How do environmental issues involve political - Nelson Education

How should governments in Canada respond to political and economic issues?What are your biggestenvironmental concerns?My biggest concern is pollution from big industries. I thinkcompanies take the easy way out when they put wastes intorivers and the air. They should dispose of wastes properly —including carbon emissions.I’m glad to see car companies taking action to put limits oncarbon emissions — like putting hybrid cars on the market.Some companies are looking into hydrogen fuel cells, too.It’s important to solve environmental problems because theyaffect our lives — how we live and how well we live.I think Canada’s government needs to set higher standards tocontrol air and water pollution. But Canada has a smallpopulation. The governments of countries with largepopulations — like the U.S., China and India — need to step itup, too.Graham Musat is a Grade 9student in Edmonton.To whatextent doyou agreethat governmenthas a role in solvingenvironmentalproblems?How do environmental issues affectthese students’ quality of life? Howdo they affect your quality of life?I worry about global warming and what will happen to theanimals — wildlife — because of it. Litter is also a problem. I seeplastic bags and cans strewn around. Some people just don’trespect what we have.I think government should help with environmental problems,because it’s going to take more than just the people who careabout the environment to save it. It’s going to take everybody.It’s everybody’s world, and we all need to show respect for theplace we’re in. Government can help make people take care ofthe world.I heard an Elder in my community talking one time. He said heloves where he is, and he hates to see how people aredestroying where he is. He said it breaks his heart. This is hishome and he wants to protect it. I feel the same way.Michelle Swampy is aGrade 9 student and livesin Gift Lake MétisSettlement.305

Issues for Canadians Chapter 9I’m concerned about how much we throw out and the waylandfills are filling up. Some people throw away useful stuff thatshouldn’t go to the landfill. We should be recycling it and givingit away.I’m part of the Environmental Action Club at my school. We doa bulletin board about environmental issues, and I do the paperrecycling and container recycling for my entire school. I thinkevery school should recycle, but I know that many don’t.We only have one planet, and we’re kind of destroying it.Cassandra Sahlen is aGrade 9 student in Calgary.It would be good if government would put a limit on whatpeople can throw away, or on how much they can throw away— like no more than two bags a week. And we need to dosomething about plastic. Everything is wrapped in plastic! Likesour Nerds — they come in a box and they’re wrapped incellophane. They don’t need to be. I think the governmentmight have a role there — putting limits on over-packaging.1. Choose one of the interviews on pages 305 and 306.• Refer to the mind map on page 303. Identify where the interviewfits on the mind map, and consider what other views andperspectives there might be.• Refer to the diagram on page 304. Consider how the students’comments and ideas connect to different parts of the diagram.2. For your chapter task, you need to choose an environmental issuethat affects quality of life for all Canadians, and to demonstrate aninformed position on how political and economic decision makingaffects it. Use the questions below to help you. These questions relateto steps 4 through 6 of Spot and Respond to the Issue on page 13.• What views and perspectives do you think your environmentalissue could involve? Consult the mind map on page 303. Describehow you could investigate different perspectives on your issue.• What environmental organizations might connect to your issue?Research some possible organizations. Describe how the work ofone organization could affect your issue.• How does your issue connect to governance and economics?Consult the diagram on page 304. Describe ways that action onyour issue could involve political and economic decision making.306

How should governments in Canada respond to political and economic issues?What political and economicdecisions should Canadians make torespond to climate change?WHAT’S IN THIS SECTIONThis section explores how political and economic decisionsconnect to climate change and to citizenship, identity andquality of life. It includes:• Maps that present data related to climate change fromCanada and the U.S.• Information about individual action and climate change,including a comic and a profile of one student-action group.• A case study of political and economic decision-makingabout climate change and Alberta’s oil sands.• Information about the Kyoto Protocol, an internationalagreement on climate change.What are you looking for?As you read this section, look for:• Different perspectives on climate change in differentregions of North America.• Examples of ways to take action on environmental issues.• Examples of how responding to an environmental issuecan involve individual consumers, groups in society, andgovernment.Also look for ways to answer these questions:• How can you develop a more informed response to theissue?• What is your informed position on the issue?• What action do you need to take on this issue?These questions come from Steps 4 through 6 of Spot andRespond to the Issue on page 13.Climate change will affectthe whole Earth, but regionswill not experience the sameimpacts. In addition, someregions make more climatechangingemissions thanothers. Think critically: Whymight these regionaldifferences affect politicaland economic decisionsabout climate change?307

