Environmental Science and International Politics

Susan K. Henderson, David E. Henderson

Description

Environmental Science and International Politics features two reacting games in one volume, immersing students in the complex process of negotiating international treaties to control environmental pollution. The issues are similar in all the modules; environmental justice, national sovereignty, and the inherent uncertainty of the costs and benefits of pollution control. Students also must understand the basic science of each problem and possible solutions.

Acid Rain in Europe, 19779-1989 covers the negotiation of the Long Range Transport Pollution treaty. This was the first ever international pollution control treaty and remains at the forefront of addressing European pollution. This game can be used in a variety of ways and to examine either sulfur dioxide pollution, nitrogen oxide pollution, or both. This game includes summaries of a number of relevant technical articles to support student arguments. Students must deal with the limitations of national resources as they decide how much of their limited money to spend.

Climate Change in Copenhagen, 2009 covers the negotiations at the Conference of Parties 15 meeting that was attended by a large number of national leaders. The game also includes representatives of non-government organizations and the press. Students wrestle with the need to work within conflicting limits set by their governments.

Sujets

• Politique
• Europe
• History
• Great Britain
• Environmental history
• Histoire

Informations

• Publié par: The University of North Carolina Press
• Date de parution: 01 mars 2018
• Nombre de lectures: 1
• EAN13: 9781469640303
• Langue: English
• Poids de l'ouvrage: 2 Mo

Extrait

Environmental Science and International Politics
 
REACTING TO THE PAST is an award-winning series of immersive role-playing games that actively engage students in their own learning. Students assume the roles of historical characters and practice critical thinking, primary source analysis, and argument, both written and spoken. Reacting games are flexible enough to be used across the curriculum, from first-year general education classes and discussion sections of lecture classes to capstone experiences, intersession courses, and honors programs.
Reacting to the Past was originally developed under the auspices of Barnard College and is sustained by the Reacting Consortium of colleges and universities. The Consortium hosts a regular series of conferences and events to support faculty and administrators.
Note to instructors: Before beginning the game you must download the Gamemaster’s Materials, including an instructor’s guide containing a detailed schedule of class sessions, role sheets for students, and handouts.
To download this essential resource, visit https://reactingconsortium.org/games , click on the page for this title, then click “Instructors Guide.”
Environmental Science and International Politics
ACID RAIN IN EUROPE, 1979 – 1989 , AND CLIMATE CHANGE IN COPENHAGEN, 2009
DAVID E. HENDERSON AND SUSAN K. HENDERSON

The University of North Carolina Press
Chapel Hill
 
© 2022 The University of North Carolina Press
All rights reserved
Set in Utopia and The Sans by Westchester Publishing Services
The University of North Carolina Press has been a member of the Green Press Initiative since 2003.
Cover illustration: Photo of the Earth seen from Apollo 17 (NASA/Apollo 17 crew; taken by either Harrison Schmitt or Ron Evans).
ISBN 978-1-4696-4029-7 (pbk.: alk. paper)
ISBN 978-1-4696-4030-3 (e-book)
 
Contents
Note to Instructors
HOW TO PLAY THESE GAMES
ACID RAIN IN EUROPE, 1979–1989
Contents
Figures and Tables
1. HISTORICAL BACKGROUND
2. THE GAME
3. ROLES AND FACTIONS
4. CORE TEXTS AND SUPPLEMENTAL READINGS
Bibliography
Acknowledgments
Appendices
CLIMATE CHANGE IN COPENHAGEN, 2009
Contents
Figures and Tables
1. HISTORICAL BACKGROUND
2. THE GAME
3. ROLES AND FACTIONS
4. CORE TEXTS AND SUPPLEMENTAL READINGS
Acknowledgments
Appendices
 
Environmental Science and International Politics
 
NOTE TO INSTRUCTORS
This text contains two reacting games that deal with the intersection of environmental science and public policy. The Acid Rain game may be played in its entirety, or specific parts can be used as separate shorter games. The Climate Change game is a separate game from the Acid Rain game. The scientific issues are different in the various games, but the policy issues are very similar. Instructors should identify exactly what sections of the text are to be used.
 
