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CHP 395 B: Climate Change, Law and Health Warren Lavey and Holly Rosencranz

Fall 2019 Professor contacts lavey@illinois.edu harosen@illinois.edu We look forward to talking with you outside of class. Please contact us to arrange a meeting; weekly office hours are not scheduled.

Overview

This course addresses the greatest challenge facing all life around the globe. The focus is on the impacts of climate change, mitigation efforts, and adaptation actions. We will highlight human health threats, and study the design and effectiveness of related policies, laws, regulations, plans, and programs. Students will use the skills and knowledge they are developing in their undergraduate majors to analyze and advocate for specific government actions for mitigating and adapting to climate change. Climate change is causing substantial damages to multiple interconnected systems, including the environment, ecosystems, landscapes, economies, societies, physical infrastructure, and human health. The adverse impacts on human health encompass mortality in extreme weather events, food and water scarcity, as well as increases in respiratory, cardiovascular, renal, infectious, and mental illnesses. Students will use the perspectives of law and health to analyze the policy responses to climate change by international, national, state, and local governments as well as private entities. The final project will focus on pending or recent state legislation in the field of climate change and health. After selecting a bill, each student will write a briefing paper describing the need for legislation, analyzing options and precedent, and presenting legislative recommendations (about 2000 words); give a six-minute oral advocacy presentation on the legislation to the class and a member of the Illinois General Assembly or other expert on advocacy; and write a two-page handout paper to accompany the presentation with a simple statement of the major points and graphics. With over 60 years of combined experiences in practicing law, public policy and medicine, the instructors will tackle a wide range of multi-disciplinary case studies to train students in the critical field of climate change, law and health. Students will develop knowledge, analytical skills, and advocacy experiences which are necessary in healthcare and law as well as diverse professions and policy fields.

Learning Objectives

By taking this course, students will learn to: • Use their expertise, creativity and passion to advocate for specific government actions which

would reduce the adverse health impacts of climate change • Analyze the health impacts of climate change and select specific government actions which

promote local community health as well as global sustainability goals • Use health and legal frameworks to gain support for and implement specific actions on climate

change

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Topics and Assignments by Week Week 1 Using your undergraduate major, creativity, and passion to address climate change

Class 1 (Aug. 27) Your major at UIUC provides skills to address climate change • Reading prior to class: Climate Change 101 -- American Public Health Association, Climate

Change, Health, and Equity: A Guide for Local Health Departments (2018) pages 13-20 https://apha.org/-/media/files/pdf/topics/climate/climate_health_equity.ashx?la=en&hash=14D2F64530F1505EAE7AB16A9F9827250EAD6C79

• Assignment to prepare prior to class: Present a five-minute oral introduction to the class of: o Where you grew up and traveled, including whether you saw impacts or actions that

made you think about climate change; o What you hope to get from this course; and o Some ways that courses you took in your major included, or could have integrated,

impacts related to climate change. • Video in class: BRACEIllinois, How Climate Change is Affecting Health of the People of Illinois

(2016) https://www.youtube.com/watch?v=AdRNm7vvIFc&feature=youtu.be Class 2 (Aug. 29) You are the expert -- meet with your mayor on climate change

• Readings prior to class o Mitigating climate change -- City of Alton (IL), Alton Climate Action Plan (2011) pages 3-6

https://www.cityofaltonil.com/media/pdf/AltonCAP.pdf o Adapting to climate change – City of Evanston (IL), Climate Action and Resilience Plan

(2018) pages 23-29 https://www.cityofevanston.org/home/showdocument?id=45170 • Assignment to prepare prior to class: You have a five-minute meeting with the mayor of your

hometown. Advocate for making climate change mitigation and adaptation a priority in your

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hometown. Try to reflect the expertise you are developing in your major and your personal experiences. Your presentation to the mayor (our class) can use up to three PowerPoint slides, but please limit any text.

• Videos in class o Sacramento State University, University Student Climate Change Summit

(2019) https://www.lgc.org/climatecommission/ o City of Houston, Climate Action Plan (2018)

http://greenhoustontx.gov/climateactionplan/ o City of Sommerville, Community Climate Action Plan (2018)

https://www.somervillema.gov/departments/programs/somerville-climate-forward

Week 2 Frameworks for addressing climate change

Class 3 (Sept. 3) Personal impacts of climate change; Perspectives on climate change • Read website entries prior to class: Our Children’s Trust, Meet the Plaintiffs (click on

individuals’ stories) https://www.ourchildrenstrust.org/federal-plaintiffs/ • Assignment due prior to class: Short essay (about 600 words). Climate change increases the

frequency, severity, and geographic range of various harmful conditions. Describe (if applicable) your personal experience (or the experiences of a family member or friend) with one or more of the conditions associated with climate change. What are your greatest concerns about how climate change will impact your life? Consider health threats.

