Defrauding Schools, Teachers, and Schoolchildren

The Great TakingITGlobal/DeforestACTION Swindle

Here’s how the scam works:

kids want to save the forests

and cute animals;

so, get schools involved,*

recruit gullible teachers,†

bank loads of money.‡

Kids raise donations

and provide advertisements

voluntarily ^§

(though anyone else

using unpaid child-labour

would be in trouble).

Best of all is this:

a registered NPO

pays no income tax!

DeforestACTION:

raking it in globally—

profitable con.

*  see Enforced Donation in Addition to Indoctrination.
†  see, for example, here.
‡  TakingITGlobal provides an audited financial statement no later than that of 2008: the revenues [in Canadian dollars] for 2008 (excluding in-kind contributions and amortisation of capital contributions) were $1,623,029, whilst salaries, benefits and internships were $965,360; advertising and promotion cost $412,547; and travel cost $320,064.

§  At least Greenpeace (not

a charity in NZ)

pays its collectors.

Learning the Impact of Climate Change: Project

The full text of a homework-project (described earlier) for a Tasmanian high school’s Grade 8 Society and History class on “learning the impact of climate change” (note that all spelling and punctuation is reproduced exactly):

Homework Project.
Scavenger Hunt.

During your current course of study on climate change you will be required to conduct a scavenger hunt as homework to submit at the end of the unit.
You will need to collect data or create as many of the projects on the scavenger hunt list as possible.  The person that collects the most points is the winner and will receive a prize, with runner up prizes as well!!
A point tally will be displayed on the wall over the duration of the scavenger hunt to keep a running tally.
Bring in your pieces as you go to display around the classroom...or school if we run out of space, I am expecting GREAT things!!

Rules of Scavenger Hunt.

1. You can go anywhere that is appropriate to obtain your data, check with someone from home first and always let them know where you are going.
2. Cameras and recorders may be used to record information.  Written summaries of TV shows, films, hand-drawn maps, diagrams etc are acceptable.
3. Use primary sources when possible.
4. The sources of ALL data must be recorded.

Items to Collect and Create

1. Make a map of the world showing where climate change is most severe (10 points).
2. Collect five pictures of areas affected by climate change (5 points).  Add 10 points if you label your pictures and include two facts about each picture.
3. Collect two articles from magazines that explain efforts to reduce greenhouse gas emissions (5 points).  Add 10 points if you include a written summary of the articles.
4. Create a chart that ranks in order the main causes of greenhouse gas emissions (5 points).
5. Draw a before and after picture of a place on earth affected by climate change. Could be lakes and rivers that have dried up, glaciers that are disappearing, Antarctic shelf ice that has disappeared, and farm land that has dried up, coastal land that is under water, deltas that have flooded and eroded.  Include labels and information about where and what has happened (15 points).
6. Watch a TV show or DVD about the problem of climate change.  Create a chart or a poster that shares what you have learnt (10 points).  BONUS:  10 points for each additional show viewed.
7. Make a chart that lists the organisations which concentrate on dealing with the problem of climate change.  Include the name, address and phone number (10 points).
8. Choose one of the climate change problems from the list below.  Write a poem or song that includes at least five facts about the problem.  Mention the necessity for finding ways to solve the problem (20 points).
      a. Rising temperatures
      b. Glaciers melting
      c. Water shortages
      d. Animal species becoming endangered and extinct.
      e. Sea levels rising.
      f. Severe droughts
      g. Severe weather patterns including storms and cyclones.
9. Create a timeline that shows the increase in greenhouse gas emissions to present day (15 points).
10. Design and make a poster that informs others about air pollution (15 points).
11. Make a list of the gases that make up greenhouse gas.  Explain what each is and where it comes from (10 points).
12. Make a model of an environmentally friendly home, eg, north facing, passive solar design, solar power, water tanks, grey water system etc... (20 points).
13. Research why some people are becoming vegetarian to lesson their carbon footprint.  Write at least a paragraph explaining (10points).
14. Make a mobile of the main causes of greenhouse gas emissions into the atmosphere (10 points).
15. Write an article for the school newssheet that explains the problem of climate change and give 5-10 suggestions for what individuals could do to help combat the problem.  Submit it for publication (25 points).
16. Design a t-shirt or button that would make others aware of climate change (15 points).
17. Draw a model of a catalytic converter and write an explanation of how it reduces car exhaust (15 points).
18. Research what Tasmania is doing to reduce greenhouse gas and combat climate change, make a mind map explaining the efforts (15 points).
19. Imagine a model community that is able to effectively eliminate greenhouse gases.  Write a story about how the community is able to achieve this (25 points).  BONUS 10 points if two or more illustrations included.
20. Make a chart that explains the greenhouse effect and its increase. Demonstrate what might happen to our global climate if the greenhouse effect continues to increase (15 points)
21. Make a greenhouse effect alphabet book that tells about the problem (25 points).
22. Research what can be done around the the home to decrease carbon emissions and include how much carbon can be saved from the atmosphere (10 points).
23. Locate on a map at least 5 major cities from around the world that suffer from smog. Write a description of the health risks as well as environmental risks (15 points).
24. On a world map identify where both tropical rainforests and hardwood forests were once located, where they have been destroyed, and where they remain. Write a paragraph explaining how the clearing and burning of forests contribute to climate change (20 points).
25. Sell deforestACTION land vouchers to combat climate change.  (15 points for every $2 voucher sold)
26. Through the deforestACTION web site join the cause and register as a [...] High students (30 points, get 5 others to join through you and get 50 points). 

