Video: India’s Climate Change Policies

A video lecture on India’s climate change policies and governance by Navroz Dubash, Center for Policy Research.  This video lecture is part 2 of a 2-part lecture  series titled ‘Climate Change: Policy and Governance: Global Negotiations and Domestic Policy Making’ of a MOOC. This MOOC has been developed by the National Resource Center on Climate Change at the Indian Institute of Science Education and Research (IISER), Pune, India.  The video discusses the history of India’s climate change policy. It also includes discussions on public narrative and policy frameworks through two main themes:

  1. India’s changing climate narrative: This section focuses on the history of India’s climate change policy and the change in public climate change narrative. The section discusses climate equity, 
  2. Emerging climate policy framework: This section discusses the current policy framework and stakeholders in mitigating climate change 

The lecture discusses specific climate change impacts such as decreased agricultural yields, increased rainfall, melting of glaciers and water scarcity that directly affect the economic development of India. Dubash explains India’s growing energy needs and the potential threat that climate change may have on the development of the energy sector. Additionally, the lecture discusses India’s current carbon emitting position with regards to other countries such as the U.S.A and China, creating an upper limit of emissions. The lecture also discusses the potential synergy of development and climate mitigation through the concept of “ urban co-benefits” where sectors like transport can develop to include mitigation techniques. Dubash also discusses the current institutional landscape for climate governance that starts with governing bodies such as the Ministry of Environment and Forest in 2007 and continues with the National Action Plan in 2009. Lastly, the lecture discusses the three pledges that India, as part of the Paris Agreement, has undertaken to carry out: 

  1. Decrease emission intensity by 33-35% by 2030
  2. To convert from fossil fuels to renewable energy sources by 2030
  3. Sequester 2.5-3.0 billion tons of carbon dioxide in the forest sector by 2030

Students will learn about the history of India’s climate change policies. They will also learn about the climate change narratives in India and how it has been influenced by inequity, social  impacts such as poverty and water scarcity and geopolitical drivers such as foreign policy, country alliances and global economic development. Students will further learn about the institutions and local governing bodies that influence climate change policy making. They will further learn about India’s current position within global climate mitigation initiatives and the competition of development within countries.

Use this tool to help your students find answers to: 

  1. Discuss the history of India’s climate change policies.
  2. Discuss the change of climate change narratives in India over the last 20 years.
  3. How does the debate between development and climate change mitigation influence climate change policy making?

About the tool

Tool NameW10 CO8 LO2 Climate Change: Policy and Governance: Global Negotiations and Domestic Policy Making
DisciplineSocial Sciences, Public Policy
Topic(s) in DisciplinePublic Policy, Climate Change Policy, Governance, India Climate Change Policy
Climate Topic Policies, Politics and Environmental Governance 
Type of tool Video (36 mins)
Grade LevelUndergraduate, Graduate
LocationAsia, India 
LanguageEnglish 
Translation
Developed byIndian Institute of Science Education and Research, Pune
Hosted atYouTube
LinkLink
AccessOnline
Computer SkillsBasic 

Reading: Post-pandemic Economic Policies

A reading by Carbon Brief explaining how countries around the world design economic policies for a ‘green recovery’ from the recession due to the COVID-19 pandemic, by reducing carbon emissions while boosting their economies.

Students will be introduced to terms such as green recovery, green stimulus, and quantitative easing, among others. Through use of the in-built interactive grid, they will also learn about the measures aimed at reducing carbon emissions – referred to as ‘green’ measures – for several major economies such as the United Kingdom, European Union, China, and India. Additionally, they will understand the application of monetary policy such as stimulus packages, unconditional bailouts, grants, loans, and tax reliefs for a post-pandemic green economic recovery.

Use this tool to help your students find answers to: 

  1. What does ‘green recovery’ mean in the context of post-pandemic economic policies?
  2. What are some of the economic stimulus packages designed by governments for a ‘green recovery’ from the COVID-19 pandemic?
  3. What could be the impact of ‘green recovery’ economic policies for climate mitigation?

About the tool

Tool NameCoronavirus: Tracking how the world’s ‘green recovery’ plans aim to cut emissions 
DisciplineEconomics
Topic(s) in DisciplineEnvironmental Economics, Green Recovery, Carbon Emissions, Stimulus Packages, Carbon Taxes, Quantitative Easing
Climate Topic Policies, Politics and Environmental Governance; Energy, Economics and Climate Change; Climate Mitigation and Adaptation
Type of tool Reading
Grade LevelUndergraduate
LocationGlobal, USA, Poland, Canada, Sweden, Norway, Chile, Colombia, Ireland, Spain, Italy, New Zealand, France, Nigeria, Finland, United Kingdom, China, India, Denmark, European Union, South Korea, Germany
LanguageEnglish 
Translation
Developed bySimon Evans and Josh Gabbatiss, Carbon Brief
Hosted atCarbon Brief Website
Linkhttps://www.carbonbrief.org/coronavirus-tracking-how-the-worlds-green-recovery-plans-aim-to-cut-emissions
AccessOnline
Computer SkillsBasic

Reading: Economic Recovery post COVID-19

A policy brief by The Grantham Research Institute on Climate Change and the Environment, London School of Economics and Policy and the Centre for Climate Change Economics and Policy (CCCEP), University of Leeds on the  significance of carbon pricing for reducing carbon emissions in the context of post COVID-19 pandemic economic recovery.