• Video in class: TEDx Talk: Jonathan Patz, Climate Change is Affecting Our Health. Is There a Cure? (2018) https://www.youtube.com/watch?v=r_Dpkn_wi54

• Discussion in class: Perspectives on climate change impacts: UN Sustainable Development Goals; planetary health; climate justice; precautionary principle; jobs; cost/benefit analysis; lifecycle analysis; rights of nature; mainstreaming; communicating

Class 4 (Sept. 5) Mainstreaming and communicating climate change

• Readings prior to class o U.S. Global Change Research Program, Fourth National Climate Assessment, Volume II:

Impacts, Risks, and Adaptation in the United States – Summary Findings (2018) https://nca2018.globalchange.gov/

o The White House, Executive Order: Planning for Federal Sustainability in the Next Decade (2015) https://obamawhitehouse.archives.gov/the-press-office/2015/03/19/executive-order-planning-federal-sustainability-next-decade

• Group assignment during class: You have a five-minute meeting with the head of a U.S. federal department (choose one aligned with your major at UIUC). You are advocating that this department should integrate climate change considerations into its plans and programs. Create a PowerPoint of two to five slides with photos and/or graphs to use in your presentation to the head of the federal department (class).

• Video during class: TEDx Talk: Katherine Hayhoe, The Most Important Thing You Can Do to Fight Climate Change: Talk About It (2018)

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https://www.ted.com/talks/katharine_hayhoe_the_most_important_thing_you_can_do_to_fight_climate_change_talk_about_it/transcript?language=en

Week 3 Key Analytical tools

Class 5 (Sept. 10) Climate change and environmental health • Readings prior to class

o World Health Organization, COP24 Special Report: Health & Climate Change (2018) pages 10-24 https://apps.who.int/iris/bitstream/handle/10665/276405/9789241514972-eng.pdf?ua=1

o American Public Health Association and other health organizations, Comments to U.S. EPA opposing the Affordable Energy Rule to Replace the Clean Power Plan (2018) https://www.apha.org/-/media/files/pdf/advocacy/testimonyandcomments/181031_epa_oppose_ace.ashx?la=en&hash=7E72727B49B0D5824D1ADFDEDB885FA2A62D918F

• Group assignment during class: work with a small group of students on a public health or medical simulation exercise, and present the findings to the class

• Video in class: American Public Health Association, Environment, Health, You (2012) https://vimeo.com/32226544

Class 6 (Sept. 12) Climate justice

• Readings prior to class o National Association for the Advancement of Colored People, Our Communities, Our

Power: Advancing Resistance and Resilience in Climate Change Adaptation (2019) pages 9-23 https://live-naacp-site.pantheonsite.io/wp-content/uploads/2019/04/Our-Communities-Our-Power-TOOLKIT-FINAL.pdf

o International Bar Association, Achieving Justice and Human Rights in an Era of Climate Disruption (2014) pages 2-31 https://www.ibanet.org/PresidentialTaskForceClimateChangeJustice2014Report.aspx

• Assignment due prior to class: Short essay (about 600 words). Describe the principles of “climate justice” and “mainstreaming”. Identify one group that you are concerned with from the lens of climate justice (anywhere in the world) and recommend the priorities for mainstreaming this concern into governmental agencies and programs.

• Videos in class o Our Climate Our Future, Youth Climate Story: Climate Justice and Air Pollution in Illinois

https://ourclimateourfuture.org/video/youth-climate-climate-justice-and-air-pollution-in-illinois/

o Climate Justice Alliance, Sol2Sol Videos (2018) https://climatejusticealliance.org/solidarity-to-solutions-week/

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o United Nations, Madagascar: Climate Change and Migration (2018) https://www.un.org/sustainabledevelopment/blog/2018/06/madagascar-climate-change-and-migration/

Week 4 Climate change is here and now

Class 7 (Sept. 17) Climate change and community health priorities • Readings prior to class

o University of Illinois at Chicago School of Public Health, Climate and Health in Illinois (2015) https://braceillinois.uic.edu/files/2015/05/IL_ClimateHealth_Report.pdf

o J. Vogel, et al., Community Adaptation: The State of Practice in U.S. Communities (2018) pages 22-38 https://kresge.org/sites/default/files/uploaded/climate-adaptation-the-state-of-practice-in-us-communities-full-report.pdf

• Group assignment during class: You have a meeting with the county public health district for your hometown. Using the skills and knowledge you developed in your major at UIUC, present reasons for prioritizing the health impacts of climate change into the county’s community health plans and programs, and recommend some key actions and indicators. You may use PowerPoint visuals, but please limit any text.

Class 8 (Sept. 19) Reflections and focus on laws

• Readings prior to class o California Natural Resources Agency, Safeguarding California Plan: 2018 Update –

California’s Climate Adaptation Strategy (2018) pages 21-28 http://resources.ca.gov/docs/climate/safeguarding/update2018/safeguarding-california-plan-2018-update.pdf

o London School of Economics, Global trends in climate change legislation and litigation: 2018 snapshot (2018) http://www.lse.ac.uk/GranthamInstitute/wp-content/uploads/2018/04/Global-trends-in-climate-change-legislation-and-litigation-2018-snapshot-1.pdf

• Assignment due prior to class: Short essay (about 600 words). What have you found most surprising and interesting from the materials and classes of this course? Have you thought about new actions you want to pursue outside of the classroom?

• Class discussion: Basics of legal frameworks – constitutional rights; federal laws; state laws; municipal ordinances; regulatory agencies; litigation; international agreements

• Group assignment during class: Your group will discuss a section of U.S. Call to Action on Climate, Health, and Equity: A Policy Action Agenda (2019) http://climatehealthaction.org/media/cta_docs/US_Call_to_Action.pdf What actions by the federal, state, or local governments would further the priorities advocated by the health organizations? Describe the major provisions of the legislative and regulatory proposals.

