12 minute read
What can we learn from Germany’s Sustainable Development Experience?” by Jorge Aguilar
C3 Framework Indicator
D2.Eco.1.9-12. Analyze how incentives influence choices that may result in policies with a range of costs and benefits for different groups.
D2.Eco.3.9-12. Analyze the ways in which incentives influence what is produced and distributed in a market system
D2.Eco.15.9-12. Explain how current globalization trends and policies affect economic growth, labor markets, rights of citizens, the environment, and resource and income distribution in different nations.
Staging the Compelling Question
Students will be able to explain the concept of sustainability, the UN’s Global Goals for Sustainable Development, and describe some of Germany’s strategies and experiences in that area. Students will use these concepts to research and analyze the scope and effectiveness of the United States sustainability goals and practices, as well as lessons that we can draw from Germany’s experiences.
Supporting Question 1 Supporting Question 2 Supporting Question 3
How can societies reconcile or prioritize conflicting economic and social goals?
Formative Performance Task
What is sustainability and why should it be one of our goals?
Formative Performance Task
How is Germany implementing its sustainable development strategy?
Formative Performance Task
Students will learn about the economic goals of society, the potential for conflict among goals, and the need to reconcile and prioritize goals according to society’s needs and values. Students will complete the accompanying note-taking guide as they work on this task.
Featured Sources
Source A: Sustainability Goals Presentation (Handout 1) Source B: Sustainability Goals Note-Taking Guide (Handout 2) Source C: “Germany recycles more than any other country“ (World Economic Forum) Source D: Recycling in Germany (YouTube) Source E: “Prentice Hall Economics, Florida“ (O‘Sullivan, A., et al) Students will explore the concept of sustainability and the UN’s goals for sustainable development. Students should understand how other goals have been prioritized in the past to the detriment of sustainability, and how sustainable development has become a global priority.
Featured Sources
Source A: Sustainability Goals Presentation (Handout 1) Source B: Sustainability Goals Note-Taking Guide (Handout 2) Source C: “Sustainable Development Goals“ (United Nations) Source D: Understanding Sustainable Development (YouTube) Source E: “17 goals for a better world“ (Deutschland.de) Source F: “Prentice Hall Economics, Florida“ (O‘Sullivan, A., et al) Students will explore some examples of Germany’s commitment to sustainable development, as well as examine a number of videos detailing some successful experiences.
Featured Sources
Source A: Sustainability Goals Presentation (Handout 1) Source B: Sustainability Goals Note-Taking Guide (Handout 2) Source C: Black Forest: Sustainable Tourism (YouTube) Source D: Eco-city Hamburg (YouTube) Source E: Environmental Protection and Sustainability (YouTube) Source F: “German renewables deliver more electricity than coal and nuclear power for the first time“ (Miebac, E.) Source G: “National Accounts“ (Statistisches Bundesamt) Source H: Renewal Energy – The pioneer (YouTube) Source I: Sharing Economy (YouTube) Source J: Sustainable Development“ The UN‘S New Goals (YouTube) Source K: What we do: The German Sustainable Development Strategy (YouTube)
Summative Performance Task
Taking Informed Action
Argument: Students will choose between writing an editorial or persuasive essay arguing for more sustainability efforts, or a video explaining the need for sustainability. Both choices should mention the UN’s goals and use Germany’s experiences as evidence.
Extension: Students will create a poster calling for sustainable development actions in school and among their peers by using the UN’s Global Goals and the German experiences, as well as any additional research on this topic.
Understand: Societies set different economic goals based on their needs, values, or traditions. Many of these goals were not sustainable in the long-run and societies are currently striving to adjust their economic goals and embrace sustainable development practices.
Assess: Research how countries are committing to proposed sustainable development goals and how Germany’s experiences could serve as model to embrace more sustainable production or consumption practices around the world.
COMPELLING QUESTION
What can we learn from Germany’s Sustainable Development Experience?