How to Play These Games
These two games are “reacting” games. Reacting games use complex role-playing games to teach about important moments in history. After a few preparatory lectures, the game begins, and the students are in charge; the instructor serves as adviser. The games are set in moments of heightened historical tension, and they place you, the student, in the role of a person from the period. By reading the game book and your individual role sheet, you discover objectives, potential allies, and the forces that stand between you and victory. You must then attempt to achieve victory through formal speeches, informal debate, negotiations, and conspiracy. The outcomes will sometimes differ from actual history; a postmortem session sets the record straight.
What follows is an outline of what you will encounter in reacting games and what you will be expected to do.
GAME SETUP
Your instructor will spend some time before the beginning of the game helping you to understand the historical context for the game. During the setup period, you will use several different kinds of material: The game book (from which you are reading now), which includes historical information, the rules and elements of the game, and essential documents. A role sheet (provided by your instructor), which has a short biography of the historical person you will model in the game as well as that person’s ideology, objectives, responsibilities, and resources.
In addition to the game book, you may also be required to read historical documents or books written by historians. These provide additional information and arguments for use during the game.
Read all this contextual material and all these documents and sources before the game begins (or as much as possible—you can catch up once the game is under way). And, just as important, go back and reread these materials throughout the game. A second and third reading while you are in the role will deepen your understanding and alter your perspective, for ideas take on a different aspect when seen through the eyes of a partisan actor. Students who have carefully read the materials and know the rules of the game will invariably do better than those who rely on general impressions and uncertain memories.
GAME PLAY
Once the game begins, class sessions are presided over by students. In most cases, a single student serves as some sort of presiding officer. The instructor then becomes the Gamemaster (GM) and takes a seat in the back of the room. Though they do not lead the class sessions, GMs may do any of the following: Pass notes. Announce important events (e.g., “Sparta is invading!”). Some of these events are the result of student actions; others are instigated by the GM. Redirect proceedings that have gone off track. Call for a recess if debates become overheated.
The student presiding officer is expected to observe basic standards of fairness, but as a fail-safe device, most reacting games employ the Podium Rule, which allows a student who has not been recognized to approach the podium and wait for a chance to speak. Once at the podium, the student has the floor and must be heard.
Role sheets contain private, secret information, which students are expected to guard. You are advised, therefore, to exercise caution when discussing your role with others. Your role sheet probably identifies likely allies, but even they may not always be trustworthy. However, keeping your own counsel or saying nothing to anyone is not an option—to achieve your objectives, you must speak with others. You will never muster the voting strength to prevail without allies. Collaboration and coalition building are at the heart of every game.
These discussions must lead to action, which often means proposing, debating, and passing legislation. Someone thus must be responsible for introducing the measure and explaining its particulars. And always remember that a reacting game is only a game—resistance, attack, and betrayal are not to be taken personally because game opponents are merely acting as their roles direct.
Some games feature strong alliances called factions. These games may seem frustrating because many factions are tight-knit groups with fixed objectives. This may make finding a persuadable ally seem impossible, but fortunately these games include roles called Indeterminates, who operate outside the established factions. Not all Indeterminates are entirely neutral; some are biased on certain issues. If you are in a faction, cultivating Indeterminates is in your interest because they can be convinced to support your position. If you are lucky enough to have drawn the role of an Indeterminate, you should be pleased—you will likely play a pivotal role in the outcome of the game.
Game Requirements
Students in reacting games practice persuasive writing, public speaking, critical thinking, teamwork, negotiation, problem solving, collaboration, adapting to changing circumstances, and working under pressure to meet deadlines. Your instructor will explain the specific requirements for your class. In general, though, a reacting game asks you to perform three distinct activities: reading and writing, public speaking and debate, and strategizing.
Reading and Writing
The standard academic work of reading and writing is carried on more purposefully in a reacting course. What you read is put to immediate use, and what you write is meant to persuade others to act the way you want them to. The reading load may have slight variations from role to role, and the writing requirement will depend on your particular course. Papers are often policy statements, but they can also be autobiographies, battle plans, spy reports, newspapers, poems, or after-game reflections. In most cases papers are posted on the class website in advance of each game session for examination by others. Papers provide the foundation for the speeches delivered in class.
The exact writing requirements depend on your instructor, but in most cases you will be writing to persuade others. Most of your writing will take the form of policy statements, but you might also write autobiographies, clandestine messages, newspapers, or after-game reflections. In most cases papers are posted on the class website for examination by others. The basic rules are these: Do not use big fonts or large margins, and do not simply repeat your position as outlined in your role sheets. You must base your arguments on historical facts as well as ideas drawn from assigned texts—and from your independent research. (Your instructor will outline the requirements for footnoting and attribution.) Be sure to consider the weaknesses in your argument and address them—if you do not, your opponents will.
Public Speaking and Debate
In the course of a game, almost everyone is expected to deliver at least one formal speech from the podium (the length of the game and the size of the class will determine the number of speeches). Debate follows a speech. The debate can be impromptu, raucous, and fast-paced, and it will result in decisions voted on by the studen