Justice, Power, and Activism: What the Goldman Environmental Prize Winners Teach Us About Resilience and Democracy
Jason Lambacher, University of Washington-Tacoma Campus
This activity is a set of student-centered exercises that enable students to learn about the individual stories of Goldman environmental prize winners, the activism and organizing that grounds their work, and the underlying political and social contexts from which their struggles emerge. The lesson inspires critical reflection about justice, power, and democracy in green politics, and encourages ways to make personal connections to activism and environmental work.

Systems Thinking and Civic Engagement for Climate Justice in General Chemistry: CO2 and PM 2.5 Pollution from Coal Combustion
Sonya Doucette, Bellevue Community College
Students apply chemistry to a climate justice case study using a systems thinking perspective in class and discuss the connections between chemistry and climate justice in a conversation with a community outside of the classroom for civic engagement. The instructor offers formative feedback during class time and in response to discussion posts. Feedback is meant to build understanding and application of concepts important to learning chemistry within a systems thinking context and using civic engagement to communicate how chemistry relates to climate justice.

What is the True Cost of Burning Coal?
Justin C. Lytle, Pacific Lutheran University
This activity is a framework for general chemistry students to explore the costs, ethics and alternatives to coal-fired electricity.

How Clean is Nuclear Energy? An Evaluation of the Environmental Impacts of Nuclear Power as an Alternative Energy Source
Joyce Dinglasan-Panlilio, University of Washington Tacoma
This writing assignment is in lieu of a laboratory activity during the discussion of nuclear chemistry within the general chemistry curriculum.

Integrating Sustainability Concepts into First Quarter General Chemistry
Gerry Prody, Western Washington University
The goal of this project is to insert sustainability concepts and issues into the general chemistry curriculum. Specifically, I focus on carbon as the example to be considered throughout the quarter.

Swimming Upstream: Relating Trapped Energy in Organic Hydrogenations to Use of Reduced Hydrocarbons as Energy Sources
Shane E. Hendrickson, Wenatchee Valley College
An activity designed to inform the student of the potential and pitfalls of storing energy by the generation of reduced organic molecules, particularly as pertains to the generation of ethanol from molecules of a greater oxidation state and the ultimate fate of oxidized carbon when the energy potential is realized. As a part of a discussion of sustainability issues, the activity will be part of a discussion of global energy generation and use and couched in a form similar to the US energy flow trends.

Sustainability and Changing Rates of Change
Christopher Coughenour, The Evergreen State College
To understand sustainability, students must understand rates of change. This activity includes a primer on basic rates concepts and an exercise that motivates critical thinking about rates of change and sustainability with an analysis of historical petroleum production rates data from the United States and the world.

Energy Resources: Considering the Sustainability of Past, Present, and Future Resource Consumption
Molly Lawrence and Max Bronsema, Western Washington University
Students consider the vast amount of past and present energy resources in the world, their distribution, as well as the sustainability of their use. It introduces the idea of resource consumption and distribution to high school students.