Students will learn about carbon pricing, citizen dividend, and green recovery policies. They will be introduced to green economic policies such as zero-carbon investments, removal of fossil-fuel subsidies, and using carbon pricing revenues for economic recovery. Additionally, they will also understand why carbon pricing is an effective strategy to reduce carbon emissions worldwide while simultaneously providing better government revenue than traditional taxation policies.

Use this tool to help your students find answers to: 

  1. What is carbon pricing?
  2. How does carbon pricing help to reduce carbon emissions? 
  3. What is the significance of carbon pricing in the economic recovery plans from the COVID-19 pandemic?

About the tool

Tool NamePricing carbon during the economic recovery from the COVID-19 pandemic
DisciplineEconomics
Topic(s) in DisciplineEnvironmental Economics, Carbon Pricing, Carbon Emissions, Economic Policies, Citizen Dividend, Economic Recovery, COVID-19
Climate Topic Policies, Politics and Environmental Governance; Energy, Economics and Climate Change
Type of tool Reading
Grade LevelUndergraduate
LocationGlobal
LanguageEnglish 
Translation
Developed byThe Grantham Research Institute on Climate Change and the Environment, London School of Economics and Policy and the Centre for Climate Change Economics and Policy (CCCEP), University of Leeds
Hosted atCentre for Climate Change Economics and Policy (CCCEP) Website
Linkhttps://www.cccep.ac.uk/wp-content/uploads/2020/05/Pricing-carbon-during-the-recovery-from-the-COVID-19-pandemic.pdf
AccessOnline/Offline
Computer SkillsBasic

Video/ Microlecture: Culture, Politics and Climate Change

A video lecture that discusses the link between politics, culture and climate change by D. Parthasarthy. This video lecture is part 2 of a 2-part lecture  series titled ‘Climate Change and Society: Culture, Politics, And Social Dynamics’ of a MOOC. This MOOC has been developed by the National Resource Center on Climate Change at the Indian Institute of Science Education and Research (IISER), Pune, India. The video discusses the politics of climate change, its origin and how it has evolved over time. It further discusses the unequal impacts of climate change on societies, the problem of accountability and responsibility by countries and the ongoing debate between economic development and mitigation of climate change. It discusses the concepts of power of stakeholders, their decision making, societal vulnerability and risk. The video also discusses the current lack of representation in policy making by communities that are directly affected by climate change and hence the need for “knowledge participation”. The lecture further highlights the “social limits to climate action” that includes values, ethics, knowledge and culture which determine climate mitigation and adaptation efforts. The lecture specifically discusses four propositions to understand climate change and culture:

  1. Values and ethics are central to politics where social units are based on ethical principles
  2. Uncertainty leads to failure to adapt and increases vulnerability for certain communities
  3. There is a gap between perception of risk and action 
  4. Cultural aspects are excluded when developing climate adaptation strategies

The lecture then highlights how culture defines the politics of climate change contributing to the “knowledge-ignorance paradox” which discusses the concept of “scientific illiteracy”. D Parthasarathy further discusses the Giddens paradox that highlights the four reasons for decreasing public concern about climate change:

  1. Political campaigns by corporate organizations against policy proposals to reduce carbon emissions
  2. The abstract and vague nature of climate science for a layman to understand
  3. The ‘free-rider’ issue where the impact of climate change affects other countries rather than the country of origin, enabling no action to be taken to control it. 
  4. The debate between economic development and climate change mitigation in developing countries like India.  

The lecture also provides four suggestions put forth by Giddens to tackle these issues: 

  1. Political leaders must be convinced to take action 
  2. Small regional climate change agreements must be made instead of international agreements where accountability and responsibility are hard to monitor. 
  3. Companies that use fossil fuels must be challenged by local companies 
  4. Promotion of local activism to influence global action

Students will learn about the politics of climate change. They will learn about the existing politics of climate change and how vulnerability, risk and uncertainty affects decision making by individuals and societies. Students will further learn about the inherent presence of societal values, ethics, vulnerability, power and risk that determine societal ignorance, knowledge and perception of climate change. Through the four propositions, they will learn about the need for a transdisciplinary approach to ensure effective adaptation and mitigation strategies. Additionally, students will learn about the “knowledge-ignorance paradox’, the Giddens paradox and media representation and how this influences the public perception and concern of climate change. 

Use this tool to help your students find answers to: 

  1. Discuss the link between culture and climate politics 
  2. How do the concepts of power, risk, uncertainty and vulnerability affect climate change policies?
  3. Discuss the “knowledge-ignorance paradox” and its influence on public concern
  4. Discuss the Giddens paradox and its four hypotheses and their impact on climate mitigation policies. 

