Oil on IceA Film by Bo Boudart

and Dale Djerassi

STUDY GUIDE

A GUIDE TO THE FILM FOR TEACHERS AND DISCUSSION LEADERS

Oil on Ice 1

The Arctic National Wildlife Refuge is one of America’s last un-spoiled wild places. This stunning film documents the majesty and grandeur of the Refuge, its wildlife, and native cultures - and its place in the center of America’s national energy debate. Oil on Ice gives a front row seat in the battle to protect our natural heritage against oil speculators, and the rigs, pipelines and roads that it brings with them. Beautiful and engaging, Oil on Ice will not only educate you on this important issue - it will motivate you to act.

Carl Pope- Sierra Club Executive Director

Oil on Ice a one-hour

film airing in select

markets on public televi-

The DVD version contains

a fully interactive DVD ROM

grassroots action toolkit

and special features.

www.oilonice.org

Oil on Ice can be

purchased or rented

on DVD.

Contact:

Bullfrog Films

P.O. Box 149

Oley PA 19547

Phone: (800) 543-3764

(610) 779-8226

Fax: (610) 370-1978

Introduction from Carl Pope, Sierra Club executive director

www.sierraclub.org

video@bullfrogfilms.com www.bullfrogfilms.com

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From the Filmmakers:

The Arctic National Wildlife Refuge is one of America’s last great wild places. Our dependence on fossil fuels for energy is a global crisis. The development and implementation of clean, renewable energy sources is an objective upheld by people across the political spectrum. The disappearance of indigenous cultures on our planet is decried by anthropologists and humanitarians around the world.

In Oil on Ice, we have attempted to show the viewer that these issues, although frequently considered separately, are in fact inextricably intertwined.

Oil on Ice is a 57-minute documentary film that undertakes to ex-plore the story behind the headlines about the Arctic National Wild-life Refuge and the debate over drilling for oil there. The abundance and variety of wildlife that lives in, or annually migrates to, the Arctic Refuge is featured. Existing oil extraction and transportation activi-ties in neighboring regions are seen. Our dependence on fossil fuels produces air pollutiants that lead to negative health effects and global climate change. Conservation and efficiency measures that greatly reduce these emmissions, combined with cleaner, safer, renewable alternatives to fossil fuels, are considered by a variety of experts and policy-makers. The Gwich’in Athabascan and Inupiat Eskimo cultures are revealed by Alaskan Natives, themselves.

These are a lot of subjects to try to cover in less than one hour. Rather than deal with each issue exhaustively, we have tried to touch on the range of issues as an interconnected whole.

As a variety of interests attempt to influence policy and as policymak-ers debate these issues, it is important for the public to stay informed and involved. In Oil on Ice, we hope and believe that we have made a positive contribution toward that goal.

Dale Djerassi

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From the Filmmakers:

Not many Americans have had a chance to see Alaska’s Arctic National Wildlife Refuge and probably not many ever will. When this place was chosen for oil drilling by the U.S. Congress, we chose to produce this documentary as a way to show many the beauty and the importance of an irreplaceable arctic wilderness whose diversity of wildlife is unparalleled on this continent. What we show in Oil on Ice is that one cannot necessarily trust our Congress to make the right decisions for us. Not long ago, the federal government had also made a decision to flood the Grand Canyon with a hydroelectric dam, but because many more Americans voiced their opposition it was stopped.

As you will see, Alaska native cultures have also witnessed dramatic changes on the lands and waters they still use for hunting and fishing. They are worried about how oil development could jeopardize and even destroy their way of life. Protecting wildlife and wild places around the world has become a struggle to protect health and their well-being of all peoples on the planet.

We chose experts who state that burning too much oil already is affecting our way of life and also the earth’s climate. Oil on Ice presents the voices of common sense, indigenous peoples’ wisdom, and scientists’ data. We also see politicians present their arguments for and against oil drilling in the Arctic Refuge. The solutions to our energy needs really lie in demands to adopt better energy technologies and transportation that burn much less oil or none at all.

We have tried to show that issues concerning wildlife conservation, energy use, human rights, health, and protection of the environment are all related to how we each consume energy.

Saving the Arctic National Wildlife Refuge will depend on our individual willingness to develop a new attitude toward energy use. We can choose more efficient technologies that are now available in the market place—whether it is solar-energy home appliances or hybrid vehicles.

