Environment https://www.morningsidecenter.org/ en Questioning our Throwaway Culture https://www.morningsidecenter.org/teachable-moment/lessons/questioning-our-throwaway-culture <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--title--teachable-moment-lesson.html.twig x field--node--title.html.twig * field--node--teachable-moment-lesson.html.twig * field--title.html.twig * field--string.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--title.html.twig' --> <span>Questioning our Throwaway Culture</span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--title.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--body--teachable-moment-lesson.html.twig * field--node--body.html.twig * field--node--teachable-moment-lesson.html.twig * field--body.html.twig * field--text-with-summary.html.twig x field.html.twig --> <!-- BEGIN OUTPUT from 'themes/contrib/bootstrap/templates/field/field.html.twig' --> <div class="field field--name-body field--type-text-with-summary field--label-hidden field--item"><p class="Normal1">&nbsp;</p> <p><strong>To The Teacher:</strong></p> <p>Too often, the products we buy are designed to be disposable. Whether it’s a mobile phone, a pair of earbuds, or a microwave, if an item we are using stops working, it usually gets thrown away. Even if we want to fix it, we often have no ability to do so. To combat this culture of disposability, a growing movement called “right to repair” is attempting to encourage more sustained relationships with the items we buy.</p> <p>This lesson includes two readings that explore throwaway culture and the right to repair movement. The first reading discusses the concept of “planned obsolescence” and encourages students to think about their relationships with items often treated as readily disposable. The second reading looks at the objectives of the right to repair movement and recent legislative momentum to make the idea a reality. Questions for discussion follow each reading.</p> <!-- THEME DEBUG --> <!-- THEME HOOK: 'filter_caption' --> <!-- BEGIN OUTPUT from 'core/modules/filter/templates/filter-caption.html.twig' --> <figure role="group"> <img alt="https://www.flickr.com/photos/villeneuvedascq/27280398240" data-entity-type="file" data-entity-uuid="71637860-7606-46f7-878a-8288190e7efc" src="/sites/default/files/inline-images/RepairCafeUK_0.jpg" width="800" height="296" loading="lazy"> <figcaption><em><a href="https://www.flickr.com/photos/villeneuvedascq/27280398240">Repair Cafe in France</a></em>.&nbsp;</figcaption> </figure> <!-- END OUTPUT from 'core/modules/filter/templates/filter-caption.html.twig' --> <hr> <p>&nbsp;</p> <h3><strong>Introduction</strong><br> &nbsp;</h3> <p>Ask students:</p> <ul> <li>What are some items that you or your family sometimes throw away that could be either reused or repaired?&nbsp; (Consider: common plastic items, like bottles; earbuds; old electronics; broken furniture; old appliances; clothing that could be repaired or used by someone else…)<br> &nbsp;</li> <li>Can you think of items that seem designed to be thrown away? (This is also called “planned obsolescence.”)&nbsp;<br> &nbsp;</li> <li>Have you ever tried to have something repaired, and found out that it was next to impossible?</li> </ul> <ul> <li>Why would products be designed for obsolescence – that is, to be thrown away?</li> </ul> <ul> <li>What impact does this have on us as individuals and for society at large?&nbsp;</li> </ul> <p><br> Tell students that today we’ll read about and discuss what is sometimes called “throwaway culture” and how it affects us – and learn about a growing movement called the “right to repair.”&nbsp;</p> <p>See this <a href="https://www.morningsidecenter.org/sites/default/files/documents-pdfs/Throwaway%20Culture%20Readings.pdf">pdf handout</a> of the readings and discussion questions below.&nbsp;</p> <p>&nbsp;</p> <hr> <p>&nbsp;</p> <h3><strong>Reading One<br> Planned Obsolescence and Our 'Disposable Society'</strong></h3> <p><strong><em><a href="https://www.morningsidecenter.org/sites/default/files/documents-pdfs/Throwaway%20Culture%20Readings.pdf">pdf handout</a></em></strong></p> <p><br> Too often, the products we buy are designed to be disposable. Whether it’s a mobile phone, a pair of earbuds, or a microwave, if an item we are using stops working, it usually gets thrown away. Even if we want to fix it, we often have no ability to do so.</p> <p>In many cases, companies have intentionally made “in-home” repairs difficult and expensive in order to encourage consumers to buy new products instead of fixing our old ones.</p> <p>Our society is heavily influenced by both the desire for convenience and by “throwaway culture,” in which we buy countless single-use items in disposable packaging and trash even more expensive purchases after limited use.</p> <p>In the United States, more than 100 billion plastic bottles are sold and more than 14.5 million tons of single-use plastic packaging are created <a href="https://www.colorado.edu/ecenter/2021/02/09/trashing-throw-away-society">every year</a>. While we are getting somewhat better at recycling paper and plastic, the problem of disposability extends further to high-tech items that contain heavy metals and other hazardous components.</p> <p>As Madrid-based business reporter Clara Hernanz Lizarraga <a href="https://www.washingtonpost.com/business/how-right-to-repair-gadgets-is-a-climate-issue/2021/08/28/974bd350-07bd-11ec-b3c4-c462b1edcfc8_story.html">reported</a> in Bloomberg News on August 28, 2021, “Discarded electronic goods generated an estimated 53.6 million tons of waste in 2019, and only 17% of that was properly recycled. This trash contains heavy metals and compounds including arsenic, lead, mercury, and cadmium, which if not disposed of appropriately can expose communities to the risk of cancer, birth defects and mutations.”</p> <p>The problem of electronic waste is only growing. Writing in The Atlantic in 2016, reporter and financial-services specialist Syed Faraz Ahmed <a href="https://www.theatlantic.com/technology/archive/2016/09/the-global-cost-of-electronic-waste/502019/">explained</a> about how this problem has changed in the past two decades:</p> <blockquote> <p>Electronics have always produced waste, but the quantity and speed of discard has increased rapidly in recent years. There was a time when households would keep televisions for more than a decade. But thanks to changes in technology and consumer demand, there is hardly any device now that persists for more than a couple of years in the hands of the original owner. As per<a href="http://www.endseurope.com/39711/electronic-goods-life-spans-shrinking-study-indicates"> </a><a href="http://www.endseurope.com/39711/electronic-goods-life-spans-shrinking-study-indicates">the report of ENDS Europe agency</a>, built-in obsolescence increased the proportions of all units sold to replace defective appliances from 3.5 percent in 2004 to 8.3 percent in 2012. The share of large household appliances that had to be replaced within the first five years grew from 7 percent of total replacements in 2004 to 13 percent in 2013.</p> <p><a href="https://www.theatlantic.com/technology/archive/2016/09/the-global-cost-of-electronic-waste/502019/">https://www.theatlantic.com/technology/archive/2016/09/the-global-cost-of-electronic-waste/502019/</a></p> </blockquote> <p><br> This growing problem of waste and throwaway culture did not happen by accident. Corporations have deliberately encouraged disposability in order to sell more products. “Planned obsolescence,” a strategy in which producers make goods disposable so that consumers must continue to repurchase new goods, began in the United States in the 1920s and 1930s, as mass production was becoming popular. It has become more and more prevalent ever since. Ahmed continues:</p> <blockquote> <p>Manufacturers have also used software updates to privilege newer models of smartphones and computers, invisibly pressuring consumers to buy new devices just to maintain parity of experience. And companies have also increasingly ended support for older models or the operating systems that run on them. WhatsApp and Facebook, for example, recently<a href="https://techcrunch.com/2016/03/22/facebook-nixes-blackberry/"> </a><a href="https://techcrunch.com/2016/03/22/facebook-nixes-blackberry/">announced</a> that they will stop providing support for their apps on certain older models of Blackberry.</p> <p>Following the lead set by razor blades, printer manufacturers have realized that they can make more money selling ink and toner than the printer hardware itself. According to a Financial Times<a href="https://www.ft.com/content/98df02e2-fc49-11d8-bb3a-00000e2511c8"> </a><a href="https://www.ft.com/content/98df02e2-fc49-11d8-bb3a-00000e2511c8">report</a>, a gallon of ink for the typical printer costs the consumer around $8,000. But the prices of printers are so low that once their initial ink supply is spent, the consumer is tempted to buy a whole new machine.</p> <p>This idea of pushing consumers to buy new items quickly by artificially reducing the lifespan of products is hardly new. In 1924,<a href="https://en.wikipedia.org/wiki/Phoebus_cartel"> </a><a href="https://en.wikipedia.org/wiki/Phoebus_cartel">Phoebus</a>, a cartel between Osram, Phillips, Tungsram, and General Electric, insured that light bulbs did not exceed an expected life span of 1,000 hours. This cartel was dissolved in 1939, when Eastern European manufacturers started producing low-cost bulbs.</p> <p>But today, planned obsolescence has broader and more serious consequences. Electronic waste is a global ecological issue. It raises concern about air pollution, water pollution, soil pollution, information security, and even human exploitation.</p> <p><a href="https://www.theatlantic.com/technology/archive/2016/09/the-global-cost-of-electronic-waste/502019/">https://www.theatlantic.com/technology/archive/2016/09/the-global-cost-of-electronic-waste/502019/</a></p> </blockquote> <p><br> With consumers under pressure to buy the latest models of gadgets and smartphones, and with manufacturers feeding the creation of toxic trash, the consequences of throwaway culture are becoming ever more evident.<br> &nbsp;</p> <p><strong>For Discussion:</strong></p> <ol> <li>What stood out for you in this reading? Why?</li> </ol> <ol start="2"> <li>How much of the material in this reading was new to you, and how much was already familiar? Do you have any questions about what you read?</li> </ol> <ol start="3"> <li>What is “planned obsolescence” and why has it become more prevalent?</li> </ol> <ol start="4"> <li>What are some examples of manufacturers encouraging people to buy new products instead of fixing older ones?</li> </ol> <ol start="5"> <li>Think of instances in your life where you have seen throwaway culture at work. What did you think about this?</li> </ol> <ol start="6"> <li>What steps do you think that we can take as individuals or collectively to address the culture of disposability? What role do you think that government should have in confronting this problem?</li> </ol> <hr> <p>&nbsp;</p> <h3><strong>Reading Two<br> Defending Our “Right to Repair”</strong></h3> <p><strong><em><a href="https://www.morningsidecenter.org/sites/default/files/documents-pdfs/Throwaway%20Culture%20Readings.pdf">pdf handout</a></em></strong></p> <p><br> Around the world, a growing movement known as “right to repair” is challenging throwaway culture and encouraging more sustained relationships with the items we buy.</p> <p>At both local and federal levels, the movement is advocating for laws to allow consumers to repair their own technological devices, from cars to cell phones, rather than discarding them when they break. As technology reporter Thorin Klosowski <a href="https://www.nytimes.com/wirecutter/blog/what-is-right-to-repair/">explained</a> in a July 2021 article in The New York Times:</p> <blockquote> <p>The idea behind “right to repair” is in the name: If you own something, you should be able to repair it yourself or take it to a technician of your choice. People are pretty used to this concept when it comes to older cars and appliances, but right-to-repair advocates argue that modern tech, especially anything with a computer chip inside, is rarely repairable.</p> <p>Legally,<a href="https://www.nytimes.com/2019/04/06/opinion/sunday/right-to-repair-elizabeth-warren-antitrust.html"> </a><a href="https://www.nytimes.com/2019/04/06/opinion/sunday/right-to-repair-elizabeth-warren-antitrust.html">American shoppers are mostly already allowed</a> to repair whatever they buy (those warranty-voiding stickers you’ve probably seen on gadgets are<a href="https://www.ftc.gov/news-events/press-releases/2018/04/ftc-staff-warns-companies-it-illegal-condition-warranty-coverage"> </a><a href="https://www.ftc.gov/news-events/press-releases/2018/04/ftc-staff-warns-companies-it-illegal-condition-warranty-coverage">usually bogus</a> under the Magnuson Moss Warranty Act), but practically speaking, people are often denied the information or the parts to do so. This is where the right-to-repair movement comes in.<a href="https://www.repair.org/"> </a><a href="https://www.repair.org/">The Repair Association</a>, a right-to-repair advocacy group, has several policy objectives, including some that can be corrected with laws and others that require a shift in buyer expectations. Those objectives are<strong>:</strong></p> <ul> <li>Make information available: Everyone should have reasonable access to manuals, schematics, and software updates. Software licenses shouldn’t limit support options and should make clear what’s included in a sale.</li> <li>Make parts and tools available: The parts and tools to service devices, including diagnostic tools, should be made available to third parties, including individuals.</li> <li><a name="_onm5ss8a0t54"></a> Allow unlocking: The government should legalize unlocking, adapting, or modifying a device, so an owner can install custom software.</li> <li><a name="_zcykyw7lwolu"></a> Accommodate repair in the design: Devices should be designed in a way as to make repair possible.</li> </ul> <p><a href="https://www.nytimes.com/wirecutter/blog/what-is-right-to-repair/">https://www.nytimes.com/wirecutter/blog/what-is-right-to-repair/</a></p> </blockquote> <p><br> Right to repair is a growing movement internationally. European regulators have been leading the charge, implementing rules as early as 2019 that require manufacturers of household appliances such as washing machines, refrigerators, and TVs to make repair manuals and spare parts available to consumers.</p> <p>The movement has also had some legislative successes in the United States. Twenty-five states are considering right to repair legislation. In June 2021, New York moved a step closer to passing a bill when the state senate approved the Digital Fair Repair Act, which would require manufacturers to make repair manuals and parts available to customers.</p> <p>The following month, President Joe Biden signed an Executive Order that aims to increase competition and <a href="https://www.cnn.com/2021/07/14/tech/right-to-repair-biden-executive-order/index.html">directs</a> the Federal Trade Commission to issue rules supporting independent repair shops.</p> <p>Kyle Wiens, the founder of a technology repair service IFixit, has described how right to repair can reduce global waste and improve the daily lives of consumers. In a July 13, 2021 op-ed for the Washington Post, Wiens <a href="https://www.washingtonpost.com/outlook/2021/07/13/biden-ftc-right-to-repair/">wrote</a> about the recent progress on this front:</p> <blockquote> <p>On Friday, President Biden issued a sweeping<a href="https://www.whitehouse.gov/briefing-room/presidential-actions/2021/07/09/executive-order-on-promoting-competition-in-the-american-economy/"> </a><a href="https://www.whitehouse.gov/briefing-room/presidential-actions/2021/07/09/executive-order-on-promoting-competition-in-the-american-economy/">executive order</a> promising action on various fronts — from drug prices to fees charged by airlines — to improve competition within the American economy. Among the most consequential if often-overlooked issues the order addresses is the “right to repair.”</p> <p>Right to repair is a David-vs-Goliath battle. Local repair businesses have been frustrated for years at being shut out from servicing the products we all depend on. Apple, for instance, does not allow independent shops to repair home buttons on iPhones. Nikon has<a href="https://www.ifixit.com/News/34241/nikon-is-killing-its-authorized-repair-program"> </a><a href="https://www.ifixit.com/News/34241/nikon-is-killing-its-authorized-repair-program">stopped selling service parts</a> to local camera shops, forcing many out of business. John Deere withholds software that farmers need to keep their modern tractors running, making farmers beholden to dealerships even for the most basic fixes. Farmers are<a href="https://uspirg.org/blogs/blog/usp/american-farm-bureau-reaffirms-support-right-repair"> </a><a href="https://uspirg.org/blogs/blog/usp/american-farm-bureau-reaffirms-support-right-repair">so frustrated</a> that they turn to sketchy sources — like Ukrainian firmware companies — for tools to fix their own equipment….</p> <p>The Federal Trade Commission has been investigating anticompetitive repair practices for years, but trade associations have blocked real reforms (often at the state level). A sign that the FTC is getting more aggressive on this issue came in May, when it released a bipartisan report (signed on to by all its commissioners), “<a href="https://www.ftc.gov/system/files/documents/reports/nixing-fix-ftc-report-congress-repair-restrictions/nixing_the_fix_report_final_5521_630pm-508_002.pdf">Nixing the Fix</a>,” that concluded that “there is scant evidence to support manufacturers’ justifications for repair restrictions.”</p> <p><a href="https://www.washingtonpost.com/outlook/2021/07/13/biden-ftc-right-to-repair/">https://www.washingtonpost.com/outlook/2021/07/13/biden-ftc-right-to-repair/</a></p> </blockquote> <p><br> Most of the current fights around right to repair are happening at the state level, where corporations are lobbying heavily against proposed legislation. According to U.S. PIRG, a non-profit consumer protection agency, electronic manufacturers including T-Mobile, AT&amp;T, and Tesla have all lobbied against right to repair bills.</p> <p>In Colorado, where activists are pushing for right to repair legislation, a recent bill was shot down in the state senate. Reporting for Vice, multimedia journalist Matthew Gault <a href="https://www.vice.com/en/article/wx8w7b/colorado-denied-its-citizens-the-right-to-repair-after-riveting-testimony">outlined</a> the testimony of one individual, Kenny Maestas, who spoke at a March 2021 hearing about how he would benefit from right to repair:</p> <blockquote> <p>Maestas, who uses a wheelchair, drove this home in his testimony before the committee. Maestas spent a long time in the hospital and when he came home, his mobility was restricted. An electric wheelchair helped him get around, but it was broken. The right arm of the chair was broken and the battery would no longer hold a charge...</p> <p>Maestas said that the electric wheelchair company had the battery and spare parts on file to fix his chair, but the company’s procedure required a technician to first inspect the chair before making a repair. It was another 28 days after the tech first arrived before Maestas was mobile again. It was more than 60 days before his chair was working again.</p> <p>“It’s never appropriate to make a human being with a critical care need wait over two months for a repair that could have been completed in two days,” he said. The committee asked Maestas no questions.</p> <p><a href="https://www.vice.com/en/article/wx8w7b/colorado-denied-its-citizens-the-right-to-repair-after-riveting-testimony">https://www.vice.com/en/article/wx8w7b/colorado-denied-its-citizens-the-right-to-repair-after-riveting-testimony</a></p> </blockquote> <p><br> Despite testimony from disability-rights activists, farmers, and environmentalists, only one committee member voted in favor of the bill.</p> <p>Given the opposition to right to repair by tech companies and their lobbyists, expanded consumer and environmental protections will require ongoing pressure from grassroots campaigns if they are to become law.</p> <p><br> <strong>For Discussion:</strong></p> <ol> <li>What stood out for you in the reading?&nbsp; Why?</li> </ol> <ol start="2"> <li>How much of the material was new to you, and how much was already familiar? Do you have any questions about what you read?</li> </ol> <ol start="3"> <li>What are the goals of the “right to repair” movement?</li> </ol> <ol start="4"> <li>Have you experienced a product becoming less useful or functional over time? When this happened, did you feel that fixing it was an option? Do you think right to repair protections could have helped you in this instance?</li> </ol> <ol start="5"> <li>Companies that lobby against right to repair say that they should be able to control their intellectual property and that making products easier to fix could make users’ data less secure. What do you think about these arguments? How might defenders of right to repair respond?</li> </ol> <hr> <p>&nbsp;</p> <h3><strong>Closing</strong><br> &nbsp;</h3> <p>Ask students to share:</p> <ul> <li>What is one object that you use that you wish was built to last – or was repairable?<br> &nbsp;</li> <li>What is one step you could take to fight “throwaway culture”?</li> </ul> <p>&nbsp;</p> <p>&nbsp;</p> <p><em>Research assistance provided by Celeste Pepitone-Nahas.</em></p> </div> <!-- END OUTPUT from 'themes/contrib/bootstrap/templates/field/field.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--uid--teachable-moment-lesson.html.twig x field--node--uid.html.twig * field--node--teachable-moment-lesson.html.twig * field--uid.html.twig * field--entity-reference.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--uid.html.twig' --> <span> <!-- THEME DEBUG --> <!-- THEME HOOK: 'username' --> <!-- BEGIN OUTPUT from 'core/modules/user/templates/username.html.twig' --> <span>Laura McClure</span> <!-- END OUTPUT from 'core/modules/user/templates/username.html.twig' --> </span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--uid.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--created--teachable-moment-lesson.html.twig x field--node--created.html.twig * field--node--teachable-moment-lesson.html.twig * field--created.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--created.html.twig' --> <span> <!