DOCUMENT RESUME SO 031 087 ED 445 950 Archer, Emma R. M.; Turner, Billie L., II AUTHOR Introduction to the Human Dimensions of Global Change. TITLE Hands-On! Developing Active Learning Modules on the Human Dimensions of Global Change. Association of American Geographers, Washington, DC. INSTITUTION National Science Foundation, Arlington, VA. SPONS AGENCY ISBN-0-89291-239-1 ISBN PUB DATE 1997-00-00 139p.; Some type may not reproduce well. NOTE DUE-9354651 CONTRACT Association of American Geographers, 1710 Sixteenth Street AVAILABLE FROM NW, Washington, DC 20009-3198; Tel: 202-234-1450; Fax: 202-234-2744; Web site: (http://www.aag.org/). Guides - Classroom Teacher (052) PUB TYPE MF01/PC06 Plus Postage. EDRS PRICE Active Learning; Demography; Ecology; *Environment; DESCRIPTORS *Geography; *Geography Instruction; Global Approach; Higher Education; Human Geography; *Human Relations; Thinking Skills Environmental Attitudes; *Global Change IDENTIFIERS ABSTRACT This learning module aims to engage students in problem solving, critical thinking, scientific inquiry, and cooperative learning. The module is appropriate for use in any introductory or intermediate undergraduate course that focuses on human-environment relationships. The module provides students with a broad overview of the human dimensions of global environmental change and its implications for the future. According to the module, the complexity of global change is reduced to four basic and (1) human actions that initiate changes in the structure interactive parts: (2) the consequences of these actions on and operation of the biosphere; (3) the combined efforts of the two on global climate; terrestrial ecology; and (4) human responses to global change, with a focus on climate change. The module activities draw out the linkages and the human components of the topic and also raise broader questions about the concept of global change as a whole. The module contains 6 tables, 9 figures, a guide, a summary, an overview, a glossary, references for all units, supporting materials, and appendixes with additional resources and suggested readings. It is divided into thematically coherent units each of which consists of background information, teaching suggestions, and student worksheets, with answers expected for each activity. (Author/BT) POOR PRI T QUAL1 /15 ;o a2 Pgs Reproductions supplied by EDRS are the best that can be made from the original document. Introduction to the Human Dimensions of Global Change N 00 O U.S. DEPARTMENT OF EDUCATION U.S. PERMISSION TO REPRODUCE AND Office of Educational Research and Improvement DISSEMINATE THIS MATERIAL HAS EDUCATIONAL RESOURCES INFORMATION BEEN GRANTED BY CENTER (ERIC) /This document has been reproduced as /m 4 received from the person or organization originating it. CI Minor changes have been made to improve reproduction quality. C SC) O TO THE EDUCATIONAL RESOURCES Points of view or opinions stated in this INFORMATION CENTER (ERIC) document do not necessarily represent 1 official OERI position or policy. An Active Learning Module on the Human Dimensions of Global Change BEST COPY AVAILABLE DEVELOPING ACTIVE LEARNING MODULES ON THE HUMAN DIMENSIONS OF GLOBAL CHANGE Introduction to the Human Dimensions of Global Change Module developed for the AAG/CCG2 Project `Developing Active Learning Module on the Human Dimensions of Global Change" by Emma R.M. Archer and Billie L. Turner II Graduate School of Geography Clark University 950 Main St. Worcester, MA 01610 Significant revisions contributed by CCG2 Summer 1996 workshop participants Sarah Bednarz (Texas A&M University), Jennifer DeHart (Appalachian State University), Kirstin Dow (Rutgers University), Lisa Graumlich (University of Arizona), Jeremy Holman (Clark University), Ian Okabe (University College of the Fraser Valley), Frances Slater (University of London), Sarah Washburn (University of North Carolina), and Kay Weller (University of Northern Iowa). 41111 Change Developing Active Learning Modules on the Human Dimensions of Global "Introduction to the Human Dimensions of Global Change" ISBN 0-89291-239-1 © 1997 by the Association of American Geographers 1710 Sixteenth Street NW Washington, DC 20009-3198 Phone: (202) 234-1450 Fax: (202) 234-2744 Internet: [email protected] currently enrolled All materials included in this module may be copied and distributed to students in any course in which this module is being used. Project director, Susan Hanson, Clark University, acknowledges the support of the National No. DUE- Science Foundation (NSF) to the Association of American Geographers (AAG) (Grant provided 9354651) for the development of these teaching materials. Administrative support is AAG's through the AAG's Second Commission on College Geography (CCG2) and the by Educational Affairs Director, Osa Brand, and her staff General project support is provided the Clark University, Worcester, Massachusetts which also hosted a workshop to develop materials is greatly modules further. The hard work of the conference participants evident in these design appreciated. Kay Hartnett, Clark University, gave most generous and proficient graphic advice. Module authors, co-authors, and other contributors are solely responsible for the reflect the opinions, findings, and conclusions stated in this module which do not necessarily views of the NSF or AAG. Please recycle what you don't use. This module is printed on recycled paper. 