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Weeks 5 and 6 Preparing for students’ research and advocacy projects – recent state legislation and advocacy skills

Class 9 (Sept. 24) Practice research and analysis on climate-related state legislation - 1 • Assignment prior to class: Research and give a five-minute presentation to the class on one

topic for recent state legislation related to climate change. We will select a topic together from the list below. In particular, discuss the aim of the legislation through the lens of the frameworks and analytical tools we studied. Try to use your expertise in analyzing the bill.

Sample topics for students to advocate for or against state legislation (each student will read and analyze only one topic):

• Illinois Clean Energy Jobs Act (proposed 2019) o https://www.sierraclub.org/sites/www.sierraclub.org/files/sce/sierra-club-illinois-

chapter/documents/CEJA%20Bill%20Fact%20Sheet%20FINAL.pdf • New York State Climate and Community Protection Act (2019)

o https://assembly.state.ny.us/leg/?default_fld=&leg_video=&bn=A10342&term=2015&Memo=Y&Text=Y

o https://www.nrdc.org/experts/miles-farmer/new-york-poised-pass-comprehensive-climate-bill

• Massachusetts Comprehensive Adaptation Management Plan in Response to Climate Change (2018)

o https://www.massadapt.org/legislative-work.php • Minnesota Green New Deal

o https://earther.gizmodo.com/minnesota-introduces-bold-new-climate-change-bill-craft-1833969181

• Washington state legislation to create a carbon tax (proposed – 2017 and 2018) o http://lawfilesext.leg.wa.gov/biennium/2017-18/Pdf/Bills/Senate%20Bills/5509.pdf o https://www.cei.washington.edu/wordpress/wp-content/uploads/2018/05/Summary-

of-2018-Washington-Carbon-Tax-Efforts.pdf • Reducing vehicles’ emissions

o Charge Ahead California Initiative http://www.leginfo.ca.gov/pub/13-14/bill/sen/sb_1251-1300/sb_1275_bill_20140921_chaptered.pdf

o Legislation in many states to minimize vehicle idling R. Hutchings and K. Tyrrell, “Putting the Brakes on Idling Vehicles” (2018) http://www.ncsl.org/research/environment-and-natural-resources/putting-the-brakes-on-idling-vehicles.aspx

• Hawaii Sea Level Rise Vulnerability Planning Act (2018) o https://www.capitol.hawaii.gov/session2018/bills/SB3068_.HTM o https://dlnr.hawaii.gov/wp-content/uploads/2018/12/OCCL19-Hawaii-Climate-Change-

Rpt-FY18.pdf • Rhode Island Flood Mitigation Legislation (2009-2011)

o http://www.ncsl.org/research/environment-and-natural-resources/flood-mitigation.aspx

• Colorado wildfire mitigation legislation (2016, 2019) o http://leg.colorado.gov/sites/default/files/2016a_1286_signed.pdf

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o http://leg.colorado.gov/sites/default/files/documents/2016A/bills/2016a_007_ren.pdf o http://leg.colorado.gov/bills/sb19-037

• Bills in several states that would limit climate change education in schools o P. Firozi, “The Energy 202: A wave of state bills could threaten science and climate

education” (March 11, 2019) https://www.washingtonpost.com/news/powerpost/paloma/the-energy-202/2019/03/11/the-energy-202-a-wave-of-state-bills-could-threaten-science-and-climate-education/5c8569bc1b326b2d177d603f/?utm_term=.e099ea9a444a

o K. Czajka, “States are Introducing bills that could prevent teachers from advocating for climate change” (Feb. 18, 2019) https://psmag.com/news/state-bills-could-prevent-teachers-from-advocating-for-climate-change

• Oregon Forest Carbon Incentives Act (proposed - 2019) o https://seen.org/wp-content/uploads/2019/01/HB-2659-pre-session.pdf o https://seen.org/oregon-forest-carbon-incentives-act/ o https://sustainable-economy.org/how-two-climate-smart-forestry-bills-fared-in-the-

2019-legislature/ • New York Carbon Farming (2018)

o https://www.nysenate.gov/legislation/bills/2019/s4875 o https://www.didibarrett.com/in-the-news-1/groundbreaking-carbon-farming-project-

for-hudson-valley-passes-legislature

Class 10 (Sept. 26) Guest Advocacy expert - 1 • Readings prior to class

o Western Organization of Resource Councils, How to Have a Successful Lobby Meeting (2013) http://www.worc.org/media/Have-A-Successful-Lobby-Meeting.pdf

o Union of Concerned Scientists, Crafting a One-Minute Pitch for Policymakers https://www.ucsusa.org/sites/default/files/attach/2018/05/ucs-SNTK-pitch-5-18.pdf

o American Public Health Association, Policy Statement: Public Health Opportunities to Address the Health Effects of Climate Change (2015) https://www.apha.org/policies-and-advocacy/public-health-policy-statements/policy-database/2015/12/03/15/34/public-health-opportunities-to-address-the-health-effects-of-climate-change

• Class: Guest presentation, discussion and exercises

Class 11 (Oct. 1) Practice research and analysis on climate-related state legislation - 2

• Assignment prior to class: Identify and research one additional recent or pending bill for state legislation related to climate change and health (not discussed in the preceding class). Prepare a five-minute presentation to the class. In particular, discuss the aim of the legislation through the lens of frameworks and analytical tools we studied. Try to use your expertise in analyzing the bill. Resources include the National Conference of State Legislatures databases for tracking senergy bills (http://www.ncsl.org/research/energy/energy-legislation-tracking-database.aspx) and

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environment and natural resources bills (http://www.ncsl.org/research/environment-and-natural-resources/environment-and-natural-resources-state-bill-tracking-database.aspx).

