Climate Change Education Across the Curricula, Across the Globe

Climate Change Education Across the Curricula

Tag: Climate and the Anthroposphere

Reading: Postcolonial Studies and Climate Change

Posted by on in Humanities

A reading by Dipesh Chakrabarty, The University of Chicago titled ‘Postcolonial Studies and the Challenge of Climate Change’ that discusses the link between globalization and global warming. Chakrabarty discusses this link through the writings of Homi K. Bhabha, that aims to stretch post colonial thinking to include the reality of climate change and global warming. The reading also discusses the challenges that climate change issues pose in a “neoliberal” capitalist world. Chakrabarty highlights the three images of human that currently exist:

  1. The universalist-Enlightenment view of the human with the ability to exercise rights 
  2. The globalized view of the human
  3. The human as a geological force that changes the climate 

Chakrabarty makes this distinction to understand the current debate between society, globalization and climate change. Through the writings of Homi K. Bhabha, the reading discusses ‘the postcolonial criticism of the human’ and ‘the human in the anthropocene’ that focuses on issues such as anthropogenic global warming, degradation of the natural environment and the development of humanity. 

Students will learn about postcolonial globalization and climate change. They will also learn about the criticism that postcolonial thinkers have about the current age of the anthropocene and the increasing changes in the climate. Students will further learn about the attempts that postcolonial thinkers have made to ensure that climate change and global warming are part of the human reality for future preservation of the environment. Additionally, students will learn about the failed recognition that society gives to the interdependence of humans on nature and its natural beings.   

Use this tool to help your students find answers to: 

  1. What is the link between globalization and climate change?
  2. How do postcolonial thinkers criticise the age of the anthropocene?
  3. Discuss the three images that postcolonial thinkers have created for the human 
  4. How can postcolonial studies about the anthropocene inform the future?

About the Tool 

Tool NamePostcolonial Studies and the Challenge of Climate Change 
DisciplineHumanities
Topic(s) in DisciplinePostcolonial Studies, Cultural Studies, Neoliberalism, Anthropocene, Globalization, Capitalism
Climate Topic Climate and the Anthroposphere; Climate and Society
Type of tool Reading
Grade LevelUndergraduate, Graduate 
LocationGlobal
LanguageEnglish 
Translation
Developed byDipesh Chakrabarty New Literary History (Vol 43, 1)
Hosted atThe Johns Hopkins University Press
LinkLink
AccessOnline/Offline
Computer SkillsBasic

Reading: The Concrete Problem

Posted by on in Chemistry, Environmental Sciences

A reading that describes how the cement industry contributes to global warming. This reading by Carbon Brief discusses the production of traditional cement and how this contributes to 8% of carbon dioxide emissions globally. It further highlights the projected increase in demand for concrete, particularly in developing countries, and how this could potentially raise emissions further. 

Students will learn about global large-scale cement production and the resulting carbon emissions. They will also learn about alternate and ‘novel’ methods of production that are being researched and the complexities of switching to these modes of production. They will further understand the practical, political and economic complexities with respect to cutting emissions as per global standards. 

Use this tool to help your students find answers to: 

  1. What is cement and how is it produced?
  2. List some of the reasons ‘emissions per tonne of output’ has reduced in cement production? In contrast, why are sector emissions still on the rise? 
  3. Discuss the current ‘roadmap’ of cement production with respect to the 2C scenario.

About the tool

Tool Name‘Q&A: Why cement emissions matter for climate change’
DisciplineChemistry, Environmental Sciences
Topic(s) in DisciplineEnvironmental Chemistry, Cement, Greenhouse Gas Emissions, Pollution
Climate Topic Climate and the Atmosphere; Climate and the Anthroposphere
Type of tool Reading
Grade LevelHigh School, Undergraduate
LocationGlobal
LanguageEnglish 
Translation
Developed byJocelyn Timperley, Carbon Brief
Hosted atCarbon Brief Website
Linkhttps://www.carbonbrief.org/qa-why-cement-emissions-matter-for-climate-change
AccessOnline
Computer SkillsBasic

Teaching Module: Biogeochemical Cycles and Climate Change

Posted by on in Chemistry

A teaching module that discusses the carbon cycle and the nitrogen cycle. This reading by University Corporation for Atmospheric Research (UCAR) describes the 2 cycles and details how the components are cycled through different parts of the Earth- atmosphere, biosphere, lithosphere, and hydrosphere. 

Students will be introduced to biogeochemical cycles, the processes involved, and how the carbon and nitrogen cycles work. They will further understand how anthropogenic activities potentially alter the functioning of such cycles and how this contributes to climate change.

Use this tool to help your students find answers to: 

  1. What is the carbon cycle? Describe its components and processes.
  2. What is the nitrogen cycle? Describe its components and processes.
  3. Discuss how biogeochemical cycles influence Earth’s climate?

