Wednesday, December 23, 2009

7. What did the Copenhagen Climate Conference tell us? due Jan. 5th

Your comment shall answer these two questions:
What did the Copenhagen Climate Conference tell us?
Pretend you're a senator, what law would you write which would help solve the climate crisis?



Copenhagen and the world's future

Meeting place: Copenhagen, Denmark
Purpose: To produce a new and binding climate change treaty to replace the Kyoto treaty
Participants: Representatives from 192 nations
Dates: December 7-December 18, 2009



The UN's Intergovernmental Panel on Climate Change said that by 2020 global emissions must fall 25 to 40 percent from 1990 levels to prevent the worst results of global warming. This would, they project, limit warming to 2 degrees Celsius, or 3.6 degrees Fahrenheit. Would the UN Climate Conference in Copenhagen meet this goal? The future of planet Earth hangs upon the answer to this question.


The Climate Change Conference resulted in an agreement called the "Copenhagen Accord." But it did not result in a legal, enforceable international treaty. As Reuters reported, "It set a target of limiting global warming to a maximum 2 degrees Celsius over pre-industrial times -- seen as a threshold for dangerous changes such as more floods, droughts, mudslides, sandstorms and rising seas. But it failed to say how this would be achieved." (www.reuters.com, 12/19/09)


Four questions
The executive secretary of the United Nations Framework Convention on Climate Change, Yvo de Boer, has declared that answers to four questions will determine the extent and worth of any international agreement. (www.en.cop15.dk)


1. How much are the industrialized countries willing to reduce their greenhouse gas emissions?
     According to a New York Times report on a UN meeting in September 2009, none of the larger nations "want to take the lead in fighting for significant international emissions reduction targets, lest they be accused at home of selling out future jobs and economic growth." (9/20/09) The same problem hampered the Kyoto negotiators 12 years ago. Industrialized nations have so far pledged roughly half of the IPCC target.
     The Accord does not commit any nation to specific targets for limiting greenhouse gas emissions, but leaves it up to each industrialized and developing nation to make its own target.

2. How much are major developing countries such as China and India willing to do to limit their emissions?

     President Hu Jintao of China promised at the UN meeting to reduce the growth of his country's carbon dioxide emissions by "a notable margin" between now and 2020-but did not explain further. India's environmental minister, Jairam Ramesh, said that India's demands for an international accord were unchanged: India wants industrialized nations to agree to significant emissions reductions by 2020 and also provide financial and technical assistance to the developing world." (New York Times,10/4/09) China produces roughly 23 percent of all global emissions, India less than 5 percent. Other developing nations have agreed that they must cut emissions but have rejected mandatory limits and, like India, demand help.
     Under the Copenhagen Accord, the position of the developing countries is essentially unchanged.

3. How will we pay for the help developing countries need to reduce their emissions and adapt to the impact of climate change?

      One example of this dilemma: Many developing countries are cutting down their forests, both for lumber and to open up pasture and farmland. According to William Laurance, the former president of the Association for Tropical Biology and Conservation (www.news.mongbay.com), the destruction of tropical forests spews 5 billion tons of carbon dioxide into the atmosphere each year, accounting for 20 percent of global emissions. (www.climateforestscommission.org). But if these countries are forced to limit deforestation, how will they be compensated for the economic loss?

     The text of the Copenhagen Accord says: "Developed countries shall provide adequate, predictable and sustainable financial resources, technology and capacity-building to support the implementation of adaptation action in developing countries." The developed countries accepted a goal, again not a legally binding one, of providing $100 billion a year by 2020 to help the developing countries.
     The accord recognized "the importance of reducing emission from deforestation and forest degradation and the need to enhance removals or greenhouse gas emission by forests." The developed world agrees to provide "positive incentives" to fund such action.