Class 12 (Oct. 3) Guest Advocacy expert - 2

• Readings prior to class o Y. Baek, et al., Soot to Solar: Illinois’s Clean Energy Transition (2018)

https://www.ucsusa.org/sites/default/files/attach/2018/10/soot-solar-full-report.pdf o Linda Rudolph, Testimony on Climate Change Impacts and Adaptation Efforts in

California (2105) pages 18-28 of https://senv.senate.ca.gov/sites/senv.senate.ca.gov/files/Climate%20Change%20Adaptation_California%20State%20Senate_2015.pdf

• Class: Guest presentation, discussion and exercises

Week 7 International laws, regulations, cases, and agreements

Class 13 (Oct. 8) Advocating for actions to further the Paris Climate Agreement • Readings prior to class

o United Nations, Transforming Our World: The 2030 Agenda for Sustainable Development (2015) pages 3- 16 (sections on “Transforming our world; the 2030 Agenda for Sustainable Development”, “Declaration”, and “sustainable Development Goals and targets”) https://sustainabledevelopment.un.org/content/documents/21252030%20Agenda%20for%20Sustainable%20Development%20web.pdf

o U.S. Climate Alliance, 2019 Fact Sheet (2019) https://static1.squarespace.com/static/5a4cfbfe18b27d4da21c9361/t/5ccb5aa56e9a7f542fe4233c/1556830885910/USCA+Factsheet_April+2019.pdf

• Group assignment during class: You will work as part of a group assigned to advocate for the provisions in a specific portion of the Paris Climate Agreement (2015). https://unfccc.int/sites/default/files/english_paris_agreement.pdf

o The groups are: (a) nationally (or state) determined contributions to the global response to climate change (Articles 3 and 4); (b) carbon sequestration (Article 5); (c) adaptation actions (Articles 7 and 8); and (d) climate change education and transparency (Articles 12 and 13).

o You will make a five-minute presentation as part of a simulated meeting with the governor of your state. Your group is advocating that the state join the U.S. Climate Alliance. Highlight three benefits (including public health) of committing to your assigned provisions in the Paris Agreement. Try to use the expertise of your group members.

Class 14 (Oct. 10) Wales legislation mainstreaming climate change and wellbeing • Readings prior to class

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o National Assembly of Wales, Research Briefing: The Well-being of Future Generations Act (2018) http://www.assembly.wales/research%20documents/18-033/18-033-web-english.pdf

o Welsh Government, Draft Climate Change Adaptation Plan for Wales (2018) pages 8-32 https://gov.wales/sites/default/files/consultations/2018-12/climate-change-adaptation-delivery-plan-for-wales.pdf

• Group assignment during class: In Wales, how do concerns about climate change fit into the framework of well-being of future generations? Describe Wales’ approach to mainstreaming climate change and other sustainability concerns.

• Class videos o WWF, We need the Welsh Government to act on climate change now (2016)

https://www.youtube.com/watch?v=8quW_eHt9EI&feature=youtu.be o Welsh Government, The Well-being of Future Generations (Wales) Act 2015: What is it

and what does it mean for Wales? (2016) https://seneddresearch.blog/2016/03/22/the-well-being-of-future-generations-wales-act-2015-what-is-it-and-what-does-it-mean-for-wales/

o Sophie Howe, Climate change – our obligations to future generations (2016) https://futuregenerations.wales/news/climate-change-our-obligations-to-future-generations-2/

Week 8 Selected Health Impacts – Domestic

Class 15 (Oct. 15) • Reading prior to class: Your group will be assigned a climate-related health impact covered in

specific pages in American Public Health Association, Climate Change, Health, and Equity: A Guide for Local Health Departments (2018) https://apha.org/-/media/files/pdf/topics/climate/climate_health_equity.ashx?la=en&hash=14D2F64530F1505EAE7AB16A9F9827250EAD6C79

o Extreme Heat p 22-24 o Drought p 32-34 o Wildfires p 38-40 o Air quality p 44-46 o Allergens p 52-54 o Sea Level Rise p 56-57 o Storms & Flooding p 62-64 o Nutrition & Food Security p 72-74

• Class climate pursuit quiz • Group assignment during class: Discuss your assigned climate-related health impact. Prepare a

five-minute presentation to your local mayor and public health department (choose any location in the U.S.) on this public health threat and recommended actions.

Class 16 (Oct. 17)

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• Reading prior to class: R. Crowley, Climate Change and Health: A Position Paper of the American College of Physicians (2016) https://annals.org/aim/fullarticle/2513976/climate-change-health-position-paper-american-college-physicians?guestAccessKey=410f1462-e791-4b47-bc2a-799a658c3a01

• Group assignment during class: There are four main recommendations for physicians in the American College of Physicians’ position paper you read, one of which is educating physicians:

Physicians are encouraged to become educated about climate change, its effect on human health, and how to respond to future challenges. Medical schools and continuing medical education providers should incorporate climate change–related coursework into curricula.

