1. Climate Change, Regions and Emissions Pages 312- 313 o Consider the information on pages 312 and 313 carefully. o Why might Alberta and Ontario face pressure to reduce their GHG emissions? o How would reducing GHG emissions involve political and economic decision making? o How do decisions about GHG emissions connect to quality of life? Think about these links: GHG emissions industry jobs

2. What’s the Kyoto Protocol? The first climate-change plan the countries of the world negotiated. The U.S. Did not agree to the plan. Canada at first agreed, but its position has changed depending on the political party in power. – Canada’s liberal gov’t ratified (confirmed) the Kyoto Protocol in 2002. It did not make decisions that reduced Canada’s overall GHG emissions. – 2006, Canada elected a Conservative gov’t, which announced that Canada would not meet its targets under the protocol. It said the targets would damage the economy. – December 2007, Canada and the U.S. Agreed to take part in international negotiations on an agreement to fight climate change after 2012, when Kyoto expires. Why might the positions of Canada & the U.S. Concern environmental organizations?

3. What government decisions aimed to reduce GHG emissions in 2007? Canada had a Conservative government in 2007. How do the values that shape Conservative policies compare with the decisions shown here? Page 317

4. Are you a teenage emitter? Make a list or web of the number of times you use electricity, hot water, cars/vehicles, or appliances in a day. Compare with a partner. Read “Are you a teenage emitter?” page 318- 319, and respond to the questions.

5. Case Study Pages 323 - 325 Examine the ad on page 325. What evidence can you find that oil sands development involves collective rights? What evidence describes some of the effects of oil sands development on quality of life? Why might Canadians have different views and perspectives about this federal law? To what extent does governance in Canada create opportunities for Canadians to voice their views and perspectives? Examine the article on page 323. How does the federal law described affect development of the oil sands? Examine the views of Premier Stelmach. What values shape his position on the government’s role in oil sands development? Where would you locate his position on the economic continuum? Why? Graffiti activity #1 #2 #3 #4

6. How might consumer behaviour affect government decisions about oil sands development? Which cartoon supports the idea that government needs to play a role in the economy to reduce GHG emissions? Page 326

7. Political cartoons Find a political cartoon dealing with the environment and answer the following questions: 1.What is the issue being portrayed in the cartoon? 2.What techniques the your cartoon use to deliver the issue?

8. Political cartoons http://www.mapleleafweb.com/political- cartoons http://www.mapleleafweb.com/political- cartoons

9. http://lcweb2.loc.gov/learn/features/political_ cartoon/index.html

10. What political and economic decisions should Canadians make to protect biodiversity? As you read this section, look for: – Ways that decisions about biodiversity affect the environment, the economy and quality of life. – Steps to involve others in issues that concern you. Also look for ways to answer these questions: – How can you develop a more informed response to the issue? – What is your informed position on the issue? – What action do you need to take on this issue? Pg 329

11. Refers to the variety and number of living things on Earth, and to the ecosystems living things both shape and depend on. Ecosystems provide us with many “ecological services,” such as clean water, clean air and climate control – so they connect to the quality of life of everyone in fundamental ways. Ecosystems can also have cultural and spiritual importance to people. In addition, ecosystems can be an important source of wild food for some Canadians, especially for some First Nations, Métis and Inuit. Horseshoe Debate Should development be allowed in protected areas? What’s BIODIVERSITY? Read Page 329

12. Horseshoe DebateHorseshoe Debate 1) Divide classroom in half with an imaginary line. 2) Should development be allowed in protected areas? students to choose an opinion (ie. yes on one side/no on other side) 3) Students physically move to their chosen side in the classroom. (yes/no/undecided in the middle) 4) Students share opinions as to why a side was chosen (A/B partners). 5) Why were specific sides chosen. If you feel your opinion is changing, you may move to a different location in the horseshoe.

13. Diary of an Ecowarrior Pages 330- 335 Refer to the mind map on page 303. Where does Cliff Wallis fit into the bigger picture of views and perspectives on environmental issues? Citizenship is about building a society where everyone belongs – individuals and groups. How does Cliff Wallis’s strategy of “building a network” connect to citizenship? What views and perspectives are you investigating for your chapter task? How does your investigation compare with this list? Consider whether this list offers insights that could help you with your research.

14. Source Questions