In this webinar, Kate Raworth explains the evolution of the doughnut economics diagram, which she designed as an alternative to traditional economics models.
Students will learn how the doughnut model invests in regenerative actions in order to build a global economy that protects and values all people and the environment.
The lecture also explains how the economy is embedded in society and society is embedded in the world.
This resource offers an interesting alternative to traditional economics models.
There are a number of interactive activities (i.e. polls, breakout room discussions) throughout the lecture that could be used in the classroom.
There are commercials before and during the webinar.
This video begins with a long introduction to the course, the actual lesson begins at 17:50.
Activities occur at the following times: 41:34, 47:55, and 1:11:59.
There is a discussion at 50:26-52:40 about how the design of the course could be improved that will not be helpful for students viewing the lesson.
Student councils or other student governing bodies could make doughnuts tailored to the school's needs and goals.
Civics or government classes could discuss which government systems (if any) would best compliment doughnut economics. Students could reflect on the kinds of changes that would have to be made to their own government system in order to accommodate and support doughnut economics.
Other resources on this topic include this BBC video on how the Dutch are shifting their goals away from GDP growth in order to center their environmental goals, this interactive resource that provides data on sustainability and social benefits in different countries, and this activity that allows students to make their own doughnut.
This video explains the ability of doughnut economics to solve complex economic problems and influence society. It gives explanations for regeneration and how it can save the planet. The video is lengthy. There is no contradiction in the resource and it is recommended for teaching.
Science and Engineering
ESS3: Earth and Human Activity
HS-ESS3-1 Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity.
HS-ESS3-2 Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios.
Personal Finance & Economics
Global Connections (F2): Students understand economic aspects of unity and diversity in Maine, the United States, and the world, including Maine Native American communities, by analyzing how resource distribution effects wealth, poverty, and other economic factors.