Learning the Impact of Climate Change: Tasks

Details of tasks for a Tasmanian high school’s Grade 8 Society and History class on “learning the impact of climate change” (note that all punctuation is reproduced exactly):

Climate Change - An overview

Choose 3 options from the list provided - one of each colour. Read through the short summary of expectations for that task. If you are not sure what a task is asking, talk to your peers about it or check with your teacher.

When beginning any task, we often try to just jump right in and start, thinking that if we wait we will run out of time. STOP!! It is always best to have a few questions to guide your research before you begin, and these questions often lead to more in-depth and focussed work. Whichever topics you choose to respond to, make sure that a) you are interested in that topic and b) you create 3-4 open ended questions to guide your enquiry.

One of your chosen three tasks will be presented to your class and/or grade. Each of your tasks will be assessed both by your peers and by your teacher.

Global Warming Timeline

Research when global warming and/or climate change was first discussed as a possible future issue and the key events that have occurred over time. Some of these events could include the building or production of some of the major pollutants that have affected our atmosphere. When you place a date on the timeline, you need to provide a short paragraph of information explaining why that date is significant. You can develop your timeline into the future if you want to include some of the predictions of what life will be like by 2050 or 2100.

Fact or Fiction

Create your own quiz based around the facts and myths of climate change / global warming. You will need to research your questions and answers. This should be a minimum of 30 questions, as well as a detailed answer sheet (ie. not just the answer, but the research/reasons behind the answer you have given).

Fact sheet - Natural disasters - Cyclones, floods and tsunamis

Create a fact sheet related to one of the natural disasters listed above. Your fact sheet should include detailed information like - what is a ... ; how is climate change influencing these natural occurrences; what can we do to limit the damage etc. Any information related to the type of disaster you choose would be appropriate (you can even include a fact and fiction section is you’d like).

Picture Book

Create a picture book based around climate change for a chosen audience (select a grade). Think about what would be appropriate, how you would get their attention, what element of climate change you could look at that would increase their understanding of the possible outcomes of global warming and also entertain them. You will need to have pictures and text on every page of your book and create a draft copy first before your final presentation piece.

Eg. Looking at the plight of an endangered species and how they will be affected if global warming continues.

Changing our climate - How Can You Help?

Create a poster outlining how students of [the] High School can change our climate. What can they do at school and at home to reduce their impact of global warming? This can be presented as a poster that could go on display in the school. Create some visual reminders that can be put up in classrooms around the school to encourage people to work together to reduce our impact.