-- THEME DEBUG --> <!-- THEME HOOK: 'time' --> <!-- BEGIN OUTPUT from 'core/modules/system/templates/time.html.twig' --> <time datetime="2021-11-08T13:01:27-05:00" title="Monday, November 8, 2021 - 13:01">November 8, 2021</time> <!-- END OUTPUT from 'core/modules/system/templates/time.html.twig' --> </span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--created.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'links__node' --> <!-- FILE NAME SUGGESTIONS: * links--node.html.twig x links.html.twig --> <!-- BEGIN OUTPUT from 'themes/contrib/bootstrap/templates/system/links.html.twig' --> <!-- END OUTPUT from 'themes/contrib/bootstrap/templates/system/links.html.twig' --> Mon, 08 Nov 2021 18:01:27 +0000 Laura McClure 1625 at https://www.morningsidecenter.org How Should We Use our Public Lands? https://www.morningsidecenter.org/teachable-moment/lessons/how-should-we-use-our-public-lands <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--title--teachable-moment-lesson.html.twig x field--node--title.html.twig * field--node--teachable-moment-lesson.html.twig * field--title.html.twig * field--string.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--title.html.twig' --> <span>How Should We Use our Public Lands?</span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--title.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--body--teachable-moment-lesson.html.twig * field--node--body.html.twig * field--node--teachable-moment-lesson.html.twig * field--body.html.twig * field--text-with-summary.html.twig x field.html.twig --> <!-- BEGIN OUTPUT from 'themes/contrib/bootstrap/templates/field/field.html.twig' --> <div class="field field--name-body field--type-text-with-summary field--label-hidden field--item"><h4>To the Teacher:<br> &nbsp;</h4> <p>In December 2017, President Trump announced a decision to dramatically scale back two national land monuments in Utah. His action takes some two million acres out of Bears Ears and Grand Staircase-Escalante national monuments, representing the largest reversal of national monument protections in U.S. history. Predictably, this move caused public concern, particularly among environmental groups and Native Americans who believe that the removal of protections will result in the exploitation of public land. Several groups began challenging the decision in court.</p> <p>President Trump’s announcement is only the latest in a decades-long debate over the use and designation of public lands in the United States. America’s federal public lands cover well over 600 million acres, or almost a million square miles, and are owned equally by all Americans. Debates over the use of this land have been bubbling since before the creation of the first “public lands” in 1872. Trump’s decision to shrink public lands is part of a larger plan that he outlined during his campaign to open some public lands for fossil fuel development and sell other land to private owners.</p> <p>This lesson is divided into two readings. The first reading considers President Trump’s announcement to reduce the size of two national monuments in Utah. The second reading explores wider questions about how public lands in the United States are used, including the extractoin of fossil fuels from public lands.</p> <p>Questions for discussion follow each reading.</p> <p>&nbsp;</p> <hr> <h4><br> Reading One:<br> President Trump Shrinks National Monuments</h4> <p><br> A 2017 Gallup poll that found that 53% of Americans oppose opening public lands up for oil and gas exploration and development. However, such action is popular among many conservatives. In April 2017, after taking office as president, Donald Trump ordered a review by Interior Secretary Ryan Zinke of federally protected lands to see which could be recommended for exploration by oil and gas companies.</p> <p>Then, on December 4, 2017, President Trump announced a decision to dramatically scale back two national land monuments in Utah. His action takes some 2 million acres out of Bears Ears and Grand Staircase-Escalante national monuments, representing the largest reversal of national monument protections in U.S. history. Predictably, this move caused public concern, particularly among environmental groups and Native Americans who believe that removing this protection will result in the exploitation of public land. Several groups have begun challenging the decision in court.</p> <p>In a December 5, 2017, article for&nbsp;<em>Vox</em>, reporter Brian Resnick&nbsp;<a href="https://www.vox.com/energy-and-environment/2017/12/4/16733798/utah-national-monument-trump-bears-ears-staircase-escalante">described</a>&nbsp;President Trump’s announcement and outlined the response from environmentalists and local Native American tribes:</p> <p>The Bears Ears monument — which was designated by President Barack Obama in one of his last acts in office — stands to lose 1.1 million acres, or 85 percent, of its land area, and the Grand Staircase-Escalante monument will be reduced by 800,000 acres, or 45 percent. The rollback is the first step to opening up these lands to more development and agriculture. The proposal breaks Bears Ears into two separate monuments and Grand Staircase-Escalante into three.</p> <p>“Some people think the natural resources of Utah should be controlled by a small handful of very distant bureaucrats located in Washington,” Trump said in Utah’s capital Monday, in a speech announcing the changes. “They’re wrong.” The move, he said, is to “to reverse federal overreach and restore the rights of this land to your citizens.”</p> <p>But he also nodded toward economic interests, saying that federal oversight has led to “unnecessary restrictions on hunting, ranching, and responsible economic development.”<br> &nbsp;</p> <p>The five Native American tribes on this land — the Navajo Nation, Hopi, Ute Mountain Ute Tribe, Ute Indian, and the Pueblo of Zuni — have joined together in a lawsuit arguing that the president of the United States does not have the power to decrease the size of national monuments such as these. Brian Resnick continues:</p> <p>Trump, in his announcement about the changes, claimed they would benefit Native Americans. “We’ve seen how this tragic [federal] overreach has prevented many Native Americans from having a voice on their sacred lands, where they practice their most important ancestral and religious traditions,” Trump said. Never mind the fact that the tribes were the ones that had, for years, been asking the Obama administration for the monument protections.</p> <p>A separate lawsuit — filed by 10 environmental groups, including EarthJustice, the Wilderness Society, and the Natural Resources Defense Council — makes a similar argument, but for the Grand Staircase-Escalante monument.</p> <p>The result of these lawsuits will set precedent. And as it stands, there’s never been a ruling on whether a president can decrease the size of a national monument. “If this unprecedented and unlawful action is allowed to stand, the 129 national monuments across the United States will be at risk,” the Native American tribes write in their lawsuit.<br> &nbsp;</p> <p>The Antiquities Act, the law that was used to create the two national monuments, provides a backdrop for the debate about public lands in Utah and beyond. The Antiquities Act was signed in 1906 by President Teddy Roosevelt. The primary purpose of the act was to protect Native American artifacts on public lands from being stolen or desecrated. The act also gave presidents the ability to create national monuments without congressional approval. NPR reporter Kirk Siegler&nbsp;<a href="https://www.npr.org/2017/12/05/568507002/legal-challenges-mount-after-trumps-reduction-of-national-monuments">wrote</a>&nbsp;about the legal standoff surrounding the act in a December 5, 2017, article:</p> <p>Here in Utah, where about two-thirds of the entire state is federally owned and there are seven large monuments, the [Antiquities Act] is a household name, and in some rural areas, a dirty word.</p> <p>"I've become an expert in monuments," Interior Secretary Ryan Zinke said at the Utah Capitol on Monday. "And the Antiquities Act was never intended to prevent, it was intended to protect."</p> <p>When the administration began its controversial review of 27 large monuments, including Utah's Bears Ears and Grand Staircase-Escalante, it said the act needed to be tested.</p> <p>Tribes and conservationists have been preparing lawsuits for months. "There is nothing in the Antiquities Act that authoizes a president to modify a national monument once it's been designated," says Ethel Branch, attorney general for the Navajo Nation, one of the tribes that is suing the administration.</p> <p>The tribes point to a federal lands law from the 1970s that says only Congress can actually reduce or nullify a national monument.<br> &nbsp;</p> <p>While other presidents have modified the boundaries of national monuments using the Antiquities Act, never before has one proposed a cut of the magnitude of Trump’s reduction of the monuments in Utah. The president has justified the move by arguing that the Antiquities Act does not justify federal control of such large areas. NPR reporter Siegler continues:</p> <p>"It was more about control than it was about protection," says San Juan County Commission Chair Bruce Adams. He's ecstatic that President Trump is trying to shrink monuments across the rural West. He says these designations take everything off the table, like expanding cattle grazing or mining.</p> <p>Trump, he says, "listened to the local people, even though they weren't millions of voters, only 15,000 people in our community. He understands what rural communities are about."<br> &nbsp;</p> <p>Those in favor of reducing the size of national monuments maintain that the federal government created them without consulting local people. Republicans and fossil fuel developers argue that by designating these areas as national monuments, the federal government took away the right to use the land for economic development. Much of that development, they contend, could come from oil and gas production. Environmentalists disagree, as reporter Mark Hand&nbsp;<a href="https://thinkprogress.org/trump-order-puts-monuments-in-jeopardy-7eb59371d5ff/">explained</a>&nbsp;in an April 26, 2017, article in&nbsp;<em>Think Progress</em>:</p> <p>Jen Ujifusa, legislative director of the Southern Utah Wilderness Alliance, told ThinkProgress that the amount of oil and gas reserves in the Bears Ears National Monument area is minimal, and that only occasional uranium exploration takes place there.</p> <p>“The idea that the designation of the monument in December somehow stifles all of this economic potential doesn’t add up,” she said. “This is an extremely ideological fight being waged by the Trump administration and the Utah delegation. The fact is these lands belong to all Americans. In the case of Utah, they never belonged to Utah.”<br> &nbsp;</p> <p>Given that President Trump ordered the review of 27 national monuments in April, this issue is likely to continue to resurface. Proposals to reduce the size of monuments in Nevada and Oregon may be next—and would be sure to generate legal challenges.<br> &nbsp;</p> <hr> <p>&nbsp;</p> <h4>For Discussion:<br> &nbsp;</h4> <ol> <li>How much of the material in this reading was new to you, and how much was already familiar? Do you have any questions about what you read?<br> &nbsp;</li> <li>What is President Trump’s argument for shrinking the two national monuments? Based on what you know, do you agree or disagree? Why?<br> &nbsp;</li> <li>How have Native Americans and environmentalist groups responded to President Trump’s announcement?<br> &nbsp;</li> <li>Under the law, the public lands in question belong to all Americans. Do you think that people living close to particular public lands should have greater say in what happens on those lands than Americans who live far away? Why or why not?<br> &nbsp;</li> <li>Several different groups mentioned in the article express different visions for how public lands should be used. How do you think the interests of ranchers, environmentalists, Native Americans, and the general public should be balanced? Should some interests take priority over others? Explain your argument.</li> </ol> <p>&nbsp;</p> <hr> <p>&nbsp;</p> <h4>Reading Two:<br> Protection or Development for Our Public Land?<br> &nbsp;</h4> <p>President Trump’s recent announcement to shrink two national monuments in Utah is only the latest in a decades-long debate over the use of public lands in the United States. America’s federal public lands cover well over 600 million acres, or almost a million square miles, and are owned equally by all Americans. Environmental historian Adam Sowards&nbsp;<a href="http://americanhistory.oxfordre.com/view/10.1093/acrefore/9780199329175.001.0001/acrefore-9780199329175-e-396">describes</a>&nbsp;the events leading up to the creation of the first public lands in the U.S. in his entry on public lands and their administration in the American History Oxford Research Encyclopedia:</p> <p>For more than a century after the republic’s founding in the 1780s, American law reflected the ideal that the commons—the public domain—should be turned into private property. As Americans became concerned about resource scarcity, waste, and monopolies at the end of the 19th century, reform-minded bureaucrats and scientists convinced Congress to maintain in perpetuity some of the nation’s land as public. This shift offered a measure of protection and an alternative to private property regimes.</p> <p>The federal agencies that primarily manage these lands today—U.S. Forest Service (USFS), National Park Service, U.S. Fish and Wildlife Service, and Bureau of Land Management—have worked since their origins in the early decades of the 20th century to fulfill their diverse, competing, evolving missions. Meanwhile, the public and Congress have continually demanded new and different goals as the land itself has functioned and responded in interdependent ways.</p> <p>In the mid-20th century, the agencies intensified their management, hoping they could satisfy the rising—and often conflicting—demands American citizens placed on the public lands. This intensification often worsened public lands’ ecology and increased political conflict, resulting in a series of new laws in the 1960s and 1970s. Those laws strengthened the role of science and the public in influencing agency practices while providing more opportunities for litigation.</p> <p>Predictably, since the late 1970s, these developments have polarized public lands’ politics. The economies, but also the identities, of many Americans remain entwined with the public lands, making political standoffs—over endangered species, oil production, privatizing land, and more—common and increasingly intractable.<br> &nbsp;</p> <p>Public land uses range from recreation, to grazing, and to mining, logging, and drilling for oil and gas. Various lands classified under assorted designations—ranging from national parks, to national monuments, to national preserves, to national forests—receive differing levels of protection around whether the land can be used by the fossil fuel, forestry, or agricultural industries.</p> <p>Differences over how to use public lands often fall along political party lines. Public policy fellow John Freemuth and public administration graduate student Mackenzie Case from Boise State University&nbsp;<a href="http://theconversation.com/dems-and-the-gop-are-miles-apart-on-yet-another-issue-public-lands-65772">outlined</a>&nbsp;the differences between Democrats and Republicans on public land use policy in an October 13, 2016, article for&nbsp;<em>The Conversation</em>:</p> <p>The disagreements between Democratic and Republican candidates in the past seem to have centered more on what level of government – state, federal or perhaps even county or local – should manage the public lands and for what purpose, rather than suggestions that the land be sold. It was President Reagan, for example, who boldly stated, “Count me in as a rebel” in support of the 1970s “Sagebrush Rebellion,” thereby championing the idea of ceding federal control to states or at least policies that tilted heavily toward resource extraction.</p> <p>By contrast, Democrats have solidly branded themselves as pro-public lands, particularly by supporting values associated with wildlife and habitat conservation and by promoting land use by sportsmen and women, outdoor recreation and for renewable energy.</p> <p>Hillary Clinton’s policy positions echo the DNC’s platform of “keeping public lands public” which we’ve seen under the Obama administration. Her platform positions are centered on collaborative stewardship of those lands and suggest federal public lands remain federal….</p> <p>The GOP party platform, meanwhile, embraces values of deregulation, expanded resource extraction and increased state control.<br> &nbsp;</p> <p>Republicans generally favor expanded access for fossil fuel development. Consistent with this stance, President Trump has moved quickly to allow increased and easier energy development on public lands. In a December 8, 2017, article for&nbsp;<em>The Nation</em>, reporter Adam Federman&nbsp;<a href="https://www.thenation.com/article/this-is-how-the-trump-administration-gives-big-oil-the-keys-to-public-lands/">described</a>&nbsp;how President Trump is taking steps to expand fossil fuel extraction on lands that were once federally protected:</p> <p>Seeking to expand domestic energy production, the Trump administration is rapidly opening up tens of thousands of acres of public lands that were once considered off limits to energy production. President Trump’s recent move to shrink the Bears Ears and Grand Staircase–Escalante national monuments has attracted considerable attention, but those are not the only sensitive lands at stake. On December 12, the Bureau of Land Management (BLM) will auction off more than 66,000 acres in Utah for oil and gas drilling, including parcels very close to Dinosaur National Monument. Several potential drilling sites further south along the Green River will also be auctioned, including one on the edge of a wildlife refuge that provides critical habitat to the razorback sucker, one of four endangered fish species in the Upper Colorado River basin. So important is this stretch of river that the Fish and Wildlife Service recommended pulling the parcel from the sale because it is “essential for the species’ recovery.”</p> <p>In its push to expand energy development, the Bureau of Land Management’s state offices are eviscerating the processes that allowed for development while protecting environmentally vulnerable and valuable lands. Most notably, BLM is abandoning long-term management plans known officially as Master Leasing Plans, which are designed to balance development and conservation across some of the nation’s most cherished landscapes. An ambitious plan to speed up the leasing process, outlined in an October report from the Department of the Interior, is beginning to guide decision-making. Environmental impact assessments are being short-circuited and standard interagency consultations disrupted….</p> <p>BLM’s efforts to open up more land to oil-and-gas development are not confined to Utah. This month, across the West and into the far reaches of Alaska, the Department of the Interior will sell leases for massive tracts, including nearly 400,000 acres in Nevada, a state that industry has traditionally expressed little interest in exploring. “Now that there’s been a changing of the guard,” said Steve Bloch, legal director for the Southern Utah Wilderness Alliance, “the BLM, in my view, has gone to the ends of the earth to try and make these leases available.”</p> <p><br> Given that the current administration has moved aggressively to prioritize the interests of industry in its use of public lands, groups including environmentalists and Native American advocates argue that the public interest is not being well served.</p> <p>&nbsp;</p> <hr> <h4><br> For Discussion:<br> &nbsp;</h4> <ol> <li>How much of the material in this reading was new to you, and how much was already familiar? Do you have any questions about what you read?<br> &nbsp;</li> <li>The reading argues that Democrats and Republicans typically favor different management policies for public lands. How would you characterize each party’s position? What set of interests does each group tend to prioritize?<br> &nbsp;</li> <li>President Trump has stated that he will auction off public lands and will make application processes easier for drilling and mining on public lands that remain. What do you think of this move? What are some arguments in favor of or against this action?<br> &nbsp;</li> <li>Some environmentalists argue that even Democrats often are too lenient in compromising with the fossil fuel industry, rather than holding a hard line to protect public land from further exploitation. Part of their argument is that the majority of land in the U.S. is already privately owned and that government should be cautious steward of the portions that remain under public control. What do you think of this argument?<br> &nbsp;</li> <li>What public lands are closest to where you live? Is there controversy over how these lands should be used? If you don’t know the answers to these questions, how might you find out?</li> </ol> <p>&nbsp;</p> <p><em>Research assistance provided by Ryan Leitner</em></p> <p>&nbsp;</p> </div> <!-- END OUTPUT from 'themes/contrib/bootstrap/templates/field/field.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--uid--teachable-moment-lesson.html.twig x field--node--uid.html.twig * field--node--teachable-moment-lesson.html.twig * field--uid.html.twig * field--entity-reference.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--uid.html.twig' --> <span> <!-- THEME DEBUG --> <!-- THEME HOOK: 'username' --> <!-- BEGIN OUTPUT from 'core/modules/user/templates/username.html.twig' --> <span>Sara Carrero</span> <!-- END OUTPUT from 'core/modules/user/templates/username.html.twig' --> </span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--uid.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--created--teachable-moment-lesson.html.twig x field--node--created.html.twig * field--node--teachable-moment-lesson.html.twig * field--created.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--created.html.twig' --> <span> <!-- THEME DEBUG --> <!-- THEME HOOK: 'time' --> <!