climate change thesis statement ideas

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Climate change is an urgent global issue, characterized by rising temperatures, melting glaciers, and extreme weather events. Writing a thesis on this topic requires a clear and concise statement that guides the reader through the significance, focus, and scope of your study. In this piece, we will explore various examples of good and bad thesis statements related to climate change to guide students in crafting compelling research proposals.

Good Examples

Focused Approach: “This thesis will analyze the impact of climate change on the intensity and frequency of hurricanes, using data from the last three decades.” Lack of Focus: “Climate change affects weather patterns.”

The good statement is specific, indicating a focus on hurricanes and providing a time frame. In contrast, the bad statement is too vague, covering a broad topic without any specific angle.

Clear Stance: “Implementing carbon taxes is an effective strategy for governments to incentivize companies to reduce greenhouse gas emissions.” Not So Clear: “Carbon taxes might be good for the environment.”

The good statement takes a clear position in favor of carbon taxes, while the bad statement is indecisive, not providing a clear standpoint.

Researchable and Measurable: “The thesis explores the correlation between the rise in global temperatures and the increase in the extinction rates of North American mammal species.” Dull: “Global warming is harmful to animals.”

The good statement is researchable and measurable, with clear variables and a focused geographic location, while the bad statement is generic and lacks specificity.

Bad Examples

Overly Broad: “Climate change is a global problem that needs to be addressed.”

This statement, while true, is overly broad and doesn’t propose a specific area of focus, making it inadequate for guiding a research study.

Lack of Clear Argument: “Climate change has some negative and positive effects.”

This statement doesn’t take a clear stance or highlight specific effects, making it weak and uninformative.

Unoriginal and Unengaging: “Climate change is real.”

While the statement is factual, it doesn’t present an original argument or engage the reader with a specific area of climate change research.

Crafting a compelling thesis statement on climate change is crucial for directing your research and presenting a clear, focused, and arguable position. A good thesis statement should be specific, take a clear stance, and be researchable and measurable. Avoid overly broad, unclear, unoriginal, or unengaging statements that do not provide clear direction or focus for your research. Utilizing the examples provided, students can navigate the intricate process of developing thesis statements that are not only academically rigorous but also intriguing and relevant to the pressing issue of climate change.

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Global Warming Thesis Statement Ideas

Economic Impact of Coastal Erosion

Global warming is a complex problem that often sparks policy debates. When writing about it, stick to the facts and make sure that your thesis statement -- the central assertion of your essay -- is supported by research. Some global warming topics have produced extensive research worldwide and can serve as topical guides in formulating your thesis statement.

Manmade Causes versus Natural Causes

The causes of global warming are complex, including natural and man-made emissions of carbon dioxide and methane. Use your thesis to highlight the difference between natural sources and man-made sources. For example, according to the Environmental Protection Agency, carbon dioxide concentrations in the atmosphere have risen from 280 parts per million in the 18th century to 390 parts per million in 2010. Human activities release more than 30 billion tons of carbon dioxide each year, or 135 times as much as volcanoes. Focus your thesis on this discrepancy, how man-made carbon dioxide sources such as fossil fuel consumption, have eclipsed natural sources of the gas.

Rising Temperatures and Declining Sea Ice

Your thesis statement may focus on the relationship between rising surface temperatures and declining sea ice, specifically ice in the Arctic. For instance, since 1901, sea surface temperatures have risen at an average rate of 0.13 degrees Fahrenheit per decade, with the highest rates of change occurring in the past three decades alone, according to the EPA.

Your thesis may establish the inverse relationship between these rising surface temperatures and the shrinking ice coverage in the Arctic. Arctic sea ice extent in December 2014, for instance, was the ninth lowest in the satellite record. The rate of decline for December ice alone is 3.4 percent per decade, according to the National Snow and Ice Data Center.

Effects of Melting Glaciers on Water Supply

Along with sea ice, many of the world’s glaciers are melting due to climate change. Since the 1960s, the U.S. Geological Survey has tracked the mass of two glaciers in Alaska and one in Washington state, all three of which have shrunk considerably in the past 40 years.

Research other mountain ranges and compare the glaciological data. Use your thesis to answer the question of what melting glaciers will mean for populations dependent on the ice flows for their fresh water supply. For example, much of Peru’s population depends on Andean glaciers not only for drinking water but for hydroelectricity.

Effects of Drought on Food Production

While global warming is projected to raise sea levels and flooding in coastal regions, it’s also been credited for changes in weather patterns and extreme drought, according to the EPA. In the arid American Southwest, for example, average annual temperatures have increased about 1.5 degrees Fahrenheit over the past century, leading to decreased snowpack, extreme drought, wildfires and fierce competition for remaining water supplies.

As drought still rages in this region, your thesis can explore the relationship between global warming and agriculture, specifically in California’s Central Valley, which provides produce for much of the country. It’s possible that hotter, longer growing seasons are beneficial to California crops, but that shrinking water supplies threaten the viability of commercial agriculture.

Ocean Acidification and Global Seafood Stocks

Increased carbon dioxide emissions don't just impact our air quality. These emissions also result in increased acidity of our planet's oceans. An immense range of shellfish and other molluscs, such as clams, oysters, crabs, lobsters and more, face immediate population decline due to ocean acidification weakening their calcium carbonate shells.

Your thesis can explore the mechanics of ocean acidification as well as the potential economic impact to the fisheries that rely upon these marine animals for survival. You can also explore the potential ecosystem impact for the predators that feed upon these animals.

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• U.S. Environmental Protection Agency: Causes of Climate Change
• U.S. Environmental Protection Agency: Climate Change Indicators in the United States
• National Snow and Ice Data Center: Artic Sea Ice News and Analysis
• U.S. Geological Survey: 3-Glacier Mass Balance Summary
• National Geographic: Signs from Earth: The Big Thaw
• U.S. Environmental Protection Agency: Climate Impacts in the Southwest
• Alaska Public Media: Ocean Acidification

About the Author

Scott Neuffer is an award-winning journalist and writer who lives in Nevada. He holds a bachelor's degree in English and spent five years as an education and business reporter for Sierra Nevada Media Group. His first collection of short stories, "Scars of the New Order," was published in 2014.

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Top 100 Climate Change Topics To Write About

Climate change issues have continued to increase over the years. That’s because human activities like fossil fuel usage, excavation, and greenhouse emissions continue to drastically change the climate negatively. For instance, burning fossil fuels continues to release greenhouse emissions and carbon dioxide in large quantities. And the lower atmosphere of the earth traps these gasses thereby affecting the global climate. To enhance their awareness of the impact of global warming, educators ask learners to write academic papers and essays on different climate change topics.

According to statistics, global warming affects the climate in different ways. However, the earth has experienced a general temperature increase of 0.85 degrees centigrade over the last 100 years. Such statistics show that this increase will eventually pass the acceptable thresholds in the next 10 years or less. And this will have dire consequences on human health and the global climate. As such, writing a paper about a topic on climate change is a great way to educate the masses.

However, some learners have difficulties choosing topics for their papers and essays on climate change. That’s because this is a relatively new subject. Nevertheless, students that are pursuing ecology, political, and biology studies are conversant with this subject. If struggling to decide what to write about, consider this list of topics related to climate change.

Climate Change Topics for Short Essays

Perhaps, your educator has asked you to write a short essay on climate change. Maybe you’re yet to decide what to write about because every topic you think about seems to have been written about. In that case, use this list of climate change topics for inspiration. You can write about one of these topics or develop it to make it more unique.

• How climate change is responsible for the disappearing rainforest
• The effects of global warming on air quality within the urban areas
• Global warming and greenhouse emissions- Possible health risks
• Is climate change responsible for irregular weather patterns?
• How has climate change affected the food chain?
• The negative effects of climate change on human wellbeing
• How global warming affects agriculture
• How climate change works
• Why is climate change dangerous to human health?
• How to minimize global warming effects on human health
• How global warming affects the healthcare
• Effects of climate change of life quality in rural and urban areas
• How warmer temperatures support allergy-related illnesses
• How climate change is a risk to life on earth
• How climate change and natural disasters correlate
• How climate change affects the population of the earth
• How climate change relates to global warming
• How global warming has caused extreme heating in most urban areas
• How wildfires relate to climate change
• How ocean acidification and climate change affect the world’s habitat

These climate change essay topics cover different aspects of human activities and their effects on the earth’s ecosystem. As such, writing a research paper or essay on any of these topics requires extensive research and analysis of information. That’s the only way you can come up with a solid paper that will impress the educator to award you the top grade.

Climate Change Issues that Make for Good Topics

Maybe you want to research issues that relate to climate change. Most people may have not considered such issues but they are worthy of climate change debate topics. In that case, consider these issues when choosing your climate topics for papers and essays.

• Climate change and threat to natural biodiversity are equally important
• Climate change in Miami and Saudi Arabia- How the effects compare
• Climate change as a human activity’s effect on the environment
• Preventing climate change by protecting forests
• Climate change in China- How the country has declined to head to the global call about saving Mother Nature
• Common causes of climate change
• Common effects of climate change
• The definition of climate change
• What is anthropogenic climate change
• Describe climate change
• What drives climate change?
• Renewable energy sources and climate change
• Human and economics induced climate change
• Climate change biology
• Climate change and business
• Science, Spin, and climate change
• Climate change- How global warming affects populations
• Climate change and social concepts
• Extreme weather and climate change- How they relate
• Global warming as a complex issue in climate change

These are great climate change topics for research papers and essays. However, writing about these topics requires extensive research. You should also be ready to spend energy and time finding relevant and latest sources of information before you write about these topics.

Interesting Climate Change Topics for Papers and Essays

Perhaps, you want to write an essay or paper about something interesting. In that case, consider this list of interesting climate change research paper topics.

• Climate change across the globe- What experts say
• Development, climate change, and disaster reduction
• Critical review- Climate change and agriculture
• Schools should include climate change as a subject in geography courses
• Consumption and climate change- How the wind blows in Indiana
• How the United Nations responds to climate change
• Snowpack and climate change
• How climate change threatens global security
• The effects of climate change on coastal areas’ tourism
• How climate change relates to Queensland Australia’s floods
• How climate change affects the tourism and hospitality industry
• Possible strategies for addressing the effects of climate change on urban areas
• How climate change affects indigenous people
• How to avoid the threats of climate change
• How climate change affects coral triangle turtles
• Climate change drivers in the Asian countries
• Economic discourse analysis methodology in climate change
• How climate change affects New Hampshire businesses
• How climate change affects the life of an individual
• The economic cost of the effects of climate change

These are fantastic climate change paper topics to explore. Nevertheless, you must be ready to research your topic extensively before you start writing your academic paper or essay.

Major Topics on Climate Change for Academic Writing

Perhaps, you’re looking for topics related to climate change that you write major papers about. In that case, you should consider these global climate change topics.