Issues for Canadians Chapter 9WHAT’S AGREENHOUSEGAS (GHG)?GHGs capture heatgenerated by theSun’s rays. Have youever been inside agreenhouse? It’swarmer inside agreenhouse than it isoutside. That’sbecause the glass roofof the greenhousecaptures heatgenerated bysunlight. It lets inlight, but doesn’t letout heat. GHGs makeEarth’s atmospherebehave like agreenhouse. Theycause Earth to warm,which in turn affectsliving things on Earth,including plants,animals and people.What’s climate change?• Climate change refers to a rise in the average temperature of Earthdue to a build-up of greenhouse gases (GHGs) in the atmosphere.An international panel of scientists — the United Nations’Intergovernmental Panel on Climate Change — predicts thatclimate change will have extensive and mostly negative impactsaround the globe. These impacts include rising sea levels, moresevere weather, and disruption of ecosystems and freshwatersupplies.• GHGs primarily come from burning fossil fuels, such as naturalgas, gasoline, coal and oil. Most economies in the world rely onfossil fuels to produce resources, such as metals and foods, and tomanufacture and transport goods and services. Individualconsumers also use fossil fuels — for example, to heat their homesand drive their cars.• GHGs in the atmosphere affect the whole world. A region orcountry that emits more GHGs will not experience “worse” globalwarming. Different regions, however, will experience differentimpacts. For example, low-lying land — such as New Orleans,and the country of Bangladesh — face severe impacts from risingsea levels.Why might North Americans have different ideas about howto respond to climate change?The next pages explore:• Regions and impacts: how regional differences in the impactsof climate change connect to political and economic decisionmaking.• Regions and emissions: how regional differences in the sourcesof GHGs connect to political and economic decision making.DID YOU KNOW?Regions of North America are already experiencing impacts fromclimate change. For example, hurricanes on the east coast of NorthAmerica have become more frequent and severe. In 2005, the cityof New Orleans experienced extensive flooding because ofHurricane Katrina. Coastal cities such as New Orleans also faceflooding from rising sea levels.308

How should governments in Canada respond to political and economic issues?HOW TOANALYZE THEMATIC MAPSThe maps on pages 310 to 314 are thematic maps. Thematic maps showinformation related to a specific topic, or theme. For example, a populationdensity map shows the number of people living in a defined area. Physicalmaps illustrate the shape of the land and the location of lakes and rivers.You can use thematic maps to inquire into issues that affect quality oflife, citizenship and identity. Follow the steps below to analyze the mapsabout Canada on pages 310 to 312 and answer this question:How does climate change connect to citizenship in Canada?Go to theSkills Centre tosee examples ofdifferent typesof thematicmaps.Inquire Map 1 Map 2 Map 3Identify the type of map it is(e.g., physical, political, climate).Interpret the basic information on themap (e.g., legend, directional symbols).Analyze how the map relates to the issuequestion. Take notes on useful information.Compare the map with other maps.Note where data overlaps, and whereit doesn’t overlap.Draw your own conclusions about theinformation you have gathered. Thinkabout how your conclusions connect tothe issue question.State your position on the issue question,supported by examples and evidence.The map shows one wayclimate change mayaffect regions, which is...The climate-change mapoverlaps with thepopulation map in thisway...Climate change affectsregions and populationsin this way..., whichaffects citizenshipbecause...The maps on pages 310 to 312 are related to the issueof climate change. When you have investigated them,think about the issue you have chosen for your chaptertask. Use GIS or another online mapping program tocreate thematic maps connected to your issue.For example, if your issue concerns air quality, you could presentmaps comparing air quality in different cities with other data aboutcities, such as population, areas and number of vehicles. Go tothe Skills Centre on pages 345 to 371 for ideas on mapping.309

How should governments in Canada respond to political and economic issues?• The U.S. has faced pressure from countries around the world toreduce its GHG emissions. How does the information from themap on page 314 explain this, in your opinion? In 2007, the U.S.had not agreed to join international negotiations or agreementsconcerning climate change, such as the Kyoto Protocol. You canread more about the Kyoto Protocol on page 316.• International negotiations on climate change focus on reducingthe GHG emissions of developed countries, such as the U.S. andCanada. Developing countries, such as Mexico, do not face thesame GHG restrictions. This is because GHG restrictions can slowthe economy of a country, which goes against the needs andinterests of developing countries. It is also because developedcountries have a higher GHG output than developing countries —so they contribute more to climate change.• The U.S. took a stand against international negotiations onclimate change partly because President George W. Bush did notbelieve human actions were causing climate change. PresidentBush also believed that international agreements on climatechange should not exempt developing countries from takingaction.• In 2008, in the State of the Union address, President George Bushsaid the U.S. would take action on its own to reduce its GHGemissions, without entering into international agreements. He alsosaid actions on climate change had to respect the American beliefin “the power of individuals” and in the “ability of free peoples tomake wise decisions.”How doPresidentBush’sremarks on climatechange in the lastbullet reflectvalues andattitudes thatunderlie the U.S.economic system?CRITICAL THINKINGCHALLENGE Based onwhat you know aboutsupply and demand, how mightthe decisions of individualconsumers and producers pushGHG emissions up or down?Describe an example.CRITICALTHINKINGCHALLENGEWhat values do you thinkshould shape economicdecisions connected toclimate change? Why?315

