do to  maintain biodiversity.

  
  BIBLIOGRAPHY:

  Jordan, K. & Kristjánsson, K. (2016): Sustainability, virtue ethics, and the virtue of harmony with nature, Environmental Education Research, DOI:10.1080/13504622.2016.1157681

   

  Lovelock, J. (1979). Gaia. Oxford: Oxford University Press

  Porritt, J. (2013). The World We Made: Alex McKay’s story from 2050. London: Phaidon Press. (Biodiversity and the Natural World sections)

  Vane-Wright, R.I. (2009). Planetary awareness, worldviews and the conservation of biodiversity. In Kellert, S.R. & Speth, J.G. (eds), The Coming Transformation. Values to sustain human and natural communities, pp. 353–382. New Haven: Yale School of Forestry& Environmental Studies.

   WWF (2016) Living Planet Report 2016. The summary

  Available from:

  http://awsassets.panda.org/downloads/lpr_living_planet_report_2016_summary.pdf

  
  

  English:

   1.     https://www.theguardian.com/environment/2017/jul/10/earths-sixth-mass-extinction-event-already-underway-scientists-warn?CMP=Share_AndroidApp_Outlook

  Hebrew:

  1.     אתר קמפוס טבע, האוניברסיטה העברית:

  http://earthweb.tau.ac.il/content/biodiversity

   

  
  

  Supporting Literature:
  

  Armstrong, J.C. (2005). En’owkin: decision-making as if sustainability mattered. In Stone, M.K. and Barlow, Z., (eds)., Ecological Literacy: Education Our Children for a Sustainable World. San Francisco: Sierra Book Club: 11-17

  Bainbridge, A. (2016) Building a world unfit to live in: the deception, distraction and disavowal of the fetish. Pedagogia Oggi, 1/2016, 62-72. http://www.siped.it/wp-content/uploads/2016/07/pedagogiaOggi_1-2016_Parte7.pdf

  Dietz, T., E. Ostrom, and P. C. Stern. (2003). The struggle to govern the commons. Science 302:1907-1912

  Wilson, E.O. (1984). Biophilia: The Human Bond with Other Species. Cambridge, Mass: Harvard University Press.

  
  
  
  
• UNIT 3: ECOLOGY AND BIODIVERSITY-- Topic 2: Ecological Footprint

  RATIONALE AND OBJECTIVES:

  The world's population grows, and should be provided with food, quality water a place to live, energy and other needs. Open spaces are decreasing, drinking water sources are becoming fewer, and the urban territories are expanding. The industrial and technological development, the agriculture expands, the increased consumption habits, all of this and more, causes a rapid depletion of the earth's natural resources and space. Moreover, a greater amount of land and water is required to assimilate the growing waste generated by humans.

  It is important that the world citizens will  realize the harsh environmental reality. Understanding the concept of ecological footprint, can increase students internalization of the shortage in worlds' space, and empower their motivation to live a more sustainable life.

  
  

  LEARNING OUTCOMES:

  Students will be aware of the shortage in space on earth to provide humans the modern lifestyle, and will acquire the skills to
  reduce their ecological footprint. They will internalize that: "Humanity's Ecological Footprint is as much as 30 percent larger than
  nature can sustain in the long run. In other words, present consumption exceeds natural income by 30 percent and is therefore partially dependent on capital (wealth) depletion. The lavish partying by the wealthy few today means a hefty bill for everyone tomorrow", (Wackernagel and Rees 1996.p.90).
  

  ACTIVITIES:

  Activity #1.       Weight your/family garbage for 7 days:

  1.1.     Compare your average waste weight to your country average per person, and  global average:

  1.2.    Suggest ways to minimize your personal waste

   Activity #2:  The 5 ‘Rs’ are 5 key factors when thinking about how to minimize your waste, Find out what  they are and give an example from your personal life.

  Activity #3.       Ecological footprint:

  3.1.     Calculate your own footprint: link to  survey

  http://ecologicalfootprint.com/

  3.2.    List of countries by ecological footprint:

  https://en.wikipedia.org/wiki/List_of_countries_by_ecological_footprint

  USA and Canada have a similar Ecological footprint, However one country has a deficit and the other does not. Explain why.

