Learning Objectives

Notes

18.1
To become familiar with the safety regulations, procedures, equipment and personnel at local or regional mining and power generation sites.

Students could explore safety concerns in regard to operation of heavy equipment, handling of explosives and hazardous chemicals and exposure to dust and gases.

Students could interview managers, safety officers, First Responder teams and workers from the coal mining industry. They could prepare reports on potential hazards, occupational heath and safety laws and regulations, enforced safety procedures and drills, safety and emergency equipment and training, ongoing safety programs and specialist training. Site tours would provide added depth.

Students could examine some of the problems faced by early coal miners and how these were handled. The testing of air quality and personal safety equipment in the early mines would be very interesting information. Group discussions about the control the mine owners had over miners in the past compared to today would give the students a new perspective on modern mining. Students could also research coal mine safety measures in other parts of Canada, the USA and third world countries.

Regular monitoring of the working environment at mines is done by the Occupational Health and Safety Branch of Sask. Labour. The teacher may wish to use some time to lead students through the Ready for Work program produced by the Prevention Services Branch of Sask. Labour. The program helps students explore Occupational Health and Safety regulations and procedures, Workplace Hazardous Materials Information System (WHMIS) and the provisions of the Labour Standards Act, among other topics.

18.2
To investigate the potential environmental effects of coal exploration, mining, transport and use as fuel

Students could research or conduct interviews to determine the environmental issues that are of local or general concern. They could identify wastes and by-products of mining, processing and burning and investigate the potential effect of these on surface water and the water table. They could examine the dispersal by wind of escaping gases and dust and the potential impact of these on the air, water, soil, plants, animals and people.

The evidence that carbon dioxide gas produced by coal burning is a contributor to the build up of greenhouse gases and climate change is becoming more conclusive. Climate change research and discussion or debate could be pursued.

Students could pursue their investigations into the topic of reclamation, introduced in Module 17.

18.3
To become familiar with the legislation in place to protect the environment and how it is applied in practice.

Before a mine can open or shut down, the company must have completed an impact assessment and report, including reclamation procedures and have had it accepted by government regulators. As well as examining samples of these reports, students might explore the financial impact of environmental legislation on the costs of bringing a mine to production.

Students should also research and report on the nature and frequency of tests done to monitor the environment and the standards of the mine or power plant.

18.4
To identify and assess the consequences of failure of one or more environmental or worker safety programs or controls, whether through accident or failure to follow established procedures.

Students could identify emergencies that might arise (e.g. explosion, fire, dragline collapse, transport accident, electrical accident) and the solutions in place for these emergencies, as well as the immediate and long-term effects. Students could investigate real emergencies and find out what happened.

18.5
To be able to discuss the economic and social impact, both positive and negative, of the coal mining industry on the community, families and individuals.

Students could research, conduct interviews or simply brainstorm to assess how local industry affects public services, housing, schools, construction, food services, shopping, recreation, etc. They might also be encouraged to examine the social effects of a transient worker population and the effects of varying work schedules and seasonal or cyclical employment on the quality of life for individuals and families.

Students could participate in a “Town Hall Meeting” to discuss the pros and cons of local industry introduction or expansion. A hypothetical situation could be set up with each student or groups of students representing a community organization that either is for or against the proposed development. Students would discuss/argue as to the benefits or detriments of the project. A student “Mayor” could chair the meeting, or a community leader could be invited to preside. Interest groups might include on-site managers (environmental officer, mine superintendent), federal and provincial authorities, environmental groups, First Nations groups and members of the general public. Areas of local concern could include environmental degradation at the mine site, contamination of the air, land, surface water, groundwater or food chain with mining by-products, disruption of the ecosystem in the mine area, potential for stockpile fire, decommissioning a mine and reclamation. If power plants are included, additional issues might include airborne pollutants, disposal or storage of solid waste (ash), damming of local waterways to create a water supply and the potential hazards and inconveniences of transmission towers, power lines and substations.

18.6
To demonstrate familiarity with employment opportunities and careers in the coal industry.

Students could develop a list of careers or jobs and categorize each as professional/non-professional, technical/non-technical, permanent/seasonal, full time/part time. Gender equity in job opportunities could be explored.

A good place to start might be a web search for "coal mining careers". This could be followed by interviews with local mine management, or a guided tour of a coal mining operation.

Students could juxtapose job descriptions and responsibilities with educational levels and training required. General categories might include administration, management, scientific positions, miners and blue-collar workers, support staff.

Students could prepare hypothetical tax returns for selected employees, to get an idea of pay and deductions.

Students could be introduced to trade unions, bargaining, labour-management relations and issues around non-union contracting, if the teacher sees these as relevant and/or appropriate topics.

Students could prepare a detailed report on one specific career in the industry after research, interviews and, where possible, work study or job shadowing.