Discussing the Science and Politics of Global Warming Through Informational Texts and

Writing

In this lesson, students write an informational essay and a business letter to elected officials
in Washington, D. C., on issues related to the science and politics of global warming.

Background
Is human activity bringing about alarming global warming scenarios and related
catastrophes? Or is such thinking a myth brought about by flawed or incomplete science?
Finding the answers to these questions has turned global warming into a highly politicized
and contentious issue. Until about 1960, most scientists thought it implausible that humans
could actually affect average global temperatures. (Refer to NOW's “History of Global
Warming” at http://www.pbs.org/now/science/climatechange.html) Today, most scientists
agree that Earth's temperature has risen over the past century and that carbon dioxide is one
of the primary greenhouse gases that contribute to global warming. Disagreement persists,
however, over whether or not global climate change is a normal environmental variation
and over how big of a problem global warming could become for the planet. Amidst such
controversy, world leaders have met and outlined legal rules, known as the Kyoto Protocol,
to limit the emissions of greenhouse gases. One hundred forty countries that collectively
represent 61.6% of greenhouse gas emissions worldwide have ratified the Kyoto Protocol.
The United States does not support the Kyoto Protocol and disagrees with a number of
its provisions. Instead, the U.S. is funding additional scientific research on the causes and
effects of global warming, encouraging climate change technology research and
development efforts, looking at how its own federal and state laws can regulate greenhouse
gas emissions in the U.S., backing the research and development of renewable energy
sources, and pursuing other strategies that it believes will address global climate change
without major upsets to the U.S. economy.

Assumed Student Prior Knowledge

Students should be familiar with the terms, "global warming," the "greenhouse effect,"
and "greenhouse gases." Also, they should be aware that the U.S. is a leading producer of
greenhouse gas emissions that contribute to global warming.

Essential Question:
How can readers summarize informational text by determining the central idea and
analyzing its development through the writer’s use of supporting elements, ideas and
details?

Overarching Questions for Students:

 What have you heard about global warming in the news lately?
 Is the scientific evidence for global warming in question?
 Are politicians and world leaders doing enough to curb carbon emissions?
 What do past winters’ unusually cold and snowy weather have to do, if anything, with
global warming?
 2

Objectives:
 Form definitions of the greenhouse effect based on prior knowledge and class discussion.
 Participate in brainstorming sessions and class discussions related to the impact of the
greenhouse effect and global warming.
 Analyze global warming resources to obtain a clear understanding of this scientific process.
 Hypothesize about the effects of global warming on the climate and the world's
populations.
 Conduct research using a variety of primary sources to explore perspectives in the global
warming debate.
 Complete a Venn Diagram that compares various points of view on global warming issues.
 Take a position on global warming and support this viewpoint with reasons, facts, and
examples gathered during lesson activities.
 Read Vice President Al Gore’s recent Op-Ed article published by The New York Times.
 Discuss other global warming questions students have or what they think society is talking
and concerned about.
 Research how global warming is impacting wildlife.
 Write an informational five-paragraph essay on the impact of global warming on wildlife.
 Write a five-paragraph business letter to an elected official on how global warming may be
or may not be threatening wildlife. Argumentative essay format with a counterargument.
 More than 100 heads of government and 40,000 other attendees met on November 30 for
the launch of the two-week United Nations conference on climate change. What were
some of the key issues?

Common Core Standards

Writing
Standard 4: Gathers and uses information for research purposes.

Standard 2: Writes informative/explanatory texts to examine a topic and convey ideas,

concepts, and information through the selection, organization, and analysis of relevant
content.

Reading
Standard 7: Uses reading skills and strategies to understand and interpret a variety of
informational texts.

Standard 8: Determine a central idea of a text and analyze its development over the course
of the text, including its relationship to supporting ideas; provide an objective summary of
the text.

Listening and Speaking

Standard 8: Uses listening and speaking strategies for different purposes.

Standard 9: Uses viewing skills and strategies to understand and interpret visual media.

Standard 10: Understands the characteristics and components of the media.

Science
Standard 1: Understands atmospheric processes and the water cycle.

Standard 9: Understands the sources and properties of energy.

 3

Standard 11: Understands the nature of scientific knowledge.

Standard 13: Understands the scientific enterprise.

Geography
Standard 8: Understands the characteristics of ecosystems on Earth's surface.

Standard 14: Understands how human actions modify the physical environment.