Issues for Canadians Chapter 9What’s the Kyoto Protocol?Climate change involves the whole world — so it involves countriesof the world in negotiations about how to take action. Canada andthe U.S. are part of these negotiations.The Kyoto Protocol was the first climate-change plan the countriesof the world negotiated. The U.S. did not agree to the plan. Canadaat first agreed, but its position has changed depending on thepolitical party in power.• Canada’s Liberal government ratified the Kyoto Protocol in 2002.It, however, did not make decisions that reduced Canada’s overallGHG emissions.• In 2006, Canadians elected a Conservative government, whichannounced that Canada would not meet its targets under theKyoto Protocol. The government said the targets would damageCanada’s economy, and noted that Canada’s GHG emissions wererising, not falling.• In December 2007, an international meeting in Bali, Indonesia,launched new international negotiations on an agreement to fightclimate change after 2012, when the Kyoto Protocol expires.Canada and the U.S. agreed to take part in these negotiations.Individuals and members ofenvironmental organizationsfrom around the worlddemonstrate duringclimate-change negotiationsin Bali, Indonesia, in 2007.Why might the positions of Canada andthe U.S. on the Kyoto Protocol concernenvironmental organizations?316

How should governments in Canada respond to political and economic issues?What government decisions aimedto reduce GHG emissions in 2007?This page presents some of the federal laws andpolicies in place in 2007 to reduce GHG emissions.Go online and research federal laws and policiestoday. Think about why laws and policies today havechanged or stayed the same compared to 2007.CRITICAL THINKINGCHALLENGE Canadahad a Conservativegovernment in 2007. How do thevalues that shape Conservativepolicies compare with thedecisions shown here?Public transit, such as Calgary’sLRT, can reduce GHG emissions byreducing the number of peoplewho drive to work and school. Thefederal government encouragedconsumers to use public transit byreducing taxes for those whobought transit passes.This machine is harvesting corn,which can be turned into biofuel.Biofuel emits fewer GHGs. In 2007,the federal government began tofund the production of biofuel.The federal governmentprovided funds to developrenewable energytechnologies, such as windturbines and solar panels. Thisis the McBride Lake Wind Farmnear Fort Macleod, Alberta —one of the largest wind farmsin Canada.This power plant outside Edmonton uses coalto produce electricity. The Conservativegovernment passed the Clean Air Act in 2006,which set new GHG emission standards formost plants and industries in Canada.DID YOU KNOW?In 2007, the U.S. government had taken steps similar to Canada, includingtax breaks on energy-efficient products and services, and funding for newenergy technologies. It also passed new energy-efficiency standards forvehicles, aimed at making vehicles emit a lower quantity of GHGs.In 2008, to fight climate change, B.C.’s government created a “carbontax” on fossil fuels, including diesel, natural gas, coal and propane. Fossilfuels emit carbon in the form of CO 2. The tax made these fuels moreexpensive for consumers, and aimed to discourage consumers from buyingthem. The tax functioned as a reminder to consumers: the government didnot use the tax to fund any initiatives, but rather returned the money toconsumers with tax breaks in other areas.317

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How should governments in Canada respond to political and economic issues?319

Issues for Canadians Chapter 9Students for Environmental andSocial AdvocacyRenewable energy is one of the most important things for thefuture. We wanted to demonstrate that renewable energy is viableand has a place in our society.It’s about taking action on climate change. It’s such a broad issue,and so scary. We want people to know they have a choice in theenergy they use. We want them to realize their choice is a choice,every time they use their microwave or turn on the TV.Our group is extremely worried about the oil sands. We want toshow that Alberta’s economy would benefit from a greener path.We don’t have to compromise our economy and standard of livingto use renewable energy.Rob Grant is a Grade 12student at CamroseComposite High School. Hehelped start a group at hisschool called Students forEnvironmental and SocialAdvocacy.I think it’s huge for the government to be involved in environmentalissues. Environmental issues are important to people, but they’rereally big. Lots of people don’t know where to start. Governmentneeds to take the lead. It represents us, and it needs to act inour interests.Plugging In to SolarRob Grant put solar panels on his school.“The project started with me and one other student, ElizabethSolverson. We felt it was important to make people aware of renewableenergy. We wanted to get as many people involved as possible. So, weannounced a meeting. Anyone interested could attend. Twenty-fivepeople are part of the group now and we meet every week.”The solar panels create electricity and supply about 3 percent of whatthe school needs to run its lights, computers, microwaves and so on. Thepanels went up in December 2007 and cost about $25 000.“We’re in a perfect position — in a school — to educate people andto demonstrate environmental stewardship. People read about renewableenergy — we wanted them to see it in action. We wanted to getrenewable energy out of textbooks and into real life.”320What are the main environmentalconcerns of the Students forEnvironmental and SocialAdvocacy? How do they view the role ofgovernment and individuals inresponding to environmental issues?

