GBO Hawai'i Lesson Plan--9th-12th Civics, Social Science

GBO Hawai’i ClassroomSustainability, policy, business and FUN!

Sustainability Primer Lesson Plan: Social Science, Civics, Economics. Grades 9-12.

Introduction Sustainability is the great buzzword of our time. It’s a classic win-win, and it seems that everyone’s on board. Yet, progress falls short of its potential, possibly because there is so much confusion about how to go about this grand vision. GBO Hawai’i is a new board game that is educational, inspirational, and most importantly, fun. This lesson plan helps students understand sustainability from a business perspective as well as a civil one.

EDUCATION

Materials1. GBO Hawai’i, the green economy board game: up to four players can play at a time. 2. Slide deck, downloadable at GBOHawaii.com, to accompany this lesson plan.

Time1. A one-hour class session for “Engage”, 2-3 one-hour class sessions for “Explore” and

“Explain”. The game can be then used again for additional lesson plans for more advanced game play options.

Vocabulary (Green glossary online at www.GreenBusinessOwner.com) Sustainability Zero waste GMOEcotourism Biofuels Green Building/LEED CertificationOrganic Geothermal Renewable EnergyClean Tech Energy Efficiency Sustainable Food

Objectives & Expected Learning Outcomes1. Understand the knowledge, skills, abilities and other characteristics needed for embarking on

a green career path. 2. Learn about the role of governments in (at times) promoting or (at times) discouraging

sustainability initiatives such as clean technologies, smart growth, energy efficient infrastructure, economic development and green job development.

3. Learn about public policy from local municipalities, states and the federal government. 4. Understand geography and place-based resources. 5. Understand the motivations of various industries in maintaining the status quo. 6. Gain entrepreneurship and business skills including allocation of limited resources,

competitive strategies, recognition of opportunities, and calculation of return on investment. 7. See the difference between traditional business, with its singular focus on the financial

bottom line, and the green economy, which has societal, public health, and environmental benefits in addition to financial ones.

Copyright 2012, GreenBusinessOwner.com. All rights reserved.

http://www.GreenBusinessOwner.com


Background for the teacherThe island state of Hawai’i makes a tremendous learning laboratory for sustainable economic development. The state has abundant renewable potential: ample sunshine, consistent trade winds, geothermal activity, and a tropical climate that allows for year-round agriculture. Yet despite these resources, the state’s policies over the last 50 years have left it as a metaphorical canary in a coal mine for globalized economies. The state imports 90% of its food. It burns imported diesel fuel for 90% of its electricity, and its number one export, according to Governor Neil Abercrombie, is cash spent on foreign oil. Due to geographic constrictions and policies that have discouraged recycling and composting, landfill space is extremely limited, so the state burns most of its trash, generating dioxins and other carcinogenic pollution. And perhaps most troubling, the state’s economy is almost entirely dependent on tourism and military spending, both of which are dependent on cheap oil. The service economy that results also leaves the average Hawaiian citizen completely out of range of home ownership as many service industry jobs simply don’t pay a living wage.

Hawai’i has committed to one of the most aggressive sustainability journeys of any geopolitical entity. By 2050, the state aims to derive 70% of its power from clean, renewable sources. Significant resources are being put forth to develop an agricultural renaissance. And statewide, single-use plastics are under attack from citizens, consumer groups, businesses, and municipalities. The goals of all the sustainability efforts in the state are to create a clean economy that provides living wage jobs, local manufacturing, energy independence, and some resilience to global economic trends.

GBO Hawai’i, the sustainability board game, encompasses all of this activity in a fun, engaging format that allows students to understand economic development and sustainability, as well as its various stakeholders, their motivations, and their desired outcomes. Players in the game are investors looking to make money, to help the state offset imports of oil, displace imported, processed and/or genetically modified foods, to reduce waste, and to create green collar jobs that provide living wage opportunities for entrepreneurs and workers in Hawai’i.

This concept, wherein business is conducted for more than just financial return, is often referred to as “Triple Bottom Line”, where businesses positively affect people, planet, and profit. This is one of the fundamental concepts of sustainability, and part of why sustainability has become such a popular buzzword.