-- BEGIN OUTPUT from 'core/modules/system/templates/time.html.twig' --> <time datetime="2018-01-21T09:38:33-05:00" title="Sunday, January 21, 2018 - 09:38">January 21, 2018</time> <!-- END OUTPUT from 'core/modules/system/templates/time.html.twig' --> </span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--created.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'links__node' --> <!-- FILE NAME SUGGESTIONS: * links--node.html.twig x links.html.twig --> <!-- BEGIN OUTPUT from 'themes/contrib/bootstrap/templates/system/links.html.twig' --> <!-- END OUTPUT from 'themes/contrib/bootstrap/templates/system/links.html.twig' --> Sun, 21 Jan 2018 14:38:33 +0000 Sara Carrero 1149 at https://www.morningsidecenter.org Surprise Victory at Standing Rock https://www.morningsidecenter.org/teachable-moment/lessons/surprise-victory-standing-rock <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--title--teachable-moment-lesson.html.twig x field--node--title.html.twig * field--node--teachable-moment-lesson.html.twig * field--title.html.twig * field--string.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--title.html.twig' --> <span>Surprise Victory at Standing Rock</span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--title.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--body--teachable-moment-lesson.html.twig * field--node--body.html.twig * field--node--teachable-moment-lesson.html.twig * field--body.html.twig * field--text-with-summary.html.twig x field.html.twig --> <!-- BEGIN OUTPUT from 'themes/contrib/bootstrap/templates/field/field.html.twig' --> <div class="field field--name-body field--type-text-with-summary field--label-hidden field--item"><p>&nbsp;</p> <h4>Student Reading</h4> <p>For many months, members of the Standing Rock Sioux have been protesting plans to run a stretch of oil pipeline underneath North Dakota's Lake Oahe&nbsp;<span style="font-size: 9pt; font-family: Arial, sans-serif; background-image: initial; background-position: initial; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial;">- a</span>&nbsp;reservoir on the Missouri River that is the only source of drinking water for the Standing Rock Reservation.&nbsp; The tribe has opposed the pipeline because they believe it threatens their water, contributes to climate change, and violates their land rights. (For more background, see our <a href="http://www.morningsidecenter.org/teachable-moment/lessons/standing-standing-rock">previous lesson</a>.) The pipeline operator, Sunoco Logistics, has the worst record of oil spills of any pipeline company, according to Reuters. Since 2010, they have had over 200 leaks.<br> &nbsp;<br> Since the spring of 2016, members of the tribe -- and thousands of allies, including members of 280 other tribes -- have camped out near the point where the pipe is scheduled to go under the lake. During the weekend of December 3-4, 2016, protesters were joined by over 2,000 veterans from around the country who had pledged to stand in support of the "water protectors."<br> &nbsp;<br> On December 4, protesters won a surprise victory: The U.S. Army Corps of Engineers announced that it was reversing its approval for the pipeline section, would require further consultation with the Standing Rock Sioux, and would consider alternative routes. The Dakota Access Pipeline (DAPL) is supposed to link the oil fields in northern North Dakota with an existing pipeline in Illinois.<br> &nbsp;<br> The decision by the Army Corps of Engineers to seek an alternate route was denounced in a defiant statement by Energy Transfer Partners, which sees the directive as originating with President Obama: "The White House's directive today to the Corps for further delay is just the latest in a series of overt and transparent political actions by an administration which has abandoned the rule of law in favor of currying favor with a narrow and extreme political constituency." The statement says ETP "fully expect(s) to complete construction of the pipeline without any additional rerouting in and around Lake Oahe. Nothing this Administration has done today changes that in any way."<br> &nbsp;<br> In their fight against the pipeline, the Standing Rock Sioux have had support from around the U.S. and the world—support of historic proportions. But the forces arrayed against the people of the Standing Rock Reservation are many. They include:<br> &nbsp;</p> <ul> <li>Energy Transfer Partners, an oil storage and transportation company, and their banks, which are financing the pipeline. President-elect Trump is a shareholder of the company.</li> <li>The State of North Dakota, whose governor Jack Dalrymple has blamed the protest on "out-of-state agitators," declared a state of emergency and ordered the evacuation of the protest camps.</li> <li>Federal courts, which have ruled that construction of the pipeline can continue despite the destruction of Native American sacred sites.</li> <li>Bitter cold weather.</li> <li>Local law enforcement, aided by a private security company and police from surrounding areas, armed with military and riot control weaponry.</li> <li>Some local residents are opposed; some are upset with how the occupation has interrupted their daily lives. The Washington Post interviewed several local opponents, including a Laborers Union official who feels that the out-of-state demonstrators have been abusive and threatening, and an excavation company foreman who sees the protests hurting local businesses.</li> </ul> <p>&nbsp;<br> Violence against the unarmed water protectors had escalated since September, when private security guards used dogs to attack them. The occupiers have been hit with rubber bullets, tear gas, mace, water cannons, sound cannons and concussion grenades. The police and security guards were outfitted as if for war, armed with automatic weapons, armored vehicles and a variety of riot control weapons.<br> &nbsp;<br> On November 20, 2016, over 200 people were injured when police attacked demonstrators who were trying to remove two burnt out trucks from Backwater Bridge. First responder Vanessa Dundon was hit in the face with a tear gas canister and may lose vision in her right eye. Sophia Wilansky, 21, received a direct hit from a concussion grenade which blew up her left arm. She faces dozens of surgeries to attempt reconstruction of the arm. Dozens more were treated for hypothermia after being doused by water cannons in the sub-freezing temperature.<br> &nbsp;<br> For their part, the police deny all claims of violence by officers or guards. They say that the water was aimed at a burning vehicle, that dogs did not attack and that they do not use concussion grenades.<br> &nbsp;<br> Despite all this, support for the Standing Rock Sioux has been massive. Perhaps most importantly, they've gotten unprecedented support from hundreds of other tribes around the country. A mass show of camaraderie on December 4 by veterans and clergy culminated in an outpouring of support from all sorts of people. Tens of thousands participate individually and in groups. Here is a sampling of some of those actions:</p> <ul> <li>The union National Nurses United has sent teams of medical volunteers to the Standing Rock camps as well as $50,000 for the veterans contingent.</li> <li>A group of friends in Madison, Wisconsin, held a knitting party to make warm hats for the cold weather in North Dakota.</li> <li>Students and faculty at many colleges found ways to make a contribution: <ul> <li>Fort Lewis College sent 50 people to spend "Thanksgiving" at the encampment. Other schools that sent delegations include the University of Montana and Grinnell College.</li> <li>70 students at the University of Rochester held a "human oil spill" demonstration.</li> <li>Members of Antioch College (with Children's Montessori cooperative) collected equipment during the month of October, to send to the camps.</li> <li>Earlham College hosted a prayer witness and teach-in in support.</li> <li>Several clubs at Goshen College got together to hold a musical event to raise money for Standing Rock.</li> </ul> </li> <li>The&nbsp; NoDAPL Builders Delegation and Supply Caravan began in Vermont picking up construction workers and supplies along the way for delivery in Standing Rock.</li> <li>Thousands of fundraisers on GoFundMe raised money for specific projects in support of the water protectors. They ranged from funds for yurts and heaters, to medical supplies to firewood and solar trailers to tipis. Some of the appeals were to fund individuals or groups' travel to North Dakota. Over $400,000 was raised for Sophia Wilansky and over 25,000 people donated $1 million for Veterans for Standing Rock.</li> <li>Religious denominations including the Episcopal, Methodist and Presbyterian Churches, the Mennonites, Quakers, and United Church of Christ, officially support the water protectors. On November 3, an interfaith group of 500, encompassing many religions, joined the Oceti Sakowin prayer camp at Standing Rock.</li> </ul> <p>&nbsp;<br> While celebrating a battle won, the water protectors are well aware that the victory may be temporary. Nothing in the statement by the Corps signifies a final decision. The next president is a strong supporter of fossil fuels and very friendly to corporations generally. The blog of the Sacred Stone Camp at Standing Rock poses a range of questions about the Army Corps decision, including:<br> &nbsp;</p> <ul> <li>Will the Army Corps actually conduct an Environmental Impact Statement (EIS)? If so, on what portion of the project - just the river crossing, or the whole pipeline?&nbsp;</li> <li>What issues will the EIS take into account? (For example, will it include an analysis of spill risk? how about sacred sites? will it reassess the economic need for the pipeline now that the Bakken [oil field] is busting?)</li> <li>Which alternative routes will be considered? Will a "no-build" option also be considered?</li> <li>What input will the tribe have? What will the public participation process look like?</li> <li>How easily will these decisions be reversed by a Trump administration?</li> <li>How will these decisions be affected by the outcomes of DAPL's lawsuit against the Army Corps, scheduled to be heard on Friday?</li> <li>Is the US government prepared to use force to stop the company from drilling under the river without a permit, if necessary?</li> </ul> <p>&nbsp;<br> The answers to these questions will determine much about this historic conflict in the months to come.<br> &nbsp;</p> <hr> <h4><strong>For Discussion:</strong></h4> <p><strong>1. </strong>How important in the Standing Rock standoff is the U.S.'s historical treatment of Native American peoples, including invasion and settlement, relocation, forced treaties and broken treaties? Does that history warrant special consideration for the views of the Sioux in North Dakota and Native Americans in other struggles with energy companies - or extra protections?<br> &nbsp;<br> <strong>2. </strong>Many energy projects are destructive to the land, water and air. But the projects may provide good jobs for hundreds of construction workers. How do you think we might address these competing needs?<br> &nbsp;<br> <strong>3.</strong> Why do you think so many people have come to stand in solidarity with those in Standing Rock?<br> &nbsp;<br> <strong>4. </strong>Do you think that actions taken in solidarity with the people of Standing Rock contributed to this latest victory (even if it is not final)?&nbsp;&nbsp;<br> &nbsp;<br> <strong>5.</strong> Do you think that even small actions of solidarity (like a local protest or knitting caps) matters?&nbsp; Why or why not?</p> <p><strong>6. </strong>"We know DAPL can appeal. This battle is won but the war isn't over. We're not done yet. This is just the beginning of something extraordinary."<br> -- Danny Grassrope (of the Lower Bruce Sioux)<br> &nbsp;<br> Discuss each of his four sentences. What do you think Danny Grassrope means by "the beginning of something extraordinary"?<br> &nbsp;<br> &nbsp;<br> &nbsp;</p> <hr> <h4>Sources</h4> <p><a href="http://forward.com/news/355224/grenade-tears-limb-off-jewish-21-year-old-at-standing-rock-protest/">http://forward.com/news/355224/grenade-tears-limb-off-jewish-21-year-old-at-standing-rock-protest/</a><br> <a href="https://www.washingtonpost.com/syndication/">https://www.washingtonpost.com/syndication/</a><br> <a href="http://sacredstonecamp.org/blog/2016/12/2/obama-administration-denies-final-easement-whats-next">http://sacredstonecamp.org/blog/2016/12/2/obama-administration-denies-final-easement-whats-next</a><br> <a href="http://priceofoil.org/2016/12/05/dapl-major-victory-as-army-denies-easement-but-fight-is-not-over/">http://priceofoil.org/2016/12/05/dapl-major-victory-as-army-denies-easement-but-fight-is-not-over/</a><br> <a href="http://www.businesswire.com/news/home/20161204005090/en/Energy-Transfer-Partners-Sunoco-Logistics-Partners-Respond">http://www.businesswire.com/news/home/20161204005090/en/Energy-Transfer-Partners-Sunoco-Logistics-Partners-Respond</a><br> <a href="http://www.reuters.com/article/us-usa-pipeline-nativeamericans-safety-i-idUSKCN11T1UW">http://www.reuters.com/article/us-usa-pipeline-nativeamericans-safety-i-idUSKCN11T1UW</a><br> <a href="http://www.huffingtonpost.com/entry/standing-rock-photos_us_5844c3b2e4b0c68e0481849f">http://www.huffingtonpost.com/entry/standing-rock-photos_us_5844c3b2e4b0c68e0481849f</a><br> &nbsp;</p> </div> <!-- END OUTPUT from 'themes/contrib/bootstrap/templates/field/field.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--uid--teachable-moment-lesson.html.twig x field--node--uid.html.twig * field--node--teachable-moment-lesson.html.twig * field--uid.html.twig * field--entity-reference.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--uid.html.twig' --> <span> <!-- THEME DEBUG --> <!-- THEME HOOK: 'username' --> <!-- BEGIN OUTPUT from 'core/modules/user/templates/username.html.twig' --> <span>fionta</span> <!-- END OUTPUT from 'core/modules/user/templates/username.html.twig' --> </span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--uid.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--created--teachable-moment-lesson.html.twig x field--node--created.html.twig * field--node--teachable-moment-lesson.html.twig * field--created.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--created.html.twig' --> <span> <!-- THEME DEBUG --> <!-- THEME HOOK: 'time' --> <!-- BEGIN OUTPUT from 'core/modules/system/templates/time.html.twig' --> <time datetime="2016-12-06T09:10:00-05:00" title="Tuesday, December 6, 2016 - 09:10">December 6, 2016</time> <!-- END OUTPUT from 'core/modules/system/templates/time.html.twig' --> </span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--created.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'links__node' --> <!-- FILE NAME SUGGESTIONS: * links--node.html.twig x links.html.twig --> <!-- BEGIN OUTPUT from 'themes/contrib/bootstrap/templates/system/links.html.twig' --> <!-- END OUTPUT from 'themes/contrib/bootstrap/templates/system/links.html.twig' --> Tue, 06 Dec 2016 14:10:00 +0000 fionta 362 at https://www.morningsidecenter.org Standing Up at Standing Rock https://www.morningsidecenter.org/teachable-moment/lessons/standing-standing-rock <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--title--teachable-moment-lesson.html.twig x field--node--title.html.twig * field--node--teachable-moment-lesson.html.twig * field--title.html.twig * field--string.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--title.html.twig' --> <span>Standing Up at Standing Rock</span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--title.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--body--teachable-moment-lesson.html.twig * field--node--body.html.twig * field--node--teachable-moment-lesson.html.twig * field--body.html.twig * field--text-with-summary.html.twig x field.html.twig --> <!-- BEGIN OUTPUT from 'themes/contrib/bootstrap/templates/field/field.html.twig' --> <div class="field field--name-body field--type-text-with-summary field--label-hidden field--item"><h3><img alt src="/sites/default/files/pictures/StandingRock%20small.jpg" style="font-size: 12px; width: 480px; height: 150px;"></h3> <h3><br> Introduction</h3> <p>Ask students:&nbsp; Do you know what’s happening at the Standing Rock Sioux Indian Reservation in North Dakota?&nbsp;<br> &nbsp;<br> Elicit and explain that for the past several months, the Standing Rock Reservation has been the site of growing protests by Sioux activists and their allies from across the country (and world).<br> <br> You might show students the photos above and below. &nbsp;Photo above: One of the Standing Rock encampments. (photo by&nbsp;<a href="https://www.flickr.com/photos/diversey/29167637232/in/photolist-Lf7DbE-LKLCiJ-M2E6so-M163Kf-L5pt2Y-LYDNAE-LUxEKk-LA2C4f-L5prG3-LYDL4f-LYDKmo-L5pqrN-LYDHCd-M2DYP6-LYDGtQ-M2DX42-LYDFAC-M2DVPZ-M2DVac-M2DUjK-M2DTH4-LRZfPb-M2DSbB-LrrLn7-KyEgDM-KZGLAH-K2Q6Bt-K2C2tU-Kx2QBN-K2PTZR-KVpeE3-KVp6Nb-KY9EVz-KY9Cnt-K2Bc23-K2PnDa-K2PihK-KRr3MX-KVofVm-KNTnqq-K2Abxj-K2zUeY-K2NeAt-KRpWzZ-K2zHvy-KY848K-KY812e-K2MUsi-K2MSoD-4ECfXK/">Tony Webster</a>, CC license). Photo below: Standing Rock activists at a rally in NYC (photo by&nbsp;<a href="https://www.flickr.com/photos/joegaza/28243607073/in/photolist-Lf7DbE-LKLCiJ-M2E6so-M163Kf-L5pt2Y-LYDNAE-LUxEKk-LA2C4f-L5prG3-LYDL4f-LYDKmo-L5pqrN-LYDHCd-M2DYP6-LYDGtQ-M2DX42-LYDFAC-M2DVPZ-M2DVac-M2DUjK-M2DTH4-LRZfPb-M2DSbB-LrrLn7-KyEgDM-KZGLAH-K2Q6Bt-K2C2tU-Kx2QBN-K2PTZR-KVpeE3-KVp6Nb-KY9EVz-KY9Cnt-K2Bc23-K2PnDa-K2PihK-KRr3MX-KVofVm-KNTnqq-K2Abxj-K2zUeY-K2NeAt-KRpWzZ-K2zHvy-KY848K-KY812e-K2MUsi-K2MSoD-4ECfXK/">Joe Catron</a>, CC license).&nbsp;</p> <p>&nbsp;</p> <h3><img alt src="/sites/default/files/pictures/NYC%20Sioux%20Protes%20smallt.jpg" style="width: 480px; height: 334px;"><br> &nbsp;</h3> <p><span style="font-size: 12px;">The protest is over the building of the Dakota Access Pipeline, which is supposed to link the oil fields in northern North Dakota with an existing pipeline in Illinois. To get there, an oil transport company intends to build the pipeline very close to the Standing Rock Reservation &nbsp;and pass it under the Missouri River - the tribe's only source of water.</span></p> <p>Since April 2016, members of the tribe have been protesting the pipeline. As the summer progressed, the Standing Rock protesters were joined by Native Americans from around the country. On September 9, a federal court denied their motion to halt construction. Minutes later, three federal agencies issued an order for the company to temporarily halt construction.<br> &nbsp;<br> The protesters say they will remain at the construction site until the oil pipeline poses no danger to their water.<br> &nbsp;<br> Ask students to read the following overview of this controversy and the protest movement it has fueled.<br> &nbsp;</p> <hr> <p>&nbsp;</p> <h3>Student Reading:<br> Standing Rock</h3> <h4>&nbsp;<br> Dakota Access Pipeline</h4> <p>Oil in North Dakota (and neighboring states and provinces) comes from a huge rock unit known as the Bakken Formation. Geologists estimate that there are billions of gallons of oil contained in the formation. Because most of the oil is two miles underground and embedded in rock, technology was not available until around the year 2000 to extract the oil.</p> <p>The technology of drilling horizontally and fracturing rocks ("fracking") has accelerated rapidly since then. Huge amounts of natural gas and oil have been extracted through the process across much of the United States (see the TeachableMoment lesson "<a href="http://www.morningsidecenter.org/teachable-moment/lessons/should-fracking-be-banned">Should Fracking Be Banned</a>," April 3, 2016).</p> <p>Fracking is an extremely controversial practice for several reasons. To extract the gas or oil, companies mix millions of gallons of fresh water with&nbsp; toxic chemicals and pump it deep into the earth to break up shale rock. A vast quantity of this toxic wastewater is then brought to the surface. Much of it is injected deep underground in oil and gas waste wells, where it may cause problems, including groundwater contamination and earthquakes. Fracking also results in the release of methane and other greenhouse gases, pollution from truck traffic, chemical contamination around storage tanks, and logging and other disruption of natural areas.</p> <p>The crude oil that is produced from fracking in the Bakken oil fields in North Dakota is currently transported through pipelines and by rail and truck to refineries in Texas and Louisiana. From there, it is shipped around the U.S. and overseas. &nbsp;<br> &nbsp;<br> To transport the oil more efficiently and inexpensively, Energy Transfer Partners sought permission to build a large capacity (30-inch diameter) pipeline from North Dakota through South Dakota and Iowa to an existing pipeline in Illinois. The plan is for it to carry about 500,000 barrels per day. The route originally was planned to cross the Missouri near Bismarck, but the plans changed because of the potential hazard to the city's drinking water.</p> <p>The project developer&nbsp;<a href="http://www.daplpipelinefacts.com/resources/faq.html" target="_blank">Dakota Access</a>, a subsidiary of Energy Transfer Partners, maintains that the pipeline would help the United States become less dependent on importing energy. It argues that a pipeline is a safer, more cost effective, and more environmentally sound way to move crude oil than either rail or truck.&nbsp;</p> <p>The company, along with other pipeline proponents, also argues that the $3.7 pipeline project will bring money and jobs to North Dakota, whose economy has suffered as a result of falling gas prices. Project developers say the pipeline will "bring significant economic benefits to the region that it transverses."</p> <h4>Native American Opposition</h4> <p>"When the Army Corps of Engineers dammed the Missouri River in 1958, it took our riverfront forests, fruit orchards and most fertile farmland to create Lake Oahe. Now the Corps is taking our clean water and sacred places by approving this river crossing. Whether it’s gold from the Black Hills or hydropower from the Missouri or oil pipelines that threaten our ancestral inheritance, the tribes have always paid the price for America’s prosperity." - David Archambault, Tribal Chairman<br> &nbsp;<br> The Dakota Access Pipeline is routed about a half mile from the Standing Rock Sioux Reservation, which straddles North and South Dakota. The <a href="http://standingrock.org/history/">tribe’s website</a> states that:<br> &nbsp;<br> The people of Standing Rock, often called Sioux, are members of the Dakota and Lakota nations. "Dakota" and "Lakota" mean "friends" or "allies." The people of these nations are often called "Sioux," a term that dates back to the seventeenth century when the people were living in the Great Lakes area. The Ojibwa called the Lakota and Dakota "Nadouwesou" meaning "adders." This term, shortened and corrupted by French traders, resulted in retention of the last syllable as "Sioux." There are various Sioux divisions and each has important cultural, linguistic, territorial and political distinctions.