1. Review your notes and reflect on the evidence presented and the stories shared leading up to the Paris Agreement.
  2. Hand students back their completed Worksheet 1. Climate Reality – Impacts (if you took them up). Ask students to review their responses and compare them to their notes and the questions they answered prior to viewing the film. Focus on any mismatches of information and changes in prior mindset that may have occurred as a result.
  3. Based on current mental models, have students complete
    Worksheet 2. Climate Change Impacts – Effects on My Behavior.
  4. Ask students if they recall or wrote down any memorable quotes from the film. A list of quotes from the film and other notable sources is provided below. Read the quotes aloud to students or post them around the classroom for students to read and think about. Instruct students to use a quote from the list below or select their own and write a short paragraph on what it means in the context of the film and current events; or lead a classroom discussion asking students to share their thoughts and ideas about the meaning of each quote in the context of climate change issues and solutions.

    “After the final no there comes a yes and on that yes the future world depends.” – Wallace Stevens

    “All beauty of the world is at risk” – Al Gore

    “There have been times in my work with climate change, I have to admit, when my optimism was in some measure an act of will. But we’re changing, we’re changing.” – Al Gore

    “An individual has not started living until he can rise above the narrow confines of his individualistic concerns to the broader concerns of all humanity.” – Martin Luther King, Jr.

    “The next generation, if they lived in a world of floods and storms and rising sea levels and droughts and refugees by the millions escaping unlivable conditions, destabilizing countries around the world, they would be well justified in looking back and asking, ‘What were you thinking’?” – Al Gore

    “The gravest effects of attacks on the environment are suffered by the poorest.” – Pope Francis“We shall require a substantially new manner of thinking if mankind is to survive.” – Albert Einstein

  5. A) The film concludes with:
    • Use your Choice    • Use your Voice    • Use your Vote

    Have students design posters about the behaviors and actions they will take based on watching the film and their updated mental models.

    B) Using the DSRP system posters or the answers to their Worksheet 2, have students create their own posters using climate change to invoke mental models for distinctions, systems, relationships and perspectives. Once complete, hang in the hall and have students conduct a “gallery walk” and see how student’s mental models compare and how their ideas are similar and unique.

  6. Taking into consideration your distinctions, systems, relationships and perspectives, answer the movie’s final question, “What issues or solutions are you interested in learning more about?” Have students make a personal behavior list and brainstorm solutions for your entire school and greater community. (Consider student answers when choosing which lessons you will use in the corresponding An Inconvenient Sequel: Truth to Power curriculum. These investigations will help you enter our Truth To Power: School Climate Solutions Challenge.)


Based on the film and student discussions and activities:
a. How have students’ or the groups’ views changed?
b. What information had the greatest impact on them?
c. What thinking has remained the same?

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