  3.3.  What is  the connection between Ecological footprint, Country area and population?

  
  BIBLIOGRAPHY:

  1.       http://heschel.org.il/sites/heschel.org.il/files/tbyt_rgl_qvlvgyt.pdf

  2.       The story of stuff- Short movie http://storyofstuff.org/movies/story-of-stuff/

  3.       Waste Land- movie by Vic Moniz

  
  

  4.       טל, ט', מורג, א', גן ד' ואלכסנדרי א' (2009).  חינוך סביבתי וחינוך לקיימות: עקרונות, רעיונות ודרכי פעולה, עמודים 39-42 המשרד להגנת הסביבה, משרד החינוך, נדלה מ:

  5.       http://api.ning.com/files/zuYEAwTbsuO4Me36gYWj4xIZAeanWRCybmpAirlbhAucRVuZwN3au0AlDeIIxw4KTtZHyxNmWNxPpQp52H1z5asqT*8azI1M/file.pdf

  6.       קלצ'קו שרה וחובריה. (2014). יש לנו רק כדור אחד – פסולת מוצקה, משאב המים.  אוניברסיטת בר אילן, מטה מל"מ ואגף מדעים, המזכירות הפדגוגית, משרד החינוך המרכז להוראת המדעים. 

   Galli, A., Giampetro, M., Goldfinger, S., Lazarus, E., Lin D., Saltelli,A.,  Wackernagel, M., Muller,F. (2016). Questioning the Ecological Footprint, Ecological Indicators,  69: 224-232

  Galli,A., Wackernagel,M.,Kotsunori,I.,Lazarus, E.(2014).Ecological Footprint: Implication s to Biodiversity,Biological Conservation, 173: 121-132
  

  
  

  7.       Wackernagel, M., & Rees, W. (1998). Our ecological footprint: reducing human impact on the earth (No. 9). New Society Publishers.

  
  
  

  
  
  
• UNIT 4: ECONOMY-- Topic 1: Energy Sources

  RATIONALE AND OBJECTIVES: 

  Energy is a critical source that enables human lifestyle. For many years, fossil fuels (coal, oil and gas) were used for transportation, industry, electricity production, heating etc'. Using these sources; causes air pollution and emissions of greenhouse gases that are triggering the changes in the global climate. The awareness in the world of the need and the importance to replace the fossil sources with renewal, such as wind, solar, geothermal and hydroelectric, is increasing. Investing in renewable energy sources is not only from environmental consideration, but also from political and economical.The rise in the prices of fossil fuels, the depletion of the world reservoirs and the dependence on countries that supply the fuels empowers the need to seek for alternative energy resources.
  

  LEARNING OUTCOMES:

  Students will internalize the environmental, health, economical and political implications of using fossil fuels vs. renewable one.

  Students will be aware of the need to use renewable energy resources instead of fossil sources.

  Students will reduce unnecessary energy consumption. Will use energy saving bulbs and electrical appliances with environmental certification

  Students will consider using renewable energy sources in their daily life.

  Students will recognize the optional energy sources: fossil and renewal, their advantages and disadvantages.

  Students will understand that:

  The use of fossil energy sources increases the emission of the greenhouse gas – CO₂ that contributes to global warming and climate changes. Increasing the use of renewable energy sources will enable replacement of fusil sources, reducing CO₂emission and global warming.

  Using fossil sources contributes to air, water and soil pollution that is linked to breathing problems, neurological damage, heart attacks, and cancer. Replacing fossil fuels with renewable energy sources has an economic impact because it has been found to reduce premature mortality, healthcare costs and lost workdays.

  Using renewable energies may increase countries independence of energy suppliers.

  ACTIVITIES:
  

  Activity 1: Divide the class into groups. Each group will concentrate on a specific source of energy. Each group will list the advantages and disadvantages of this energy source and will prepare a power point presentation to the class. 

  Activity 2: Students will collect their family's electrical consumption for the last year. They will then present a graph of energy consumption per person (family consumption/number of persons in their family) per month. They will

  • Describe the graph
  • Explain  what causes the monthly variations in the graph 
  • Suggest how to reduce energy consumption in the family 
  • Suggest how to reduce energy consumption in the community

  Activity 3: To show excerpts of the film about the car which is powered by solar energy and discuss the pros and cons of using solar powered cars and analyze the reasons why the idea was not a success. 