<br> &nbsp;<br> The construction area includes sites that are sacred to the Native Americans living there. Some of the area’s archeological finds may have already been destroyed by the construction company.&nbsp; Perhaps more importantly, since the pipeline crosses the Missouri River and Lake Oahe just upstream from the reservation, the pipeline threatens the tribe's sole water supply.<br> &nbsp;<br> For Native Americans, who have been living in North America for millennia longer than the European immigrants, water is inseparable from life. In fact the Lakota word for water "mni" (pronounced m'nee), translates literally to "it gives me life." They refer to themselves as "protectors" rather than "protesters" in their opposition to the pipeline.<br> &nbsp;<br> The question of land and water rights is central to the legal battle to protect the river. Federal law mandates that tribes must be consulted before large construction projects are approved. The 1992 law specifically states that the property in question need not be on reservation land.<br> &nbsp;<br> In addition, Native American nations are entitled to government-to-government negotiations in their interactions with federal agencies. With the Dakota Access Pipeline, there was little and late consultation with the tribe. The Army Corps of Engineers gave fast-track approval to the project, exempting it from strict environmental review. On September 20, 2016, Standing Rock leader Dave Archambault appealed to the United Nations Human Rights Council to make their case that the United States has broken several treaties granting Sioux sovereignty over the land in question.<br> &nbsp;<br> Members of the Standing Rock tribe began their demonstrations against the project in April, but little attention was paid to the opposition until summer, when large numbers of Native Americans around the country joined the camp at the construction site. By September, 4,000 protesters were camped out in hundreds of tents and tipis, making it one of North Dakota's larger towns. The site has taken on many aspects of a small town--including communal supplies and meals, a school, sanitation, wind and solar power, security, entertainment, radio station and medical clinics.<br> &nbsp;<br> Though the camp (actually four separate camps) is largely Native American, the protests have been joined by climate activists, Black Lives Matter activists, celebrities and indigenous peoples from around the world. Donations of supplies arrive constantly and several fundraising campaigns have brought almost a million dollars to the effort.&nbsp; Hundreds of demonstrations in solidarity with Standing Rock have taken place around the country and beyond.<br> &nbsp;<br> The participants see the Standing Rock protest as significant historically. It is the first time in 140 years that the seven Sioux nations have come together. Hundreds of other tribes have sent support, both spiritual and physical. Native peoples around the world have likewise lent support. Organizations and activists committed to halting global climate change oppose all infrastructure projects aimed at extracting fossil fuels; they too are uniting against the pipeline. &nbsp;<br> &nbsp;</p> <hr> <h3><br> For Discussion<span style="font-size: 12px;">&nbsp;</span></h3> <p>The following are quotations about the Standing Rock standoff. Make a copy of the quotes and the questions that follow.&nbsp; Cut them up, and ask three volunteers to read the quotes out loud, and then the questions that follow their quote.&nbsp; After each quote, discuss the questions (and any additional questions that come up) in the context of the Dakota Access Pipeline.<br> &nbsp;</p> <hr> <p>&nbsp; &nbsp;</p> <h4>Quote 1:</h4> <p class="rteindent1">"While the U.S. produced 7.5 million barrels of crude oil per day in 2013, it still imported 7.7 million barrels per day in order to meet consumer demands. We need to close the gap between what we produce as a country and what we consume before we can be truly independent of foreign imports. Every barrel of oil produced in the United States directly displaces a barrel of foreign oil."&nbsp;&nbsp; —Dakota &nbsp;Access/Energy Transfer website</p> <h4>Questions:</h4> <ul> <li>Is the Dakota Access pipeline necessary for the national interests of the United States?</li> <li>What are the alternatives to building the pipeline?<br> &nbsp;</li> </ul> <hr> <h4><br> Quote 2:&nbsp;</h4> <p class="rteindent1">"The Dakota Access pipeline would be with us decades into the future. Once built and operating the economic incentives to keep it going will be hard to overcome. Every year it will be the source of carbon emissions equivalent to nearly 30 coal plants. ... Building Dakota Access would be yet another barrier to the path to climate safety.<br> — priceofoil.org&nbsp;</p> <h4>Questions:</h4> <ul> <li>Is slowing global climate change a good reason to stop the Dakota Access Pipeline?</li> <li>Could Standing Rock be a turning point in the fight to keep fossil fuels "in the ground?"&nbsp;&nbsp;&nbsp;<br> &nbsp;</li> </ul> <hr> <h4><br> Quote 3:&nbsp;</h4> <p class="rteindent1">"Every time we drink water, we say mni wiconi, water of life. We cannot live without water. So I don’t understand why America doesn’t understand how important water is. So we have no choice. We have to stand. No matter what happens, we have to stand to save the water." — &nbsp;LaDonna Brave Bull Allard, tribal historian</p> <h4>&nbsp;Questions:</h4> <ul> <li>Do Americans fail to understand how important water is? If so, why?</li> <li>How important are the interests of the Standing Rock Sioux?<br> <br> &nbsp;</li> </ul> <hr> <h3>&nbsp;&nbsp;&nbsp;<br> Sources&nbsp;</h3> <p>h<a href="http://www.daplpipelinefacts.com/">ttp://www.daplpipelinefacts.com/</a><br> <a href="http://www.theatlantic.com/technology/archive/2016/09/dapl-dakota-sitting-rock-sioux/499178/">http://www.theatlantic.com/technology/archive/2016/09/dapl-dakota-sitting-rock-sioux/499178/</a><br> http://www.wsj.com/articles/fight-over-dakota-access-pipeline-intensifies-1476234035<br> <a href="https://www.theguardian.com/us-news/2016/sep/12/north-dakota-standing-rock-protests-civil-rights">https://www.theguardian.com/us-news/2016/sep/12/north-dakota-standing-rock-protests-civil-rights</a><br> <a href="http://www.foxnews.com/us/2016/09/16/demonstrators-turn-north-dakota-protest-site-into-sprawling-community.html">http://www.foxnews.com/us/2016/09/16/demonstrators-turn-north-dakota-protest-site-into-sprawling-community.html</a><br> <a href="http://www.commondreams.org/views/2016/09/05/why-founder-standing-rock-sioux-camp-cant-forget-whitestone-massacre">http://www.commondreams.org/views/2016/09/05/why-founder-standing-rock-sioux-camp-cant-forget-whitestone-massacre</a><br> <a href="http://www.democracynow.org/2016/9/8/standing_rock_sioux_historian_dakota_access">http://www.democracynow.org/2016/9/8/standing_rock_sioux_historian_dakota_access</a><br> <a href="http://www.democracynow.org/2016/9/12/in_dramatic_reversal_white_house_halts">http://www.democracynow.org/2016/9/12/in_dramatic_reversal_white_house_halts</a><br> <a href="http://www.motherjones.com/environment/2016/09/dakota-access-pipeline-protest-timeline-sioux-standing-rock-jill-stein">http://www.motherjones.com/environment/2016/09/dakota-access-pipeline-protest-timeline-sioux-standing-rock-jill-stein</a><br> <a href="http://www.nbcnews.com/news/us-news/standing-rock-sioux-takes-pipeline-fight-un-human-rights-council-n651381">http://www.nbcnews.com/news/us-news/standing-rock-sioux-takes-pipeline-fight-un-human-rights-council-n651381</a><br> <a href="http://priceofoil.org/2016/09/12/the-dakota-access-pipeline-will-lock-in-the-emissions-of-30-coal-plants/">http://priceofoil.org/2016/09/12/the-dakota-access-pipeline-will-lock-in-the-emissions-of-30-coal-plants/</a><br> <a href="http://www.thestranger.com/slog/2016/09/06/24539619/were-at-standing-rock-watching-the-historic-standoff-between-native-american-tribes-and-pipeline-builders">http://www.thestranger.com/slog/2016/09/06/24539619/were-at-standing-rock-watching-the-historic-standoff-between-native-american-tribes-and-pipeline-builders</a><br> <a href="http://indiancountrytodaymedianetwork.com/2016/08/15/dakota-access-pipeline-standoff-mni-wiconi-water-life-165470">http://indiancountrytodaymedianetwork.com/2016/08/15/dakota-access-pipeline-standoff-mni-wiconi-water-life-165470</a><br> <a href="http://standingrock.org/history/">http://standingrock.org/history/</a></p> <p>&nbsp;</p> </div> <!-- END OUTPUT from 'themes/contrib/bootstrap/templates/field/field.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--uid--teachable-moment-lesson.html.twig x field--node--uid.html.twig * field--node--teachable-moment-lesson.html.twig * field--uid.html.twig * field--entity-reference.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--uid.html.twig' --> <span> <!-- THEME DEBUG --> <!-- THEME HOOK: 'username' --> <!-- BEGIN OUTPUT from 'core/modules/user/templates/username.html.twig' --> <span>fionta</span> <!-- END OUTPUT from 'core/modules/user/templates/username.html.twig' --> </span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--uid.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--created--teachable-moment-lesson.html.twig x field--node--created.html.twig * field--node--teachable-moment-lesson.html.twig * field--created.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--created.html.twig' --> <span> <!-- THEME DEBUG --> <!-- THEME HOOK: 'time' --> <!-- BEGIN OUTPUT from 'core/modules/system/templates/time.html.twig' --> <time datetime="2016-09-23T08:19:36-04:00" title="Friday, September 23, 2016 - 08:19">September 23, 2016</time> <!-- END OUTPUT from 'core/modules/system/templates/time.html.twig' --> </span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--created.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'links__node' --> <!-- FILE NAME SUGGESTIONS: * links--node.html.twig x links.html.twig --> <!-- BEGIN OUTPUT from 'themes/contrib/bootstrap/templates/system/links.html.twig' --> <!-- END OUTPUT from 'themes/contrib/bootstrap/templates/system/links.html.twig' --> Fri, 23 Sep 2016 12:19:36 +0000 fionta 380 at https://www.morningsidecenter.org Zoos, Circuses & Theme Parks: Should We Cage Animals for Our Entertainment? https://www.morningsidecenter.org/teachable-moment/lessons/zoos-circuses-theme-parks-should-we-cage-animals-our-entertainment <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--title--teachable-moment-lesson.html.twig x field--node--title.html.twig * field--node--teachable-moment-lesson.html.twig * field--title.html.twig * field--string.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--title.html.twig' --> <span>Zoos, Circuses &amp; Theme Parks: Should We Cage Animals for Our Entertainment?</span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--title.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--body--teachable-moment-lesson.html.twig * field--node--body.html.twig * field--node--teachable-moment-lesson.html.twig * field--body.html.twig * field--text-with-summary.html.twig x field.html.twig --> <!-- BEGIN OUTPUT from 'themes/contrib/bootstrap/templates/field/field.html.twig' --> <div class="field field--name-body field--type-text-with-summary field--label-hidden field--item"><h4>Reading 1:</h4> <h4>Should Animals Be Entertainers?</h4> <p>Is it ethical to keep in captivity animals that are normally found in the wild? In recent years, the debate around this question has been heating up, with animal rights advocates convincing an increasing percentage of the public to reconsider its attitudes about zoos, circuses, and theme parks featuring water animals. In the summer of 2016, after a long campaign by animal rights groups, Barnum and Bailey's announced that it would be retiring its elephant performers. Similarly, the marine mammal park SeaWorld announced that it would be phasing out the use of orcas (or killer whales) as performing animals.</p> <p>In 2013, SeaWorld came under fire for its killer whale program after the release of the documentary <em>Blackfish</em>. The film raised questions about the ethics and safety of holding captive orcas for entertainment. Orcas, which are considered to be among the most intelligent species on Earth and are believed to be capable of complex emotions, are prone to extreme psychological stress as a result of life in captivity and the rigorous training required to perform for audiences. In a January 25, 2013, article for the <em><a href="http://articles.latimes.com/2013/jan/25/entertainment/la-et-mn-sundance-blackfish-20130125/2">Los Angeles Times</a>, </em>reporter Amy Kaufman discussed the documentary's argument:<br> &nbsp;</p> <p style="margin-left:35.45pt;">[Samantha] Berg, now 44, is one of eight former park employees who appear in "Blackfish," a documentary that received a strong reception when it premiered at the Sundance Film Festival last month and was quickly acquired by Magnolia Pictures and CNN Films. Directed by Gabriela Cowperthwaite, the movie examines whales in captivity and one in particular, Tilikum — an orca that has killed three people, including veteran SeaWorld trainer Dawn Brancheau in 2010.</p> <p style="margin-left:35.45pt;">The film...explores the psychology of Tilikum, who was born in the wild near Iceland in 1983, captured and sent to a marine park near Vancouver before coming to SeaWorld in Orlando. Separated from his family, he was bullied by other whales as a calf in captivity. Older female whales raked his skin constantly, and Tilikum ("friend" in Chinook) was kept in a small, dark tank for more than 14 hours at a time — factors the movie suggests may have contributed to his aggression later....</p> <p style="margin-left:35.45pt;">Berg said she came to realize she told numerous things to park-goers that were not true — including that whales live longer in captivity than in the wild. (Orcas can live as long as 80 years in the wild, according to the Vancouver Aquarium.) When she was hired, she was also unaware of Tilikum's dangerous history or that orcas had injured dozens of trainers over the years.<br> &nbsp;</p> <p>In response to <em>Blackfish, </em>SeaWorld launched a multi-million dollar public relations campaign to address claims made by the documentary. SeaWorld claimed that its animals were "healthy and passionately cared for" and that seeing them perform left visitors "inspired and enriched by their experience with killer whales" and "more aware of the need to preserve the world around [these animals]." Nevertheless, the impact of the film on SeaWorld's bottom line was significant, as the parks reported reduced attendance and lost revenue. Ultimately, in 2016, SeaWorld announced that it would stop using orcas at all of its locations by 2019.</p> <p>In a similar move, the Ringling Brothers and Barnum &amp; Bailey Circus announced in January 2016 that it would end its use of elephants as performers. Animal rights activists had long argued that keeping elephants in captivity was cruel, since in the wild, the species forms strong familial bonds that are broken in captivity. Further, elephants are accustomed to having vast open spaces in which to roam. While Barnum &amp; Bailey contested the claims of critics, arguing that it treated its elephants humanely, it ultimately bowed to changing public attitudes about seeing animals used for entertainment. As Sandra Pedicini wrote in a March 5, 2015 article, for the <em><a href="http://www.orlandosentinel.com/business/tourism/os-theme-parks-animal-attractions-20150305-story.html">Orlando Sentinel</a>, </em>the actions of both SeaWorld and Barnum &amp; Bailey reflect a change in attitude:</p> <p style="margin-left:35.45pt;">The Ringling Bros. and Barnum &amp; Bailey Circus announcement Thursday that it will retire its performing elephants is part of a trend of entertainment companies rethinking their use of animals.</p> <p style="margin-left:35.45pt;">Though they still draw crowds, animals can be a liability. They bring unpredictability and, increasingly, controversy.</p> <p style="margin-left:35.45pt;">"Everybody who deals with animals is very concerned about the precedent that's being set with&nbsp;SeaWorld&nbsp;and killer whales," said&nbsp;Jim Hill, an industry blogger and editor of JimHillMedia.com. "Everyone's quietly sitting back hoping ... 'they [animal-welfare activists] won't come after us.'"...</p> <p style="margin-left:35.45pt;">Americans' attitudes toward animals have changed through the years, theme-park industry experts said. People view them more as companions and pay more attention to their treatment in circuses, zoos and theme parks. Thanks to cable stations such as&nbsp;Animal Planet&nbsp;and Discovery Channel, seeing wild animals in person isn't as exciting now, said Scott Smith, assistant hospitality professor at the University of South Carolina....</p> <p style="margin-left:35.45pt;">Disney's Animal Kingdom, the only Central Florida zoological facility that still keeps elephants, would not comment on Ringling's announcement but said it has not made any changes to its animal exhibits.<br> &nbsp;</p> <p>Although seeing large animals perform for human entertainment was long considered a thrilling spectacle, it is a practice that is increasingly regarded as inhumane.<br> &nbsp;</p> <h4>For Discussion<br> &nbsp;</h4> <ol> <li style="margin-left: 0.5in;">How much of the material in this reading was new to you, and how much was already familiar? Do you have any questions about what you read?</li> <li style="margin-left: 0.5in;">According to the reading, how are public attitudes about animal performers such as orca whales and elephants changing?</li> <li style="margin-left: 0.5in;">In response to critics, SeaWorld argued that seeing shows with whales as performers inspired audiences to contribute to conservation efforts that benefit wildlife. Do you think that this argument justifies using captive animals as performers?</li> <li style="margin-left: 0.5in;">What do you think? Should animals normally found in the wild be used for circuses and marine theme parks? Explain your position.</li> </ol> <p style="margin-left:.5in;">&nbsp;</p> <hr> <h4>&nbsp;</h4> <h4>Reading 2:<br> Is it Time to Rethink Zoos?<br> &nbsp;</h4> <p>In May 2016, a young boy at the Cincinnati Zoo climbed into the enclosure that was home to the Western lowland gorilla, Harambe. Zoo workers were compelled to shoot and kill the gorilla in order to save the boy. While killing Harambe was widely seen as justified, his death has ignited a debate about the place of zoos in our society.</p> <p>People for the Ethical Treatment of Animals (PETA), a well-known animal rights organization, staunchly opposes zoos. PETA argues that zoos contribute to unhealthy attitudes toward animal life, and that enclosures for captive animals restrict their instinctive, natural behavior. The organization's public <a href="http://www.peta.org/about-peta/why-peta/zoos/">statement</a> on zoos reads:<br> &nbsp;</p> <p style="margin-left:35.45pt;">PETA opposes zoos because cages and cramped enclosures at zoos deprive animals of the opportunity to satisfy their most basic needs. The zoo community regards the animals it keeps as commodities, and animals are regularly bought, sold, borrowed, and traded without any regard for established relationships. Zoos breed animals because the presence of babies draws zoo visitors and boosts revenue. But the animals’ fate is often bleak once they outgrow their "cuteness." And some zoos still import animals from the wild.</p> <p style="margin-left:35.45pt;">In general, zoos and wildlife parks preclude or severely restrict natural behavior, such as flying, swimming, running, hunting, climbing, scavenging, foraging, digging, exploring, and selecting a partner. The physical and mental frustrations of captivity often lead to abnormal, neurotic, and even self-destructive behavior, such as incessant pacing, swaying, head-bobbing, bar-biting, and self-mutilation....</p> <p style="margin-left:35.45pt;">Proponents of zoos like to claim that zoos protect species from extinction—seemingly a noble goal. However, wild-animal parks and zoos almost always favor large and charismatic animals who draw large crowds of visitors, but they neglect less popular species that also need to be protected. Most animals in zoos are not endangered, and while confining animals to zoos keeps them alive, it does nothing to protect wild populations and their habitats.</p> <p style="margin-left:35.45pt;">Returning captive-bred animals to the wild is, in most cases, impossible because animals who are reared in zoos are denied the opportunity to learn survival skills, can transmit diseases to their wild counterparts, and often have no natural habitat left to return to because of human encroachment. Breeding programs simply produce cute baby animals to attract zoo patrons and generate revenue, creating a surplus of unwanted adult animals. As a result, zoos often become extremely crowded, and older animals may be "warehoused" behind the scenes or shuffled off to shabby roadside zoos, animal dealers, or auctions.<br> &nbsp;</p> <p>Defenders of zoos argue that these institutions are critical to the protection of endangered species, allowing millions of people to see animals up close and to develop an appreciation for the importance of protecting them. As zookeeper and frequent TV guest Jack Hanna argued in a May 15, 2015, article for <em><a href="http://time.com/3859186/zoo-defense/">TIME</a></em>, opponents of zoos can underestimate the challenges to animals living in the "wild." Hanna wrote:<br> &nbsp;</p> <p style="margin-left:35.45pt;">More than&nbsp;175 million people visit zoos and aquariums accredited by the Association of Zoos and Aquariums (AZA) each year. Zoos and aquariums play a critical role in the survival of endangered species and allow people from all walks of life to experience and learn about the animal world. Animals in zoos are ambassadors to their cousins in the wild—they educate people about the importance of wildlife. After a visit to the zoo—listening, seeing, smelling— people often leave with a newfound understanding and compassion for wildlife.