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Oxfam Education www.oxfam.org.uk/education
‘Something needs to be done about climate change…’ Introduction for teachers • • •
Support students as they explore the impact climate change is having on the world’s poorest people. Encourage students to be advocates for change. Bring citizenship to life.
Central Foundation Girls’ School, Bethnal Green Technology College and St Matthias Primary School in Tower Hamlets are working in a partnership with a cluster of five schools in Sunamganj, Bangladesh. In 2011 students from Bangladesh travelled to London with testimony of how climate change is affecting their community. This testimony is collected at http://sunamganjth.primaryblogger.co.uk/ Students from Central Foundation Girls’ School subsequently visited their MP, Rushanara Ali, to present this testimony and asked for her support to develop a solution. Ms. Ali challenged the students to broaden their campaign and get more young people involved. This lesson invites you and your students to learn, play your part and participate in an exciting citizenship project. We’re asking 2,500 young people at secondary schools and primary schools in Tower Hamlets and beyond to take part. This project, and the lesson at its heart, has two key principles: •
to provide a real life opportunity for students to have their opinions heard and acted upon by a key decision maker. Rushanara Ali is Member of Parliament for Bethnal Green & Bow and Shadow Minister for International Development. She attended the Bangladesh Climate Tribunal in 2010 at the invitation of Oxfam. We will be copying the key messages developed during the lesson to Chris Huhne MP, Secretary of State for Energy and Climate Change in the coalition government.
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to encourage as much peer-to-peer teaching by as possible. This may be delivered by students within their own schools or by secondary school students to their primary
Copyright © Oxfam GB. You may reproduce this document for educational purposes only.
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school peers. It will take place in a supportive atmosphere facilitated by teachers that recognises the capacities of the young people involved.
Background Climate change presents a serious challenge to those working to alleviate world poverty. The world’s poor and vulnerable are facing the brunt of extreme weather, shrinking resources and less predictable growing seasons. The 1.2 billion poor people in the world living on $1 per day or less are having their poverty compounded by climate change. Climate change poses a serious challenge to the global community’s commitment to achieve the Millennium Development Goals (MDGs) by 2015 and calls into question our whole understanding of ‘development’ and how best to achieve it. Bangladesh is one of the countries most severely affected by climate change. 49% of the population live in chronic or moderate poverty and almost 80% of the population live in rural areas. Climate change takes the form of both increasingly severe and frequent weather events and less predictable growing seasons. Both threaten the resilience and livelihoods of poor people and push them further into poverty. ‘There is a big change in the weather in Bangladesh. People are suffering for it. They are losing their lives and properties. Although they are not responsible for it.’ Testimony from Rima. Sunamganjth blog
Early morning on the Padma River, Bangladesh. Photo: Shehab Uddin/Oxfam
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“Last summer, I noticed a big increase in the temperature during July and August. It was much hotter than usual and I found it very difficult to do everyday things, despite spending several summers in Bangladesh and coping well. My aunt lives near the Padma River and there is more river erosion than ever, where people are losing their homes as large chunks of land break away into the river. I think people in power, such as world leaders, need to act quickly to try and put strategies in place to deal with climate change. Many people who are well-off and live in developed countries don’t notice the changes as much, but this is a global issue so everybody should act.” Testimony from Ruba. Sunamganjth blog The following lesson plan has been written by Oxfam in collaboration with students and teachers at Central Foundation Girls’ School. The outcome is for your students to each write an informed message to Rushanara Ali MP, asking her to take up our campaign on behalf of people in Bangladesh and other poor countries and demand that rich countries, such as the UK, do their fair share to protect the world’s poorest people from the impact of climate change. The messages will be presented to Ms. Ali at a meeting before the COP17 Climate Change Conference in late November and copied to Chris Huhne, Secretary of State for Energy and Climate Change. We would like you to teach the lesson (or better still facilitate peer teaching of the lesson by students), encourage discussion and debate and return the completed postcards to the following address before November 21st if possible: John McLaverty Oxfam GB 232-242 Vauxhall Bridge Road London SW1V 1AU
Aims • • • • •
to facilitate students’ participation in a project directly engaging with an influential decision-maker to provide opportunities for peer-to-peer teaching by students to understand the impact climate change is having upon the world’s poorest people to review a range of possible solutions to the challenge of climate change and develop an understanding of the terms ‘mitigation’ and ‘adaptation’ to enable students to have a voice in advocating for positive change, and to be part of the global movement calling for that change.
