Climate Action Workshop – ENVR 303College of St. Benedict and St. John’s University

Department of Environmental Studies

Fall 2019Tuesdays, 11:10 am – 12:30 pm, Peter Engle 212

Pipelines threaten the culture, way of life, and physical survival of the Ojibwe people. Where there is wild rice, there are Anishinaabeg, and where there are Anishinaabeg, there is wild rice. It is our sacred food. Without it

we will die. It’s that simple.

– Honor the Earth “Treaty Rights and Oil Pipelines” fact sheet

Professor Corrie GrosseOffice: Peter Engle 253 (SJU) Email: cgrosse001@csbsju.edu

Phone: 320-363-2552Office Hours: Mondays 3-4 pm and Thursdays 1-2 pm. Please drop by or schedule an appointment during these times. I teach M-F, so please email or speak with me before or after class if this does not work for you and we will find a time that works. I hope to see you all in office hours.

Climate Action Club: your very own CSBSJU way to take climate action today! Email: climateactionclub@csbsju.edu Facebook: https://www.facebook.com/climateactioncsbsju/

Course DescriptionThis course involves exploration of climate policy and action at the national, regional, and local level. We will focus on climate crisis and its effects, policies and technologies to address climate crisis, and debates over taking action, focused on the national and local level. Students will engage in solidarity work with local climate justice organizations, participate in local events, talk to people taking climate action, and practice community organizing by putting on a climate crisis teach-in. Roll up your sleeves because this course is about taking action!Learning Goals

1. Explain core components of US and regional climate policy2. Make critical arguments about the connections between science,

politics, culture, and civil society, in relation to local climate policy, supported by evidence appropriate to an advanced level.

3. Recommend, in accessible terms, paths toward climate justice at the local level

4. Develop community organizing skills

Required Text: All readings are posted on Canvas.

EXPECTATIONS

Attend Class: I expect multiple contributions from you during each class period. Please provide appropriate documentation for excused absences in advance. If it is difficult for you to speak in class, meet with me during week one so we can devise a plan to help you improve.

Be Prepared: Please come to class ready to participate (converse, inspire, teach, learn, question, take notes)—having read and carefully thought about the assigned readings. Readings and assignments you are turning in should be on your desk or pulled up on your computer before class begins.

Create a Respectful Environment: Our course should reflect a critical engagement with the course material and with each other that privileges openness, respect, thoughtfulness, and constructive feedback. In our community of learners (that includes me!), please act and speak in a respectful manner towards everyone.

Be Engaged: Please give all speakers (including those in films) your undivided attention. If you bring a laptop or tablet, please ensure that it is used only for taking notes or referring to readings.

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Take Space, Make Space: If you tend to talk a lot, make space to let others speak. If you tend to not talk a lot, take space and share your ideas. We will use discussion hand signals to facilitate this.

Work to Become a Better Writer: Learning how to write well is one of the best things you can do in college! It will help you tremendously in the future. Therefore, I expect all writing to be well organized, well crafted, and free of typos. Consider purchasing The Elements of Style by Strunk and White, a tiny book with lots of tips on how to write well. I’ve posted some key excerpts on the Canvas Resources page.

ASSIGNMENTS

Assignments are due on Canvas before class begins, unless otherwise noted.

Participation: Reading, Explaining, and Conversing 100 points, about 29%

Each day, it should be evident to me and to your peers that you dedicated time to reading and thinking about the assigned texts. Demonstrate your engagement with the text by being prepared to describe what the reading is arguing, why it is important, how it connects to climate justice, and how it makes you feel/whether you agree or disagree. You should contribute your fair share to small group discussion and make multiple contributions to larger group discussion each day. Asking questions is a great way to participate!

I am aware that it is hard for some folks to speak in class. If this describes you, I am sympathetic, but require that you use this class to practice learning how to overcome barriers you face. In your life beyond school, discussion skills are important. Meet with me during week one to make a plan for success.

Class Facilitation and Fact Sheet 30 points, about 9%

Due by 10 am on Oct 7See week 7 for instructions.

