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Climate Change, Poverty, and Women

Secondary, Middle

Description

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.

General Assessment

What skills does this resource explicitly teach?

  • Problem solving and critical thinking
  • Interpreting patterns
  • Working cooperatively with team members to carry out a task
  • Inferring and explaining relationships
  • Proposing solutions to a problem
  • Listening critically to others ideas/ thoughts and points of view

Strengths

  • Demonstrates effectively the complexity that characterizes climate change
  • Action component will empower students
  • Interactive map of global carbon emissions is both relevant and easy to use
  • Sahena's video is powerful
  • Case studies build empathy for women in poverty in the developing world
  • Resource is up-to-date
  • A broad choice of action ideas are presented
  • Links our lifestyle choices to climate change
  • Open-ended solutions
  • Promotes community awareness
  • Group work allows for shared dialogue and incidental peer teaching
  • Role cards, mystery cards and solution action cards provide opportunities for problem solving and critical thinking 

Weaknesses

  • no out-of -doors experience
  • no "hands on" activities
  • assessment tools need to be developed by the teacher
  • resource is written for a British audience
  • Action projects are suggestions. Students must develop their own action plan lists
  • There are no explantions provided as to what actually causes the global warming which led to the climate change issues in Gambia and Bangladesh

Relevant Curriculum Units

The following tool will allow you to explore the relevant curriculum matches for this resource. To start, select a province listed below.

  • Step 1Select a province
  • Alberta
    • Step 2Select a grade level
    • Grade 9
      • Step 3Select a subject
      • Environmental Science
        • Step 4Relevant matches
        • Environment and Outdoor Education: Commitment to Action
        • Environment and Outdoor Education: Environmental Investigations
    • Grade 10
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 10: Energy Flow in Global Systems
      • Social Studies
        • Step 4Relevant matches
        • Social Studies 10-1(Perspectives on Globalization) CitizensResponse to Globalization
        • Social Studies 10-2 (Living in a Globalizing World) Personal Response to Globalization
  • Manitoba
    • Step 2Select a grade level
    • Grade 12
      • Step 3Select a subject
      • Social Studies
        • Step 4Relevant matches
        • Citizenship and Sustainability: Area of Inquiry: Poverty, Wealth and Power
        • Area of Inquiry: Gender and Identity
        • Global Issues
        • Global Issues: Citizenship and Sustainability
  • New Brunswick
    • Step 2Select a grade level
    • Grade 8
      • Step 3Select a subject
      • Social Studies
        • Step 4Relevant matches
        • Atlantic Canada in the Global Community: Interdependence
  • Northwest Territories
    • Step 2Select a grade level
    • Grade 10
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 10: Energy Flow in Global Systems
      • Social Studies
        • Step 4Relevant matches
        • Social Studies 10-1(Perspectives on Globalization) CitizensResponse to Globalization
        • Social Studies 10-2 (Living in a Globalizing World) Personal Response to Globalization
        • Social Studies 10-4 (Living in a Globalizing World) Personal Response to Globalization
  • Nova Scotia
    • Step 2Select a grade level
    • Grade 9
      • Step 3Select a subject
      • Social Studies
        • Step 4Relevant matches
        • Atlantic Canada in the Global Community: Environment
        • Atlantic Canada in the Global Community: Interdependence
    • Grade 10
      • Step 3Select a subject
      • Geography
        • Step 4Relevant matches
        • Geography 10: Spaceship Earth
      • Science
        • Step 4Relevant matches
        • Science 10: Weather Dynamics
  • Nunavut
    • Step 2Select a grade level
    • Grade 10
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 10: Energy Flow in Global Systems
      • Social Studies
        • Step 4Relevant matches
        • Social Studies 10-1(Perspectives on Globalization) CitizensResponse to Globalization
        • Social Studies 10-2 (Living in a Globalizing World) Personal Response to Globalization
  • Ontario
    • Step 2Select a grade level
    • Grade 9
      • Step 3Select a subject
      • Geography
        • Step 4Relevant matches
        • Issues in Canadian Geography (Academic): Interactions in the Physical Environment
        • Issues in Canadian Geography (Applied): Interactions in the Physical Environment
        • Issues in Canadian Geography (Applied): Managing Canada's Resources and Industries
      • Science
        • Step 4Relevant matches
        • Science (Applied): Biology: Sustainable Ecosystems and Human Activity
    • Grade 10
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science (Applied)::Earth and Space Science: Earth's Dynamic Climate
  • Prince Edward Island
    • Step 2Select a grade level
    • Grade 9
      • Step 3Select a subject
      • Social Studies
        • Step 4Relevant matches
        • Interdependence: Atlantic Canada in the Global Community: Atlantic Canada in the Global Community
        • Interdependence: Atlantic Canada in the Global Community: Human Rights in the Global Community
    • Grade 10
      • Step 3Select a subject
      • Social Studies
        • Step 4Relevant matches
        • Canadian Studies 401A: Canada's Global Connections
  • Saskatchewan
    • Step 2Select a grade level
    • Grade 10
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 10: Climate and Ecosystem Dynamics

