Lesson Plans for Teachers LESSON ONE Oil Crisis: Get Into the Game A global oil crisis has begun. Oil usage worldwide has increased to where the oil supply can only meet 95 percent of the demand. Begin the inquiry into the effects of less oil in our lives. LESSON TWO: How Bad Can It Get? Fuel prices rise in anticipation of when actual supplies start to run short. It's clear that there is no quick fix to the shortage. Tensions start to rise. LESSON THREE: Life Is Starting to Change Widespread changes are starting. Goods and services that depended on cheap oil are failing. LESSON FOUR: Elasticity and Collapse This lesson investigates the factors that define elasticity in relation to oil—factors such as lifestyle, geography, setting and community. LESSON FIVE: Oil Dependency Among Nations The oil crisis has caused some nations to reconsider their foreign policy objectives—and to aggressively seek to acquire oil. LESSON SIX: Food Without Oil The impact of oil on our food supply is one of the most serious aspects of the oil crisis. Shortages are forcing many people to look for locally grown food. LESSON SEVEN: Breakdown Governments have been hit as hard as anyone by the crisis, leading to the existence of red and green zones in cities and refugee camps in rural areas. LESSON EIGHT: Preparation and Community With problems piling up and the government unable to help, many communities across the nation are turning inward for solutions. LESSON NINE: Lessons Learned Now that the crisis has stabilized, how do we go forward? How do we balance our desire for energy's benefits with the risks and costs of procuring it? LESSON TEN: Your World Without Oil Help out the World Without Oil team. Script and deliver your own citizen report that communicates what is happening to you in the crisis.

TEACHERS: LESSON NINE Lessons Learned

Introduction

The worst of the oil crisis appears to be over. While prices across the board are still significantly higher than pre-shock prices, the cost of gasoline is down from its peak and appears to have stabilized. Many people crave a return to their lives as they knew them before; others feel we can never really go back and that to continue the oil dependency of the past is short-sighted and irresponsible. Looking forward, how do we balance our short-term desire for energy's benefits with the long-term risks and costs of procuring it?

Lesson Objectives

Students will:

• Continue to immerse themselves in the realistic WWO scenario.
• Understand the role that energy use plays in society and culture.
• Evaluate the potential use of alternative energy sources.
• Understand the complexity of the issues surrounding alternative energy sources.
• Understand the value of prudent planning and forecasting, both for society and for individuals.
• Continue to develop personal strategies predicated upon anticipated events.
• Continue to reflect on the life changes that would occur during a prolonged oil shortage.

Before the Lesson

• Preview the resource materials (links below).
• Prepare your own "in-game" reaction to this late stage in World Without Oil. What has the oil shortage taught you about your dependence on oil? What energy uses do you feel are absolutely necessary for your quality of life? Looking forward, how do you plan to adjust your life? Blog your in-game reaction and share your blog with your students.

Part 1: Set the Stage

Student Page for this lesson >>
This page summarizes ideas and instructions for students.

1. Re-immerse the students: briefly remind them of what's happened previously in a World Without Oil.

2. Read "Pulling into the driveway" by CeeGee.

3. Read "Conservation, our new major fuel source" by PrudentRVer.

Part 2: Take Action

Ask students to reflect individually on the above posts. Prompt them with the following questions:

• Can we just go back to our previous life? Why or why not? What long-term changes do you think we should make?
• Why do many people feel the desire to go back to life as it was before the oil crisis?

Have students briefly share their responses with the class.

If students have not already brought it up, bring up the issue of consumption: the US consumes resources at a much higher rate than most other countries. How does this national trait factor into our view looking forward?

If the US reduces energy from oil, it seems it must (a) use energy more efficiently (b) do without or (c) replace it with energy from some other source (or some combination of the three). Direct the discussion towards renewable resources or alternative energy sources. How can the United States limit its dependence on oil?

Part 3: Lesson Activity

1. Divide students into groups and have them review the following posts by Gail The Actuary:

• What are our alternatives?
• Corn-based ethanol: Is this a solution?

2. Have each group develop a 30-year plan to reduce the United State's dependence on oil. The plan should include each year's percentage mix of (a) energy from oil (b) energy use offset by increased efficiency (c) energy from alternate sources and (d) reduced energy consumption. (Students so inclined may want to pair this with an analysis of carbon emissions.) The plan begins in the current year, with energy from oil = 100 percent. Student groups should either share their plans with the class or post them to their individual blogs for others to see.

3. If time permits, have groups present their plans to the class and have the class discuss the merits, creativity and feasibility of each. Why would it be difficult or even impossible to convince politicians to enact some of these plans? Have the class vote to select the most efficient and realistic plan.

4. Encourage them to do further research on the alternative energies described by Gail. If time allows, you may lengthen this lesson to allow students to gain a greater understanding of the information. Additional information can be found in the Additional Resources portion of the Web site.

Part 4: Reflect

Now that the situation is stabilizing, students should be thinking ahead about how to avert future oil crises. Students should reflect upon personal, community and governmental changes that need to be made. Use the following questions to help guide their reflection:

• How do we balance our short-term desire for energy's benefits with the long-term risks and costs of procuring it?
• What long-term changes does the government need to make to start to break our oil dependence?
• What can you do to decrease your carbon footprint? How can you motivate others to do the same?
• Will you resist slipping back into old habits? If so, how?

Part 5: Take It Further

Distribute this to your students:

Now that you have time to start thinking about the permanent changes to your lifestyle, what about changing where you get your energy? Illianaspeedstr has started trying find oil-free sources of electricity on the World Without Oil Team Blog.

While he did not have much luck, it appears others are finding alternative sources. To take it further today, research where your energy comes from. Does your electric grid draw from a wind farm? Does your energy company allow you to select a green energy source? Make sure to post your findings on your blog. If you can, add photographs, drawings or video!

Additional Resources

• Alternative Energy information hub at Wikipedia
• "Burning the furniture" - a post about coal
• Electric vehicles - different ways to power transportation
• Renewable energy articles at The Guardian
• Energy Gardens
• American Wind Energy Association

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McREL Standards