4 Editor's Note Human A major goal of this project, 'Developing Active Learning Modules on the actively engage Dimensions of Global Change," is to disseminate instructional materials that participate in the students in problem solving, challenge them to think critically, invite students to in cooperative learning. The materials are process of scientific inquiry, and involve them that focuses on appropriate for use in any introductory and intermediate undergraduate course human-environment relationships. of student We have designed this module so that instructors can adapt it to a wide range and more abilities and institutional settings. Because the module includes more student activities instructors will suggested readings than most instructors will have time to cover in their courses, need to select those readings and activities best suited to the local teaching conditions. of this Many people in addition to the principle author have contributed to the development module. In addition to the project staff at Clark University, the participants in the 1996 summer workshop helped to make these materials accessible to students and faculty in a variety of result settings. Their important contributions are recognized on the title page. This module is the of a truly collaborative process, one that we hope will enable the widespread use of these materials in diverse undergraduate classrooms. We have already incorporated the feedback we have received from the instructors and students who have used this module, and we intend to continue revising and updating the materials. reactions, I invite you to become part of this collaborative venture by sending your comments, and suggested revisions to us at Clark. To communicate with other instructors using hands-on modules, we invite you to join the Hands-on listserve we have established. We look forward to hearing from you and hope that you will enjoy using this module. Susan Hanson Project Director School of Geography Clark University 950 Main St. Worcester, MA 01610-1477 [email protected] i5 Table of Contents Page Editor's Note List of Tables List of Figures vi A Guide to This Module Summary 1 Module Overview 3 The Driving Forces of Global ChangeBackground Information 4 1 4 Humans as Driving Forces of Global Change Typology of Human Driving Forces 5 6 Putting the Driving Forces Together 8 The IPAT Identity 8 _Proximate vs. Non-Proximate Sources of Change 9 Conclusion Instructor's Guide to Activities 10 Student Worksheets 17 Answers to Activities 21 Environmental Change in Terrestrial Ecosystems 2 Background Information 23 Instructor's Guide to Activities 26 34 Student Worksheets Answers to Activities 42 Climate ChangeBackground Information 45 3 45 Global Warming and the Greenhouse Effect 47 Climate Models 47 Analogue Models 48 General Circulation Models Instructor's Guide to Activities 51 Student Worksheets 57 Answers to Activities 62 Human Impacts and ResponsesBackground Information 65 4 Human Responses to Environmental Change 65 International Responses to Climate Change 67 69 Conclusion Instructor's Guide to Activities 70 Student Worksheets 75 Answers to Activities 79 Glossary 81 References to All Units 85 Supporting Materials 89 Appendices 103 A: Additional Resources 103 B: Suggested Readings 106 7 iv List of Tables Page 5 Table 1: Typology of Human Driving Forces 18 Table 2: My Personal Water Usage 19 Table 3: Typical Household Water Use in the United States 19 Table 4: Per Capita Water Consumption in Selected Countries 23 Table 5: Patterns of Change 68 Table 6: Developed and Developing Regions of the World List of Figures Page 5 Figure 1: Trends in the Transformation of Components of the Biosphere 6 Figure 2: World and Regional Population Estimates 7 Figure 3: GNP of World Regions Figure 4: Links Between Terrestrial Change and Other Forms of 25 Environmental Change 34 Figure 5: Relationships Between Variables 46 Figure 6: The Earth's Atmosphere and the Greenhouse Effect 48 Figure 7: The Earth's Climate System 49 Figure 8: GCM Temperature Response Scenarios 57 Figure 9: The Earth's Climate System s . l e a e n e t i , h b n e a o r v . d e e t h e l i o e n t r i . a t t r t o w l o i t a c a e u a n e g d M A , y h , d s s t s n n s s l a o y t a o n p n m i i a n t g c e a t m n o m i i t o r d m a n l y s U i o y i t t i i i n c n y p , l s n c t y l g r a o r o o r p e o a o r o r e f n r t i s u o c c a c n t v p i o y c S i s l t c s i e p e e t a t s a e s l s a a e l l d