We strongly recommend you play the game yourself first, as the first time with any game can be confusing. You should be able to play the game in order to introduce it to your students. There are instructional videos on our website (www.GBOHawaii.com), as well as the written instructions and FAQ page, but should you have any questions you can’t find answers to, or simply want to ask questions about the game before introducing it to your class, don’t hesitate to reach out to us.


http://www.GBOHawaii.com


Game play options: You can play GBO Hawaii as a board game or as a card game. This lesson plan is for the board game play, but if you’d like a quicker, easier to learn version to start your students with, click on the “Versions” link at the top of our website (www.GBOHawaii.com).


GEOGRAPHY, COUNTY SEATS, AND PLACE-BASED RESOURCES

The island state of Hawai’i has an ideal geographic setup that allows students to learn about municipalities. The state relatively cleanly breaks up into four counties that are very distinct in terms of boundaries. Hawai’i County (far right on map), for instance, encompasses the Big Island of Hawai’i, and is bordered on all sides by water. The Big Island is the most sparsely populated of the islands, so students will find that businesses will generally cost less to start on the Big Island versus other places where land values are much higher. Reflecting reality, the Big Island is a place where agricultural production makes more sense than in places like Honolulu County, where land costs are very high. In addition, the Big Island has geothermal activity (as evidenced by the active volcano on the island), so players will find opportunities to start geothermal energy businesses on the Big Island that aren’t available farther west past Maui. By using place-based resources, students are learning geography and business strategy at the same time. Additionally, each county will pass its own legislation throughout the game, affecting businesses located there by either incentivizing certain activities or providing subsidies to more unhealthy businesses like oil, gas, and plastics, which may have negative effects on the green businesses located there.



Engage Use the “GBO Hawaii--Civics supplement slides” (downloadable from GBOHawaii.com) to project in the classroom. 1. Use the slides to project in the classroom, or distribute printed papers from the “cards from

the game (student copy)” sheet at the end of this lesson (i.e., just print those 4 pages at the end under that heading). In pairs or small groups, ask students to answer the discussion questions next to each card by writing their answers down for later discussion.

2. When you’re all done, discuss group answers as a whole class, so that students can learn from each other before playing the game. You don’t necessarily have to address any of these answers before playing the game, just make note of them for discussion after game play.

3. For homework after this first class, send students the video for how to play the beginner game (8 minutes), found at http://gbohawaii.com/how-to-play/.

Explore1. During your next class session, set up the game according to the instructional video for set-

up found at http://gbohawaii.com/how-to-play/. 2. Assign students to play the game in groups of up to 4.3. The winner of the game is determined by a ranking system (page 6, instructions). 4. Keep these ranked scorecards for your next class discussion.

Explain 1. Ask students to discuss what worked and what didn’t work for them in their strategies. Many

of the cards that were used during their game will still be in front of them after the game is over, so they will be able to show how certain cards worked well--or didn’t--together.

2. Ask students if they can identify how the Policy and Event cards helped to shape their strategies or affected their investments. Many times, an Event will happen that will really help some part of the sustainable economy, and many times, the opposite will happen, so students will likely have some examples of those that they’d be willing to share.

3. Ask students to explain the connection between the Human Resources they used in the game and the businesses they were investing in. For instance, a Sustainable Food Entrepreneur can be used to start an organic farm or a farmer’s market. What are the skills that person would need, and why would they be qualified to start that kind of business and not a carsharing service, just for example?

4. Ask students to explain the icons in the red circle with the line through it in the business cards. How does that business help the state of Hawai’i offset imports of oil, imports of processed food, or dumptrucks of waste sent to the landfill?


http://gbohawaii.com/how-to-play/




Explain (continued) 5. Follow that question with a question about why it’s important to reduce oil use, imports of

processed, unhealthy, and/or genetically modified food and dumptrucks of waste heading to the landfill? Answers here will be diverse. Oil has a number of bad side effects on a population: polluted air, money going out of the community to places like Saudi Arabia (where women are second class citizens), oil spills, and the like. Imported, processed, unhealthy and/or genetically modified food will also have a variety of problems associated with it. Processed food has been linked to childhood obesity, early onset diabetes, cancer, heart disease, and a number of other ailments. These problems become public health challenges that cost people their health, as well as billions in tax dollars. Waste, represented by dumptrucks in the game, needs large tracts of land for landfill space, and doesn’t have a “second life”, as recyclable items or compostable items do.