Standard 16: Understands the changes that occur in the meaning, use, and distribution and
importance of resources.

Standard 18: Understands global development and environmental issues.

Health
Standard 2: Knows environmental and external factors that affect individual and
community health.

World History
Standard 44: Understands the search for community, stability, and peace in an
interdependent world.

Thinking and Reasoning

Standard 1: Understands and applies the basic principles of presenting an argument.

Standard 2: Understands and applies the basic principles of logic and reasoning.

Standard 3: Effectively uses mental processes that are based on identifying similarities
and differences.

Standard 4: Understands and applies basic principles of hypothesis testing and scientific
inquiry.

Standard 6: Applies decision-making techniques.

Civics
Standard 1: Understands ideas about civic life, politics, and government.

Standard 9: Understands the importance of Americans sharing and supporting

certain values, beliefs, and principles of American constitutional democracy.

Standard 11: Understands the role of diversity in American life and the
importance of shared values, political beliefs, and civic beliefs in an increasingly
diverse American society.

Standard 13: Understands the character of American political and social conflict
and factors that tend to prevent or lower its intensity.

Standard 14: Understands issues concerning the disparities between ideals and reality in
American political and social life.
 4

Standard 19: Understands what is meant by “the public agenda,” how it is set, and how it
is influenced by public opinion and the media.

Standard 21: Understands the formation and implementation of public policy.

Standard 23: Understands the impact of significant political and nonpolitical

developments on the United States and other nations.

Standard 29: Understands the importance of political leadership, public service, and a
knowledgeable citizenry in American constitutional democracy.

Life Skills: Working With Others

Standard 1: Contributes to the overall effort of a group.

Standard 3: Works well with diverse individuals and in diverse situations.

Standard 4: Displays effective interpersonal communication skills.

Standard 5: Demonstrates leadership skills.

Life Skills: Thinking and Reasoning

Standard 1: Understands and applies the basic principles of presenting an
argument.

Standard 2: Understands and applies basic principles of logic and reasoning.

Standard 3: Effectively uses mental processes that are based on identifying similarities
and differences.

Standard 6: Applies decision-making techniques.

 5

Resources and Materials Needed:

 Computers with Internet access
 Research resources
 Masking tape
 Vice President Al Gore’s Op-Ed article “We Can’t Wish Away Climate Change”
 Frequently asked questions from the NOAA National Climatic Data Center
http://www.ncdc.noaa.gov/faqs/index.html
 A quiz at National Geographic’s global warming site
Password: ENGLISH123
 Crossword puzzle
 Flip chart pad for easel
 The New York Times Topics’ pages on Global Warming and the Copenhagen Climate
Talks, as well as the Living Story on the Politics of Global Warming.
 Videotape equipment
 NOW broadcasts: ”The Heat Over Global Warming”http://www.pbs.org/now/shows/304/
“Climate Change and the Media Senate Hearings”
http://www.pbs.org/now/shows/249/climate-change.html
 Handout: Global Warming Venn Diagram
 Flash animation (found at the U.S. Environmental Protection Agency's Web site:
http://www.epa.gov/globalwarming/kids/global_warming_version2.html) that accurately
describes the greenhouse effect and how it likely contributes to global warming.
 Newspaper and magazine articles covering the Paris Climate Change Conference.

Procedure/Activities:
 Prior to class, I put a strip of masking tape across the floor, and mark one end with the
words “strongly agree,” the other “strongly disagree” and the midpoint “neutral or unsure.”
At the beginning of class, I tell students they will now be asked to literally and figuratively
take a stand on climate change.
 First, I tell students to stand in a line along the masking tape. I explain and show them that
the line is an opinion spectrum. Then, I tell students that I will read a series of statements
out loud. After each statement, students should rearrange themselves on the line depending
on how strongly they agree or disagree with each statement.
 I read the following statements out loud:

Future generations will look back on ours as having ignored clear warnings about the
harmful effects of climate change.

The unusually heavy snowfalls and cold weather this winter in the Northeast are a sign that
global warming is an illusion.

Despite the discovery of at least two mistakes in scientific work published by the
Intergovernmental Panel on Climate Change (IPCC), global warming is happening and is
caused by the actions of humans.

The government does not need to do anything drastic right now to curtail climate change.

