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ERIC Number: EJ1045667
Record Type: Journal
Publication Date: 2014
Pages: 5
Abstractor: ERIC
Reference Count: N/A
ISSN: ISSN-0037-7724
Simulating Global Climate Summits
Vesperman, Dean P.; Haste, Turtle; Alrivy, St├ęphane
Social Education, v78 n5 p230-234 Sep-Oct 2014
One of the most persistent and controversial issues facing the global community is climate change. With the creation of the UN Framework Convention on Climate Change (UNFCCC) in 1992 and the Kyoto Protocol (1997), the global community established some common ground on how to address this issue. However, the last several climate summits have failed to strengthen the UNFCCC. Why they have failed and the issues at stake are ripe for study in the social studies classroom. Deliberating the political, economic, and scientific arguments surrounding climate change requires students to research a controversial topic, understand the multiple perspectives, and to find common solutions for problems that communities face, all essential skills for becoming participatory citizens. These authors wanted their students (36 students from the United States, Korea, Taiwan, and China at a summer camp for gifted and talented middle school students) to gain a deep understanding of the arguments surrounding climate change, the diverse views of how it should be addressed, the role of the United Nations, and the claims that dominate the American press and political system. To do this, they designed a role-play simulation, which placed their students as ambassadors to the UN or members of the Inter-Governmental Panel on Climate Change (IPCC). This classroom simulation gives students the opportunity to examine global perspectives on climate change, and the search for common solutions.
National Council for the Social Studies. 8555 Sixteenth Street #500, Silver Spring, MD 20910. Tel: 800-683-0812; Tel: 301-588-1800; Fax: 301-588-2049; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A