About the tool

Tool NameW10 CO7 LO2 Climate Change and Society: Culture, Politics, And Social Dynamics Lecture 02
DisciplineSocial Sciences
Topic(s) in DisciplineCulture, Politics, Social Dynamics, Social Inequalities, Knowledge-Ignorance Paradox, Giddens Paradox
Climate Topic Climate and Society, Policies, Politics and Environmental Governance 
Type of tool Video (46 mins)
Grade LevelUndergraduate, Graduate
LocationGlobal 
LanguageEnglish 
Translation
Developed byIndian Institute of Science Education and Research, Pune
Hosted atYouTube
LinkLink
AccessOnline
Computer SkillsBasic 

Video/Microlecture: Climate Change and Society

A video lecture that discusses how the social sciences have evolved to address issues of climate change by D. Parthasarathy. This video lecture is part 1 of a 2-part lecture  series titled ‘Climate Change and Society: Culture, Politics, And Social Dynamics’ of a MOOC. This MOOC has been developed by the National Resource Center on Climate Change at the Indian Institute of Science Education and Research (IISER), Pune, India.  The lecture focuses on the threat and vulnerability of the human population to climate change viewed through the lenses of the social sciences and climate sciences. This lecture discusses how social vulnerability is understood in the social sciences as “vulnerability and adaptation as representing the set of socio-economic factors that determine people’s ability to cope with stress or change” and how it is understood in the climate sciences as “vulnerability is the likelihood of occurrence and impacts of weather and climate related events, and capacity of population groups to reduce vulnerability”. 

The video further discusses how the social sciences have contributed to the understanding of vulnerability by discussing concepts of social inequalities like caste, religion and social status. It also highlights the impact of climate change in developing countries.  Additionally, the lecture discusses the need for a transdisciplinary approach and how the social sciences can further contribute to the understanding of climate change and societal impacts. These include:  

  1. Ethnographic insights: Studies that could discuss cultural values and political relations that influence climate related knowledge and the perception of climate change. This could help formulate better adaptation policies
  2. Historical perspective: History can be used to understand traditional mechanisms of adapting and coping and understanding societal collapse, survival and sustainability. 
  3. Holistic view: Studies that discuss the changing forms of consumption and production and their consequences such as migration and refugee crises. 

Students will learn about understanding climate risk and vulnerability from the perspective of the social sciences. They will also learn about climate change threats and vulnerability and social inequalities such as  caste, religion and social status. Students will further learn about how culture influences societies to adapt, survive, and mitigate the risks of climate change. 

Use this tool to help your students find answers to: 

  1. Discuss the role of the social sciences in understanding climate change risks and vulnerability 
  2. Discuss the social inequalities can contribute to climate change induced vulnerability in developing countries

About the tool

Tool NameW10 CO7 LO1 Climate Change and Society: Culture, Politics, And Social Dynamics Lecture 01
DisciplineSocial Sciences
Topic(s) in DisciplineSociology, Anthropology, Social Inequalities, Caste, Religion, Vulnerability, Culture 
Climate Topic Climate and Society, Policies, Politics and Environmental Governance  
Type of tool Video (52 mins)
Grade LevelUndergraduate, Graduate
LocationGlobal 
LanguageEnglish 
Translation
Developed byIndian Institute of Science Education and Research , Pune, India
Hosted atYouTube
LinkLink
AccessOnline
Computer SkillsBasic 

Reading: Gender Dimensions of Human Health and Climate Change

A reading by the World Health Organization titled ‘Gender, Climate Change and Health’ that discusses the gender dimensions of human health and climate change. Using specific climatic events such as heatwaves and flooding, the reading discusses some direct and indirect health issues that impact men and women differently. It further discusses issues such as domestic violence and nutrition deficiency and links with climate change. The reading also discusses the increased vulnerability of women to climate risks and hence the need for gender analysis in policy making. The reading also includes discussions on gender-sensitive approaches and gender-responsive interventions to increase health equity and ensure effective climate mitigation and adaptation. The reading is divided into five subtopics: 

  1. A background of gender, health and climate change 
  2. Impacts: Health 
  3. Impacts: social and human consequences of climate change 
  4. Responses to climate change 
  5. Conclusion, gaps in understanding and issues for urgent action 

Students will learn about gender and health inequity to climate change impacts. They will also learn about health risks of climate change to women, the social and human consequences of climate change, and the need to formulate gender-sensitive climate change policies. 

Use this tool to help your students find answers to:

  1. How does climate change impact women’s health? 
  2. What are some social consequences of climate change? 
  3. Discuss the need for gender sensitive and inclusive climate policies.

About the tool

Tool NameGender, Climate Change and Health 
DisciplineSocial Sciences
Topic(s) in DisciplineGender, Gender Studies, Women Studies, Human Health, Domestic Violence
Climate Topic Climate and Society; Policies, Politics and Environmental Governance
Type of tool Reading
Grade LevelUndergraduate, Graduate
LocationGlobal
LanguageEnglish 
Translation
Developed byWorld Health Organization
Hosted atWorld Health Organization Website
Linkhttps://www.who.int/globalchange/GenderClimateChangeHealthfinal.pdf
AccessOnline/Offline
Computer SkillsBasic 

Video/micro lecture: Introduction to Gender and Climate Change

A video lecture by Vibhuti Patel, SNDT Women’s University, India, titled ‘Gender and Climate Change’ that discusses gender dimensions of climate change. This lecture discusses the role of women in households and how climate change induced events such as natural and manmade disasters, water and food shortages and deforestation differentially impact them. Additionally, the lecture discusses examples of indigenous tribes and local knowledge systems. The lecture further discusses the current role of women in the climate change discourse, women’s ecological movements, and the need to include women in decision and policy making.  

Students will learn about the impacts of climate change on women. They will also learn about how women are far more vulnerable to climatic events and hence the need to ensure that women are included in climate policy and decision making. Students will further learn a brief history of women’s ecological movements in India and the current role women play in reducing the impacts of climate change.  