Issues for Canadians Chapter 91. Pages 302 to 321 have explored the role of governments, industry,groups and individuals in political and economic decision makingabout climate change. Describe an example of different views andperspectives on climate change, based on what you learned.Describe reasons for the different views and perspectives in yourexample. To what extent do you expect similar or different reasonsto generate a variety of views and perspectives on the issue for yourchapter task?2. Over a two-hour period, make a list of all the times you useelectricity, battery-powered devices such as rechargeable phones, orfossil fuels such as gasoline and natural gas. Indicate what you usedthem for and why. Which things would you cross off your list and dowithout? What could you do instead to help reduce GHGs? In youropinion, how important are individual actions to reduce GHGs?Why?3. In 2007, the federalgovernment offered rebates forfuel-efficient cars, such ashybrids. Based on the views,perspectives and events youhave read in this section, whymight the government chooseto make this political decision?What impact on producers andconsumers could it have?Create a diagram or a cartoonto illustrate your answer.This hybrid car is fuelling up at a gas station.322

How should governments in Canada respond to political and economic issues?CASE STUDYWHAT IMPACTS DO ECONOMIC AND POLITICALDECISIONS ABOUT THE OIL SANDS HAVE ONCLIMATE CHANGE AND QUALITY OF LIFE?Oil sands development in Alberta emits large quantities of GHGs. So,economic and political decisions about climate change often affectthe oil sands, and decisions about the oil sands affect climatechange.These decisions involve many views and perspectives,including those of producers, consumers and governments. Theyinvolve legislation and the rights of Aboriginal peoples and ofindividuals. They affect quality of life in many ways, because ofjobs, the impacts of climate change and other factors.Pages 323 to 326 present articles and cartoons that exploresome of the views and perspectives connected to decisions aboutoil sands development. As you read these pages, think aboutviews and perspectives linked to the environmental issue youhave chosen for your chapter task.Federal Government Lets AlbertaOil Sands Off the HookMay 8, 2007OTTAWA — The federal government today issued clean-airregulations that exempt Alberta’s oil sands from new pollution limits.Under the regulations, oil sands plants will not need to cut back onsmog-forming emissions such as volatile organic compounds andnitrous oxide. In addition, oil sands plants will not have to cutgreenhouse-gas emissions for three years — a move the governmenthopes will result in a rapid expansion of oil sands development.— Based on research into events, views and perspectives.Examinethe article.How doesthe federal law itdescribes affectdevelopment ofthe oil sands?CRITICALTHINKINGCHALLENGEWhy might Canadianshave different viewsand perspectives aboutthis federal law? Towhat extent doesgovernance in Canadacreate opportunitiesfor Canadians to voicetheir views andperspectives?This is the Scotford Upgraderin Fort Saskatchewan,Alberta. The upgrader turnsbitumen — the stickysubstance extracted from theoil sands – into syntheticcrude oil used for fuel andchemical products. Itemploys 200 people. It ispart of an industry that ranksas one of the top GHGemitters in Canada. Thinkcritically: How could thedecisions of consumers touse more or less energyaffect the jobs at thisupgrader? How could itaffect climate change?Whose quality of life woulddecisions affecting thisupgrader involve?323

Issues for Canadians Chapter 9Premier Rejects Calls to Slow Oil SandsJune 19, 2007CALGARY — In a speech to the Canadian Association of PetroleumProducers, Alberta’s premier Ed Stelmach said continued growth of the oilindustry was key to Alberta’s economic future. He noted that, in 2006, onein every four new jobs in Canada was created in Alberta and thatunemployment was the lowest in any Canadian province in the last 30 years.The premier acknowledged that the rapid growth of the oil sands had putpressures on Alberta’s infrastructure and public services. But he rejected theidea of slowing oil sands development.He said that some people have suggested his government “touch thebrakes” on oil sands development. He stated that his government rejects thatidea, because it believes producers and consumers, acting freely, make thebest economic decisions. He said government should not be involved inmanipulating the economy.— Based on research into events, views and perspectives.DID YOU KNOW?Two levels of government are involved in the development of theoil sands. Under Canada’s constitution, provincial governmentscontrol natural resources. So, Alberta’s government sets the paceand extent of oil sands development. The idea of provincial controlreflects a value at the centre of Canada: that people in differentregions of Canada should have a voice in laws and policies thataffect their quality of life.Both the provincial and federal governments set pollution limits,including limits on greenhouse gases. This reflects another idea atthe centre of Canada: that the federal government should maintainthe “peace, order and good government” of Canada as a whole.Examine the views of Premier Stelmach. What values shape hisposition on the government’s role in oil sands development? Wherewould you locate his position on the economic continuum? Why?THE ECONOMIC CONTINUUMPlanned EconomyMixed EconomyMarket Economymore government involvementless government involvement324

