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Investigating sustainabilityObjectives: • introducetheconceptofsustainability—environmental,social,andeconomic

• increasestudentawarenessoftheneedtoconsiderthelong-termimplicationsoftheirdailyactsanddecisions.

Use the following activities selectively to investigate the connections between sustainable living and lifestyle choices

Introduce the topic ➤ Make threecopiesofSustainability quotationsandcut thequotationsintostrips.Provideeachstudentwithonequo-tationand instruct students toparaphrase themessage inthequotationandtodiscussitwithapartner.Expandthediscussiontogroupsoffour.Instructstudentstodiscusstheirquotationsandsummarizethecollectivemessageofthequotationsinasfewwordsaspossible.Inviteeachgrouptosharetheirideaswiththerestoftheclass.

➤ Writethefollowingquotationontheboard:

We cannot simply think of our survival; each new generation is responsible to ensure the survival of the seventh generation.

—Linda Clarkson,VernMorrissette, and GabrielRègallet.(1992).Our Responsibility to the Seventh Generation.Winnipeg:InternationalInstituteforSustainableDevelopment.

➤ Invitestudentstodiscussitsmeaning.Visuallyintroducetheconceptoftheseventhgenerationinadiagramsimilartotheonebelow.Discusswhatitmeanstothinkofthesurvivaloftheseventhgeneration.

➤ ExplainthatthisquotereflectsthetraditionalviewheldbyAboriginalpeoples,whohavelivedsimilarlifestylesandcarriedouttraditionalpracticesforthousandsofyears.Thepointistothinkaboutwhattheimplicationsthatanactionmighthavefromthetimeaperson’sgreat-grandparentswerealiveand lookingahead to the timewhen theirgreat-grandchildrenwillbealive. Invitestudentstothinkofpracticesthatmighthavebeenmaintainedintheircommunityforthepast75yearsandmightbecontinuedforanother75yearstocome(forexample,school,summerholidays,givinggiftsonbirthdaysorotherholidays,familyrecipes,RemembranceDay).

➤ Introducetheterm“sustainability”anddiscusswithstudentswhatitmeanstoliveasustainablelifestyle.Invitestudentstosuggestsynonymsfor“sustain”(forexample,maintain, continue, keep

Understandingsustainability

This TC2-developed critical challenge was previously published as a Tools for Thought resource. Please refer to our Tools for Thought collection to access the tools referenced in this critical challenge.

your your great- grand your you your grand great grandparents parents parents children children grandchildren

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Sustainability quotations

We still have to learn how to live peacefully, not only with our fellow men but also with

nature and, above all, with those Higher Powers which have made nature and have made

us.

— E.F. Schumacher

Only to the white man was nature a “wilderness.”

— Luther Standing Bear

If we do not change our direction, we are likely to end up where we are headed.— Chinese proverb

When we tug at a single thing in nature, we fi nd it attached to the rest of the world.”— John Muir

We need a new environmental consciousness on a global basis. To do this, we need to

educate people.

— Mikhail Gorbachev

We share the earth not only with our fellow human beings, but with all the other

creatures.

— The Dalai Lama

Nothing will benefi t human health and increase the chances for survival of life on earth as

much as the evolution to a vegetarian diet.

— Albert Einstein

We are living on this planet as if we had another one to go to.

— Terri Swearingen

Modern man no longer regards Nature as in any sense divine and feels perfectly free to

behave toward her as an overweening conqueror and tyrant.

— Aldous Huxley

The best friend on earth of man is the tree. When we use the tree respectfully and

economically, we have one of the greatest resources on the earth.— Frank Lloyd Wright

The sun, with all those planets revolving around it and dependent on it, can still ripen a

bunch of grapes as if it had nothing else in the universe to do.

— Galileo

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going, withstand, preserve).Introducethephrase,“thinkingandlivingtodaywithtomorrowinmind”andexplaintostudentsthatthisiswhatismeantbysustainabilitythinking.

➤ Posethequestion;“Whatdoweneedtoprotectorsustainforthesurvivaloftheseventhgenera-tion?”Invitestudenttodiscusstheirideaswithapartnerandsharewiththeclass.Clusterstudentideasunderthreeheadings:

• environment:dealingwiththephysicalaspectsofearth(nature);environmentalstewardship.

• economic:dealingwithbusinessandthewaypeoplemakeandusemoney;economicgrowthissustainableonlyifitcanbemaintainedwithoutthreateningourqualityoflifeortheenvi-ronment.

• social:dealingwithourinteractionswitheachotherandtheireffectsonpersonalhealthandwellbeing;socialequity,justice.

