Tag: Environment

Personal Stories about the Impact of Climate Change

Personal Stories about the Impact of Climate Change

Edited by Alan Singer

Changes in the global climate exacerbate climate hazards and amplify the risk of extreme weather disasters. Increases of air and water temperatures lead to rising sea levels, supercharged storms and higher wind speeds, more intense and prolonged droughts and wildfire seasons, heavier precipitation and flooding. The number of climate-related disasters has tripled in the last 30 years. The United Nations Environment Programme estimates that adapting to climate change and coping with damages will cost developing countries $140-300 billion per year by 2030.

Source: https://www.oxfam.org/en/5-natural-disasters-beg-climate-action#

An annual average of 21.5 million people were forcibly displaced each year by weather-related events – such as floods, storms, wildfires and droughts – between 2008 and 2016, according to the International Displacement Monitoring Centre. This figure reached a record 32.6 million in 2022. The International Environmental Partnership, an international thinktank, expects this number to surge. It predicts that 1.2 billion people could be displaced globally by 2050 due to climate change and natural disasters. Source: https://www.zurich.com/media/magazine/2022/there-could-be-1-2-billion-climate-refugees-by-2050-here-s-what-you-need-to-know

Yolanda del Carmen Marín, Coffee plantation worker, Sonsonate, El Salvador

Source: Rethinking Schools

 “These are hard times for people like me who work on coffee farms. I’ve worked here in Sonsonate since I was a kid. I have done pretty much every job there is to do on this farm. There are a lot of problems now — pests, low prices for coffee beans — but the big one is climate change. It used to be that the rainy season would start in May. But with climate change, who knows? The rains sometime come early, and the coffee plants flower, but then the rain will stop and so things dry up. Sometimes the rains come late or don’t come at all. That leads to a terrible harvest. Forty years ago, this farm produced 4,000 tons of coffee. This year? It will produce about 300 tons. In the last 10 years in El Salvador, 80,000 people lost their jobs in the coffee industry. I guess I’m one of the lucky ones, because I still have a job, although it pays only about $30 a week. My daughter couldn’t find any work at all, other than trying to sell food on street corners. So in order to survive, she and her family joined one of the migrant caravans traveling to the United States. What else was she supposed to do? I’m old now, so cannot make the journey north, but if I was younger, I probably would. My friend, Reyna de Jesús López, who works on the coffee farm with me, paid to send her 12-year-old son to the United States. She says that sometimes he calls her to say that he wants to come home, but she tells him, “What are you going to do here? There are no opportunities for young people.” Things here have never been easy, but climate change made them worse. The government in the United States tells Salvadoran migrants to go home. But one of the main reasons migrants can’t go home is because of climate change — caused mostly by the rich countries, like the United States, with all their greenhouse gases.”

Gail Woon, Marine biologist, Freeport, Bahamas

Source: Project Drawdown

“I’m taking action on climate change solutions because I was made homeless three times by climate change, hurricanes hitting my island. So I feel it very personally. I am working on a project to restore the mangroves to a community called Water Key, which was a bone fishing destination. So we’re engaging with the community there, all of whom were also displaced by climate change. Hurricane Dorian in 2019. It is now 2024 and no one has been able to move back yet. They’re living on the main island of Grand Bahama. They go on the weekends to try to rebuild their homes. But we’re hoping now that when we plant thousands, hundreds of thousands of mangroves in and around that area that they will still be able to be a bone fishing destination and that those mangroves will grow. At the same time, the community will be able to move back to the island.

Emilia Aguinaga, Foundation for Louisiana’s Climate Justice

Source: Project Drawdown

“When I was growing up, we didn’t talk about climate change. We talked about global warming, the ice caps and polar bears. Everything changed for me when I moved to New Orleans, just a couple of days before hurricane Katrina hit. Hurricane Katrina was one of the deadliest hurricanes that made landfall in American history, killing over 1800 people. And it was also one of the most expensive disaster recovery efforts that we’ve had to undertake since then, things have only gotten worse. Our climate continues to get warmer and more unpredictable. We have stronger hurricanes, more wildfires, increased droughts and floods. The time to take action was really decades ago. The next best time to take action is now.”

LeMonie Hutt, Hoopa Valley Tribe, Northern California

Source: The Harvard Gazette

I’m a member of the Hoopa Valley Tribe in Northern California, and I live on the reservation, which is about an hour away from an actual Target or Costco, over two mountains. What’s special about the Hoopa tribe is that we’ve never stopped practicing our traditional ceremonies. I grew up in a culturally rich, matriarchal society. We have a woman’s coming-of-age ceremony to celebrate a woman’s coming into a leadership role in the community. We had a lot of women serving on the tribal council; my mom herself also served on the council. Our population is small: 2,000 people. And when I was younger, my family and other families used to rely a lot on natural resources. A lot of our food would come from the environment around us. But that slowly started to dwindle away as I got older because of climate change and the use of our waterways by big agricultural farms. Our water resources also decreased due to fires, and since our culture is so intertwined with our land and natural resources, it has become a lot harder to keep our culture. It is hard to make baskets or jewelry because natural resources are becoming scarce. For the younger generations, it has been hard to grow up without having access to those resources that can allow them to express themselves through culture and art. We see that playing out in a mental health crisis among students because of threats to their culture, which is being taken away.

Kiani Akina, Kahuku, Hawaii

Source: The Harvard Gazette

“I live on the north shore of Oahu, Hawaii, in a very small town called Kahuku. Our population is 2,000. We have one stoplight. We used to have a gas station; now it’s in the town over. Our sense of community identity is strong. As far as the impact of climate change in my community, I’ve seen the way beaches and landscapes have changed tremendously from when I was little to now. Native Hawaiians, and Indigenous folk everywhere, have a deep connection with the land and the water, and this is hard for other people to understand. For us, the land and water are living beings, sort of relatives that hold lots of stories that are so connected to our culture and identities. Hawaiian lives are deeply impacted by climate change and over-tourism, which is not sustainable and is also harmful to the environment. Indigenous people are forced to face the worst and most harmful impacts of climate change when we contribute the least to it.”

Ricardo Marrero-Alattar, Puerto Rico

Source: The Harvard Gazette

“I grew up in Puerto Rico. In the past five years, we faced hurricanes, earthquakes, and COVID. There is no question that the worsening climate on our planet is making it more likely for natural disasters to occur, and I want to make clear the stark difference between the impact of climate change in the Global North and the Global South. What we underestimate, in the U.S. and the Global North, is how climate change worsens natural disasters. To us in the Global North, it means a couple more hurricanes, but for the Global South, where most developing countries are located, natural disasters are not ephemeral. They become significant; their gravity multiplies exponentially. Climate change is worse for the Global South because they are less able to recover from the increased volume and gravity of the impact of natural disasters. Puerto Rico was badly hit by Hurricane Maria five years ago, and people are still suffering to this day because of it. It is because of the catastrophic system failure that took place in the wake of Maria: All systems failed and became too weak to recover, and economically, it made it hard for the island to rebuild. Once the infrastructure is weakened, as well as its ability to recover, the island becomes more vulnerable to the next natural disaster. We just had Hurricane Fiona, which was a Category 1 hurricane, and we felt the damage as if it were Maria, which was Category 5.

Alison Wisely, Knox Petrucci, Felix and Lucas, Hurricane Helene

Source: New York Times

“When the rain began to pour over Green Mountain, N.C., in late September, Alison Wisely kept a close eye on the puddles growing slowly outside her window. Hurricane Helene was churning across the American South, and Ms. Wisely, 42, and her fiancé, Knox Petrucci, 41, were hunkering at home with her two young sons. The house was hundreds of miles from any coastline. On the morning of Sept. 27, a nearby river overflowed, and catastrophe came quickly. Floodwaters rushed toward the couple and the children — Felix, 9, and Lucas, 7. In a frantic effort to escape, all four lost their lives. Their deaths represent only a small fraction of Helene’s terrible toll. The storm has killed more than 200 people, making it the deadliest tropical cyclone to strike the mainland United States since 2005.”

