Book On Sustainable Development - Doc-1

МИНИСТЕРСТВО ОБРАЗОВАНИЯ И НАУКИ
КЫРГЫЗСКОЙ РЕСПУБЛИКИ
ОШСКИЙ ГОСУДАРСТВЕННЫЙ УНИВЕРСИТЕТ

ФАКУЛЬТЕТ ИНОСТРАННЫХ ЯЗЫКОВ
Жээнбекова Ч. М., Акматова А. А.,

Каратаева Г. М., Исакова М. Т.
INTRODUCTION
TO SUSTAINABLE DEVELOPMENT
FOR INTERMEDIATE STUDENTS
Ош - 2018
1
УДК 342
ББК 67.99 (англ)
Рекомендовано к печати Ученым Советом Ошского государственного
университета (прот. №999 от 24.06.2016 г.)
Рецензенты:
Калыгулова С. Ш. к. ф. н., доц., декан факультета иностранных языков
ОшГУ
Сабирова В. К. д. ф. н., доц. кафедры социальной работы и
социального права филиала РГСУ в городе Ош
Жээнбекова Ч. М.,Акматова А. А., Каратаева Г. М., Исакова М. Т.
Introducttion to Sustainable Development: учебное пособие. - Ош, 2016. –
72 стр.
ISBN 978-9967-417-74-8
Пособие предназначено для студентов второго курса факультетов
иностранных языков, может быть использовано также
преподавателями английского языка.
Основу учебного пособия составляют 13 текстов об
экологических, экономических и социальных проблемах общества
дополненных словарями и разнообразными упражнениями для
расширения словарного запаса необходимых для беседы об
устойчивом развитии.
В пособии представлены упражнения для развития
монологической и диалогической речи и критического мышления,
упражнения для самостоятельных работ творческого характера,
устные сочинения, темы для обсуждения, аудио и видео задания.
К пособию прилагается диск.
И 4203020105-16
ISBN 978-9967-415-74-5
УДК 342
ББК 67.99 (англ
© Жээнбекова Ч. М., Акматова А. А.,
Каратаева Г. М., ИсаковаМ.Т. 2016
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CONTENT
I. Introduction to Sustainable Development

Part I
Part II
II. Pollution. Water, Air and Soil Contamination
Part I
Part II
III. Pollution. Water, Air and Soil Contamination
Part I
Part II
IV. Climate change
Part I
Part II
V. Global Warming
Part I
Part II
VI .Population Growth and Food Supply
Part I
Part II
VII. Child Labour
Part I
Part II
VIII. Behind the veil
Part I
Part II
IX. Sustainable Development in Kyrgyzstan
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LESSON 1
Introduction to Sustainable Development
I. Warm-up activity
Step 1
- Draw your picture in the middle of a piece of blank paper. Using a
blue pencil crayon, write down the types of the things you need to survive
(e.g., air, water, food, sleep, etc.) with arrows from the words to your image.
- Draw your home around the picture of yourself indicating the
resources needed to keep that home functioning (e.g., water, fuel for
heating/cooking, air conditioning, electricity, light bulbs, etc.). Remember
that the home also needs a source to deliver amenities (e.g., wires coming
out of the house, pipes for water, etc.).
- Draw your driveway and indicate the number of vehicles owned by
your family. Again, make a list in blue of the things needed to maintain
these vehicles (e.g., gasoline, oil, etc.).
Step 2
- Exchange your drawings and using a red pencil crayon, ask your
partner to indicate the waste products that are created by you, your home
and vehicles (e.g., human waste - food/water; waste from home - garbage,
CFC's from air conditioners; vehicles - carbon dioxide, etc.).
Step 3
Answer the following questions:
- What problem do you see with this pattern? (e.g., where does all the
waste go after it leaves our home?)
- Are there broader issues related to how much each person
consumes? (e.g., pollution, waste, limited fuel resources, environmental
damage, etc.)
Step 4
- Return to your drawing and, using a green pencil crayon, write down
ideas on how you can live in a more environmentally-conscious way (e.g.,
water consumption strategies, choosing more fuel-efficient vehicles or
public transit, recycling or composting organic waste, using water-efficient
toilets, washing machines, energy-efficient appliances, etc.).
Step 5
Answer the following questions:
- Using your picture as a guide, what have you discovered about your
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consumption and waste patterns? What changes can you make?
- How much responsibility do you have as a student to live in a
sustainable, environmentally- responsible way? What about your family as a
group?
- What do you hope your generation will do differently in the future?
II. Discussions on seminar questions:

1. What is Sustainable Development?
2. What are the aims of Sustainable Development?
3. History of Sustainable Development.
III. Assignments for students’ independent work

Listening 1
1. Listen to the text and fill in the blanks:
Sustainable development
Sustainable development is ________________ words of the new century.
Almost everything we do nowadays we __________________ sustainable
development. It is incredibly important. It’s a __________________ of the
Earth’s survival. It’s ________________. There are so many people on
Earth and ________________. If there are too many people, there won’t
________________ to sustain us – ________________ food, water, shelter
and other basics. Experts are trying to figure out how we can
________________ the human population. This is tricky. Anyone can see
this is difficult. How can there be enough water, farmland, trees
________________ for us to ________________ lives? We can’t.
2. Writing: Write about sustainable development. Show your partner

your paper. Correct each other’s work.
3. Internet info: Search the Internet and find more information about
sustainable development and the three pillars of sustainable development.
Talk about what you discover with your partner(s) in the next lesson.
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4. Magazine article: Write a magazine article about sustainable
development. Read what you wrote to your group mates. Give each other
feedback on your articles.
5. Sustainable development poster: Make a poster about sustainable
development. Show it to your group mates. Give each other feedback on
your posters.
6. My sustainable development lesson: Make your own English lesson
on sustainable development. Make sure there is a good mix of things to do.
Find some good online activities. Teach the group when you have finished.
7. Online sharing: Use your blog, wiki, Facebook page, Twitter
stream, Delicious, Gmail, or any other social media tool to get opinions on
sustainable development. Share your findings with the class.
LESSON 2
Introduction to Sustainable Development
I. Read the texts and discuss in groups
Text 1. Help wild animals
I think it is necessary to help wild animals. Many of them are in
danger now. For example, pandas which live in the jungle and white bears
which live in the Arctic. White bears eat fish. If people pollute rivers and
seas ,animals die .All woods are home to animals and birds. It is important
to take care of them . If trees are damaged and flowers and grass are
cut ,birds and animals can become instinct. Each of us can do something to
help nature. We must not frighten animals and birds. We must never break
plants or baby trees. There are a lot of ways to help our planet. We must
take care of it.
Text 2. Climatic Changes
Climate is a weather of a certain place has over a long period of time.
Climate has a very important influence on plants, animals and humans and
in different parts of the world .But recently the climate has changed a lot,
especially in Europe .Scientists think that the reason is greenhouse effect. It
is caused by carbon dioxide. Carbon dioxide is produced when we burn
things. Also people and animals breathe in oxygen in and breathe out
carbon dioxide. As you know trees take this gas from air and produce
oxygen. But in the last few years people have cut down and burn big areas
of rainforest .This means that there are fewer trees and more carbon
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dioxide .This gas in the atmosphere works like glass in a greenhouse. It lets
heat get in, but it doesn’t let much heat get out .So the atmosphere becomes
warmer. Greenhouse effect is something called global warming.
Words:
1. Carbon dioxide 4.to get in
2. Oxygen 5.to get out
3. Heat
Text3. Green Peace
Green Peace is an international environmental organization .It was
founded in1969 by a group of Canadian environmentalists. Members of
Green Peace appear in the places where the environment is endangered.
They always act fast.
The world knows about the Green Peace action to stop hunting whales
or killing baby seals. They block the way to the ships that try to dump
waste, and work hard to create a nuclear –free world.
The activity of Green Peace often annoys governments, companies
and people who don’t care about the future of the world.
Green Peace has offices in many countries, including Russia. People,
who can’t take part in Green Peace actions directly support this organization
with money.
Green Peace members are often called “greens”. The “greens” are
group of people whose aim is protection of natural things, e.g. plants and
animals.
Text4.Green Fuel
A new low –cost fuel is being developed by a biotechnology
company. It’s called biobutanol and is expected to be the best
environmentally friendly fuel for transport.
Butanol is derived from waste plant material and is an attractive
replacement for petrol.
It reduces not only CO emissions but also our dependence on finite
fossil fuels.
The UK’s Minister for Science said: “The development of biofuels is
expected to play a major part in reducing transport emissions. Climate
change is a huge global problem. We believe the UK must put its best
efforts towards developing the new technologies.”
Words:
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1. Fuel
2. Biotechnology
3. to derive from
4. emission
5. to penetrate
6. finite
II. Assignments for students’ independent work

Listening 2
Globalization
What does globalization mean? We ______________________ word
on TV and read about it in newspapers. It means the
_______________________ village – the global village. The world has
become smaller.
Of course, _____________________ not shrink and it isn’t a village.
Because of better transport, the Internet _______________________
between countries, it _______________________ business. Japanese car
makers have factories in Thailand; American computer companies employ
thousands of people in China. That’s globalization. And don’t forget
_______________________ call centre jobs in India that workers in
America and Europe_______________________. Globalization also means
_______________________ work in another country. Is globalization
a good _______________________? That’s a difficult
_______________________.
2. Correct the spelling:

What does globalization mean? We always hear this word on TV and
read about it in peenspraws. It means the world is now a village – the global
village. The world has
become rlsalme. Of course, the world did not hinsrkand it isn’t a village.
Because of better tptnraors, the Internet and more adtginrbetween countries,
it is easier to do
business. Japanese car makers have fcriasoetin Thailand; American
computer companies oylpem thousands of people in China. That’s
globalization. And don’t forget the linilsomof call centre jobs in India that
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workers in America and Europe used to do. Globalization also means it is
reesia to work in another country. Is globalization a good or bad thing?
That’s a difficult etnsiqou to answer.
3. Write about the influence of globalization on your culture. Show your

partner your paper. Correct each other’s work.
LESSON 3
Pollution. Water, Air and Soil Contamination
I. Warm up activity
Students are shown the container filled by the previous day's garbage.
Steps:
1. Guess the weight of the garbage. Take turns picking up the container
to estimate its weight.
2. Discuss the idea of landfill and try to understand where the garbage
goes after it is collected.
3. Weigh the garbage on a bathroom scale and record the number on the
black board.
4. To make the weight easier to understand, compare it to other objects
whose weight you are familiar with. (Note: Remember to weigh the garbage
separately). Multiply this number by seven to see how much garbage their
classroom would produce in one week. Multiply the number by 365 to find
out how much garbage they would produce in one year.
5. While wearing the latex or rubber gloves, sort the garbage into three
or four categories by spreading it out on garbage bags in front of the class
(e.g. wasted food, packaging, paper, etc.).
6. Once the garbage is sorted, write the categories on the board (or chart
paper) to identify the most common items in each category. (e.g.,
organic waste, paper/plastic products, etc.).
7. Select items from the list that they could do without. Cross the items
off on the board as they are listed. (Note: plastic wraps could be
replaced by reusable containers.)
8. Identify garbage items that are necessary, but could be reduced in
quantity (e.g., you could reduce your paper consumption by reusing
scrap paper when possible).
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II. Discussions on seminar questions
1. What are the causes of pollution?
2. Analyze the differences between pollution preventions and pollution
cleanup.
3. What is an “ecological footprint”?

Listening 3
Natural disasters
I don’t know about you, but I __________________ natural disasters
now than before. _________________ the news there’s some kind of
disaster. There are
bushfires in Australia and California, earthquakes in China, hurricanes in
Mexico __________________ Africa. I’m sure global warming is creating
more natural
disasters. I’m lucky. Where I live, we__________________ natural
disasters. I’ve never experienced anything __________________ TV. Japan
has many natural disasters. They have earthquakes, typhoons, flooding,
volcanoes, __________________.
They are lucky they have the money__________________. There are
countries in Africa that aren’t rich. When a natural disaster hits them,
___________________
2.Correct the spelling.