6. Ask students whether they know of any businesses like the ones started in the game in real life. There are many examples that are on the back of many of the business cards. The Carsharing Service is based on Zipcar (www.Zipcar.com), for instance, and the Waste Oil Biofuels business is based on Pacific Biodiesel (www.biodiesel.com). There are many green businesses in every community, and it’s possible that many of the businesses the students invested in in the game are similar to one that is in your geographic area.

7. Ask students to identify a business they really like in the game. Have them discuss what makes this business “green”, and why it creates benefits for people and planet beyond just the profit motive of starting a business. Draw a chart on the chalkboard with three columns, one for people, one for planet, and one for profit. Have students identify at least one benefit from this business to people/community, at least one to planet and public health, and for the profit part, who the primary customer would be of their business. For instance:

8. Then have them identify the knowledge, skills, abilities, interests, and other characteristics that might help them start that business. For instance, if they’re interested in starting a sustainable restaurant, they’d need to be able to follow recipes and prepare fresh, local foods. Can they make the connection between those skillsets and the types of entrepreneurs represented in the game?


PEOPLE PLANET PROFIT

People save money by not having to own their own car and instead only renting it when they need it. People also have less stress, because maintenance and insurance on the car is taken care of by the company, and not their responsibility.

The energy and raw materials needed to manufacture a car are substantial. By sharing cars instead, we can dramatically reduce these impacts. Additionally, there is reduced space needed to park/store a car for each person.

The primary customer for this business is people who live in cities, where they can walk and bike to just about anything, and only need a car sometimes in order to go on a weekend excursion, or to carry heavy loads, or to do some grocery shopping.

9. Ask students about the role of the oil industry lobbyists in the game. In the game, oil industry lobbyists decrease the profitability of green businesses in whatever county they are in. Ask students why they think that is. This is part of the game that definitively reflects reality. Many times, the oil industry’s lobbyists will distribute propaganda and attempt to influence public policy and consumer preference. This may take the form of telling people that plastic products are safe (do your students know that plastic is made from oil?), or that biofuels are not a suitable alternative to gasoline, or that renewable energy is not reliable or realistic, or that green building is weird and only for the elitists or the wealthy. If you want to pull up an example of this in real life, you can see the influence of the American Chemistry Council (an oil and plastics industry lobbyist group), where they funded a study to look at bacteria in reusable bags, then cherry-picked a few findings, blew them out of context, and sent thousands of press releases declaring that plastic bags are much safer than reusable cloth bags. Here’s an article that ended up in the Washington Post from their one-sided press releases right before Maryland was considering a plastic bag fee: http://wapo.st/v8AlSb. Here is an article from Consumer Reports detailing how ridiculous the conclusions were from the “science” conducted on reusable bags: http://bit.ly/kQknDJ and http://www.banthebagspdx.com/?p=473. The oil industry lobbyists in the game work to assure the public continues to buy plastic and other petrochemical products. There are many more examples of these kinds of tactics around plastic bag bans. Here’s one in particular about a legislator who is paid “consulting fees” by the American Chemistry Council and then turns around and works against legislation that adds a plastic bag disposal fee at grocery checkout, or legislation banning styrofoam: http://bit.ly/m8uAGr. Unfortunately, politicians worldwide are on the payrolls of the American Chemistry Council, making their representation of what’s best for citizens somewhat suspect. Look around on the web to see if you can find other examples with biofuels, solid waste issues, petrochemical additives, toxic ingredients, etc., that are influenced by the oil industry’s lobbying efforts. If you find something really interesting, please feel free to send it to us ([email protected]), and we may include it in future versions of this lesson plan.


Explain (Continued)For instance: ask students what the skillsets of this ecotourism & hospitality entrepreneur are that makes them qualified to start an ecotour operator business, which may take people on birdwatching, snorkeling, trekking, or hiking tours?