• Early science on climate change
• How the world can manage the effects of climate change
• Environmental issues relating to climate change
• Views comparison about the climate change problem
• Asset-based community development and climate change
• Experts’ evaluation of climate change
• How science affects climate change
• How climate change affects the ocean life
• Scotland’s vulnerability to climate change
• How energy conservation can solve the climate change problem
• How climate change affects the world economy
• International collaboration and climate change
• International relations view on climate change
•  How transportation affects climate change
• Climate change and technology
• Climate change policies and human rights
• Climate change from an anthropological perspective
• Climate change as an international security issue
• Role of the United Nations in addressing climate change
• Climate change and pollution

This category has some of the best climate change thesis topics. That’s because most people will be interested in reading papers on such topics due to their global perspectives. Nevertheless, you should prepare to spend a significant amount of time researching and writing about any of these topics on climate change.

Climate Change Topics for Presentation

Perhaps, you want to write papers on topics related to climate change for presentation purposes. In that case, you need topics that most people can resonate with. Here is a list of topics about climate change that will interest most people.

• How can humans stop global warming in the next ten years
• Could humans have stopped global warming a decade ago?
• How has the environment changed over the years and how has this change caused global warming?
• How did the Obama administration try to limit climate change?
• What is the influence of chemical engineering on global warming?
• How is urbanization connected to climate change?
• Theories that explain why some nations ignore climate change
• How global warming affects the rising sea levels
• How anthropogenic and natural climate change differ
• How the war against terrorism differs from the war on climate change
• How atmospheric change influences global climate change
• Negative effects of global climate change on Minnesota
• The greenhouse effect and ozone depletion
• How greenhouse affects the earth’s environment
• How can individuals reduce the emissions of greenhouse gasses
• How climate change will affect humans in their lifetime
• What are the social, physical, and economic effects of climate change
• Problems and solutions to climate change on the Pacific Ocean
• How climate change relates to species’ extinction
• How the phenomenon of denying climate change affects animals

This list prepared by our  research helpers has some of the best essay topics on climate change. Pick one of these ideas, research it, and then compose a winning paper.

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Argumentative Essay Writing

Argumentative Essay About Climate Change

Make Your Case: A Guide to Writing an Argumentative Essay on Climate Change

Published on: Mar 2, 2023

Last updated on: Jan 31, 2024

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With the issue of climate change making headlines, it’s no surprise that this has become one of the most debated topics in recent years. 

But what does it really take to craft an effective argumentative essay about climate change? 

Writing an argumentative essay requires a student to thoroughly research and articulate their own opinion on a specific topic. 

To write such an essay, you will need to be well-informed regarding global warming. By doing so, your arguments may stand firm backed by both evidence and logic. 

In this blog, we will discuss some tips for crafting a factually reliable argumentative essay about climate change!

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What is an Argumentative Essay about Climate Change?

The main focus will be on trying to prove that global warming is caused by human activities. Your goal should be to convince your readers that human activity is causing climate change.

To achieve this, you will need to use a variety of research methods to collect data on the topic. You need to make an argument as to why climate change needs to be taken more seriously. 

Argumentative Essay Outline about Climate Change

An argumentative essay about climate change requires a student to take an opinionated stance on the subject. 

The outline of your paper should include the following sections: 

Argumentative Essay About Climate Change Introduction

The first step is to introduce the topic and provide an overview of the main points you will cover in the essay. 

This should include a brief description of what climate change is. Furthermore, it should include current research on how humans are contributing to global warming.

An example is:

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Thesis Statement For Climate Change Argumentative Essay

The thesis statement should be a clear and concise description of your opinion on the topic. It should be established early in the essay and reiterated throughout.

For example, an argumentative essay about climate change could have a thesis statement such as:

Climate Change Argumentative Essay Conclusion

The conclusion should restate your thesis statement and summarize the main points of the essay. 

It should also provide a call to action, encouraging readers to take steps toward addressing climate change. 

For example, 

How To Write An Argumentative Essay On Climate Change 

Writing an argumentative essay about climate change requires a student to take an opinionated stance on the subject. 

Following are the steps to follow for writing an argumentative essay about climate change

Do Your  Research

The first step is researching the topic and collecting evidence to back up your argument. 

You should look at scientific research, articles, and data on climate change as well as current policy solutions. 

Pick A Catchy Title

Once you have gathered your evidence, it is time to pick a title for your essay. It should be specific and concise. 

Outline Your Essay

After selecting a title, create an outline of the main points you will include in the essay. 

This should include an introduction, body paragraphs that provide evidence for your argument, and a conclusion. 

Compose Your Essay

Finally, begin writing your essay. Start with an introduction that provides a brief overview of the main points you will cover and includes your thesis statement. 

Then move on to the body paragraphs, providing evidence to back up your argument. 

Finally, conclude the essay by restating your thesis statement and summarizing the main points. 

Proofread and Revise

Once you have finished writing the essay, it is important to proofread and revise your work. 

Check for any spelling or grammatical errors, and make sure the argument is clear and logical. 

Finally, consider having someone else read over the essay for a fresh perspective. 

By following these steps, you can create an effective argumentative essay on climate change. Good luck! 

Examples Of Argumentative Essays About Climate Change 

Climate Change is real and happening right now. It is one of the most urgent environmental issues that we face today. 

Argumentative essays about this topic can help raise awareness that we need to protect our planet. 

Below you will find some examples of argumentative essays on climate change written by CollegeEssay.org’s expert essay writers.

Argumentative Essay About Climate Change And Global Warming

Persuasive Essay About Climate Change

Argumentative Essay About Climate Change In The Philippines

Argumentative Essay About Climate Change Caused By Humans

Geography Argumentative Essay About Climate Change

Check our extensive blog on argumentative essay examples to ace your next essay!

Good Argumentative Essay Topics About Climate Change 

Choosing a great topic is essential to help your readers understand and engage with the issue.

Here are some suggestions: 

• Should governments fund projects that will reduce the effects of climate change? 
• Is it too late to stop global warming and climate change? 
• Are international treaties effective in reducing carbon dioxide emissions? 
• What are the economic implications of climate change? 
• Should renewable energy be mandated as a priority over traditional fossil fuels? 
• How can individuals help reduce their carbon footprint and fight climate change? 
• Are regulations on industry enough to reduce global warming and climate change? 
• Could geoengineering be used to mitigate climate change? 
• What are the social and political effects of global warming and climate change? 
• Should companies be held accountable for their contribution to climate change? 

Check our comprehensive blog on argumentative essay topics to get more topic ideas!

We hope these topics and resources help you write a great argumentative essay about climate change. 

Now that you know how to write an argumentative essay about climate change, it’s time to put your skills to the test.

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Frequently Asked Questions

What is a good introduction to climate change.

An introduction to a climate change essay can include a short description of why the topic is important and/or relevant. 

It can also provide an overview of what will be discussed in the body of the essay. 

The introduction should conclude with a clear, focused thesis statement that outlines the main argument in your essay. 

What is a good thesis statement for climate change?

A good thesis statement for a climate change essay should state the main point or argument you will make in your essay. 

You could argue that “The science behind climate change is irrefutable and must be addressed by governments, businesses, and individuals.”

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Climate change argumentation.

Carmen Vanderhoof, Curriculum and Instruction, College of Education, Penn State

Carmen Vanderhoof is a doctoral candidate in Science Education at Penn State. Her research employs multimodal discourse analysis of elementary students engaged in a collaborative engineering design challenge in order to examine students’ decision-making practices. Prior to resuming graduate studies, she was a secondary science teacher and conducted molecular biology research. 

• Subject(s):  Earth Science
• Topic:  Climate Change and Sustainability
• Grade/Level:  9-12 (can be adapted to grades 6-8)
• Objectives:  Students will be able to write a scientific argument using evidence and reasoning to support claims. Students will also be able to reflect on the weaknesses in their own arguments in order to improve their argument and then respond to other arguments.
• Suggested Time Allotment:  4-5 hours (extra time for extension)

This lesson is derived from Dr. Peter Buckland’s sustainability  presentation for the Center for Global Studies . Dr. Peter Buckland, a Penn State alumnus, is a postdoctoral fellow for the Sustainability Institute. He has drawn together many resources for teaching about climate change, sustainability, and other environmental issues. 

While there are many resources for teaching about climate change and sustainability, it may be tough to figure out where to start. There are massive amounts of data available to the general public and students need help searching for good sources of evidence. Prior to launching into a search, it would be worthwhile figuring out what the students already know about climate change, where they learned it, and how they feel about efforts to reduce our carbon footprint. There are many options for eliciting prior knowledge, including taking online quizzes, whole-class discussion, or drawing concept maps. For this initial step, it is important that students feel comfortable to share, without engaging in disagreements. The main idea is to increase students’ understanding about global warming, rather than focus on the potential controversial nature of this topic.

A major goal of this unit is to engage students in co-constructing evidence-based explanations through individual writing, sharing, re-writing, group discussion, and whole group reflection. The argumentation format presented here contains claims supported by evidence and reasoning (Claims Evidence Reasoning – CER). Argumentation in this sense is different from how the word “argument” is used in everyday language. Argumentation is a collaborative process towards an end goal, rather than a competition to win (Duschl & Osborne, 2002). Scientific argumentation is the process of negotiating and communicating findings through a series of claims supported by evidence from various sources along with a rationale or reasoning linking the claim with the evidence. For students, making the link between claim and evidence can be the most difficult part of the process.

Where does the evidence come from?

Evidence and data are often used synonymously, but there is a difference. Evidence is “the representation of data in a form that undergirds an argument that works to answer the original question” (Hand et al., 2009, p. 129). This explains why even though scientists may use the same data to draw explanations from, the final product may take different forms depending on which parts of the data were used and how. For example, in a court case experts from opposing sides may use the same data to persuade the jury to reach different conclusions. Another way to explain this distinction to students is “the story built from the data that leads to a claim is the evidence” (Hand et al., 2009, p. 129). Evidence can come from many sources – results from controlled experiments, measurements, books, articles, websites, personal observations, etc. It is important to discuss with students the issue of the source’s reliability and accuracy. When using data freely available online, ask yourself: Who conducted the study? Who funded the research? Where was it published or presented? 

What is a claim and how do I find it?

A scientific claim is a statement that answers a question or an inference based on information, rather than just personal opinion.               

How can I connect the claim(s) with the evidence?

That’s where the justification or reasoning comes in. This portion of the argument explains why the evidence is relevant to the claim or how the evidence supports the claim.

Implementation

Learning context and connecting to state standards.

This interdisciplinary unit can be used in an earth science class or adapted to environmental science, chemistry, or physics. The key to adapting the lesson is guiding students to sources of data that fit the discipline they are studying.

For  earth science , students can explain the difference between climate and weather, describe the factors associated with global climate change, and explore a variety of data sources to draw their evidence from.  Pennsylvania Academic Standards  for earth and space science (secondary): 3.3.12.A1, 3.3.12.A6, 3.3.10.A7.    