u l h e e n e m s d h e u u m p a d e r h S s f t c o m t e s r d d y e i e e o e n d i e T e e s i w s s n w t o o t t t , r e t e o i n a v h t u a n n c t i o o v m m b p e h . s l i d r o t e i d o x m c i t s f i h f e e i a t d p t s d i e n e l i e o h i - b c p a t , s e t e d d A x n r s t m a , t a c i n m r h e s y a g a d e n e i n h e i n c o e i w o s i t r g o s , l c a e . t a r n c t S . u a s n e t a c r , e a u c o g p A c o f a a n r v s u o l e t o n h s o f . p e e d u h i s l y o e o c s . n r i l o t c o w . A s r e n d t f t t g o l i i g y s . i o a n a n , o s t a k t s t e a o n e o e f t s n r a i n f m r a i e e s n n e l d a n s m r s o g g r e h i s ) u h o m r r t a e e h o s e d A r s i r h i a , n e t e u c d i t s s i s e a t o c ( o a d e t f g t d e i a t r d a s o o a e e m l c r a t i e f h u e h e h m u u n M s n b v n u r m m n l e e e R h p C P T p g s i i a c a a i I f s i t B s r t t e k t e i o n c e t . h , r h d r s e a . h f o o t a s t n e n z t c W l p g s a i e i I e t t a s n , h u i v e d ; e v i s t s . r t o e h d n n s n i t o n s y d l h T t e i t u r a e c u n r a g g o l e s o l d l a e a G e . e c t h u i r o t u n w d k v l i g s o e s r n t e g s u s k s u h k o i r S d e U ' u h t t r r a o t c t t s u c o o n o n t t a y d g d t r W o A t e i r w e B s n a e c r o e t d s a N l r u i o o r f o P u u f f a v t o r m o n o t s c e t s o f s s e t e i h t g a t . u s t n i t h d e d c r u t t o e I y s t l a s u n i . o u u - a r n i y r p n h t a d s a - a d h o S u t a c d n n i a v , o y e s a v s n y o r ; a ; e m e n c t e i n d a t s c h i i t t i i i p l e o n e h t c p v t i s u o g i d z a i U i v o i s x t i a t n t i n t e i h a e i t h s c v i U t s w i d s n t i t a d c a c e r i n s t a e e t h a i a a s o u e n c v h h v t p o r e p d h c s a a e i u c c e i e m e e s t g g r h a a o n c r p f s i r o M i E E T p d o e a c u p o a v f p a A n u s o i y n h . p 1 l t e y g h t s e n i o l v o c n a i s i t n t t s e o i t c t r r r i e n A i e o t e a t i r w e o v p c e t e t i a m s e p E f t d n c M e S u A A L 3 s R i i S . B 1 u e d y A i G t u i L v g I i s t A s t c i e t A h V n n e T h e A s d k u Y " r , T t o I 2 S P P M W . I 1 ^ O s y e C t i i v t i T i t s v r c r S o A o i 1 f t t E c e c t u B d i A n r i 1 u t U s . G 1 1 n I y t t i i v n i t d ( n c 1 n o A u i s t t o t a i n r n m w e g e m k r e l t o c c e u i f a v a r e n d i B s r r u I t l o l e s l q u i b M h v e k . A d t R S c O i 9 w t o e - - - M Summary: Introduction to the Human Dimensions of Global Change critical reading and interpretation of data Abstract and policy responses This module provides students with a broad interpreting satellite imagery overview of the human dimensions of global analyzing and interpreting maps environmental change and its implications for creative writing the future. The complexity of global change is reduced to four basic and interactive parts: Activities human actions that initiate changes in the The types of activities in this module designed structure and operation of the biosphere; the for individuals, small groups, and/or the entire consequences of these actions on terrestrial ecology; the combined effects of the two on class include: role plays/simulations global climate; and human responses to global group discussions change, with a focus on climate change. quantitative data analysis/interpretation Global environmental change is thus linked by map/image interpretation the human, natural, and policy sciences. The creative writing module activities draw out the linkages and qualitative data interpretation (including the human components of the topic and also film, interviews, photos, diaries) raise broader questions about the concept of debates global change as a whole Material Requirements General Module Objectives Student Worksheets (provided) To provide an introduction to the problem Suggested Readings (some provided) and study of global environmental change To demonstrate the complexity of global Satellite and GIS images (provided) environmental change and its origins in Graph paper Repeat photography (optional) society and nature To demonstrate the interconnections of the Access to the World Wide Web (optional) basic human and natural components of Films (optional) World atlas global environmental change To involve students in activities that Human Dimensions of Global Change demonstrate the complexity and interconnectivity of the subject and its Concepts basic components Global environmental change To illustrate the extent to which students Biosphere may affect and be affected by aspects of Human driving forces and responses global environmental change Terrestrial change Climate change Skills Connectivity and complexity Students will acquire the following skills- Transformation of the Earth 1 plotting bivariate data Vulnerability reading maps Uncertainty interpreting bivariate data 1