Teach the Fossil Fuel Industry — Our Students’ Enemy

By Bill Bigelow

Photo: Joe Brusky

This story is part of Covering Climate Now, a global collaboration of more than 250 news outlets to strengthen coverage of the climate story.

A while back, I was invited to lead a workshop on teaching the climate crisis at a teacher education program at a Portland-area college. I chose an activity I wrote called “The Mystery of the Three Scary Numbers” — included in the Rethinking Schools book, A People’s Curriculum for the Earth and at the Zinn Education Project’s Teach Climate Justice site. It’s based on a famous Bill McKibben article in Rolling Stone, “Global Warming’s Terrifying New Math.” The terrifying math that McKibben lays out is simple: In order to keep the climate from warming more than two degrees Celsius over pre-industrial temperatures, the world’s “carbon budget” is 565 gigatons — carbon of all sources that, collectively, the world can emit and have a reasonable hope of staying under two degrees. The terrifying number is how much carbon is stored in the known reserves of fossil fuel companies and countries that act like fossil fuel companies, like Saudi Arabia: 2,795 gigatons — five times the amount of the world’s carbon budget. Yes, I know, there are lots of problems with this formulation. For example, two degrees is a horribly inadequate target, one that will condemn much of the world to climate catastrophe. And the 2,795 number grows every day, as profit-driven fossil fuel companies, and the governments they purchase, drill and dig and scrape the Earth for still more fossil fuels. But the core lesson remains: We cannot burn a substantial portion of known fossil fuel reserves and hope to survive.

In the activity, students receive short clues on strips of paper about different aspects of the three scary numbers — 565 gigatons, 2,795 gigatons, 2 degrees Celsius — and circulate in the classroom, finding people with other clues that connect with theirs. Following the activity, students write on the three numbers, what makes them scary, and the implications: What should we do?

The future teachers had lots of thoughts on this, but one was especially passionate: “We have to convince the fossil fuel companies to keep all these fossil fuels in the ground — it’s crazy to continue to explore for more and more when we already have too much.”

This was a well-meaning comment. But think about this for a moment. The climate crisis puts at risk the future of life on Earth. It is lunacy that humanity and nature should be held hostage by the fossil fuel industry, that we should have to — or even could — plead with them to exercise restraint. These corporations cannot be reasoned with; they cannot be talked into committing suicide as fossil fuel producers. An article in the Aug. 9, 2019 edition of the New York Times (“With Saudi Aramco Set to Disclose Earnings, Could an I.P.O. Be Next?”) underscored what’s at stake for these companies. Aramco, the world’s largest oil producer, had 2018 profits of $111 billion, making it by far the most profitable corporation in the world. Said another way: The more this industry ignores the climate crisis, the richer it gets.

And yet, the threat the fossil fuel industry poses to the future of life on Earth makes almost no appearance in mainstream curriculum. Here in Oregon, where I taught social studies for almost 30 years, the state K–12 social studies standards, approved in May of 2018, include not a single mention of “fossil fuels,” “oil,” “coal,” or “gas” in the standards’ 27 pages.

The Next Generation Science Standards acknowledge that “Human activities, such as the release of greenhouse gases from burning fossil fuels, are major factors in the current rise in Earth’s mean surface temperature (global warming).” But the standards fail to acknowledge the fundamental contradiction between continued fossil fuel use and planetary survival. Instead, a middle school NGSS standard offers this meek (and convoluted) suggestion: “Reducing the level of climate change and reducing human vulnerability to whatever climate changes do occur depend on the understanding of climate science, engineering capabilities, and other kinds of knowledge, such as understanding human behavior and on applying that knowledge wisely in decisions and activities.”

No doubt, teachers can use this standard to teach critically, but this obfuscating language fails to acknowledge the obvious: We are in a climate emergency; our house is burning down and it’s urgent that we stop those people who are pouring fuel on the fire.

We need a curricular conversation about how we can teach about fossil fuels from the earliest grades through teacher education, and in multiple disciplines. At the Zinn Education Project, we feature simulations and role plays that can help students recognize how the fossil fuel industry jeopardizes life everywhere:

These lessons tell the truth about the deadly impact of fossil fuels, so as to engage students in the vital work of exploring alternatives — through organizing and activism. And teaching against fossil fuels is not just for older students. In a forthcoming Rethinking Schools article, Portland, Oregon, 2nd-grade teacher Rachel Hanes describes a Storyline project she taught with her students, in which citizens in their imaginary community of Happy Town receive a letter from the president of the Carson Environmental Oil Co., proposing a pipeline that will come through a part of their town and “bring many new high paying jobs to your area.” Student-citizens joined a town hall meeting to discuss the proposal, wrote persuasive letters to the mayor, and defeated the proposal in a community-wide vote. Rachel followed up by introducing her students to other young activists at Standing Rock and in the Our Children’s Trust lawsuit.

 “Climate justice” education means a lot of things. But one key aspect is that we involve students in probing the social and economic roots of this crisis. The climate crisis is inexplicable without looking at the intersection of fossil fuels and the capitalist system. Students everywhere need to understand the role that the fossil fuel industry plays in jeopardizing their futures — and learn how to resist. Today, these should be basic skills.