4. How is the money going to be managed?
     The accord did not include an agreement on supervision of financial help.



Reactions to the Copenhagen Accord
World leaders:
President Obama: "Today we've made a meaningful and unprecedented breakthrough here in Copenhagen. For the first time in history all major economies have come together to accept their responsibility to take action to confront the threat of climate change…. We've come a long way, but we have much further to go."
"Finally we sealed a deal," UN Secretary-general Ban Ki-moon said. "The 'Copenhagen Accord' may not be everything everyone had hoped for, but this ... is an important beginning."
German Chancellor Angela Merkel: "The decision has been very difficult for me. We have done one step, we have hoped for several more."
Leaders of developing nations:
Sergio Serra, Brazil's climate change ambassador: "We have a big job ahead to avoid climate change through effective emissions reduction targets, and this was not done here." 
Lumumba Stanislaus Di-Aping, Sudanese delegate who represented the Group of 77 developing nations: "The developed countries have decided that damage to developing countries is acceptable….[The 2-degree target] will result in massive devastation to Africa and small island states." (Most of the developing countries want a 1.5 degree target.)
Environmental leaders:
Bill McKibben, a 350.org leader: "Our leaders have been a disappointment, and the talks have ended without any kind of fair, ambitious, or legally binding global agreement. It's unclear whether the weak 'accord' which emerged early this morning will provide a platform strong enough to deliver the kind of action we'll need in 2010 and beyond.


Nicole Granacki, chief organizer for Greenpeace: "The job of world leaders is not done. Today they failed to avert catastrophic climate change. The city of Copenhagen is a climate crime scene tonight....World leaders had a once in a generation chance to change the world for good, to avert catastrophic climate change. In the end they produced a poor deal full of loopholes big enough to fly Air Force One through."


Carl Pope, executive director of the Sierra Club: "The world's nations have come together and concluded a historic--if incomplete--agreement to begin tackling global warming….It is imperative that negotiations resume as soon as possible."


Erich Pica, Friends of the Earth US: This is not a strong deal or a just one -- it isn't even a real one. It's just repackaging old positions and pretending they're new."




US government action
For the first time the United States government is now seriously considering actions to limit global warming.


1) On June 26, 2009, the House passed legislation to curb emissions of heat-trapping greenhouse gases through a cap-and-trade system. This would establish a limit, or cap, on how much pollution a particular company can emit per year. Permits would be issued to the company based on the level of greenhouse gases it has been authorized to emit.


Companies that exceed their limit would be allowed to purchase permits from companies that are in compliance--this is what the "trade" part of "cap-and-trade" refers to. Companies will be able to purchase someone else's emission reductions rather than reduce their own. For example, rather than cutting emissions at its US refinery, ExxonMobil could purchase "offsets" from an Indonesian farmer who plants trees. (Public Citizen News, July-August, 2009) Tightening the cap on emissions would push such polluters to meet targets by limiting their own emissions.


Some environmental organizations argue that the House bill would cut US emissions by only a fraction of what is necessary. Others support the cap-and-trade bill as a step in the right direction. Business and industrial groups are also divided. The Chamber of Commerce and the National Association of Manufacturers oppose the House bill. But Pacific Gas and Electric, a major California utility, supports the legislation, and withdrew its membership from the Chamber of Commerce as a result. The Senate is considering its own bill.


2) On September 30, 2009, the Environmental Protection Agency (EPA) announced that it is preparing new regulations on greenhouse gas emissions from power plants and other industrial facilities. The regulations would require these facilities to provide proof that they are using the best technology to curb emissions, or else suffer penalties. The rule would apply only to facilities that emit at least 25,000 tons of carbon dioxide per year. Such companies are reportedly responsible for nearly 70 percent of US greenhouse gas emissions.
According to the New York Times, major industries and utilities are working closely with Congress to ensure that a climate bill would circumvent such EPA regulations by substituting the cap-and-trade system.


President Obama said earlier that he prefers "a comprehensive legislative approach to regulating emissions and stemming global warming, not a piecemeal application of rules." But he has authorized the proposed new EPA regulation because it "could goad lawmakers into reaching an agreement. It could also provide evidence of the United States' seriousness as negotiators prepare for United Nations talks in Copenhagen in December…." (New York Times, 10/1/09)

Before you answer the two questions think about the following questions to organize your thinking:

1. What questions do students have about the reading? How might they be answered?

2. Did the Copenhagen Climate Conference achieve its stated purpose? Why or why not? Whatever your answer, how do you explain such very different assessments of the conference as that by the president, who called it a "meaningful and unprecedented breakthrough, " by Carl Pope, who hailed it as "a historic--if incomplete--agreement, and Nicole Granacki, who called Copenhagen "a climate crime scene"?

3. Why do you think that the world leaders at Copenhagen did not achieve a binding agreement? What specific evidence can you cite for your opinion?