Green New Deal Essay60 points, about 17%

Due before class on November 5

A Green New Deal for the United States:

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What Should It Include and How Do We Get It?

The QuestionThe Green New Deal is the latest rallying cry and an exciting perspective in the struggle for climate justice in the United States, and it has generated a lot of discussion and debate.In your essay, reflect on this question: Where do you think the U.S. could be in 2030 if the Green New Deal reaches its full potential, and what are your best strategy ideas for that being achieved?In your essay, be sure to cover the following:

a) What do you take away from the debates on the Green New Deal so far?

b) How would you organize a campaign to strengthen and achieve it? Do a narrative timeline of what steps would be taken and when. What might the GND look like in Minnesota?

c) Finally, how important is the GND in the longer-term struggle for environmental and climate justice in the United States? How far can it take us toward the world we want?

How to Organize and Format Your PaperPlease write an essay of up to four double-spaced pages and post it on Canvas. For this essay, you may draw on the pieces on the Green New Deal posted on Canvas, the factsheets on climate action in Minnesota prepared by the class, and (optionally) anything else you wish to bring into the discussion (the posted sources are certainly enough by themselves). You should cite your sources and back up your claims with evidence.

Solidarity Work and Reflection Essay 60 points, about 17%Due by December 2

The TaskSpend 8 hours over the semester working with MN350 on the projects they assigned to our class. Keep track of your hours by creating an Hour Log: make a table in Microsoft Word with columns for the date, how many hours you worked, and what you did. Write a few sentences to describe what you accomplished each time you do this work. I will check in with MN350 periodically to see how your work is going. When you finish your hours, write a two-page double-spaced reflection essay, copy and paste your hour log at the end, and post it on Canvas.

The Question

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In your essay, reflect on this question: What did this experience teach you about organizing for climate justice? What best or worst practices did you discover that you could use to inform future organizing?

Climate Crisis Teach-In100 points, about 29%

During the week of November 17, the class will put on a climate crisis teach-in. As with any event, this will take a lot of planning and preparation. The class will divide into working groups to organize different elements of the event, including programming, logistics, and publicity. The structure of the event is flexible. Other students across the country are organizing similar events. One approach is organizing panels of faculty to each speak briefly on one facet of climate crisis. I can provide a template of what this could look like. Environmental Studies Administrative Assistant Jennifer “Jenny” Kutter (JKUTTER@CSBSJU.EDU) can assist you with logistics like reserving rooms, checking university calendars, and classroom media. She probably has an answer or contact for any question you may have.

I have reserved some time during class for you to work on this together. See schedule for information.

Interview In addition to whatever you plan to do for the teach-in, you all will contribute to the event by reporting on climate action in Minnesota. To report on this, each student will conduct one interview (in person, or via Zoom) with someone taking climate action in our state. You will each need to interview someone different and preferably, people working on different facets of the problem, so you can give your audience a well-rounded picture of what action can look like. You can interview 1) people taking actions that contribute to climate justice or 2) people working on high profile actions that fail to consider or appropriately include justice. In the second case, you will be tasked with explaining to the teach-in audience why excluding justice weakens the action.

How to do the interviewYou will need to create an interview guide for your interview that lists the themes and questions you will ask of your interviewee. I must approve this in advance of your interview. You should plan to record your interview with a digital recorder (unless the interviewee objects). You must contact your interviewee to ask to schedule an interview by Sept 17, submitting to Canvas a screenshot of your email or a brief typed account of your phone call. I encourage you to call people! Ask if they have availability during the beginning of October. If you email, call and email them again if you don’t hear back within one week. Repeat this each week. If you don’t hear back in two weeks, find another interviewee.

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How to write up the interviewWhen you finish your interview, you will create an up to two-page document (single or double-spaced) that summarizes the interview findings and includes at least three quotes from the interviewee. This is due on Oct 29.

