SAME World Edu-Kit a Rich and Simple

Edu-kit SAME World

ENVIRONMENTAL JUSTICE environmental topics in inclusion ofsocialand A richandsimple educational tooleducational School curricula curricula School to facilitate the

CLIMATE CHANGE of theEuropeanUnion with thesupport Project co-funded

ENVIRONMENTAL MIGRATION December 2017, Rome

This publication was the product of the project S.A.M.E. World – Sustainability Awareness Mobilization Environment in the Global Eudcation for the EYD2015, co- ﬁnanced by the European Union. DCI-NSAED 2014/338-120

Complete online edu-kit available at the address: edu-kit.sameworld.eu

This publication has been produced with the support of the European Union. The contents of this publication are the sole responsibility of the authors and can in no way be taken to reﬂect the views of the European Union SAME World A rich and simple educational tool to facilitate the Edu-kit inclusion of social and environmental topics in School curricula

SAME World Edu-kit

Project credit:

Leading partner of S.A.M.E. World project

www.cies.it

Project Partners:

Centro di Volontariato Internazionale

3 SAME World Edu-kit

The contents of this edu-kit have been written by: Angela Alaimo, ASGI, Anna Brusarosco, Lucia Carbonari, Stefano Caserini, Giorgio Colombo, Judith Corbet, Daniela Del Bene, Silvia Di Laurenzi, Peter Fedor, Irene Fisco, Costas Gavrilakis, Živa Gobbo, Veljo Kimmel, Jurij Kočar, Aija Kosk, Chiara Lainati, Georgia Liarakou, Cecilia Lohász, Fernando Louro Alves, Hanna Mikes, Ylle Napa, Teréz Pataki, Alessia Romeo, Katrin Saart, Manca Šetinc Vernik, Rene Suša, Diana Szántó, Genoveva Tisheva, Elena Triﬀonova, Guido Viale.

First online issue coordination team: Francesca Santapaola, Silvia Di Laurenzi, Alessia Romeo

First online issue editor: Sarah Dominique Orlandi

Irene Fisco

With the collaboration of: Laura Bernardi, Irene Desideri, Silvia Di Laurenzi, Maria Cristina Fernandez, Carmen Gullì, Alessia Romeo, Francesca Santapaola, Emanuela Soldano and the project partners staﬀ

Special Advisor: Giuseppe De Marzo

Supervision team: Scientiﬁc Board members – Stefano Caserini, Ajia Kosk, Peter Fedor, Georgia Liarakou, Guido Viale Technical development FORCOM team: Monica Fasciani, Alessandro Mazzola, Luca Galassi.

Thanks to: All teachers and students involved in the workshops realized in Italy, Bulgaria, Estonia, Germany, Greece, Hungary, Slovakia, Slovenia, Spain and Portugal! 1st edition 2017

CC Creative Commons licence

ISBN 978-88-943185-0-0

9 788894 318500

4 SAME World Edu-kit

Contents, Class activities and Online Resources for Educators Primary and Secondary school

Dear teacher,

This publication is for you. You have a fundamental role: you deal professionally with the growth of children, with the transmission of humanity’s knowledge. You develop in them a fundamental life tool, a critical sense. Knowledge makes us free: it frees us from prejudice and makes us free to act with awareness.

S.A.M.E. WORLD – Sustainability Awareness Mobilization Environment in the global education for the European Year of Development 2015 - is an European project directed to schools, intending to convey knowledge and information oriented to acquire more competences and critical understanding of climate change, environmental justice and environmental migration. It aims at promoting practices of active citizenship in a global vision. As a whole it is a learning project, involving teachers and students in mobilization activities in favor of sustainable lifestyles.

This kit will help you to talk about these topics in the classroom. You will ﬁnd content created by experts from diﬀerent disciplines (geography, anthropology, sociology, agronomy, economics, ecology...) and activities such as role-playing games, mathematical exercises, art workshops to be implemented together with your students.

The content and activities are divided into three interconnected macro-areas:

ENVIRONMENTAL JUSTICE 4 Units and 16 class activities CLIMATE CHANGE 4 Units and 13 class activities ENVIRONMENTAL MIGRATION 4 Units and 12 class activities

You will also have access to:

• A selection of links to further information online (videos, reports ...); • Some free online tools to create diagrams, maps and reports; • Diﬀerent sections to deepen your knowledge (bibliography, glossary, etc.).

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Why do we talk about environmental migration? The theme of environmental refugees is new, and influence various dimensions of our system: the social, environmental, economic, and political dimensions, to name a few. It is a complex puzzle and requires a careful approach to all the pieces that compose it. Does it affect us? Yes, it is an ongoing phenomenon that it is estimated to involve more than 250 million people, because “we are living in the Same Word”, and as for the beating of a butterfly, what happens, even far away, has an impact on us.

Are we ready to meet this challenge? This kit will be used to talk about ourselves: our adaptability, our resilience; What do we mean by identity, and the future that awaits us. What it means to be citizens of the world and what we mean by global citizenship. The land adapts to climate change, the economy changes, and migrants ﬁeld very complex survival skills. We must be protagonists and active agents of change.

Use this content as a starting point for your work in the classroom and re- elaborate them in ab- solute freedom. Go to the methodology section for more information on the structure and pedagogical focus of the kit.

Share tips, suggestions and new ideas to improve the kit: the exchange and dialogue are the basis of knowledge processes.

Good work! Same World team

The Universal declaration of human rights. 1948

Education shall be directed to the full development of the human personality and to the strengthening of respect for human rights and fundamental freedoms. It shall promote understanding, tolerance and friendship among all nations, racial or religious groups, and shall further the activities of the United Nations for the maintenance of peace.

(Article 26.2)

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Contents:

ENVIRONMENTAL JUSTICE Pag. 11

Unit 1 In a single world: the natural balance 1.1 Biodiversity - an essential component of ecosystems Pag. 13 1.2 Biodiversity and sustainability Pag. 15 1.3 Biodiversity - what beneﬁts for the Earth Pag. 17 1.4 Can an economic model respect biodiversity? Pag. 19 1.5 How can biodiversity strengthen stability? Pag. 21

Unit 2 We do not have all the same opportunities 2.1 Environmental justice Pag. 23 2.2 Examples of environmental injustice Pag. 25 2.3 Actors involved in environmental justice issues Pag. 27 2.4 Are social equity and environmental sustainability compatible in our global economy? Pag. 29 2.5 Shall we get organized? Pag. 31

Unità 3 The impact of our lifestyles 3.1 The responsibilities of the current economic system Pag. 33 3.2 Production chains: social and cultural impacts Pag. 37 3.3 The distortion of consumer sovereignty Pag. 39 3.4 How will food production aﬀect environment? Pag. 41 3.5 Can knowledge sharing make the diﬀerence? Pag. 43

Unità 4 Our legacy for the future generation 4.1 New economic models Pag. 45 4.2 New models of sustainable consumption Pag. 47 4.3 New models of participation Pag. 49 4.4 What intergenerational and intragenerational justice are? Pag. 51 4.5 Are new production models possible? Pag. 53

Activities Pag. 55 Writing (14+) - Grandma cricket Pag. 57 Writing (14+) - To govern a city Pag. 67 Writing (14+) - Immigrants from the natural world Pag. 71 Mathematics (14+) - Virtual water Pag. 75 Mathematics (14+) - Access to energy and poverty Pag. 85 Mathematics (14+) - Environmental justice in a map: an on-line atlas Pag. 91 Science (11+) - Fishing game Pag. 95 7 SAME World Edu-kit

Science (11+) - Rally in supermarkets Pag. 101 Science (14+) - 100% cotton Pag. 103 Creativity (11+) - World game Pag. 107 Creativity (9+)- The rainforest and me Pag. 113 Creativity (11+)- Digital Storytelling: unfairy tales Pag. 117 Workshop (14+) - Mobile phone story Pag. 123 Workshop (11+) - The world in our shopping cart 1: tracking the banana Pag. 131 Workshop (11+) - The world in our shopping cart 2: cacao Pag. 135 Workshop (11+) - Deciding about a gold mine Pag. 139

Evaluation form Pag. 145 Evaluation form 9+ Pag. 147 Evaluation form 11+ Pag. 151 Evaluation form 14+ Pag. 155

CLIMATE CHANGE Pag. 157

Unit 5 Earth and its function 5.1 What is climate? Pag. 159 5.2 What regulates CO in the atmosphere? Pag. 161 5.3 The historical human ability to adapt to climate change Pag. 163 5.4 Can nature have rights? Pag. 165 5.5 What are the diﬀerences between climate and weather and what is an extreme climate event? Pag. 167

Unit 6 Something is not working 6.1 Signs of climate change Pag. 169 6.2 The Increase in CO concentration Pag. 173 6.3 Diﬀerent causes of climate change Pag. 175 6.4 Are we equally responsible for the increase of CO ? Pag. 177 6.5 The carbon footprint of my jeans, what is it? Pag. 179

Unit 7 Limits of the planet: climate change effects 7.1 Short, medium and long term effects of Climate Change Pag. 181 7.2 Effects of climate change on water Pag. 183 7.3 Impact of climate change on agricultural p roduction Pag. 185 7.4 Will climate change have a n impact on human health? Pag. 187 7.5 Do women suffer more from the Climate Change? Pag. 189

Unit 8 Reduce our impact on environment, now! 8.1 Mitigation solutions at state and global levels Pag. 193 8.2 Individual daily choices for mitigation Pag. 195 8.3 Adaptation to climate change Pag. 197 8.4 How do countries share the eﬀort of reducing emissions of CO ? Pag. 199 8.5 Why Global South is more vulnerable to Climate Change? Pag. 203 8 SAME World Edu-kit

Activities Pag. 205 Writing (14+) - The cement industry pollutes! Pag. 207 Writing (9+) - Climate Bingo Pag. 211 Writing (14+) - Interview - Let’s talk greeny Pag. 215 Mathematics (14+) - Opinion barometer “Reasons of climate change” Pag. 219 Mathematics (14+) - Diﬀerent emissions, diﬀerent responsibilities Pag. 223 Mathematics (14+) - How to construct a climate graph Pag. 229 Mathematics (11+) - Winners or looser Pag. 233 Science (11+) - Searching in the mind Pag. 237 Science (9+) - Trees in the city Pag. 241 Science (11+) - Measuring the Weather Pag. 245 Creativity (14+) - Make a poster on climate change Pag. 249 Workshop (9+) - Change begins with you! Pag. 253 Workshop (14+) - Climate/breakfast Pag. 257

Evaluation Form Pag. 261 Evaluation Form 9+ Pag. 263 Evaluation Form 11+ Pag. 269 Evaluation Form 14+ Pag. 271

ENVIRONMENTAL MIGRATION Pag. 275

Unit 9 Humans, a species in movement 9.1 The Age of Migration Pag. 277 9.2 Representing migrations in geography Pag. 279 9.3 The sense of belonging for migrants Pag. 283 9.4 Humans: a migrating species? Pag. 287 9.5 Why do people migrate? Pag. 289

Unit 10 45 million people in forced movement 10.1 Environmental Migrations: Juridical definitions. Pag. 291 10.2 Environmental Migrants: Juridical protection. Pag. 293 10.3 Geographies of territories Pag. 295 10.4 Why is it difficult to forecast migration trends? pag. 299 10.5 How does climate change affect migration? Pag. 301

Unit 11 Being vulnerable 11.1 Migrants and vulnerability. Migrants vulnerability, causes, eﬀects, conﬂicts, rural and urban migrations Pag. 303 11.2 Environmental Migration, a matter of justice Pag. 305 11.3 The case study of voluntary and forced migration Pag. 307 11.4 Who protects migrants, and how? Pag. 309 11.5 Are there cases of environmental migration within the EU? Pag.313

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Unit 12 Each one can defend the rights of others 12.1 In defence of human rights Pag. 315 12.2 Public opinion and reactions to migration phenomena Pag. 317 12.3 Social inclusion and equal opportunities for all Pag. 319 12.4 Are we really committed on ﬁghting social exclusion? Pag. 321 12.5 How can we become global and environmental citizens? Pag. 323

Activities Pag. 325 Writing (14+) - Breakfast club Pag. 327 Writing (14+) -Climate change causes cattle farmers to migrate Pag. 331 Writing (14+) - Let’s talk openly about migration! Pag. 335 Mathematics (14+) - Migration – facts and stories Pag. 339 Mathematics (11+) - Are you hungry? Pag. 343 Science (11+) - Soul Maps Pag. 347 Science (11+) - Imaginary journey Pag. 351 Creativity (9+) - Comics for inclusion Pag. 355 Creativity (14+) - Our message! (Poster for environmental migration) Pag. 359 Creativity (11+) - The game of links climate change and environmental refugees Pag.363 Workshop (9+) - In the shoes of others! Pag. 367 Workshop (11+) - Do you know your streets? Pag. 373

Evaluation Form Pag. 377 Evaluation Form 9+ Pag. 379 Evaluation Form 11+ Pag. 381 Evaluation Form 14+ Pag. 383

GLOSSARY Pag. 385

BIBLIOGRAPHY Pag. 415

10 SAME World Edu-kit ENVIRONMENTAL JUSTICE

UNIT 1 IN A SINGLE WORLD: THE NATURAL BALANCE UNIT 2 WE DO NOT HAVE ALL THE SAME OPPORTUNITIES UNIT 3 THE IMPACT OF OUR LIFESTYLES UNIT 4 OUR LEGACY FOR THE FUTURE GENERATION

What is enviromental justice? Why should we care?

SAME World Edu-kit UNIT 1 UNIT 1.1 Biodiversity, an essential component of ecosystems

Since its accretion from a mass of gas and dust soil, water, photosynthetic plants or predators, more than 4.5 billion years ago Earth has been and, on the other hand, forming the most com- evolving along a dynamic geological history plicated supersystem (biosphere). As in accompanied by intensive volcanic activities. neurones in the human brain all the elements Undisputedly, it is still the only planet known (e.g. organisms, atmosphere) actively interact to be inhabited by life. For more than 3.5 bil- to provide continual existence. Any form of dis- lion years of organic evolution from early self- turbance or permanent stress, primarily aﬀect-

replicating molecules, the oldest ascertained ing one component, consequentially leads to JUSTICE ENVIRONMENTAL living forms to humans life has been demon- a response of the whole system. Extinction of a strating an outstanding ability of develop- single species in the tropical forests of Brazil is ment towards new alternatives, known as reasonably followed by catastrophic discrep- biodiversity. ancy of the whole food chain, usually repre- Biodiversity represents variety of life at all pos- sented by monophagous organisms, that feed sible levels of interpretation from genes and on one species exclusively and are not able to populations to the most complex ecological adapt to another. systems, known as biomes (Figure 1.1.1). It includes diversity of various specimens as well Biodiversity in its most complex ecosystem as of diﬀerent species and even variety of eco- form has been known as a dynamic system logical interactions, such as parasitism, symbi- with its own intrinsic eﬀort to maintain stabil- osis or competition. ity within the mechanism called Home ostasis, as explained in Unit 1.5 . Mature ecosystems IN A SINGLE WORLD: THE NATURAL BALANCE THE NATURAL IN A SINGLE WORLD:

Fig.1.1.1 Concept of biodiversity (Credit: http://nbc.gov.bt/?page_id=150)

Biodiversity, as a general variety of life, is not an isolated unit. On the contrary, it forms an open permeable structure in deep conjunc- tion with abiotic conditions, behaving as an ecological system. According to the systems Fig.1.1.2 Biodiversity in ecosystem energy ﬂow theory, an ecosystem is deﬁned as a complex (Credit: http://www.daviddarling.info/ unit consisting of smaller subsystems, such as encyclopedia/E/AE_ecology.html) 13 SAME World Edu-kit UNIT 1 UNIT

possess certain energetic (geochemical) autonomy (Figure 1.1.2), but still intensively communicate with each other. An eﬀort for balance (ecological stability) is supported and provided by two basic concepts: to maintain unchanged (resistance) and to recover promptly (resilience). Shortly after introduction of an alien species, for instance, a healthy ecosystem tries to eliminate its initial population with the help of predators or competitors to maintain its original biodiversity. Some- times with no success. The Spanish slug, invad-

ENVIRONMENTAL JUSTICE ENVIRONMENTAL ing European countries is considered a dangerous pest with almost no natural control mechanisms.

Text by Peter Fedor, Professor of Environmental Ecology

14 SAME World Edu-kit UNIT 1 UNIT 1.2 Biodiversity and sustainability

The only pragmatic strategy to provide and have described less than 15 % of existing spe- maintain the huge potential of biodiversity for cies. Despite controversial estimates ranging ecological systems, as explained in Unit 1.3 , is between 5 – 100 million species, related to lim- associated with its sustainable use, meeting ited sampling, the latest scientiﬁc assessment progressive human development within the predicts the existence of 9 million species, carrying capacity of the environment and sus- including 2 million of them inhabiting oceans. taining the essential network of ecological In fact there are on average 5 - 10,000 new spe-

interactions. This approach, however, requires cies described each year (most of them JUSTICE ENVIRONMENTAL detailed knowledge on the quantitative (you insects). can read more in this document on species So to what degree may biodiversity be a sus- richness on Earth) and qualitative parameters tainable phenomenon? Within its evolution- of biodiversity. ary potential to form new species, replacing the older ones, it may be defined as a renew- Indeed, at present approximately 1.9 million able natural resource. For instance, despite the species have been described worldwide (Fig- fact that more than 90 % of all species (app. ure 1.2.1), including 1,000,000 insects, 310,000 100 million species) that ever lived on Earth are plants, 85,000 molluscs, 32,000 fish, 10,000 estimated to be extinct, particularly after 5 birds and only 5,500 mammals (including mass extinction events (e.g. Permian–Triassic Homo sapiens). Since the modern taxonomic extinction devastated life and is believed to classification principles were established by have killed off over 90% of species), variety of Carl Linneaus in the 18th century, influencing life has been permanently creating its new IN A SINGLE WORLD: THE NATURAL BALANCE THE NATURAL IN A SINGLE WORLD: generations of systematic biologists, scientists forms, provided by dynamic evolution and intensive speciation (forming new species). Cretaceous-Palaeogene extinction 66 million years ago, with 75 % species disappeared, stimulated the consequential development of mammals with humans on their top (Figure 1.2.2). Renewability, however, refers to the evolutionary potential on all biodiversity levels, from genes to ecological systems. On the other hand the current state (status quo) of biodiversity appears exhaustible and non-renewable. None of the extinct life forms, neither species nor varieties, disappeared in the past, will occur in absolutely the same iden- Fig.1.2.1 Relative global biodiversity (Credit: http:// tity, despite being replaced by many others. If www.backyardnature.net/ecospecs.htm) biological variety provides so wide a spectrum 15 SAME World Edu-kit UNIT 1 UNIT

of beneﬁts in ecosystems (including humans), least 10,000 species become each extinction consequentially declines this extinct every year. Irreversibly oﬀer. Due to the ecosystem degradation at and with consequences inducing serious damage that goes beyond the carrying capacity of our planet. Moreover, the depletion of biodiversity has been associated with social inequity, as most biodiversity hot spots with a high degree of endemism are situated and devastated (e.g. deforested) in Global South (Figure 1.2.3). Obvi- ously, various industrial activities in Global North and fragmentation of habitats may also

ENVIRONMENTAL JUSTICE ENVIRONMENTAL lead to species extinction.

Biodiversity is a vulnerable natural resource Fig.1.2.2 Biodiversity massive extinction and its disruption can have a dangerous (Credit: https://www.boundless.com/biology/textbooks/ boundless-biology-textbook/conservation-biology-and- impact on the whole planet. biodiversity-47/the-biodiversity-crisis-259/biodiversity-change- through-geological-time-964-12223/) Text by Peter Fedor, Professor of Environmental Ecology

Fig.1.2.3 Biodiversity hot-spot regions (Credit: https://www.e-education.psu.edu/geog030/node/393) 16 5 SAME World Edu-kit UNIT 1 UNIT 1.3 Biodiversity, what beneﬁts for the Earth

Since the last glacial period 12,000 years ago bohydrate molecules within photosynthetic humans have rapidly changed their approach carbon ﬁxation: towards biodiversity from the concept of pure and obligatory survival of ancient hunters to 6H2O + 6CO2 ---> C6H12O6 + 6O2 intensive and complex exploitation. And that may be the philosophical background to take In fact all global ecological processes, includ- sustainability into account. ing biogeochemical (carbon, oxygen, nitro-

For more than 3.5 billion years biodiversity has gen, sulphur and phosphorus) and hydrologi- JUSTICE ENVIRONMENTAL been developing to spectacular and original cal cycles, are essentially regulated by forms from genes to complex ecological sys- biodiversity to provide balanced material and tems in the biosphere, as explained in Unit 1.1 . energy circulation (Figure 1.3.1). As an essential component in the complicated Without biodiversity providing appropriate network of ecological interactions variety of interactions in ecosystems none of the funda- life provides tremendous benefits for us – humans, collectively referred to as ecosystem services (you can read more in this document on Biodiversity regulation of ecosystem services, pdf reference 1.3a). Over the last few decades the role of biodiversity has been defined in the dimension of regulating (water and climate regulation, pathogen control), IN A SINGLE WORLD: THE NATURAL BALANCE THE NATURAL IN A SINGLE WORLD: provisioning (natural resources , food and water supply), supporting (geochemical cycles, production and energetic balance, pedogenesis or in the dimension of cultural (education, recreation) benefits. Evaluating the potential of biodiversity in ecosystem services appears very important for its effective conservation. For the past two hundred years human activities (e.g. deforesta- Fig.1.3.1 Organisms and the carbon cycle (Credit: http://sites.duke.edu/tlge_sss29/carbon-dioxide- tion fossil fuel consumption) have seriously emissions/carbon-dioxide/) affected the global carbon cycle, with increasing the concentration of carbon dioxide (and mental ecological mechanisms could even methane), absorbing and retaining heat in the exist: atmosphere (greenhouse effect). Ÿ pollination (the transfer of pollen from the Photoautotrophic organisms (plants), on the anther to the stigma; you can read more in other hand, convert carbon dioxide into car- this document), 17 SAME World Edu-kit UNIT 1 UNIT

Ÿ primary production (fixation of inorganic lion tonnes annually. The bio- carbon into organic matter by primary pro- sphere provides nutrition (al- ducers, particularly photosynthetic though FAO estimates more plants), than 800 million people suffering from chronic undernourishment), energy Ÿ secondary production (formation of bio- (e.g. lignocellulosic biomass for biofuel pro- mass by secondary producers, particularly duction), material (often harvested from wood animals), or plantations) or medical substances (the earliest evidence of gathering honey from wild col- Ÿ Homeostasis (equilibrium among all com- onies dates back to 13,000 BC). Domestication ponents in an ecological system). as taming wild animal populations by sophisti- cated breeding has been affecting humans bio-

ENVIRONMENTAL JUSTICE ENVIRONMENTAL Indeed, biodiversity, including cultural plants, logically as well historically for centuries (agri- should be considered one of the most impor- culture, animal-assisted-therapy, etc.) (Figure tant natural resources for humankind. For 1.3.2, Figure 1.3.3) instance, annual world wheat production has been estimated at more than 700 million tonnes, global rice output has reached 500 mil-

Text by Peter Fedor, Professor of Environmental Ecology

FFig.1.3.2 Map of the origin of crops and domesticated animals (Credit: http://www.faculty.rsu. Fig.1.3.3 A honeycomb with honey produced by bees edu/users/f/felwell/www/Theorists/Essays/Diamond1.html) (Credit: theautor Peter Fedor, 2011) 18 SAME World Edu-kit UNIT 1 UNIT 1.4 Can an economic model respect biodiversity?

The Industrial Revolution exploited fossil fuels Additionally, extreme selection of crop variety (coal, oil and natural gas) and led to forms and aimed at cultivating only the most productive paces of production (what we now call “pro- ones result in the disappearance of many ductivity”) that ignore natural cycles. Now the other less proﬁtable varieties that are vital to problem is to return cyclic structure to eco- preserving biodiversity and resilience of the nomic processes. Will we have to place a limit agricultural system against the threat of new on our consumption?" or old (considered already vanquished) pests.

Over time, the invention of synthetic materials JUSTICE ENVIRONMENTAL The Industrial Revolution, which relied on — including many molecules that cannot be machinery powered by fossil fuels, created a metabolized by natural organisms —intro- huge increase in work productivity and the duced substances in the economic cycle resulting amount of commodities produced. which may signiﬁcantly alter natural biological Each commodity in turn generates a large processes. amount of waste, both during the production process and at the end of the product's life Last but not least, additives to the production cycle. The economic system (Read more in Unit process, such as synthetic chemicals (e.g. fertil- 3.1) generated by the Industrial Revolution did izers), though they can be metabolized, gener- not provide for a way to reuse waste or return it ate the progressive loss of the soil's organic to the natural environment so as not to alter components. These additives contribute to the environment's natural balance. the loss of fertility, water retention, and the capacity to absorb carbon from the atmo- IN A SINGLE WORLD: THE NATURAL BALANCE THE NATURAL IN A SINGLE WORLD: Moreover, the emission of CO2 and other gases sphere (and therefore counter climate that cause climate change is a by-product of change). Economic systems need to go back to industrial processes (Read more in Unit 6.2 ). "closing the cycle," though, this will only be This economic system, unlike previous ones, possible through a shared political project. We became linear rather than cyclic; it is based on need to start designing industrial products to the extraction of natural resources — both ensure that they can be re-used in further pro- renewable and non-renewable — exploiting duction cycles (ecodesign), generating no the environment while, at the same time, gen- waste at all or waste that can be easily metabo- erating waste incompatible with preserving lized by the environment. environmental balance and biodiversity (Read more in Unit 1.1 ). Over-exploitation of renewable resources, including organic ones, and the disposal of non-biodegradable waste are the two main threats to biodiversity on the Text by Guido Viale, Economist planet, as both run the risk of interrupting vital trophic chains. 19

SAME World Edu-kit UNIT 1 UNIT 1.5 How can biodiversity strengthen stability?

Climax as a ﬁnal mature natural ecosystem resilience as ecological recovery ability. In (community) along the complicated ecologi- November 2004 a massive windstorm with a cal succession possesses the highest degree of wind speed up to 160 km/h devastated 13,000 stability based on optimum network architec- hectares (with 3 million m3 of wood) of forest ture of its components (e.g. species ) and in High Tatras, the oldest Slovak national park mutual interactions, as explained in Unit 1.1. (Figure 1.5.2). Without doubt the main dam- All the niches (ecological positions) are unique age appeared in artiﬁcial soft-wooded spruce

and complementary (Figure 1.5.1). monocultures with low resilience mecha- JUSTICE ENVIRONMENTAL nisms. In the climax ecosystems with no artiﬁ- cial bark beetle control the outbreaks reduce dominant spruce stands, which are consequentially replaced by stronger tree species (e.g. silver ﬁr), building higher Home ostasis. Simply the natural ecosystems with high biological diversity, including species richness and ecological interactions, are more resistant to disturbance and stress impacts. IN A SINGLE WORLD: THE NATURAL BALANCE THE NATURAL IN A SINGLE WORLD:

Fig.1.5.1 Ecological niche concept, when a species occupies only an available (realized) part of its total (fundamental) niche under various conditions (moisture and temperature as examples) (Credit: http://www.physicalgeography.net/ fundamentals/9g.html)

Generally the tropical forests with high species Fig.1.5.2 Weak resilience of monoculture forests after richness are accompanied by lower con- a wind calamity (Credit: http:// nectance among the species (linear and sim- rozhovory.vetroplachmagazin.sk/kalamita-v-tatrach-51) ple trophic chains),;however the temperate forests in Europe with lower richness work on Biodiversity works as a buﬀering mechanism forked chains. Both of them with actually the against disturbance and catastrophic events same ecological diversity and stability. (you can read more in this document on experience with ecological networks, corridors and Biodiversity undisputedly provides strong buﬀer zones). In mature ecosystems direct 21 SAME World Edu-kit UNIT 1 UNIT

competition is minimalized, when for instance species feeding on one plant are specialized for its diﬀerent parts (leaves, ﬂowers, etc.). How- ever if the A species population declines due to changed (unsuitable) conditions, it may be easily replaced by a stronger species B and the system remains unchanged.

Text by Peter Fedor, Professor of Environmental Ecology ENVIRONMENTAL JUSTICE ENVIRONMENTAL

22 SAME World Edu-kit UNIT 2 UNIT 2.1 Environmental justice

Environmental Justice, or EJ, generally refers The concept of EJ then travelled around the to the right of communities and citizens to live world, inspiring and being enriched by many in a clean and healthy environment, according other groups and struggles. The South African to their wishes and cultures, and without Environmental Justice Networking Forum, for being harmed or aﬀected by any economic or example, deﬁnes EJ as a matter of “social trans- industrial activity. formation directed towards meeting basic human needs and enhancing our quality of life

EJ is a response from local communities and […]. In linking up environmental and social jus- JUSTICE ENVIRONMENTAL activists to the pressure on their local areas by tice issues, the environmental justice industries and extractive activities like mining, approach seeks to challenge the abuse of dams, deforestation, nuclear plants, incinera- power that leads to poor people suffering the tors and waste disposal areas, etc., the uneven effects of environmental damage caused by power in global trade, and lack of democracy the greed of others”. on the ground. The first to apply the concept in their daily As the South African network points out, envi- struggles were Black and Latino communities ronment and social issues always go hand in in the United States in the 1980s, who hand as inseparable spheres of community denounced pollution and degradation hap- life. Like urban communities, many rural com- pening in their neighborhoods and the lack of munities whose lives and livelihood have been proper clean-up by industries and compensa- severely affected by mining, deforestation, tion by public authorities. They drew attention dams, industrial pollution, nuclear plants, etc. to “environmental racism,“ the link between have been fighting for decades to preserve pollution, race and poverty, and showed how their local areas. Indigenous communities in

WE DO NOT HAVE ALL THE SAME OPPORTUNITIES HAVE WE DO NOT they were disproportionately subjected to forests rich in waters, minerals or precious environmentally hazardous activities because wood are a widespread example; this often of fewer economic alternatives, less political happens in marginalized areas, where people and economic power, and consequently many have less power to oppose, or where their risks connected to activities being ignored. voices are least heard and most violently repressed. In response to this issue, the United States Envi- ronmental Protection Agency deﬁnes EJ as fol- In the meanwhile, natural resources extrac- lows: "The fair treatment and meaningful tion is dramatically increasing due to high con- involvement of all people regardless of race, sumption rates of a tiny part of the world pop- color, sex, national origin, or income with ulation (the so-called Global North) and the respect to the development, implementation accumulation of proﬁt by transnational corpo- and enforcement of environmental laws, regu- rations. It has become clear how environmen- lations, and policies". tal injustice and global inequalities are two 23 SAME World Edu-kit UNIT 2 UNIT

sides of the same coin; while the top 1% now own more than 48% of global wealth, the bottom half of the global population owns 1%. Ironically enough, then, areas with high rates of environmental damages and pollution are also the ones that most suﬀer climate change impacts as they are left more vulnerable to erosion, ﬂoods, etc. (read more in Unit 7.1 ).

Text by Daniela Del Bene, researcher at Institut de Ciència i Tecnologìa Ambientals (ICTA)

ENVIRONMENTAL JUSTICE ENVIRONMENTAL Universitat Autònoma de Barcelona

2.2 WE DO NOT HAVE ALL THE SAME OPPORTUNITIES

environmental injustice Examples of b. a. mate change, pollution, health and so forth. spective spective and a global one, related to trade, cli- justice both from a local community-level per- importance of understanding environmental understanding of importance aspects are all interrelated and stress the the stress and interrelated all are aspects and international trade. They show how these economy political national underpinning the are described along with a brief summary of summary brief a with along described are of Environmental Justice and Resistance the from drawn injustice, mental hs nt rsns v eape o environ- of examples ﬁve presents unit This social problems such as the reduction of reduction the as such problems social tion has caused several environmental and using more pesticides. Thus, its introduc- its Thus, pesticides. more using some herbicides (e.g. Roundup), so allows utr. hs M vrey s eitn to resistant is variety GMO This culture. the country, leading to large areas of mono- has complete control of soy production in tina by the Monsanto corporation, which corporation, Monsanto the by tina Ready soy (RR), was introduced in Argen- in introduced was (RR), soy Ready lar variety of transgenic soy, Roundup Roundup soy, transgenic of variety lar through intimidation and violence. and displacement ofthousandspeople investors. This isleadingto aktd r a aray en ie to given been already has or marketed 42% of the total land area is either being either is area land total the of 42% from the controversial Gibe III dam. Here, dam. III Gibe controversial the from water and electricity cheap loans, bank days, duty-free imports of machinery, easy lnain fr xot truh a holi- tax through export) for plantations tors to its agricultural sector (mostly sugar the government to attract foreign inves- foreign attract to government the Region in Ethiopia is the focus of a drive by Agro-toxins ad grabbing Land and health: In 1996 a particu- SAME World Edu-kit and trade: The Gambela Gambela The trade: and deforestation Global Atlas Global . They

e. d. c. i. omril xliain f rd oil crude of exploitation Commercial ria. Oil is the main source of revenue for Nige- arrested. area, and many activists have been been have activists many and area, ev mltrzto aon te building the around militarization heavy portation policies but has been met with met been has but policies portation been also advocating for a change in trans- tion behind it. The NO TAV movement has rgl trioy n fr osbe corrup- possible for and territory fragile of heavy criticism for its impact on such a such on impact its for criticism heavy of networks. The project has been the source link the Italian and French high-speed rail Frenchhigh-speed and Italian the link ie ht il onc te w cte and cities two the connect will that line (called TAV) is a planned 220 railwaykm/h tion and violently represses the protest. h cnrl oenet os o listen not does government central the impact impact of the construction of the dam, but omnte cmli aot h severe the about complain communities ie ad iis Cvlscey n Kurdish and society Civil cities. and sites h Tgi Vle, nldn archeological including Valley, Tigris the merge approximately 300 km2 of land in land of km2 300 approximately merge aaiy ntle; t rsror il sub- will reservoir its installed; capacity region of Kurdistan, with 1,200 MW of of MW 1,200 with Kurdistan, of region ern Anatolian Project (GAP) in the Turkishin (GAP) Project Anatolian ern Ilisu Dam Project is part of the Southeast- the of part is Project Dam Ilisu ing and widespread deforestation. sonous agrotoxins spread by aerial spray- aerial by agrotoxinsspread sonous tryside, tryside, and the massive use of highly poi- displacement of peasants from the coun- the from peasants of displacement food production for domestic markets, the Oil extraction, human rights and pollution rnpr ifatutr ad militariza- and infrastructure Transport Hydropower dams and state violence Te ui–yn ihsed railway high-speed Turin–Lyon The : : The :

25 ENVIRONMENTAL JUSTICE UNIT 2 SAME World Edu-kit UNIT 2 UNIT

commenced in 1958. Since then, the region has known no peace. The environment, soil and water bodies are polluted without environmental remediation and little or no compensation for destroyed livelihoods. According to the UNEP report 2011, the Shell Oil Company, one of the major ﬁrms involved, failed to meet its own regulations and was not meeting national regulations. Carcinogenic substances were found in water bodies 800 times above WHO standards. As a result,

ENVIRONMENTAL JUSTICE ENVIRONMENTAL the oil ﬁelds have become a metaphor for wanton environmental despoliation by the multinational oil companies. Yet, the associated environmental impact is often externalized in the production process leading to conﬂicts, violence and extrajudicial killing.

Text by Daniela Del Bene, researcher at Institut de Ciència i Tecnologìa Ambientals (ICTA) Universitat Autònoma de Barcelona

26 SAME World Edu-kit UNIT 2 UNIT 2.3 Actors involved in environmental justice issues

In conﬂicts around environmental justice tions, social movements, political parties, (read more in Unit 2.2 ) it is usually the ﬁnal deci- local economic actors (farmers, local scien- sion-makers (who have the power in the situa- tists/professionals, trade unions, informal tion, such as politicians, investors, companies workers), and excluded/ marginalised etc.) who win the battle. But the whole process groups (indigenous, traditional communi- involves many more actors. ties, ethnically, racially discriminated groups, women and informal workers).

1. Authorities and national, regional or local The list of groups affected can be very long JUSTICE ENVIRONMENTAL governments. On the one hand, they are in and depends on the specific environmen- charge of environmental assessment and tal and social issues at hand. Studies prove ensuring the involvement of the public in that networks among advocacy organisa- decision-making processes. On the other, tions and activist groups are very impor- governments can also be the initiators of tant for their success. Through these net- investments that violate human and envi- works, organizations build solidarity, share ronmental rights (e.g. highways, tunnels, skills and experiences and facilitate the power-plants) and they are often the ones flow of information so that different allowing investments for specific compa- groups can react at early stages of invest- nies. Conflicts of interest can also arise ment projects. Involving groups at local, between national and local governments. national and international levels, scientists as well as professional environmental jus- 2. Companies as initiators or investors. They tice NGOs can also increase the degree of hope to get the most benefit and profit out success. of projects. A special feature of companies

WE DO NOT HAVE ALL THE SAME OPPORTUNITIES HAVE WE DO NOT in the mining business, for example, is that In Europe, the most important legal tool for well-known big/international companies involving the public is the Convention signed tend to be at the core of conflicts and are in Aarhus (see Aarhus Convention) on well-connected not only among them- Access to Information, Public Participation in selves, but also to other national firms. Mul- Decision-Making and Access to Justice in Envi- tinational companies often establish their ronmental Matters. The convention has been own national company in order to hide the signed and ratified by the European Union, all big multinational companies in the back- the EU member states as well as some ex- ground. Soviet states, such as Kazakhstan. The convention’s novelty is that it connects environmental 3. The so called public or the groups directly and human rights and it states that the current and indirectly affected by the project.- generation is responsible for the future ones. They are local people, local and interna- This provides es the legal framework for tional environmental justice organisa- involving all actors in order to reach sustain- 27 SAME World Edu-kit UNIT 2 UNIT

able solutions, acknowledging that state deci- used at gold mining poisons sions should be accountable and transparent the drinking water) the oppo- and that people have the right to access infor- sition will be stronger. When mation and data affecting their life. In other the impacts are complex and words, organisations, groups and individual have long-term socio-economic and health citizens have the right to ask for the concrete consequences as in the case of a nuclear plan of a factory, mine or waste disposal plant power plant, which do not directly poison the as well as for scientific proof and assessment environment and may have possible positive studies that indicate its expected damage to aspects (cheap energy), it is difficult to mobi- the environmental and social context. lize local people. In addition, it has been observed that the richer a population, the In a few European countries, such as Finland, sooner they will start to react to a problem and

ENVIRONMENTAL JUSTICE ENVIRONMENTAL Sweden, France, Hungary, Czech Republic etc) try to prevent an investment in the planning an ombudsperson for future generation or for phase. By contrast, the poorer a population, intergenerational issues exists that aims at the higher the chance that they will react to a transforming long-term decisions into short- process already underway. Especially when term political actions . excluded/marginalised groups are affected, huge conflicts tend to appear more often, as Unfortunately a major part of the global popu- governments and companies try to confront lation does not live in a country that provides a and exert pressure to convince them. legal framework for participating in decision- making processes. As a result, resistance and Quellen: different ways of civic expression remain as tools in the hands of people such as: commu- Aarhus Convention The United Nations Eco- nity organising, street protests, direct action, nomic Commission for Europe (UNECE) Con- mass mobilisation and civil disobedience. vention on Access to Information, Public Par- ticipation in Decision-Making and Access to The tendency in the world is that when an Justice in Environmental Matter investment has more visible impacts such as http://ec.europa.eu/environment/aarhus/ directly endangering human health (e.g. cyan

Text by Cecilia Lohász, geographer, biology and chemistry teacher

28 SAME World Edu-kit UNIT 2 UNIT 2.4 Are social equity and environmental sustainability compatible in our global economy?

The ethical principle of social equity, particu- sustainability. To achieve both at the same larly intergenerational social equity, is central time without excluding anybody, the econ- to the concept of sustainable development; omy has to change. All of these points of criti- which in turn relies on environmentally sound cism and some suggested pathways out are principles. Since the Rio Conference in 1992, included in the degrowth proposal, which sustainable development has been presented advocates both a reduction in consumption as the best way to go, agreed upon by all. But and getting rid of the imperative of GDP

after more than two decades, we can see many growth, and radically changing social relations JUSTICE ENVIRONMENTAL contradictions. to move towards community and interna- If we take our global economy as a given, we tional solidarity. will probably need to sacriﬁce one or the other; this is because the current economic model aims at promoting high levels of con- Text by Daniela Del Bene, sumption, and therefore extraction of natural researcher at Institut de Ciència resources, which would be environmentally i Tecnologìa Ambientals (ICTA) disastrous if everybody were to own and con- Universitat Autònoma de Barcelona sume equally. Moreover, this is done at the expense of many communities who are thrown out of their lands and evicted from their Home s (read more in Unit 2.2 ).

Some might say that economic growth provides material goods that can satisfy urgent

WE DO NOT HAVE ALL THE SAME OPPORTUNITIES HAVE WE DO NOT needs. In aﬄuent societies, however, high consumption has generated complex sets of social and environmental costs that have led to large disparities within the nations themselves and between countries. The opulence in a limited realm of richer countries is only possible in a global market economy that beneﬁts some at the expense of many. In all emerging economies, economic growth has translated into huge divides within the society and unprecedented accumulation of wealth in the hands of the few. The current global economy cannot therefore sustain both social equity and environmental 29

SAME World Edu-kit UNIT 2 UNIT 2.5 Shall we get organized?

Even in the smallest community, if one keeps For the last 14 years Alburnus Maior has been silent, the others don’t know his or her needs successful not only at blocking the mining pro- and opinions. To change our surroundings for ject, but also at developing the largest socio- the better, we ﬁrst have to express that some- environmental movement in Romania with a thing does not work for us. This can be a miss- large transnational network. Currently, the ing pedestrian crossing, a huge waste dis- movement has over 100.000 active support- posal plant being built at the end of our street, ers, activists and volunteers. Besides opposi-

or a power plant destroying nature and poi- tion, the organisation came up with a pro- JUSTICE ENVIRONMENTAL soning our drinking water. In order to have a active approach and started to transform the healthy and safe life for ourselves, we have to area from a mono-industrial isolated space get organised with others who have the same into a dynamic, lively and attractive region of needs and problems. farming and ecotourism and it also facilitates Many studies prove that the more connection socio-political debates about alternative there is among groups standing up for their futures. (The documentary New Eldorado pres- rights, the more success they can achieve. In ents the situation well). order to have real and sustainable solutions and preserve resources for future generations, we have to include more points of view, the perspectives of diﬀerent groups as well as the individual, economic, social, infra- structural, legislative, cultural and environmental aspects, too. This all needs a high level of cooperation among individuals, groups and

WE DO NOT HAVE ALL THE SAME OPPORTUNITIES HAVE WE DO NOT authorities.

New Eldorado Trailer (Credit: Új Eldorado, 2004, One of the most popular cases of such cooper- di Tibor Kocsis, Flora Film International, Ungheria ation in Eastern-Europe is the case of the Rosia Montana (http://ejatlas.org/conﬂict/rosia- montana-romania) gold mine in Romania. Text by: Cecilia Lohász, After the plan of the largest open cast cyanide geographer, biology and chemistry teacher use gold mine in Europe was introduced, 350 people met from the region and founded the Alburnus Maior grassroots organisation to mobilize opposition to the mine. The Declara- tion of the foundation of Alburnus Maior was signed by a group of 25 environmental NGOs from Romania. 31

SAME World Edu-kit UNIT 3 UNIT 3.1 The responsibilities of the current economic system

The current economic system is a global one. pay back the credits plus interest. For the Multinational companies act beyond bor- same reasons, the interest system does not ders and look worldwide for the conditions to only apply to consumers and companies, but rise the proﬁt. The winners of the global econ- also to countries. Economic growth is also omy are quite often companies from the reinforced by the shareholder system; share- Global North. Why? One of the reasons is the holders of big companies speculate at the colonial heritage. Colonialism hindered the stock market to increase the value of their development of manufacturing industries in shares. They expect from companies to grow.

former colonies. Countries in the Global There are much more driving forces, and one JUSTICE ENVIRONMENTAL South could not overcome this structure and should not be forgotten; the culture of con- suffer nowadays the consequences of neoco- sumption which is based on wishes, customs, lonialism. They still serve as providers of social status and identity . resources. Consumers of the Global North See the video: The Story of Stuff buy products made out of those resources and both - companies and consumers - produce waste. In this chapter, we want to have a THE IMPACT OF OUR LIFESTYLES THE IMPACT closer look on economy and consumption. How does our economic system work? Firstly,t's based on economic growth. Eco- nomic growth is currently mainly measured by the Gross Domestic Product, GDP. The GDP measures the monetary value of all finished goods and services produced within a The Story of Stuff: Credit: The Story of Stuff, 2007. country's borders within one year. Thus, GDP Di: The Story of Stuff Project. is a measure for the activity of economy. The more the economy produces, the more the Can economy grow endless? GDP increases. There are other indexes to See the video: The Impossible Hamster measure prosperity or development e.g. Happy Planet Index. Economic growth has various driving forces. International competition between companies for resources, clients, profit and location of business is one of them. Another one is the interest system of banks: In order to obtain more growth and profit Companies normally have to take credits, which have to be paid back with interests. The companies are hence The Impossible Hamster (Credit: The Impossible Hamster. forced to grow and make even more profit to Di: New Economics Foundation.) 33 SAME World Edu-kit UNIT 3 UNIT

Besides economic and social limits, the most evident limit to endless growth is our planet itself. Economic growth needs energy, resources and land; it causes contamination and waste. Our planet can provide economy neither with endless resources nor take all the contamination. Though many natural resources such as water, air, soil and wood are recyclable or renewable, their ability to ﬁlter, store or convert substances is limited (Figure 3.1.1). Other resources are not renewable at Fig.3.1.2 How long will it last? (Credit:https://inter- all, such as fossil fuels, metals and rare earth’s continentalcry.org/infographic-how-long-will-it-last/)

ENVIRONMENTAL JUSTICE ENVIRONMENTAL elements (Figure 3.1.2). In addition, there are still huge amounts of non-degradable waste or partially-degradable waste, like plastic, Economic growth reaches ecological limits. electronic waste, nuclear waste and green- The Planetary Boundaries Concept defines house gases. nine control variables that keep the Earth in a stable state and which are affected by humans. These variables are as following: Ÿ Stratospheric ozone depletion (the stratospheric ozone layer filters out ultraviolet radiation from the sun). Ÿ Loss of biosphere integrity (biodiversity loss and extinctions). Ÿ Chemical pollution (emissions of toxic and long-lived substances such as synthetic organic pollutants, heavy metal compounds and radioactive materials). Ÿ Climate change. Ÿ Ocean acidification. Ÿ Freshwater consumption and the change in the global hydrological cycle. Ÿ Land system change (land is converted to human use such as agricultural land). Ÿ Imbalance in Nitrogen and phosphorus cycle (Nitrogen and phosphorus flow to the biosphere and oceans. Nitrogen and phosphorus are both essential elements for plant growth, such as fertilizer). Ÿ Contamination from atmospheric aero- Fig.3.1.1 Planetary Boundaries sol loading (influence of aerosols on (Credit: www.stockholmresilience.org) Earth's climate system). 34 SAME World Edu-kit UNIT 3 UNIT

Three boundaries that have been crossed already are biodiversity loss, climate change and nitrogen. Atmospheric nitrogen, for example, is excessively converted into reac- tive forms by human activities and mostly emitted to the atmosphere in various forms. Crops cannot take up these forms of nitrogen. Rainfalls pollute water or accumulates in the biosphere in such a case.

Read more about the planetary boundaries on the website of the Stockholm Resilience

Center: JUSTICE ENVIRONMENTAL (http://www.stockholmresilience.org/resear ch/planetary-boundaries.html)

There is a global dimension of economic growth too. Where do our resources come from? Where and under which conditions does production take place? And where does the waste go in the end?

Text by Judith Corbet, trainer

SAME World Edu-kit UNIT 3 UNIT 3.2 Production chains: social and cultural impacts

Production chains follow the simple rule of landscapes and water and; soil is contami- extraction, production, consumption and dis- nated, e.g. by pesticides on cotton monocul- posal; resources are taken from soil, trans- ture plantation, by petroleum production, by ported long ways with further steps of produc- mining or by chemicals from electronic waste. tion, used and thrown away. In the course of This has direct consequences for the people liv- this production chain, countries of the Global ing there. They struggle with water shortage South are signiﬁcantly involved. The produc- and contamination, which can lead to dis-

tion starts with the extraction. Most of the fol- eases, infertility and birth deformities. The JUSTICE ENVIRONMENTAL lowing resources come from Global South: cot- Aral-Sea area is one of the examples for this. ton for our clothes from India or Burkina Faso; the metals and ore for our electronic devices The Aral-Sea, situated between Uzbekistan such as nickel, silver, copper, tin, gold and and Kazakhstan has been the fourth largest coltan from Bolivia, Kongo and Ghana and; lake in the world till the mid-20th century. cocoa for our chocolate from Cote d'Ivoire or When the Soviet Union introduced the cultiva- Indonesia. tion of cotton in this area, the lake began to THE IMPACT OF OUR LIFESTYLES THE IMPACT shrink due to the irrigation of cotton monocul- The following short video shows the produc- ture plantations. Today, the lake is nearly dis- tion chain of a smartphone with the conse- appeared and lacks fresh water. Besides, the quences for people of the Global South, being lake is also heavily polluted with pesticides part of this chain: and fertilizers. This has serious health consequences like cancer, tuberculosis, anemia, liver and kidney problems and increasing child mor- tality. Moreover, the ﬁshing industry has been destroyed having impacts on economy. There- fore, people are either forced to work in the cotton ﬁelds or move away.

Another impact is the displacement of people in cases of land-grabbing. Land-grabbing means the illegal appropriation of land by investors. Investors are mostly powerful stake- Smartphones and Sustainability (Credit: Smartphones and Sustainability, 2013. By: WissensWerte.) holders in economic and political terms. In recent years land-grabbing has increased, as the demand for energy crops and others has On the whole journey of products, environ- increased. Multinational companies from ment and thus people are aﬀected: water is countries of the global north invest in land in wasted, e.g. to grow cotton or fruits in very dry countries of the Global South. The appropri- 37 SAME World Edu-kit UNIT 3 UNIT

ated land is used for cash - crops for export to tries. Of course, the produc- the global market instead of food for the local tion gives many people in the market. Another motive of land-grabbing is Global South an income but the interest in water springs and special under which conditions and resources. In the process of lease or purchase how much? The breakdown of costs of a T-Shirt of land, the rights and needs of the local popu- shows how much and who gets most out of it lation who cultivate the land and live of it are (Figure 3.2.1): ignored: the local population is not asked or informed, existing land titles or customary rights are disregarded, human rights are violated and consequences for the local population are ignored. ENVIRONMENTAL JUSTICE ENVIRONMENTAL Aﬀected people, as small farmers or indigenous people, are often forced to move to urban areas losing their livelihood or get employed by the companies, which have taken their lands.

Through their displacement, cultural knowledge and practices to cultivate land vanishes. Breakdown of costs of a t-shirt For example, many of the Kubu people in (Credit: www.cleanclothes.org) Sumatra have been displaced from their traditional lands by Palm Oil plantation since the 1970s. Text by Judith Corbet, trainer Working conditions in plantations or factories are mostly bad or even dangerous: low wages, long working hours, no right to participate, lack of labor protection, exploitative child labour and discrimination of female workers are widespread. The Clean Clothes Campaign (German website) provides (latest) information about working conditions in the global garment and sportswear industries and let workers speak themselves.

Companies of the Global North hardly have to stick to stringent ecological and social standards in the countries they produce, they are able to make more proﬁt, which they could not have made if they produced in their own coun- 38 SAME World Edu-kit UNIT 3 UNIT 3.3 The distortion of consumer sovereignty

One of the main problems of the current consumer sovereignty, in which only the global economic system is the distortion of products that consumers demand are pro- consumption sovereignty. duced and, through the adjustment of supply and demand , only in the amounts which Over one billion inhabitants of this planet do can be consumed by those consumers who not have enough food (http://www.fao.org/ can aﬀord them. If things actually worked this publications/soﬁ/2014/en/). On the other way, there would never be over-production

hand, a small percentage of wealthy people crises. However, this is not the case: consumers JUSTICE ENVIRONMENTAL have so much money they do not know what - even those who can pay - are able to buy only to do with it (Figure 3.3.1). what the market offers. The production system and distribution channel are oriented towards those products that offer immediate opportunities for profit. In order to sell more profitable goods to people who can pay for them, they work to continuously create new, THE IMPACT OF OUR LIFESTYLES THE IMPACT artificial needs in order to sell more profitable goods to people who can afford them.

Consumers have limited chances to lessen the production of polluting goods, and an even fewer chances to avoid wasting resources . Pro- moting responsible consumption practices Fig. 3.3.1 World’s wealth distribution cannot merely be the result of each con- (Credit: https://agenda.weforum.org/2014/11/ sumer's individual choices, since there is little inequality-2015s-worrying-trend/) that individual consumers can do against today's vast consumer markets. Responsible

In between the very poor and the very rich, consumption practices can only be put in prac- there are millions of people who spend a large part of what they earn not to sustain their well- being, but to buy things, many of which are virtually useless, but whose production and disposal heavily damage the environment. Peo- ple often trade a life richer in relational terms of relationship for the temporary pleasure generated by the products they buy (Read more in Fig. 3.3.2 Life cycle of products Unit 3.2). (Credit: http://www.genitronsviluppo.com/2014/04/30/ The main paradigm in the market economy is lca-analisi-del-ciclo-di-vita/) 39

SAME World Edu-kit UNIT 3 UNIT

tice through awareness-oriented choices, Such a relationship could be which, in turn, can be made only through a pro- totally or partially extended cess of self-education and sharing the needed (and, sometimes, it is) to practices and knowledge. This knowledge can other sectors, such as energy, be acquired by reconstructing the life cycle of housing, clothing and transport (Read more the products (Figure 3.3.2) we use, from the cra- in Unit 4.3 ). dle to the grave: from the extraction of raw material to waste disposal, reuse and recy- Sound policies based on limiting the superﬂu- cling. ous consumption of goods and improving An important example of shared practices -in access to primary commodities for everyone the food sector- is community supported can only be pursued by governments and local agriculture which means fostering a direct authorities. However, the rules and behaviors

ENVIRONMENTAL JUSTICE ENVIRONMENTAL relationship between producers and consum- that may encourage politicians to adopt these ers, who decide the quantity and quality of the policies can also be pursued by citizens food to be produced (and, therefore, the way through the ideas and practices generated food is produced, not using polluting or toxic and promoted by grassroots associations. substances, or against production processes based on excessive soil exploitation or exploi- Text by Guido Viale, tation of workers) together. Economist

40 SAME World Edu-kit UNIT 3 UNIT 3.4 How will food production aﬀect environment?

Food comes from the earth (or the water of its increasingly intense treatments with fertiliz- rivers, lakes and seas). Food production is tied ers and pesticides has lost much of the to the fertility of the land and the availability organic substance the basis of their natural of water. Every land has its agricultural pur- fertility; this is why fertilizer doses must keep pose, based on its soil, terrain and climate, as on growing. This and the removal of foreign well as traditions established over millennia. objects to facilitate the machine's work have The fertility of its agricultural soil must be pro- increased soil erosion. The availability of tected. For thousands of years, the traditional water has also decreased because use often

ways to maintain it have included crop rota- exceeds the natural replenishment of JUSTICE ENVIRONMENTAL tion, manure fertilization (a fortuitous union groundwater. The yield of soil subject to these between farming and livestock breeding), treatments has actually started to decrease. protecting the hydro-geological condition of Today, in many cases, it is less than that of the soil with trees that prevent erosion, the organic crops managed using the best use of biodiversity corridors that help natural advances of science and technology. Buying parasite predators reproduce, and, of course, seeds and equipment has also forced millions irrigation when water availability permits. of farmers to go into debt and eventually THE IMPACT OF OUR LIFESTYLES THE IMPACT Seeds also play a central role in food produc- abandon their ﬁelds (and often even kill them- tion. For millennia, seeds were selected and selves), and the use of pesticides and herbi- reproduced in each area, as were best for the cides has fostered the development of soil and climate and most resistance to pests. increasingly resistant weeds and pests.

