Divide students into four groups with each group assigned one of the four examples in slide 15: 1) nitrogen cycle, 2) water cycle, 3) biodiversity, and 4) mineral extraction and consumption. Each group will give a presentation on a topic.

Using lecture outline and PowerPoint slides, introduce students to the concepts of natural capital, nutrient cycling, ecosystems, water cycles, biodiversity, and energy sources.

What was “The Battle in Seattle” that French described? How did she summarize the outcome of the 1999 WTO meetings there?
What “battles” occurs over globalization today?

How could one elaborate on the 1987 UN Commission’s definition of sustainability? What elements would you add to reflect the diverse issues and interpretations revolving around this topic?

One could shorten the lecture and use class time for a discussion of the main reading (Barlett, 1998). Please note that the Barlett article is rather long.

Using lecture outline and PowerPoint slides, introduce students to the concepts of sustainability, globalization and population. Make the lecture interactive through questioning and analysis

Task for students: In your own words, define “sustainability” or at least some of its key elements. If there is time, 1) ask students to compare with 2-3 neighbors and develop a common definition; and/or share/discuss as a class.