Emma, New South Wales, Australia

Source: Australian Climate Case

“My name is Emma. I’m sixteen years old and I live on the south coast of New South Wales. I’ve always been into nature and the environment. Growing up I used to get really upset when I saw a tree being cut down. Then we learned about climate change in year 7. I remember it being really scary – I thought the world was perfect but really it isn’t. I just thought the way we were living was fine but that was a real eye opener. Climate change is becoming part of our lives now and affecting us directly. I was here when the bushfires happened – it was New Year’s Eve and the smoke was coming from the south and the north. The smoke got thicker and thicker as the day went on. I remember looking at Gulaga and it was just glowing. Everyone was banding together in town and just waiting. Eventually we went home but we couldn’t do anything because the power was out. The next day when we woke up the sky was a dark red and the trees were black. It was surreal – I couldn’t tell what time it was. The wind kept changing direction – the Cobargo fires were coming towards us but we got lucky and the wind changed. Several times we evacuated to the golf course with all of our stuff until the threat had passed.”

Talei Elu, Seisia, Cape York, Far North Queensland, Australia

Source: Australian Climate Case

“My clan is the crocodile clan – Saibai Koedal – on my father’s side and on my mother’s side I’m Fijian. My grandfather and his family left Saibai just after the war. He wouldn’t have called it climate migration, but a key reason for them leaving was that people’s gardens were starting to get inundated with salt water, making it harder to grow crops. He had the foresight to realize that if it got worse then Saibai wouldn’t be able to support us. People say ‘oh it was the 1940s’ but the Industrial Revolution was well underway and the climate was already changing. My family has been away from Saibai for more than 70 years. It’s definitely had an impact on how we use our language and practice our culture. The young boys in Seisia often say ‘one day I’ll get to go to the homeland’ even though we’re only a few islands away. We’re witnessing climate change happening here in Seisia now. We’re seeing more extreme weather and more intense storm surges. Elders say that it’s very different now to the old days. You can see the effects on the shape of the shoreline – the beach used to have a shallow gradient but storm surges and king tides have carved the sand into a steep slope.”

Stories from Asia, Africa, Europe, and North and South America

Source: Global Citizen

Domini J.J., India: “I can’t breathe good air. It’s really difficult to go on about my day to day life, which is why it is so hard to go about my regular chores. I work very hard to be eco-friendly, why am I paying for the mistakes made by others?”

Neha P., India: “Hey! I live in India, and for the past two years the temperatures have been so high in the summers that we can’t step out of the house for more than 10 minutes. The heat exhausts you. This year, 2022, we’re experiencing the highest temperatures ever and it’s only April.”

Vahini C., India: “It affects our health both mentally and physically. It is harder to carry out the daily household chores for my mother. Pollution is everywhere. Fresh air is on its way to becoming a luxury soon. It is important to stop this as soon as possible.”

Aung N., Myanmar: “Climate change affects our lives with huge flooding, tornadoes, storms, and wildfires destroying what we love and value!”

Mayetth P., Philippines: “Global warming is affecting every country in the world! I live in the Philippines and the intensity of typhoons has increased. Look at Typhoon Rai in 2021. I worked with many volunteers providing aid to those islands and provinces that were hit hardest by the typhoon. It will take those islands years to overcome the destruction from Rai.”

Lato K., Kenya: “As pastoralists in Kenya, we are experiencing long periods of drought and short but dangerous rain periods, which bring flooding. The drought causes starvation of our cattle and the rain drowns them.”

Chinasa I. U., Nigeria: “The climate crisis is making it difficult for my family in the rural areas to cultivate their seasonal crops without interruptions, due to both floods and droughts.”

Peter N., Nigeria: “The climate crisis is affecting my life in so many ways. From the high cost of living due to poor yield from farming caused by damage, to the land and air and water pollution, which has caused some of my friends and neighbours to be hospitalised for various respiratory cases.”

Sanusi H. M., Nigeria: “Personally, I am suffering from the climate crisis and climate change. The weather is so hot that I usually get [bouts of] heat stroke at any moment. Climate crisis is affecting not only the environment but our health too.”

Emmanuel C., South Africa: “My country has seen new levels of floods in the region of KwaZulu-Natal. It’s the biggest natural disaster that has ever hit our country. Global warming is real and we need to take serious action before it’s too late.”

Elif Ü. A., Germany: “In Germany, there were floods last year which caused many deaths. I am scared that it will get worse. People I know and me weren’t affected yet, but if we go on like this, ignoring those dangers, everyone will be in huge danger because of the climate crisis. We ARE in danger NOW.”

Ann P., Greece: “Very unpredictable sudden weather extremes causing chaos, deaths from fires, flooding, falling trees, electricity blackouts, rising prices, unemployment. Mental stress from all this. Women carry the burden as carers.”

Sabine W., Ireland: “I live in the West of Ireland and our weather patterns have changed. More rain, more storms. There is flooding at high tides. Unless there is radical improvement in climate action, a lot of our coastal areas will be reclaimed by the sea.”

Alexa., Poland: “As a woman I think about my family, women tend to worry more about safety especially for their children. When I think of the climate crisis I think of the fact that I don’t even have children yet and the climate situation is already bad. I have every right to worry and do everything I can to ensure that my kids will be able to live their lives appreciating everything I could’ve when I was young so they can have the best careless (in a good way, of course) childhood.”

Ochmanek E., Canada: “In the last eight months I have lived through a heat dome that saw the highest temperatures ever recorded in Canada, a drought that is killing our cedars (the tree of life), waters too warm for salmon to spawn, the flooding of farms that I depend on for food.”

Anvitha J., United States: “It’s affecting the weather around me, the trees and grass and all living beings around me. There’s fewer trees and fewer flowers and it snows in April and it’s boiling hot in October. It just doesn’t make sense because of climate change.”

Angela E., United States: “We just had a massive storm flood that destroyed our neighbourhood causing death, destruction, a major disaster, which most still have not recovered from seven months later and it’s not covered by insurance. It’s exceptionally windy and we are facing strong storms all the time now.”

Lisa-May R., United States: “I live on an island in the intercoastal waterway, my home is 13 feet above sea level and the level is rising. My home insurance has gone up immensely as I am in a flood zone, and the deductible for ‘named storms’, which are every storm, is too high. I stress about everything in regard to the climate crisis.”

Nicole S., United States: “I am constantly having to deal with wildfires in my vicinity during fire season. The poor air quality from the smoke gives me sore throats. I worry about my respiratory health. This year is another drought year. I’m not looking forward to living in a parched environment. I also worry about fire retardant polluting the local waterways. Our local endangered fish population is already suffering due to the low precipitation. Climate change creates complex environmental challenges that need innovative solutions.”

Melia M., United States: “I live in California so the fires get worse every year and I have to live in fear of losing my house and family.” 

Pedro G., Chile: “The area where I live has been in a severe drought for a while. The water dam is at 6% of its total capacity, the worst I have ever seen since the dam was constructed in 1998. I recently visited my sister in the South (the rainy part of the country) and found that the river that used to carry lots of water stopped flowing this summer. Our food and drinking water supply might be affected if conditions don’t improve.”

Elssy R., Honduras: “The climate change is killing my dear coral reefs and everybody should know how important they are.”

Raúl G. F., México: “The climate crisis is limiting our access to safe water and is contributing to increasing water scarcity. This does not affect everyone equally: people with less resources (economic and educational), suffer more than the rich, contributing thus to increasing the social gap between human beings.”

Damaris F., México: “The days are warmer, the nights are colder. The food is more expensive. We can see every day the impacts of the climate crisis but people don’t want to look around.”

Yazmin O., México: “Since I was a child I have lived near a very polluted river, and this gets worse during the hot weather. It’s the Lerma Santiago River in El Salto, Mexico. Among the population, there are a lot of cancer cases and stomach issues.”

Cindy C., México: “The weather is so unpredictable, the whole world is turning inhabitable. So many things have changed, the world is not how it used to be. Where I live it’s much hotter now, and there is less water. It’s difficult to live like this.”

The Wildness Society has video interviews with five Americans whose lives were impacted by climate change. Source: https://www.wilderness.org/articles/blog/5-stories-people-impacted-climate-change-and-inspired-take-action

WaterAid has a feature on people impacted by climate change around Lake Chilwa in Malawi.      https://www.wateraid.org/uk/stories/climate-stories

Book Review: Human Geography: A Concise Introduction

Human Geography: A Concise Introduction, by Mark Boyle.  Malden, MA: Wiley-Blackwell. 2015, paper, 318 pages.

By Thomas Hansen, Ph.D.

This is a very interesting book because it is not from mainstream sources and is not a traditional format text.

This is a textbook meant for college and university courses within the United Kingdom, but the book can be used as a textbook anywhere, good background reading, and interesting data for writing social studies units and lessons in K-12 classrooms.  Meant for a semester-long course, the book includes major points in history to illustrate what human geography is.