I don’t know about you, but I think there are more natural disasters now
than oerbef. Every time I turn on the news there’s some kind of disaster.
There are rushfiesb in Australia and California, earthquakes in China,
hurricanes in Mexico and roguhdtsin Africa. I’m sure global warming is
creating more natural disasters. I’m lucky. Where I live, we don’t really
have natural disasters. I’ve never experienced anything like the things on
TV. Japan has many natural disasters. They have earthquakes, typhoons,
flooding, volcanoes, all kinds of things. They are lucky they have the
money to deal with them. There are countries in Africa that aren’t rich.
When a natural disaster hits them, tveryone esuffrsterribly.
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3. Write about natural disasters for 10 minutes. Show your partner your
paper. Correct each other’s work.
LESSON 4
Pollution. Water, Air and Soil Contamination
I. Reading
1. Before reading the text, take a look at these words
Word Meaning
acid rain noun rain that contains harmful chemicals that collect in
the atmosphere when fossil fuels are burned
carcinogen noun a substance that has been linked to causing one or
more types of cancer
contaminated adj. has come in contact with organisms or substances
that cause disease
developing a nation that is working towards becoming more
country noun economically and socially advanced
domestic garbage that is produced by people in a household
waste noun
dumping verb placing waste in an area that is not appropriate ( ex.
dumping chemicals in oceans)
hazardous a form of garbage that is harmful to health of plants,
waste noun animals, or humans and requires careful disposal
(ex. batteries or paint)
industrial adj. related to the advancement of the economy
pesticides noun chemicals that are sprayed on crops to prevent
insects from destroying them
pollutant noun something that causes damage to the environment
pollution noun the contamination of the environment
priority noun of top concern
sewage noun waste that humans put down drains
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2. Read the text
Water, Air and Soil Contamination
Pollution is an environmental concern for people throughout the
world. One university study suggests that pollutants in the water, air, and
soil cause up to 40% of the premature deaths in the world's population. The
majority of these deaths occur in developing countries.
Water in many third world countries is contaminated with toxic
chemicals, also known as toxins. The World Health Organization (WHO)
estimates that 1.1 billion people have little or no access to clean water. In
many of these regions the water that is used for drinking, cooking, and
washing is the same water that is used for dumping sewage and hazardous
waste. Most developing countries cannot afford water treatment facilities.
Approximately 80% of infectious diseases in the world are caused by
contaminated water.
Air pollution is a growing problem throughout the world. Indoor air
pollution is one of the leading causes of lung cancer. Families in developing
countries use open stoves for cooking and heating their homes. These
homes do not have proper ventilation. The smoke, which is full of
chemicals and carcinogens, gets trapped inside where families eat and
sleep. Outdoor pollution also causes disease and illness, especially
in industrial cities such as Beijing, China, where cancer is the leading
cause of death. China relies heavily on coal, which is considered the dirtiest
source of energy. According to the European Union, only 1% of urban
dwellers in China breathe clean air on an average day. Neighboring
countries including Japan and Korea receive much of China's pollution in
the form of acid rain. This pollution results mainly from the coal powered
factories, which produce inexpensive goods for North American and
European consumers. Outdoor air pollution is also a concern in many
wealthy countries. Those who live and work in urban centres such as Los
Angeles or Toronto experience many warm days beneath a layer of smog.
Soil pollution is also a major concern, both in industrial and
developing countries. Pollutants such as metals and pesticides seep into the
earth's soil and contaminate the food supply. Soil pollution causes major
health risks to entire ecosystems. This type of pollution reduces the amount
of land suitable for agricultural production and contributes to global food
shortages. Dumping of industrial and domestic waste products produces
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much of the world's soil pollution, though natural disasters can also add to
the problem. In wealthy countries such as the US, protection agencies
monitor the food supply. The public is generally warned before major health
outbreaks occur. Developing countries do not have this luxury. Farmers in
poor nations grow food in contaminated soil both to earn a living and to
avoid starvation.
As more people move to urban centres, premature deaths caused by
pollution are expected to increase worldwide. Today, the developed nations
who achieved their wealth at the expense of the environment will be held
accountable for protecting the earth's resources for future generations.
3. Try this quiz to check your understanding:

1. Garbage that requires careful disposal is called _________ waste.
a) sewer
b) hazardous
c) dumping
d) domestic
2. This is a form of precipitation that contains pollution.
a) contamination
b) smog
c) acid rain
d) sewage
3. Something that is one of the most important issues or concerns is
a________.
a) purity
b) priority
c) privacy
d) practicality
4. Windows and fans provide important __________.
a) pollution
b) prioritization
c) contamination
d) ventilation
5. __________ regions are often contaminated with air pollution.
a) chemical
b) carcinogen
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c) smog
d) industrial
6. According to the article, what causes 40% of the world's premature
deaths?
a) air/soil pollution
b) water pollution
c) all the above
7. What is the main reason people die of waterborne illnesses?
a) fishing pollutes the water
b) climate change
c) water treatment too expensive
8. Which is the main cause of lung cancer in third world countries?
a) carcinogens in water supply
b) indoor air pollution
c) hazardous waste in the home
d) Los Angeles factories
9. According to the article, where is cancer the leading cause of death?
a) California
b) Toronto
c) Beijing
d) Europe
10. Which is NOT mentioned as a source of soil pollution?
a) hazardous wastes
b) use of pesticides
c) smoke from factories
4. Answer the questions for discussion and essay writing:
1. How is the quality of water in your hometown? Do you think water will
become cleaner or more polluted in your area in the future? Provide reasons
for your predictions.
2. Have you ever been to a city that had poor air quality? Describe your
experience.
3. Do you think developing nations such as China should be more
environmentally conscious? Is it their right to achieve wealth as other
nations did in the past?
4. Do you think pollution will ever drive people back out into rural areas?
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5. What role should wealthy nations such as the US have in caring for the
environment in comparison to poor nations?
6. Natural disasters such as volcanoes, forest fires, and hurricanes send
fossil fuels into the atmosphere and spread pollution.
Why do you think nature acts this way?

Listening 4
Pollution
I hate pollution. It ___________________ angry. I think pollution is greed.
People ___________________ the environment so they
___________________ to make lots of money. Big companies are the
worst. They ___________________ polluting. They have the money to say
they are “green”. Pollution affects us all. We are all less healthy because of
companies ___________________ or our rivers. Everybody needs to think
about how we can ___________________ of pollution we create. Not using
the ___________________ walk is one way. Turning off lights we don’t
need is another. Barack Obama says he’s going ___________________
help the Earth. I really hope he does because if pollution gets any worse,
we’ll be in seriously big trouble.
2. Vocabulary extension: Choose several of the words from the text. Use a
dictionary or Google’s search field (or another search engine) to build up
more associations / collocations of each word.
pollution. Talk about what you discover with your partner(s) in the next
lesson.
4. Writing: Write a magazine article about pollution. Read what you wrote
to your classmates in the next lesson. Give each other feedback on your
articles.
5. Pollution poster: Make a poster about pollution. Show it to your

classmates in the next lesson. Give each other feedback on your posters.
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6. My sustainable development lesson: Make your own English lesson on
pollution. Make sure there is a good mix of things to do. Find some good
online activities. Teach the group when you have finished.
7. Online sharing: Use your blog, wiki, Facebook page, Twitter stream,
Delicious / Gmail account, or any other social media tool to get opinions on
pollution. Share your findings with the class.
LESSON 5
Climate change
I. Warm up activity
Your footprint on the Earth
Study the following words:
Footprint, impact, genetically modified organisms (GMOs), packaging,
recycling in bulk, waste, to reuse, organic food, processed food, battery
farming, and sustainability.
Steps
- How can we reduce our impact on the Earth?(E.g. travelling by train
instead of by car, recycling bottles rather than throwing them away)
- Asses your own impact on the Earth in four major categories:
transport, food, waste and energy.
Transport Food
OK Heavy impact OK Heavy impact
Waste Energy
OK Heavy impact OK Heavy impact
Prompt
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Transport
How do I go to school? (by bike, motorbike, bus, car, and walk)
What methods of transport do I regularly use?
Food
Do I eat a lot of products of animal origin? Do I eat a lot of vegetables? Do
I eat organic food? Do I eat locally produced fruit or exotic fruits grown on
the other side of the world? Do I eat free range or battery eggs? Do I eat a
lot of processed food?
Waste
Do I buy things in bulk? Do I things with a lot of packaging? What do I do
with the waste I generate (organic, paper, plastics, cans, etc)? Do I re-use
things? Do I throw away many re-usable things? Do I recycle on a regular
basis?
Energy
Are the home appliances and light bulbs are use energy efficient? Is my
home insulated? Do I turn the lights and other appliances when I don’t need
them (such as the TV set, the radio….)? Do I turn down the heating at
home?
- Discuss the results in pairs and list a few ideas on how to reduce your
“footprint on the planet”.

1. What keeps us alive? What is an environmental sustainable society?
2. Describe the differences between point and non-point source pollution.
3. Identify several perpetual, renewable and nonrenewable resources?

Listening 5
Carbon footprint
We ______________________ something about pollution. Even though
there are warnings about global warming, companies
______________________ to reduce pollution. Our sky, air, rivers, beaches
and countryside ______________________
rubbish dumps. The air ______________________ it is giving children
breathing problems. Polluted rivers have no fish______________________
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and beaches are too dangerous ______________________ because of the
garbage everywhere. It
seems a lot of ______________________ . I think there should
______________________ for polluters. I don’t ______________________
more for things if they can be made with less pollution. The problem is that
companies are more ______________________ profits than pollution. We
have only just started looking at our carbon footprint.
2. Correct the spelling.
We have to do soitmnhge about pollution. Even hohutg there are warnings
about global warming, companies don’t do anything to uerdec pollution.
Our sky, air, rivers, beaches and countryside are becoming hsbbiru dumps.
The air is so polluted it is giving children enagbhtri problems. Polluted
iserrv have no fish left in them and
eabchse are too dangerous to walk on because of the rbageageverywhere. It
seems a lot of people don’t care. I think there should be big efisnfor
polluters. I don’t mind paying more for things if they can be made with less
pollution. The problem is that companies are more interested in irpftso than
pollution. We have only just
started looking at our carbon footprint.
3. Write about carbon footprint for 10 minutes. Show your
LESSON6
Climate change
I. Reading
Word Meaning
bamboo noun a type of woody plant that grows very quickly
biomass noun organic material and waste that can be used for
fuel
buzzwordsnoun words that are popular during a certain time
period, especially in the media
carbon noun material that is released into the atmosphere
when fossil fuels are burned
carbon footprint noun the measurement of damage a single person
does to the environment (how much
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greenhouse gas each person produces in a
lifetime)
car share program noun allows a group of people in a community to
take turns using the same car, instead of
owning separate vehicles
durable adj. strong, long-lasting
eco prefix related to the environment/natural habitat
energy efficient adj. uses less resources to produce energy
global warming noun the gradual increase in temperature on earth
green initiative noun an effort to protect the natural environment
in the worksnoun being developed now
non-toxic adj. not harmful for people or the environment
2. Read the text
Dockside Green
The green movement is catching on in many pockets of the world.
This is especially true in the construction industry. Today's buzz words,
which include global warming and zero emissions, are causing everyday
people (not just celebrities) to look for ways to reduce their carbon
footprint. Purchasing environmentally-friendly property is a good
investment for those who are concerned about their own health and the
well-being of the earth. Based on this trend, entire districts, known as eco-
communities, are being designed with green initiatives in mind. Dockside
Green in Victoria, British Columbia, Canada is one of these communities.
Its goal is to become the world's first zero-emissions neighbourhood.
If everything goes according to plan, Dockside Green will be a self-
sufficient community along the harbour front of British Columbia's capital
city. The community will be home to 2500 people and will consist of
residential, office, and retail space. The plans describe a variety of
environmental features, some of which are unprecedented.
Builders of Dockside Green have the environment in mind with every
choice they make. They ensure proper ventilation, and guarantee residents
100% fresh indoor air. Interior and exterior building materials, such as
paints and wood, are natural and non-toxic. Eco-conscious builders
use bamboo wherever possible because it is durable and does not
require pesticides to grow.
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Energy efficiency is one of the top priorities in eco-communities, such
as Dockside Green. Not only do energy-efficient appliances and light
fixtures reduce the environmental impact of heating and hot water, they also
save residents and business owners money. Dockside Green claims that
home owners will use 55% less energy than average residents in Canada.
Though they are sharing space by investing in condo-style living, residents
will have individual utility metres. Studies show that people use
approximately 20% less energy when they are billed for exactly what they
use. In addition, water is treated at Dockside Green and reused on site for
flushing toilets.
Planners of eco-communities such as Dockside Green must take the
future into account. Dockside Green plans on reusing 90% of its
construction waste. They also plan to continue using local suppliers for all
of their transport and maintenance needs. This is a great way to reduce
emissions. Dockside residents will be encouraged to make use of a mini
transit system and buy into the community's car share program. Finally,
plans are in the works for a high-tech heating system that will use
renewable biomass instead of fossil fuels.
The first two stages of development at Dockside Green have already been
completed, and many other plans are in the works. Other smaller eco-
villages can be found around the world. These are also known as intentional
communities. Most have a small population of 50-150 residents. Residents
of these communities aim to reduce their carbon footprint and be models
for sustainable living.
1. A material that is "durable" will _________.
a) last a long time
b) improve air quality
c) be energy efficient
d) be non-toxic
2. Something that has never been recorded before is said to be ___-
_____.
a) an initiative
b) a buzz word
c) unprecedented
d) in the works
20
3. Washers that use less water than average machines are more energy
________.
a) durable
b) efficient
c) worked
d) ventilated
4. Which of the following is a prefix meaning "environment"?
a) eno
b) evo
c) eco
d) eso
5. A material that does not contain poisonous chemicals is called
_______.
a) “non-toxic”
b) “un-toxic”
c) “no-toxic”
d) “toxicless”
6. What is Dockside Green?
a) city in Canada
b) community in the works
c) environmental charity
7. Why is bamboo an environmentally friendly choice for builders?
a) keeps pests out of houses
b) provides good air circulation
c) grows quickly and easily
8. According to the article, what percentage of energy savings is there in
condos with single unit utility meters?
a) 0%
b) 20%
c) 55%
9. What major issue does Dockside Green hope to address in the future?
a) fossil fuel alternatives
b) stop factory pollution
c) lower carbon footprints
10. According to the reading, what common goal do residents of eco-villages
have?
21
a) to study yoga
b) to live in model homes
c) to reduce their carbon footprint