Climate Change / Global Warming lyrical task

Create a song raising awareness for climate change and how everyone can do their bit to help reduce the human impact on global warming. You could write the song about an endangered animal, people or land and/or describe the affects climate change could have if it is not stopped. Put this to music if you can.

DeforestACTION

Create a presentation - this might take the form of a PowerPoint presentation, a fact sheet or a report - that explains what DeforestACTION is, why there is a need for it and how individuals can take action to change our future for the better.

Create your own climate change crossword

Think carefully about your clues and try incorporating solutions as well.

Fact Sheet - El Niño/La Niña

Create a fact sheet related to both El Niño and La Niña. Your fact sheet should include detailed information like - what is a ... ; how is climate change influencing these natural occurrences; what can we do to limit the damage, how are the natural occurrences changing etc.

What Will the World Be Like in 50 Years?

What will the world be like if we do not address climate change? What will the world be like if we take steps to change our approach to climate change? Document your findings and explain how you came to this conclusion.

Greenhouse Effect Poster

Create a poster that gives a detailed explanation of the greenhouse effect. Your poster must include a detailed diagram that is labelled as well as information found explaining the effect.

Fact Sheet - From Agriculture to Industry

Create a fact sheet that looks at the significant changes in the way humans interact with the environment over the last 150 years. Your report must include a discussion of the Industrial Revolution - what it was and what effect it had on the environment.

Where in the World Mapping Task

Collect the appropriate worksheet that goes with this task from your teacher. This is a mapping task so you need to make sure you include BOLTSS.

Apparent Impacts of Global Warming

See above.

History of Cars

Be creative with this one! Make a presentation that looks at the invention of the automobile and how it has changed over the years. You might like to include some images and diagrams - the more creative you can be, the better!

Enforced Donation in Addition to Indoctrination

Students in a Society and History (SAH) class on “the Impact of Climate Change” at a Tasmanian high school, must donate to a Canadian environmental organisation in order to be awarded points in a “scavenger hunt” and to gain marks.

During your current course of study on climate change you will be required to conduct a scavenger hunt as homework to submit at the end of the unit.

You will need to collect data or create as many of the projects on the scavenger hunt list as possible.  The person that collects the most points is the winner and will receive a prize, with runner up prizes as well!!  [sic]

The SAH teacher is also a teacher of English.

The last two items of the list are:

Sell deforestACTION land vouchers to combat climate change.  (15 points for every $2 voucher sold)
Through the deforestACTION web site join the cause and register as a [...] High students (30 points, get 5 others to join through you and get 50 points).  [sic]

Details of what proportion of donations may be spent on administration, marketing, transportation and attractive office furniture are not provided but, according to its web-site, deforestACTION is:

a global action project, involving millions of young people around the world, saving the world’s forests. The project is supported by TakingITGlobal and Microsoft Partners in Learning, as part of the Shout environmental education initiative.

TakingITGlobal was founded in 1999 in Toronto, Canada, by Jennifer Corriero (Executive Director) and Michael Furdyk (Director of Technology).  By the way, TakingITGlobal is “Carbon Balanced”; it “offsets carbon generated from [its] servers, travel, office and staff commutes!”
See Mathew Trevisan, in The Globe and Star, “Social networking for social change”:

In addition to its main site, TakingITGlobal has also created an online education module.  For $30, teachers can set up a virtual classroom where students can post blogs and research social issues.  Teachers can also incorporate lesson plans developed by TakingITGlobal and communicate with educators in other countries.  Almost 950 classrooms in 57 countries currently use the technology.
Ms. Corriero now employs about 25 full-time staff in Toronto and more than 170 part-time workers and volunteers around the world.  Online membership has increased steadily, and funding generates about $1.4-million a year.
But almost all of this money is derived from project-based grants dispersed by Canadian government organizations like the Canadian International Development Agency, corporations like Microsoft, and foundations like the J.W. McConnell Family Foundation.