Similarly, in June 2019 the American Medical Association adopted a policy on “Educating Physicians and Medical Students on the Adverse Health Effects of Climate Change”:

The AMA adopted policy to ensure physicians and physicians-in-training have a basic knowledge of the science of climate change and an awareness of the associated health risks. Specifically, the policy calls for the AMA to make available a prototype presentation and lecture notes that can be used to teach physicians, medical students and residents about the intersection of climate change and health.

“It is important that current and future physicians are able to describe the risks that climate change poses to human health so that they can counsel their patients on how to protect themselves from the health risks posed by climate change,” said AMA Board Member S. Bobby Mukkamala, M.D.

https://www.ama-assn.org/press-center/press-releases/ama-adopts-new-policies-2019-annual-meeting Your group will design curriculum to address train physicians regarding the health impacts of climate change.

• Guest simulation demonstration.

Week 9

Class 17 (Oct. 22) Selected Health Impacts - International • Reading: N. Watts, The 2018 report of the Lancet Countdown on health and climate change:

shaping the health of nations for centuries to come (2018) https://www.thelancet.com/action/showPdf?pii=S0140-6736%2818%2932594-7

Class 18 (Oct. 24) Federal laws, regulations and programs • Readings prior to class

o Comments filed with the U.S. Environmental Protection Agency by Fourteen States, “Emissions Guidelines for Greenhouse Gas Emissions from Existing Electric Utility Generating Units; Revisions to Emission Guideline Implementing Regulations; Revisions to New Source Review Program” (2018) https://www.georgetownclimate.org/files/2018-10-31_State_Environment_Leaders_Comment_Letter_CPP_Replacement.pdf

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o American Public Health Association and other health organizations, Comments to the EPA and NHTSA on the Proposed “Safer Affordable Fuel-Efficient Vehicles Rule” (2018) https://www.apha.org/-/media/files/pdf/advocacy/testimonyandcomments/181026_epa_nhtsa_cleaner_cars.ashx?la=en&hash=7258092A56CC30229D73DCE78732A33A058AFF87

• Group assignment during class: Your group is meeting with the Administrator for the U.S. EPA on regulating greenhouse gas emissions from power plants or vehicles. Prepare a five-minute presentation on adopting emissions standards or providing incentives for one of: (a) coal-fired power plants; (b) wind and solar power systems; (c) diesel trucks; and (d) electric cars. Try to use the expertise of members of your group and consider health impacts.

Week 10 Class 19 (Oct. 29) Litigation and human rights

• Reading prior to class: Juliana v. U.S., Amended Complaint (2015) https://static1.squarespace.com/static/571d109b04426270152febe0/t/57a35ac5ebbd1ac03847eece/1470323398409/YouthAmendedComplaintAgainstUS.pdf

• Class video: CBS 60 Minutes, The Climate Change Lawsuit that Could Stop the U.S. Government from Supporting Fossil Fuels (2019) https://www.cbsnews.com/news/juliana-versus-united-states-the-climate-change-lawsuit-that-could-stop-the-u-s-government-from-supporting-fossil-fuels-60-minutes/

• Group assignment during class: Students about your age are bringing court cases alleging that various actions contributing to climate change are infringing their rights under U.S. federal or state constitutions or other laws. Describe this strategy in the courts, analyze the pros and cons for citizens concerned about climate change, and provide recommendations for Our Children’s Trust.

Class 20 (Oct. 31) Students’initial presentations of their projects; learning from experts - 1

• Assignment during class: half of the students – each student makes a six-minute presentation to the class and an expert summarizing the bill she/he selected, discussing why she/he chose the project, and describing the progress and challenges

WEEK 11 Class 21 (Nov. 5) Students’ initial presentations of their projects; learning from experts - 2

• Assignment during the class: half of the students -- each student makes a six-minute presentation to the class and an expert summarizing the bill she/he selected, discussing why she/he chose the project, and describing the progress and challenges

Class 22 (Nov. 7) Climate action and resiliency plans

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• Assignment and readings prior to class: Each student should select and prepare to lead the class discussion of three climate adaptation measures proposed by some public health authority. The students should use at least two of the resources from public health authorities listed below:

Choice of Three Climate Adaptation Measures for Some Areas • First, choose one climate adaptation action which you did not think about before reviewing

the readings. Explain how a reading helped you identify or re-frame the action, and how they would apply to the conditions in particular areas.

• Next, choose one other climate adaptation action described in the readings which you find particularly interesting and attractive. Explain the conditions for the action and how it would be implemented.

• Finally, choose one other climate adaptation action proposed in readings which you find to be less likely to be successful, attract support, or overcome barriers to implementation. Explain the suggested action and the conditions affecting its implementation.