Use this tool to help your students find answers to:

  1. Discuss the gender dimensions of climate change.
  2. Discuss the symbiotic relationship of indigenous women and the natural environment. 
  3. Discuss the women’s ecological movement in India. 

About the tool

Tool NameGender and Climate Change
DisciplineSocial Sciences
Topic(s) in DisciplineGender, Gender Studies, Women Studies, Women’s Ecological Movement 
Climate Topic Climate and Society, Policies, Politics and Environmental Governance
Type of tool Video/Microlecture (33 min)
Grade LevelUndergraduate, Graduate
LocationGlobal
LanguageEnglish 
Translation
Developed byVidya-Mitra Channel by National Mission on Education through Information and Communication Technology, MHRD, India
Hosted atYouTube 
LinkLink
AccessOnline
Computer SkillsBasic 

Reading: The COVID-19 Pandemic, Recession and Economic Policies

A reading by Carbon Brief explaining how countries around the world design economic policies for a ‘green recovery’ from the recession due to the COVID-19 pandemic, by reducing carbon emissions while boosting their economies.

Students will be introduced to terms such as green recovery, green stimulus, and quantitative easing, among others. Through use of the in-built interactive grid, they will also learn about the measures aimed at reducing carbon emissions – referred to as ‘green’ measures – for several major economies such as the United Kingdom, European Union, China, and India. Additionally, they will understand the application of monetary policy such as stimulus packages, unconditional bailouts, grants, loans, and tax reliefs for a post-pandemic green economic recovery.

Use this tool to help your students find answers to: 

  1. What does ‘green recovery’ mean in the context of post-pandemic economic policies?
  2. What are some of the economic stimulus packages designed by governments for a ‘green recovery’ from the COVID-19 pandemic?
  3. What could be the impact of ‘green recovery’ economic policies for climate mitigation?

About the tool

Tool NameCoronavirus: Tracking how the world’s ‘green recovery’ plans aim to cut emissions 
DisciplineEconomics
Topic(s) in DisciplineEnvironmental Economics, Green Recovery, Carbon Emissions, Stimulus Packages, Carbon Taxes, Quantitative Easing
Climate Topic Policies, Politics and Environmental Governance; Energy, Economics and Climate Change; Climate Mitigation and Adaptation
Type of tool Reading
Grade LevelUndergraduate
LocationGlobal, USA, Poland, Canada, Sweden, Norway, Chile, Colombia, Ireland, Spain, Italy, New Zealand, France, Nigeria, Finland, United Kingdom, China, India, Denmark, European Union, South Korea, Germany
LanguageEnglish 
Translation
Developed bySimon Evans and Josh Gabbatiss, Carbon Brief
Hosted atCarbon Brief Website
Linkhttps://www.carbonbrief.org/coronavirus-tracking-how-the-worlds-green-recovery-plans-aim-to-cut-emissions
AccessOnline
Computer SkillsBasic

Reading: The COVID-19 Pandemic, Carbon Pricing, and Economic Recovery

A policy brief by The Grantham Research Institute on Climate Change and the Environment, London School of Economics and Policy and the Centre for Climate Change Economics and Policy (CCCEP), University of Leeds on the  significance of carbon pricing for reducing carbon emissions in the context of post COVID-19 pandemic economic recovery.

Students will learn about carbon pricing, citizen dividend, and green recovery policies. They will be introduced to green economic policies such as zero-carbon investments, removal of fossil-fuel subsidies, and using carbon pricing revenues for economic recovery. Additionally, they will also understand why carbon pricing is an effective strategy to reduce carbon emissions worldwide while simultaneously providing better government revenue than traditional taxation policies.

Use this tool to help your students find answers to: 

  1. What is carbon pricing?
  2. How does carbon pricing help to reduce carbon emissions? 
  3. What is the significance of carbon pricing in the economic recovery plans from the COVID-19 pandemic?

About the tool

Tool NamePricing carbon during the economic recovery from the COVID-19 pandemic
DisciplineEconomics
Topic(s) in DisciplineEnvironmental Economics, Carbon Pricing, Carbon Emissions, Economic Policies, Citizen Dividend, Economic Recovery
Climate Topic Policies, Politics and Environmental Governance; Energy, Economics and Climate Change
Type of tool Reading
Grade LevelUndergraduate
LocationGlobal
LanguageEnglish 
Translation
Developed byThe Grantham Research Institute on Climate Change and the Environment, London School of Economics and Policy and the Centre for Climate Change Economics and Policy (CCCEP), University of Leeds
Hosted atCentre for Climate Change Economics and Policy (CCCEP) Website
LinkLink
AccessOnline/Offline
Computer SkillsBasic

Video/Micro lecture: Karl Marx and Climate Change

A short video titled ‘Marxist theory: Relevant to climate change today?’ by Graham Murdock, Loughborough University, that discusses the impact of capitalism on climate change. Murdock discusses Marx’s commentary on the breakdown of the relationship of humans with nature due the industrialization of agricultural practices.

Students will learn the foundations of Marx’s theory of Capitalism and its historical development and  capitalism’s influence on climate change. They will also learn about how rapid industrialization and capitalism have contributed to global warming. They will further learn how Marx’s analysis on ecology could also provide the solutions to problems in the context of climate change

Use this tool to help your students find answers to: 

  1. What are Marx’s main tenets about Capitalism?
  2. What are Marx’s fundamental problems with Capitalism?
  3. Discuss how industrialization and capitalism have contributed to global warming.