By adopting these new values and attitudes, we will become more conscious of our energy consumption, and places like the Arctic Refuge will be permanently protected for all us.

Bo Boudart

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TEACHER GUIDE

“The Arctic National Wildlife Refuge is a national treasure. It should be protected. But there’s also and energy storehouse that America needs to have access to.”

Tony Knowles,Former Alaska Governor

CONTENTS

Overview, Objectives, Length, Target GradesMaterials, Instructor Prep

Viewing Activities• Day 1: To Drill or Not to Drill• Day 2: Who Needs the Fuel?

Extension Activities• A Sense of Place (Geography, Life Sciences)• Running the Numbers on Fuel Consumption (Math, Economics)• Take Action! (Writing, Civics)

Springboards• What Happened to the Herring?• Fish Crashes and Polycyclic Aromatic Hydrocarbons• Global “Weirding”• The Kyoto Protocol• You Make the Public Service Announcement (PSA)

Resource Materials• Sample Student Viewing Worksheet• Maps from Oil on Ice• Web Map Links

--Arctic Refuge Coastal Plain--National Petroleum Refuge Area--“1002” Area

• Academic Alignments and Benchmarks• Endnotes

“Once the oil is gone and the oil companies are gone, then what’s going to happen after that?”

Charlie SwaneyGwich’in Tribe

OVERVIEWThe fate of migrating caribou, the Gwich’in people, and a fragile ecosystem in the Arctic National Refuge is tied to the decisions we make thousands of miles away about energy policy and transportation.

However, the issues run deeper than to drill or not to drill. Even without oil drilling, the arctic wilderness is affected by the burning of fossil fuels all over the planet. Because of global weather patterns, the first effects of global warming are seen in the Arctic. An average temperature increase of 7 degrees over the last thirty years has thinned the arctic ice pack by 40%. Glaciers are shrinking and the coastline is retreating, dramatically affecting the patterns of plant and animal life.

Increased fuel efficiency could eliminate the need for any new source of oil from the Arctic. And with predictions that known oil stocks will run out by mid-century, alternatives are necessary.

There are two days of Viewing Activities and three Extension Activities in this Teacher’s Guide. There is also a wealth of additional information for educators. Look in the Springboard area for topics of additional interest.

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We can depend on the land, we can’t depend on the jobs. The jobs don’t feed us all winter long…”

--Rosemary Ahtuangaruak Mayor, Nuiqsut

OBJECTIVES

Students will:• Review Oil On Ice documentary actively, using critical thinking and viewing skills to

examine a complex situation.Day 1: Drill or Not to Drill?Day 2: Who Needs the Fuel?

• Utilize information from Oil On Ice as a starting point for extension activities. A Sense of Place (Geography, Life Sciences) Running the Numbers on Fuel Consumption (Math, Economics) Take Action! (Writing, Civics)

ACADEMIC ALIGNMENTS and BENCHMARKSThe viewing activities and extension activities in this Teacher Guide have been aligned with the McRel1 Academic Benchmarks. For details, see the Academic Alignments and Benchmarks section.

LENGTHViewing: two 45 or 55-minute class periods. Extension activities: 45 minutes each. Teachers are encouraged to mix-and-match viewing Oil On Ice with extension activities as appropriate for their classrooms.

TARGET GRADESThis unit is targeted for grades 9-12, though they can be adapted for younger students.

MATERIALSDVD copy of Oil on Ice, DVD player, TV. To order the DVD, see the Bullfrog Films web site: http://www.bullfrogfilms.com. To see online video clips from the documentary, see http://www.oilonice.org.

INSTRUCTOR PREPReview DVD, the activities in this Teacher’s Guide and the Oil on Ice web site before class. The full-length documentary is 60 minutes long.

The DVD contains:• A short overview of the documentary• The full version of the documentary• Special Features (additional interviews, the Gwich’in song heard in the documentary,

a Gwich’in elders’ statement, comments from middle and high school students, biographies, and credits)

• Grassroots Action Toolkit• Information on how to use the DVD

Review worksheet sample, maps, and other support materials and make copies or adapt as needed for your students.