Industrial farming has tried to force this bal- One direct consequence of the failure of ance between nature and culture, with four chemical control is the introduction of genet- tactics: fertilizers and synthetic pesticides to ically modiﬁed crops (GMOs) that can with- force the plant's growth and eliminate pests stand certain parasites and not be damaged and weeds; using large amounts of water for by the use of pesticides that may be very harm- irrigation, using seeds selected and repro- ful to human health. It is now universally duced in laboratories to increase yields, and acknowledged that the hunger aﬀecting intense motorization (large, very expensive more than a billion people on Earth is not machines) that need large tracts of land. The caused due to a lack of food in the world (we Green Revolution started around the mid produce almost one and half times what is twentieth century worldwide and led to dra- needed to feed everyone) but to a skewed dis- matic growth in productivity, especially in tribution of income, preventing many people grain, a staple for almost all peoples on the from buying what they need while elsewhere Earth. food is wasted. The illusion that this revolution created lasted a half century and now it is showing many limi- Text by Guido Viale, tations: the soil, having been subjected to Economist 41

SAME World Edu-kit UNIT 3 UNIT 3.5 Can knowledge sharing make the diﬀerence?

We now live in a society dominated by infor- interests in the area that it is almost to be mation and media. With few exceptions, we all expected that environmental information that spend many hours a day in front of the screen harms powerful interests does not reach us, or of a television, a computer or a smartphone, it gets to us in forms that have been selected even when our jobs are mainly manual. Chil- and packaged to avoid eliciting the reactions dren in technologically advanced societies — they merit. An emblematic example is climate the Global North — know no other way. They change, the greatest threat to the future of

are called "digital natives" because the world humanity. The media spends very little time on JUSTICE ENVIRONMENTAL they were born into is made up mainly of digi- it, doing so perfunctorily, and often distorting tal information. The digital divide, however, is the information. And it gives almost no atten- growing narrower; a growing part of the tion to the many forms of resistance that have Global South is sharing the same fate, mainly developed around the world to try to change through smartphones, now the most wide- course away from the social, economic and spread of these devices. political development leading us towards catastrophe. THE IMPACT OF OUR LIFESTYLES THE IMPACT In less than half a century, this has dramatically changed the human condition in two ways. It We have to find a way to select environmental has turned the world into a "global village." We information, understand its meaning and think are informed — willingly or not — about of how to address the problems it presents. everything that happens in the world, or at Education certainly helps. Those with a formal least everything that "makes news" because it education can generally navigate more easily is considered important. This makes us "citi- through the jungle of information that the zens of the world," involved in its events even media puts out. But our society promotes indi- when we don't have the opportunity or right vidualism, and even for educated people, the to affect them. Secondly, we are bombarded most immediate consequence of individual- with information. Rather than suffering from a ism is isolation. Sharing our knowledge is the lack of information, we suffer from only real way to get a grip on information overexposure to it. In both cases, the main about the environment, and to know and eval- problem is no longer how to get certain infor- uate the ways people in the world are trying to mation. Now the problem is how to select it, combat the trends. Each of us has a great deal how to tell the difference between true and of knowledge, whether technical and scientific false information, useful and useless informa- (skills) through our education or our work, or tion, and, most importantly, how to take an social (experience) from living or working in an active role in producing it. environment, an area or a community that no one knows better than its members. But this This is particularly true for information about knowledge never gets brought to light and the environment. There are so many vested given value. To do so, we need to share it, ques- 43 SAME World Edu-kit UNIT 3 UNIT

tion each other, even contradict one another, in other words, to rebuild the foundations of a mutual trust without which there can be no autonomy or freedom.

Text by Guido Viale, Economist ENVIRONMENTAL JUSTICE ENVIRONMENTAL

44 SAME World Edu-kit UNIT 4 UNIT 4.1 New economic models

The ongoing crisis cycle of globalized finan- lifestyle for all inhabitants and 2. the existence cial capitalism is leading us to re-think our cur- of a middle class is grounded in perpetual vio- rent economic model and look for alternatives. lence and exploitation of the ones that supply Many of these alternatives aim to re-engineer the necessary resources and comforts for the our society and especially our economic activ- higher (middle and upper) echelons of the ity in ways that would be less environmentally social pyramid. damaging and that would ensure a more equal distribution of benefits from various However, the knowledge of these issues and modes of production. The task of imagining structural paradoxes does little if anything to JUSTICE ENVIRONMENTAL alternatives is a difficult one and always prone help us re-orient our desires. For the most part to many obstacles. we continue to desire things that harm others and we continue to deny our complicity in sys- Even the most radical approaches to alterna- temic exploitation and oppression. Insights tive economies, such as the de-growth move- from various strands of psychoanalytic theory ment - of which you can read more in the Unit have shown that we are mostly driven by our 4.5, can’t really account for what is potentially desires and fantasies and not by our rational the largest obstacle towards economies that thinking. That is why our attempts to rationally would be sustainable in long-term – that is the organize better, more just and less oppressive re-orientation of our desires for affluence, economies and societies, are bound to fail us progress and existential affirmation through once again, unless we gather the courage to material consumption. No theory nor eco- explore pathways that have the potential to

OUR LEGACY FOR THE FUTURE GENERATION OUR LEGACY nomic practice can really do that for us. That open us to a very different kind of being in does not make alternatives such as de-growth which we would not be interested in the free- and similar movements irrelevant, it merely dom of fulfilment of our desires, but rather in points to the limits of what we can achieve in the freedom from desires. our current way of thinking and being. Failure to acknowledge the darker side of our- What is at stake is the very alluring and seduc- selves in order to uphold our positive image of tive fantasy of life of a global middle class that benevolent, heroic protagonists will simply those of us who were socialized in the modern, mean that our hidden desires for progress, consumerist and commodified existential ori- affluence, control and affirmation will resur- entation predominantly aspire to. What was face to haunt us yet again, as they have done once a Western particularity is today a virtually before in our previous attempts to revolution- universal global phenomenon. However that ize societies. Our socialization patterns that fantasy is nothing more than fantasy – for at affirm individuality and self-centredness are least two reasons: 1. it is environmentally preventing us from imagining viable alterna- impossible as there are simply not enough tives that would acknowledge our responsibil- resources on Earth to provide for that kind of a ities towards the many generations to come. 45 SAME World Edu-kit UNIT 4 UNIT

This has brought us to a point where it Sources: becomes impossible for us to leave the planet in a better shape than it was handed to us by Andreotti, V. (2013). Renegoti- those that came before us. Not because we ating epistemic privilege wouldn’t know how to do that, but because we and enchantments with modernity: the gain refuse to do so. in the loss of the entitlement to control and deﬁne everything. Social Policy, Education The 20th century witnessed a radical shift in ori- and Curriculum Research Unit. North entation of economic focus away from pro- Dartmouth: Centre for Policy Analyses/UMass duction geared towards satisfying basic needs Dartmouth, pp. b – s. (for food, clothing, shelter, transportation etc.) towards production oriented at inducing new Kapoor, I. (2014). Psychoanalysis and devel-

ENVIRONMENTAL JUSTICE ENVIRONMENTAL and new wants. This late stage of modern capi- opment: contributions, examples, limits. talism is unconditionally dependent upon Third World Quarterly, 35(7), 1120-1143. excessive consumption that is necessary to keep the over-producing and over-grown Mignolo, W. (2011). The Darker Side of West- economies going. Challenging the inﬁnite ern Modernity: Global futures, decolonial growth model and reducing consumption in options. Durham: Duke University Press. order for us to even have a future goes against everything that modern economy stands for. Text by Rene Suša, This cannot be denied. But it is precisely the Researcher and Educator task that is ahead of us. We have to begin to reimagine our societies and our economies in ways that are today considered impossible – in that sense we do not need just more alternatives, but also a diﬀerent way of looking at them. We can begin by asking a very simple question: what is economy for?

46 SAME World Edu-kit UNIT 4 UNIT 4.2 New models of sustainable consumption

The current economic system, which global- there is no such thing as society (anymore); ization has spread to almost all countries in the there are only individuals or (at most) families. world, is based on too closely tied mechanisms: competition and individualism. Com- If we want to stop the world where our chil- petition pushes businesses to produce more dren and grandchildren will live from sliding and more to beat out the competition. More into an irreversible environmental crisis (read production means more resource and energy more in Unit 4.4 ), we must change our produc-

consumption, generating more waste and tion model, reducing our aggressive use of JUSTICE ENVIRONMENTAL toxic emissions. This is why the Earth's carry- resources and the production of waste, and ing capacity has already been reached and our consumption model: our lifestyles. And exceeded (read more in Unit 6.2 ). This is why the change must be radical, not marginal. we have an environmental crisis that is about to become irreversible if we do not change The current consumption model is based on course. competition and individualism; the alternative model we need to adopt and spread is based But companies produce to sell, meaning that on cooperation and sharing. What does that an ever larger array of consumers are pushed mean? By sharing our needs and interests with to buy everything that companies make until others, we can better calibrate our purchases, they have saturated their spending capacity or bringing them back to the level of what we even gone beyond it (going into debt). Con- actually need as the push of competition sumption is also based on competition. We are becomes less important. A life that is more OUR LEGACY FOR THE FUTURE GENERATION OUR LEGACY pushed to buy more than we need to avoid restrained in terms of consumption is not nec- "falling behind" our neighbors. Companies essarily poorer. In fact, it is often richer. We can feed this mechanism any way they can also organize to get what a competition-based because it is essential for securing a market for system fails to give us. How can we do this? them, doing so with advertising, invading every corner of the information world. Adver- First, by promoting forms of direct coopera- tising helps create a sense of inferiority in all of tion between consumers/users and producers us if we fail to reach the lifestyle models pre- who can agree in advance on the amount, qual- sented. ity, times and prices of what consumers want to buy. This is the model of Italian solidarity This competition between consumers to keep buying groups or community markets. Sec- or improve their position, their status, in rela- ondly, by educating each other and by sharing tionship to society, or to avoid falling behind our knowledge to orient our purchases to or losing their position, fuels unbridled indi- choose products that are less harmful to us, to vidualism. Every person is pitted against the the people who make them, to the environ- rest of the world. As Margaret Thatcher said, ment and the entire Earth. Thirdly, by discover- 47 SAME World Edu-kit UNIT 4 UNIT

ing forms of wealth, like personal relationships, that individualism tends to push aside to make room for consumption. We can also gradually replace them with forms of mutual assistance, making available each of our skills to a network or a community, replacing market relationships, i.e. services that we pay for now. This is the principle behind "time banks ”

Text by Guido Viale, Economist ENVIRONMENTAL JUSTICE ENVIRONMENTAL

48 SAME World Edu-kit UNIT 4 UNIT 4.3 New models of participation

Currently, good practices, technologies and lifecycle, from agriculture to processing, from lifestyle choices that preserve the environ- transport to packaging and sale. Today's ment are widely available throughout the heavily industrialized agriculture destroys the world. soil's fertility and biodiversity. On the contrary, it has been scientiﬁcally proved that small- A key practice that lets us counter the main scale or family-run, organic, multi-crop and threats to our planet is using renewable multi-function agriculture generally lead to

sources of energy (Fig. 4.3.1) (solar, wind, bio- much better results, both in terms of crop and JUSTICE ENVIRONMENTAL mass, geothermal, and water-generated environment protection. This better preserves power). the fertility of the soil and makes it more resilient to pests and climate changes. Transport and packaging account for a lot of the total carbon burden of the food we eat. Therefore, the shorter the distance between the farm and the ﬁnal consumer of the food, the more environmentally sound its life cycle. That is what we generally mean by 0km , which is a target to aim for, even if it can never be completely reached.

Another aspect closely linked to agriculture is OUR LEGACY FOR THE FUTURE GENERATION OUR LEGACY the protection of soil from hydro geological damage. Preserving organic matter in the soil Fig. 4.3.1 Renewable sources energy as well as enriching the farm with many plants (credit: pixabay) that help the retention of water, preventing

Systems promoting energy eﬃciency are even more important, including lighting, housing, low-consumption engines and co-generation, which may allow us to save a substantial por- tion (up to 80% for lighting) of the energy we now consume.

Then there is agriculture (read more in Unit 7.3); for each calorie of the food we eat, on average 10 calories of fossil-fuel-generated energy Paul Connett Zero Waste Canada are consumed throughout the product's Credit: ZeroWasteCanada, 2014. 49 SAME World Edu-kit UNIT 4 UNIT

the soil from washing away. Then there are the tering them around the world re-use and recycling of production and con- instead of concentrating all its sumption waste (minimizing waste produc- activities in a single facility, as tion with the target of zero waste. Current inno- was common in Ford’s era. In vative technology and management allow a addition, innovations like major reduction of waste produced both by mobile phones and solar lamps, which do not consumers and businesses, making resources need heavy infrastructure, have provided elec- of material previously considered useless or tronic connections and electric lighting to harmful. You can watch the following video to almost one billion people living in countries learn more about the issue where telephone and electricity networks are Lastly, new transport networks based on vehi- not available. Urban contexts are also more cle sharing, both at the individual and com- resilient and less exposed to shocks when the munity level, may further contribute to envi- need for a smaller size is taken into account. ENVIRONMENTAL JUSTICE ENVIRONMENTAL ronmental protection (besides having many other advantages for the users, as shown Given that thus far the growth of cities has below). known no bounds, the management of cities would better be split in smaller units, tailored All these changes have two main elements in to a more human dimension. A second ele- common. The first is the move from massive ment is their potential to be replicated, while, facilities, massive transport networks, massive of course, taking into account each area's spe- investments and massive public works (and cific characteristics. These actions are based significant amounts of capital) to a system on the principle of low investment and may be based on many small-scale works, well distrib- put in place in any part of the globe, since they uted and designed according to the local are mainly based on local materials (including area's characteristics, which can encourage locally recycled wastes) and local human production to get closer to consumption (and resources. They are the material basis of a the other way around) and foster the involve- global environmental citizenship. ment of interested stakeholders (the citizens, in their roles as producers, workers, users or Testo di: Guido Viale, consumers) and their interconnection (i.e. Economista direct relations between them). These changes should, of course, be brought about in a context for the area where people live and work to be the focus — although not exclusively — of local economies. Small-scale production is not always possible or convenient, but whenever it is, it proves more resilient to stresses of all kinds, such as natural disasters, sudden changes in the prices or availability of raw materials, and the entry of new technologies or new products that push the old ones off the market. That's why modern industry aims to reduce the size of production plants, scat- 50 SAME World Edu-kit UNIT 4 UNIT 4.4 What intergenerational and intragenerational justice are?

The concept of intergenerational justice draws generational justice. from the better-known concept of environ- The challenge to more equally distribute bur- mental sustainability, though it shifts the focus dens and beneﬁts was taken up in 2011 by from development — a principle increasingly another country in the Global South, Ecuador, questioned — to fairness. J.M. Alier has dis- with a plan to preserve the forests of the Yasunì cussed ecological distribution of the use of — biodiversity and oxygen reserves for the resources or environmental services, such as entire world — as long as the world commu-

biodiversity, and of the burdens borne, such as nity would share the burden of the lost reve- JUSTICE ENVIRONMENTAL pollution. There can be ecological distribution nue from the oil not extracted. over time (between different generations) and in space (between different places in the same The courageous project resonated through- period of time). out the world. Though President Correa A clear example of this type of distribution is declared it a failure in 2013 (due to the non- nuclear energy; it is a benefit (as long as there fulfillment of the states that had initially are no accidents, that is) for present genera- joined), it still suggested a path to take for gen- tions that will be paid by future generations in uine international solidarity for the costs and the form of radioactive waste. A crucial aspect benefits to be divided fairly — truly — now is the use of carbon space or the carbon bud- and in the future. get. In more than a century of industrialization, the countries of the Global North have emitted so much CO² in the atmosphere that it Testo di: Irene Fisco, OUR LEGACY FOR THE FUTURE GENERATION OUR LEGACY dramatically limits the carbon space available project manager for future generations, who will have to deal with changes that have already been triggered and are irreversible (Read more in Unit 6.1 and Unit 6.2 ). Putting the issue in terms of fairness also means recognizing that now some parts of the world are enjoying all the benefits of development (safe, comfortable housing, energy, high standards of living and consumption) while others are paying all the costs, as is the case of climate hot spots (see Cli- mate change “ hot-spots ”), areas directly threatened by climate change (Read more in Unit 11.2). The concept of intergenerational justice must therefore be closely tied to that of intra- 51

SAME World Edu-kit UNIT 4 UNIT 4.5 Are new production models possible?

Other production models - like re- and up- sures to promote regional economy and cycling, community gardens, swapping , shar- solidary companies. ing, giving – are already practiced on a small And ﬁnally, our „culture“ would have to scale (see Unit 3.5 and Unit 4.2 ). change. Suﬃciency would be one of the crucial values in this production model. Consum- ers would have to think of creative ways to Many of these models are de-growth- replace the common industrial products, for

inspired production models, in which econ- example, by producing products on their own JUSTICE ENVIRONMENTAL omy is practiced and seen on a more regional or in communities, or by repairing and sharing than global level. Consequently, external sup- things and services. Competition would need ply systems are replaced by local self-supply to be replaced by cooperation. But are we systems. „ready“ for this? What would it take to make people support such ideas and values and live Partly, these ideas seem to work pretty well in accordingly? small communities. But are these models, for example the de-growth-inspired production To prevent repeating history and lapsing into a model, applicable for a whole country or even new form of neo-colonialism, it is important to on a global level? At first sight, it may seem to listen to the voices coming from the Global be an impossible endeavor. It could lead to a South. What ideas and models do they offer? collapse of the current (global) economic sys- How can we, conjointly, find new production tem with severe consequences not only here, models? OUR LEGACY FOR THE FUTURE GENERATION OUR LEGACY but also for people living in the Global South. So, the question remains open: are new mod- Moreover, the transformation of the current els of production really possible? We will never production model to, for example, a de- know, unless we try. We still have the choice: growth-inspired one, would require a close col- „Change by design, not by disaster.“ Given the laboration of politics and economy. Compa- ecological limits of our planet, what would nies would have to change their economic pri- the alternative be? orities, meaning that profit would not be their ultimate objective, but rather the design of Text by Judith Corbet, trainer long-lasting products, which can easily be repaired. Politics would have to set new political and social frames which would require, for example, a change in the labor system, the redistribution of wealth and property, a higher taxation of the consumption of natural resources as well as the development of mea- 53

ACTIVITIES

SAME World Edu-kit ENVIRONMENTAL JUSTICE Activities to carry out at school and resources for teachers ŸŸ WritingWriting and educators ŸŸ MathematicsMathematics

Ÿ Content introduction Ÿ ScienceScience ŸŸ CreativityCreativity Activity summary ŸŸ WorkshopWorkshop Download materials ŸŸ EvaluationEvaluation FormForm Step by step

Questions

Pedagogical focus

SAME World Edu-kit ACTIVITIES Grandma cricket 14+

Typology of the activity: discussion about text and ﬁlm Writing Topic: water privatization, human rights, environmental injustice, intergenerational justice Age: 14+ Duration: 45-60 minutes Curriculum subjects: Biology, Social Studies, Economics, Geography

Activity by: HUMANITAS ENVIRONMENTAL JUSTICE ENVIRONMENTAL Content introduction

It is no coincidence that the wonderful myth which inspired the cartoon about Abuela Grillo (Grandma Cricket) comes from Bolivia, where the loudest voices in support for Mother Nature's rights have come from. The indigenous Andean people of Bolivia treat Pachamama (Mother Earth) as a sacred Home which we all depend on and now their voices have joined in the support for the ﬁrst Law of Mother Earth Rights. The law would enshrine the rights of the nature, such as the rights to life, regeneration, biodiversity, water, clean air, balance, and resto- ration. The cartoon, which tells the story about the ﬁght of the Bolivian people for the right to water as one of the most important human rights, is a great introduction to the debate about the rights of our one and only planet Earth. cricket Grandma

Text by: HUMANITAS

Learn more about these topics: go to Unit 5.4

Activity summary

The activity will help students learn about the protests against water privatization in Bolivia, the so called Cochabamba Water War. Through the discussion they can reﬂect on their own view of the commodity in our lives on which we depend completely. Is it our human right? Who can really own water? Are there nature rights? They can imagine what would happen if suddenly the water was a pricey product in their own country.

57 SAME World Edu-kit ACTIVITIES Download material

Attachment 1 - photos - GRANDMA CRICKET.pdf Writing ENVIRONMENTAL JUSTICE ENVIRONMENTAL Grandma cricket Grandma

Step by step

Materials

Ÿ photographs (1 set per group) (Attachment 1) Ÿ questions on the ﬁlm for each pair (Attachment 2) Ÿ text hand-out for everyone (Attachment 3) Ÿ ﬁlm "Abuela Grillo” Ÿ data projector, speakers

Preparation

Ÿ It will be necessary to set up the data projector and speakers and to download the ﬁlm Abuela Grillo (Grandma Cricket) 58 SAME World Edu-kit ACTIVITIES Step 1. Evocation (5-10 min) Give the students some time to think and then 2 minutes discuss about the questions: Ÿ Have you ever been able to change something even though you had almost lost faith that it would be possible to change it? What was the reason for the ﬁnal success?

Ÿ What would I like to change in my surroundings or in the world? Writing

Share and take notes on the ﬂipchart of the wishes that the students would like to change. If there are some success stories draw attention to the methods of how the changes were made.

Divide the students into 4 - 5 groups. Give each group a set of photographs. Tell the students that the photographs they have received describe one story (Attachment 1).

Give them 5 minutes for discussing these questions: ENVIRONMENTAL JUSTICE ENVIRONMENTAL Ÿ Why did the people protest? Ÿ What sense do such gatherings have? Can they change anything? Ÿ Under which circumstances would you participate in the protest? Share the content of the discussions with all the class.

Introduce the next step; you will see a cartoon which tells the story of the same event as in the pictures.

Step 2: Realization of meaning (30 min) Film. Make sure that all the students can see the screen. Tell them that they will now watch a short - 10 minutes long - animated cartoon, which tells the same story as the photographs. They do cricket Grandma not need to take any notes, they only have to closely follow the story and everything that happens. Ask the students to pay attention to the following: At which point, and how, does a change occur in the story?

Screen the film Abuela Grillo - for more details see the lnfobox. After watching the film, students work in pairs. Distribute the questions (Attachment 2). They should only write down the sentences the different actors say about water. "Water is..." - the remaining questions are just for discussion. Give them 5 minutes to work in pairs and then ask the whole class and have several students answer questions. For now, do not reveal the information on the Cochabamba Water War from the text.

Ÿ What are your ﬁrst impressions? Ÿ What do you think the whole story is about? Ÿ Who do you think the main character, Abuela Grillo, represented? Ÿ What was the relationship of the people towards Abuela Grillo? Ÿ What does water mean for the diﬀerent actors (for the villagers, for the businessmen, for Abuela grillo, for you)? 59 SAME World Edu-kit ACTIVITIES Discussing the question, you can add some new ideas to the list "What helps to change the situations?" At which point, and how did the change occur? You can take some notes from the students' answers from the board.

Writing Ask the students: What has the ﬁlm conﬁrmed? What does the cartoon add to the story? What questions about the story do we have now?

Text Tell the students that they will now read a report on the situation that is depicted by the photographs and which is the subject of the ﬁlm. Give each student one copy of the text (see Attachment 3). Give them 5 - 10 minutes to read through it.

Step 3: Reﬂection (10 min) ENVIRONMENTAL JUSTICE ENVIRONMENTAL The students discuss the following question in groups or pairs:

Ÿ What has attracted your attention in the text? Ÿ What did the people do to achieve the intentional changes? Ÿ Could you ﬁnd any similar story from your context? Ÿ Is there some information about the situation in Bolivia which you would not have realized without seeing the ﬁlm?

At this point, you can already tell the students that the animated cartoon of Abuela Grillo (Grandma Cricket) was inspired by the myth of an indigenous population, the Aymara of Gran Chaco, the Great Plain that stretches between Paraguay and Bolivia. In the ﬁlm, Grandma Cricket embodies Mother Earth who can be seen as a part of the issue. Another perspective Grandma cricket Grandma thus presents itself: how to look at the situation in Bolivia through the eyes of the Earth as a living being.

Go back to the list „What helps to change the situation?" in the story.

Ÿ Which of these changes were intentional, which were not? Ÿ Why is it important to achieve systemic change? That means a change in some set of rules or habits.

Together, make a list of inspirations from this story: what helps to change something? You can also include the experiences of students from their success stories in the evocation e.g. changing attitudes towards the topic (in this case water), decision, distributing information, cooperation on diﬀerent levels with diﬀerent actors.

Let the students think about what they can do in order to make a change in one of the wishes collected at the beginning. They can discuss it in pairs or write it individually.

*** 60 SAME World Edu-kit ACTIVITIES Recommendations for the activity If you have enough time you can focus more on how the stories are constructed and the inﬂu- ence of the Aymara people's perception of the World.

EVOCATION Writing Give the students the following tasks: try to reconstruct the story in a way that includes the causes of events and their outcome. Another task is to write down the name of an imaginary article that would deal with the story.

You can advise them on how to proceed: ﬁrst they should say what they see in the pictures and what is happening there. They can determine their sequence, and then think of an answer to the question of why it is happening. Give them a time limit of 5 minutes for this preparation. The actual "storytelling" performance of each group should not exceed one minute. Encour- age the groups to cooperate. You can also ask questions. JUSTICE ENVIRONMENTAL

After 5 minutes, let all groups brieﬂy present their stories. Do not assess them. You can ask what in particular led the students to their ideas? Each group ought to clearly state the cause of the event in their story. Ask them: Why did the people protest? What sense do such gatherings have? Can they change anything? Under which circumstances would you participate in the protest?

Ask the students to write the headlines of the imaginary stories on the board.

REALIZATION OF MEANING Don't mention that the cartoon tells the same story as the pictures, ask them after the cartoon: What does the ﬁlm have in common with the photographs? What does the cartoon add to cricket Grandma the story?

REFLECTION After reading the text, you can assign the task of comparing the film to the text: Where is the difference between the film and the text? Whose perspective do they present?

INFOBOX 1

Privatization of services The policy of privatization was expected to deliver an improvement in infrastructure as a result of increased investments and better accessibility of water supply networks. The first wave of privatizations occurred together with the upsurge of neoliberal theory in the late 1980s in France, nowadays the seat of the largest water companies SUEZ and Veolia, and in Great Britain during Margaret Thatcher's term of office (1979 - 1990). In other parts of the world, the number of privatizations rose, especially in the 1990s, chiefly in connection with the conclusion of the Gen- eral Agreement on Trade in Services (GATT) in 1994. This trend gave rise to large water companies and a powerful oligopoly comprised of a handful of them. In 2007, the five biggest companies 61 SAME World Edu-kit ACTIVITIES already controlled 42% of the water services market. Among the largest companies (according to the number of customers they supply with water) are SUEZ (FR), Veolia Environment (originally Vivendi, FR), Bouygues I Saur Group (FR), Aguas Barcelona (SP), RWE (D) and United Utilities I Bechtel (USA). Writing Dashed hopes According to The World Bank, the private sector did not live up to the expected investments in the water sector, especially in developing countries. The underlying problem of the privatization of water services is tension between the interests of profit-seeking companies and the public's social needs and concerns. The services distributed via a water supply network have, of course, the nature of a monopoly with no competition, which should ensure efficient regulation in the interest of the consumer. The companies expand the water supply network mainly to middle and upper- class areas, where they can rely on a decent return. Construction of water connections in the ENVIRONMENTAL JUSTICE ENVIRONMENTAL poorer neighborhoods always requires a state or municipal subsidy. About 90% of the where- withal always came from public funds. Since the chief interest of the corporations is - from their very nature - amassing profits, equal access to good quality water and long-term sustainability do not tend to be a priority. Therefore non-market regulation measures need to be implemented, ensuring that the suppliers comply with requirements in terms of quantity and quality, and with equality of access - in other words, protecting the users' interests. This means, apart from other things, support of the poor, extension of infrastructure into marginalized areas, and other measures.

Good example Fees must not, however, constitute an obstacle to access to water. People in Cochabamba refused to pay when the amount had become intolerable. When the means of funding is transparent and Grandma cricket Grandma the price for water manageable, people are willing to pay higher fees, as the example of Porto Alegre in Brazil shows. There the public gave approval to the operator to increase water charges by 18% for the purpose of building a new water treatment plant, with the specification that the profit generated would be reinvested into the improvement of services and would not be siphoned off as profit to distant shareholders. Another condition was that the water charges would be fair, due to the differentiation of fees according to income levels. Today the average water charge in Porto Alegre is among the lowest in Brazil.

Perception of water Privatization carries with it a change in the perception of water. Is water just a commodity, or a human right and a public good? Gradual change in the conception of water can be shown in the way water was referred to in the Mexican legislation during the liberalization process. Before 1972, it refers to water as a public good. The principles of non-exclusiveness - nobody can be excluded from its Consumption - and of non-competition - Consumption by one person does not limit the Consumption of others - apply to a public good. Such a good therefore could not be denied to anyone because of how much this person pays for it. Starting in 1972, water became a national good that could be manipulated if the nation's well-being if so required. In 1992, the year Mexico signed the North American Free Trade Agreement (NAFTA), water was turned into an economic good so 62 SAME World Edu-kit ACTIVITIES that the operators could thereafter treat it as such. These deliberations are fully incomprehensible to the indigenous peoples who consider water and the planet a living being.

Sources:

Human Development Report 2006. Beyond Scarcity: Power, poverty and the global water crisis. Writing New York: UNDP. Pinsent Masons (2007): Pinsent Masons Water Yearbook 2007 - 2008. The essential guide to the water industry from leading infrastructure law ﬁrm Pinsent Masons. London: Pinsent Masons.

INFOBOX 2

Film La Abuela Grillo The film La Abuela Grillo reflects the protests in Bolivia in 2000, which are referred to as the "war over water" following the privatization of Water Resources and a hike in the price of water. People JUSTICE ENVIRONMENTAL started to revolt, and they eventually succeeded in effecting change.

The cartoon was made in 2009 as a result of the international cooperation between 8 Bolivian animated film makers and the French coordinator and teacher Denise Chapon. The whole team travelled to Viborg in Denmark for a workshop in cartoon-filmmaking. Bolivian musicians composed the music and Luzmila Carpio, a Bolivian singer, provided the voice for Grandma Cricket. The project was to contribute to the development of the Bolivian cartoon-filmmaking scene. The script is inspired by Aymara mythology - the stories of the indigenous Aymara people from the region of Gran Chaco (the Great Plain) stretching between Paraguay and Bolivia. In the cartoon, Abuela Grillo, i.e. Grandma Cricket, represents Mother Earth.

The ﬁlm can be watched for free at the following address: cricket Grandma http://www.youtube.com/watch?v=AXz4XPuB_BM

Other sources: The Democracy Center: Bolivia Investigations - The Water Revolt Representing nations through art and design Fotograﬁe of Cochabamba Water War

Attachment 1: Photos (see download ﬁles)

63 SAME World Edu-kit ACTIVITIES

Questions Attachment 2

Writing Ÿ What were your ﬁrst impressions?

Ÿ What was the story about? How did you interpret it?

Ÿ In your view, who did the main character of Abuela Grillo represent?

Ÿ What was the relationship of the people towards Abuela Grillo?

Ÿ Who were those who captured Abuela Grillo? ENVIRONMENTAL JUSTICE ENVIRONMENTAL

Ÿ At which point and how did the change occur in the story? Who had an impact on it? Grandma cricket Grandma

64 SAME World Edu-kit ACTIVITIES Attachment 3 "None of us believed that we could win," Marcela Olivera, a participant in the protest Movement in Cochabamba, recalls. The "water war" in the third largest Bolivian city of Cochabamba became one of the Writing symbols of a ﬁght against the privatization of services.

The World Bank provided indebted Bolivia with loans, conditioned precisely on the privatization of water administration in the city. The local government concluded an agreement with a subsidiary of the large U.S. company Bechtel in September of 1999. The agreement secured the company an annual proﬁt of 16% for a period of 40 years. The draft bill, prepared concurrently, ensured that it would gain JUSTICE ENVIRONMENTAL control over hundreds of irrigation systems and communal wells in rural areas. A steep price hike in water charges of up to 200% immediately ensued. The workers living on a minimum wage of roughly USD 60 per month were expected to pay USD 15 for tap water.

In response to the increase in the price of water and plans to take over the irrigation systems, a group called Coordinadora was formed, whose members were farmers, trade unionists, local economists, environmentalists and other opponents of water privatization in the city and its environs.

"In February 2000, we began to mobilize people. We called it the square conquest. A significant binding factor was water and its importance to everybody - villagers and city dwellers alike. We all wanted the same thing. The government wished to prevent this assembly from cricket Grandma materializing, and the police surrounded the city several days before the protest. On the day of the protest, thousands of people tried to physically occupy the square. The policemen were beating children and women and did not hesitate to fire tear gas and rubber-coated bullets at the protesters. The next day we were surprised that the people came again." At this demon- stration, 200 people were arrested and 70 protesters and 51 policemen suffered injuries. After several days, the government announced that it had agreed with Bechtel on a temporary reduction of prices.

According to Ms. Olivera, the key to success of the protest Movement was the unification of the villagers, members of the workers' trade unions and of the academics who analyzed the government's contract with the subsidiary of Bechtel. The protests now aimed not only at a decrease in the price of water, but also at the total nullification of the contract. The Coordinadora group was simultaneously asking for the abrogation of the act that was used by the government to effectively give Bechtel control over the wells and irrigation systems. In April 2000, Coordinadora thus announced another strike and blockade of the roads leading to the city. The tension gradually turned into a violent conflict between the protesters and members of the police and the armed forces. Many people were injured and 17-year old Victor 65 SAME World Edu-kit ACTIVITIES Hugo Daza was killed. After several days of violence and pressure from the foreign media, the representatives of Bechtel left the country and the Bolivian government declared the contract void. A public administration is now in charge of water in the city.

Writing The Cochabamba story did not stop with this success. In November 2001, Bechtel initiated a legal dispute in which it asked Bolivia to pay USD 25 million for costs and lost proﬁts. The trial, with the involvement of The World Bank, took place behind closed doors. More than 300 organizations from around the world were petitioning to make the case accessible to the public. The case of Bolivia vs. Bechtel again came into the international spotlight. Finally in 2006, Bechtel agreed to close the case without the compensation demanded.

"The lesson of the water war is that nothing is deﬁnitive, that we can always change things. We changed an already privatized system and we got control of water administration back into ENVIRONMENTAL JUSTICE ENVIRONMENTAL public hands. Something that we would never have imagined could happen," Marcela Olivera stated in the interview.

Interview with Marcela Olivera marking the 10th anniversary of the events in Cochabamba for Democracy Now TV, 19 April, 2010.

The Cochabamba case is discussed by J. Shultz in the article "Bolivia's War Over Water" Grandma cricket Grandma

Pedagogical focus

Students develop critical thinking and name and explain factors which cause and inﬂuence situations in which systemic changes happen.

Students formulate diﬀerent approaches towards natural Resources . These formulations are based on the example of the Movement against water privatization in Bolivia.

Students search for factors important to achieve the changes, based on their own experiences. They reﬂect upon the importance of active citizenship in inﬂuencing their governments and in bringing about political changes too.

66 SAME World Edu-kit ACTIVITIES To govern a city 14+

Writing Typology of the activity: exercise Topic: Social rights, citizenship Duration: 120 min. Age: 14+ Curriculum subjects: social engagement, citizenship, environmental justice, human rights

Activity by: BGRF GIUSTIZIA AMBIENTALE GIUSTIZIA Content introduction

The ongoing cycle of current global economic model provokes us to look for alternatives aim- ing at re-engineering our society and especially our economic activity in ways that would be less environmentally damaging. The task of imagining alternatives is a diﬃcult one and always prone to many obstacles. The social and environmental justice become closer than ever before. The question is about the informal contract between societies and nature. The creation of new and more sustainable models is the conception of new alternatives of the modern society. The most important lifestyle , allowing to contrast the main threats for our planet, is resorting to renewable sources of energy (solar, wind, biomass, geothermal, and water-generated a city govern To power). Cities are deﬁning new strategies to improve the environment and surrounding areas. The balance between urban cosiness and closure to the nature is the key mechanism in our nowadays lifestyle.

Text by: HUMANITAS, Rene Suša; APS, Fernando Alves; CIES Onlus, Guido Viale; arche noVa e.V., Judith Corbet;

Learn more about these topics: Go to Unit 4 Activity summary

The city government is a process of mutual understanding and realization of policies and services toward citizens. In general, it is tailored according to the global policy for the society development. Theoretically, it must depend on the needs of the citizens and have to be ﬂexi- ble and adaptive. In the same time it have to be adequate of the economic mainstream and in

67 SAME World Edu-kit ACTIVITIES peace with the potential ecological risks. However, it's a big challenge for the city government to catch the rhythm of the nature and the society in the same time. That’s why young people are invited to participate in activity to stimulate their capability to become creators in that practical process of taking solutions and to consider that responsi-

Writing bility.

They will be provoked to be in the shoes of the city governors and to face their problems.

Step by step

ENVIRONMENTAL JUSTICE ENVIRONMENTAL Materials: Ÿ cardboard Ÿ watercolor paints Ÿ pencils Ÿ brushes for drawing

Step 1.(approx. time 30 min.) The participants are divided in two groups and are invited to choose one of these options:

Ÿ To describe their own city or To describe the city of the future/ of their dreams.

In both cases, they have to create a social community description, a city profile, defining the To govern a city govern To number of the population, ages, educational status, ethnical mix, migrants, and societies on religious, minorities, disabilities, employment status and on other basis. They have to also define the ecological, architectural, industrial environment.

In general, the students are invited to compose a city, real or imaginary one.

The city proﬁle description could be made as a list with key words.

Step 2.(approx. time 30 min.) When the deﬁnition is ready, the students are welcome to project and draw a map of the city, allocating geographically the main institutions, key points and popular places for the social and cultural life, quarters, hospitals, industry area, parks. With this exercise they will precise their idea of the city, considering if there is a balance between, for example:

Ÿ The industry and nature Ÿ The average age of the population and the number of schools, kindergartens Ÿ The social proﬁle of the population and the key points for cultural and social life

68 SAME World Edu-kit ACTIVITIES Ÿ the allocation of the green areas in the city Ÿ the accessibility of the architecture for people with disabilities Ÿ the ecologically friendly and “greeny” (renewable, recycling , waste reduction industry) policies and their implementation, for example solar parks in the city surrowndings and etc. Writing If needed, students could correct the city proﬁle, made in the Step 1, without changing their basic idea

Step 3.(approx. time 30 min.) When ready, the groups exchange their maps, together with the city proﬁle description list. They have to estimate the work of their colleagues according to the proposed criteria: balance of economic, social, ecological and architectural environment and their eﬀects on the citizens. Are they positive or negative? Several questions could help them to analyse the maps: JUSTICE ENVIRONMENTAL

Ÿ Does the local industry damage the lifestyle of people or faces the economic, health, social and ecological indexes ? Ÿ Are all institutions allocated at the places available/ close to the groups they serve? Ÿ Are there a logical arrangement of the institutions? For example, if the city is with high number migrants, does the buildings of the relevant institutions are at central place, are there relevant spaces for cultural activities of this society and etc. Ÿ Or, if there is a big population of people aged 1-18, are there enough kindergartens and schools proportional to the living areas? Are there cultural institutions around, providing services for the growing people? Ÿ Or, if there is a huge number of factories near the city, what is the local environment and are there any risks for the citizens? a city govern To Ÿ Are there enough green spaces to cultivate a positive attitude toward urban faune?

Step 4. (approx. time 30 min.) When ready, every group presents the project they were estimate, summarizing pros and cons and giving proposals, if needed.

The discussion and presentations are made with focus on the need of ﬂexible decisions helping citizens to live better.

Reference: “Mission possible – a guidebook for enhancing the access to social rights of young people from disadvantaged neighbourhoods through human rights education, BGRF , Soﬁa 2011 http://learningtogive.org/ - education resources that teach giving and civic engagement http://learningtogive.org/lessons/unit335/lesson1.html

69 SAME World Edu-kit ACTIVITIES Pedagogical focus

To motivate students to realize the role of the citizenship concept in the context of social, eco- Writing nomic and ecological balance.

To introduce this mechanism in practice .

To make a logical links between the social, economic and ecological mechanisms and to think ﬂexible when environment needs a dynamic change. ENVIRONMENTAL JUSTICE ENVIRONMENTAL To govern a city govern To

70 SAME World Edu-kit ACTIVITIES Immigrants 14+ from the natural world Writing Typology of the activity: Science, Mathematics, Creativity Topic: Biodiversity / Biological invasion, Invasive-species Age: +14 Duration: long term activity, 1 month Curriculum subjects: Geography, Biology, Citizenship

Activity by: Silvia Szaboova, SCCD ENVIRONMENTAL JUSTICE ENVIRONMENTAL Content introduction

Climate change in synergy with globalization is being accompanied by the introduction of alien (exotic) species . Accidentally or even deliberately. With a tendency to spread with negative impact on biodiversity and economy they are connected with biological invasions. More than 11,000 alien species have been documented as invading Europe. Scientific estimates indicate their annual economic cost to be at least €12 billion, but their general ecological impact on native ecosystems is incalculable. Invasive species is a species non-native to a given territory,which, uncontrolled, spreads and dis- places native species that have a similar function in nature. In some cases, invasive species will spread so uncontrollably that they disrupt ecosystems, resulting in the suppression or extinction of one or more native species. Very problematic is the infiltration of new species in relation to climate change and its impact on changes in biodiversity. The most important characteristics of invasive plant species are considered: a high competitive ability, the ability to survive adverse periods (drought, floods), the ability to live well in different types of habitats, not only in their natural range, good reproductive characteristics, effective diffusion mechanism, absence or reduced frequency / density of domestic natural enemies (predators, parasites, diseases).

Text by: SCCD

Learn more about these topics: Go to Unit 7 , Go to Unit 8 Immigrants from the natural world natural the from Immigrants Activity summary

This activity deals with invasive plants and their impact on the environment and life of people. Students will map in the terrain of a chosen area the introduced species of organisms and discuss the questions “why” and “what” is happening that these species are “travelling” from cli- 71 SAME World Edu-kit ACTIVITIES mate to climate. Under facilitation of the teacher they will try to ﬁnd solutions – what they can do to protect biodiversity in their location, what they can do to prevent the spread of invasive plants. For this activity worksheets are prepared for the students and a set of sentences for the teacher. In this long term activity the teacher and students will closely cooperate with local

Writing municipalities and citizens through campaigning and realizing suggested solutions.

Download material

Ÿ Worksheet_1_True or false_invasive plants_SCCD_eng Ÿ Worksheet_2_Can you guess who am I_SCCD_eng ENVIRONMENTAL JUSTICE ENVIRONMENTAL

Step by step

This activity is divided into 4 parts – mapping part No 1, suggesting solutions part No2, Cam- paigning part No 3 and teaching part which is done through work with worksheets, No 4.

This is a long term activity which includes not only science, but also negotiation with municipalities and suggestions of detailed solutions for solving the problems on a local level.

1st part: Students should find the national site and see the list of invasive species in their country. The teacher divides students into groups of 4 – 5 and provides each group a map of the locality where the students live, including areas outside the village, city. Students will map out invasive plant species that are on the national list and fill in the schedule with the name of the plant and the locality where they find them. They also mark the locality with invasive plants on the map.

2nd part: The teacher will manage a visit to the municipal authority - the mayor and deputy mayors. The goal of the visit will be concerning suggesting solutions to eliminate invasive plants in the Immigrants from the natural world natural the from Immigrants village / part of the city, or outside areas. The solution will oﬀer a method for removing invasive plants. Students / school can help the municipality with realizing action in the terrain to remove plants.

3rd part: The next step concerning cooperation with the municipality will be preparing an informative poster on invasive plants, their impact on biodiversity in ﬁelds and gardens, as well as country 72 SAME World Edu-kit ACTIVITIES risk to humans and write about methods for their elimination. They, under the teacher’s leadership, prepare a “door-to-door” campaign to inform residents about dangerous species.

4th part:

Step 1. The teacher prepares for students Worksheet No.1: “True or false”, and reads it sentence Writing by sentence to the students. If the statement is true, the students stand; if the statement is a lie, they just sit in their chair. If the students are wrong, the teacher will ask the other students for the right answer. If they do not know, the teacher explains the correct answer.

Step 2. The teacher prepares for students Worksheet No.2. “Can you guess who I am?” The teacher divides students into groups of 3-4 and distributes to each group a set of cut cards from Worksheet No 2. The students' task is to assign the correct picture to the correct text. ENVIRONMENTAL JUSTICE ENVIRONMENTAL Step 3. In this step the teacher is a facilitator - students have to ﬁnd a national website which shows them a list of invasive animals in the country. Their task is to check the information on invasive animals. Then they should choose at least ﬁve of the animals and prepare for them a worksheet similar to that of invasive plants worksheet No.2.

Step 4. The teacher tells the students about exotic species which can survive at a higher or lower temperature. Question for students: can they ﬁnd at least one exotic species surviving due to higher average temperatures in your locality, region, and country?

The teacher will moderate a discussion with the following questions:

Ÿ Which species may have an impact on the economy and human health? Ÿ What are the economic and environmental implications of their presence?

Ÿ NOBANIS (the Northern European and Baltic Network on Invasive Alien Species). Ÿ http://www.sopsr.sk/publikacie/invazne/index.php?id=foto Ÿ http://www.forestportal.sk Ÿ http://www.e-ucebnice.sk/eucebnice/biologia6naWelp/chrnen_a_invzne_rastliny.html

Pedagogical focus world natural the from Immigrants

In this activity students go deeply into the topic. The important role of the teacher is to be a facilitator and moderator.

Students have the possibility to be real scientists, to search for data on the Internet, to perform mapping of the terrain and to ﬁnd reasons and solutions for the problem. 73 74 Immigrants from the natural world ENVIRONMENTAL JUSTICE ACTIVITIES Writing SAME World Edu-kit municipalities in reality. Important forImportant the teacher and student is positive work - if a suggested solution is realized by leaﬂets etc. they will improve their communication skills, skill of argumentation, preparing informational Important is also the community / citizens’ aspect, during the realization of the campaign, the of realization the during citizens’ / aspect, community the also is Important ing from life. them to see more deeply the professional aspect of this kind of work – for them it will be learn- During this long term activity they will work and deal with municipalities, which will allow will which municipalities, with deal and work will they activity term long this During SAME World Edu-kit ACTIVITIES Virtual water 14+

Typology of the activity: mathematics workshop Topic: production impact Age: 14+ Duration: 45 minutes Curriculum subjects: Mathematics, Social Studies, Geography

Attività di: HUMANITAS ENVIRONMENTAL JUSTICE ENVIRONMENTAL Mathematics

Content introduction

You have most probably already heard about carbon footprint any of our actions can have on our environment. But did you know there is also a water footprint? The term and the idea behind it was developed by the researcher Arjen Hoekstra, and it can be a helpful tool to calculate how much water an individual person, a company, businesses or even entire countries use in their actions, products they use, industry they undertake etc. It is especially surprising and eye-opening learning how much water is “hidden” (used for producing certain things) in water Virtual the products we use in our day-to-day life. We are connected to the rest of the world through water and what we buy and eat and wear aﬀects other people and their living environment, their access to water and health.

Text by: HUMANITAS

Learn more about these topics:Go to Unit 3

Activity summary

The students learn to calculate the amount of virtual water that is used in the production process of a particular product. The aim of the discussion that follows this activity is to make students aware of the power which they have as consumers. The products they choose and buy aﬀect people and the environment in other parts of the world. 75 SAME World Edu-kit ACTIVITIES Step by step Materials: Ÿ one big sheet of paper for brainstorming Ÿ cut-out cards with diﬀerent products (one set per group) (Attachment 1) Ÿ product descriptions with mathematical tasks (1-3 per group depending on time and students' mathematical skills; choose those that are appropriate for your students and your culture) (Attachment 2) Note: A suitable follow-up lesson after this one could be GRANDMA CRICKET.

Step 1. EVOCATION 15 min Tell students that today you will talk about water and how we use it. ENVIRONMENTAL JUSTICE ENVIRONMENTAL

Mathematics Explain that ﬁrst you will start with the class brainstorming about the topic “water”. Put a big blank paper on the board or on the wall and ask one or two students to write down everything they hear from other students in the class. Ask the students: Ÿ What do we need the water for?

Note down all ideas which will come out in the ﬁrst two or three minutes. Then stop the brainstorming and ask: Ÿ What if I asked you what do we NOT need water for?

Let the students brainstorm for a while. Do not comment on students‘ ideas; encourage them Virtual water Virtual to produce as many ideas as possible. No idea is wrong in this activity. Do not spend more than 5 minutes total on this pair of questions.

To prepare students for the following activity, ask them: Ÿ What do you think is the connection between water and the products we use?

After a few students’ ideas, divide students into small groups. Tell them: Each group will get a set of cut-out cards with diﬀerent products. To make all these products, water is used in the process. Your task will be to put the cards in the order depending on how much water you think is used to make the products. The most water intensive products will be at one end, the least water intensive products at the other. You should consider all stages of production and all the inputs. You have 3 minutes to complete the activity. Then hand out the cut-out cards with the products (Attachment1) and tell the groups to start working. (5 min)

Class discussion: After a few minutes, tell students to stop and quickly ask them the following questions. (Don’t reveal the correct answers yet!) Ÿ Which of the products on the cards do you think need the most water to be produced? Why? And which one do you think is the least water intensive? Ÿ How much water (how many liters) do you think is used to produce some of the products? 76 SAME World Edu-kit ACTIVITIES Don‘t spend too much time discussing various products as you will talk about the results later in the lesson. Tell students that they will now learn more about this and will ﬁnd out what the correct answers are. (5 min) Step 2. REALIZATION OF MEANING 20 min

Explain that now each group gets a description of one of the products they have just discussed which includes a mathematical task. They will need to read the information about the product and then calculate how much water is needed to produce it (Attachment 2). Distrib- ute the tasks so that each group is working just with one. If you have enough time or if some groups are faster than the others, you can give them more than one task to read and solve. (7 min) ENVIRONMENTAL JUSTICE ENVIRONMENTAL

While the groups are working on their tasks, draw a long line on the board like this one: Mathematics

0 liters gggggggggggggggggggggg 16 000 liters

When all the groups ﬁnish, ask them to write the products from their tasks in their respective positions on the line on the board. This way they will check whether they have done the calculations correctly and at the same time everybody will see the order of the products according to the water intensity (3 min). Virtual water Virtual

product virtual water (in litres)

rice 2300 / 0.67 = 3432 litres = approx. 3400 litres

sugar 175 / 0.11 = 1590 litres

tea 2400 / 0.26 x 0.003 = 27.69 litres = approx. 30 litres

beef (3060 + 24 + 7) / 200 x 1000 = 15455 litres = approx. 15500 litres

paper 6000 / 10 / 300 x 0.005 x 1000 = 10 litres

cotton (3600 / 0.35 / 0.9 + 30 + 140 + 190) x 0.25 = 2 947 litres = approx. 2900 litres

Key to mathematical tasks from attachment 2: Focus the attention of the class on the line on the board. To learn more about each of the products, ask all the groups to share some information about the products they worked on (e.g. the country where the production takes place, the amount of water used for various stages in the production process, possible problems related to the production process, any other extra information they ﬁnd interesting.) At this point, you should also add the remaining prod- 77 SAME World Edu-kit ACTIVITIES ucts from the previous activity on the line. (10 min) The cards also include a photograph of the product and a map showing where part of the production takes place. This should help students to realize the global interconnectedness as some of the products are produced and consumed in diﬀerent parts of the world.

Step 3. REFLECTION 10 min Ask students to formulate what the term “virtual water” means. After the previous activity they should be able to deduce the meaning of the term. If there are any doubts, explain that virtual water is the amount of water that is used in the production process of a particular product. (2 min)

Focus the class attention on the brainstorming list of ideas. Let them think once again about their previous answers to the question What do we NOT need the water for?. Ask them: Would ENVIRONMENTAL JUSTICE ENVIRONMENTAL

Mathematics you change any of the answers? (2 min)

Continue asking students the following questions (6 minutes): Ÿ We now have the background knowledge and some particular information about the amount of virtual water in some products. What could such information be good for? Ÿ Is there anything that we as consumers of the products can do about some of the problems described in some of the stories of these products? If yes, what?

The aim of this discussion is to make students aware of the power which they have as consumers. The products they choose and buy aﬀect people and environment in other parts of the Virtual water Virtual world.

RECOMMENDATIONS As a "homework" or extension activity the students may write a short answer to the question: How am I connected to the rest of the world through water?

INFOBOX Source: Hoekstra, Chapagain 2008: 15, 119; Water footprint

product virtual water (in liters) product virtual water (in liters)

bottled water (1l) 9 sugar (1kg) 1590

an A4 sheet of paper 10 a cotton shirt 2900

a potato 25 rice (1kg) 3400

a cup of tea (250 ml) 30 a pair of leather shoes 8000

an egg 135 a pair of jeans 11800

a glass of milk (200ml) 200 beef (1kg) 15500

78 SAME World Edu-kit ACTIVITIES Table of products Text – virtual water (water in products) Virtual water is the amount of water used to produce a unit of a speciﬁc product and is introduced in the units of volume for the unit of a product (e.g. 1000 litres for 1 piece or kg). How water intensive the production of a product is depends on the area where it is produced and its climate conditions. For instance, if we compare the production of cotton, the amount of virtual water in a ton of cotton in China is 2 018 m3, whereas in India it is 8 662 m3. The virtual-water content of a product is the actual volume of water used to produce it, measured at the place of production.

