Civics & Citizenship · Year 9 · Global Citizenship and International Law · Term 3

Global Environmental Governance: Climate Change

Evaluating international agreements regarding climate change and Australia's commitments, and the responsibilities of nations.

• ACARA Content Descriptions
• AC9C9K03

About This Topic

Global environmental governance focuses on climate change through the scientific consensus that human greenhouse gas emissions cause warming, rising seas, and severe weather events with worldwide impacts. Year 9 students examine Australia's commitments in the Paris Agreement, which sets goals to limit global warming to well below 2 degrees Celsius. They compare responsibilities: developed nations like Australia address historical emissions, while developing nations receive aid for mitigation and adaptation.

This content supports AC9C9K03 by building skills in evaluating international law and global citizenship. Students critique agreements by analyzing progress, such as Nationally Determined Contributions, enforcement gaps, and geopolitical tensions that hinder unified action.

Active learning suits this topic because abstract diplomacy becomes concrete through debates and simulations. Students role-play as nation representatives to negotiate commitments, experiencing trade-offs in real time. This approach strengthens analytical skills, encourages evidence-based arguments, and fosters empathy for diverse perspectives, making complex governance accessible and relevant.

Key Questions

1. Explain the scientific consensus on climate change and its global implications.
2. Compare the responsibilities of developed and developing nations in addressing climate change.
3. Critique the effectiveness of international climate agreements like the Paris Agreement.

Learning Objectives

• Analyze the scientific evidence supporting the consensus on anthropogenic climate change and its predicted global impacts.
• Compare the historical emissions responsibilities and current mitigation/adaptation needs of developed versus developing nations.
• Critique the effectiveness of international climate agreements, such as the Paris Agreement, by evaluating their stated goals and observed outcomes.
• Synthesize information from various sources to propose Australia's potential future commitments to global climate action.

Before You Start

Australia's System of Government

Why: Understanding how Australia's federal government operates is essential for analyzing its role in international agreements and national policy development.

Globalisation and Interdependence

Why: Students need to grasp the interconnectedness of nations to understand why climate change is a global issue requiring international cooperation.

Key Vocabulary

Greenhouse Gas Emissions	Gases released into the atmosphere, primarily from human activities like burning fossil fuels, that trap heat and contribute to global warming.
Paris Agreement	An international treaty adopted in 2015 that aims to limit global warming to well below 2, preferably to 1.5 degrees Celsius, compared to pre-industrial levels.
Nationally Determined Contributions (NDCs)	The climate action plans submitted by each country under the Paris Agreement, outlining their targets for reducing greenhouse gas emissions and adapting to climate change.
Climate Justice	The ethical and political concept that addresses the disproportionate impact of climate change on vulnerable populations and calls for equitable solutions.

Watch Out for These Misconceptions

Common Misconception

Climate change is a natural cycle, not caused by humans.

What to Teach Instead

Scientific consensus from IPCC reports shows human emissions dominate recent warming. Active inquiry with data graphs in pairs helps students plot temperature vs CO2 trends, revealing unnatural acceleration beyond past cycles.

Common Misconception

All nations share equal responsibility for emissions reductions.

What to Teach Instead

Developed nations have higher per capita and historical emissions, justifying differentiated duties under common but differentiated responsibilities. Role-plays clarify this by simulating negotiations, where students see equity arguments in action.

Common Misconception

The Paris Agreement has solved climate change.

What to Teach Instead

It sets voluntary targets with no binding enforcement, leading to gaps in ambition. Group critiques of progress reports expose shortfalls, building skills to assess real-world policy outcomes.

Active Learning Ideas

Role-Play: Mock Paris Negotiation

Assign students roles as delegates from Australia, China, India, and small island nations. Provide briefing sheets on positions and data. In rounds, they propose targets, discuss aid, and vote on a treaty. Debrief with reflections on compromises.

60 min·Small Groups

Jigsaw: Agreement Analysis

Divide class into expert groups on Paris Agreement elements: goals, responsibilities, Australia's NDCs, and critiques. Experts teach their section to new home groups using visuals and data. Groups synthesize effectiveness.

50 min·Small Groups

Debate Pairs: Equity in Responsibilities

Pair students to debate developed vs developing nation duties, using evidence cards on emissions history and impacts. Switch sides midway. Whole class votes and discusses with a scorecard rubric.

40 min·Pairs

Timeline Challenge: Whole Class Build

Project a blank timeline of climate agreements. Students add events, Australia's roles, and outcomes using sticky notes and research devices. Discuss patterns in effectiveness as a group.

45 min·Whole Class

Real-World Connections

• Diplomats from Australia and other nations meet at the United Nations Climate Change Conference (COP) to negotiate new climate targets and review progress on existing agreements, impacting global policy and industry regulations.
• Climate scientists at the CSIRO in Australia analyze long-term weather data and run climate models to inform government policy and public understanding of climate change impacts on sectors like agriculture and coastal communities.
• Renewable energy companies, such as those developing solar farms in Queensland, are directly influenced by national and international climate policies that set targets for emissions reductions and promote clean energy transitions.

Assessment Ideas

Discussion Prompt

Pose the question: 'Considering Australia's economic reliance on fossil fuels and its vulnerability to climate impacts, is the current Paris Agreement target sufficient? Why or why not?' Students should use evidence from their research to support their arguments.

Quick Check

Provide students with a short news article about a recent international climate negotiation. Ask them to identify: 1) One key challenge discussed, and 2) One specific commitment or proposed action mentioned for a particular nation.

Exit Ticket

On a slip of paper, have students write down one difference in responsibility between developed and developing nations when addressing climate change, and one example of an international climate agreement they learned about.

Frequently Asked Questions

What is Australia's role in the Paris Agreement?

Australia submits Nationally Determined Contributions aiming for 43% emissions cuts by 2030 from 2005 levels, with net zero by 2050. Students evaluate progress via government reports, noting tensions between coal exports and targets. This context highlights challenges in balancing economy and commitments, key for global citizenship.

How do developed and developing nations' responsibilities differ in climate agreements?

Developed nations like Australia take greater mitigation burdens due to past emissions, providing finance and tech to developing nations under principles like CBDR. Year 9 analysis compares per capita emissions data, revealing inequities. This fosters nuanced views on fairness in global governance.

What is the scientific consensus on climate change?

IPCC synthesizes evidence showing human influence has unequivocally warmed the atmosphere, ocean, and land. Observable effects include 1.1 degrees Celsius rise since pre-industrial times, with projections of severe risks without action. Students connect this to governance needs through data visualization activities.

How can active learning help students understand global climate governance?

Simulations like mock negotiations let students embody nation roles, grappling with real tensions over targets and aid. Debates build evidence use and persuasion skills, while jigsaws distribute expertise for collaborative synthesis. These methods make policy critique engaging, deepen empathy, and link abstract concepts to personal agency in citizenship.