About the tool

Tool NameMarxist theory: Relevant to climate change today?
DisciplineEconomics, Social Sciences
Topic(s) in DisciplineMarxist Theory of Capitalism, Marx, Capitalism, Political Science
Climate Topic Energy, Economics and Climate Change, Policies, Politics and Environmental Governance 
Type of tool Video/ Microlecture (11 mins) 
Grade LevelUndergraduate
LocationGlobal 
LanguageEnglish 
Translation
Developed byCGTN
Hosted atYouTube 
Linkhttps://www.youtube.com/watch?v=l-i242fEKyY
AccessOnline
Computer SkillsBasic 

Reading: Marxism and Carbon Markets

A reading titled ‘Greening Capitalism? A Marxist Critique of Carbon Markets’ by Steffan Bohm, Maria Misoczky and Sandra Moog that discusses a Marxist assessment of carbon markets and their role in the evolution of global capitalism and climate change. The reading discusses four major marxist concepts: metabolic rift, capitalism and world ecology, uneven development and accumulation through dispossession, sub-imperialism, to establish a structure for an analysis of carbon markets. The reading further discusses the importance of understanding historical global capitalism development and its link to nature, especially within the Global South. 

Students will learn about Marx’s theories and carbon markets and their role in mitigating climate change. They will also learn about the concept of ‘greening capitalism’ and its role in the future of economic growth and development. Students will further learn about the importance of mapping and acknowledging historical global capitalism development to understand the current state of climate change in the Global South. 

Use this tool to help your students find answers to: 

  1. What is Greening Capitalism? 
  2. Explain the link between history, capitalism and nature in the Global South
  3. Carbon markets could affect capitalist dynamics to achieve a global sustainable economy. Discuss 

About the tool

Tool NameGreening Capitalism? A Marxist Critique of Carbon Markets
DisciplineEconomics, Social Sciences
Topic(s) in DisciplineMarxist Theory of Capitalism, Marx, Capitalism, Greening Capitalism, Historical Materialism
Climate Topic Energy, Economics and Climate Change, Policies, Politics and Environmental Governance 
Type of tool Reading 
Grade LevelUndergraduate, Graduate
LocationGlobal 
LanguageEnglish 
Translation
Developed bySteffan Bohm, Maria Misoczky and Sandra Moog
Hosted atResearch Gate
Linkhttps://www.researchgate.net/publication/239735675_Greening_Capitalism_A_Marxist_Critique_of_Carbon_Markets
AccessOnline/Offline
Computer SkillsBasic 

Reading: Fish and Food Security

A reading from ‘The Epicenters of Climate and Security: The New Geostrategic Landscape of the Anthropocene’ by The Center for Climate and Security that discusses the impacts of climate change on the fishing industry. It includes discussions on the history of fisheries governance, recent disputes, how climate change is a major threat to the fishing industry and the need for evaluating current laws and treaties. The reading introduces the concept of “fish security epicenters” such as the South China Sea (SCS), the Arctic, and the African great-lakes where climate change can perhaps impact regional security and international relations.

Students will learn about the impacts of climate change on marine ecosystems, fisheries, and fisheries governance. They will also understand how climate change is impacting the food security and national security of different regions. 

Use this tool to help your students find answers to: 

  1. How does climate change impact the fishing industry?
  2. What is the relationship between fisheries and national security?
  3. What are “fish security epicenters”?

About the Tool 

Tool NameFish, Food Security and Future Conflict Epicenters
DisciplineSocial Sciences, International Relations
Topic(s) in DisciplineFood Security, Security, Fisheries, Peace and Conflict Studies, Overfishing
Climate Topic Policies, Politics and Environmental Governance; Climate Change and Food Security
Type of tool Reading
Grade LevelUndergraduate
LocationGlobal 
LanguageEnglish 
Translation
Developed byDr. Michael Thomas in Epicenters of Climate and Security: The New Geostrategic Landscape of the Anthropocene eds Caitlin E. Werrell and Francesco Femia
Hosted atThe Center for Climate and Security
Linkhttps://climateandsecurity.files.wordpress.com/2017/06/10_fish-conflict.pdf 
AccessOnline/Offline
Computer SkillsBasic

Reading: Climate Risk and Megacities

A reading from ‘The Epicenters of Climate and Security: The New Geostrategic Landscape of the Anthropocene’ by The Center for Climate and Security on the impacts of climate change on large urban cities.The reading describes risks and direct and indirect impacts of climate change on the security of urban cities specifically coastal megacities.

Students will understand the impacts of climate change on urban megacities including large coastal agglomerates. They will also learn about the fragility and resilience of cities vulnerable to security risks caused by climate change.They will further understand related security, environmental, human rights and governance issues and policies.  

Use this tool to help your students find answers to: 

  1. How does climate change impact urban coastal cities? 
  2. How does climate change cause human migration and displacement? Give examples.
  3. Does migration to megacities create instability and conflict? 

