IB Geography • Section 2.3

Responding to Global Climate Change

SYLLABUS LINK

Possibilities for responding to climate change and power over the decision-making process

Restored from the original AdornGeo Weebly page • syllabus order preserved

01

Possibilities, Priorities and Power

IB SYLLABUS BULLET

Possibilities for responding to climate change and power over the decision-making process.

The original AdornGeo sequence begins with agency rather than inevitability. Students compare possible futures, distinguish individual and structural action, and ask who has the authority, finance and influence to choose a response.

Key teaching ideas
  • Mitigation reduces the causes of climate change; adaptation reduces harm from impacts; resilience supports recovery and continued functioning.
  • Responses operate from households and communities to corporations, governments and international institutions.
  • Power determines which risks receive attention, whose knowledge counts and who pays for action or loss.
  • Effective response usually requires a portfolio of measures rather than one technological or behavioural solution.
Key vocabulary
mitigationadaptationresiliencedecision-makingstakeholderclimate justice
STUDENT TASK

Build a response spectrum

  1. Watch the three original opening films and list every proposed response.
  2. Classify each by scale, actor, mitigation or adaptation, and likely timescale.
  3. Use the original overview visual to connect responses to the climate system.
  4. Rank five actions using effectiveness, fairness, cost and feasibility, then defend the ranking.
Original AdornGeo climate-response animation
The original animated introduction: compare the pathways available for changing the climate future.
Original AdornGeo responding to climate change overview
Use the original overview to separate causes, consequences and possible responses.

Watch: Can We Fix Climate Change?

Watch: 2040: official trailer

Watch: Al Gore: the case for climate optimism

02

Disparities in Exposure and Vulnerability

IB SYLLABUS BULLET

Disparities in exposure to climate change risk and vulnerability, including variations in people's location, wealth, social differences (age, gender, education) and risk perception.

Climate hazard does not translate automatically into disaster. Exposure, sensitivity and adaptive capacity vary both between and within societies, creating strongly unequal outcomes.

Key teaching ideas
  • Location shapes exposure to heat, drought, floods, sea-level rise and changing ecosystems.
  • Wealth influences housing, insurance, mobility, healthcare and the ability to invest before a hazard occurs.
  • Age, gender, education, disability and employment can alter both exposure and access to assistance.
  • Risk perception affects whether warnings are believed and whether individuals support costly action now for future benefit.
Key vocabulary
hazardexposuresensitivityvulnerabilityadaptive capacityrisk perception
STUDENT TASK

Map climate inequality

  1. Use the Carbon Map and Climate Risk Index to locate places with high exposure and low capacity to cope.
  2. Read the original heat-inequality PDF and identify the groups most at risk.
  3. Create a vulnerability profile for one Bangkok neighbourhood using location, wealth, age, education and risk perception.
  4. Explain why national averages can conceal vulnerability within a city or country.

Watch: Climate impacts, vulnerability and resilience

Watch: Climate change and the rich

Original readingHeat: the next big inequality issue

03

Contrasting Vulnerability: Inuit, Haiti, Thailand and the USA

IB SYLLABUS BULLET

Detailed examples of two or more societies with contrasting vulnerability to climate change.

The original Weebly material deliberately compared several societies rather than reducing vulnerability to income alone. Environmental dependence, governance, infrastructure, social inequality and cultural ties to place all affect outcomes.

Key teaching ideas
  • For Inuit communities, warming affects sea ice, travel safety, food systems, housing and cultural continuity.
  • Haiti combines intense hazard exposure with poverty, weak infrastructure and limited state capacity.
  • Thailand faces coastal flooding, heat and agricultural risks, including changes to rice production and rural livelihoods.
  • The USA has high aggregate wealth but unequal exposure, insurance, housing quality and political protection.
Key vocabulary
contrasting vulnerabilitysubsistencemarginalisationfood securityinequalityplace attachment
STUDENT TASK

Construct a four-place comparison

  1. Use the three original films and linked readings to complete a comparison matrix.
  2. For each society, record exposure, vulnerable groups, capacity to adapt and one constraint on action.
  3. Select the strongest two-place contrast and explain why the same global process creates different local outcomes.
  4. Evaluate whether wealth is the most important determinant of climate vulnerability.

Watch: Climate change threatens the Inuit way of life

Watch: Climate change in Haiti

Watch: Climate change, migration and resilience in Thailand

CONTRASTING SOCIETIES

From Arctic sea ice to Thai rice fields

Compare how physical exposure interacts with livelihoods, social difference and political capacity in Nunavut, Haiti, Thailand and the United States.

