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This resource teaches students about the impact of climate change on the world's poorest people, particularly women. It challenges the learner to understand climate change as a human crisis that requires engagement and action. Activities explore global interdependence and emphasize how climate change can be linked to lifestyle choices made in developed countries and yet its impact is greatly felt in the developing world.
By examining case studies (including a video) of women in Gambia and Bangladesh, students learn to appreciate how climate change leads to flooding, shorter growing seasons and scarce resources in countries already mired in poverty. They review possible solutions focusing on mitigation and adaptation in those countries most affected by climate change. Students also assess the role of individuals, countries, and global institutions in both adaptation and mitigation. Finally, the students are given suggestions for actions that young people can take to mitigate climate change.
Activity One: Globingo
This short lesson stresses the degree to which students in the class are globally connected.
Activity Two: Why Did Mrs. Camara's Stall Close Down?
Students piece together a series of clues to solve the problem of why Mrs. Camara's nut and orange stall closed down in Gambia. Students examine possible solutions to Mrs. Camera's problem, categorizing each as either a mitigation or adaptation.
Activity Three: Sahena's Story
Students watch a video and read two case studies detailing the role that Sahena Begum plays in spearheading efforts in her community to adapt to changing weather and climate conditions in Bangladesh. Learners are then asked to produce a piece of written work, or poster work on the theme of adaptation.
Activity Four: Women and Climate Change
This activity asks students to examine the roles of men and women in Sahena's community by sorting role cards. After recognizing that women are most vulnerable to the effects of climate change due to the wide burden of responsibilities they have in their culture, students are asked to write about why groups like Oxfam should support women's projects.
Activity Five: Taking Action
This lesson supplies a range of actions students can take to mitigate climate change and provides resources and links to support their actions. The "actions" are categorized in to individual action, school actions, influence decision maker actions, and recycling actions.
The following tool will allow you to explore the relevant curriculum matches for this resource. To start, select a province listed below.
|Consideration of Alternative Perspectives||Satisfactory|
The resource takes the point of view of a poor woman in the developing world.
|Consideration of Alternative Perspectives: |
|Multiple Dimensions of Problems & Solutions||Good|
The resource links the impacts of climate change to quality of life issues for women in the developing world. Changing lifestyle choices needed to address global warming may have financial and economic implications.
|Multiple Dimensions of Problems & Solutions: |
Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
|Respects Complexity: |
The complexity of the problems/issues being discussed is respected.
|Acting on Learning||Satisfactory|
Although lots of action projects are suggested, action plan checklists and guidelines are not provided. It is up to the teacher and student to design these.
|Acting on Learning: |
Learning moves from understanding issues to working towards positive change — in personal lifestyle, in school, in the community, or for the planet
The resource gives the students some opportunities for self reflection and for identifying their own values and roles in addressing global warming and climate change.
|Values Education: |
Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.
|Empathy & Respect for Humans||Very Good|
|Empathy & Respect for Humans: Empathy and respect are fostered for diverse groups of humans (including different genders, ethnic groups, sexual preferences, etc.).|
|Personal Affinity with Earth||Good|
Although the resource contains no out-of-doors experiences, it does send a strong message for the care of the planet.
|Personal Affinity with Earth: |
Encourages a personal affinity with -the natural world.
Action projects are to be carried out in the community.
|Locally-Focused Learning: |
Includes learning experiences that take advantage of issues/elements within the local community.
|Past, Present & Future||Good|
Present-day situations are evaluated and students are asked to play a role in working towards solutions for a more positive future.
|Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.|
Although guided inquiry is found in some parts of the lessons, students are encouraged to consider and develop their own thoughts and opinions, and choose their own action projects.
Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.
This is primarily a geography and science based resource.
|Integrated Learning: |
Learning brings together content and skills from more than one subject area
|Inquiry Learning: |
Learning is directed by questions, problems, or challenges that students work to address.
Activities are included to teach to both the cognitive and affective domains. There are no accommodations suggested for struggling learners.
|Differentiated Instruction: |
Activities address a range of student learning styles, abilities and readiness.
|Experiential Learning||Poor/Not considered|
Poor-There are no experiential learning opportunities provided.
|Experiential Learning: |
Authentic learning experiences are provided
|Cooperative Learning: |
Group and cooperative learning strategies are a priority.
|Assessment & Evaluation||Poor/Not considered|
Poor- Assessment tools and strategies must be developed by the teacher.
|Assessment & Evaluation: Tools are provided that help students and teachers to capture formative and summative information about students' learning and performance. These tools may include reflection questions, checklists, rubrics, etc.|
|Peer Teaching: |
Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.
|Case Studies||Very Good|
|Case Studies: |
Relevant case studies are included. Case studies are thorough descriptions of real events from real situations that students use to explore concepts in an authentic context.
|Locus of Control||Satisfactory|
Students choose their own action projects in activity five, but have little choice in the other activities.
|Locus of Control: Meaningful opportunities are provided for students to choose elements of program content, the medium in which they wish to work, and/or to go deeper into a chosen issue.|