As in most of my reviews, I try not to give away all of the content and key ideas in the review.  I talk more in this particular review about the overall approach of the book, some interesting features and themes, my personal reaction, and some possible uses for the book.  I begin here by discussing how the book’s author sets up the discussion.

The author uses a historical approach in discussing human geography and this is mirrored in the way the book is organized—from the beginnings of civilization and the notion of what geography is.  The vocabulary and basic concepts of the subject are presented in the first chapter.  

There are 12 chapters, including a wide range of watershed events, natural disasters, migration, changing economies, and our current understanding of geography.  Each chapter begins with a table of contents and a list of learning objectives.  Each chapter ends with a conclusion of the most important points made, a bank of three essay questions, and references for further reading of what was found in the chapter.  The format of the chapters could be helpful for students seeking lots of clarity in their reading. 

One thing that really stands out in the book is the use of the “zoom-in boxes.”  These are similar to sidebars, but they take up sometimes a full page or more than one page of text, stories and examples related to whatever the information is they interrupt.  The problem is, there are so very many of them that they are aggravating.  Right in the middle of a section on a given topic or subtopic, there is some discussion of how something is an example of X.  When faced with these,

I did not know if I should stop reading the chapter and read the zoom-in box instead, or read for a while and come back to it.

The zoom-in box phenomenon was a very strange aspect of the book for me.  Perhaps this sort of zoom-in box is a tradition in some fields, or in some lands, but it was something I did not ever get used to.  I did not know how to incorporate them into the flow of what I was reading.  Maybe the use of the zoom-in box is aimed at readers with short attention spans?

Another noticeable aspect of the book for me was the persistent theme of the West having imposed its will so strongly worldwide that this has resulted in a strong and pervasive clash of cultures noticeable around the globe (e.g., p. 99).  This sentiment appears throughout the book and is also spelled out at several points.  Readers will see it early on, and they will draw their own conclusions from it.

In responding to this text, I must admit I enjoyed very much the topics and discussion of the different themes and components of what makes geography work.  Aside from the strange tone of the book, and the zoom-in boxes, I got a great deal out of reviewing this topic—one I have always felt is greatly slighted in schools. 

I remember in my own case studying geography in elementary school—we had a book on it one year!  In high school, I took a course on physical geography—in addition to taking French, German and Spanish language courses.  A survey course on cultural geography was one of the very first electives I took in college.  I went on to study several other world languages in college. 

Of course, in studying about other languages and cultures, a knowledge of geography is essential.  Therefore, I do not need to be convinced it is an important topic for study.   

I would recommend the book to give teachers of social studies, world languages, and other subjects a different perspective and a way to connect history and geography.  It is always interesting to me to see how books are laid out in other countries and learn from different points of view.  This is good material for a teacher’s professional library, and the book can also be used to help inform and design units for the classroom. 

Because the book is too long for a short professional development session, it fits more in the category of resource and reference material for teachers of cultural and world-focused subjects. 

Human Geography: A Concise Introduction, by Mark Boyle.  Malden, MA: Wiley-Blackwell. 2015, paper, 318 pages.

By Thomas Hansen, Ph.D.

This is a very interesting book because it is not from mainstream sources and is not a traditional format text.

This is a textbook meant for college and university courses within the United Kingdom, but the book can be used as a textbook anywhere, good background reading, and interesting data for writing social studies units and lessons in K-12 classrooms.  Meant for a semester-long course, the book includes major points in history to illustrate what human geography is.

As in most of my reviews, I try not to give away all of the content and key ideas in the review.  I talk more in this particular review about the overall approach of the book, some interesting features and themes, my personal reaction, and some possible uses for the book.  I begin here by discussing how the book’s author sets up the discussion.

The author uses a historical approach in discussing human geography and this is mirrored in the way the book is organized—from the beginnings of civilization and the notion of what geography is.  The vocabulary and basic concepts of the subject are presented in the first chapter.  

There are 12 chapters, including a wide range of watershed events, natural disasters, migration, changing economies, and our current understanding of geography.  Each chapter begins with a table of contents and a list of learning objectives.  Each chapter ends with a conclusion of the most important points made, a bank of three essay questions, and references for further reading of what was found in the chapter.  The format of the chapters could be helpful for students seeking lots of clarity in their reading. 

One thing that really stands out in the book is the use of the “zoom-in boxes.”  These are similar to sidebars, but they take up sometimes a full page or more than one page of text, stories and examples related to whatever the information is they interrupt.  The problem is, there are so very many of them that they are aggravating.  Right in the middle of a section on a given topic or subtopic, there is some discussion of how something is an example of X.  When faced with these,

I did not know if I should stop reading the chapter and read the zoom-in box instead, or read for a while and come back to it.

The zoom-in box phenomenon was a very strange aspect of the book for me.  Perhaps this sort of zoom-in box is a tradition in some fields, or in some lands, but it was something I did not ever get used to.  I did not know how to incorporate them into the flow of what I was reading.  Maybe the use of the zoom-in box is aimed at readers with short attention spans?

Another noticeable aspect of the book for me was the persistent theme of the West having imposed its will so strongly worldwide that this has resulted in a strong and pervasive clash of cultures noticeable around the globe (e.g., p. 99).  This sentiment appears throughout the book and is also spelled out at several points.  Readers will see it early on, and they will draw their own conclusions from it.

In responding to this text, I must admit I enjoyed very much the topics and discussion of the different themes and components of what makes geography work.  Aside from the strange tone of the book, and the zoom-in boxes, I got a great deal out of reviewing this topic—one I have always felt is greatly slighted in schools. 

I remember in my own case studying geography in elementary school—we had a book on it one year!  In high school, I took a course on physical geography—in addition to taking French, German and Spanish language courses.  A survey course on cultural geography was one of the very first electives I took in college.  I went on to study several other world languages in college. 

Of course, in studying about other languages and cultures, a knowledge of geography is essential.  Therefore, I do not need to be convinced it is an important topic for study.   

I would recommend the book to give teachers of social studies, world languages, and other subjects a different perspective and a way to connect history and geography.  It is always interesting to me to see how books are laid out in other countries and learn from different points of view.  This is good material for a teacher’s professional library, and the book can also be used to help inform and design units for the classroom. 

Because the book is too long for a short professional development session, it fits more in the category of resource and reference material for teachers of cultural and world-focused subjects. 

Human Geography: A Concise Introduction, by Mark Boyle.  Malden, MA: Wiley-Blackwell. 2015, paper, 318 pages.

By Thomas Hansen, Ph.D.

This is a very interesting book because it is not from mainstream sources and is not a traditional format text.

This is a textbook meant for college and university courses within the United Kingdom, but the book can be used as a textbook anywhere, good background reading, and interesting data for writing social studies units and lessons in K-12 classrooms.  Meant for a semester-long course, the book includes major points in history to illustrate what human geography is.

As in most of my reviews, I try not to give away all of the content and key ideas in the review.  I talk more in this particular review about the overall approach of the book, some interesting features and themes, my personal reaction, and some possible uses for the book.  I begin here by discussing how the book’s author sets up the discussion.

The author uses a historical approach in discussing human geography and this is mirrored in the way the book is organized—from the beginnings of civilization and the notion of what geography is.  The vocabulary and basic concepts of the subject are presented in the first chapter.  

There are 12 chapters, including a wide range of watershed events, natural disasters, migration, changing economies, and our current understanding of geography.  Each chapter begins with a table of contents and a list of learning objectives.  Each chapter ends with a conclusion of the most important points made, a bank of three essay questions, and references for further reading of what was found in the chapter.  The format of the chapters could be helpful for students seeking lots of clarity in their reading. 

One thing that really stands out in the book is the use of the “zoom-in boxes.”  These are similar to sidebars, but they take up sometimes a full page or more than one page of text, stories and examples related to whatever the information is they interrupt.  The problem is, there are so very many of them that they are aggravating.  Right in the middle of a section on a given topic or subtopic, there is some discussion of how something is an example of X.  When faced with these,

I did not know if I should stop reading the chapter and read the zoom-in box instead, or read for a while and come back to it.

The zoom-in box phenomenon was a very strange aspect of the book for me.  Perhaps this sort of zoom-in box is a tradition in some fields, or in some lands, but it was something I did not ever get used to.  I did not know how to incorporate them into the flow of what I was reading.  Maybe the use of the zoom-in box is aimed at readers with short attention spans?

Another noticeable aspect of the book for me was the persistent theme of the West having imposed its will so strongly worldwide that this has resulted in a strong and pervasive clash of cultures noticeable around the globe (e.g., p. 99).  This sentiment appears throughout the book and is also spelled out at several points.  Readers will see it early on, and they will draw their own conclusions from it.

