# data[].attributes.attachment_link.readable_text
A: Since the Industrial Revolution, the global annual temperature has increased in total by a little more than 1 degree Celsius, or about 2 degrees Fahrenheit. Between 1880-the year that accurate recordkeeping began-and 1980, it rose on average by 0.07 degrees Celsius (0.13 degrees Fahrenheit) every 10 years. Since 1981, however, the rate of increase has more than doubled: For the last 40 years, we've seen the global annual temperature rise by 0.18 degrees Celsius, or 0.32 degrees Fahrenheit, per decade.

The result? A planet that has never been hotter. Nine of the 10 warmest years since 1880 have occurred since 2005-and the 5 warmest years on record have all occurred since 2015. Climate change deniers have argued that there has been a "pause" or a "slowdown" in rising global temperatures, but numerous studies, including a 2018 paper published in the journal Environmental Research Letters, have disproved this claim. The impacts of global warming are already harming people around the world.

What causes global warming?

A: Global warming occurs when carbon dioxide (CO ₂) and other air pollutants collect in the atmosphere and absorb sunlight and solar radiation that have bounced off the earth's surface. Normally this radiation would escape into space, but these pollutants, which can last for years to centuries in the atmosphere, trap the heat and cause the planet to get hotter. These heat-trapping pollutants-specifically carbon dioxide, methane, nitrous oxide, water vapor, and synthetic fluorinated gases-are known as greenhouse gases, and their impact is called the greenhouse effect.

How is global warming linked to extreme weather?

A: Scientists agree that the earth's rising temperatures are fueling longer and hotter heat waves, more frequent droughts, heavier rainfall, and more powerful hurricanes.

In 2015, for example, scientists concluded that a lengthy drought in California-the state's worst water shortage in 1,200 years-had been intensified by 15 to 20 percent by global warming. They also said the odds of similar droughts happening in the future had roughly doubled over the past century. And in 2016, the National Academies of Science, Engineering, and Medicine announced that we can now confidently attribute some extreme weather events, like heat waves, droughts, and heavy precipitation, directly to climate change.

The impacts of global warming are being felt everywhere. Extreme heat waves have caused tens of thousands of deaths around the world in recent years. And in an alarming sign of events to come, Antarctica has lost nearly four trillion metric tons of ice since the 1990s. The rate of loss could speed up if we keep burning fossil fuels at our current pace, some experts say, causing sea levels to rise several meters in the next 50 to 150 years and wreaking havoc on coastal communities worldwide.

What are the other effects of global warming?

A: Each year scientists learn more about the consequences of global warming, and each year we also gain new evidence of its devastating impact on people and the planet. As the heat waves, droughts, and floods associated with climate change become more frequent and more intense, communities suffer and death tolls rise. If we're unable to reduce our emissions, scientists believe that climate change could lead to the deaths of more than 250,000 people around the globe every year and force 100 million people into poverty by 2030.

Global warming is already taking a toll on the United States. And if we aren't able to get a handle on our emissions, here's just a smattering of what we can look forward to:

Disappearing glaciers, early snowmelt, and severe droughts will cause more dramatic water shortages and continue to increase the risk of wildfires in the American West.

Rising sea levels will lead to even more coastal flooding on the Eastern Seaboard, especially in Florida, and in other areas such as the Gulf of Mexico.

Forests, farms, and cities will face troublesome new pests, heat waves, heavy downpours, and increased flooding. All of these can damage or destroy agriculture and fisheries.

Disruption of habitats such as coral reefs and alpine meadows could drive many plant and animal species to extinction.

Allergies, asthma, and infectious disease outbreaks will become more common due to increased growth of pollen-producing ragweed, higher levels of air pollution, and the spread of conditions favorable to pathogens and mosquitoes.

Though everyone is affected by climate change, not everyone is affected equally. Indigenous people, people of color, and the economically marginalized are typically hit the hardest. Inequities built into our housing, health care, and labor systems make these communities more vulnerable to the worst impacts of climate change-even though these same communities have done the least to contribute to it.

Where does the United States stand in terms of global-warming contributors?

A: In recent years, China has taken the lead in global-warming pollution, producing about 26 percent of all CO2 emissions. The United States comes in second. Despite making up just 4 percent of the world's population, our nation produces a sobering 13 percent of all global CO2 emissions-nearly as much as the European Union and India (third and fourth place) combined. And America is still number one, by far, in cumulative emissions over the past 150 years. As a top contributor to global warming, the United States has an obligation to help propel the world to a cleaner, safer, and more equitable future. Our responsibility matters to other countries, and it should matter to us, too.

Is the United States doing anything to prevent global warming?

A: We've started. But in order to avoid the worsening effects of climate change, we need to do a lot more-together with other countries-to reduce our dependence on fossil fuels and transition to clean energy sources.