Local organizations where you might find interviewees:Honor the EarthIndigenous Environmental NetworkMinnesota 350Climate GenerationTamales y BicicletasRed Lake Local Food InitiativeMinnesota Pollution Control AgencyFresh EnergyCOPAL: A Latinx Grassroots MovementCenter for Earth Energy & DemocracyTransition Network Initiatives

Citizen’s Climate LobbySunrise MovementBlack Lives MatterSierra ClubiMatterClimate IntervenorsClimate Action ClubExcel EnergyEnvironmental Justice Advocates of MinnesotaWomen’s Environment NetworkNorth American Water Office

Event PlanOn or before November 15, your working group will submit a two-page document (single or double spaced) outlining your role in the event. You should imagine this document as a “how to guide” for completing your team’s responsibilities, a document that could guide a group of students to organize a similar event next year. You’ll want to include timelines, divisions of labor, key contacts, reminders, and instructions for the day of the event. This document will look different for each group. This will be very helpful in preparing you for the event.

Group Process EvaluationAfter your event, you will each write a one to two-page (single or double-spaced) assessment of the strengths and areas of improvement for your team members (your small group of 4ish people) and the group as a whole. Imagine your boss has called your team in to report on the effectiveness of the team and you must provide her with a memo that summarizes the situation and provides ideas for moving forward. You will all share these memos with each other. Instructions forthcoming.

Summary of AssignmentsDue Assignments Points

Participation 100 October 7 Class Facilitation and Fact Sheet 30November 5 Green New Deal Essay 60

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December 2 Solidarity Work and Reflection Essay 60Teach-In

September 17 Contact IntervieweeOctober 29 Interview Write Up 20November 15 (Thur)

Event Plan 20

Week of Nov 17 Professionalism and Content of Event 40November 26 Group Process Evaluation 20

Total 350

GradingGrades will be calculated on a percentage basis, using the following cut off points:A= 92.5% to 100% BC= 77.5% to 82.4% D= 59.5% to 67.4%AB= 87.5% 92.4% C= 72.5% to 77.4% F= <59.4% B= 82.5% to 87.4% CD= 67.5% to 72.4%

If you do not need this course for your major and wish to take it for S/U (satisfactory/unsatisfactory), please talk to me. See CSBSJU’s policy here: (https://www.csbsju.edu/academics/2019-2020-catalog/academic-policies-and-regulations/grades/satisfactoryunsatisfactory-grades)

Formatting

All written work should be double spaced, size 12, Times New Roman font, one-inch margins, double-sided, and should appropriately cite sources using the style of your discipline. Environmental Studies students should use Chicago Notes and Bibliography (NB) style. References do not count in assignment page limits.

Visit The Chicago Manual of Style for instructions on Chicago Notes and Bibliography (NB) style (http://www.chicagomanualofstyle.org.ezproxy.csbsju.edu/16/ch14/ch14_toc.html)

The Owl at Purdue is a great resource for all citation styles (https://owl.english.purdue.edu/owl/resource/717/01/).

Use EndNote to format your citations and insert them in your papers. Practice with this software now will help you tremendously in the future. Environmental Studies Librarian Jonathan Carlson can help you set it up: (http://guides.csbsju.edu/endnote).

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Late Policy

I recognize that you all lead complex lives. You may request an extension on an assignment at least one day in advance of the due date. In your request, propose a date by which you will turn it in. The goal of this policy is to help you learn how to plan ahead and organize your time, a skill that you must master in college. If you do not request an extension, I will deduct half a letter grade from an assignment if turned in one day after the due date and one letter grade if turned in after that. Please don’t lose credit this way! I reserve the right to not accept late work or grant extensions if a student repeatedly fails to request an extension or abuses this policy.

Communication

Please come to my office hours with questions or concerns regarding the course, assignments, environmental studies, or our collective future. I’m here to help, so contact me sooner rather than later if you are struggling with any aspect of the course. I will respond to emails within 24 hours Monday through Friday. Students should not expect an email response during weekends or holidays. Please reserve email communication for scheduling appointments. Please check your email and Canvas regularly to ensure smooth and timely communication. All course materials and assignments will be posted on Canvas.

Help Each Other!

