Is History Repeating Itself?

An Analysis of The Energy Crisis of the 1970s

Co-authors: Whitney Beem & Ann-Margaret Somers Subject/ Grade Level: 8th grade physical science The purpose of this lesson is to creatively identify and solve the energy crisis of the 1970s. Duration: 2 class periods

Georgia Performance Standard:

S8P5. Students will be familiar with the forms and transformations of energy. a. Explain energy transformation in terms of the Law of Conservation of Energy. b. Explain the relationship between potential and kinetic energy. c. Compare and contrast the different forms of energy (heat, light, electricity, mechanical, motion, sound) and their characteristics.

FCS TAG Standard: Creative Thinking & Creative Problem Solving Skills 2. The student designs, applies, and adapts a variety of innovative strategies to when problem solving (e.g., recognizes problems, defines problems, identifies possible solutions, selects optimal solution, implements solution, and evaluates solution). 3. The student incorporates brainstorming and other idea-generating techniques (synetics, SCAMPER, etc.) to solve problems or create new products. 5. The student develops original ideas, presentations, or products through synthesis and evaluation.

Summary/ Overview: Students will analyze literature outline the historical details of the energy crisis that struck Americans in the 1970s. Students will then brainstorm ideas and develop a solution to this problem that they would have implemented to resolve the energy crisis of the 1970s.

Essential Question: How does the global political climate affect energy consumption of the average American? Activating Strategy: Phase 1: Hook 1. Watch PSA produced by the Department of Energy in the late 1970s entitled Energy Crisis. (http://www.youtube.com/watch?v=o4PGfp_IJts) Discuss students the rhetoric used to appeal to the American public when this commercial published. Was the intention to sway via credibility (ethos), emotion (pathos), or logic (logos)? How is this form of communication about a social issue different than how social issues are communicated to the American public today?

Teaching Strategy: Phase 2: Examine the Content 2. Mess: Distribute the Energy Mess of the 1970s packet. Students will read the mess individually. 3. Students will work in small groups to list all the facts and opinions obtained from the reading. Each group will generate a list of unanswered questions to research for homework or in the media center. Phase 3: Creative Problem Solving 4. Review the Rules of Brainstorming: a. Go for quantity. b. Wild and crazy ideas are okay. c. Piggy-back on the ideas of others. d. No judgments. 5. Problem Finding: Each group will brainstorm the problems seen as a result of the mess. Opportunity is provided for grouping of similar problems and selecting from the top three. From the top three problems, each group will develop a solvable problem statement beginning with How might we 6. Idea Finding: Each group will brainstorm solutions to the problem statement. Opportunity is provided for grouping of similar problems and selecting the top five. 7. Solution Finding: Each group will develop criteria to evaluate the five solutions and use a decisionmaking grid to determine the best solution. Opportunity is provided for research to make valid evaluations against the criteria. 8. Acceptance Finding: Each group will develop an action plan for implementing the solution. Phase 4: Synthesis Activity 9. Each group will develop a product (e.g. persuasive letter, flow chart, speech, etc.) for sharing its solutions with governmental leaders of the 1970s.

Summary Shapely Debrief In regards to the Energy Crisis of the 1970s, name Something I learned that squares with my beliefs Three points to remember One question still going around in my mind