Themes Addressed

  • Air, Atmosphere & Climate (1)

    • Climate Change
  • Citizenship (2)

    • Community-Building and Participation
    • General Guide to Taking Action
  • Economics (1)

    • Poverty Reduction
  • Human Health & Environment (1)

    • Quality of Life
  • Human Rights (1)

    • Poverty

Sustainability Education Principles

Principle Rating Explanation
Consideration of Alternative Perspectives Satisfactory

The resource takes the point of view of a poor woman in the developing world.

Consideration of Alternative Perspectives:
  • Satisfactory: absence of bias towards any one point of view
  • Good: students consider different points of view regarding issues, problems discussed
  • Very good: based on the consideration of different views, students form opinions and  take an informed position
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.

  • Satisfactory: resource supports the examination of  these dimensions
  • Good:  resource explicitly examines the interplay of these dimensions
  • Very Good:  a systems-thinking approach is encouraged to examine these three dimensions
Respects Complexity Good
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

  • Satisfactory: action opportunities are included as extensions 
  • Good: action opportunities are core components of the resource
  • Very Good: action opportunities for students are well supported and intended to result in observable, positive change
Values Education Good

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.  

  • Satisfactory: connection is made to the natural world
  • Good: fosters appreciation/concern for the natural world
  • Very Good: fosters stewardship though practical and respectful experiences out-of-doors 
Locally-Focused Learning Good

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. 

  • Satisfactory: learning is made relevant to the lives of the learners
  • Good: learning is made relevant and has a local focus
  • Very Good: learning is made relevant, local and takes place ‘outside’ , in the 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.

Pedagogical Approaches

Principle Rating Explanation
Open-Ended Instruction Good

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.

Open-Ended Instruction :

Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.

Integrated Learning Satisfactory

This is primarily a geography and science based resource.

Integrated Learning:

Learning brings together content and skills  from more than one  subject area

  • Satisfactory: content from a number of different  subject areas is readily identifiable
  • Good:  resource is appropriate for use in more than one subject area
  • Very Good:  the lines between subjects are blurred 
Inquiry Learning Satisfactory
Inquiry Learning:

Learning is directed by questions, problems, or challenges that students work to address.   

  • Satisfactory: Students are provided with questions/problems to solve and some direction on how to arrive at solutions.
  • Good: students, assisted by the teacher clarify the question(s) to ask and the process to follow to arrive at solutions.  Sometimes referred to as Guided Inquiry
  • Very Good:  students generate the questions and assume much of the responsibility for how to solve them.  . Sometimes referred to as self-directed learning.

 

Differentiated Instruction Satisfactory

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.

  • Satisfactory:  includes a variety of instructional approaches
  • Good: addresses  the needs of visual, auditory &  kinesthetic learners
  • Very Good: also includes strategies for learners with difficulties
Experiential Learning Poor/Not considered

Poor-There are no experiential learning opportunities provided.

Experiential Learning:

Authentic learning experiences are provided

  • Satisfactory: learning takes place through ‘hands-on’ experience or simulation
  • Good: learning involves direct experience in a ‘real world context’
  • Very good: learning involves ‘real world experiences’ taking place’ beyond the school walls.
Cooperative Learning Satisfactory
Cooperative Learning:

Group and cooperative learning strategies are a priority.

  • Satisfactory:  students work in groups
  • Good: cooperative learning skills are explicitly taught and practiced
  • Very Good: cooperative learning skills are explicitly taught, practiced and assessed
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 Satisfactory
Peer Teaching:

Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.

  • Satisfactory: incidental teaching that arises from cooperative learning, presentations, etc.
  • Good or Very Good: an opportunity is intentionally created to empower students to teach other students/community members. The audience is somehow reliant on the students' teaching (students are not simply ‘presenting')
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.