Geographical focus
  • Locate each example and identify the dominant climate hazards.
  • Distinguish exposure from vulnerability and adaptive capacity.
  • Use evidence at both national and community scales.
  • Reach a judgement about the relative importance of wealth, governance and place dependence.
Original Weebly media still to recoverthailand_–_climate_change_vulnerability.docx
04

Government-led Adaptation and Mitigation

IB SYLLABUS BULLET

Government-led adaptation and mitigation strategies for global climate change.

Governments can regulate, tax, spend, plan infrastructure, coordinate disaster risk reduction and negotiate internationally. The original material asks students to distinguish the purpose and timescale of adaptation and mitigation before judging how they work together.

Key teaching ideas
  • Mitigation changes emissions or carbon sinks; adaptation changes exposure, sensitivity or capacity to cope.
  • Some measures achieve both, such as urban trees that store carbon and reduce heat.
  • Adaptation can be anticipatory or reactive, hard engineering or ecosystem-based, incremental or transformational.
  • Maladaptation occurs when a response transfers risk to another group, place or future time.
Key vocabulary
mitigationadaptationresiliencemaladaptationnature-based solutiontransformational change
STUDENT TASK

Design a national response portfolio

  1. Use the original films and adaptation-mitigation diagram to build a two-column strategy bank.
  2. Choose a climate-vulnerable country and select three mitigation and three adaptation measures.
  3. Evaluate each using effectiveness, cost, timescale, equity and political feasibility.
  4. Identify one possible maladaptation and revise the proposal to reduce that risk.
Original AdornGeo adaptation and mitigation diagram
Distinguish strategies that address the causes of climate change from those that reduce its impacts.

Watch: An Inconvenient Sequel: Truth to Power

Watch: Adapting to a changing climate

Watch: Adaptation and mitigation

Watch: What is climate-change mitigation?

Watch: Five countries adapting to climate change

05

Global Geopolitical Efforts

IB SYLLABUS BULLET

Global geopolitical efforts, recognising that greenhouse-gas sources may be spatially distant from the countries most impacted.

Climate change is a global collective-action problem. Emissions mix in the atmosphere, while responsibility, benefit and impact are distributed unevenly across borders and generations.

Key teaching ideas
  • UN climate negotiations seek cooperation without a world government able to impose emissions cuts.
  • Equity debates involve historical emissions, present emissions, capacity to pay and development needs.
  • The Paris Agreement uses nationally determined contributions, transparency and repeated ambition cycles.
  • Consumption and trade separate the location of demand from the location of production emissions.
Key vocabulary
UNFCCCCOPParis AgreementNDChistorical responsibilitycommon but differentiated responsibilities
STUDENT TASK

Reconstruct a climate negotiation

  1. Use the original timeline, negotiation films and new climate-geopolitics presentation to identify major turning points and recurring causes of stalemate.
  2. Compare the live charts for atmospheric concentration and cumulative regional emissions.
  3. Represent two contrasting negotiating blocs: prepare their interests, evidence, power resources, red lines and one acceptable compromise.
  4. Run a short negotiation, record the final package, then evaluate whether the Paris model balances sovereignty, fairness and effective collective action.
Original AdornGeo climate-negotiation timeline
Trace the changing institutions, agreements and political turning points in international climate governance.
Original AdornGeo Paris Agreement key-points visual
Use the original summary to identify the agreement's goals, mechanisms and limitations.

Watch: A history of climate-change negotiations

Watch: Climate negotiations in 83 seconds

Watch: Introduction to global climate policy

Watch: A critique of the Paris Climate Agreement

Watch: Paris Agreement: Last Week Tonight

Watch: Make Our Planet Great Again

NATIONAL PATHWAY

Costa Rica and decarbonisation

Costa Rica's long-term plan links electricity, transport, land use and economic development, providing a national-scale test of whether ambitious mitigation can also support development.

Geographical focus
  • Identify the sectors targeted for change.
  • Distinguish existing strengths from future challenges.
  • Evaluate transferability to a larger or more fossil-fuel-dependent economy.

Teaching presentationClimate geopolitics: sources, strategies and stalemates

Live chartAtmospheric CO₂ concentration

Live chartCumulative CO₂ emissions by world region

06

Carbon Offsetting and Emissions Trading

IB SYLLABUS BULLET

Government-led adaptation and mitigation strategies, including carbon emissions offsetting and trading.

Market mechanisms put a price on emissions or fund reductions elsewhere. Students need to understand the mechanism before judging additionality, verification, leakage and fairness.