To calculate the virtual water content of crops, water needed for irrigation together with water needed to produce fertilisers, pesticides and other processing are included.

Livestock products have a higher virtual-water content than crop products, because it includes virtual water in feed as well. ENVIRONMENTAL JUSTICE ENVIRONMENTAL

The highest virtual-water content is in industrial products and to calculate its amount is considered Mathematics the most diﬃcult. For further information including methods of calculation go to Water footprint

Source: Hoekstra, A. Y., Chapagain, A. K. (2008): Globalization of Water. Sharing the Planet‘s Freshwater Resources, Blackwell Publishing.

Attachment 1

#------Virtual water Virtual

79 SAME World Edu-kit ACTIVITIES Attachment 2

#------

RICE

Rice is the second most produced cereal in the world. Today, rice is grown on every continent except Antarctica, but the biggest producer is Asia where 90% of the world‘s rice is produced and consumed. The world‘s top rice producing countries are India, China, Indonesia, Thailand, Bangla- desh and Vietnam.

Most rice is consumed in the same country where it is produced. Traditional rice exporters are Thai- land, Vietnam, India and Pakistan. Rice is also grown in Europe. In fact, about two thirds of the rice consumed in the European Union is grown in Europe with Spain and Italy being the biggest producers. Most EU imports come from Thailand, India and Pakistan. ENVIRONMENTAL JUSTICE ENVIRONMENTAL Mathematics

Virtual water Virtual Almost all of the world‘s rice is grown on small farms and planted by hand. Unfortunately, small farmers often have to sell their production at very low prices, which causes them problems. In the shop we buy the so-called ‚milled‘ rice in the form of white rice or broken rice. ‚Paddy‘ rice (the rice as harvested from the ﬁeld) consumes 2300 litres of water per kg. One kilo of paddy rice produces 0.67 kg of milled rice on average.

Ÿ How much water does 1 kg of milled rice need?

80 SAME World Edu-kit ACTIVITIES #------

SUGAR

Sugar can be produced from different plants, such as sugarcane or sugar beet. Nowadays, about 70% of the world‘s supply of sugar comes from sugar cane, which is mainly produced in tropical areas. There is no difference between the end products of beet and cane sugar, which are both called white (or refined) sugar; but sugar cane can also be processed into brown sugar (sometimes called raw sugar). We consider here the case of sugarcane.

The top producers of sugarcane are Brazil and India. Brazil is also the world‘s biggest sugar exporter, followed by the European Union (where sugar beet is grown) and Australia. ENVIRONMENTAL JUSTICE ENVIRONMENTAL Mathematics Virtual water Virtual Work on sugarcane plantations is hard and can also be dangerous. Workers use sharp machetes and sometimes they also work with hazardous chemicals. Often, the salaries for workers in the sugarcane sector are not enough for even basic needs. Over-irrigation and burning the cane ﬁelds are also a problem.

It takes about 175 litres of water to produce 1 kg of sugar cane. About 11% of the sugar cane is sugar, so that 1 kg of sugar cane gives 0.11 kg of sugar.

Ÿ How many litres of water are thus required to produce 1 kg of reﬁned sugar?

81 SAME World Edu-kit ACTIVITIES #------

TEA

Tea is the second most consumed drink in the world (after water) and is present in almost every culture. There are four main types of tea: white, green, oolong and black. However, these all come from the same plant called Camellia sinensis.

Tea bushes grow in a tropical or subtropical climate. Tea is made from leaves of the tea bush. Tea plantations are usually located on a mountain slope and the higher the plantation is, the better the quality of the tea. ENVIRONMENTAL JUSTICE ENVIRONMENTAL Mathematics

People working on tea plantations often have very low wages and many of them are only employed on short-term contracts so they cannot be sure about their jobs. Also, picking tea leaves is a very tir- ing task and often the workers do not have any special work clothing or equipment.

Virtual water Virtual The most important countries with tea plantations are China, India, Kenya and Sri Lanka which are also the largest tea exporters.

To produce 1 kg of fresh tea leaves we require 2400 litres of water. One kg of fresh tea leaves gives 0.26 kg of packaged tea (black tea as we buy it in the shop). For a standard cup of tea (250 ml) we require 3 grams of black tea.

Ÿ How many litres of water are required for one cup of tea (250 ml)?

82 SAME World Edu-kit ACTIVITIES #------

BEEF

In industrial farming, it takes on average three years before the animal is killed to produce about 200 kg of boneless beef. During these three years the animal consumes nearly 1300 kg of grains (wheat, oats, barley, corn, dry peas, soya bean meal and other small grains) and 7200 kg of rougha- ge (pasture, dry hay, silage and other roughages). To produce this amount of feed requires about 3060 m3 of water on average. Additionally, the animal needs 24 m3 of water for drinking and 7 m3 of water for servicing.

Ÿ How many litres of water are used to produce one kilogram of boneless beef? ENVIRONMENTAL JUSTICE ENVIRONMENTAL Mathematics #------

PAPER

Most people know that trees are the main source for paper production, but other materials and plants are also used. Recycling is very important too. However, the number of trees cut down and used to make paper is still enormous. Apart from cutting down trees, the chemicals used in paper production can also be very bad for the environment, especially when they get into water and soil. We assume here that one A4-sheet of paper is the regular water Virtual 80-gram paper (80g/m2). One such sheet has a weight of 0.005 kg.

Further we assume that the paper is produced from wood. Consider a forest with transpiration (the process of water passing out from the leaves) of 6 000 m3/ha every year. Suppose that the forest produces 10 m3 of wood per hectare per year. Finally, account for the fact that 1 m3 of wood gives 0.3 ton of paper.

Ÿ How many litres of water are used to produce one A4-sheet of paper?

83 SAME World Edu-kit ACTIVITIES #------

COTTON

Cotton grows in warm climates and most of the world‘s cotton comes from China, India, the United States, Pakistan, Brazil and Uzbekistan.

One of the biggest problems related to cotton production is a heavy use of chemicals, mostly those that protect the plants from various insects. These chemicals are very dangerous to both human health and the environment. Moreover, other chemicals are used during processing. This all leads to soil and water pollution. ENVIRONMENTAL JUSTICE ENVIRONMENTAL Mathematics

A cotton shirt is made from cotton fabric, which is made from cotton lint, which comes from seed cotton, which is harvested from the cotton ﬁeld. Indeed, before the ﬁnal cotton textile gets to a consumer it goes through a number of processes and products.

Virtual water Virtual The global average of water used to produce 1 ton of seed cotton is 3600m3. The seed cotton is first processed into lint – we get only 350 kg of lint out of 1000 kg of seed cotton. Then, after carding, spinning and weaving we get grey fabric – 1000 kg of lint produces only 900 kg of grey fabric. Then it goes into wet processing (bleaching and dying) and finishes as the final printed cotton textile. Addi- tionally, it requires about 30 m3 per ton for bleaching, 140 m3 per ton for dying and 190 m3 per ton for printing. One cotton shirt has a weight of 250 gram.

Ÿ How many litres of water are used to produce one cotton shirt?

Pedagogical focus

Students develop mathematical skills. They understand the meaning of the expression virtual water.

Students calculate and learn how much water is used to produce diﬀerent products.

Students consider their own role as consumers in the global system and learn about environmental injustices the production of a variety of goods brings upon. 84 SAME World Edu-kit ACTIVITIES Access to energy and poverty 14+

Typology of the activity: math, science Topic: energy consumption, per capita, GDP, wealth Duration: 2 hours Curriculum subjects: mathematics, science, geography

Activity by: ISTITUTO OIKOS ENVIRONMENTAL JUSTICE ENVIRONMENTAL Mathematics Content introduction

There is a connection between development, wealth and access to energy. But energy in many occasion is wasted, too, so that poor countries can sometimes have large energy use.

Energy consumption also depends on geographic factors, as well as on policies and measures in place to increase energy saving and energy eﬃciency. A comparison of per capita energy consumption between diﬀerent countries could stimulate a discussion on the drivers of energy use around the world, and thus on the drivers of the main source of greenhouse gas emission, since nowadays energy is produced mainly through the combustion of fossil fuels.

Text by: Stefano Caserini

Learn more about these topics:Go to Unit 7.4 , Go to Unit 8.4

Activity summary Access to energy and poverty and energy to Access Students have to realize two graphs to understand the diﬀerences among countries in their energy use, and the connection with wealth.

The ﬁrst graph is the trend of per capita energy consumption and per capita gross domestic production (GDP) in a country (each student chooses a country), in the period 1971-2012.

The second graph is the link between per capita energy consumption for a number of countries (i.e. 10, 20, or 30 countries selected by students for the ﬁrst graph) and per capita GDP, considered as a rough indicator of wealth, in 2012. 85 SAME World Edu-kit ACTIVITIES Download material

Access to energy and poverty_DATA1971-2012.xls

Step by step

Step 0: About the data to use in this activity

In this activity you will use data on energy, GDP, population by International Energy Agency (IEA). ENVIRONMENTAL JUSTICE ENVIRONMENTAL Mathematics Every year free and updated data are available in IEA website. You can check it going to IEA sta-

tistics web page and looking for “Annual CO2 data” in the “Latest statistics” section. Click on it and, in the new webpage, look for a link to download the spreadsheet data ﬁle, usually it is

called “CO2 Highlights 201x - Excel tables” (where x varies with updating).

In May 2015 a ﬁle with data up to 2102 was available, it is called: CO2_Emissions_From_Fuel_Combustion_Highlights_2014.XLS. You can download it here .

You can find the same data in the file “Access to energy and poverty_DATA1971-2012.xls” in the download material of this activity. Note that in this file you can also find calculation activities and already finished graphs, to be used by the teacher.

In the IEA data ﬁle, as CO2_Emissions_From_Fuel_Combustion_Highlights_2014.XLS, you will ﬁnd for every country:

Ÿ data on energy consumption, in the sheet “TPES PJ”. There you can find data for “Total primary energy supply” in PJ (10^15 joule), i.e. the total amount of primary energy used (the difference between primary energy and final energy could be discussed). Ÿ data for gross domestic product are in the sheet “GDP-PPP”. These data are GDP – purchasing

Access to energy and poverty and energy to Access power parity; the meaning of GDP – purchasing power parity, and the diﬀerence with GDP using exchange rates could be discussed see https://en.wikipedia.org/wiki/Gros s_domestic_product#Cross- border_comparison_and_Purchas ing_Power_Parity_.28PPP.29). Ÿ population data in the sheet “POP”.

86 SAME World Edu-kit ACTIVITIES Here are steps for classroom activity. Students can work by themselves or in small groups.

Step 1. Download the ﬁle and make sure that every student or group of students have the data ﬁle.

Step 2. Each student or group chooses a country to consider and creates a spreadsheet ﬁle reporting these data for that country (extracting them from the data ﬁle):

Ÿ energy consumption data on the sheet “TPES PJ” (data are in Peta Joules = 10^15) Ÿ annual population data from the sheet “POP” (data are in millions of inhabitants) Ÿ annual GDP data from the sheet “GDP-PPP” (data are in billions of US dollars)

Step 3. In the spreadsheet ﬁle each student or group assesses: ENVIRONMENTAL JUSTICE ENVIRONMENTAL Mathematics Ÿ per capita annual primary energy consumption (TPES/POP = GJ / inhabitant) Ÿ per capita GDP (GDP-PPP/POP= thousands of $/ inhabitant)

Step 4. In the spreadsheet ﬁle each student or group realizes the graph of per capita primary energy consumption trend in the period 1971-2012 for the chosen country. The results for Italy could be a bar graph like the one shown in the sheet “result graph1” of “Access to energy and poverty_DATA1971-2012.xls” (see download material). Access to energy and poverty and energy to Access

87 SAME World Edu-kit ACTIVITIES Step 5. Look and comment the graphs, i.e.:

Ÿ why per capita primary energy consumption in Italy decreased after 2005? To learn more and discuss better:

Ÿ Is per capita primary energy consumption increasing or decreasing? How is the trend in the period 1971-2012? Is the trend regular? Ÿ Why did greenhouse gas emissions fall in the EU in 2009? EEA analysis in brief Ÿ Why did greenhouse gas emissions decrease in the EU between 1990 and 2012? Ÿ Why did greenhouse gas emissions decrease in Italy?

Step 6. Share data about per capita primary energy consumption and per capita GDP in 2012 ENVIRONMENTAL JUSTICE ENVIRONMENTAL

Mathematics of all diﬀerent countries between all students/groups. Then create (each student, group or all the class together) the graph of per capita primary energy consumption trend (x axis) versus GDP per capita (y axis). Note: in Excel choose the graph type: “xy (scatter)”

The results could be a graph like this one (see sheets “Graph2 - all the data” or also “Graph2 - 30 countries” in “Access to energy and poverty_DATA1971-2012.xls”, download material):

Access to energy and poverty and energy to Access

88 SAME World Edu-kit ACTIVITIES Step 7. Students discuss if a connection between GPD and per capita primary energy consumption exists, and why. Some questions could be:

Ÿ Countries with the same GDP have diﬀerent energy consumption: why? Ÿ Countries with the same energy consumption have diﬀerent GDP: why?

To learn more and discuss better about connection GDP-energy consumption:

Ÿ Is it really possible to decouple GDP Growth from Energy Growth? Ÿ Energy “Consumption” and GDP Ÿ Environmental kuznets curve and paper “The Rise and Fall of the Environmental ENVIRONMENTAL JUSTICE ENVIRONMENTAL

Kuznets Curve” by Stern (2004) Mathematics

Pedagogical focus

Graphs help visualize the trends over years and “make evident” some of the occurring phenomena. The realization of graphs, that are a diﬀused tool for research and analysis, is a ﬁrst step to get kids used to verify, confront and analyze information, even the apparently more complex ones.

Confronting themselves with global data, kids can perceive that some phenomena are evaluable only when we see the whole picture about emission data.

With this activity they realize how the use of energy is diﬀerent among in the world and how it depend.

This allows us to make them aware that the world is only one; the phenomena are all interconnected and we are all part of the same, large community. Access to energy and poverty and energy to Access

SAME World Edu-kit ACTIVITIES Environmental justice 14+ in a map: an on-line atlas

Activity type: Sciences Topic: Environmental injustice, conﬂicts Age: 14+ Duration: 2 hours + independent research Curriculum subjects: Math, geography, computer science, English

Activity by: CEVI ENVIRONMENTAL JUSTICE ENVIRONMENTAL Mathematics Content introduction

Across the world communities are struggling to defend their environments and livelihoods from damaging projects and extractive activities with heavy environmental and social impacts, such as mining, dams, tree plantations, fracking, gas ﬂaring, incinerators, etc. Grow- ing consumption of resources (such as water, lands, forests, minerals etc.) is fuelling ever more conﬂicts globally. Most of these resources are used to satisfy the material needs of the rich segments of the world population, the so-called Global North. But over-consumption by the rich visits ecological violence on the poorest, most marginalized populations. Often this all takes place far from the eyes of concerned citizens or consumers of the end product.

The Environmental Justice Atlas (Fig. 1), available on-line, documents and catalogues social conﬂict around environmental issues. It is one of the main outcomes of the EJOLT project — Environmental Justice Organisations, Liabilities and Trade — an FP7 project supported by the European Commission and directed by Prof. Joan Martinez Alier from the Autonomous Uni- versity of Barcelona that runs from 2011-2015.

Text by: Daniela Del Bene

Learn more about these topics: Go to Unit 2

Fig. 1 Environmental Justice Atlas atlas on-line an a map: in justice Environm. Home Page (credit: www.ejatlas.org) 91 SAME World Edu-kit ACTIVITIES Activity summary

The activity is based on the Environmental Justice Atlas, which collects the stories of communities struggling for environmental justice from around the world. Students are guided by teachers in browsing the on-line atlas. Individually or in small group, they analyze and independently verify the available data on existing environmental conflicts around the world and do research to find more quantitative data. Then, each student/group prepares a presentation of its case study for the rest of the class, as a tool for discussion and dissemination. Step by step ENVIRONMENTAL JUSTICE ENVIRONMENTAL Mathematics Step 1. Using the content of the educational kit (go to Unit 2 ) and the introduction to the on-line atlas, the teacher introduces the students to the concepts of environmental injustice and environmental conflicts.

The EJatlas maps conflicts across 10 main categories: Nuclear, Mineral Ores and Building Extractions, Waste Management, Biomass and Land Conflicts, Fossil Fuels and Climate Jus- tice/Energy, Water Management, Infrastructure and Built Environment, Tourism Recreation, Biodiversity Conservation Conflicts, Industrial and Utilities Conflicts.

The database contains information on the investors, the drivers for these deals, and their impacts, basic data, source of conﬂict, project details, conﬂict and mobilization, impacts, outcome, references to legislation, academic research, videos and pictures.

Step 2. The teacher guides the students in browsing the on-line atlas, focusing ﬁrst on its structure (how it is built), what are the options to browse in it, what kind of data are available, etc.).

Step 3. The students are invited to browse the atlas and, individually or in small groups, to select a case study to analyze. Teachers may limit the choice, for instance, to a geographical area or a type of conﬂict, rather than to leave the students totally free to decide, depending on speciﬁc needs of his/her course. Dealing with climate change issues, the Featured Map “Climate Debt” is particularly suggested for the activity.

Step 4. Each student/group has a set amount of time to analyze independently the case study, start-

Environm. justice in a map: an on-line atlas on-line an a map: in justice Environm. ing from the available data (description of the conflict, basic geographical frame, source of conflict, project details and actors, the conflict and the mobilization, impacts and outcomes).

92 SAME World Edu-kit ACTIVITIES They have to do their own research in order to verify data and to improve them (for instance, collecting more geographical quantitative information on the country involved), ﬁrst using and exploring all the sources and materials available for each case study in the atlas.

Step 5. Each student/group presents the case study to the class. Diﬀerent tools may be used: PowerPoint presentation, Prezi presentation, a scientiﬁc poster, short video etc. The presentations are used by the teacher to fuel discussion about the topics in the class.

Step 6. Depending on the tool chosen for the presentations of the case study, the studies may be also disseminated through diﬀerent social media (YouTube, Prezi web-site, Facebook, school website etc.). This peer-to-peer dissemination is useful to improve both the soft skills of stu- ENVIRONMENTAL JUSTICE ENVIRONMENTAL

dents and to enhance their awareness on being active global citizens, in addition to raising Mathematics societal awareness about Environmental Justice.

Pedagogical focus

The activity has diﬀerent pedagogical aims. Regarding speciﬁc disciplinary knowledge, the activity may be useful for math, geography and computer science teachers to show how maps can be built and what opportunities the new on-line, interactive maps now give (compared with traditional paper maps).

Furthermore, it highlights the importance of linking quantitative and qualitative data to understand social and environmental phenomena. As the atlas is only in English, it can also be used by English teachers to improve students’ vocabulary.

From a content point of view, the activity lets students analyze and understand the concept of environmental injustice and raise awareness on these topics, improving the sense of responsibility and active citizenship of the students towards their consumption choices and their lifestyles in general.

The activity contributes to improving the students soft skills: autonomy and ability to manage an assignment, teamwork (in the case of small group), critical thinking, communication, creative thinking, etc. Environm. justice in a map: an on-line atlas on-line an a map: in justice Environm.

SAME World Edu-kit ACTIVITIES Fishing game 11+

Typology of the activity: mathematics / science: observation activity Topic: sustainable development Age: 11+ Duration: 45 minutes Curriculum subjects: biology, economy, geography

Activity by: HUMANITAS

Content introduction JUSTICE ENVIRONMENTAL

Excessive extraction of renewable resources is an activity that exceeds the natural ability of the source to regenerate. In other words, we are not using just the natural surplus, but eating into the core of the resource. A typical example of this is marine fishing. The numbers of the most fished species (tuna, codfish) are currently 90% lower than in the early 1900s. Another problem is the fact that the most desired species are carnivorous, and fulfill the role of preda- Science tors in the oceanic food chains. The overpopulation of herbivorous species can then occur, leading to the destruction of populations of organisms at the lower levels of the food pyramid, including the primary producers, i.e. plankton and algae. In the case of the Bluefin tuna,

sustainable ﬁshing would constitute an annual catch of 7,500 tons. But instead, up to 60,000 game Fishing tons are caught every year. Excessive use of natural renewable and non-renewable sources is generally among the highest threats to the world’s biodiversity.

Text by: HUMANITAS

Learn more about these topics: Go to Unit 1

Activity summary photo by HUMANITAS – workshop realized in Slovenia

Students will try to imagine their life as fishermen, depending solely on the income they get from selling the fish they catch. But there are other families who live by the lake and they all need fish to survive. How will they act? Will they cooperate or compete? Will they think about the sustainable fishing or will they catch every last fish in the lake? 95 SAME World Edu-kit ACTIVITIES Download material

Attachment 1 - FISHING GAME - charts.JPG ENVIRONMENTAL JUSTICE ENVIRONMENTAL Science Fishing game Fishing

Step by step

Materials:

Ÿ a chart of the game‘s rounds (Attachment 1) Ÿ a lake (a plate or a string circle) Ÿ fish (Candies or buttons type candies, models of fish or pieces of paper); 20 per pond Ÿ a fishing rod (a straw or a hand-made fishing rod with a hook) Ÿ whiteboard or a large sheet of brown paper with felt-tip pens

Step 1. PREPARATION: Fish and ﬁshing rods

Ÿ Students can prepare the fish and fishing rods in some of the preceding arts/ crafts lessons. The game will be more entertaining if the fishing rods are involved in some way as well; i.e. if catching the fish requires at least some degree of dexterity. 96 SAME World Edu-kit ACTIVITIES Ÿ A more simple yet effective version are the candies or buttons candies as fish that the students fish out or “draw in” by way of a straw (fishing rod) and transfer them to a small bowl for their own team. It will be a good idea to test in advance whether the straws are strong enough and the candies or buttons candies sufficiently light. In this case, a plate or a bowl will represent the lake. Ÿ In the simplest possible version, you can use small cut-out pieces of paper as fish that the students take by hand from a circle indicated on the floor. A photograph with an example of teaching aids. Place a lake with 20 fish in a place where it is visible and accessible to everyone. Prepare the chart on the board or brown paper (Attachment 1); each row represents one year in the lives of the fishermen.

Step 2. MOTIVATION The aim of this part is to have the students roughly imagine their situation. Describe their current circumstances to the students: You are fishermen and your sole source of income is fishing in the lake. You sell the fish and you buy all you need from the earnings. From your earnings, you pay JUSTICE ENVIRONMENTAL school fees for your children, medical care, etc. Two other families of fishermen live by the lake. Divide the students into three teams, give them 1 minute to come up with the names of their teams/families and write them in the chart. This detail can help the students to better identify with their team.

Step 3. THE GAME (20 min) Science As to the aim of the game, tell them only: Your task is to end the game with as many ﬁsh as possible. Do not add anything else to this statement because this leaves space for various interpretations. Answer the questions such as “When is the game going to end?” only by saying

that it depends on how successful their ﬁshing will be etc. It is quite likely that they will not ﬁn- game Fishing ish all ten rounds.

Explain the rules, including those of rounding oﬀ. It is good to write the basic rules on the board or to post them in a visible spot.

Ÿ There are maximum 20 fish in the lake. Ÿ The game lasts ten rounds / years. Ÿ Each day, the family can catch 0-3 fish. After each round, every family writes the number of fish caught in the chart and they put the fish in their bowl. Ÿ Each night, the fish that remained in the lake reproduce and increase their numbers by 25%, but they cannot exceed a maximum of 20. Ÿ Each round lasts until everybody has as many fish as they have decided to catch. Ÿ If the number of fish is not divisible by four, the number of their increase after each round is “rounded off” to the nearest multiple of four. (If for example 10 fish are left, add 8/4, i.e. 2 fish, to the next round. If 11 is left, add 12/4, i.e. 3 fish to the next round). But if 10, 14 and 18 fish are left, disputes can arise as to which multiple of four to use. The rules for rounding off need to be defined clearly before the game starts.

Play as long as there are fish to catch. Do not interfere if somebody makes an effort at limiting the fishing seasons to several rounds only or potentially blame another group for systemati- 97 SAME World Edu-kit ACTIVITIES cally fishing out a maximum, etc.

If the ﬁsh run out, ask the families: How will you make a living in the coming years?

Step 4: REFLECTION 15 min In the reﬂection part, pose rather open-ended questions. Start with general topics and nar- row them down. First address the impressions, then proceed with the description of the game and conclude by asking what lesson the students have learned from it. Choose your questions with regard to the lesson‘s aims.

Sit down in a circle and ask the students to leave their roles of ﬁshermen.

First allow the students to give ﬁrst impressions and emotional reactions. Ask the students as

ENVIRONMENTAL JUSTICE ENVIRONMENTAL follows:What impressions do you have? Are you satisﬁed? How did you view the other groups?

Let them describe what was happening and why. Ask them:How did the game proceed? How did you cooperate inside the families and how was the cooperation between families? Use the chart to help you. You can ask the students to comment on it. Take notice of how the numbers of ﬁsh caught by a speciﬁc team developed. Can we observe some turning points?

Science How did you decide on the number of fish that you would catch? Did you have any strategy? How did it change throughout the game? What was the reason for a change in the number of fish caught? To what extent did the decisions of the other families affect you? How would you describe the relationships between the families? Fishing game Fishing What do you think of the game?

Who has won and who has lost? Let all groups express their opinions on this issue. If no one comes up with the idea that everybody loses when the lake is empty (or, alternatively, everybody wins when there are enough fish to catch in the coming years), ask this question: How did you understand your task? Is there any other way of interpreting the assignment? If nobody seizes on this idea, stress that you did not say at the outset that their task is not to have the maximum number of fish for themselves. It could also be understood that the task consists in having the maximum number fish altogether; in other words, those caught plus those in the lake. The task could also be interpreted in a way that they safeguard their livelihoods and simultaneously preserve a maximum number of fish for the ensuing season because the lives of fishermen do not end after ten years. It would be ideal if the students made these observations on their own.

What would you change if you played one more time and the chart went on for 100 rounds? Would it be possible to agree on some rules, quotas on the amount of fish that each can catch annually? Would you observe them? Under which conditions? (What is the maximum number of fish that could be caught and still allow them to regenerate? To allow the maximum increase of 4 fish in the second year, it would be necessary to catch only five fish in total in the first year (15 is

98 SAME World Edu-kit ACTIVITIES ACTIVITIES rounded up to 16, 25% of which is 4). I.e. two families would be able to catch two fish and one family only one fish. In the following year, it would be necessary to catch only four (the population would increase to 19) or even three, which would then result in the original number of twenty fish afterwards.

What similarity do you see between the game and the real world? Did the game remind you of some experience from your own life? Can you ﬁnd other situations to which it may apply? In what way this model does not correspond to reality? Would you be able to know the actual number of ﬁsh in the lake?

To conclude, ask each student for the most important idea: What have I learned from this experience. If the time is short, they can write their ideas on a post-it. Have at least three students voice their opinions. ENVIRONMENTAL JUSTICE ENVIRONMENTAL ENVIRONMENTAL JUSTICE ENVIRONMENTAL RECOMMENDATIONS

Alternative: if you play the game with a larger number of students, they can be divided into several sub-teams and the game can be played with several lakes so that at each lake, there would be three families or three individuals. The rules remain the same; only the students now make the chart entries themselves. Ask the teams that finish first: What are you going to do Science now? It will be interesting to see whether they come up with the idea of joining another group that still has fish to catch. They will try to steal the fish at night etc. Do not interfere, just take this development into account during the debate. Fishing game Fishing Source: The game is an adaptation of a computer game by the Clouds Institute called Fish Game

Pedagogical focus

Which are the most interesting pedagogical aspects of this activity?

Students will critically assess the choice of behaviour based on cooperation or competition.

Students will experience a process of drawing (and most likely overdrawing) on shared resources.

Students will name factors that inﬂuence this process with respect to the individual or society. The basic ones can be found in the section “reﬂections”; the group will certainly come up with other factors as well. 99

SAME World Edu-kit ACTIVITIES Rally in supermarkets 11+

Typology of the activity: rally Topic: Environmental Justice, Climate Change Age: 11+ Duration: 2 hours Curriculum subjects: geography, science, economics, ethics

Activity by: ARCHENOVA

Content introduction JUSTICE ENVIRONMENTAL

Globalization and growing economies increase the demand for resources , energy and land. However, natural resources are limited; climate change and land grabbing threaten the livelihood of many people. Growing economies promise wealth. What does wealth mean in the

context of a good life? Consumption is one of the most important driving powers of eco- Science nomic growth. New products enter the market on a daily basis and, at the same time, the life cycle of products is shortened more and more. Do we really need all those products?

Text by: arche noVa e.V.

Learn more about these topics:Go to Unit 3 , Go to Unit 4 , Go to Unit 8 Activity summary Rally in supermarkets in Rally The students go in one or more supermarkets and investigate about the products. With spe- ciﬁc exercises, they are motivated to take a closer look at what they see and to communicate with other people. Step by step

Step 1. The questionnaire is copied for every group.

Step 2. The class is split into small groups of about 4 students per group. The task is to go into supermarkets nearby the school and investigate about their products. Beforehand, each group receives a questionnaire, containing several questions and exercises. 101 SAME World Edu-kit ACTIVITIES Step 3. After about one hour (depending on the distance between the school and the supermarket), the students come back and present their results and what they discovered during their exploration.

Step 4. The teacher moderates the final discussion, a reflection of the consumer's consciousness: What surprised you? Do you go shopping on your own? Have you ever looked at the products in this way? Etc. The final discussion can touch several topics and can be connected to the school’s curricula.

Possible questions/exercises:

ENVIRONMENTAL JUSTICE ENVIRONMENTAL Ÿ How many and which type of fair trade products can you find? Ÿ Which and how many organic products can you find? Ÿ Find three regional products. Ÿ Find the product with the longest transportation way. Ÿ Find the product with the most and with the least plastic packaging. Ÿ Find the food with the most and the least ingredients. Science Ÿ Find the most expensive and the cheapest product. Ÿ From which country do the clothes mainly come from? Ÿ From which country do the vegetables mainly come from? Ÿ How satisfied are people working in the supermarket with their work? Ÿ Where does the supermarket put its “rubbish”? How much is it per day? Is it possible to access the waste container? If yes, what can you find there? Does the supermarket give left- overs/”rubbish” to social projects? Ÿ How many products does the supermarket offer? Rally in supermarkets in Rally Pedagogical focus

Which are the most interesting pedagogical aspects of this activity?

The activity asks much activity of the students. It involves all students and gives them the chance to investigate on their own. Contents, which was topic in classroom discussions before, now becomes a very personal topic. The students develop investigation skills in a fun way and are challenged to explain, for example, the concept of „fair trade“ to adults working there.

102 SAME World Edu-kit ACTIVITIES 100% cotton 14+

Typology of the activity: a lesson based on the work with a documentary ﬁlm Topic: cultivation and production, pesticides, environmental injustice Age: 14+ Duration: 45 minutes Curriculum subjects: Biology, Chemistry, Social Studies, Economics, Work Experience

Activity by: HUMANITAS ENVIRONMENTAL JUSTICE ENVIRONMENTAL

Content introduction

At the beginning of the workshop, one could shock the students with this simple instruction: Science please take oﬀ all of your pieces of clothing that are made of cotton. Can you imagine this funny situation?

This ﬁlm can be a perfect introduction to the discussion on the impacts of the production of cotton 100% cotton which has a huge ecological, environmental and social impact worldwide. Cotton Cotone 100% grows in warm climates and most of the world‘s cotton comes from China, India, the United States, Pakistan, Brazil and Uzbekistan. One of the biggest problems related to cotton production is a heavy use of chemicals, mostly those that protect the plants from various insects. These chemicals are very dangerous to both human health and the environment.

Moreover, other chemicals are being used during processing. This all leads to soil and water pollution. From the production fields to the last consumer in Europe, the costs of transport are very high, the carbon footprint, the water footprint and the overall ecological footprint are high. The European consumer can afford a T-shirt made of cotton at a very low price. How- ever, does he think about the farmer in Mali, Burkina Faso or India who has difficulties to send his children to school, have an adequate health-care and housing, just so he can have this cheap T-shirt?

Text by: HUMANITAS

Learn more about these topics: Go to Unit 3

103 SAME World Edu-kit ACTIVITIES Activity summary

Through a documentary film about a farmer who cultivates cotton the students learn about the farming and the production of cotton, the threats of pesticides and about the vicious circle of debts. The discussion alongside the film can trigger a debate about the responsibilities we have as consumers and the influence we have on the global market of clothing industry ENVIRONMENTAL JUSTICE ENVIRONMENTAL

photo by HUMANITAS – workshop realized in Slovenia

Science Step by step

Materials:

100% cotton 100% Ÿ projector, Ÿ projection screen, Ÿ black board or ﬂipchart, Ÿ chalks or markers Ÿ post-it papers (3 for every student) Ÿ documentary “100% cotton” available online here

Step 1. BEFORE THE SCREENING Introduce the film to students: they are going to learn more about the cultivation and the processing of cotton. Its author is a German director, Inge Altemeier, who in her numerous films deals with issues associated with economic globalization. The filming took place in India and Germany during 2003.

Inform the students that you are going to pause the ﬁlm at irregular intervals and that you will guess together how it will continue. The following scenes can be either discussed or students can write down their guesses. The latter goes faster but an evaluation must be conducted at roughly the second third of the documentary. (Were your guesses correct? What did you guess incorrectly? If you always guessed correctly, what could this signify? Do you think that it is a well-known topic?) Pose these questions simultaneously with the SUMMARY (see below). 104 SAME World Edu-kit ACTIVITIES Step 2. DURING SCREENING Pause the ﬁlm after the following sentences:

"Last year, two thirds of the harvest were destroyed by worms" (time: 00:02:35:06) Ÿ Ask the students: What do you expect Anand to do?

"The worms became used to the poison and they survived." (time: 00:02:44:14) Ÿ Ask the students: What else can Anand do? What could work?

"His suppliers are happy for the fat commission they earn from Bayer." (time: 00:12:04:11) Ÿ Ask the students: What in fact happened? (Anand bought an even stronger pesticide and he thus fell even deeper in debt.) What do you expect to come next? Will the investment pay oﬀ? ENVIRONMENTAL JUSTICE ENVIRONMENTAL "And so the women pick the cotton balls - poison for Europe" (time: 00:14:26:16) Ÿ Ask them: Where is Anand travelling?

"There are many more farmers like him." (time: 00:15:06:14) Ÿ Ask the following question: How successful do you think he would be? Science

"He pockets only 20 euros. The result of six months of hard work in the ﬁelds." (time: 00:17:31:00)

Now is the right time for the SUMMARY. Ask these questions: cotton 100%

Ÿ How much did a bottle of pesticide cost? How much did Anand earn for his cotton? Was it all the cotton that he had harvested? Did the investment in the pesticide pay off with regard to the pests? Did it pay off financially? How do you estimate Anand‘s future situation? What could help improve it?

Ÿ What could conversely make it even worse? What do you understand by the term"vicious circle of pesticides and indebtedness?

Ÿ Can you make a graphic representation of this phenomenon? (Students can draw in a notebook or together on the blackboard. Depending on how much time is left, you can also opt to leave out the vicious circle. To watch the documentary till the end and to outline the remaining questions you will need at least 15 minutes. If a discussion ensues after this point, you can end the screening here.)

Tell the students that from this point you are going to watch the film until the end. In the second part of the film, several fashion brand representatives also appear. Ask the students to make notes of what comes to their minds during the screening and of the questions that they would pose to these representatives or to the authors of the film. 105 SAME World Edu-kit ACTIVITIES Step 3. REFLECTION 10 min After the film ends, provide space for first impressions: What do you say? Have you seen a similar documentary before? Whose problem is it in the first place? Give each student the three post-it papers and ask them to write down their questions to 1) a representative of H&M 2) a representative of OTTO and 3) to the film authors

Leave the students 3-5 minutes to write everything down and then ask them to stick their papers by the respective tag on the blackboard or flip-chart (mark three sufficiently large tags with H&M, OTTO, film authors). Students look at the questions suggested by others and they can comment on them. Take note of either repetitive or unique questions - if their author so wishes, he or she can make further comments.

ENVIRONMENTAL JUSTICE ENVIRONMENTAL If there is still some time left, you can ask whether the students have already seen organic cotton in the shops and potentially where and how much the clothes cost.

Science Pedagogical focus

Students acquire a visual idea of cotton cultivation.

100% cotton 100% Students observe and predict the lot of a farmer who is trapped in a vicious circle of debts, so they are able to describe and also graphically explain this phenomenon.

Students foster critical thinking and raise awareness about the environmental injustices our lifestyle brings to other parts of the world.

106 SAME World Edu-kit ACTIVITIES World Game 11+

Typology of the activity: mapping game Topic: global wealth distribution, global justice Age: 11+ Duration: 45 min Curriculum subjects: geography, history, sociology

Activity by: HUMANITAS et al., Copyright: Welthaus Diözese Graz-Seckau 2007

Content introduction JUSTICE ENVIRONMENTAL We are sharing one planet but we are living in diﬀerent worlds according to the distribution of world’s wealth. The large majority of the World Population is living under the line of extreme poverty if we take into consideration the criteria of The World Bank(one dollar per person per day). Poverty is a violation of human rights because poor people are not able to live in dignity. They do not have access to water, energy and food. The reality is that the gap between poor people and the few percents of rich people, who have the majority of the world’s wealth, is growing every year. The workshop is an interactive way to address the challenges of globalization. Students can quickly have an idea of the distribution of the world’s wealth according to the World Population and gross domestic product (GDP). The inequalities between conti- Game Game World World nents and countries become obvious; it shows us the bipolarization of our planet. On this basis, we can focus on the reasons, roots and consequences of these inequalities and compare the Human Development Index (HDI) of diﬀerent countries. Creativity Text by: HUMANITAS

Learn more about these topics : Go to Unit 2

Activity summary photo by HUMANITAS – workshop realized in Slovenia

An Ice-breaking Activity and Estimation Game on Global- ization and Justice. It is a known fact that huge numbers are very hard to visualize. The so-called „World Game“ allows you to show the distribution of the World Popula- tion on different continents and in different regions as well as the distribution of the world income in a simplified, though literally very hands-on way. 10782 SAME World Edu-kit ACTIVITIES Step by step

Material:

Ÿ 1 cloth „World Map“ * Ÿ 100 cones (= 100% of the World Population) Ÿ 100 chips (= 100% of the world income – GDP) Ÿ 1 set of instructions (data chart) and background information (Glossary) for the teachers Ÿ * the cloth World map was done by the artists using only the recycled pieces of old textile (contact HUMANITAS for more info)

Step 1. THE INTRODUCTION TO THE GAME ENVIRONMENTAL JUSTICE ENVIRONMENTAL How to Play the Game: To begin with, the game master (the educator / teacher) distributes the cones to the players (either to individual players or to a group). He distributes 100 cones (representing 100% of the World Population) to be put on diﬀerent continents. Then the 100 chips symbolizing 100% of the world income are distributed. After each step it is the game master‘s task to compare the results with the data given in the chart. See Step 3 and 4, where the distribution and questions regarding the World Population and world wealth are described.

An idea: you can use diﬀerent old buttons for chips and some “people” cones from games like Ludo or maybe even some old Lego blocks. World Game World Step 2. A GLANCE AT THE WORLD MAP The game master asks the players if the world map in front of them strikes them in any way. Usually it is the uncommon proportions of the continents in the southern hemisphere (e.g. Africa) which attract the most attention. Creativity The game master then points out that the continents on the map are not shown as usually represented on maps, but according to their real proportions, using the so-called Gall-Peters Projection.

The countries belonging to the Group of Eight (G8) are represented in accordance to their political and economic importance (ﬁnd more details below under Background Infor- mation). You can also discuss the Group of 20 with the students Gall-Peters projection Step 3. ESTIMATING (Credit: http://en.wikipedia.org/wiki/Gall%E2%80%93Peters_projection) 108 SAME World Edu-kit ACTIVITIES AND DISTRIBUTING THE World Population

Now it is the players‘ turn to estimate the percentage of the World Population that lives on each continent and to distribute the 100 cones on the world map accordingly.

To avoid miscounting and losing track of the number of cones to be distributed, the cones should be kept in groups of tens and ﬁves.

After all the cones have been placed on Cones and chips on the map (Credit: HUMANITAS, 2014) JUSTICE ENVIRONMENTAL the world map, the game master together with the players compares the results with the data given in the chart. It is advisable to write the results as well as the respective correct answers on a big sheet of paper.

During this part of the game diﬀerent questions might be discussed, such as „What do you think aﬀects our estimate of the distribution of the World Population?“ or „Which images, interests and fears do you think are hidden beneath?“

Step 4: ESTIMATING AND DISTRIBUTING THE WORLD INCOME Game Game World World

The distribution of the world income is estimated using the 100 chips. Creativity

Afterwards the game master and the players again verify their hypotheses using the data given in the chart.

To keep the level of restlessness and noise down when working with big Players ﬁguring out the distribution of World Population groups of students it usually works well (Credit: HUMANITAS, 2014) to select some students and put them in charge of distributing the chips.

At the end of the game it is very important to talk about the images conjured by the game and the impact of the game on the individual players.

The World Game can be used as a starting point for dealing with a variety of subjects such as trading with everyday commodities, e.g. bananas, rice, cocoa or cotton. If time allows it, the 10982 SAME World Edu-kit ACTIVITIES game can be expanded in a way that players try to distribute cones representing world distribution of world oil supplies; CO2 emission and import/export of toys. See the data charts below. BACKGROUND INFORMATION The data (2014) ENVIRONMENTAL JUSTICE ENVIRONMENTAL World Game World

Source: UN population World chart Creativity

Source: Global Carbon Atlas 110 SAME World Edu-kit ACTIVITIES ENVIRONMENTAL JUSTICE ENVIRONMENTAL

Source: OPEC, Data Download, Table 3.1 (Oil data upstream)

Pedagogical focus

Players and the game master together develop a picture of our planet which shows the distri- Game Game World World bution of the World Population and the unequal distribution of wealth and goods, while at the same time pointing out unfair economic processes and the pauperization of big parts of the World Population. The game also intends to spark interest in the interrelations between

local and global developments. Another aim of the game is to come up with joint solutions Creativity through discussing and balancing everyone‘s reasons and arguments (Social learning).

11182

SAME World Edu-kit ACTIVITIES The rainforest and me 9+

Typology of the activity: creativity, researching and creating posters Topic: Environmental justice, meat consumption, rainforest, landgrabbing Age: +9 Duration: 2-3 hours Curriculum subjects: geography, science, ethics, economics, politics

Activity by: ARCHENOVA

Content introduction JUSTICE ENVIRONMENTAL As our economy is based on growth, consumption has to grow as well. At the same time, consumption is one of the most important driving powers for economic growth. Regarding food consumption, our alimentary goods have to be cheap and plenty. The industrial agriculture caters for this need. As a consequence of the world's growing demand for meat, in many parts of the world, rainforest is destroyed to plant soy to feed the cattle. This does not only destroy valuable ecosystems, it also leads to the expulsion of people living in the rainforest, mainly by big international companies in need of soybean acreage. The land of small farmers and indigenous people is not only taken away from them, the acres are oftentimes contaminated by pesticides used by monocultural farming methods, making it impossible for the locals to live Game World there any longer.

Text by: arche noVa e.V. Creativity Learn more about these topics: Go to Unit 4 , Go to Unit 8 The rainforest and me and rainforest The

Activity summary

Divided into small groups, the students research about the connections between deforestation of the rain forest and their consumption patterns. The results are presented on posters. At the ﬁnal stage, each group present their poster to the rest of the class. photo by HUMANITAS workshop realized in Slovenia 11382 SAME World Edu-kit ACTIVITIES Step by step Students, age 9-12

Step 1. The teacher divides the class into small groups and gives each group a copy of the text and the tasks.

Step 2. The groups read the text and answer the questions, taking notes on a separate piece of paper.

Step 3. ENVIRONMENTAL JUSTICE ENVIRONMENTAL Creatively, each group creates a poster, including the information they got from the text and the questions they answered. They can draw pictures, use cardboard, coloured paper and pencils. The teacher should provide the small groups with printed pictures of a palm oil plant and a soy plant, or, images of palm oil and soy plantations. The teacher should also have a map of the world, so he students can locate the relevant countries.

Step 4. The small groups present their posters to the rest of the class. The teacher will then lead a ﬁnal discussion about possibilities to change individual consumption patterns.

Text: In the supermarket, you can buy lots of diﬀerent types of meat, for example, pork, beef or chicken meat. As many people in the world like to eat meat, the meat you can buy in the supermarket mainly comes from intensive mass animal farming. What does this mean? For exam- Creativity ple, most of the industrial meat does not come from farm animals living in small groups wan-

The rainforest and me and rainforest The dering through green meadows, more likely, they are squeezed together with hundreds of others inside big barns.

Now, let’s take a closer look at the cattle, that provides the beef we eat:

What does cattle eat? Apart from grain and hay, cattle are being fed with concentrated animal feed. This is mostly soy, a plant, which is grown especially in Brazil, where it is grown in masses – to feed the masses of cattle that we all want to eat. In order to plant so much soy, big parts of the rainforest in Brazil had to be cleared, to make space for the soybean plantations. As a consequence, many people and animals living in these areas of the rainforest lose their acres and "homes". Trees and other plants are being cut down and/or destroyed. There is a number of big companies, which expel people from their "homeland" to use it as soybean acreages.

114 SAME World Edu-kit ACTIVITIES Questions:

Ÿ Why is cattle held in intensive mass animal farming? How do you like this? Ÿ What is soy and why does the cattle need it? Ÿ Where is Brazil? Find it on the map. Ÿ Why is the rain forest being cleared? Where is the relation to the beef we are eating? Ÿ What are the consequences of the deforestation for the people living there and for the local environment? What do you think about this? Ÿ Do you have any ideas on how to stop the deforestation of the rainforest? Is there something you could do personally?

Students age 13+

Step 1. JUSTICE ENVIRONMENTAL The teacher divides the class into small groups and gives each group a copy of the tasks. There are two topics: meat and palm oil. Each topic will be covered by at least two groups.

Step 2. The small groups need access to the internet in order to research the information needed to fulﬁl their tasks.

Step 3. Each groups creates a poster, including the information they researched on the internet, in a World Game World creative way. They can print out or draw pictures, use cardboard, coloured paper and pencils.

Step 4. The small groups present their posters to the rest of the class. The teacher will then lead a ﬁnal Creativity discussion about possibilities to change individual consumption patterns. The rainforest and me and rainforest The Tasks “Group Meat”:

Ÿ What is the relation between cattle farming and the rainforest? Ÿ Why does cattle need soy and what role does the plantation of soy play in the deforestation of the rainforest? Ÿ What are the consequences of soybean farming for the environment and the people living in the rainforest? Ÿ How are cattle breeding and climate connected with each other? What is the relation between cows and methane? Is there a relation between methane and the climate change? Ÿ Which ideas do you have to prevent the deforestation of the rainforest? Ÿ Create a poster, including all the collected information, and present it to the rest of the class.

11582 SAME World Edu-kit ACTIVITIES Tasks “Group Palm oil”:

Ÿ What is palm oil? Which products include palm oil? Ÿ What is the connection between palm oil and the rainforest? Ÿ What is the impact of palm oil production on the environment and the people living in the rainforest? Ÿ What impact does the palm oil production have on the climate? Ÿ Which ideas do you have to prevent the deforestation of the rainforest? Ÿ Create a poster, including all the collected information, and present it to the rest of the class.

ENVIRONMENTAL JUSTICE ENVIRONMENTAL Pedagogical focus

The older students research information on the internet on their own: they look up, analyse and verify data and texts. Thereby, critical thinking is stimulated. In order to gain the interest of the rest of the class, each group has to present the collected information in a creative way. Con- sequently, the students also practice their presentation skills.

The younger students practice their skills in analysing and summarizing informational texts. They, too, have to use their creativity to present their results in an interesting way to the rest of the class.

Creativity The rainforest and me and rainforest The

116 SAME World Edu-kit ACTIVITIES Digital Storytelling: 11+ unfairy tales Typology of the activity: writing or creativity/workshop Topic: Intergenerational and Intragenerational Justice Age: 11+ Duration: 12 h and a "homework" activity – for Digital Storytelling minimum 12 h Curriculum subjects: geography, sciences, literature, history

Activity by: CIES Onlus ENVIRONMENTAL JUSTICE ENVIRONMENTAL Content introduction Our generation has inherited a world less healthy than our ancestors, and are going to leave to our children one even less healthy. But yet now, same generations in different parts of the planet are not experiencing the same opportunities nor paying the same price. The concept of intergenerational justice must therefore be closely tied to that of intragenerational justice. There can be ecological distribution over time (between different generations) and in space (between different places in the same period of time). World Game World Text by: CIES

Learn more about these topics: Go to Unit 2 , Go to Unit 4 Creativity Activity summary

A writing and digital workshop to focus on how the world we live in is diﬀerent from the one we knew just a few generations ago...and

from the one we'll leave to our tales unfairy Storytelling: Digital children. We will also look at how it there seem to be different “worlds” if we look at other peoples on the planet. Students will be encouraged to reflect on how what we all take for granted today —climate, water usage, photo by CIES Onlus - pupils creating food production and consump- their storyboard. Rome, Istituto Mazzini, Italy 11782 SAME World Edu-kit ACTIVITIES tion — has changed dramatically in recent decades and will probably not be available for future generations (intergenerational justice), and is not available now for people of different countries (intragenerational justice). Activities will be carried out by students through pictures, graphics and videos and by encouraging students to carry out research and interview members of their families, together or individually

Step by step ENVIRONMENTAL JUSTICE ENVIRONMENTAL

Materials: Ÿ Printed storyboard template Ÿ Computers and internet access Ÿ Projector

Step 1. Students will be encouraged to reﬂect on the video showing Sever Cullis-Suzuki's speech at the Rio Summit in 1992 https://youtu.be/oJJGuIZVfLM Credit: We Canada, 2012 The teacher elicits and moderates a discussion prompted by the following questions: "More than 20 years have gone by since the Creativity speech. Do you think that the situation has changed?", "Have your parents or grandparents ever told you about the diﬀerent world they used to live in?", "Do you think that in some other places environmental conditions are better or worse than in our countries?" The questions should help foster a debate on the previously established topics. Time 2 h

Step 2. In order to tackle the topic of intragenerational justice, the environmental injustice cases dealt with in Unit 2.2 . are discussed with the students. This will foster reﬂection on how the Digital Storytelling: unfairy tales unfairy Storytelling: Digital inhabitants of our planet do not have the same opportunities to enjoy the place they live. Time 2 h

Step 3. Students are asked to write their own thoughts about the video and to do some research in their family to understand how the surrounding environment has changed over the years. Their research can be based on a questionnaire to be administered to their parents and grandparents, focusing especially on the following points: 118 SAME World Edu-kit ACTIVITIES Ÿ Place of birth/origin of the participants' parents and grandparents Ÿ The way they used to live when they were children (did they play on the street? Ÿ Did they have opportunities to be surrounded by nature? If yes, where? How have nutritional habits changed? Which foods cannot be found anymore? www.pixabay.com Credit: Are there other kinds of food? Are they better or worse? (homework)

Step 4. By putting together their reflection about the video, narrations by other generations and input from in-depth reflection, participants create a short (max 1 editorial page) text on their JUSTICE ENVIRONMENTAL reflection on the topic, written in 1 person. Time 2 h

Step 5. The texts are shared by the whole group. Small (5–6 students) groups are formed and everyone reads his/her text (see Step 3), while the other participants listen and give advice on the text itself and on the topics. Participants should not adopt a judgmental attitude; on the contrary, they should actively cooperate in the text’s improvement. One way to do it is to encourage students to adopt the following formula to express their opinions: "If I were the one who wrote this text..." World Game World Creativity Digital Storytelling: unfairy tales unfairy Storytelling: Digital Credit: CIESCredit: Onlus

11982 SAME World Edu-kit ACTIVITIES A teacher or a moderator should check the group's activities; this role may be assigned to some of the students. Time 1 h

Step 6. CIESCredit: Onlus Texts are then revised by students following their classmates' suggestions; next, a ﬁnal version of their own narration is produced. A narration storyboard based on the following model is then created.

ENVIRONMENTAL JUSTICE ENVIRONMENTAL

Creativity Digital Storytelling: unfairy tales unfairy Storytelling: Digital

120 SAME World Edu-kit ACTIVITIES Some pictures (https://pixabay.com/en/) and background music (https://www. jamendo.com/en), royalty free, to be paired with the text are chosen and a presentation is created (with PowerPoint or with Prezi ). Once this activity has been completed, the ﬁnal presentations will be read to the participants' classmates and/or families during a public event. Time 4 h + 1 h public reading

Step 7. The following step might be the creation of a Digital Storytelling (http:// digitalstorytel- ling.coe.uh.edu/index.cfm) product (a 3–5 min video including the students' narrating voices, selected images and music is created).

Pedagogical focus JUSTICE ENVIRONMENTAL

Which are the most interesting pedagogical aspects of this activity?

The activity focuses on the topic of Inter- and intra-generational justice by involving different student skills: researching, writing, sharing, and using multimedia tools with awareness. The change of perspective is strengthened by the different points of view taken into consideration (previous and future generations, same generations in other parts of the world) and made “tangible” by the production of video stories, written and edited by the students themselves. Group work is strongly encouraged and, since different abilities are involved, each stu- Game World dent may contribute using his/her own talents. Creativity Digital Storytelling: unfairy tales unfairy Storytelling: Digital

12182

SAME World Edu-kit ACTIVITIES Mobile phone story 14+

Typology of the activity: workshop Topic: environmental injustice, life-cycle of products, electronic waste dumping Age: 14+ Duration: 45 min Curriculum subjects: Economics, Geography, Work Experience

Activity by: HUMANITAS ENVIRONMENTAL JUSTICE ENVIRONMENTAL Content introduction

Most of the Western world have grown accustomed to and depend heavily on the modern technologies. Yet how many of us know where do precious metals, used in the production of our mobile phones, computers etc., come from? Or better yet, how do we and our ever growing consumerism inﬂuence the market of these precious metals and the people and animals living in metal-rich areas of the world? With the advancement of the digital age and higher demand for new technologies, the people urgently need to become aware of the unethical and environmental unjust way these metals are being mined and exported, similar to “blood Game World diamonds” which have already gained a lot of media and public attention and scrutiny.