1. Would you want to live in an eco-community now or in the future? Why
or why not?
2. What drawbacks do you think residents might find living at Dockside
Green?
3. What do you think is the most important "green initiative" for eco-
builders at this time in history? Why did you choose this?
4. If there was a car share program in your community would you consider
using it instead of owning a car? Why or why not?
5. How environmentally friendly is your current place of residence? If
money was no issue, what green improvements would you make to your
home?

Listening 6
Climate Change
Climate change is ______________________ most worrying
things for our planet. Many politicians and scientists say it is the
biggest ______________________ . I read almost every day that
climate change is changing ______________________ . Many species
of animal, fish, insect, frog, etc. are dying. The
______________________ the Arctic and Antarctica are melting. Our
weather is changing ______________________ getting warmer, or
colder, or are having ______________________ hurricanes. We all
need to ______________________ so that climate change does not
destroy us. It’s important to ______________________ things that
produce greenhouse gasses. These warm the planet and change the
climate. Doing ______________________ turning off lights and
recycling ______________________.
22
2. Vocabulary extension: Choose several of the words from the text. Use
a dictionary or Google’s search field (or another search engine) to build up
climate change. Talk about what you discover with your partner(s) in the
next lesson.
4. Writing: Write a magazine article about climate change. Read what you
wrote to your classmates in the next lesson. Give each other feedback on
your articles.
5. Pollution poster Make a poster about climate change. Show it to your
6. My sustainable development lesson: Make your own English lesson
on climate change. Make sure there is a good mix of things to do. Find
some good online activities. Teach the group when you have finished.
climate change. Share your findings with the class.
LESSON 7
Global Warming
I. Warm-up activity
Reuse, Reduce, Recycle
Steps
- Study these words: reuse, reduce, and recycle. Reduce means to
make something smaller in amount, size or price. Reuse means to use
something again. Recycle means to put materials or objects through a
process to be used again.
- Be ready to match one of the given three words with the following
sentences:
(E.g. I cut up old t-shirts and use them as cleaning rags - reuse)
I turn the water off while brushing my teeth. I never throw away old
batteries. I find a business that will take them. I cut up old paper into
squares and make small notepads with them. I ride my bike to work instead
of driving my car.
23
I always bring my own mug or travel mug, when I go to a coffee shop. I
donate unwanted or old clothes to charities. I always turn the lights off
when I leave a room.
I separate cans and plastic bottles from the garbage.
- Explain your choice.
- Reveal the correct answer and discuss why the sentence
demonstrates reducing, reusing or recycling.

1. What are the earth’s main types of resources? How can they be
depleted or degraded?
2. What is biodiversity loss?
3. How can we protect natural capital?

Listening 7
Solar energy
Solar energy is ______________ future. If we do not use it, our planet will
not survive. We do not have enough resources on Earth ______________
energy needs. We are slowly using solar energy more. Most places you go
in the world today you can ________________ on people’s houses. I hope
that in the future, all houses will use solar power. It’s so simple.
______________. All you have to do is pay for the solar panels and some
other equipment, and then you have free energy. Research into solar energy
is still ______________. I think in the future it will be everywhere. We’ll
______________ solar panels from our local DIY store. I also think
______________ clothes that provide solar power, and we’ll be driving cars
______________ solar energy.

Solar energy is the key to our truufe. If we do not use it, our planet will not
vsvueri. We do not have enough resources on Earth to ylppus our energy
needs. We are slowly using solar energy more. Most places you go in the
world today you can see solar panels on people’s houses. I hope that in the
24
future, all oehsus will use solar power. It’s so eilspm. In fact, it’s free. All
you have to do is pay for the solar panels and some other equipment, and
then you have free energy. seeRarch into solar energy is still in its early
days. I think in the future it will be wvreeherey. We’ll be able to buy solar
panels from our local DIY store. I also think we’ll be wierang clothes that
deoprvi solar power, and we’ll be driving cars opdweer by solar energy.
3. Write about solar system for 10 minutes. Show your

LESSON 8
Global Warming
I. Reading
Word Meaning
conservation effort noun measures to protect and restore the natural
world
ecosystem noun the ongoing relationship between living
things and their environment
endangered species noun animals or plants that are likely to go extinct
environmentalistnoun a person who cares about the natural world
and makes an effort to protect it or raise
awareness for its needs
extinction noun the loss of a species in this world
foodchain noun a group of organisms that feed off each other
global warmingnoun the gradual increase in temperature on earth
habitat noun the area where a species naturally lives, eats,
and reproduces
recover verb to help a certain species repopulate an area
reforestationnoun the planting and growth of new trees
risk verb engage in a dangerous act
vulnerableadjective likely to face injury or danger
wildlife noun plants and animals living in a natural
environment
25
2. Read the text
Polar Bear Makes the List
In spring 2008, the polar bear was placed on the endangered
species list. According to the Endangered Species Act, an endangered
species is an animal that is likely to face extinction in its natural habitat.
Polar bears have been categorized as a "threatened" species. The ESA
defines a threatened species as one that is likely to become "endangered" in
the foreseeable future.
The polar bear is the first animal that has been classified as
endangered due primarily to global warming. Global warming is caused by
carbon dioxide and other greenhouse gases that become trapped in the
atmosphere. Heating homes, driving cars, and burning garbage all require
fossil fuels that lead to global warming.
The polar bear's habitat is more vulnerable to global warming than
many other species. Polar bears live mainly on the sea ice in the Arctic. This
is where they hunt for fish and build up fat reserves. When the ice melts
many polar bears move to land and live off their stored fat. In the Arctic,
global warming is causing the ice to melt slightly earlier and form slightly
later. This results in a shorter feeding season for the polar bear.
Some risk their lives to find ice. If they have to swim too far they will
drown from exhaustion and hunger. The World Wildlife Fund estimates that
25% of the Arctic sea ice has disappeared in the past 30 years.
It is not only the polar bear that is at risk in the Arctic. Every species
of plant, animal, and insect there is threatened by global warming.
Nevertheless, environmentalist groups such as the World Wildlife Fund
often study large carnivores in order to assess the health of an ecosystem.
The Arctic food chain relies on the polar bear. In addition, donations are
more commonly offered for the protection of large animals such as bears or
elephants. People in general are less interested in conservation efforts that
protect small wildlife, such as plants or insects. However, by using donor
money to protect the habitat of the larger animals
(ex. reforestation programs), entire ecosystems can be protected.
It is important that animals such as the polar bear make it onto the
endangered species list. Once they are on the list there are laws that protect
these animals from being hunted for food or sport. Agencies also receive
money and tools to protect the habitat and recover the species. The goal of
26
removing the animal from the list is often achievable. Since the Endangered
Species Act was introduced in the US in 1973, many species have been
taken off the list due to increased populations. In fact, it is rare for a species
to go extinct after they make the list. Sadly many species do go extinct
while waiting for consideration.

1. The place where a species lives and reproduces is its _________.
a. conservation
b. habitat
c. food chain
d. ecosystem
2. When a species is no longer found on earth it is said to be ________.
a. threatened
b. endangered
c. extinct
d. at risk
3. Reforestation in an area where a threatened species lives is an example
of a _______.
a. global warming
b. conservational effort
c. habitat
d. vulnerable species
4. The gradual warming of the earth is called ________.
a. endangered
b. habitat
c. environmental
d. global warming
5. Once a species is placed on an endangered list, a group will attempt
to ________ the population.
a. rewind
b. revise
c. recover
d. repair
27
6. According to the article, an endangered species is one that ________.
a. is already extinct
b. is dangerous to humans
c. will die out in nature
7. What poses the greatest threat to polar bears today?
a. over hunting
b. climate change
c. polluted water
d. politicians
8. What major change has occurred in the polar bear's natural habitat?
a. air temperature colder
b. ice extremely polluted
c. sea ice much reduced
9. What type of conservation efforts are people generally interested in?

a. saving insects and birds
b. protecting large animals
c. reforestation projects
10. According to the World Wildlife Fund polar bear studies help
researchers determine the _____________.
a.health of the Arctic
b. likely date of extinction
c.impact of man on environment

1. Why do you think the Canadian Arctic is called the Land of the
Midnight Sun? What do you think it would be like to live there?
2. The Governor of Alaska is unhappy with the decision to place the
polar bear on the endangered species list. What could this decision mean for
development in Alaska?
3. A rough estimate suggests that there are approximately 20,000
polar bears in the world. Why do you think it is so difficult to know how
many bears live in the Arctic? What challenges would face a census team?
4. Scientists say there are twice as many polar bears living in the
Arctic as there were in the 1960's. This is because polar bears used to be
severely over hunted. Some politicians site this data as a reason for not
28
placing polar bears on the endangered species list. How do you feel about
their argument?
5. If there are 25,000 polar bears now, how do you think the population
will change by the year 2050? What factors did you consider in making your
estimation?