INQUIRY OVERVIEW
Students will explore how societies prioritize or reconcile conflicting economic goals, recognizing the concept of sustainability as an encompassing socioeconomic and environmental goal for the world. We will survey Germany’s experience with sustainable economic growth, and especially their implementation of the United Nations’ Sustainable Development Goals (SDGs).
TEACHER BACKGROUND
This lesson should be taught in conjunction with economic problems and economic goals. The instructor should be familiar with the UN’s Agenda 2030 and its seventeen Sustainable Development Goals, which can be found on the UN’s website: https://www.un.org/sustainabledevelopment/sustainable-development-goals/
In addition, the instructor should be familiar with the German economy and its predominant sustainability trends. Over the last decades, Germany has demonstrated a strong commitment to sustainability involving the Federal Government, the state and local governments, the private sector, multiple organizations, and German citizens.
Germany’s production of green technologies has sharply increased over the last decades, accounting today for 14% of the global market and becoming a reference around the world in terms of quality and innovation. On that note, Germany has heavily invested in renewable energy, significantly reducing carbon emissions. Even though there is always room for improvement, when it comes to recycling and re-claiming materials, Germany is number one. Such strategies have been widely successful; the Federal Republic of Germany is a team player in global affairs, generously dedicating resources to international cooperation and transferring its valuable experiences in sustainable development.
SUGGESTED TIME FRAME: 90-120 minutes; 2 class periods
INSTRUCTIONAL RESOURCES
Sustainability Goals Presentation (Handout 1) Sustainability Goals Note-Taking Guide (Handout 2)
All handouts can be found here
https://tinyurl.com/yyvn7ls9
INTRODUCTORY QUESTION
Students will watch the video “Recycling in Germany“: https://www.youtube.com/watch?v=txqWuVsvRrs After watching the video, students will complete a „Think, Pair, Share“ activity.
Students will then reflect on questions such as: How does recycling benefit the environment and the economy? | What are the obstacles that prevent us from recycling more? | Do you recycle? Is it difficult? Why? | Why does Germany recycle more than the U.S.? What factors account for that difference? These guiding questions can be found on slide 2 of the “Sustainability Goals Presentation“ (Handout 1)
The video lasts about a minute, allow 7-10 minutes for the activity; allow some of the students to share their answers and experiences with the rest of the class.
SUPPORTING QUESTION #1
Formative Performance Task #1: Students will read out loud slides 3-5 of the “Sustainability Goals Presentation“ (Handout 1) and learn about the major economic goals in society. As they read, ask them about the importance of each goal for them, and for their society/country. Subsequently, have the students complete the “Sustainability Goals Note-Taking Guide“ (Handout 2), which will serve as a reference sheet for further discussion. Once students have completed their notes, ask them to look at all the economic goals and reflect on whether all the goals can be accomplished at the same time.
Next, turn to slide 6; there you will find the following prompt for discussion: Economic goals often come into conflict with each other. Can you think of some examples? How do societies deal with these conflicts? How do countries reconcile or prioritize economic goals? Be ready to liven the discussion with your own prompt questions and examples. This step should take no longer than 20 minutes.
➤ Featured Sources #1: • Sustainability Goals Presentation (Handout 1)
Sustainability Goals Note-Taking Guide (Handout 2)
Gray, Alex. “Germany recycles more than any other country.” World Economic Forum, 18 Dec. 2017, https://www.weforum.org/agenda/2017/12/germany-recycles-more-than-any-other-country/, Accessed 14 Sept. 2019. O’Sullivan, Arthur, et al. Prentice Hall Economics, Florida. Pearson Learning Solutions, 2013.
“Recycling in Germany.” DEUTSCHLAND.de. YouTube, 30 Oct. 2018, https://www.youtube.com/watch?v=txqWuVsvRrs, Accessed 14 Sept. 2019.
SUPPORTING QUESTION #2
What is sustainability and why should it be a global economic and social goal?
Formative Performance Task #2: Review basic economic concepts; remind students about the purpose of the economy (satisfying the community’s needs and wants) and the economic problem (What to produce? How to produce? And for whom to produce?). You may use the findings from the previous discussion on conflicting goals to show students why sustainability is necessary.
