Global Climate Change: Orlando: A Biography by Virginia Woolf

Mini-module submitted by Julie Bartley (Gustavus Adolphus College) on behalf of module author Michele Koomen (Gustavus Adolphus College).
Gustavus Adolphus College, Geology
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Summary

Many British literature courses read selective texts by Virginia Woolf. Using one of her texts to integrate concepts of global climate change (GCC) is something that is not common. This module describes a two-day mini-unit integrating GCC in Woolf's book Orlando: A Biography. The first day highlights the Great Frost, an event depicted in the book. The Great Frost occurred during the winter of 1683–84 and is notable as the worst frost recorded in England. The Thames River was frozen for two months, with ice reaching a thickness of 11 inches (28 cm), not 20 feet as described by Woolf. This discussion leads to an overview of the difference between weather and climate (PPT). The final part of the first day is a presentation and analysis of weather records from Heathrow Airport from 1948 to 2014 (PPT). The second day begins with elements of global climate change, including greenhouse gases and the Greenhouse Effect (PPT). Part 2 of this class focuses on the science of phenology, with a highlight of a research article by Bradley and Leopold accompanied by exploration of trends in phenological data (PPT). The class culminates with a return back to the book and reflective discussion related to the Great Frost, Global Climate Change and Hope.

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Learning Goals

  1. Consider whether 'nature' (or climate) is a character in the novel.
  2. Teach about observations of climate change through phenology.
  3. Analyze the importance of climate setting in the author's experience of and portrayal of the place.

Context for Use

This module is appropriate for a non-science class of about 35. Time needed is approximately two 50 minute sessions. There is no special equipment needed, except for presentation projection system for the PPT.

Description and Teaching Materials

Materials needed

  • Book: Woolf, V. (2006). Orlando: A biography. Orlando, FL: Harcourt.
  • PowerPoint Slides: Orlando: A Biography Phenology & Global Climate Change
  • Internet connection for short web based films in linked in PPT
  • Pre-Assessment

Resources 

  • Word document with Text Excerpts from Orlando
  • Excel Spreadsheet: Heathrow Airport Weather Data
  • Word document: Brit Lit Module Lesson Plan and Objectives
  • Word Document: Orlando Assessment (see below)
  • Extension materials
  • Student notebooks

N.L., Leopold, A.C. Ross, J., Huffaker, W. Aug. 17, 1999. Phenological Changes Reflect Climate Change in Wisconsin. Proceedings of the National Academy of Sciences of the United States of America, Vol. 96, No. 17 (Aug. 17, 1999), pp. 9701-9704.

Overview 
Before the mini-unit begins, the instructor should administer the pre-assessment on elements of global climate change. As noted above: the first day highlights the Great Frost, an event depicted in the book. The Great Frost occurred during the winter of 1683–84 and is notable as the worst frost recorded in England. The Thames River was frozen for two months, with ice reaching a thickness of 11 inches (28 cm), not 20 feet as described by Woolf. This discussion leads to an overview of the difference between weather and climate (PPT). The final part of this first day is a presentation and analysis of weather records from Heathrow Airport from 1948 to 2014 (PPT). The second day begins with elements of global climate change, include greenhouse gases and the Greenhouse Effect (PPT). Part 2 of this class focuses on the science of phenology, with a highlight of a research article by Bradley and Leopold accompanied by trends in phenological data (PPT). The class culminates with a return back to the book and reflective discussion related to the Great Frost, Global Climate Change and Hope. 

 

Daily Outline

 

Note: Before Day 1, Administer the Pre-Assessment

Day 1

  • The Great Frost and History of Thames freezing
  • Discussion prompt: What happened during the Great Frost according to Woolf? How does the King's decree compare to winter celebrations or events that you have experienced?
  • Discussion prompts 2: What are some impacts of cold winters before and after the Industrial Age?
  • Overview of impacts of cold winters before and after the Industrial Age?
  • What is the difference between weather and climate?
  • Was the Great Frost weather or climate?
  • Overview of phenology as a science and review of local study (WI), U of MN and Walden Pond) of advancing of earlier arrival of migratory birds & phenophases
  • Interactive groups: What are implications of species earlier arrival?
  • Phenological changes that evidence GCC: Impact on local migration of birds/insects like monarchs
  • Interactive groups: London temperatures, comparison

Day 2

  • Interactive groups: Impact of warming temperatures on London, including biota?
  • Simple science of Greenhouse Gases & Global Climate Change
  • GCC as more than an environmental issue: threatens each of us, our basic needs and the economy
  • Interactive groups: Why should we care and what is your role in GCC?
  • Examples of positive changes as a result of threats:
    • Polio vaccine
    • Clean air and clean water acts
    • Ozone hole is repairing itself
  • Post-assessment


Extensions of the Unit:

Keeping a Phenology Journal Across Seasons 

Woolf wrote: 

"So he waited in the darkness. Suddenly he was struck in the face by a blow, soft, yet heavy on the side of his cheek. So strong with expectation was he, that he started and put his hand to his sword. The blow was repeated a dozen times on forehead and cheek. The dry frost has lasted so long that it took him a minute to realize that these were raindrops falling, the blows were the blows of rain." p. 28.

"The flower bloomed and faded. The sun rose and sank. The lover loved and went. And what the poets said in rhyme, the young translated into practice." (Chapter 3)

"But Time, unfortunately, though it makes animals and vegetables bloom and fade with amazing punctuality...".

Students can keep a phenology journal/notebook for several weeks in fall/winter or winter/spring. 

In your notebook, you will record the responses of living organisms as the seasons change for the next 8 weeks. Select one deciduous tree (maples, oaks, birches, etc.) and one native flowering plant (Cone flowers, Black-eyed Susan's, Liatris, Milkweeds, Asters, etc.) to document. Once a week observe your living organism as it responds to the changes in season. This means that for each observation you record or illustrate the changes that you observe. As you observe, think about these questions: How are your two observed plants responding to emerging winter or spring? What critters did you notice on or nearby your plant (including birds and insects)? What were they doing? Describe the weather when you are outside? Is there a stiff wind? Is there snow or ice? Finally, access weather records for your city from 30 years ago (https://www.wunderground.com/history/). Answer this question:

What evidence do you have that the "amazing punctuality" is different today?

Teaching Materials

Teaching Notes and Tips

You may like to extend this unit across 3 or 4 days, especially if you would like to bring in more text excerpts from the book. There are many text phrases in the first section of Orlando that would be appropriate for a deeper dive with students. Talking about Global Climate Change can feel heavy, thus, weaving in other aspects of the book with phenology and Global Climate Change may augment that heaviness. Another suggestion if you extend the work is to have students read the article by Bradley, et al. and complete a phenology journal.

Assessment

Pre-post assessment can be used to determine students' mastery of climate basics.

Student recognition of climate change signals described in historical literature can be assessed through student writing samples.

References and Resources

Book: Woolf, V. (2006). Orlando: A biography. Orlando, FL: Harcourt.

N.L., Leopold, A.C. Ross, J., Huffaker, W. Aug. 17, 1999. Phenological Changes Reflect Climate Change in Wisconsin. Proceedings of the National Academy of Sciences of the United States of America, Vol. 96, No. 17 (Aug. 17, 1999), pp. 9701-9704.