Listening 8
Global warming
Global warming _______________________ problem in the world today.
Everyone knows about it but not everyone is trying to stop it. Many world
leaders are more interested _______________________ countries for the
crisis. Countries like China, India and Russia say they will
_______________________ America takes more action. America says it will
not act _______________________ take more action. It seems a little childish
that leaders are acting _______________________ . The future of our world is
at risk and governments _______________________ with each other. Many
presidents and prime ministers tell us that technology
_______________________ . They say future scientists will find solutions to
_______________________ . This is _______________________ . I hope
they are right. I don’t believe them, so I’ll continue switching off
_______________________
dictionary or Google’s search field (or another search engine) to build up more
associations / collocations of each word.
3. Internet info: Search the Internet and find more information about global
warming. Talk about what you discover with your partner(s) in the next lesson.
4. Writing: Write a magazine article about global warming. Read what you
wrote to your classmates in the next lesson. Give each other feedback on your
articles.
5. Pollution poster: Make a poster about global warming. Show it to your
global warming. Make sure there is a good mix of things to do. Find some
good online activities. Teach the group when you have finished.
29
global warming. Share your findings with the class.
LESSON 9
Population Growth and Food Supply
I. Warm up activity
Grocery Shopping on a Budget
Steps:
- You have the task of doing all the grocery shopping for an entire
month for your family—this is a big responsibility!
- You will only have $30.
-Below is a list of common foods that we buy in the grocery store on a
weekly basis.
- Some of these foods might not be what you and your family like to
eat all the time, but remember this is only an exercise. You will have to
choose from the list below and buy all your food with $30.
Your Shopping List

Loaf of bread: $2
Package of pasta: $3
Rice: $4
Carton of milk: $2
Juice: $2
Cheese: $3
Chicken: $7
Beef: $7
Fish: $7
Can of tuna fish: $2
Eggs: $2
Peanut Butter: $3
Jelly: $3
Lettuce: $1
Tomatoes: 5 for $2
Cucumber: $1
Peppers: 5 for $2
30
Potatoes: 5 for $1
Apples: 5 for $2
Oranges: 5 for $2
Bananas: 5 for $2
Grapes: $2
Cereal: $3
Cookies: $2
Potato Chips: $2
Ice Cream: $3
Soda: $2
Frozen peas and carrots: $2
Frozen Fish Sticks: $4
Make your budget

My Groceries for One Month: Cost:
Total Spent:
Now that you have finished your shopping, do you think you bought enough
food for all the people that live in your house for one whole month?
Remember, there are 30 days (sometimes 31) in one month, and we have to
eat three meals a day. Perhaps thinking about what we eat in one day will
help us figure out if we bought enough.
1. How fast is human population growing? Where is most population

growth occurring?
2. List several differences between developed and developing countries?
3. List 3 pros and cons related to economic development.
4. How may globalization impact the world’s environment?
5. How can we meet the economic needs of the present without diminishing
economic opportunities for future?
31
Listening 9
Famine
There __________________ that famine should be a problem in today’s
world. We are so rich. Companies have billions of dollars. Countries have
trillions. It’s __________________ that people __________________
enough to help famine victims. It’s a sin. There is __________________
food in this world to feed
everyone. Government leaders need to tell the world why they let people
__________________ . Even the United Nations can’t persuade
governments to give __________________ to help __________________ .
Of course, there are good governments and bad ones. The bad ones
__________________ own people
starve. The leaders steal the country’s money. Some countries have a
famine but __________________ tells people there are
__________________ . That’s shocking.
2. Correct the spelling.

There is no way that famine should be aelrmpbo in today’s world. We are
so rich. Companies have sonlilbi of dollars. Countries have trillions. It’s a
real hsamethat
people do not give enough to help famine vcsiimt. It’s a sin. There is more
than enough food in this world to feed everyone. Government aredsleneed
to tell the world why they let people die of uegnhr. Even the United Nations
can’t persuade governments to give enough money to help the vangtisr. Of
course, there are good governments and bad ones. The bad ones often let
their own people starve. The leaders stale the country’s money. Some
countries have a famine but their tstaeTV tells people there are bumper
crops. That’s insohcgk.
3. Write about famine for 10 minutes. Show your partner

your paper. Correct each other’s work.
32
LESSON 10
Population Growth and Food Supply
I. Reading
1. Before reading the text, answer the following questions:
- How fast is the world population growing?
- Do you think there are already too many people in the world?
- How fast is the population of the UAE growing?
- What are some of the problems associated with a large population?
- What are some of the ways we can tackle these problems?
- What do you think is the ideal family size?
2. Read the text

Population Growth and Food Supply: The Real Energy Crisis
(1). How does it feel to be constantly hungry? If you are among the affluent
one-third of humanity which consumes two-thirds of the world's total food
supply then you have no concept whatsoever of the real meaning of hunger.
But the majority of people on earth spend most of their waking hours and
60-95% of their incomes just trying to get enough food for themselves and
their children to prevent starvation and debilitating diseases.
(2) With an impressive sequence of agricultural revolutions, we have
increased our food growing capacity several hundredfold. In the United
States, Australia and Canada, countries that have traditionally grown a lot of
food, the rural population is below 5 percent. In some European countries it
is below 1 percent.
(3) There are a number of reasons for the vastly increased yields in western
countries since the First World War. The most important of these are:
a. The widespread availability of relatively inexpensive fertilizers.
b. Mechanized agriculture powered by energy, from fossil fuels and to
someextent nuclear power.
c. The development of an impressive array of chemicals - herbicides,
fungicides and insecticides - to reduce crop losses through the activities of
pests.
d. Intensive research into plant breeding and stock improvement.
33
e. Improvements in the storage, processing, distribution and marketing of
food.
(4) There is also another fundamental paradox in these impressive feats.
Although we are feeding more people than at any time in history, there are
also more hungry and malnourished people than in any previous time. This
is the real energy crisis in the world today. It affects the health and survival
of one-third to one-half of all human beings. Total production has increased
since 1961 on all continents except Africa, yet the per capita food
production in the less developed countries is not different from the
inadequate levels that existed in the early 1960's.
(5) Despite massive efforts in certain problem areas, world and regional
food production has barely kept up with population growth. Are some
regions in the world doomed to massive famines in the coming decades?
There is no easy answer to this controversial question. Some people point
out that we are already experiencing the greatest famine in the history of
humanity with somewhere between 5 and 20 million human beings dying of
starvation, malnutrition and diseases associated with malnutrition each year.
(6) In one sense there might be no global shortage of food if the total
quantity of calorie available were distributed on a per capita basis.
However, the world food problem is not just the quantity but also the
quality of food available, the uneven food distribution and buying power,
and the ecological side effects of modern agriculture. Many suggestions
have been made for dealing with the food crisis, but before evaluating these
proposed solutions we must see how the laws of thermodynamics as always,
determine the limits of what we can and cannot do.
3. Try the quizzes to check your understanding:
Quiz 1.
1. affluent (paragraph 1)
a) have a lot of money
b) have a lot of children
c) have a lot of houses
2. starvation (paragraph 1)
a) suffering or dying from lack of food
b) suffering because there is very little money
c) suffering because there are too many problems
34
3. rural (paragraph 2)
a) to do with the country or village
b) to do with living in big cities
c) to do with living in the mountains
4. pests (paragraph 3)
a) insects that fly in the night
b) animals or insects that destroy crops
c) insects and animals that crawl
5. paradox (paragraph 4)
a) a statement that says the same thing
b) two ideas that are the same
c) a statement that says two opposite things
6. malnourished (paragraph 4)
a) become ill because there is not enough good food to eat
b) become ill because there is too much rich food to eat
c) become ill because one is too fat
7. inadequate (paragraph 4)
a) not enough
b) enough
c) not enough
8. famine (paragraph 5)
a) lack of food and drink in the cities
b) extreme lack of food for a very large number of people
c) lack of food in the villages
9. global (paragraph 6)
a) to do with the world
b) to do with the villages
c) to do with the towns
10. uneven (paragraph 6)
a) not the same in quantity or quality
b) not the same in quantity
c) not equal
35
Quiz 2.
1. One third of the population of the world consumes ----------------- of the
total food supply.
a) two thirds b) one third c) over half
2. Most people in the world spend more than half their ----------- trying to
feed themselves.
a) wages b) salary c) income
3. The rural population in the US, Australia and Canada is
a) below 5% b) above 5% c) just 5%
4. The text mentions --------------- very important reasons for the increased
yields in the western countries
a) three b) four c) five
5. Despite increased food production there are more ------------- people in
the world today than ever before.
a) angry b) hungry c) hunger
6. Since 1961 food production has increased in all continents except
--------------.
a) India b) Africa c) Somalia
7. The world food problem is not only a question of ----------- but also of
quality.
a) quantity b) quality c) quantities
8. ------------ production in the world has not kept up with population
growth.
a) Car b) Crop c) Food
9. It is estimated that ------------------------ human beings die of starvation
every year.
a) between 5 and 20 million b) less than 5 and 20 million
c) more than 5 and 20 million
10. Many ---------------------- have been made for dealing with the food
crisis.
a) plans b) suggestions c) decisions
36
Listening 10
Overpopulation
Overpopulation is a real problem. It __________________. Very soon,
there will be too many people and not enough land. There won’t be enough
farms __________________ everyone. We’ll eat all of the fish in the sea.
And our pollution __________________ global warming. I think we are in
a very __________________. I don’t know what the answer is. Our leaders
don’t __________________. They never see the bigger picture. The world’s
population is exploding, and explosions __________________. More and
more people are living longer and longer. We have better medicines. Our
scientists have __________________ many diseases. There are many
reasons. What we really need ________________ about how
overpopulation is damaging the Earth.
overpopulation. Talk about what you discover with your partner(s) in the
next lesson.
4. Writing: Write a magazine article about overpopulation. Read what you
your articles.
5. Pollution poster: Make a poster about overpopulation. Show it to your
overpopulation. Make sure there is a good mix of things to do. Find some
overpopulation. Share your findings with the class.
37
LESSON 11
Child Labour
I. Warm-up activity
The Global citizen
Steps
- We all have a role as members of the community we live in. E.g.
within the family we have a defined role as sons, daughters, or parents; at
university, teachers have a defined role while students have another. Each
of us has a number of duties, responsibilities and rights. Draw a midsized
circle, and write family within it. This is the smallest and first community
we all belong to.
- Draw a second circle around the first and then several others until
you have a good number of circles, one inside the other.
- Copy the circles, in the groups you should discuss what communities
are represented by the circles (e.g. school, nation, tribe, group of friends,
city). Write this within each circle.
- What are your duties, rights, and responsibilities as members of each
of those communities? Write these next to each circle.
- Share your results with others. Encourage contributions from other
students.
- Draw a large circle around all the circles and write on top “global
community”.
- In the groups, make a list of principles you think should govern our
global community.
- Have a full class discussion.
Prompt
Global community
What does it mean to be a member of the global community? What is
the relationship between our global community responsibilities and, e. g. the
pollution of the world’s rivers, the greenhouse effect, and the destruction of
the rainforests? What are your responsibilities towards other members of the
global communities?
38
1. Speak on the framework of social sustainability?
2. How might social sustainability be assessed or evaluated?
3. How might we assess the role of social sustainability in relation to
environmental and economic sustainability?
4. Why do social and ethical values are essential for economic
sustainability?

Listening 11
Oil
Oil is good and bad. It’s good ________________ our energy needs. It’s
________________ causes pollution. Oil is a fossil fuel. Burning it
produces carbon dioxide (CO2). ________________ biggest causes of
global warming. There isn’t much oil left in the ground. Some people
________________ gone this century. I suppose that means we won’t make
as much pollution. But what will we do ________________ out? Scientists
are working on that right now. We need to do something because
________________ power our cars, homes and factories. Whatever we
replace oil with must be better for the environment. I don’t think oil-
producing countries are happy ________________ out. They need to start
thinking about how to make money ________________ gone.
2. Correct the spelling

Oil is good and bad. It’s good because it helps our neeygrneeds. It’s bad
because it cuasespollution. Oil is a fossil fuel. Burning it produces
broancdioxide (CO2). This is one of the biggest causes of global warming.
There isn’t much oil left in the unodrg. Some people say it will all be gone
this nrcueyt. I suppose that means we won’t make as much pollution. But
what will we do when the oil runs out? Scientists are kgwinor on that right
now. We need to do something because we use oil to wpero our cars, homes
and factories. Whatever we celpera oil with must be better for the
environment. I don’t think oil-producing countries are ahypptheir oil will
run out. They need to start gkinthin about how to make money after the oil
has gone.
39
3. Write about oil for 10 minutes. Show your partner your paper.
Correct each other’s work.
LESSON 12
Child Labour
I. Reading
1. Before reading the text, answer the following questions:
-What is the difference between slavery and child work?
-What might be some of the causes of child labour?
- Do you know the Convention on the Rights of the Child?
2. Read the texts