Resources (read any two or more of these papers to help your selection and analysis of six adaptation measures) - World Health Organization, WHO guidance to protect health from climate change through

health adaptation planning (2014) https://apps.who.int/iris/bitstream/handle/10665/137383/9789241508001_eng.pdf?sequence=1&isAllowed=y

- Oregon Health Authority, Oregon Climate and Health Resilience Plan (2017) https://apps.state.or.us/Forms/Served/le8267a.pdf Wisconsin Department of Health Services, Wisconsin Climate and Health Adaptation Plan (2016) https://www.dhs.wisconsin.gov/publications/p01447.pdf

- Ethiopia Federal Ministry of Health, National Health Adaptation Plan to Climate Change (2018-2020) (2018) https://www.who.int/globalchange/resources/wash-toolkit/national-health-adaptation-plan-to-climate-change.pdf

- World Bank Group, Madagascar Climate Change and Health Diagnostic: Risks and Opportunities for Climate-Smart Health and Nutrition Investment (2018) http://documents.worldbank.org/curated/en/936661516004441146/pdf/121945-12-1-2018-11-21-5-WorldBankMadagascarClimateChangeandHealthDiagnosticJan.pdf

- Queensland Government, Queensland Climate Adaptation Strategy: Human Health and Wellbeing Climate Change Adaptation Plan for Queensland (2018) http://documents.worldbank.org/curated/en/936661516004441146/pdf/121945-12-1-2018-11-21-5-WorldBankMadagascarClimateChangeandHealthDiagnosticJan.pdf

- Western Australia Department of Health, Health Impacts of Climate Change: Adaptation Strategies for Western Australia (2007) https://ww2.health.wa.gov.au/~/media/Files/Corporate/general%20documents/Environmental%20health/Climate%20change/Health-impacts-of-climate-change.pdf

WEEK 12 Class 23 (Nov. 12) Mainstreaming measures

• Before class: submit outline of your briefing paper and five references. The outline should start with a one paragraph description of your bill, expected analysis, and expected

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recommendations for legislation. You can use this paper to ask questions seeking help on aspects of your project.

• Assignment prior to class: Each student should select and prepare to lead the class discussion of three climate mainstreaming measures. The students should use the resources listed below.

Choice of Three Climate Mainstreaming Measures for Some Government Agencies • First, choose a climate-related action which you did not think about before reviewing the

readings. Explain how a reading helped you identify or re-frame the action, and how it would apply to the mission of a particular government agency.

• Next, choose another climate-related action described in the readings which you find particularly interesting and attractive. Explain the conditions for the action and how it would be implemented by the agency.

• Finally, choose another climate-related action proposed in readings which you find to be less likely to be successful, attract support, or overcome barriers to implementation. Explain the suggested action and the conditions affecting its implementation.

Resources (read one paper from a federal agency and one paper from a state agency to help your selection and analysis of three mainstreaming measures) - U.S. Department of Defense, Strategic Sustainability Performance Plan FY16 (2016)

https://www.denix.osd.mil/sustainability/dod-sspp/unassigned/department-of-defense-strategic-sustainability-performance-plan-fy-2016/

- U.S. Department of Veterans Affairs, 2016 Strategic Sustainability Performance Plan (2018) - Minnesota Interagency Climate Adaptation Team, Adapting to Climate Change in Minnesota

(2017) https://www.pca.state.mn.us/sites/default/files/p-gen4-07c.pdf - Michigan Climate Action Council, Climate Action Plan (2009)

https://www.michigan.gov/documents/deq/deq-miclimateactionplan-part1_276563_7.pdf

Class 24 (Nov. 14) Some current initiatives in climate-related law and health

Group assignment during class. You will work in one of the following groups. Before class, think about the exercise and do the related reading. In class, you will meet with your group and develop a presentation for the class.

1. Prenatal and Infant Home Visits A hospital in Illinois serves an area of about 100,000 people. In conducting the hospital’s community health needs assessment, the hospital, public health district and community groups are concerned about the incidence of low-weight births (8 percent; about the average for Illinois and the U.S.) and infant mortality (7 per 1,000 live births before age 1; the average for Illinois, but above the national average of 5.9). The hospital develops and funds a program aimed at improving the health outcomes for pregnancies and infants in its community.

The hospital partners with its county public health district to launch a program of free prenatal and infant home visits by nurses in areas of the community with low income and minority populations. The nurses visit with pregnant women and new mothers in their homes, every one to three weeks, to discuss topics such as prenatal and infant medical exams, healthy foods for the woman, planning for the baby’s arrival, breast feeding, and community resources to assist families. A mobile medical van is also available to accompany some home visits.

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After one year of these home visits, the hospital asks you to lead an advisory committee tasked with evaluating the program and making recommendations for improvements.

The nurses and hospital are generally satisfied with the relationships they are developing with these women to build a culture of health. In your questioning of the nurses, they observed that many of the homes visited lacked air conditioning and screens on windows and doors. They also noted in response to your questions that some homes smelled of mold.

In the program design and operation, the nurses are not asked to report on the environmental conditions in the homes they visit. Nor are they trained to discuss such health threats and relevant community resources with the pregnant women and new mothers.

Describe your evaluation and recommendations for this project -- reflect your training in the health effects of climate change and climate justice.

Readings: Public Health Institute and Center for Climate Change & Health, Special Focus: Climate Change and Pregnant Women (2016) http://climatehealthconnect.org/wp-content/uploads/2016/09/PregnantWomen.pdf

W. Zhang, et al., Projected Changes in Maternal Heat Exposure During Early Pregnancy and the Associated Congenital Heart Defect Burden in the United States (2019) https://www.ahajournals.org/doi/pdf/10.1161/JAHA.118.010995

2. Identifying Storm-Relate Mortality and Morbidity

In September 2018, Hurricane Florence brought high winds, heavy rains and flooding to North Carolina, South Carolina and Virginia, in coastal as well as inland areas. Climate scientists attribute part of the strong winds, extreme rains, and storm surge to warmer oceans and higher sea levels. The flood waters included wastes from hog manure pits, coal ash dumps, and industrial sites in these states.

