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An Issue for Everybody (into the 21 st century and beyond)

ENERGY. An Issue for Everybody (into the 21 st century and beyond). Some Background…. Who has access? http://www.geni.org/ How do we get it? Fossil Fuel (non-renewable ) sources Renewable sources Nuclear Some interesting facts…. More background…. Local linkages:

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An Issue for Everybody (into the 21 st century and beyond)

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  1. ENERGY An Issue for Everybody (into the 21st century and beyond)

  2. Some Background… Who has access? • http://www.geni.org/ How do we get it? • Fossil Fuel (non-renewable ) sources • Renewable sources • Nuclear Some interesting facts…

  3. More background… • Local linkages: • Linda Keen and Nuclear safety Commission (re Chalk River Plant temporary closure) • Tidal power in Nova Scotia: sites considered for underwater turbines in the Bay of Fundy • Nova Scotia’s natural gas

  4. Into the 21st Century • 1970s: Richardson • 1980s: Pike and Selby • 1990s: Oxfam

  5. In the “World Studies” Framework: 1970s • Need the necessary background in order to evaluate, justify and synthesize (think of moving up Blooms’ ladder) • Problems can be in terms of a “futures” perspective • Forces us to examine our values in terms of lifestyle choices (and others for whom there is no luxury of choice) • Possible action: writing letters, fundraising, information pamphlets

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

  7. Pike & Selby’s 4 Dimensions (1980s) Spatial: • how do the choices we make about energy sources where we live affect other areas and peoples of the world? Issues: • How does the issue of energy relate to other global issues? • Ecosystems, pollution, land use, climate change, gender, peace and conflict, poverty, safety • Important to see differing perspectives

  8. Pike & Selby’s 4 Dimensions (1980s) Temporal: • Past, present and future are linked (probable, possible, prefered) • How do the energy choices we have made in the past affect the choices we must make now? • What role has scientific knowledge and technology in the last century played in our choices for energy? Inner (human potential): • “the medium is the message”… there is great opportunity for the teacher here **These four issues go hand in hand with Pike and Selby’s 5 aims for Global Education**

  9. OXFAM (1990s) • 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

  10. Infusion and Integration Infusion Possibilities: • Math: graphing reserves of fuel, comparative energy usage, modeling exponential growth and decay • ELA: business letters re current issues • Science: nuclear energy background, energy and power calculations Integration Possibilities: • Multidisciplinary unit on Energy (Elementary/ Middle School) • Top-down planning required? • Could involve a teacher-swap?

  11. … and Beyond • http://www.geni.org/ Global Energy network institute page. Has a wealth of resources for this and other global issues, including maps and articles • http://www.globalissues.org/ A site I used this and last term to read up on the basics of many global topics. It is a personal webpage maintained by a computer science graduate who is concerned with a variety of rights, environmental and other world issues. Certainly not a good “single source” but a good “jumping off” point. • http://www.cbc.ca/documentaries/oil/ Visit this site for information on a CBC documentary about oil pipelines through central Asia • http://canteach.candu.org/Information for educators on the CANDU nuclear power system • Hicks, David. “Thirty Years of Global Education: a reminder of key principles and precedents”. Educational Review, Vol. 55, No. 3, 2003, pp 265-275 • Pike, Graham and Davied Selby. In the Golbal Classroom 2. Pippin Publishing, Toronto, 2000, pp. 10-23.

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