In responding to this text, I must admit I enjoyed very much the topics and discussion of the different themes and components of what makes geography work.  Aside from the strange tone of the book, and the zoom-in boxes, I got a great deal out of reviewing this topic—one I have always felt is greatly slighted in schools. 

I remember in my own case studying geography in elementary school—we had a book on it one year!  In high school, I took a course on physical geography—in addition to taking French, German and Spanish language courses.  A survey course on cultural geography was one of the very first electives I took in college.  I went on to study several other world languages in college. 

Of course, in studying about other languages and cultures, a knowledge of geography is essential.  Therefore, I do not need to be convinced it is an important topic for study.   

I would recommend the book to give teachers of social studies, world languages, and other subjects a different perspective and a way to connect history and geography.  It is always interesting to me to see how books are laid out in other countries and learn from different points of view.  This is good material for a teacher’s professional library, and the book can also be used to help inform and design units for the classroom. 

Because the book is too long for a short professional development session, it fits more in the category of resource and reference material for teachers of cultural and world-focused subjects. 

Human Geography: A Concise Introduction, by Mark Boyle.  Malden, MA: Wiley-Blackwell. 2015, paper, 318 pages.

By Thomas Hansen, Ph.D.

This is a very interesting book because it is not from mainstream sources and is not a traditional format text.

This is a textbook meant for college and university courses within the United Kingdom, but the book can be used as a textbook anywhere, good background reading, and interesting data for writing social studies units and lessons in K-12 classrooms.  Meant for a semester-long course, the book includes major points in history to illustrate what human geography is.

As in most of my reviews, I try not to give away all of the content and key ideas in the review.  I talk more in this particular review about the overall approach of the book, some interesting features and themes, my personal reaction, and some possible uses for the book.  I begin here by discussing how the book’s author sets up the discussion.

The author uses a historical approach in discussing human geography and this is mirrored in the way the book is organized—from the beginnings of civilization and the notion of what geography is.  The vocabulary and basic concepts of the subject are presented in the first chapter.  

There are 12 chapters, including a wide range of watershed events, natural disasters, migration, changing economies, and our current understanding of geography.  Each chapter begins with a table of contents and a list of learning objectives.  Each chapter ends with a conclusion of the most important points made, a bank of three essay questions, and references for further reading of what was found in the chapter.  The format of the chapters could be helpful for students seeking lots of clarity in their reading. 

One thing that really stands out in the book is the use of the “zoom-in boxes.”  These are similar to sidebars, but they take up sometimes a full page or more than one page of text, stories and examples related to whatever the information is they interrupt.  The problem is, there are so very many of them that they are aggravating.  Right in the middle of a section on a given topic or subtopic, there is some discussion of how something is an example of X.  When faced with these,

I did not know if I should stop reading the chapter and read the zoom-in box instead, or read for a while and come back to it.

The zoom-in box phenomenon was a very strange aspect of the book for me.  Perhaps this sort of zoom-in box is a tradition in some fields, or in some lands, but it was something I did not ever get used to.  I did not know how to incorporate them into the flow of what I was reading.  Maybe the use of the zoom-in box is aimed at readers with short attention spans?

Another noticeable aspect of the book for me was the persistent theme of the West having imposed its will so strongly worldwide that this has resulted in a strong and pervasive clash of cultures noticeable around the globe (e.g., p. 99).  This sentiment appears throughout the book and is also spelled out at several points.  Readers will see it early on, and they will draw their own conclusions from it.

In responding to this text, I must admit I enjoyed very much the topics and discussion of the different themes and components of what makes geography work.  Aside from the strange tone of the book, and the zoom-in boxes, I got a great deal out of reviewing this topic—one I have always felt is greatly slighted in schools. 

I remember in my own case studying geography in elementary school—we had a book on it one year!  In high school, I took a course on physical geography—in addition to taking French, German and Spanish language courses.  A survey course on cultural geography was one of the very first electives I took in college.  I went on to study several other world languages in college. 

Of course, in studying about other languages and cultures, a knowledge of geography is essential.  Therefore, I do not need to be convinced it is an important topic for study.   

I would recommend the book to give teachers of social studies, world languages, and other subjects a different perspective and a way to connect history and geography.  It is always interesting to me to see how books are laid out in other countries and learn from different points of view.  This is good material for a teacher’s professional library, and the book can also be used to help inform and design units for the classroom. 

Because the book is too long for a short professional development session, it fits more in the category of resource and reference material for teachers of cultural and world-focused subjects. 

Using Rivers as a Contextual Bridge to Connect K-8 Students to Their Communities

Using Rivers as a Contextual Bridge to Connect K-8 Students to Their Communities

November 1, 2024 Heather Fenyk

By LRWP Board Members Missy Holzer and Heather Fenyk

For K-12 students, there is only one New Jersey Student Learning Standard (NJSLS) on rivers: “Use maps to identify physical features (e.g., continents, oceans, rivers, lakes, mountains).” On Monday October 20, Lower Raritan Watershed Partnership Board Members Missy Holzer and Heather Fenyk joined K-12 educators attending the New Jersey Council for the Social Studies annual conference to lead what we hope was the first of many workshops to support educators and students in using maps and rivers to learn about, and connect to, their communities. We now invite K-12 educators from all disciplines to explore curricular materials we shared at our NJCSS2024 session, titled “Using Rivers as a Contextual Bridge to Connect K-8 Students to Their Communities: A First Nations Perspective.” A curriculum guide and all workshop materials, including the powerpoint, bibliography, and detailed teacher and student case study guides, are available at: https://tinyurl.com/LRWP24NJCSS.

This LRWP workshop for social studies teachers emerged from our own place-based, problem-based teaching orientation, and built specifically on our Spring 2024 volunteer eel monitoring program. We centered the lesson around a special case study: “The Mystery of the Missing American Glass Eels,” and also worked to support educator comfort with using maps, particularly topographic maps, as tools for student understanding of change to their local landscape over time. Our aim, as always, is to help educators use local waterways to connect students to their backyards, while developing our next generation of local stewards.

While it may seem unusual for an environmental non-profit to engage with K-12 social studies educators, the LRWP sees great potential to connect with multiple disciplines, including social studies, science, math and art. From the past to the present, and into the future, New Jersey’s waterways were and are vital to our existence. Besides being a continual source of water, our rivers, streams, and canals have implicitly and explicitly shaped our presence in the state. Drinking water, food, transportation (people and goods), industry, energy, and recreation are a few of the services our waterways have contributed to life in New Jersey.

Viewing our waterways from a watershed perspective that includes all the tributaries, rivers, and wetlands within a drainage area, connects communities to each other as much as they connect the flow of water from the headwaters of a river to the sea. Our Lower Raritan Watershed, its lands, streams, and the Raritan River, offer a host of case-based, problem-based, and place-based approaches to formal and informal investigation of these connections from the past, present, and future. The LRWP invites formal and informal educators to connect with us to discuss opportunities to partner for classroom or field based approaches to learning and inquiry.

Book Review: Clearing the Air in Los Angeles: The Fight Against Smog

Clearing the Air in Los Angeles: The Fight Against Smog by Carl R. Oliver

Review by Author

Clearing the Air in Los Angeles: The Fight Against Smog tells how the mystery of Los Angeles’ notorious smog was solved. Los Angeles was once known as the Smog Capital of the World. No longer. Today the city has changed “air you can see” into “air you can breathe.” While the fight to
eliminate pollution in the city continues, modern smog is not the thick, oppressive, silver-blue haze that drove people to move out of Los Angeles altogether during the mid-twentieth century. Professor Arie Haagen-Smit became a key leader in the fight against smog after making a crucial discovery—what caused it. The last Stage 3 smog, considered the unhealthiest, struck in 1974, and in 2003 the city saw its last Stage 1 smog.


Clearing the Air in Los Angeles uses an organizational development lens to describe how concerned people uncovered the root cause of Los Angeles’ thick silver-blue smog—a serious problem for sixty years, from 1943 to 2003, and the changes they made to eliminate it, changes that to this day
also affect the nation and much of the world.

The book supports courses in social studies, business, business ethics, organizational behavior, environmental sustainability, and any course that examines corporate social responsibility and “business for good.”