4. What actions are the US Congress and the Environmental Protection Agency proposing? What concerns do American industries have about these actions? Environmental groups?


further research:

Monday, December 7, 2009

6. Questions about Freedom. Due Dec 11th

Step 1- Read all the comments from the previous assignment.
Step 2- Choose one comment which is thoughtful.
Step 3-
First, paraphrase the comment you are responding to: For example: “Mr. Mohammad Islam thinks that…”
Then, write a question about the chosen comment. The question must be: clear, sincere, useful and be the sort of question which leads to more questions. The question you write must complicate the comment’s argument, make the reader of the comment you are questioning think deeper. Stir up some intellectual trouble.

Wednesday, November 25, 2009

5. The slippery definition of freedom troubles Josefina Perez. Due Dec. 4th

What is the Meaning of Freedom?

During our class discussion about the Declaration of Independence Josefina Perez pointed out the trouble caused by the document's definition of freedom. What exactly do people mean when they use the word freedom? Examine the chronological list of quotations about freedom.

1. Which statement about freedom comes closest to your own beliefs? Explain.

2. Do any of these authors appear to disagree with each other? Explain.

3. Write your own twenty-first century definition of freedom.


Euripides, Greek dramatist (484-406 BC). "Greeks were born to rule barbarians,... not barbarians to rule Greeks. They are slaves by nature; we have freedom in our blood."

Marcus Tullius Cicero, Roman statesman (106-43 BC). "Freedom is participation in power."

Christian New Testament, Galatians, 5:1. "For freedom Christ has set us free; stand fast therefore, and do not submit again to a yoke of slavery.

Samuel Adams, American revolutionary leader (1771). "The truth is, all might be free if they valued freedom, and defended it as they ought."

James Madison, United States President (1788). "I believe there are more instances of the abridgment of the freedom of the people by gradual and silent encroachments of those in power than by violent and sudden usurpations."

Rosa Luxemburg, German socialist (circa 1900). "Freedom is always freedom for the man who thinks differently."

Rabindranath Tagore, Indian philosopher (1861-1941). "He only has freedom who ideally loves freedom himself and is glad to extend it to others. He who cares to have slaves must chain himself to them. He who builds walls to create exclusion for others builds walls across his own freedom. He who distrusts freedom in others loses his moral right to it."

Franklin D. Roosevelt, United States President (1934). "The freedom guaranteed by the Constitution is freedom of expression and that will be scrupulously respected - but it is not freedom to work children, or to do business in a fire trap, or violate laws against obscenity, libel and lewdness."

Franklin D. Roosevelt, United States President (1941). "(W)e look forward to a world founded upon four essential human freedoms. The first is freedom of speech and expression - everywhere in the world. The
second is the freedom of every person to worship God in his own way - everywhere in the world. The third is freedom from want - which...means economic understanding.... The fourth is freedom from fear, which means...a world-wide reduction of armaments..."

Theodor Adorno, 20th century philosopher (circa 1950). "People have so manipulated the concept of freedom that it finally boils down to the right of the stronger and richer to take from the weaker and poorer whatever they have left."

Martin Luther King, Jr., American Civil Rights leader (1963). "We know through painful experience that freedom is never voluntarily given by the oppressor. It must be demanded by the oppressed.... Oppressed people cannot remain oppressed forever. The yearning for freedom eventually manifests itself, and that is what has happened to the American Negro."

Rudolph Giuliani, Mayor, New York City (1994). "Freedom is about authority. Freedom is about the willingness of every single human being to cede to lawful authority a great deal of discretion about what you do and how you do it."

George W. Bush, United States President (2005). "In America's ideal of freedom, citizens find the dignity and security of economic independence, instead of laboring on the edge of subsistence. . . . By
making every citizen an agent of his or her own destiny, we will give our fellow Americans greater freedom from want and fear and make our society more prosperous and just and equal."

Thursday, November 5, 2009

4.5 elective post: What if there were no grades?

“I disagree with Secretary Duncan because I feel that he doesn’t want to do this for schools, but he wants to do it for competition. He feels that we are competing for jobs in China and India against kids.” -Shaista Shoukat

“...state tests don’t make school any more enjoyable or inspiring for kids ... the secretary [Duncan] thinks the major purpose of schools is to keep the future generation on top of its game. He [Secratery Duncan] doesn’t think gaining a love of education but to gain the right kind of education to push us ahead of the kids in China and India” -Corrina Blau

“I do not agree with Secretary Duncan statement because it says that we are competing with other people. That is not right. School is not for competition. School is for learning and for having a bright future.” -Polina Kurovskaya

These three students are onto something... something new. I do not understand these ideas; I am intrigued by these ideas. My Question in response to Shaista, Corrina and Polina:

What would education look like if there were no grades?