Under federal guidelines, storm-related deaths fall into the categories of direct and indirect. Direct deaths often occur during or soon after the storm from drowning and falling trees. Indirect deaths can take longer to identify and include injuries suffered during cleanup or caused by medical conditions made worse by storm-related factors, such as a loss of electricity.

Hurricane Florence made landfall on September 14. The official death toll from this storm stood at 7 on September 15, rose to 42 on September 20, and climbed to 51 on October 8. In North Carolina, 10 drowned in their vehicles (the top cause of fatalities) and 6 others died from motor vehicle crashes. On October 22, another indirect fatality was added to the total – the suicide of a 69 year old North Carolina resident whose home was damaged by two hurricanes in the past three years.

You are asked to lead a team to track mortality and morbidity related to Hurricane Florence, and to make recommendations to the state and local public health departments. Describe your work on this project -- reflect your training on the health effects of climate change and the aftermath of Hurricane Maria in Puerto Rico.

Reading: George Washington University Milken Institute School of Public Health, Ascertainment of the Estimated Excess Mortality from Hurricane Maria in Puerto Rico (2018)

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https://publichealth.gwu.edu/sites/default/files/downloads/projects/PRstudy/Acertainment%20of%20the%20Estimated%20Excess%20Mortality%20from%20Hurricane%20Maria%20in%20Puerto%20Rico.pdf

3. Preparedness for Urban Heatwaves

In 2018 and several other recent summers, England experienced extreme heatwaves, record or near-record high average temperatures, and hundreds or thousands of heat-related deaths.

The government recognizes that climate change increases the frequency of severe heat events. It also acknowledges that more actions should be taken to protect public health when dangerous conditions occur. Among the considerations are investments in facilities and equipment, planning for emergency responses, training healthcare and social services workers, and public communications campaigns.

Having trained in Chicago after the 1995 killer heatwave there, you are recognized as having expertise on urban heatwaves and preparedness actions for climate change. You are part of an international team of public health experts brought in to make recommendations to the government of England and local authorities on best practices in preparedness for and operations during heatwaves.

In developing your report, you need to identify what the team will analyze with regard to:

• Government agencies – their authority, resources, and operations • Forecasts of heat and other environmental conditions reflecting climate change • Vulnerable populations • Building codes • Urban design • Condition of infrastructure and facilities • Plans for actions when heatwaves are forecast • Plans for actions during heatwaves • Perceptions of people in communities • Perceptions of health workers • Other topics and sources of information

Describe your plan for analysis.

Your final recommendations for England will be shaped by the evidence from your analysis. To guide the process of data collection and analysis, your team of experts develops a preliminary sketch of key points based on prior experiences. What preliminary points would you want the team to consider?

Readings: J Semenza, et al., Heat-Related Deaths during the July 1995 Heat Wave in Chicago (1996) https://www.nejm.org/doi/full/10.1056/NEJM199607113350203

K. Arbuthnott and S. Hajat, The health effects of hotter summers and heat waves in the population of the United Kingdom: a review of the evidence (2017) https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5773858/

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WEEK 13 Class 25 (Nov. 19) Images to spur action on the health effects of climate change

• Reading prior to class: The Medical Society Consortium on Climate & Health, Medical Alert: Climate Change is Harming Our Health (2017) https://medsocietiesforclimatehealth.org/wp-content/uploads/2017/03/medical_alert.pdf

• Assignment due prior to class: Short essay (about 600 words). Since Class 8, what have you found most surprising and interesting from the materials and classes of this course? Have you thought about new actions you want to pursue outside of the classroom? How could the instructors improve this course?

• Group assignment during class. Meet with your group and then present to the class the following assignment.

Picturing the Health Effects of Climate Change. A group of environmental organizations is developing a communications strategy to spur more actions in the U.S. to mitigate and adapt to climate change. The campaign is aimed at the public and government officials. The group decides that the theme of this campaign will be the health effects of climate change. You are part of a team of public health and media experts hired to propose a communications strategy for this campaign. Your work has two parts. First, outline the basic strategy of this campaign.

• Why focus on the health effects of climate change? • Which health effects of climate change should be communicated? • Should the campaign develop material for national or regional media? • What media would you use? • Which organizations would you pursue to be partners? • How should the team assess the need for and effectiveness of the campaign?