Forced child cotton picking in Uzbekistan
Uzbekistan is the world’s third biggest exporter of cotton in the world
and makes over US$1 billion a year through exporting around 800,000
tonnes of cotton. Around 90 per cent of Uzbek cotton is harvested by hand
through state sponsored forced labour, especially of children. Every
September, the cotton harvest begins. Many schools are closed down as
children, some as young as ten, are sent to the fields to pick cotton by hand
for up to three months. They receive little, if any pay. Children are also used
to manually weed the fields during the growing season and forced to apply
dangerous pesticides to the growing crop. Local government officials give
headmasters quotas dictating how much each student has to harvest.
Students who fail to meet their target or who pick low quality crop are
punished with detentions, told that their grades will suffer, or are beaten.
Children who run away from the cotton fields, or who refuse to take part
can be excluded from school. After weeks of hard work and insufficient
food and water, children can be left exhausted and suffering from ill health
and malnutrition. Four children are reported to have died from accidents
during the harvest and one girl allegedly committed suicide after being
harshly reprimanded for not meeting her cotton quota.
Child cotton picker’s story
“We’re really afraid of getting expelled from school. Every September 2,
the first day of school, the Director warns us that if we don’t go out to pick
40
cotton we might as well not come back to school. The school administration
does everything to create the impression that the schoolchildren themselves
are the ones who have decided to go out to the cotton fields. But just try to
“voluntarily” not go out to the harvest! We’re all forced to obey this
unwritten law. And moreover, the only way to get cash is to go out and pick
cotton. It’s painful to see how the kids knock themselves out in the cotton
fields to earn this rotten money. Just think about it: in order to earn 50 sum,
a kid who is barely 14 has to bend down to the cotton bush over 50 times.
And his earnings from a day of this work won’t even buy him a pair of ugly
socks.”
Male ninth grade, Kashkadaria province

3. Discuss the texts in groups.
4. Do you agree or disagree with the solutions given below:
- We should not boycott cotton picked by forced child labour in
Uzbekistan. We should work with the Uzbek government over a period of
time to make sure that children do not work long hours, that they can go to
school and that they have enough free time to play and enjoy their
childhood.
- We should encourage British companies to stop showing support for
forced child labour by buying cotton from Uzbekistan. We should write
polite letters asking them what steps they are taking to stop the use of cotton
picked by children in Uzbekistan in their products.
- Four children have died as a result of working with dangerous pesticides.
This is wrong and more children will die if we do not demand that the
Uzbek government stops the use of child labour TODAY!
- We should encourage British companies who buy cotton from
Uzbekistan to develop rules for working with the government. These rules
would make sure that children are not taken out of school and forced to
work and that adults are paid a fair wage to pick cotton instead.
- We should have rules that ensure that children who work picking
cotton should get a fair wage for their work.
- We should continue trading with Uzbekistan however they produce
their cotton. It is not our business to interfere. Why should we in rich
countries tell poor countries what to do?
41
- Some companies have already banned the use of Uzbek cotton in
their products. There is no reason why other companies cannot do the same.
We should use our consumer power to persuade companies to stop using
Uzbek cotton by writing letters outlining our concerns.
- Child labour is a disgrace. It is wrong that children lose their
childhood and education by being forced to work long hours and with
dangerous pesticides. It should be stopped completely NOW.

Listening 12
Homelessness
Homelessness is _______________________. It really shouldn’t exist
today. A country should be ashamed _______________________ homeless.
Governments are so rich today, yet they have no money to provide
_______________________ their citizens. This is rubbish. Think how
much money governments _______________________ fancy cars and
other unnecessary things. It’s a crime. Even in rich countries, there are
_______________________ homeless. The government tries to sweep them
_______________________. They want to pretend the problem
_______________________. The world’s richest countries spend billions of
dollars on weapons, but can’t _______________________ people have
_______________________ their head. This is disgusting. All world
leaders should be ashamed of themselves. I _______________________ for
the homeless.
homelessness. Talk about what you discover with your partner(s) in the next
lesson.
4. Writing: Write a magazine article about homelessness. Read what you
your articles.
42
5. Pollution poster: Make a poster about homelessness. Show it to your
homelessness. Make sure there is a good mix of things to do. Find some
homelessness. Share your findings with the class.
LESSON 13
Gender Roles
I. Warm-up activity
Procedure
1. Get into the group of three or five students in each. Label each
group A or B and appoint a speaker .
2. When you see a woman wearing a Muslim headscarf , what do you
think? How do the women feel wearing it? Where is it worn and why?
3. Groups A should list all the possible benefits of wearing the veil.
The B groups list all the possible disadvantages.
4. A group speakers share their results with the class.
5. Do the same with the B group speakers.
6. Groups A should prepare oral presentations in 30 seconds, one of
the good point they found in wearing a veil. The B groups prepare to
challenge those points( also in 30 seconds).
7. Two A group students and two B group students come to the front
of the class and present their 30- second arguments. Repeat this procedure
until all the students have presented.
8. Get into the pairs of A and B group students who argued together
into new groups of four.
9. Give out a copy of the passage to each student and ask them to read
it in silence. Help out with any comprehension problems.
10. Discuss in groups.
43
1. Speak on Social Sustainability
2. What do you think about gender roles?
3. What do you know about human cargo?

Listening 13
Nuclear energy
Many scientists say nuclear energy ____________. Many normal people
aren’t so sure. I think ____________worry about nuclear energy. We hear
on the news about
the dangers of nuclear power. Many years ago there was ____________ in
Chernobyl, Russia. A nuclear reactor caught fire and melted. Because of
this, deadly radiation spread across ____________ Europe. There were
reports that sheep in England caught radiation sickness. I think things are
safer now. Many countries trust nuclear energy. France and Japan
______________ of nuclear power stations. I think it’s probably a good
idea. We really need to stop _______________. Nuclear power is a
_______________ to the environment. Perhaps we need to spend more
money ____________ safer.

Many scientists say nuclear energy is our tuurfe. Many normal people aren’t
so sure. I think most of us rwroy about nuclear energy. We hear on the news
about the ngdsare of nuclear power. Many years ago there was a big
accident in Chernobyl, Russia. A nuclear reactor caught fire and emetld.
Because of this, deadly radiation spread across the whole of Europe. There
were psetrro that sheep in England caught radiation sickness. I think things
are aesfr now. Many countries srttu nuclear energy. France and Japan each
has dzsnoe of nuclear power stations. I think it’s probably a good idea. We
really need to stop using ifosls fuels. Nuclear power is a lot less harmful to
the environment. Perhaps we need to nedsp more money on making it safer.
3. Write about nuclear energy for 10 minutes. Show your

Partner your paper. Correct each other’s work.
44
LESSON 14
Behind the veil

I. Reading
The Muslim veil, or Hijab, comes from the Arabic word “hajaba” meaning
to hide fro view. Codes for wearing the veil vary considerably in different
Muslim societies. Some women wear the burka, which hides all the body
except the eyes. Others cover their bodies but leave their faces and hands
free; some women wear the hijab, a scarf over the head and neck.
Wearing the veil is an act of faith, based on the Koran’s instruction to
men and women to dress modestly. Modern Muslim women argue it
protects them from the male gaze and thus prevents them from being
sexually objectified. So it is a liberation from contemporary or western
notions of superficial beauty. Under the veil women feel valued for their
intelligence, skills and personality because they do not use their body and
its charms for social acceptance.
Modern Muslims in the West speak proudly of wearing the veil
because it asserts their identity as faithful, dignified and chaste. This
contrasts sharply with the western perception of heveil as oppressive. Over
the decades the veil has become a political statement. In some parts of the
world it symbolizes a rejection of colonial of western influence. However
some modern western women argue that where the veil has been used to
signify weakness, and isolate and alienate women from social life, men
have a abused their power in the name of religion.
Follow- up 1
Find out what types of veils are worn in different countries and locate those
countries on the world map.
Follow- up 2
Identify a garment or a costume representative of their countries of origin
and note down its symbolism and meaning, and then share this information
with the rest of the class.
Follow- up 3
Cut out photos from magazines and newspapers showing groups of men and
women from mixed background who have gathered together for
conferences, summits, meetings, protests, etc. and to identify the national
costumes and their country of origin. Ask them to make posters with labels.
45
Listening 14:
Ozone layer
__________________ the ozone layer about twenty years ago. I was still in
school. I thought it was interesting, but I didn’t __________________. It
was a bit like science fiction, I mean, __________________ a giant hole in
the atmosphere? Over __________________ and more scientists spoke
about the ozone layer. Global warming became a serious issue. Important
people like Al Gore __________________ it. We all know today that the
thinning ozone layer is perhaps the __________________ we face. Even
though many people have changed their lifestyles, we are still damaging the
ozone layer. We need to do something __________________ this. We all
need to stop driving cars and stop using coal. That __________________

I first heard about the ozone layer about ettynw years ago. I was still in
school. I thought it was interesting, but I didn’t take it ulsrsieyo. It was a bit
like science fiction, I mean, how could there be a gniathole in the
atmosphere? Over the years, more and more scientists kosepabout the ozone
layer. Global warming became a
serious issue. Important people like Al Gore made movies about it. We all
know today that the nntngiihozone layer is perhaps the most serious risisc
we face. Even though many people have dheacngtheir lifestyles, we are still
naaimdgg the ozone layer. We need to do something really acritds to stop
this. We all need to stop driving cars and stop using coal. That would be
aatstr.
3. Write about ozone layer for 10 minutes. Show your partner your
paper. Correct each other’s work.
46
LESSON 15
Sustainable Development in Kyrgyzstan

Green Design Project
You are an environmental scientist hired by the city of Osh. Your job
is to come up with a series of design changes to a university, a school, or
any other place help make it a more environmentally friendly building. You
will present your design changes as a poster or Power Point presentation.
Your proposed changes must address each of the following
environmental issues currently facing Osh:
1. Air pollution
2. Water pollution
3. Soil pollution
4. Climate change
5. Endangered species
6. Global warming
7. Child labour
8. Homelessness
9. Energy crisis
10. Overpopulation
Project Requirements:
For each improvement you are making you must:
1. Describe the design change you are making and how much it will cost
to make the changes
1. Explain the environmental problem(s) it helps solve
2. Include a diagram or a picture
Project Timeline:
1. Discovering environmental problems at university, school, etc.
2. 2-3 days in class to research and brainstorm design changes for our
university
3. 3 days to put all the information together (on your own time)
4. Final due date: ____________________
5. Project Deliverables: You must turn in
1. Brainstorming graphic organizer
2. Design improvement presentational tool (Poster or Powerpoint)
47
Rubric
Process Creativity
Did you take The
Empathy
Inquiry all the solutions
I am aware Craftsmanship
Did you necessary you show
of the My project is
solve the steps to off in your
Core importance well made and
problem follow the project
Values of my is of
being problem and reflect your
project to professional
presented complete all personal
the quality
to you? components style,
community
of the interests,
project? and passions
No, it is not
No, my clear from
My project is
project does my project
No, I did No, I did not not well made.
not show off that I’m
not solve complete all It is messy, has
1 my personal aware of
the steps in the typos, and
style, the
problem project looks
passions, importance
unfinished
and interests of it to the
community
It is
Yes, I
somewhat
solved the My personal
I completed clear from My project is
problem, style is
most steps in my project well made in
but I present in
2 the project, that I am parts, but could
didn’t portions of
but not all of aware of its still use some
include all my project,
them importance revisions
necessary but not all
to the
solutions
community
Yes, I It is clear
My personal
solved the from my
style,
problem, Yes, I project that
passions, My project is
but I did completed I am aware
3 and interests clearly revised
not all steps in of its
are present and well made
present all the project importance
in my
possible to the
presentation
solutions community
48
My personal
style,
Yes, I
Yes, I passions,
solved the
completed and interests It is very
problem My project is
all steps in are so clear that I
and well made and
the project clearly know the
4 presented revised. It is of
and present in importance
a variety professional
completed my of my
of quality
them presentation project
practical
thoroughly that you can
solutions
tell it’s mine
immediately
Name: __________________________ Total (out of 20):