About the Tool 

Tool NameCoastal Megacities vs. The Sea: Climate and Security in Urban Spaces
DisciplineSocial Sciences, International Relations
Topic(s) in DisciplineUrban Environment, Development Studies, Urbanization, Human Migration, Security, Peace and Conflict Studies
Climate Topic Climate and Society; Policies, Politics and Environmental Governance
Type of tool Reading
Grade LevelUndergraduate, Graduate
LocationGlobal 
LanguageEnglish 
Translation
Developed byJanani Vivekananda and Neil Bhatiya in Epicenters of Climate and Security: The New Geostrategic Landscape of the Anthropocene eds Caitlin E. Werrell and Francesco Femia
Hosted atThe Center for Climate and Security
Linkhttps://climateandsecurity.files.wordpress.com/2017/06/7_coastal-megacities.pdf 
AccessOnline/Offline
Computer SkillsBasic

Reading: Introduction to Carbon Pricing

A reading by the World Bank Group that introduces what is carbon pricing and discusses the link between carbon pricing and climate change policies. The reading  includes sections on 

  1. Main types of carbon pricing
  2. International carbon pricing
  3. Regional, national and subnational carbon pricing
  4. Internal carbon pricing
  5. How to do carbon pricing right

Students will learn about carbon pricing and economic policy, decarbonisation, clean technology and market innovation. They will also learn about how carbon pricing can influence economic development and growth and inform climate change policies. Students will further learn about the types of carbon pricing that governments and businesses refer to in order to make well informed economic decisions. 

Use this tool to help your students find answers to: 

  1. What is carbon pricing?
  2. How is carbon pricing used as an instrument for climate change policies?

About the tool

Tool NameWhat is Carbon Pricing?
DisciplineEconomics
Topic(s) in DisciplineEnvironmental Economics, Carbon Pricing, Carbon Tax, Economic Growth, Climate Change Policies, Decarbonisation 
Climate Topic Energy, Economics and Climate Change; Policies, Politics, and Environmental Governance 
Type of tool Reading 
Grade LevelUndergraduate
LocationGlobal
LanguageEnglish 
Translation
Developed byThe World Bank  
Hosted atThe World Bank
Linkhttps://carbonpricingdashboard.worldbank.org/what-carbon-pricing
AccessOnline
Computer SkillsBasic 

Reading: The Stern Review on the Economics of Climate Change Part 2

A reading from the ‘Stern Review: The Economics of Climate Change’ by economist Nicholas Stern for the Government of the United Kingdom which contains predictions on mortality, ecosystems and income levels. This reading includes results of their modelling that states that climate change will cause an average of 5% reduction in the global per capita consumption over the next 2 centuries, with an addition of 145 – 220 million people falling below poverty line in South Asian and sub-Saharan Africa by 2100, and an expected increase in child mortality to 165,000 – 250,000 children per year.  The reading is subdivided into four chapters, as follows:

  1. How climate change will affect people around the world: This chapter draws correlations between climate change and potential implications for access to food, water stress, health and well-being, land and the environment. It gives a detailed analysis of global warming implications from 1ºC rise up to temperature change of 5ºC and above. [pp 55 – 91 (as per table of contents) or pp 100 – 136 (as per scrolling)]
  2. Implications of climate change for development: This chapter looks at developing countries and their vulnerability to climate change due to their dependence on climate sensitive sectors such as agriculture. Apart from food insecurity and damage to the healthcare systems, there will be mass migrations and conflict which will hamper growth and development. [pp 92 – 121 (as per table of contents) or pp 137 – 166 (as per scrolling)]
  3. Costs of climate change in developed countries: This chapter looks at the impacts of climate change on the developed countries and explains how for moderate amounts of warming some higher latitude countries will face short-term benefits due to rise in agriculture yields, lower winter mortality, lower heating requirements and possible boosts in tourism. However, they will face disastrous impacts due to climate shocks at higher temperatures. [pp 122 – 142 (as per table of contents) or pp 167 – 187 (as per scrolling)]
  4. Economic modelling of climate change impacts: This chapter details the modelling work conducted for estimating the monetary impact of climate change by using an Integrated Assessment Model with a temperature rise of 2-3ºC as the starting point. [pp 143 – 167 (as per table of contents) or pp 188 – 212 (as per scrolling)]

Students will learn how melting glaciers, crop yield decline, ocean acidification, displacement, malnutrition, rising sea levels and species extinction will impact the global economy through empirical analysis. They will also learn what makes developing countries most vulnerable to climate change. They will understand how certain adverse effects of climate change are already underway and early mitigation may be the only way to control the impacts. 

Use this tool to help your students find answers to:

  1. How will a 2ºC temperature rise scenario differ from a 4ºC temperature rise scenario?
  2. Discuss climate vulnerabilities of:
    1. Developed Countries
    2. Developing Countries
  3. Define and explain the ‘Mendelsohn’ model, the ‘Tol’ model, and the ‘Nordhaus’ model.

