Culture:

“At the Precipice: New Mexico’s Changing Climate”

by Rhonda Brittan | July 12, 2021
5 min read

At the Precipice book coverAt the Precipice: New Mexico’s Changing Climate” by Laura Paskus, University of New Mexico Press, September 2020, 187 pages, paper $19.95, e-book $9.99

Laura Paskus is an environmental reporter, a correspondent and the producer of the “New Mexico In Focus” public radio series, “Our Land: New Mexico’s Environmental Past, Present, and Future.” She has covered climate change issues from 2009–2019, and has condensed her years of reporting about the New Mexican environment into an urgent message for us all.

The cover of “At the Precipice” assaults us with a black, dry-brushed background for the title, which looks like a charcoal smudge encroaching on a milky colored river. All the chapter titles also have a black, smudged background like this. It does not bode well.

In the preface, Paskus tells us that this book will be disheartening to read, but she also knows that New Mexico is worth fighting for. She is hopeful that we can all come together to face the challenges of our changing climate. Here she writes: “And in many ways, New Mexico is a microcosm of what’s happening across the globe politically, economically, and certainly when it comes to the impacts of climate change. Living within a ‘hotspot’ of warming, New Mexicans are already watching how fossil-fuel extraction, ‘hot drought’, and record-breaking annual temperature records play out in terms of forest fires, water challenges, and public health impacts.”

As an example, Paskus writes about the experiences of Chris Altenbach, a farmer in Albuquerque’s South Valley, who, due to wildly fluctuating seasonal temperatures, has had to give up harvesting his fruit trees. The growth of his corn crop was slowed by a late freeze. He instead is focusing on growing annual vegetables. To mitigate the extremes in temperature, he says he will do successional plantings. “I’ll plant a couple weeks apart just to make sure I get something to come in if there’s an event that takes it out.” Changes in climate that affect our food supply are, of course, something we should all be concerned about.

Paskus puts herself directly into the New Mexican landscape, giving us boots-on-the-ground reporting that confirm the situations we have all seen locally, from hiking the dry riverbeds of the Rio Grande to observing the dropping water levels of Elephant Butte Lake, which is discussed in Chapter 11.

Antiquated state water laws and outdated federal water management tactics at Elephant Butte Dam have made coping with the changing flow and volume of river water are impossibly difficult. The author reports that, in 2018, there was no spring runoff, and Elephant Butte reservoir was at 3 percent capacity. The monsoon season was of little help. The Elephant Butte Irrigation District, whose members farm more than 90 thousand acres of irrigable land in Sierra and Doña Ana counties, has had to subject its farmers to crazy fluctuations in irrigation allotments, making them rely on pumping more and more groundwater, which is expensive, and at the same time, threatens the groundwater levels.

Paskus tells us in Chapter 4 that the 19th-century forest management practice of suppressing wildfires created the weak, overcrowded forests that contributed to the 2013 Silver Fire near Kingston in Sierra County, among the most devastating New Mexico wildfires at the time. As the result of drought, the destruction of white pines by insects and a lightning strike on a windy day in a steep area with no roads, the Silver Fire burned 138,000 acres. The timber program manager for the Gila National Forest told her: “We probably lost 80-90% of the mixed conifers up there.”

In parallel with rising temperatures, the number and size of fires has increased and fire season has lengthened by about two months in the western US, Paskus reports. Forest regeneration is also affected. “High-intensity fires cook the soils, and drier, hotter conditions can prevent trees from returning,” she explains. “In New Mexico, that means brush is replacing pinyon pine and juniper forests.”

Whether recounting the many lifted restrictions of the Trump administration, the weakening of the New Mexico Environmental Department by the then Governor Susana Martinez, or the extensive damage to the quality of our air, water and land wreaked done by the oil and gas industries, this book is a painful reminder of what we humans have allowed to happen on our watch.

Paskus documents the weaknesses and outright failures of the U.S. government to take any substantive action agreed to at global climate meetings over the course of several administrations, despite the sympathetic if sporadic rhetoric of our heads of state. People from countries all over the world have told the author that they are no longer surprised that America is not doing much by way of joining the rest of the world in various climate conventions and accords—criticism that certainly applied to the previous presidential administration. Whether the Biden administration will be able to overcome the politicization of climate change that threatens all life on the planet and implement even some elements of the proposed Green New Deal remains to be seen.