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Learning Objectives •
be able to explain how the actions of individuals in the UK can have an impact on the livelihoods of individuals living in LEDCs, drawing on examples from Keya’s and Runa’s stories.
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be able to identify and evaluate strategies for mitigation and adaptation
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be able to explain what you’d like decision makers to do in response to the challenge of climate change and use the knowledge developed during the lesson to lobby UK decision makers for appropriate action.
Curriculum Links The current secondary National Curriculum for England requires that young people become successful learners, confident individuals and responsible citizens. This lesson provides opportunities for; Successful learners who: • Are creative, resourceful and able to identify and solve problems • Have enquiring minds and think for themselves to process information, reason, question and evaluate • Are able to learn independently and with others • Know about big ideas and events that shape our world
Responsible citizens who: • Challenge injustice, are committed to human rights and strive to live peaceably with others • Sustain and improve the environment, locally and globally • Take account of the needs of present and future generations in the choices they make • Can change things for the better National Curriculum for England, 2007, p7
In particular the programmes of study of the following subjects provide rich opportunities for examining climate change through the lens of its human impact.
Geography 1.6: Environmental interaction and sustainable development 3h: Interactions between people and their environments 4f: Participate in informed responsible action in relation to geographical issues that affect them and those around them
KS4 Citizenship 2.3: Taking informed and responsible action 3n: The challenges facing the global community, including international disagreements and conflict, and debates about inequalities, sustainability and use of the world’s resources 4e: participate in different forms of individual and collective action, including decision-making and campaigning
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What to do The activities are set out in the following sequence Activity 1 – Introduction video - Keya’s story Activity 2 – Mystery - Why did Runa’s stall close down? Activity 3 – Identifying solutions – mitigation and adaptation Activity 4 – Making your voice heard – a postcard to Rushanara Ali
Follow up opportunities We hope to present the completed postcards to Rsuhanara Ali MP in a meeting during the 2125 November (tbc). We hope there will be opportunities for interested and committed students from participating schools to take part in this meeting. Please contact John McLaverty if you would like students to attend.
The Timeline – key dates 24 – 28 October
half term
31 Oct - 18 Nov
lessons take place in target schools, resources available for download, completed postcards forwarded to Oxfam.
21 – 25 November meeting requested with Rushanara Ali 28 Nov – 9 Dec December)
COP 17 Climate Change Conference in Durban (ministers arrive on 2
Contacts John McLaverty
Oxfam Youth and Schools Co-ordinator 232-242 Vauxhall Bridge Road London SW1V 1AU 0207 802 9981
[email protected]
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Activity 1 – Introduction: Keya’s Story Time: 10 minutes The introduction is designed to set the scene and encourage learners to think about the impact climate change is having on the world’s poorest people. Bangladesh has always been vulnerable to storms and flooding. But climate change is making the floods deeper and longer lasting. Communities, such as Keya’s living on Char Atra, are in the front line in the struggle against climate change.
Photo: Dan Chung/Oxfam
Show the film clip ‘Keya’s Story’ (2’12”) It is can be streamed from Oxfam’s Youtube Channel at http://www.youtube.com/user/OxfamGreatBritain#p/a/765A9009D5233126/0/zY0ROQyllVU or is available as a dvd on request from Oxfam’s Youth & Schools campaigners. Their contact details are at http://www.oxfam.org.uk/education/contact/ As the learners watch the clip ask them to note down; • •
The impact flooding is having on Keya, her family and community How Keya’s community is adapting to climate change.