Second, describe what topics and images you would prioritize for this campaign. In your limited time, try to create

• an image and message that could be used individually, such as in a printed flyer or ad; and • a series of images and messages that could be used in a presentation or video

Class 26 (Nov. 21) Students’ final presentations, handouts and briefing papers to legislators – practice in teams

• Assignment in class: work in groups on your presentations, handouts and briefing papers

WEEK 14

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Class 27 (Dec. 3) Students’ final presentations, handouts and briefing papers to legislators – practice with instructors

• Assignment in class: students practice their presentations to the class

Class 28 (Dec. 5) Students’ final presentations, handouts and briefing papers to legislators – final presentations -- 1

• Half of the class – each student presents a final project to the class and an expert

WEEK 15

Class 29 (Dec. 10) Students’ final presentations, handouts and briefing papers to legislators – final presentations -- 2

• Half of the class – each student presents a final project to the class and an expert

Dec. 17 Final project briefing paper and handout paper due

Assignments

The final project involves a briefing paper with legislative recommendations, a six-minute oral presentation, and a two-page handout paper. Here is the schedule for work on the final project:

• Oct 24 – select a pending or recent bill for state legislation related to climate change and health • Oct. 31 and Nov. 5 – initial presentations to the class on the bill you selected and your analysis • Nov. 12 – submit outline of your briefing paper and five references • Nov. 21 – work on final project in class with a partner • Dec. 3 – practice your presentations in class • Dec. 5 and 10 – present your project to an expert and the class • Dec. 17 – briefing paper and handout paper due

Also, students will write four short papers (about 600 words each). These essays will be due prior to the classes on:

• Sept. 3 • Sept. 12 • Sept. 19 • Nov. 19

The classes will include small-group exercises and presentations. Students are expected to participate actively in these activities as well as class discussions. Finally, students should do the readings and come to class prepared for discussions and activities.

Grading

Activity Percent of Final Grade Project briefing paper, handout and presentation

• Outline 6 52

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• Briefing paper 26 • Handout 12 • Presentation 12

Four short essays 28 Other class presentations, exercises, participation, and readings

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The following scale will be used to convert numerical grades to letter grades: 98.00 – 100.00 ◊ A+ 92.00 – 97.99 ◊ A 90.00 – 91.99 ◊ A 88.00 – 89.99 ◊ B+ 82.00 – 87.99 ◊ B 80.00 – 81.99 ◊ B 78.00 – 79.99 ◊ C+ 72.00 – 77.99 ◊ C 70.00 - 71.99 ◊ C- 68.00 – 69.99 ◊ D+ 62.00 – 67.99 ◊ D 60.00 - 61.99 ◊ D- below 60 ◊ F Rubric for the final project briefing paper

• The paper should be about 2000 words. After selecting a bill, each student will write a briefing paper describing the need for legislation, analyzing options and precedent, and presenting legislative recommendations.

• Due by midnight on the day one week after the final class (Dec. 17). • Content (70% of grade). Research the topic, including published studies as well as related

actions in states and at the federal or municipal levels. Discuss the need for legislation in this area. Present evidence and reasoned analysis to support your position, building on your expertise. Consider opposing arguments, findings, and proposals. State and support your recommendations for actions.

• Style (30% of the grade). The paper should be clearly written and organized. Apply good section headings, paragraphs, sentences, and wording. Avoid typos. You may use graphics. At the beginning of the text, provide a short summary of the topic, need for legislation, analysis, and recommendations. Write a short conclusion section. Recommendations should be concisely stated at the end of the text. Provide citations to research, using footnotes or references noted in the text and listed at the end.

Rubric for the handout • Two-pages • Due by midnight on the day one week after the final class (Dec. 17). • Short overviews of the topic, need for legislation, analysis, and recommendations • Content (70% of the grade)

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• Style (30% of the grade). Clearly written and organized. You may use graphics.

Rubric for the presentation • Six minutes • Oral presentation that advocates your views on the legislation and builds on your expertise, • You may use the handout and notes, but no other visuals (PowerPoint, etc.) or writings. • You may refer to the briefing paper. • Content (70% of the grade) • Style (30% of the grade). Clearly presented and organized.

Rubric for the short essays • Content (70% of the grade) • Style (30% of the grade). Clearly written and organized. Good paragraphs, sentences, and

wording. Avoid typos. Where appropriate, provide citations to research, using footnotes or references noted in the text and listed at the end.

Expectations for Students

Students enrolled in course are expected to attend each session and complete all assignments. In addition, they are expected to read assigned reading prior to class and participate in class discussion. Students are allowed to miss one class over the semester. Otherwise, students may only miss a class session because of a reason allowed by UIUC (e.g., personal illness, immediate family crisis).

Academic Integrity

All students will abide by the University of Illinois Student Code on Academic Integrity which details no cheating, plagiarism, fabrication, academic interference, facilitating infractions of academic integrity, bribes, favors, or threats. For more information: http://studentcode.illinois.edu/article1/part4/1-402/

Sexual Misconduct Policy and Reporting

The University of Illinois is committed to combating sexual misconduct. Faculty and staff members are required to report any instances of sexual misconduct to the University’s Title IX and Disability Office. In turn, an individual with the Title IX and Disability Office will provide information about rights and options, including accommodations, support services, the campus disciplinary process, and law enforcement options.

A list of the designated University employees who, as counselors, confidential advisors, and medical professionals, do not have this reporting responsibility and can maintain confidentiality, can be found here: http://wecare.illinois.edu/resources/students/#confidential.

Other information about resources and reporting is available here: http://wecare.illinois.edu.

Disability Accommodations

To obtain disability-related academic adjustments and/or auxiliary aids, students with disabilities must contact the course instructor and the Disability Resources and Education Services (DRES) as soon as

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possible. To contact DRES, you may visit 1207 S. Oak St, Champaign, call 333-4603 (V/TTY), or e-mail a message to disability@illinois.edu.