➤ Explain to students that the International Union for the Conservation of Nature identifiesthreelifestyleconsiderationsforsustainingourfuture:environmentalsustainability,economicsustainability,andsocialsustainability.DisplaytheVenndiagramrepresentingthethreedimensionsof sustainable development that can be found at: http://en.wikipedia.org/wiki/Sustainable_development,anddiscussthemeaningofeachterm.ThesegoalsarealsoreflectedintheUnitedNationsDecadeofEducationforSustainableDevelopment(2005)andareconsideredthethreepillarsofsustainability.

Explore sustainability further using some or all of the following critical challenges

Critical challenge #1

How does the lifestyle depicted in the scene illustrate sustainable living?

➤ Linktothewebsitehttp://www.sfu.museum/time/en/enter/.Itcontainsseven3600scenesdepictingthetraditionallifeofaBCcoastalFirstNationcalledtheSto:lo(pronouncedstoh-loh).ClickontheHTMLversionandselectascene(forexample,beach,longhousefront).Astheimagerotatesslowlyonthescreen,explainthatthisisanillustrationofthelifestyleoftheSto:lopeoplePointoutorinvitestudenttoidentifythemainfeaturesdisplayedinthescene.Thetitleofthesite,“AJourneyintoTimeImmemorial,”referstotheconditionsbeyondourmemoriesthathavelastedforseeminglyforever.

➤ IntroducethestrategyfoundinEvidence/reason/conclusion(partoftheToolsforThoughtcollection).InvitestudentstoexamineoneormoreofthescenesfromtheSto:lowebsiteandidentifypracticesoractionsthatillustrateasustainablelifestyle (that is, thepracticesaresustainable for sevengenerations).Encouragestudentstoidentifyevidencethatwouldshowthepracticetobesustainable.Forexample,catchingfishissustainableonlyiffewerfisharetakenthan are replaced. Provide students with a copy ofRecording evidencetorecordtheirfindings.

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Recording evidence

Practices and activities

Evidence for or against sustainability

Overall, the activities are ❏ very sustainable

❏ somewhat sustainable ❏ most unsustainable ❏ not at all sustainable

Reasons:

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Critical challenge #2

Create a rebuttal or counter-argument in response to one of the letters to the editor.

➤ Askstudentswhytheythinkmanypeoplearereluctantorunwillingtolivetodaywithtomorrowinmind.Makealistofthereasons.IntroducethestrategyfoundinOral rebuttals/counter-arguments(partroftheToolsforThoughtcollection).Invitestudentstothinkofcounter-argumentstothereasonswhyindifferencetosustainablethinkingprevails.

➤ ProvidestudentswithacopyofLetters to the editor.Invitestudents to select one letter to the editor and create twoor threecounter-arguments to thereasonsofferedfor thestatedposition.Instructstudentstoidentifythedifferentreasonsraisedintheargumentandresearchtopicsiftheyrequiremoreinformationtoprovideconvinc-ingcounter-arguments.EncouragestudentstouseDeveloping counter-argumentstoformulatetheirresponse.

➤ Invitestudentstowritealettertotheeditorusingtheircounter-argumentsasthebasisforarebut-taloftheoriginalletter.

Critical challenge #3

Create an effective argument to convince your family to make modest changes in your family’s lifestyle that reflect sustainability thinking and will have a significant environ-mental impact in the long run.

➤ Askstudentstocreatealistoftheaspectsoftheirlifestylethattheythinkhelpsustaintheenvi-ronmentandalistofthosethataredetrimentaltotheenvironment.Encouragestudentstowalkthroughtheactivitiesofadayandexaminetheimpactoftheiractions.

➤ Basedonthebrainstormedlistandtheenvironmentalfootprintassessment,invitestudentstocon-siderchangestheirfamilycouldmaketotheirlifestyletomakeitmoreenvironmentallysustainable.Pointouttostudentsthatthechangeswouldneedtomakeasignificant,nottrivialdifferenceandreflectsustainabilitythinking.Explainthattheirtaskistocreateaneffectiveargumentsupportedwithevidencetoconvincetheirfamilytomakethischange.

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Letters to the editorWhy bother with a day?

Dear Editor,Earth Day has been celebrated for 20 years. We walk instead of ride, plant trees, turn

out the lights for an hour, and then what? We go back to the lifestyles that harm the planet

and will eventually lead to our own destruction.

Governments support and promote Earth Day to make us think they support environ-

mental issues. But they really don’t. It is just talk. Citizens support Earth Day so they can

feel good one day a year. All it does is relieve their guilty consciences.

