Understanding The Issues Workshop
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- Words: 1,852
- Pages: 9
H
Oxfam Education www.oxfam.org.uk/education
Understanding the Issues workshop Know Understand how climate change is affecting the lives of the poorest. Emphasise the immediacy and severity of the human impact of climate change in developing countries •
Feel • Personally engaged with the human impact of climate change
Do • This workshop provides
a basis for young people’s thinking during sessions 3 and 4 which are focussed on action
This workshop was held with Elvis an Oxfam employee in Malawi. However you can use anyone who has an experience of climate change affecting people’s lives. If Elvis in at end Time slot 10.1511.10
Time slot 11.15 12.10
Number of mins
Activities
Resources
10.1510.25
11.1511.25
10
Vulnerability exercise.1
10.2510.40
11.2511.40
15
Consequence change with ball throwing.2
10.4011.00 – Elvis should arrive at roughly 10.45 11.0011.10
11.4012 – Elvis should arrive at roughly 11.45 1212.10
20
Hot seating. Use Elvis to adopt a character to set the workshop off.3
Small character outlines (pg 4&5) –questions to prompt discussion (pg 3). 1 ball, flipchart paper with beginning of spider diagram stuck in middle (pg 7), pens Hot seating profiles - 1 for each student
10
Asking questions of Elvis.4
Facilitator
Nothing.
Copyright © Oxfam GB. You may reproduce this document for educational purposes only.
1
H
Oxfam Education www.oxfam.org.uk/education
If Elvis in at beginning Time slot 10.1511.10
Time slot 11.15 12.10
Number Activities of mins
Resources
10.1510.25 10.2510.45 Elvis will leave at 10.40 10.4510.55
11.1511.25 11.2511.45 Elvis will leave at 11.40
10
Nothing.
11.4511.55
10
Vulnerability exercise.2
10.5511.10
11.5512.10
15
Consequence change with ball throwing.1
20
Asking questions of Elvis.4 Hot seating. Use Elvis to adopt a character to set the workshop off.3
Facilitator
Hot seatng profiles – 1 for each student
Small character outlines (pg 4&5) –questions to prompt discussion (pg 3). 1 ball, flipchart paper with beginning of spider diagram stuck in middle (pg 7), pens
1. Vulnerability exercise. To deliver this session you will need: 1 to prepare the ‘Play the role of…’ cards – (pg 4 and 5). (Print and cut out individual squares). 2 to have at hand the series of statements on page 3 In this activity participants will play the role described on their role card – they must keep their role a secret from other participants. Ask the participants to line up at one end of the room in groups. Give out the ‘Play the role of…’ cards to small groups of 2 or 3 students or 1 per student. Ask participants to spend a few minutes imagining the daily life of the person whose role they are playing and to think of a name for their character. Read out the list of statements below and ask those participants whose role can agree with the statement to take a step forward (give them time in their groups to decide if they would agree with the statement). Encourage those participant groups who are unsure how to answer to ask you for advice. Eventually participants will be spaced out across the room according to how many steps they have taken forward. Once you have read out all the statements, the participant groups stay where they are and introduce their role to the group. Ask the other participant groups if they think
Copyright © Oxfam GB. You may reproduce this document for educational purposes only.
2
H
Oxfam Education www.oxfam.org.uk/education
that role is correctly placed in relation to others (e.g. should the married man be further forward than the 12 year old girl?). In some cases this can create a lot of discussion. Ask the participants to identify what factors make some people more vulnerable to climate change than others and if they were affected by climate change. What did they learn overall from the activity? Who is vulnerable? 1. 2. 3. 4. 5.
You receive or received a primary school education You receive or received a secondary education You can afford to meet your basic needs You are never short of food You do not rely on good local weather for growing crops to make a living or have food to eat 6. You can afford to see a doctor and buy medicine when you have health problems 7. You have the power to influence people in your community 8. If there is an emergency the emergency services can come out and help you and your community 9. You have people who care about you and protect you 10. You have savings (i.e.money) 11. You don’t have to do dangerous things in order to survive 12. You can afford a place to live 13. You live in a sturdy house safe from bad weather 14. If you have a place to live, it is insured 15. You have good enough reading and writing skills to get a job that provides a regular salary if needed 16. If you loose your way of making an income, you can probably find another
Copyright © Oxfam GB. You may reproduce this document for educational purposes only.
3
H
Oxfam Education www.oxfam.org.uk/education
Play the role of…a 12 year old girl from a farmer’s family taken out of school because her mother needs help collecting water and wood. The walk is becoming longer every month.