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VIEWING ACTIVITIES

“We don’t have to choose between drilling for oil in the Arctic Refuge or…driving our cars to work. All we have to do is ask the auto industry to use modern technology and stop wasting gas.”

--Carl Pope, Sierra Club

“When oil was discovered in Prudhoe Bay, they needed to resolve issues of Alaska Natives’ claims to the land before they could proceed with oil development…so the Alaska Native Claims Settlement Act was Passed very, very quickly.”

--Adeline Peter Raboff Gwich’in Author and Activist

These Viewing Activities are aligned with McRel benchmarks in Economics, History/Historical Understanding, Language Arts and Life Sciences. For details, see the Academic Alignments and Benchmarks section.

Time codes given are approximate, as they vary among DVD players.

Day 1: To Drill or Not to Drill….Tell students that they will be watching a DVD and taking notes on the pros and cons of drilling for oil on the people, wild lands and wildlife, and energy. If appropriate, indicate that the DVD will take more than one class period to view and discuss. Pass out worksheets. (See sample in the Resource Materials.) As they view Oil On Ice, students will be looking for and taking notes on the pros and cons per drilling for oil in the Arctic National Wildlife Refuge--for the community, wildlife and wild lands and energy.

Start DVD. Stop DVD when you see an oil-soaked bird and hear “…and when the spill happened the entire sound became silent…” (13:18).

Students use their notes to answer discussion questions. Possible discussion questions--

• Are oil companies proposing drilling for oil all over the Arctic National Wildlife Refuge? (A small chunk of the refuge is under dispute—the 1002 area.)

• Why is it a problem if only a small area will be used for oil exploration? (No right or wrong answers—this question sets up additional viewing and discussion.)

• What might Oil on Ice might look like if an oil company was making the film? (No right or wrong answers—this question sets up the next block of viewing.)

Students will continue making notes. Start DVD. STOP you see a cabin overshadowed by the Kuparuk oil development and you hear George Ahmaogak say, “…and I use Nuiqsut as an example because they’re the ones that are now totally surrounded by pipe.” (32:14)

Students use their notes to answer discussion questions. Possible questions--

• How long do you think this family will keep returning to their cabin?

• If the caribou aren’t coming by the family cabin, where are they going?

• What would some possible effects be if the oil companies pulled out of Alaska…tomorrow? (Loss of jobs and revenue, long term effects of drilling….)

• Do you think that all Alaska natives participated in the Alaska Native Claims Settlement Act?

• Where does Alaska’s oil go? (Sets up Day Two viewing.)

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VIEWING ACTIVITIES

“The US oil dependence is not going to be substantially affected by drilling in the arctic refuge.

Recognize that once the oil is tapped, it is not our oil, it is owned by…oil companies.

…oil owned by Chevron in the Arctic Refuge is no different than oil owned by Chevron in Kazakstan…it’s part of a world oil market.

--Severin Borenstein University of California, Energy Institute

Day 2: Who Needs the Fuel?Start DVD where you left off on day one and play DVD to the end. Students will continue making notes today on worksheets. Students use their notes to answer discussion questions. Possible discussion questions--

• Where does Alaska oil go? (Oil companies sell their oil wherever they wish to.)

• Where will the caribou move to if there is oil development in the Arctic National Wildlife Refuge?

• Is there a choice between drilling for oil or saving the wildlife refuge? (Don’t have to choose between drilling or the refuge—things than can be done to protect the environment are not costly, but they are not profitable.)

• Why do you think that the United States rejected the Kyoto Protocol?

• What can YOU do to reduce oil/gas consumption?

Calculate your own Ecological Footprint and/or do an Energy Audit of your home or school.

The Earth Day Network has an online Questionnaire1 to calculate an individual ecological footprint. Go a step further and calculate the Ecological Footprint of a country.2

The Home Energy Saver3 has an online do-it-yourself home energy audit and also has a comprehensive area for educators.

1 http://www.myfootprint.org/

2 http://www.ecouncil.ac.cr/rio/focus/report/english/footprint/

3 http://hes.lbl.gov/

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EXTENSION ACTIVITY

A SENSE OF PLACE

“..You know when you study dance you gotta repeat the motions over and over again ‘til you know how to do this motion. This is my body becoming part of this tundra. And so I know this motion…and it feels good.”

