Window on the World Teachers Notes

Transcription

1 Window on the World Teachers Notes Window on the World Teachers Notes This resource aims to introduce pupils to the topic of climate justice in a global context. Using stories from Christian Aid projects which directly respond to the impacts of a changing climate on local people and communities, pupils will investigate how the climate is changing, what the impacts are and how Christian Aid is working with people to improve their lives. Climate justice is a term which is used to highlight the fact that, often, the people who suffer the impacts of climate change are those who have contributed the least in terms of carbon emissions. Many of the richest countries in the world today played a large part in the industrial revolution and have an important part to play in both reducing their own emissions and encouraging others to do the same. Background knowledge This resource assumes that pupils know about carbon emissions and have a basic understanding of climate change. For more information on this, have a look at the NASA Climate Kids website climatekids.nasa.gov/climate-change-meaning/ Resources needed printed out photographs country stories world map (not provided) 1

2 Introductory Activities 1. Make a word cloud about climate change. This is a good initial activity to establish what pupils already know about climate change. Working in groups, ask them to write down words that they connect with climate change. As a class, look at which words appear most often and write these as the largest words on the cloud. Then fill in with the other words. At the end of the session, after the photo story activities, pupils can add any new words they have learned. You will find lots of online tools to create word clouds. 3. Look at the carbon footprints and try to match them to the countries. Carbon footprinting is a tool which allows us to visually compare the carbon emissions of different countries or activities, and to think about what might be influencing these differences. To calculate your own carbon footprint, look at footprint.wwf.org.uk/. This website will display your footprint visually against the Earth, and also has suggestions on how to make it smaller. The word cloud might prompt you to create an issue tree. Ask the pupils to place any words which describe causes of climate change on the roots of the tree. Then, place words which describe the effects of climate change on the branches and any solutions on the leaves. This exercise can be developed as a class as you work through the topic. It will also help identify areas where pupils need more information. Mali UK Haiti Bolivia 2. Find the following countries on a map: Mali, Haiti, Bolivia, UK mt per capita 9.7 mt per capita 0.3 mt per capita 1.9mT per capita Show the pupils a Mercator Projection map and ask them to find the countries. Once they have done that, show the class a Peters Projection map. What differences can they see? The Peters Projection map was published in 1947 and is an equal-area map, showing countries with a much more accurate representation of their surface area. The Mercator projection emphasises colonial powers, making the northern hemisphere countries appear much larger than they are in reality. Why do the pupils think the two maps are so different? Do the different maps influence how we view the world and our place in it? While the aim is for all countries to have low carbon footprints, at the moment the low footprint of countries such as Haiti and Mali is largely due to their development. So ultimately what we want to see is countries that are thriving but with a low carbon footprint. 2

3 Photo Activities 1. Captions: On the worksheet, the photographs have been printed without any captions. These can be found in the country information within the teachers resources and can be used in the following ways: Split the class into pairs and give each pair a photograph. Give them some time to discuss the photo thinking about the following questions: Where was this photo taken? What is happening in the photograph? If there are people in the photograph, who are they? What are they doing? Ask the pupils if they can write a caption for the photograph. Once they have done this, lay the printed captions out on a desk and ask the pupils to find the one which matches their photograph. This activity can also be done the other way around where the pupils are provided with the printed caption and asked to think about what the photograph might look like. They may want to draw their idea. Afterwards, the photographs can be laid out and claimed by each group. This is a slightly easier version of the above task. Once each group has a photograph and a caption, explain that there are 4 sets of photos. Can the pupils arrange the photographs into sets? Can they work out a common link between the photos? (If this is too difficult, the teacher can arrange the photos into sets, give them additional information about the country and the theme of the photographs and ask them to write some words that come to mind when looking at the photographs). 2. Once you have shared the complete country story with the pupils, discuss the following questions: How have the people in the photographs been affected by climate change? How are they working towards becoming more resilient to climate change? The questions for the global campaigning photographs are slightly different. What are the people in the photographs doing? Why? What is the link to climate change? Climate change campaigning Ask the group looking at the campaigning photographs to share with the class what they have learned. Explain what climate justice means and discuss what the UK s role should be in taking action on climate change. Climate change is having an impact in the UK too, with more flooding and extreme weather events. Complete the following activity to investigate this. How would you portray your area? Imagine if you were asked to send five photos of the impact of climate change on your area to someone in a different country. What would the photos be of? Why would you choose those photos? Can a few images give a real picture? Look for images online or in newspapers that would show someone in another country the impact climate change is having in the UK. 3

4 Climate change in Bolivia Flooding in Bolivia. The forests have been cut down making the flooding worse. In this part of Bolivia there are large areas of deforestation. Where the forest has been cut down for largescale agriculture or mining there is an increased risk of flooding. Recently the weather patterns have been much more unpredictable and therefore it is very difficult for local communities to know when the rains will come. The heavy rainfall causes floods and landslides, making people homeless and destroying valuable agricultural land and crops. Solar ovens which are being provided to families by Christian Aid are one solution to this problem. They do not need wood for fuel so fewer trees need to be cut down. Local children have been learning about the river and how flooding happens, so they can be prepared in the future. Children from Capaina community stand around the model of their community which they made with staff from Soluciones Prácticas (Christian Aid s partner organisation). Building the model helped the children learn where the safe houses and places are. That s where they meet if they are evacuated during a flood. Staff and community members have been impressed by how much the children have been involved in developing the emergency plan. The children attended community meetings and presented their ideas about flood prevention. One resident told us: All the ideas that the kids came up with were much more straightforward than the adults solutions. They taught us. 4