Play the role of…a female subsistence farmer growing maize. You only grow enough food for you and your family to eat.
Play the role of…a woman displaced from your village and hiding in a forest. You forage for food and water but often go hungry and are very scared.
Play the role of…a married man with four children running a food centre in a small town. You lost an arm in a war, but have a good income.
Play the role of…a local government officer. You have influence and can afford everything you need.
Copyright © Oxfam GB. You may reproduce this document for educational purposes only.
4
H
Oxfam Education www.oxfam.org.uk/education
Play the role of…a 16 year old boy working in a diamond mine. You are given some food but no money.
Play the role of…a farmer who’s cotton crops have failed for 2 years in a row. You are now collecting charcoal 30km away from your house to support yourself and your family.
Play the role of…a newborn baby born to a rich family living in a rich community. Your parents care about you and are protecting you and trying to give you the best future they can.
Play the role of…A worker for a national human rights organisation. You do a dangerous job and work very long hours for a small salary.
Play the role of…a former warlord living in a rubber plantation. You make a lot of money from the rubber and have influential connections.
Copyright © Oxfam GB. You may reproduce this document for educational purposes only.
5
H
Oxfam Education www.oxfam.org.uk/education
2. Consequence change with ball throwing. Preparation – Decide how many groups you will have for a writing activity (4 or 5 groups). Print 1 worksheet (page 7) per group. Stick each worksheet into middle of flipchart paper. Activity - Stand in a circle holding a ball. Ask students if they’ve ever had a day where everything just seems to go wrong. The ask them for an example of a little thing that may go wrong day to day. Shout out one of these suggestions and ask the class to put they’re had up if they can think of something bad that may follow as a result. Pass the ball to a student with their hand up. Keep repeating this with students passing the ball to each other. Carry on until the class can think of no more. E.g.
Student 1: Your alarm clock doesn’t go off
Student 2: You’re late for school Throw ball
Throw ball
Throw ball
Student 3: You miss out on an exam
Student 4: You fail the exam Throw ball
Student 5: You fall behind in your education and get in trouble at home
Then repeat the game but using one of the top line climate change affects in Malawi (from the worksheet). Now split the class into 5 groups with on flip chart paper per group. Ask the students to draw a spider diagram using the worksheet with the beginning of the spider diagram. The ball throwing activity should have given them a good idea of the type of consequence chain they can write on their spider diagram - let them work until the flipchart paper is full or the time allotted to this task is completed. When they have finished explain to the students that in real life things don’t inevitably spiral downwards into awful situations. In real life poor people are fighting back with flood protection, irrigation, flood/drought resistant crops etc.
Copyright © Oxfam GB. You may reproduce this document for educational purposes only.
6
They miss they’re education
H
Oxfam Education www.oxfam.org.uk/education
You take your children out of school You need more help You get really tired
You have to farm more
Water Erratic rain means water availability and quality is disrupted
Energy Drought and floods affect hydro-electricity, the main source of electricity
Affect on women Women’s farming and household activities increase most, and HIV also affects them more Fisheries Fish production is lowered, in both ponds and Lake Malawi
Copyright © Oxfam GB. You may reproduce this document for educational purposes only.
Agriculture Drought and flooding results in lower yields, especially maize Human health Increased malnutrition and diseases such as malaria Forestry Extended droughts damage forests and fire risk is increasing
7
H
Oxfam Education www.oxfam.org.uk/education
3. Hot seating. Use Elvis to adopt a character. Explain that the aim of the next session is to try and get under the skin of people being affected by climate change and explain how you want each student to use the worksheet. The worksheet contain profiles of real people living in Malawi and affected by climate change. You would like them to read the worksheet through a couple of times and think about the person on the worksheet. Brainstorm questions as a group that you can ask the people on the character profiles (you could brainstorm for questions beginning with Why, What, Where, Why, When e.g When did you first feel the effects of climate change). Then they need to work in pairs asking questions and answering as if they are the people described on the worksheet. If students don’t know the answer they can make it up. This is an exercise in empathising and imagining rather than scientific fact finding. Get the students to change pairs and repeat the activity. Then invite Elvis to sit on a chair in front of the class adopting one of the characters of the worksheet. Invite the students to ask questions and for Elvis to answer in character. Lead a small discussion as to what students learned from that activity. 4. Asking questions of Elvis. Ask the students to brain storm in pairs/threes for questions to ask Elvis and then allow Q&A’s to take place.
Copyright © Oxfam GB. You may reproduce this document for educational purposes only.