For  environmental science , students can analyze the costs and benefits of pollution control measures.  Pennsylvania Academic Standards  for Environment and Ecology (secondary): 4.5.12.C.          

For  chemistry  and  physics , students can explain the function of greenhouse gases, construct a model of the greenhouse effect, and model energy flow through the atmosphere.   Pennsylvania Academic Standards  for Physical Sciences (secondary): 3.2.10.B6.      

New Generation Science Standards (NGSS) Connections

Human impacts and global climate change are directly addressed in the NGSS.  Disciplinary Core Ideas  (DCI): HS-ESS3-3, HS-ESS3-4, HS-ESS3-5, HS-ESS3-6.     

Lesson 1: Introduction to climate change

• What are greenhouse gases and the greenhouse effect? (sample answer: greenhouse gases like carbon dioxide and methane contribute to overall heating of the atmosphere; these gases trap heat just like the glass in a greenhouse or in a car) 
• What is the difference between weather and climate? (sample answer: weather is the daily temperature and precipitation measurements, while climate is a much longer pattern over multiple years)

Drawing of the greenhouse effect  – as individuals or in pairs, have students look up the greenhouse effect and draw a diagram to represent it; share out with the class

• Optional: figure out students’ beliefs about global warming using the Yale Six Americas Survey (students answer a series of questions and at the end they are given one of the following categories: alarmed, concerned, cautious, disengaged, doubtful, dismissive).

Lesson 2: Searching for and evaluating evidence

• Compare different data sources and assess their credibility
• Temperature
• Precipitation
• Storm surge
• Ask the students to think about what types of claims they can make about climate change using the data they found (Sample claims: human activity is causing global warming or sea-level rise in the next fifty years will affect coastal cities like Amsterdam, Hong Kong, or New Orleans).

Lesson 3: Writing an argument using evidence

• Claim – an inference or a statement that answers a question
• Evidence – an outside source of information that supports the claim, often drawn from selected data
• Reasoning –  the justification/support for the claim; what connects the evidence with the claim
• Extending arguments –  have students exchange papers and notice the strengths of the other arguments they are reading (can do multiple cycles of reading); ask students to go back to their original argument and expand it with more evidence and/or more justification for why the evidence supports the claim
• Anticipate Rebuttals  – ask students to think and write about any weaknesses in their own argument

Lesson 4: Argumentation discussion  

• rebuttal  – challenges a component of someone’s argument – for example, a challenge to the evidence used in the original argument
• counterargument  – a whole new argument that challenges the original argument
• respect group members and their ideas
• wait for group members to finish their turns before speaking
• be mindful of your own contributions to the discussion (try not to take over the whole discussion so others can contribute too; conversely, if you didn’t already talk, find a way to bring in a new argument, expand on an existing argument, or challenge another argument)  
• Debate/discussion  – In table groups have students share their arguments and practice rebuttals and counterarguments
• Whole-group reflection  – ask students to share key points from their discussion

Lesson 5: Argumentation in action case study

Mumbai, india case study.

Rishi is a thirteen year old boy who attends the Gayak Rafi Nagar Urdu Municipal school in Mumbai. There is a massive landfill called Deonar right across from his school. Every day 4,000 tons of waste are piled on top of the existing garbage spanning 132 hectares (roughly half a square mile). Rishi ventures out to the landfill after school to look for materials that he can later trade for a little bit of extra money to help his family. He feels lucky that he gets to go to school during the day; others are not so lucky. One of his friends, Aamir, had to stop going to school and work full time after his dad got injured. They often meet to chat while they dig through the garbage with sticks. Occasionally, they find books in okay shape, which aren’t worth anything in trade, but to them they are valuable.

One day Rishi was out to the market with his mom and saw the sky darken with a heavy smoke that blocked out the sun. They both hurried home and found out there was a state of emergency and the schools closed for two days. It took many days to put out the fire at Deonar. He heard his dad say that the fire was so bad that it could be seen from space. He wonders what it would be like to see Mumbai from up there. Some days he wishes the government would close down Deonar and clean it up. Other days he wonders what would happen to all the people that depend on it to live if the city shuts down Deonar.

Mumbai is one of the coastal cities that are considered vulnerable with increasing global temperature and sea level rise. The urban poor are most affected by climate change. Their shelter could be wiped out by a tropical storm and rebuilding would be very difficult.

Write a letter to a public official who may be able to influence policy in Mumbai.

What would you recommend they do? Should they close Deonar? What can they do to reduce air pollution in the city and prepare for possible storms? Remember to use evidence in your argument.  

If students want to read the articles that inspired the case study direct them to: http://unhabitat.org/urban-themes/climate-change/

http://www.bloomberg.com/slideshow/2012-07-06/top-20-cities-with-billions-at-risk-from-climate-change.html#slide16

http://www.bloomberg.com/news/articles/2015-07-26/smelly-dumps-drive-away-affordable-homes-in-land-starved-mumbai

http://www.cnn.com/2016/02/05/asia/mumbai-giant-garbage-dump-fire/

Resources:    

• Lines of Evidence  video  from the National Academies of Sciences, Engineering, and Medicine  http://nas-sites.org/americasclimatechoices/videos-multimedia/climate-change-lines-of-evidence-videos/  
• Climate Literacy and Energy Awareness Network  (CLEAN) 
• Climate maps  from the National Oceanic and Atmospheric Administration
• Sources of data from  NASA
• Explore the original source of the  Proceedings of the National Academies of Sciences (PNAS) study

Differentiated Instruction

• For visual learners – use diagrams, encourage students to map out their arguments prior to writing them
• For auditory learners – use the lines of evidence video
• For ESL students – provide them with a variety of greenhouse gases diagrams, allow for a more flexible argument format and focus on general meaning-making – ex. using arrows to connect their sources of evidence to claims
• For advanced learners – ask them to search through larger data sets and make comparisons between data from different sources; they can also research environmental policies and why they stalled out in congress 
• For learners that need more support – print out excerpts from articles; pinpoint the main ideas to help with the research; help students connect their evidence with their claims; consider allowing students to work in pairs to accomplish the writing task 

Argument write-up  – check that students’ arguments contain claims supported by evidence and reasoning and that they thought about possible weaknesses in their own arguments. 

Case study letter  – check that students included evidence in their letter.

References:

Duschl, R. A., & Osborne, J. (2002). Supporting and promoting argumentation discourse in science education.

Hand, B. et al. (2009) Negotiating Science: The Critical Role of Argumentation in Student Inquiry. Portsmouth, NH: Heinemann.

McNeill, K. L., & Krajcik, J. (2012). Claim, evidence and reasoning: Supporting grade 5 – 8 students in constructing scientific explanations. New York, NY: Pearson Allyn & Bacon.

Sawyer, R. K. (Ed.). (2014). The Cambridge handbook of the learning sciences. New York, NY: Cambridge University Press.

https://www3.epa.gov/climatechange/kids/basics/today/greenhouse-gases.html

http://unhabitat.org/urban-themes/climate-change/

6.4 Annotated Student Sample: “Slowing Climate Change” by Shawn Krukowski

Learning outcomes.

By the end of this section, you will be able to:

• Identify the features common to proposals.
• Analyze the organizational structure of a proposal and how writers develop ideas.
• Articulate how writers use and cite evidence to build credibility.
• Identify sources of evidence within a text and in source citations.

Introduction

The proposal that follows was written by student Shawn Krukowski for a first-year composition course. Shawn’s assignment was to research a contemporary problem and propose one or more solutions. Deeply concerned about climate change, Shawn chose to research ways to slow the process. In his proposal, he recommends two solutions he thinks are most promising.

Living by Their Own Words

A call to action.

student sample text The earth’s climate is changing. Although the climate has been changing slowly for the past 22,000 years, the rate of change has increased dramatically. Previously, natural climate changes occurred gradually, sometimes extending over thousands of years. Since the mid-20th century, however, climate change has accelerated exponentially, a result primarily of human activities, and is reaching a crisis level. end student sample text

student sample text Critical as it is, however, climate change can be controlled. Thanks to current knowledge of science and existing technologies, it is possible to respond effectively. Although many concerned citizens, companies, and organizations in the private sector are taking action in their own spheres, other individuals, corporations, and organizations are ignoring, or even denying, the problem. What is needed to slow climate change is unified action in two key areas—mitigation and adaptation—spurred by government leadership in the United States and a global commitment to addressing the problem immediately. end student sample text

annotated text Introduction. The proposal opens with an overview of the problem and pivots to the solution in the second paragraph. end annotated text

annotated text Thesis Statement. The thesis statement in last sentence of the introduction previews the organization of the proposal and the recommended solutions. end annotated text

Problem: Negative Effects of Climate Change

annotated text Heading. Centered, boldface headings mark major sections of the proposal. end annotated text

annotated text Body. The three paragraphs under this heading discuss the problem. end annotated text

annotated text Topic Sentence. The paragraph opens with a sentence stating the topics developed in the following paragraphs. end annotated text

student sample text For the 4,000 years leading up to the Industrial Revolution, global temperatures remained relatively constant, with a few dips of less than 1°C. Previous climate change occurred so gradually that life forms were able to adapt to it. Some species became extinct, but others survived and thrived. In just the past 100 years, however, temperatures have risen by approximately the same amount that they rose over the previous 4,000 years. end student sample text

annotated text Audience. Without knowing for sure the extent of readers’ knowledge of climate change, the writer provides background for them to understand the problem. end annotated text

student sample text The rapid increase in temperature has a negative global impact. First, as temperatures rise, glaciers and polar ice are melting at a faster rate; in fact, by the middle of this century, the Arctic Ocean is projected to be ice-free in summer. As a result, global sea levels are projected to rise from two to four feet by 2100 (U.S. Global Change Research Program [USGCRP], 2014a). If this rise actually does happen, many coastal ecosystems and human communities will disappear. end student sample text

annotated text Discussion of the Problem. The first main point of the problem is discussed in this paragraph. end annotated text

annotated text Statistics as Evidence. The writer provides specific numbers and cites the source in APA style. end annotated text

annotated text Transitions . The writer uses transitions here (first, as a result , and second in the next paragraph) and elsewhere to make connections between ideas and to enable readers to follow them more easily. At the same time, the transitions give the proposal coherence. end annotated text

student sample text Second, weather of all types is becoming more extreme: heat waves are hotter, cold snaps are colder, and precipitation patterns are changing, causing longer droughts and increased flooding. Oceans are becoming more acidic as they increase their absorption of carbon dioxide. This change affects coral reefs and other marine life. Since the 1980s, hurricanes have increased in frequency, intensity, and duration. As shown in Figure 6.5, the 2020 hurricane season was the most active on record, with 30 named storms, a recording-breaking 11 storms hitting the U.S. coastline (compared to 9 in 1916), and 10 named storms in September—the highest monthly number on record. Together, these storms caused more than $40 billion in damage. Not only was this the fifth consecutive above-normal hurricane season, it was preceded by four consecutive above-normal years in 1998 to 2001 (National Oceanic and Atmospheric Administration, 2020). end student sample text

annotated text Discussion of the Problem. The second main point of the problem is discussed in this paragraph. end annotated text

annotated text Visual as Evidence. The writer refers to “Figure 6.4” in the text and places the figure below the paragraph. end annotated text

annotated text Source Citation in APA Style: Visual. The writer gives the figure a number, a title, an explanatory note, and a source citation. The source is also cited in the list of references. end annotated text

