per class
What's included
1 live meeting
50 mins in-class hoursClass Experience
US Grade 7 - 10
What can and should be done about climate change? If scientists agree that ambitious actions are needed to prevent catastrophe, why are governments moving so slowly? The answer to this has as much to do with politics as the science behind the crisis. Should we rely on individuals or governments to change their behaviors? Should we increase regulations or rely on free-market solutions? How are different countries approaching the crisis? How do different political-economic systems respond to climate change? In this class, we will use a global comparative approach to the politics of climate change to address the above questions. The focus of the class will be on describing and comparing the main types of political-economic systems found around the world (liberal, social democratic, communist, and authoritarian) in terms of responding to climate change. We will also look at the difference between developed and lesser developing countries, using the Paris Accords to frame the issue. And we will describe and compare responses at the individual, national, and global levels. I will be using PowerPoint slides and encourage student participation throughout the class.
Learning Goals
Students will learn the basics of the different types of political-economic systems common today and compare them in terms of how each of them tend to view and respond to climate change. Students will learn about the Paris Accords, as well as examples of political approaches being utilized by different governments. Students will learn the difference between climate change adaptation and mitigation. Students will learn the difference between actions taken at the individual, national, and international levels.
Other Details
Parental Guidance
This one-day class accepts the broad scientific consensus that human-caused climate change is real. We will be discussing the politics of addressing the crisis. In terms of the different political-economic systems introduced and compared, I will not be taking sides.
External Resources
Learners will not need to use any apps or websites beyond the standard Outschool tools.
Sources
Our source material consists of:
A) The April International Panel on Climate Change (IPCC) Mitigation of Climate Change Summary for Policy Makers, available at
https://report.ipcc.ch/ar6wg3/pdf/IPCC_AR6_WGIII_SummaryForPolicymakers.pdf
B) Yale Climate Connections "Key Takeaways from the New IPCC Report", available at
https://yaleclimateconnections.org/2021/08/key-takeaways-from-the-new-ipcc-report/
C) Columbia University SIPA Center "The Role of Natural Gas in the Energy Transition", available at
https://www.energypolicy.columbia.edu/research/commentary/role-natural-gas-energy-transition
Meet the teacher
Teacher expertise and credentials
I have taught political science courses at the university level for years. As a result, I have experience navigating these subjects in a sensitive way that minimizes bias. I have taught an undergraduate course on environmental politics. I have additionally used climate change as a case study in many of my other political science courses. I am a comparativist and have taught comparative politics extensively; this is the approach I will be utilizing in this course.
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