(Essentially, this person is likely knowledgable about the outdoors, knows wildlife, and is capable of leading groups of people and teaching them about nature. The person has likely hiked, camped, and explored nature since they were a kid, and is therefore intuitive about where to see the best sites.)

http://wapo.st/v8AlSb

http://wapo.st/v8AlSb

http://bit.ly/kQknDJ

http://bit.ly/kQknDJ

http://www.banthebagspdx.com/?p=473




http://bit.ly/m8uAGr

http://bit.ly/m8uAGr

mailto:[email protected]

mailto:[email protected]

Extend1. Assign students to read and take notes from articles in the green startup blog on

GreenBusinessOwner.com (http://greenbusinessowner.com/category/Start-a-Green-Business/) and from any “startup Friday” posting on TriplePundit (http://www.triplepundit.com/category/start-ups/). Have them identify a business they would enjoy starting and talk about why. Then ask them what they think a day in the life of the person running this business would be like.

2. The public policies are much like the events, in that they affect businesses in the sustainability industries, but they last throughout the game, showcasing the effects of legislation that goes into effect. Does a particular piece of legislation provide an incentive for alternative transportation? If so, how does that affect the community? Can you find real life examples of such policies that are present in the game? (Hint: all policies in the game were based on real-life happenings).


http://greenbusinessowner.com/category/Start-a-Green-Business/

http://greenbusinessowner.com/category/Start-a-Green-Business/

http://www.triplepundit.com/category/start-ups/





Event Cards from the game (Teacher Copy). These cards are in the same order in your PDF slides also downloadable from GBOHawaii.com

CLEAN TECH INCUBATORDiscussion Question: What is an “incubator”? Think about what other context you might hear about the use of an incubator.

Why would a state spend tax dollars on creating a service to help businesses develop clean energy?

Discussion Answer: An incubator helps young businesses survive the early phases, which are the most challenging, much like an egg incubator helps more eggs hatch into chickens by providing the warmth and protection needed. This kind of thing creates industries that are self-sustaining and create a lot of jobs, meaning a local tax base.

EATING LOCALDiscussion Question: What does it mean to “eat local”?

Why is eating local beneficial to people?

To the economy?

To the environment?

Discussion Answer: Much of our food comes from very far away. Most students will know that they’ve eaten bananas from Mexico, for example. Eating local, often referred to as being a “locavore”, means eating much of your food from sources within 100 miles or within your state. Local food tends to be fresher, and therefore healthier for people, with more nutrients. It’s beneficial to the economy because it helps create local jobs and keep money in the community, rather than allowing it to flow out to multi-national cokmpanies who don’t have a vested interest in your community. It takes less fuel to transport food locally, so it is beneficial to the environment, too.

LOBBYISTS AND BAG BANSDiscussion Question: What role do lobbyists play in government?

Why would lobbyists representing the oil and gas industries want to stop plastic bag bans?

Discussion Answer: Lobbyists work to influence policy. Lobbyists represent a special interest group, in this case, the oil and gas industry, which pays lobbyists to put pressure on politicians and other lawmakers to create laws that are favorable to that particular industry.

Plastic bags are made from oil, and as such, a plastic bag ban, which has been passed on Kauai, Maui, and Hawaii Counties (not Honolulu County yet), are bad for business. While good for the environment and generally supported by most retailers and consumer groups, plastic bag bans are fought fiercely by the oil industry.



GMO SEEDSDiscussion Question: What is a genetically modified organism (GMO)?

Why would a biotech company sue farmers?

(this card, in the game, actually says $60,000, not $100,000).

Discussion Answer: GMO’s are things like corn, soy, and even animals that have been scientifically altered in their DNA during embryonic development. Biotech companies do this to create new varieties of plants and animals with certain characteristics, like resistance to herbicides. Biotech companies do sue farmers. See http://www.organicconsumers.org/Monsanto/farmerssued.cfm for more information.

PACIFIC GYRE, PLASTICSDiscussion Question: What is the Pacific Gyre?

Why does plastic trash hurt tourism?