9
Oxfam Education www.oxfam.org.uk/education
Understanding the Issues workshop Know Understand how climate change is affecting the lives of the poorest. Emphasise the immediacy and severity of the human impact of climate change in developing countries •
Feel • Personally engaged with the human impact of climate change
Do • This workshop provides
a basis for young people’s thinking during sessions 3 and 4 which are focussed on action
This workshop was held with Elvis an Oxfam employee in Malawi. However you can use anyone who has an experience of climate change affecting people’s lives. If Elvis in at end Time slot 10.1511.10
Time slot 11.15 12.10
Number of mins
Activities
Resources
10.1510.25
11.1511.25
10
Vulnerability exercise.1
10.2510.40
11.2511.40
15
Consequence change with ball throwing.2
10.4011.00 – Elvis should arrive at roughly 10.45 11.0011.10
11.4012 – Elvis should arrive at roughly 11.45 1212.10
20
Hot seating. Use Elvis to adopt a character to set the workshop off.3
Small character outlines (pg 4&5) –questions to prompt discussion (pg 3). 1 ball, flipchart paper with beginning of spider diagram stuck in middle (pg 7), pens Hot seating profiles - 1 for each student
10
Asking questions of Elvis.4
Facilitator
Nothing.
Copyright © Oxfam GB. You may reproduce this document for educational purposes only.
1
H
Oxfam Education www.oxfam.org.uk/education
If Elvis in at beginning Time slot 10.1511.10
Time slot 11.15 12.10
Number Activities of mins
Resources
10.1510.25 10.2510.45 Elvis will leave at 10.40 10.4510.55
11.1511.25 11.2511.45 Elvis will leave at 11.40
10
Nothing.
11.4511.55
10
Vulnerability exercise.2
10.5511.10
11.5512.10
15
Consequence change with ball throwing.1
20
Asking questions of Elvis.4 Hot seating. Use Elvis to adopt a character to set the workshop off.3
Facilitator
Hot seatng profiles – 1 for each student
Small character outlines (pg 4&5) –questions to prompt discussion (pg 3). 1 ball, flipchart paper with beginning of spider diagram stuck in middle (pg 7), pens
1. Vulnerability exercise. To deliver this session you will need: 1 to prepare the ‘Play the role of…’ cards – (pg 4 and 5). (Print and cut out individual squares). 2 to have at hand the series of statements on page 3 In this activity participants will play the role described on their role card – they must keep their role a secret from other participants. Ask the participants to line up at one end of the room in groups. Give out the ‘Play the role of…’ cards to small groups of 2 or 3 students or 1 per student. Ask participants to spend a few minutes imagining the daily life of the person whose role they are playing and to think of a name for their character. Read out the list of statements below and ask those participants whose role can agree with the statement to take a step forward (give them time in their groups to decide if they would agree with the statement). Encourage those participant groups who are unsure how to answer to ask you for advice. Eventually participants will be spaced out across the room according to how many steps they have taken forward. Once you have read out all the statements, the participant groups stay where they are and introduce their role to the group. Ask the other participant groups if they think
Copyright © Oxfam GB. You may reproduce this document for educational purposes only.
2
H
Oxfam Education www.oxfam.org.uk/education
that role is correctly placed in relation to others (e.g. should the married man be further forward than the 12 year old girl?). In some cases this can create a lot of discussion. Ask the participants to identify what factors make some people more vulnerable to climate change than others and if they were affected by climate change. What did they learn overall from the activity? Who is vulnerable? 1. 2. 3. 4. 5.
You receive or received a primary school education You receive or received a secondary education You can afford to meet your basic needs You are never short of food You do not rely on good local weather for growing crops to make a living or have food to eat 6. You can afford to see a doctor and buy medicine when you have health problems 7. You have the power to influence people in your community 8. If there is an emergency the emergency services can come out and help you and your community 9. You have people who care about you and protect you 10. You have savings (i.e.money) 11. You don’t have to do dangerous things in order to survive 12. You can afford a place to live 13. You live in a sturdy house safe from bad weather 14. If you have a place to live, it is insured 15. You have good enough reading and writing skills to get a job that provides a regular salary if needed 16. If you loose your way of making an income, you can probably find another
Copyright © Oxfam GB. You may reproduce this document for educational purposes only.
3
H
Oxfam Education www.oxfam.org.uk/education
Play the role of…a 12 year old girl from a farmer’s family taken out of school because her mother needs help collecting water and wood. The walk is becoming longer every month.