___________
49
Additional material
Watch the videos and discuss in the groups
I. Video 1. Planetary boundaries. (The case of food)
You would think, I think intuitively, that energy would be the
dominate way that humanity is impacting the planet. We've just seen how
massive energy use translates into rising carbon dioxide and climate change.
And energy, of course, is everywhere. In our transport systems, our power
supplies, our industrial processes, our home use. But it's quite arguable; I
would say it is right to say that the agriculture sector has an even larger
impact on the physical planet and the various earth systems then energy.
Energy is causing climate change.
Agricultural use and agricultural patterns not only have a huge impact
on climate, but have a huge impact on every aspect of the Earth's systems
and the planetary boundaries. We'll see soon that the food production
contributes massively to greenhouse gas emissions, therefore, to climate
change. But we'll see also that the energy system as we go around the circle
is in a way dwarfed by the food production system in its impacts on each of
the other areas of the planetary boundaries.
The nitrogen and phosphorous cycles where we get the pollution from
the runoff of nitrogen and phosphorous based fertilizers. The freshwater use
which is about 70% used in the agricultural sector. The change of land use
overwhelmingly a reflection of agriculture. The loss of biodiversity, coming
from the way that farmlands and pasturelands and tree crop plantations,
absolutely threaten habitats of other species unless agriculture is done in an
agro-eco-friendly manner. Chemical pollution with the heavy application of
chemicals such as herbicides and pesticides used in agriculture. There's a
tremendous amount of chemical impact from the farm system. So it is quite
arguable that farming dominates all of the human activities in terms of the
anthropogenic effects, anthrop, human, genic caused by, that is the various
caused impacts on the planet.
Now this is in a way ironic because it takes us right back to the
beginning of the modern economic era and to the very beginning of
economic studies, just like Adam Smith does. And just like Adam Smith's
wisdom is still useful today, so too is that of another great thinker, Thomas
Robert Malthus, who wrote a famous text in 1798 called Principles of
Population. Was afraid. He was also afraid of planetary boundaries but for a
50
slightly different reason. Said that the human population has a tendency to
rise at a geometric rate. And so if left on its own with the basic needs met,
the human population would continue to expand rapidly. He was right in
that. When he wrote the Principles of Population in 1798, the total
population may have been 800 million, maybe 900 million, roughly one-
tenth of the level that it is today, so Malthus was right, that human
population tends to increase markedly at a geometric rate, he said. Now he
feared that the ability to grow food would only increase at an arithmetic
rate. That is, adding a certain number of tons of feed grain or food grain per
year to the world's capacity to grow food. And Malthus said, look, any
geometric growth will always overtake any arithmetic growth, so the
growth of the human population is always going to overtake the ability to
grow food, he said. And at some point, there will be so many people that
hunger will ensue. And when hunger ensues, there will be various kinds of
devastating feedbacks, whether it's war, whether it's famine, whether it's a
disease or other scourges that will push population back down but will mean
that humanity won't break free of the physical constraint on the ability to
grow food. Now Malthus did not anticipate the scientific advances of the
green revolution for example. He didn't anticipate modern seed breeding of
course even Mendel who invented the modern science of genetics would
come basically about three quarters of a century after Malthus. Malthus also
didn't anticipate the breakthroughs in the science of soil nutrients and the
use of chemical fertilizers to replenish soil nutrients and to boost food
yields. Nor did he anticipate at least the potential for the human population
to stabilize by mean of modern contraception and family planning and
choices that households make. So Malthus couldn't see the full dynamic
ahead, but he worried that the human population would outstrip the carrying
capacity of the planet itself. For a long time, economists and others laughed
at Malthus. They said, you got it all wrong. You see, modern science allows
us to grow enough food for a geometric rise of the population. We know
how to add fertilizer, we know how to have high yield seed varieties. But
Malthus is a pretty clever guy and you know he had a real insight and we're
not done with his story yet because his warning rings true today.
While it is the case that increases of food production technology in
agronomy and food processing storage, transport and the like, has made it
possible to feed 7.2 billion people, though not all of them, by any means,
51
fed well or nutritiously. It is also the case that the food production system is
so destructive of the environment that Malthus is still there waving his
finger saying, not so fast. You haven't proven that you can grow this amount
of food sustainably.
What does gonna happen when the water runs out? What's gonna
happen when the nitrogen and phosphorous loadings become so large? And
so forth. So I would say we're not at the end of the Malthusian story yet.
Sustainable development calls for a renovation, a reform, an
upgrading of the technological systems to grow food. It calls for us to eat
more wisely as well. Eating the kinds of food products that don't threaten
the natural environment. For example, not eating endangered fish species or
endangered species of land mammals.
Unfortunately, some of which are in huge supply as delicacies even to
the point of illegal hunting and poaching, and threatening the very survival
of these species. So changing farm systems and changing human behavior
in terms of our diet and use of agricultural products is possible. But in order
to meet Malthus's challenge, we still have to prove that it's possible to grow
food in a sustainable manner for all of the people properly nourished on the
planet. And with the food system, recognizing and respecting the planetary
boundaries. Boy, are we far from this today.
Let's think about some of the ways that the food system is impinging
on the planetary boundaries. First, the food system is an enormous source of
greenhouse gases. Of course, agriculture uses a lot of energy for planting,
for harvesting, for storing, transforming, and transporting food and other
agriculture commodities. There's a lot of energy stored in chemical
fertilizers, because to make urea or other nitrogen-based fertilizers, one
requires a lot of energy to create the chemical compounds in those
fertilizers. But what's interesting and important for us to note is that
agriculture emits greenhouse gases in other ways as well. Remember, the
two other major greenhouse gases anthropogenically caused, that is, caused
by human beings, in addition to CO2 are methane and nitrous oxide. Now
methane, or CH4, is emitted in a variety of ways. It's emitted by anaerobic
processes in flooded or paddy field rice for example, where the metabolic
processes of the bacteria release methane into the atmosphere. It's also
released from the gut of ruminant livestock.
52
When cows chew their cud and digest their food, they are also
emitters of methane on a large scale. Nitrous oxide is emitted partly through
industrial processes and electricity production at coal-fired power plants,
but it's also emitted by the chemical decomposition of nitrogen-based
fertilizers. So fertilizers are a source of nitrous oxide in the air, but they're
also a source of water pollution in the sea.
In both cases, the nitrogen is applied on the farms, but it's not taken
up by the plants themselves. It either volitalizes into the atmosphere or it
runs off into the water, and then on the way through the rivers and
groundwater to the ocean. So a greenhouse gas is one major way that the
agriculture system impinges, causing climate change. Land use change and
habitat loss is another obvious way.
Humans use land primarily not for our cities, not for our highways,
but for our farms and our pasture land and our timber land. And we have
already taken hold of so much land, so much photosynthetic potential to
feed us that we're depriving other species, not only of their natural habitats,
but of the food that they need to stay alive. And that's why we're driving the
numbers of other species down sharply.
Agriculture, as I mentioned earlier, is a major source of chemical
pollutants, often very long lasting and very toxic chemicals that are used as
pesticides and as herbicides and as other parts of the food production chain.
Agriculture has another perverse threat, which is called invasive species.
Invasive species means that humanity advertently or inadvertently, but
generally unwisely, takes a species from one part of the world, puts it into
another environment, perhaps where there's no competition with that
species. If it's an animal, it can run wild. If it's a plant or a weed, it can take
over a land area or a lake, for example, dominating the local biodiversity.
Invasive species means that we are rearranging the biogeography, the places
on the planet where various species exist. And we're putting lots of species
at risk by invading ecosystems where they don't belong, where they are not
native, perhaps where they have no predators, or where they can invade and
take over a lot of the resources of that ecosystem. Nitrogen and phosphorus
runoff I've already mentioned.
And look at this picture, this shocking picture off the coast of China.
There is so much fertilizer being used by Chinese farmers, because it's
heavily subsidized, and because of bad farm practices. That that fertilizer
53
runs off the farms into the rivers and groundwater, it accumulates in the
estuaries and off the coast, and it creates this kind of algal bloom. And algal
bloom means that there's such a sudden massive loading of nutrients,
nitrogen and phosphorus in particular, that the algae which either naturally
grows in a particular place or has been introduced, say, by fisheries
practices, suddenly has this massive feast of nitrogen and phosphorous, and
there's an explosion of the amount of algae. This algae will die, then it will
be decomposed by bacteria. As those bacteria feast on the dead algae, they
will be respirating and they'll be using a lot of the oxygen in the water. They
will deplete the oxygen as part of their respiration process. And by
depleting the oxygen they will create an oxygen-depleted zone of coastal
waters. That's called a hypoxic zone, low oxygen. Hypoxia. And low
oxygen kills the fish, kills the other species. Suddenly you have what
ecologists and marine biologists call a dead zone. There are dead zones all
over the coastal world now, especially in the estuaries. Estuaries, where the
fresh water of rivers meets the salt water of the oceans, are wondrous
ecosystems. Our shellfish and many other species are often indigenous to
those locations and they're being threatened by this nutrient loading. By the
eutrophication and then by the hypoxia that results creating dead zones and
hypoxic regions in more than 130 estuaries around the world.
The food system also gives rise to new pathogens. When we have the
industrial breeding of poultry for example. All crowded together. We have
learned that there is recombination of genes, of bacteria and viruses. When
livestock and poultry out in the open mixed with the wild species of geese
and other species, you get further recombination. And this has given rise to
many emerging infectious diseases, some of which are very, very
frightening like SARS was and remains very, very frightening. And so we
have new and emerging diseases coming from industrial agricultural
practices. Of course we have massive over harvesting, over hunting, over
grazing, over, abstraction and cutting down, logging of trees and forests.
Most of the worlds major fisheries have been massively over-fished. In the
northeast of the United States where I live, there was a collapse of the cod
fisheries because of the massive amount of fish that was being hauled up
using modern technologies. Trawlers and other high tech ways to fish
massive amounts of fish under the ocean.
54
And of course with all this food production, we are using up water
supplies, through groundwater depletion, through the diversion of rivers
which no longer make it all of the way to the sea. And the growing water
crisis is extraordinarily frightening. We see water scarcity as a major threat
to well being, to human health, to economic development. In many, many
parts of the world, adding climate change on one side, overuse of water
coming from agriculture, it's quite a dangerous brew. So just as we are
going to need to find a new pathway for energy based on energy efficiency
and low carbon energy supplies. We are going to need to find a new farm
system, or I should say farm systems. Because there are farm systems
distinctive all over the world depending on the local climates, local cultures,
the local soils, local ecological conditions. But what is nearly common to all
of the major regions is that our farm systems are not yet sustainable. We
still have to prove Malthus wrong. We still have to take a tip from Malthus
that the challenges of food supply are a major and continuing challenge
facing humanity. And a core part of any agenda of achieving sustainable
development.
II. Video 2. Economic development history

