Can a Group of 7th Graders Save the World?


Blog post from Jason Carter, Evergreen Middle School Science Teacher

March 29, 2016


Last Thursday I led my first mock world climate summit based on the model created by the nonprofit Climate Interactive. The participants, instead of the usual groups of college students or business leaders who are involved in this workshop, were my 7th grade science students. For the past 12 weeks, each student has become an expert in a particular country. Through their social studies and language arts classes, they learned about the government, economy, culture, and rights of the people for these nations. In science, they have been focused on air quality issues and how climate change is affecting their countries and being addressed.


To culminate this large, interdisciplinary unit, I asked my co-teachers to try taking on this summit. They heartily agreed and took on roles to fully enhance the experience. We all became participants right along with the students rather than lecturers or experts dispensing information to them. All of the teachers met early Thursday morning to set up the room. The United States (represented by the social studies teacher and a parent of a 7th grader with a background in climate science), had the prime seats at the front of the room. Their table was decorated and full of drinks and snacks as well. The European Union also had a well-decorated table to sit at and cushions to make them more comfortable. The other developed nations had a table with chairs. China, India, and several of its neighbors were given chairs but no tables and seated behind the


tables. The developing nations (represented by 16 of the 52 students), were given one picnic blanket to sit at on the floor.


I asked six students to be ready to give a two minute opening address for their region of the world, highlighting issues and successes around climate change. They were given the floor to speak first and really set the tone for the rest of the summit. They were poised, prepared, and well-spoken. For a few minutes, I forgot that they were only 13 years old! Students were then instructed on the goal of the summit - to limit temperature change for the planet to less than two degrees Celsius by the the year 2100. They would be making the following pledges: the year their region would stop increasing the amount of carbon dioxide being released into the atmosphere, the year the region would begin reducing emissions, the percentage of decrease per year, commitments to reducing deforestation and increasing afforestation, and money that would go to a world fund to help countries in need to financially support these pledges. While negotiating was underway, three other teachers took on roles to help make the process more realistic. One was a fossil fuel lobbyist, bribing students with chips and candy to pledge low. Another was a climate activist whose bribes consisted of fresh fruits and vegetables. She appealed to the students’ hearts and sense of decency to “do the right thing” for the planet. A third was a journalist, asking students reflective questions through the lens of an interview.



I had much trepidation as a teacher going into this summit. Would 7th graders take it seriously? Would they represent their country in the process in a realistic and appropriate way? Would they get out of this process what their teachers hoped they would? Well, I had nothing to worry about. From the opening statements to the final debrief, these students demonstrated a strong balance of concern and realism in their approach to these issues. All of the students dressed up for the summit, and they each brought all of their research on their countries. I noticed them referencing it multiple times through the process of the day. They represented their countries very realistically, carefully considering how pledges on emissions or funds would affect their economies and quality of life for the people living in their regions. No one made lofty or unrealistic pledges just to try to meet the goal, but each gave careful consideration as to how best to represent her nation.



After the first round of negotiations, we broke for lunch. Students were not instructed to stay in character, but I observed many of them having private lunch meetings to continue to negotiate. We ultimately made it through three rounds of negotiations, and students managed to make pledges that brought the projects down to 2.25 degrees, very close to ultimate goal! The most powerful moment of the summit came at the end when we reflected and I could see what students truly got out of the summit. Here are some of the points these students brought up, letting me know that there is indeed hope for the next generation to continue to solve these complex issues:


  • Negotiation is hard. People can easily be corrupted by others.

  • Climate change can be mitigated, but it is going to take all of the world working together, the sooner the better.

  • Though much of the burden of greenhouse gas emissions lies with the US, China, and India now, the developing countries of the world are projected to far exceed them in the next fifty years.

  • Learning happens best when it is interactive and relevant.

  • Climate change is affecting every country in the world, and humans are the major driving force behind it.