Text by: HUMANITAS Mobile phone story phone Mobile Learn more about these topics: Go to Unit 2 , Go to Unit 3 cellulare un di Storia Workshop Activity summary

This activity will teach students about the life cycle of their own mobile phones and their own responsibility as consumers in inﬂuencing what is one of the greatest environmental injustices and consequently environmental crimes of the Western world, the extraction of valuable Coltan used for the manufacturing of microchips for various electronic devices and electronic waste dumping in Africa and Asia. 1239682 SAME World Edu-kit ACTIVITIES Download material

Ÿ Attachment 1: MOBILE_PHONE_STORY_Chart.pdf Ÿ Attachment 2: MOBILE_PHONE_STORY_photographs.pdf Ÿ Attachment 3: MOBILE_PHONE_STORY_3_texts.pdf Ÿ Attachment 4: MOBILE_PHONE_STORY_Life_cycle_picture.pdf

Step by step ENVIRONMENTAL JUSTICE ENVIRONMENTAL Materials:

Ÿ chart for each student (Attachment 1) Ÿ 6 photographs (mining, use of cell phones and electronic waste) (Attachment 2) Ÿ 3 texts from the stages in the life cycle of a mobile phone for each student (Attachment 3) Ÿ stages in the life cycle of a mobile phone (Attachment 4)

Step 1. PREPARATION: Number or mark a set of three texts together (Attachment 3) so that the same number or symbol indicates three diﬀerent parts of the text in the Attachment.

Step 2. EVOCATION 15 min: Ask students to take out their cell phones and put them all on one table with a resulting heap of cell phones. Ask them about their spontaneous impressions: What comes to your minds? Mobile phone story phone Mobile You can write down their free associations on a large sheet of paper on which you have placed the mobile phones or on a blackboard. Leave the phones there for the whole duration of the exercise.

Hand out the chart (Attachment 1). Students ponder the answers they share, and in pairs write down their ideas. If you think it is appropriate, you can recap the ideas together with the class and write them down on the blackboard. Ask the students to keep the chart with them for now. Workshop

Then distribute the photographs of mineral mines, use of cell phones and the journey of electronic waste around the world (Attachment 2) on the ﬂoor around the heap of mobile phones. Every student should select one picture that seems to be the most interesting to him/her. Groups that have formed around each picture shall discuss what is happening in it and where it could have probably been taken. Each group then shares their observations with another group. It is also possible that they share their observations with the whole class. Write down all interesting observations on the blackboard so that you can come back to them during the lesson. 124 SAME World Edu-kit ACTIVITIES Step 3. REALIZATION OF MEANING 10 min

Proceed to the texts (Attachment 3). Students split into three groups according to the seg- ment to which their picture belongs (1. extraction and production, 2. consumption, 3. waste). Hand out the respective texts. Provide them with some time to study them. Students form groups according to the symbol of their text in which the readers from all three groups are represented. The task of the groups of three is to go back to the complete charts (At- tachment 1) and to put the new information into one of them, based on the texts. If you have possibilities for translation from German language there is a fantastic poster that you can show to students about the Journey of the smartphone.

Step 4. REFLECTION 25 min Informed by their charts and the texts studied, students interpret the life cycle of a cell phone. Explain the task that is prepared for them and then hand out the worksheet with the phases of JUSTICE ENVIRONMENTAL the life cycle of a mobile phone depicted (Attachment 4). Their assignment is to name the individual phases and formulate the risks posed by them to people and the environment during the individual stages. If you have enough time, students can share their results in the form of a “square” where they promenade around the classroom and meet with at least three people to whom they talk about their conclusions. Or let a few ideas from each phase be voiced in front of the whole class.

Ask the following: In your opinion, which risk is the most serious one? How can you prevent it? Do you know any examples where this could be happening? World Game World

You can start a discussion concerning one of the following questions:

Ÿ Negative impacts associated with products usually do not affect those who buy them. Who do they affect in the case of mobile phones? Why are these impacts not reflected in the price of a story phone Mobile Storia di un cellulare un di Storia product? Ÿ What could be done to make the companies manufacture products with smaller adverse impacts on the environment and people? Ÿ If we bought fewer goods, would our standard of living be reduced? If yes, how exactly? In which other ways would it (not) change?

If you still have some time, pose the following question to the students: How did they feel with- Workshop out their phones for 45 min? Could you live in the current society without a mobile phone? Give students time for thinking about their answers. Deﬁne two parties in the class one IN FAVOUR and one AGAINST. Students distribute themselves according to their answers. Ask them to reason their positions. At the end, ask them to put their cell phones back on a heap as at the beginning. Tell them to remind themselves of what has happened throughout the lesson and what they have learned. Now everyone names one thing that he/she feels to be the most important when looking at the heap. 1259682 SAME World Edu-kit ACTIVITIES Below: Preview of attachments (in the download folder you have full and individual versions!) Attachment 1: Ÿ My mobile phone... Ÿ What is it composed of? Ÿ Which materials and minerals is it produced from? Ÿ Where are the minerals and the processed components imported from? Ÿ What happens to the mobile phone when its life cycle is over? Ÿ What impacts does it have on people and the environment?

Attachment 2 – preview of the photos (bigger ones in download folder): ENVIRONMENTAL JUSTICE ENVIRONMENTAL

South Kivu mines, South Kivu mines, Life with a cell phone, USA, 2010 Democratic Republic of the Congo, 2009 Democratic Republic of the Congo, 2009 source: Greenpeace © source: Amnesty International © source: Amnesty International © Mobile phone story phone Mobile

Women from the Siberian ethnic group of Nenets, Electronic waste in China, the Guangzhou Electronic waste in China, the Guangzhou Russia, Jamal peninsula, 2009 province, the city of Nanyang, 2005 province, the city of Nanyang, 2005 source: Greenpeace © source: Greenpeace © source: Greenpeace ©

Workshop Attachment 3: 3 TEXTS

1- What does our mobile phone consist of? A mobile phone contains several dozen metals (gold, nickel, silver, platinum, copper, chro- mium, tin, silicon and others). It contains microchips that use extremely hard and highly con- ductible elements. Starting roughly in the year 2000, the production of microchips has used a compound of columbite and tantalite termed coltan. Coltan is a matt black mineral ore from which niobium and tantalum are extracted. Due to its hardness and excellent conductibility, 126 SAME World Edu-kit ACTIVITIES coltan is an important constituent in the production of small electronic parts for cell phones, computers and the majority of modern consumer electronics. It is estimated that almost 80% of the world‘s deposits of coltan are located on the territory of Democratic Republic of the Congo. Between 1998 and 2003, the “African World War” was taking place here. Eight African countries and several dozen guerrilla groups were involved in the conﬂict. This war and the ensuing unrest, continuing until today, have claimed the lives of over 5 million people.

This conflict, which has been mainly about the control over natural wealth, has been funda- mentally influenced by the world trade in minerals. The parties involved in the conflict have been fighting primarily to gain control over the mines that generate huge profits. The war in the Congo has been in fact funded and sustained by illegal mining where the combatants were exporting minerals from the Congolese territory. The most important of them is coltan, since a great global demand for electronics caused a sharp rise in its price. A lot of corporations from Europe and the USA purchase Coltan. JUSTICE ENVIRONMENTAL

2- In our hands Even before the mobile phone sets out on its way to its future owner, the individual parts and minerals necessary for its production have already travelled a great deal. The antenna can be manufactured in Hong Kong, the printed board in Malaysia, microphone and battery in China, computer chips in Japan or Germany. The display is probably from South Korea and the key- pad from Taiwan. Mobile phones are assembled for example in Ireland, Germany or Mexico. Mobile phones are among the electronic gadgets that have one of the highest replacement rates. Their owners keep almost two thirds of all mobiles only for one or two years. Around 500 million people all over the world change their mobile phone every year. Game World

In recent years, more than 250 million new mobile phones have entered the European market each year. Mobile phone story phone Mobile Did you know that: cellulare un di Storia

Ÿ in 2010, every 100 Europeans owned on average 125 SIM-cards? Out of every 100 inhabitants of Africa, 41 owned SIM-cards and out of every 100 Asians there were 66 SIM card owners? Ÿ the average lifetime of a computer in advanced countries fell from 6 years in 1997 to a mere 2 years in 2005? Workshop Ÿ the life cycle of a mobile phone in economically advanced countries is under 2 years? Ÿ major companies launch a new mobile phone with state-of-the-art design and applications every few months? Ÿ in 2012, the total stock of unused (but not yet discarded phones) in Europe was estimated to be 1.6 billion… and that number is projected to double to 3.2 billion by 2020? Ÿ that up to 120 kilograms of gold, 45 kilograms of palladium, 1,250 kg of silver and 45,000 kg of copper, 19,000 kg could be recovered from the batteries from ‘just’ one million unused mobile phones?

1279682 SAME World Edu-kit ACTIVITIES 3- Where should it go? More and more electronics are used globally every year. This causes a huge increase in the amount of waste that contains dangerous toxic chemicals and heavy metals which can be safely disposed of or recycled only with great diﬃculty.

The amount of electronic waste is rising sharply because people modernise their computers, mobile phones, TV sets, hi-ﬁ sets, printers and other electronic gadgets faster than ever before. The biggest problems are caused by mobile phones and computers, since those are exchanged at the highest rate. In Europe, the amount of electronic waste is growing at a pace of 3-5% per year, i.e. almost three times as fast as the overall volume of waste. European countries anticipate that the production of their electronic waste will triple over the next ﬁve years.

Electronic waste, e-waste, now constitutes up to 5% of the domestic solid waste (globally). This is ENVIRONMENTAL JUSTICE ENVIRONMENTAL almost as much as the amount of discarded plastic covers. Electronic waste is, however, much more dangerous. It is not only produced by western economies. In Asia, around 12 million tons of old electronics are discarded every year.

Currently 30-50 million tons of electronic waste are produced globally every year. This amount is practically very hard to imagine. If we put the estimated annual volume of electronic waste into transport containers and load them onto a train, its length would be suﬃcient to encircle the Earth's Equator.

Once the electronics' lifetime expires, it is often illegally exported from Europe, USA and Japan in Asian (China, India) or African countries (Ghana, Nigeria, Egypt) where processing of toxic waste is much less costly. Another excuse for export are considerably weaker (or even non-existent) environmental laws and standards. Toxic waste destroys the

Mobile phone story phone Mobile environment and endangers the health of inhabitants. Poi- sonous substances produce pollution of the air, soil, ground and water and are the underlying cause of the diseases inﬂict- ing the local people who pro- Workshop cess the waste.

Attachment 4: Life of a mobile phone

128 SAME World Edu-kit ACTIVITIES Sources of texts:

Ÿ Phone recycling program, available here 2015 Ÿ Areskog Bjurling. Kristina et al. From Congo with (no) blood: Recent developments relating to the sourcing of conﬂict-free minerals from the Democratic Republic of Congo (2012), available here Ÿ Greenpeace: Greener Electronics, available here (2015) Ÿ Svatoš, Jan (2009): „Válku v Kongu zastaví jen zájem lidí.“ Rozvojovka, (http://www.rozvojovka.cz/clanky/706-rozhovor-valku-v-kongu-zastavi-jen-zajem- lidi.htm) (2015) Ÿ Kulíšková, Šárka, Trojanová, Alžběta (2010): Čím je mobilní telefon mobilní? Výukový program. Kostelecké Horky: Civic association INEX-SDA.

Other sources of information: JUSTICE ENVIRONMENTAL

Ÿ Reports on the web pages of MakeITfair, available here Ÿ Good Electronics, International Network on Human Rights and Sustainability in Electronics, available here

Pedagogical focus World Game World

Students analyse the life cycle of a mobile phone.

Students assess positive and negative impacts on the individual stages of the life Mobile phone story phone Mobile Storia di un cellulare un di Storia cycle of a mobile phone.

Students search for a way of reducing negative impacts associated with the life cycle of a mobile phone. Workshop

1299682

SAME World Edu-kit ACTIVITIES The world in our shopping cart 1: tracking the banana 11+ Topic/keywords: Workshop Topic/keywords: inequality, climate change, globalization, agricultural trade Age: 11+, 14+ Duration: 90 min Curriculum subjects: geography, environmental studies, English

Activity by: ARTEMISSZIÓ FOUNDATION ENVIRONMENTAL JUSTICE ENVIRONMENTAL Content introduction

Banana from Ecuador, orange from Spain, cocoa from Ivory Coast, coﬀee from Brazil… today we can ﬁnd many products from far-away places in our local supermarkets. But do we ever think about where these products come from, and how their producers live? Do we ever think about how our consumption and shopping habits impact the lives of people living in another part of the world?

Banana is one of the most popular tropical fruits in Europe. 6 countries (India, Ecuador, Brazil, the Philippines, China and Indonesia) produce half of the global production. Banana trade is a proﬁtable business, however small producers and workers on the plantations get the least out of it.

Text by: ARTEMISSZIÓ Foundation

Learn more about these topics: Go to Unit 7 Workshop Activity summary

This interactive exercise raises awareness about inequality in the globalised world through banana the 1 - tracking cart Shopping the example of banana trade and promotes conscious consumption. The activity is based on a role play exercise, where students have to step in the roles of the diﬀerent actors of the banana trade, and collect arguments about their share. Then we compare the simulation with reality discuss the reasons behind inequalities and what can be done. 1319682 SAME World Edu-kit ACTIVITIES Download material

Ÿ story_of_a_banana_photo_gallery.ppt Ÿ story_of_a_banana_text_ARTEMISSZIO01a Ÿ Banana_role_cards_ARTEMISSZIO01a

Step by step

Step 1. Introducing the actors in the banana trade (needed: the pictures about the story of the

ENVIRONMENTAL JUSTICE ENVIRONMENTAL banana in the annex, paper, colorful pens, 30’, only for younger students 11+)

Alternatively, you can watch this short video about the banana

In small groups, students draw cartoons about the story of banana – how it gets to us from the producer, where it travels, what happens to it etc.

We ‘exhibit’ the cartoons in the room.

By using the pictures in the annex / the information in the short movie, we explain the diﬀer- ent actors – the worker in the banana ﬁeld, the planter, the carrier, the importer, the owner of the shop etc.

Step 2. (for all target groups) We have to understand more deeply what happens to the diﬀerent actors in the banana process: what happens to the banana from the planter to the buyer, and who beneﬁts from it. For this we need the role cards in the annex, 5 bananas, 5 knives and 30 coins/beans. 30’

1) The exercise is about the journey of the banana from the Latin-American plantations to our tables. Create 5 small groups based on each role: i. worker on the banana plantation, ii. owner of the plantation, iii. carrier (who transports the banana), iv. importer / owner of the

Workshop banana-ripening plant, v. owner of the shop selling the banana. Distribute the role cards. The groups should read them carefully and step in the role assigned to them.

Fonte: Oxfam Shopping cart 1 - tracking the banana the 1 - tracking cart Shopping

132 SAME World Edu-kit ACTIVITIES 2) Each banana costs 30p 3) How much should be given to you (as a worker / owner / carrier etc.) from this 30p? Discuss this in your group, and ﬁnd arguments. 4) Give a banana to each group, and ask them to split it according to their estimation. 5) Discuss with the whole group: what are the estimations and arguments? Compare! 6) Following the discussion, groups should re-calculate their needs. Each group reconsiders based on the arguments they heard, and gives another price for their work. We can simu- late the price with coins or beans – the owner of the shop should keep their part and then give the rest to the importer, and so on. 7) Discuss the results, then talk about how this 30p is distributed in reality: worker on the banana plantation: 1p owner of the plantation: 5p carrier who transports the banana: 4p

importer / owner of the banana-ripening plant: 7p JUSTICE ENVIRONMENTAL owner of the shop selling the banana: 13p

Discussion points:

Ÿ Is this fair? Ÿ Why is it distributed like this? Ÿ Who has the power, and why? Ÿ How can we change the situation? Ÿ How can we, consumers have an impact on the distribution of wealth related to banana? Ÿ Do you know about other issues where the distribution of the money is not fair?

The original exercise: www.bananalink.org.uk

Source for the images and description: http://www.oxfam.org.uk/education/resources/go-bananas

More background information: http://makefruitfair.org/

Hungarian version: Workshop https://drive.google.com/a/artemisszio.hu/ﬁle/d/0B5TgEhR6R1MbSFh2T0ktejhYcDQ/edit (page 12-16) Shopping cart 1 - tracking the banana the 1 - tracking cart Shopping

1339682 SAME World Edu-kit ACTIVITIES Pedagogical focus

This is very informative and emotionally strong exercise. Students have to step in the roles of the actors of banana trade, and become aware of the consequences of buying one banana in the shop. They also learn about fair trade. ENVIRONMENTAL JUSTICE ENVIRONMENTAL Workshop Shopping cart 1 - tracking the banana the 1 - tracking cart Shopping

134 SAME World Edu-kit ACTIVITIES The world 11 in our shopping cart 2: cacao +

Typology of the activity: Workshop Topic/keywords: inequality, climate change, globalization, agricultural trade Age: 11+, 14+ Duration: 45 min Curriculum subjects: geography, environmental studies, English

Activity by: ARTEMISSZIÓ FOUNDATION ENVIRONMENTAL JUSTICE ENVIRONMENTAL

Content introduction

Banana from Ecuador, orange from Spain, cocoa from Ivory Coast, coﬀee from Brazil… today we can ﬁnd many products from distant places in our local supermarkets. But do we ever think about where these products come from, and how their producers live? Do we ever think about how our consumption and shopping habits impact the lives of people living in another part of the world?

Cocoa grows in tropical areas in the so called cocoa-zone (from Latin-America through Africa to Southeast Asia.) Ivory Coast, Ghana, Indonesia, Nigeria, Cameroon, Brazil and Ecuador are the countries growing the most cocoa...

Cocoa is the main ingredient used to make chocolate. To make 1 kg (2.2 pounds) of chocolate, about 300 to 600 cocoa beans are processed, depending on the desired cocoa content. Cocoa beans are also used to make soap and cosmetics. Over forty percent of the world's cocoa beans are consumed in Europe. Workshop

While cocoa beans become chocolate, a lot of other actors are involved and 6 multinational companies own 80% of the chocolate industry. There are 5-6 million cocoa farmers worldwide, which means that around a total of 40-50 million people depend on cocoa for their livelihood. About 90-95% of all cocoa is produced by small farmers.

Text by: ARTEMISSZIÓ Foundation 2 – cacao cart shopping our in world The

Learn more about these topics: Go to Unit 7 1359682 SAME World Edu-kit ACTIVITIES Activity summary

The interactive exercise raises awareness about inequality in the globalised world through the example of cocoa trade in order to promote conscious consumption. With the help of a big world map, students identify cocoa bean producing countries and the countries of big chocolate producing companies, and together we think about the reasons and consequences of this distribution.

ENVIRONMENTAL JUSTICE ENVIRONMENTAL Download materiali

Ÿ Cocoa_chocolate_cards_ARTEMISSZIO01b.doc Ÿ Cocoa_game_role_cards_ARTEMISSZIO001b.doc

Step by step

Step 1. Where does chocolate come from? (needed: chocolate, big map of the world, cocoa and chocolate cards from annex, 15’)

Questions:

Ÿ Which are the top 6 countries producing cocoa beans? Answer: Ivory Coast, Ghana, Indo- nesia, Nigeria, Kameron, Brazil. Ÿ Which countries produce the most chocolate? Answer: the 5 biggest companies in the world are Mars (USA), Nestlé (Swiss), Hershey Food (USA), Cadbury (UK) and Ferrero (Italy) Workshop Ÿ Where are these countries located on the world map? Put the chocolate and cocoa cards on the countries.

Discussion:

Ÿ What do you ﬁnd interesting as you look at these countries on the map? (North – South The world in our shopping cart 2 – cacao cart shopping our in world The division, N: chocolate companies, S: cocoa producers) Ÿ What is the reason behind this distribution? (reference to colonization, distribution of power etc.) 136 SAME World Edu-kit ACTIVITIES Step 2. Imagine that the chocolate we can buy in your Country is made in the USA, while cocoa comes from the Ivory Coast. Measure the distance between these two countries on the map! What are the consequences of the cocoa/chocolate travelling so much? Discuss. (10’)

Step 3. To raise awareness about the origins of our everyday food, raise awareness about the lives of workers in developing countries.

1) What other products do you know such as cocoa, coming from a far-away country? 2) Each small group gets a set of product cards (annex), and they put together the different pieces of information about a certain product: Ÿ picture of the product (banana, tea, cocoa, coffee, sugar) Ÿ country JUSTICE ENVIRONMENTAL Ÿ description of the producer’s life Ÿ picture of the raw material 3) Discussion: Is there any surprise? 4) What can you observe about the lives of workers? Any similarities/differences? 5) Any similarity/difference compared to the life of an agricultural worker in Hungary?

Resource: Ÿ bananas-and-cocoa-beans.pdf

Background information: Ÿ https://top5ofanything.com/list/c60de433/Cocoa-Bean-Producing-Countries Ÿ http://www.worldatlas.com/articles/100022-top-10-cocoa-producing-countries Ÿ http://www.icco.org/about-cocoa/chocolate-industry.html

Pedagogical focus Workshop It is very informative and emotionally strong exercise. Students learn about where their daily drink or dessert comes from. They step in the roles of workers on cocoa ﬁelds, and learn about the historical and structural reasons behind inequalities in the world, which also impacts the cocoa-chocolate trading system. The world in our shopping cart 2 – cacao cart shopping our in world The

1379682

SAME World Edu-kit ACTIVITIES Deciding about 11 a gold mine +

Typology of the activity: Role playing Topic: Environmental justice Duration: 3 h of classroom time Curriculum subjects: Language, physics, chemistry, moral and civic education

Activity by: CTI - Georgia Liarakou ENVIRONMENTAL JUSTICE ENVIRONMENTAL Content introduction

Humans have been mining gold for thousands of years. Nowadays, gold is still a prime target of massive industrial mining operations because of its high value. Gold continues to be a major asset in the ﬁnancial system and it is widely used in space engineering and in many electronics and high tech applications. While most of the gold is produced by major corporations, smaller artisan operations exist all over the world. Gold mining projects have diﬀerent phases, such as exploration, development, active mining, disposal of overburden and waste rock, ore extraction, tailings disposal and site reclamation and closure.

Despite the efforts to reduce the environmental impacts of gold mining, the activities throughout the mining cycle still affect the surrounding environment. Among the most significant impacts are the effects on water quality and availability, on air quality due mainly to small size particles transported by the wind, erosion, formation of sinkholes, loss of biodiversity, as well as mercury, arsenic and cyanide hazards to humans, plants and animals.

Learn more about these topics: Go to Unit 2 , Go to Unit 3 mine a gold about Deciding Workshop Activity summary

Through role play, students come into contact with conflicting interests and views that emerge when one attempts to address issues related to environmental justice. Students, working in groups, assume the role of key-persons and social groups who are involved in the issue; they develop an argumentation to defend the positions adopted by these persons or groups and finally exchange arguments seeking a final decision regarding the issue. 1399682 SAME World Edu-kit ACTIVITIES Step by step

Step 1. The teacher presents the scenario of the role playing activity entitled ‘Gold mine’ (see below) to the students and ensures that all aspects of it are understood. Then the students are requested to suggest who the key-persons or social groups involved in the issue are so that they could be invited to take part in the discussion organized by the mayor. All proposals are written down and ﬁnally four to six of these are selected, according to the number of students. It is important to have an equilibrium between the key-persons or social groups who are for and against the investment. ENVIRONMENTAL JUSTICE ENVIRONMENTAL Step 2. Students divided into groups of 3-4 then choose the role of a key-person or social group. Each group deﬁnes the main position of these persons or social groups and analyzes the reasons why they will support or reject gold mining in their village. They record as many arguments as possible to support their view. During this stage, the students should have access to the Internet or other resources that the teacher might have already prepared, in order to collect additional information on gold mines.

The teacher monitors each group’s work, comments on the arguments recorded by the students and poses appropriate questions. This tactic fuels group discussions and helps learners analyze the interests and views of the person or social group they represent.

Step 3. When the groups have completed recording their arguments, the discussion can take place. A single representative, nominated by each group and a coordinator will take part in this discussion. The coordinator could be the teacher or a student. All representatives and the coordinator sit around a table. The other students will listen to the discussion, ask additional questions and vote for the ﬁnal decision.

Deciding about a gold mine a gold about Deciding Before starting the discussion, the whole class sets the appropriate rules (e.g. the person who has the ﬂoor shouldn’t be interrupted, each representative has two minutes to present his/her Workshop arguments etc).

Step 4. The coordinator introduces the issue, presents the participants to the audience and reminds everyone about the rules of the discussion. Then each participant announces the views and the arguments of the person/social group he/she is representing. After completing all presentations, a second round can start during which representatives try to counter the arguments cited by the others. At the end of the process the other students may also request clariﬁcation or raise questions. 140 SAME World Edu-kit ACTIVITIES Step 5. After completing the previous step, the audience (all students apart from the representatives who took part in the discussion) are requested to vote in order to decide whether the gold mine investment will take place or not.

Step 6. The activity ends with reﬂection, which helps to discharge the atmosphere. In this step the teacher focuses on the actual process which was followed by asking questions like:

Ÿ What did you like most? Ÿ What do you think didn’t go well? Ÿ Were the rules respected? Ÿ Were the arguments presented during the discussion convincing? ENVIRONMENTAL JUSTICE ENVIRONMENTAL Throughout the whole process, the teacher should ensure the emergence of the conﬂicting interests and views found in many environmental issues. The contradictions between these views largely guide our personal and collective choices and decisions in relation to issues concerning the environment and sustainability.

Gold mine

Scenario Elatos is a peaceful village in a very beautiful natural environment. Residents are mainly farmers and cattle breeders, while some commute daily to the adjacent city, a tourist destination, which is situated 30 km away. Lately, due to the increase in the price of fuel, transit cost is high and many residents are forced to permanently move to the city. For some months now, residents are in turmoil since after current geophysical surveys gold deposits have been found. A large international company wants to start extracting the precious metal and promises to the residents job positions for everyone and large scale development. Some residents are in favour of the mine, while some others vehemently oppose it. In order to reach a decision, the mayor convenes the General Assembly of the village and invites for discussion representatives of involved social groups so they can share their views. After the discussion a ballot will be held so that residents can vote for or against the gold mine operation. mine a gold about Deciding

Suggested roles Workshop Company representatives: they believe that the investment will create job positions and will bring development to the village, attracting a larger labour force. They promise that all necessary environmental studies will be conducted, therefore there will be no problem for the local environment.

Environmental organization representatives: they believe that gold mines will have a negative impact on the environment and that the speciﬁc investment will strike a serious blow to the area. They try to persuade the residents that they should follow an alternative development 1419682 SAME World Edu-kit ACTIVITIES path (e.g. organic product farming and stock breeding, mild tourism) which will not have a serious impact on the quality of the local environment.

Commuters: they believe that the mine is a unique opportunity to ﬁnd a job and stay in the village. They do not wish to abandon their "home" and they believe that the anticipated development in their area will allow them to improve their standard of living.

Farmers and cattle breeders: they react to the investment either because they will lose their properties due to expropriation or because the quality of their products will deteriorate. They want to maintain the local environment intact and to continue a peaceful life close to nature.

Local producers and shopkeepers: they see in the mine a great opportunity since due to the anticipated development they will be able to expand their activities. The locals will gain more ENVIRONMENTAL JUSTICE ENVIRONMENTAL money and new labourers that will ﬂow in will bring along a new impetus to the village.

Other residents: they do not support the investment because they fear for the environmental consequences and for the changes this will bring to the village’s life. They trust neither the company, nor the state, and they believe that the mine will undermine the village’s future.

To learn more about mining issues:

Ÿ An overview of mining and its impacts (from “Guidebook for Evaluating Mining Project” by Elaw) Ÿ Mining pollution: Does gold mining emit mercury? Ÿ Sustainable gold mining in Europe by Euromines Ÿ About responsible gold mining Deciding about a gold mine a gold about Deciding Workshop

142 SAME World Edu-kit ACTIVITIES Pedagogical focus

Considering that environmental issues have no easy solution, the analysis of conﬂicting interests and views require critical thinking, interpretation and assessment skills of all the elements of the role playing scenario, and the ability to investigate and to assess the consequences of each solution. All these skills are very important for citizenship. In addition recognition and assessment of data, understanding and formulating substantiating arguments and applying criteria and critical thinking are important skills required for active participation in society. ENVIRONMENTAL JUSTICE ENVIRONMENTAL Deciding about a gold mine a gold about Deciding Workshop

1439682

FORM EVALUATION ENVIRONMENTAL JUSTICE

SAME World Edu-kit TEST

Evaluation form 9+

UNITÀ 1. IN A SINGLE WORLD 1.1. Biodiversity as an essential component of ecological systems

Question 1.

Ÿ Biodiversity is nature's richness which includes a large number of diﬀerent plants and animals, their habitats and genes. Look at the pictures and say, where biodiversity is greatest. ENVIRONMENTAL JUSTICE ENVIRONMENTAL

1 2 3

Credits http://wallpaper-wallpapers.com/; http://www.goodnews.ee/; http://ﬁbir.ut.ee/

Biodiversity is the greatest on the picture:______

Question 2. 9+ form Evaluation

Ÿ Choose the title for the ﬁgure.

❏ Ecosystem energy ﬂow ❏ Hunting dog’s life and death ❏ Wildlife and sunshine ❏ Loss of ecosystem ❏ Energy losses in ecosystem

Source: http://www.daviddarling.info/encyclopedia/E/AE_ecology.html 1479682 SAME World Edu-kit TEST

UNIT 2. WE DO NOT HAVE ALL THE SAME OPPORTUNITIES 2.1. Environmental justice

Question 3.

Ÿ Cross out expression that does not characterize environmental justice. ENVIRONMENTAL JUSTICE ENVIRONMENTAL

UNIT 3. THE IMPACT OF OUR LIFESTYLES 3.1. The responsibilities of the current economic system

Question 4.

Evaluation form 9+ form Evaluation Almost all production activities are based on the use of natural resources. Natural resources are for example: ❏ Water ❏ Wood ❏ Metal ores ❏ Air ❏ Fossil fuel ❏ Animals ❏ Soil ❏ Plants ❏ Solar energy ❏ Earth minerals

Which of these are non-renewable natural resources? ______

148 SAME World Edu-kit TEST

3. 2. Production chains: social and cultural impacts

Question 5.

Ÿ How is the process in the Figure called?

❏ Simple production chain ENVIRONMENTAL JUSTICE ENVIRONMENTAL ❏ Simple food chain ❏ Simple waste generation chain ❏ Simple economic chain

UNIT 4. OUR LEGACY FOR THE FUTURE GENERATION 4.3. New models of participation

Question 6.

Ÿ :Transformation of the current production model requires great changes. In the table there are listed changes that should be done. Write in the upper row of the table who have to carry out these changes Evaluation form 9+ form Evaluation

1. Politicians 2. Consumers 3. Entrepreneur

They have to design products They have to be creative to They must adopt laws in a way they last longer use the things that they beneﬁcial to the people already have

They have to design products They have to be creative to They have to share state in a way they can be repaired repair and share things and funds fairly services

Proﬁt may not be the They have to be creative to They have to make the right primary goal produce on their own or in decisions communities

1499682

SAME World Edu-kit TEST

Evaluation form 11+

UNIT 1. IN A SINGLE WORLD

Question 1. Answer the question and ﬁnish the scheme

Ÿ What is biodiversity? ENVIRONMENTAL JUSTICE ENVIRONMENTAL

FIGURE: Levels of organization of the concept of biodiversity

Question 2. Are these sentences true or false? Correct the mistakes

❏ Biodiversity is divided into two levels: species diversity and ecosystem diversity. ❏ At present, approximately 1.9 million species have been described worldwide. ❏ Without biodiversity none of the fundamental ecological mechanisms (e.g pollination etc) could even exist. Evaluation form 11+ form Evaluation

UNIT 2. WE DO NOT HAVE ALL THE SAME OPPORTUNITIES

Question 3. Mark the correct answer

Ÿ What is environmental justice?

❏ The right of communities and citizens to live in a clean and healthy environment with a lot of economic and industrial activities. ❏ The right of communities and citizens to live in a clean and healthy environment, without being harmed or aﬀected by any economic or industrial activity. 1519682 SAME World Edu-kit TEST TEST

Question 4. Bring one example of environmental injustice

UNIT 3. THE IMPACT OF OUR LIFESTYLE ENVIRONMENTAL JUSTICE ENVIRONMENTAL Question 5. Look at the diagram in section 3.1 ( how long will it last? ). Fill the table and answer the question.

ELEMENT HOW MANY YEARS LEFT, IF

the world consumes at the world consumes at half today’s rate the US consumption rate

ALUMINIUM

GOLD

Evaluation form 11+ form Evaluation TANTALUM

Ÿ what element is in supply the longest if the world consumes at today’s rate? Scheda 11+ di valutazione Question 6. Look at the video of smartphone life cycle

Ÿ name diﬀerent problems that occur at the stage of production of the smartphone.

152 SAME World Edu-kit TEST

UNIT 4. OUR LEGACY FOR THE FUTURE GENERATION

Question 7. Place following sources of energy to the right box: Solar energy, wind energy, fossil fuel oil, biomass energy, coal, hydropower energy, nuclear, natural gas

RENEWABLE ENERGY NON RENEWABLE ENERGY ENVIRONMENTAL JUSTICE ENVIRONMENTAL Evaluation form 11+ form Evaluation

1539682

SAME World Edu-kit TEST

Evaluation form 14+

UNIT 1. IN A SINGLE WORLD

Question 1. Look at the map in section 1.2 ( Biodiversity hot-spot regions ).

Ÿ name three continents of biodiversity hot-spot regions. Explain why these are the hotspot regions.

UNIT 2. WE DO NOT HAVE ALL THE SAME OPPORTUNITIES JUSTICE ENVIRONMENTAL

Question 2.

Ÿ what is an environmental justice and how is it connected with term “environmental racism”?

Question 3.

Ÿ ﬁnd an example of environmental justice in your Country. Evaluation form 14+ form Evaluation UNIT 3. THE IMPACT OF OUR LIFESTYLE

Question 4. Mark the correct answer

Ÿ What is a GDP?

❑ GDP (Gross Domestic Product) measures the monetary value of all goods and services produced within a country’s borders within five years. ❑ GDP (Gross Domestic Product) measures the monetary value of all finished goods and services produced within country’s borders within one year. ❑ GDP (Gross Domestic Product) measures the monetary value of all finished goods and services produced by country’s citizens within one year.

1559682 SAME World Edu-kit TEST

Question 5. Look at the video of smartphone life cycle

Ÿ name impacts on environment and human’s health that occur at diﬀerent stages of smartphone life cycle.

UNIT 4. OUR LEGACY FOR THE FUTURE GENERATION

Question 6. ENVIRONMENTAL JUSTICE ENVIRONMENTAL

Ÿ Bring two examples to prove and two examples to disprove the following statement: "it becomes impossible for us to leave the planet in a better shape than it was handed to us by those that came before us “

Question 7. Fill the table.

Ÿ advantages and disadvantages of sources of renewable and non-renewable energy

Evaluation form 14+ form Evaluation ADVANTAGES (+) DISADVANTAGES (-)

Sun energy

Hydropower energy

Wind energy

Fossil fuel oil

Coal

Nuclear

Evaluation text by: Aija Kosk , Lecturer of Environmental Policy and Economics 156 SAME World Edu-kit CLIMATE CHANGE

UNIT 5 EARTH AND ITS FUNCTION UNIT 6 SOMETHING IS NOT WORKING UNIT 7 LIMITS OF THE PLANET: CLIMATE CHANGE EFFECTS UNIT 8 REDUCE OUR IMPACT ON ENVIRONMENT, NOW!

Why is Climate changing and which are the consequences?

Can we reduce our impact on the earth?

SAME World Edu-kit UNIT 5 UNIT 5.1 What is climate?

Climate represents a system of generally pre- (reradiation by atmospheric greenhouse gas- vailing weather conditions of a certain region ses). Without greenhouse gasses (e.g. water averaged over a series of years (usually 30), as vapour, carbon dioxide, methane) naturally explained in Unit 5.4 . Predominantly longitudi- occurring in the atmosphere, absorbing and nally belt shaped and circular around the emitting infrared radiation, the Earth ś sur-

poles, the distinct climatic zones can be classi- face would be 33ºC colder on average. CHANGE CLIMATE ﬁed latitudinally from circumtropical equato- The modern climate classiﬁcation is deter- rial (with high solar almost perpendicular radi- mined by numerous bioclimatic variables ation) towards polar areas receiving less heat. derived from the monthly temperature and Without doubt climate appears very compli- precipitation values and representing annual cated and dynamic system with its own mech- trends (e.g. mean annual temperature), sea- anisms (Figure 5.1.1; Figure 5.1.2;), which rely sonality and even extreme records (e.g. tem-

EARTH AND ITS FUNCTION AND ITS EARTH on many factors (forcings) with a natural (e.g. solar variations, water system, land use, biodiversity or volcanic eruptions) and human induced origin, such as the enhanced greenhouse effect. In interaction with the Earth the direct solar radiation undergoes a certain degree of modification when reflected (albedo effect with 30% reflection) back to space or amplified by the greenhouse effect

Fig.5.1.2 Climate variation factors (Credit: www.350ottawa.org)

perature of the coldest and warmest month). You can see (Figure 5.1.3) and read more in this document on terrestrial essential climate variables. The modern climate classiﬁcation system determines 5 climate types with several subcategories, as you can see in this interactive map Tropical climates with constant high temperatures include tropical rainforest (all Fig.5.1.1 Earth’s annual and global mean energy months have average precipitation of at least balance (credit: www.wmo.int) 60 mm), monsoon (with annual rainfall up to 1599682 SAME World Edu-kit UNIT 5 UNIT more than 10,000 mm) and savanna climates. Dry climates with a distinctive dry season (arid and semi- arid climates) occur in deserts (large diurnal and seasonal temperature range, in summer up to 45 °C) and steppes. Temperate climates, including Medi- terranean (with hot and dry summers), warm temperate or oceanic climates (with cool summers and milder winters) dominate in Europe.

CLIMATE CHANGE CLIMATE Fig.5.1.3 Climate classiﬁcation scheme Colder polar and alpine climates occur partic- (Credit:Climate classiﬁcation scheme bing search) ularly in tundra.

Text by Peter Fedor, Professor of Environmental Ecology

160 SAME World Edu-kit UNIT 5 UNIT 5.2 What regulates CO in the atmosphere?

Carbon is a fundamental element of our planet. As such, the balance between the above- Not only is it present in the ocean, air and rock, mentioned sources and the carbon sinks, but also all living things are made of carbon. In mainly the oceans and vegetation (Fig 5.2.1),

our environment carbon is neither ﬁxed nor sta- regulate the presence of CO2 in the atmo- ble, but instead moves between the Earth’s sphere.

spheres. In the atmosphere, carbon exists in CHANGE CLIMATE

the oxidised form of CO2 , carbon dioxide. On the global scale, forests, wetlands and oceans are important carbon sinks, number-

The main natural sources of CO2 are volcanic ing among the key eco-systems for climate reg- activity (e.g. volcanic eruptions), large-scale ulation. In this context, forests are particularly forest ﬁres, weathering, decomposition and key eco-systems that act as a long-term car- breathing processes. Although natural pro-

EARTH AND ITS FUNCTION AND ITS EARTH cesses have occurred for centuries, intensiﬁed human activity has an eﬀect on the concentra-

tion of CO2 in the atmosphere, contributing to the increased concentration of this greenhouse gas (see Unit 6.2 ). Even if some volcanic eruptions release large

quantities of CO2, on average human activities

emit more than 135 times as much CO2 as volcanoes each year. Humanity's rapid industrial evolution over the last few centuries has sub-

stantially increased the CO2 content in the atmosphere (see Unit 6.2 ), due predominantly to three sources: 1) the burning of fossil fuels Fig. 5.2.1: The carbon cycle. such as oil, coal, peat and natural gas; 2) In addition to the pre-industrial “natural” carbon cycle, nowadays further carbon compounds from to diﬀerent cement production; 3) large scale land use anthropogenic sources are added to the cycle, thus changes (e.g. deforestation). In other words, creating the post-industrial carbon cycle the carbon that was stored in diﬀerent miner- (Source: http://www.epa.gov/airnow/teachers/ als and organic compounds (such as coal, rb_carboncycle_activity.pdf). methane and oil reservoirs) for hundreds of centuries has been released into the atmo- bon sinks. As the trees grow, the forests bind

sphere in the form of CO2 during a very short carbon in the form of below- and above- time period (the last 250 years, ie. since the ground biomass, imprisoning the absorbed start of the industrial revolution) through the carbon in the wood for decades. The advan- combustion of these compounds, the so- tage of forests as sinks in comparison to other called “fossil fuels”. carbon-absorbing eco-systems is due to the 1619682 SAME World Edu-kit UNIT 5 UNIT fact that wood is a long lasting material, so ture, livestock farming, even if the trees are felled and transformed and waste and waste- into products, the carbon stays bound within water treatment. the wood and as such isn’t released into the However in the absence atmosphere. Burning wood as fuel will result in of oxygen, methane is a zero carbon balance with the atmosphere, as also released in natural decomposition pro- the carbon released into the atmosphere is the cesses. Other natural CH4 sources are bogs, same carbon that was once captured by the peatlands and wetlands. trees. Climate change will have a direct impact on the carbon cycle. There are short-term (be- Nitrous Oxide (N2O): N2O absorbs thermal tween the atmosphere, hydrosphere and bio- radiation hundreds of times more eﬀectively CLIMATE CHANGE CLIMATE sphere) and long-term cycles (including the than CO2 while the proportion of N2O in the lithosphere and the deeper layers of oceans atmosphere is relatively low in comparison to and sediments). other greenhouse gases. The main industrial sources of N2O are agriculture, waste manage- Other greenhouse gases: The other important ment and energy production. F-gases (CFC,

greenhouse gases in addition to CO2 are water HCFC, HFCs, PFCs, SF6): F-gases are often used vapour (H2O), methane (CH4), nitrous oxide in refrigerators, foaming agents, fire (N2O) and fluorinated gases (also known as F- extinguishers, solvents, pesticides and aerosol gases). Water vapour (H20): Water vapour is propellants. Unlike other greenhouse gases, F one of the most important greenhouse gases gases are very persistent in the atmosphere; as it is the most common, widely spread and, some of these emissions will affect the climate compared to other greenhouse gases, exists in for many decades or even centuries, making the largest proportion. The rising temperature them very dangerous even in small amounts. of the Earth combined with industrially emitted fine particles causes more water vapour to Source: remain in the atmosphere, subsequently Ÿ http://www.nasa.gov/topics/earth/featur increasing the greenhouse effect. es/vapor_warming.html So, although human activity is not the main source of water vapour formation, the fine particles emitted through industrial processes could force the water vapour to stay in the Text by Stefano Caserini, atmosphere. Professor of Mitigation of Climate Change, Politecnico di Milano ; Methane (CH4): The characteristics of green- Ylle Napa, house gases vary widely. For example, meth- Environmental Consultant ane stays in the atmosphere for approximately 10 years, but during that time it absorbs 20%

to 25% more thermal radiation than CO2 would absorb in an entire century.

Anthropogenic sources of methane are mainly linked to energy production, gas leaks, agricul- 162 SAME World Edu-kit UNIT 5 UNIT 5.3 The historical human ability to adapt to climate change

Ecosystems, climate and human communities forth. This was true, for instance, of the Inuit in are strongly interrelated. Ecosystems sustain Greenland, representing the culmination of human societies and allow them to prosper, thousands of years of cultural development by due to the nutritional, environmental, cultural, Arctic peoples who learned to master Arctic recreational and aesthetic resources they pro- conditions.

vide. We all depend directly or indirectly on the CHANGE CLIMATE products and services of ecosystems, includ- They developed different strategies to adapt ing crops, livestock, fish, wood, clean water, to the difficult climate conditions and climate oxygen and wildlife (read more in Unit 1 ). Cli- changes, such as building igloos for winter mate is an integral part of ecosystems, influ- housing out of snow during the months of Arc- ences them and is influenced by them, both tic winter darkness and burning whale and locally and globally (read more in Unit 5.1 and seal blubber for fuel and for lighting lamps in a Unit 5.2). It therefore strongly contributes to condition with little wood available for build- EARTH AND ITS FUNCTION AND ITS EARTH determining the living conditions of human ing, heating and lighting houses. As wood to communities. Our ability to adapt and even build boats was lacking, they stretched seal- thrive in a variety of environments is one of the skins over frameworks to build kayaks, as well hallmarks of our species . From the frozen Arc- as to make their boats called umiaqs, big tic to the warm Mediterranean area, from the enough to take out into unprotected waters monsoonal Southeast Asia to the arid Sahel, for hunting whales, that gave them an addi- humans are everywhere. Indeed, a very high tional major food supply. degree of adaptability might be the main defining characteristic of our broader genus, At the same time, according to the bestselling Homo. book Collapse. How societies choose to fail or succeed by Jared Diamond, climate change Recently, a team of researchers has defined can be included among the factors to consider that the ability of human ancestors to adjust to in trying to understand putative environmen- changing conditions ultimately enabled the tal collapse, together with environmental dam- earliest species of Homo to vary, survive and age, hostile neighbors, friendly trade partners begin spreading from Africa to Eurasia 1.85 mil- and the society's responses to its environmen- lion years ago. Thus, adaptation to changes in tal problems. This was the case, also in Green- climate is certainly nothing new. land, of the collapse of the Norse community. Throughout history, human societies have It initially prospered in Greenland, due to a for- repeatedly demonstrated a strong capacity for tunate set of circumstances surrounding their adapting to different climates and environ- arrival. They arrived at a time of relatively mild mental changes, whether by migration to climate, when hay production was sufficient in new areas, changing the crops we cultivate, or most years, sea lanes to Europe were free of ice, building different types of shelter, and so there was European demand for their exports 1639682 SAME World Edu-kit UNIT 5 UNIT of walrus ivory, and there were no Native Amer- forces that drive climate icans anywhere near the Norse settlements or and that have nothing to hunting grounds.All of those initial advan- do with humans. Natural tages gradually turned against the Norse, in climate change may ways for which they bore some responsibility. make conditions better or While climate change, Europe's changing worse for any particular human society, and demand for ivory, and the arrival of the Inuit may benefit one society while hurting another were beyond their control, how the Norse one. dealt with those changes was up to them. Their impact on the landscape (by destroying Today, the key issue is the current rate of global the natural vegetation, by causing soil erosion, climate change, which is unusually high com-

CLIMATE CHANGE CLIMATE and by cutting turf) was a factor entirely of pared to past changes that society has experi- their own making, contributing to the end to enced, and being mainly linked to human- the Norse Greenland colony. Thus, we shall see made rather than natural causes. In an increas- that the modest cooling of the Northern Hemi- ingly interdependent world, negative eﬀects sphere between the 15th and 16th centuries of climate change on one population or eco- was bad for the Greenland Norse, but good for nomic sector can have repercussions around the Greenland Inuit. the world, and the links between climate change and the other factors identiﬁed by Dia- In conclusion, we can observe that climate mond that could determine the collapse of may become hotter or colder, wetter or drier, human communities are becoming increas- or more or less variable between months or ingly strong. between years, because of changes in natural

Text by Anna Brusarosco, project manager CEVI

164 SAME World Edu-kit UNIT 5 UNIT 5.4 Can nature have rights?

“Nature, or Pacha Mama where life is repro- ica and the UN. Interest in recognizing the duced and occurs, has the right to integral rights of nature has extended globally in respect for its existence and for the mainte- recent years, including in India, Mexico, the nance and regeneration of its life cycles, struc- United States, Nepal, New Zealand and Turkey, ture, functions and evolutionary processes. All at national and local levels.

persons, communities, peoples and nations CHANGE CLIMATE can call upon public authorities to enforce the The rights of nature enshrine the right of eco- rights of nature. (...)” Art. 71 Chapter 7 Rights of systems and natural communities (including Nature – Ecuador's 2008 Constitution. human beings) to exist and maintain their traits, without being considered only assets to Ecuador was the first country in the world to be exploited. Earth jurisprudence differs in include the rights of nature in its constitution this sense from classic environmental law, in 2008. The following year it was Bolivia's turn. which considers nature worthy of protection EARTH AND ITS FUNCTION AND ITS EARTH Both constitutions were given much impetus only when affecting it puts human existence at by environmental justice movements. The risk. Andean region has shown its activism in recognizing the rights of nature with pro- Text by: Alessia Romeo, posal(see italian reference here ) in Latin Amer- Project manager

1659682

SAME World Edu-kit UNIT 5 UNIT 5.5 What are the diﬀerences between climate and weather and what is an extreme climate event?

Weather is the state of the atmosphere at a curve (Gauss) having a peak in the average given place and time. Climate is the average number and ﬂatter or thinner depending condition of the atmosphere (such as temper- upon the deviation of the remaining values ature or precipitation) over a long period of (Fig. 5.1.1). time. Climate is the average of weather condi-

tions in a place. The values that are at the extreme of the distri- CHANGE CLIMATE bution are called “extreme events” because Weather is based on an observation at a partic- they are powerful (i.e. very hot days, very ular time. Climate is based on many observa- intense precipitations, very strong winds) but tions over many years. have a low probability.

Weather aﬀects us in many ways. It aﬀects With climate changes the normal curves of the

EARTH AND ITS FUNCTION AND ITS EARTH what we do and what we wear, how we travel, diﬀerent climatic elements changes and the and even our mood. Meteorologists measure occurrence of extreme events arises with weather conditions in diﬀerent places and use increasing frequency. this information to report and make forecasts about future weather conditions.

Weather forecast and climate projection are thus very diﬀerent: the ﬁrst has been made initially basing on the memory, and thus developed in a science that allow to predict weather for the following days. Climate Projection could only be made at decadal scale.

The climate is an indication of the average time of the year, but it is of interest also the Fig 5.5.1 Climate Change Shifts the Odds for probability of events with low frequency dur- Extreme Weather Events.. ing the year. As an example, a little rain would (Source: Solomon et al., 2007, Technical Summary. In: Climate Change 2007: The Physical Science Basis. be a feature of the climate of an area, but the Contribution of Working Group I to the Fourth probability of an extreme factor such episodes Assessment Report of the Intergovernmental Panel of very heavy rain that could cause ﬂooding is on Climate Change.) important for human activities.

The distribution of the values of climate Some changes in extremes is already seen in parameters in an area (i.e. daily or monthly tem- the planet: as an example, the following ﬁg- perature or precipitation) follow a normal ure(Fig.5.5.2) shows that European summer 1679682 SAME World Edu-kit UNIT 5 UNIT temperatures in 2003, 2010 were far outside the normal range. frequency CLIMATE CHANGE CLIMATE

Fig 5.5.2: Statistical frequency distribution of European summer land-temperature anomalies (relative to the 1970–1999 period) for the 1500–2010 period. Each vertical line represents the average summer temperature for a single year. The five warmest and coldest summers are highlighted. Grey bars represent the distribution for the 1500–2002 period with a Gaussian fit shown in black. Source: http://www.nature.com/nclimate/journal/v2/n7/ fig_tab/nclimate1452_F4.html

Text by Katrin Saart, geographer, project manager, trainer ; and Fernando Alves, Forestry Engineer

168 SAME World Edu-kit UNIT 6 UNIT 6.1 Signs of climate change

The average temperature on Earth is rising but this is not the only indicator of climate change. According to the IPCC - Intergovernmental Panel on Climate Change, the average global temperature and sea level have risen,

oceans have become warmer and the rate of CHANGE CLIMATE melting of snow and ice has accelerated. Sci- entists look at many factors for clues about climate change. For example, they examine historical records, collect measurements and observe trends in temperature, weather pat-

terns, changes to sea level and other environ- Selected signiﬁcant climate anomalies mental features. An illustration of climate and events in 2014 change indicators can be seen in Figure 6.1.1. (Source: https://www.ncdc.noaa.gov/sotc/service/global/ extremes/201413.gif) SOMETHING IS NOT WORKING SOMETHING IS NOT

Atmospheric temperature - since 1880, the global average temperature has increased about 0.9°C. The decadal average temperature over European land areas increased by approximately 1.3°C between pre-industrial times and the decade 2002-2011, more than the global average as for most of land area of the planet. Each of the last three decades has been suc- cessively warmer than any preceding decade since 1850; although the increase in temperature could seems tiny, in the Northern Hemi- sphere, 1983–2012 was likely the warmest 30- year period of the last 1400 years. Fig. 6.1.1 Signs of climate change The frequency of heat waves has increased in (Credit: http://www.climatechange2013.org/images/ large parts of Europe, and the number of heavy ﬁgures/WGI_AR5_FigFAQ2.1-1.jpg) precipitation events has increased in many

part of the world. The atmosphere affects There are certain anomalies in the climate oceans, and oceans influence the atmosphere. every year (see Unit 5.4 ), as evidenced by Fig- As the temperature of the air rises, oceans ure 6.1.2 for 2014: absorb most of this heat and become warmer. 1699682 SAME World Edu-kit UNIT 6 UNIT Rising sea level - Oceans and atmosphere are it, losing the ice makes global interlinked and therefore the rise in tempera- warming happen faster. Sea ice is tures affect as well the average temperatures also a key wildlife habitat. Per- of oceans; as water gets warmer it takes up haps most importantly, sea ice is a more space. During 1901-2014, the sea level very sensitive gauge of overall has risen 20 cm, at an average rate of warming; when ice levels drop like this, it is an 1.7mm/year; the rate has increased to indication of change happening throughout 3.3mm/year during 1993-2014. Sea level is the climate system. also rising because melting glaciers, in particular in Greenland and in the Antarctic Penin- Melting Glaciers - Glaciers are large sheets of sula and ice sheets are adding more water to snow and ice that have found on land all year

CLIMATE CHANGE CLIMATE the oceans. long. Warmer temperatures cause glaciers to melt faster than they can accumulate new Increased Ocean Acidity - Ocean play an snow, and in fact glaciers have continued to important role in keeping the Earth's carbon shrink almost worldwide and will continue to cycle in balance (see Unit 5.2 ). Since human shrink as the warming of the climate system beings started burning fossil fuels, the acidity go on. This will in turn affect the surrounding of surface ocean waters has increased by ecosystems and rivers’ seasonal water sup- about 30 percent, due to emission of acidic plies (including drinking water). compounds like carbon dioxide into the atmosphere and hence more being absorbed into Examples connected to this topic could be the oceans. In the ocean, carbon dioxide seen in the NASA Global ice viewer reacts with seawater to form carbonic acid, (http://climate.nasa.gov/interactives/global_ causing the oceans to become more acidic. ice_viewer). The consequences and scope of changes in pH for marine organisms and ecosystems are Climate change does not mean sunny days, as still not completely understood but poten- it is often thought. As the climate has warmed, tially very dangerous. some types of extreme weather have become more frequent as explained in Unit 5.5 , for Shrinking Sea Ice - The Arctic Ocean around example in recent decades, with increases in the North Pole is so cold that it is usually cov- extreme heat, intense precipitation, and ered with ice. In the winter time, the area cov- drought. In a wide swing between extremes, ered by ice gets wider, and in the summer, it heat waves became longer and hotter, shrinks. If the air and water are warmer than drought is more intense and more wide- usual, Arctic Sea ice will melt more than usual spread. Heavy rain or hurricanes and other during the summer. The minimum extent of tropical storms get their energy from warm summer sea ice registered in 2012 has been ocean water. This can lead to floods and about the half of the minimum extent of the decreasing water quality, but also decreasing decade 1979-1988. Melting sea ice does not availability of water-resources in some raise sea levels much, because the ice is regions. In addition, many places have less already floating in the ocean. However, snowpack than they used to, and this because the white ice reflects sunlight back snowpack is melting earlier. For instance, it into space whereas dark ocean water absorbs has predicted that winters in Northern Europe 170 SAME World Edu-kit UNIT 6 UNIT will become milder and rainier with an unsta- ble snow cover instead.

