Positives

• In the Pop-Up Case Guidelines, there are many useful suggestions for implementing discussions.
  
• This resource does an excellent job of informing students about real environmental policy in a way that is easy to understand.

Additional Prerequisites

• If you will be discussing the policy options using an NSC simulation, it may help for students to see one in action, before participating.
• Students may need the terms solar geoengineering, carbon-capture technology, decarbonizing, stopgap, unilaterally, contentious, and others defined prior to reading the article.

Differentiation

• Either individually or as a class, students can create a list of the costs and benefits associated with solar geoengineering.
• Language arts students can further research solar geoengineering, choose one of the three stances provided, and write a persuasive essay or letter to the government about their chosen stance.
• Students can read the full article on the right of this Pop-Up Case to extend learning.
• Have students consider the effects of solar geoengineering on ecosystems, the services they provide to humanity and the world, and the risks that are involved with altering these globally connected systems.