In line with feminist pedagogy, please draw on your classmates as a resource (space provided below for two people’s contact information). Please contact your classmates with questions about the course (if you miss a class or have a question about concepts or assignments).

Classmate 1____________________________Classmate 2_______________________________

IMPORTANT MESSAGES FROM CSBSJU

1) Food and Housing Security. If you are facing any challenges securing food or housing, and believe this may affect your performance in the class, please contact the Dean of Students, Jody Terhaar, for support. If you do not feel comfortable contacting the Dean, please talk to me so I help guide you to available resources. 

2) Accessibility Support Services. This course welcomes and accommodates all interested students. Students with disabilities who require accommodations to fully participate in course activities or meet

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course requirements should speak to the Student Accessibility Services, as well as me. For information contact Student Accessibility Services, CSB Henrita Academic Building 105 at 320- 363-5245, sas@csbsju.edu, or visit http://www.csbsju.edu/student-accessibility-services.

3) Managing Stress/Supporting Distressed Students. Stress, anxiety, relationships, depression, and cultural differences can interfere with your ability to succeed and thrive. For helpful resources and confidential appointments, please contact Counseling and Health at 320-363-5605 (CSB, Health Center, Lottie Hall LL) or 320-363-3236 (SJU, PPDC, Mary Hall #10) or visit https://www.csbsju.edu/chp/counseling

4) Responsible Scholarship. Honesty and integrity in all academic work is essential for a valuable educational experience. CSBSJU’s academic misconduct and plagiarism policy can be found here (http://www.csbsju.edu/academics/2017-2018-catalog/academic-policies-and-regulations/rights/academic-misconduct). It is your responsibility to be familiar with this policy. Academic dishonesty is a serious offense that can result in a failing grade. Follow this easy guideline: If you’re not sure, cite it! If you need help knowing how to cite, don’t hesitate to meet with me in office hours.

5) Academic Support. For general academic support visit the Office of Academic Advising early and often. You can meet with an advisor, get help with study skills, and learn about the resources available to you. https://www.csbsju.edu/academic-advising

6) Writing Support. Visit the Writing Center early and often. You can schedule an appointment online. https://www.csbsju.edu/writing-center

7) First Generation Student Support. Find a great list of resources on navigating college here: https://www.csbsju.edu/first-generation

8) Transformative Inclusion: “Inclusion requires a transformative, instead of a merely additive, process wherein our community is necessarily reformed and enriched through deep engagement among all members. Thus, true inclusion is not an end goal, but an ongoing process as we engage continually in becoming an inclusive community.” Please further transformative inclusion by participating in Becoming Community events https://www.csbsju.edu/becoming-community and abiding by CSBSJU’s Title IX policy prohibiting discrimination and harassment https://www.csbsju.edu/joint-student-development/title-ix, including CSBSJU’s Sexual Misconduct Policy https://www.csbsju.edu/human-rights/sexual-misconduct/sexual-misconduct-policy.

Acknowledgements: I thank the teachers who have informed my teaching, this course, and whose material and ideas I have borrowed in this syllabus, especially John Foran.

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COURSE SCHEDULENote: I intend to follow the given schedule but reserve the right to make changes as the course progresses. Changes will be announced in class. It is your responsibility to get this information from a classmate if you are absent.

Week 1 – August 27 – IntroductionsReadings: read BEFORE our first classSyllabusJamail, Dahr and Barbara Cecil. 2019. “Rethink Activism in the Face of

Catastrophic Biological Collapse,” March 4. https://truthout.org/articles/climate-collapse-is-on-the-horizon-we-must-act-anyway/

Lazarovic, Sarah. 2019. “This Is How Borrowing Things from Our Neighbors Strengthens Society,” March 18. https://www.yesmagazine.org/issues/dirt/community-relationships-borrowing-from-neighbors-strengthens-democracy-20190318

Lazarovic, Sarah. 2018. 5 Ways Small Actions Have Huge Power. Yes! Magazine. Sept 10. https://www.yesmagazine.org/issues/mental-health/5-ways-small-actions-have-huge-power-20180910