Subsequently, ask students to look at the Venn diagram, item 2 of the „Sustainability Goals Note-Taking Guide“ (Handout 2), and then to arrange the main goals of society into one of the three spheres (social, economic and environmental); students may add any additional goals or issues not discussed in class on the diagram.
Next, go through slides 7 and 8 on the “Sustainability Goals Presentation“ (Handout 1). First ask students if they know what sustainability is; student responses may vary. Present the students with the UN definition of sustainability and the Venn Diagram figure on slide 8; ask students to come up with their own definition of sustainability, which they can write down on item 2 of the “Sustainability Goals Note-Taking Guide“ (Handout 2).
Ask the students to draft a list of social and economic goals for the planet. Once they finish, ask students if they know about
the 17 Global Sustainable Development Goals. Next, introduce the seventeen goals one by one and let the students compare the goals they drafted with the 2030 UN Agenda goals. Students should write down the goals on their “Sustainability Goals Note-Taking Guide“ (Handout 2). If time allows or further explanation is needed, play the video “Understanding the Dimensions of Sustainable Development”
➤ Featured Sources #2: • Sustainability Goals Presentation (Handout 1) • Sustainability Goals Note-Taking Guide (Handout 2) • O‘Sullivan, Arthur, et al. Prentice Hall Economics, Florida. Pearson Learning Solutions, 2013. • Sustainable Development Goals. Knowledge Platform. United Nations. https://sustainabledevelopment.un.org/sdgs, Accessed 14 Sept. 2019
“Understanding the Dimensions of Sustainable Development.” Simpleshow, YouTube, 22 Aug 2017, https://www.youtube.com/watch?v=pgNLonYOc9s&,, Accessed 14 Sept. 2019.
Zech, Tanja. “17 goals for a better world.” DEUTSCHLAND.de, 05 Jul. 2019, https://www.deutschland.de/en/topic/environment/germanys-sustainable-development-strategy-national- and-global-goals, Accessed 14 Sept. 2019.
SUPPORTING QUESTION #3
Formative Performance Task #3: Provide the students some background information about Germany. On slide 11 of the “Sustainability Goals Presentation“ (Handout 1), you will find basic statistics. Proceed to play the video “Sustainable Development: The UN‘s New Goals | Made in Germany,” which is an introduction to Germany’s sustainable development strategy.
Next, students will be assigned into groups to watch videos about some successful sustainable economic practices in Germany. Depending on the time and availability of technology, you may want to assign these videos for homework the day before and then complete the task in class or allow enough time for students to complete both tasks during class. Group together students with varying degrees of ability to provide the opportunity for cooperation; the number of students in a group will vary according to your class size. Allow time for students to discuss the information on the video and draw their own conclusions.
Consequently, students will share the information they gathered from the video with the rest of the class. As students are presenting, the rest of the students should use their “Sustainability Goals Note-Taking Guide“ (Handout 2) to record some of the experiences shared by the other students/groups.
➤ Featured Sources #3: • Sustainability Goals Presentation (Handout 1)
Sustainability Goals Note-Taking Guide (Handout 2) “Black Forest - Sustainable Tourism | Discover Germany.” DW News. YouTube, YouTube, 19 Oct. 2013, https://www.youtube.com/watch?v=N-3qyTIjo6o&feature=youtu.be, Accessed 14 Sept. 2019.
“Eco-city Hamburg | Global Ideas.” DW News, YouTube, 19 Oct. 2010, https://www.youtube.com/watch?v=GHQgzk6ZrjQ, Accessed 14 Sept. 2019.
“Environmental Protection via Ecological Sustainability| Made in Germany.” DW News. YouTube, 2 Dec. 2009, https://www.youtube.com/watch?v=MCoYa-QzEP8&feature=youtu.be, Accessed 14 Sept. 2019.
Miebac, Elisa. “German renewables deliver more electricity than coal and nuclear power for the first time.” DW News, 16 Jul. 2019, https://www.dw.com/en/german-renewables-deliver-more-electricity-tha n-coal-and-nuclear-power-for-the-first-time/a-49606644, Accessed 14 Sept. 2019.