Discussion Answer: The Pacific Gyre is a floating garbage patch in the North Pacific ocean. There are at least 5 known gyres of insurmountable size, on Earth today. Due to oceanic currents, plastic trash accumulates in these areas, which can be twice the size of Texas. In places, there are 46 times more bits of plastic than plankton in the ocean. Plastic is designed to last forever, so it does not biodegrade, meaning these garbage patches are with us for eternity. In addition, plastic releases chemicals and is often eaten by wildlife, meaning that these chemicals end up on our dinner plates, too. See www.5gyres.org for more information. No one wants to see trash on beaches, least of all tourists.

BIOFUELSDiscussion Question: What are biofuels?

Why would the oil industry want to fight the development of biofuels?

Discussion Answer: Biofuels work just like gasoline and other fuels in that they can power an engine, except that they are derived from natural sources, like peanut oil, canola, sugars, etc. Biodiesel is one example, and can be used as a drop-in replacement for diesel fuel. Ethanol is another, and can be used to replace gasoline. Biofuels can be locally grown and are renewable, as opposed to gasoline, which is derived from non-renewable and highly polluting oil.

Just like the plastic bag bans, the oil industry will fight the development of biofuels programs because it is a threat to their business of selling oil and gas.

http://www.organicconsumers.org/Monsanto/farmerssued.cfm




http://www.5gyres.org

http://www.5gyres.org



LEGISLATURE AND PERMITSDiscussion Question: What role does the legislature of a state have in economic development?

Why would contributions from the oil industry influence policies like permitting applications for clean tech projects?

Discussion Answer: Both local and state governments have a role to play in economic development. At times, these policies will favor the development of certain industries. In the case of this card, the oil industry contributes large sums to policymakers, who then pass legislation making it harder to do business in industries that compete with the oil industry, like wind farms and biofuels development. So...all players lose permit applications for green businesses!

OIL SUBSIDIESDiscussion Question: Why would the Federal Government subsidize the oil industry?

Discussion Answer: Many believe this is a remnant policy from the early days of oil exploration where companies needed subsidies in order to create industries where the markets were not yet fully developed. Before oil became so profitable, the government subsidized the companies’ operations to help them establish a foothold and create jobs. Now, however, the subsidies have been going on for four decades, and the companies are among the most profitable in the world, and the subsidies are still in place! This has a lot to do with their lobbying power!

CHILDHOOD OBESITYDiscussion Question: How is childhood obesity related to issues of local economies?

Discussion Answer: Local food tends to be less processed then food produced by multi-national companies and shipped around the world. The farther the food has to go, the more preservatives are needed, and the less fresh it can be. Many studies have shown that eating more fresh foods (as well as getting some exercise) can greatly reduce childhood obesity and preventable diseases like diabetes. In addition, local agriculture has a number of positive side-benefits, including clean water, local jobs, open space preservation, and healthier communities.


Policies & Events Cards from the game (Teacher Copy). These cards are in the same order in your PDF slides also downloadable from GBOHawaii.com

ZERO WASTEDiscussion Questions: What is zero waste?

Why would Hawaii commit to a zero waste program?

Discussion Answer: Zero waste is a term used to describe a methodology for reducing trash stored in a landfill. Waste products can be reused or recycled in many ways, and thus not be sent to a landfill, where things like plastics can take thousands of years to decompose. Maintaining a landfill is very expensive for the municipality, and finding new landfill space is getting harder and harder, especially in island economies like Hawaii’s.

GREEN JOBSDiscussion Question: What are green jobs?

Why would the state create a tax rebate for players who create green jobs?

Discussion Answer: Green jobs refer to jobs in which the person’s primary task is in organic food, clean energy, waste diversion/recycling, and many of the other industries represented in GBO Hawaii. The state might incentivize this through a rebate program in order to get more people employed and to create industries where jobs are hard to outsource, which can create an ongoing tax revenue stream for the government.

STATE AD CAMPAIGNSDiscussion Question: Do states “advertise”?

If so, why?

Why would Hawaii promote ecotourism in an ad campaign?