Recommended:Burton, Nyla. 2019. “How to Join The 2019 Global Climate Strike & Demand

Change Right Now.” August 7. https://www.bustle.com/p/how-to-join-the-2019-global-climate-strike-demand-change-right-now-18558006

Recommended for students with little knowledge about the science and impacts of climate change:

Climate Crisis 101 https://docs.google.com/document/d/15XQUCKgOYLji4DKVKj_Xhue20VDJHIEeX4hoRGOFkJU/edit

Irfan, Umair. 2018. Report: We Have Just 12 Years to Limit Devastating Global Warming. Vox, October 8. https://www.vox.com/2018/10/8/17948832/climate-change-global-warming-un-ipcc-report

2018. “Midwest” Chapter 21 in US 4th National Climate Assessment (NCA4). See pages 873-877 (four pages) for the summary. https://nca2018.globalchange.gov/downloads/NCA4_Ch21_Midwest_Full.pdf

Week 2 – September 3 – Understanding Our ContextYou will have 10 minutes of Teach-In Organizing.Readings:Wildcat, Daniel R. 2009. Red Alert: Saving the Planet with Indigenous

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Knowledge. Fulcrum: Golden, CO. Pp 1-17.Heglar, Mary Annaïse. 2019. “Climate Change Ain’t the First Existential Threat.”

Medium. https://medium.com/s/story/sorry-yall-but-climate-change-ain-t-the-first-existential-threat-b3c999267aa0 You can listen to the story or read it from the website.

Tallbear, Kim. 2016. “Badass (Indigenous) Women Caretake Relations: #NoDAPL, #IdleNoMore, #BlackLivesMatter.” Cultural Anthropology, December 22. (https://culanth.org/fieldsights/1019-badass-indigenous-women-caretake-relations-nodapl-idlenomore-blacklivesmatter).

Whyte, Kyle Powys. 2018. “White Allies, Let’s Be Honest About Decolonization.” Yes! Magazine. Retrieved: May 22, 2019 (https://www.yesmagazine.org/issues/decolonize/white-allies-lets-be-honest-about-decolonization-20180403).

Dakota and Ojibwe Treaties. Why Treaties Matter. http://treatiesmatter.org/treaties – information about each treaty affecting present-day Minnesota. Map of all treaties

Extra Credit: look out for Becoming Community events focused on Native Studies

Week 3 – September 10 – Pipeline Resistance and Native Leadership in Minnesota

We’ll be in a different room today TBAGuest Speaker Winona LaDuke – Pipeline Resistance and An Indigenous Green

New DealReading:Enger, John. 2016. “Explaining Minnesota’s 1837, 1854 and 1855 Ojibwe

Treaties.” MPR, February 1. Retrieved May 29, 2019 (https://www.mprnews.org/story/2016/02/01/explaining-minnesota-ojibwe-treaties).

Honor the Earth. “Treaty Rights and Oil Pipelines: What You Need to Know.” Fact Sheet. https://static1.squarespace.com/static/58a3c10abebafb5c4b3293ac/t/5b8ee947aa4a99a54b5d275e/1536092488649/factsheet+TREATY+RIGHTS.pdf

Honor the Earth. “Line 3 Pipeline Abandonment: What You Need to Know.” Fact Sheethttps://static1.squarespace.com/static/58a3c10abebafb5c4b3293ac/t/5b8eeb231ae6cf1c9b496cfd/1536092966777/factsheet+LINE+3+Abandonment.pdf

Honor the Earth. “Enbridge’s Line 3: What You Need to Know.” Fact Sheet. https://static1.squarespace.com/static/58a3c10abebafb5c4b3293ac/t/5b8ee914562fa72efd7ec3fd/1536092441688/factsheet+LINE+3.pdf

LaDuke, Winona. 2019. It’s the Time of The Bear and The Green New Deal.” The Circle, January 3 (http://thecirclenews.org/cover-story/its-the-time-of-the-

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bear-and-the-green-new-deal/).Recommended:First Daughter and the Black Snake (film, stream from library)Extra Credit: Peace Studies Conference: 2 panels on CSBSJU’s history as Native boarding

schools and on Native education today. Winona LaDuke as keynote speaker at 7:30 in Quad 264.