About the tool

Tool NameBiogeochemical Cycles
DisciplineChemistry
Topic(s) in DisciplineCarbon Cycle, Nitrogen Cycle, Sequestration, Capture and Storage, Sources and Sinks, Biogeochemical Cycles
Climate Topic Long-term Cycles and Feedback Mechanisms; Climate and the Atmosphere, Climate and the Biosphere; Climate and the Hydrosphere, Climate and the Anthroposphere; Climate Mitigation and Adaptation
Type of tool Teaching Module
Grade LevelMiddle School, High School
LocationGlobal
LanguageEnglish 
Translation
Developed byUniversity Corporation for Atmospheric Research (UCAR)
Hosted atUCAR Website
LinkLink
AccessOnline
Computer SkillsBasic

Video/Micro Lecture: A Commentary on Dipesh Chakrabarty’s The Climate of History: Four Theses

Posted by on in Humanities

A short video commentary  by Dr Maya Dodd, FLAME University, India  on ‘The Climate of History: Four Theses’ by Dipesh Chakrabarty. This video commentary summarizes Dipesh Chakrabarty’s essay on the link between history, literature and climate change. Dodd summarizes the four theses posed by Chakrabarty in his essay.   

Students will learn about the link between climate change and history of the human species and the planet. They will specifically learn about the ‘Anthropocene’ and the four theses that Dipesh Chakraborty poses to better understand the evolution of human history and the environment.

Use this tool to help your students find answers to: 

  1. Discuss the link between human history and environmental history.
  2. What are the four theses posed by Dipesh Chakrabarty in his essay? 

About the Tool 

Tool NameA Commentary By Maya Dodd on Dipesh Chakrabarty’s ‘The Climate of History: Four Theses’
DisciplineHumanities
Topic(s) in DisciplineAnthropocene, History, Literature, Fiction, Non-fiction, Environmental Humanities 
Climate Topic Climate and Society, Climate and the Anthroposphere
Type of tool Video/ Micro Lecture (5 min 30 secs)
Grade LevelUndergraduate, Graduate 
LocationGlobal
LanguageEnglish 
Translation
Developed byDr. Maya Dodd, FLAME University, Pune, India for TROP ICSU by Science Media Centre, IISER Pune
Hosted atTROP ICSU
Linkhttps://videos.files.wordpress.com/G0y5ng1D/m-dodd_video-micro-lecture_dcfourtheses_hd.mp4
AccessOnline/Offline
Computer SkillsBasic

Reading: Dipesh Chakrabarty ‘The Climate of History: Four Theses’

Posted by on in Humanities

An essay by Dipesh Chakrabarty, The University of Chicago titled ‘The Climate of History: Four Theses’  that discusses the link between human history and climate change. The reading discusses the environmental history of the planet, the ‘Anthropocene’ and how humans have become geological agents with respect to climate change. Chakrabarty presents four arguments in his essay. These are 

  • Thesis 1: The distinction between natural and human history is a distinction that has to be dropped in this new era. 
  • Thesis 2 talks about the emergence of humans as a geological force and how this “severely qualifies humanist histories of modernity/ globalization”. 
  • Thesis 3: The Anthropocene requires us to put global histories of capital in conversation with the species history of humans. 
  • Thesis 4 talks about how we can probe the limits of historical understanding by the cross hatching of species history and capital history.

Students will learn about the ‘Anthropocene’ and the link between environmental history and human history. They will further understand the relationship between global histories of capital and the species history of humans.

Use this tool to help your students find answers to: 

  1. How does the crisis of climate change spell the collapse of the distinction between natural history and human history?
  2. What is the idea of the ‘Anthropocene’ and how does it qualify humanist theories of freedom?
  3. How do you reconcile the global histories of capital and the species history of humans in the Anthropocene?

About the Tool 

Tool NameThe Climate of History: Four Theses
DisciplineHumanities
Topic(s) in DisciplineHistory, Cultural Studies, Anthropocene, Environmental History 
Climate Topic Climate and the Anthroposphere; Climate and Society
Type of tool Reading
Grade LevelUndergraduate, Graduate 
LocationGlobal
LanguageEnglish 
Translation
Developed byDipesh Chakrabarty The Climate of History: Four Theses Critical Inquiry (Vol 35 No. 2) 
Hosted atFaculty of Law, University of Victoria, Canada
Linkhttp://www.law.uvic.ca/demcon/2013%20readings/Chakrabarty%20-%20Climate%20of%20History.pdf
AccessOnline/Offline
Computer SkillsBasic

Video/Micro Lecture: What is Cli-Fi?