Solutions: Mitigation and Adaptation

annotated text Heading. The centered, boldface heading marks the start of the solutions section of the proposal. end annotated text

annotated text Body. The eight paragraphs under this heading discuss the solutions given in the thesis statement. end annotated text

student sample text To control the effects of climate change, immediate action in two key ways is needed: mitigation and adaptation. Mitigating climate change by reducing and stabilizing the carbon emissions that produce greenhouse gases is the only long-term way to avoid a disastrous future. In addition, adaptation is imperative to allow ecosystems, food systems, and development to become more sustainable. end student sample text

student sample text Mitigation and adaptation will not happen on their own; action on such a vast scale will require governments around the globe to take initiatives. The United States needs to cooperate with other nations and assume a leadership role in fighting climate change. end student sample text

annotated text Objective Stance. The writer presents evidence (facts, statistics, and examples) in neutral, unemotional language, which builds credibility, or ethos, with readers. end annotated text

annotated text Heading. The flush-left, boldface heading marks the first subsection of the solutions. end annotated text

annotated text Topic Sentence. The paragraph opens with a sentence stating the solution developed in the following paragraphs. end annotated text

student sample text The first challenge is to reduce the flow of greenhouse gases into the atmosphere. The Union of Concerned Scientists (2020) warns that “net zero” carbon emissions—meaning that no more carbon enters the atmosphere than is removed—needs to be reached by 2050 or sooner. As shown in Figure 6.6, reducing carbon emissions will require a massive effort, given the skyrocketing rate of increase of greenhouse gases since 1900 (USGCRP, 2014b). end student sample text

annotated text Synthesis. In this paragraph, the writer synthesizes factual evidence from two sources and cites them in APA style. end annotated text

annotated text Visual as Evidence. The writer refers to “Figure 6.5” in the text and places the figure below the paragraph. end annotated text

student sample text Significant national policy changes must be made and must include multiple approaches; here are two areas of concern: end student sample text

annotated text Presentation of Solutions. For clarity, the writer numbers the two items to be discussed. end annotated text

student sample text 1. Transportation systems. In the United States in 2018, more than one-quarter—28.2 percent—of emissions resulted from the consumption of fossil fuels for transportation. More than half of these emissions came from passenger cars, light-duty trucks, sport utility vehicles, and minivans (U.S. Environmental Protection Agency [EPA], 2020). Priorities for mitigation should include using fuels that emit less carbon; improving fuel efficiency; and reducing the need for travel through urban planning, telecommuting and videoconferencing, and biking and pedestrian initiatives. end student sample text

annotated text Source Citation in APA Style: Group Author. The parenthetical citation gives the group’s name, an abbreviation to be used in subsequent citations, and the year of publication. end annotated text

student sample text Curtailing travel has a demonstrable effect. Scientists have recorded a dramatic drop in emissions during government-imposed travel and business restrictions in 2020. Intended to slow the spread of COVID-19, these restrictions also decreased air pollution significantly. For example, during the first six weeks of restrictions in the San Francisco Bay area, traffic was reduced by about 45 percent, and emissions were roughly a quarter lower than the previous six weeks. Similar findings were observed around the globe, with reductions of up to 80 percent (Bourzac, 2020). end student sample text

annotated text Source Citation in APA Style: One Author. The parenthetical citation gives the author’s name and the year of publication. end annotated text

student sample text 2. Energy production. The second-largest source of emissions is the use of fossil fuels to produce energy, primarily electricity, which accounted for 26.9 percent of U.S. emissions (EPA, 2020). Fossil fuels can be replaced by solar, wind, hydro, and geothermal sources. Solar voltaic systems have the potential to become the least expensive energy in the world (Green America, 2020). Solar sources should be complemented by wind power, which tends to increase at night when the sun is absent. According to the Copenhagen Consensus, the most effective way to combat climate change is to increase investment in green research and development (Lomborg, 2020). Notable are successes in the countries of Morocco and The Gambia, both of which have committed to investing in national programs to limit emissions primarily by generating electricity from renewable sources (Mulvaney, 2019). end student sample text

annotated text Synthesis. The writer develops the paragraph by synthesizing evidence from four sources and cites them in APA style. end annotated text

student sample text A second way to move toward net zero is to actively remove carbon dioxide from the atmosphere. Forests and oceans are so-called “sinks” that collect and store carbon (EPA, 2020). Tropical forests that once made up 12 percent of global land masses now cover only 5 percent, and the loss of these tropical forest sinks has caused 16 to 19 percent of greenhouse gas emissions (Green America, 2020). Worldwide reforestation is vital and demands both commitment and funding on a global scale. New technologies also allow “direct air capture,” which filers carbon from the air, and “carbon capture,” which prevents it from leaving smokestacks. end student sample text

student sample text All of these technologies should be governmentally supported and even mandated, where appropriate. end student sample text

annotated text Synthesis. The writer develops the paragraph by synthesizing evidence from two sources and cites them in APA style. end annotated text

annotated text Heading. The flush-left, boldface heading marks the second subsection of the solutions. end annotated text

student sample text Historically, civilizations have adapted to climate changes, sometimes successfully, sometimes not. Our modern civilization is largely the result of climate stability over the past 12,000 years. However, as the climate changes, humans must learn to adapt on a national, community, and individual level in many areas. While each country sets its own laws and regulations, certain principles apply worldwide. end student sample text

student sample text 1. Infrastructure. Buildings—residential, commercial, and industrial—produce about 33 percent of greenhouse gas emissions worldwide (Biello, 2007). Stricter standards for new construction, plus incentives for investing in insulation and other improvements to existing structures, are needed. Development in high-risk areas needs to be discouraged. Improved roads and transportation systems would help reduce fuel use. Incentives for decreasing energy consumption are needed to reduce rising demands for power. end student sample text

student sample text 2. Food waste. More than 30 percent of the food produced in the United States is never consumed, and food waste causes 44 gigatons of carbon emissions a year (Green America, 2020). In a landfill, the nutrients in wasted food never return to the soil; instead, methane, a greenhouse gas, is produced. High-income countries such as the United States need to address wasteful processing and distribution systems. Low-income countries, on the other hand, need an infrastructure that supports proper food storage and handling. Educating consumers also must be a priority. end student sample text

annotated text Source Citation in APA Style: Group Author. The parenthetical citation gives the group’s name and the year of publication. end annotated text

student sample text 3. Consumerism. People living in consumer nations have become accustomed to abundance. Many purchases are nonessential yet consume fossil fuels to manufacture, package, market, and ship products. During World War II, the U.S. government promoted the slogan “Use It Up, Wear It Out, Make It Do, or Do Without.” This attitude was widely accepted because people recognized a common purpose in the war effort. A similar shift in mindset is needed today. end student sample text

student sample text Adaptation is not only possible but also economically advantageous. One case study is Walmart, which is the world’s largest company by revenue. According to Dearn (2020), the company announced a plan to reduce its global emissions to zero by 2040. Among the goals is powering its facilities with 100 percent renewable energy and using electric vehicles with zero emissions. As of 2020, about 29 percent of its energy is from renewable sources. Although the 2040 goal applies to Walmart facilities only, plans are underway to reduce indirect emissions, such as those from its supply chain. According to CEO Doug McMillon, the company’s commitment is to “becoming a regenerative company—one that works to restore, renew and replenish in addition to preserving our planet, and encourages others to do the same” (Dearn, 2020). In addition to encouraging other corporations, these goals present a challenge to the government to take action on climate change. end student sample text

annotated text Extended Example as Evidence. The writer indicates where borrowed information from the source begins and ends, and cites the source in APA style. end annotated text

annotated text Source Citation in APA Style: One Author. The parenthetical citation gives only the year of publication because the author’s name is cited in the sentence. end annotated text

Objections to Taking Action

annotated text Heading. The centered, boldface heading marks the start of the writer’s discussion of potential objections to the proposed solutions. end annotated text

annotated text Body. The writer devotes two paragraphs to objections. end annotated text

student sample text Despite scientific evidence, some people and groups deny that climate change is real or, if they admit it exists, insist it is not a valid concern. Those who think climate change is not a problem point to Earth’s millennia-long history of changing climate as evidence that life has always persisted. However, their claims do not consider the difference between “then” and “now.” Most of the change predates human civilization, which has benefited from thousands of years of stable climate. The rapid change since the Industrial Revolution is unprecedented in human history. end student sample text

student sample text Those who deny climate change or its dangers seek primarily to relax or remove pollution standards and regulations in order to protect, or maximize profit from, their industries. To date, their lobbying has been successful. For example, the world’s fossil-fuel industry received $5.3 trillion in 2015 alone, while the U.S. wind-energy industry received $12.3 billion in subsidies between 2000 and 2020 (Green America, 2020). end student sample text

Conclusion and Recommendation

annotated text Heading. The centered, boldface heading marks the start of the conclusion and recommendation. end annotated text

annotated text Conclusion and Recommendation. The proposal concludes with a restatement of the proposed solutions and a call to action. end annotated text

student sample text Greenhouse gases can be reduced to acceptable levels; the technology already exists. But that technology cannot function without strong governmental policies prioritizing the environment, coupled with serious investment in research and development of climate-friendly technologies. end student sample text

student sample text The United States government must place its full support behind efforts to reduce greenhouse gasses and mitigate climate change. Rejoining the Paris Agreement is a good first step, but it is not enough. Citizens must demand that their elected officials at the local, state, and national levels accept responsibility to take action on both mitigation and adaptation. Without full governmental support, good intentions fall short of reaching net-zero emissions and cannot achieve the adaptation in attitude and lifestyle necessary for public compliance. There is no alternative to accepting this reality. Addressing climate change is too important to remain optional. end student sample text

Biello, D. (2007, May 25). Combatting climate change: Farming out global warming solutions. Scientific American. https://www.scientificamerican.com/article/combating-climate-change-farming-forestry/

Bourzac, K. (2020, September 25). COVID-19 lockdowns had strange effects on air pollution across the globe. Chemical & Engineering News. https://cen.acs.org/environment/atmospheric-chemistry/COVID-19-lockdowns-had-strange-effects-on-air-pollution-across-the-globe/98/i37

Dearn, G. (2020, September 21). Walmart said it will eliminate its carbon footprint by 2040 — but not for its supply chain, which makes up the bulk of its emissions. Business Insider. https://www.businessinsider.com/walmart-targets-zero-carbon-emissions-2040-not-suppliers-2020-9

Green America (2020). Top 10 solutions to reverse climate change. https://www.greenamerica.org/climate-change-100-reasons-hope/top-10-solutions-reverse-climate-change.