CSBSJU Talk Climate Institute 9/13 & 9/14, $5 (food included) Register here: https://www.csbsju.edu/outdooru/events/talkclimate

Week 4 – September 17 – Intersectional Organizing for Climate JusticeYou will have 10 minutes of Teach-In Organizing.Reading:Moore, Hilary and Joshua Kahn Russell. 2011. “Aligning Your Frontline.” Pp 8-47

in Organizing Cools the Planet: Tools and Reflections to Navigate the Climate Crisis. Oakland, CA: PM Press.

Contact your interviewee by today and post a screenshot of your email or paragraph about your phone call.

Resource:Dayaneni, Gopal. 2009. “Climate Justice in the U.S.” Pp. 80-85 in Contours of Climate

Justice: Ideas for Shaping New Climate and Energy Politics, Vol. 6, Critical Currents, edited by Ulrich Brand, Nicola Bullard, Edgardo Lander, and Tadzio Mueller. Uppsala, Sweden: Dag Hammarskjöld Foundation.

Week 5 – September 24 – Fieldtrip + Climate Strike Week!Climate Changed Nobel Conference 9/24 & 9/25, GustavusWe will leave early and return in the evening, so please communicate with other professors well in advance. You also need to RSVP with me well in advance.Extra Credit: Talk by eco-masculinities scholar Paul Pulé, 7 pm on 9/26, location TBA. You are also welcome to join my ENVR 305 class for a guest lecture by Pulé from 11:10-12:30 in PE 212. Let me know in advance if you plan to come.Participation in Climate Strike activities happening all over the state this week. Contact Climate Action Club for information about what is happening on campus.

Week 6 – October 1 – Fall Break, NO CLASSExtra Credit: travel to Duluth with Climate Action Club and friends to be outside and participate in the Sept 28 Gichi-gami Gathering to Stop Line 3. https://www.gichi-gami-gathering.com/. Contact Climate Action Club for details.

Week 7 – October 8 – Climate Actions in MinnesotaIn pairs, students will research one sector, compiling an annotated bibliography

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of no more than 4 accessible sources on their topic that they would assign to the class. Accessible sources may be government fact sheets, news articles, short films, or online articles. Limiting your sources to 4 means you will have to read a bunch and decide which ones are best. In addition to the bibliography, students will create a one-page fact sheet to structure the class discussion. This will be an outline of key points related to your presentation. Put the annotated bibliography on the back. This will take the place of a power point. Students will then lead 10-minute discussions on each sector that inform the class on how different actors (the state, non-profits, business, and the public: youth, workers, indigenous folks, immigrants, women, peoples of color) are engaging with the sector. Participation for this day will be graded based on the clarity of your communication, how well you engage the class, and how well you explain how diverse constituencies in our state are taking climate action.Sectors: Energy, Education, Agriculture, Water, Buildings, Health, TransportationPost your fact sheets here by 10 am and I will bring a copy for each student.Resources:Adapting to Climate Change in MN (2017) This details climate change effects in MN and how different agencies are responding.Climate Change in Minnesota: 23 signs

Week 8 – October 15 – Climate Action – Policy You will have 10 minutes of Teach-In Organizing.What’s the Green New Deal?Today we read the text of the Green New Deal, the biography of one of its lead authors, and some analyzes of its implications and feasibility.Readings:The Green New Deal Resolution: https://ocasio-cortez.house.gov/sites/ocasio-

cortez.house.gov/files/Resolution%20on%20a%20Green%20New%20Deal.pdf

Alexandria Ocasio Cortez Biography: https://ocasio-cortez.house.gov/about/biography

Aronoff, Kate. 2018. “With a Green New Deal, Here’s What the World Could Look Like for the Next Generation.” The Intercept, https://theintercept.com/2018/12/05/green-new-deal-proposal-impacts/