The world we've seen is divided, is startlingly so, between some very
rich countries and some very, very poor countries. A billion people roughly
live in the high income world. Another billion, roughly, that lives in the
poor countries, the low income world. And then another 5 billion, 5 7ths of
humanity are in between, in the middle income countries. How did this vast
difference unfold? How is it that we have countries like the United States,
or some even richer at $50,000.00 per person, per year of income or higher?
And some countries like Mali, or Malawi, or Niger at under $500.00 per
person per year, less than 100th the income levels of the high income
countries?
We certainly didn't start this way a couple of centuries ago. If you
look back to the period just before the great take off of modern economic
growth, just before what we call the industrial revolution, the world was
fairly equal. Equal in poverty. Just about every part of the world was rural.
Just about every part of the world had its population and its workforce
engage in trying to stay alive as peasant farmers. Small herd of farmers
eking out a survival. When it was a bad season, bad rains, heat wave,
55
drought people not only suffered, they died. And that kind of extreme
poverty was pervasive. It was everywhere in the world. It was in Europe, as
well as in Africa.
The world was in a condition of not complete but nearly complete
equality but equality of poverty. The story of today's inequality therefore is
also the story of modern economic development what has been called the
era of modern economic growth. That's the period since the start of the
Industrial Revolution when some parts of the world were able to experience
sustained increases of gross domestic product per person. So much so that
they transformed themselves from rural to urban, from peasant agriculture
to modern industry and, increasingly these days, to a modern, high tech,
knowledge intensive, information and communications technology
intensive, service economy. How did this happen? And why did it happen in
some places in the world, but obviously not in all parts of the world? In
such a way that by now, we have these vast inequalities. What it means is
not that, today's poor countries got poorer over time.
From two centuries ago they started poor and by and large, they
remained poor. Other parts of the world started poor and by today are very
rich. We need to understand the nature of that economic growth. And of
course why it has varied so much across the world. And what can be done to
unlock that economic growth in today's low income and especially today's
least developed countries. All this takeoff of modern economic growth, the
Industrial Revolution and all that followed, is a new event from the point of
view of human history. Humanity, our species, best guess, we're 150,000
years as Homo sapiens. We are about 10,000 years as civilized Homo
sapiens, meaning living in communities dependent on sedentary agriculture
rather than as nomads hunting and gathering. So the neolithic revolution
which brought us agriculture is about 10,000 years ago. But for a very long
time, from the advent of agriculture into the Industrial Revolution itself,
progress was very, very gradual, almost imperceptible. We see that very
starkly in the depiction, as best it can be estimated, of the growth of the
world economy. Have a look at this graph. The line of the world output is
essentially flat, nearly at zero, for thousands of years. We show it from 1
AD. Until a takeoff and when you look at that graph you see the takeoff turn
up just begins around 1750. And then it shoots up if we are looking at the
total production for the world till today. And that vertical line continues
56
because world economy continues to grow very, very strongly today even if
as we have come to expect at different rates in different parts of the world.
When you think about the total output of the world, which is the sum of the
gross domestic product in each country, we can think of that as having two
parts. One is the output per person in the world times the number of people
in the world. And so when we ask the question, why did the world economy
take off around 1750? Was it due to rising output per person, or was it due
to a rise in the number of people? We can say yes. What do I mean by yes?
I mean both. Both factors have played a huge role, and strangely enough,
nearly simultaneously.
The world population went up and down by small amounts for 2,000
years, roughly half a billion people, on the planet. In bad periods like The
Black Death the numbers would come down. In good periods the population
would increase. But it was very stable, fluctuating around a narrow range.
Starting in the middle of the 18th century just like the picture for the total
world output when we'd look at the picture for the world population, it just
turns steeply upward. Well, it's obviously related to the fact that because of
changes in the economy, changes of knowhow, more people could be
supported because more food could be grown. There was more output per
person as well rising productivity.
Economic growth in the sense of a rise of gross product per person.
We see it again nearly flat imperceptible changes for century after century.
Starting around the middle of the 18th century, just as with the population
and with the size of the overall world economy, that graph shoots upward.
Suddenly, the world shows a sustained and significant increase decade after
decade in the output per person. Of course I have to caution, these are
estimates, from various kinds of evidence, of what the world looked like
before 1750. But it was not a world of economic growth. It was not a world
of wealth and poverty. It was a world of poverty. It was a world that could
produce great monuments beautiful treasures for human history. Like Notre
Dame Cathedral and so many splendid architectural triumphs around the
world. The Great Wall of China or Hagia Sophia in Constantinople today's
Istanbul. But it was a world in which most people lived difficult lives,
scratching out an existence, trying to grow enough food to survive season
by season.
57
One of the greatest economists of a modern history one of the leading
thinkers of the 20th century, John Maynard Keynes, wrote a quite
remarkable description of this long, long period of near stasis. Near stability
and unchanging technology from the time of the Roman Empire until the
onset of the Industrial Revolution. And I'd like to quote from one of his
great essays, Economic Possibilities for our Grandchildren, written in the
great depression of the last century, saying how powerful technology can be
to help humankind improve its lot. Keynes wrote, and I'm quoting, from the
earliest times of which we have the record, back say to 2,000 years before
Christ, down to the beginning of the 18th century there was no very great
change in the standard of life of the average man living in the civilized
centers of the earth. Ups and downs, certainly.
Visitations of plagues, famine and war, golden intervals. But no
progressive violent change. This slow rate of progress or lack of progress
was due to two reasons, to the remarkable absence of important technical
improvements and to the failure of capital to accumulate. The absence of
important technical inventions between the pre-historic age and the
comparatively modern times is truly remarkable. Almost everything which
really matters and which the world possessed at the commencement of the
modern age was already known to man at the dawn of history.
Language, fire, the same domestic animals which we have today.
Wheat, barley, the vine and the olive, the plow, the wheel, the oar, the sail,
leather, linens and cloth, bricks and pots, gold and silver, copper, tin and
lead, and iron was added to the list before 1000 BC. Banking, statecraft,
mathematics, astronomy, and religion. Keynes's point is technology is
crucial. And for a very long period technology was relatively unchanging to
the point that one could have taken a farmer from Roman times, and if
possible through a time machine, put them down in England at the
beginning of the 17th century. And they would have felt pretty much at
home. Same techniques, similar living standards a world that would have
looked quite the same over a span of 17 centuries. But then dramatically
everything changes and that is our next subject. To understand the Industrial
Revolution, how it began and how it changed human history and human
destiny.
58
III. Video 3. Planetary boundaries. (The case of population)
We're in search of a sustainable development trajectory for the planet.
We want to help countries grow, especially the poorest countries, to break
free of the poverty trap. We need to respect planetary boundaries, and we
want growth to be fair, widely shared with a broad inclusive prosperity.
We've seen how hard this is going to be, whether it's the energy system, or
the food production technologies that are going to have to change markedly.
But a big part of the challenge, the extent of the challenge, the ability to
meet sustainable development will depend on the future of population
dynamics.
The more people there are on the planet, the more mouths to feed, the
more challenges there will be to reconcile the economic objectives of rising
living standards per person, multiplied by a larger number of people, and
respecting the planetary boundaries. And so, facing the question of
population is key. We also know it's key for inclusiveness and breaking free
of poverty. Because when poor families have large numbers of children,
they are not able to provide the kind of investment in the human capital, as
we call it. Meaning the health, the nutrition, the education, the skills of their
own children. In order to ensure that they are productive and meet their their
potential is, as adults. And so, reducing the fertility rates, voluntarily,
respecting human rights and family desires to levels that are low enough to
foresee a stabilization, even a gradual decline of today's large population, or
the one that we will have on the planet in the future, will make it easier to
achieve the other aspects of sustainable development as well. Social
inclusion, ending extreme poverty. And of course as I'm emphasizing,
respecting the planetary boundaries.
So where do we stand? Well, if we go back to Thomas Robert
Malthus in 1798, a world of 8 to 900 million people. And he warned us, be
careful, populations will grow. They have grown maybe by a factor of nine
or ten, since Malthus gave us that famous warning, to 7.2 billion today. And
that 7.2 billion today is up from around 2.5 billion people in the middle of
the 20th century. You're looking at a very pertinent set of scenarios, four of
them shown here, produced by the United Nations Population Division.
Notice that the solid line shows the actual change in population from 2.5
billion to 7.2 billion between 1950 and 2010. And then the four lines
diverge, depending essentially on alternative assumptions about fertility
59
rates, out to the end of the 21st century, to the year 2100. What are these
four scenarios? The medium scenario shown here, it's the one that is third
from the top on the right hand side, reaching about 10.8 billion people in the
year 2100. It's called the medium fertility scenario of the UN Population
Division. It's the one we tend to look to as something like a continuation of
current trends. That scenario shows us having an increase of another 3.6
billion people between now and the end of the century. What an enormous
increase. That's the middle scenario.
Now at the top is something unthinkable, unimaginable, but very
interesting for us. Suppose fertility rates do not come down at all, and for
each age and each country in the world, the age specific child bearing
tendencies continue into the future without reduction. Well, simply running
the clock forward, based on the current fertility rates, the world population
would soar well past 20 billion, 25 billion. In fact, by 2100, it would be 28.6
billion, four times higher than now. Impossible. The Earth couldn't manage
it, but it does tell us something. It tells us that the medium scenario of the
United Nations isn't exactly business as usual in a mere continuation of
current trends. It builds in the assumption already of a significant decline of
fertility rates in future years. Take that into account. Because if those
fertility rates do not come down, then 10.8 billion is going to look awfully
optimistic in terms of where the population would settle, where I'm using
the term optimism to mean keeping it on the lower side, so that we can
envision realistically sustainable development. A constant fertility rate
continuing exactly what's happening right now, 28 billion people.
The next line down is what's called the high fertility rate. It's a little
bit more plausible, pretty frightening. It says, if, instead of that medium
scenario, women were to have just, on average, one half child more. So that
each woman, instead of having two children, would have two and a half
children or, or to put it another way, every ten women would be having 25
children rather than 20 children. Would mean billions and billions of people
more on the planet. That's how sensitive the population forecasts are to the
future dynamics of fertility. We could reach 16.6 billion that is more than 5
billion in addition to the forecast of 10.8 billion, obviously. Now if rather
than the medium fertility forecast, which has a built in estimated decline of
fertility gradually over time, the decline of fertility were a bit faster.
60
So that women were having on average a half child fewer than in the
medium forecast, or every ten women having five children fewer than in the
medium forecast. Then the world population would actually peak around
mid century, and gradually decline to about 6.8 billion at the end of the
century.
From my point of view, that's most attractive if we aim for sustainable
development, which we presumably are aiming for. Because if we can have
a peak of the world population, then a gradual decline, it's going to be much
easier to meet the inclusiveness goals, the fairness. It's going to be much
easier to meet the environmental objectives and needs as well. What this
shows is that small changes of fertility rates will have big changes of
outcomes. And it suggests that if steps are taken to help facilitate a faster
reduction of fertility by, for example, keeping young girls in school rather
than having them married, as in traditional societies at the age of 14 or
sometimes even younger. This could make a very big difference.
Now, the next graph shows the annual rate of change of population in
the medium scenario, but for different groups of countries. This is also
important. The solid line third from the top, is the world average. What you
see is that the population growth of the world peaked at about 2%, around
1970. At that time, the world population was on the order of about 4 billion
people, which means that at a 2% growth rate, the world was adding about
80 million people per year. Now if you fast forward to the year 2010, the
growth rate is a little over 1% per year, 1.1 to 1.2% per year. But now, the
base on which that percentage growth is occurring is twice as large as back
in 1970. It's now 7.2 billion people, multiply 1.1% by 7.2 billion people, or
1.2% by 7.2 billion people. Lo and behold, you're getting about the same 80
million increase as of 40 years ago. This says that the proportionate growth
rate of population has slowed. But the absolute numbers, the arithmetic
increase year by year remains around 75 to 80 million people added to the
world's population each year. In the medium scenario, that growth rate tends
to decline. It declines to almost zero by the end of the century, because
fertility rates basically come down to replacement.
Replacement fertility rate means that each mother has two children,
one is a daughter, one is a son. Each mother is replacing herself with a
daughter who will become the mother of the next generation. And keeping
the numbers, therefore, in the long-term stable. So since the fertility rate is
61
assumed by the United Nations to trend towards the replacement rate of
around two, the population growth rate also tends to converge to around
zero. But what you see on this graph is that the least developed countries
ironically, but not unexpectedly, have the highest population growth rate.
Those are the places where family planning is not used. Those are the places
where girls drop out of school early. Those are the places where women
face massive discrimination. They're not in the labor market, and so the
opportunity cost of their time is low. They're supposed to be home having
children, according to the prevailing social norms, or maybe the desires of
their husbands. Maybe not their own desires in many places, but traditional
societies impose, through cultural and other means, that kind of pressure for
large numbers of children.
Well, to see where fertility rates are right now, we can look at the next
graph, which measures the actual fertility rates up to the year 2010. And
then shows the projections of the United Nations in this medium fertility
projection for different groups of countries out to the year 2100. What you
see is that, as of 2010, the countries at the bottom of this curve, which are
the more developed, or the developed regions of the world, are already
below replacement rate. If they continue with that fertility rate for another
couple of generations, the population size will begin to decline in the high
income world. The highest fertility rates in the curve at the very top of this
picture are the least developed countries. Whereas, in 2010, still the total
fertility rate is above four.
Each mother, on average, is having two daughters. That means the
population is tending to double, generation by generation. because each
mother is replacing herself statistically with two daughters, who will grow
up to be two mothers of the next generation. That's why the population
growth remains so high. And one can see in this graph, is that for the less
developed regions as a whole and for the world on average, the fertility
rates are a bit above replacement, but not as high as in the least developed
countries. And therefore, on average, the population growth rate is less than
it is in the poorest countries, but higher than it is in the high income
countries. Well, what could lead to a faster transition to a stable population,
and to a replacement fertility rate? We know through observation and
careful study that there are many key determinants of the fertility rate, of the
fertility choice.
62
Let me mention some of them. First, age of marriage. In traditional
societies, girls are often not schooled at all, or pushed out of school early.
And married very early, maybe by the command of their father, who
marries the girl for economic reasons within the community, or traditional
reasons at the age of 12 or 14. And then childbearing starts very soon
thereafter. And these young girls, who remain illiterate throughout their
lives without economic, political, or social empowerment, often end up with
seven or eight or nine children. So that is one determinant.
A second, obviously, is access to contraceptions and family planning.
Places where contraceptives are widely available, where clinical services
work, where there is good culturally sensitive advising where women can
discreetly gain access to their contraceptive desires, tend to have lower
fertility rates. And family planning programs that are, again, culturally
sensitive and aware, and operating effectively in low income countries, can
dramatically lower, on a voluntary basis, the total fertility rates in those
countries.
A third determinant is the woman's role in the labor force. In some
countries, women aren't allowed to work, or they're not allowed to work
outside the home, or they're not allowed to work in many occupations. They
face massive legal and social discrimination, or cultural practices that
basically keep them at home. Now, raising children takes a lot of time. And
therefore, if a woman is earning a living in the labor market, the cost of
raising children, in terms of the lost wage income, can be very, very high.
That means women that are in the labor force and are working and have that
opportunity tend to want to have fewer children, because the opportunity
cost of raising children is really quite high in terms of lost income. Women
who face massive discrimination and aren't allowed in the labor force may
end up with more children, in part because of the market value of their time
is so low. Not because it couldn't command a higher income, but it's not
allowed to because of gender discrimination.
Another major factor is the urban versus rural location of families.
Children are often farm assets. They do work, they do chores, they milk the
cows, they carry fuel wood, they carry water. They therefore are not seen as
a high cost, but actually as part of the farm labor for a family farm. In the
urban areas, the child, much more likely, is going to school, but not working
in a formal way. Typically, not always. There are painful exceptions. But
63
this means that, on average, families in rural areas see the cost of raising
children to be lower, because they see even young children being economic
inputs to the household production. Whereas that's not the case in urban
areas. When families move to urban areas, their fertility rates come down.
Child survival is another key determinant. If it's with the good reliability
that the children will survive, families choose to have fewer children. If
there's worry about whether children are going to survive, many risk-averse
households will have many, many children to compensate for the
expectation that some of the children will die.
So one of the keys to a quick voluntary reduction of fertility is to help
keep children alive. Good public health, good health facilities in the local
community. The legality of abortion also plays an evident, a quite
significant role statistically, different societies have different views. But
those that have legalized abortion tend to have lower observed fertility rates
than those where abortion is illegal. Still often undertaken, sometimes in
very, very dangerous conditions. But where abortion is legalized, fertility
rates tend to be lower. The public leadership plays a big difference, because
these are culturally determined phenomenon. Some places in traditional
societies when families were on the farm, when children were dying in large
numbers, the cultural norms were, have as many children as possible. But
when conditions change, children are surviving, families are in urban areas,
children need to be educated. Farm sizes have already shrunk, ecological
burdens are high. And you want a lower fertility rate as a result by giving
the options and awareness to households. Then the political leadership's
saying, you know, for your good, your farm size has shrunk. You're trying
to help raise children with good education, have fewer children. The
political leadership and the public awareness can play a huge role. As, of
course, do the role models that people see.
One of the things sociologists have found is that when television sets
come into a poor rural area, fertility rates tend to come down. The
hypothesis, at least, is that people are observing on their television shows, in
their sitcoms and and in, in their soap operas, families with fewer children.
And in the rural areas, that's giving the idea that there's only one son or
daughter, maybe two children, not six or eight. And that changes the social
norms as well. This is a big deal for us.
64
The dynamics of the world will look very different if the world
population reaches 11 billion at the end of the century versus stabilizing,
and even falling gradually below 7 billion. The latter would be much easier
from the point of view of quality of life, income per capita, and
environmental sustainability. And there's good reason to believe it would be
the preferred choice of households if they have access to family planning,
education for their girls, child survival, jobs, and an absence of
discrimination for women. Provide those conditions, most likely households
will absolutely take the opportunity on a voluntary basis for a sharp
reduction of fertility rates, helping to move the world more quickly to a
peaking and stabilization, and then gradual decline of the world population
thereafter.
65
Examination questions
1. What is sustainable development?
2. What are the three pillars of sustainable development?
3. What are the aims of sustainable development?
4. History of sustainable development.
5. What can I do as a citizen for sustainable development?
6. What keeps us alive?
7. What is an environmentally sustainable society?
8. What is environmentalism?
9. What is an environmentally sustainable society?
10. How fast is human population growing?
11. Where is most population growth occurring?
12. List 3 pros and cons related to economic development.
13. List several differences between developed and developing
countries?
14. Describe exponential growth as it related to population.
15. How may globalization impact the worlds environment?
16. What does environmentally sustainable society mean?
17. List 3 types of solar capital and natural capital.
18. What is the current worldwide population?
19. How is that expected to change?
20. What are earth’s main types of resources?
21. How can they be depleted or degraded?
22. What are the principle types of pollution?
23. What can we do about pollution?
24. What are the basic causes of today’s environmental problems?
25. How are the causes connected?
26. What are the causes of environmental problems?
27. What is Our Greatest Environmental Problem?
28. List and describe several “root causes of environmental
problems.”
29. Describe the differences between point and non-point source
pollution.
30. What is an “ecological footprint?”
66
31. Identify several perpetual, renewable and nonrenewable
resources.
32. Analyze the differences between pollution preventions and
pollution cleanup.
33. Describe the “Tragedy of the Commons.”
34. Describe “reduce,” “reuse” and “recycle.”
35. What is Global Warming and Climate Change?
36. What causes global warming?
37. Are warmer temperatures causing bad things to happen?
38. What is sustainable development?
39. Speak on Social Sustainability.
40. Speak on Economic Sustainability.
67
Bibliography
1. Allen, J. and Hamnett, C. A Shrinking World? Global Unevennessand
Inequality, The Shape of the World: Explorations in Human Geography
series, no. 2, Oxford University Press, Oxford, 1995.
2. Atkins, P.J. and Bowler, I.R. Food and Society: Economy,
Culture,Geography, Arnold, London, 2001.
3. Barrow, C.J. Developing the Environment: Problems and Management,
Longman, London, 1995.
4. Bernstein, H., Crow, B. and Johnson, H. Rural Livelihoods: Crises and
Responses, Oxford University Press, Oxford, 1992.
5. Buckles, D. Cultivating Peace: Conflict and Collaboration inNatural
Resource Management, International Development Research Centre,
Canada, 1999.
6. Castree, N. ‘Uneven development, globalization and environmental
change’, in Morris, D., Freeland, J., Hinchliffe, S. and Smith, S. (eds)
Changing Environments, Oxford University Press, Oxford, 2003.
7. Create to Communicate. Published by: Office of English Language
Programs, Bureau of Educational and Cultural Affairs United States
Department of State Washington, D.C. also available online at
americanenglish.state.gov.
8. Chuta, E. and Leidholm, C. ‘Rural small scale industry: empirical
evidence and policy issues’, in Eicher, C.K. and Statz, J.M. (eds)
Agricultural Development in the Third World, second edition, Johns
Hopkins University Press, Baltimore, 1990.
9. Developments Magazine Issue 12, Department for International
Development, London, 2000.
10. Dicken, P. Global Shift: Reshaping the Global Economic Map in
theTwenty-First Century, fourth edition, Sage Publications, London, 2003.
11. Dickenson, J., Gould, B., Clarke, C., Mather, C., Prothero, M.,
Siddle, D.,Smith, C. and Thomas-Hope, E.Geography of the Third
World,second edition, Routledge, London, 1996.
12. Friends of the Earth The IMF: Selling the Environment Short,
Friends of the Earth, Washington, 1999 also available online at
www.foe.org
13. Halweil, B. ‘Farming in the public interest’, in World Resources
Institute, State of the World, 2002.
68
14. Hart, R.A. Children’s Participation: The Theory and Practice of
Involving Young Citizens in Community Development and Environmental
Care, Earthscan, London, 1997.
15. Kelly, M. and Granwich, S. ‘Global warming and development’, in
Morse, S. and Stocking, M. People and the Environment, UCL
Press,London, 1995.
16. Levett, R. ‘Footprinting: a great step forward, but tread carefully – a
response to Mathis Wackernagel’, Local Environment, 1998.
17. Mawhinney, M. Sustainable Development: Understanding the Green
Debates, Blackwell, Science, Oxford, 2002.
18. McNeill, D. ‘The concept of sustainable development’, in Lee, K.,
Holland, A. and McNeill, D. Global Sustainable Development in the
Twenty-First Century, Edinburgh University Press, Edinburgh, 2000.
19. Meadows, D.H., Meadows, D.L., Randers, J. and Behrens III, W.W.
The Limits to Growth, Universe Books, New York, 1972.
20. Peet, R. and Watts, M. Liberation Ecologies:
Environment,Development, Social Movements, second edition, Routledge,
London, 2004.
21. Pepper, D. The Roots of Modern Environmentalism, Croom Helm,
London, 1984.
22. Sampedro R., Hillyard S. Global Issues, Oxford University Press,
2004.
23. Satterthwaite, D., Hart, R., Levy, C., Matlin, D., Ross, D., Smite, J.
and Stephens, C. The Environment for Children: Understanding and Acting
on the Environmental Hazards that Threaten Children and Their Parents,
Earth scan, London, 1996.
24. Shaw, M., Dorling, D., and Mitchell, Health, Place and Society,
Pearson Education, Harlow, 2002.
25. Thomas, A. and Allen, T. ‘Agencies of development’, in Allen, T.
and Thomas, A. Poverty and Development into the Twenty-First Century,
Oxford University Press, Oxford, 2001.
26. UNICEF the State of the World’s Children, 2004. Official Summary,
UNICEF, New York, 2004.
27. World Commission on Environment and Development Our Common
Future, Oxford University Press, Oxford, 1987.
69
Notes
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71
Жээнбекова Ч. М., Акматова А. А.,
Каратаева Г. М., Исакова М. Т.
INTRODUCTION
TO SUSTAINABLE DEVELOPMENT
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МИНИСТЕРСТВО ОБРАЗОВАНИЯ И НАУКИ