To learn more: Ÿ IPCC, Fifth Assessment Report FAQ 2.1: "How Do We Know the World Has Warmed?" (http://www.metlink.org/wp- content/uploads/2014/05/FAQ2_1.pdf ) Ÿ European Commission, Climate change consequences(http://ec.europa.eu/clima/ change/consequences/index_en.htm) CLIMATE CHANGE CLIMATE

Text by Stefano Caserini, Professor of Mitigation of Climate Change, Politecnico di Milano ; Ylle Napa, Environmental Consultant

1719682

SAME World Edu-kit UNIT 6 UNIT 6.2 The Increase in CO concentration

CO2 is one of the naturally occurring primary centration in the atmosphere remained stable greenhouse gases in our atmosphere, but its at approximately 280 PPM up until the begin- concentration has increased substantially in ning of the industrial revolution at the end of the last two centuries. There is clear proof of the 18th century. Since then, the concentra- this increase, in particular over the last ﬁve tion has increased by more than 40%

decades when humans began directly mea- CHANGE CLIMATE

suring atmospheric levels of CO2 . The increase in CO2 concentration clearly shows a cyclic variation of about 5 PPM each

Figure 6.2.1 shows the rapid rise in CO2 levels in year, corresponding to seasonal changes in

the atmosphere since the 1960s: CO2 uptake by land vegetation (see Figure 6.2.2). SOMETHING IS NOT WORKING SOMETHING IS NOT

Fig.6.2.1 Atmospheric CO2 at Mauna Loa Fig.6.2.1 Recent global monthly mean CO2 Observatory (fonte: https://www.epa.gov/climate-research) (Credit: https://www.epa.gov/climate-research) Most of this vegetation is in the Northern hemi- This graph, called the “Keeling curve” after the sphere, since this is where most of the land is

scientist Charles David Keeling who was the located. From a maximum in May, the CO2 level

ﬁrst to measure the concentration of CO2 in the decreases during the northern spring and sum- atmosphere, shows that in just 50 years the mer as new plant growth takes carbon dioxide

CO2 concentration has increased from 315 out of the atmosphere through photosynthe- ppm to approximately 400 PPM in 2015. sis. After reaching a minimum in October, the level rises again in the northern fall and winter Data taken from air bubbles trapped in ice as plants and leaves die oﬀ and decay, releas-

shows that over the last 10,000 years, CO2 con- ing the gas back into the atmosphere. 1739682 SAME World Edu-kit UNIT 6 UNIT

During the "Holocene" (i.e. the last 10.000 CO2 emitted by human years), before the extensive burning of fossil activities is absorbed by

fuels, CO2 concentration were rather stable in ocean and vegetation,

atmosphere, because CO2 emitted by natural and the rest accumulate sources (ocean and vegetation) were balanced in atmosphere. This lead

by natural absorptions (again by the ocean to the amount of CO2 show by the Keeling and vegetation). Human started increasing curve, causing the further increase of the

CO2 with the massive deforestation that took greenhouse eﬀect. places with agriculture activities; but the step Please see Unit 5.2 for further introduction of

increase of CO2 concentration happened only main sources of CO2 and other greenhouse after the industrial revolution, when the mas- gases like CH4, N20, water vapour, F-gasses.

CLIMATE CHANGE CLIMATE sive burning of fossil fuels upset the natural bal-

ance, rising CO2 to levels not seen in at least To learn more: 800,000 years. As shown in Unit 5.2 , natural car- Carbon Cycle, Earth Observatory, NASA bon sources exchange more carbon with the (http://www.epa.gov/airnow/teachers/rb_car atmosphere than anthropogenic sources, but boncycle_activity.pdf)

CO2 rise because only a part (about 40%) of the

Text by Stefano Caserini, Professor of Mitigation of Climate Change, Politecnico di Milano; Veljo Kimmel, Senior Researcher; Ylle Napa, consultant of environmental topic

174 SAME World Edu-kit UNIT 6 UNIT 6.3 Diﬀerent causes of climate change

The Earth's climate has been constantly evolv- ation. These factors primarily inﬂuence the ing at varying rates since the very beginning, amount of incoming energy. Large volcanic yet these ﬂuctuations have been slow in com- eruptions that emit enormous quantities of parison to the current one. It is important to dust and sulphates cool the atmosphere, but consider the speed of this variation, the so- this contribution is episodic and has relatively

called "timescale" of the changes, in order to short-term effects on the climate (lasting from CHANGE CLIMATE understand the different contributions of natu- a few months to a few years). Changes in solar ral and anthropogenic activities to current cli- irradiance have contributed to climate trends matic changes. over the past centuries, but since the industrial revolution the effect of increased greenhouse The average temperature is regulated by the gas levels in the atmosphere has made balance between incoming and outgoing approximately 10 times the contribution to "cli- energy, which determines the Earth's energy mate forcing" than the effect of variations in balance (see Unit 5.1 ). As such, any factor that the Sun's output.

SOMETHING IS NOT WORKING SOMETHING IS NOT causes a change to the amount of incoming or outgoing energy, which is sustained over a Variations in ocean currents or atmospheric cir- long period (decades or more) can lead to cli- culation (e.g. the El Niño phenomenon – see mate change. Some of these factors could be Unit 5.1), can also inﬂuence the climate for natural or "internal" to the climate system, short periods of time. Although this is impor- such as changes in volcanic activity, solar out- tant due to its eﬀect on human activities as it put or the Earth's orbit around the Sun. Other determines hotter years, harsher droughts or causes are "external" to the climate system and heavier precipitations, this natural internal cli- are referred to as 'climate forcers', evoking the mate variability doesn't contribute to the idea that they force or push the climate long-term trend which is instead regulated by towards a new long-term state. This may be the amount of anthropogenic climate forcers, warmer or cooler depending on the cause of mainly the greenhouse gases added to the the change. atmosphere.

Different factors operate on different time Scientists believe that natural changes alone scales, and not all of the factors that have been cannot explain the temperature changes of responsible for changes to the Earth's climate the last 50 years. Using computer models they in the distant past are relevant to contempo- reproduce the different climate forcers (both rary climate change. natural and anthropogenic), first ensuring that these models are able to reproduce the tem- The two natural factors relevant to the perature changes observed in the recent past. timescales of contemporary climate change When the models only include natural climate are changes in volcanic activity and solar radi- drivers (such as sun intensity variation and vol- 1759682 SAME World Edu-kit UNIT 6 UNIT canic eruptions), they cannot accurately Sources: reproduce the warming that has been Ÿ Causes of Climate observed over the past half century. When Change by Canada's human-induced climate drivers (greenhouse Action on Climate gases) are also included in the models, they are Change then able to replicate the recent temperature Ÿ IPCC - Climate Change 2014 Synthesis increases in the atmosphere and in the oceans. Report, Summary for Policymakers Ÿ Video "Climate Change 2013: The Physical When natural and human-induced climate Science Basis" drivers are compared to one another, the dra- Ÿ Climate Change. Evidence, Impacts and matic accumulation of carbon from human Choice - answers to common questions

CLIMATE CHANGE CLIMATE sources is by far the largest climate change about the science of climate change driver in the past half century. by National Research Council

Text by Stefano Caserini, Professor of Mitigation of Climate Change, Politecnico di Milano

176 SAME World Edu-kit UNIT 6 UNIT 6.4 Are we equally responsible

for the increase of CO2 ?

We all live on the same planet and one of the mate the responsibility of each country should aspects that we share with the other inhabit- be taken into account. But the real goal is to ants of the Earth is the impact of emissions identify, in the fairest possible way, the mea- altering the planet's climate (Read more in Unit sures that each inhabitant of the planet, each 6.2), which are leading us rapidly towards area, and each single government could adopt

disaster. Greenhouse gases aﬀecting climate to mitigate and reverse the emission trends. CHANGE CLIMATE change spread very rapidly through the There are three main criteria for this. The ﬁrst is Earth's atmosphere. based on measuring each country's per capita greenhouse gases emissions (see also the Therefore, climate change (Read more in Unit unfccc.int website ) (see Fig. 6.4.1) 6.3, Unit 6.5 , Unit 7.1 , Unit 7.4 and Unit 7.2 ) will have severe consequences upon certain Over time, these numbers must become pro- regions of the Earth, without any direct rela- gressively more uniform and lower in order to tion to the areas from which the emissions stop the emissions (http://en.wikipedia.org/

SOMETHING IS NOT WORKING SOMETHING IS NOT have been produced over time and space. wiki/Contraction_and_Convergence) before How can we measure each country's responsi- the irreversibility threshold is reached. But bility for greenhouse gas emissions and conse- how can we measure each country's emissions quent climate changes? against the lifecycle of products? Some emis- The point is not to blame anyone (since, until sions are due to the production of goods, 50 years ago, few people knew or imagined which are then consumed in other parts of the that climate change would become one of the world. Should those emissions be attributed main threats to human life on Earth). Never- to the producing country or to the consuming theless, in the international negotiations on cli- country (Fig. 6.4.2).

Fig. 6.4.1 CO2 Emissions pro capita Fig. 6.4.2 Emissions and consumptions (credit: http://www.economicshelp.org). (Credit: econews.com.au)

1779682 SAME World Edu-kit UNIT 6 UNIT The second criterion is of a historical nature; causing climate change, industrialisation, the source of most emissions especially when they can- contributing to climate change, started in not rely on the environ- diﬀerent periods in diﬀerent countries (in ment-friendly technolo- many countries, it has not started yet). This is g i e s a n d k n ow- h ow why, in order to achieve convergence, the cal- which are the monopoly of more industrially

culation of each country's share of CO2 emis- advanced countries. sions having accumulated in the atmosphere over two centuries (estimates are, of course, Therefore, when calculating each country's quite general) should take into consideration share of emissions contributing to climate this element — called historical responsibility. change and how much each country should

CLIMATE CHANGE CLIMATE Lastly, some countries are now beyond the be allowed to produce before the irreversibil- most intense phase of industrial development ity threshold is reached, we must take into oﬀshoring of several polluting manufactur- account the economies still undergoing the ing activities is evidence of this); of several pol- industrialization process or lagging behind luting manufacturing activities is evidence of in development. The convergence underpin- this); on the contrary, several economies still ning the creation of a shared road map of mea- count on manufacturing for development and sures to counter climate change should be this generates a high amount of emissions based on these three factors.

Tesxt by: Guido Viale, Economist

178 SAME World Edu-kit UNIT 6 UNIT 6.5 The carbon footprint of my jeans what is it?

The carbon footprint measures how much Did you think about everyday items we use carbon (and other greenhouse gasses) goes and take for granted? Let us take the example into the atmosphere because of something of a pair of jeans. We can divide the lifecycle of done by people (not by nature). Just as walk- jeans into two main areas: manufacturing and ing on the sand leaves a footprint, burning fuel use. Manufacturing has several components

leaves carbon dioxide in the air, which is called we have to take into account: cultivation and CHANGE CLIMATE a carbon footprint. harvesting of cotton, transportation of materials, spinning the cotton into yarn, washing and Greenhouse gases (GHGs) (see also Unit 6.4) dyeing the yarn, manufacturing of other com- can be emitted through transport, land clear- ponents, as lining, rivets, zippers, buttons, pro- ance, and the production and consumption of cessing (worn look). We can take into account food, fuels, manufactured goods, materials, also storage (warehouses), transport to shops, wood, roads, buildings, and services. For sim- the energy used in the shops, etc. In the wear- plicity of reporting, it is often expressed in ing phase (use) we have to think about wash-

SOMETHING IS NOT WORKING SOMETHING IS NOT terms of the amount of carbon dioxide, or its ing and ironing and the disposal (be it recy- equivalent of other GHGs, emitted. Most of the cling, reusing or dumping to landﬁlls). carbon footprint emissions for the average developed country's household come from "in- Associated with all these steps are several envi- direct" sources (https://en.wikipedia.org/wiki/ ronmental impacts including energy con- Carbon_footprint), i.e. fuel burned to produce sumption, water consumption and the pro- goods far away from the ﬁnal consumer. These duction of household waste among others. are distinguished from emissions which come The production process is believed to be from burning fuel directly in one's car or stove, responsible for approximately 63 to 59 per commonly referred to as "direct" sources of the cent of the climate change impact, while the consumer's carbon footprint. use of the jeans and end of life process accounts for the remaining 37 to 41 percent. There are many calculators available to mea- The estimates of carbon emissions during the sure a personal carbon footprint: life cycle of jeans vary a lot, from 33 kg to 415 Ÿ http://www.nature.org/greenliving/carbo kg of carbon dioxide during their average life ncalculator/ cycle. What is important here is the inclusion of Ÿ http://www3.epa.gov/carbon-footprint- the whole impact. calculator/ Ÿ http://www.carbonfootprint.com/calculat Even jeans are not just the trousers we wear in or.aspx a certain moment, but they have a life cycle on their own with several impacts ranging from but not many to measure a footprint for con- the type of agriculture and production to sumer goods. modes of transport and working conditions 1799682 SAME World Edu-kit UNIT 6 UNIT

for people along the path from cotton to a Ÿ Jeans’ water footprint (http://www. piece of wardrobe (from cradle to grave). activesustainability.com/clothes- ecological-and-social-footprint): for the production of 1 pair of jeans 11.800 litres of water are used. Ÿ Some 70% of greenhouse gas (GHG) emissions associated with cotton clothing are at the consumer end (http://www. theguardian.com/sustainable-business/ cotton-reduce-environmental-impact-

CLIMATE CHANGE CLIMATE consumer-behaviour), and not from growing cotton, transporting it or manufacturing clothing.

It is thus crucial that we as consumers become aware of the impact of cotton production and The text on the jeans states "for the production of 1kg use as a consequence of our own fashion of textile app.10.000 liters of water is used" (Credit: HUMANITAS, 2013) choices and reduce it by changing the way we care for clothing and by changing our purchasing decisions. Ÿ For conventionally grown cotton, cotton growers use more than 10% of the total Sources: pesticide use and nearly 25% of the insecticides use worldwide. Ÿ The cost of the pair of jeans Ÿ An estimated 8,000 diﬀerent synthetic Ÿ Study: The Carbon Cost Of A Pair Of Jeans chemicals (http://www.theguardian.com/ Ÿ How Green Are Your Jeans? sustainable-business/water-scarcity- Ÿ Carbon footprint fashion-industry) are used throughout the Ÿ Ecological footprint world to turn raw materials into textiles, Ÿ Ecologist many of which may be released into fresh- Ÿ The Buddha Jeans water systems.

Text by Živa Gobbo, chair of Focus , association for sustainable development (non-governmental organisation)

180 SAME World Edu-kit UNIT 7 UNIT 7.1 Short, medium and long term eﬀects of Climate Change

Over the past decades, climate change has ing food prices and migration. caused a variety of effects on human and natu- Further global warming increases the likeli- ral systems on all continents; as global warm- hood of severe, widespread and irreversible ing increases, over the next few years other effects. Given the officially acknowledged impacts are expected in the short term. increase in global temperature (on average

approximately 1°C higher than pre-industrial CHANGE CLIMATE levels) other consequences are inevitable, Many terrestrial, freshwater and marine spe- with the temperature predicted to rise by an cies have shifted their geographic ranges and additional degree in the medium term, i.e. migratory habits in response to climate over the next few decades. Without serious change. The speed of current climate change is action to reduce greenhouse gas emissions, higher than in the past (Unit 5.3 ), making it the global average temperature may rise by more difficult for species to adapt; for this rea- 4°C or more, resulting in severe and wide- son it is expected that global warming will be a spread impacts on the most fragile ecosys- very important element in the increasing tems, a substantial reduction of biodiversity, extinction rate of living species . and significant threats to global food security In many regions of the planet, changes in rain- in many densely populated regions. The com- fall, snowfall or the consistency of alpine gla- bined effect of high temperatures and humid- ciers are causing changes to the hydrological ity can make it difficult to carry out many nor- systems, impacting on the quality and quan- mal human activities, such as working out- tity of water resources (Unit 7.2 ). Glaciers have doors, in some areas and seasons. shrunk across almost the entire planet while the seasonal summer decline of Arctic sea ice The future impact of climate change will vary is increasing. greatly depending on the region; effects will

LIMITS OF THE PLANET: CLIMATE CHANGE EFFECTS CLIMATE OF THE PLANET: LIMITS not be distributed equally or uniformly due to For human societies, the impact of climate a number of different factors, one example change generally worsens existing critical situ- being that some low coastal areas and small ations (poverty, lack of food, poor land man- islands in the Pacific will suffer greater effects agement, migration due to wars, etc.), affect- from rising sea levels. However, it isn't just a ing the poorest and most vulnerable people in question of geography; richer countries will be particular. Specifically, extreme events (Unit less vulnerable to damage and better able to 5.4) such as heat waves, droughts and storms take advantage of any potential benefits, have already shown a direct impact on living because these areas are typically less densely conditions, through floods, forest fires, the populated and have more resources to invest decrease in agricultural yields and the destruc- in prevention and adaptation (link Unit 8.3 ). In tion of housing and infrastructure. However, contrast, the poorest countries will be hit other more indirect consequences include ris- harder, since they rely more directly on local 1819682 SAME World Edu-kit UNIT 7 UNIT To learn more:

Ÿ IIPCC - Climate Chan- ge 2014: Impacts, Adaptation, and Vul- nerability Ÿ IPCC video on AR5-WG2 Ÿ IPCC report on AR5-WG2 Ÿ Climate Time Machine (4 useful anima- tions) Ÿ NASA Images of Changes (compelling

CLIMATE CHANGE CLIMATE Fig. 7.1.1 Residents wade in ﬂoodwaters caused by video and photo on changes in the earth's Typhoon Ondoy in Cainta Rizal, east of Manila in the surface) - Melting Qori Kalis glacier, Peru Philippines on September 27, 2009 (Credit: Reuters) Ÿ Macromicro Project (interesting video and photo on the changing morphology of the agricultural production and are therefore glaciers extension) more vulnerable to the eﬀects of changing Ÿ Global sea level rise map temperatures and hydrological cycles. Ÿ State of Arctic sea ice Ÿ USA National Hurricane Center Ÿ Text by Stefano Caserini, Global Climate Change by NASA Ÿ Professor of Mitigation of Climate Change, Data on temperature. GISS Surface Tempe- Politecnico di Milano rature Analysis (GISTEMP)

182 SAME World Edu-kit UNIT 7 UNIT 7.2 Effects of climate change on water

There is a close connection between climate Especially the South Pacific island states as change and the water cycle. The global warm- well as low-lying coastal or delta areas, like Ban- ing leads to an intensification of the hydro- gladesh, are affected by a rise of the sea level. A logical cycle. Depending on the region, the one-meter rise of the sea level would also potential consequences may vary: Climate affect Europe's coasts, especially the Nether-

change might lead to more and heavier rain- lands, Denmark and Germany, a region with a CHANGE CLIMATE falls, which can result in flooding rivers as hap- local population of about 13 million people. pened in seven countries in Europe in 2013. Heavy rains also affected almost 20 million people in Pakistan in 2010. On the other hand, climate change may also lead to reduced rainfall and altered precipitation patterns as happened in many – due to increased evaporation now dry - regions in the world. An example of this can be found in the district of Makueni, in Eastern Kenya, where, due to the lack of rainfall, the local population can hardly secure their own livelihood. Credit: Climate Change in the Pacific, 2014. By PACC.

The atmospheric warming heats up the sur- The consequences of melting inland glaciers, face of the earth, leading to severe glacier e.g. in the Himalayan region, can be quite seri- meltings, which in return lead to a rising sea ous: Lakes, which result from melting glaciers, level. In the recent past, there was an increase tend to suddenly collapse and overﬂow, which in the average melting of the glaciers during in turn threatens the environment and the peo-

LIMITS OF THE PLANET: CLIMATE CHANGE EFFECTS CLIMATE OF THE PLANET: LIMITS the summer period due to rising tempera- ple living downstream. In the long-term, the tures. At the same time, the snowfall in winter reduction of snow and ice threatens many diminished due to later starts of the winter rivers, which can lead to an increasing water period and earlier starts of spring. Therefore, shortage for humans. The following map the increasing melting periods in summer can- shows the current condition of some melting not be balanced any more. glaciers.

Not only the melting of glaciers, but also the Another eﬀect of climate change on water is thermal expansion, leads to a rising sea level the acidiﬁcation of the oceans. The oceans

(see also Unit 6.1 ). The ocean absorbs heat and absorb CO2 from the atmosphere. Thus, the ris-

with rising temperatures, due to the greening absorption of CO2 results in an acidification house effect, the water heats up even more and of the oceans which in turn affects corals and therefore expands, resulting in a rising sea level. animals living in these oceans: The growth and 1839682 SAME World Edu-kit UNIT 7 UNIT reproduction rate of various aquatic animals M o r e o v e r, d i s e a s e s (e.g. corals) might decline, since the food chain increase due to a lack or of many animals is endangered and the eco- contamination of water. system of the ocean is threatened. The decline The IPCC technical report of certain species , e.g. mussels, may cause eco- on climate and water, nomic damage, too. 2008 examines the potential consequences of climate change on the world's freshwater Predicting the effects of global warming on resources and the communities that depend fresh water availability in individual regions on them. and seasons is more complicated than predicting global trends. However, the overall effect is Climate change, however, is not the exclusive

CLIMATE CHANGE CLIMATE the intensification of the hydrological cycle, factor when it comes to fresh water availabil- which will result in more frequent and extreme ity. An increasing population leading to an weather events, such as floods, heat waves, increasing demand for agriculture and use of droughts and storms. water, water-intensive-lifestyles, water pollution and lack of adequate technology are The consequences this entails, are of existen- some other factors, which intensify the conse- tial nature for many people: long periods of quences of climate change. Read more about drought, for example, result in a decline of current water issues in the United Nations crops. Heavy rainfalls and floods wash away fer- World Water Development Report 2015. tile soil. Basic nutrition supply is threatened.

Text by Judith Corbet, trainer

184 SAME World Edu-kit UNIT 7 UNIT 7.3 Impact of climate change on agricultural production

Climate variability has a considerable impact ductive season and increased production in on food production systems. In agriculture, cli- the north. matic variations and their consequences (as explained in Unit 7.1 ) are one of the main Capitalistic development pushes towards max- causes of soil fertility diminishment, which at imum soil production and agricultural indus-

its most extreme can result in desertiﬁcation. A trialisation. To maintain an high performance CHANGE CLIMATE slight rise in temperature can provoke and to confront climate change, this type of increased plant growth and a longer produc- agriculture tends to rely too heavily on chemi- tion period. At the opposite end of the scale, cal fertilisers and mechanisation, contributing an extreme temperature increase will lead to a to 14% of greenhouse gas emissions (also see generally reduced agricultural production Unit 6.3) and accelerating the global warming (due to the introduction of pests and patho- eﬀect, primarily through the emission of meth-

gens, with consequent problems; conse- ane and nitrous oxide as opposed to CO2 quences on livestock health, growth, feed and (greenhouse gas emissions from agriculture). reproduction). Industrial agriculture is more vulnerable to Climate change has a huge impact on plant environmental events: the limited variability parasites (predominantly insects and fungi), of the produce, the practice of monoculture facilitating their spread and reproduction. This and general standardisation make the crops becomes a serious concern (as explained in more subject to pests; agricultural assets such this article as the pests undermine the vegeta- as equipment, structures and infrastructures bles' survival eg: the spread of the Xylella which require sizable investments – higher fastidiosa bacterium in Southern Italy and the than production and the average rural yearly Colorado potato beetle). revenue – are easily damaged by bad weather

LIMITS OF THE PLANET: CLIMATE CHANGE EFFECTS CLIMATE OF THE PLANET: LIMITS conditions. Today it is increasingly necessary Rising temperatures will lead to a movement to simplify production cycles and diversify toward the already more signiﬁcant cultiva- farm activities. tion of northern latitudes. This will increase the existing strong competition between the The richest countries are acquiring the mono- north and south and between cities and rural poly on agricultural production, resulting in economies, with a high production variability high pollutant emissions and energy con- and price volatility. Impacts of climate sumption. Because of this competition the change on productivity will vary according to global rural system is becoming less sustain- geographical regions and then within the able; less structured farmers are forced to sell same region depending on the type of farm. their products at a lower price and to buy Generally we are likely to witness severe short- expensive industrial products. Their living con- ages in the south and a generally longer pro- ditions will become more and more insecure, 1859682 SAME World Edu-kit UNIT 7 UNIT resulting in poverty and land abandonment and organic agriculture. (also see Unit 3.2 , Unit 8.3 and Unit 11.2 ). The cur- By way of its selection of rent development model prevents sustain- cultivated crops, indus- ability with a decline of subsistence agricul- trial agriculture neglects ture. The abandonment of this form of agricul- the fundamental plant ture by countries in the southern hemisphere characteristics of resistance and environmen- has drastically decreased our capacity to tal and climatic adaptability. However, local respond to environmental variability and has agriculture still takes advantage of "traditional provoked misery in many situations, forcing plants", which are a precious and unlimited people to migrate to avoid starvation. resource of genetic characters to improve a crop's response to environmental conditions.

CLIMATE CHANGE CLIMATE In this context, rural areas are the first to suffer Small producers have great flexibility and a the effects of agricultural difficulties related to greater ability to adapt their production to climate change and natural disasters. Farmers, changing situations, making the constraints of particularly in the poorest countries, initially industrial systems less significant. Moreover, migrate to the outskirts of the city in search of during droughts and similar events, soils that a better livelihood and the benefits of centrali- have been worked less intensively are able to sation. Soon the living capacity of the urban overcome environmental stresses, accumulat- land and its economy is saturated, making living more water than in conventionally culti- ing conditions even more difficult than in the vated soils and reducing vulnerability to country. This usually creates a new migratory extreme precipitation, standing water and ero- movement to distant lands in search of for- sion. tune (as explained in Unit 10 and Unit 11 ). Popu- lation concentration adds new stress to the Today it is crucial to stimulate the resilience of existing stress factors in the area and, in vul- rural ecosystems through the sustainable use nerable regions, can exacerbate poor living of natural resources (water, soil and petrol conditions and result in conflict (read, for derivates) and a correct management of agri- example, this paper about how the cultural land, in order to sustain the rural sec- 2007−2010 drought contributed to the con- tor's adaptability to future changes (also see flict in Syria. Unit 4.3) . Farmers need to re-explore traditional agricultural practices, for example by To decrease the dependence on the industrial using old and resistant varieties, crop rota- agricultural system (also see Unit 4.5 ) and tions, recycling resources and integrated pest reduce the rural yield variability, it will be help- management. ful to consider the return to more traditional Text by Giorgio Colombo, Agronomist and planner

186 SAME World Edu-kit UNIT 7 UNIT 7.4 Will climate change have an impact on human health?

What are the possibilities for adaptation to much more easily and rapidly due to extrac- reduce impacts on health? As shown by stud- tion activities and climate conditions. Dense ies and reports by WHO and independent forests, the habitat of virus-carrying bats and researchers, climate change is already having other mammals, for example, are cleared and considerable impacts on human health. Ther- animals move much closer to people. At the

mal stress due to heat waves is an example, as same time, activities like timber logging and CHANGE CLIMATE it directly causes deaths from cardiovascular mining have become big business in many and respiratory disease, particularly among regions, employing thousands of workers who elderly people. regularly travel to forests to get to the mines There is some reduction from cold deaths in and contract the virus. temperate countries as temperatures rise, but they are outweighed by heatwave deaths. In Accounts of the World Health Organization, the heatwave of summer 2003 in Europe, for while considering only a subset of the possible example, more than 70,000 extra deaths were health impacts, and assuming continued eco- recorded. High temperatures also raise the lev- nomic growth and health progress along cur- els of ozone and other pollutants in the air that rent trends, concluded that climate change is exacerbate cardiovascular and respiratory dis- expected to cause approximately 250,000 ease. Pollen and other aeroallergen levels are additional deaths per year between 2030 and also higher in extreme heat. 2050; 38,000 due to heat exposure in elderly people, 48,000 due to diarrhea, 60,000 due to Floods, droughts and change in rain patterns malaria, and 95,000 due to childhood may be more evident in agriculture depend- undernutrition. ent countries and are increasing in frequency and intensity. Floods, as well as increasingly High level medical assistance is therefore cru-

LIMITS OF THE PLANET: CLIMATE CHANGE EFFECTS CLIMATE OF THE PLANET: LIMITS variable rainfall patterns, aﬀect the supply of cial in extreme-event prone countries and fresh water and contaminate freshwater sup- areas, public funds should be made available, plies, heightening the risk of water-borne and and it is of utmost importance that we make a infectious diseases. It also creates breeding radical shift away from fossil fuel based econ- grounds for disease-carrying insects such as omy and relentless consumption and carbon mosquitoes; malaria and dengue are among emissions. diseases that will extend their frequency and range as temperatures increase. Studies suggest that climate change could expose an additional 2 billion people to dengue transmission Text by Daniela Del Bene, by the 2080s. researcher at Institut de Ciència i Tecnologìa Ambientals (ICTA) Other types of viruses, like the Ebola, spread Universitat Autònoma de Barcelona 1879682

SAME World Edu-kit UNIT 7 UNIT 7.5 Do women suﬀer more from the Climate Change?

Climate change is affecting all countries, in all tences at their disposal to cope with climate parts of the globe. But its impacts are distrib- change. Financially, women tend to have less uted differently among regions, generations, access to savings than men, and even less age classes, income groups, occupations and access to formal financial institutions. genders (IPCC, 2001). Poor women and men in

rural areas in Asia, Africa and Latin America are In the world of work, women are usually CHANGE CLIMATE especially vulnerable, since their livelihoods employed in the informal sector, being it paid often depend on the resources of the environ- or non-monetary work, such as taking care of ment they live in. children. As a result, women are more often excluded by public activities, education and Women in particular are most affected by Cli- training. Relatedly, the role of women as moth- mate Change, since they lack the tools to ers and house workers affects girls' school adapt, mitigate and react to environmental attendance, since girls are encouraged to changes. In fact, the majority of the world's marry and give birth instead of pursuing their poor are women (see feminization of poverty. education. Unequal access to resources, as - Original pdf here). well as lower influence over decisions processes, further exacerbate their vulnerability. The greater vulnerability of women to climate is mostly related to the gender aspects of pov- All the above elements de facto increase erty, being income, workloads, education and women's vulnerability to the effects of climate opportunities disproportionately distributed change, excluding them from obtaining infor- among men and women. mation and competences that could be useful to implement adaptation measures or even On the one hand, the effects of CC are in them- during natural disasters.

LIMITS OF THE PLANET: CLIMATE CHANGE EFFECTS CLIMATE OF THE PLANET: LIMITS selves more destructive for women. The majority of women work informally on the As an example, 77% of the victims of 2004's land and in their Homes to provide food, water Southeast Asia Tsunami were women. Among and shelter for their families, and are thus the reasons for these figures, it is believed that greatly dependent on natural resources. When most of them were not able to climb trees nor climate change directly affects women's to swim (abilities that are usually taught to access to these resources, it generates nega- boys, but not to girls); also, their efforts to save tive consequences on their workload, health children slowed their escape. In that context, and overall wellbeing. women were also forbidden from riding boats. In the case of natural disasters, cultural restric- On the other hand, women face economic, tions on women's mobility hinder their ability social and political barriers (gender stereo- to cope with climate change. types), and have limited tools and compe- Another indirect effect of climate change on 1899682 SAME World Edu-kit UNIT 7 UNIT

women's vulnerability is related to gender - based violence. In case of natural disaster or stress situations, such as prolonged droughts or famines, women are more likely to be victim of domestic and sexual violence. According to Davis et al they even avoid using shelters for fear of being sexually assaulted. But women and girls should not be thought of as merely powerless climate change victims. They can be eﬀective change-makers, and

CLIMATE CHANGE CLIMATE their inclusion in policies for climate change is crucial. They are able to make the diﬀerence in key areas such as energy use, deforestation, Credit: Gender CC, Women for Climate Justice with population, economic growth, science and the support of the WRM International Secretariat, technology, and policy making. November 2010. Direction by Flavio Pazos.

However, women are often excluded from decision-making, despite the growing evidence of synergies between gender equality, on the one hand, and socioeconomic and environmental sustainability on the other.

When women have greater voice and participation in public administration, public resources are more likely to be allocated towards investments in human development Credit: Promotional video for the Democracy Center priorities, including child health, nutrition and photo project 'Climate Change is About...Women'. Includes testimonies from representatives of the access to employment (UN Women, 2014). Departmental Association of Women Farmers (ADEMUC), Peru, 2015. Cinematography by William Wroblewski. For these reasons, in 2012 the European Parlia- ment adopted the special resolution on Women and climate change and acknowl- edges that democracy, respect for human rights and equality of opportunity between men and women contribute to sustainable development and environmental protection". This gives hope for more inclusive decision- making processes and more sustainable decisions on the issues at stake in the future.

You can watch the following video to learn Credit: Pachamama Alliance, 2013. Photos and video by more about women and climate change: The Woman's Earth Alliance and Good Jobs, Green Jobs 190 SAME World Edu-kit UNIT 7 UNIT Sources:

Ÿ Environmental Inequalities in Europe, World Health Organization, 2012 Ÿ Gender, Climate change and Health, World Health Organization, 2010, p.31 Ÿ Women, Gender Equality and Climate Change, Fact Sheet, Woman Watch, 2009 Ÿ Gender Equality and Sustainable Develop- ment, World survey on the role of women in development, UN Woman, 2014, p.13

Ÿ European Parliament resolution of 20 April CHANGE CLIMATE 2012 on women and climate change

Text by Genoveva Tisheva, Managing Director of Bulgarian Gender Research Foundation (BGRF)

1919682

SAME World Edu-kit UNIT 8 UNIT 8.1 Mitigation solutions at state and global levels

The term "climate change mitigation" refers to energy (electric power produced by sun-

measures aimed at reducing emissions of CO2 light), wind energy, geothermal energy and and other greenhouse gases (see Unit 5.1 ) and energy from waves and tides.

at increasing the absorption of CO2 by forests (see Unit 5.1 ). The combustion of biomass is another

method of producing energy without increas- CHANGE CLIMATE

The CO2 emitted by the combustion of fossil ing the atmospheric CO2 , but only if the biofuels (coal, oil and gas) for the production of mass is used in a renewable way; for example, diﬀerent types of energy (electric power, heat, it is necessary to ensure that the wood burned transportation) is by far the most important to produce the energy does not derive from greenhouse gas emission (equating to around the deforestation of existing forests. Instead, 80% of global greenhouse gas emissions); for after the tree has been felled a new tree must this reason the main mitigation actions focus be planted in its place, which through photo- on reducing the use of fossil fuels. synthesis during its growth will absorb the

amount of CO2 emitted during combustion. It This can be done in several ways: is important to consider that any dedicated Ÿ energy saving: if we save energy the need use of land for growing bio-energy fuel faces for energy production will be reduced and the problem of competition between different therefore less fossil fuel will be burned to land uses: using land for energy biomass produce energy; comes at the cost of the land no longer being Ÿ producing energy more efficiently: if a available to grow crops or animal feed, or for more efficient energy converter (e.g. a new permanently storing carbon. generation turbine) is used, less fuel will be REDUCE OUR IMPACT ON ENVIRONMENT, NOW! ON ENVIRONMENT, REDUCE OUR IMPACT

used (and less CO2 will be emitted) for the Nuclear power is not a renewable energy production of the same amount of energy; because the planet's uranium reserves are Ÿ consuming energy more efficiently: if we finite; this type of energy has many problems use a more efficient device (e.g. a "Class A" related to incidents, waste disposal and high appliance or an LED light bulb), for the construction costs. same performance (e.g. for laundry or lighting), less energy will be used and Other mitigation measures concern the emis- therefore less fossil fuels will be burned; sions of CH4 and N2O, which derive from agri- Ÿ producing energy without using fossil fuels, cultural activities and livestock. For example, using renewable sources instead: there are limiting the consumption of meat, whose pro- many types of renewable energy, including duction is associated with significant amounts hydropower, solar thermal energy (where of greenhouse gas emissions, energy con- the water used for domestic use or heating sumption and water consumption, can be a is heated by the sun), solar photovoltaic way to help mitigate climate change. 1939682 SAME World Edu-kit UNIT 8 UNIT Only the quick de-carbonisation of energy pro- To learn more: duction (i.e. reducing the use of fossil fuels to produce energy) and the drastic improvement Ÿ I P C C - C l i m a t e of energy efficiency will enable ambitious Change 2014: Mitiga- emission reduction targets to be met. These tion of climate change objectives are necessary in order to stabilise Ÿ UNEP- Mitigation the atmospheric concentration of greenhouse Ÿ Many useful stories for children and stu- gases and therefore limit the rise in global tem- dents perature. Ÿ What is climate change mitigation? BBC News All key sectors of the economic system must Ÿ What is climate change mitigation? Global

CLIMATE CHANGE CLIMATE contribute to mitigation (transportation, con- Environment Facility structions, industrial systems and agriculture), as must all the social, political and administrative levels: states, regions, municipalities and even individual citizens (see Unit 8.2 ).

With our emissions, we all contribute to a small extent to the problem of climate change; as such we can all contribute to the solution.

Text by Stefano Caserini, Professor of Mitigation of Climate Change, Politecnico di Milano

194 SAME World Edu-kit UNIT 8 UNIT 8.2 Individual daily choices for mitigation

Unit 8.1 focuses on global mitigation solutions other communities suﬀering the conse- to face the consequences of climate change. quences of our development model, while hav- However, acting to improve the conditions of ing a lower impact on ecosystems (read more our planet and help the aﬀected communities in Unit 2 and 3 ). is not only the responsibility of those at politi-

cal, economic and administrative levels; our We must launch the message that change is CHANGE CLIMATE daily lifestyles are also important. possible, and we all need to act locally, starting from our daily choices, to mitigate climate A useful tool to understand the impacts of our change. Below you can ﬁnd some good daily habits on environment is the Ecological Foot- practices to reduce our impacts on climate print, an index used to assess the human con- change. sumption of natural resources compared to the planet's capacity to restore them. It repre- Transports: sents the productive area required to provide the renewable resources humanity is using Ÿ Whenever it is possible, go by bike or foot; and to absorb its waste. Ÿ Prefer public transports if you can't get around by bike or foot; Two other similar indexes have been devel- Ÿ If you have to use a car, combine your trip oped: the Water Footprint, a measure of with others; humanity's appropriation of fresh water in vol- Ÿ Keep your car tuned up and running eﬃ- umes of water consumed and/or polluted, and ciently; the Carbon Footprint, the total amount of Ÿ Buy locally if possible: transport of good by greenhouse gases produced to directly and air, tracks etc. requires energy and emits REDUCE OUR IMPACT ON ENVIRONMENT, NOW! ON ENVIRONMENT, REDUCE OUR IMPACT

indirectly support human activities. CO2 .

By measuring these indexes for a population At Home and office/school: — an individual, city, business, nation, or all of humanity — we can assess our pressure on the Ÿ During winter, keep the thermostat tem- planet, which helps us manage our ecological perature at 20°C. max. during the day and assets more wisely and take personal and col- 16°C. max. during the night; in summer, lective action in support of a world where don't overuse air-conditioning! humanity lives within the Earth's bounds. At Ÿ Thermal insulation of buildings saves the same time, comparing "our" values of Eco- energy; logical, Water and Carbon Footprints with Ÿ Keep your heating and cooling systems those of the Global South, we can highlight tuned; the existing disparities and our responsibility, Ÿ If you have windows you can open, use as citizens of the Global North, towards the them to intelligently save energy; 1959682 SAME World Edu-kit UNIT 8 UNIT Ÿ Compact fluorescent light bulbs save Consumption and waste: more than 70% of the energy over regular incandescent bulbs; Ÿ Reduce, Reuse, Recy- Ÿ Turn lights and electronics off when you cle: manufacturing aren't using them: if you're going away or products requires not using an item for awhile, unplug it to more energy than recycling them; prevent "vampire" energy loss from elec- Ÿ Eat less meat: a vegetarian saves 40% of tricity usage on standby; the Carbon Footprint per average meal. If Ÿ Pay attention to the total lifetime cost of you're not a vegetarian, just increase the appliances, when you buy them, including number of vegetarian meals you eat each energy – not just the price tag! week by one or two. Also, poultry is less

CLIMATE CHANGE CLIMATE Ÿ You can reduce water and heating costs, greenhouse gas intensive than beef. even in your bathroom. To save even more Ÿ Don't waste food: in EU, around 89 million water, turn the faucet oﬀ when brushing or tons of food get tossed yearly, producing shaving. These simple changes and steps methane in landﬁlls as well as carbon emis- can save many thousands of liters of water sions from transporting wasted food. annually.

Text by Anna Brusarosco, gproject manager CEVI

196 SAME World Edu-kit UNIT 8 UNIT 8.3 Adaptation to climate change

Scientific evidence indicates that even in the perate areas; most ambitious emission reduction scenario, Ÿ Different distribution of water resources ; significant preventive and remedial adaptation efforts around the globe are needed, in (Read more in Unit 6.3 , Unit 7.1 , Unit 7.2 , Unit 7.3 ) order to reduce vulnerability and to increase

resilience to the effects of climate change. The first effect should be countered by actions CHANGE CLIMATE Adaptation actions are aimed at enabling local aimed at preventing the accumulation of and regional public and private sector actors stress factors, such as the destruction of river- to develop cost-effective solutions. The eco- banks and soil washout. nomic sectors that depend on weather, like agriculture, fisheries, forestry and tourism, are These actions require that those who live in exposed to higher risks than other sectors, these areas take care of managing their land thus they have a greater need to adapt to cli- on a day-to-day basis; of course, government mate change. The main effects of climate institutions, working closely with citizens, change include: must do their part. These actions should be Ÿ Multiplication of extreme weather condi- focused on how and where new buildings tions (hurricanes, floods, droughts, heat should be built (not in areas exposed to flood- waves and so forth); ing or landslides) and how to make the build- Ÿ Rising of sea levels (Fig. 8.3.1), followed by ings safer (Fig. 8.3.2). the melting of polar ice banks and glaciers; The second effect can only be countered by Ÿ Gradual shift of temperate weather toward protecting coastal areas at sea level, with the both poles of the Earth and of tropical or help of defense works; this involves huge desert weather towards the former tem- REDUCE OUR IMPACT ON ENVIRONMENT, NOW! ON ENVIRONMENT, REDUCE OUR IMPACT

Fig. 8.3.2 Buildings destruction (credit: https://upload.wikimedia.org/wikipedia/ commons/b/b2/CasaDestruidaFriburgo2011.jpg Fig. 8.3.1 Rising of sea level By Valter Campanato/ABr [CC BY 3.0 br ], via (credit: NPS Climate Change Response) Wikimedia Commons ) 1979682 SAME World Edu-kit UNIT 8 UNIT investments that several countries at risk sim- Lastly, the diﬀerent distri- ply cannot aﬀord. bution of water resources will require a more ratio- The other alternative is to prevent the conse- nal use of water; even in quences of the disappearance of whole areas countries richer in this with gradual and carefully planned evacua- resource, water availability might become tion of people living in them, who must gradu- intermittent, as was the case in the course of ally move to other areas. In coming decades, the past millennia. massive environmental migrations will occur; all countries, and especially destination coun- In all the cases in point 1, where events can tries for environmental migrants, should pre- occur suddenly, the role of civil protection is

CLIMATE CHANGE CLIMATE pare for this in a timely manner. essential. In all four cases, the more the awareness and participation of the interested popu- The third effect can be countered by adopting lations, the less stress and conflict there will be new kinds of crops, which are more appropri- for them and the better the capacity of local ate to new weather conditions, taking into con- governments to implement the most appro- sideration that an ecosystem cannot be priate solutions. Citizens and the international forced to adjust to new climate conditions in community should get ready to work in a con- its entirety, but only through the adjustment text requiring a large amount of resources and of individual species (including parasites and develop their abilities to find shared solutions. predators). This undoubtedly will cause some Moreover, they should commit to avoiding the breaking of trophic chains supporting the eco- worsening of conflicts as much as possible, — system. the opposite of what we are doing now.

Text by: Guido Viale, Economist

198 SAME World Edu-kit UNIT 8 UNIT 8.4 How do countries share

the eﬀort of reducing emissions of CO2 ?

In order to limit the rise of global temperatures Therefore three issues arise: we need to strongly limit the global emissions Ÿ How to decide what constitutes a tolerable of greenhouse gases over the coming level of temperature increase; decades. Ÿ How to allocate the budget across present For example, to respect the "2°C target" (which and future generations;

entails containing the rise of global tempera- Ÿ How to allocate the budget for present and CHANGE CLIMATE tures to under 2°C higher than pre-industrial future generations across different coun- levels) it will be necessary to reduce global tries. emissions by at least 50% by 2050 and to eliminate them over the following decades. To It is not easy to answer the first question. We achieve an even more ambitious target still know too little about the impacts of global (<1.5°C), emission reductions would be even warming to say what temperature level could greater. be considered "acceptable". Moreover, it is important to remember that the impacts are The maximum global emissions over the com- not distributed equally (see Unit 7.1 ). ing years (meaning the cumulated emissions Even with this uncertainty, we can say that in all countries) that are possible whilst international climate negotiations defined an remaining within the parameters of a given increase in temperature of 2°C above pre- maximum increase in global temperature industrial levels as acceptable, even if some of

determine an overall budget of CO2 emissions, the most affected countries require a more available for emissions over the coming years ambitious objective, and as such consider an and for future generations. increase of 1.5°C to be intolerable. REDUCE OUR IMPACT ON ENVIRONMENT, NOW! ON ENVIRONMENT, REDUCE OUR IMPACT If limiting the planet's temperature rise implies The first two questions are related to environ- limiting emissions, greater emissions over the mental justice and equity. next decades imply lower emissions in the future. In numerical terms, according to IPCC One of the reference points in this field is the in order to stand a good chance of limiting equity principle at the basis of the United global warming to within +2°C, the cumulated Nation Framework convention on Climate

emissions of CO2 from all anthropogenic Change (art. 3: "The Parties should protect the sources must be less than 1,000 billion tons climate system for the beneﬁt of present and

(Gt) of CO2 . future generations of humankind, on the basis of equity and in accordance with their com- Current CO2 emissions are approximately 35 mon but differentiated responsibilities and Gt/year; so that at the current rate the budget respective capabilities. [...]" would be exhausted in less than 30 years, so there would be none left for future years. On the basis of this principle (synthesised as 1999682 SAME World Edu-kit UNIT 8 UNIT CBDR - Common but Differentiated Responsi- for the current situation. bilities) the 1997 Kyoto Protocol only consid- Industrially developed ered the reduction commitments of industri- countries produced the ally developed countries (recognising that vast majority of climate- these are historically responsible for the prob- changing emissions over lem), for example the United States, Europe the last two centuries. Wealthy countries have and Japan, while other countries made no com- enjoyed the benefits of an extensive energy mitments. system and numerous infrastructures that have contributed to their wealth and The differences between developed and wellbeing. However during this period they developing countries have become increas- did not bear the climatic and environmental

CLIMATE CHANGE CLIMATE ingly blurred over time. Therefore, today we costs that have since been dumped on future need to interpret this principle in a way that is generations. consistent with a globalised world. The current economic system undoubtedly Another issue currently under discussion is the constitutes an engine for technological inno- allocation of the costs of mitigation policies, vation yet has not been able to favour the specifically the measures to reduce emissions development of clean energies quickly (see Unit 8.1 ). While in principle there is a con- enough. "External costs" deriving from the sensus that the wealthiest countries most impacts of global warming are not considered responsible for the impact must contribute in the budgets of companies and nations. This the most, for years there has been a continuing creates serious generational and geographical discussion about how to translate these princi- imbalances in terms of the enjoyment of the ples into concretely expendable financial benefits associated with the availability of fos- resources. sil resources and a stable climate.

Operative and binding agreements on figures The framework agreement currently under and financing mechanisms are still a long way debate in international climate change nego- off. One of the concerns raised by countries in tiations and that is due to be approved at the the northern hemisphere is that the economic COP21 in Paris in December 2015 does not pro- resources made available to developing and vide for such a rigid distinction between poorer countries would be spent in a non- industrialised and developing countries, but transparent way and as such would not be allo- foresees commitments - even if these are very cated to mitigation but instead used for other differentiated - for many emerging countries. activities such as the purchase of weapons. This agreement is considerably more complex The request for financial aid by countries in the and ambitious than the Kyoto Protocol. It is par- southern hemisphere is motivated by the fact ticularly difficult in that it foresees commit- that poverty and scarcity of economic ments both in the short-medium term (2020- resources hinder innovation and the adoption 2030) and in a longer period (until 2050). of policies for clean technologies. In support of their requests, these countries point out The crux of the agreement is the involvement that the wealthier countries are responsible and the level of commitment of emerging 200 SAME World Edu-kit

countries (China, India, Brazil and Mexico), 8 UNIT albeit with diﬀerent commitments than industrially developed countries with higher per capita emissions.

The possibility of an ambitious climate agreement is hindered by the refusal of some of the wealthiest countries most responsible for the current situation (through past and current emissions of greenhouse gases) to assume their responsibilities and to accept a diver- gence from the principle of "equity" in the dis- CLIMATE CHANGE CLIMATE tribution of eﬀorts to reduce emissions in a manner that would not only be for their own beneﬁt.

Climate Change. Evidence, Impacts and Choice - answers to common questions about the science of climate change by National Research Council

Text by Stefano Caserini, Professor of Mitigation of Climate Change, Politecnico di Milano

2019682

SAME World Edu-kit UNIT 8 UNIT 8.5 Why Global South is more vulnerable to Climate Change?

According to a number of reports by The countries tend to have fewer defenses and World Bank, climate is changing at a faster emergency resources and more of their econ- pace than foreseen. CC is impacting growth in omies at risk from extreme weather. all countries, but the Global South seems to be more susceptible to its eﬀect, because they

miss the capacity to cope and adapt to it. CHANGE CLIMATE

The economy of developing countries often relies on sectors that are highly dependent on climate, such as agriculture, fisheries, tourism. In the context of climate change they don't have enough capacity and resources to face the emergent challenges with enough flexibility. Fig. 8.5.1 Notre Dame Global Adaptation Index map (Credit: washingtonpost.com/) This inability to react can seriously affect gross domestic product (GDP), balance of pay- The Notre Dame Global Adaptation Index ments, level of indebtedness, state of public (Fig.8.5.1) indicates which countries are more finances, and may divert investments from vulnerable to CC and which are less prepared important development objectives. to deal with is impact. According to the index, Norway, New Zealand, Moreover, inadequate adaptation results in Sweden and Finland are the best equipped to increased vulnerability to extreme climatic deal with the pressures of climate change, REDUCE OUR IMPACT ON ENVIRONMENT, NOW! ON ENVIRONMENT, REDUCE OUR IMPACT events, adding up to the risk for conflicts, while the Democratic Republic of the Congo, social unrest, political instability, and wars the Central African Republic, Eritrea, Burundi over the decreasing natural resources. and Chad are the worst equipped. Of course, environmental emigration is also a Vietnam, Ghana, Rwanda, Namibia and Bot- possible outcome, especially where land deg- swana are countries that are vulnerable but radation or land loss directly affect people's are relatively well equipped. livelihoods. All these effect constitute poten- Countries in yellow are less vulnerable but also tial costs for developing countries, both in mac- less prepared. roeconomic terms and in human suffering. According to Germanwatch, Honduras, Many Global South countries are not ready to Myanmar and Haiti were the most affected face the Impacts of climate change. It's the countries in the period 1993 - 2012. Within the Global South that will bear the main impact same period, they were followed by Nicara- from flooding, storms, and droughts. These gua, Bangladesh and Vietnam. 2039682 SAME World Edu-kit UNIT 8 UNIT

Bangladesh is the typical case of a country sus- Ÿ Poverty and Climate ceptible to CC. Its low coastline, high demo- Change. Reducing the graphic density, economic reliance on agricul- Vulnerability of the ture, and frequent cyclones make it the "per- Poor through Adapta- fect victim" of CC effects. tion. Paper by Organisation for Economic While it is hard to define from now the scale of Co-operation and Development (OECD), damages that CC will provoke, it is clear for 2002, p. 6-10-11. now that its impact will vary from country to Ÿ Climate change affects the poorest in country, depending on the intensity of the developing countries, 3 marzo 2014. change and on each contextual geographical, Ÿ These Are The Countries Most Vulnerable

CLIMATE CHANGE CLIMATE social, cultural, economic and political situa- To Climate Change, www.fastcoexist.com/ tions. Therefore, different countries need to Ÿ The countries mostvulnerable to climate- identify different adaptation measures, change, in 3 maps The Washington Post, 3 reflecting their unique circumstances. February 2015. Ÿ Global Climate Risk Index 2014. Who To develop the adaptive capacity of countries Suffers Most from Extreme Weather in the Global South to cope with the Impacts Events? Weather-Related Loss Events in of climate change, the United Nations Frame- 2012 and 1993 to 2012, p. 5. work Convention on Climate Change Ÿ Climate change and the most vulnerable (UNFCCC) has been working on the topic . countries: the imperative to act, Back- ground Paper, United Nations General In addition, globally agreed goals have been Assembly, 8 July 2008 developed and signed within the UN frame- Ÿ Handbook for ASEAN Member work. 189 nations have resolved to halve States'Government Officials on Climate extreme poverty by 2015, signing the Millen- Change and the United Nations Sustain- nium Declaration. In 2015, the Sustainable able Development Goals, Asia-Europe Envi- Development Goals (SDGs) were developed ronment Forum, 2014 to define a sustainable socio-economic development pathway for both Global North and Global South countries. You can watch the following video to learn Text by Genoveva Tisheva, more about Global South countries and cli- BGRF Managing Director mate change:

Sources:

Eﬀect of climate change on developing countries; Credit: EUintheWorld, 2009. Direction by EUintheWorld.