Despite the lack of cooperation from the Trump administration, local and state governments made great strides during this period through efforts like the American Cities Climate Challenge and ongoing collaborations like the Regional Greenhouse Gas Initiative. Meanwhile, industry and business leaders have been working with the public sector, creating and adopting new clean-energy technologies and increasing energy efficiency in buildings, appliances, and industrial processes. Today the American automotive industry is finding new ways to produce cars and trucks that are more fuel efficient and is committing itself to putting more and more zero-emission electric vehicles on the road. Developers, cities, and community advocates are coming together to make sure that new affordable housing is built with efficiency in mind, reducing energy consumption and lowering electric and heating bills for residents. And renewable energy continues to surge as the costs associated with its production and distribution keep falling. In 2020 renewable energy sources such as wind and solar provided more electricity than coal for the very first time in U.S. history.

Is global warming too big a problem for me to help tackle?

A: No! While we can't win the fight without large-scale government action at the national level, we also can't do it without the help of individuals who are willing to use their voices, hold government and industry leaders to account, and make changes in their daily habits.

Wondering how you can be a part of the fight against global warming? Reduce your own carbon footprint by taking a few easy steps: Make conserving energy a part of your daily routine and your decisions as a consumer. When you shop for new appliances like refrigerators, washers, and dryers, look for products with the government's ENERGY STAR ® label; they meet a higher standard for energy efficiency than the minimum federal requirements. When you buy a car, look for one with the highest gas mileage and lowest emissions. You can also reduce your emissions by taking public transportation or carpooling when possible.

And while new federal and state standards are a step in the right direction, much more needs to be done. Voice your support of climate-friendly and climate change preparedness policies, and tell your representatives that equitably transitioning from dirty fossil fuels to clean power should be a top priority-because it's vital to building healthy, more secure communities.

You don't have to go it alone, either. Movements across the country are showing how climate action can build community, be led by those on the front lines of its impacts, and create a future that's equitable and just for all.

This story was originally published on March 11, 2016 and has been updated with new information and links.

This NRDC.org story is available for online republication by news media outlets or nonprofits under these conditions: The writer(s) must be credited with a byline; you must note prominently that the story was originally published by NRDC.org and link to the original; the story cannot be edited (beyond simple things such as grammar); you can't resell the story in any form or grant republishing rights to other outlets; you can't republish our material wholesale or automatically-you need to select stories individually; you can't republish the photos or graphics on our site without specific permission; you should to let us know when you've used one of our stories.

# data[].attributes.attachment_link.description
What is global warming? Global warming causes, effects, extreme weather, facts, and relation to climate change.

# data[].attributes.attachment_link.readable_text
For example nearly half the world's population lives on less than $2 a day and 0.5% of the world's population holds more than a third of the world wealth. The UN has a good site with statistics on different issues. Another great website looking at development numbers is Gapminder.

For example nearly half the world's population lives on less than $2 a day and 0.5% of the world's population holds more than a third of the world wealth. The UN has a good site with statistics on different issues. Another great website looking at development numbers is Gapminder.

Use assembly time to reflect on the world around you

Assembly is a great opportunity to get kids reflecting on the world around them, and there are a huge range of resources are available. Christian Aid does an assembly of the month and Oxfam produces something every half-term.

Use the news as a platform to discuss key issues

For example, talk about democracy with the US election, or use hurricane Sandy to talk about development, disasters and climate change, everyone saw the impact in New York, but what about places such as Haiti?

Food is an issue kids can connect to easily

Food is now a critical global issue, after decades of improvements globally hunger is now increasing and one in eight people don't have enough to eat. This is an issue kids can connect to easily. You can find a range of resources, for example Oxfam's Food for Thought resource and organisations like Action Aid has good resources too. Find a variety of resources on food and hunger on the Guardian Teacher Network, collated here.

Learn about the Millennium Development Goals

These are eight global poverty reduction goals agreed in 2000 to be achieved by 2015, with three years left. The prime minister was recently at a meeting in Paris to discuss what we do in 2015 - some successes but many challenges and a great opportunity for debate. Here are colourful photos from around the world illustrating the eight Millennium Development Goals from the charity Practical Action and from the UN Photo Library.

Start with human rights

The 1948 UN Declaration of Human Rights (UDHR) is a commitment to everyone sharing a set of basic fundamental rights, and kids understand this. You can bring a range of issues back to it - for example 67 million kids are denied the right to education every year - a rich topic to discuss. You can bring this to life use with a (very popular) school-based campaign called Send my Friend to School or see UNICEFs Rights Respecting Schools Award. See also these resources from Amnesty which explore human rights as a preparation for entering the Young Human Rights Reporter competition 2013 including this neat summary of the UDHR. Global inequality and self-sufficient education are explored in this resource by the charity Teach a Man to Fish.

Challenge perceptions about the world

A good starting point is Miniature Earth which represents the earth if it were a village of 100 people. Maps are also useful, for example the Guardian's climate change maps, or Oxfam's resource about map projections.

Get pupils thinking about power structures. For example with the global food system, four companies control over three quarters of global grain trade. Find out more about them in this article and this lovely infographic illustrates the degree of monopolisation in the food system. A good tool is the development compass rose which prompts thinking about the political, social, economic and environmental aspect of any issue.