How should governments in Canada respond to political and economic issues?Coalition urges slowdown on oil sandsA coalition of groups in Alberta called on the provincial government today tostop approving any more oil sands projects.The groups represent a wide variety of interests: First Nations communities,environmental organizations, scientists, health care sector employees, labour,faith communities and social justice groups.All of them feel the rapid pace of oil sands development has put too much strainon the quality of air, land, health and the economy in Alberta's communities.They are running ads in newspapers in Vegreville, Medicine Hat and GrandePrairie. “It’s time to stop and think!” read the ads, which then go on to list ninereasons to halt development.— Adapted from an article by Hanneke Brooymansin the Edmonton Journal, February 1, 2008.Examine the adon this page.What evidencecan you find that oilsands developmentinvolves collectiverights? What evidencedescribes some of theeffects of oil sandsdevelopment onquality of life?Refer to themind map onpage 303.Where would youlocate the perspectiveson this page on themind map?This ad appeared in severalnewspapers in Alberta,sponsored by a coalition oforganizations concerned withthe impacts of oil sandsdevelopment. Think critically:The term tar sands in this adrefers to oil sands. How mightthe use of this term convey aperspective?325

Issues for Canadians Chapter 9How might consumer behaviour affectgovernment decisions about oil sandsdevelopment?Consumers create demand for products such as oil and gas, which connect topolitical and economic decisions about oil sands development. This year, youexplored the role that government and consumerism should play in Canada’seconomy. Apply what you learned to help you interpret the cartoons below.This cartoon appeared in February 2007, followingnews that American car manufacturers were losingmoney and planned to lay off workers. What dothe sizes of the cars convey about its message?To what extent has the driverof the car made an informeddecision about what to drive?Which cartoon supports the idea thatgovernment needs to play a role in theeconomy to reduce GHG emissions?3261. Choose one view or perspective from the articles or cartoons in this section. Howdoes the view or perspective connect to governance or economics? To answerthis question, refer to the diagram on page 304. Describe a way that the view orperspective fits part of the diagram. Share your conclusions with a partner.2. Write a letter or email to the federal or provincial environment minister to findout more about government positions on climate change. Compare the positionof one of these governments with the position of other political parties. To whatextent do different political parties have different positions? How do theirdifferent economic philosophies affect their positions?3. Take a step towards completing your chapter task. Develop an inquiry plan forinvestigating views and perspectives on your environmental issue. Go topage 356 to 359 in the Skills Centre for tips on developing an inquiry plan.

How should governments in Canada respond to political and economic issues?Steps to Social InvolvementIn this chapter, you have read about individuals who have takenaction to improve quality of life for themselves, their schools, andcommunities. They have organized action and information to bringawareness to issues that concern them.For your chapter task, you will also take action — by researchingand presenting an informed response that raises awareness aboutpolitical and economic decision making. How do you know when totake action on an issue? When you decide to take action on anissue, what steps can you take to become better informed, workwith others and communicate your response?!HOW DO YOU KNOW WHEN TO GET INVOLVED?First, I research an issue that has impactson others and that I am concerned about — forexample, having a voice in government orconsumerism. The research inspires me to dosomething about the issue to help others.When you get involved anddo something, you’re being a leader.I used to think leadership was about beingin charge, but now I see that it’s aboutdoing something to help others.It’s part of responsible citizenship.327