</p> <p style="margin-left:35.45pt;">AZA accreditation requires excellence in animal care and welfare, conservation, education and scientific studies. There are&nbsp;more than 200&nbsp;accredited institutions, and in 2013, they donated nearly&nbsp;$160 million&nbsp;to support about 2,450 conservation projects in more than 120 countries. Species such as the black-footed ferret, California condor, Mexican wolf, scimitar-horned oryx, and&nbsp;Przewalski’s horses&nbsp;have overcome near-extinction in part because of zoos’ commitment to conservation.</p> <p style="margin-left:35.45pt;">Critics say the only place animals belong is in the wild, but those boundaries are shrinking each day. Having traveled the world, the only places I consider truly "wild" are Antarctica, parts of the Amazon and some places in Africa. Even in Africa, the "wild" places tend to be national parks with guarded boundaries. Animals face many challenges, including habitat loss, poaching, severe weather, and war. The "wild" is not necessarily the idyllic place people imagine. Poaching has decimated the northern white rhino population—the last known male has his own&nbsp;personal 24-hour security&nbsp;to ensure he isn’t poached for his horn....</p> <p style="margin-left:35.45pt;">Every aquarium and zoo I work with believes its mission includes raising awareness about the challenges faced by animals around the world. We know animals have the power to touch our hearts, and when this happens, it opens the door to education that can inspire people to participate in protecting animals and conserving their environments.<br> &nbsp;</p> <p>For people on both sides of the debate about zoos, the tragedy in Ohio raised difficult questions. The death of Harambe led <em><a href="http://dotearth.blogs.nytimes.com/2016/06/02/after-harambes-death-rethinking-zoos/">New York Times</a> </em>science and environmental writer Andrew C. Revkin to wonder in a June 2, 2016, article about the moral costs of keeping in captivity animals capable of complex thought and emotions, like gorillas. Revkin wrote:<br> &nbsp;</p> <p style="margin-left:35.45pt;">There are plenty of arguments in favor of [gorilla] exhibits, which engage urban audiences with an extraordinary species and educate people about the threats gorillas face from deforestation, disease and poaching. They also sustain&nbsp;a pool of genetic diversity&nbsp;for a species that is considered&nbsp;critically endangered&nbsp;and at risk of extinction in the wild.</p> <p style="margin-left:35.45pt;">But I’ve also come to see substantial merit in the emerging concept of&nbsp;nonhuman personhood....</p> <p style="margin-left:35.45pt;">As a result, I’ve become convinced&nbsp;that&nbsp;it’s time for a fresh look at zoos....</p> <p style="margin-left:35.45pt;">Captive apes don’t all die from a gunshot; but almost all die having never really experienced what it is to be a gorilla. Harambe was born in a zoo in Brownsville, Texas.</p> <p style="margin-left:35.45pt;">This issue was&nbsp;compellingly explored in <em>Scientific American</em>&nbsp;this week by&nbsp;Marc Bekoff, who studies animals’ behavior and awareness&nbsp;and is a proponent of what he calls "compassionate conservation":</p> <p style="margin-left:35.45pt;">"While some might say Harambe had a ‘good life’ in the zoo, it doesn’t come close to the life he would have had as a wild gorilla, with all its attendant risks. Indeed, one might argue that the animal people were seeing was not really a true western lowland&nbsp; gorilla, surely not an ambassador for his species."</p> <p style="margin-left:35.45pt;">[Bekoff] calls for an end to captive breeding of gorillas and an eventual shift from zoos to sanctuaries, with money saved going to conservation of species in the wild.<br> &nbsp;</p> <h4>For Discussion<br> &nbsp;</h4> <ol> <li style="margin-left: 0.5in;">How much of the material in this reading was new to you, and how much was already familiar? Do you have any questions about what you read?</li> <li style="margin-left: 0.5in;">According to the reading, what are some of PETA's arguments for opposing zoos?</li> <li style="margin-left: 0.5in;">How do zoo defenders like Jack Hanna respond?</li> <li style="margin-left: 0.5in;">Zoo defenders contend that their institutions raise millions of dollars for conservation and habitat protection for wild animals. What do you think of this argument?</li> <li style="margin-left: 0.5in;">How do you think that seeing animals in captivity affects our perceptions about animal life? Do you think that these encounters are positive or do they distort our understanding of how animals naturally live and behave? Explain your position.</li> </ol> </div> <!-- END OUTPUT from 'themes/contrib/bootstrap/templates/field/field.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--uid--teachable-moment-lesson.html.twig x field--node--uid.html.twig * field--node--teachable-moment-lesson.html.twig * field--uid.html.twig * field--entity-reference.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--uid.html.twig' --> <span> <!-- THEME DEBUG --> <!-- THEME HOOK: 'username' --> <!-- BEGIN OUTPUT from 'core/modules/user/templates/username.html.twig' --> <span>fionta</span> <!-- END OUTPUT from 'core/modules/user/templates/username.html.twig' --> </span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--uid.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--created--teachable-moment-lesson.html.twig x field--node--created.html.twig * field--node--teachable-moment-lesson.html.twig * field--created.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--created.html.twig' --> <span> <!-- THEME DEBUG --> <!-- THEME HOOK: 'time' --> <!-- BEGIN OUTPUT from 'core/modules/system/templates/time.html.twig' --> <time datetime="2016-08-07T08:13:53-04:00" title="Sunday, August 7, 2016 - 08:13">August 7, 2016</time> <!-- END OUTPUT from 'core/modules/system/templates/time.html.twig' --> </span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--created.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'links__node' --> <!-- FILE NAME SUGGESTIONS: * links--node.html.twig x links.html.twig --> <!-- BEGIN OUTPUT from 'themes/contrib/bootstrap/templates/system/links.html.twig' --> <!-- END OUTPUT from 'themes/contrib/bootstrap/templates/system/links.html.twig' --> Sun, 07 Aug 2016 12:13:53 +0000 fionta 386 at https://www.morningsidecenter.org Earth Day Lesson: Plastics and You https://www.morningsidecenter.org/teachable-moment/lessons/earth-day-lesson-plastics-and-you <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--title--teachable-moment-lesson.html.twig x field--node--title.html.twig * field--node--teachable-moment-lesson.html.twig * field--title.html.twig * field--string.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--title.html.twig' --> <span>Earth Day Lesson: Plastics and You</span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--title.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--body--teachable-moment-lesson.html.twig * field--node--body.html.twig * field--node--teachable-moment-lesson.html.twig * field--body.html.twig * field--text-with-summary.html.twig x field.html.twig --> <!-- BEGIN OUTPUT from 'themes/contrib/bootstrap/templates/field/field.html.twig' --> <div class="field field--name-body field--type-text-with-summary field--label-hidden field--item"><hr> <h4><br> Learning Objectives</h4> <p>Students will:</p> <ul> <li>keep a record of their plastics use</li> <li>brainstorm ways to decrease their use of plastics</li> <li>choose and implement at least one action step they will take to reduce their plastics use</li> <li>brainstorm systemic solutions to excessive use of plastics, such as bag bans, bag taxes, and banning the sale of bottled water</li> </ul> <p>&nbsp;</p> <hr> <p>&nbsp;</p> <h4><strong>Introduction</strong></h4> <p>&nbsp;<br> Write the word "plastic" on the board and tell students that in this lesson they will be gathering data about plastic use and exploring ways to decrease it, including changing their personal behaviors and advocating for larger-scale change.<br> &nbsp;<br> Have students read—or read aloud to students—the Background Reading below so they can learn more about how much plastic we use and the impact that it has on the natural environment. &nbsp;After the reading, provide an opportunity for students to ask questions or share comments about it.</p> <p>&nbsp;</p> <hr> <p>&nbsp;</p> <h4><strong>Background Reading: Drowning in Plastic</strong></h4> <p><br> We’re drowning in plastic! Plastic bags, plastic bottles, plastic wrapping on almost everything we buy. Plastic keyboards, plastic phone cases, even plastic furniture.</p> <div> <p>Just how much plastic are we humans using? Let’s take a look at some numbers.<br> &nbsp;</p> <p><strong>The Data</strong><br> &nbsp;<br> Globally, people use 100 million tons of plastic a year. In the 1950s, people used only 5 million tons per year. <a href="#ref1" name="_ftnref1"><sup><sup>[1]</sup></sup></a><br> &nbsp;<br> Consider the ubiquitous plastic bag. How many of them do we use? <a href="#_ftn2" name="_ftnref2" title><sup><sup>[2]</sup></sup></a></p> <ul> <li>1 trillion plastic bags a year globally</li> <li>1 million plastic bags every minute</li> <li>100 billion plastic bags in the United States every year</li> <li>15 plastic bags by a family on every trip to the supermarket</li> </ul> &nbsp;<br> And what about plastic bottles? How many of those do we use? <ul> <li>190 billion drinks in plastic bottles in the United States every year</li> <li>2.5 million plastic bottles in the United States every hour<sup><sup><a href="#_ftn3" name="_ftnref3" title>[3]</a></sup></sup></li> <li>500 plastic bottles per U.S. household per year<a href="#_ftn4" name="_ftnref4" title><sup><sup>[4]</sup></sup></a></li> <li>2 plastic drink containers a day per person in the United States<a href="#_ftn5" name="_ftnref5" title><sup><sup>[5]</sup></sup></a></li> </ul> &nbsp;<br> <strong>The Impact</strong><br> &nbsp;<br> This huge amount of plastic affects our world in dangerous ways.<br> &nbsp;<br> First of all, remember that plastic doesn’t decompose quickly. A plastic bag, for example, can endure in the environment for 1,000 years. Think about that. A thousand years ago it was the 1100s! So the plastic waste we generate today isn’t going to go away. It’s going to pile up on land and float in the oceans. (For more information about the impact of plastic waste in the ocean, see <a href="http://www.morningsidecenter.org/teachable-moment/lessons/message-waves-two-earth-day-lessons-middle-school-students">these Teachable Moment lessons</a>.) <ul> <li>Only about 1 in 5 plastic bottles gets recycled. That means that 4 out of 5 go into landfills.<sup><sup><a href="#_ftn6" name="_ftnref6" title>[6]</a></sup></sup></li> </ul> <ul> <li>Only about 5% of plastic bags get recycled.</li> </ul> <ul> <li>More than 90% of humans on the planet have chemical residue from plastics in their bodies.<a href="#_ftn7" name="_ftnref7" title><sup><sup>[7]</sup></sup></a></li> </ul> <ul> <li>86% of debris in the ocean is plastic.<a href="#_ftn8" name="_ftnref8" title><sup><sup>[8]</sup></sup></a></li> </ul> <ul> <li>More than 1 million birds and marine mammals die from ingesting or getting tangled in plastic every year.<sup><sup><a href="#_ftn9" name="_ftnref9" title>[9</a></sup></sup></li> </ul> &nbsp; <div> <hr> <h4><br> Record Your Plastics!</h4> <p><br> Ask students to begin thinking about what they use that is made of plastic or has plastic in it.</p> </div> Explain that they are going to keep a record for one day of the plastic that they use. Distribute this "<a href="http://www.morningsidecenter.org/sites/default/files/documents-pdfs/Record%20Your%20Plastics.pdf" target="_blank">Record Your Plastics</a>"&nbsp;sheet.<br> &nbsp;<br> Review examples with students, and ask students to come up with one more example that could be added to the chart. Then tell students that tomorrow will be the day that they will do the exercise.<br> &nbsp; <p><strong>Report back</strong></p> The day after students complete "Record Your Plastics," ask them what they notice about their lists.<br> &nbsp;<br> Students might notice, for example, that they used several plastic cups, or that they threw away the plastic container that they brought their lunch in, or that they have furniture at home or in school that is made of plastic.<br> &nbsp;<br> Make a list of student observations.<br> &nbsp;<br> Then ask students to write for two minutes about what they think and how they feel about the results of their plastics record. Give volunteers the opportunity to share their thoughts and feelings.<br> &nbsp; <hr> <p>&nbsp;</p> <h4>Group Work</h4> <p><br> Divide the class into groups. Give students highlighters in at least two colors (Highlights are made of plastic, by the way!)&nbsp;</p> <p>Ask students to look at the third column of their record, "What I did with it after I used it." Have them use one color to highlight all the items that they threw away immediately (e.g., a plastic bag) or that they would throw away eventually (e.g., a computer).<br> &nbsp;<br> Then have them look at the fourth column and use a different color to highlight all the items that they could easily replace with something non-plastic.<br> &nbsp;<br> Ask students, working with their group members, decide on one thing they are willing to change regarding their plastic use. To decide, have them review their charts:</p> <ul> <li>Is there something they threw away immediately that they could avoid using entirely?</li> <li>Is there something easily replaced that they could replace? For example, will they commit to using cloth bags instead of plastic bags? Will they commit to not using plastic straws?</li> </ul> &nbsp; <hr> <p>&nbsp;</p> <h4><strong>Class Discussion</strong></h4> <p><br> Ask people from each of the groups to report back:</p> <ul> <li>What were the most common plastic items students used? List these on the board.</li> <li>What items did students decide they could avoid entirely?</li> <li>What items could they easily replace?</li> </ul> Work with students on their choices.&nbsp; If they can’t commit to getting a reusable water bottle, for example, urge them to stop using an item that isn’t really necessary, like a plastic straw.<br> &nbsp;<br> Ask students what obstacles stand in the way of their making the change, and what they need in order to overcome that obstacle and then problem-solve with them. &nbsp;If, for example, they get bottled water from the machines at school, where can they get a reusable bottle? If they can’t afford to buy one, can the class see if a local business, such as a donut shop or dollar store, will donate plastic bottles?<br> &nbsp; <hr> <p>&nbsp;</p> <h4><strong>Follow-Up Study</strong></h4> <p><br> For a week, have students keep a record of their use of the item they targeted.</p> <p>For example, if they committed to reduce their use of plastic straws, how many straws did they use every day that week? &nbsp;How did the number compare to the number they recorded in their log?<br> &nbsp;<br> Or, how many plastic bags did they use, and how did that number compare to the number they had recorded at the start of the lesson?<br> &nbsp;<br> At the end of the week, check back with students on how they are doing.&nbsp; Did they meet their goals?&nbsp; If so, how? If not, why not?<br> &nbsp;<br> Ask students to calculate how many items they will <em>not </em>use over the course of a year if they continue their new behavior. If, for example, they stop using one plastic bottle a day, in a year, they will use 365 fewer bottles.<br> &nbsp;<br> Then tally total class numbers: How many plastic bottles and how many plastic bags will students <em>not</em> be using?<br> &nbsp;</p> <hr> <p>&nbsp;</p> <h4><strong>Discussion:&nbsp; Systemic Change</strong></h4> <br> Changes that individuals make do add up. But changes made at a larger scale add up even faster, and can be more lasting. Encourage students to think about what larger-scale changes they could push for and possibly achieve.<br> &nbsp;<br> For example, could they advocate that their town or city institute a ban on plastic bags, or impose a fee on them?<br> &nbsp;<br> Or, could students find a way to get water bottles for every student in the school, and get the school to remove the machines that sell bottled water?<br> &nbsp;<br> Here are a few links to get them—and you—started.<br> &nbsp;<br> <a href="http://plasticbaglaws.org/">http://plasticbaglaws.org/</a><br> <a href="http://www.citizenscampaign.org/campaigns/plastic-bags.asp">http://www.citizenscampaign.org/campaigns/plastic-bags.asp</a> (New York)<br> <a href="http://www.byobyork.org/resources/action.html">http://www.byobyork.org/resources/action.html</a><br> <br> &nbsp; <hr> <h4><br> References</h4> <p><br> <a href="#_ftnref1" name="ref1">[1]</a> <a href="http://www.greenlivingtips.com/articles/Consumption-statistics.html">http://www.greenlivingtips.com/articles/Consumption-statistics.html</a></p> <p><a href="#_ftnref2" name="_ftn2" style="background-color: rgb(255, 255, 255);" title>[2]</a> <a href="http://www.statisticbrain.com/plastic-bag-statistics/">http://www.statisticbrain.com/plastic-bag-statistics/</a></p> <p><a href="#_ftnref3" name="_ftn3" style="background-color: rgb(255, 255, 255);" title>[3]</a> <a href="http://www.saynotoplastics.com/plastic-facts/">http://www.saynotoplastics.com/plastic-facts/</a></p> <div> <div id="ftn4"><a href="#_ftnref4" name="_ftn4" title>[4]</a> http://www.statisticbrain.com/plastic-bag-statistics/</div> <div>&nbsp;</div> <div id="ftn5"><a href="#_ftnref5" name="_ftn5" title>[5]</a> http://www.inspirationgreen.com/index.php?q=plastic-bag-stats.html</div> <div>&nbsp;</div> <div id="ftn6"><a href="#_ftnref6" name="_ftn6" title>[6]</a> https://www.banthebottle.net/articles/10-startling-facts-about-bottled-water/</div> <div>&nbsp;</div> <div id="ftn7"><a href="#_ftnref7" name="_ftn7" title>[7]</a> http://www.environmentalhealthnews.org/ehs/news/dangers-of-plastic</div> <div>&nbsp;</div> <div id="ftn8"><a href="#_ftnref8" name="_ftn8" title>[8]</a> http://www.iwma.com/programs-events/Impact%20of%20Plastic.html</div> <div>&nbsp;</div> <div id="ftn9"><a href="#_ftnref9" name="_ftn9" title>[9]</a> http://www.iwma.com/programs-events/Impact%20of%20Plastic.html</div> </div> </div> <p>&nbsp;</p> <p><em>Photo: Sustainable Initiatives Fund Trust</em></p> </div> <!-- END OUTPUT from 'themes/contrib/bootstrap/templates/field/field.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--uid--teachable-moment-lesson.html.twig x field--node--uid.html.twig * field--node--teachable-moment-lesson.html.twig * field--uid.html.twig * field--entity-reference.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--uid.html.twig' --> <span> <!-- THEME DEBUG --> <!-- THEME HOOK: 'username' --> <!-- BEGIN OUTPUT from 'core/modules/user/templates/username.html.twig' --> <span>fionta</span> <!-- END OUTPUT from 'core/modules/user/templates/username.html.twig' --> </span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--uid.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--created--teachable-moment-lesson.html.twig x field--node--created.html.twig * field--node--teachable-moment-lesson.html.twig * field--created.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--created.html.twig' --> <span> <!-- THEME DEBUG --> <!-- THEME HOOK: 'time' --> <!-- BEGIN OUTPUT from 'core/modules/system/templates/time.html.twig' --> <time datetime="2016-04-19T16:24:30-04:00" title="Tuesday, April 19, 2016 - 16:24">April 19, 2016</time> <!-- END OUTPUT from 'core/modules/system/templates/time.html.twig' --> </span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--created.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'links__node' --> <!-- FILE NAME SUGGESTIONS: * links--node.html.twig x links.html.twig --> <!-- BEGIN OUTPUT from 'themes/contrib/bootstrap/templates/system/links.html.twig' --> <!-- END OUTPUT from 'themes/contrib/bootstrap/templates/system/links.html.twig' --> Tue, 19 Apr 2016 20:24:30 +0000 fionta 400 at https://www.morningsidecenter.org Should "Fracking" Be Banned? https://www.morningsidecenter.org/teachable-moment/lessons/should-fracking-be-banned <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--title--teachable-moment-lesson.html.twig x field--node--title.html.twig * field--node--teachable-moment-lesson.html.twig * field--title.html.twig * field--string.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--title.html.twig' --> <span>Should &quot;Fracking&quot; Be Banned?</span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--title.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--body--teachable-moment-lesson.html.twig * field--node--body.html.twig * field--node--teachable-moment-lesson.html.twig * field--body.html.twig * field--text-with-summary.html.twig x field.html.twig --> <!-- BEGIN OUTPUT from 'themes/contrib/bootstrap/templates/field/field.html.twig' --> <div class="field field--name-body field--type-text-with-summary field--label-hidden field--item"><h4>To the teacher:</h4> <p><br> Over the past fifteen years the unconventional natural gas extraction technique known as "horizontal hydraulic fracturing," or <em>fracking</em>, has led to a new boom in natural gas in the United States and around the world.</p> <p>But what are the costs and benefits of fracking? Environmentalists have expressed grave concerns about fracking, arguing that it poses dangers to groundwater and produces emissions that worsen climate disruption, among other things.</p> <p>This lesson consists of two readings to help students think critically about the impact of fracking. The first reading takes a closer look at what fracking is and what its potential impact might be. The second reading examines the political landscape around fracking, highlighting efforts by environmentalists in different parts of the world to ban the practice.</p> <p>&nbsp;</p> <hr> <p>&nbsp;</p> <h4>Reading 1:<br> "Fracking" and Its Impact</h4> <p><br> Over the past fifteen years the unconventional natural gas extraction technique known as "horizontal hydraulic fracturing," or <em>fracking</em>, has led to a new boom in natural gas in the United States and around the world.</p> <p>But what is fracking, and what are its costs and benefits?