Post-viewing guidelines for The 11th Hour

Post Viewing Guidelines for The 11th Hour

Post-viewing extensions can support the development of an active learning community where people share ideas, expertise, and prompt ongoing inquiry. Ultimately, the goal of environmental education is to develop an environmentally literate population capable of exercising their rights and responsibilities as global citizens.

Use some of the following ideas to extend the learning of The 11th Hour:

1.    Lead a post-viewing discussion using some or all of the following questions:
•    Describe some of the emotions you felt during the film. Which aspects of the video had the greatest impact on you and why?
•    What information contained in the video was new to you?
•    What topics presented in the film would you like to explore further? Do you know what you need to know in order to continue learning about environmental issues? If the answer to that question is no, how can you find out what you need to know?
•    Discuss the ways that eating locally produced food is an environmental issue. What can individuals do to support the local production and consumption of foods?
•    Who should see this film and for what purposes? Who might be unreceptive to the ideas in the film and why?
•    Share one issue or item that you wrote on your index card while you were watching The 11th Hour.
•    As a result of your having seen this film, what, if any, specific actions do you think you will take?

2.    To ensure understanding of some of the basic concepts, conduct a Glossary Activity by dividing the viewing audience into five groups and assigning each small group one of the words from the Handout: Selected Glossary to discuss and present to the whole group. Allow about 15–20 minutes for small group discussion and 5 minutes for each group’s presentation. Allow time for questions at the end of the activity.

3.    Have members of the audience create personal action plans that include ten things they could start doing immediately. [See Handout: Taking Action.] Suggest that they monitor progress and add to their lists regularly. An alternative to this could be to post three pieces of chart paper in the room labeled START DOING, STOP DOING, and DO DIFFERENTLY. Have members of the audience write their ideas on each of the three charts. When everyone has had a chance to write, read the list aloud to the group and allow for questions and comments.

4.    Create an Action Plan Activity by dividing the audience into groups using the following categories: AT HOME, AT SCHOOL, AT WORK, IN THE COMMUNITY, TRANSPORTATION, GOVERNMENT AND PUBLIC POLICY, and EDUCATING OTHERS. Give each small group chart paper and markers and have the groups brainstorm and chart ideas to share with the whole group. Allow 15–20 minutes for small group discussion and 5–10 minutes for each small group to present its ideas. Allow time for questions and comments.

5.    Alternately, elicit a list of Action Ideas from the whole group and list them on the prepared chart paper.  Divide the audience into five groups and assign each group one or more of the Action Ideas listed.  Give the groups 10–15 minutes to brainstorm ways that their Action Ideas could be implemented locally.  Reconvene as a large group and allow 5–10 minute for each small group to present its ideas, and field questions and comments.

6.    Research some of the organizations mentioned in the film and listed in the attached Handout: Resources to find out what you can do to assist these organizations in achieving their goals.

7.    Take a trip to a transfer station in your community and find out how the various kinds of waste are disposed of. Research how decisions are made about where such transfer stations are located in your community.

8.    Take part in existing environmental service projects in your community. If such opportunities do not currently exist, consider organizing projects in some of the following areas: trash clean-up, soil testing, composting, planning, planting, and maintaining a rainwater garden or other native habitat area, monitoring water quality, and educating others about the environment.

9.    Find the source of your food and water.  Where does your water come from?  What is the water cycle in your local area?  Where does the food you eat come from?  How is it transported and processed?  How much of what you eat comes from local areas?  What can you find out about what is in your food, water, and air?

10.    Contact people in your community with expertise in related environmental issues to present their perspectives; people to consider include park rangers, natural history museum staff, members of local Green Decade Coalitions, science teachers, government agents with oversight of waste disposal, to name a few.