Elective means you may choose to participate. I'll read these web log entries but they will have no grade.

Thursday, October 29, 2009

Murrim Shahid stated, "Global warming is polluting the earth and we need a way to stop it." Okay let's get on in.

You may use one or all of these articles for your science class' current event report:

global warming article:  http://teacherweb.com/NY/Cunningham/Frederick/apt10.aspx

We will be working with these articles, but not for a couple weeks.

Monday, October 26, 2009

4. Questions about Education Reform. Due Fri Oct 30th, 8:00pm

Step 1- Read all the comments from the previous assignment.
Step 2- Choose one comment which is thoughtful.
Step 3-

First, paraphrase the comment you are responding to: For example: “Ms. Russell thinks that…”

Then, write a question about the chosen comment. The question must be: clear, sincere, useful and be the sort of question which leads to more questions. The question you write must complicate the comment’s argument, make the reader of the comment you are questioning think deeper. Stir up some intellectual trouble.

Friday, October 2, 2009

3. Sunny Wong asks, "Lets be real here, Is there a solution to disobedience for the future generations of America? We also have to remember not completely taking away te cildren's liberty and imagination." Due Oct. 16th at 8pm

Sunny's question is not the most refined but he's on to something. Standing between schools and progress in their improvement are many unresolved problems and questions. Examination of them is almost always an adult prerogative. But students are the ones who are most immediately affected by what happens in schools. Their voices deserve to be heard.

Read this, "School reform-issues, problems" at http://teacherweb.com/NY/Cunningham/Frederick/apt9.aspx

answer these questions

1. Which of these efforts seem to you best to promote student "education"? Why?

2. Secretary Duncan thinks we should consider lengthening the school day and the school year because "you're competing for jobs with kids in India and China." What does that statement suggest about what the secretary thinks is a major purpose of the schools? Do you agree? Why or why not?

3. Consider the points the president made about school improvement. How important do you think each one is? Why? Can you envision difficulties in making these improvements?

Wednesday, September 23, 2009

2. Questioning, Due Tues. Sep. 29th

Step 1- Read all the comments from the previous assignment.
Step 2- Choose one comment which is thoughtful.
Step 3-

First, paraphrase the comment you are responding to: For example: “Ms. Shoukat thinks that…”

Then, write a question about the chosen comment. The question must be: clear, sincere, useful and be the sort of question which leads to more questions. The question you write must complicate the comment’s argument, make the reader of the comment you are questioning think deeper. Stir up some intellectual trouble.

Monday, September 14, 2009

1. Presidential Pep Talk, Due Mon, Sep 21st at 8pm




http://www.whitehouse.gov/the_press_office/Remarks-by-the-President-in-a-National-Address-to-Americas-Schoolchildren/

In three brief paragraphs answer the following three questions. This Web log is a 'freebee' every student gets 100% for completing the assignment. Due Sep 21st.

What is the thesis of the speech?
What are the three most important words in the speech?  Rank them.
What do you believe are the challenges of your generation?

Thursday, September 10, 2009

Your Invitation

Why: To be engaged in a cycle of questions–answers–questions. See your sample rubric.

What: The Seventh grade Social Studies curriculum and current events, most often juxtaposed, shall be our material.

When: Your web log entries will be due once or twice a month. Responses to your entries will be due with in a week of the group postings.

Where: You must receive permission to post on this web blog. You must:

1. Give Ms. Frederick your e-mail address. She will send you an invitation to the site.
2. You'll need to open a Google Account when you confirm the invitation and start posting to this web log.
3. You must use your first and last name separated by an underscore as your web log tag, ex. George_Washington, James_Brown. I will reject your request to join unless you follow this direction. "Sexy_Lexy" and I will call your parents on the double.

How: This is formal writing, this is not your Facebook page. I will reject your post unless you follow the writing process:

First, type a rough draft of your comment in a word processing program and spell check it. Second, print it out as a rough draft so that you can mark it up with a red pen; proof read it before you go back into the computer to write the final draft. When you are finished in the word processing program and have a final draft, cut and paste it into the comment box and preview your comment before you post them.

Who: Ms. Frederick is the administrator of the Web Log. She approves your posts before they are posted and reserves the right to remove any or all of your comments. If you are disrespectful of the site you will be removed from the site and are still expected to answer the question on loose leaf and turn them in as old school homework assignments.