Discussion Answer: Many municipalities have economic development divisions with advertising budgets to attract outside investment or, in this case, visitors (tourists). Hawaii frequently promotes its ecotourism industry as a way to attract visitors that will come and respect the fragile environment. Ecotourism is a field in which visitors “tread lightly”, more often observing natural resources rather than consuming them (think snorkeling, bird watching, hiking, etc., as opposed to four-wheeling, hunting, fishing and wasteful cruises.



INTERFAITH POWER Discussion Question: What is Interfaith Power & Light?

How can IP&L help move sustainability forward?

Discussion Answer: Interfaith Power & Light, with its leader Sally Bingham, is an organization that helps congregations of any faith become more energy efficient and sustainable. The basic premise is that humans are the stewards of the world around us, and to be neglectful of the environment is actually an insult to higher powers. If people believe that God created the earth, shouldn’t that mean we should take care of it? Learn more at http://interfaithpowerandlight.org/

LEED BUILDINGDiscussion Question: What is “green building”?

What is LEED?

Discussion Answer: Green building refers to construction that is done with consideration of the efficiency and environmental impacts of buildings. A “green building” tends to have healthier indoor air quality because it contains less petrochemical adhesives, paints, and other finishes. It tends to be more energy efficient, etc.

LEED is the recognized standard in green building. It stands for Leadership in Energy and Efficient Design. A building that is LEED certified, then, is considered a green building.

http://interfaithpowerandlight.org





Event Cards from the game (STUDENT Copy). These cards are in the same order in your PDF slides also downloadable from GBOHawaii.com

CLEAN TECH INCUBATORDiscussion Question: What is an “incubator”? Think about what other context you might hear about the use of an incubator.

Why would a state spend tax dollars on creating a service to help businesses develop clean energy?

EATING LOCALDiscussion Question: What does it mean to “eat local”?

Why is eating local beneficial to people?

To the economy?

To the environment?

EATING LOCALDiscussion Question: What role do lobbyists play in government?

Why would lobbyists representing the oil and gas industries want to stop plastic bag bans?



GMO SEEDSDiscussion Question: What is a genetically modified organism (GMO)?

Why would a biotech company sue farmers?

(this card, in the game, actually says $60,000, not $100,000).

PACIFIC GYRE, PLASTICSDiscussion Question: What is the Pacific Gyre?

Why does plastic trash hurt tourism?

BIOFUELSDiscussion Question: What are biofuels?

Why would the oil industry want to fight the development of biofuels?



LEGISLATURE AND PERMITSDiscussion Question: What role does the legislature of a state have in economic development?

Why would contributions from the oil industry influence policies like permitting applications for clean tech projects?


What is LEED?

PENTAGON POLICYDiscussion Question: Why would the Pentagon, which is the head of military affairs in the U.S., call climate change a national security threat?

What are the implications of this announcement?



INTERFAITH POWER Discussion Question: What is Interfaith Power & Light?

How can IP&L help move sustainability forward?


What is LEED?


Addi$onal resources for the classroom:Introductory and instruc.onal videos are available free, in streaming format, at www.GBOHawaii.com. Blog ar.cles about green entrepreneurship and the role of government can be found at www.GreenBusinessOwner.com.

Need more help with your class? Feel free to get in touch. (808) 312-‐0850

Game developer: Scott Cooney, M.S., M.B.A.ScoI is a green business author, eco-‐entrepreneur and Adjunct Professor of Sustainability at the University of Hawai’i. McGraw-‐Hill published ScoI’s first book, Build a Green Small Business: Profitable Ways to Become an Ecopreneur. ScoI served as project manager for Saatchi & Saatchi S, a sustainability consul.ng firm working with Fortune 500 companies to help them incorporate green principles into their opera.ons. He con.nues to offer sustainability trainings to employees from the C-‐suite to the front line workers through workshops and online trainings. ScoI is a Phi Beta Kappa who holds an MBA and an MS in Conserva.on Biology (both from Colorado State University).

More informa.on: www.Greenbusinessowner.com/about/





http://www.Greenbusinessowner.com/about/

http://www.Greenbusinessowner.com/about/

GBO Hawai'i Lesson Plan--9th-12th Civics, Social Science

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Transcript of GBO Hawai'i Lesson Plan--9th-12th Civics, Social Science