  BIBLIOGRAPHY:

  
  

  Compulsory Literature:  
  

  
  

   קלציקב ש' ושות'. ( 2003).עוברים לירוק ב'.משרד החינוךהאגף לתיכנון ופיתוח תוכניות לימודיות, 206-152

  
  

  
  

  Supporting Literature:

  
  

  רב שיח בנושא שטחים פתוחים ואנרגיות חלופיות   יעל כהן פארן, ניר פפאי, הלל זוסמן וניר אנגרט, איתן פרנס, נעם אילן, דן אלון, אפרים שלאין ינואר 2010, גליון 1, עמ' 75-66 http://web.unep.org/greeneconomy/sites/unep.org.greeneconomy/files/field/image/6.0_renewableenergy.pdf

  
  
  
• UNIT 4: ECONOMY-- Topic 2: Food Security and Sustainable Development of Agriculture

  LESSON GOALS: 

  Give students information about what global challenges agricultural sector is facing (poverty, hunger, agricultural land
  decreasing trends, threats ... genetically modified products); Food security and sustainable agricultural development and  its universal significance.

  * Become familiar with the principles of food safety and environmentally sound production

  *Exploring the development of a modern agricultural complex situation and food security, and providing access to the current level

  * Get acquainted with the Food Safety and the poverty reduction strategy and the tactics of the basic principles, the basic attitudes of the agricultural policy and sustainable agricultural development of a safe assessment principles of food safety issues and alternative farming. (FAO; UN)
  

  RATIONALE AND OBJECTIVES:

  
  

  The students will be aware of the three main aspects of agricultural sustainable development (economic, social and environmental).

  The students will be aware of the  principles regarding the importance of  food security and the new global agenda towards a more sustainable future. 

  LEARNING OUTCOMES:

  - The students will be  aware of ,food security, global economic and environmental challenges: food security-access-sufficiency. - The students will be  aware of  Food security problems and economic and environmental sustainability of agriculture. _The students will be able to access international  and national documents in the field of  food security; -The students will be made aware of the rights,obligations and responsibilities of food security and poverty reduction.

  - The students will apply their knowledge and and skills in the use  of food security and sustainable rural development in the program development process; - The students will apply their knowledge and and skills in statistical materials regarding food security

  ·   The students will know how to access information  in the field of sustainable  agriculture and  analyse it.

  _The students will be aware about  rights, obligations and responsibilities of food safety issues. -

  
  

  ACTIVITIES: 

  During the seminar working hours theoretical materials will be strengthened with group and pair works, discussions, debates, role-plays and case studies, discussing the video-materials, topics will be taken  from agricultural sector. 

  Activity 1: The activity begins with a short frontal lecture about poverty and its reasons . One of the reasons deals with food availability and production. Each group will choose a certain food product (bread, meat products, vegetables, oil,fish etc) They will describe what they know about this specific product. How it is produced? How is the production of this product affecting the environment? What challenges are involved in the production of this product? How many kilo calories are there in a daily portion of this product? How important is this product for a person's nutritional daily needs? How available is this product for a family under poverty level? How can we suggest ideas for improving the production of this product in a more sustainable manner? 

  Activity 2: Each group will pick a more developed country and developing country.They will access information concerning food production in those  specific countries  and  actual nutritional consumption of a household in that country(basic family basket), They will compare the data between the two countries and describe the implications of the inequality in worldwide food production and distribution, and will suggest possible solutions in lessening the gap between the countries.

  BIBLIOGRAPHY:

  1.     New Sustainable Development Agenda, Leaving No One Behind; 2015

  2.     Sustainable agricultural development for food security. FAO REPORT) 2016;  http://www.fao.org/3/a-i5795e.pdf

  3.     Food and Agriculture Organization, The State of Food Insecurity in the World, 2014. http://www.fao.org/3/ai4030e.pdf

  4.      International Food Policy Research Institute,Global Hunger Index, 2014. http://www.ifpri.org/sites/default/files/publications/ghi14.pdf

  5.     World Food Program, Hunger Statistics. http://www.wfp.org/hunger/stats

  6.     The World Bank: Poverty Overview 2014. http://www.worldbank.org/en/topic/poverty/overview

  7.     United Nations, World Urbanization Prospects: The 2014 Revision. http://esa.un.org/unpd/wup/Highlights/WUP2014-Highlights.pdf

  8.     Food and Agriculture Organization, The State of the World’s Land & Water Resources for Food
  & Agriculture, 2011. http://www.fao.org/nr/water/docs/SOLAW_EX_SUMM_WEB_EN.pdf