Posted by on in Humanities

A video micro lecture by Stephanie LeMenager, Radcliffe Institute, Harvard University, that discusses the genre of climate fiction (Cli-Fi). The video introduces this new genre of writing and includes definitions by contemporary artists, authors and filmmakers. This video further highlights new sub-genres such as ‘anthropocene fiction’ and ‘solar punk’ that have their origins in Cli-Fi.

Students will learn about the new genre of climate fiction in literature. They will also learn how authors, artists, and filmmakers portray the current global crisis and their challenges. 

Use this tool to help your students find answers to: 

  1. What is climate fiction (Cli-Fi)? 
  2. How can Cli-Fi inform and provide solutions to help mitigate climate change?

About the Tool 

Tool NameWhat is Cli-Fi?
DisciplineHumanities
Topic(s) in DisciplineClimate Fiction, Cli-Fi, Literature, Anthropocene Fiction, Solar Punk
Climate Topic Climate and the Anthroposphere; Climate and Society
Type of tool Video/ Micro Lecture (2 mins 30 secs)
Grade LevelUndergraduate, Graduate 
LocationGlobal
LanguageEnglish 
Translation
Developed byStephanie LeMenager, Radcliffe Institute, Harvard University
Hosted atYouTube
Linkhttps://www.youtube.com/watch?v=P9XuxHtfOxQ
AccessOnline
Computer SkillsBasic

Reading: Population Demographics In A Warming World

Posted by on in Social Sciences

A short reading by the Population Reference Bureau on climate change impacts and population demographics. This reading discusses potential climate change impacts on human communities with respect to changes in size and distribution of the global population. It also includes discussions on urbanization and population growth in developing countries and population trends like aging. 

Students will learn about projected population trends and impacts of climate change on human communities globally. They will also understand the link between urbanization, demographic changes and global warming. 

Use this tool to help your students find answers to: 

  1. Discuss the impacts of climate change on human communities.
  2. “Urbanization, aging, and growth in less developed countries.. are likely to increase humanity’s vulnerability to climate change” Discuss in the classroom.

About the tool: 

Tool NameClimate Change Impacts and Emerging Population Trends: A Recipe for Disaster 
DisciplineSocial Sciences 
Topic(s) in DisciplineDemography, Population Demographics, Population Growth, Urbanization, Aging 
Climate Topic Climate and Society, Climate and the Anthroposphere
Type of tool Reading
Grade LevelHigh School, Undergraduate 
LocationGlobal
LanguageEnglish 
Translation
Developed byBingham Kennedy Jr., Population Reference Bureau 
Hosted atPopulation Reference Bureau Website
Linkhttps://www.prb.org/resources/climate-change-impacts-emerging-population-trends-disaster/
AccessOnline
Computer SkillsBasic

Video: The Maya Civilization and Climate Change

Posted by on in Environmental Sciences

A video lecture titled ‘The Ancient Maya Response to Climate Change: A Cautionary Tale’ by B.L Turner II, Arizona State University, on the archaeology and geography of climate change during the Maya Civilization. The lecture discusses the depopulation and decline of the ancient civilization, during the tenth and eleventh centuries, potentially due to climate change. It includes discussions on the “millennial long wave” of population growth and decline that indicates the flourishing of a civilization and its subsequent decline. Turner further discusses the dependence of the Maya people on the land and how climate change could have led to environmental degradation and agrarian collapse. Through the use of geographic and climate data, the lecture draws a timeline for the rise and collapse of the Maya civilization, changes in societal structures and functioning, and efforts to adapt to environmental and climate change.

Students will learn about how climate changes could have contributed to the decline of the Maya civilization. They will also learn about the relationship of people, land and the environment and the rise and fall of their societal and economic structures. Additionally, they will learn about concepts like “environmental determinism”. 

Use this tool to help your students find answers to: 

  1. Discuss whether climate change contributed to the decline of the Maya civilization.
  2. Discuss the term “environmental determinism”
  3. Discuss the archaeology and geography of climate change during the Maya civilization.

About the tool

Tool NameThe Ancient Maya Response to Climate Change: A Cautionary Tale
DisciplineSocial Sciences, Environmental Sciences
Topic(s) in DisciplineArchaeology, History, Maya Civilization, Environmental Determinism, Agrarian, Land use Land cover, 
Climate Topic Climate and Society, Climate and the Anthroposphere, Disasters and Hazards
Type of tool Video (50 mins)
Grade LevelUndergraduate, Graduate
LocationGlobal 
LanguageEnglish 
Translation
Developed byThe Peabody Museum of Archaeology and Ethnology, Harvard Museums of Science & Culture 
Hosted atYouTube
LinkLink
AccessOnline
Computer SkillsBasic 

Public Health and Public Wealth: The Climate Minute Podcast

Posted by on in Biological Sciences, Environmental Sciences, Social Sciences
Ted McIntyre in conversation with D.R. Tucker discussing public health risks of climate change  following the release of ‘The Climate and Health Assessment’ Report from the White House (USA).