</p> <p>In Pennsylvania, where horizontal fracking has been happening for more than a decade, the website of the state’s public radio affiliate provides an introduction to the science of the process. Journalist Marie Cusick <a href="https://stateimpact.npr.org/pennsylvania/tag/fracking/">writes</a>:</p> <p style="margin-left:.75in;">Slick water hydraulic fracturing or "fracking" is a technology used to extract natural gas, and oil, that lies within a shale rock formation thousands of feet beneath the earth’s surface.</p> <p style="margin-left:.75in;">Combined with another technique called "horizontal drilling," natural gas companies are able to drill previously untapped reserves.</p> <p style="margin-left:.75in;">The combination of the two has resulted in a boom in domestic oil and gas production over the past five years. Horizontal drilling allows one surface well to tap gas trapped over hundreds of acres. Once the conventional vertical drill hits the shale formation, it turns horizontally. Drilling can then occur in several directions, much like the spokes of a wheel....</p> <p style="margin-left:.75in;">Under very high pressure, a combination of water, sand and chemicals is sent deep into the earth to create cracks and fissures in the shale rock. Those fissures are held open by the sand, allowing the natural gas to flow through those cracks, into the well bore and up to the surface. Wastewater from the process returns to the surface contaminated with some of those chemicals, as well as buried salts and naturally occurring radioactive material. That wastewater needs to be treated, or buried deep in the earth using underground injection wells.</p> <p style="margin-left:.75in;">&nbsp;</p> <p>Proponents of fracking argue that the process has provided a major boost to the U.S. economy. The editorial board of <a href="http://www.usatoday.com/story/opinion/2015/07/05/fracking-oil-gas-hydraulic-fracturing-epa-editorials-debates/29120887/"><em>USA Today</em></a> wrote an editorial in favor of fracking in July 2015, summarizing the benefits cited by industry leaders:</p> <p style="margin-left:.75in;">Fracking now accounts for <a href="http://www.eia.gov/conference/2015/pdf/presentations/staub.pdf">56% of U.S. natural gas production</a> and <a href="http://www.eia.gov/conference/2015/pdf/presentations/nulle.pdf">48% of oil output</a>, according to the Energy Information Administration. The boom has helped make America the world's <a href="http://www.politifact.com/truth-o-meter/statements/2015/jan/04/amy-klobuchar/klobuchar-says-us-worlds-no-1-oil-producer/">No. 1 producer of oil and gas</a>, and it has pushed the nation much closer to energy independence than almost anyone dared hope in the 1980s and 1990s.</p> <p style="margin-left:.75in;">Huge new natural gas supplies have helped lower prices, fuel a manufacturing turnaround and displace much dirtier coal in electricity production, cutting air pollution and greenhouse gas emissions.</p> <p>&nbsp;</p> <p>But environmental groups are skeptical of the benefits of fracking and see evidence of a plethora of problems with the process. &nbsp;Among other things, environmentalists and residents who live near fracking operations charge that</p> <ul> <li style="margin-left: 0.5in;">The "fracking fluid" used in the process is toxic. While companies have refused to disclose what is in the fluid, testing has found that it includes hundreds of contaminants.<br> &nbsp;</li> <li style="margin-left: 0.5in;">Fracking removes millions of gallons of fresh water from the water cycle. Each well uses 2-5 million gallons of fresh water, which is then permanently contaminated by ground contaminants and toxic chemicals contained in the fracking fluid.<br> &nbsp;</li> <li style="margin-left: 0.5in;">The vast quantities of wastewater from fracking is injected deep underground in oil and gas waste wells, where it may cause problems, including groundwater contamination and earthquakes.<br> &nbsp;</li> <li style="margin-left: 0.5in;">Fracking results in the release of methane and other greenhouse gases, pollution from truck traffic, chemical contamination around storage tanks, and logging and other disruption of natural areas.<br> &nbsp;</li> <li style="margin-left: 0.5in;">The fracking boom has led to a major push to build additional gas and oil pipelines crisscrossing the country. These pipelines, which face growing local and national opposition, have their own environmental impact. They also represent a further investment in fossil fuel infrastructure, which encourages further extraction of fuels that disrupt our climate.</li> </ul> <p>&nbsp;</p> <p>In a 2015 report entitled "Fracking Failures," the group <a href="http://pennenvironmentcenter.org/sites/environment/files/reports/PA_PA_fracking_scrn.pdf">PennEnvironment</a> charges that oil and gas companies often flout safety rules, adding to the danger of fracking.</p> <p style="margin-left:.75in;"><br> Oil and gas industry spokespeople routinely maintain that the risks of fracking can be minimized by best practices and appropriate state regulation. Not only is this false - fracking is harmful even when drillers follow all the rules - but drillers also regularly violate essential environmental and public health protections, undermining their own claims. A look at recent data from Pennsylvania, where key industry players pledged to clean up their acts, illustrates the frequency with which companies still break the rules.</p> <p style="margin-left:.75in;">In Pennsylvania, fracking companies violate rules and regulations meant to protect the environment and human health on virtually a daily basis. Between January 1, 2011, and August 31, 2014, the top 20 offending fracking companies committed an average of 1.5 violations per day. Fracking operators in Pennsylvania have committed thousands of violations of oil and gas regulations since 2011. These violations are not "paperwork" violations, but lapses that pose serious risks to workers, the environment and public health, including: allowing toxic chemicals to flow off drilling sites and into local soil and water... endangering drinking water through improper well construction... dumping industrial waste into local waterways... otherwise disposing of waste improperly.<br> &nbsp;</p> <p>One of the arguments in favor of fracking is that natural gas can be helpful in the fight against climate change because burning it releases half the carbon dioxide (CO2) than does burning oil and coal. Environmentalists, however, question this idea. They cite evidence of methane leaks at fracking wellpads and other natural gas infrastructure that are very harmful to the climate, since methane (CH4) is a potent "greenhouse gas." An incident at the Aliso Canyon gas storage facility in southern California in the fall of 2015 provided an example of a devastating leak connected with natural gas usage. As Andrew Freeman, journalist and science editor at <a href="http://mashable.com/2015/12/24/methane-gas-leak-california-aliso/#T4Z5ZATqrqqS"><em>Mashable</em> </a>noted in his December 24, 2015 article:</p> <p style="margin-left:.75in;">The environmental group Environmental Defense Fund, which emphasizes the need to eliminate methane leaks in order to reduce the climate impact of natural gas, says that the Aliso Canyon leak has amounted to about 62 million standard cubic feet of methane per day.</p> <p style="margin-left:.75in;">"That’s the same short-term greenhouse gas impact as the emissions from 7 million cars," the group <a href="https://www.edf.org/climate/californias-massive-methane-leak">says on its website</a>....</p> <p style="margin-left:.75in;">As utilities have increasingly turned to natural gas as the country's main source of fuel for generating electricity, displacing coal, they often tout its climate benefits as a cleaner burning fuel. However, research shows that if leaks of methane, which is a more potent but shorter-acting climate pollutant compared to carbon dioxide, are not curtailed, the climate benefits of natural gas can be dramatically lessened or negated entirely.</p> <p style="margin-left:.75in;">&nbsp;</p> <p>Concerns like these have led more and more people to question whether fracking is the clean "bridge fuel" to renewable energy that the industry touts.&nbsp; Perhaps it is a dangerous distraction from what climate activists say should be our top priorities: drastically reducing our energy consumption and switching to renewable energy alternatives, including solar and wind.</p> <h4>&nbsp;</h4> <h4>For Discussion:</h4> <ol> <li>How much of the material in these readings was new to you, and how much was already familiar? Do you have any questions about what you read?</li> </ol> <ol> <li value="2">What is "fracking?"</li> </ol> <ol> <li value="3">What arguments do people make in favor of fracking?&nbsp;<br> &nbsp;</li> <li>What arguments do people make against fracking?<br> &nbsp;</li> <li>What arguments do you find most compelling?&nbsp; Why?</li> </ol> <ol> <li value="6">Defenders of natural gas argue that it is a cleaner-burning fuel source than coal and so has an important place in the fight against climate change. But critics think that we are better off focusing on reducing energy consumption and on moving to renewable energy sources such as solar power. What do you think? Explain your position.</li> </ol> <p>&nbsp;</p> <hr> <p>&nbsp;</p> <h4><br> Reading 2:<br> The Political Debate About Fracking</h4> <p><br> Over the past decade, the use of fracking has expanded rapidly in the U.S. and abroad. As communities have experienced the direct impact of fracking, grassroots movements calling for more careful regulation of the practice, or even for outright bans on it, have expanded. In response, the industry has invested heavily in lobbying politicians to prevent bans and other regulations from passing.</p> <p>Fracking is big business. Since 2000, fracking has expanded from only 23,000 wells in the U.S. to over 300,000, resulting in billions of dollars in revenues. Danny Chivers, a climate change researcher, wrote an article in April 2014 for the <a href="http://www.utne.com/environment/anti-fracking-protests-zm0z14mazros.aspx"><em>New Internationalist</em></a> magazine about the influence of the fracking industry on U.S. regulatory politics:<br> &nbsp;</p> <p style="margin-left:.75in;">According to Sourcewatch, pro-fracking lobbyists poured $239 million into the campaign coffers of U.S. political candidates between 1990 and 2011, and spent a further $726 million on lobbying from 2001 to 2011.</p> <p style="margin-left:.75in;">It seems to have been money well spent, with a major shale boom unfolding from 2006 to the present day.....</p> <p style="margin-left:.75in;">After each fracking operation, between 30 and 60 percent of the water flows back up to the surface where it is collected for disposal. This water contains the chemicals and sand that were added as part of the fracking process, and also metals, salt, and other minerals that transferred into the water while it was underground. In the U.S., much of this wastewater is simply pumped back into expired gas and oil wells, or dumped into waterways. It is not yet clear what will happen to this water elsewhere in the world where empty wells are not available, or where local environmental regulations require more responsible disposal. Meanwhile, the remaining 40 to 70 percent of the contaminated water is left underground at the fracking site. So with every well, millions of liters of freshwater are polluted and removed from the reach of humans—or ecosystems—for the foreseeable future.</p> <p style="margin-left:.75in;">Thousands of leaks and spills have been reported from fracking sites—the industry itself admitted to 1,000 incidents in one year in North Dakota alone. However, government and industry continue to write them off as unfortunate one-offs rather than inherent problems.</p> <p style="margin-left:.75in;">According to Kassie Siegel at the Center for Biological Diversity, a not-for-profit U.S. research and campaign group: "The regulators are under huge pressure from the industry not to investigate these problems—we saw this in Wyoming this year, when the Environmental Protection Agency abandoned its research into local pollution from fracking. Their results were showing fracking-related chemicals in nearby groundwater, which resulted in uproar from the industry—and now the EPA has dropped the study.</p> <p>&nbsp;</p> <p>Given the expanding power of the fracking industry, many are skeptical about the ability of concerned citizens to challenge it. But environmental protests have won some key battles in recent years. As journalist Dylan Baddour wrote in February 2015 article for the <a href="http://www.chron.com/business/article/List-of-places-than-ban-fracking-keeps-growing-6057266.php"><em>Houston Chronicle</em></a>:</p> <p style="margin-left:.75in;">Scotland banned fracking last week, implementing an indefinite moratorium while the government studies environmental and health impacts of the oil and gas extraction technique...</p> <p style="margin-left:.75in;">The nation joins a small but growing group of cities, counties, states and countries that have prohibited fracking, including some locations in the technique's Texas birthplace....</p> <p style="margin-left:.75in;">In the U.S., Texas is the largest oil producer. Fracking <a href="http://www.businessinsider.com/r-texas-town-passes-ban-on-fracking-in-its-birthplace-2014-11">was born</a> near the city of Denton, so it caused an upset when voters there <a href="http://www.houstonchronicle.com/news/politics/texas/article/Denton-approves-fracking-ban-5871481.php">outlawed</a> the extraction technique last November. Industry voices <a href="http://www.houstonchronicle.com/business/energy/article/After-fracking-ban-an-expensive-fight-ahead-5874272.php#/0">protested</a> and the state's oil and gas regulator contested Denton's authority to instate the ban, but it held.</p> <p style="margin-left:.75in;">... In December, New York became the <a href="http://www.chron.com/business/energy/article/Poll-New-York-voters-approve-of-Cuomo-s-fracking-6027396.php">first state</a> to prohibit fracking, following a four-year statewide moratorium on the practice. Other U.S. regions to ban fracking include: Pittsburgh, Pennsylvania, in <a href="http://www.nytimes.com/2010/11/17/us/17brfs-PITTSBURGHFO_BRF.html?_r=0">2010</a>, Philadelphia, Pennsylvania in <a href="http://articles.philly.com/2012-07-11/news/32633463_1_drilling-ban-gas-drilling-limit-drilling">2012</a>, Broadview Heights, Mansfield, Oberlin and Yellow Springs, Ohio, in <a href="http://www.dispatch.com/content/stories/local/2014/11/21/industry-suing-over-drilling-bans.html">2012</a>, Hawai'i County in <a href="http://hawaiitribune-herald.com/sections/news/local-news/council-oks-ban-fracking.html">2013</a>, Mora County, New Mexico in <a href="http://articles.latimes.com/2013/may/28/local/la-me-fracking-ban-20130529">2014</a>, Beverly Hills, California, in <a href="http://articles.latimes.com/2013/may/28/local/la-me-fracking-ban-20130529">2014</a></p> <p style="margin-left:.75in;">Fracking is also currently prohibited in Germany, Northern Ireland, France and Bulgaria.</p> <p style="margin-left:.75in;">Recent bans on fracking, especially the ban in New York State, where protesters pressured a previously pro-industry Governor Cuomo to come out against fracking in December 2014, show that people concerned about the dangers of fracking are successfully spreading their message.</p> <p>Activists have made fracking a visible issue in the 2016 presidential election, demanding that candidates support a ban on fracking.</p> <p>The immense resources of the fracking industry ensure that this will be a long fight.</p> <p>&nbsp;</p> <h4>For Discussion:</h4> <ol> <li>How much of the material in these readings was new to you, and how much was already familiar? Do you have any questions about what you read?</li> </ol> <ol> <li value="2">Why are some people skeptical that environmentalists can successfully challenge the power of the fracking industry? What do you think about this argument?</li> </ol> <ol> <li value="3">How do you think local communities that have been hurt by fracking could best respond? What actions might be effective?</li> </ol> <ol> <li value="4">Based on the readings, do you think fracking is likely to continue to expand?&nbsp; Why or why not?</li> </ol> <ol> <li value="5">Some defenders of fracking might argue that, even if the practice has some negative environmental and health impacts, especially for those living closest to wells, it is an important source of jobs and meets a critical demand for energy from American consumers who are not interested in significantly restricting their patterns of consumption. What do you think of these arguments? How would you respond to them?</li> </ol> <p>&nbsp;</p> <hr> <p>&nbsp;</p> <h4>Extension Activities<br> &nbsp;</h4> <p>1. &nbsp;Ask students to research:</p> <ul> <li>Are there any fracking operations in their area or state? Are there any pipelines or proposed pipelines for fracked gas or oil in their area? &nbsp;</li> <li>Is there opposition to these operations or projects? If so, what has the opposition said and done?</li> </ul> <p>Have students report and discuss their findings.</p> <p>&nbsp;</p> <p>2. Ask students to research the stance of the 2016 presidential candidates on fracking.</p> <ul> <li>How do the candidates' stances differ?</li> <li>Has there been any change in candidates’ positions as a result of efforts by anti-fracking activists?</li> </ul> <p>Have students report and discuss their findings.</p> <p>&nbsp;</p> <p>&nbsp;</p> <p>&nbsp;-&nbsp;<em>Research assistance provided by Lina Blount.</em></p> <p>&nbsp;</p> </div> <!-- END OUTPUT from 'themes/contrib/bootstrap/templates/field/field.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--uid--teachable-moment-lesson.html.twig x field--node--uid.html.twig * field--node--teachable-moment-lesson.html.twig * field--uid.html.twig * field--entity-reference.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--uid.html.twig' --> <span> <!-- THEME DEBUG --> <!-- THEME HOOK: 'username' --> <!-- BEGIN OUTPUT from 'core/modules/user/templates/username.html.twig' --> <span>fionta</span> <!-- END OUTPUT from 'core/modules/user/templates/username.html.twig' --> </span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--uid.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--created--teachable-moment-lesson.html.twig x field--node--created.html.twig * field--node--teachable-moment-lesson.html.twig * field--created.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--created.html.twig' --> <span> <!-- THEME DEBUG --> <!-- THEME HOOK: 'time' --> <!-- BEGIN OUTPUT from 'core/modules/system/templates/time.html.twig' --> <time datetime="2016-04-03T11:31:25-04:00" title="Sunday, April 3, 2016 - 11:31">April 3, 2016</time> <!-- END OUTPUT from 'core/modules/system/templates/time.html.twig' --> </span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--created.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'links__node' --> <!-- FILE NAME SUGGESTIONS: * links--node.html.twig x links.html.twig --> <!-- BEGIN OUTPUT from 'themes/contrib/bootstrap/templates/system/links.html.twig' --> <!-- END OUTPUT from 'themes/contrib/bootstrap/templates/system/links.html.twig' --> Sun, 03 Apr 2016 15:31:25 +0000 fionta 403 at https://www.morningsidecenter.org Flint Water Crisis: Environmental Racism at Work? https://www.morningsidecenter.org/teachable-moment/lessons/flint-water-crisis-environmental-racism-work <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--title--teachable-moment-lesson.html.twig x field--node--title.html.twig * field--node--teachable-moment-lesson.html.twig * field--title.html.twig * field--string.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--title.html.twig' --> <span>Flint Water Crisis: Environmental Racism at Work?</span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--title.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--body--teachable-moment-lesson.html.twig * field--node--body.html.twig * field--node--teachable-moment-lesson.html.twig * field--body.html.twig * field--text-with-summary.html.twig x field.html.twig --> <!-- BEGIN OUTPUT from 'themes/contrib/bootstrap/templates/field/field.html.twig' --> <div class="field field--name-body field--type-text-with-summary field--label-hidden field--item"><h4>To the Teacher:</h4> <p>Early this year a state of emergency was declared for the city of Flint, Michigan, because of alarmingly high levels of lead in the city's water. Currently, more than 100,000 people do not have access to safe drinking water in this struggling city. Studies have shown that a substantial percentage of children in the city have elevated levels of lead in their blood, which represents a serious public health crisis.</p> <p>The disaster in Flint has opened up a debate about what is known as "environmental racism." This term is used to describe the way communities of color are disproportionately impacted by pollution and environmental disasters. For some, the situation in Flint is a prime example of environmental racism and discrimination. The majority of the city's residents are African-American, and almost half live in poverty.</p> <p>This lesson consists of two readings designed to encourage discussion about the situation in Flint and to introduce students to the concept of environmental racism. The first reading describes the concept of environmental racism and explains why it provides a useful lens for making sense of many environmental problems. The second reading discusses how this concept applies to the crisis in Flint. Questions for discussion follow each reading.<br> &nbsp;</p> <hr> <h4><br> Reading 1<br> What is "Environmental Racism"?</h4> <p>&nbsp;</p> <p>"Environmental racism" is a term used to describe how communities of color are unfairly impacted by pollution and environmental disasters. It refers to "the disproportionate exposure of Blacks to polluted air, water and soil," writes <a href="http://www.nytimes.com/2016/01/22/us/a-question-of-environmental-racism-in-flint.html?_r=1"><em>New York Times</em> </a>reporter John Eligon. "It is considered the result of poverty and segregation that has relegated many Blacks and other racial minorities to some of the most industrialized or dilapidated environments."</p> <p>First coined in the 1980s, "environmental racism" remains a useful way to talk about how exposure to pollution and environmental hazards varies according to a person's race, economic status, and political power. The concept is also useful in discussing the impact of climate change, which tends to disproportionately affect people of color and low-income communities around the world.