A cap-and-trade (Emissions trading or cap and trade is a market-based approach used to

control pollution by providing economic incentives for achieving reductions in the
emissions of pollutants. A central authority sets a limit or cap on the amount of a pollutant
 6

that may be emitted.) approach has the best chance of success in reducing carbon
emissions.

 As part of the exercise, students volunteer their own statements about global warming for
the class to “take a stand” on as well as share their reasons for standing where they did on
the continuum for each statement.
 After the activity, I explain that the statements were taken or adapted from Vice President
Al Gore’s recent Op-Ed article published by The New York Times.
 In class, students will read his piece and then hold a mock talk show to explore and discuss
varying perspectives on the issues and ideas Mr. Gore brings up. They will also discuss
other global warming questions they have or they think society is talking and concerned
about.
 Before students read the article, they must create a list of questions that might be discussed
on such a talk show. To generate questions, I provide students with the following prompt:

Though most scientific organizations – namely the Intergovernmental Panel on Climate

Change (IPPC), which is sponsored by the United Nations Environment Programme and the World
Meteorological Organization – have stated that human influences are causing warming of the
planet, there are still many who don’t believe climate change is happening or do not consider it to
be one of the nation’s top priorities. Join us for our talk show where we get to the bottom of your
questions about global warming and politics. Tell us what you want to know!

 Ask students to complete the prompt with topics and possible questions.
 Compile students’ ideas on chart paper.
 After reading the article, students will have a chance to add to and refine their list of
questions for the show.

My Prompt:
Vice President Al Gore’s Op-Ed article “We Can’t Wish Away Climate Change” offers one
view on global warming and the world’s obligation to act:

It would be an enormous relief if the recent attacks on the science of global warming
actually indicated that we do not face an unimaginable calamity requiring large-scale,
preventive measures to protect human civilization as we know it. […]

But what a burden would be lifted! We would no longer have to worry that our
grandchildren would one day look back on us as a criminal generation that had selfishly
and blithely ignored clear warnings that their fate was in our hands. We could instead
celebrate the naysayers who had doggedly persisted in proving that every major National
Academy of Sciences report on climate change had simply made a huge mistake.

I, for one, genuinely wish that the climate crisis were an illusion. But unfortunately, the
reality of the danger we are courting has not been changed by the discovery of at least two
mistakes in the thousands of pages of careful scientific work over the last 22 years by the
Intergovernmental Panel on Climate Change. In fact, the crisis is still growing because we
are continuing to dump 90 million tons of global-warming pollution every 24 hours into the
atmosphere — as if it were an open sewer.

Next, I read the entire article with my class, using the questions below.
 7

Questions:
For reading comprehension and discussion:

1. Aside from the risks posed to humanity and the environment by global warming, what else does
Mr. Gore say we need to “deal with” with respect to energy and power?

2. How does he characterize recent “mistakes” made by scientists working on global warming?
What do you think of his comments on this issue?

3. How does Mr. Gore respond to skeptics who point to heavy snowfalls this winter as proof that
global warming is not occurring?

4. According to Mr. Gore, what have scientists discovered about the climate and humanity’s role in
climate change?

5. What is “cap and trade”? Why does Mr. Gore support this approach to decreasing carbon
emissions? How and why have some analysts criticized it, and how does Mr. Gore respond
to those criticisms?

6. What factors does Mr. Gore say have contributed to “global political paralysis” on climate
change?

7. What questions does the article raise? If you were to interview Al Gore on a talk show, what
would you ask? Who else might you invite to the show to provide other perspectives and
evidence? What questions would you have for all of your guests?

Activity One:

 I ask students what issues brought up by the article do students think the public will want
to know more about?
 I ask what questions were sparked by Al Gore’s analysis of global warming
 I supplement students’ questions with these suggestions:

What do global warming and climate change mean, exactly?

What do scientists know about climate change?

Why do some people believe that climate change is not happening, or that humankind is
not contributing to it or that we don’t need to do anything about it?

How does extreme weather affect people’s beliefs about climate change? If the winter has
been especially cold and snowy, does that mean that global warming isn’t happening?
What is the science behind this claim by some skeptics?

Do the mistakes by the IPCC support skeptics’ claims?

What kinds of initiatives should be undertaken to combat human contributions to climate

change? What should the United States Congress be doing, if anything, about global
warming? What are the pros and cons of cap-and-trade, a carbon tax and EPA regulation?
 8

What are Senators John Kerry, Lindsey Graham and Joe Lieberman proposing?