Issues for Canadians Chapter 9Try this!In this chapter, you have encountered environmental issues affectingcitizenship, identity and quality of life of Canadians. Where couldyou go for more information about other environmental issuesaffecting Canadians today? What issue will you take action on?How could you take action to influence decision making on anenvironmental issue?As part of your chapter task, you need to describe ways citizenscan take action to respond to an environmental issue. Include theideas you develop here in your presentation.Choose an issue.Research the issue.Choose a way toinfluence political andeconomic decisionmaking on your issue.Create an action plan.Propose your actionplan.• Choose an issue you would like to influence or speak out on. Thinkabout issues you have read about, or seen on television or the Internet.• Be as specific as possible.• Gather information from legitimate groups and organizationsconcerned about the issue.• Research various sources (e.g., news media, library, Internet,films/DVDs, government) to find out the causes and consequencesof the issue, and proposed solutions.• Consider the best way to influence political and economic decisionmaking on your issue. Some examples: fundraising campaign,information display, panel discussion, public service announcement,petition, press release, letter-writing campaign.• Describe your choice for taking action and the reasons for it.• Make a step-by-step strategy for your choice. Include specific steps forinvolving others in your choice. Consider who needs to be involved,materials needed and timelines for getting things done.• Present your action plan, backed up with specific details and reasons,to a small group of classmates. Listen to their action plans.• Describe one way you could improve your action plan based on whatyou learned from the ideas of your classmates.328

How should governments in Canada respond to political and economic issues?What political and economicdecisions should Canadiansmake to protect biodiversity?WHAT’S IN THIS SECTIONThis section presents:• The observations of an environmentalist taking action toprotect biodiversity.What are you looking for?As you read this section, look for:• Ways that decisions about biodiversity affect the environment,the economy and quality of life.• Steps to involve others in issues that concern you.Also look for ways to answer these questions:• How can you develop a more informed response to the issue?• What is your informed position on the issue?• What action do you need to take on this issue?These questions come from Steps 4 through 6 of Spot andRespond to the Issue on page 13.This is the Rumsey NaturalArea near Stettler, Alberta.It is the largest undisturbedtract of aspen parklandremaining in Canada. Theponds within its hummockyterrain provide some of NorthAmerica’s most importantwaterfowl habitat. Energycompanies have challengedthe protected status of thearea, seeking rights to drillfor natural gas. Thinkcritically: How could youfind out the current statusof the Rumsey Natural Areaand other protected areasin Alberta?WHAT’S BIODIVERSITY?Biodiversity refers to the varietyand number of living things onEarth, and to the ecosystems livingthings both shape and depend on.Ecosystems provide us with many“ecological services,” such as cleanwater, clean air and climatecontrol — so they connect to thequality of life of everyone infundamental ways. Ecosystems canalso have cultural and spiritualimportance to people. In addition,ecosystems can be an importantsource of wild food for someCanadians, especially for some FirstNations, Métis and Inuit.SPOT AND RESPONDTO THE ISSUEShould development be allowed in protected areas?329

Issues for Canadians Chapter 9DIARY OF ANECOWARRIORLook into what one environmentalisthas learned about taking action. Asyou read, think about how his ideascould help you build a plan of actionfor the environmental issue in yourchapter task.Me, Cliff Wallis• professional biologist• member of the AlbertaWilderness Association• advocate for wildernessThe Issue: Woodland CaribouWoodland caribou do not tolerate humanactivity well, partly because they eat lichens.Lichens thrive in old-growth forests —forests established and undisturbed for atleast eighty years. Woodland caribou used torange over all of Alberta’s boreal forest. Butlogging operations, and oil and gasdevelopment, have disturbed large areas oftheir habitat. Disturbed forest doesn’t growlichens, and it attracts deer and moose —and wolves. Wolves find caribou an easymeal. The woodland caribou is now listedas a threatened species under thefederal Species at Risk Act.330We know what the science istelling us: woodland caribou arein trouble. The boreal forest ecosystem isin trouble. So, how do we get peopleto act? It’s not enough togive them information.Refer to the mind map onpage 303. Where does Cliff Wallisfit into the bigger picture of viewsand perspectives on environmental issues?To Take ActionFirst, you build a network.Then, you look for levers.

How should governments in Canada respond to political and economic issues?Building a NetworkYou think of everybody who has a stake in the issue,and you look for individual people who are concernedabout the future, like you are. There are some ofthese people everywhere — in government, in industry,in your community. You build bridges to them, andyou expand your network to include a greater andgreater diversity of people.© 1996 Forest Stewardship Council, A.C.The Forest Stewardship Council(FSC) is an internationalassociation that sets standardsfor using forests. Its list ofmember organizations is pagesand pages long, anddemonstrates the diversity ofpeople and businessesconnected to forests — fromWigger’s Custom Furniture inPort Perry, Ontario, to LittleRed River Cree Nation innorthern Alberta, to themultinational pulp and papercompany Alberta Pacific, to theCommunications, Energy andPaperworkers Union. The FSCcertifies companies that useforests sustainably — includingthe boreal forest wherewoodland caribou live.The network webuilt was the ForestStewardship Council.Citizenship is aboutbuilding a societywhere everyonebelongs — individuals andgroups. How does CliffWallis’s strategy of“building a network”connect to citizenship?331