</p> <p>In his <em>New York Times </em>article, Eligon provides some concrete examples of environmental racism:</p> <p style="margin-left:35.45pt;">Many [civil rights] advocates assert that environmental racism is a major reason Black people in Louisiana's factory-laden "Cancer Alley" contract the disease at higher rates, or why the most polluted zip code in Michigan is in a southwest pocket of Detroit that is 84 percent Black.</p> <div> <p style="margin-left:35.45pt;">Many also say that environmental racism&nbsp;left Blacks confined to the most flood-prone parts of New Orleans, and that the government was slow to respond to the agonies immediately after&nbsp;Hurricane Katrina. President George W. Bush staunchly rejected that assertion.</p> <p style="margin-left:35.45pt;">Environmental decisions are often related to political power. In some cities, garbage incinerators have been built in African-American neighborhoods that do not have the political clout to block them.<br> &nbsp;</p> <p>Recent scientific research confirms the existence of racial disparities in exposure to environmental risk. In an April 17, 2014, article for <a href="http://thinkprogress.org/health/2014/04/17/3427918/why-air-pollution-is-a-racial-issue/">ThinkProgress.org</a>, reporter Carmiah Townes discussed a University of Minnesota study that revealed a strong connection between race and the effects of air pollution:</p> <p style="margin-left:35.45pt;">A study produced by the University of Minnesota concluded that race is a determining factor in who is most affected by air pollution. Specifically, non-white people breathe air that is substantially more polluted than the air that white people breathe.</p> <p style="margin-left:35.45pt;">According to Julian Marshall, who led the University's research,&nbsp;race outweighed income&nbsp;in regards to who is most affected by poor air quality. When low-income white people were compared to high-income Hispanic people, the latter group experienced higher levels of nitrogen dioxide. Altogether, people of color in the U.S. breathe air with 38 percent more nitrogen dioxide in it than their white counterparts, particularly due to power plants and exhaust from vehicles.</p> <p style="margin-left:35.45pt;">"We were quite surprised to find such a large disparity between whites and nonwhites related to air pollution," Marshall told the Minnes</p> <p style="margin-left:35.45pt;">ota Post. "Especially the fact that this difference is throughout the U.S., even in cities and states in the Midwest."</p> <p style="margin-left:35.45pt;">Other evidence has also pointed to disproportionately high levels of air pollution in low-income and non-white communities. A 2012 study conducted by Yale University researchers&nbsp;revealed&nbsp;that "potentially dangerous compounds such as vanadium, nitrates and zinc" exist in locations with high concentrations of people of color, including African- Americans, Hispanics, and Asians....</p> <p style="margin-left:35.45pt;">Dirty air is linked to asthma, kidney damage, heart disease, and&nbsp;cancer. Drawing on data from 2009 to 2011, State of the Air concluded that&nbsp;42 percent&nbsp;of people living in the U.S., alone, reside in areas with "pollution levels [that] are too often dangerous to breath."&nbsp;<br> &nbsp;</p> <p>Activists around the country are organizing against environmental racism and for "environmental justice." The <a href="http://www3.epa.gov/environmentaljustice/">Environmental Protection Agency</a> defines environmental justice as</p> <p style="margin-left:35.45pt;">...the fair treatment and meaningful involvement of all people regardless of race, color, national origin, or income with respect to the development, implementation, and enforcement of environmental laws, regulations, and policies. EPA has this goal for all communities and persons across this Nation. It will be achieved when everyone enjoys the same degree of protection from environmental and health hazards and equal access to the decision-making process to have a healthy environment in which to live, learn, and work.&nbsp;</p> <p>For many years, people of color and the poor have suffered far more than other populations from the degradation of our environment. Thanks to the work of environmental justice advocates, the concept of environmental racism has given people a way to talk about this phenomenon and has motivated them to fight back against it.<br> &nbsp;</p> <hr> <h4>For Discussion<br> &nbsp;</h4> <ol> <li> <p>How much of the material in this reading was new to you, and how much was already familiar? Do you have any questions about&nbsp;what you read?</p> </li> <li> <p>According to the reading, what is environmental racism?&nbsp;</p> </li> <li> <p>When we talk about environmentalism, many people think about forest and wilderness areas rather than densely populated cities. How does the concept of environmental racism help us to redefine environmentalism to apply to urban areas?</p> </li> <li> <p>What does environmental racism have to do with climate change?</p> </li> <li> <p>According to the reading, what is the concept of "environmental justice"? Why is this concept important?&nbsp;</p> </li> </ol> <p>&nbsp;</p> <hr> <p style="margin-left:.75in;">&nbsp;</p> <h4>Reading 2<br> Flint Water Crisis: Environmental Racism?</h4> <p>Early this year, officials declared a state of emergency for the city of&nbsp;Flint, Michigan, because of alarmingly high levels of lead in the city's water. &nbsp;Currently, more than 100,000 people in Flint do not have access to safe drinking water.</p> <p>Although the issue has only gained significant media attention in recent months, the water crisis in Flint has been going on for nearly two years. In April 2014, a state-appointed emergency manager tried to cut costs by switching the city's drinking water from the Detroit water system to the Flint River—the former dumping ground of General Motors, which had auto plants in Flint. A study released in September 2015 revealed that since the time when the water source was switched, the percentage of children under age five in Flint with elevated levels of lead in their blood has nearly doubled.&nbsp; This was because the corrosive, polluted water from the Flint River caused lead to leach from the city's old pipes. This leaching could have been avoided if the water had been treated.</p> <p>In a January 20, 2016, article for the <a href="http://www.newyorker.com/news/news-desk/the-crisis-in-flint-goes-deeper-than-the-water"><em>New Yorker</em></a>, staff writer Evan Osnos described the widespread indifference and denial among Michigan officials in the face of a mounting crisis:</p> <p style="margin-left:35.45pt;">Last July, after more than a year of public complaints about the drinking water in Flint, Michigan—water so pungent and foamy that a local pastor had stopped using it for baptisms— reporters were calling the state's Department of Environmental Quality. The response from the department was of limited urgency. In an internal e-mail to colleagues, a spokeswoman, Karen Tommasulo, wrote, "Apparently it's going to be a thing now."</p> <p>The D.E.Q. tried to stop the water from becoming a thing, partly by downplaying concerns. A memo from the U.S. Environmental Protection Agency warned that the city's use of a new water source was exposing the public to unsafe levels of lead, but Brad Wurfel, the department's lead spokesperson, told a reporter, "Let me start here—anyone who is concerned about lead in the drinking water in Flint can relax." Even after a group of Virginia Tech researchers found unsafe levels of lead, Wurfel disputed the importance of the findings because, he wrote, the group "specializes in looking for high lead problems. They pull that rabbit out of that hat everywhere they go." He added that "dire public health advice based on some quick testing could be seen as fanning political flames irresponsibly. Residents of Flint concerned about the health of their community don't need more of that."</p> <p>As it turns out, the residents of Flint needed much more of that. The state's inept response is now a full-blown national scandal. President Obama has declared an emergency in Flint, making available five million dollars in federal assistance. Much of the blame falls on Governor Rick Snyder, who acknowledged, on Tuesday, that he had run out of excuses. "I am sorry; we will fix this," he said, in his State of the State address. He thanked the whistle-blowers, and promised to seek millions more in state funds for bottled water, health care, and infrastructure fixes. Facing calls for his resignation, he told the people of Flint and elsewhere, "You deserve accountability. You deserve to know that the buck stops here, with me. Most of all, you deserve to know the truth."<br> &nbsp;</p> <p>Governor Snyder, a Republican, has nevertheless denied that the water crisis in Flint, a predominantly Black and poor city, is an instance of environmental racism. As Scott Bixby reported in a January 22, 2016, article for the <a href="http://www.theguardian.com/us-news/2016/jan/22/flint-water-crisis-michigan-governor-says-environmental-racism-not-to-blame"><em>Guardian</em>:</a></p> <p style="margin-left:35.45pt;">Michigan's embattled governor, Rick Snyder, declared on Friday morning that despite assertions to the contrary, the&nbsp;Flint water crisis&nbsp;is "absolutely not" a case of environmental racism.</p> <p style="margin-left:35.45pt;">In an&nbsp;interview&nbsp;on MSNBC's Morning Joe, the Republican governor acknowledged "major failures" on the part of the state's government in addressing the lead contamination that has poisoned thousands of residents of Flint, Michigan, but strongly resisted charges that racism was one of those failures.</p> <p style="margin-left:35.45pt;">"I've made a focused effort since before I started in office to say we need to work hard to help people that have the greatest need," Snyder said. "This was a terrible tragedy. These people work for me. And that's why it was important to accept responsibility, and my focus is on fixing this problem."<br> &nbsp;</p> <p>For many observers, however, Governor Snyder's characterization&nbsp;of the situation as simply a bureaucratic problem does not add up. Despite overwhelming evidence of a serious problem, state officials took no action while the residents of Flint were poisoned. Skeptics have asked, "Could this have happened in an affluent white suburb?" As journalist Jaimee Smith argued in a January 24, 2016, article for <a href="http://thegrio.com/2016/01/24/flint-water-environmental-racism-Blacks/">theGrio.com</a>, the crisis in Flint fits into a broad, nationwide pattern of systemic neglect for the health and&nbsp;safety of people of color and the poor:<br> &nbsp;</p> <p class="rteindent1">The water crisis in Flint, Michigan is more than just a natural disaster or a series of unfortunate, environmental events—it is an inexcusable, egregious human and health rights violation against a majority Black city, where 56 percent of the population is African-American....</p> <p class="rteindent1">Unfortunately, Flint is not the only city where African-Americans and people of color are suffering from the onslaught of environmental racism and discrimination. Detroit schools are so heavily infested with rats, roaches and mold that&nbsp;more than 85 schools closed on Wednesday, as teachers staged a sickout in protest to the deplorable conditions. In Baltimore, the levels of lead poisoning among children is&nbsp;three times the national rate. Before Freddie Gray became a victim of racialized state violence in Baltimore, he too was a victim of lead poisoning as a young child; tests showed that&nbsp;his blood lead levels were as high as seven times&nbsp;the reference level given by the Centers for Disease Control.</p> <p class="rteindent1">&nbsp;</p> <p>Based on such evidence, advocates of environmental justice conclude that if future cases of environmental racism are to be prevented it will require community members coming together to demand change.</p> <p>&nbsp;</p> <hr> <p>&nbsp;</p> <h4>For Discussion<br> &nbsp;</h4> <ol> <li>How much of the material in this reading was new to you, and how much was already familiar? Do you have any questions about what you read<br> &nbsp;</li> <li>Governor Rick Snyder does not see the Flint crisis as a case of environmental racism. What is his position?<br> &nbsp;</li> <li>How do advocates of environmental justice respond? Why do they see environmental racism at work in this instance?<br> &nbsp;</li> <li>If officials are working to address the crisis in Flint, does it matter whether we call it "environmental racism"? Why or why not?<br> &nbsp;</li> <li>Do you think that understanding the concepts of environmental racism and environmental justice make it more likely that we can prevent crises like that in Flint in the future?</li> </ol> <p style="margin-left:.75in;">&nbsp;</p> <hr> <p>&nbsp;</p> <h4>Extension Activity</h4> <p>Assign students to research charges of environmental racism in their community or region.&nbsp; Ask them to come to the next class with a brief description of the concern, and a list of what groups, if any, are working to address it.&nbsp;</p> <p>When the class reconvenes, ask students to share what they've learned. Guide the class in selecting one of the charges of environmental racism to research.&nbsp; Help them develop research questions and a strategy for answering those questions.&nbsp; This might include interviewing activists who are organizing on the issue.&nbsp; Once students have completed their research, encourage them to publicize their findings.</p> <p><em>Photo above (c)&nbsp;<a href="https://www.flickr.com/photos/keoni101/5188977419/in/photolist-8UwScV-Lb9cP-aqnweF">Keoni Cabral</a></em></p> <p>&nbsp;</p> </div> <p>&nbsp;</p> </div> <!-- END OUTPUT from 'themes/contrib/bootstrap/templates/field/field.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--uid--teachable-moment-lesson.html.twig x field--node--uid.html.twig * field--node--teachable-moment-lesson.html.twig * field--uid.html.twig * field--entity-reference.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--uid.html.twig' --> <span> <!-- THEME DEBUG --> <!-- THEME HOOK: 'username' --> <!-- BEGIN OUTPUT from 'core/modules/user/templates/username.html.twig' --> <span>fionta</span> <!-- END OUTPUT from 'core/modules/user/templates/username.html.twig' --> </span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--uid.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--created--teachable-moment-lesson.html.twig x field--node--created.html.twig * field--node--teachable-moment-lesson.html.twig * field--created.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--created.html.twig' --> <span> <!-- THEME DEBUG --> <!-- THEME HOOK: 'time' --> <!-- BEGIN OUTPUT from 'core/modules/system/templates/time.html.twig' --> <time datetime="2016-02-27T14:43:17-05:00" title="Saturday, February 27, 2016 - 14:43">February 27, 2016</time> <!-- END OUTPUT from 'core/modules/system/templates/time.html.twig' --> </span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--created.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'links__node' --> <!-- FILE NAME SUGGESTIONS: * links--node.html.twig x links.html.twig --> <!-- BEGIN OUTPUT from 'themes/contrib/bootstrap/templates/system/links.html.twig' --> <!-- END OUTPUT from 'themes/contrib/bootstrap/templates/system/links.html.twig' --> Sat, 27 Feb 2016 19:43:17 +0000 fionta 409 at https://www.morningsidecenter.org Can Americans Break Their Dependency on Cars? https://www.morningsidecenter.org/teachable-moment/lessons/can-americans-break-their-dependency-cars <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--title--teachable-moment-lesson.html.twig x field--node--title.html.twig * field--node--teachable-moment-lesson.html.twig * field--title.html.twig * field--string.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--title.html.twig' --> <span>Can Americans Break Their Dependency on Cars?</span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--title.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--body--teachable-moment-lesson.html.twig * field--node--body.html.twig * field--node--teachable-moment-lesson.html.twig * field--body.html.twig * field--text-with-summary.html.twig x field.html.twig --> <!-- BEGIN OUTPUT from 'themes/contrib/bootstrap/templates/field/field.html.twig' --> <div class="field field--name-body field--type-text-with-summary field--label-hidden field--item"><div><strong>To The Teacher:</strong></div> <div>&nbsp;</div> <div>Arguably, no nation on Earth is as car-crazed and car-dependent as the United States. Over the past century, the concept of the "private car" has been deeply woven into the economic and social fabric of American life. Our country's cities and suburbs developed in conjunction with widespread personal car use—often at the expense of other, more environmentally sustainable modes of transportation.&nbsp;</div> <div>&nbsp;</div> <div>In light of the global challenge of climate change, many have suggested that by reducing their dependency on private automobiles, Americans could decrease carbon emissions and minimize their environmental footprint.</div> <div>&nbsp;</div> <div>This lesson consists of two readings, each designed to help students think critically about the connection between transportation and environmental sustainability. The first reading considers transportation and urban infrastructure as environmental issues. The second reading puts U.S. car ownership in the United States into a comparative global context: What can we learn from Europe, where people are less reliant on cars in their day-to-day lives? Can the U.S. &nbsp;catch up?&nbsp;</div> <div>&nbsp;</div> <div>Questions for discussion follow each reading.</div> <div>&nbsp;</div> <div> <hr> <h4>Reading 1:&nbsp;</h4> </div> <h4>Transportation as an Environmental Issue</h4> <div>Arguably, no nation on Earth is as car-crazed and car-dependent as the United States.&nbsp;</div> <div>&nbsp;</div> <div>In light of the global challenge of climate change, many have suggested that by reducing their dependency on private automobiles, Americans could decrease carbon emissions and minimize their environmental footprint.</div> <div>&nbsp;</div> <div>In the U.S. we own about one car for every two people. That means that the U.S. ranks 25th in car-ownership among the world’s 195 nations. &nbsp;However, the U.S. ranks number one in gasoline consumption in the world. &nbsp;We have bigger, less fuel efficient cars (and trucks) than other nations, and we drive more miles. &nbsp;According to the Organization for Economic Cooperation and Development, an international organization that includes most of the world's advanced industrial nations, the average American car travels more miles every year and gets fewer miles per gallon than cars in any other country of the 30 nations that belong to the OECD.&nbsp;</div> <div>&nbsp;</div> <div>In the past two decades, major strides have been made in reducing the environmental impact of automobiles. Nevertheless, when it comes to emissions, cars remain a relatively "dirty" mode of transportation. As a <a href="http://www.ucsusa.org/our-work/clean-vehicles/car-emissions-and-global-warming#.VQuuRxB4r5I">statement</a> by the Union of Concerned Scientists notes, a large portion of the United States' greenhouse gas emissions come from burning gasoline for transportation:&nbsp;</div> <div class="rteindent1">&nbsp;</div> <div class="rteindent1">Global warming endangers our health, jeopardizes our national security, and threatens other&nbsp; basic human needs. Some impacts—such as record high temperatures, rising seas, and severe&nbsp; flooding and droughts—are already increasingly common.</div> <div class="rteindent1">&nbsp;</div> <div class="rteindent1">Our personal vehicles are a major cause of global warming. Collectively, cars and trucks&nbsp; account for nearly one-fifth of all U.S. emissions, emitting around 24 pounds of carbon dioxide&nbsp; and other global-warming gases for every gallon of gas. About 5 pounds comes from the&nbsp; extraction, production, and delivery of the fuel, while the great bulk of heat-trapping emissions —more than 19 pounds per gallon—comes right out of a car’s tailpipe.</div> <div class="rteindent1">&nbsp;</div> <div class="rteindent1">In total, the U.S. transportation sector—which includes planes, trains, ships, and freight— produces around thirty percent of all U.S. global warming emissions. That’s an order of&nbsp; magnitude more than most countries.</div> <div class="rteindent1">&nbsp;</div> <div class="rteindent1">As oil becomes more difficult to extract, burning gasoline will only become dirtier. Using less&nbsp; oil is the real solution.&nbsp;</div> <div class="rteindent1">&nbsp;</div> <div>Over the past century, the concept of the "private car" has been deeply woven into the economic and social fabric of American life. Our cities and suburbs were developed in conjunction with widespread personal car use—often at the expense of other, more environmentally sustainable modes of transportation. In a 2013 paper, University of California Berkeley Urban Planning professor Robert Cervero argued that we need to develop infrastructure that better accommodates greener modes of transportation if we’re going to reduce our fossil fuel dependency. He <a href="http://iurd.berkeley.edu/wp/2013-03.pdf">wrote</a>:</div> <div>&nbsp;</div> <div class="rteindent1">The post-oil city of tomorrow will need to be one that allows people to easily get around&nbsp; by foot, two-wheelers, buses, and trains. It is also recognized that&nbsp; urban transportation systems&nbsp; needs to be inclusive, providing mobility opportunities for all. In a car-dependent city, those&nbsp; without access to a private vehicle - often the poor, physically disabled, youth, elderly, or those&nbsp; forsaking car ownership out of choice - are unable to access opportunities and services.&nbsp;</div> <div class="rteindent1">&nbsp;</div> <div>Many American cities are already making progress in providing and encouraging alternatives to private car ownership.</div> <div>&nbsp;</div> <div>&nbsp;</div> <div><strong>For Discussion:&nbsp;</strong></div> <div>&nbsp;</div> <div><strong>1.&nbsp;</strong>&nbsp;How much of the material in this reading was new to you, and how much was already familiar? Do you have any questions about what you read?</div> <div>&nbsp;</div> <div><strong>2.</strong>&nbsp; Why do you think Americans drive so much? &nbsp;Is this entirely a personal choice? Or are U.S. policies partly responsible? How?