“National Accounts.” Destatis.de. Statistisches Bundesamt, 27 Aug 2019. https://www.destatis.de/EN/Themes/Economy/National-Accounts-Domestic-Product/Tables/ domestic-product-important-economic-indicators.html, Accessed 14 Sept. 2019.
“Renewable energy – The pioneer| Made in Germany.” DW News, YouTube, 6 Mar. 2016, https://www.youtube.com/watch?v=cgevsc_QGfg, Accessed 14 Sept. 2019.
“Sharing Economy: Sustainable Alternative? | Made in Germany.” DW News. YouTube, 3 Jan. 2017, https://www.youtube.com/watch?v=pjV575LdTxk&t=58s, Accessed 14 Sept. 2019.
“Sustainable Development: The UN‘s New Goals | Made in Germany.” DW News, YouTube, 23 Sept. 2015, https://www.youtube.com/watch?v=JZBjLCbo1Jg, Accessed 14 Sept. 2019.
“What we do: The German Sustainable Development Strategy.” DEUTSCHLAND.de. YouTube, 3 Dec. 2017, https://www.youtube.com/watch?v=pmGm_YVtULQ&t=27s, Accessed 14 Sept. 2019.
SUMMATIVE PERFORMANCE TASK
Students will then reflect on Sustainability and complete the short essay question on item 6 of the “Sustainability Goals NoteTaking Guide“ (Handout 2). After completing the question, students will have two options to present a final product for this lesson.
Essay: Students will use all the information, concepts and evidence gathered in their “Sustainability Goals Note-Taking Guide“ (Handout 2) to write an editorial or persuasive essay calling for action to set more ambitious sustainability goals, adopt or improve our current plans and efforts, as well as inform fellow citizens of actions that they can take as individuals.
Presentation: Students will use all the information, concepts and evidence gathered in their “Sustainability Goals Note-Taking Guide“ (Handout 2) to create a 3 to 5-minute video briefly explaining the concept of sustainability, the UN’s sustainable development goals and Germany’s experience with sustainable development. The video should also contain specific actions or goals that we can adopt to make our society more economically sustainable.
EXTENSION (OPTIONAL) TASK
Students will create a poster calling for sustainable development actions in school and among their peers by using the UN’s Global Goals and the German experiences, as well as any additional research on this topic.
TAKING INFORMED ACTION
UNDERSTAND Societies set different economic goals based on their needs, values, or traditions. Many of our current actions are not sustainable in the long-run and societies are currently striving to adjust their economic goals and embrace sustainable development practices.
ASSESS Research how countries are committing to proposed sustainable development goals; assess how Germany’s experiences could serve as a model to embrace more sustainable production or consumption practices around the world.
ACT Research the efforts for sustainable development taking place in the United States. Inform others about these efforts, as well as actions that we can take to make our societies more sustainable.
MODIFICATIONS FOR DIFFERENTIATION
ELL: Pre-tech vocabulary, use peer mentoring, gesturing and use of visual content to match audio.
ESE: Use repeated eye contact, re-direction of student to stay on task, and if appropriate provide opportunities for movement.
MODIFICATIONS FOR ONLINE LEARNING
This lesson can be modified by adapting the materials to be posted on an online notebook. Create a OneNote or pdf file of the Sustainability Goals PowerPoint Presentation to share with your students as reference. Open a folder in the online platform of your choice, to post all the video links in the order they will be used. Adapt the Sustainability Goals Note-taking Guide to allow students to complete it, then post as an assignment in your online platform. If possible, hold the discussion in a video-conference platform and use break-out groups to allow students to work cooperatively. If discussions are not fluid, try using Flipgrid, where students can record and share short video responses or allow students to edit a live document where students can all add information as you share it on the screen. Allow time for students to share their production, opinions and questions.
Jorge Aguilar teaches 11th grade U.S. History and 12th grade U.S. Government and Economics with Financial Literature at Ronald Reagan-Doral Senior High in Doral, FL, USA.