Modern Neocolonialism Via Public and Private Entities

Modern Neocolonialism Via Public and Private Entities

Brian Crociata

For over five centuries, opportunistic outside powers have been taking advantage of Latin America. During the colonial era, the natural resources and native populations of the region were abused by European countries for profit. Exploitative practices left indelible marks on the area that persist to this day, and even after achieving independence, many countries in the region continue to function under neocolonial domination. Through the direct actions of foreign governments and more subtle acts of economic manipulation, the will of the people in Latin America has been continuously suppressed by intruding parties. In this essay, I will argue that modern neocolonial influence in Latin America largely follows historical precedent. Political and economic affairs in the region are shaped by modern foreign interests in the same manner that they have been throughout history.

With the advent of lithium-ion batteries and their increased popularity in the search for clean energy sources, global interest has been shifted back towards the Latin American mining industry. The trio of Bolivia, Chile, and Argentina contain about 58 percent of all global lithium reserves, a resource which is highly valuable on the global market (Berg et. al. “South America’s Lithium Triangle” 2021). Consequently, multiple global superpowers have expressed interest in gaining partial-or total-control over South American mining operations. In the first document that I chose, “South America’s Lithium Triangle: Opportunities for the Biden Administration”, authors Ryan C. Berg and T. Andrew Sady-Kennedy suggest that the Biden administration should pursue a higher level of cooperation between the United States and the countries mentioned above. Citing environmentalist concerns, green energy, and the rapidly expanding demand for lithium, the two argue that it would be mutually beneficial for all parties to work together (Berg et. al. “ South America’s Lithium Triangle” 2021). On its own, this suggestion seems innocent enough. Alternative energy is a burgeoning market, and the modern globalized economy means that investment from foreign sources is not uncommon by any means. However, when the current political climate in these lithium-producing countries is considered, it becomes more clear that the United States’ plans for involvement are not in line with the ideals that these countries have embraced. The elected governments of Argentina, Bolivia, and Chile all express heavy left-leaning ideologies, which are largely incompatible with the concept of investment as it is understood in the article. The newly elected president of Chile, Gabriel Boric, has even suggested that he will seek to nationalize the country’s mining industry, a move that would likely cease all involvement from the United States (Restivo 2021). Berg and Sady-Kennedy briefly address these barriers, noting the “United States’ historically rocky relationship with both Argentina and Bolivia”, but they do not seem to view them as particularly significant (Berg et. al. “South America’s Lithium Triangle” 2021). To the authors, such concerns can simply be solved by organizing a summit between lithium-producing countries and potential investors (Berg et. al. “South America’s Lithium Triangle” 2021). No credence is lent to the possibility of countries being disinterested in such a summit. Such arrogance is reminiscent of that displayed by those seeking to spread European-style “progress” into Latin America during the 19th Century. As described in “Neocolonial Ideologies” by E. Bradford Burns, it was inconceivable to Europeans that anybody would disagree with their conception of the optimal society. Burns puts it as such: “…the Enlightenment philosophers concluded that if people had the opportunity to know the truth, they would select ‘civilization’ over ‘barbarism’” (Burns 1980:92). Of course all Latin American people would pursue an industrialized society, as it was objectively the civilized, superior manner of existence. Berg and Sady-Kennedy demonstrate a similar pattern of thinking. Of course Bolivia, Chile, and Argentina would meet with the United States to discuss investment, because it is objectively the best way for them to boost said investment.

This article frequently invokes the ideas of partnership and cooperation, but it subtly betrays its true intentions in one key statement. After discussing the newfound usefulness of lithium and the growing market for it, Berg and Sady-Kennedy say the following: “These trends indicate that control of the lithium industry could reap major benefits in the future…” (Berg et. al. “South America’s Lithium Triangle” 2021). Notable in this excerpt is the usage of the word “control”. Unlike partnership and cooperation, the idea of control carries a much different -and much more sinister- connotation. It implies a much more forceful involvement, one in which the will of the United States is imposed instead of negotiated. This, of course, is the most familiar modus operandi of the United States. It can be traced back almost two full centuries to the Monroe Doctrine, expressed in 1823. The Doctrine, presented to Congress by President James Monroe, granted the U.S. permission to involve itself in Latin American affairs “in which the rights and interests of the United States are involved” (Avalon Project 2008). There are shades of this approach visible in the article, as Berg and Sady-Kennedy establish that the lithium industry is very much of interest to the United States. However, the authors seem to push beyond this concept and into the realm of the Roosevelt Corollary. The Roosevelt Corollary granted the United States power to exercise more force in its application of the Monroe Doctrine, under the guise of “[desiring] to see the neighboring countries stable, orderly, and prosperous” (Frohnen 2008). It drew heavily from the idea of paternalism, which is based upon the belief that some groups of people are more capable and intelligent than others. This feigned desire to see Latin American countries succeed, as well as the paternalistic tone of the Corollary, can be seen throughout the article. The failure of Chile, Bolivia, and Argentina to “successfully [transform] the majority of [their] available resources into economically viable reserves available for commercial production” is bemoaned, and it is heavily insinuated that the United States is responsible for reversing this trend (Berg et. al. “South America’s Lithium Triangle” 2021). The exact words of the Monroe Doctrine and the Roosevelt Corollary are much too taboo for modern-day political analysts, but clearly the sentiments expressed within them are still relevant and popular.

The United States is far from the only country perpetuating modern neocolonialism in Latin America. In its efforts to expand its social and economic influence, China has begun to get involved in the region, with much more obvious and direct intentions. Thus, for the second document in this analysis, I chose “Chinese Neocolonialism in Latin America: An Intelligence Assessment”, written by senior airman Steffanie G. Urbano and produced by the U.S. Air Force. The report enumerates a few different grievances that the United States has with China’s action, starting with exploitative lending and the weaponization of debt. Urbano describes a process known as “debt diplomacy”, in which China will issue exploitative loans to Latin American countries that do not have the ability to pay them back. The debt from these loans is then used as leverage by China, allowing them to hold other countries hostage when they cannot repay. This allows China free reign to operate in the region, with actions like seizing key infrastructure and forcibly reworking government contracts being common (Urbano 2021:185-187). China’s strategy of leveraging debt is not unheard of in Latin America; in fact, it is particularly reminiscent of the blueprint set by Europe in the 19th and 20th centuries. During this time, major European powers kept newly independent Latin countries in a state of perpetual debt, taking advantage of their young governments and economies. When these countries inevitably defaulted on their loans, loaning countries used it as an excuse to exercise military power and generally institute their own will. In Born in Blood & Fire, John Charles Chasteen lays out a particularly prominent example from Mexico in the mid-1850s: “The civil war had bankrupted the Mexican state, and Juárez suspended payment on foreign debt. France, Spain, and Britain retaliated by collectively occupying Veracruz” (Chasteen 2016:169-170). Using Veracruz as a springboard, the French military invaded the country, kicked out the current government, and installed their own puppet dictator to rule the country on their behalf. This particular brand of gunboat diplomacy is outdated in modern times, but the utilization of debt to excuse aggressive behavior is very much alive. Beyond debt diplomacy, Urbano also notes that large numbers of Chinese immigrants are settling in Latin America. She points to the fact that the Chinese-born population in the area more than doubled from 1990 to 2015, an increase which was sparked by “the migration of families to join Chinese laborers already settled in Latin America” (Urbano 2021:192). This is another familiar strategy, one that was used in the American banana republics in the early 20th century. The United Fruit Company, who effectively controlled much of Central America, created entire towns and communities of U.S. expats. Employees and their families would live in neo-suburban settings, “miniature US neighborhoods of screen-porched houses on meticulously manicured lawns”, isolated at best and actively colonizing at worst (Chasteen 2016:200-201). They spread American culture and ideas into the region, contributing little in the way of actual development and improvement. This parasitic relationship serves as the clear inspiration for China to develop their own isolated communities abroad.

Besides being deeply ironic, the contrasting tones of these two articles demonstrate the power of American exceptionalism to color our perception of the world. How can our government condemn “the detrimental impact of [Chinese-Latin American relationships] on regional stability and US leadership” when it has been just as guilty of destabilizing the region (Urbano 2021:184)? Why is it unacceptable for China to take control of key industries while American think tanks advocate for the same behavior? Do we truly believe that Latin America is only now becoming “overrun by malicious intent”, and that U.S. intervention “to keep our neighborhood friendly” is not malicious (Urbano 2021:197)? After analyzing both of these pieces, it has become clear that the United States sees itself in a different light from other countries. Ryan Berg and T. Andrew Sady-Kennedy advocate for intervention in the lithium industry because they believe that the U.S. must help Argentina, Bolivia, and Chile. They acknowledge that those countries do not want our assistance, but they seem to believe that such relationships can be changed purely by virtue of being the United States. Airman Urbano strongly condemns Chinese intervention in Latin America through the entirety of her writing, but she ends by advocating for U.S. intervention in the region. She seems to believe that the United States has more virtuous and respectable aims in the region, despite a history that suggests otherwise. Only by learning this history can we break such patterns of thinking and work towards achieving justice for the people of Latin America.