Friedman, Lisa and Trip Gabriel. 2019. “A Green New Deal is Technologically Possible. Its Political Prospects Are Another Question.” The New York Times, February 21. https://www.nytimes.com/2019/02/21/us/politics/green-new-deal.html

Film’s we will watch in class:Video: Alvin Chang and Dion Lee. 2019. What’s Actually in the Green New Deal,

Explained with a Video. Vox, June 12 https://www.vox.com/videos/2019/6/12/18653754/green-new-deal-video

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(see many links to further resources on this site)A Message from the Future with Alexandria Ocasio-Cortez

https://www.youtube.com/watch?v=d9uTH0iprVQResources:What Is the Green New Deal? 2019. A Climate Proposal, Explained. The New

York Times, February 21 https://www.nytimes.com/2019/02/21/climate/green-new-deal-questions-answers.html

Week 9 – October 22 – Climate Action – Policy You will have 10 minutes of Teach-In Organizing.Anti-Capitalist Perspectives on The Green New DealToday we read a variety of perspectives on the Green New Deal from people who believe we need to act on climate change. As you read, think about how each perspective relates to the others and how it may be categorized or labeled. Please come to class with an idea of how you would draw a picture explaining how all these ideas relate to each other. All together, these articles are about 30 pages of text.Readings:Triantafyllou, Vaios. 2019. “John Bellamy Foster on the ‘Green New Deal.’”

Climate & Capitalism, February 12. https://climateandcapitalism.com/2019/02/12/john-bellamy-foster-on-the-green-new-deal/

Klein, Naomi. 2019. “The Battle Lines Have Been Drawn on the Green New Deal.” The Intercept, February 13. https://theintercept.com/2019/02/13/green-new-deal-proposal/?fbclid=IwAR3qfQmCh7oxvZ1iljGFh9w7U71GtvAOE50YNRZNbt4ex6C7fscjAQE-mLc

Indigenous Environmental Network (IEN). 2019. Talking Points on the AOC-Markety Green New Deal (GND) Resolution. February 7. https://www.ienearth.org/talking-points-on-the-aoc-markey-green-new-deal-gnd-resolution/

IEN. 2019. Statement on Green New Deal Initiatives to Ensure Nuclear Energy Cannot be Classified as Clean Energy. February 6. https://www.ienearth.org/wp-content/uploads/2019/02/GND-IEN-Statement-on-Nuclear-Energy-not-being-considered-Clean-Energy.pdf

IEN. 2019. Indigenous Principles of Just Transition. https://www.ienearth.org/wp-content/uploads/2018/08/PrinciplesJustTransition-Color.pdf

This reading, while not addressing the GND explicitly, explains some of the components of the GND: Matini, Riccardo. 2018. “Work in a World Without Growth.” Resilience, June 6. https://www.resilience.org/stories/2018-06-06/work-in-a-world-without-growth /

Further Reading:

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Democratic Socialists of America. 2019. “An Eco socialist Green New Deal: Guiding Principles.” February 28. https://ecosocialists.dsausa.org/2019/02/28/gnd-principles/

Read the following sections: Introduction, Carol Dansereau, Jennifer Scarlott, and John Foran in 2019. “One, Two, … Many Green New Deals: An Ecosocialist Roundtable.” Resilience, February 26. https://www.resilience.org/stories/2019-02-26/one-two-many-green-new-deals-an-ecosocialist-roundtable/

Week 10 – October 29 – Climate Action – Policy You will have 10 minutes of Teach-In Organizing.More Perspectives on the Green New DealToday we read more perspectives on the Green New Deal from people who believe we need to act on climate change. As you read, think about how each perspective relates to the others and to last weeks’ readings and how it may be categorized or labeled. Please come to class with an idea of how you would draw a picture explaining how all these ideas relate to each other and to last week’s readings.Readings:Britton-Purdy, Jedediah. 2019. “The Green New Deal Is What Realistic

Environmental Policy Looks Like.” The New York Times, February 14. https://www.nytimes.com/2019/02/14/opinion/green-new-deal-ocasio-cortez-.html