About the Tool

Tool NamePart II: The Impacts of climate change on growth and development from Stern Review: The Economics of Climate Change 
DisciplineEconomics
Topic(s) in DisciplineEconomics of Climate Change, Macroeconomics, Microeconomics, International Economics, Econometrics, Integrated Assessment Model, Per Capita Consumption, GDP, Economic Growth
Climate TopicEnergy, Economics and Climate Change; Policies, Politics and Environmental Governance
Type of toolReading (pp 55 to 167 ) –  as per table of content; (pp 100 – 212) – as per scrolling
Grade LevelUndergraduate, Graduate
LocationGlobal
LanguageEnglish
Translation
Developed byNicholas Stern
Hosted atGrupo de Pesquisa em Mudancas Climaticas (GPMC), Brazil
Linkhttp://mudancasclimaticas.cptec.inpe.br/~rmclima/pdfs/destaques/sternreview_report_complete.pdf
AccessOnline/Offline
Computer SkillsBasic

Reading: The Stern Review on the Economics of Climate Change Part 3

A reading from the ‘Stern Review: The Economics of Climate Change’ by economist Nicholas Stern for the Government of the United Kingdom which contains discussions on the need to stabilise greenhouse gas (GHG) concentrations and the subsequents cost of doing the same. The reading is subdivided into seven chapters, as follows:

  1. Projecting the growth of greenhouse gas emissions: This chapter discusses the past drivers of global emissions growth and a future prediction with ‘business-as-usual’ scenario in case of climate policy inaction.  [pp 169 – 192 (as per table of contents) or pp 214- 237 (as per scrolling)]
  2. The challenge of stabilisation: This chapter details steps that can be taken to stabilise GHG emissions and the cost of delay. [pp 193 – 210 (as per table of contents) or pp 238 – 255 (as per scrolling)]
  3. Identifying the costs of mitigation: This chapter looks at how mitigation costs are identified for various methods to reduce GHG emissions, who will pay for them, and what will be the long-term impacts of GHG cost-cutting. [pp 211 – 238 (as per table of contents) or pp 256 – 283(as per scrolling)]
  4. Macroeconomic models of costs: This chapter goes into the modelling approaches to calculate costs, the factors that may impact these costs, and how GHG emission cost-cutting might affect GDP. [pp 239 – 252 (as per table of contents) or pp 284 – 297 (as per scrolling)]
  5. Structural change and competitiveness: This chapter looks at the impacts of climate-change policies about market structure, trade, location and industrial emissions on market competitiveness.  [pp 253 – 268 (as per table of contents) or pp 298 – 313(as per scrolling)]
  6. Opportunities and wider benefits from climate policies: This chapter looks at the benefits and opportunities of climate change action for various industries and services and how it will impact the overall financial market.  [pp 269 -283 (as per table of contents) or pp 314 – 328 (as per scrolling)]
  7. Towards a goal for climate change policy: This chapter looks at cost-benefit analysis and climate change policy in the long run with a focus on fast changes to avoid adverse risks.  [pp 284 – 307 (as per table of contents) or pp 329 – 352(as per scrolling)]

Students will learn the cause of the rise in greenhouse gas emissions and how, due to advancement in energy technology, income growth is no longer solely dependent on emission growth. They will also learn that the benefits of climate change policies for markets and industries outweigh its costs in the long-run. 

Use this tool to help your students find answers to:

  1. What will happen if we continue with the ‘business-as-usual’ scenario of greenhouse gas emissions?
  2. State cost-effective methods and techniques to reduce greenhouse gas emission.
  3. How does The Review calculate marginal costs and marginal benefits of climate change policy?

About the Tool

Tool NamePart III: The economics of stabilisation from Stern Review: The Economics of Climate Change 
DisciplineEconomics
Topic(s) in DisciplineEconomics of Climate Change, Macroeconomics, Microeconomics, International Economics, Integrated Assessment Model, Cost-Benefit Analysis, Economic Policy, Competitive Market Policies
Climate TopicEnergy, Economics and Climate Change; Climate Mitigation and Adaptation; Policies, Politics and Environmental Governance
Type of toolReading (pp 168 to 307) –  as per table of content; (pp 213 – 352) – as per scrolling
Grade LevelUndergraduate, Graduate
LocationGlobal
LanguageEnglish
Translation
Developed byNicholas Stern
Hosted atGrupo de Pesquisa em Mudancas Climaticas (GPMC), Brazil
LinkLink
AccessOnline/Offline
Computer SkillsBasic

Classroom/ Laboratory activity: Climate Mitigation and Willingness to Pay

A classroom/laboratory activity based on data on citizens’ willingness to pay to reduce carbon emissions as a method of mitigating climate change. This data is collected through an online survey by the German government and is available for download in Excel, R, and Google Sheet formats.

Students will be able to analyse the data to construct indices for measuring attitudes or opinions. They will also learn to use Cronbach’s alpha and Likert scale. Additionally, they will use mean, standard deviation, correlation/correlation coefficient, and confidence interval to analyze the results. Through this activity, they will be able to compare the measures of willingness to pay with climate policymaking. 

Use this tool to help your students find answers to: 

  1. What is ‘willingness to pay’?
  2. How to measure willingness to pay for non-market goods like abatement to pollution?
  3. What is Cronbach’s alpha? How is it used to assess indices for internal consistency?

About the tool

Tool NameMeasuring Willingness to Pay for Climate Change Mitigation
DisciplineEconomics
Topic(s) in DisciplineWillingness to Pay (WTP), Likert Scale, Cronbach’s Alpha, Value of Abatement, Contingent Valuation
Climate Topic Climate Mitigation and Adaptation; Energy, Economics and Climate Change; Policies, Politics and Environmental Governance
Type of tool Classroom/ Laboratory Activity  
Grade LevelUndergraduate
LocationGlobal, Germany
LanguageEnglish 
Translation
Developed byCORE Project
Hosted atCORE Project Website
Linkhttps://www.core-econ.org/doing-economics/book/text/11-01.html
AccessOnline/Offline
Computer SkillsIntermediate

Reading: Willingness to Cooperate and Climate Policy

A reading titled ‘Cooperation in the Climate Commons’ by the Centre for Climate Change Economics and Policy (CCCEP), University of Leeds and The Grantham Research Institute on Climate Change and the Environment, London School of Economics and Policy. This working paper describes the willingness to cooperate as a climate solution and how it is impacted by different mitigation efforts.