Adeline Peter RaboffGwich’in Author, Activist

This Extension Activity is aligned with McRel benchmarks in Geography and Life Sciences. For details, see the Academic Alignments and Benchmarks section.

REVIEW Oil on Ice to:

• create a timeline for the Arctic National Wildlife Refuge. (review material from approximately 8:33 to 10:41). Use the information from this video to explore what is going on in the Arctic National Wildlife Refuge today.

• compare and contrast the competing uses for the Refuge, including tracking the migration of the Porcupine Caribou herds. (See the Map Resources on page 9.)

• look at the ties of the people to the land—both Native and non-native. Review interviews with fisherman Robbie Maxwell (starts 13:20); Eyak Activist Dune Lankard (13:15 and 19:00); Gwich’in author/activist Adeline Peter Raboff and Gwich’in Charlie Swaney (20:19 through 24:00); and George Ahmaogak, Leonard Lampe, and Rosemary and Rodney Ahtuangaruak (27:54 – 33:38)

• What did the Gwich’in hunt? What do you think they ate season to season? What is their diet like now?

• Compare your sense of “place” with that of the Gwich’in. Have you lived in the same place all your life? Have you moved around? Is there anywhere that you would consider your “ancestral” home?

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EXTENSION ACTIVITY

RUNNING THE NUMBERS ON FUEL CONSUMPTION

“A car puts out it’s own weight on CO2 every year. The World burns about a cubic mile of oil every year. America burns about 10,000 gallons a second.”1

This Extension Activity is aligned with McRel benchmarks in Mathematics and Economics. For details, see the Academic Alignments and Benchmarks section.

Break down the numbers.

• How much does a car weigh? (Subcompacts, compacts, sedans, SUVs, trucks, etc.)

• What is the annual CO2 output of your car and/or your family car? Start by looking at the Earth Trends2 web site. You’ll find a graph of average CO2 emissions by vehicle type (subcompact-pickup truck) and by manufacturer (BMW, Food, GM, Honda and others). Go a step farther—what is the CO2 output of a school bus?

• Estimate how many cars are in use in your school, block, town, neighborhood, etc. How much CO2 is being produced where you live?

• How much, in gallons, is a cubic mile of oil?

• 10,000 gallons of oil burned a second equals how many gallons of oil burned in a year?

• How does America’s oil consumption match the world’s oil consumption?

“In the period of dramatic oil savings…that was 1977 to 1985, the U.S. economy grew 27%. Oil use fell 17%, oil imports fell by half. Oil imports from the Persian Gulf fell 87%. If we had kept that up for one more year, into 1986, we would have eliminated imports from the Gulf…and we wouldn’t have needed any ever since.”3

• What fuel-saving measures were used from 1977 to 1985?

• What fuel-saving measures are in use today?

• How many cars were in use in the U.S. between 1977 and 1985?

• How much oil (in barrels or gallons) was being imported from the Persian Gulf?

• How does this compare to the amount of oil coming from the Persian Gulf today?

• How does the amount of oil coming from the Persian Gulf compare to the amount of oil coming from Alaska?

Discussion Question: do you think that if the U.S. had kept using fuel economy measures that the U.S. would no longer be dependent on foreign oil—or need to drill for Alaska oil?

“The revenues from hydrocarbons in Alaska have created a permanent fund from which every resident in Alaska receives an annual payment. And 85% of the general revenue in Alaska comes from oil and gas royalties. And that’s pretty addictive politically. It’s hard to wean yourself from that kind of dependence.” (Amory Lovins)

How much money does each Alaska resident receive? Does every resident receive the same amount of money? How much money does the state of Alaska receive for oil and gas royalties?

Discussion Question: How would the state of Alaska make up the dollars lost from oil and gas royalties?

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EXTENSION ACTIVITY

TAKE ACTION!

“Oil on Ice is the result of ordinary people realizing that action is necessary to protect our vital interests. In a democracy, it is our responsibility to speak up if the system is not representing our concerns.” http://www.oilonice.org/act/general.php

This Extension Activity is aligned with McRel benchmarks in Language Arts (Writing) and Civics. For details, see the Academic Alignments and Benchmarks section.

Review the Grassroots Action Toolkit on the Oil on Ice DVD or online at http://www.oilonice.org/act/.You will find:

• A downloadable Oil on Ice poster (2 sizes)

• information on how to write letters, faxes and email to your federal representatives—including a sample letter.