  9.      European Commission, Science for Environment Policy: Climate Change to Shift Global Spread & Quality of Agriculture
  Land, 2015. http://ec.europa.eu/environment/integration/research/newsalert/pdf/climate_change_to_shift_global_spread_q uality_agricultural_land_403na1_en.pdf

  10.  The Woodrow WilsonCenter for International Scholars, Food Security & Sociopolitical
  Stability, 2013. http://www.wilsoncenter.org/event/food-security-and-sociopolitical-stability

  11.   The World Bank, World Development Report 2008, Agriculture for Development Policy Brief: Agriculture & Poverty Reduction. http://siteresources.worldbank.org/SOUTHASIAEXT/Resources/223546- 1171488994713/3455847-1192738003272/Brief_AgPovRedctn_web.pdf

  12.  USAID Frontlines, March/April 2015.

  
  
  
  
• UNIT 4: ECONOMY--Topic 3: Trading

  TOPIC SUBJECT:

  What do we eat, where does it come from and how much does it cost
  

  Managing food waste in relation to local and global food sources
  

  Fair trading: how the transportation of commodities can be sustainable.

  RATIONALE :

  The aim of this unit is to provide an opportunity to think about the interaction between local and global trading and the impact that this might have on communities that are near-by and far away. Central to this topic is the opportunity to critique the central tenants of global capitalism and the influence of ‘big business’ alongside the call for more sustainable ‘local’ economies. This topic does not promote any particular economic model but rather it seeks to engage students with the complexity of providing products for willing consumers.

   OBJECTIVES: 
  

  1. Understanding global and local challenges of the environment and their inter-relationship

  2. Enhancing the awareness and the implications of human activity on the environment

  3. To instill knowledge in which students develop civic values concerning environmental involvement and activity

  4. To identify and develop critical thinking regarding future sustainability issues from different perspectives (political, social, ecological, cultural, economic, legal, etc.).

  LEARNING OUTCOMES: 

  Students will be able to appreciate the need for successful small scale and global businesses to support human activitiesand flourishing and to be able to critique their impact on the planet and others. Students should be aware of the potential positive role that cooperatives can play in wealth distribution. Students should understand the wide-ranging impacts of their consumer habits on local and global people, places and resources. It is also expect that students will begin to consider the role of money and wealth creation on what it means to be human and happy.

   

  1.       To acquire and  apply knowledge relating to sustainability in the community

  2.       To analyze and suggest solutions to problems regarding sustainability

  3.       To enable students to integrate traditional and innovative knowledge in developing attitudes towards sustainability from different perspectives (political, social, ecological, cultural, economic, legal, etc.).

  4.       To develop a sense of responsibility towards sustainability on a global level

  5.    Applying the interactivactive relationships between local and global sustainability issues.

  ACTIVITIES: 
  

  Activity 1: Guided group work - What do we eat, where does it come from and how much does it cost?

  Interrogate pictures from Time Magazine To consider food origin, transportation and economic implications.

  Porritt, J. (2013). The World We Made: Alex McKay’s story from 2050. London: Phaidon Press. (Travel and Transport sections)

  Scoffham, S. Making Connections.

   

  Activity 2: Research/survey - Managing food waste in relation to local and global food sources.

    Researching how and where your family, friends, local shops and restaurants buy their food.Provide advice in a booklet for your local community about how to reduce food waste (think about how  local and global implications).

  National Geographic article  Food waste quiz

   

  Activity 3:Frontal teaching and discussion - Fair trading: how the transportation of commodities can be sustainable. Compare the advantages and disadvantages cheap of short lived commodities with expensive longer lasting ones.

  Paradox of choice video

  BIBLIOGRAPHY: 

  Compulsory Literature:

   English:

  Food waste quiz
  

  National Geographic article

  Paradox of choice video
  

  Porritt, J. (2013). The World We Made: Alex McKay’s story from 2050. London: Phaidon Press. (Economics and Finance sections)

  Kemp, S. Fashion for the Planet HEA

  https://www.heacademy.ac.uk/fashion-planet-sustainability-consequences-clothing-material-and-supply-chain-decisions#sthash.ACkopils.dpuf

  Stiglitz, J.E. and Charlton A. (2007). Fair Trade for All: How Trade can Promote Development. Oxford: Oxford University Press.