ОШСКИЙ ГОСУДАРСТВЕННЫЙ УНИВЕРСИТЕТ

Жээнбекова Ч. М., Акматова А. А.,

FOR INTERMEDIATE STUDENTS

I. Introduction to Sustainable Development

II. Discussions on seminar questions:

III. Assignments for students’ independent work

2. Writing: Write about sustainable development. Show your partner

II. Assignments for students’ independent work

2. Correct the spelling:

3. Write about the influence of globalization on your culture. Show your

III. Assignments for students’ independent work

2.Correct the spelling.

3. Try this quiz to check your understanding:

II. Assignments for students’ independent work

5. Pollution poster: Make a poster about pollution. Show it to your

II. Discussions on seminar questions

III. Assignments for students’ independent work

4. Answer the questions for discussion and essay writing:

II. Assignments for students’ independent work

II. Discussions on seminar questions

III. Assignments for students’ independent work

2. Correct the spelling:

3. Write about solar system for 10 minutes. Show your

2. Try this quiz to check your understanding:

9. What type of conservation efforts are people generally interested in?

3. Answer the questions for discussion and essay writing:

II. Assignments for students’ independent work

Your Shopping List

Make your budget

II. Discussions on seminar questions

1. How fast is human population growing? Where is most population

2. Correct the spelling.

3. Write about famine for 10 minutes. Show your partner

Population Growth and Food Supply

2. Read the text

III. Assignments for students’ independent work

2. Correct the spelling

2. Read the texts

Male ninth grade, Kashkadaria province

II. Assignments for students’ independent work

III. Assignments for students’ independent work

2. Correct the spelling:

3. Write about nuclear energy for 10 minutes. Show your

Behind the veil

2. Correct the spelling:

Sustainable Development in Kyrgyzstan

Name: __________________________ Total (out of 20):

II. Video 2. Economic development history

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