How do public perceptions and beliefs about climate change influence politicians’
willingness to take action?

Will companies become greener on their own without legislation? Will voluntary changes
be sufficient or necessary?

 I lead the class to a consensus on a final list of questions to discuss.

 I divide the class into small groups. Students will choose one group member who will act
as a spokesperson. Students research 1-4 assigned questions and prepare answers for their
spokesperson to answer.
 I assign the questions and provide time for the groups to prepare. They should draw on
prior knowledge and, if needed, on research. They might start with the links provided as a
starting place. They might also consult The New York Times Topics’ pages on Global
Warming and the Copenhagen Climate Talks, as well as the Living Story on the Politics of
Global Warming.
 They can also read these frequently asked questions from the NOAA National Climatic
Data Center, take a quiz at National Geographic’s global warming site, or review the
research in the United States.
 For a more skeptical viewpoint, students go to the blog Watts Up with That? or
ClimateAudit.org and the Times’ blogs Dot Earth and Green Inc. which not only cover
issues related to global warming but also provide “blogrolls” with links to other sources.

Activity Two:
 When the class is ready, the different groups present their findings.

Activity Three:
Making Predictions about the Effects of Global Warming

With an understanding of the greenhouse effect and global climate change, students can now make
predictions about the potential impact of global warming.

1. Ask students to hypothesize about how the world's climate could change over the next 100 years
if humans do nothing to limit the levels of their greenhouse gas emissions. Have them also make
predictions about the effects such climate changes could have on humans.

2. Working in pairs, small groups, or as a class, students should brainstorm a list of their ideas
related to these questions. Each student should record a copy of the list in order to refer back to it
later in the lesson.

Comparing Points of View on Global Warming

1. Begin by discussing the fact that not everyone agrees about global warming and climate change.
Use content from three NOW broadcasts to illustrate some of the controversy surrounding global
warming.

Pose the following question: In your opinion, has human activity caused the world's climate to
change over the past 100 years?

3. Distribute copies of the handout: Global Warming Venn Diagram and review the directions for
 9

completing the diagram.

4. Using the resources listed on the handout, have students work in pairs, small groups, or as a
class to complete the graphic organizer. Encourage students to examine at least four of the
programs listed as a means of gathering information representative of a number of different
sources and points of view. Students should use at least two programs from the NOW program list
and at least two resources from the “Other Global Warming Resources” list. As students research,
direct them to note specific facts and use the back of the sheet to note more in- depth details and
cite their sources. This information will be used in class discussion as well as in a later project.

Forming Opinions about Global Warming

Now that students have explored a variety of perspectives on global climate change, they will take
a position on the issue and support it with data from their previous research.

1. Ask students to write two to three persuasive paragraphs to answer the following questions:
In your opinion, is global warming an imminent world threat? Why or why not?

Based on your opinion, what actions do you believe should be taken to address the global warming
issue? Remind students to support their opinions with specific information from the brainstorming
lists and their completed Venn Diagrams.

Once students have organized their thinking on paper, give them the opportunity to share their
opinions with at least one other student in class. Do not allow discussion or debate; rather, allow
students to practice sharing what they have written so that others can hear the reasons behind their
positions.

Extension Ideas
1. For a good visual representation of the potential dangers of global warming, show students the
interactive map from the Intergovernmental Panel on Climate Change (IPCC), located at:
http://www.climatehotmap.org/index.html. As a class, discuss what the various markers on the
map indicate. View the map as a whole. Then, click on the U.S. and selected other regions to
illustrate the widespread warning signs of global warming. Take time to go to the link focusing on
New Points (http://www.climatehotmap.org/newpoints.html) and discuss the number of additions
made since the map was first constructed a few years ago.
2. Explore what could happen to U.S. relations with other countries if:

• Adequate alternative energy sources were developed and we no longer relied on imported fossil
fuels for power/fuel.

• We fail to limit U.S. greenhouse gas emissions while other countries are actively regulating such
emissions.

3. Discuss the effects of greenhouse gasses on the overall health of people worldwide. Address
questions such as:

• What types of illnesses/diseases can be attributed to greenhouse gas emissions?

• How can changes in the world climate increase health risks for people worldwide?
 10

Assessment
 Completion grades for participating in class discussions and filling in the Venn Diagram
worksheet.