Paskus encourages each of us to change our behavior and therefore influence what happens politically in a positive way. “All delusions and excuses disappear in the face of a man whose homeland is already disappearing into the rising sea,” she insists.

At the end of the book, just before the bibliography, there is a section titled “Notes.” Here the author provides additional information related to each chapter that would have been intrusive had it been included in the text. Finding a home here are stories of interactions with people, personal feelings, details of when or where Paskus’s reporting originated, updates and recommendations for further reading.

Paskus balances her hard-edged reporting with a sense of hopefulness that, by carefully observing the physical changes in geography and weather, we can see how to become better stewards of this planet that struggles to sustain us. It is a hopefulness that comes from sleeplessness in pursuit of the facts.

We can change.

 

 

 

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Understanding New Mexico's proposed new social studies standards for K-12 students

“The primary purpose of social studies is to help young people develop the ability to make informed and reasoned decisions for the public good as citizens of a culturally diverse, democratic society in an interdependent world.”
—National Council for the Social Studies 

Reader Michael L. Hayes of Las Cruces commented: What impresses me is that both the proposed standards and some of the criticisms of them are equally grotesque. I make this bold statement on the basis of my experience as a peripatetic high school and college English teacher for 45 years in many states with many students differing in race, religion, gender and socioeconomic background, and as a civic activist (PTA) in public education (My career, however, was as an independent consultant mainly in defense, energy and the environment.)

The proposed social studies standards are conceptually and instructionally flawed. For starters, a “performance standard” is not a standard at all; it is a task. Asking someone to explain something is not unlike asking someone to water the lawn. Nothing measures the performance, but without a measure, there is no standard. The teacher’s subjective judgment will be all that matters, and almost anything will count as satisfying a “performance standard,” even just trying. Students will be left to wonder “what is on the teacher’s mind?” or “have I sucked up enough.”

Four other quick criticisms of the performance standards. One, they are nearly unintelligible because they are written in jargon. PED’s use of jargon in a document intended for the public is worrisome. Bureaucrats often use jargon to confuse or conceal something uninformed, wrong or unworthy. As a result, most parents, some school board members and more than a few teachers do not understand them.

Two, the performance standards are so vague that they fail to define the education which teachers are supposed to teach, students are supposed to learn, and parents are supposed to understand. PED does not define words like “explain” or “describe” so that teachers can apply “standards” consistently and fairly. The standards do not indicate what teachers are supposed to know in order to teach or specify what students are supposed to learn. Supervisors cannot know whether teachers are teaching social studies well or poorly. The standards are so vague that the public, especially parents or guardians, cannot know the content of public education.

Three, many performance standards are simply unrealistic, especially at grade level. Under “Ethnic, Cultural and Identity Performance Standards”; then under “Diversity and Identity”; then under “Kindergarten,” one such standard is: “Identify how their family does things both the same as and different from how other people do things.” Do six-year-olds know how other people do things? Do they know whether these things are relevant to diversity and identity? Or another standard: “Describe their family history, culture, and past to current contributions of people in their main identity groups.” (A proficient writer would have hyphenated the compound adjective to avoid confusing the reader.) Do six-year-olds know so much about these things in relation to their “identity group”? Since teachers obviously do not teach them about these other people and have not taught them about these groups, why are these and similar items in the curriculum; or do teachers assign them to go home and collect this information?

Point four follows from “three”; some information relevant to some performance measures requires a disclosure of personal or family matters. The younger the students, the easier it is for teachers to invade their privacy and not only their privacy, but also the privacy of their parents or guardians, or neighbors, who may never be aware of these disclosures or not become aware of them until afterward. PED has no right to design a curriculum which requires teachers to ask students for information about themselves, parents or guardians, or neighbors, or puts teachers on the spot if the disclosures reveal criminal conduct. (Bill says Jeff’s father plays games in bed with his daughter. Lila says Angelo’s mother gives herself shots in the arm.) Since teacher-student communications have no legal protection to ensure privacy, those disclosures may become public accidentally or deliberately. The effect of these proposal standards is to turn New Mexico schools and teachers into investigative agents of the state and students into little informants or spies.