Key teaching ideas
  • Cap-and-trade limits total emissions and allows permits to be exchanged.
  • Offsets claim to compensate for emissions by reducing or removing greenhouse gases elsewhere.
  • A credible offset should be additional, measurable, durable and protected against double counting and leakage.
  • Carbon pricing can be efficient, but design choices determine who pays and whether emissions genuinely fall.
Key vocabulary
carbon pricecap-and-tradeoffsetadditionalityleakagedouble counting
STUDENT TASK

Audit a carbon claim

  1. Use the new visual and original films to draw separate flow diagrams for cap-and-trade and carbon offsetting.
  2. Annotate each diagram with who sets the rules, where money moves, how emissions are counted and where failure could occur.
  3. Apply additionality, permanence, leakage and verification criteria to a real offset project.
  4. Compare a carbon tax, emissions-trading system and voluntary offset using effectiveness, equity, enforceability and risk of greenwashing.
  5. Reach a judgement on when market mechanisms support mitigation and when they delay direct reductions.
Carbon trading and carbon offsetting teaching visual
Read the mechanism first, then fact-check its claims and test both tools against additionality, permanence, leakage and fairness.

Watch: Carbon trading

Watch: How carbon offsetting works

Watch: Bhutan: the carbon-negative country

07

Technology and Geoengineering

IB SYLLABUS BULLET

Government-led strategies for global climate change, including technology such as geoengineering.

The archived AdornGeo lesson treats geoengineering as a decision problem rather than a miracle cure. Carbon-dioxide removal and solar-radiation modification differ in mechanism, speed, risk and governance.

Key teaching ideas
  • Carbon-dioxide removal addresses atmospheric concentration but may require extensive land, energy, finance and long-term storage.
  • Solar-radiation modification could cool quickly but would not remove carbon dioxide or stop ocean acidification.
  • Termination shock, uneven regional effects and cross-border impacts create major governance risks.
  • Technical feasibility does not resolve ethical questions about consent, control, compensation and moral hazard.
Key vocabulary
geoengineeringcarbon-dioxide removalsolar-radiation modificationtermination shockmoral hazardgovernance
STUDENT TASK

Geoengineering decision conference

  1. Use the new infographic to classify each proposal as greenhouse-gas removal or solar-radiation modification, then explain the mechanism in one sentence.
  2. Treat the infographic's ratings as claims to test: compare them with the original diagrams and research evidence for effectiveness, cost, speed, reversibility and risk.
  3. Represent a vulnerable state, major emitter, scientist, company and civil-society group in a decision conference.
  4. Write a final recommendation that distinguishes research, small-scale trials and deployment, and names who should govern each stage.
Geoengineering: greenhouse-gas removal and solar-radiation management
A visual stimulus for classification and evaluation—not an authoritative ranking. Students should verify numerical and comparative claims.
Original AdornGeo geoengineering methods visual
Classify the original techniques by mechanism, scale and part of the climate system affected.
Original AdornGeo geoengineering effectiveness comparison
Compare proposed techniques using effectiveness, feasibility, cost and risk.

Watch: The climate-change experiment

Watch: Solar geoengineering and global warming

Watch: Climate Solver: carbon removal

Watch: David Keith on geoengineering

Watch: What is climate-change mitigation?

Quizlet: Geoengineering terminology

Original Weebly media still to recoverTwo original geoengineering video embeds are no longer available from YouTube.
08

Corporate Strategies: IKEA

IB SYLLABUS BULLET

Civil society and corporate strategies to address global climate change.

Companies influence operational emissions, product design, supply chains, investment and consumer behaviour. The original IKEA case asks whether corporate climate action transforms the business model or mainly improves its image.

Key teaching ideas
  • Corporate targets may cover direct operations, purchased energy and wider value-chain emissions.
  • Supply-chain emissions often exceed those from offices and stores, making procurement and product design important.
  • Absolute reductions should be distinguished from intensity targets and offset-based claims.
  • Transparency, independent verification and treatment of consumption growth affect credibility.
Key vocabulary
Scope 1Scope 2Scope 3value chainabsolute reductiongreenwashing
STUDENT TASK

Interrogate a corporate climate strategy

  1. Watch the original IKEA film and identify actions across stores, energy, products and supply chains.
  2. Use the embedded position paper to identify what IKEA asked governments to do.
  3. Test the strategy for absolute reduction, transparency, verification and dependence on offsets.
  4. Reach a reasoned judgement: transformation, useful incrementalism or greenwashing?

Watch: IKEA facts and figures: climate positive

Original position paperIKEA position on the EU 2030 climate package

Original Weebly media still to recoverThe original IKEA introductory YouTube film is no longer available.
09

Civil Society, Climate Justice and Public Pressure

IB SYLLABUS BULLET

Civil society strategies to address global climate change.

Civil society can change public narratives, mobilise participation, challenge governments and corporations, litigate, divest and demonstrate alternatives. The original sequence combines youth activism, nonviolent direct action and NGO campaigning.