Issues for Canadians Chapter 9Notes: Who has a stake in thewoodland caribou?ABORIGINAL PEOPLES, because they haveconstitutional rights to land and to traditionalways of using the land, such as hunting, fishingand trapping.BUSINESSES, because they use the forest tomake products for the market. Forestry is differentfrom oil and gas this way. Forestry companies needforests that are healthy for the long term, but oiland gas companies need what’s under forests. Oiland gas companies don’t need to think about what’sgood for forests.ENVIRONMENT GROUPS, because they representthe big-picture public interest of protectingecosystems.GOVERNMENTS, because they have responsibilityfor wildlife and for the development of naturalresources, such as forests, and oil and gas.UNIONS, because many jobs come fromusing forests.What views and perspectives areyou investigating for your chaptertask? How does your investigationcompare with this list? Consider whetherthis list offers insights that could helpyou with your research.332

How should governments in Canada respond to political and economic issues?Looking for Leverslever: in the context ofsociety, a means ofaccomplishing something;a way to apply pressureIn physics, levers are devices that can amplify thework you do. A lever lets you apply a little pressureon one end, and make big things happen on the other.In my volunteer work, I look for “levers” — ways toapply pressure that will get people to act. This is allabout getting people to act.MarketsLever 1Limited Brands is a clothingcompany that uses cataloguesto market its products. In2006, it agreed to convert itscatalogues to paper certified bythe FSC — a move that helpsprotect woodland caribouhabitat. Other companies thatuse FSC certified productsinclude IKEA and Home Depot.Catalogues+WoodlandCaribouInternational trade is connected to caribouhabitat. The companies that buy resourcesfrom Alberta drive some of the logging anddrilling that goes on here. Money talks. Weare making the market work for the caribou.We are changing the way people think aboutthe economy. It’s not about taking awaypeople’s jobs. It’s about making jobs last,by making the forests they depend on last.333

Issues for Canadians Chapter 9About the Speciesat Risk ActThe Species at Risk Act (SARA) wascreated to protect wildlife species frombecoming extinct in two ways:• By providing for the recovery of speciesat risk due to human activity; and• By ensuring through soundmanagement that species of specialconcern don’t become endangered orthreatened.The Act became law in June 2003. Itincludes prohibitions against killing,harming, harassing, capturing or takingspecies at risk, and against destroying theircritical habitats.Here are some species from westernCanada listed under the act.Western Blue FlagWoodland CaribouLawsLever 2One of the challengesis how to get oil andgas companies onboard. Laws are animportant lever forthem. So far,governments haven’tdone much toprotect caribouhabitat, but thefederal governmenthas an obligation toprotect thewoodland caribouunder the Speciesat Risk Act. So,we’ve launched acase to triggeraction from thefederal government.We hope this willhave an impact onoil and gasdevelopment.Northern Leopard FrogGrizzly Bear334

How should governments in Canada respond to political and economic issues?Lever 3InternationalAgreementsInternationalConventionon BiologicalDiversityThe nations that have signed this agreement:… Conscious of the importance of biological diversity for evolutionand for maintaining life sustaining systems of the biosphere,… Affirming that the conservation of biological diversity is acommon concern of humankind,… Aware that conservation and sustainable use of biologicaldiversity is of critical importance for meeting the food, healthand other needs of the growing world population,Have agreed to take steps to protect biological diversity.Some people aren’t aware of Canada’s internationalobligations to protect biodiversity. Canada signed theConvention on Biological Diversity in 1992, and it helpedcreate an agreement on forests under the U.N. Forumon Forests in 2007. It’s important for people to knowthat our wilderness isn’t just ”ours.“ It belongs to theworld. It affects the world. The world is watching.1. Create a chart or diagram that shows how the steps described in “Diary ofan Ecowarrior” fit the steps in Spot and Respond to an Issue on page 13.2. Imagine you are a reporter who has interviewed Cliff Wallis. Write a shortnews story summarizing how he takes action on environmental issues.Go to the Skills Centre on page 371 for tips on writing a news article.3. Consider the advice of Cliff Wallis to “build a network.” Based on themind map on page 303 about views and perspectives, who would youinclude in a network for the environmental issue for your chapter task?Jot down the reasons for your decisions and share them with a partner.4. Cliff Wallis describes three “levers”: the market, laws and internationalagreements. Which of these levers could play a role in the environmentalissue for your chapter task? Research possible levers, and design a way toshow others how you could “put a lever to work” on your issue.335