</div> <div>&nbsp;</div> <div><strong>3.&nbsp;&nbsp;</strong>Why do you think Americans own less fuel efficient vehicles than people in other countries? Again, is this entirely personal choice, or are there also policies that help explain our gas guzzling cars? &nbsp;</div> <div>&nbsp;</div> <div><strong>4.</strong>&nbsp;&nbsp;Do you or your family rely on a car for your day-to-day transportation? What are some other modes of transportation you use frequently? Estimate what percentage of your weekly travel is done by each of these modes of transportation.&nbsp;</div> <div>&nbsp;</div> <div><strong>5.</strong>&nbsp;&nbsp;What do you think are the relative environmental impacts of each of the modes of transportation you use most frequently?&nbsp;</div> <div>&nbsp;</div> <div><strong>6.&nbsp;</strong>&nbsp;Would you be more likely to use greener modes of transportation if other alternatives were more available and affordable? &nbsp;What might those alternatives be, and what would it take to make them attractive enough to use?</div> <div>&nbsp; <hr> <h4>Reading 2:&nbsp;</h4> </div> <h4>Can the United States Wean Itself From Cars? A Comparative Perspective</h4> <div>Europeans are much less reliant on cars for day-to-day transportation than are Americans. People there have a range of efficient and convenient alternatives. Political, economic, and social factors have all combined to produce the vastly divergent ways in which Americans and Europeans move from place to place.&nbsp;</div> <div>&nbsp;</div> <div>What can we learn from Europe? Is there anything we might do to catch up? &nbsp;</div> <div>&nbsp;</div> <div>America's transportation infrastructure lags severely behind that of Europe as a whole. Our rail system is an excellent example. An April 28, 2011 <a href="http://www.economist.com/node/18620944">article</a> in <em>The</em> <em>Economist</em> describes some of the problems with our rail system, based on a typical train trip from Washington, DC to Raleigh, North Carolina:&nbsp;</div> <div>&nbsp;</div> <div class="rteindent1">Trains creep out of Washington's Union Station and pause at intervals, inexplicably, as they&nbsp; travel through the northern Virginia suburbs. In the summer, high temperatures threaten to kink&nbsp; the steel tracks, forcing trains to slow down even more. Riders may find themselves inching&nbsp; along behind a lumbering freight train for miles at a time, until the route reaches a side track on&nbsp; which the Amtrak train can pass. The trip takes six hours, well over twice as long as the&nbsp; London-Paris journey, if there are no delays. And there often are.</div> <div class="rteindent1">&nbsp;</div> <div class="rteindent1">America, despite its wealth and strength, often seems to be falling apart. American cities have&nbsp; suffered a rash of recent infrastructure calamities, from the failure of the New Orleans levees to&nbsp; the collapse of a highway bridge in Minneapolis, to a fatal crash on Washington, DC's&nbsp; (generally impressive) metro system. But just as striking are the common shortcomings.&nbsp; America's civil engineers routinely give its transport structures poor marks, rating roads, rails&nbsp; and bridges as deficient or functionally obsolete. And according to a World Economic Forum&nbsp; study America's infrastructure has got worse, by comparison with other countries, over the past&nbsp; decade. In the WEF 2010 league table America now ranks 23rd for overall infrastructure&nbsp; quality, between Spain and Chile. Its roads, railways, ports and air-transport infrastructure are&nbsp; all judged mediocre against networks in northern Europe...</div> <div class="rteindent1">&nbsp;</div> <div class="rteindent1">There is little relief for the weary traveler on America's rail system. The absence of true high- speed rail is a continuing embarrassment to the nation's rail enthusiasts. America's fastest and&nbsp; most reliable line, the north-eastern corridor's Acela, averages a sluggish 70 miles per hour&nbsp; between Washington and Boston. The French TGV from Paris to Lyon, by contrast, runs at an&nbsp; average speed of 140mph. America's trains aren't just slow; they are late. Where European&nbsp; passenger service is punctual around 90% of the time, American short-haul service achieves just&nbsp; a 77% punctuality rating. Long-distance trains are even less reliable.&nbsp;</div> <div class="rteindent1">&nbsp;</div> <div>&nbsp;</div> <div>How did Europe's transportation system come to be better maintained, more environmentally friendly, and less car-reliant than the U.S.’s system? In a February 7, 2014, <a href="http://www.motherjones.com/environment/2014/02/9-reasons-united-states-car-dependent-europe">article</a> for <em>Mother Jones</em>, Virginia Tech urban affairs professor Ralph Buehler discussed several historical factors that help explain this phenomenon. He wrote:</div> <div>&nbsp;</div> <div class="rteindent1">Roughly 30 percent of daily trips are shorter than a mile on either side of the Atlantic. But of&nbsp; those under one-mile trips, Americans drove almost 70 percent of the time, while Europeans&nbsp; made 70 percent of their short trips by bicycle, foot, or public transportation.</div> <div class="rteindent1">&nbsp;</div> <div class="rteindent1">The statistics don't reveal the sources of this disparity, but there are [several] reasons American&nbsp; metro areas have ended up so much more car-dependent than cities in Western Europe.</div> <div class="rteindent1">&nbsp;</div> <div class="rteindent1"><strong>Mass motorization. </strong>Mass motorization occurred earlier in the United States than in Europe,&nbsp; mainly facilitated by assembly line production that brought down cost. By the mid-1930s there&nbsp; was already one registered automobile for every two US households, while car ownership in&nbsp; Europe was mostly limited to wealthy elites....</div> <div class="rteindent1">&nbsp;</div> <div class="rteindent1"><strong>Vehicle taxes. </strong>Taxation of car ownership and use has traditionally been higher in Europe and&nbsp; helped curb car travel demand. Today a gallon of gasoline is more than twice as expensive in&nbsp; Europe than in the United States. Moreover, in Europe gas tax revenue typically contributes to&nbsp; the general fund, meaning roadway expenditures compete with other government expenditures.&nbsp; In many US states and at the federal level, large parts of the gas tax revenue are earmarked for&nbsp; roadway construction, assuring a steady flow of non-competitive funds for roads....</div> <div class="rteindent1">&nbsp;</div> <div class="rteindent1"><strong>Government subsidies. </strong>Over the last 40 years, gas taxes, tolls, and registration fees have&nbsp; covered only about 60 or 70 percent of roadway expenditures across all levels of US&nbsp; government. The remainder has been paid using property, income, and other taxes not related to&nbsp; transportation. These subsidies for driving reduce its cost and increase driving demand in the&nbsp; United States....</div> <div class="rteindent1">&nbsp;</div> <div class="rteindent1"><strong>Technological focus. </strong>[In the United States,] responses to air pollution or&nbsp; traffic safety consisted&nbsp; of technological fixes—such as catalytic converters, reformulated&nbsp; cleaner fuels, seat belts, and&nbsp; air bags—that let people keep driving as usual. European countries implemented these&nbsp; technological requirements as well, but also more aggressively reduced speed limits in entire&nbsp; neighborhoods, created car free zones, reduced car parking, and implemented other policies&nbsp; that encourage behavioral shifts.</div> <div class="rteindent1">&nbsp;</div> <div class="rteindent1"><strong>Public transit.</strong> Sustained government support helped European transit systems to weather the&nbsp; rise of the car more successfully. Particularly after World War II, privately owned US transit&nbsp; systems increased fares, cut services, lost ridership, and either went out of business or were&nbsp; saved by public ownership—with help from US governments often coming too late. For&nbsp; instance, many cities saw their trolley systems disappear entirely in the 1950s and '60s....</div> <div class="rteindent1">&nbsp;</div> <div class="rteindent1"><strong>Walking and cycling. </strong>Only a few US cities, such as Davis, California, have a tradition of&nbsp; implementing pedestrian and bicyclist amenities since the 1970s. By contrast, many European&nbsp; cities, led by Muenster, Amsterdam, and Copenhagen, have implemented entire networks of&nbsp; bike lanes, separated cycle tracks, off-street bicycle paths, and traffic calmed neighborhood&nbsp; streets—allowing easy travel by bicycle between any origin and destination in a city or region.&nbsp; European cities also have a longer history of providing networks of sidewalks, crosswalks, and&nbsp; car free zones in city centers....</div> <div class="rteindent1">&nbsp;</div> <div class="rteindent1"><strong>Zoning laws. </strong>There are many differences between land-use planning systems in the United&nbsp; States and Europe. Europeans tend to allow a greater mix of uses in their residential zones, thus&nbsp; keeping trip distances shorter. For example, in Germany, a residential zone can include doctors'&nbsp; offices, cafes, corner stores, or apartment buildings. By contrast, single family residential zones&nbsp; in the United States typically forbid those uses....&nbsp;</div> <div>&nbsp;</div> <div>&nbsp;</div> <div>If there is a sign of hope that our country might yet reduce its car dependency, it is that American attitudes (particularly those of young people) have shifted subtly away from a preference for car ownership. As Elisabeth Rosenthal reported in June 29, 2013 <a href="http://www.nytimes.com/2013/06/30/sunday-review/the-end-of-car-culture.html?_r=0">article</a> for the <em>New York Times</em>:</div> <div>&nbsp;</div> <div class="rteindent1">America’s love affair with its vehicles seems to be cooling. When adjusted for population growth, the number of miles driven in the United States peaked in 2005 and dropped steadily thereafter, according to an analysis by Doug Short of Advisor Perspectives, an investment research company... Part of the explanation certainly lies in the recession, because cash-strapped Americans could not afford new cars, and the unemployed weren’t going to work anyway. But by many measures the decrease in driving preceded the downturn and appears to be persisting now that recovery is under way....</div> <div class="rteindent1">&nbsp;</div> <div class="rteindent1">"Different things are converging which suggest that we are witnessing a long-term cultural shift," said Mimi Sheller, a sociology professor at Drexel University and director of its Mobilities Research and Policy Center. She cites various factors: the Internet makes &nbsp;telecommuting possible and allows people to feel more connected without driving to meet friends. The renewal of center cities has made the suburbs less appealing and has drawn empty nesters back in. Likewise the rise in cellphones and car-pooling apps has facilitated more flexible commuting arrangements, including the evolution of shared van services for getting to work.</div> <div class="rteindent1">&nbsp;</div> <div class="rteindent1">With all these changes, people who stopped car commuting as a result of the recession may find less reason to resume the habit.</div> <div class="rteindent1">&nbsp;</div> <div class="rteindent1">On top of that, city, state and federal policies that for more than half a century encouraged suburbanization and car use — from mortgage lending to road building — are gradually being diluted or reversed....</div> <div class="rteindent1">&nbsp;</div> <div class="rteindent1">New York’s new bike-sharing program and its skyrocketing bridge and tunnel tolls reflect those new priorities, as do a proliferation of car-sharing programs across the nation.&nbsp;</div> <div>&nbsp;</div> <div>&nbsp;</div> <div>With young people leading the way, the prospect of Americans turning to more environmentally sustainable modes of transportation seems more plausible than any time in the past century.</div> <div>&nbsp;</div> <div>&nbsp;</div> <div><strong>For Discussion:&nbsp;</strong></div> <div>&nbsp;</div> <div><strong>1.&nbsp;</strong>&nbsp;How much of the material in this reading was new to you, and how much was already familiar? Do you have any questions about what you read?</div> <div>&nbsp;</div> <div><strong>2.&nbsp;&nbsp;</strong>What are some of the reasons that American cities are more car-dependent than European cities?&nbsp;</div> <div>&nbsp;</div> <div><strong>3.</strong>&nbsp;&nbsp;What can American cities and suburbs do to create greener and more sustainable systems of transportation?</div> <div>&nbsp;</div> <div><strong>4.</strong>&nbsp;&nbsp;What are some of the travel challenges you face yourself? What do you think is responsible for these challenges? &nbsp;What changes would you like to see to make travel easier and greener?</div> <div>&nbsp;</div> <div><strong>5.</strong>&nbsp;&nbsp;Elisabeth Rosenthal of the<em> New York Times </em>suggests that American attitudes about car ownership might be shifting. How important do you feel it is for you to own a car, now or in the future?</div> <div>&nbsp;</div> </div> <!-- END OUTPUT from 'themes/contrib/bootstrap/templates/field/field.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--uid--teachable-moment-lesson.html.twig x field--node--uid.html.twig * field--node--teachable-moment-lesson.html.twig * field--uid.html.twig * field--entity-reference.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--uid.html.twig' --> <span> <!-- THEME DEBUG --> <!-- THEME HOOK: 'username' --> <!-- BEGIN OUTPUT from 'core/modules/user/templates/username.html.twig' --> <span>fionta</span> <!-- END OUTPUT from 'core/modules/user/templates/username.html.twig' --> </span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--uid.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--created--teachable-moment-lesson.html.twig x field--node--created.html.twig * field--node--teachable-moment-lesson.html.twig * field--created.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--created.html.twig' --> <span> <!-- THEME DEBUG --> <!-- THEME HOOK: 'time' --> <!-- BEGIN OUTPUT from 'core/modules/system/templates/time.html.twig' --> <time datetime="2015-04-20T09:59:51-04:00" title="Monday, April 20, 2015 - 09:59">April 20, 2015</time> <!-- END OUTPUT from 'core/modules/system/templates/time.html.twig' --> </span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--created.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'links__node' --> <!-- FILE NAME SUGGESTIONS: * links--node.html.twig x links.html.twig --> <!-- BEGIN OUTPUT from 'themes/contrib/bootstrap/templates/system/links.html.twig' --> <!-- END OUTPUT from 'themes/contrib/bootstrap/templates/system/links.html.twig' --> Mon, 20 Apr 2015 13:59:51 +0000 fionta 466 at https://www.morningsidecenter.org Teachable Instant: President Obama Vetoes the XL Pipeline https://www.morningsidecenter.org/teachable-moment/lessons/teachable-instant-president-obama-vetoes-xl-pipeline <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--title--teachable-moment-lesson.html.twig x field--node--title.html.twig * field--node--teachable-moment-lesson.html.twig * field--title.html.twig * field--string.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--title.html.twig' --> <span>Teachable Instant: President Obama Vetoes the XL Pipeline</span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--title.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--body--teachable-moment-lesson.html.twig * field--node--body.html.twig * field--node--teachable-moment-lesson.html.twig * field--body.html.twig * field--text-with-summary.html.twig x field.html.twig --> <!-- BEGIN OUTPUT from 'themes/contrib/bootstrap/templates/field/field.html.twig' --> <div class="field field--name-body field--type-text-with-summary field--label-hidden field--item"><h4>Question</h4> <p>On February 24, 2015, President Obama vetoed something that has been described in these ways:</p> <ul> <li>"The fuse to the biggest carbon bomb on the planet."&nbsp;<br> -<em> 350.org co-founder Bill McKibben</em><br> &nbsp;</li> <li>"A no brainer. Moves us toward energy independence &amp; creates jobs." &nbsp;<br> <em>- Former Florida GovernorJeb Bush</em><br> &nbsp;</li> <li>"An act of war against our people."&nbsp;&nbsp;&nbsp;<br> <em>- President Scott, Rosebud Sioux Tribe</em></li> </ul> <p>What is it?</p> <h4><br> Answer</h4> <p>The Keystone XL Pipeline</p> <p>&nbsp;</p> <hr> <h4>Discussion</h4> <p><br> On February 24, 2015, President Obama vetoed a bill to approve the Keystone XL Pipeline. Obama’s veto - this time - was procedural. &nbsp;Congressional Republicans brought the bill to the President’s desk in an effort to bypass a federal review process that is still underway. &nbsp;It is unlikely that Congress will have the votes to override the President’s veto. The final decision about the pipeline will probably be made once the federal review is completed.</p> <p>However, whether the pipeline is approved or not may well depend not on the President or Congress, but on activists, who have organized hundreds of militant protests against the pipeline all across the U.S., Canada, and the world.&nbsp; Activists include many indigenous peoples from both the U.S. and Canada. The pipeline would run through both the Rosebud Sioux Reservation and the Cheyenne River Sioux Reservation, and is opposed by First Peoples in Canada as well. &nbsp;&nbsp;</p> <ul> <li><strong>Why does Bill McKibben say that the Keystone Pipeline is the fuse to the biggest carbon bomb on the planet?</strong></li> </ul> <p>Pipeline opponents say that building this expensive pipeline virtually guarantees that energy companies will eventually try to extract all the oil they can from the Alberta tar sands - probably hundreds of billions of barrels of this especially dirty fuel.&nbsp; The world’s climate scientists agree that the great majority of the planet’s fossil fuels need to stay in the ground if we are to prevent climate catastrophe.&nbsp; Climate scientist James Hansen said, "Once the spigot is open, Trans Canada [the company that would build the pipeline] will have every incentive to milk the massive tar-sands basin for all that it is worth." &nbsp;</p> <ul> <li><strong>Why does Jeb Bush say it’s a no-brainer that will move us toward energy independence and create jobs?</strong></li> </ul> <p>Bush and other pipeline supporters argue that importing oil from Canada through the Keystone XL Pipeline would reduce U.S. dependence on Middle East oil, and support increased U.S. oil production as well, since the pipeline would also carry some U.S.-produced oil.&nbsp; In addition, they argue that the pipeline would create thousands of jobs that our economy needs. Republican Sen. John Barrasso put the number of potential jobs at 42,000 - a number challenged by media fact checkers. &nbsp;Supporters of the pipeline also say that opponents are greatly exaggerating the environmental threat it poses.</p> <p>&nbsp;</p> <p>For more extensive discussion, see previous TeachableMoment lessons on the Keystone XL Pipeline:</p> <ul> <li><a href="http://www.morningsidecenter.org/teachable-moment/lessons/climate-change-showdown-keystone-xl-pipeline">Climate Change Showdown: Keystone XL Pipeline</a></li> <li><a href="http://www.morningsidecenter.org/teachable-moment/lessons/climate-change-call-action">Climate Change Call to Action</a><br> &nbsp;</li> </ul> <hr> <h4>Sources</h4> <ul> <li><a href="http://topics.nytimes.com/top/reference/timestopics/subjects/k/keystone_pipeline/index.html">http://topics.nytimes.com/top/reference/timestopics/subjects/k/keystone_pipeline/index.html</a></li> <li><a href="https://www.harvardmagazine.com/2013/11/the-keystone-xl-pipeline">https://www.harvardmagazine.com/2013/11/the-keystone-xl-pipeline</a></li> <li><a href="http://www.theguardian.com/environment/2015/jan/07/much-worlds-fossil-fuel-reserve-must-stay-buried-prevent-climate-change-study-says">http://www.theguardian.com/environment/2015/jan/07/much-worlds-fossil-fuel-reserve-must-stay-buried-prevent-climate-change-study-says</a></li> <li><a href="http://www.forbes.com/sites/christopherhelman/2011/09/20/come-on-already-lets-build-keystone-xl/">http://www.forbes.com/sites/christopherhelman/2011/09/20/come-on-already-lets-build-keystone-xl/</a></li> <li><a href="http://www.ienearth.org/what-we-do/tar-sands/">http://www.ienearth.org/what-we-do/tar-sands/</a></li> <li><a href="http://www.washingtonpost.com/blogs/fact-checker/wp/2015/01/06/will-keystone-xl-pipeline-create-42000-new-jobs/">http://www.washingtonpost.com/blogs/fact-checker/wp/2015/01/06/will-keystone-xl-pipeline-create-42000-new-jobs/</a></li> </ul> <p>&nbsp;</p> </div> <!-- END OUTPUT from 'themes/contrib/bootstrap/templates/field/field.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--uid--teachable-moment-lesson.html.twig x field--node--uid.html.twig * field--node--teachable-moment-lesson.html.twig * field--uid.html.twig * field--entity-reference.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--uid.html.twig' --> <span> <!-- THEME DEBUG --> <!-- THEME HOOK: 'username' --> <!-- BEGIN OUTPUT from 'core/modules/user/templates/username.html.twig' --> <span>fionta</span> <!-- END OUTPUT from 'core/modules/user/templates/username.html.twig' --> </span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--uid.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--created--teachable-moment-lesson.html.twig x field--node--created.html.twig * field--node--teachable-moment-lesson.html.twig * field--created.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--created.html.twig' --> <span> <!-- THEME DEBUG --> <!-- THEME HOOK: 'time' --> <!-- BEGIN OUTPUT from 'core/modules/system/templates/time.html.twig' --> <time datetime="2015-02-28T13:14:41-05:00" title="Saturday, February 28, 2015 - 13:14">February 28, 2015</time> <!-- END OUTPUT from 'core/modules/system/templates/time.html.twig' --> </span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--created.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'links__node' --> <!-- FILE NAME SUGGESTIONS: * links--node.html.twig x links.html.twig --> <!-- BEGIN OUTPUT from 'themes/contrib/bootstrap/templates/system/links.html.twig' --> <!-- END OUTPUT from 'themes/contrib/bootstrap/templates/system/links.html.twig' --> Sat, 28 Feb 2015 18:14:41 +0000 fionta 480 at https://www.morningsidecenter.org