Play the role of…a female subsistence farmer growing maize. You only grow enough food for you and your family to eat.
Play the role of…a woman displaced from your village and hiding in a forest. You forage for food and water but often go hungry and are very scared.
Play the role of…a married man with four children running a food centre in a small town. You lost an arm in a war, but have a good income.
Play the role of…a local government officer. You have influence and can afford everything you need.
Copyright © Oxfam GB. You may reproduce this document for educational purposes only.
4
H
Oxfam Education www.oxfam.org.uk/education
Play the role of…a 16 year old boy working in a diamond mine. You are given some food but no money.
Play the role of…a farmer who’s cotton crops have failed for 2 years in a row. You are now collecting charcoal 30km away from your house to support yourself and your family.
Play the role of…a newborn baby born to a rich family living in a rich community. Your parents care about you and are protecting you and trying to give you the best future they can.
Play the role of…A worker for a national human rights organisation. You do a dangerous job and work very long hours for a small salary.
Play the role of…a former warlord living in a rubber plantation. You make a lot of money from the rubber and have influential connections.
Copyright © Oxfam GB. You may reproduce this document for educational purposes only.
5
H
Oxfam Education www.oxfam.org.uk/education
2. Consequence change with ball throwing. Preparation – Decide how many groups you will have for a writing activity (4 or 5 groups). Print 1 worksheet (page 7) per group. Stick each worksheet into middle of flipchart paper. Activity - Stand in a circle holding a ball. Ask students if they’ve ever had a day where everything just seems to go wrong. The ask them for an example of a little thing that may go wrong day to day. Shout out one of these suggestions and ask the class to put they’re had up if they can think of something bad that may follow as a result. Pass the ball to a student with their hand up. Keep repeating this with students passing the ball to each other. Carry on until the class can think of no more. E.g.
Student 1: Your alarm clock doesn’t go off
Student 2: You’re late for school Throw ball
Throw ball
Throw ball
Student 3: You miss out on an exam
Student 4: You fail the exam Throw ball
Student 5: You fall behind in your education and get in trouble at home
Then repeat the game but using one of the top line climate change affects in Malawi (from the worksheet). Now split the class into 5 groups with on flip chart paper per group. Ask the students to draw a spider diagram using the worksheet with the beginning of the spider diagram. The ball throwing activity should have given them a good idea of the type of consequence chain they can write on their spider diagram - let them work until the flipchart paper is full or the time allotted to this task is completed. When they have finished explain to the students that in real life things don’t inevitably spiral downwards into awful situations. In real life poor people are fighting back with flood protection, irrigation, flood/drought resistant crops etc.
Copyright © Oxfam GB. You may reproduce this document for educational purposes only.
6
They miss they’re education
H
Oxfam Education www.oxfam.org.uk/education
You take your children out of school You need more help You get really tired
You have to farm more
Water Erratic rain means water availability and quality is disrupted
Energy Drought and floods affect hydro-electricity, the main source of electricity
Affect on women Women’s farming and household activities increase most, and HIV also affects them more Fisheries Fish production is lowered, in both ponds and Lake Malawi
Copyright © Oxfam GB. You may reproduce this document for educational purposes only.
Agriculture Drought and flooding results in lower yields, especially maize Human health Increased malnutrition and diseases such as malaria Forestry Extended droughts damage forests and fire risk is increasing
7
H
Oxfam Education www.oxfam.org.uk/education
3. Hot seating. Use Elvis to adopt a character. Explain that the aim of the next session is to try and get under the skin of people being affected by climate change and explain how you want each student to use the worksheet. The worksheet contain profiles of real people living in Malawi and affected by climate change. You would like them to read the worksheet through a couple of times and think about the person on the worksheet. Brainstorm questions as a group that you can ask the people on the character profiles (you could brainstorm for questions beginning with Why, What, Where, Why, When e.g When did you first feel the effects of climate change). Then they need to work in pairs asking questions and answering as if they are the people described on the worksheet. If students don’t know the answer they can make it up. This is an exercise in empathising and imagining rather than scientific fact finding. Get the students to change pairs and repeat the activity. Then invite Elvis to sit on a chair in front of the class adopting one of the characters of the worksheet. Invite the students to ask questions and for Elvis to answer in character. Lead a small discussion as to what students learned from that activity. 4. Asking questions of Elvis. Ask the students to brain storm in pairs/threes for questions to ask Elvis and then allow Q&A’s to take place.
Copyright © Oxfam GB. You may reproduce this document for educational purposes only.
9
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