Read More “Public Health and Public Wealth: The Climate Minute Podcast”

Visualization, Classroom/Laboratory Activity: A Story Map on Climate Change and Human Migration

Posted by on in Environmental Sciences, Geography, Humanities, Social Sciences

A visualization and classroom/laboratory activity to learn about regions and communities that are affected by the problem of climate refugees and environmental migration because of the effects of climate change.

Read More “Visualization, Classroom/Laboratory Activity: A Story Map on Climate Change and Human Migration”

The Impacts of Climate Change on Human Health in the United States: A Scientific Assessment

Posted by on in Biological Sciences, Environmental Sciences, Social Sciences

This reading resource contains several modules and case studies on climate change and its impact on human health. Chapters (available for download or to read online ) include Temperature-related Death and Illness; Air Quality Impacts; Vector-Borne Diseases; Water-Related Illness; Food Safety; Mental Health and Well-Being.

Read More “The Impacts of Climate Change on Human Health in the United States: A Scientific Assessment”

Classroom/Laboratory Activity: Climate Change and Food Security in Africa

Posted by on in Environmental Sciences, Geography, Social Sciences

A classroom/laboratory activity to learn about suitable climatic conditions for a crop and to determine how climate change may affect food production (specifically, cocoa production).

Read More “Classroom/Laboratory Activity: Climate Change and Food Security in Africa”

Reading: Capitalism and Global Warming

Posted by on in Economics

A reading by Jonathan T. Park, University of Utah, that discusses the link between climate change and capitalism. This reading discusses how consumer ideology in a capitalist society results in the overproduction and overconsumption of goods. It includes discussions on exploitation of natural resources, high energy expenditure, excess waste production and extensive environmental degradation due to pollution.

Students will learn how capitalist modes of production require large scale burning of fossil fuels to meet energy requirements that contribute towards global warming. They will also learn how the capitalist model can be modified for a sustainable future.

Use this tool to help your students find answers to: 

  1. What are capitalist modes of production?
  2. Discuss the relationship between capitalist modes of production, fossil fuel burning and global warming.

About the Tool 

Tool Name Climate Change and Capitalism
Discipline Economics
Topic(s) in Discipline Capitalism, Capitalist Modes of Production, Rise of Capitalism, Consumerism, Materials Economy, Commodification, Fossil Fuels, Natural Resources
Climate Topic Climate and the Anthroposphere
Type of Tool Reading
Grade Level Undergraduate
Location  Global
Language English
Translation –
Developed by Jonathan T. Park
Hosted at University of Utah
Link Reading Link
Access Online, Offline
Computer Skills Basic

Video Micro-lecture: Climate Change and Human Evolution

Posted by on in Biological Sciences, Environmental Sciences, Social Sciences

A video lecture by Raghu Murtugudde​, University of Maryland, on the impacts of climate change on human evolution and early civilizations. This video lecture is part 1 of a 3-part lecture series titled ‘Climate Change on Historic Timescales’ of a MOOC. This  MOOC is titled ‘Climate Change’ and has been developed by the National Resource Centre on Climate Change at the Indian Institute of Science Education and Research (IISER), Pune, India.

Students will learn how climate change possibly impacted speciation, bipedalism, evolution of brain size, cultural evolution and the appearance and disappearance of certain ancient civilizations. They will also learn about the impact of various glacial and interglacial periods, East-African aridification, and changes in sea surface temperature and rainfall on human evolution and history during the Pleistocene. 

Use this tool to help your students find answers to:

  1. How has climate change potentially impacted our evolution from apes to Homo sapiens?
  2. Explain the relationship between plate tectonics, El Nino patterns and human evolution.
  3. Discuss examples of species extinction by early human in Africa and Australia. 

About the Tool

Tool NameW04 C03 P05 L01 Climate Change on Historical Timescales Lecture 01
DisciplineBiological Sciences, Earth Sciences, Environmental Studies, Social Sciences
Topic(s) in DisciplineHuman Evolution, Anthropology, Human History, Early Civilizations, Bipedalism,  East-African Aridification
Climate TopicClimate and the Anthroposphere, Climate and Biosphere, Climate Variability Record
Type of toolVideo (42 mins)
Grade LevelUndergraduate, Graduate
LocationGlobal
LanguageEnglish
Translation
Developed byNational Resource Centre (NRC) on Climate Change at the Indian Institute of Science Education and Research (IISER), Pune, India
Hosted atIISER Pune Channel on YouTube
LinkLink
AccessOnline
Computer SkillsBasic