 Individually, students write responses to what was discussed in the class:

---What did they learn that they didn’t know before?
---What evidence can they provide to support their views?

 Write a five-paragraph informational essay on how global warming is threatening wildlife.

 Complete crossword puzzle on global warming.

 To extend student understanding of the process of summarizing students will complete the
Self-Reflection Sheet which will be used in a classroom discussion.

 Students will read the article “New Beginnings” at http://www.timeforkids.com/news/new-

beginnings/9676

 As the students read, they will complete the central idea graphic organizer.

 How do I write an objective summary using essential supporting details and the central idea
of a text? Have students participate in a snowball activity. (Each student answers the
prompt on a piece of paper and then crumbles it into a snowball and throws it to a central
location. Have each student pick a snowball from the pile and respond/ comment/ question
the original answer. Repeat a third time.)

 After the reading and the organizer are completed, students will generate the central idea of
the piece as they write a summary of the article including key details. The format of the
summary will be a Dear Teacher letter explaining the important parts of the article they
have read.

 Using a Venn Diagram, students record what people on both sides of the global warming
debate say about human responsibility for this issues. Students must use at least two of the
NOW programs and at least two of the other global warming resources for their research.
 11

Letter Writing

Do you want to write to your lawmakers asking them to protect wildlife from the effects of
global warming? Go to National Wildlife Federation’s “Action Headquarters”:
www.nwf.org/action. to learn about important laws and bills to help wildlife and save their natural
habitats. Research the issues and write a letter to your local representatives or members of
Congress. Let them know how you think they should vote on these bills and why.

Our elected officials are accountable to us, and we must communicate our concerns to
them. Few decision-makers can ignore outcry from their constituents, and most are genuinely
interested in the opinions of the people they represent. Remember: Your letters DO count, they
ARE read and they DO make a difference!

When planning and writing your letter, there are a few things to keep in mind to get your point
across in the most effective way.

 Address decision-makers properly (a rude letter will be recycled at best, and may hurt more
than help).
 If your official has a good environmental voting record, be sure to commend him/her.
 Use area-specific examples to support your position.
 Limit your letter to one topic, and if possible, use only one page.
 Ask your legislator to state his or her position on the issue in a reply.
 If you are writing to a legislator other than your own senator or representative, also forward
a copy of your letter to your district legislator as a courtesy.

Writing a letter lets you tell other people about something you think is important. You can
write a letter to a local business, a newspaper or elected official --- such as a city council member,
mayor or state or federal representative --- to let them know how you feel and what you think
needs to be done. This is called a “persuasive” letter. Persuade means “to try to get someone to do
something by helping them to understand.”

Use the formal parts of a letter:

1. Return address – write your address in the upper right corner.

2. Today’s date – under your address.
3. Inside address – Below the date and two lines down on the left side, write the name, title
and address of the person to whom you are writing the letter on the right side.
4. Greeting – below the inside address, write “Dear” followed by the persons title, last name,
and a colon (:) For example, you might write “Dear Senator Rodriguez:”. This part of the
letter is also called the salutation.
5. Body – This is where you write what you want the person to know. Write clearly and
simply.
6. Closing – This is the way you end or close your letter. Use a comma and you can use,
“Sincerely“ as a closing for your letter.
7. Signature – Sign your name! You may also choose to include your age.
 12

Student Self-Assessment for Climate Change Unit

Name ________________________________________________________

Give a brief description of the activity you What did you like about this activity?
have just completed. What were you able to do well?

What did you not like about this activity? What did you learn about yourself?
What problems did you have? Why? Strengths, interests, preferences, and needs.
 13

OP-ED CONTRIBUTOR
We Can’t Wish Away Climate Change
by Al Gore
Published: February 27, 2010

It would be an enormous relief if the recent attacks on the science of global warming actually
indicated that we do not face an unimaginable calamity requiring large-scale, preventive measures
to protect human civilization as we know it.

Of course, we would still need to deal with the national security risks of our growing dependence
on a global oil market dominated by dwindling reserves in the most unstable region of the world,
and the economic risks of sending hundreds of billions of dollars a year overseas in return for that
oil. And we would still trail China in the race to develop smart grids, fast trains, solar power, wind,
geothermal and other renewable sources of energy — the most important sources of new jobs in
the 21st century.