Lomborg, B. (2020, July 17). The alarm about climate change is blinding us to sensible solutions. The Globe and Mail. https://www.theglobeandmail.com/opinion/article-the-alarm-about-climate-change-is-blinding-us-to-sensible-solutions/

Mulvaney, K. (2019, September 19). Climate change report card: These countries are reaching targets. National Geographic . https://www.nationalgeographic.com/environment/2019/09/climate-change-report-card-co2-emissions/

National Oceanic and Atmospheric Administration (2020, November 24). Record-breaking Atlantic hurricane season draws to an end. https://www.noaa.gov/media-release/record-breaking-atlantic-hurricane-season-draws-to-end

Union of Concerned Scientists (2020). Climate solutions. https://www.ucsusa.org/climate/solutions

U.S. Environmental Protection Agency (2020). Sources of greenhouse gas emissions. Greenhouse Gas Emissions. https://www.epa.gov/ghgemissions/sources-greenhouse-gas-emissions

U.S. Global Change Research Program (2014a). Melting ice. National Climate Assessment. https://nca2014.globalchange.gov/report/our-changing-climate/melting-ice

U.S. Global Change Research Program (2014b). Our changing climate. National Climate Assessment. https://nca2014.globalchange.gov/highlights/report-findings/our-changing-climate#tab1-images

annotated text References Page in APA Style. All sources cited in the text of the report—and only those sources—are listed in alphabetical order with full publication information. See the Handbook for more on APA documentation style. end annotated text

The following link takes you to another model of an annotated sample paper on solutions to animal testing posted by the University of Arizona’s Global Campus Writing Center.

Discussion Questions

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• U.S. Greenhouse Gas Inventory Report: 1990-2014 EPA develops an annual report called the Inventory of U.S. Greenhouse Gas Emissions and Sinks (Inventory). This report tracks total annual U.S. emissions and removals by source, economic sector, and greenhouse gas going back to 1990. EPA uses national energy data, data on national agricultural activities, and other national statistics to provide a comprehensive accounting of total greenhouse gas emissions for all man-made sources in the United States.
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Climate change, energy, environment and sustainability topics research guide

What is climate change.

Climate change refers to long-term shifts in temperatures and weather patterns. The world is now warming faster than at any point in recorded history, which disrupts the usual balance of nature and is a threat to human beings and other forms of life on Earth. This topic guide includes sample keywords and search terms, databases to find sources, and samples of online books.

Example keywords and subtopics

Example keywords or search terms:  

• Climate change
• global warming
• greenhouse effect or greenhouse gas
• climate crisis
• environmental change
• clean energy
• alternative energy or renewable energy
• green energy or renewable energy or clean energy
• Low carbon or carbon neutral
• Carbon offsetting
• sustainability environment or sustainability
• environmental protection
• pollution or contamination
• impact or effect or influence
• cost or price or expense or money or financial
• fossil fuels or coal or oil or gas

Tip: This is a big topic with lots written so you can often focus on one or two subtopics. This will help to find more relevant sources, more quickly and be a better fit for an assignment. 

Possible subtopics ideas:  Pick one or two subtopics and then add those words to your search.

• Health impacts of climate changes (e.g. air pollution, water pollution, etc.)
• impacts on a specific city, state, region or country
• political impacts (e.g. voting, government policy, etc.)
• impact on specific population or culture (e.g. children, elderly, racial or ethic group, country, etc.)
• specific types of renewable or alternative energy (e.g. solar, wind, bio, etc.) 
• example of new technology (e.g. electric cars or electric vehicles or hybrid vehicles
• economic impacts (e.g. business, employment, industry (e.g. oil, coal, etc.)
• weather and impacts (e.g. rising sea levels, flooding, droughts or heat waves, etc.)
• media aspects (e.g. news coverage, advertising, misinformation, movies, music, etc.) 
• Tutorial: Creating an effective search strategy

• Use meaningful keywords to find the best sources
• Apply search strategies like AND and OR to connect keywords
• Tutorial: What is a library database and why should I use one?

• Identify what a library database is
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• Know why you should use them
• Understand why searching a library database is different than searching the general internet

Databases for finding sources

Article Databases - 

Use articles to find new research, specific information and evidence to support or refute a claim. You can also look at the bibliography or works cited to find additional sources. Some articles give an overview of a specific topic -- sometimes called "review articles" or "meta-analyses" or "systematic review." Databases are like mini-search engines for finding articles (e.g. Business Source Premier database searches business journals, business magazines and business newspapers). Pick a database that searches the subject of articles you want to find. 

• Agricultural & Environmental Science Database Search journals and literature on agriculture, pollution, animals, environment, policy, natural resources, water issues and more. Searches tools like AGRICOLA, Environmental Sciences & Pollution Management (ESPM), and Digests of Environmental Impact Statements (EIS) databases.
• GreenFILE Collection of scholarly, government and general-interest titles. Multidisciplinary by nature, GreenFILE draws on the connections between the environment and agriculture, education, law, health and technology. Topics covered include global climate change, green building, pollution, sustainable agriculture, renewable energy, recycling, and more.
• Ethnic NewsWatch Ethnic NewsWatch is a current resource of full-text newspapers, magazines, and journals of the ethnic and minority press from 1990, providing researchers access to essential, often overlooked perspectives.
• Opposing Viewpoints in Context Find articles on current issues, including viewpoint articles, topic overviews, statistics, primary documents, magazine and newspaper articles.

Sample of online books

Below are a selection of online books and readings on the broad topic. We have more online books, journal articles, and sources in our Libraries Search and article databases.  

• A climate policy revolution : what the science of complexity reveals about saving our planet by Roland Kupers ISBN: 9780674246812 Publication Date: 2020 "In this book, Roland Kupers argues that the climate crisis is well suited to the bottom-up, rapid, and revolutionary change complexity science theorizes; he succinctly makes the case that complexity science promises policy solutions to address climate change."

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Climate Change

• UBC Resources & Guides
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UBC Theses & Dissertations

• Reports & Policies
• Data Sources & Visualizations
• News & Social Media
• Civic Engagement
• Indigenous Perspectives
• UBC Library Climate Action

Across UBC, faculty and students contribute to research on climate change. See below for recent theses on a few select topics, and search cIRcle , UBC's open access repository, for publications, theses/dissertation, and presentations to find more.

RSS feed searching the UBC Theses and Dissertations Collection for: "Global warming" OR "Climate change" OR "Greenhouse gas" OR "Renewable energy":

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• UBC Library Guide: Theses and Dissertations A research guide for locating theses and dissertations from UBC, British Columbia, Canada, and International databases and repositories.
• UBC Theses and Dissertations UBC graduate theses and dissertations are available through the Open Collections portal dating back to 1919.
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Thesis Topics

The dissertation projects of the DK  (in the first phase from 2014 to 2018) contribute to finding answers to three questions:

• How do we understand and deal with climate change uncertainties in the natural and social sciences as well as from the perspective of normative theories?
• What are critical thresholds of environmental, social and economic systems considering their vulnerability and how are these thresholds related to the normative threshold of sufficiency, that is, the threshold of well-being below which persons’ basic rights are infringed or violated?
• What are scientifically sound, technologically and institutionally feasible, economically efficient, and ethically defensible and sustainable strategies to cope with climate change, particularly taking into account the problems of implementation in an environment characterized by uncertainties and thresholds?

Phd projects dealing with research question 1

Phd projects dealing with research question 2, phd projects dealing with research question 3.

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• Summer School "Coping with Climate Change"
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Scholars' Bank

Environmental studies theses and dissertations.