Incorporation into the classroom

            Although this essay was previously drafted for a college level course, the ideas and the process demonstrated within it could prove useful in any social studies classroom that utilizes document analysis. When working with historical documents, it is important for students to recognize that the content within the document does not exist outside of its historical context. Effective analysis in the classroom should always include a dissection not only of the content itself, but the author, the intended audience, the reasons for the document’s creation, and the broader historical environment in which it was produced. In the above essay, we can see this process being taken with the Berg and Sady-Kennedy article and the broader context of U.S. policy in Latin America. As acknowledged by the author of this essay, the literal verbiage of the article is fairly innocent and mundane, with Berg and Sady-Kennedy advocating for cooperation and partnership in the region. When the historical context of the Monroe Doctrine and interventionist policy is considered, though, the article’s messaging becomes a more concerning indicator of contemporary views about Latin America in the United States.

 For students in a secondary education setting, the skill of recognizing and defining a document’s subtext should be targeted for development. Educators can promote this skill by highlighting the aforementioned aspects (author, audience, intention, context) of documents that are used in class, thereby modeling the process for students. This can be scaffolded as well, with educators prompting students to undertake the analysis process on their own until it becomes an automatic part of dissecting a document. If students can effectively utilize this skill, teachers can incorporate a much broader range of documents into the classroom. Material does not need to be nearly as literal and targeted if students possess the ability to consider historical context. For example, a lesson on racial discrimination could incorporate writings about eugenics, redlining, discriminatory legal codes, and much more provided that students are able to recognize the racial connotations of these issues. Outside of the classroom, this skill is just as valuable. Politically active Americans will frequently encounter messaging that relies heavily on connotations and subtext to execute its true intentions. In order to function as a responsible and informed member of our democracy, an individual must be able to pick up on the messaging beneath the surface.

References

Berg, Ryan C. and Sady-Kennedy, T. Andrew. 2021. “South America’s Lithium Triangle: Opportunities for the Biden Administration.” Retrieved from https://www.csis.org/analysis/south-americas-lithium-triangle-opportunities-biden-administration <Accessed 4/22/22>  

Burns, E. Bradford. 1980. “Neocolonial Ideologies.” In The Poverty of Progress: Latin America in the 19th Century. Berkeley: University of California Press. Pp. 18-20, 29-30.

Chasteen, John. 2016. Born in Blood & Fire. New York:W.W. Norton & Company.

Monroe, James. Monroe Doctrine, December 2, 1823. In The Avalon Project: Documents in Law, History, and Diplomacy. New Haven: Lillian Goldman Law Library, 2008.

Restivo, Néstor. 2021. “Cuál es el programa económico de Gabriel Boric para el nuevo Chile.” Pagina 12. December 26.

Roosevelt, Theodore. Roosevelt Corollary to Monroe Doctrine, December 6, 1904. In The American Nation: Primary Sources, edited by Bruce Frohnen. Indianapolis: Liberty Fund, 2008.

Shakow, Miriam. 2022. “Findlay Intro & Ch 1-2 plus Roosevelt Corollary.” Class Lecture, Race & Gender in Latin America. The College of New Jersey. April 8.

Urbano, SrA Steffanie. 2021. “Chinese Neocolonialism in Latin America.” Journal of the Americas. Third Edition 2021: 183–199.

From Scratch: Adventures in Harvesting, Hunting, Fishing, and Foraging on a Fragile Planet

From Scratch: Adventures in Harvesting, Hunting, Fishing, and Foraging on a Fragile Planet, by David and Jon Moscow (New York: Permuted Press, 2022)

Review by Alan Singer

Jon Moscow is the co-executive director of the Ethics in Education Network located in New York City and a podcaster. David Moscow is an actor and producer. Jon and David are father and son. In the preface to From Scratch they wrote “There are also many meals in here. Some are unique. Some are gut-turning. Most are great.” They are clearly more adventurous than me. I recommend staying with the less gut-turning suggestions.

The first gastronomical adventure is in New York City and it is about harvesting and eating oysters from Long Island Sound. David claims he dreamed about oysters since his boyhood in the Bronx with trips to Orchard Beach. I also grew up in the Bronx, back in the 1950s, frequented Orchard Beach, and I warn readers, nothing good comes out of those waters that I would eat, then and now. Today the water is considered clean, but when I was a boy we frequently saw raw sewage and condoms on the waves.

The best part of this chapter, and every chapter, are the gastronomical history lessons. The original inhabitants of the New York metropolitan region were the Lenni-Lanape who harvested oysters before the water was polluted and cooked them by wrapping them in seaweed and tossing them into a fire. We also learn that Pearl Street in Manhattan was “paved” by burning oyster shells to create lime that was mixed with broken oyster shells, sand, ash, and water. New York continued to be the oyster capital of the world until the early 20th century when New York City oyster beds were closed because of toxicity. David does admit that New York City oysters are still considered unfit to eat so that he and friends actually harvested oysters further east on Long Island.

Other adventures in harvesting and eating include trips to South Africa for avocados and “dune spinach,” to Mediterranean Malta and Sardinia for octopus and snails, Peru with its thousands of potato varieties, Kenya for barley and honey, and back to New York after a stop on the Amalfi Coast and Naples to savor pizza. David discusses some of his favorite New York pizza parlors including his childhood haunt, Three Brothers, on Kingsbridge Road. Brother’s Pizza is still located at 27 E. Kingsbridge Rd. Another noteworthy Bronx pizza destination is Catania’s Pizzeria & Café at 2307 Arthur Avenue. However my favorite is Pizza Plus on 359 7th Avenue in Brooklyn because their pizza has the best red sauce. The best part of this chapter is the authors’ discussion of the history of the tomato, which traveled from the Americas to Europe as part of the Columbian Exchange. Who knew there were over 15,000 varieties of tomatoes?

Fred Ende, Director of Curriculum and Instructional Services at Putnam/Northern Westchester BOCES, who also reviewed the book, points out that in the first and second chapters the authors show that the history of both Long Island and South Africa was influenced, in some cases deeply, by food, and that food was influenced by history. Ende appreciated the interdisciplinary nature of the story the Moscows are telling because too often secondary schools disciplines are taught in isolation. Elde likes that the book melds science, art, culture and history pretty seamlessly.

The book ends with recipes including a Philippine dish, Kilawin made with mackerel, tuna and coconut, a Native American trout and potato dish from Utah, and D Michele’s famous pizza dough. I make my own pizza from scratch and I do all my foraging at a local supermarket.

Alan’s Homemade Pizza

Ingredients for the dough

  • 2 cups flour, plus more for rolling
  • 1/2 tsp. sugar
  • 1 tbs. dry yeast
  • 1 tsp. salt
  • 3/4 cups warm water (body temperature)
  • 2 tbs. olive oil to mix into the dough and 2 tsp. to oil the bowl

Instructions

1. Combine and stir the dry ingredients and then add the water and oil. Stir and knead the dough until it is smooth with a slight gleam. If the dough is too sticky add a little more flour. If it is too dry, add a very small amount of water. I rub a little flour on my hands as I knead the dough. After about ten minutes I roll the dough into a ball and place it in a covered oiled bowl for about an hour and keep the bowl in a warm place; sometimes in the oven with the temperature set at the lowest level.

2. While the dough rises I prepare my toppings. I use sliced olives, mushrooms, and green peppers After an hour, preheat the oven to 475°F. I usually use a commercial sauce; my preferred one is Barilla. I roll out the dough as flat as I can with a rolling pin (without tossing it up and down) and put it on a large oiled baking sheet. I brush a light oil coat on the dough, cover the pie with sauce leaving a thin 1/2 crust on the edges, sprinkle with lots of thinly sliced mozzarella, feta bits, oregano, and parmesan, and add the toppings.

3. Now its time to bake the pizza in the 475°F oven for about 15 minutes until the crust is brown and the cheese is melted. Magnifico!