But what a burden would be lifted! We would no longer have to worry that our grandchildren
would one day look back on us as a criminal generation that had selfishly and blithely ignored
clear warnings that their fate was in our hands. We could instead celebrate the naysayers who had
doggedly persisted in proving that every major National Academy of Sciences report on climate
change had simply made a huge mistake.

I, for one, genuinely wish that the climate crisis were an illusion. But unfortunately, the reality of
the danger we are courting has not been changed by the discovery of at least two mistakes in the
thousands of pages of careful scientific work over the last 22 years by the Intergovernmental Panel
on Climate Change. In fact, the crisis is still growing because we are continuing to dump 90
million tons of global-warming pollution every 24 hours into the atmosphere — as if it were an
open sewer.

It is true that the climate panel published a flawed overestimate of the melting rate of debris-
covered glaciers in the Himalayas, and used information about the Netherlands provided to it by
the government, which was later found to be partly inaccurate. In addition, e-mail messages stolen
from the University of East Anglia in Britain showed that scientists besieged by an onslaught of
hostile, make-work demands from climate skeptics may not have adequately followed the
requirements of the British freedom of information law.

But the scientific enterprise will never be completely free of mistakes. What is important is that the
overwhelming consensus on global warming remains unchanged. It is also worth noting that the
panel’s scientists — acting in good faith on the best information then available to them —
probably underestimated the range of sea-level rise in this century, the speed with which the Arctic
ice cap is disappearing and the speed with which some of the large glacial flows in Antarctica and
Greenland are melting and racing to the sea.
 14

Because these and other effects of global warming are distributed globally, they are difficult to
identify and interpret in any particular location. For example, January was seen as unusually cold
in much of the United States. Yet from a global perspective, it was the second-hottest January
since surface temperatures were first measured 130 years ago.

Similarly, even though climate deniers have speciously argued for several years that there has been
no warming in the last decade, scientists confirmed last month that the last 10 years were the
hottest decade since modern records have been kept.

The heavy snowfalls this month have been used as fodder for ridicule by those who argue that
global warming is a myth, yet scientists have long pointed out that warmer global temperatures
have been increasing the rate of evaporation from the oceans, putting significantly more moisture
into the atmosphere — thus causing heavier downfalls of both rain and snow in particular regions,
including the Northeastern United States. Just as it’s important not to miss the forest for the trees,
neither should we miss the climate for the snowstorm.

Here is what scientists have found is happening to our climate: man-made global-warming
pollution traps heat from the sun and increases atmospheric temperatures. These pollutants —
especially carbon dioxide — have been increasing rapidly with the growth in the burning of coal,
oil, natural gas and forests, and temperatures have increased over the same period. Almost all of
the ice-covered regions of the Earth are melting — and seas are rising. Hurricanes are predicted to
grow stronger and more destructive, though their number is expected to decrease. Droughts are
getting longer and deeper in many mid-continent regions, even as the severity of flooding
increases. The seasonal predictability of rainfall and temperatures is being disrupted, posing
serious threats to agriculture. The rate of species extinction is accelerating to dangerous levels.

Though there have been impressive efforts by many business leaders, hundreds of millions of
individuals and families throughout the world and many national, regional and local governments,
our civilization is still failing miserably to slow the rate at which these emissions are increasing —
much less reduce them.

And in spite of President Obama’s efforts at the Copenhagen climate summit meeting in
December, global leaders failed to muster anything more than a decision to “take note” of an
intention to act.

Because the world still relies on leadership from the United States, the failure by the Senate to pass
legislation intended to cap American emissions before the Copenhagen meeting guaranteed that
the outcome would fall far short of even the minimum needed to build momentum toward a
meaningful solution.

The political paralysis that is now so painfully evident in Washington has thus far prevented action
by the Senate — not only on climate and energy legislation, but also on health care reform,
financial regulatory reform and a host of other pressing issues.

This comes with painful costs. China, now the world’s largest and fastest-growing source of
global-warming pollution, had privately signaled early last year that if the United States passed
meaningful legislation, it would join in serious efforts to produce an effective treaty. When the
 15

Senate failed to follow the lead of the House of Representatives, forcing the president to go to
Copenhagen without a new law in hand, the Chinese balked. With the two largest polluters
refusing to act, the world community was paralyzed.

Some analysts attribute the failure to an inherent flaw in the design of the chosen solution —
arguing that a cap-and-trade approach is too unwieldy and difficult to put in place. Moreover, these
critics add, the financial crisis that began in 2008 shook the world’s confidence in the use of any
market-based solution.

