Fernando M. Reimers et a1.

Overview

Students are introduced to different environmental movements across the
world and to their defining characteristics. Students will also be able to
identify the change makers in each of these movements and their approach—
es to drawing attention to and support for the issue. Through an analy—
sis of some of the various sociopolitical, economic, and personal choices
that individuals and societies make collectively, students will be able to
articulate these interrelationships and how they affect communities’ and
societies’ choices of an energy source. Using country and region profiles,
students will analyze trends and data to examine the energy sources in dif—
ferent parts of the world and will form hypotheses about those different
trends. Students will also work toward creating an energy plan for Wind
energy specifically through the study of T. Boone Pickens and William
Kamkwamba. Other change makers introduced in this unit include Nobel
Prize winner Wangari Mathai and the activists of the Chipko movement
in India

Activity 7.7.1

The Chipko Movement, the Green Belt Movement, and
the Role of Women in These Movements

Through this activity students will

1. learn about the important role that women have played in environ—
mental movements in three countries

2. learn to identify how women and particularly disadvantaged wom—
en have become change makers

3. learn to determine the different circumstances that can motivate

change makers.
Students research the lives of women change makers in environmental

movements (e.g., Rachel Carson and Wangari Mathai) and compare the dif—
ferences in their circumstances and opportunities. Next, students look at the

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