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Recent Submissions

• AN ACCUMULATION OF CATASTROPHE: A POLITICAL ECONOMY OF WILDFIRE IN THE WESTERN UNITED STATES  Dockstader, Sue ( University of Oregon , 2024-03-25 ) This dissertation is an environmental sociological study of wildland fire in what is now the western United States. It examines wildfire management from roughly the 1900s to the present time employing a Marxist historical ...
• Managing Life's Future: Species Essentialism and Evolutionary Normativity in Conservation Policy, Practice, and Imaginaries  Maggiulli, Katrina ( University of Oregon , 2024-01-10 ) Folk essentialist and normative understandings of species are not only prevalent in popular layperson communities, but also end up undergirding United States conservation policy and practice due to the simplistic clarity ...
• Unsettled Ecologies: Alienated Species, Indigenous Restoration, and U.S. Empire in a Time of Climate Chaos  Fink, Lisa ( University of Oregon , 2024-01-10 ) This dissertation traces environmental thinking about invasive species from Western-colonial, diasporic settlers of color, and Indigenous perspectives within U.S. settler colonialism. Considering environmental discourses ...
• Futuremaking in a Disaster Zone: Everyday Climate Change Adaptation amongst Quechua Women in the Peruvian Cordillera Blanca  Moulton, Holly ( University of Oregon , 2024-01-10 ) Indigenous women in Peru are often labeled “triply vulnerable” to climate change due to race, gender, and economic marginalization. Despite Peru’s focus on gender, Indigeneity, and intersectionality in national adaptation ...
• Land Acts: Land's Agency in American Literature, Law, and History from the Colonial Period to Removal  Keeler, Kyle ( University of Oregon , 2024-01-10 ) This dissertation examines land’s agency and relationships to land in the places now known as the United States as these relationships appear in literature and law from early colonization to the removal period. Land Acts ...
• PALEOTEMPERATURE, VEGETATION CHANGE, FIRE HISTORY, AND LAKE PRODUCTIVITY FOR THE LAST 14,500 YEARS AT GOLD LAKE, PACIFIC NORTHWEST, USA  Baig, Jamila ( University of Oregon , 2024-01-09 ) The postglacial history of vegetation, wildfire, and climate in the Cascade Range (Oregon) is only partly understood. This study uses high-resolution analysis from a 13-meter, 14,500-year sediment core from Gold Lake to ...
• On Western Juniper Climate Relations  Reis, Schyler ( University of Oregon , 2022-10-26 ) Western juniper woodlands are highly sensitive to climate in terms of tree-ring growth, seedling establishment and range distribution. Understanding the dynamics of western juniper woodlands to changes in precipitation, ...
• Stories We Tell, Stories We Eat: Mexican Foodways, Cultural Identity, and Ideological Struggle in Netflix’s Taco Chronicles  Sanchez, Bela ( University of Oregon , 2022-10-26 ) Food is a biological necessity imbued with numerous social, cultural, and economic implications for identity production and everyday meaning-making. Food television is a unique medium for the meanings of food and foodways ...
• Soil Nutrient Additions Shift Orthopteran Herbivory and Invertebrate Community Composition  Altmire, Gabriella ( University of Oregon , 2022-10-26 ) Anthropogenic alterations to global pools of nitrogen and phosphorus are driving declines in plant diversity across grasslands. As such, concern over biodiversity loss has precipitated a host of studies investigating how ...
• Multispecies Memoir: Self, Genre, and Species Justice in Contemporary Culture  Otjen, Nathaniel ( University of Oregon , 2022-10-04 ) Liberal humanism articulates an individual, rational, autonomous, universal, and singularly human subject that possesses various rights and freedoms. Although the imagined subject at the heart of liberal humanist philosophy ...
• Understanding How Changes in Disturbance Regimes and Long-Term Climate Shape Ecosystem and Landscape Structure and Function  Wright, Jamie ( University of Oregon , 2022-10-04 ) Long-term and anthropic climatic change intersecting with disturbances alters ecosystem structure and function across spatiotemporal scales. Quantifying ecosystem responses can be convoluted, therefore utilizing multiproxy ...
• Ikpíkyav (To Fix Again): Drawing From Karuk World Renewal To Contest Settler Discourses Of Vulnerability  Vinyeta, Kirsten ( University of Oregon , 2022-10-04 ) The Klamath River Basin of Northern California has historically been replete with fire-adapted ecosystems and Indigenous communities. For the Karuk Tribe, fire has been an indispensable tool for both spiritual practice and ...
• Grassland Restoration in Heterogeneous, Changing, and Human Dominated Systems  Brambila, Alejandro ( University of Oregon , 2022-10-04 ) Ecological restoration is a powerful tool to promote biodiversity and ecosystem function. Understanding underlying system variability and directional change can help predict outcomes of restoration interventions. Spatial ...
• Restoring What? And for Whom? Listening to Karuk Ecocultural Revitalization Practitioners and Uncovering Settler Logics in Ecological Restoration.  Worl, Sara ( University of Oregon , 2022-05-10 ) What does it mean to restore a landscape degraded by settler colonialism? How might a well intentionedprocess like ecological restoration end up causing harm from underlying settler colonial logics? This thesis explores ...
• Instigating Communities of Solidarity: An Exploration of Participatory, Informal, Temporary Urbanisms  Meier, Briana ( University of Oregon , 2021-11-23 ) This dissertationexamines the potential for participatory, informal urbanisms to buildcollaborative relations across ontological, cultural, and political difference. This research contributes to thefield of urban, environmental ...
• The Holy Oak School of Art and Ecology: A Proposal for Arts-Based Environmental Education Programming  Best, Krysta ( University of Oregon , 2021-11-23 ) The following is a proposal for arts-based environmental education programming in elementary schools, after-school programs, and day-camp programs, entitled the Holy School of Art and Ecology. Ecophenomenological, arts-based ...
• Settler Colonial Listening and the Silence of Wilderness in the Boundary Waters Canoe Area  Hilgren, Bailey ( University of Oregon , 2021-11-23 ) The Boundary Waters Canoe Area soundscape in northern Minnesota has a long and contested history but is most often characterized today as a pristine and distinctly silent wilderness. This thesis traces the construction and ...
• Species Dynamics and Restoration in Rare Serpentine Grasslands under Global Change  Hernandez, Eliza ( University of Oregon , 2021-11-23 ) Conserving rare serpentine grasslands is a challenge with ongoing nitrogen deposition. Nutrient-poor patches are fertilized by nitrogen-rich smog and exotic grasses can rapidly spread. Water resources are also being altered ...
• Place-making and Place-taking: An Analysis of Green Gentrification in Atlanta Georgia  Okotie-Oyekan, Aimée ( University of Oregon , 2021-11-23 ) Despite the benefits of urban greenspace, Atlanta’s Westside Park is causing gentrification and displacement pressures in Grove Park, a low-income African-American community in northwest Atlanta, Georgia. This study used ...
• Prairie Plant Responses to Climate Change in the Pacific Northwest  Reed, Paul ( University of Oregon , 2021-09-13 ) Understanding how plants respond to climate change is of paramount importance since their responses can affect ecosystem functions and patterns of biodiversity. At the population level, climate change may alter phenology ...

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Open theses projects (bsc/msc).

Download Open Master thesis topics (Spring 2024) (PDF, 9.8 MB) vertical_align_bottom Please don't hesitate to reach out to us if you would like to discuss any other thesis topic.

Home > Environmental Studies > Student Theses 2001-2013

Student Theses 2001-2013

Theses/dissertations from 2017 2017.

The Disappearing Wetland Act: Climate Change, Development, and Protection , Jessica P. Doughty

Theses/Dissertations from 2013 2013

The Centrality of Ecological Design: Achieving Sustainability in an Era of Free-Market Capitalist Framework , Eddy Andrade

A Vicious CERCLA, Or The Twilight of the Superfund , Donald Borenstein

Saving the World’s Remaining Tigers: Panthera’s Work and the Role of Non-Profits in Wildlife Conservation , John Byrne

New York City’s Water Challenges: History, Politics, and Design , Jessica Crowley

Giving Back to the Community: Addressing the Environmental Literacy Gap Through Socially and Environmentally Responsible Business Practices , David Garcia

Wasting Plates: Addressing Food Waste in the United States , Sarah Geuss

Too Pig to Fail: Considering Regulatory Solutions to the Environmental Damages Caused by Industrial Hog Farms in North Carolina , Samir Hafez

Sandy and the City: The Need for Coastal Policy Reform , Jonathan Hilburg

Drilling for Arctic Oil: Is it Worth the Risk? , Emily Kain

The Pedestrianization of New York City: An Environmental History and Critique of Urban Motorization and A Look at New York City’s New Era of Planning , Anna Kobara

Hurricane Sandy: Using Environmental History, Economics, Politics and Urban Planning to Prepare For the Next One , Julia Maguire

Our Failing Food System: Productivity Versus Sustainability , Alyson Murphy

Exploring the Drivers of CSR and Creating a Sustainable Corporate Institution: Environmental Education, Politics, and Business Practices , Eric Osuna

Composting Food Waste: A Method That Can Improve Soil Quality and Reduce Greenhouse Gas Emissions , Gentiana Quni

Assessment of Impact of Socioeconomic Factors on Conservation Awareness in the Tarangire-Manyara Ecosystem , Karianne Rivera

The Sustainable Future of the Metropolis: Greening New York City Building By Building , Lizbeth Sanchez

Trash Talk: Solid Waste Disposal in New York City , Alexander Williams

Hurricane Sandy: A Chance to Identify Vulnerabilities, Learn from the Past, and Increase Future Resiliency , Julianne Yee

Theses/Dissertations from 2012 2012

Going Green at New York-Presbyterian: Hospitals As Sustainable Businesses , Samantha Allegro

A Stronger Role For the United States President in Environmental Policy , Elizabeth Anderson

Simulating Climate Risk Into Markets and Policies: A New Approach to Financial Analysis and Policy Formation , Miguel Bantigue

Environmental Education Reform: Using Experiential Learning to Influence Environmental Policy-Making By Fostering a Sense of Environmental Citizenship and Eco-Literacy , Nicol Belletiere

Internship Report: Earthjustice & the Fracking Battle in New York's Marcellus Shale , John Byrne

Coal: How We Achieved Our Dependency and Its True Cost , Kelly Caggiano

Recycling Furniture: The Ecological, Economic and Social Benefits , Michele Calabrese

Internship Report UNEP: The Effects of Climate Change in Arctic Zones , Diana Cartaya-Acosta

Environmental Racism in South Africa: A Sustainable Green Solution , Danielle Darmofal

The Bronx, Beavers and Birthrights: The Case For Urban Wildlife , Richard Day

The Economics of Biodiversity , Paige Doyle

Environmental Communications: Case Study of New York City's Double Crested Cormorant , Marisa Galdi

Not a Walk In the Park: Environmental Justice in New York City , Lindsey Grier

The Economic and Environmental Justice Implications of Hydraulic Fracturing in 21st Century North America , Katie Medved

The Bottling Craze: Exposing the Environmental Effects of Bottled Vs. Tap Water , Michele Paccagnini

How the United States Will Find a Sustainable Future Through Increased Nuclear Productivity , Ian Pruitt

Group For the East End: The Role of Childhood Environmental Education in Improving Learning Behaviors and the Health of Humans and the Environment , Brian Riley

The Role of Modern Zoos in Wildlife Conservation: From the WCS to the Wild , John Scott

Global Climate Change Vs. Global Warming: What Is the Difference "Global Climate Change" and "Global Warming"? , Nadia Seeteram

Lost in Translation: Environmental Communication Issues in Media and Politics , Carolyn Wegemann

Theses/Dissertations from 2011 2011

The Ins and Outs of Corporate Greenwashing , Jennifer Bender

A River Runs Through It: Community Access to the Bronx River in Tremont and Hunts Point , Matthew Bodnar

The Future is Green; Urban Agriculture in the Bronx , Patty Gouris

All in Our Backyard: Exploring how Environmental Discrimination Affects Health and Social Conditions in the South Bronx , Mireille Martineau

Theses/Dissertations from 2010 2010

The Bronx River Alliance: A Model Community Action Organization And an Internship in Development , John Hinck

Enrique Reef: Degradation and Protective Measures , Dana Mitchell

The Human Population Growth and its Ecological Consequences on Kenya and Tanzania , Lauren Noll

Environmental Consciousness: Human Motivation for Thinking Ecologically , Rob Pigue

Economics of Carbon Regulation: An Exploration to the Nuance of Carbon Regulation , Timothy J. Schwartz

New York Botanical Garden Internship: From Photography to Policy , Christine Willeford

Theses/Dissertations from 2009 2009

Environmental Health and Climate Change: The Case of Lyme Disease , Matthew Abad

Recycling Tendencies of Fordham University's Population , Jeremy Aiss, Vincent Ammirato, Anamarie Beluch, and Christopher Torres

The Business of Sustainability , Andrea Brady

Waste Mismanagement: Fighting Environmental Injustice in Mott Haven and Hunts Point , Elizabeth Friedrich

Environmental Internship & The Fordham Eco-Roof Proposal , Anthony Giovannone

The Putnam Railroad Corridor Restoration Project: A Comprehensive Plan for Paired Ecological Restoration and Greenway Construction , Patrick J. Hopkins Jr.