Key teaching ideas
  • Civil society includes NGOs, community groups, social movements, faith groups, unions, schools and informal networks.
  • Strategies range from education and consumer action to protest, litigation, lobbying, divestment and direct action.
  • Climate justice connects responsibility and vulnerability with rights, recognition and fair distribution of costs.
  • Campaign effectiveness can be judged through agenda setting, policy change, behaviour, participation and institutional response.
Key vocabulary
civil societyadvocacydirect actiondivestmentclimate justicesocial movement
STUDENT TASK

Evaluate a climate campaign

  1. Watch the new Corporate & Civil Climate Action video, then compare its corporate and NGO examples with the original Bastida, Thunberg, Disobedience and Greenpeace films.
  2. Identify each campaign's target, theory of change, tactics, audience and evidence of impact.
  3. Use the original climate-justice visual to connect responsibility, vulnerability and voice.
  4. Design an evidence-based NIST climate campaign with a measurable objective, chosen decision-maker, theory of change and evaluation plan.
Original AdornGeo Demand Climate Justice visual
Use the original campaign image to discuss how civil society frames responsibility, fairness and urgency.

Watch: Corporate and civil-society climate action

Watch: Imagine the Future with Xiye Bastida

Watch: Greta Thunberg: inspiring others to act

Watch: Disobedience

Watch: Greenpeace global-warming campaign

Watch: Climate change: human lives and justice

Watch: Greenpeace: stopping climate change

10

Country Case Study: Sweden and Non-governmental Action

IB SYLLABUS BULLET

Case study of the response to climate change in one country, focusing on the actions of non-governmental stakeholders.

The recovered country case study combines Sweden's national setting with youth-led school strikes. Students should keep the focus on non-governmental actors while examining how their action interacts with government policy and public culture.

Key teaching ideas
  • Sweden's low-carbon electricity, carbon tax and climate legislation shape the context in which civil society acts.
  • Fridays for Future used a simple, reproducible tactic to turn individual protest into a transnational movement.
  • Young activists exercise agenda-setting and discursive power even without formal voting or regulatory authority.
  • Impact should be judged beyond media visibility, including policy attention, participation and long-term cultural change.
Key vocabulary
non-governmental stakeholderschool strikeagenda settingFridays for Futurepolicy contextmovement diffusion
STUDENT TASK

Build the Sweden case study

  1. Complete the original Sweden note sheet and establish the national climate-policy context.
  2. Use the new multi-actor visual and three original strike films to trace movement diffusion from one protest to global action.
  3. Map the formal and informal power resources available to students, NGOs, companies and government, and draw the connections between them.
  4. Evaluate the effectiveness of non-governmental stakeholders using at least three criteria and a counterargument.
Corporate, civil-society and country responses
Compare IKEA, Patagonia, Greenpeace, Fridays for Future and Sweden; distinguish action, influence and government policy.

Watch: Greta Thunberg: I want you to panic

Watch: The case to act now on climate change

Watch: Students around the world join the climate strike

REQUIRED COUNTRY CASE STUDY

Sweden: youth activism and climate governance

Sweden provides a located case study of how non-governmental stakeholders can shape debate and action within a supportive but contested national policy context.

Geographical focus
  • Locate Sweden and establish its energy, emissions and policy context.
  • Trace the origins and diffusion of Fridays for Future.
  • Distinguish formal government power from the agenda-setting power of civil society.
  • Evaluate achievements, limitations and evidence of lasting change.
11

Synthesis: Practicality, Urgency and Competing Viewpoints

IB SYLLABUS BULLET

Synthesis, evaluation and skills: why perspectives differ about the need for, practicality and urgency of action on global climate change.

A strong IB evaluation recognises that disagreement is not only about climate science. Values, interests, identity, discounting of future costs, trust, political ideology and perceptions of fairness shape preferred responses.

Key teaching ideas
  • Actors disagree about acceptable risk, who should pay and how present costs should be weighed against future losses.
  • A response can be technically possible yet politically difficult or socially unjust.
  • Urgency may favour rapid action, while legitimacy and fairness may require deliberation and participation.
  • Evaluation should compare mitigation, adaptation and resilience across scales rather than searching for a single best answer.
Key vocabulary
perspectivepracticalityurgencydiscount ratejust transitionlegitimacy
STUDENT TASK

IB evaluation workshop

  1. Place government, corporate and civil-society strategies on an effectiveness-fairness matrix.
  2. Add evidence from Costa Rica, IKEA, Sweden, carbon markets and geoengineering.
  3. Write a thesis for: 'Governments have more power than any other actor to address global climate change.'
  4. Plan an evaluation of the claim that urgent action is more important than equitable action.