This PED proposal for social studies standards is a travesty of education despite its appeals to purportedly enlightened principles. It constitutes a clear and present danger to individual liberty and civil liberties. It should be repudiated; its development, investigated; its PED perpetrators, dismissed. No state curriculum should encourage or require the disclosure of private personal information.

I am equally outraged by the comments of some of T or C’s school board members: Christine LaFont and Julianne Stroup, two white Christian women, who belong to one of the larger minorities in America and assume white and Christian privileges. In different terms but for essentially the same reason, both oppose an education which includes lessons about historical events and trends, and social movements and developments, of other minorities. They object to the proposal for the new social studies standards because of its emphasis on individual and group identities not white or Christian. I am not going to reply with specific objections; they are too numerous and too pointed.

Ms. LaFont urges: “It’s better to address what’s similar with all Americans. It’s not good to differentiate.” Ms. Stroup adds: “Our country is not a racist country. We have to teach to respect each other. We have civil rights laws that protect everyone from discrimination. We need to teach civics, love and respect. We need to teach how to be color blind.”

Their desires for unity and homogeneity, and for mutual respect, are a contradiction and an impossibility. Aside from a shared citizenship, which implies acceptance of the Constitution, the rule of law and equality under the law, little else defines Americans. We are additionally defined by our race, religion, national origin, etc. So mutual respect requires individuals to respect others different from themselves. Disrespect desires blacks, Jews or Palestinians to assimilate or to suppress or conceal racial, religious or national origin aspects of their identity. The only people who want erasure of nonwhite, non-Christian, non-American origin aspects of identity are bigots. Ms. LaFont and Ms. Stroud want standards which, by stressing similarities and eliding differences, desire the erasure of such aspects. What they want will result in a social studies curriculum that enables white, Christian, native-born children to grow up to be bigots and all others to be their victims. This would be the academic equivalent of ethnic cleansing.

H.E.L.P.

This postmortem of a case involving a 75-year-old women who went missing from her home in Hillsboro last September sheds light on the bounds of law enforcement’s capacity to respond, especially in large rural jurisdictions such as Sierra County, and underscores the critical role the public, as well as concerned family and friends, can play in assisting a missing person’s search.

Reader Jane Debrott of Hillsboro commented: Thank you for your article on the tragic loss of Betsey. I am a resident of Hillsboro, a friend of Rick and Betsey, and a member of H.E.L.P. The thing that most distresses me now, is the emphasis on Rick’s mis-naming of the color of their car. I fear that this fact will cause Rick to feel that if he had only gotten the facts right, Betsey may have been rescued before it was too late. The incident was a series of unavoidable events, out of everyone’s control, and we will never know what place the correct color of her car may have had in the outcome. It breaks my heart to think that Rick has had one more thing added to his “what ifs” concerning this incident.

Diana Tittle responded: Dear Jane, the Sun undertook this investigation at the request of a Hillsboro resident concerned about the town’s inability to mount a prompt, coordinated response to the disappearance of a neighbor. From the beginning, I shared your concern about how our findings might affect Betsy’s family and friends. After I completed my research and began writing, I weighed each detail I eventually chose to include against my desire to cause no pain and the public’s right to know about the strengths and limitations of law enforcement’s response and the public’s need to know about how to be of meaningful assistance.

There was information I withheld about the state police investigation and the recovery. But I decided to include the issue of the car’s color because the individuals who spotted Betsy’s car emphasized how its color had been key to their identification of it as the vehicle described in Betsy’s Silver Alert. Because the misinformation was corrected within a couple of hours, I also included in this story the following editorial comment meant to put the error in perspective: “The fact that law enforcement throughout the state was on the lookout in the crucial early hours after Betsy’s disappearance for an elderly woman driving a “light blue” instead of a “silver” Accord would, in retrospect, likely not have changed the outcome of the search” [emphasis added].

I would also point to the story’s overarching conclusion about the inadvisability of assigning blame for what happened: “In this case, a perfect storm of unfortunate circumstances, many of them beyond human control, hindered the search that it would fall to Hamilton’s department to lead.”

It is my hope that any pain caused by my reporting will eventually be outweighed by its contribution to a better community understanding of what it will take in the future to mount a successful missing person’s search in rural Sierra County.

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