We should forget about Earth Day. It is a joke and does no good at all. The only way we

can survive is to think about the earth every day, not one day a year.Why pick on me?

Dear Editor,I am tired of people telling me I should change my lifestyle. I have worked hard all my

life and now I can afford a big house with air conditioning, three vehicles, and a big boat.

That is my right.When entire cities are dumping their sewage into the ocean what difference will it make

if I change the way I live?The environmental movement has been around for more than 40 years and nothing has

really changed. The message is still that there is no hope for the planet. Nothing has changed

and I don’t intend to change either.

What about the costs of not developing?

Dear Editor,Recent articles in your paper claim the environmental cost of extracting oil far exceeds

the economic benefi t. I disagree. It is time people faced the fact that the world depends on

oil and that people depend on the oil industry to enable them to feed their families.

Instead of thinking just about the environmental costs of development, think about the

human costs of stopping development. Thousands of people would be out of work. Entire

communities would become ghost towns. The cost of oil products would sky rocket and

people would be unable to afford gas and heat.

It is not just other countries that depend on our oil. We depend on it too.

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Developing counter-arguments

Argument:

Reason to be countered

Counter-argument

Plausible

Convincing

The ideas/events presented in

The counter-argument makes

the counter-argument are true the reason seem unimportant

or could likely happen

or less believable

Rating: 1 2 3 Rating: 1 2 3

3 = very plausible

3 = very convincing

Rating: 1 2 3 Rating: 1 2 3

3 = very plausible

3 = very convincing

Rating: 1 2 3 Rating: 1 2 3

3 = very plausible

3 = very convincing

Strategies for creating counter-arguments

• fi nd factual errors

• look for questionable assumptions or beliefs

• suggest more important, reasonable,

• consider other peoples’ interests • think of undesirable consequences or side effects

• or desirable options

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➤ IntroducethestrategyfoundinAssessing the evidence(partoftheToolsforThoughtcollection).Oncestudentshaveidenti-fiedthelifestylechange(s)theywillpresenttotheirfamily,encourage them touse Assessing the evidence to assesstheevidencefortheirargument.Suggesttostudentsthattheymayneedtoresearchtheimpactofcertainactionstocollectconvincingevidence.

➤ IntroducethestrategyfoundinAssembling evidence(partoftheToolsforThoughtcollection).Instructstudentstoorganizetheevidencetheyhavecol-lectedtocreateaconvincingargument.EncouragestudentstouseAssembling evidencetopreparetheirargument.

Critical challenge #4

Research the arguments for and against one of the following industries: wind farms, marine shipping industry, Alberta tar sands, off-shore oil drilling, clear-cut logging, commercial fishing (overfishing), seal hunt. Reach a conclusion about the extent to which the selected industry/development is sustainable. Suggest reasonable actions that could make it more sustainable.

➤ Introducethetermsustainabledevelopment.Remindstudentsofthethreepillarsofsustainabledevelopment (environmental, economic, social).Brainstorm interesting projects eitherwithinthecommunity,nationally,orinternationallyforstudentstoinvestigatefromtheperspectiveofsustainability.Suggestionsmayincludewindfarms,marineshippingindustry,Albertatarsands,off-shoreoildrilling,clear-cutlogging,commercialfishingpractices,sealhunt.

➤ Invitestudentstocreateasummaryoftheprojectdetails.Suggestthatthe5Ws(Who?What?When?Where?Why?)canserveasaneffectivesummarizingstrategy.Instructstudentstoex-aminetheselectedprojectanditsimpactthroughthelensesofthethreepillarsofsustainabilityandtoinvestigatetheargumentsforandagainstthedevelopment.IntroducethestrategyfoundinOrganizing supporting details(partoftheToolsforThoughtcollection).Encouragestudentstodevelopagraphicorganizertorecordthedetailsoftheirresearch.

➤ Instructstudentstoexaminetheirevidenceandreachaconclusionaboutthesustainabilityofthisproject.InvitestudentstouseRecording evidencetorecordtheirthinking.

➤ Invitestudentstoshareprojectsummariesandconclusionswiththeclass.Asaclass,selectaprojectanddiscusspossibleactionsthatwouldmaketheprojectmoresustainable.Determinewhowouldundertaketheaction(government,developer,citizens)andidentifythemosteffectiveaction.

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Assessing the evidence

Conclusion:

Evidence I might expect to see

Actual evidence

Assessing the evidence

inaccurate accurate

irrelevant relevant

too general very specifi c

inaccurate accurate

irrelevant relevant

too general very specifi c

inaccurate accurate

irrelevant relevant

too general very specifi c

The evidence used to support the conclusion is:

❏ highly adequate

❏ somewhat adequate

❏ highly inadequate

Explaining my evaluation:

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Assembling evidenceConclusion: Factory farms are not a good idea.