• How to arrange meetings with elected officials.

• How to make your point at public meetings.

• Information on hosting a house party

• A Grassroots Fundraising Guide for Social Justice Organizations.

Review the segment on Betsy Rosenberg and “Don’t Be Fueled” (47:00). She organized “soccer moms” to protest the rejection of higher mileage standards for SUVs.

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SPRINGBOARDS Topics of additional interest to educators.

TOPIC TIME CODEWHAT HAPPENED TO THE HERRING?Herring are a cornerstone species in Prince William Sound.

“We haven’t fished herring since then (1991) and I used to fish herring every single year.”Robbie Maxwell, Cordova Fisherman

13:18 – 14:30

FISH CRASHES AND POLYCYCLIC AROMATIC HYDROCARBONSAfter the Exxon Valdez oil spill, fish populations dropped dramatically in Prince William Sound.

“…scientists began looking at what’s called polycyclic aromatic hydrocarbons….Exxon is calling these compounds environmentally benign…In fact, they cause long term reproductive damage to birds, fish and mammals….seeing decreased productivity of our coastal ecosystems over time, until finally, where did everything go?” Dr. Riki Ott, Marine Toxicologist

16:45

GLOBAL “WEIRDING”Global warming is affecting arctic areas first. Why?

“I like the…term ‘global weirding’ for climate change. Global warming is a bit too much shorthand because it will get warmer in some places , colder in other places, wetter in some, drier in some…” Amory Lovins, Rocky Mountain Institute

42:45-44:17

THE KYOTO PROTOCOL

Who are the countries who accepted the Kyoto Protocol? Besides the United States, what other countries rejected the Protocol? Why?

“Unlike the United States, which rejected the Kyoto Protocol, other countries are developing more efficient transportation technologies.”

50:51

YOU MAKE THE PUBLIC SERVICE ANNOUNCEMENT (PSA)

Oil on Ice shows two points of view about what happened after the Exxon Valdez oil spill—one from Exxon showing that everything was fine, another from researchers showing that just the opposite was true. Challenge students to create Public Service Announcements (PSA’s) showing opposite points of view.

“The very next year Exxon started pumping out glossy brochures…to convince people that everything had recovered in Prince William Sound.” Dr. Riki Ott, Marine Toxicologist

14:45-15:08

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RESOURCES Sample Oil On Ice Student Worksheet

NAME DATE

COMMUNITY

PRO CON

WILD LANDS and WILDLIFE

PRO CON

ENERGY

PRO CON

(Sample) Questions

(1) Are oil companies proposing drilling for oil all over the Arctic National Wildlife Refuge?

(2) What would some possible effects be if the oil companies pulled out of Alaska…tomorrow?

(3) Where does Alaska oil go – and why?

(4) Is there a choice between drilling for oil or saving the wildlife refuge?

(6) Why do you think that the United States rejected the Kyoto Protocol?

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RESOURCES: Maps

TIME CODES FOR THE MAPS SEEN IN OIL ON ICE.

• Arctic National Refuge, Prudhoe Bay (8:17, 8:24, 8:33)• Section 1002 (11:16)• Gwich’in Lands (19:48)• Gwich’in Lands, Caribou Migration (19:59)• 1002 Area and Caribou Calving Area (23:59)• Kaktovik Island (33:38)

MAP RESOURCES FROM THE WEB

Oil and Gas Development: Arctic Refuge Coastal PlainFor the complete map and map legend, see InfoRain, http://www.inforain.org/maparchive/anwr_2.htm

National Petroleum Reserve AreaFor more information, see Defenders of Wildlifehttp://www.defenders.org/wildlife/arctic/fws/images/oildevel.jpg

1002 AreaSee the USGS web site for several views of the 1002 are.http://pubs.usgs.gov/fs/fs-0028-01/fs-0028-01.pdf

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RESOURCES: Academic Standards Source: McREL (Mid Continent Research for Education and Learning) Compendium of Standards and Benchmarks http://www.mcrel.org/compendium/browse.asp

VIEWING ACTIVITIES

EconomicsClick on the standards below to find more detailed descriptions. The complete list of topics in this academic area are at http://www.mcrel.org/compendium/SubjectTopics.asp?SubjectID=15