Land Use Policy and Development on Long Island , Richard Murdocco

From the Bronx into the Wild! My Adventurous Experience at the Bronx Zoo , Lauren Noll

For the Birds! , Robert Patterson

Managing Infestation of the Invasive Viburnum Leaf Beetle (Pyrrhalta viburni) at the New York Botanical Garden , Gregory Russo

Environmental History of Japan , Amy Seagroves

Theses/Dissertations from 2008 2008

A Healthy Environment is a Healthy Body , Matthew Abad

Stormwater Runoff, Combined Sewer Overflow, and Environmental Justice in the Bronx , Natalie Collao

Solving a Crisis: Water Quality & Storm Water Infrastructure in New York City , Kelsey Ripper

The New Social Movement: Environmental Justice in the Bronx , Kelsey Ripper

Environmental Justice and Street Science: A Fusion of Community Knowledge and Environmental Health Justice to Address the Asthma Epidemic in Urban Communities , Natalie Robiou

Urban Wildlife and Leopold’s Land Ethic: “The squirrels on a college campus convey the same lesson as the redwoods. . . .” , Natalie Robiou

Unpasteurized Milk and Soft Cheese Outbreaks: An Overview of Consumer Safety , Taygan Yilmaz

Theses/Dissertations from 2007 2007

The Environmental Justice Movement in the United States , Harrison Delfin

Natural River Restoration in Urban Ecology: The Bronx River , Samuel P. Loor

Theses/Dissertations from 2006 2006

The H5N1 Avian Influenza Virus: Globalization, Climate Change, and Other Anthropogenic Factors in New Emergent Diseases , Quan Luong

The Environmental Effects of War , Philip Swintek

Theses/Dissertations from 2005 2005

Identification of Genetically Modified Organisms in Foodstuffs , Anamarie Beluch

The Moral Dilemma of Genetically Modified Foods (GMOs) , Anamarie Beluch

Theses/Dissertations from 2003 2003

The History of Community Gardens in New York City: The Role of Urban Agriculture and Green Roofs in Addressing Environmental Racism , Rosamarie Ridge

Theses/Dissertations from 2002 2002

Bronx River Restoration: Report and Assessment , Teresa Crimmens

Environmental Audit of the Rose Hill Campus , Nicole Marshall, Maria Nissi, Brian Flaherty, Carl Van Ostrand, and Ian McClelland

Theses/Dissertations from 2001 2001

Bronx River Restoration: Report and Assessment , Nicole Marshall

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To Fight Climate Change, We Need New ‘Political Technologies’

By Peter Coy

Opinion Writer

Science alone won’t stop the planet from overheating. But science coupled with political science just might.

That’s the theme of a new book, “Long Problems: Climate Change and the Challenge of Governing Across Time.” It’s by Thomas Hale, an American political scientist who teaches at the University of Oxford’s Blavatnik School of Government.

Hale argues that people are too quick to throw up their hands because the political will to stop climate change is lacking. For political scientists, he writes, “this is not the end but rather the start of the intellectual challenge.”

Hale has specific ideas for how to change institutions and procedures so that today’s inhabitants of Earth give more consideration to tomorrow’s inhabitants. He calls them, at one point, “political technologies,” a phrase I like.

Long problems such as climate change are ones in which there is a long lag between causes and effects. They are hard to solve, especially with today’s institutions. We don’t act early because we’re uncertain about how big the problem is, and it isn’t as salient as the daily emergencies all around us. Our hesitation gives an opening to obstructionist forces. Today’s decision makers vow to protect the planet for future generations, but the unborn multitudes are mere “shadows” to them, as Hale puts it.

On top of all that, Hale writes, “Institutions created to address the early phase of a long problem struggle to remain useful as the problem’s structure develops over time.” Case in point: The United Nations Framework Convention on Climate Change, which was created in 1992. The original concept was for countries to make binding commitments to fight climate change. As the organization has evolved, though, “nothing is agreed until every country agrees on every point,” Hale writes.

That’s not useful. A better approach is the Paris Agreement of 2015, which went into effect the next year. It allows countries to set their own targets for greenhouse gas reductions while triggering a “norm cascade” that induces them to do more and more. Hale likes the Paris Agreement on the whole, though he says it’s not perfect.

Society has already invented institutions and systems that bring future considerations to the fore, Hale writes. The Congressional Budget Office and similar offices in other countries analyze how new legislation will affect economic growth and government finances in the long run. The bond market assesses whether bond issuers, such as governments, will be able to pay back what they owe. Insurance companies — which Hale doesn’t mention — won’t issue policies unless customers take steps to reduce their risks.

On climate, too, there have been efforts to create institutions and processes that help solve Hale’s long problems. Some governments are requiring business to incorporate the “social cost” of carbon into their decisions. And the Intergovernmental Panel on Climate Change brings together the world’s top experts and issues closely followed reports.

There are many more opportunities for political engineering, Hale writes. He approvingly mentions the Finnish Parliament’s cross-party Committee for the Future and the Finnish Government Report on the Future, which interact. He recommends more experimentation in policymaking — as Chinese leaders put it, crossing the river by feeling for stones.

To get the public and lawmakers thinking more about the future, he endorses Britain’s Climate Change Committee, which he writes “has become a significant political force for the long-term interest,” and similar organizations (some of them not as effective) in Hungary, Israel, Malta, Sweden, Tunisia and the United Arab Emirates.

To insulate long problems from partisan politicking, he recommends the appointment of a trustee to oversee climate decisions, analogous to the way a politically insulated central bank is delegated the authority to conduct monetary policy. The California Air Resources Board is “perhaps the strongest, though still imperfect” example of such an institution in the realm of the environment, he writes. (Hale told me he’s not aware of anything quite like the California agency elsewhere in the world.)

“Long Problems” is a kind of nonfiction counterpart to Kim Stanley Robinson’s science fiction book from 2020, “The Ministry for the Future,” which took seriously the idea that future generations need to be given as much consideration as our own.

Hale is a co-leader of the Net Zero Tracker , which tracks the decarbonization progress of countries and companies, and the Net Zero Regulation and Policy Hub . He told me that he has been involved in helping people at the United Nations prepare for a Summit for the Future, which will be held Sept. 22-23. On the U.N. website is an early draft of a declaration to be issued at the summit, which says among other things that “our conduct today will impact future generations exponentially.”

Anne-Marie Slaughter, the chief executive of the think tank New America who was Hale’s adviser on his doctorate at Princeton, shared a byline with Hale and two of his Oxford colleagues on a policy brief , “Toward a Declaration on Future Generations,” that recommends the U.N. appoint “a special envoy or high commissioner” to be a voice for the future.

I kind of prefer “envoy” because it sounds like the person has literally come from the future.

No one solution will instantly end the political obstacles to fighting climate change. Some of the ideas in Hale’s book may not pan out at all. But I give him credit for focusing on how to solve problems in which the cause and the effect are separated by decades. Getting the “political technology” right is every bit as important as inventing better solar cells, wind turbines and batteries.

Outlook: Oliver Allen

Retail sales rose more than expected in March, but the “booming” pace of growth isn’t likely to last, Oliver Allen, a senior U.S. economist at Pantheon Macroeconomics, wrote in a client note on Monday. “It is hard to see how the strength in consumption can continue for much longer, now that real after-tax income growth has slowed markedly, the bulk of excess savings from earlier in the pandemic has been spent, and a raft of leading indicators point to a marked softening in the labor market,” Allen wrote.

Quote of the Day

“Why do we need to make the rich richer to make them work harder but make the poor poorer for the same purpose?”

— Ha-Joon Chang, “Economics: The User’s Guide” (2014)

Peter Coy is a writer for the Opinion section of The Times, covering economics and business. Email him at [email protected] . @ petercoy

Transcript: This is Climate Summit: Shaping New Narratives

MS. GIVHAN: Good afternoon, and I’m Robin Givhan, senior critic-at-large here at The Post. And today I’m joined by two young activists who are using animation, fashion, and their own stories to shape new narratives about climate change.

Quannah Chasinghorse is a land protector and model, and Maya Penn is an environmentalist, filmmaker, and founder of the fashion line, Maya's Ideas.

Thank you so much for being here.

[Applause and cheering]

MS. GIVHAN: So, Quannah, I thought I would start with you. You're a fourth generation, correct, land protector, and I'm hoping that you can, first of all, just sort of define what land protector means and perhaps how it differs from being an environmentalist and how that shapes your approach to climate change.

MS. CHASINGHORSE: Yeah. I feel like that's a really great way to start this conversation, because I feel like a lot of people are like, "What's the difference between an activist and a land protector?" And it's a little bit more complicated than a lot of people think, but it really waters down to the fact that a lot of Indigenous people contribute the least to a lot of these climate catastrophes, yet we, you know, are most affected by it--or like BIPOC communities are most affected by it. And to really just show up and, like, explain that our people are always at the forefront, our voices are always at the forefront. There's so many, I would say, not just, like, protests, but, you know, Standing Rock, for instance, like, there were so many land protectors there showing up, doing the work, putting their lives at risk for this work to defend our land and our ways of life and to really show the world that, like, what's happening in our communities is, like, detrimental, not just to us, but to everyone else. What happens in our communities will affect everyone else in their communities.

And, you know, for me, I can just be, like, oh, I'm an activist. But when I think about it, like, my ways of life are at risk. Like, back home in Alaska, we're facing so much climate catastrophes every single year. You know, the salmon are almost extinct. Our people are banned from fishing, and that's how we sustain our communities and are able to feed our families, because a lot of the stores in the villages, it's like $15 for a bag of chips. So a lot of our people don't have the money to pay for groceries like that, if a carton of milk is like $20 to $30. And so it's so important that we are able to sustain ourselves and live off the land continuously, because it's not affordable, and living out in the bush of Alaska is a hard way of life. But that's who we are as a people. That's what keeps us grounded and showing up and being able to voice our experiences, because our experiences are at the forefront. So it's not just like, oh, I'm passionate about this work and I see how it's affecting other people, but I see how it's affecting my family, myself, my mom's dog team, and my people.

And so I think that's just like--you know, a line that I walk where it's, like, you know, I can claim to be an activist, but at the end of the day, I'm a land protector, because it waters down to the importance of I'm protecting my own ways of life and my culture and my identity as an Indigenous person.

MS. GIVHAN: That's really powerful. Thank you for that.

Maya, you've talked a lot about how animation and art have always been your first loves, and you've been working--excuse me--on your animated directorial debut with a film called "Asali." Am I pronouncing that correct?

MS. PENN: Yes.

MS. GIVHAN: "Asali: Power of the Pollinators." And you've got some pretty powerful executive producers, Viola Davis and Julius Tennon. Can you talk a little bit about the story that you're wanting to tell through this film?

MS. PENN: Absolutely. Well, so I've been an environmentalist and I really focused on solutions-based work in the environmental and climate space since I was eight years old. So now being 24--well, this year, I'll be in this space for 16 years, and I've always been--

MS. GIVHAN: OG at this point.

MS. PENN: I am. I am an OG.

MS. PENN: I'm a pathfinder in the Gen Z, like environmentalist space, right? Because I started at a time before the climate strike and, you know, when we started to really have a larger platform on a more mainstream scale. And the reason why I'm very passionate about utilizing multiple different mediums for environmental education as well as really reshaping the narrative of what climate media is, is because media and storytelling are absolutely critical to saving our planet, to not only educating people, because I feel like in many ways, we're past an awareness standpoint and now it's time to zero in more onto some of the more underserved areas within environmentalism and translate powerful storytelling into real-world, tangible action for people of all ages.

So being an animator, I've--animation is one of my favorite mediums of storytelling. It's very universal, and it's so flexible, and you can, you know, reshape someone's perspective on what's happening in reality while also creating a world that's, you know, imaginative and that can really expand your mind on what's possible, right?