Reason:

Reason:

Reason:

Evidence:

Evidence:

Evidence:

Transition words:

Transition words:

Transition words:

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Sustainability quotations

Westillhavetolearnhowtolivepeacefully,notonlywithourfellowmenbutalsowithnatureand,aboveall,withthoseHigherPowerswhichhavemadenatureandhavemadeus.

—E.F. Schumacher

Onlytothewhitemanwasnaturea“wilderness.”—Luther Standing Bear

Ifwedonotchangeourdirection,wearelikelytoendupwhereweareheaded.—Chinese proverb

Whenwetugatasinglethinginnature,wefinditattachedtotherestoftheworld.”—John Muir

Weneedanewenvironmentalconsciousnessonaglobalbasis.Todothis,weneedtoeducatepeople.

—Mikhail Gorbachev

Wesharetheearthnotonlywithourfellowhumanbeings,butwithalltheothercreatures.

—The Dalai Lama

Nothingwillbenefithumanhealthandincreasethechancesforsurvivaloflifeonearthasmuchastheevolutiontoavegetariandiet.

—Albert Einstein

Wearelivingonthisplanetasifwehadanotheronetogoto.—Terri Swearingen

ModernmannolongerregardsNatureasinanysensedivineandfeelsperfectlyfreetobehavetowardherasanoverweeningconquerorandtyrant.

—Aldous Huxley

Thebestfriendonearthofmanisthetree.Whenweusethetreerespectfullyandeconomically,wehaveoneofthegreatestresourcesontheearth.

— Frank Lloyd Wright

Thesun,withallthoseplanetsrevolvingarounditanddependentonit,canstillripenabunchofgrapesasifithadnothingelseintheuniversetodo.

— Galileo

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Recording evidence

Practices and activities Evidence for or against sustainability

Overall,theactivitiesare o verysustainable o somewhatsustainable o mostunsustainable o notatallsustainable

Reasons:

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Letters to the editor

Why bother with a day?DearEditor,

EarthDayhasbeencelebratedfor20years.Wewalkinsteadofride,planttrees,turnoutthelightsforanhour,andthenwhat?Wegobacktothelifestylesthatharmtheplanetandwilleventuallyleadtoourowndestruction.

GovernmentssupportandpromoteEarthDaytomakeusthinktheysupportenviron-mentalissues.Buttheyreallydon’t.Itisjusttalk.CitizenssupportEarthDaysotheycanfeelgoodonedayayear.Allitdoesisrelievetheirguiltyconsciences.

WeshouldforgetaboutEarthDay.Itisajokeanddoesnogoodatall.Theonlywaywecansurviveistothinkabouttheeartheveryday,notonedayayear.

Why pick on me?DearEditor,

IamtiredofpeopletellingmeIshouldchangemylifestyle.IhaveworkedhardallmylifeandnowIcanaffordabighousewithairconditioning,threevehicles,andabigboat.Thatismyright.

WhenentirecitiesaredumpingtheirsewageintotheoceanwhatdifferencewillitmakeifIchangethewayIlive?

Theenvironmentalmovementhasbeenaroundformorethan40yearsandnothinghasreallychanged.Themessageisstillthatthereisnohopefortheplanet.NothinghaschangedandIdon’tintendtochangeeither.

What about the costs of not developing?DearEditor,

Recentarticlesinyourpaperclaimtheenvironmentalcostofextractingoilfarexceedstheeconomicbenefit.Idisagree.Itistimepeoplefacedthefactthattheworlddependsonoilandthatpeopledependontheoilindustrytoenablethemtofeedtheirfamilies.

Insteadofthinkingjustabouttheenvironmentalcostsofdevelopment,thinkaboutthehumancostsofstoppingdevelopment.Thousandsofpeoplewouldbeoutofwork.Entirecommunitieswouldbecomeghosttowns.Thecostofoilproductswouldskyrocketandpeoplewouldbeunabletoaffordgasandheat.

Itisnotjustothercountriesthatdependonouroil.Wedependonittoo.

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Assessing the evidence

Conclusion:

EvidenceImightexpecttosee Actualevidence Assessingtheevidence

inaccurate accurate

irrelevant relevant

toogeneral veryspecific

inaccurate accurate

irrelevant relevant

toogeneral veryspecific

inaccurate accurate

irrelevant relevant

toogeneral veryspecific

Theevidenceusedtosupporttheconclusionis:

o highlyadequate o somewhatadequate o highlyinadequate

Explainingmyevaluation:

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