After watching the video the learners may have noted these points Impact of flooding Having to live on raised platforms above the flood waters for lengthy periods Washing in dirty water Unable to go to school Unable to play Becoming sick Having to swim to school Unable to play or see friends Isolation Friends have to move away
Adaptation Building raised platforms inside their houses so people can escape floodwaters Training and technical advice Help with staying safe and healthy
As a possible extension there’s more evidence of life on Char Atra and adaptation strategies at http://www.oxfam.org.uk/get_involved/campaign/climate_change/char-atra-gallery.html
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Activity 2 – Why did Runa’s stall close down?’ (adapted from ‘Lessons in Sustainability’ Tide Global Learning 2003) Time: 15 minutes The second activity broadens out the questions raised in the introduction and links the impact of climate change in countries such as Bangladesh to carbon emissions that occur mainly in the wealthy countries. However, learners should be encouraged to keep their focus on the impact climate change is having on poor people and the most effective strategies for helping to make them more resilient and secure.
Solving the Mystery This is a ‘Mystery’ activity. Groups of learners piece together clues written on separate cards to solve a problem. Mysteries are an excellent tool for developing critical thinking skills, and for exploring global interconnectedness.
‘Runa sells fruit and vegetables to travellers and truckers driving in and out of Cox’s Bazaar’
Photo: Crispin Hughes - Oxfam The learners’ task is to solve a mystery by answering a central question – why did Runa’s stall close down? The cards contain a set of clues, some of which may be more useful than others. Learners work in groups to consider their responses to the question. The task is not simply for learners to solve the mystery by placing the cards in a logical sequence, but also to explain the thinking behind their solutions to the rest of the class. They may omit some cards, and you may provide blank cards for them to write extra points. When the learners have completed the task a group member feeds back their response to the whole class.
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Shafraz is driven to school each day in his parents’ car.
Runa’s stall is on a main road leading into Cox’s Bazar. The road is less than 0.5m above sea-level. Cox’s Bazar is a resort on the south-eastern coast of Bangladesh.
Cars produce carbon dioxide from the burning of petrol.
Last year’s harvest was spoiled by heavy rain.
Shafraz’s parents say the traffic in Bethnal Green makes it too dangerous for him to walk or cycle to school.
Global warming is believed to cause extreme weather.
Tourists come to Cox’s Bazar for the sandy beaches.
Bangladesh is in South Asia. It is one of ten countries most at risk from sea levels rising.
Bad storms and rain have been damaging the road leading into Cox’s Bazar.
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Shafraz lives 2km from his school in Bethnal Green, East London.
Last week, Runa’s stall was flooded for the second time.
Carbon dioxide is a greenhouse gas which adds to global warming.
The morning bus to Shafraz’s school is often held up in heavy traffic.
East London’s traffic is mostly made up of cars.
Recent stormy weather has made it harder for cars and trucks to come into Cox’s Bazar.
Sea levels have risen as a result of global warming.
Runa sells fruit and vegetables to travellers and truckers travelling in and out of Cox’s Bazar. The Mayor of London is responsible for developing plans and policies for improving transport and air quality in London.
Runa’s stall has had to close down.
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Activity 3 – Identifying Solutions Time: 15 minutes Once you have completed the mystery learners should do the following; 1. Sort out the mystery cards into two groups to show which factors take place in the UK and which factors take place in Bangladesh. If some cards don’t fit this categorisation leave them out. 2. Now match up the ‘‘Solutions’ cards with the original mystery cards. Learners decide which solutions to the impact of climate change should take place in Bangladesh and which solutions should take place in the UK. 3. Learners feedback an example of a solution which should take place in the UK, and a solution which should take place in Bangladesh. Explain the difference between solutions which aim to mitigate the impact of climate change, and solutions which help communities adapt to climate change. Explain that mitigation should mostly happen in countries like the UK due to their large share of carbon emissions, and that adaptation will mostly need to happen in countries like Bangladesh. You may use the mitigation / adaptation slide to help explain this. For example Solutions which take place in the UK? Key vocabulary (mitigation)
take place in Bangladesh? (adaptation)
Definitions Mitigation – actions to slow down the process of climate change by reducing carbon emissions, mainly takes place in the UK and wealthy countries Adaptation – actions to help people better manage the effects of climate change upon their lives, mainly takes place in Bangladesh and poor countries
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Local councils should build bus and cycle lanes so cars don’t always have priority The UK government should increase road and fuel tax to make travelling by car more expensive and encourage more people to use public transport The UK government should provide subsidies (discounts) for families who buy an electric car
Children and families in local communities should protest about the amount of traffic in their city The UK should take the lead in developing new and innovative ways to raise global funds for climate adaptation in countries like Bangladesh Young people in the UK should join a campaign teaching people in the UK how to reduce their carbon emissions
The UK government should introduce a tax on the fuel used for shipping. Aeroplane fuel is taxed but shipping fuel isn’t. This would raise money which could be used for climate adaptation.