204 ACTIVITIES

SAME World Edu-kit CLIMATE CHANGE Activities to carry out at school and resources for teachers ŸŸ WritingWriting and educators ŸŸ MathematicsMathematics

Ÿ Content introduction Ÿ ScienceScience ŸŸ CreativityCreativity Activity summary ŸŸ WorkshopWorkshop Download materials ŸŸ EvaluationEvaluation FormForm Step by step

Questions

Pedagogical focus

SAME World Edu-kit ACTIVITIES The cement industry 14 pollutes! + Writing Typology of the activity: ethical dilemma Topic: climate change Age: 14+ Duration: 3 h of classroom time Curriculum subjects: Language, physics, chemistry, moral and civic education

Activity by: CTI Georgia Liarakou e Costas Gavrilakis CHANGE CLIMATE

Content introduction

Cement production is an energy consuming process that contributes to climate change. The cement industry accounts for about 5 % of CO2 emissions internationally. Of these emissions, 60 % result from the thermal decomposition of calcium carbonate, the main component of the mixture of raw materials, and 40 % result from used fuels. 3-3,5 GJ thermal energy and 100-120 KWh electrical energy are used per tonne of cement produced.

In the last twenty years the European cement industry has improved its energy eﬃciency by 30% but, according to a study by the European Commission, scope for further improvement is very limited. The cement industry mainly uses solid fossil fuels (coal, petroleum coke etc.), as the use of liquid and gaseous fuels are cost- prohibitive.

Lately, the use of alternative fuels such as tires, plastics, paper, wood, used oils, wastewater treatment sludge, agricultural residues, RDF (fuel from waste) and other materials have been promoted. The use of alternative fuels by the cement industry is in complete accordance with E.U. guidelines and in many countries it is incorporated into waste management policy. The cement industry pollutes! industry cement The Learn more about these topics : Go to Unit 6.2 , Go to Unit 8.1 , Go to Unit 8.2 .

207 SAME World Edu-kit ACTIVITIES Activity summary

Writing Through an analysis of a moral dilemma, students come into contact with conﬂicting values which often emerge when one attempts to address issues related to climate change. Initially the values associated with in the dilemma are analyzed, then students are invited to answer the dilemma themselves and to clarify their personal values.

Peter's dilemma

CLIMATE CHANGE CLIMATE Peter who is 16 years old has been elected as the coordinator of all schools in the country

which are taking part in the international network 'CO2 Detectives'. The network was founded by the leading global institution on Climate Change, the UNFCC, and aims to help create a

global database of information based on pupils' recordings concerning local CO2 emissions (sources). As an incentive for participation in the network, the UNFCC oﬀers scholar- ships/study grants to the best participants and Peter aspires to get one of these. George, Peter's father, has just shut down his small commercial shop due to the economic crisis and is faced with unemployment. In the area unemployment reaches 25% and everything appears to lead to a dead end. Fortunately the owner of the large cement industry in the region, and old classmate and friend of George, hires him as a workhand along with 10 other fellow citizens as part of the expansion of the unit which has just been completed.

For the operation of the cement unit large amounts of carbon are required and thus it is a

major source of CO2 emission. Furthermore, as energy reserves in the region do not suﬃce, during hot summer days the cement unit is required to cease operation of machinery in order to address the inadequacy of available energy in the region. Often this is not done in time, resulting in the interruption of energy supply to the town that may last several hours. In the plans submitted for the authorization of the extension of the unit provision had been made for the use of alternative fuels, speciﬁcally agricultural residues. That is the reason why the expansion of the plant had been approved.

One afternoon, George reveals to his family, information that his trusted friend confided in him, that the alternative fuel resource is insufficient. The owner decided however to continue The cement industry pollutes! industry cement The the operation of the new plant, supplying it with coal instead and without mentioning it to anyone. If this is found out not only is the operation of the plant in danger but the company is in danger of receiving large fine too. That evening Peter faced a huge dilemma. To include the new factor in the international database or to exclude and hide it?

208 SAME World Edu-kit ACTIVITIES Step by step

Step 1. Writing The teacher presents the story ' Peter's dilemma ' to the students and ensures that all aspects of it are understood. Then the students are requested to step into the main character's role and think about what they would do if they were in his place. Each student spontaneously notes his/her answer (YES or NO) on paper.

Step 2. Students are divided into groups of 3-4. Each group analyzes the reasons why the main char- CHANGE CLIMATE acter will choose either the one or the other decision, taking into account in each case the consequences which arise from each decision. They record as many arguments as possible to support the two alternative choices available to the main character.

In the case of this story, students seek arguments to support a) the decision to record the new factor in the database (e.g combat climate change, protect the city from a possible electrical black out, chance to obtain the scholarship, avoidance of an illegal activity, etc.) and b) the decision not to record (father and other workers unemployed, conﬁdentiality, father's friendship with the owner, respect for the father's decision etc.).

The teacher monitors each group's work, comments on the arguments recorded by the students and poses appropriate questions. This tactic fuels group discussion and helps learners analyze the dilemma in a balanced way so as to identify the values involved.

Step 3. When the groups have completed recording arguments and values, they present them to the class. Each group announces their results and the other groups may request clarification or raise questions. The groups integrate arguments for each of the solutions of the dilemma and gradually a list is created with all relevant values reported by all groups. If the teacher finds that significant arguments and values (which would normally have already been predicted from the previous step) are absent he/she can discuss new proposals with the whole class so that the list is as complete as possible. pollutes! industry cement The

Step 4. After completing the previous step, students are requested to reﬂect on their initial position and decide whether they insist on their original decision or whether they would like to modify or change it. The teacher invites the participants to consider and assess all the values analyzed in the previous step in making their ﬁnal decision.

Students take the ﬂoor and present their ﬁnal decision on the dilemma, at the same time substantiating which is the main value or main argument that led to this decision. In this phase 209 SAME World Edu-kit ACTIVITIES the creation of an environment of trust and respect for each other's view is especially important. The teacher should ensure that the view of each student is respected by the others. Only then will students be able to make the necessary introspection that will enable them to priori- tize their personal values and express them publicly. Both the teacher and other participants

Writing can question the presenter, it is however advisable to avoid value judgments and personal confrontations.

Step 5. The activity ends with reﬂection, which operates to decompresse the atmosphere. In this stage the teacher focuses on the actual process followed by asking questions like:

CLIMATE CHANGE CLIMATE Ÿ what did you like most? Ÿ what do you think didn't go well? Ÿ how did you feel when you analyzed the values involved in the dilemma ? Ÿ what were your feelings when you were asked to give your own opinion? Ÿ Throughout the analysis phase of the dilemma, the teacher should ensure the emergence of one or more of the four key values found in many environmental issues: the individual versus the community, short term versus the long term, the truth versus loyalty and justice versus compassion. The contradictions between these fundamental values largely guide our personal and collective choices and decisions in relation to issues concerning the environment and sustainability.

Pedagogical focus

Considering that ethical conﬂicts have no easy solution, the analysis of values require critical thinking, interpretation and assessment skills of all the elements of the dilemma scenario, and the ability to investigate and to assess the consequences of each solution. All these skills are very important for citizenship. In addition, recognition and assessment of data, understanding and formulating substantiating arguments and applying criteria and critical thinking are important skills required for active participation in society. The cement industry pollutes! industry cement The

210 SAME World Edu-kit ACTIVITIES Climate Bingo 9+ Writing Typology of the activity: game Topic: Climate Change Age: 9+ Duration: 15 minutes Curriculum subjects: geography, science

Activity by: ARCHENOVA CHANGE CLIMATE

Content introduction

The global climate has always been signed by natural ﬂuctuations that developed over long periods of time. Nevertheless, the present-day development progresses more rapidly than ever before. Today, hardly any climate experts speak of a natural development. The current data proves a so-called "anthropogenic" climate change, a global warming that is caused by human action. By many human activities, greenhouse gases are released into the atmosphere. The most important aspects of these activities are the consumption of resources and

fossil fuels, the demographic development, the proceeding globalization and the technical Bingo Climate progress of the world's economy.

Text by: arche noVa e.V.

Learn more about these topics: Go to Unit 6 , Go to Unit 7 , Go to Unit 8

Activity summary

The Climate Bingo is an interactive game to get to know others and to experience other's opinions and knowledge about climate change. The activity can be used either to start a topic or to sum it up.

211 SAME World Edu-kit ACTIVITIES Step by step

Step 1. Writing Each student in the class receives a “Bingo-sheet”. If necessary, the teacher may adapt the statements of the “Bingo-sheet” to the needs of his/her target group before handing it out.

Example of a “Bingo-sheet” with 16 ﬁelds (4x4):

Find someone, who... CLIMATE CHANGE CLIMATE ..can explain the …knows two vegeta- …buys more than 5 …knows the relation climate change bles that are growing pieces of clothes per between farting cows in this region right month. and the climate now. change.

…made a trip by …eats meat only once …knows where the …can name two airplane. a week. UN-climate conference eﬀects of climate took place in 2015. change.

…saw a movie about …knows what CO2 is. …came on foot or by …has never eaten climate change. bicycle. organic food. Climate Bingo Climate

…came by bus or train. …leaves electric …has seen a polar …does not believe in devices on stand-by. bear. the climate change.

Step 2. Every student gets a “Bingo-sheet”. The fields include written statements/questions about the climate. After the starting signal, the students stand up from their chairs and go around in the room in order to find other students who can answer the statements/questions on the “Bingo- sheet.” When they find a person, they write down the name of this person in the relevant field. Each name is allowed only once on the “Bingo-sheet”.

Step 3. The aim of the game is to complete a horizontal, a vertical or a diagonal line of fields with names of students. Who finishes first, shouts out “Bingo!” The game can be stopped or continued for some more minutes. 212 SAME World Edu-kit ACTIVITIES Step 4. After the game is completed, the teacher discusses the statements and aspects of the “Bingo- sheet” together with the students. Writing Pedagogical focus

The game provides a good overview to the teacher about the students’ knowledge on the topic and on the diﬀerent opinions existing within the class.

While the role of the teacher is to observe, the students act on their own and interact with CHANGE CLIMATE each other. Without feeling judged by the teacher, it's the student's responsibility to exchange and collect opinions and information. Another positive side eﬀect is the physical movement of the students. Climate Bingo Climate

213

SAME World Edu-kit ACTIVITIES Interview - Let’s talk greeny 14+ Writing Typology of the activity: Exercise/ Role play Topic: Environment, climate change, human rights, media Age: 14+ Duration: 45-60 minutes Curriculum subjects: climate change, environment

Activity by:: BGRF CHANGE CLIMATE

Content introduction

Climate change has already caused lots of effects on human and natural systems on all continents; other impacts are expected in the short term, over the next few years, with the increase of global warming. Climate variability has a considerable impact on water, food production systems, economy in general and reflects the health, social status and lifestyle of many people all over the world. For human societies, the Impacts of climate change generally worsen already critical situations (poverty, lack of food, poor land management, migration due to wars, etc.), with the most negative effects for the poorest, most vulnerable people. The sharing of different aspects of the problem of climate change on everyday level could touch more people translating the general messages in acceptable way. The media usually transmit such kind of messages and gives many different point of views.

Text by: Stefano Caserini

Learn more about these topics: Go to Unit 7 Interview - Let’s talk greeny talk - Let’s Interview

Activity summary

This activity is a role playing game, which represents a journalistic interview. This is important activity which not only encourages creativity and develop imagination of participants but also promotes the social involvement of the activities against climatе change through the process of concerning the problem on everyday level. 215 SAME World Edu-kit ACTIVITIES The objective is young people to “place” themselves at the position of various figures - people from different professions who present the effects on climate change in various aspects. Through roles participants will formulate current problems and possible solutions of the impact of the society on climate change. Writing

Step by step

CLIMATE CHANGE CLIMATE Step 1. Ask participants to split in small groups of two or three people. In each group must be consensus about who/ what role will take: a journalist and citizen. • On previously cut paper notes, write the titles of representatives from various social groups and then fold the paper notes, so what it is written can not be seen. Each group must take one piece of paper note and will then see what is written there and thus will see their role. The professions/ social roles could be as follows (or other): Ÿ An ecological NGO representative Ÿ A teacher in Geography Ÿ Farmer Ÿ A student from poor family who have to leave the lessons in order to earn money at the ﬁeld for him and his old mother Ÿ Housewife Ÿ Scientist, based on Livingston Island

Step 2. After that all participants take 5 minutes for reflection. The participants who are in the role of the person who will give interview must think about his/ her new personality, imagine his new situation and circumstances, think about his opportunities, problems, social rights as an effect of the climate change and it reflection to his professional and/ or own life. To think about his decision to share this with media representative. Interview - Let’s talk greeny talk - Let’s Interview Trainers, if it is necessary, can help participants for focusing on their role, giving them simple tips and helping them to realize the effects on their new personality in a very practical way – ex. "You don't have a tap water at Home ", "You are an active participant in a street demonstra- tions against climate change" and etc.

The other participants who are "Journalists" themselves record issues which will be asked trying to focus on the practical side of the topic. Despite that issues depend entirely from the participant who is in the role of journalist he/ she can account several main issues during the interview: existing laws, recent event/ accidents, institutions working on this, the right of the aﬀected person, forecast and proposals to overcome the problem. 216 SAME World Edu-kit ACTIVITIES Step 3. Conduction of interview (15 minutes). During the interview ask the "Journalists" to record brieﬂy answers of respondents/ interviewees for so that they can be communicated after to the rest of the group which will play the role of the "Society." Writing After the end of the time for discussion, ask each group to describe how was the interview as a whole and which were the most interesting/ useful/ problematic moments. A discussion to be initiated. The trainer/ facilitator asks each group how did people feel at when they became in the focus of the public attention (In the role of the journalist "). The group representing the "Society" should be encouraged to pose questions/ issues and to analyse the situation. The trainer could settle technical facilities (microphones, lights, cameras) in order to inspire CHANGE CLIMATE the main participants.

Expected result: raised awareness of young people to speciﬁc situations from real life in the context of the concrete results of climate change. To improve the dialogue between young people and to expand their interests to global issues transferring their key eﬀects on the everyday level. To encourage their active participation. To highlight the role of institutions in building of peaceful and ecologically balanced society.

Pedagogical focus

Ÿ To motivate awareness on a speciﬁc topic Ÿ To stimulate young people to express own opinion Ÿ To encourage the role changes in order to focus on the mutual understanding and sharing of ideas. Interview - Let’s talk greeny talk - Let’s Interview

217

SAME World Edu-kit ACTIVITIES Opinion barometer “Reasons of climate change”

Typology of the activity: interactive barometer Topic: Climate Change 14 Age: 14+ + Duration: 15 minutes Curriculum subjects: geography, ethics, science CLIMATE CHANGE CLIMATE Activity by: ARCHENOVA Mathematics

Content introduction

Latest research results prove evidence of the so-called "anthropogenic" climate change, a global warming that is caused by human action. The Intergovernmental Panel on Climate Change (IPCC) – an independent scientific panel consisting of hundreds of scientists from all over the world - confirms the thesis and gives regular reports on this topic. Nevertheless, there are still some so-called "climate skeptics", people who either deny the global warming in general, or doubt the proposition of a man-made climate change ,or even question the consequences of global warming as predicted by scientists. The claims of these "climate skeptics" vary from "there is no evidence of global warming" to "one hundred years are not enough to draw any conclusions", or "we cannot trust unproven computer models" to "water vaporisa- tion accounts for almost all of the greenhouse effect" and "climate has always been changing". A good overview, with around 300 possible answers to the arguments of the "climate scep- tics", can be found on: http://grist.org/series/skeptics/. The individual backgrounds and reasons for doubt of the "climate skeptics" may vary, but there is evidence that some of them have close connections to, or their campaigns are financed by the coal and oil industry, which change” climate of “Reasons fear economic loss of power due to climate protection measures. The case of Exxon Mobil is only one famous example.

Text by: arche noVa e.V.

Learn more about these topics: Go to Unit 6 , Go to Unit 7 , Go to Unit 8 .

219 SAME World Edu-kit ACTIVITIES Activity summary

The activity shows the diﬀerent opinions within the class. The aim is to detect the students' knowledge and opinions concerning the reasons of climate change. The method proves to be an excellent starting point for a workshop or a new topic. CLIMATE CHANGE CLIMATE

Mathematics Step by step

Step 1. The teacher presents a statement concerning the reasons of climate change and appoints a physical place for the confirmation of the statement ("I agree") as well as for the disagreement ("I disagree") within the borders of the classroom. To allocate the two possible answers, the teacher can either choose two different corners of the classroom, or put two pieces of paper with the written answers "I agree"/"I disagree" on the floor of the classroom.

Step 2. The students have time to think about the statement and will then have to move to either one corner or one piece of paper, depending on their opinion concerning the statement. Students who are not sure about their answer, have to ﬁnd a place "in between" the two locations.

Step 3. The teacher now asks the students from each group why they chose to agree or disagree. The students are welcome to discuss with each other. “Reasons of climate change” climate of “Reasons Step 4. The teacher presents the next statement. And so on. The teacher should not use more than four statements during the exercise.

Step 5. In the ﬁnal stage, the teacher and the students evaluate the range of opinions existing within the class: Are there prevailing opinions and if yes, why? Could some students be convinced by arguments of other students? Some of the statements may require the usage of the internet in order to search for relevant information of verify data. 220 SAME World Edu-kit ACTIVITIES Possible Statements:

Ÿ "Climate change is a natural process and has been existing longer than the human race." Ÿ "Climate change is made by humans." Ÿ "CO2 is not produced by humans, but by oceans." Ÿ "Volcanoes emit more CO2 than human activities." Ÿ "The global warming is caused by the sun and water evaporation." Ÿ "Climate change does not inﬂuence my daily life." Ÿ "All people of the earth shall be allowed to emit the same amount of CO2 ." Ÿ "All countries shall be allowed to emit the same amount of CO2 ." Ÿ "A quota to emit CO2 should be introduced for each country." Ÿ "Only business people should be allowed to travel by plane. Tourists are not allowed to use CHANGE CLIMATE the plane anymore." Ÿ

"The lifestyle in rich countries has to change." Mathematics Ÿ "I alone can do nothing." Ÿ "The reduction of CO2 emissions mitigates the climate change." Ÿ "Today we are informed much more about weather and climate than two hundred years ago. That's the reason why we notice climate variations." Ÿ "Cattle keeping should be prohibited." Ÿ "Methane is emitted by animals and, therefore, is in no relation to human activities. “

Amongst others, methane develops in the stomach of ruminant animals (e.g. cows) and is emitted by burping. The rising consumption of meat leads to rising cattle breeding worldwide, and in consequence, to rising methane emissions.

Pedagogical focus

The teacher detects the opinions of his/her students and can connect the students’ opinions change” climate of “Reasons to other topics.

The students are “picked up” where they are and their opinions are taken seriously.

The method is adaptable to other topics and can be used as a tool to reﬂect about individual engagement, consumption etc. as well as to end / summarize a workshop.

221

SAME World Edu-kit ACTIVITIES Diﬀerent emissions, 14 diﬀerent responsibilities +

Typology of the activity: math Topic: emissions, share, per capita, responsibilities Duration: 6h (2h data analysis + 2h writing + 2h class discussion) Curriculum subjects: mathematics, science CLIMATE CHANGE CLIMATE Activity by: ISTITUTO OIKOS Mathematics Content introduction

If we want to discuss about climate justice and equity in the effort sharing of greenhouse gas emission reduction, we must have in mind some basic data on the present and historical contribution of the different country to the problem. Considering present and cumulative emission of CO2 (the main GHG) allows to highlight interesting and relevant differences not only between developed and developing countries, but also inside the two groups. The gross domestic product is often used as an indicator of wealth, thus it is of interest understanding if a correlation between pro capita emission and pro capita GDP exists.

Text by: Stefano Caserini

Learn more about these topics: Go to Unit 7.4 , Go to Unit 8.4 .

Activity summary

We usually see graphs that explain phenomena, we are less familiar with ﬁnding information and make charts by ourselves. In this activity we propose students to realize two graphs with per capita emissions of CO2 for a number of countries (i.e. 10, 20 or 30, each student chooses a country). The ﬁrst graph is the "photograph" of per capita emissions in 2012 (or last year with data available). The second graph is the cumulative emissions per capita between 1971 and

2012 (or last year with data available). It is important to be able to analyze CO2 emission data, because comparing actual or historical emissions allows to realize how different the contribution to the global warming problem are. All the calculation and graph could be made with a normal spreadsheet software, i.e. MS Excel. responsibilities different emissions, Different 223 SAME World Edu-kit ACTIVITIES Download material

Ÿ GHG emissions_DATA1971-2012.xls

Step by step

Step 0. About data to use in this activity CLIMATE CHANGE CLIMATE

In this activity you will use data on CO2 emission and population by International Energy Agency (IEA). Mathematics Every year free and updated excel data is available in IEA website. You can check it by visiting

IEA statistics web page and looking for "Annual CO2 data" in the "Latest statistics" section. Click on it and, in the new webpage, look for a link to download excel data ﬁle, usually it is called

"CO2 Highlights 201x - Excel tables" (where x varies with updating).

A file with data for the period 1971 - 2014 is available, it is called CO2_Emissions_From_Fuel_ Combustion_Highlights_2016.XLS. You can download it here (if the link is not working, check the statistics page mentioned above and you will find the updated file). You can find the same data in the file "GHG emissions_DATA1971-2012.xls" in the download material of this activity. Note that in this file you can also find activity calculations and graphs done, so it can be used by the teacher.

Note 1: The IEA data used in this activity are presented in the annually report "CO2 EMISSIONS FROM FUEL COMBUSTION IEA STATISTICS - HIGHLIGHTS", where you can ﬁnd more information about data and their trends.

Note 2: You may decide to use the data available in the CAIT Climate Data Explorer - World "Re- sources" Institute. This site directly provides graphs and maps on per capita emissions, but requires understanding of some basics that cannot be explained in the present activity. All explanations are any- way available in the CAIT website Here are the steps for classroom activity. Students can work by

Different emissions, different responsibilities different emissions, Different themselves or in small groups. 224 SAME World Edu-kit ACTIVITIES Step 1. Download the file and make sure that every student or group of students has the data file.

Step 2. Each student or group chooses a country to consider and creates a spreadsheet file reporting these data for that country (get them from the data file): Ÿ CO2 annual emission data from the sheet “CO2 SA” (data are in Millions tons of CO2) CHANGE CLIMATE Ÿ annual population data from the sheet “POP” (data are in Million inhabitants) Mathematics Step 3. In Excel file each student or group assesses: Ÿ the annual per capita emissions (Emissions /POP = tons / inhabitant) Ÿ per capita cumulative emissions (sum of Emissions between 1997-2012 / sum of POP between 1997-2012).

As example, you can have a look at these calculation made for Italy and China in pages “Graph1 - Italy” and “Graph 1 - China” of download ﬁle “GHG emissions_DATA1971-2012.xls”.

Step 4. In Excel file each student or group creates a graph for their country showing yearly emission trend in the period 1971-2012 and pro capita cumulative emission trend in the period 1971- 2012. Below you can find an example for Italy and China (see also pages “Graph1 - Italy” and “Graph 1 - China” of download file “GHG emissions_DATA1971-2012.xls”):

Step 5. Share the data of all students and compare the per capita CO2 emissions of different countries in 2012. You can create an histograms, as in the following example for 25 countries (see page responsibilities different emissions, Different 225 SAME World Edu-kit ACTIVITIES “Graph2 - 25 countries” in download file “GHG emissions_ DATA1971-2012.xls”):

Step 6. Compare the per capita cumulative 1971-2012 CO2 emissions of diﬀerent countries sharing data of all students. You can create an histograms, as the following example for 25 countries (see CLIMATE CHANGE CLIMATE page “Graph2 - 25 countries” in download ﬁle “GHG emissions_

Mathematics DATA1971-2012.xls”):

Step 7. Now you can create the histo- gram that shows together (close to each other) per capita CO2 emissions in 2012 and per capita cumulative 1971-2012 CO2. Here is an example (see page “Graph2 - 25 countries” in download ﬁle “GHG emissions_ DATA1971-2012.xls”):

Step 8. Ask students to write a short text to describe their observation and consideration on data. Ask them to put a title to their report and to try to answer some questions as: Which countries emit more and which less? How large is the diﬀerence between poor and rich nations? How the contribution in 2012 is diﬀerent from the “cumulative” contribution between 1971 and 2012? To learn more: Do rich countries necessarily have high GHG emissions?

Step 9.

Different emissions, different responsibilities different emissions, Different Each student or group will do a public reading of his text. 226 SAME World Edu-kit ACTIVITIES A comparison and discussion about the topic will follow. You can decide to find more information on topic thought the web or other texts.

Note: Graph of Step 5 and Step 6 could also be a more sophisti- cated graph like this one, where on the x-asis there is the population size of each country (or group of country). It will be suitable only for advanced students. (Source: http://www.ipcc.ch/publications_and_data/ar4/wg3/ en/ﬁgure-1-4.html) CAMBIAMENTO CLIMATICO CAMBIAMENTO Mathematics

Pedagogical focus

Reading data tables results per se abstract, while graphs help visualize the trends over years and make evident some of the occurring phenomena. The realization of graphs, which are a diﬀused research and analysis tool, is a ﬁrst step to get kids used to verify, compare and analyze information, even the apparently most complex.

We invite you to propose the realization of reports, to get kids used to scientiﬁc writing, and to encourage class debates (public speaking). Research, analyze and compare scientiﬁc data develops the kids’ critical thinking.

On another level, compare global data helps kids to perceive that some phenomena are only evaluable by adopting a global perspective about emission data. This phenomenon allows us to make them aware that the world is one; the phenomena are all interconnected and we are all part of the same, large community. Different emissions, different responsibilities different emissions, Different

227

SAME World Edu-kit ACTIVITIES How to construct 14 a climate graph +

Typology of the activity: math competences Topic: climate change, (Diﬀerences between climate and weather) Age: 14+ Duration: 45 minutes Curriculum subjects: geography, math CLIMATE CHANGE CLIMATE Activity by: PEIPSI Mathematics Content introduction

Every place on Earth has weather. However, different places on Earth have different types of "typical" weather. Some places are dry, some are wet, some are hot, some are cold, and some are a little of everything! Weather refers to temperature, precipitation (rain and snow), and the wind's direction and speed. Scientists who study the weather collect information from different places on Earth and come up with averages, for a particular place. This average, or typical type of weather that occurs during a year, is called the "climate." A climograph (or climate graph) is what scientists create to show a particular location's average temperature and precipitation during the year.

Text by: PEIPSI CTC

Learn more about these topics: Go to Unit 5.4

Activity summary

Writing down information into a report is not always the best way to express information. Cli- graph a climate construct to How matologists often use graphs because they are a simple, yet effective, way of showing statistical data. The activity helps students to manage with climatic data and understand difference between climate and weather, and understand what is „typical" climate and when we can talk about climate changes. A quick way to get an idea of the climate of a particular place is to look at a "climate-graph," or "climograph." There are two important elements: precipitation and temperature. Precipita- 229 SAME World Edu-kit ACTIVITIES tion includes all forms of moisture falling to the surface of the earth. (Examples: rain, sleet, snow, hail). Temperature is how warm or cool the air is outside. To draw up a climate graph you need these data. Some of the world climate websites to find climate data for a city of your choice: http://www.climate-charts.com/world-index.html or http://www.worldclimate.com or World Meteorological Organisation

Download material

CLIMATE CHANGE CLIMATE Ÿ Climate graph template.pdf Mathematics Step by step

Step 1. (a teacher provides data – links in short introductory description box) See two sets of data: average monthly rainfall in millimetres (mm) and average monthly temperature in degrees Celsius (°C) for each month.

Step 2. Draw up a set of axes to ﬁt the data above. Label the months on the horizontal axis between the divisions, the temperature on the left vertical axis and the rainfall on the right vertical axis. (For teacher -You can ﬁnd the climate graph template as download material or at this website)

Step 3. Using a pencil, construct a bar graph showing the average monthly rainfall. Make sure you use the right vertical scale to plot your data.

Step 4. Neatly colour the bars using blue pencil.

How to construct a climate graph a climate construct to How Step 5. Using a pencil, plot points showing average monthly temperature. Make sure you use the left vertical scale and, most importantly, that you put the small dot for each month in the middle of each column. Step 6. Join up the dots with a smooth curve using a red pencil to make a line graph. Do not use a ruler. Continue both ends of the line to the edge of the graph by continuing the trend shown by the graph. 230 SAME World Edu-kit ACTIVITIES Step 7. Complete the climate graph by labelling each axis and adding a suitable title.

Step 8. Analyse the climate graph. For analyses the graph you can ask many questions: Ÿ Which place has the lowest average temperature for the year? Ÿ Which place has the coldest/warmest winter (January, February, March)? Ÿ Which place has the highest average temperature for the year? Ÿ Which place has the hottest/coolest summer (July, August, Sept)? Ÿ Which place has the highest yearly precipitation? Ÿ Which place has the wettest summer (July, August, Sept)? Ÿ Which place has the wettest winter (January, February, March)? CHANGE CLIMATE Ÿ Which place has the climate most similar to the climate of your "hometown"? Mathematics For teacher: Ÿ Using climate graphs is good to compare the climate in diﬀerent cities across the world or of your "hometown" to other town. Ÿ Students also could use a search engine to ﬁnd images that are representative of the climate type.

You can ﬁnd/read more info: Ÿ http://fcweb.limestone.on.ca/~stridef/G9%20Ac%20Geography/Unit%203%20Lesson% 205%20Climate%20Graph.pdf Ÿ http://www.nationalgeographic.com/geobee/study-corner/activity-5/ Ÿ http://www.geogspace.edu.au/core-units/years-7-8/inquiry-and-skills/years-7-8/y78-is- illus1.html

Pedagogical focus

It is good integration between math and geography. Students develop the abilities of reading graph a climate construct to How the data, drawing a graphic and ﬁnally analysing data. It is important for students to be familiar with a variety of graphs, since each one is best suited to represent certain types of information. This chapter shows students how to interpret and construct bar, column, line, climatic and proportional graphs. Students practice to analyze a data and get the main information out of it. They also get creative in order to make the information interesting and develop critical thinking. It possible to present their results to the class. 231

SAME World Edu-kit ACTIVITIES Winners or losers 11+

Typology of the activity: experiment Topic/keywords: C.C. / Renewable energy sources, Reducing energy consumption Age: 11+ Duration: 4x 45 minutes Curriculum subjects: Geography, Biology, Maths, Physics, Citizenship CLIMATE CHANGE CLIMATE Activity by: SCCD Mathematics Content introduction

It's cold and you fire up the furnace. By using coal, a piece of history is disappearing in front of your eyes. By using gas for cooking soup, part of several million years' old history is escaping every minute. Coal, oil and natural gas are fossil fuels and the so-called non-renewable energy sources. They were formed millions of years ago; the amount available today is all we have. What we have used will not be replaced. And what will we do when they are exhausted? Some people think wisely, save energy and use other energy sources that are inexhaustible. Nature offers a range of renewable energy sources: Ÿ Water Ÿ Wind Winners or losers or Winners Ÿ Geothermal Ÿ Bioenergy Ÿ Solar energy The amount of solar energy that reaches the Earth's surface per year is 10,000 times greater than current global energy consumption. Using alternatives in building houses can help us save energy, create a better environment, better climate in cities and in villages. Saving energy and planting trees means also good impact on climate change. The most modern construction techniques are aimed at saving energy. The higher investment costs are balanced with long-term savings on energy bills. There are houses in which electricity is produced by wind, water is heated by solar panels and computers control the heating and ventilation. Maybe you also have a solar charger or a calculator. By constructing better insulated houses people save on heating. Also planting trees around the house in specific places or using light colours for the topdressing of the house can help to reduce energy consumption.

Learn more about these topics: Go to Unit 8 233 SAME World Edu-kit ACTIVITIES Activity summary

The objective of the activity is to acquaint children with the basic types of renewable energies, particularly with solar energy and the possibilities of its use. The focus is on two relatively simple ways of reducing energy consumption: planting trees and using light colours in houses in the cities.

CLIMATE CHANGE CLIMATE Step by step Mathematics

Step 1. The teacher chooses an area near the school. The area should be with streets, houses or block of ﬂats, shops and with some trees. Students are divided into groups of 4-5 and each group draws a map of the area. On this map they record the main street, side streets, houses with individual entrances and shops. It is necessary to indicate the orientation north – south.

Step 2. Students in groups ﬁnd out which part of the street (houses) is warmer, meaning which part is exposed to sunlight for a long period of time. These are the eastern, southern and western parts of buildings and the northern parts of streets. Students use yellow colour to mark these parts of houses and streets. Winners or losers or Winners

Step 3. Students in groups draw green circles on the map to indicate the trees found nearby houses.

Step 4. Students in groups indicate on the map the parts of houses and streets that are: - in summer shaded by the trees from sunlight (using red colour); - in winter protected by trees from wind and cold (using blue colour) - creating wind- breaks or a microclimate, if the trees are big enough or if there are groups of trees.

Step 5. https://lh5.googleusercontent.com/McH4Wj3_nnzu2BtXT-djAcyHV_ Mark on the map with a star * houses with PE5TAM48D4LGYGMMU4RZU15sy3JVM1mqezlwJOaQ7iwV0945IEBRqM_ bright paint. Example of a drawn map: cIniXHLfJKhBpc51lHn1Ko5KSLHISQRYU1fYmI307bMKY9GZkxa7Gg 234 SAME World Edu-kit ACTIVITIES Step 6. Students in groups count the number of windows in the houses (both residential and shop windows) and complete the following table: (Note: In tall buildings they can use maths to count the number of ﬂoors and multiply by the number of windows on one ﬂoor) CLIMATE CHANGE CLIMATE Mathematics

Are there windows in houses with light paint that are protected both in winter and summer?

These are Homes with a lower energy consumption than the others. Are there many of them? losers or Winners Are there also shops?

Step 7. The teacher suggests to the group to interview shop owners, to meet them, inform them of what you have found and ask them if they also save energy at "home".

Conclusion Working in the group answer the following questions:

Ÿ Think of a story of people living in "homes" with windows that are not protected either in summer or in winter. Ÿ What would you suggest to make their "homes" more comfortable and less energy consuming? Ÿ Students can do this task as story telling, in front of other schoolmates, or in a written version.

235 SAME World Edu-kit ACTIVITIES Pedagogical focus

Ÿ Students, through an interesting way in the ﬁeld, explore renewable sources of energy and suggest solutions to save energy in the locations by simple changes. Ÿ Students improve their skills in mapping, orientation in the ﬁeld, in geography. Ÿ By working in groups they have a chance to work in a team, to see what is necessary for good results. Ÿ They improve their communication skills about climate changes, building technologies,

CLIMATE CHANGE CLIMATE impact of planting trees. Ÿ Preparing questions for interview is a good exercise in communication and argumentation. Mathematics Students learn more about their local environment. Winners or losers or Winners

236 SAME World Edu-kit ACTIVITIES Searching in the mind 11+

Typology of the activity: group exercise Topic: Climate changes Age: 11+ Duration: 45 minutes Curriculum subjects: Curriculum links: Geography, Biology, Civil society CLIMATE CHANGE CLIMATE Activity by: SCCD Content introduction

In accordance with the theory of systems the biosphere, as the most complex ecosystem , represents a boundless network of interactions, where each component connects to the others. Environmental problems thus already have an impact on Europeans every day and their Science eﬀects will have an increasing tendency. Climate change is not primarily a topic for scientists but has an impact on all of us. Those - breathing the polluted air, those - drinking contaminated water, starving and suﬀering from devastated land.

Text by: Silvia Szaboova, SCCD Learn more about these topics: Go to Unit 3 Activity summary Searching in the mind the in Searching

This activity is focused on thinking in context. By choosing one concept as the central one, students will explore causes and consequences of this concept on a global and local level. Work- ing in a group they will have the possibility to discuss both the consequences and causes through the point of view of their everyday life. New search context - it is important to redesign solutions not only in professional life but also solutions related to daily life. If you know the context, we propose solutions that will have the least impact possible. From this point of view, we can prevent problems. pupils participating in the workshop - Dresden, Germany 237 SAME World Edu-kit ACTIVITIES Step by step

Step 1. On a large piece of paper the teacher draws a circle and writes in the middle of it the idea, sentences or fact. In our case it can be "Climate changes". See the ﬁgure below as example.

CLIMATE CHANGE CLIMATE The teacher prepares as many pieces of paper as there are groups.

Step 2. Divide students into groups of 4-5. Their task will be to look for possible consequences which are connected with a description of the concept in the circle

Science and formulate them as precisely as possible. Students should be supported to discuss the central topic, or consequences more deeply, not only superﬁcially. The resulting for- mulation is written on the paper to the next circle and joined to the cause of the line (the fact) and consequence (own design). Each group works independently on the same fact, sentences. The teacher should facilitate this process, going from group to group and asking questions if Searching in the mind the in Searching something on the paper is not clearly deﬁned. Through discussion and facilitation the teacher supports students to think critically and in context.

Step 3. Similarly, the group continue in suggestion consequences of the second, third order and record them on the paper in circles combining two or three lines. The procedure can be repea- ted with the consequences of the 3rd, 4th, 5th order.

Step 4. Finally, the group will present result of their groups in front of the other groups and compare their thought processes with other groups.

Step 5. Discussion: The final joint discussion can focus on the differences in the proposals of each gro- 238 SAME World Edu-kit ACTIVITIES up. Discuss the importance of having the relevant facts, being able to write the possible consequences, discussing the possible relationships between the consequences of different levels.

Source: G. Pike, D. Selby: Global education, Grada 1994

Pedagogical focus CLIMATE CHANGE CLIMATE

For students it is important to argue, to start critically thinking, to see the world around in interdependencies. And it is for students a possibility to see also their way of acting in everyday life and to see the consequences of their acting.

It is very important to teach students not only facts but also to how to look for connections between cause and eﬀect. To be able to look at the relationship between what is going on around them critically, they need to know as many facts as possible. Science

A good starter for this activity would be a well-chosen short ﬁlm, a documentary about climate change. Teachers can use this activity also for another topic, it depends on their focus: biodiversity, environmental migrants etc. In this case they should choose another sentence in the central circle. Searching in the mind the in Searching

239

SAME World Edu-kit ACTIVITIES Trees in the city 9+

Typology of the activity: science, experiment, mapping Topic: Climate change, Urban greenery, Greening, Functions of trees, Global warming Duration: long term project, 1 school year Curriculum subjects: Geography, Biology, Mathematics, Citizenship CLIMATE CHANGE CLIMATE Activity by: SCCD

Content introduction Science The planet is being rapidly urbanized. All of us feel an intrinsic emotional need to connect with nature. Even in large cities. Urban greenery has been recognized as an essential key natural resource for biodiversity as well as high quality living conditions. Indeed, greener infrastructure must not only be emphasized by urban forestry experts, but particularly by political representatives and municipal authorities who must ﬁnd a way to bring our lives into balance with the Earth in accordance with sustainable development. Trees in the city the in Trees

Greening the cities, planting trees where it is needed and is suitable has a big impact on the local climate and small water cycle (local impact) also on the large water cycle (global impact). Trees have an irreplaceable function in the quality of human life: they protect, clean and fertil- ize the soil, regulate water ﬂow and level during sudden storms, regulate and improve air humidity and quality, impact the climate, provide a place for animal habitation, they have aesthetic and medical beneﬁts – all these reasons support the preservation of trees in an urban environment. All in all: trees breathe for us. They absorb CO2 and release O2. As CO2 is one of the greenhouse gases, through these processes they have an impact on global warming

Textby: Silvia Szaboova, SCCD

Learn more about these topics: Go to Unit 8

pupils participating in the workshop - Dresden, Germany

241 SAME World Edu-kit ACTIVITIES Activity summary

The objective of the activity is to become acquainted with the life of urban trees and with the factors of their health – what improves, and what damages their well-being. Trees in cities are exposed to a higher level of harmful risks than they would be in the natural environment. In a selected area students will investigate the green and ﬁnd out more about the health and functions of trees.

CLIMATE CHANGE CLIMATE Step by step

Step 1. The teacher chooses an area, which can be nearby the school. The best would be if part of the area were not only streets, houses, blocks of ﬂats, but also park, or gardens. Students will be divided into groups of 3 – 4 and each group will draw in pencil their own map of all current vegetation.

Science Step 2. Students use different colours for different types of trees: for deciduous trees, coniferous trees, bushes. They find and write their respective names and classification in the literature, then write in the average age of the trees, according to the following instructions.

Approximate age of the tree calculated as follows:

Trees in the city the in Trees Measure the circumference of the tree, divide that number ﬁrstly by two, then divide the circumference again by three.

For example, the tree circumference is 90 cm. 90: 2 = 45 90: 3 = 30

The age of the tree is between 30 - 45 years

Step 3. Fill in the table:

Number of trees:

Average age of the trees

Number of bushes/shrubs:

Area of the lawn:

242 SAME World Edu-kit ACTIVITIES Step 4. Draw in all the beaten tracks – shortcuts which have been made by walking. The teacher discusses with groups the following questions:

Ÿ Would you like to make these paths green? Ÿ How would you do that?

Step 5. Now students can evaluate the economic and environmental value of a tree. "Adopt" one tree that you like the most. What species is it? Evaluate the chosen tree by the following criteria, on a scale from 1 to 3 (1 – the best/ 3 – the worst): CLIMATE CHANGE CLIMATE

Air quality: wipe the skin of the tree's leaves with a white cloth. Has it become dusty? If so, then the leaves are dusty, which means that the tree is accumulating harmful particles from the atmosphere. (1 - cloth remains clean / 2 - cloth is a bit dusty / 3 - cloth is dirty)

Water flow control: visit your tree during or after rain and observe its surrounding soil. Is the soil more, or less wet than its vicinity? If it's less wet, it means that the tree slows down the flow of the water by improving the absorption capacity of the soil, and therefore helps to prevent floods and soil erosion. (1 - the soil under the tree is less wet than the soil in the vicinity / 2 - no Science difference between the soil under the tree and the soil in the vicinity/ 3 - the soil under the tree is wetter than the soil in the vicinity)

Animal shelter: Observe your tree and find out whether the tree (its branches, trunk, or roots) provides a Home for any animals. If so, which? Could you classify them? Do the animals live on the tree permanently, or temporarily? And what about the surrounding flora? Is there only city the in Trees grass, or also other kinds of plants? (1 - nests and permanent animals living on the tree, more than 3 different species of plants in the surroundings / 2 - 1-3 different animal species visiting the tree, 1-3 different species of plants in the surroundings / 3 - no animals observed on the tree, only grass in the surroundings)

Temperature control: Sit under your tree in the summer time. Is it colder or warmer than in the direct sun? What about the winter? Find out whether your tree alleviates the weather and temperature extremes in the city. (1 - in summer colder under the tree, in winter warmer (for example the snow melts under the tree earlier than in the surroundings, / 2 - in summer colder under the tree, in winter no diﬀerence/ 3 - no diﬀerence in summer or in winter)

Forest yield: Is there a way to make use of the fallen branches/leaves of your tree? Is there any use for its fruits? (1 - humans and animals can eat the fruits / 2 - animals can eat the fruits or fallen branches/leaves can be used / 3 - no use)

Use your scoring to answer the following question: What would happen if suddenly your tree were chopped down? 243 SAME World Edu-kit ATTIVITÀ ACTIVITIES Step 6.

Trees are like sponges which absorb CO2 (carbon dioxide) and help to reduce the amount of

harmful particles and substances in the air. A healthy adult tree can absorb 21 kg of CO2 per year – the carbon is "stored" in the wood, the oxygen returns to the atmosphere. Of course we

use this amount only to show the average CO2 absorbtion. In real life it is more complicated:

CO2 absorbtion depends on the characteristics of the tree species, on the conditions where

the tree is growing, and also on the tree's age, which means that CO2 sequestered every year is not the same.

Calculate the amount of CO2 that your tree has already absorbed in its lifetime (ﬁrst couple of years no absorption). CLIMATE CHANGE CLIMATE

Task: An automobile releases 0.28 kg of CO2 per kilometre to the atmosphere on average. How many kilometres of driving has your tree "cleaned up" in one year?

Conclusions Science Working in the group answer the following questions:

Ÿ What is the age of your tree? (use the calculation in step 2) Ÿ Is it older than you? Ÿ Think of a story that the tree could have witnessed in its life. città in Alberi Ÿ Trees in the city the in Trees Is your tree healthy? How did you ﬁnd out? Ÿ What would you do to prevent the tree from being chopped down?

You can do this task as story-telling, in front of other schoolmates, or in written version.

Pedagogical focus

Students in this activity will improve their skills in mapping an area and geography and bot- any. Working with nature they will have the chance to use diﬀerent methods: observation, mapping, calculating. The teacher has the possibility to improve students’ ability to think in context, to speak about consequences and causes. Students will work in groups - possibility to work on to build the team. For the teacher it is possibility to support groups in team work. Part of the work is problem-solving, focusing on solutions which will have eﬀect on a local and global level. 244 SAME World Edu-kit ACTIVITIES Measuring 11 the Weather +

Typology of the activity: SCIENCE Topic: climate, diﬀerences between climate and weather Age: 11+ Duration: 45-60 minutes Curriculum subjects: geography, science CLIMATE CHANGE CLIMATE Activity by: PEIPSI CTC

Content introduction Science Weather affects us in many ways. It affects what we do and what we wear, how we travel and even our moods. Meteorologists measure weather conditions in different places and use this information to report and make forecasts about future weather conditions. The basic instruments are thermometer; barometer; anemometer; precipitation gauge; wind vane; weather satellite.

Analysis of weather elements can provide the basis for forecasting weather and deﬁning its climate. These same elements make also the basis of climatology study, of course, within a longer time scale.

Weather is the state of the atmosphere at a given place and time, and it is based on an obser- Weather the Measuring vation at a particular time. Climate is the average of weather conditions in a place and it is based on many observations over many years.

Text by: PEIPSI CTC

Learn more about these topics: Go to Unit 5.5

pupils participating in the workshop - Dresden, Germany

245 SAME World Edu-kit ACTIVITIES Activity summary

Students use prior knowledge to brainstorm instruments scientists use to measure weather. They play a game to match illustrations of instruments that measure weather with descriptions of each instrument. For checking answers they can use internet or the teacher show the pictures. The basic instruments are thermometer; barometer; anemometer; precipitation gauge; wind vane; weather satellite.

Students analyze the instruments based on how valuable they would be for measuring

CLIMATE CHANGE CLIMATE weather on other planets, or what modiﬁcations they may need to handle extreme weather.

Download material

Ÿ Instruments That Measure Weather.docx Science Step by step

Step 1. Activate prior knowledge about instruments used to measure weather.

The teacher can ask: What is weather? How we describe weather? (what kind of elements we use?) What instruments do scientists use to measure weather? Measuring the Weather the Measuring Weather is the state of the atmosphere at a given place and time, and based on an observation at a particular time. The major of these elements are ﬁve: temperature, pressure, wind, humidity, and precipitation (clouds). This is useful because people can be warned about hazardous weather conditions such as storms and ﬂoods. Students will likely be able to name a thermometer, but they may not be able to name any other instruments that measure weather. Explain to students that there are many more tools scientists use to measure weather. They even use their eyes as important instruments for measuring visibility and making observations.

Step 2. You are going outside and start measuring. Every group has instruments: thermometer; barometer; anemometer; precipitation gauge; wind vane or some of them. The thermometer must be shaded from direct sunlight and should have air circulating around it. Precipitation is

246 SAME World Edu-kit ACTIVITIES measured using a rain gauge. This is a funnel inside a graduated container. The depth of the rain in millimetres can be read from the side of the container.

Wind direction is reported by the direction it is blowing from, according to the compass. Wind blowing from the west is travelling eastwards so is called a westerly wind, not an easterly wind. Wind speed can be measured using an anemometer.

Air pressure is light but because there is so much of it above us, it exerts a pressure on us. Air pressure is measured by a barometer. The units used are millibars. The greater the reading, the higher the pressure. It depends of age but you could try to describe diﬀerent types of cloud cover too. CLIMATE CHANGE CLIMATE Step 3. OR Divide students into small groups. Distribute one copy of the worksheet (pieces) Instru- ments That Measure Weather to each group (see download material). Teacher should cut oﬀ a pieces of the worksheet before.

Step 4. Small groups match illustrations and descriptions. Science Ask students to look at all of the illustrations of instruments that measure weather. Have each group choose one student to start the activity. The starting student will read the clues on the card. The student who thinks they have the matching illustration will give it to the starting student and explain why they think it is a match. Then the student to the left reads the clues on the next card, and play continues around the circle until all illustrated cards have a matching description. The group is matching cards until they have a full deck of 7 cards to use as ﬂash- cards.

Step 5.

The students to check answers (they can use online or they check all together with teacher). Weather the Measuring So this is a whole-class discussion to check group's answers. (Instruments: thermometer; barometer; anemometer; precipitation gauge; wind vane; weather satellite; observations.)

But also way for discussions:

Ÿ deﬁne and describe weather-measuring instruments Ÿ describe units of measure for diﬀerent types of weather measurement instruments.

See also: http://www.naturalhistoryonthenet.com/Weather/measuring_weather.htm

247 SAME World Edu-kit ACTIVITIES Pedagogical focus

It’s a practical and active work if students are going outside and start measuring. Students are working together with others to achieve a common goal. Students develop critical thinking and they study how to explain measuring to better understand it. How to collect weather data and comparing out the similarities and diﬀerences between two or more subjects. They are deﬁning the meaning of a term using denotation or describing the traits. CLIMATE CHANGE CLIMATE Science Measuring the Weather the Measuring

248 SAME World Edu-kit ACTIVITIES Make a poster 14 on climate change +

Typology of the activity: Creative activity Topic: climate change Age: 14+ Duration: 120 min. Curriculum subjects: environmental studies, English, arts, communication CLIMATE CHANGE CLIMATE Activity by: ARTEMISSZIÓ FOUNDATION Content introduction

Even though climate change is an important and burning issue many of us (governments, big companies etc.) tend to sweep it aside as a problem because of ignorance and/or economic priorities. What are the main climate issues? How are these connected to environmental, social, political and economic issues? It is a complex topic: environmental problems (pollution, Deforestation), Extreme weather conditions (droughts, ﬂoods), public health, access to water, food security, poverty and renewable energy – these are all parts of the story. The most important is to show that climate change is not a distant phenomenon, but it is happening here and now, due to our human activities, and it has an impact on our own lives, too.

Text by: Edina Tarján, ARTEMISSZIÓ Foundation Creativity Learn more about these topics: Go to Unit 6

Activity summary The activity is a creative action on the topic of climate change using photography and online poster- change climate on a poster Make making. The aim is to introduce the topic and raise awareness on climate change, to promote critical

"Today I learnt much more than ever in school." "If we all only look for money, we will destroy the climate on earth and die." two young participants in the workshops" (Scholl-Gymansium, Nossen, 23/6/2016

249 SAME World Edu-kit ACTIVITIES thinking and a creative approach. It also implies some possible actions to be taken, so it may also reach a broader community (school community / social environment, etc).

Download materiali

Ÿ poster1_cc.jpg Ÿ poster2_cc_oxfam.jpg Ÿ poster3_cc.jpg Ÿ poster5_cc.jpg CLIMATE CHANGE CLIMATE Ÿ poster6_cc_wwf.jpg Ÿ poster7_oxfam2.jpg

Step by step

Step 1. Short introduction on climate change (15'):

1. What comes to your mind when you hear the word 'climate change'? (brainstorm)

2. What are the causes and eﬀect of climate change?

3. Share some facts and numbers on issues of climate change (ﬂoods, droughts – number of climate migrants, CO2 emission – pollution, deforestation etc.) Creativity

Note: optionally, you can focus on only one topic regarding climate change (for example: food, or pollution, or energy consumption etc. If you decide to do so, you should keep this focus in mind during all the activities).

Step 2. Is climate change a priority in your country? What do skeptics say about climate change? What can be our reaction to it? Collect ideas, notions and concepts on both sides – for and against:

Make a poster on climate change climate on a poster Make why climate change is happening and why climate action is necessary vs.why some people think it is not a priority issue and say we have more urgent/important things to do than to react on climate change. Short debate exercise (spectrum line, or ﬁsh bowl) (25')

For example: skeptics say we have more important social and environmental issues / it is good as it creates jobs / we cannot really inﬂuence it etc. Arguments for climate action are the following: climate change is happening, it is proven by facts / it is cheaper to stop climate change now / future generations won't have resources on Earth etc. 250 SAME World Edu-kit ACTIVITIES It is important to collect these arguments from both sides, as we may use these ideas for the poster later.

Step 3. Introduction of the photographic action (30')

Ÿ For inspiration, the students look for creative posters / stickers/ streetart on climate change on the Internet. Which one do you like the most? Why? Discussion. (This can also be done for "homework" before the class.) Ÿ Explain how PosterRazor / Rasterbator work as tools to make posters (we recommend that you pick one of these for this exercise). CLIMATE CHANGE CLIMATE http://posterazor.sourceforge .net/ PosteRazor is a free online tool. It cuts the uploaded image into pieces, which can then be printed out and assembled into a poster. Stu- dents can ﬁrst edit their images (write message etc. on it in Paint, Picmonkey or other photoediting tool), then upload it here.

http://rasterbator.net/ Creativity Rasterbator is another online tool that enlarges images to multiple pages, which we can print and combine into huge posters.

Step 4.

The action itself (60') change climate on a poster Make

Ÿ In small groups, students create their message (based on the notions and concepts collected earlier) and search for or take photos themselves Ÿ They create a poster using the online poster-making tool. Then we print the poster, stick it on a bigger paper, and exhibit it in a public place (e.g. exhibition at the school etc.)

Posters should be simple: they should contain no more than an image and a message. 251 SAME World Edu-kit ACTIVITIES A poster could look like this:

Some (more) examples of posters and creative messages can be found here

Posters: see download materials (Source: Oxfam)

CLIMATE CHANGE CLIMATE Online poster-making tools: Ÿ http://posterazor.sourceforge.net/ Ÿ http://rasterbator.net/

Photo editor: Ÿ http://www.picmonkey.com/

The activity was inspired by the photographic actions of the Collectivo Enmedio

Pedagogical focus

It is a creative workshop, and is based on a creative approach and action. The students not Creativity only learn facts about issues related to climate change, but they also work in small groups in a creative way. It uses online tools, which is very important for the current generation. Art can be a good approach as it develops many competences - not only knowledge about the issue, but also skills and attitudes such as critical thinking, creativity, digital skills etc. Make a poster on climate change climate on a poster Make

252 SAME World Edu-kit ACTIVITIES Change 9 begins with you! +

Activity type: workshop Topic: Lifestyle changes, environmental migrations, vulnerability Age: 9+ Duration: 45 minutes Curriculum subjects: Technology, civic education CLIMATE CHANGE CLIMATE Activity by: CEVI Content introduction

As we live in an interconnected world, we have responsibility toward the communities aﬀected by climate change and other forms of environmental degradation caused mainly by our production and consumption system and daily lifestyles. Nonetheless, racism against migrants coming to Europe, often forced to move precisely because of this environmental deterioration, is increasing. It is therefore important to foster in the young people a sense of solidarity toward migrants and to spread the message that change is possible, starting from our daily behaviors related to energy and water use, transportation and food consumption.

