Sociology of the environment ifp
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This is a series of lessons I designed for teaching the Environment unit of work in the Sociology UOL IFP. Readings refer to OUL Sociology coursebook, the Giddens text and the National Geographic. Videos on Palm Oil can be found easily on Youtube.
Sociology of the environment ifp
- 7. To begin to understand the impact of human activity on the natural world
- 8. Deforestation is clearing Earth's forests on a massive scale, often resulting in damage to the quality of the land. Forests still cover about 30 percent of the world¡¯s land area, but swaths the size of Panama are lost each and every year. Source; National Geographic
- 10. Watch the video clip and answer the following questions: What impact does deforestation have on the natural life of Borneo? Who/what is responsible for deforestation? Who is responsible for preventing this becoming an environmental disaster?
- 11. Read the extract from the National Geographic, and answer the following questions: What is palm oil? What drives the huge demand for palm oil? Why is it a problem for the indigenious people of Borneo? Discuss this problem and create a solution.
- 16. Penan People in developed countries Food Tools, equipment Shelter Clothing 10 minutes
- 17. Production and Consumption 15 minutes
- 19. More recently, many people in the developed nations in particular (but also in developing countries) have been questioning this approach. Instead of seeing industry as a sign of progress, they point to the negative effect this is having on nature.
- 20. What does this picture represent
- 21. What is the problem caused by consu Why is it so difficult to stop? What are the consequences of t 15 minut es
- 26. Secondly, we need to understand the impact that the environment is having on humans. Droughts, floods, tsunamis and earthquakes are examples of environmental issues that have an impact on human beings. Sociologists cannot explain the causes of earthquakes (that is best left to geologists) but there are also social consequences of earthquakes and other environmental hazards that sociologists can help to explain.
- 27. Read; Research another environmental hazards that cause problems Create an infographic or poster containing essential information about the social consequences of earthquakes, hurricanes or floods
- 29. e.g. 1)List all the words you associate with Global Warming. 2) Now join these words together to make a definition for Global Warming
- 37. In groups of three there is one farmer, one slum dweller and one housewife Group1 Group 3 Group 4 Group 6 Farmer Slum Dweller Housewife
- 38. Each person from each group is to gather with the other slum dwellers/ housewives/ farmers In these large groups discuss how you may be affected by each of the five consequences of global warming and complete your sheet 10 minutes
- 39. Return to your original groups Take turns to interview each other about how you (in your role) are likely to be affected by global warming in the future, and collect as much information as you can 10 minutes
- 43. Sceptics of Global warming refute the science and suggest it is not happening and if it is, it is a natural fluctuation in the earth¡¯s temparature They instead point to alternative research that suggests global warming is not happening
- 44. Carry out research using either your text book on page 181-183, and/or look online Find out as much as you can about climate change denial, why they deny that climate change is happening and who funds the research Produce one report for each side of the argument Each group will present their key findings and debate one side of the argument with another team
- 47. 15minut es
- 48. Sustainable development is development that meets the needs of the present without compromising the ability of future generations to meet their own needs.
- 51. NGO stands for Non Governmental Organisations NGOs are classified as any non-profit, voluntary citizens group which is organised on a local, national or international level They perform a variety of service and humamitarian functions, bring citizens concerns to governments, advocate and monitor policies and encourage political participation Examples: UNICEF, OXFAM, AMNESTY INTERNATIONAL, FRIENDS OF THE EARTH< GREENPEACE
- 52. 15minutes
- 54. What would functionalists have to say about the environment? What view would they take on the issues covered so far in this unit of work?
- 56. The interpretivist view is connected to looking at individuals and why we consume as much as we do In other words the key to understanding and preventing climate change is human action
- 58. Students design a survey designed to find out what kind of drivers people are
- 59. Answer the following questions in your groups Were you findings what you expected? How did they compare to the findings of other groups? If they were different why do you think this could be? Overall, how valid do you think your findings were? Suggest ways to improve your research
Editor's Notes
- #4: http://footprint.wwf.org.uk/
- #9: Use clip ¡®deforestation in Borneo by BBC¡¯s Orangutan Diary¡¯ 2 minutes or
- #11: BBC Orangutan diary clip
- #15: Reading: page 162-164, IFP guide p133
- #16: Reading: p155
- #17: Short reading extract from the national geographic here/ tribe viewing
- #18: Reading page 133 IFP guide for this section
- #21: Reading Giddens p186-Car owners
- #22: Reading Giddens p186
- #27: Consequences worth discussing; controversies around hurricane Katrina. Extension; Naomi Klein¡¯s shock doctrine and disaster capitalism. Impact of deforestation and global warming
- #32: Reading page 178-180, summarise key consequences of global warming
- #38: Add picture of tropical/rural area
- #53: Reading page 188
- #56: Reading IFP guide, and complete the chart
- #58: Reading: Students design a survey designed to find out what kind of drivers people are