Issues for Canadians Chapter 9336!You’ve usedthe steps forSpot and Respondto the Issue manytimes this year. That’sbecause they’re usefulfor any issue, includingissues you haven’tencountered yet.Before you completeyour task for thischapter, compareyour work againstthe steps onpages 12and 13.Wrap Up Your TaskFor your chapter task, you need to present an informed response tothe following question:How does political and economic decision making affectenvironmental issues and quality of life?Summarize Your IdeasReview your notes about the effects of politial and economic decisionmaking on the environmental issues you encountered in this chapter.Consider what you learned from your research into your ownenvironmental issue and from “Steps to Social Involvement” onpages 327 and 328. Use what you know about how to spot andrespond to an issue to help you summarize your ideas.Communicate Your ResponsePrepare your presentation. Remember to include:• Your research on how your environmental issue affects qualityof life today.• Views and perspectives on your environmental issue.• An explanation of how government and citizens haveresponded to the issue.• Options and solutions for how citizens can take action toinfluence economic and political decision making on the issue.As part of your conclusions about how citizens can take action,prepare some sample materials to support an action plan yourecommend. For example, if you recommend a letter-writingcampaign, present an announcement for radio or newspapers thatwould encourage people to join such a campaign.For your support materials, choose fromthe formats below, or think ofa format of your own.• Radio or TVannouncement.• Information display foryour school or a mall.• Digital announcement forattaching to email.TIPS FOR YOUR SUPPORTMATERIALS✓✓✓✓Choose the format that wouldreach the most people interested inyour issue.Consider cost and the reasons forchoosing more expensive or lessexpensive options.Apply what you have learnedabout persuasive communicationthis year.Create a clear message that aims toinvolve others in a course of action.

How should governments in Canada respond to political and economic issues?Chapter 9 ReviewWHAT DID CHAPTER 9 EXPLORE?• How do environmental issues involve political andeconomic decision making?• What political and economic decisions should Canadiansmake to respond to climate change?• What political and economic decisions should Canadiansmake to protect biodiversity?Revisiting the Chapter IssueUse what you have learned in this chapterto develop your own informed position onthe chapter issue:How should governments in Canadarespond to political and economicissues?Work through the directions for“Demonstrating Your Learning” on page 55to present your position.Share What You KnowPlan and create a presentation thatillustrates different views and perspectiveson one of the environmental issues in thischapter. Think of a format that would bestcommunicate your ideas. You could includea skit or tableau, music or sound effects, aposter or other visual.Take ActionWith the help of your teacher, invite aprovincial or federal minister of theenvironment to your school to raiseawareness about current environmentalissues and government decisions affectingquality of life today.Reflect Before You ForgetReflect on what you learned in this chapter.Complete these thoughts:• In this chapter, I learned… abouttaking action on issues.• Thinking about environmental issuesthat affect me and others mattersbecause…• The most important thing I learnedabout governments responding toenvironmental issues is…Link with TechnologyUsing a digital camera or a video camera,interview different individuals for theirviews and perspectives on how one ofthe environmental issues in this chapteraffects citizenship, identity and quality oflife. Present your clips to others.Go to the Skills Centre onpage 374 to get ideas.337

Issues for Canadians Chapter 9338Big Ideas ReviewThis year in Grade 9 social studies, youexplored how governance, rights andeconomic decision making affects qualityof life for all Canadians. You analyzedchallenges and opportunities that thesecreate as Canadians respond to issues.You considered points of view andperspectives.Revisiting the Issuesin this BookRefer to the table of contents at the frontof the book to review the main issuesyou covered this year. Use the chartbelow to summarize what you learned.For each issue:• Describe how the issue involvespolitical decision making(governance and rights) oreconomic decision making(economic systems and consumerbehaviour), or both.• Describe how the issue affectsidentity, citizenship and quality oflife. Use examples of views andperspectives to do this.• Describe an example of anopportunity and a challenge theissue creates for Canadians.IssuesGovernanceand RightsQualityof LifeQualityof LifeIndividualandCollectiveCitizenshipCanadaOpportunitiesand ChallengesIndividualandCollectiveIdentityQualityof LifeQualityof LifeIssuesEconomicSystemsGoing Beyond the BookChoose an issue making news today thataffects quality of life for all Canadians.Check today’s newspaper or check anonline news source.Respond to the IssueBy now, you have had lots of practiceresearching and developing an informedresponse, so your response should bethorough and detailed. Remember towork through the steps for Spot andRespond to the Issue on pages 12 and 13.Link with TechnologyDescribe how you coulduse technology tocommunicate and takeaction on your issue.Share What You KnowChoose a format that would bestcommunicate your position on the issue.For example, you could create a multimediapresentation, a role-play or a poster.Explain the reasons for your choice anddescribe steps for accomplishing it.Take ActionThink back to ways that individuals andcollectives in this book have taken actionon issues that are important to them.Explain what action you believe isappropriate on the issue you have chosen.Describe how your action connects toresponsible citizenship and present stepsfor accomplishing the action youidentify.