Students will:

• Define "peak oil"
• Understand origins and impact of carbon-based energy sources
• Debate whether or not America should reduce its dependence on carbon-based fuels
• Explore the history of presidential energy plans from Carter to Obama
• Create energy-saving proposals for the school

The urgency and visibility of cutting our dependency on carbon based fuels ebbs and flows with the price of oil. But, energy independence is more than just about keeping gasoline prices low: 80% of our present energy needs are met by carbon-based fuels. This has direct implications for our national security, environmental sustainability and economic viability. The United States imports 60% of its petroleum, much from OPEC countries. This reliance on imported petroleum, especially from unstable and potentially hostile parts of the world, could undermine security and economic interests.

One solution, lifting restrictions on domestic drilling in places such as Alaska, may help our reliance on foreign oil, but slow our conversion from carbon-based energy, and in the long run, contribute to climate change. Our energy consumption accounts for 75% of human CO2 emissions, the main contributor to global climate change.

But how do we end our reliance on carbon based fuels. And should we?

This is the focus of a public debate at the Miller Center of Public Affairs at the University of Virginia.

Most people point to alternative sources of energy as the answer...starting with nuclear power. It is a relatively cheap and clean fuel source, however there have been no new nuclear facilities built since the three-mile island accident in 1978. Issues of safety, radioactive waste, disposal, and the fear of nuclear proliferation have stymied its development.

Renewable energy - wind, solar, hydropower, geothermal, and biomass - have their own drawbacks and trade-offs, including how you get solar power from the desert and wind power from the planes to the urban areas that need them.

President Obama has allocated more than 70 billion dollars in spending and tax credits for renewables. Many people have been advocating a national energy policy where the government would provide a comprehensive plan, including fuel standards, green building legislation, and subsidies for renewable energy sources.

Others want to see as little government intervention as possible: setting a carbon tax and then stepping out of the way, or a cap and trade program, where the government sets emissions caps that can be traded in an open market.

Still others say just let the free market sort out the winners and losers.

And finally there is our own energy consumption. The cheapest, cleanest energy is the energy we do not use.

Pre-Teaching/Introduction: (25 minutes)
“At a time of such great challenge to America, no single issue is as fundamental to our future as energy.” Barack Obama, January 2009

1. Students will document everything they do in one day, from eating breakfast to riding the bus to school to playing video games. The next day in class, tell students to put a star beside all activities they think require fossil fuel. Volunteers will share their lists and teacher will help students make a class list of all activities and goods that require fossil fuel (consider petroleum-based fertilizers used to produce conventional food, fuel needed to ship goods in today's globalized economy, etc.).
2. Introduce the topic of the world’s current reliance on carbon-based fuels. Use the Energy White Paper and Resource 1.1 for more background information. The energy debate on May 14th will explore whether a move away from carbon-based fuels is warranted, and if it is, what impacts this shift will have on the economy and our way of life. The following activity leads students to examine potential impacts of a shift away from carbon-based fuels.

Optional Extension Activity: (20 minutes)
Following a decrease in oil imports after the fall of the former Soviet Union, Cuba suffered through an artificially imposed “peak oil” crisis. The country now serves as an example of how daily life would change in such a crisis. Watch the ten minute clip from the film "How Cuba Survived Peak Oil". What changes did Cuba experience after the oil crisis? List any ways that they adapted to the oil crisis. What lessons could we learn from Cuba? The film started with oil and ended with food - what’s the connection? What energy saving ideas do you think America should implement now to reduce its dependence on oil and other carbon-based fuels?

Activity One: World Without Oil (25 minutes)

1. Define "peak oil" for the class and outline the arguments for and against the concept of "peak oil" ("Peak Oil" is the theory that world oil production has peaked, and is now on a steady decline, which will potentially have serious economic consequences. Refer to the petroleum section of the Energy White Paper for more information).

2. Ask students to consider how life might change if fossil fuel supplies decreased either due to environmental or policy factors. Explain that in May 2007 over 1,800 people answered the same question by chronicling the first 32 weeks of a global oil shortage; PBS compiled their blogs, podcasts, and videos to create the World Without Oil (WWO) project. The following is a blog excerpt from the third week of the simulation. Read "It's the Little Things" from PBS's World Without Oil Lesson 3 and discuss as a class.

3. After discussing the article, give students ten minutes to write their own WWO responses. When all students are finished writing, divide students into small groups of three to share their ideas.

4. Reconvene as a class and ask students to share their ideas. List ways students think life would change on the board. Which of the changes are positive changes? Which are negative?

Activity Two: Where Does Your Energy Come From? (50 minutes)
1. Explain to students where your school gets its energy from. (Call the energy company for a breakdown of where the city gets its energy; what percent comes from renewable sources, and what percent comes from coal, hyydroelectric, nuclear, etc. or invite a representative from the power company to talk to your students).

2. Divide students into small groups. Assign each group one of the following topics.
Group One - Nuclear Energy
Group Two - Coal Power
Group Three - Petroleum
Group Four - Natural Gas
Group Five - Hydroelectric Power
Group Six - Renewable Energy

3. Distribute Handout 1.2 and review directions with the class.

• Allow students thirty minutes to research their assigned topic. When all students have finished researching, ask group representatives to present their findings to the class.
• Ask students to vote: should America reduce its dependence on carbon-based fuels? Invite volunteers from each side to share their responses. If you have more time, host a debate using the following resolution: The United States must end its dependency on carbon-based fuels.

Lesson Two - Renewables and Obama's Energy Plan
1. Trace the history of energy policy from Carter to Obama as a class. (Use Miller Center resources halfway down the page). Define key terms such as "carbon-neutral," "cap and trade," "renewables." (Distribute or post glossary and ask students to do vocabulary activity included at the bottom of the glossary).

2. Listen to Obama's Energy Plan as a class. Ask students to write individually what points do they agree with? Disagree? Why?

3. Ask students to list all renewable energy sources or energy saving ideas on the board.

4. In partners or small groups, students should develop a proposal for one energy saving/creating idea that they will present to the class.
Questions to Get Students Started:

• How could school reduce energy demand?
• How could school become more energy efficient?
• How could school incorporate renewable energy?
  

If you have more time, ask students to make a commercial for their proposal, draw a storyboard, etc. Groups will present to the class.
Display student projects in the hallway with an informational poster about clean energy.