  (Travel and Transport sections)  Scoffham, S. Making Connections.

  Yunus, M. (2003). Banker to the Poor: Micro-lending and the Battle Against World Poverty. Philadelphia, PA: Perseus Book Group.

   

  
  

  Supporting Literature:
  

  Mohin, T. (2012). Changing Business from Inside Out. Sheffield: Greenleaf Publishing.

   

  World Commission on Environment and Development (1991). Our Common Future. Oxford: Oxford University Press

  
  
  
  
• UNIT 4: ECONOMY--Topic 4: Transportation and Communication

  RATIONALE:

  The aim of this topic is to focus on the human desire to travel both short and long distances and to set up means of communication that connect people and products nationally and globally.

  Central to this module is the need to explore the technologies that are used for movement of people or products such as cars, trains, planes, boats and the role played by mobile and internet technology.

  The ‘wicked questions’ asked in this module include: how mobile and internet technologies seduce individuals into wanting things (or places) previously unimagined, how mobile and internet technologies facilitate travel and communication, are biofuels/electric vehicles environmentally beneficial and would it be possible to be happy without holidays and cheap products from abroad and storing vast amounts of data in ‘clouds’.

   OBJECTIVES: 

  1. Understanding global and local challenges of the environment and their inter-relationship

  2. Enhancing the awareness and the implications of human activity on the environment

  3. To instill knowledge in which students develop civic values concerning environmental involvement and activity

  4. To identify and develop critical thinking regarding future sustainability issues from different perspectives (political, social, ecological, cultural, economic, legal, etc.).

  LEARNING OUTCOMES: 

  It is expected that students will be able to think critically about the comparatively recent impact of the global movement of people and products: this would include being able to identify what the personal, social and economic strengths and weaknesses might be. Students shall also be able to discuss the advantages and disadvantages surrounding the tensions of living locally in a global world. It is also expected that students can consider the paradox that sustainable thinking requires complex connections to be made and yet the maintenance of these connections often require non-sustainable behaviours.

   

  1.       To enable students to integrate traditional and innovative knowledge in developing attitudes towards sustainability from different perspectives (political, social, ecological, cultural, economic, legal, etc.).

  2.       To develop a sense of responsibility towards sustainability on a global level

  3.       Enabling students for shaping a policy regarding the future enforcement of a sustainable society

  4.    To acquire a sensitivity towards different opinions regarding sustainability issues. 

  5.    Applying the interactivactive relationships between local and global sustainability issues.

  ACTIVITIES:

  Activity 1 Research/Survey Search through the social media sites that you normally use and identify adverts for holiday destinations. Make a chart to show: 1) Location of the holiday destination 2) How far you would have to travel to get to this destination 3) The recommended transport to reach the holiday location.   Repeat the activity above but search the social media sites for pictures that your friends have posted of their holiday destinations.   Have a small group discussion about your personal response to seeing holiday adverts or the pictures posted by friends.   Design an advert using any media of your choice to promote a holiday destination near to where you live, or how to reach a distant destination using more sustainable transport.   Activity 2 Read about the anatomy of the Amazon Echo. https://anatomyof.ai/ Write and perform a television news report that highlights the disadvantages of smart technology. After ‘viewing’ the news report write a letter to the editor complaining about negative effect of AI. Make sure you explain what the ‘cloud’ is.   Activity 3

  Have a whole group debate to discuss how new technologies have made it possible to be aware of an immediate global world. Has this made our lives better?
  

  
  

  BIBLIOGRAPHY:

  Khorheh, M.A., Moisiadis,F., and Davarzani, H. (2015). Socio-environmental performance of transportation systems. Management of Environmental Quality;Bradford 26 (6): 825-851
  

  Veronique Van Acker, Phil Goodwin & Frank Witlox (2016) Key research themes on travel behavior, lifestyle, and sustainable urban mobility, International Journal of Sustainable Transportation, 10:1, 25-32, DOI: 10.1080/15568318.2013.821003

   

  Porritt, J. (2013). The World We Made: Alex McKay’s story from 2050. London: Phaidon Press. (Travel and Transport sections)

  Scoffham, S. Making Connections.

   http://www.canterbury.ac.uk/education/our-work/exploring-sustainability/making-connections.aspx

   

  Supporting Literature:
  