Friedman, Thomas L. 2019. “The Green New Deal Rises Again.” The New York Times, January 8. https://www.nytimes.com/2019/01/08/opinion/green-new-deal.html

Lovins, Amory B. and Rushad R. Nanavatty. 2019. “A Market-Driven Green New Deal? We’d Be Unstoppable.” The New York Times, April 18. https://www.nytimes.com/2019/04/18/opinion/green-new-deal-climate.html

Griswold, Eliza. 2019. “People in Coal Country Worry About the Climate, Too.” The New York Times. July 13. https://www.nytimes.com/2019/07/13/opinion/sunday/jobs-climate-green-new-deal.html

French, David. 2019. “The Green New Deal Is Everything That’s Wrong with Progressive Environmentalism” National Review, February 7. https://www.nationalreview.com/2019/02/green-new-deal-is-everything-thats-wrong-with-progressive-environmentalism/

Interview Write Up due

Week 11 – November 5 – Climate Actions – In the BanksYou will have 20 minutes of Teach-In Organizing.Green New Deal Essay DueFossil Fuel Divestment

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Reading:Bergman, Noam. 2018. “Impacts of the Fossil Fuel Divestment Movement:

Effects on Finance, Policy and Public Discourse.” Sustainability 10(7):2529. 16 pages.

Resources:Fossil Free. About Fossil Fuel Divestment: https://gofossilfree.org/about-fossil-

free/McKibben, Bill. 2018. “At last, divestment is hitting the fossil fuel industry where

it hurts.” The Guardian. December 16. https://www.theguardian.com/commentisfree/2018/dec/16/divestment-fossil-fuel-industry-trillions-dollars-investments-carbon

Irfan, Umair. 2019. “The World’s Richest Institutions Invest in Fossil Fuels. Activists Are Changing That.” Vox. May 15. https://www.vox.com/2019/5/13/18282438/fossil-fuel-divestment-climate-finance

Center for International Environmental Law. 2016. “Trillion Dollar Transformation: Fiduciary Duty, Divestment, and Fossil Fuels in an Era of Climate Risk.” https://www.ciel.org/wp-content/uploads/2016/12/Trillion-Dollar-Transformation-CIEL.pdf

Week 12 – November 12 – Climate Actions – In the Courts and In the Streets

You will have 20 minutes of Teach-In Organizing.Juliana v U.S. + Climate StrikeReadings: TBACarlson, Maya. “Youth Activists Are Building an Intersectional Climate Justice

Movement.” https://bioneers.org/youth-activists-are-building-an-intersectional-climate-justice-movement-zmbz1903/

Event Plan due on Thursday, November 15We will listen in class: “1975” by 1975: https://pitchfork.com/news/the-1975-share-new-song-with-

climate-activist-greta-thurnberg-listen/Recommended:Greta Thunberg’s Ted Talk:

https://www.ted.com/talks/greta_thunberg_school_strike_for_climate_save_the_world_by_changing_the_rules/transcript?language=en

No Ordinary Lawsuit podcast: https://podcasts.apple.com/us/podcast/no-ordinary-lawsuit/id1438467031

Week 13 – November 19 – Climate Solutions Teach-In Preparation

Week 14 – November 26 – NO CLASS, Happy Break!

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Group Process Evaluation due

Week 15 – December 2 – DebriefSolidarity Work and Reflection dueReading:Lazarovic, Sarah. 2019. How to Not Be (Completely) Depressed About Climate

Change. Yes! Magazine. January 7. https://www.yesmagazine.org/planet/how-to-not-be-completely-depressed-about-climate-change-20190107

Week 1 COP attendees: You are excused. Please turn in your solidarity reflection paper by Dec 1 so you can focus on COP when it starts. Please complete the course evaluation link I email to you by Dec 4.

Week 16 – December 9 NO CLASS, Happy Break!Follow COP25 in the news! Visit Earth Negotiations Bulletin for daily updates: https://enb.iisd.org/enb/vol12/

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