An Issue for EverybodyAn Issue for Everybody

(into the 21(into the 21stst century and beyond) century and beyond)

Some Background…Some Background…

Who has access?Who has access? http://www.geni.org/http://www.geni.org/

How do we get it?How do we get it? Fossil Fuel (non-renewable ) sourcesFossil Fuel (non-renewable ) sources Renewable sourcesRenewable sources NuclearNuclear

Some interesting facts…Some interesting facts…

More background…More background…

Local linkages:Local linkages:• Linda Keen and Nuclear safety Linda Keen and Nuclear safety

Commission (re Chalk River Plant Commission (re Chalk River Plant temporary closure)temporary closure)

• Tidal power in Nova Scotia: sites Tidal power in Nova Scotia: sites considered for underwater turbines in considered for underwater turbines in the Bay of Fundythe Bay of Fundy

• Nova Scotia’s natural gasNova Scotia’s natural gas

Into the 21Into the 21stst Century Century

1970s: Richardson1970s: Richardson

1980s: Pike and Selby1980s: Pike and Selby

1990s: Oxfam1990s: Oxfam

In the “World Studies” Framework: In the “World Studies” Framework: 1970s1970s

Need the necessary Need the necessary background in order to background in order to evaluate, justify and evaluate, justify and synthesize (think of synthesize (think of moving up Blooms’ ladder)moving up Blooms’ ladder)

Problems can be in terms Problems can be in terms of a “futures” perspectiveof a “futures” perspective

Forces us to examine our Forces us to examine our values in terms of lifestyle values in terms of lifestyle choices (and others for choices (and others for whom there is no luxury of whom there is no luxury of choice)choice)

Possible action: writing Possible action: writing letters, fundraising, letters, fundraising, information pamphletsinformation pamphlets

Pike & Selby’s 4 Dimensions (1980s)Pike & Selby’s 4 Dimensions (1980s)

Pike & Selby’s 4 Dimensions (1980s)Pike & Selby’s 4 Dimensions (1980s)

Spatial:Spatial: how do the choices we make about energy sources where how do the choices we make about energy sources where

we live affect other areas and peoples of the world?we live affect other areas and peoples of the world?

Issues: Issues: How does the issue of energy relate to other global issues?How does the issue of energy relate to other global issues?

• Ecosystems, pollution, land use, climate change, gender, Ecosystems, pollution, land use, climate change, gender, peace and conflict, poverty, safetypeace and conflict, poverty, safety

• Important to see differing perspectives Important to see differing perspectives

Pike & Selby’s 4 Dimensions (1980s)Pike & Selby’s 4 Dimensions (1980s)

Temporal:Temporal: Past, present and future are linked (probable, possible, Past, present and future are linked (probable, possible,

prefered)prefered) How do the energy choices we have made in the past affect How do the energy choices we have made in the past affect

the choices we must make now?the choices we must make now? What role has scientific knowledge and technology in the What role has scientific knowledge and technology in the

last century played in our choices for energy?last century played in our choices for energy?

Inner (human potential):Inner (human potential): ““the medium is the message”… there is great opportunity the medium is the message”… there is great opportunity

for the teacher herefor the teacher here

**These four issues go hand in hand with Pike and Selby’s 5 **These four issues go hand in hand with Pike and Selby’s 5 aims for Global Education**aims for Global Education**

OXFAM (1990s)OXFAM (1990s)A Curriculum for Global Education

Knowledge and Understanding Skills Values and attitudes

•Sustainable Development

•Diversity

•Globalisation and Interdependence

•Social Justice & Equity

•Peace and Conflict

•Critical thinking

•Ability to argue effectively

•Cooperation and conflict resolution

•Ability to challenge injustice and inequalities

•Empathy

•Sense of Identity and Self-Esteem

•Belief that people can make a difference

•Concern for the environment

•Commitment to social justice and equity

•Value and respect for diversity

Infusion and IntegrationInfusion and Integration

Infusion Possibilities:Infusion Possibilities: Math: graphing reserves of fuel, comparative energy usage, Math: graphing reserves of fuel, comparative energy usage,

modeling exponential growth and decaymodeling exponential growth and decay ELA: business letters re current issuesELA: business letters re current issues Science: nuclear energy background, energy and power Science: nuclear energy background, energy and power

calculationscalculations

Integration Possibilities:Integration Possibilities: Multidisciplinary unit on Energy (Elementary/ Middle School)Multidisciplinary unit on Energy (Elementary/ Middle School)

• Top-down planning required?Top-down planning required?• Could involve a teacher-swap?Could involve a teacher-swap?

… … and Beyondand Beyond http://www.geni.org/http://www.geni.org/ Global Energy network institute page. Has a wealth Global Energy network institute page. Has a wealth

of resources for this and other global issues, including maps and articlesof resources for this and other global issues, including maps and articles http://www.globalissues.org/http://www.globalissues.org/ A site I used this and last term to read up A site I used this and last term to read up

on the basics of many global topics. It is a personal webpage on the basics of many global topics. It is a personal webpage maintained by a computer science graduate who is concerned with a maintained by a computer science graduate who is concerned with a variety of rights, environmental and other world issues. Certainly not a variety of rights, environmental and other world issues. Certainly not a good “single source” but a good “jumping off” point.good “single source” but a good “jumping off” point.

http://www.cbc.ca/documentaries/oil/http://www.cbc.ca/documentaries/oil/ Visit this site for information on a Visit this site for information on a CBC documentary about oil pipelines through central AsiaCBC documentary about oil pipelines through central Asia

http://canteach.candu.org/http://canteach.candu.org/ Information for educators on the CANDU Information for educators on the CANDU nuclear power systemnuclear power system

Hicks, David. “Thirty Years of Global Education: a reminder of key Hicks, David. “Thirty Years of Global Education: a reminder of key principles and precedents”. principles and precedents”. Educational ReviewEducational Review, Vol. 55, No. 3, 2003, pp , Vol. 55, No. 3, 2003, pp 265-275265-275

Pike, Graham and Davied Selby. Pike, Graham and Davied Selby. In the Golbal Classroom 2In the Golbal Classroom 2. Pippin . Pippin Publishing, Toronto, 2000, pp. 10-23.Publishing, Toronto, 2000, pp. 10-23.