• Understands that scarcity of productive resources requires choices that generate opportunity costs• Understands characteristics of different economic systems, economic institutions, and economic

incentives• Understands the concept of prices and the interaction of supply and demand in a market economy• Understands basic features of market structures and exchanges• Understands the roles government plays in the United States economy

History and Historical UnderstandingClick on the standards below to find more detailed descriptions. The complete list of topics in this academic area are at http://www.mcrel.org/compendium/SubjectTopics.asp?SubjectID=3

• Understands and knows how to analyze chronological relationships and patterns• Understands the historical perspective

Language Arts (Viewing, Reading and Writing)Click on the standard below to find more detailed descriptions. The complete list of topics in this academic area are at http://www.mcrel.org/compendium/SubjectTopics.asp?SubjectID=7

• Uses viewing skills and strategies to understand and interpret visual media

Life SciencesClick on the standards below to find more detailed descriptions. The complete list of topics in this academic area are at http://www.mcrel.org/compendium/SubjectTopics.asp?SubjectID=2

• Understands relationships among organisms and their physical environment• Understands biological evolution and the diversity of life

EXTENSION ACTIVITY: A SENSE OF PLACE

GEOGRAPHYClick on the standards below to find more detailed descriptions. The complete list of topics in this academic area are at. http://www.mcrel.org/compendium/SubjectTopics.asp?SubjectID=8

The World In Spatial Terms• Understands the characteristics and uses of maps, globes, and other geographic tools and technologies• Knows the location of places, geographic features, and patterns of the environment • Understands the characteristics and uses of spatial organization of Earth's surface

Places And Regions• Understands the physical and human characteristics of place• Understands the concept of regions • Understands that culture and experience influence people's perceptions of places and regions

Environment and Society• Understands how human actions modify the physical environment• Understands how physical systems affect human systems • Understands the changes that occur in the meaning, use, distribution and importance of resources

LIFE SCIENCESClick on the standards below to find more detailed descriptions. The complete list of topics in this academic area are at http://www.mcrel.org/compendium/SubjectTopics.asp?SubjectID=2

• Understands relationships among organisms and their physical environment• Understands biological evolution and the diversity of life

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EXTENSION ACTIVITY: RUNNING THE NUMBERS ON FUEL CONSUMPTION

MathClick on the standards below to find more detailed descriptions. The complete list of topics in this academic area are at http://www.mcrel.org/compendium/SubjectTopics.asp?SubjectID=1

• Uses a variety of strategies in the problem-solving process• Understands and applies basic and advanced properties of the concepts of numbers• Uses basic and advanced procedures while performing the processes of computation• Understands and applies basic and advanced properties of the concepts of measurement

EconomicsClick on the standards below to find more detailed descriptions. The complete list of topics in this academic area are at http://www.mcrel.org/compendium/SubjectTopics.asp?SubjectID=15

• Understands that scarcity of productive resources requires choices that generate opportunity costs• Understands characteristics of different economic systems, economic institutions, and economic

incentives• Understands the concept of prices and the interaction of supply and demand in a market economy• Understands basic features of market structures and exchanges• Understands the roles government plays in the United States economy

TAKE ACTION!

Language Arts: Writing (Viewing, Reading and Writing)Click on the standard below to find more detailed descriptions. The complete list of topics in this academic area are at http://www.mcrel.org/compendium/SubjectTopics.asp?SubjectID=7

Writing• Uses the general skills and strategies of the writing process• Uses the stylistic and rhetorical aspects of writing• Uses grammatical and mechanical conventions in written compositions• Gathers and uses information for research purposes

CivicsClick on the standard below to find more detailed descriptions. The complete list of topics in this academic area are at http://www.mcrel.org/compendium/SubjectTopics.asp?SubjectID=14

How Does the Government Established by the Constitution Embody the Purposes, Values, and Principles of American Democracy?

• Understands what is meant by "the public agenda," how it is set, and how it is influenced by public opinion and the media

• Understands the roles of political parties, campaigns, elections, and associations and groups in American politics

• Understands the formation and implementation of public policy

What are the Roles of the Citizen in American Democracy?

• Understands how participation in civic and political life can help citizens attain individual and public goals• Understands the importance of political leadership, public service, and a knowledgeable citizenry in

American constitutional democracy.