But there are two big problems with this critique: First, there is no readily apparent alternative that
would be any easier politically. It is difficult to imagine a globally harmonized carbon tax or a
coordinated multilateral regulatory effort. The flexibility of a global market-based policy —
supplemented by regulation and revenue-neutral tax policies — is the option that has by far the
best chance of success. The fact that it is extremely difficult does not mean that we should simply
give up.

Second, we should have no illusions about the difficulty and the time needed to convince the rest
of the world to adopt a completely new approach. The lags in the global climate system, including
the buildup of heat in the oceans from which it is slowly reintroduced into the atmosphere, means
that we can create conditions that make large and destructive consequences inevitable long before
their awful manifestations become apparent: the displacement of hundreds of millions of climate
refugees, civil unrest, chaos and the collapse of governance in many developing countries, large-
scale crop failures and the spread of deadly diseases.

It’s important to point out that the United States is not alone in its inaction. Global political
paralysis has thus far stymied work not only on climate, but on trade and other pressing issues that
require coordinated international action.

The reasons for this are primarily economic. The globalization of the economy, coupled with the
outsourcing of jobs from industrial countries, has simultaneously heightened fears of further job
losses in the industrial world and encouraged rising expectations in emerging economies. The
result? Heightened opposition, in both the industrial and developing worlds, to any constraints on
the use of carbon-based fuels, which remain our principal source of energy.

The decisive victory of democratic capitalism over communism in the 1990s led to a period of
philosophical dominance for market economics worldwide and the illusion of a unipolar world. It
also led, in the United States, to a hubristic “bubble” of market fundamentalism that encouraged
opponents of regulatory constraints to mount an aggressive effort to shift the internal boundary
between the democracy sphere and the market sphere. Over time, markets would most efficiently
solve most problems, they argued. Laws and regulations interfering with the operations of the
market carried a faint odor of the discredited statist adversary we had just defeated.

This period of market triumphalism coincided with confirmation by scientists that earlier fears
about global warming had been grossly understated. But by then, the political context in which this
debate took form was tilted heavily toward the views of market fundamentalists, who fought to
weaken existing constraints and scoffed at the possibility that global constraints would be needed
to halt the dangerous dumping of global-warming pollution into the atmosphere.
 16

Over the years, as the science has become clearer and clearer, some industries and companies
whose business plans are dependent on unrestrained pollution of the atmospheric commons have
become ever more entrenched. They are ferociously fighting against the mildest regulation — just
as tobacco companies blocked constraints on the marketing of cigarettes for four decades after
science confirmed the link of cigarettes to diseases of the lung and the heart.

Simultaneously, changes in America’s political system — including the replacement of

newspapers and magazines by television as the dominant medium of communication — conferred
powerful advantages on wealthy advocates of unrestrained markets and weakened advocates of
legal and regulatory reforms. Some news media organizations now present showmen
masquerading as political thinkers who package hatred and divisiveness as entertainment. And as
in times past, that has proved to be a potent drug in the veins of the body politic. Their most
consistent theme is to label as “socialist” any proposal to reform exploitive behavior in the
marketplace.

From the standpoint of governance, what is at stake is our ability to use the rule of law as an
instrument of human redemption. After all has been said and so little done, the truth about the
climate crisis — inconvenient as ever — must still be faced.

The pathway to success is still open, though it tracks the outer boundary of what we are capable of
doing. It begins with a choice by the United States to pass a law establishing a cost for global
warming pollution. The House of Representatives has already passed legislation, with some
Republican support, to take the first halting steps for pricing greenhouse gas emissions.

Later this week, Senators John Kerry, Lindsey Graham and Joe Lieberman are expected to present
for consideration similar cap-and-trade legislation.

I hope that it will place a true cap on carbon emissions and stimulate the rapid development of
low-carbon sources of energy.

We have overcome existential threats before. Winston Churchill is widely quoted as having said,
“Sometimes doing your best is not good enough. Sometimes, you must do what is required.” Now
is that time. Public officials must rise to this challenge by doing what is required; and the public
must demand that they do so — or must replace them.

Al Gore, the vice president from 1993 to 2001, is the founder of the Alliance for Climate
Protection and the author of “Our Choice: A Plan to Solve the Climate Crisis.” As a businessman,
he is an investor in alternative energy companies.