Energy Mess of the 1970s By the early 1970s, American oil consumptionin the form of gasoline and other productswas rising even as domestic oil production was declining, leading to an increasing dependence on oil imported from abroad. Despite this, Americans worried little about a dwindling supply or a spike in prices, and were encouraged in this attitude by policymakers in Washington, who believed that Arab oil exporters couldn't afford to lose the revenue from the U.S. market. These assumptions were demolished in 1973, when an oil embargo imposed by members of the Organization of Arab Petroleum Exporting Countries (OAPEC) led to fuel shortages and skyhigh prices throughout much of the decade. Background to the Energy Crisis In 1948, the Allied powers had carved land out of the British-controlled territory of Palestine in order to create the state of Israel, which would serve as a homeland for disenfranchised Jews from around the world. Much of the Arab population in the region refused to acknowledge the Israeli state, however, and over the next decades sporadic attacks periodically erupted into full-scale conflict. One of these Arab-Israeli wars, the Yom Kippur War, began in early October 1973, when Egypt and Syria attacked Israel on the Jewish holy day of Yom Kippur. After the Soviet Union began sending arms to Egypt and Syria, U.S. President Richard Nixon began an effort to resupply Israel. In response, members of the Organization of Arab Petroleum Exporting Countries (OAPEC) reduced their petroleum production and proclaimed an embargo on oil shipments to the United States and the Netherlands, the main supporters of Israel. Though the Yom Kippur War ended in late October, the embargo and limitations on oil production continued, sparking an international energy crisis. As it turned out, Washington's earlier assumption that an oil boycott for political reasons would hurt the Persian Gulf financially turned out to be wrong, as the increased price per barrel of oil more than made up for the reduced production. Energy Crisis: Effects in the United States and Abroad In the three frenzied months after the embargo was announced, the price of oil shot from $3 per barrel to $12. After decades of abundant supply and growing consumption, Americans now faced price hikes and fuel shortages, causing lines to form at gasoline stations around the country. Local, state and national leaders called for measures to conserve energy, asking gas stations to close on Sundays and homeowners to refrain from putting up holiday lights on their houses. In addition to causing major problems in the lives of consumers, the energy crisis was a huge blow to the American automotive industry, which had for decades turned out bigger and bigger cars and would now be outpaced by Japanese manufacturers producing smaller and more fuel-efficient models. Though the embargo was not enforced uniformly in Europe, the price hikes led to an energy crisis of even greater proportions than in the United States. Countries such as Great Britain, Germany, Switzerland, Norway and Denmark placed limitations on driving, boating and flying, while the British prime minister urged his countrymen only to heat one room in their homes during the winter. http://www.history.com/topics/energy-crisis

Fact Finding: CPS Step 1 List all of the facts that you gleaned from the mess.

Fact Finding: CPS Step 1 List any questions that you have as a result of the mess.

Fact Finding: CPS Step 1 List answers to your questions or additional facts you learned about the mess.

Brainstorming Guidelines This is a monsoon.not a drizzle.

1. Set a time limit. (like 5 minutes) 2. Identify a recorder. 3. Record each idea as stated with no judgment or evaluation. (If I say hot dog, you have to write it down) 4. Solicit on idea from each participant before proceeding to next. 5. Move rapidly from person to person. 6. Build on the ideas of others. 7. Generate as many ideas as possible. (wild and crazy is okay!)

Problem Finding: CPS Step 2 Brainstorm many problems (not solutions!) that you see as a result of this mess. Look for possible problems from different points of view. Include any unusual problems you see as a result of the mess.

Create a problem statement. How might we ____________________________________________________________ ____________________________________________________________

Guidelines for Consensus Building 1. Work in groups of four or five. 2. Ensure that each member of the group has opportunities for expression of ideas, concerns, sharing relevant information, etc. 3. Avoid win-lose statements. When impasse occurs, seek the most acceptable solution for all parties. 4. Yield only to positions that have a sound, logical foundation, not to avoid conflict. 5. Avoid quick, easy solutions like majority voting, tossing a coin, etc. Differences of opinion indicate a need for additional exchange of ideas and information. 6. View differences of opinion as natural and helpful the more diverse the ideas, the more creative and innovative the solution.

Ideas Finding: CPS Step 3 Problem statement: ____________________________________________________________ ____________________________________________________________ ____________________________________________________________

(This must be an I need statement)

Brainstorm as many solutions to the problem as you can. Include creative or unusual solutions, too!

Our Top Five Work with your group to determine the five solutions that have the greatest potential for solving your problem. List the solutions in the boxes below.

Solution Criteria Work with your group to determine the four most important criteria for a solution to your problem. List the criteria in the boxes below.

Solution Finding: CPS Step 4

Criteria

Total
Solution

Describe the best solution below:

Acceptance Finding: CPS Step 5 Design a plan to put your solution into action.