Teaching Climate History: There is No Planet B

Teaching Climate History: There is No Planet B

by Alan Singer

Welcome to the Anthropocene. Since the start of the Industrial Revolution, human-caused climate change has impacted the globe with the burning of fossil fuels. The debate in classrooms and the political realm should not be whether climate change is happening or how much it places human civilization at risk but over how societies and individuals should respond. This interdisciplinary book offers an in-depth examination of the history of the Earth’s climate and how historians and citizens can influence contemporary climate debate and activism. The author explains climate history and climate science and makes this important subject matter accessible to a general audience. Chapter topics include examining the Earth’s geological past, the impact of climate on human evolution, the impact of climate on earlier civilizations, climate activism, and the need for international cooperation. Presenting climate history, human history, and climate science in a readable format and featuring resources for students, this book is meant for use by teachers in high school elective or an introductory college course setting.

Chapters include “Our House is on Fire”; Tipping Points; Great Climate Migration; Earth’s Past Climates; Climate Change and Human Evolution; Extreme Heat; Four Billion Years of Climate History; Mass Extinctions; “Clocking” Climate Change; Diseases Carried by Mosquitoes or Hidden in the Ice; Climate Change Deniers and Minimizers; A Short Cold Snap of about 500 Years; Power of Ice; Climate Repercussions; Water Scarcity, Water’s Vengeance; Technology Debate; Saving the Amazon Rainforest; Capitalism vs. the Climate; and Climate Activism. There is an annotated bibliography and a list of resources for teaching about climate change.

New Jersey’s Climate Change Curriculum: An Important First Step for Social Studies Education

New Jersey’s Climate Change Curriculum: An Important First Step for Social Studies Education

by Evan Saperstein and Daniel Saperstein

In a recent Intergovernmental Panel on Climate Change (IPCC) (2021) report, the United Nations (UN) scientific body confirmed what many leading scientists, activists, and public officials have known and warned for years: human activity is responsible for the climate change crisis. The sobering report (drafted by 234 scientists representing 66 nations) is nothing short of a code red, concluding that greenhouse gas (e.g., carbon dioxide, methane) emissions are causing rising temperatures and more frequent heatwaves, as well as worsening floods, droughts, and hurricanes (Intergovernmental Panel on Climate Change, 2021). To stem the tide requires immediate and sustained action across the globe (e.g., through a net zero emissions coalition) (Intergovernmental Panel on Climate Change, 2021). The UN General Assembly (2015) at large has recognized this dire imperative for years, and other multinational institutions and organizations (e.g., Climate Action Network) have worked tirelessly to bring attention to this heightening threat.          

With each passing year, however, the stark consequence of failing to take action has become more painfully evident. Indeed, only three weeks after the release of the IPCC report, Hurricane Ida wreaked havoc in the South and then, to the surprise of forecasters, across much of the Northeast, particularly in New Jersey (Porter & Scolforo, 2021). The torrential downpour and instant flash flooding of streets and homes resulted in swift and seismic destruction (Porter & Scolforo, 2021). In response, New Jersey Governor Phil Murphy issued a state of emergency, and promised grants to help rebuild and guard against future devastation (Arco, 2021; Porter & Scolforo, 2021). And, while touring the aftermath, President Joe Biden (2021) cautioned that: “weather would be more extreme and climate change was here, and we’re living through it now. We don’t have any more time.”   

Hurricane Ida is just the latest example of extreme weather events in New Jersey and across the United States (Freedman & Samenow, 2020; Pershing, 2021). Indeed, the United States recently experienced its warmest summer in history (previously set in 1936) (Chow, 2021). In fact, this past decade was the Earth’s warmest to date (and since 2005, there have been the 10 hottest years on record) (Borunda, 2020; Lindsey & Dahlman, 20021; Milman, 2020). In light of these troubling trends, New Jersey has taken steps to address climate change.

For instance, in 2020, Governor Murphy signed the Food Waste Recycling Law to reduce greenhouse gases by requiring large generators of food waste to recycle unused and wasted food (Munoz, 2020). Later that year, the New Jersey Department of Environmental Protection published the Global Warming Response Act Report, detailing the steps needed to reduce climate pollutant emissions (Barr et al., 2020). This past year, the New Jersey Department of Environmental Protection (2021) also developed its first statewide Climate Change Resilience Strategy. The strategy outlines six overarching priorities: “build resilient and healthy communities,” “strengthen the resilience of New Jersey’s ecosystem,” “promote coordinated governance,” “invest in information and increase public understanding,” “promote climate-informed investments and innovative financing,” and a “coastal resilience plan” (New Jersey Department of Environmental Protection, 2021).                                       

Notably, New Jersey’s climate change initiative and action also has extended to education. Recently, New Jersey became the first U.S. state to add climate change across its K-12 curricular standards (Fallon, 2020; Warren, 2020; Williams, 2020); full implementation will take effect by the following academic year due to delays resulting from the pandemic (New Jersey Department of Education, 2021). Various stakeholders, including K-12 educators and administrators, participated in this historic initiative. New Jersey’s first lady Tammy Murphy helped lead the effort (Warren, 2020), with the goal of providing younger generations “an opportunity to study and understand the climate crisis through a comprehensive, interdisciplinary lens” (Cruise, 2020). The first lady cast the initiative as “much more than an added educational requirement; it is a symbol of a partnership between generations” (Cruise, 2020). Governor Murphy himself acknowledged the significance of the curricular standards “to reestablish New Jersey’s role as a leader in the fight against climate change” (Warren, 2020). Former Vice President and environmental activist Al Gore also praised the state for its commitment to prepare future leaders able to confront climate change and prescribe solutions (Warren, 2020).  

The incorporation of climate change related content into the state’s K-12 curriculum is far-reaching (Fallon, 2020; Warren, 2020; Williams, 2020). The new curriculum will result in material changes to Social Studies, as well as several other content areas of the 2020 New Jersey Student Learning Standards (NJSLS) ranging from Career Readiness, Life Literacies, and Key Skills to Comprehensive Health and Physical Education; Computer Science and Design Thinking; Science; Visual and Performing Arts; and World Languages.

For Social Studies in particular, climate-related content has been added to U.S. and world history, encompassing economics, geography, civics, government, and human rights (New Jersey Department of Education, 2020e). The social studies standards speak to “leveraging climate change as an area of focus” through “authentic learning experiences” and the “use of disciplinary literacy skills to communicate . . . solutions for change” (New Jersey Department of Education, 2020e, p. 21). This includes “students asking their own questions,” soliciting “diverse points of view,” and “using geospatial technologies to gather data” (New Jersey Department of Education, 2020e, p. 21). 

The social studies standards from the New Jersey Department of Education (2020e) set “performance expectations” specific to climate change, including to “evaluate the impact of individual, business, and government decisions and actions on . . . climate change” (p. 66); “assess the efficacy of government policies and agencies in New Jersey and the United States in addressing these decisions” (p. 66); “investigate . . . climate change, its significance, and share information about how it impacts different regions around the world” (p. 86); “develop an action plan . . . related to climate change and share with school and/or community members” (p. 87); and “plan and participate in an advocacy project . . . about the impact of climate change at the local or state level and propose possible solutions” (p. 87). These curricular changes go well beyond Social Studies, as noted above. For Career Readiness, Life Literacies, and Key Skills, climate-related content cuts across topics in creativity and innovation; critical thinking and problem-solving; digital citizenship; global and cultural awareness; and information and media literacy (New Jersey Department of Education, 2020a). Comprehensive Health and Physical Education ties climate-related content with community health services and support (New Jersey Department of Education, 2020b). Computer Science and Design Thinking fuses climate-related content with data and analysis, as well as the effects of technology on the natural world (New Jersey Department of Education, 2020c). For Science, naturally, climate-related content covers earth and human activity, engineering design, and earth’s systems (New Jersey Department of Education, 2020d). For Visual and Performing Arts, climate-related content is part of dance, media arts, theatre, and visual arts (New Jersey Department of Education, 2020f, p. 4). And, for World Languages, climate-related content runs the gamut of interpretive, interpersonal, and presentational modes of communication (New Jersey Department of Education, 2020g).    

Educating the next generation about the effects of climate change is fundamental to the future of social studies education and across disciplines. During the September 2019 global climate strikes, students around the globe (led by Greta Thunberg) left class and took to the streets to protest politicians’ inaction on climate change (Huish, 2021; Sengupta, 2019). While the pandemic served to stall momentum (Berwyn & Erdenesanaa, 2021), youth activists are once again holding in-person (albeit much smaller) protests as part of Thunberg’s Friday for Future movement (Adam & Noack, 2021). But youth activists can only achieve so much on their own, and climate change education is a necessary predicate to prepare the next generation to address this challenge.

