Worth the cost?

March 23, 2001
Web posted at: 2:11 PM EST (1911 GMT)

Arctic National Wildlife Refuge

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1. When did the U.S. Congress establish the Arctic National Wildlife Refuge (ANWR)? About how big is it? What decisions were made concerning the ANWR in the 1980s? What event changed that thinking? What is happening now that is spurring lawmakers to consider changing the current policy?

2. Who favors and who opposes oil drilling in the ANWR? What are the arguments on both sides? How can both oil drilling proponents and opponents use the Prudhoe Bay project to support their arguments? Do you think it is possible to drill for oil while at the same time preserving the surrounding ecosystem? Explain. How do you think Congress should weigh the environmental value of the preserve against the the economic value of the oil beneath it?

3. Which state does Senator Murkowski represent, and how is he involved with the National Energy Security Act of 2001? Why do you think he favors this bill? The news story states that the act aims to "protect our energy security." How does this differ from protecting our environment? Why does former President Jimmy Carter oppose the legislation?

4. Senate Minority Leader Tom Daschle stated, "We cannot use our coming energy challenges as justification for an all-out assault on the environment." Explain his statement and comment on the connotations of the words he uses. Are his words effective? If yes, why? If no, do you think he exaggerates, and if so, what groups or people would appreciate his rhetoric? What are the recent and upcoming energy-related challenges facing the United States?

5. The U.S. Geological Survey indicates that there is roughly enough oil in the area "to supply all U.S. oil needs for about 11 months." Does that seem like a lot or a little to you? Does it sound like enough to risk some damage to the environment? Explain.

6. Find out what your students think about opening the ANWR to oil drilling by having them complete this activity:

• Group students in threes or fours.
• Have each group research both sides of this issue. Have each student take his/her own notes to be used in the steps that follow.
• Divide the class into several groups representing each of these interests: Congressional committee members, consumer advocates, environmentalists and oil company executives.
• Hold a mock hearing before the Congressional representatives in which each of the other three groups testifies. Have them start with an opening statement, then answer questions from the representatives forcing them to argue their positions.
• At the end of the hearing, have the committee render its recommendation to the full Congress by taking a roll call vote of its members. Have each member give the rationale for his/her vote.

Conclude with a discussion of the different issues and interests at stake related to the issue of oil drilling in the ANWR.

7. Teachers who tape CNN NEWSROOM for classroom use will want to share the video version of this news story available on Monday, March 26, 2001. Ask students to compare and contrast ways in which the news is presented and received. Do students come up with a different impression from reading the print story than they get watching the video? Which do they feel gives them the most information? Does one seem more balanced than the other? What is the effect of the visuals in the television version?

Extension: For a more in-depth understanding of the energy crisis, use Riverdeep's article and activities in "Blackout."

Spill threatens wildlife
June 30, 2000
Fuel of the future
March 20, 2001
Power crisis in California
January 24, 2001

Arctic National Wildlife Refuge
National Petroleum Reserve
American Geological Institute
Northern Alaska Environmental Center

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