  Susanne Becken (2007) Tourists' Perception of International Air Travel's Impact on the Global Climate and Potential Climate Change Policies, Journal of Sustainable Tourism, 15:4, 351-368, DOI: 10.2167/jost710.0

  
  
  
• UNIT 5: SOCIAL AND POLITICAL DIMENSION -- Topic 1: Local and Global Community

  RATIONALE AND OBJECTIVES: 

  Global environmental awareness is a comparatively recent phenomenon that which emerged with the development of mass air travel and the introduction of new technologies after the Second World War. At the same time our ideas about the Earth were radically transformed by the space programme that furnished images of the earth as a blue and white globe floating in the deep darkness of space. Modern electronic communications now link the world as never before and consequently the local and global are becoming increasingly intertwined.

  We are also aware to the extent that the modern world is fractured and divided with especially marked disparities between modern industrialised nations and the countries of sub-Saharan Africa. Additionally, there are long-term regional conflicts in some areas which it can be argued are signs of environmental stress and political inequality. People have always moved around the world throughout human history but the current pressure of human numbers and the signs that economic growth means that migration and the movement of refugees is a highly contentious issue for the local and global communities.

  LEARNING OUTCOMES:

  Students should understand that although they cannot trace the impact of their actions, what they do and the things that they buy have an impact on other people and the environment around the world. 
  

  ACTIVITIES: 

  Activity 1:

  There are different ways in which people and the environment are connected at a global level.  Students will find issues which link local activities to global outcomes.  Examples might include:

  how air pollution created by industry and traffic in developed countries contributes to climate change around the world

  hunting endangered animals in one part of the world to use in other places can lead to their extinction disrupting ecological systems

  the impact of water pollution, irrigation and hydro-electric dams on the upper regions of a river such as the Nile affects people downstream

  how lack of water, food and environmental problems are sometimes the root cause of international migration

  the potential for solar energy invented in one part of the world to be adopted globally to reduce fossil fuel consumption

   how international action to ban the use of CFC gasses from factories and home use has succeeded in stopping the growth of the ozone hole which has begun to disappear 

  Activity 2: The class will discuss the problem of global migration In terms of local environmental problems and its global impact.

  
  BIBLIOGRAPHY:

  Compulsory Literature:

  Koser, K. (2007). International Migration: A very short introduction. Oxford: London.

   

  Collins (2012). World Watch. Collins: London

   

  The Global Risks Report 2017 12th Edition
  

  
  

  Plastic Pollution in seabirds: Midway Island

  
  

  
  

  
  

   

  Supporting Literature:

  http://www.hardrainproject.com/exhibition/whole-earth
  

  
  
  

  • Bibliography Folder
  
• UNIT 5: SOCIAL AND POLITICAL DIMENSION -- Topic 2: Government: Local and Global Regulation

  RATIONALE AND OBJECTIVES: 

  This unit will enable students in getting to know the regulators of environmental protection in their country. Who are they, what are their responsibilities, what are their roles and how do they act.  They will also find out about how nations around the world are working together to solve environmental problems. The United Nations agreements are one very important way of devising a framework for international action.

  Understanding the complexity of the environmental regulator work, that sometimes is affected by special interest groups, which are not the public interest, is very important. This may contribute to shape literate citizens, aware of  the political aspect of environmental issues, that will enable them to make decisions and to be involved in the community.

   

  Students will know who are the GR regarding environmental issues in their country:

  ·         In Israel: The "Ministry of Environmental Protection" and the "Ministry of Health" .

  ·         In Georgia:: "Ministry of Environmental Protection and Agriculture”

  ·          

  Students will understand:

  ·         GR role in policymaking , in promoting laws and regulations aimed to protect the environment and in enforcing them.

  ·         GR responsibility of providing citizens with good local environmental conditions (e.g., air, water, radiation, food).

  ·         GR  responsibility in preservation of environmental resources.

  ·         GR responsibility in reducing CO2 emission and promoting alternative-energy systems to deal with global warming.

  ·         GR activities under conflict of interests (e.g. industry, agriculture, transportation, urbanization).  

            GR commitment to the OECD policy, and international conventions (in Israel, Georgia ?).

            United Nations and other international agreements (eg Sustainable Development Goals and Paris

            Climate Change agreement

  ·       Understanding the political complexity of environmental issues (e.g., closure of factories that are polluting the environment / employees will lose their workplace / municipal authority will lose their property tax).