New Jersey’s climate change curriculum is a critical first step, and it should become a blueprint for other states in this country as well as other countries abroad. Climate change education will provide students with a baseline of knowledge to understand and confront the negative impacts of this threat. As the NJSLS show, these are interdisciplinary issues that cut across social studies, as well as the sciences and the arts, to name a few. It is imperative that students with varying backgrounds, educational levels, and areas of interest become well-versed in these issues, and take the lessons learned through further education, into their professions, and as part of their lives as citizens. 

Yet, New Jersey should not stop with climate change education. New Jersey K-12 schools can and should take the lead in teaching about other critical issues—be they about public health, economic inequality, or social justice. The UN has outlined a number of these global challenges that have become better known as the 17 sustainable development goals (SDGs), of which climate action is but one. Others include: no poverty; zero hunger; good health and well-being; quality education; gender equality; clean water and sanitation; affordable and clean energy; decent work and economic growth; industry, innovation and infrastructure; reduced inequalities; sustainable cities and communities; responsible consumption and production; life below water; life on land; peace, justice, and strong institutions; and partnerships (United Nations General Assembly, 2015). To groom well-rounded citizens, New Jersey K-12 schools must once again take the reins and incorporate such issues into various content area standards. Students need to learn about the impact of climate change and other global issues to successfully navigate through the many challenges facing today’s world. Given the scope and scale of the risk, the stakes could not be greater.  

References

Adam, K., & Noack, R. (2021, September 24). Young climate activists join Greta Thunberg for first major Fridays for Future strikes of pandemic. Retrieved from https://www.washingtonpost.com/world/2021/09/24/fridays-future-greta-climate-protests/

Arco, (2021, September 3). N.J. small businesses damaged by Ida can get state grants from $10M pool, Murphy says. Retrieved from https://www.nj.com/weather/2021/09/nj-small-businesses-damaged-by-ida-can-get-state-grants-from-10m-pool-murphy-says.html

Barr, H., Orlando, P., Kettig, R., Barry, R. C., Karmarkar-Deshmukh, R., & Kamel, M. (2020). New Jersey’s Global Warming Response Act 80×50 Report. New Jersey Department of Environmental Protection. Retrieved from https://www.nj.gov/dep/climatechange/docs/nj-gwra-80×50-report-2020.pdf

Berwyn, B., & Erdenesanaa, D. (2021, September 24). A Friday for the future: The global climate strike may help the youth movement rebound from the pandemic.

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Biden, J. (2021). Remarks by President Biden in briefing on the impact of Hurricane Ida in Hillsborough Township, NJ. Retrieved from https://www.whitehouse.gov/briefing-room/speeches-remarks/2021/09/07/remarks-by-president-biden-in-briefing-on-the-impact-of-hurricane-ida-in-hillsborough-township-nj/

Borunda, A. (2020, January 15). Past decade was the hottest on record. Retrieved from https://www.nationalgeographic.com/science/article/the-decade-we-finally-woke-up-to-climate-change

Chow, D. (2021, September 9). The U.S. just had its hottest summer on record. Retrieved from https://www.nbcnews.com/science/environment/us-just-hottest-summer-record-rcna1957

Cruise, R. (2020, June 5). New Jersey is first state to have climate change education for K-12. Retrieved from https://www.ibtimes.com/new-jersey-first-state-have-climate-change-education-k-12-2988498

Fallon, S. (2020, June 3). New Jersey becomes first state to incorporate climate change in K-12 curriculum. Retrieved from https://www.northjersey.com/story/news/environment/2020/06/03/nj-becomes-first-state-require-climate-change-k-12-curriculum/3136671001/

Freedman, A., & Samenow, J. (2020, May 18). The strongest, most dangerous hurricanes are now far more likely because of climate change, study shows. Retrieved from https://www.washingtonpost.com/weather/2020/05/18/hurricanes-stronger-climate-change/

Huish, R. (2021). Global citizenship amid COVID-19: Why climate change and a pandemic spell the end of international experiential learning. Canadian Journal of Development Studies, 1-18. Intergovernmental Panel on Climate Change (2021). AR 6 climate change 2021: The physical Science basis. Retrieved from https://www.ipcc.ch/report/ar6/wg1/

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Munoz, D. J. (2020, April 16). Murphy signs bill to boost food waste recycling in New Jersey. Retrieved from https://njbiz.com/murphy-signs-bill-boost-food-waste-recycling-new-jersey/

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New Jersey Department of Education. (2020b). 2020 New Jersey Student Learning Standards – Comprehensive Health and Physical Education. Retrieved fromhttps://www.nj.gov/education/cccs/2020/2020%20NJSLS-CHPE.pdf

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https://www.cnn.com/2020/06/04/us/new-jersey-climate-schools-scn-trnd/index.html

Climate Change is Like Flicking a Switch

Climate Change is Like Flicking a Switch

Sarah Johnson

In The Winds of Change (2007), Eugene Linden suggests that before catastrophic climate changes, the climate in areas experience not prolonged climate change that gradually increases but a flickering of drastic changes. When reading this analysis, I am met with my experiences living in the United Kingdom (UK) as a graduate student. These flickering events I experienced in a year unveiled the effects long-term climate change could have on this region, as the UK infrastructure could not cope with the drastic changes.

These flickering events are “the beast from the east” and the summer heat wave. The beast from the east was a snowstorm in 2018 that resulted from easterly winds from the near continent. According to the met office, “When pressure is high over Scandinavia, the UK tends to experience a polar continental air mass. When this happens in winter, cold air is drawn in from the Eurasian landmass, bringing the cold and wintry conditions that give rise to the ‘Beast from the East’ moniker.” In most parts of Edinburgh, Scotland, the snow was no more than three inches deep, while other parts of Scotland experienced ten-foot to twenty-foot drifts. This caused a massive shutdown of the country. All trains, buses, and schools were canceled across the UK. When speaking to the locals, they said they had not seen a snowstorm to this scale in Scotland before. According to the Washington Post, this has not occurred since March 1979. Edinburgh’s infrastructure could not support three to eight inches of snow, causing tourism and travel to shut down for a week. This flickering during winter continues in 2021, with another beast from the east set to occur this month, plummeting temperatures in the highlands to -12 degrees Celsius (10 degrees Fahrenheit). At the same time, England goes on red alert to brace the storm. Although these storms show, the impact one can have on travel and tourism. One thing I witnessed first-hand was the food shortage at grocery stores before the storm came. Although this is usual human behavior, “get the milk and bread before the snowstorm,” the grocery stores within the city took two weeks to bounce back. Tesco (a major chain grocery store in the UK) had to shut down for a few days because workers could not get into the store. In addition, there was not much food to sell since trucks that would replenish the shelves were not traveling. It took two whole weeks since the storm hit to stock grocery shelves back to the normal amount. This was only one storm that lasted for 2.5 days, should this flickering stop and cold spells continue, it shows a potential problem for food shortages in major cities.

The flickering episodes and climate change in the summer also continue to be an issue in the United Kingdom. In 2018, the UK experienced a heat wave in which temperatures across the UK rose to 15.8 C (60.4 F), which is 1.5 above average. In mid-august of 2020, the UK continued to experience 30C heat waves longer than a heat wave of 1976, along with higher temperatures than experienced in 2003. These heat waves continue each summer now, indicating that they are more the norm than the exception. These heat waves influence the population and the land where the infrastructure was built for a cool, wet climate. There are no air conditioners in UK buildings, and although an average annual temperature of 60 degrees may not seem warm to a New Yorker, the effect on society showed the issue. During the heat wave, trains shut down within Scotland as many people passed out on the trains due to the heat. The rail services across the UK were at risk of derailment as the tracks had a risk of buckling in the heat. Besides, electric lines could overheat in the temperatures causing them to drop and risk the incoming trains. In a further effect on travel, roads also began to melt due to the heat. This caused an issue within small towns as people attempted to navigate around them. During this period, the heat affected the land so drastically that it revealed lines of scores of archaeological sites across Ireland and the UK, dating back to Neolithic era monuments. Although this is a win for archaeologists, it shows the effects of drought and gorse fires on fertile land.

I focus on the United Kingdom, as I saw the effects on society first-hand while a student, but I also believe it highlights a huge impact a 1.50 C temperature increase can have on society. An average annual temperature of 60.50 F degrees may seem manageable to New York, countries that have not been built to endure drastic changes in temperature for short periods are significantly affected.