Use a learn-think-act process

Don't stop at the learning, but get pupils thinking about their how to do something as responsible global citizens. This can include raising awareness locally, contacting their MPs, or changing their shopping habits. For more information on global citizenship see this page or Get Global, a great resource pack for teachers.

Use the Global Dimension as a guide

This was developed by the Department for Education as a guide to thinking about global issues with your pupils, it has eight key concepts which can help to guide and organise learning.

Lastly don't reinvent the wheel

There are resources already there. Look at sites like Oxfam's, but also the Global Dimension website - a central clearing house for global learning resources.
Richard King works for Oxfam and has designed various projects and resources for teachers promoting active global citizenship. Richard was a secondary teacher for nine years in London, where he was head of physics, ran a curriculum enrichment programme at KS4 and was global citizenship coordinator.
This content is brought to you by Guardian Professional. Sign up to the Guardian Teacher Network to get access to more than 100,000 pages of teaching resources and join our growing community. Looking for your next role? See our Guardian jobs for schools site for thousands of the latest teaching, leadership and support jobs

# data[].attributes.attachment_link.title
10 tips to promote global citizenship in the classroom

# data[].attributes.attachment_link.description
For example nearly half the world's population lives on less than $2 a day and 0.5% of the world's population holds more than a third of the world wealth. The UN has a good site with statistics on different issues. Another great website looking at development numbers is Gapminder.

# data[].attributes.body
http://networknation.net/global/matrix.cfm?

# data[].attributes.body
recognizes similarities and differences among cultures and celebrates diversity which facilitates a deeper understanding of other people and oneself and fosters global empathy and international harmony.

# data[].attributes.body
does not necessarily travel around the world, but does portray international mindedness and an awareness of global affairs, and takes actions when possible with the intent to make the world a better place for all.  A global citizen is a citizen of the world.

# data[].attributes.body
http://www.ibo.org/globalassets/publications/recognition/learnerprofile-en.pdf

# data[].attributes.headline
How can you help your students understand the importance of international understanding as it relates to your course?

# data[].attributes.subject
How can you help your students understand the importance of international understanding as it relates to your course?

# data[].attributes.body
Biology is the study of life.  Human actions around the world impact life.  Global warming and climate change are potentially the greatest threats to life on our planet and must be dealt with globally.  An understanding of international issues and global awareness is essential to biology.

# data[].attributes.body
http://www.civilbeat.org/wp-content/uploads/2014/07/53cbadc236dd9.jpg

# data[].attributes.body
https://www.hrw.org/news/2014/12/15/thailand-clean-klity-creek

# data[].attributes.headline
How have texts, topics, or ideas in your classroom have benefited from contributions from other communities, cultures, and nationalities?

# data[].attributes.subject
How have texts, topics, or ideas in your classroom have benefited from contributions from other communities, cultures, and nationalities?

# data[].attributes.body
My school benefits from having over 70 nationalities represented by its teachers and students.  With such a diversity of cultures in one school, it is easy to obtain multiple perspectives in the science classroom where I co-teach.  When we discussed the economic, social, ethical, political, environmental, cultural and moral pros and cons of GMO's during our genetics unit, for example, the wide variety of opinions was very insightful.  Some of the Europeans were strongly against GMO's as they voiced the commonly-held fears associated with GMO's in Europe, whereas some of the Asians and North Americans were less opinionated about GMO's.

# data[].attributes.headline
Preparing students for global citizenship in biology and other subjects at school

# data[].attributes.subject
Preparing students for global citizenship in biology and other subjects at school

# data[].attributes.body
is essential for international harmony as our young people today will be tomorrow's leaders.  Developing the IB learner profile attributes in the classroom naturally prepares students for global citizenship.   Consistently linking current news topics from around the world to concepts being taught in the classroom promotes global citizenship.  Linking creativity, action and service (CAS) activities with learning can also promote global citizenship.   Class trips to other countries or locally to various communities with different cultures can promote global awareness especially when there is a service component.

# data[].attributes.body
http://www.rdss.org.sg/

# data[].attributes.headline
What activities have you carried out in your class that have knowingly or unknowingly highlighted or celebrated international-mindedness?

# data[].attributes.subject
What activities have you carried out in your class that have knowingly or unknowingly highlighted or celebrated international-mindedness?

# data[].attributes.body
In the grade 10 MYP science class where I was a teacher candidate, students analyzed how an understanding of the properties of acids and bases and their reactions can be applied to solve environmental challenges around the world by investigating global case studies in a peer teaching assignment.  One of the case studies illustrated the unintentional consequences of lead mining in Klity Creek, a lead-contaminated stream in Thailand that local villagers depend on for their daily water use, and also how lead contamination of soils can be cleaned through acid washing.  CAS activities were linked with  our gentics unit as students learning about genetic disorders were given opportunity to volunteer at the Rare Disorders Society of Singapore.