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Wealthy countries should implement a ‘Robin Hood Tax’ on financial transactions between banks. The Robin Hood Tax is a small charge which banks would have to pay when they buy and sell currency, stocks, shares and financial products. This would raise billions of dollars that could help pay for climate adaptation. Bangladesh’s government should use some of the adaptation funding it receives to improve roads so they don’t flood The UN’s farming experts should use adaptation funding to help Bangladeshi farmers to grow raintolerant fruits and vegetables A charity like Oxfam should help people affected by climate change to find new jobs A micro-finance bank supported by adaptation funding should lend people affected by climate change a small amount of money to start a new business The World Bank should lend Bangladesh’s government money to build a sea wall protecting Cox’s Bazaar from rising sea levels
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Activity 4: Influencing Decision Makers Time: 10 minutes The learners should now have a range of solutions to the global challenge of climate change. Some of these solutions will relate to mitigation while others will relate to adaptation. The solution cards ask the learners to think about these complex issues: • How should mitigation and adaptation be balanced, particularly in the shorter term • What should money be spent on? • Where should the money come from? Ask the learners to suggest which solutions they think will have the greatest impact on people like Keya and Runa in the shorter term. There is no right answer to this question. However, poor people are being disproportionately affected by climate change right now and require urgent support to adapt. In the longer term mitigation is vital if the world is to minimise carbon emissions and their impact. The 2010 COP16 UN climate change conference in Cancun agreed to establish a ‘Green Climate Fund’ for adaptation in the poor countries into which the wealthy ‘Annexe 1’ countries would pay $100 billion per year by 2020. The current challenge faced by the world community is where this money is going to come from during a severe economic recession. One year after it was established there is currently no money in the ‘Green Climate Fund’ Oxfam and its partners suggest two possible fair and just sources for some of this money • A financial transaction tax (FTT): a small levy on the purchase and sale of currencies, stocks, bonds and other financial products. This is the socalled ‘Robin Hood Tax’ • A tax on fuel purchases for shipping, the so-called ‘bunker fuels’
The final exercise is to send a message on a postcard to Rushanara Ali MP. Learners should select the two solutions that they think will have a positive impact on the lives of poor people now and write a message to Rushanara Ali to tell her what they want to be done about climate change, and asking her to make sure that these solutions are discussed by the UK government. Learners should also clearly write their first name, age and the name of their school.
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‘Before and During the Flood’ By Soptha Nane Das, aged 12, Sunamganj Government High School
Further resources List of the ‘Annexe 1’ countries of the Kyoto agreement http://unfccc.int/parties_and_observers/parties/annex_i/items/2774.php Oxfam’s summary of what was agreed at the COP16 climate change conference in Cancun, Mexico and links to the media http://www.oxfam.org.uk/applications/blogs/pressoffice/2010/12/13/cancun-climate-changetalks-oxfam-says-were-off-life-support-with-hope-for-the-future/ Website of the COP17 climate change conference in Durban, South Africa, 2011. http://www.cop17-cmp7durban.com/ Website for the Robin Hood Tax http://robinhoodtax.org/ Oxfam’s summary of the case for applying a carbon price on shipping fuels http://www.oxfam.org.uk/applications/blogs/pressoffice/2011/09/08/new-proposal-on-shippingemissions-offers-breakthrough-for-durban-climate-change-talks/
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