Ultimately, I hope these students are inspired to make a difference, or at least think more critically about how interconnected all parts of the world are in causing but in also potentially mitigating the worst effects of climate change. I know that I have been inspired by them throughout this whole process and found a bright spot in the dark cloud of climate change.



Sowing True Seeds- a story about a few determined 5th grade entrepreneurs

A small group of fifth grade Student Supported Agriculture leaders have been working diligently through the snow, ice and rain to nurture our first Evergreen Peace Garden entrepreneurial adventure. prepping flats

planting seeds3

These determined kiddos have worked hard every day at recess to plant seeds, water them and manage our hoop house to keep things warm  and dry.

Check out these DIY seed warming tables two of our awesome parent volunteers built.  They've worked beautifully!

seed warming2


Their hard work has paid off! Little sprouts have grown into sturdy plant starts and tomorrow we'll sell our first batch of plant starts back to Sow True Seeds for them to sell at The Organic Growers School this weekend.

Starts Are Ready round 1-1 Starts Are Ready round 1


Thank you Sow True Seeds for this AWESOME opportunity!  And, thank you to these amazing students for their hard work and careful attention.

To purchase plant starts from Sow True Seeds, follow the link to their website to find out their selling locations or visit their store at 146 Church Street in downtown Asheville.

Why It Matters?

Since I am creating a blog about animal rights, the first question I have to answer is:  "why should people care about animal rights? " The answer is simple.  Other animals are intelligent, emotional beings who deserve our respect.   As anyone who lives with companion animals would know, they are capable of feeling pleasure and pain like us.  Despite this, other animals have long been abused, mistreated, and in general been viewed as somehow “less” than us.  This supremacist attitude is the same one that was used to justify the exploitation of blacks, American Indians, Jews, and virtually every other group that has been discriminated against.  Humans may be the most intellectually advanced species on the planet, but that does not give us the right to view other species as our property.   Intellect should not be used as a measure of the worth of a sentient being's life.  As the philosopher Jeremy Bentham said, "The question is not 'Can they reason?' nor, 'Can they talk?' but rather, 'Can they suffer?' "    

Our civilization has created rules, the rules of morality, that specify how we should treat each other.  These rules are not built into nature, we created them because we had the ability to empathize with the suffering of others and wanted to create a world where every person would have the opportunity to lead a full and happy life.  Why should these rules not apply to other animals as well?  Most people do not want to see another human, a cat, or a dog suffer.  And yet we buy products made on factory farms where animals face a life of constant and horrible abuse.  We buy cosmetics which were tested on animals who are subject to constant torture in laboratories.  We go to circuses and buy movies in which animals were abused for our entertainment.  We exterminate “pests” without a thought for their lives and the value they hold.  Animal rights is about creating a better world for all beings where everyone has a chance to be happy.


Cited Sources

"What PETA REALLY Stands For." PETA. PETA, n.d. Web. 9 Feb. 2015.

Bentham, Jeremy. "Jeremy Bentham Quote." BrainyQuote. Xplore, n.d. Web. 11 Feb. 2015.

Bentham, Jeremy, An Introduction to the Principles of Morals and Legislation. 1907. Library of Economics and Liberty. 11 February 2015. <>.


About This Blog

While visiting the East Asheville Library, I noticed that glue traps were used in the bathrooms of the Parks and Recreation building next to it.  Glue traps are extremely inhumane devices that cause huge suffering to animals caught in them.  I wanted to do something about this, so I made it my service project for Environmental Education class.  I wasn't able to figure out how it would count as service to Evergreen until I remembered Marin talking to me about helping her with her Environmental Ed website.  I am going to create a series of articles/blogs/pages about humane animal control and other topics on the EE website.  The purpose of these articles will be to educate and inform people about animal rights and also talk about some other environmental issues in relation to that.  I will be posting once a week, possibly more frequently.  I look forward to people reading my articles and giving any feedback they have!

From Perrin