5 Climate change in Bolivia Children learn songs about keeping safe during a flood. Children from Capaina community play out by the schoolhouse. Games and songs are an important part of the training that our local organisation, Soluciones Prácticas (SP), uses with the children. Staff from SP teach the children songs about flood prevention and what to do in the event of a flood. These solar ovens are powered by sunlight and use less firewood. This gives families different ways of cooking during floods. The solar ovens allow the community another way of cooking. They can use sunlight to heat and cook the food, or the food can be started over a fire and left inside the solar oven to cook (like a slow cooker). As a result, the women have more time to work on the land, take part in community meetings or even set up their own businesses. 5

6 Climate change in Mali A dry reservoir in Mali which no longer provides clean water. This is one of the old reservoirs in Ouinegile village on the Dogon Plateau in Mali. It no longer provides clean water. Christian Aid worked with a local organisation called APH to help build a new reservoir and to repair a well so that the village has enough water. When APH started working with the village, the villagers said that their biggest challenge was a lack of water to drink and for their crops. In exchange for help building the new reservoir, APH asked the village to provide some good quality land so that the women s association could set up a market garden. In a few months this barren earth will be green and bursting with vegetables. The new reservoir provides water to water the crops. This is the market garden set up by the women s association in Ouinegile village with support from a local organisation called APH. It s hard to believe but within a few months this dry, barren patch will be green and bursting with vegetables. The market garden season runs from September until January or February. APH negotiated for the women in the village to be given this patch of good quality land for their market garden. The new reservoir provides enough water for the crops. 6

7 Climate change in Mali Drying fish to sell in the village. The women s association has set up a bank from where women in the village can borrow small amounts of money. The women have used this money to set up small businesses which sell food such as selling dried fish and shallots, allowing them to save money for the first time. Women bringing shallots that they have grown to sell at a weekly local market. These women have grown shallots in the market garden. Although they mostly grow vegetables for their own families, they can also sell any extra crops that they don t need. This means that they can save money for the first time. Thanks to the market garden, the young men in the village no longer have to leave home Previously many families could only afford to eat two meals a day but they now have three. From the profit they make from selling shallots and dried fish, the women can buy school books, school bags, pencils, shoes and clothes for their children. 7

8 Climate change in Haiti Devastation in Haiti caused by Hurricane Matthew. In 2016, these houses in Haiti were destroyed by Hurricane Matthew, a Category 5 storm. It was the strongest storm to hit Haiti in over 50 years. Parts of the island were completely destroyed and hundreds of people died. A girl in the doorway of her destroyed house. A girl stands in the debris of her destroyed house in a small village near Cayes. After the storm, clean drinking water was scarce. Wells and toilets were destroyed by Hurricane Matthew. The water was polluted and people were worried that diseases such as cholera would break out. Some regions were completely cut off from the rest of the country. In some cities, 80 per cent of the houses were destroyed or damaged. 8

9 Climate change in Haiti A new disaster-resistant house, built by one of Christian Aid s partner organisations in Haiti. The new houses being built following the devastation of Hurricane Matthew are very safe and strong enough to withstand hurricanes and earthquakes. When communities live in houses which won t fall down, they feel more confident about planning for the future. A helicopter delivering aid. In emergency situations, such as in the aftermath of a hurricane, Christian Aid delivers essential supplies very quickly. After Hurricane Matthew, some of the items delivered to Haiti included food, hygiene kits, water tablets, blankets and tarpaulin for houses. 9

10 Campaigning on climate change across the world Climate change campaigning is an important part of Christian Aid s work. In comparison to many countries, the UK has high carbon emissions and they have been high for a long time. We need to take responsibility for this and we must also show other countries how to tackle climate change in ways that are fair for everyone. We also work with people in developing countries to stand up for their own climate justice and talk about the impact that climate change is having in their country. Campaigning in Rio de Janeiro A climate change campaigner in Kenya A Caravan of Hope campaigner holds up a petition calling for climate justice at the Union Buildings in Pretoria. The Caravan of Hope was a 7000km campaigning road trip from Burundi to South Africa to demand a fair deal on climate for Africa at the UNFCCC (global climate change conference). Time for Climate Justice campaigners at a march in downtown Rio de Janeiro during the global day of action, Rio+20. This was held in June 2012, 20 years after the first Earth Summit in Rio de Janeiro in

11 Campaigning on climate change across the world Faith leaders demand climate action An interfaith group of religious leaders sits in front of empty food trays to promote the Fast for the Climate campaign at the COP21 UN climate summit in Paris. At the summit 195 countries signed the Paris Agreement, committing to tackling their carbon emissions. At the time of writing, the United States is the only country not included in the agreement. Climate campaigners in Qatar Time for Climate Justice campaigners, Aprodev and ACT Alliance staff at the Global Day of Action for Climate Change march in Doha during the COP18 UN climate talks in Qatar. Find out more Would you like to learn more about Christian Aid s work around the world? You ll find lots of great resources at christianaid.org.uk/schools. Photo Credits: Christian Aid/Elaine Duigenan (Page 4); Christian Aid/Amy Smith (Page 4); Christian Aid/Elaine Duigenan (Page 5); Christian Aid/ Amy Smith (Page 5); Christian Aid/APH Bandiagara (Page 6 and 7); Christian Aid/Thomas Lohnes (Pages 8 and 9); Christian Aid/Nicola Morgan (Page 9); Christian Aid/Esme Allen (Pages 10 and 11). England and Wales registered charity number Scotland charity number SC Company number Registered with The Charity Commission for Northern Ireland NIC Company number NI Republic of Ireland Charity Commission number Company number The Christian Aid name and logo are trademarks of Christian Aid. Christian Aid August Christian Aid is a key member of ACT Alliance. 11

12

13

14

15