Text by: Anna Brusarosco

Learn more about these topics: Go to Unit 2 ,Go to Unit 3 , Go to Unit 8.2 , Go to Unit 12 Change begins with you! with begins Change Activity summary photo by HUMANITAS – workshop realized in Slovenia

Students sit on chairs (exceeding the number of Workshop participants) and answer some questions about their daily lifestyles (water and energy consumption, means of transportation, food etc.).

On the basis of the prevalent answer of the group, a certain number of chairs are removed. The dynamics emerging from the activity stimulate the discussion about lifestyles and their impact on migration . 253 SAME World Edu-kit ACTIVITIES Download materiali

Ÿ School activity CEVI _Questionario_Italiano.pdf

Step by step

CLIMATE CHANGE CLIMATE Step 1. Arrange the chairs in a circle in the room, making sure that the number of chairs exceeds the number of participants (provide 3 to 5 extra seats).

Step 2. Participants take a seat and are asked some questions (see attached questionnaire) about their daily habits and the impact these may have on the environment.

Step 3. The 10 suggested questions have 2 or 3 possible answers (with reference to the impact): a neutral/positive one, a fairly negative one, and an extremely negative one (some questions only allow the neutral/positive and the extremely negative answers).

Each participant will answer raising his/her hand and the dominant answer in the whole group will establish how many chairs must be removed according to the following criteria: Ÿ if the majority chooses the neutral/positive answer, no chair will be removed; Ÿ if the prevailing answer is the fairly negative, only one chair will be removed; Ÿ an extremely negative answer requires the removal of two chairs.

Change begins with you! with begins Change The teacher can give some more information in the meanwhile on sustainable behaviors and lifestyles (see Unit 3 and Unit 8.2 ).

Step 4. Workshop At the beginning, the extra chairs will be removed, so no apparent consequence will aﬀect the group; then, the seats occupied by those players reporting the best behaviors will be taken.

This will give them an idea of the situation faced by some small-island states, which have no historical responsibility in greenhouse gas emissions and are nonetheless aﬀected by the eﬀects of climate change.

Step 5. Each question will set up further discussion on migration related topics. 254 SAME World Edu-kit ACTIVITIES Here are some possible scenarios that could happen during the implementation of the activity:

Ÿ players whose seats were taken may ask where to move...consequently, a discussion over forced migration may arise; Ÿ they may take action and adopt some solutions like sitting on the ground...thus fueling the debate about living conditions in refugees camps; Ÿ or they can sit on someone's lap...bringing to discuss about the widespread perception of migrants as "intruders." CLIMATE CHANGE CLIMATE Pedagogical focus

The activity stimulates the students to reﬂect on personal lifestyle and on our responsibility as citizens toward people aﬀected by climate change and other forms of environmental degradation. The questionnaire lets them discuss lifestyles and changes in order to promote sustainability.

Through chair removal, students can experience vulnerability and are driven to suggest different solutions. If they are left standing, they may ask where they can go (when you do not have your own living place, you are forced to migrate). Someone may sit on the floor (a very uncomfortable situation, like moving to a refugee camp). Someone may sit on the lap of someone else (similar to the act of migrating to another country, where you “bother” local people), etc. The educator should make use of these dynamics to encourage discussion, fostering reflection and the consequent development of a wider culture of solidarity and the adoption of positive practices in everyday behaviors. Change begins with you! with begins Change Workshop

255

SAME World Edu-kit ACTIVITIES Climate/breakfast 14+

Typology of the activity: Workshop Topic: climate change, sustainability, food Age: 14+ Duration: 180 min Curriculum subjects: geography, biology, environmental studies, English CLIMATE CHANGE CLIMATE Activity by: ARTEMISSZIÓ FOUNDATION Content introduction

Climate change is a current issue, influencing our lives and the future of our planet and still, we tend to neglect it in Europe. Climate change and food production are interestingly interconnected issues: agriculture, food production, food transport and the waste created by consumption all have an impact on climate change (CO2 emission, water usage, usage of pesticides, pollution, deforestation etc.), while changes in climate also affect our food production (droughts, floods, extreme weather conditions influencing crop security etc.). Influence can be detected at several levels - structural as well as individual. As consumers of food, we always have a choice regarding its impact on climate - we should keep this in mind when buying and consuming. When considering the effects of our food consumption on climate change, we can take 6 aspects into account: means of production (ecological or traditional), seasonality, Climate/breakfast packaging, consumption of meat (meat, vegetarian, vegan etc.), processing (raw, processed, on what extent) and distance (coming from far/close).

Learn more about these topics: Go to Unit 7, Go to Unit 8 Activity summary Workshop Eating is an everyday thing. All of us like to eat and taste good food. What can we learn about justice and sustainability through a breakfast? When we eat, we can take a look at the diﬀerences between the products, where they come from, what impacts their consumption or production imply, and how they are related to climate change. The breakfast is followed by small group exercises a pupil ﬁlling in the climate breakfast card when we explore these aspects in depth. Tartu , Estonia 257 SAME World Edu-kit ACTIVITIES Download materiali

Ÿ Climatebreakfast_cards.doc Ÿ Climatebreakfast_HO_station1.pdf Ÿ Climatebreakfast_HO_station2.pdf Ÿ Climatebreakfast_shopping list.docx Ÿ Climatebreakfast_Stations.docx Ÿ Climatebreakfast_factsheet_background.pdf CLIMATE CHANGE CLIMATE Step by step

Step 0. Do the shopping for the breakfast (see shopping list in annex) Prepare the tables with the food. Prepare a big world map on the wall.

Step 1. Warm up / Introduction (5'+20') 1. Energiser: Stand up if... Announce short statements, and those students should stand up who agree with them: ....you are sleepy / you are hungry/ you have had coﬀee this morning / you drink cacao in the morning / you go the market / you know someone who goes to the market / you ski...

Climate/breakfast Introduce the program shortly.

2. Pictures on the ﬂoor (around 10-15 pics, connected to climate change. The pictures should be both shocking and very diverse about drought, the melting of ice, climate migration etc.). Students should walk around and choose the one that triggers the stron- gest feelings. Short discussion should follow about who chose what and why. Workshop

Source: http://www.viralnova.com/reclaimed-by-nature/ 258 SAME World Edu-kit ACTIVITIES 3. Brainstorming - What is climate? Students brainstorm - note it down on the ﬂipchart. Make sure to mention regularity and show the climate zones on the map. Mention that in the last 30 years there have been trends in climate change.

Step 2. Breakfast (20’)

Introduce the breakfast table. Distribute the breakfast cards (see annex). There are 6 aspects to check:

Ÿ means of production (ecological or traditional) CHANGE CLIMATE Ÿ seasonality (is it in the season in our country right now or not) Ÿ packaging (does the product have a lot of packaging or few/none) Ÿ consumption of meat (food with meat or vegetarian). Ÿ level of processing (highly processed or not/raw) Ÿ distance (coming from far or near)

Each food has two versions (ecological and non-ecological, with a lot of packaging – with little packaging etc.). Everyone can eat what they want and serve themselves several times if they wish.

The students serve themselves, sit down to eat, and ﬁll in the breakfast cards (noting down what they have chosen).

Step 3. Stations (75’) Climate/breakfast

The students in small groups (ideal is 5) work on the stations, in rotation. 15’ each station.

See the description of stations in the annex.

Options: The groups can also choose the exercise they wish to work on. They have 30’ (we can increase this time if we want) and they should choose the exercises accordingly. Workshop

Step 4. Presentation / Conclusions / optional activities (60’)

You can do all, or only one of these activities: Ÿ Groups make a collage based on the ﬁndings they made/the things they have learned/the things they found interesting, and they present it to the rest of the group. Ÿ We provide input and summarize the 6 aspects we have covered (prezi). What is climate 259 SAME World Edu-kit ACTIVITIES change, what are the environmental, social and economic consequences, some facts and

ﬁgures, maps about CO2 emission, waste, hunger, poverty etc. What should be done at the structural (COP21!) and personal levels. Ÿ What can you do against climate change?

Options for debate exercise (opinion line, ﬁsh bowl):

Economic growth will end poverty and hunger, this is more important than to ﬁght against climate change.

We are too small to ﬁght against climate change. CLIMATE CHANGE CLIMATE Climate change is not happening here.

At the very end, we can close with this video Climate change in rap

This version is an adapted version of the original idea of Kontaktstelle für Umwelt und Entwicklung (KATE), Berlin. See www.kate-berlin.de

Pedagogical focus

Everyone likes to eat, to taste good food. We have our typical and our favourite food. The joint Climate/breakfast breakfast is a very strong experience, and a good pedagogical tool. The workshop is a complex program, with a potential to deepen the topic and talk also about the social and economic aspects/impacts of climate change, as well as the environmental. It contains a series of small group work, using diﬀerent tools (video, text, map, role play etc). Workshop

260 FORM EVALUATION

CLIMATE CHANGE

SAME World Edu-kit TEST

Evaluation form 9+

UNIT 5. EARTH AND ITS FUNCTIONS 5.1. What is climate?

Question 7.

Ÿ Is the greenhouse eﬀect important for the Earth climate? Mark the correct answers

❏ It is not important for the Earth climate CHANGE CLIMATE ❏ It is harmful for the Earth climate ❏ It is important for the Earth climate

5.2. What regulates CO2 in the atmosphere? 9+ Question 8.

Ÿ How naturally greenhouse gases enter the atmosphere. Evaluation form

When glaciers melt

263 SAME World Edu-kit TEST

5.5. What are the diﬀerences between climate and weather.

Question 9.

Ÿ Choose which sentence deﬁnes climate and which weather.

1. It is the state of the atmosphere at a given place and time. It is based on an observation at a particular time. CLIMATE CHANGE CLIMATE ❏ Climate ❏ Weather

2. It is the average condition of the temperature or precipitation over a long period of time. It is based on many observations over many years. 9+

❏ Climate ❏ Weather

UNIT 6. SOMETHING IS NOT WORKING

Evaluation form Evaluation 6.1. Is the climate changing? Signs of climate change.

Question 10.

Ÿ Read the following characteristics:

● The average global temperature of the Earth is rising; ● The sea level has risen; ● Oceans have become warmer; ● The melting speed of glaciers has accelerated.

What these characteristics indicate? ……….

264 SAME World Edu-kit TEST

6.3. The attribution of CC: the diﬀerent causes of CC and why we are sure that the main cause of warming in the last few decades is human activity.

Question 11.

Ÿ Which of the below listed activities increase greenhouse gases in the atmosphere.

❏ Cutting trees ❏ Building houses CLIMATE CHANGE CLIMATE ❏ Planting trees ❏ Driving a car ❏ Producing energy from fossil fuels ❏ Teaching students ❏ Producing electricity using wind energy

❏ Riding a bicycle 9+ ❏ Playing football

UNIT 7. LIMITS OF THE PLANET

Question 12.

In the ﬁgure below show emissions of one greenhouse gases (CO 2 ). Look at the diagram

and answer the questions. Evaluation form https://www.epa.gov/ghgemissions/ Source: Source: global-greenhouse-gas-emissions-data 265 SAME World Edu-kit TEST

Ÿ How much CO2 was emitted in year 1942? Mark the correct answer. ❏ 5 000 teragrams ❏ 5 000 kilograms ❏ 5 000 tons Ÿ How much CO2 was emitted in year 2000? Mark the correct answer. ❏ 25 000 tons ❏ 250 000 tons ❏ 25 000 teragrams Ÿ How many times has the CO2 emission increased during the 100 years since 1900. CLIMATE CHANGE CLIMATE ❏ 10 times ❏ 5 times ❏ 2 times.

Question 13. 9+

Ÿ What are the consequences of climate change? Mark the incorrect answers.

❏ More and heavier rainfalls ❏ Food shortage ❏ Long periods of drought ❏ Longer summer holidays

Evaluation form Evaluation ❏ Drinking water shortage ❏ Diseases increase

Question 14.

Ÿ Mark the correct answers. Consequences of climate change listed in the question 13 aﬀect more people in:

❏ Asia ❏ Latin America ❏ Europe ❏ North America ❏ Africa 266 SAME World Edu-kit TEST

UNIT 8. REDUCE OUR IMPACT ON ENVIRONMENT, NOW! 8.2. Individual daily choices of mitigation.

Question 15.

Ÿ What can you do to mitigate the eﬀects of climate change? Choose from the list of activities those that you can do now.

❏ I often use a bicycle or walk; CLIMATE CHANGE CLIMATE ❏ I prefer public transport if I can’t move walk or use a bike; ❏ We keep our family car in a good technical condition and running eﬃciently; ❏ I buy local goods if it is possible because transport of goods by air, trucks etc. require energy and emits CO 2 ❏ I open windows for fresh air instead of using ventilation system;

❏ I recommend parents to buy compact fluorescent light bulbs instead of regular 9+ light bulbs; ❏ I turn lights and electronics off when I don’t need them; ❏ I turn the water off when brushing teeths; ❏ I take care of my things and if it is necessary I try to repair them; ❏ I don’t waste food because in EU around 89 millions of tons of food get tossed yearly. Evaluation form

267

SAME World Edu-kit TEST

Evaluation form 11+

UNIT 5. EARTH AND ITS FUNCTIONS

Question 8.

Ÿ Mark the correct answer. Without greenhouse gasses (e.g carbon dioxide, methane, water) CLIMATE CHANGE CLIMATE

❏ the Earth’s surface would be 33 o C colder in average. ❏ the Earth’s surface would be 33 o C warmer in average. ❏ the Earth’s surface would be 13 o C colder in average.

Question 9. 11+

Ÿ Name three ways how carbon dioxide enters the atmosphere

UNIT 6. SOMETHING IS NOT WORKING

Question 10.

Ÿ Explain the term climate change using following words: Evaluation form - temperature - warmer - melting - rising - Earth

Question 11.

Ÿ How does climate change aﬀects winters in northern europe?

269 SAME World Edu-kit TEST

UNIT 7. LIMITS OF THE PLANET

Question 12.

Ÿ How many degrees did the global average temperature rise since preindustrial level? Ÿ How many degrees may the global average temperature rise in next few decades without serious actions to reduce greenhouse gas emissions? Ÿ what will happen in this case? CLIMATE CHANGE CLIMATE Question 13.

Ÿ Name the eﬀects of climate change on water.

UNIT 8. REDUCE OUR IMPACT ON ENVIRONMENT, NOW! 11+

Question 14.

Ÿ Find deﬁnitions

______An index used to assess the human consumption of natural resources compared to the Planet capacity to restore them. Evaluation form Evaluation

______A measure of humanity’s appropriation of fresh water in volumes of water consumed and/or polluted

______Total amount of greenhouse gases produced directly and indirectly. Question 15.

Ÿ Name three daily good practices to reduce your impacts on climate change.

270 SAME World Edu-kit TEST TEST

Evaluation form 14+

UNIT 5. EARTH AND ITS FUNCTIONS

Question 8.

Ÿ The modern climate classiﬁcation system determines 5 climate types with several subcategories that are listed below. Connect characteristics with climate type. CLIMATE CHANGE CLIMATE

CHARACTERISTIC

Hot and muggy year around. Cool summers and long, bitterly cold winters; Examples: Singapore, Central America most of precipitation in the summer. Snow arrives early in the fall and lasts to the next Wet and dry, mostly warm to hot summer. temperatures. Examples: most of Canada, Siberia Examples: parts of Central and South America, 14+ northern Australia Dry, with a brief, chilly summer and a bitterly cold winter. Permanently frozen ground. Hot to very hot summers and mild or cold winters with very little cloud cover and scare Examples: parts of Russia and Canada rainfalls through the year. Examples: most of inner Australia, central Asia Winter temperature are extremely low, winters are long anddark. Precipitations are rare. Examples: Greenland and most of Antarctica Warm to hot and dry summers; mild and rainy winter. Rainfall is evenly distributed around the year. Examples: San Francisco, large part of Italy, Air temperature degrees with increasing

adrid (Spain) elevation, so each range of altitude has slightly Evaluation form diﬀerent climate characteristics. Warm to hot summers and cold winters. Examples: parts of Mexico, Canada and US. Rainfall is evenly distributed around the year.

Examples: part of Chia, most of Florida Scheda 14+ di valutazione

Summers are warm, winters are cool with moderate precipitations occurring through the year. Examples: England, New Zealand, CLIMATE TYPE Ÿ EMild to warm summer and cold winter; precipi- POLAR tations are evenly distributed around the year. Ÿ MODERATE The further inland you move, the greater the diﬀerence between temperatures of warmest Ÿ CONTINENTAL and coldest time of the year. Ÿ TROPICAL Examples: New York, parts of China Ÿ DRY 271 SAME World Edu-kit TEST

Question 9.

Ÿ Are these sentences true or false? correct the mistakes.

❏ Without greenhouse gasses (e.g. carbon dioxide, methane, water) the Earth’s surface would be 33o C colder in average. ❏ Carbon dioxide enters the atmosphere only from two sources: breathing and the volcanic eruption. ❏ Ecosystems, climate and human communities are strongly interrelated. CLIMATE CHANGE CLIMATE

UNIT 6. SOMETHING IS NOT WORKING

Question 10.

14+ Ÿ Is new ice age possible? why do you think so?

Question 11.

Ÿ Is climate change the result of a human activity? bring three examples to prove that

UNIT 7. LIMITS OF THE PLANET Evaluation form Evaluation Question 12.

Ÿ Why do the poorest countries suﬀer more the eﬀects of climate change?

272 SAME World Edu-kit TEST

Quesito 13.

Ÿ Fill the table. Find reasons and solutions for following situations

Problematic situation Reasons Possible solution(s)

Massive diﬀusion of pests on the crops

The dependence on the CHANGE CLIMATE industrial agricultural system

Agricultural diﬃculties in rural areas 14+ UNIT 8. REDUCE OUR IMPACT ON ENVIRONMENT, NOW!

Question 15.

Ÿ Finish the scheme and explain shortly the meaning of each index. Three main indexes for a population to assess our pressure on the planet

Evaluation form

INDEX 1 NAME: MEANING: INDEX 2 NAME: MEANING: INDEX 3 NAME: MEANING: 273 SAME World Edu-kit TEST

Question 16.

Ÿ Fill the table. Name diﬀerent daily good practices to reduce your impacts on climate change on following sections

Daily good practices

TRANSPORTS CLIMATE CHANGE CLIMATE

AT HOME 14+

AT SCHOOL

CONSUMPTION Evaluation form Evaluation

WASTE

Evaluation text by: Aija Kosk , Lecturer of Environmental Policy and Economics 274 SAME World Edu-kit ENVIRONMENTAL MIGRATION

UNIT 9 HUMANS, A SPECIES IN MOVEMENT UNIT 10 45 MILLION PEOPLE IN FORCED MOVEMENT UNIT 11 BEING VULNERABLE UNIT 12 EACH ONE CAN DEFEND THE RIGHTS OF OTHERS

Why is this the "age of migration"?

Who are the enviromental migrants and how can we protect them?

SAME World Edu-kit UNIT 9 UNIT 9.1 The Age of Migration

The present age is known as “the age of migra- At present, migrants and refugees are claimed tion” because human mobility is one of the to be an increasing threat, with the use of sen- most emblematic contemporary phenomena. sational images of people crossing the Medi- Thanks to new communication technologies terranean in ramshackle boats contributing to and modern transportation means, lands and this idea in an attempt to stem the tide. boundaries are less defined and “closer”, and mobility across long distances is easier. People It is clear that migration from southern coun- look for new opportunities but also for ways to tries to Europe and other northern countries escape from countries which were once appears to be increasing. The following inter- MIGRATION ENVIRONMENTAL unknown in some parts of the world. In addi- active map created by IOM shows contempo- tion to the billion tourists, business profession- rary migration fluxes and the differences als and international academics, there are also between countries and regions of the world: over 200 million migrants on the move, involving varying degrees of both means and willingness. Discover more about migrants and the reasons behind their mobility in Unit 9.5 . For more HUMANS, A SPECIES IN MOVEMENT information on migration statistics see the following UN factsheets.

However, global mobility is strongly limited by inequalities, and freedom of movement is not Fig. 9.1.1 Where we’re from, IOM, 2010 the same for everybody. This is particularly (credit: https://www.iom.int/world-migration) true of migrants from the southern parts of the world (for an in-depth geographic viewpoint see Unit 9.2 ). For example, following the Sec- But is migration a tide to stem? Is it a threat? ond World War, European countries requested Discover more in Unit 12.2 an incoming labour force for national reconstruction, having typically being emigrant Throughout history, mobility has always been countries for some time. However from the a human prerogative. first crisis of the seventies these countries Historical migration took place on a huge and began to close their borders, to the point that organised scale, whilst contemporary migra- today it is very difficult to immigrate to Europe tion takes the form of the movement of indi- (and other northern countries) because of viduals or individual families, even in the case strict security policies, and only family mem- of large-scale migration or the migration of a bers of existing citizens and specific skilled pro- family network all over the world - read more fessionals are welcomed. about history in Unit 9.4 . 277 SAME World Edu-kit UNIT 9 UNIT At present, there are increased numbers of “en- cern vulnerable people vironmental migrants”, people who move for (such as women, see Unit reasons related to climate change and envi- 7.5) and countries in the ronmental disruption. (For more information southern hemisphere see Unit 11.2 and Unit 11.3 ). The environmental (see more in Unit 2.1 and movements forecast for 2050 is higher than Unit 2.2); these factors contribute to the issue many other types of migration (read more in being perceived as a “problem”. Unit 10.4). If we look at the stories of those migrants, for example the ones collected ), However, another point of view sees migration movement linked to environmental change as one possible form of adaptation, and a strat- happens very differently in different parts of egy that could often bring considerable bene- the world. The stories reveal that individual fits. For example, there are a number of vulner- decisions to move or stay vary widely even in able regions such as West Africa where mobil- response to the same disaster in the same ity (nomadic pastoralism, see Unit 9.3 ) is a cen- ENVIRONMENTAL MIGRATION ENVIRONMENTAL region. There is no “typical” environmental tury-old coping strategy for confronting the migrant, just as there is no “typical” forced vagaries of the climate. migrant. However, the former seem to lack any international protection – read more about Climate change is a growing issue affecting this in Unit 10.1 and Unit 10.2 . our world and one which concerns us all; we must all work towards increasing environmental protection but also contribute to the redistribution of access to rights and resources. Read more in Unit 2.1 and 2.2 .

However it is also important to be aware that adopting an alarmist approach risks creating a major issue, contributing to anti-immigrant sentiments by construing migration as a problem (read more in Unit 12.1 and Unit 12.2 ), rather than as an integral aspect of development processes. Discover more about the relationship between migration and development in Unit 9.3 .

Text by Chiara Lainati, anthropologist Fig. 9.1.2 Climate migration Moving stories report: the voices of people who move in the context of environmental migration (Credit: http://climatemigration.org.uk/wp-content/ uploads/2014/01/MovingStories.pdf)

Today, environmental migration is an important issue which seems to predominantly con- 278 SAME World Edu-kit UNIT 9 UNIT 9.2 Representing migrations in geography

Moving is an integral part of our occupying a Geography studies migration as a complex spa- space since the very beginning of mankind tial phenomenon that must be analysed (Fig 9.2.1). We constantly move for work, according to geographical scales. Flows tak- school, entertainment, travel and to discover ing place on a global scale have to be consid- new places. We take freedom of movement as ered in order to understand how the exchange a given right, fostered by increasingly quick and intensiﬁcation of virtual and physical con- and cheap means of transportation. However nections bring opposite sides of the globe this freedom of movement only concerns a closer (for example see map Fig. 9.2.3). In the small percentage of the global population. case of environmental migration, climate MIGRATION ENVIRONMENTAL Why is this? change is always combined with other pre- existing factors, namely other forms of vulner- HUMANS, A SPECIES IN MOVEMENT

Fig 9.2.1 The first human migration (Credit: http://www.yorku.ca/hfischer/L04.html) Fig. 9.2.3: “Flows of arrivals and departures by If we look at the “Tourist origins” map (Fig 9.2.2) country” (Credit: http://migrationsmap.net) the magnified countries represent those in which people with the right to freedom of ability (social, political, economic and demo- movement live. graphic) that lead to migration. A useful anal- ogy to understand the transcale analysis is to imagine the zoom lens of a camera: to look at a specific detail we zoom in as much as possible; to understand the whole picture we need to zoom out. The most effective way to understand what we are looking at is to consider a combination of these two viewpoints.

Fig 9.2.2 “Tourist origins” (Credit: http://www. For example, if we consider the case of floods worldmapper.org/posters/worldmapper_map20_ver5.pdf) on a local scale, we must analyse the size of the 2799682 SAME World Edu-kit UNIT 9 UNIT phenomenon in relation to the number of invade us? How will we inhabitants in the area (Fig 9.2.4). When we share our limited resour- then move to a regional scale we have to begin ces?). Fixed representa- considering how neighbouring territories tions simplify the com- react to the forced migration of people due to plexities of reality but do floods. What are the resources that they are not allow us to understand it. They lead us to able or willing to put into place to find a com- develop invisible and visible barriers (some- mon solution? What regulations do they create times physical walls) that don't allow for meet- to do so? Eventually we must consider the ing and knowledge. We then have to put international and global scale and how the images into movement, multiplying the phenomenon is represented globally. In what points of view and creating multiple shared way does global representation affect the local perceptions (see the article by Ben Doherty) level? In what ways does the global civil society mobilise itself in relation to this problem? Is it possible to develop a new vision on the ENVIRONMENTAL MIGRATION ENVIRONMENTAL basis of new demands or questions?

For example, what would happen if we consider global population as a resource rather than a threat? In the cartogram Fig 9.2.5 we see at a glance which countries have the greatest demographic strengths. Is it possible to redesign new global balances? If migration is no longer a problem but a resource, what would happen to our percep-

Fig. 9.2.4: “Bangladesh Flood Risk Map” (Credit: http://ngm.nationalgeographic.com/2011/ 05/bangladesh/ﬂooding-interactive)

To better understand the spatial dimensions of migrations, geographers create multiple representations - able to reveal the different sides of the issue – by putting together differ- Fig 9.2.5 World population Cartogram 2015 (Original work courtesy of Paul Breding. ent factors and forming links between them. Copyright 2005, ODTMaps.com, Amherst, MA. Adapted by Reddit user TeaDranks; This is significant because the way we look at Credit: http://www.npr.org/sections/goatsandsoda/2015/ 01/28/381971608/india-grows-russia-shrinks-mapping- the migration phenomenon always depends countries-by-population) on the way in which it is represented. Our mental maps and the representations that we use are often rigid structures, stereotypes (see Unit tions? Discover the answer by watching these 12.1) that emphasise one side and conceal two videos that show us how migrants bring another, disguising our deepest fears (will they distant lands closer and create new develop- 280 SAME World Edu-kit UNIT 9 UNIT ment possibilities: “Migration”

(Source: The Economist, Oct. 2009)

Text by Angela Aimo, MIGRATION ENVIRONMENTAL geographer

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SAME World Edu-kit UNIT 9 UNIT 9.3 The sense of belonging for migrants

Environmental and climatic factors together with economic, political and social relations are crucial and interdependent elements in building the sense of place of a community. They deﬁne its resources , values and borders - as explained in Unit 10.3 - building a separation between the known and unknown, between danger and security. Such a place is an important part of the sense of belonging of every Credit: Against All Odds - the success of Pastoralism. MIGRATION ENVIRONMENTAL REGLAP project funded by the EU (ECHO) - human being, even those who live in big cities. Oxfam GB and Care International and partner - 2011 This place is not necessarily a single location. ing degrees of force and willingness: they Let’s see some examples of typologies of the build identities that cannot be considered “up- sense of belonging among human mobility. rooted” simply because they’ve left their Homeland. The migration may be permanent The experience of nomadic cultures (pasto- but also periodical. Moreover many of them ralism and hunter-gatherer communities) are “transnational migrants”, rooted in their HUMANS, A SPECIES IN MOVEMENT show us that their identity is often spread new countries but maintaining multiple links throughout multiple sites and states. For exam- with their Homelands. ple in the Sahel or in the drylands of the Horn These migrants can represent an important of Africa, seasonal mobility and nomadism are subject of co-development their remittance strategies that enable people to develop solid to families and the new skills acquired during local economies and survive in marginal envi- the migration experience could increase the ronments, building a strong identity. Read ability of local communities to confront local more in Unit 11.3 . The problem is the intercon- changes, including environmental disrup- nection between local and national political tions. Discover more about this issue by resource management (i.e. natural reserves watching this video: and the redistribution of income) and climate change in the region that could undermine livelihoods and migratory patterns. In the latter example, nomadic pastoralists are forced to move their herds further away from their usual pastures. See more about this issue in the following video.

The situation is different for contemporary Credit: How to understand the power of migration? long-distance migrants who leave with vary- The AMITIE project - 2013 2839682 SAME World Edu-kit UNIT 9 UNIT A case apart is represented by forced migrants viewing life, themselves or displaced people (for in-depth definitions and their relationships in see Unit 9.5 ) who have to flee from one day to a new and revitalised the next and never have the possibility to go way” (Papadopulos R. back, either because their Homes , villages or 2006, see more on tra- cities have disappeared, are threatened by war uma in the glossary). or violence or because the migrants themselves have been victims. These migrants are What kinds of experiences can cause trauma often alone or travelling with one or two family apart from separation from a Homeland? All members, with other relatives missing or accounts of migration unveil traumatic dead. aspects.

Watch these stories of Iraqis refugees in Egypt Migrants have to rebuild their sense of belong- in 2008 ing around the dual experience of being both ENVIRONMENTAL MIGRATION ENVIRONMENTAL “emigrant” and “immigrant”. What is established and continuously reformulated in the migratory project constitutes the combination of two social statuses: immigrant and emigrant, in a dimension between a “here” and a “there” (which can refer to diﬀerent living place) that becomes the existential condition of a “double absence” (A. Sayad 1991). A person who emigrates is no longer a citizen of his/her own country but at the same time is not a full citizen of the country where he/she chooses to What happens to people who leave their stay: “I'm here but I'm there”. This can be trau- Homeland? matic but also represents an opportunity.

Although nomadic cultures are used to chang- Forced and displaced migrants are more ing places, even if nowadays they have to face aﬀected by this experience, as most of them radical alterations in their habits, people who do not have the possibility to relate to a com- move experience trauma in leaving their munity of belonging and a Homeland still in Homeland. Separation from a person’s Home- existence. land is violent and for some people can leave a deep emotional scar. “However, trauma (in its Another important cause of trauma is the long negative meaning) is not the only outcome in journey through countries, deserts and seas these situations. …. that many migrants have to make (because There is a huge range of responses, varying they don’t have the right to a passport or legal from the most pathological and disabling to permit) to reach new destinations far away the most positive, resilient and inspiring. Hav- from their Homelands. ing come so close to death or having experi- During this trip migrants are often victims of enced the unbearable anguish of substantial abuse, violence and numerous health issues as losses, people often emerge transformed, re- shown in the following video regarding Mex- 284 SAME World Edu-kit UNIT 9 UNIT ico, which displays similarities to the events in the Mediterranean sea.

Fonte: Crossing Mexico’s other borders – VICE - 2013 ENVIRONMENTAL MIGRATION ENVIRONMENTAL

Migrants and in particular forced migrants and displaced people are not “weak” people, for example because of “biologic heritage” or personal characteristics as often claimed by the media and political representatives; however they may become weaker as a result of social and juridical exclusion. This is why they are more likely to be at risk of vulnerability and suﬀerance and as such require protection. Read more in Unit 10 and Unit 12 .

Text by Chiara Lainati, antropologa

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SAME World Edu-kit UNIT 9 UNIT 9.4 Humans: a migrating species?

The first human migrants were our ancestors, Technological progress making long distance who lived in East Africa about 70.000 years travel easier, a high birth rate and poverty trig- ago. Present day Europe also owes its current gered European emigration in the 19th cen- features to people on the move. From about tury. Between 1846 and 1940 55 to 58 million 370 to 800 AD different German tribes invaded people emigrated from Europe, mostly to the Western Roman Empire, followed later by North America, but also to South-America, Aus- the Huns, Avars and Slavs, as well as the tralia and New Zealand. After the Second Vikings, Normans and Hungarians. The Iberian World War, European reconstruction needed Peninsula, North Africa, Anatolia and even Cen- extensive labour and ex-colonisers willingly MIGRATION ENVIRONMENTAL tral and Eastern Europe would be very differ- imported the necessary labour force from the ent today without the Moorish, Turk and Mon- ex-colonies. After the mid-1970s, the gates gol invasions. In certain cases, newcomers were shut again when the economic boom who merged with their hosts created flourish- came to an end with the oil crisis, ing civilisations. In the period from the 8th to deindustrialisation and increasing unemploy- the 15th centuries, the Iberian Peninsula, ment. incorporated by the Islamic world, became a thriving cultural centre. As legal forms of immigration into Europe pro- HUMANS, A SPECIES IN MOVEMENT gressively disappeared, migration flows have From the 15th century, European travellers increasingly been transformed into refugee explored the coasts of Africa and in 1492 flows. The 1951 Geneva Convention defined reached a new continent that would later the status of refugee as somebody who - “ow- become America. Portuguese sailors discov- ing to a well-founded fear of being perse- ered the ocean route to the East and European cuted” - can legitimately claim protection in a boats patrolled the Atlantic and the Pacific country different from their own. The problem Oceans. Most of these “discoveries” had devas- is that the Convention does not reflect con- tating consequences for the indigenous temporary realities as people today flee gen- inhabitants of these areas. Over two hundred eral insecurity rather than specific persecu- years, between 1650 and 1860, more than 15 tions. million Africans were forced into slavery. The paradox of the international protection Colonialism was another form of organised system is that whoever is not protected by the migration. European powers took administra- refugee status automatically becomes “illegal”. tive and economic control of most of Africa, The criminalisation of migration is a direct con- Asia and South America between the 16th and sequence of the nonexistence of legal entry the 20th centuries. Most of today’s European options. Today’s most extreme forms of culture and welfare has been built with money oppression include segregation between accumulated from the exploitation of colonies. those relatively well-off who can enjoy free 2879682 SAME World Edu-kit UNIT 9 UNIT movement and the poor whose right to mobility is systematically denied.

Learn more about migration history:

Ÿ On our African origin: Roger Lewin: Human Evolution: An Illustrated Intro- duction,John Wiley & Sons, 2009 Ÿ Patrick Manning, Tiﬀany Trimmer: Migra- tion in World History,Routledge, 2013 Ÿ Jonathon W. Moses: International Migra- tion: Globalization's Last Frontier,Zed Books, 2006 Ÿ Martin Geiger and Antoine Pécoud: Disci- ENVIRONMENTAL MIGRATION ENVIRONMENTAL plining the transnational mobility of people, Houndmills, Basingstoke, Palgrave Macmillan, 2014. Ÿ Anthony Pagden: Peoples and Empires: A Short History of European Migration, Exploration, and Conquest, from Greece to the Present, Random House Publishing Group, 2007

Text by Diana Szántó, anthropologist

288 SAME World Edu-kit UNIT 9 UNIT 9.5 Why do people migrate?

We can examine the drivers of migration from which propel people into movement and keep different aspects. The first question is: do them abroad. Push factors are usually negative migrants feel that they have to leave their factors of the sending country and pull factors country for some reasons, or they would rather are the positive aspects of a new land. like to visit another country for other reasons? Push factors of migration such as poverty or Drivers of migration can be both a result of an lack of opportunities push people out of their individual interest or decision (e. g. love, or curi- Home country, while pull factors such as osity), and structural (social, economic, politi- better employment attract them to a new one. cal or environmental) changes. Talking about MIGRATION ENVIRONMENTAL drivers, voluntary (see Voluntary migration) There is a huge variety of motives why people and forced (see forced migration) types of leave for a new Home such as love, adventure, migration should also distinguished. In the war, curiosity, slavery, educational opportuni- first case, people choose to leave at their own ties, colonization, passion for a language or a free will. Usually, doors stay open for them and culture, spiritual seeking, family unification, they can return whenever they want. Other safety, resettlement or a more livable climate, people, on the other hand, are forced to leave just to mention a few. Leaving one’s Home because of war or persecution. For them, free- HUMANS, A SPECIES IN MOVEMENT behind is never an easy decision and as such, it dom and safety are the only aspects that mat- needs to have a good reason. There is always a ter and they usually do not have the opportu- combination of several aspects considered, nity to return to their Home country.

Text by Teréz Pataki, sociologist

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SAME World Edu-kit UNIT 10 UNIT 10.1 Environmental Migrations: Juridical deﬁnitions.

Migrations have been part of human history since the beginning of time (see Unit 9.3 and Unit 9.4). The deterioration or downright destruction of the environment can often be counted as their original cause (see Unit 11.2 and Unit 11.3 ). Yet, what are the juridical consequences of migrations? Are migrants always treated in the same manner from a juridical standpoint? And, furthermore, have environ- MIGRATION ENVIRONMENTAL mental migrations ever obtained juridical rec- (Source: https://www.youtube.com/watch?v=WJd6LqzYye8) ognition? As we have seen in Unit 9.1 , we're in an era of The rise in number of people forced to migrate migrations, but not everyone is free to for environmental reasons has brought to migrate, and those who make it out of their preminence the question of juridical recogni- native country don't always have a right to tion for environmental migrations, yet we are legally reside in the country they reach. still without a clear unanimous stance even on the terms that should define it http://www. After the end of World War II, we developed a france24.com/en/20150704-down-to-earth- legal system for the protection of human migrants-climate-change-environment- rights, the right of asylum among them. Nev- refugees-kenya-guterres. ertheless, for a long time now we've heard of a 45 MILLION PEOPLE IN FORCED MOVEMENT 45 MILLION PEOPLE IN FORCED crisis in the system of asylum, and the right to One of the early definitions in use has been asylum has been strongly restricted. Europe that of environmental refugees (see Unit 11.1 ). has become a Fortress, as walls and other phys- The term climate refugees has recently been ical barriers are being built ubiquitously to used to define people who were forced to keep migrants from crossing our borders. leave their country following a mutation of their environment that is not general, but spe- Migrants aren't all the same: to each different cifically linked to climate change. Some inter- juridical category corresponds a different rule national organizations (UNHCR, IOM see Unit for entering and residing, and, most notably, 11.4) have nonetheless criticized the use of the different levels of protection and different term refugee for environmental migrations. rights. In this scenario, the status of environmental migrants is unclear. Should they be con- This is because the Geneva Convention of sidered as voluntary migrants, as economic 1951 envisions the recognition of refugee sta- migrants are, or should they rather fall under tus to someone who flees his or her country the category of forced migrants, such as politi- under a clear and present danger of individual cal refugees and refugees of war? persecution. 2919682 SAME World Edu-kit UNIT 10 UNIT In environmental migrants' cases it is often difficult to speak of a risk of persecution. More- over, those who are hit by natural disasters cross the borders of their own country.

That is why, instead of the term 'refugee', the chosen terms have been: 'displaced ', environmental refugee or environmental migrant. In the studies promoted by the European Com- mission and the EU Parliament we read of migrations induced by environmental causes.

The use of such terms as migrant, refugee or displaced can bring about very diﬀerent juridi- ENVIRONMENTAL MIGRATION ENVIRONMENTAL cal consequences, and very diﬀerent rights that can be claimed.

The questions are many but there is only one fundamental issue at stake; to create a “juridical category”. This means ﬁnding a consensus on the terms to be employed, on causes and eﬀects, and therefore decide who should be protected and whom we should exclude, whom we welcome and whom we reject. It means acknowledging a process that is actually taking place and beginning to look for legislative solutions.

Text by: ASGI, Associazione per gli Studi Giuridici sull’Immigrazione. Anna Brambilla, Luigi Tessitore, Eugenio Alfano, Maurizio Cossa. Lawyers on Immigration

292 SAME World Edu-kit UNIT 10 UNIT 10.2 Environmental Migrants: Juridical protection.

At present, environmental migrants are at risk In other cases, the deterioration of the living of being left without juridical protection. environment may result in a loss of stability or Those who are outside of their country run the violations of human rights or, again, conﬂicts . risk of being treated as illegal immigrants, and those who are still in their country risk further Recent studies have for instance highlighted violence and discrimination. Few states have the connections between droughts and tried to look for solutions, and they are only iso- migrations in the Syrian conﬂict. In these cases lated instances. Sweden and Finland , for exam- migrants may have a right to protection not ple, allow for the recognition of the right to asy- because they are environmental migrants, but MIGRATION ENVIRONMENTAL lum or to humanitarian protection for those rather because of the consequences of envi- who cannot go back to their country because ronmental deterioration (generalised vio- of natural disasters. lence, persecutions, etc).

In Italy, in 2008, the Interior Ministry decided Many scholars, on the contrary, believe that to suspend the measures of forced evictions environmental migrants, and climate refugees for Bangladeshi citizens illegally dwelling in in particular, have peculiar needs and charac- the country considering the humanitarian cri- teristics that are different from other forced sis that followed the devastation brought by migrants', and that existing juridical instru- the Sidr cyclone. Unlike Sweden or Finland, ments are therefore ineffective in their case. It though, Italy did not set up any measure of spe- has been understood in the past that refugee cific protection, nor did it grant residence per- status was insufficient, thus leading to the iden- 45 MILLION PEOPLE IN FORCED MOVEMENT 45 MILLION PEOPLE IN FORCED mits. tification of new forms of protection, such as subsidiary protection or humanitarian pro- In theory, it is a matter of understanding tection. whether environmental migrants may be protected under the existing juridical instruments In the same way, new forms of specific protec- or whether it is necessary to find new instru- tion for environmental migrants must be ments. The existing juridical instruments can found today. only be of use when the juridical categories on These new instruments should establish the which they are based can apply to environ- content of recognizable protection and deriv- mental migrants. For instance, due to rising ing rights thereof, but they should also set sea levels, some island-states in the Pacific aside appropriate funding to guarantee an Ocean may one day disappear. The citizens of effective protection as well as identifying sub- said states could find themselves without a jects that would be responsible for those State. In this case, they may possibly be con- funds. In other cases, it has been pointed out sidered as stateless, thus finding protection how mobility should be seen as a resource under the Convention on statelessness. rather than a problem. 2939682 SAME World Edu-kit UNIT 10 UNIT Industrialised nations, who bear greater responsibility for climate change, should favor rather than contrast migrations from those countries that are already – or will in the near future – be hit the hardest by the consequences of climate change. Migration indeed represents in itself a form of adaptation: enabling migrations may allow for a higher degree of adaptation as we face the deterioration of our living environment.

Testo di: ASGI, Associazione per gli Studi Giuridici ENVIRONMENTAL MIGRATION ENVIRONMENTAL sull’Immigrazione. Anna Brambilla, Luigi Tessitore, Eugenio Alfano, Maurizio Cossa. Lawyers on Immigration

294 SAME World Edu-kit UNIT 10 UNIT 10.3 Geographies of territories

A territory is a space which is constantly trans- with the overall regulations given by the formed and organised by the work of human school to which to class belongs. Equally, the communities. A territory is created when a bor- school works in synergy with other schools in der is defined and when an organisation to the city, the region and the country, and in the better exploit the resources and to reach a col- case of schools in EU member states, inter- lective wealth or a common objective is state regulations must also be considered. formed. This border can be imagined as a line that The class is defined by walls that separate it divides, just like the limes in the Roman Empire. from the rest of the school, but there are also MIGRATION ENVIRONMENTAL doors and windows that are openings to and from the outside. It is possible to enter and exit the class following specific rules. Class members constantly exchange information, data and objects, among other things, both with the rest of the school and with classes outside the school. These flows create variable connections that depend on the kind of relationships and on the relevant aims. Each class follows the rhythm applicable to the whole Fig 10.3.1 Cartoon by Chapatte school through a common timetable, marked (fonte: www.voxeurop.eu by the ring of the bell. 45 MILLION PEOPLE IN FORCED MOVEMENT 45 MILLION PEOPLE IN FORCED Our class is made up of a group of students This is an example of a territorial dynamic. No working under the guidance of teachers with a territory can live isolated from others; it will common objective: to learn and grow up always be in communication with other terri- together. The students don't choose in which torial areas, and as such the border is an arbi- class to be, but there are some selection rules trary line established to say: this is my living that establish the correct position. Students space, here is where I command. Such a line, enrolled for a certain class can enter the class- whether real or imaginary, defines a space, a room, whilst the ones who are not cannot. To be power (political, economic, social, human) admitted to a class group, students must sub- that operates through a system of shared regu- mit a request and await the school’s decision. lations accepted by the community that is part of it. A border is never a natural line (as we may Every day each class works as an independent assume, especially when it coincides with natu- group, following collectively accepted rules to ral features such as a river, mountain or sea) work well together. Certain internal rules may and is always the result of an historical process vary between classes, but these must be in line comprised of agreements, conflicts and wars. 2959682 SAME World Edu-kit UNIT 10 UNIT The border is always negotiated and decided ways and rules that by the antagonist forces in action. For this rea- enable to border to be son it changes over time as power balances crossed. and stakes change. All these exchange flows throw the reducing rep- Let's use an example to try to understand this resentation of the border as a line into dispute complex mechanism. Our school is a territory (see Unit 9.2 ). Rather than a line it would be inserted within larger territories (our neigh- preferable to imagine an area, the frontier, that bourhood, our city, our country, the EU) and it expands or reduces following the possibilities is structured into smaller territories: our of exchange and the chances of contamina- classes. All the spaces exist in connection to tion. one another, and it is impossible to consider one without the other. The territory then becomes a dynamic space that constantly builds and deconstructs. The ENVIRONMENTAL MIGRATION ENVIRONMENTAL In order to survive, these systems constantly transformation takes place between the open- interact with bigger territorial organisations. ing and closing phases, in a process that we This is particularly clear in environmental could describe as auto-poietic. This is a word issues which have become a major concern for coined by Humberto Romesin Maturana in the international community (see the article biology, indicating the ability of an organism by Etienne Piguet, Antoine Pécoud and Paul de to constantly modify itself in relation to its sur- Guighteneire). In today’s era of mobility, roundings. The changes are never determined thanks to the spread of new technologies bor- simply by external stimuli but instead depend ders are increasingly permeable to the rapid on the way in which the internal organisation and multiple exchanges that take place on a selects and interprets outside influences. global scale. We can then state that the border is never Equally, in the case of environmental migra- totally closed, in that there are always certain tion it is important to consider the territorial functioning described above. As a matter of fact, environmental issues never affect a single state but involve whole regions, transcending borders and connecting different territories on different geographical scales. Every environmental change manifests itself in a given part of the planet and involves people, forcing them to migrate.

Today we talk about “environmental refugees” (read more in Etienne Piguet’s article). The responsibility of this transformation is related to the currently dominant development model that excessively exploits resources and Fig 10.3.2 Tech HQ designs around the world breaks the delicate ecological equilibrium value interconnectivity (Source: NBBJ ) between man and the environment. 296 SAME World Edu-kit UNIT 10 UNIT For these reasons, geographers have dedicated particular efforts into envisioning future scenarios, making projections or predictions about what will happen (for example which environmental issues will become dominant, which parts of the planet will be involved and which people will be most affected). In fact, studies confirm that not all populations will be affected by natural disasters in the same way: those with fewer resources - economic, social and cultural - will be forced into movement, while others will be able to find solutions (see example Unit 9.3 ). ENVIRONMENTAL MIGRATION ENVIRONMENTAL

Text by Angela Alaimo, geographer

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SAME World Edu-kit UNIT 10 UNIT 10.4 Why is it diﬃcult to forecast migration trends?

The age we live in has been called the “age of cular way instead of a single rural-to-urban migration” (see Castles and Miller, 2009). The movement. number of international migrants is higher now than in any other period in history, reach- Migration is more than a one-way, permanent ing over 230 million people in 2013. While this displacement, and involves complex factors as could be merely the result of the global popu- commuting practices, temporary establish- lation growth, the importance of migration on ment, family reunions, and definitive returns. the demographic aspects of many countries is Almost 50 percent of the Italian migrants to becoming increasingly evident. While devel- the United States, for example, are estimated MIGRATION ENVIRONMENTAL oped countries gradually become older, most to have returned to Italy before the end of the developing countries are generally still experi- twentieth century, and similar rates are esti- encing demographic booms, so that migra- mated for migrants in Argentina and Brazil. So tion is one of the key elements for demo- did 70% of the immigrants that moved to Ger- graphic change. many between 1960 and 1999. Sometimes, it is the same countries of immigration which In this sense, policy makers and analysts are allow for fixed numbers of permanent and tem- making efforts to better understand the phe- porary immigrations, in order to gather spe- nomena and forecast its magnitude for the cialized or temporary workforce. Such is the future. But the task might prove more difficult case of the USA and Australia, for example. than expected. According to UN DESA, the phenomenon is recognized as “the most diffi- Another factor complicating the forecast for 45 MILLION PEOPLE IN FORCED MOVEMENT 45 MILLION PEOPLE IN FORCED cult to measure, model and forecast” and that future migration is the global fertility rate. It is attempts to predict its developments are widely assumed that in the next 50 years the deemed to fail. majority of developing countries will experience a reduction of their fertility rate, thanks to A wide variety of reasons accounts for the diffi- increased education, women insertion in the culty of migrations forecast. The first kind of job market, and higher urban densities. As a issue is related to the data available at the result, emigration from these countries will moment. Migration is generally perceived as a diminished. However, the timing, pace and permanent movement of people across long geographical distribution of the fertility distances, usually through an international decrease is still unknown. border. The vast majority of migrations, though, is temporary, short distanced, and The same reasoning is valid if we take in con- happens within a country’s borders. Hugo sideration environmental migration. We know (1982), Prothero and Chapman (1985) and for sure that climate change is going to result Skeldon (1990) have all illustrated how migra- in the displacement of large numbers of peo- tions occur mostly internally, and often in a cir- ple (Myers, 1997, estimated between 150 and 2999682 SAME World Edu-kit UNIT 10 UNIT 200 million people by 2050), but we do not Oxford Associates for know how, how much and when climate International Devel- change will affect them. Predicting future opment (OxAID)”, trends in environmental migration is almost available at: impossible because of the unknown Impacts https://sustainablede of climate change in future. According to a velopment.un.org/content/documents/17 recent report from the UK Government Office 43migrationbackground.pdf for Science, “environmental change is equally Ÿ Hugo, G. J. (1982). Circular migration in likely to increase migration as it is to prevent it”, Indonesia. Population and Development since climate change disrupts the ability to Review, 59-83. migrate by eroding the assets needed for Ÿ Prothero, R. M., & Chapman, M. (1985). movement. Themes on circulation in the Third World. Circulation in Third World Countries, In conclusion, forecasting future migration pat- Routledge & Kegan Paul, London, 1-26. ENVIRONMENTAL MIGRATION ENVIRONMENTAL terns might reveal impossible. The traditional Ÿ Skeldon, R. (1990). Population mobility in dual framework of an emigrant Global South developing countries. Belhaven Press. and a Global North attracting immigration is Ÿ UNDESA International Migration Wallchart insufficient to explain these phenomena. The Ÿ Myers, N. (1997). Environmental refugees. adoption of the state as a measuring unit itself Population and Environment, 19(2), 167- is a problem for measuring migration: there is 182. a need for subnational data, especially regard- Ÿ Foresight: Migration and Global Environ- ing the division between urban and rural mental Change(2011), Final Project areas, as well as further research about the Report, The Government Office for Sci- effect of climate change on migration. ence, London, available at: https://www.gov.uk/government/upload Sources: s/system/uploads/attachment_data/file/ Ÿ Global Migration: Demographic Aspects 287717/11-1116-migration-and-global- and Its Relevance for Development, United environmental-change.pdf Nations Department of Economic and Social Affairs Population Division Technical Paper No. 2013/6, available at: Text by Genoveva Tisheva, http://www.un.org/en/development/des Managing Director of a/population/migration/publications/tec Bulgarian Gender Research hnicalpapers/docs/EGM.Skeldon_17.12.2 Foundation BGRF 013.pdf Ÿ International Migration 2013, United Nations Department of Economic and Social Affairs Ÿ Population Division Ÿ Future migration and immobility in the context of global environmental change, Ÿ Background Paper “Patterns and Trends in Migration and Sustainable Development, 300 SAME World Edu-kit UNIT 10 UNIT 10.5 How does climate change affect migration?

How can we make a distinction between the year I’m working for 3 to 5 months in Wyoming. different patterns of migration caused by the That’s my main source of income.” effects of climate change? Miguel, 45, Hueyotlipan, Mexico Temporary or permanent? Pakistan is an interesting example: as well as Temporary migration can be a reaction when a high numbers of displacees (due to floods and sudden disaster - such as a typhoon, hurricane landslides) and the absorption of neighbour- or earthquake - causes the movement of peo- ing refugees (from Afghanistan and Somalia), MIGRATION ENVIRONMENTAL ple. In this case, when the disaster is over, peo- Pakistan also has a long history of voluntary ple are willing to move back to their state of ori- migration and Pakistani diasporas are gin to reconstruct their ruined environment amongst the largest in the world. (like often in Bangladesh, for example). In other cases, when the disaster is slow – for Border crossing or internal migration? example floods, droughts or desertification – and has a long-term effect on the environ- Although moving within the borders of a coun- ment, the population may move permanently try is more dominant when we talk about envi- (as in the case of the Philippines). ronmental migration (as the rural to urban migration in the Sahel, in many Latin American Forced or voluntary? countries or in China), there are also many examples – like the Mexican farmers’ case – 45 MILLION PEOPLE IN FORCED MOVEMENT 45 MILLION PEOPLE IN FORCED To understand the difference between forced when people cross the borders of countries. and voluntary environmental migration, I bring up 2 cases. A natural disaster such as the Typhoon Haiyan in the Philippines which dis- Text by Hanna Mikes, placed 4 million people, can force people to anthropologist leave their Home s as testified by people who have moved as a result of climate-related disasters. Another example can be a longer adaptation strategy to climate change such as in the case of Mexican farmers who move to the USA to get jobs.