So I started my own production company called Upenndo! Productions, and we are focused on job creation for next-gen artists, especially Gen Z and Black, brown, Indigenous, women, disabled, queer artists, et cetera, around the world. Even just on "Asali" alone, we are working with amazing--

MS. GIVHAN: Can I just interrupt for a quick second?

MS. PENN: Yes. Mm-hmm.

MS. GIVHAN: You mentioned "Asali" again. Can you tell us just specifically what that is about, just a little thumbnail?

MS. PENN: Yeah, absolutely. So "Asali" is an environmental action adventure. It is focused on--oh, there she is. "Asali" is an environmental action adventure. It is centered around the--

MS. GIVHAN: See how I did that?

MS. PENN: It's centered around some of our most crucial creatures for our planet, pollinators, not only bees but a variety of pollinators. And, you know, they're so intrinsically linked to human life. Without them, we would really have a complete agricultural and ecological collapse.

So pollinators has always been something I've been really passionate about. I actually created this story. I showed it during my TED Women talk, one of my three TED talks that I gave when I was 13 years old. It was a concept at the time. That talk went viral worldwide. It was translated into over 100 different languages, and to this day, people ask me, when are you making, like, more "Asali"? Like, I showed this to my students, and they thought it was awesome, and they want to see more, right? And this is like a 30-second-long animation I made when I was 12.

And so now it's coming to life, showcasing the connection not only between pollinators, humans--there's an environmental scientist character in here voiced by Monique Coleman. There's a forest guardian voiced by Whoopi Goldberg, a number of, you know, various--kind of showing the interconnectedness.

MS. GIVHAN: I'm curious. You mentioned that you started when you were eight years old.

MS. PENN: Mm-hmm.

MS. GIVHAN: Was there sort of a precipitating event that made you really wake up to the climate crisis? Was it something that was always a conversation in your family? Like, what sparks an eight-year-old not just to think about it but to actually want to take action?

MS. PENN: Yeah. Well, I, you know, really come by it--honestly, I grew up in a very eco-conscious household, and, you know, both my mom and my dad have always, you know, had a connection with the environment. So my mom was the first person to--we started an organic garden together because that's something that she did with her mom when, you know, she was, at the time, like eight, around my age and getting me really communing with nature.

And then my dad, when he was a teenager, he was creating solar energy projects for science fairs and getting awards from NASA for them, and, you know, we've really felt the impact of environmental issues and environmental disaster.

When my mom was around my age, she actually experienced Hurricane Hugo and experienced homelessness as a result of living through that hurricane. Coming outside and seeing your neighbor's house looks like a dollhouse because the whole front is ripped off, you know.

MS. GIVHAN: So it's really rooted in your family and kind of in your DNA.

MS. PENN: Yes. Absolutely. Yes.

MS. GIVHAN: Quannah, you've been to D.C. before. You've lobbied on Capitol Hill to preserve the Arctic National Wildlife Refuge. I know that you've done work protesting the Willow Project. Can you talk a little bit about how much of climate solution is up to governments and how much do you think is really up to individuals to simply say no to certain ways that they've become accustomed to that are damaging to the environment?

MS. CHASINGHORSE: Yeah. I mean, I feel like a lot of people from Alaska, even people from outside of Alaska, that I've been seeing, you know, what's been unfolding in Alaska. But I will say, like, when I first started this work, it was really just, like, a bunch of youth and a lot of our Tribes that was supporting the youth and being like, you know, you're from here, share your experiences, and, like, just get them connected to the humanness of this issue, because, you know, you can look at the data. You can see the science in front of you, but if someone isn't going to sit there and tell you their lived experience in the climate crisis, how are they going to really care about it?

And so, you know, a lot of the lobbying and a lot of the work that we've done has just been, you know, getting people to realize that this work is rehumanizing us as Indigenous people and BIPOC people in our communities that really face these, you know, catastrophes. Like, your family, you know, that lived experience, that's telling in itself.

And so, you know, just getting people not just aware of it, but to learn about not just the data but the humanness--and there's people that live on the front lines that have to deal with this on a day-to-day basis.

And we've lost lives in Alaska to the climate crisis. There's people that went out thinking that it was safe to go out, but they lost their life due to the climate crisis.

MS. GIVHAN: They go out on the ice or--

MS. CHASINGHORSE: Yeah. And, you know, there's specific times and points in the year where it is safe to go out on the ice. You usually measure it. You usually can tell there's actually, you know, certain paths and certain routes that we take that we know are safe because that's how we were built into it. But they're not safe anymore.

And so being on Capitol Hill and visiting with some of the, you know, change makers, the people that really are voting on these laws and bills, getting them connected to that humanness and hearing our stories and not just being a statistic, but being a person, you know, that is really a big part of the work that we do, because I feel like a lot of the time, our voices are so overlooked, because they're like, oh, they don't know this science. They don't know this; they don't know that. Well, we do know way more than a lot of people like to admit because we have that lived experience.

MS. GIVHAN: Well, your description of, you know, a familiar pathway onto the ice no longer being safe, it's a little bit like describing a roadway that you've always used that suddenly collapses under you.

MS. CHASINGHORSE: And that's actually what has happened a lot in Alaska as well. So that's another thing. And, you know, with the Willow Project, that was honestly really scary for us because we weren't sure how that was going to unfold. You know, there's a lot of people that were on the fence. There's a lot of people that were like, you know, the economy, this and that. But it's, again, like, at the end of the day, if you really see the effects that these projects are going to have in long term, it's honestly going to be way more detrimental to our ecosystem and our economy as a whole, because then there's going to be nothing left.

And I think being so young and not just listening in on these conversations but having a voice in it has really opened my eyes to so many different other perspectives, and being in D.C. and, you know, sharing my story but also listening to other people and their experiences, it has honestly given me so much more knowledge. And I'm able to share that with them as well. So it's, you know, a lot of emotional labor to, like, really sit there and try to explain to them how much our people and the animals and our ways of life are suffering, but we have to do it because there is no other way to get people to care about it.

MS. GIVHAN: Maya, I know you've been out there protesting during Climate Week. I mean, are there ways that you see the climate emergency, as you've referred to it? Sort of have you seen it personally versus existentially?

MS. PENN: I really love that question because I think that one of the most crucial things about this movement in this space is to make it personal. When people ask me, "Maya, you know, what advice do you have for me? I feel so helpless with all of the environmental issues and climate change and everything that's happening. What can I do?" And my first piece of advice is always to make it personal. It doesn't matter who you are, what your background is, where you're from, what industry you're in. There is a very good chance that climate connects to it in some way. Climate is the multiplier, right? It is the umbrella for everything that we care about as human beings. Any cause that we care about or industry that we're working in on this earth is impacted or will be impacted by climate change in some degree.

And so I definitely agree with your point. For me, I'm using my work as someone who's certified in circular economies and sustainable strategies, also as an entrepreneur with sustainable fashion, with filmmaking, with animation, with my books that are being used in curriculum in schools from Cincinnati to India. And so it's really important to think about where you already are. Take that as your stepping stone to start and connect it. Look for those overlaps and those intersections between who you are, what you care about, what your work is, and climate because there already is one that exists. And everyone has, you know, a voice in this space. And it's really about taking the initiative to just take control of how you want your voice to be heard and how you want to show up, right?

And I think, too, again, like, just an example of making it personal, I'm someone who does a lot of work also in women and girls' rights. And, you know, that's something that's been incredibly crucial to me with my nonprofit organization, Maya's Ideas for the Planet. And we've done a lot of work since 2011, 2012 in period poverty in the U.S., in Haiti, in Senegal, Cameroon, et cetera, and a number of other works around getting more women and girls into nontraditional fields with an environment and climate. And initially, most people might feel like that's somewhat disconnected, but per the UNDP, women and children are 14 times more likely to die in an environmental disaster. And numerous studies have also shown the impact that girls and women having access to education, funding, and resources creates more climate resiliency for entire communities, right? So everybody wins. So that's just like one example of how everything that we care about is interconnected with climate because we all live on this planet, right? Yeah.

MS. GIVHAN: So, Quannah, I want to get in at least one more question to you, and it's about sort of how to--about allyship. And I know that you're involved in the fashion industry. You're kind of in the belly of the beast of one of the notorious polluters. So how do you find allies within that space, or how do you bring allyship to work for you when you're in that space and you're dealing with designers and production companies and all of those things?

MS. CHASINGHORSE: Man, it's been a journey. It's been a challenge. I've been only doing this--well, in fashion specifically for three years. I've been doing advocacy work like hers since I was really young. But man, it's--yeah, it's been a journey. But I think the best thing is to, you know, like, address these things with compassion and understanding, because a lot of the time--like, the fashion industry knows what they're doing. But a lot of the time, like, it's hard to get people to see it clearly because they're so--like, the fashion industry is such a fast pace, like, everywhere. Like, it's just--it's not organized, and it can be disastrous at times. But I've been very fortunate to work with really influential people in the fashion industry, because before--

MS. GIVHAN: Do you find that they will listen to what you have to say--

MS. CHASINGHORSE: Oh, yeah.

MS. GIVHAN: --about where they may be going wrong?

MS. CHASINGHORSE: Yeah. And I think the best way that I was able to kind of enter the fashion space was to, like, hold on tight to my advocacy work and not let up and to not compromise. Like, if you want to work with me, you compromise for me. I don't compromise for you. These are what I stand for. These are the things that I'm working on. These are the things that I will not, you know, work with you on because of your, you know, sustainability practices to, you know, social issues and whatnot.

But it's been definitely--I've had conversations that were really awkward. I've had conversations that were really tough and like really just not very focused, because every time that you try to have these conversations, they want to redirect it to something, because they don't want to be so focused on the negative. That's always the thing. They're always trying to be, like, oh, this is so negative. There's so many good things in the world. But it's like, yeah, but we can't have those good things if there's also so many bad things happening. We need to recognize and address these bad things so that we can continue to have these good things.

And it's like--it's also like that in the outdoor industry. I'm also in the outdoor industry. I'm a snowboarder. I was just hanging out with Burton and their athletes, and, you know, a lot of them are, you know, trying to get into advocacy space because they're realizing, oh, our seasons are getting shorter. We're not getting enough snow. And I'm just like, okay, well, if that's what you care about, I can help you on that journey.

And so it's really just finding a like mind, making sure that they understand who you are, where you come from, and don't let up, because if you let up, it'll just show that they can take advantage of you and your voice and your work, because like activists like us, you know, I think--we were just talking about this back there. Like, we have shown up ten toes down fully, like trying to make the fashion space, you know, accessible to everyone, including activists. And that's how we create change is by sitting at the table, having those conversations. Whether it be harder or like awkward, they have to--you have to talk about them.

MS. GIVHAN: Well, I have the hard news to say that we are out of time, I'm afraid.

MS. GIVHAN: But I appreciate all that you both said so much. Thank you all for listening, and stay with us. My colleague, Bina, will be back shortly with a conversation with Rockefeller Foundation President Raj Shah about what a greener century could look like.