  LEARNING OUTCOMES: 

  Students will be able to relate with a critical point of view to environmental issues in the media (daily newspaper articles, news on TV,  documentary films etc.). To analyze the situation and to recognize factors affecting decision-making and enforcement.

  Optional: Students will consider in the next government elections a party with green agenda.

  ACTIVITIES:

  Activity 1.Critical: reading of articles in the  newspaper, and watching  TV news,  regard to issues of environmental regulation

   Critical discussion

  Activity 2,  Find out more about the United Nations Sustainable Development Goals from this website. Divide the students into pairs and ask them to investigate one goal each and report to the rest of the class about what that goal is all about.

  United Nations Global Goals

  
  

  Activity 3.  As an research activity, ask students to investigate one international agreement of their choice from 1962 onwards.

  BIBLIOGRAPHY:

  Compulsory Literature:
  

  1.https://www.mcc.gov/resources/doc/environmental-guidelines August 26, 2010 DCO-2012-1.2 

  2. Green Politic- http://greenalt.org/wp-content/uploads/2013/12/mwvane_politika_da_garemos_dacva.pdf 3.Environmental and Social politic http://www.ebrd.com/downloads/research/policies/esp-georgian.pdf

  
  

  
  
  
• UNIT 5: SOCIAL AND POLITICAL DIMENSION -- Topic 3: Safe and Just Environment

  RATIONALE AND OBJECTIVES:

  A key priority for sustainable living should focus on developing long term political and social policies that will enable the global community (human and non-human) to live within planetary limits. From an ecological perspective the finite nature of the planet we inhabit contains boundaries, that if exceeded will cause systems to collapse with potentially major and unexpected consequences. It is accepted that human cannot flourish with adequate access to clean water, clean air, food shelter and other life support systems. Therefore, the challenge of the twentieth first century is to provide a safe and just place for humans to flourish within these wider and increasingly pressured ecological limits.

  At the UN Paris summit in 2015 nations from around the world adopted and agreed to implement a set of goals. These are known as that Sustainable Development Goals, or SDGs and apply from this date to 2030. These goals provide a framework for future policy and action which hold out the promise of a safe and just environment in which all people can have their basic needs met. Implementing these goals suggests the need for transformative thinking, leading to economic policies which acknowledge and safeguard natural resources and respect the rights of human beings.

  
  

  LEARNING OUTCOMES:

  In this topic  students will have considered the notion of prosperity and understand that it involves a number of dimensions.  The acquisition of material wealth is one aspect but a broader perspective includes human happiness and well being and a concern for the future generations and the balance of life on Earth. Through their engagement with a specific issue students will have investigated relevant facts and information, reflected critically on what they have learnt and developed their own perspectives and points of view.   One possible outcome is that they will have become more involved with the community in relation to environmental justice. It is recognised that this is a slow process but every student should have acquired the foundations for future action.

  ACTIVITIES: 
  Activity 1: Students should define the concepts of "safety" ,  "justice", and "environment". They will write their ideas on the class board. At the end there will be a collective description of these terms. The students will then try to connect their definitions to the environment and state examples. The teacher will then develop a discussion regarding elements that may be missing from the students presentation.

   

  Activity 2: The students will apply what they have learned about environmental safety and justice t based on their observations and experiences. This could be done through taking photographs and sharing them in the class portal and subsequently discussing them in a class forum.   

  Activity 3: Case study: The teacher will present an actual situation (i.e. developing beachfront property for commercial use,  building an electrical power station in urban areas, building parking lots, building recreational parks, building and expanding roads, etc. ).  The class will conduct a discussion concerning the situation from the vantage point of environmental justice and safety. They will suggest means of civil action that could be taken in order to improve the situation. This could also be done as a group activity with case studies distributed to various groups within the class. This can also be done as a "role playing" activity(community interest groups, journalists, developers,etc) 

  Activity 4:  Students will watch Kate Raworth, who has devised the idea of 'doughnut economics, giving a TED talk:

  Play Video

  Doughnut Economics

  
  

  

  Figure 1 - Securing prosperity in the years ahead involves building on secure social foundations and respecting ecological limits. (After Raworth 2017

  The diagram illustrates how the things which human beings need in order to flourish are linked (a) to ecological limits and (b) based on human needs. If we put too many demands on the environment we risk degrading the planet on which we depend.  If fail to create the conditions where everyone is able to meet their fundamental needs for water, food, housing and social justice we are creating deprivation and misery which is liable to get worse as resources became scarcer. The optimum position - the green area in the diagram - is a just and safe place for everyone and which we need to promote.  Students should discuss what they think prosperity means.  Is it just that some people are very rich while many are very poor?