Students will learn how mitigation efforts depend either on an individual’s willingness to voluntarily adapt ‘green’ consumer behaviour or through enforcement of costly public policy or a combination of the two. They will further study how various factors, such as peer pressure, social interventions, individual beliefs, trust in economic development, and local punishment policies, impact mitigation efforts. They will also learn how international and domestic climate policy affects individuals’ willingness to cooperate. 

Use this tool to help your students find answers to: 

  1. What are ‘climate commons’?
  2. How does willingness to cooperate through voluntary adaptation of green consumer behaviour differ from forceful implementation of costly public policy?
  3. What is the ‘zero-contribution’ proposition and why did the study reject it?

About the tool

Tool NameCooperation in the Climate Commons
DisciplineEconomics
Topic(s) in DisciplineEconomic Theory, Willingness to Cooperate, Public Policy, Climate Commons, Global Commons, Tragedy of the Commons, Mitigation
Climate Topic Climate Mitigation and Adaptation; Energy, Economics and Climate Change; Policies, Politics and Environmental Governance
Type of tool Reading (pp 1 – 32)
Grade LevelUndergraduate
LocationGlobal, 
LanguageEnglish 
Translation
Developed byThe Centre for Climate Change Economics and Policy (CCCEP), University of Leeds and The Grantham Research Institute on Climate Change and the Environment, London School of Economics and Policy. Authored by Stefano Carattini, Simon Levin and Alessandro Tavoni
Hosted atCentre for Climate Change Economics and Policy, UK
Linkhttps://www.cccep.ac.uk/wp-content/uploads/2017/01/working-paper-259-Carattini-et-al.pdf?from_serp=1
AccessOnline/Offline
Computer SkillsBasic

Reading: Willingness to Pay for Climate Stability

A review article by Evan Johnson and Gregory Nemet, Robert M. La Follete School of Public Affairs at the University of Wisconsin-Madison, on willingness to pay (WTP) for climate policy. This working paper is divided into five sections as follows:

  1. Section 1 describes the characteristics of WTP as an empirical tool for climate stability.
  2. Section 2 discusses literature review on WTP for climate policy, through to social and behavioural aspects.
  3. Section 3 explains calculations used and the results of comparison of various studies.
  4. Section 4 discusses a new research agenda to improve factors for identifying WTP.
  5. Section 5 concludes the study.

Students will learn about WTP in context to climate stability and the need to study it. They will also learn about which factors are commonly used to identify WTP and how they are calculated through empirical assessment. Additionally they will also learn about the challenges of using the current factors in determining the WTP and what can be done to improve its measurement.

Use this tool to help your students find answers to: 

  1. What is willingness to pay (WTP)?
  2. How is WTP calculated with regards to climate policy?
  3. What factors are commonly used to define willingness to change and how can they be improved?

About the tool

Tool NameWillingness to Pay for Climate Policy: A Review of Estimates
DisciplineEconomics
Topic(s) in DisciplineWillingness to Pay (WTP), Economic Theory, Public Policy, Integrated Assessment Model, Consumer Psychology
Climate Topic Climate Mitigation and Adaptation; Energy, Economics and Climate Change; Policies, Politics and Environmental Governance
Type of tool Reading (pp 1 – 32)
Grade LevelUndergraduate
LocationGlobal 
LanguageEnglish 
Translation
Developed byEvan Johnson and Gregory Nemet, Robert M. La Follete School of Public Affairs at the University of Wisconsin-Madison
Hosted atSocial Science Research Network Website
Linkhttps://papers.ssrn.com/sol3/papers.cfm?abstract_id=1626931
AccessOnline/Offline
Computer SkillsBasic

Video: Noam Chomsky on Climate Education Policy

A video lecture by Dr. Noam Chomsky on Public Policy and Climate Change Education. This video discusses legislative processes of public education related to climate change, renewable energy, and fossil fuels. It specifically discusses how, in certain cases, the notion that there is a lack of scientific consensus on climate change can be used to fuel climate denial propaganda through public education. 

Students will learn about the Public Education system in the US and the possible role of corporations in influencing curriculum. They will further learn how public perception can be influenced through climate change education policies. 

Use this tool to help your students find answers to:

  1. Discuss the role of corporations and their influence in public education policy  in the US?
  2. How does the notion that there is a ‘lack of scientific consensus in climate science’ used in climate change denial rhetoric in the US?
  3. What is the role of public education policy in promoting the continued use of fossil fuels over renewable energy?

About the Tool

Tool Name Noam Chomsky “Global Warming and The Common Good”
Discipline Social Sciences, Public Policy, Education
Topic(s) in Discipline Education Policy, Public Education, Education Legislation, Climate Change Education, Climate Denial
Climate Topic Policies, Politics and Environmental Governance
Type of Tool Video (22 mins)
Grade Level Undergraduate
Location US
Language English
Translation
Developed by Leigha Cohen Video Production
Hosted at Youtube
Link Video Link
Access Online
Computer Skills Basic