A People's Curriculum for the Earth

Bill Bigelow (bill@rethinkingschools.org) is curriculum editor of Rethinking Schools magazine, and co-edited A People’s Curriculum for the Earth: Teaching Climate Change and the Environmental Crisis.

This Changes Everything Writing Retreat

Rethinking Schools and the Zinn Education Project are partnering with an exciting project: This Changes Everything: Capitalism vs. the Climate. This “multi-platform” project includes the new book by Naomi Klein (No Logo, The Shock Doctrine), a feature documentary inspired by the book, and an ambitious outreach strategy to share the ideas behind these works with educators and activists, starting in Fall 2014.

Forget everything you think you know about global warming. The really inconvenient truth is that it’s not about carbon—it’s about capitalism. The convenient truth is that we can seize this existential crisis to transform our failed economic system and build something radically better.

 […] We have been told the market will save us, when in fact the addiction to profit and growth is digging us in deeper every day. We have been told it’s impossible to get off fossil fuels when in fact we know exactly how to do it—it just requires breaking every rule in the “free-market” playbook: reining in corporate power, rebuilding local economies, and reclaiming our democracies.

 We have also been told that humanity is too greedy and selfish to rise to this challenge. In fact, all around the world, the fight for the next economy and against reckless extraction is already succeeding in ways both surprising and inspiring.

Jacket copy, This Changes Everything, by Naomi Klein

 

thischangeseverything_collageThe premise of the project is that dealing with the climate crisis requires us to fundamentally rethink how we organize social and economic life. No doubt, this is scary and overwhelming. But this work has a hopeful dimension.

Imagining solutions to the climate crisis involves imagining solutions to a host of other social problems, from economic inequality to public health to job creation to indigenous rights—even to the quality of the food we eat. As the This Changes Everything team writes: “Climate change is more than an issue, it’s a message, one that is telling us that many of our culture’s most cherished ideas about our place in the world—from the quest for endless economic growth to the assumption of Western supremacy to the limitless capacity of humans to dominate nature—are no longer viable.” Rethinking Schools editorializes: “Confronting the climate emergency … demands that young people exercise their utopian imaginations to consider alternatives of all kinds.”

The team behind This Changes Everything understands the central role that education will play in enlisting students in the work of exploring the roots of the climate crisis, considering possible solutions, and coming to see themselves as climate justice activists. That’s where our This Changes Everything Writing Retreat comes in.

We hope to seed articles for Rethinking Schools magazine, and lesson plans that will be posted at the This Changes Everything and Zinn Education Project websites. Participants will come with either classroom-tested lessons relevant for addressing the climate justice themes in Naomi Klein’s forthcoming book This Changes Everything or detailed plans that can form the basis of materials that can be shared at the This Changes Everything and Zinn Education Project websites. We anticipate that this will be a weekend of lively conversation, focused writing, and at least the beginning of imaginative curriculum that will be shared with teachers throughout the English-speaking world.

christensen_bigelow

The K-12 teachers’ writing retreat will be led by Linda Christensen and Bill Bigelow. Christensen has taught for more than 40 years and directs the Oregon Writing Project. She is a Rethinking Schools editor, and is author of Reading, Writing, and Rising Up: Teaching About Social Justice and the Power of the Written Word andTeaching for Joy and Justice. Bill Bigelow taught high school social studies for many years and now is the curriculum editor for Rethinking Schools and co-directs the Zinn Education Project. He is author or co-editor of many books including Rethinking Columbus, Rethinking Globalization, A People’s History for the Classroom, and the forthcoming A People’s Curriculum for the Earth: Teaching About the Environmental Crisis.

Dates and Details:

All lodging and food will be covered. Participants will be responsible for their own transportation to Portland, Oregon, although there will be some limited support for teachers for whom transportation costs would be a burden and make participation unlikely.

Participants must be able to attend the full retreat, which begins on Friday afternoon, Dec. 12 at 2 pm and runs to noon on Dec. 14, 2014.

Sept. 8    Applications are due by 11pm EST
Oct. 15   Notices sent out to applicants about selection decision
Dec. 12-14   Retreat

Application:

Please upload a Word or PDF document with responses to the following questions. The document should be a maximum of three pages with size 12 font, Times New Roman.

  • Personal statement. Briefly, please tell us a little about yourself. Include your teaching background, article and/or curriculum writing experience, and social/environmental justice activism. Feel free to add anything else you’d like to mention.
  • If you have taught about the environment and/or the climate crisis, please describe that work.
  • Why would you like to participate in the Zinn Education Project/This Changes Everything Writing Retreat?
  • Please tell us something about your formal writing experience—e.g., articles you’ve published, lessons or other curriculum you’ve authored, etc.
  • What is your involvement with social justice education activism and organizations—e.g., Rethinking Schools, the Zinn Education Project, Teaching for Change, the Teacher Activist Group network, teacher union activism, etc.?
  • Please include at least one sample of an article or piece of curriculum that you have written.
  • Because we want the Writing Retreat to be racially and ethnically diverse, please indicate how you identify racially and/or ethnically.

Please submit your application as a Word or PDF file through our online form.

Questions can be sent to retreat@zinnedproject.org.

Reposted from: http://zinnedproject.org/2014/08/this-changes-everything-writing-retreat/