  BIBLIOGRAPHY: 

  Compulsory Literature:

  Jackson, T. (2017). Prosperity without Growth. London: Routledge

   

  Raworth, K. (2017). Doughnut Economics: Seven ways to think like a Twentieth Century economist. London: Penguin.

   

  United Nations (2015). Sustainable Development Goals

  https://sustainabledevelopment.un.org/?menu=1300

   

  Supporting Literature:

  Porritt, J. (2013). The World we Made. London: Phaidon Press

   

  Maxton, G. and Randers, J. (2016). Re-inventing Prosperity: Vancouver: Greystone Books.

  
  
  

  • Bibliography Folder
  
• UNIT 6: TEACHING ABOUT SUSTAINABILITY

  RATIONALE AND OBJECTIVES:

  Sustainability education is a dimension to learning rather than a traditional subject discipline. It is significantly different to other areas of the curriculum as there is no established body of knowledge to master making the boundaries difficult to define. We would suggest that adequate knowledge and understanding to enable students to make good enough decisions is sufficient to support the sustainably literate student. A distinguishing feature of sustainability education is a commitment to care for the well-being of the human and non-human world. Sustainability education raises questions about the things we value, the way we relate to others and the stories we tell ourselves which help make meaning in our lives. Teachers need to be aware that learning about sustainability problems has the potential to be overwhelming. Approaching environmental problems with a positive but grounded approach offers hope for both learners and educators. Thus, it provides an opportunity to develop interactive and participatory learning communities promoting the humanitarian values which underpin a sustainability mindset.
  

  LEARNING OUTCOMES:

  Students will know that sustainability is a complex global issue with many dimensions, all of which are inter-related and influence the ecosystems on which we depend. 

  They will understand why pupils need to learn about some key issues and the action that can be taken to minimise their harmful impact on the environment.

  Students will have reflected on how to teach pupils about sustainability issues through interactive, participatory activities which make learning more meaningful and encourage their involvement in the community.

  ACTIVITIES:

  Activity 1.  Ask each student to write down what they think sustainability means in a sentence or short paragraph. Get them to compare their ideas in small groups to work out a group definition.  Share these around the class.  Now introduce the students to two key diagrams (figure 1 below).  Both these diagrams emphasise that sustainability has several dimensions - environment, social and economic.  

  
  

  
  

  Activity 2.  Watch these videos to find out more about what sustainability might mean.

   

  Play Video

  Play Video

  Activity 3.  Students should discuss the importance of teaching about sustainability. Do they think it is important in all subject areas?  Why should children - future citizens of the world - know about global and local environmental issues?  

  Activity 4: Students will be divided into 17 groups. Each group will discuss one of the goals of sustainable development according to the United Nations – 2015, will give examples and will explain its relevance to everyday's life. Then each group will share their work in front of the classroom.

  Activity 5: Students will suggest experiential and meaningful teaching methods for teaching about sustainability, and will plan activity for school's students.

  BIBLIOGRAPHY: 

  Compulsory Literature: 

  Hicks, D (2014) Educating for Hope in Troubled Times. Trentham Books: Stoke-on-Trent 

  Sterling, S. (2001) Sustainable Education: Re-visioning learning and change. Green Books: Totnes 

  Stibbe, A. (ed) (2009). The Handbook of Sustainability Literacy: Skills for a change world Green Books: Totnes. 

  Supporting Literature: 

  Scoffham, S.(2013). Do We Really Need to Know This? The challenge of developing a global learning module for trainee teachers, International Journal of Development Education and Global Learning 5(3): 28-45

  Scoffham, S. (2014) Exploring Sustainability Website. URL: http://www.canterbury.ac.uk/education/our-work/exploring-sustainability/exploring-sustainability.aspx

   Scoffham, S. (2016) Grass Roots and Green Shoots: Building ESD capacity at a UK University, in Challenges in Higher Education for Sustainability. Springer: Switzerland.

   Jones, P., Selby, D. and Sterling, S. (eds) (2010). Sustainability Education: Perspectives and practice across higher education. Earthscan: London.