“My grandfather, father and I have worked these lands. But times have changed … The rain is coming later now, so that we produce less. The only solution is to go away, at least for a while. Each 3019682

SAME World Edu-kit UNIT 11 UNIT 11.1 Migrants and vulnerability. Migrants vulnerability, causes, eﬀects, conﬂicts, rural and urban migrations

The term “environmental refugee ” was used Developed countries like USA or China have for the first time in 1976, to describe people the capacity to adapt their infrastructures to forced to permanently or temporarily displace water shortages, damming rivers and building from their habitat after environmental disrup- aqueducts. Other countries cannot afford or tions. The degradation of the environment, as lack this capacity, and therefore suffer environ- well as single natural disasters, can force peo- mental degradation and its consequences. ple to migrate, which in turn might provoke serious effects on the surrounding ecosys- Water shortage and pollution will be one of tems. the main recognized problems in the world in MIGRATION ENVIRONMENTAL

BEING VULNERABLE the XXIst century and will be the reason for Although the causal relationship between migration for many people in the world. environmental degradation and poverty is discussed, a clear correlation has been recog- The process of urbanization also causes migra- nized between the two phenomena. . The tion related issues, namely the migration from rates of deforestation, air pollution, water con- rural to urban areas. The increasing difficulties tamination, soil exhaustion, salinization and of rural life (rising costs of agricultural com- desertification of the land are higher in devel- modities, resource depletion and land loss, oping nations, especially in those experienc- lack of opportunities) are pushing, sometimes ing rapid growth. forcing poor families to migrate from rural areas to urban centers. The population of As a result, environmental hazards and chal- Dhaka, the capital of Bangladesh, for instance, lenges differ according to each country’s eco- increased from 1.4 million in 1970 to 14 million nomic and productive development. in 2010.

Global South suffer from problems with bio- The main challenges within the process of logical contamination that causes damaging urbanization are housing provision and land- effects on human health (epidemic, infections use planning. Cities are vulnerable to future and etc.). Better developed economies suffer environmental change, especially those more from toxic and hazardous contamina- located in drylands, mountain regions. tion of waterways. Migrants who live in high-density settlements are particularly vulnerable and need to be sup- Another recurrent issue is availability of water, ported. The challenges of urban growth are: for human consumption and for agriculture. infrastructure and housing, education for chil- Water shortage affects almost 1.6 billion peo- dren, urban poverty and social stability. ple, almost a quarter of the world's population (International Decade for Action ‘Water for In countries like China, for example, migration Life’, United Nations, 2014.) from rural to urban areas is a demographic pro- 3039682 SAME World Edu-kit UNIT 11 UNIT cess, an economic boom and a great challenge tion and Policies for 262 million rural migrants currently work- Ÿ Hongwei Xu and Yu ing in urban zones of China. The rural zones are Xie. The Casual Effects characterized by lack of enough infrastructure of Rural-To-Urban- facilities, high rate of unemployment, lack of Migration on Chil- stable electricity, and potable drinking water. dren’s Wellbeing in China, University of Mich- igan, Institute for Social Research p.21 Rural economy depends on agriculture and Ÿ Zainab Gimba, Mustapha G. Kumshe Causes motivations for migrants to move into urban and Effects of Rural-Urban Migration in areas are related to search for better wages, Borno state: a case study of maiduguri social stability and better educational oppor- metropolis, p. 4 tunities, and better health care. Ÿ Anantha Duraiappah. “Poverty and Environ- mental Degradation: a Literature Review Overpopulation in urban zones diminishes the and Analysis”. CREED Working Paper Series ENVIRONMENTAL MIGRATION ENVIRONMENTAL quality of life because it destroys resources No 8, p.7 such as water, forests, land and can lead to an Ÿ Thomas J Kelly, Mwangi wa Githinji Environ- increase in crime rates. mental Degradation in Less Industrialized Nations. Frontera norte num. especial. If the national governments do not provide Pobreza,1994, p. 2. the core necessities for the life in rural areas Ÿ Glossary of Environment Statistics, Studies in and do not support productive youth in rural Methods, Series F, No. 67, United Nations, areas with employment opportunities, the New York, 1997. movement to urban areas will continue.

See this Video on Environmental Migration Text by: Elena Triﬀonova, Researcher, BGRF

Sources:

Ÿ Migration and Global Environmental Change Future Challenges and Opportuni- ties, The Government Oﬃce for Science, Lon- don, 2011, p 19 Ÿ Kam Wing Chan, Internal Labor Migration in China: Trends, Geographical Distribu- 304 SAME World Edu-kit UNIT 11 UNIT 11.2 Environmental Migration, a matter of justice

How and how much can the environment Ÿ http://www.un.org/apps/news/story.asp? inﬂuence people's choice to migrate? And NewsID=48201#.VVYU6SgwNqM what could be the basis of a system fostering Ÿ http://publications.iom.int/bookstore/ind human life in spite of continuous change, and ex.php?main_page=product_info&cPath doing justice to those human lives? =47&products_id=1430

We will try to answer by summarizing the mul- These analyses have shown how the environ- tiple features linking migratory issues with mental factor underpins all others (https:// environmental ones in the framework of envi- www.gov.uk/government/uploads/system/u MIGRATION ENVIRONMENTAL

BEING VULNERABLE ronmental justice. ploads/attachment_data/ﬁle/287717/11- 1116-migration-and-global-environmental- As explained in Unit 9.1 , Unit 10.1 and Unit 10.2 , change.pdf). This becomes clear, for instance, in recent years the environment as a propeller if we make a distinction between the two main of migration has been at the center of interna- categories described in the reference texts: on tional debates revolving around deﬁnitions, the one hand, sudden, abrupt environmental data, situations, and policies concerning envi- events, on the other hand, slow and gradual ronmental migrants (Fig. 11.2.1) processes.

Data regarding the first kind of environmental migration is easy to find, while the possibility to carry out reliable forecasts is quite limited. The second category is more difficult to define because its causes are often gradual and "silent". However, the consequences of climate change (Read more in Unit 6.1 , Unit 6.2 , Unit 6.3 , Unit 7.1, Unit 7.2 , Unit 7.3 ) on people's life conditions are as radical as the consequences of natural disasters. Fig.11.2.1: Environmental migrants (Credit: https://www.flickr.com/photos/climatalk/ 8972220637/sizes/l. Autor: Climatalk) Some areas of the world are climate change “hot-spots”, where current climate change See also: acts as an accelerator of the existing conditions of environmental degradation. A clear Ÿ http://publications.iom.int/bookstore/fre example comes from a recent study published e/MECC_Outlook.pdf in the Global Environment journal, concerning Ÿ http://www.refworld.org/docid/53a3d9 the situation in the South Mediterranean coun- d64.html tries. 3059682 SAME World Edu-kit UNIT 11 UNIT In these territories, global climate changes biofuels and as animal have caused droughts and rising tempera- feed) and at risk of tures for decades and forecasts confirm this increasing the poverty trend. These changes have a strong impact on rates of its population. regional agriculture, including on water sup- This example shows typi- plies and irrigation systems, on land fertility cal conditions pushing people to migrate; how and therefore on the production of wheat and can we distinguish environmental factors other primary goods, as well as on diseases from social and political ones? (Fig. 11.2.2) and agricultural pests. Procuring data on this kind of migration is an From agriculture and the rural economy, these extremely hard task methodologically speak- problems affect the broader economic and ing, since it is difficult to ascertain the impact social system. As the production of primary of the environmental cause alone on the deci- goods becomes more and more difficult, their sion to migrate. ENVIRONMENTAL MIGRATION ENVIRONMENTAL demand raises, following the increasing global population. Prices go up, a lack of “food What we need is a change of perspective. security” appears, generating, in many cases, a lack of social and political stability. As was pointed out in Unit 9.1 , environmental migration can be considered a form of adap- Egypt, for instance, became the biggest wheat tation to climate change, but its very exis- importer in the world to satisfy the internal tence implies an issue of profound injustice demand of wheat: more than 50% of their (Read more in Unit 2.1 ): the first twenty coun- need is covered by imports. tries most heavily affected by environmental upheavals are responsible for just 1% of the This level makes the country extremely vulner- total world gas emissions, and 99% of natural able to sudden changes in international prices disasters caused by climate changes occur in of agricultural products (note: grain demand is the countries of Global South. increasing since it is being used to produce The number of those forced to leave due to processes connected to climate changes, as we have seen, is almost impossible to measure. But those who have contributed most to gas emissions and climate changes are, without question, definitely not the ones paying the price.

Text by: Lucia Carbonari, Project Manager; Irene Fisco, Project Manager

Fig. 11.2.2: The ‘drivers’ of migration and the inﬂu- ence of environmental change. Credit: CIES Onlus 306 SAME World Edu-kit UNIT 11 UNIT 11.3 The case study of voluntary and forced migration

Environmental degradation mainly affects the agrarian population of the most remote places. Members of traditional communities, who live in complete dependence on the availability of natural resources , are usually affected. Mega deltas are environmentally very vulnerable regions affected by drought, floods, sea level rising, cyclones, salinisation, poverty, or overpopulation. Migrating factors MIGRATION ENVIRONMENTAL

BEING VULNERABLE of voluntary environmental-migration and economical migration are very similar. Image 11.3.1 Environmental migrants in Dhaka as rickshaw men (Credit: photo J. Kočar, 2013) In Egypt, for example, voluntary migrants are increasingly opting for rural-rural migration to the areas that are systematically obtained by and lack of quality work in the busiest places. soaking the desert through the state's devel- They live in marginal slums in extremely poor opment strategies, which increases the green living conditions. part of the Nile delta. Farmers are often disap- pointed with living conditions in the colonized They usually live in groups in the same shack, areas so they often migrate. They are facing where they have inadequate supply. Life in the problems with fresh water supply and air qual- city is expensive, so they spend a large propor- ity even in cities. Thus, they have no interest to tion of income on basic existential needs. They stay but they tend to return to their families. A send the remainder of the earnings to their rel- large proportion of migrants chooses tempo- atives in the countryside. rarily work in the Gulf countries, where they perform low-paid work, especially in the construction business. Their remittances present an important source of income, not only for their families but also for society at large. Read more about environmental inﬂuences on economic migration.

In Bangladesh young men join the existing rural-urban migratory flows which are directed mainly to nearby cities and to the capital. Immigrants are often employed as rick- Image 11.3.2 Environmental migrants in Dhaka as shaw drivers due to their low educational level rickshaw men, (Credit: photo J. Kočar, 2013) 3079682 SAME World Edu-kit UNIT 11 UNIT Even in the case of forced environmental migration in Bangladesh migrants ask for temporary jobs in nearby towns, but for a shorter period, because their long-term interest is to return to their families, to rebuild their Homes and to continue with traditional life. If the environment is permanently damaged or even lost they cannot return and their temporary migration transforms into permanent. In the next stage, migrants typically move to towns outside the crises area. In the urban environment their descendants (try to) climb the social lad- der, and often move to Dhaka, where they acquire education or seek better paid jobs. ENVIRONMENTAL MIGRATION ENVIRONMENTAL Forced environmental migration in Bangla- desh normally does not have an international dimension, because crisis areas do not cover the entire country and the refugee camps are located inside the country. Nevertheless, they influence indirectly the international migration, therefore they transmit conflicts from crises area to the city. Urban intellectuals usually decide to emigrate to one of the developed countries in the last stage of the migration process, which lasts even for more generations. Look at the scheme by Lonergan for Feinstein International Center.

Text by Jurij Kočar Ph.D., Professor of Geography and History at the Biotechnical Educational Center of Ljubljana, Slovenia

308 SAME World Edu-kit UNIT 11 UNIT 11.4 Who protects migrants, and how?

In the global economic climate, migrants live Still, nowadays a comprehensive institutional in a condition of chronical vulnerability. The and normative framework for migration does physical and administrative barriers to migra- not exist, let alone environmental migration. tion encourage informality and clandestine- There are however several norms and institu- ness, who is often the only choice left for many. tions addressing the subject. As a consequence, the act of migration itself becomes an illegal and dangerous endeavor, Some of the legislative tools have already repressed by authorities and exploited by crim- been developed and could technically be put inal organization. in place in a relatively short time. MIGRATION ENVIRONMENTAL

BEING VULNERABLE Similarly, when employed in wealthy countries, migrants often fill the demand of At the time of writing, the two most important unskilled, informal, low-paid workforce, end- legal instruments originate from the Interna- ing up working irregularly and without enjoy- tional Labor Organization’s (ILO). The first, Con- ing work rights. vention No. 97 of 1949 (C97) concerning Migration for Employment, covers the condi- Under these premises, protecting migrants tions under which migrant workers should be and their rights is not only of paramount employed in their arrival countries. C97 importance, but also an activity that requires expresses the principle of equal treatment joint efforts by all national actors involved in between migrant and national workers, in cru- the migration process. cial aspects such as trade union membership and collective bargaining, accommodation, In this sense, international governance of social security, employment taxes and legal migration is a relatively new concept. Intro- inclusion. The second, Convention C143, con- duced in the international arena in the 1949, it cerns Migrations in Abusive Conditions and was relatively ignored until the late 1990s. the Promotion of Equality of Opportunity and Across the beginning of the new millennium, Treatment of Migrant Workers, and has a with the UN International Convention on the broader scope. The Convention dedicates a Protection of the Rights of All Migrant Workers whole section to illegal migration, and fore- and Members of Their Families, international sees the collaboration among states to coun- attention to the issue rose again. ter it.

There has been a chronic reluctance from It also obligates states "to respect the basic national governments to give up their sover- human rights of all migrant workers," includ- eignty in the area of migration, despite the fact ing irregular ones. that migrants, employers, agents and human traffickers have constantly defied national con- A third important instrument is the Interna- trol over migration. tional Convention on the Protection of the 3099682 SAME World Edu-kit UNIT 11 UNIT Rights of All Migrant Workers and Their Fami- Besides IOM, there is a lies (ICMW), adopted by the United Nations in multiplicity of agencies 1990. It has been effective only since 2003, that dedicate themselves when the threshold of 20 ratifying countries to migration, all putting was reached. their efforts into the protection of migrants within their field of compe- The Convention is a comprehensive interna- tence. They are listed below: tional treaty on the rights of migrants. Com- pared to the first two Conventions, its focus is Ÿ Food and Agriculture Organization of the more general and concerns migrants both as United Nations (FAO) workers and as human beings. While not fore- Ÿ International Civil Aviation Organization seeing specific rights for migrants, it sets a (ICAO) moral standard by reaffirming the principle of Ÿ International Fund for Agricultural Devel- equal treatment. Its importance is mainly sym- opment (IFAD) ENVIRONMENTAL MIGRATION ENVIRONMENTAL bolic: as of today, no receiving country has Ÿ The International Labour Organization signed the Convention. As you can see in the (ILO) map the ratifying countries are largely emigra- Ÿ International Maritime Organization (IMO) tion countries. Ÿ The International Organization for Migra- tion (IOM) The general disinclination of wealthy coun- Ÿ NGO Committee on Migration tries in dealing with migration through inter- Ÿ Office of the High Commissioner for national collaboration is clear if we look at the Human Rights (OHCHR) fragmentation of international institutions Ÿ United Nations regional commissions that deal with the problem. Ÿ Special Rapporteur on the Human Rights Nevertheless, following the increasing impor- of Migrants tance and attention to migration, the existing Ÿ UN Women organizations are growing in importance and Ÿ United Nations Human Settlements international cooperation seems to be Programme (UN-Habitat) increasing. Ÿ Joint United Nations Programme on HIV/AIDS (UNAIDS) The most important institution is the Interna- Ÿ United Nations Conference on Trade and tional Organization for Migration (IOM). For- Development (UNCTAD) mally born in 1951 as the Intergovernmental Ÿ United Nations Department of Economic Committee for European Migration (ICEM), its and Social Affairs initial purpose was to deal with the 1.1 million Ÿ United Nations Development Programme people displaced by WWII in Europe. In the last (UNDP) decades, it grew in importance and now deals Ÿ United Nations Environment Programme with the following aspects: (UNEP) Ÿ United Nations Educational, Scientific and Ÿ Migration and development; Cultural Ÿ Facilitating migration; Ÿ United Nations Population Fund (UNFPA) Ÿ Regulating migration; Ÿ United Nations High Commissioner for Ref- Ÿ Forced migration. ugees (UNHCR) 310 SAME World Edu-kit UNIT 11 UNIT Ÿ United Nations Children’s Fund (UNICEF) Ÿ United Nations Institute for Training and Research (UNITAR) Ÿ United Nations Office on Drugs and Crime (UNODC) Ÿ Universal Postal Union (UPU) Ÿ World Health Organization (WHO) Ÿ World Intellectual Property Organization (WIPO) Ÿ World Meteorological Organization (WMO) Ÿ The World Bank

Text by Genoveva Tisheva, MIGRATION ENVIRONMENTAL Managing Director of Bulgarian Gender Research Foundation - BGRF

3119682

11.5 BEING VULNERABLE

within the EU? of environmental migration Are there cases “landgrabbing”, which took place in the recent The case of Kajászó in Hungary is an example of different kinds of mining projects within the EU. mle. h gvn xml apis o many to applies example given The implies. tal destruction, health risks and social impacts it mininghardly pays off, given theenvironmen- lated. Thepromise createto newjobsthrough move out of the region,villagestheremaindeso- of outmove opnae. n osqec, ay people many consequence, In compensated. aube giutrl ad wih ant be cannot which land, agricultural valuable place,cannot.othersOftentimes, farmers lose a b rstld ery opeey n new a in completely nearly resettled be can witharound 7600people. Whilesomevillages Garzweiler forII, example, concerns 12 villages to the resettlement of whole villages. villages. whole of resettlement the to many. Since 1983, coal mining has been leading n, s hw te ae f azelr n Ger- in Garzweiler of case the shows as ing, Even today, people are displaced due to min- to displacedtoday,dueareEven people taminated. until the present, water and soil are being con- ple, local agricultural land was polluted and up uranium, land was taken away from the peo- the from away taken was land uranium, first Soviet atomic bomb. During the mining of man army and later for the development of the and 1992, which was used, at first, in the Ger- the in first, at used, was which 1992, and garia. They produced uranium between 1938 between uranium produced garia. They the case of the uranium mines in Buhovo, Bul- oe f hs ps eape hv conse- have quences that remain until the examples present day, like past those of Some today. h E i te at n ae tl happening still are and past the in EU the tlements have occurred within the borders of borders the within occurredhave tlements soil and air, as well as displacements and reset- Land dispossessions, contamination of water,of contamination dispossessions, Land SAME World Edu-kit h pol. ept tcnlgcl develop- technological Despite people. the n ol wl nt ae lc wtot having without severe consequences place for the environment take and not will oil, and cre eore (e ) lk oe coal ore, like ), (see resources scarce o b frse. h epnig erh for search expanding The foreseen. be not trial and/or mining projects within the EU can- The degree of damage of many current indus- published in 2015. Environmental of Another source of information will be the dispossessions and displacements: more detailed information about cases of land h Als f niomna Jsie provides Justice Environmental of Atlas The dom and the case of legal disputes. disasters or resettlements are often low, ran- low, often are resettlements or disasters and toxic disasters. Compensations in case of case in Compensations disasters.toxic and hetnd y osbe nutil accidents industrial possible by threatened environment and people are constantly constantly are people and environment cyanid spill in Romania (2000), show that the that show (2000), Romania in spill cyanid nently at least temporarily – or the Baia Mare Baia the or – temporarily least at nently 400 people to leave their Homes, if not perma- toxic red sludge reservoir collapsed and forced in Hungary (2010) – where part of the dam of a The red mud disaster of Kolontar and Devecser of young locals to leave the countryside. This was reason enough for a growing number uiese, ls t te oenn party. governing the to close businessmen, h ln ws esd o ugra agro- Hungarian to leased was land the years. Instead, after a series of scandals, most of families by offering them low-cost leases for 20 their and farmers local young support to der 65,000 ha of state-owned land for public ten- public for land state-owned of ha 65,000 past. In 2010, the government decided to offer , expected to be to expected , Migration nt 3.1 Unit Atlas 313 96 82 ENVIRONMENTAL MIGRATION UNIT 11 SAME World Edu-kit UNIT 11 UNIT ment, climate change will affect the EU as well: By now, parts of Southern Europe suffer from severe droughts. The rising sea level might affect the coasts of the Netherlands, Denmark and Germany and extreme weather events might occur more often. What about all the landfills and the nuclear waste – what impacts will they have in the long run?

Text by: Judith Corbet, trainer ENVIRONMENTAL MIGRATION ENVIRONMENTAL

314

12.1 EACH ONE CAN DEFEND THE RIGHTS OF OTHERS

In defence of human rights er oeo ua ihseuain . Learn more on Human rights education epc ad rtcin o te ihs f all. of rights the for protection and respect osdrd fnaetl ol o guarantee to tool fundamental a considered itself. The knowledge of rights and freedoms is ingly gaining recognition as a human right in righthuman a recognitiongaininginglyas gral part of the right to education and is increas- states that human rights education is an inte- an educationrightshumanisstatesthat common understanding. UNESCO further further UNESCO understanding. common no vr sho i or ol t fse their foster to world our in school every into important to include human rights educationrightshumaninclude toimportant (help to) protect them. It is therefore very very therefore is It them. protect to) (help late other’s rights and even those who might who thoseeven andother’s rightslate tice. The same is true for the ones who might vio- violated nor do we know where to turn for jus- do notandcannotdo knowwhenthey are being If we do not learn what our human rights are we Ÿ Ÿ Ÿ rights: to mind when we start talking about human about talking start we when mind to There are three very important facts that come (Credit: Image 12.1.1 Freedom –but not for all? rights are. everyone has the right to learn what their what learn to right the has everyone everyone everyone has the right to have rights everyone everyone has rights, www.humaneeducation.org SAME World Edu-kit ) here can evoke negative emotions and a (percep- a and emotions negative evoke can resources Especially in a situation where there are scarce face encounters or even on systematic level). tion in the receiving countries (with face-to- (with countries receiving the in tion over. Many times they face grave discrimina- grave face they times Many over. asylum international through or relocation internal they find a new place to stay, either through either stay, to place new a find they o n’ on onr o . vn when Even . or country own one’s to from camps or shelters), and the right to return reo o mvmn (lo o wti, and within, to, (also movement of freedom and the right not to be collectively expelled, collectively be to not right the and oe as te rnil o non-refoulement of principle the also cover irns ufruaey eetdy ignored, repeatedly unfortunately migrants, Human rights standards of most relevance to relevance most of standards rights Human developed by IOM. to be guaranteed at each phase of this process life etc. See the work, work, the right to education, the right to family rights, like the right to housing, the right to right the housing, to right the like rights, vation of basic economic, social and cultural and social economic, basic of vation their relocation process, including the depri- the including process, relocation their human rights violations at different stages of stages different at violations rights human re t sv ter ie ad ae numerous face and lives their save to order on route. They have to leave their Homes in Homes their leave to have They route. on 01Unit 10.2 10.1 mental migrantsclimatemental refugees (see or urn lc o lgl rtcin o environ- for protection legal of lack current or migrate (see ) and how serious is the is serious how and ) (see migrate or nation our planet. We have already seen the versally recognized for every human being on filment of human rights has never been uni- been never has rights human of filment The sad fact is that throughout history the ful- ad ) or what violations they face and in arbitrary decisions on who can travel recognition, the hard part is far from far is part hard the recognition, n h rciig oit, migrants society, receiving the in table of human rights Unit 9 Unit Home (page 30) discrimi- Unit 315 96 82 ENVIRONMENTAL MIGRATION UNIT 12 SAME World Edu-kit UNIT 12 UNIT tion of) threat. The processes of stereotyping, Sources: negative prejudices (Stereotypes and prejudice) and scapegoating begin to grow. Often, Ÿ Douglas, Tom. Scape- as is the case in Europe (and elsewhere) cur- goats: Transferring rently, many politicians and the media who Blame. Routledge, perpetuate these negative stereotypes by New York, 1995. their own agenda kidnap these feelings of dis- Ÿ IOM Outlook on migration, environment trust and legitimize them without even ques- and climate change, 2014, available here tioning their accuracy (read more in Unit 12.2 ). Ÿ NORFACE MIGRATION, Yvonni Markaki Although stereotypes and prejudices (that fol- and Simonetta Longhi: What Determines low and are born because of prevalent stereo- Attitudes to Immigration in European types) are not yet discrimination on their own, Countries? An Analysis at the Regional we can discriminate against someone and vio- Level, Discussion Paper No. 2012-32. Avail- late their human rights if we act upon them able here ENVIRONMENTAL MIGRATION ENVIRONMENTAL without rational reflection. Ÿ OECD (2013), Discrimination against immigrants - Measurements, incidence and pol- Discrimination is a form of unfair illegal treat- icy instruments, in International migration ment which puts a person or a group of people outlook 2013, OECD Publishing. Available with certain personal circumstances like eth- here nic origin, religion or belief, gender , disability, Ÿ The SAGE handbook of prejudice, stereo- etc. in a less favourable position in comparison typing and discrimination / edited by John to others. It was the main “engine” behind the F. Dovidio ... [et al.], Los Angeles [etc.] : worst monstrosities in our history like slavery, Sage, cop. 2010. apartheid, genocide and religious wars. And, Ÿ UNESCO, Human rights education although forbidden by a myriad of legal (national and international) instruments, it is sadly still very much present in every society Text by Manca Šetinc Vernik, on the planet. Read more on discrimination trainer and anti-discrimination expert against immigrants here .

Image 12.1.2 Police sign for a 'white only' waiting room at the bus station in Jackson, Mississippi, 1961; from the times of openly racial segregation. (Credit: CNBC ) 316

12.2 EACH ONE CAN DEFEND THE RIGHTS OF OTHERS

to migration phenomena Public opinion and reactions ak f os n h lbu mre, iue of misuse market, labour the on jobs of lack focusing on them as a threat either in relation to reotypes and prejudices against migrants, migrants, against prejudices and reotypes ing negative associations, blunt (often racist) ste- figures across the EU. Many are openly attribut- provoked populist rhetoric of many key political onthe so-called ers and refugees among the EU members based sion’splan on the resettlement of asylum seek- lo , h rcn Erpa Commis- European recent the ), also is not an act of mercy but a human right (seerighthuman a butmercy of act an not is aeyudrie npbi eaeta rarely underlined in public debate that oe het o u wy f ie Atog i is it Although life. of way our to threatcome Migrantsgenerallyareunwel- perceived an as (Credit: Image 12.2.1Almost dailywe are seeingpeopledesperatelyto cross trying theMediterranean sea nt 12.1 Unit www.corriere.it quotasystem SAME World Edu-kit ) has once again asylum against migrants become prevalent in a society, When such negative stereotypes and prejudices it on the train on the way there? abroad as migrants take it with them or acquire nal actions? And if so, do “our” people who travel criminal gene” which forces migrants into crimi- question: do we really believe in thisreallybelieve “migrantin wequestion: do nology poses an interesting and a tad cynicaltad interestinga anand posesnology A Slovenian researcher on migrations and crimi- them one and the same. or threat to national security. All migrants are for social assistance schemes, crime, even terrorism 317 96 82 ENVIRONMENTAL MIGRATION UNIT 12 SAME World Edu-kit UNIT 12 UNIT individual discriminatory actions as well as sys- society of many benefits temic discrimination of this group can easily because it hinders creativ- emerge, become common and can thus have ity, innovations, flexibility grave consequences: processes of isolation, seg- and economic competi- regation and marginalization which makes tiveness. It is also a serious very integration of this group into the reluctant and continuous threat to social cohesion and society impossible or extremely hard. All of may create perilous conflicts in the society or these violations of human rights and the very amongst different societies. It is therefore not dignity of the person that are caused by discrim- only a distant problem of those who are ination not only have serious economic and marginalized and discriminated but is first and social but also psychological consequences on foremost our problem. It affects each and every- the victims and members of their families. It one among us; everyone is part of the problem starts the vicious circle of discrimination out of as well as the solution. which victims are hardly able to step. They can ENVIRONMENTAL MIGRATION ENVIRONMENTAL develop a thick skin response that can lead to Sources: complete apathy. The EU research (EU-MIDIS, 2009) shows that 82% of people from minorities Ÿ Bučar Ručman, Aleš. Migracije in or migrant communities that were discrimi- kriminaliteta : pogled čez meje stereotipov nated in the past 12 months didn’t report it. On in predsodkov. Ljubljana : Založba ZRC the other side of the blade, long-term victims of SAZU, 2014. systemic discrimination can start actively Ÿ EU-MIDIS, European Union minorities and opposing any change or assistance from the discrimination survey, 2009. state or even start to fight back (such are upris- Ÿ EU Observer, 20th may 2015, EU engulfed ings and suburb violence in segregated areas as in migrant 'quota' battle. a sign of the hopelessness of youth’s situation). Ÿ EU Observer, 18th may 2015, EU: boat- sinking Yes, migrant quotas No. Our generation has the opportunity to lend a Ÿ Sputnik News, 30th may 2015, EU Migrant hand to environmental migrants, keeping in Quotas Ignite Racism in Northern Europe mind that not long ago there were migrants in Ÿ The NewDaily, 21st may 2015, ‘Nope, nope, our own families (grandparents, maybe even nope’ to migrants. parents who moved to another country or from the village to the city). We should not give in to prejudice and stereotypes, but rather recognize Text by Manca Šetinc Vernik, that each human being has dignity and trainer and anti-discrimination expert deserves his/her human rights to be respected. Social inclusion (read more in Unit 12.3 ) can bring so much more to the world than segregation and discrimination. Discrimination is a joint social problem, even from the macro-economic perspective it is costly, we all lose because of it! It neglects human potential, uniqueness and valuable sources of social capital and therefore rejects developmental opportunities. It robs the 318

12.3 EACH ONE CAN DEFEND THE RIGHTS OF OTHERS

and equal opportunities for all Social inclusion streamingtackleimportantpoliciesareto too participation civil and political rights, like access to justice,to access likerights, political and civil r ncsay Te sol as b enjoying be also should They necessary. are o ol eooi, oil n clua rights cultural and social economic, only not However, for a successful inclusion of migrants cesses. munity and for household decision-making pro- potential barriers both for engagement in comment of rights on equal basis. main- basis. equal on rights of ment speak of equal opportunities or effective enjoy- fits might be in order. Without this, one cannot geted information and sometimes special bene- Toachieve this inreality, encouragements, tar- an adequate housing system and health care.healthadequateandsystemhousing an cation to guarantee them a future.guaranteeneeda They themtocation children must go to school and get a good edu- agae riig epomn, kls Their skills. employment, training, language amongstjustus,besidenot us. Migrants need should also be able to step through and live and through step to able be also should nuh o pn h dos o te, they them, for doors the open to enough seriously and be effective in practice. It is not is practice.It effectivein be seriouslyand fulfilledpromoted.and taken be have Theyto tries. Their rights must be respected, protected, equally as the inhabitants of the receiving coun- fully enjoy fundamentals rights and freedoms - migrants (as other migrants) should be able to n srcua dsrmnto. Environmental discrimination. structural and noeac ad ae o idvda, systemic individual, of cases and intolerance prevent and oppose racism, xenophobia andxenophobia racism, oppose and prevent other activities which actively and strategically mlmnain f eilto, oiis and policies legislation, of implementation n ). This should be done by effective and ling possiblewithoutachieveeffectivelytoit tack- policy towards migrants. It is a process. It is not Social inclusion is one of the goals of HR based discrimination Unit 12.2 in socialin andpolitical lifeEU (17 SAME World Edu-kit fis ra oei first (read more in Gender Unit 12.1 tries and invest back in their original countries. migrants are able to thrive in their new coun-newtheir thrive in tomigrants ableare mies. It can also be a win-win situation if if situation win-win a be also can It mies. workforce to be able to upkeep their econo- their upkeep to able be toworkforce re wl ieial ne a osdrbe new considerable a need inevitably will tries of the ageing of their populations, the EU coun- diversity can bring. One example: just because re sol fcs n oiie set that aspects positive on focus should tries morepositive perception. receiving The coun- n vsblt o mgat, otiuig o a to contributing migrants, of visibility and encouragedincreasehelpparticipationtheto especially the media needs to be actively actively be to needs media the especially gny n uoe ugss ht everybody, that suggests Europe in agency media (see ). Fundamental rights rights Fundamental ). (see media eaie mgs n msnomto i the in misinformation and images negative migration We also need to change the narrative on on narrative the change to need also We gration Policy Index tries with the help of for all in all areas of life. (Compare different coun- truly inclusive society, with equal opportunities citizenship etc. It is only then we can speak of a righttovote theirin local elections!), access to ebr tts ae ie te irns the migrants the given have states member (Credit: www.mladina.si, photo: B. Kranjc) made Slovenian, Ljubljana Image 12.3.1Skuhna restaurant –world cuisine issues,particularlyconfronting the nt 12.2 Unit ). MIPEX - MIPEX The Migrant Inte- 319 96 82 ENVIRONMENTAL MIGRATION UNIT 12 SAME World Edu-kit UNIT 12 UNIT Contribution and participation of the civil soci- We need to include human rights and global ety and the NGOs is valuable and indispens- citizenship education into our schools to able, especially where there is a lack of political better reflect the world’s interdependence, will to tackle these issues, and we can find many diversity and the fact that it is constantly chang- positive NGO practices in designing and con- ing. We should teach our youngest how to live ducting projects that bring migrant and major- in a world of different cultures and religions. ity communities together. See the story of a suc- The more people live with each other, getting cess project of social entrepreneurship in to know and respect each other the more real Slovenia, called Skuhna, educating migrants as experiences overtake general negative stereo- cooks and offering high standard catering ser- types and prejudice stemming from media vices. See this video and poisonous political discourses. People start to differentiate between one another not based on the fact one has a certain ethnic, religious or social background, but whether one is ENVIRONMENTAL MIGRATION ENVIRONMENTAL inherently good or bad. In the end, I invite you to reflect on this role- reversal picture of migration – imagine the scenario from a science fiction movie where the north of our planet starts freezing over and the roles would be reversed: Global north would have to ask for help and permission to emigrate Credit: Luksuz produkcija. “Tasty roots”. 2013. Direction by Cristina Cebrian, Coralie Girard, to warmer Global South countries. How would Kajor Balázs, Silvia Muñoz García, Sandra Mirković. you feel when suddenly you would have to live your Home and become a migrant with no Decision makers of the receiving countries rights, no future, no security? A bit of empathy should assure the appropriate investment in would come a long way. policies that are designed by and for migrants to increase their participation, as well as virtu- Sources: ous and tolerant top-down political leadership Ÿ Fundamental rights conference 2014, Fun- to set an example on how to tackle and con- damental rights and migration to the EU front the negative stereotypes and intolerance (FRA), available here . that might be present in the receiving society Ÿ BBC News, 10 January 2011, Italian mayor (read more in Unit 12.2 ). Read and watch the saves his village by welcoming refugees. video about a little village in southern Italy, Ÿ Migrant Integration Policy Index 2015, Riace, where migrants are welcomed with open available here . arms by a local mayor. Ÿ SBS, 17 March 2015, Welcome to Riace: The (Credit: https://gerryco23.wordpress.com) town that wants more immigrants. Ÿ Terra cognita, Revue suisse de l’intégration et de la migration, No. 25 automne 2014. Available here .

Text by Manca Šetinc Vernik, Image 12.3.2 Riace, the city of welcome trainer and anti-discrimination expert 320

12.4 EACH ONE CAN DEFEND THE RIGHTS OF OTHERS

on fighting social exclusion? Are we really committed rt (niiul r omnt) cin to actions community) or (individual crete munity, which makes us the key players of con- ported by our sense of belongingsenseourofportedby com- the to ally and internationally. We should also feel sup- anti-discriminationlegislation,nation-locally/ ard ih oil oiis o hs ed and ends these to policies social with paired xlso sol b spotd drce and directed supported, be shouldexclusion sideration? First, our actions to combat socialcombat to actions sideration?ourFirst, complex and keeps a global dimension in con- ble for a process of social inclusion that is so is thatinclusion social of process a for ble exclusion. How can an individual feel responsi- n dsrcin rdc sca ijsie and injustice social produce destruction and Unit 2.1 Unit 2.2 Unit 2.1 Unit ing that of environmental justice (Read more in encompasses different areas of interest, includ- in ad ult o lf o te epe and people the of life of quality and tions Such complexity leads us to consider the condi- dimensional nature of the term social inclusion. To answer this, we must bear in mind the multi- and ). Environmentalinjustice ). and SAME World Edu-kit mental causes. increasing number of those forced by environ- migrants needs, taking into account the the account into taking needs, migrants emgn tee ol t ase t specific to answer to tools these reimagine enterprise ping; social micro-enterprises (see (see micro-enterprises social ping; seek true change: co-housing; community map- ay niiul hv bit n aotd to adopted and built have individuals many social exclusion (and other problems) that that problems) other (and exclusion social n, ee r sm tos o ciey combat actively to tools some are here ing, on the issue of social inclusion civil society and extensive European legislation they intertwine with indeed possible. There are many examples, and sonal commitment against social exclusion isexclusion social against commitment sonal from inclusive actions of active citizenship. Per- omtet n vc vra ad oh stem both and versa, vice and commitment ntttoa cmimn las o individual to leads commitmentInstitutional civ te elbig n hpies f all. of happiness and well-being the achieve ). The new challenge is to adapt and Head ofEducation andtrainig office Text by: Silvia DiLaurenzi, good practices initiated by . For further read- social social 321 96 82 ENVIRONMENTAL MIGRATION UNIT 12

12.5 EACH ONE CAN DEFEND THE RIGHTS OF OTHERS

and environmental citizens? How can we become global options might surely be questioned, one could c, r js a e eape. lhuh some Although examples. few a just are ics, events or initiating discussions about these top- informed, questioning oneself and natural natural and oneself questioning informed, smaller scale, too: getting and keeping oneself environmentala on placeawarenesstake can nation mitment in the field of migration and able to readaboutabletoexamples people's of com- intense way (see ). In you areyou In ). intense(seeway els, allowing one to experience nature in a more ecological conversion and new mod- ecologicalconversion newand production models; in about cases of casesabout productioninmodels; in about bottom-upaboutnewexamples of in getting politically organized to fight injustice;fightpoliticallygetting organized to aebe bet edi about groups have been able to read in lbl n evrnetl iie. o a, you far, So environmental citizen. and global There are many examples of how to act as a as act to how of examplesmany are There Unit 4.3 tures as well as acting on behalf of them (see them of behalf on acting as well as tures ing responsibility for nature and all living crea- extends the idea of The concept of „environmental citizenship“ citizenship“ „environmental of concept The citizen ues, attitudesues,competencesglobal and a of variety of competencies (see nweg, aus n attds s el s a as well as attitudes and valuesknowledge, nfl as“ goa ctzn ec unites hence citizen global A ways.“ ingful injustice,andtakes action personallyin mean- aus iest, a te blt t challenge to ability the has diversity, values understands interconnectedness, respects and defines a global citizen as „someone who who „someone as citizen global a defines bea „globalcitizen“? TheU.S. Fund for UNICEF change and : what does it mean to mean it doeswhat : andchange In the context of environmental justice, climate Unit 3.5 Unit . Of course, trying to act with global and ). ). migration Unit 4.4 Unit 12.4 Unit 4.4 Unit SAME World Edu-kit global citizenship Unit 4.3 Unit Unit 2.5 Knowledge,val- lifestyle discrimi- by add- nisms. On the other hand, it might be possible. and challenges existing structures and mecha- be unpopular, as it exceeds our comfort zonecomfort exceedsour unpopular,it be as Being a global and environmental citizen might affected by disasters? ide? il epe ny ec atr being after react only people Will mindset? aged? Do we need force to change our our change to force need we Do aged? change? Do we need examples to feel encour- work for alternatives and possibilities of of possibilities and alternatives for work – is it their responsibility to provide a frame- a provideresponsibility to their it is – models? And what about politics and economy ae D w ne t cag or education our change to need we Do have? ly Wa oeal nune os education does influence overall What play? during socialization? What role does education If so, is empathy given by birth or developedor birth by givenempathy is so, If tice? Is empathy one of the key competencies? sufficiency, cooperation, responsibility and jus- f iiesi? o t itraie aus like values internalize to How citizenship? of people to value and live according to this kind mentalcitizens? Whatdoestakeit toconvince But how „can“ we become global and environ- to find alternatives. claimgroupsthatpeopleleasttryingorat are trainer Text by Judith Corbet , 323 96 82 ENVIRONMENTAL MIGRATION UNIT 12

ACTIVITIES

SAME World Edu-kit ENVIRONMENTAL MIGRATION Activities to carry out at school and resources for teachers ŸŸ WritingWriting and educators ŸŸ MathematicsMathematics

Ÿ Content introduction Ÿ ScienceScience ŸŸ CreativityCreativity Activity summary ŸŸ WorkshopWorkshop Download materials ŸŸ EvaluationEvaluation FormForm Step by step

Questions

Pedagogical focus

SAME World Edu-kit ACTIVITIES Breakfast club 14+ Writing Typology of the activity: Writing and reading competence Scrittura Topic: Human rights, anti-discrimination, equality Age: 14+ Duration: 16/18 h of classroom time; students will manage extra-classroom time on their own Curriculum subjects: Literature activity by: CIES Onlus ENVIRONMENTAL MIGRATION ENVIRONMENTAL Content introduction

Social inclusion is one of the goals of a human-rights-based policy towards migrants. It is a process and cannot be achieved without effectively tackling discrimination first (read more in Unit 12.1 and Unit 12 ). This should be done by effective implementation of legislation, policies and other activities that actively and strategically prevent and combat racism, xenophobia and intolerance and cases of individual, systemic and structural discrimination. Environmen- tal migrants (like other migrants) should be able to fully enjoy fundamental rights and freedoms equal to the people of receiving countries. Breakfast club Breakfast Breakfast club Breakfast

Text by: Manca Šetinc Vernik, HUMANITAS

Learn more about these topics: Go to Unit 12 , Go to Unit 9

Activity summary

Discussion will be fostered among the students based on reading a text concerning discrimination, rights, and/or migration . Students will be encouraged to carry out critical analysis of the text, which will then be shared with other classes during a public presentation of the book.

327 SAME World Edu-kit ACTIVITIES Step by step

Writing Materials: Ÿ 1) A book about migration” Ÿ 2) Posters

Step 1. The teacher and the students will choose the text to be read. The text may be chosen from a range of texts by national or international authors and should help the teacher tackle the issue of migration, especially environmental migration. The text is selected based on research carried out by the students and/or on the texts suggested by the teacher. ENVIRONMENTAL MIGRATION ENVIRONMENTAL The research phase is completed by class discussion aimed at answering the following questions:

Ÿ Is the text consistent with the topic? Ÿ How many among us have already read the text? Ÿ Is the text easy to ﬁnd?

In this way, four ﬁnal texts are chosen. The titles of the four texts, including a short synopsis, are then written on four posters to be hung in the classroom's four corners. The students are split into groups and have to stop in front of each poster, where they explain the reason why they Breakfast club Breakfast Breakfast club Breakfast did or did not select the text with a short sentence. Maximum 2 positive selections can be chosen. Time 2h

Step 2. Students will read the text at home, but some excerpts will be shared in class. As in a book club, students will be free to share with their classmates the excerpts that most impressed them and their thoughts about them. The teachers may organize one single session when the students have ﬁnished reading the text or two sessions at two diﬀerent points in the reading process. Time 2/4 h

Step 3. Students will be allowed to join groups according to their interest. In order to make it easier to select one's group, some posters may be made and hung on the classroom's wall; the activities are written on the poster and each student may select their favorite and second favorite activity. Then, the teacher forms balanced

groups according to the students' choices, tak- Credit: CIES Onlus 328 SAME World Edu-kit ACTIVITIES ing into consideration everybody's needs and inclinations. The groups will deal with: literary criticism, in-depth analysis of the book's contents and a selection of excerpts for the ﬁnal reading. Works will be coordinated by the teacher but will also require the students' involvement. At the end, each group will write a short text summarizing their shared analysis and reﬂec- Writing

tions. The ﬁrst part of the session is spent sharing a short presentation of the activities carried Scrittura out with the rest of the class. The rest of the time is spent on teacher-guided, in-depth analysis of the aspects tackled thus far. Time 8 h

Step 4. Group work will be presented to the whole class. This is an opportunity for the students to share their impressions with their classmates and exchange ideas with other students who have been analyzing other aspects of the same book. This is also an opportunity to discuss texts before the ﬁnal discussions with other classes. Time 2h ENVIRONMENTAL MIGRATION ENVIRONMENTAL Step 5. Another session will be organized for the students to discuss their group work with their schoolmates in other classes. The students' work may be presented using multimedia tools (PowerPoint, Prezi ). Each group will select a spokesperson. The audience will be encouraged to ask questions; the students involved in the activity will answer as “experts.” Time 2h

Pedagogical focus Breakfast club Breakfast Breakfast club Breakfast

This activity stimulates several important aspects of the participants' education and training:

Ÿ Ability to work independently. The independent management of extra-classroom work is aimed at developing the students' self-management abilities and increase their sense of responsibility. In addition, students will have to organize their work together with the other members of the group, improving their ability to work in groups.

Ÿ Critical thinking. Students will be involved in critical analysis of the text, encompassing several points of view. Therefore, knowledge will not be imposed from the outside and an acquisition of a critical orientation towards knowledge will be promoted. This will allow students to see what they have been learning from a critical point of view.

Ÿ Expression of one's ideas and public speaking. Sharing the outcomes of their work with the rest of the group will allow participants to express themselves and talk about their ideas publicly, thus improving the students' communication and public speaking skills. 329

SAME World Edu-kit ACTIVITIES Climate change causes 14 cattle farmers to migrate + Writing Scrittura Typology of the activity: ethical dilemma Topic: Environmental migration Age: 14+ Duration: 3 h of classroom time Curriculum subjects: Language, physics, chemistry, moral and civic education activity by: CTI - Georgia Liarakou and Costas Gavrilakis ENVIRONMENTAL MIGRATION ENVIRONMENTAL Content introduction

While small scale livestock breeders are relatively small contributors to greenhouse gas emissions, climate change will have far-reaching consequences for dairy, meat and wool production. These consequences mainly arise from climate change impact on grassland and range- land productivity. Grasslands consisting of fast-growing species are sensitive to CO2 and climate change. Heat distress suﬀered by animals will result in poor growth performance while lack of water and increased frequency of drought will lead to a loss of resources. Higher temperatures and changing rainfall patterns could also lead to an increased spread of existing vec- tor-borne diseases and macroparasites.

Learn more about these topics : Go to Unit 9.1 , Go to Unit 10.3 , Go to Unit 11.1.

Activity summary

Through an analysis of a moral dilemma, students come into contact with conﬂicting values which often emerge when one attempts to address issues related to environmental migration. Initially the values associated with the dilemma are analyzed, then students are invited to answer the dilemma themselves and clarify their personal values. Climate change causes cattle farmers to... farmers cattle causes change Climate

331 SAME World Edu-kit ACTIVITIES Step by step

Writing Step 1. The teacher presents the story 'Sharing a small piece of land' to the students and ensures that all aspects of it are understood. Then the students are requested to step into the main character’s role and think about what they would do if they were in his place. Each student spontaneously notes his/her answer (YES or NO) on paper.

Step 2. Students are divided into groups of 3-4. Each group analyzes the reasons why the main character will choose either the one or the other decision, taking into account in each case the con-

ENVIRONMENTAL MIGRATION ENVIRONMENTAL sequences which arise from each decision. They record as many arguments as possible to support the two alternative choices available to the main character.

In the case of this story, students seek arguments to support a) the decision to accept the breach of the contract (e.g. solidarity to other people, possibility to survive with smaller income like he did in the past, repay the kindness of the people who helped him in the past by lending their land to him at low cost, supporting the handicapped woman, collaboration in diﬃcult times etc.) and b) the decision not to accept (e.g. unable to repay the loan, abandon his dreams for a better life, unlike other inhabitants he didn’t have the opportunity in the past to improve his life by moving to the plain lowlands, avoiding the intensive use of the plateau etc.).

The teacher monitors each group’s work, comments on the arguments recorded by the students and poses appropriate questions. This tactic fuels group discussion and helps learners analyze the dilemma in a balanced way so as to identify the values involved.

Step 3. When the groups have completed recording arguments and values, they present them to the class. Each group announces their results and the other groups may request clarification or raise questions. The groups integrate arguments for each of the solutions of the dilemma and gradually a list is created with all relevant values reported by all groups. If the teacher finds that significant arguments and values (which would normally have already been predicted from the previous step) are missing, she/he may discuss new proposals with the whole class so that the list is as complete as possible.

Step 4. After completing the previous step, students are requested to reflect on their initial position Climate change causes cattle farmers to... farmers cattle causes change Climate and decide whether they insist on their original decision or whether they would like to modify or change it. The teacher invites the participants to consider and assess all the values analyzed in the previous step in making their final decision. 332 SAME World Edu-kit ACTIVITIES Students take the floor and present their final decision on the dilemma, at the same time substantiating which is the main value or main argument that led to this decision. In this phase the creation of an environment of trust and respect for each other’s view is especially important. The teacher should ensure that the view of each student is respected by the others. Only Writing

then will students be able to make the necessary introspection that will enable them to priori- Scrittura tize their personal values and express them publicly. Both the teacher and other participants can question the presenter, it is however advisable to avoid value judgments and personal confrontations.

Step 5. The activity ends with reﬂection, which operates to decompresse the atmosphere. In this stage the teacher focuses on the actual process followed by asking questions like:

Ÿ what did you like most? ENVIRONMENTAL MIGRATION ENVIRONMENTAL Ÿ what do you think didn’t go well? Ÿ how did you feel when you analyzed the values involved in the dilemma ? Ÿ what were your feelings when you were asked to give your own opinion?

Throughout the analysis phase of the dilemma, the teacher should ensure for the emergence of one or more of the four key values found in many environmental issues: the individual versus the community, short term versus the long term, the truth versus loyalty and justice versus compassion. The contradictions between these fundamental values largely guide our personal and collective choices and decisions in relation to issues concerning the environment and sustainability.

Sharing a small piece of land In the mountainous settlement of Kastro situated on the plateau of the mountain range Drakou (at an altitude of 800 meters) formerly there lived a small cattle farmers’ community. However, in the last decades, most of the residents have left the village and have settled on the plain at the foot of the mountain, where fertile pastures are available. They have the opportunity there to expand their farming activities and their standard of living, while simultaneously having easy access to all services oﬀered in the nearby town.

Only two families now live in the village Kastro: an older couple, the woman being handicapped, and George, an 18 year old lad with his mother and his siblings. Although George wanted to, he didn’t have the opportunity to go down to the lowlands and to continue his schooling as he had to remain and take care of the cattle himself. His father had passed away and his mother did not have financial means to support him. George supports his family with difficulty, and dreams of a better life. Apart from the small piece of land belonging to his family, George has rented at low cost through a multiannual contract the remaining land of the plateau which belongs to Gregory, the son of the elderly couple, who has moved to the plain. George has already started a small organic cattle farm with a large loan from the bank, and its prospects look good. to... farmers cattle causes change Climate 333 SAME World Edu-kit ACTIVITIES Unfortunately climate change reared its ugly in this region too. A prolonged drought has hit the plain for two consecutive years. Pastures are 'deserted' and the cattle farmers of the plain are financially destroyed by the lack of water, the diseases that affect the cattle and rapidly decreasing production. Their families’ plans and aspirations are now crushed. Writing This is the position Gregory is in. The only way out which is left in order to salvage what he can, is to return with his family to the mountains -which have not been affected- with the few cattle that have remained and to live with his elderly parents in Kastro. This also will permit him to aid his handicapped mother This course of action implies the breach of the contract with George, who is not obliged to agree.

One morning Gregory, in apparent desperation, meets George and asks him to break their contract. George is faced with a great dilemma: to accept the breach of the contract and to ter- minate the organic farm he has just started or to give Gregory back his land? ENVIRONMENTAL MIGRATION ENVIRONMENTAL

To learn more:

Ÿ Eﬀects of Climate Change on food, ﬁbre and forest products by IPCC, 2007 Ÿ Livestock and climate change by IFAD Ÿ Climate change and agriculture: impacts, adaptation and mitigation

Pedagogical focus

Considering that ethical conﬂicts have no easy solution , the analysis of values requires critical thinking, interpretation and assessment skills of all the elements of the dilemma scenario, and the ability to investigate and to assess the consequences of each solution. All these skills are very important for citizenship. In addition recognition and assessment of data, understanding and formulating substantiating arguments and applying criteria and critical thinking are important skills required for active participation in society. Il cambiamento climatico costringe... climatico cambiamento Il Climate change causes cattle farmers to... farmers cattle causes change Climate

334 SAME World Edu-kit ACTIVITIES Let’s talk openly 14 about migration! + Writing Scrittura Typology of the activity: discussion Topic: Perceptions on human rights, environmental rights and environmental migration Age: 14+ Duration: 45 minutes Curriculum subjects: Human rights education

Activity by: BGRF ENVIRONMENTAL MIGRATION ENVIRONMENTAL Content introduction

In 2013 the number of international migrants has risen signiﬁcantly, reaching 232 million people all over the world and XXI century is being called “the age of migration”. These statistics are related to the growth of the world’s population, which is 7.324.782.000 in 2015. The global ten- dencies from the years 1960s are related to migration from less developed to better developed regions. Now it’s time to reconsider the whole picture and to take part into the process of mutual understanding. It’s time to think globally about the people all over the world.

Text by: BGRF

Learn more about these topics: Go to Unit 10 , Go to Unit 11

Activity summary

The process of migration is a result of many reasons, part form that not predictable. The climate change and the environmental challenges push many people to change their places of

living and to start again and again from the beginning. This is hard to be considered but is migration! about openly talk Let’s harder to be overcome in reality. Try to think about that, try to remind what is the information in your mind on that topic and put it positively to better understanding into the group. Download material

Ÿ 4 written stories.docx 335 SAME World Edu-kit ACTIVITIES Step by step

Writing Step 1. Participants receive sheets of paper and the trainer explains the purposes of the activity. Par- ticipants are asked to write their deﬁnitions about migration, environmental migration and the right to environment. If participants feel that they can draw something connected with the theme they should be encouraged.

Step 2. Then the facilitator initiates a discussion in all the groups of participants that are formed. Afterwards the facilitator adds to the flipcharts the prepared sheets of paper of the participants about what are the general similarities and what is different in the definitions given by ENVIRONMENTAL MIGRATION ENVIRONMENTAL participants.

Step 3. Then the facilitator summarizes the information and indicates that the topics about migration, environmental migration and right to environment have diﬀerent manifestations in life.

Step 4. After the presentations of the groups the trainer distributes to each group four written stories. Then he/she asks the participants to read them and discuss the diﬀerent points of view. Each group will be asked to invent own version for the end of the story.

4 written personal stories are waiting to touch you. Try to ﬁnalize them according to your point of view!

Sample issues for discussion:

Ÿ Can you describe how do you perceive migration? What are the factors, reasons, motivation? Ÿ Can you describe how do you perceive environmental migration? What are the factors, reasons, motivation? Ÿ Can you illustrate how people are aﬀected by a disaster? Ÿ

Let’s talk openly about migration! about openly talk Let’s What kind of disasters can you describe? (for example: fire, flood, volcanic eruption, tsunami, solar flare, hailstorms, tornados, epidemic and etc.) And can you make difference

between natural and caused disasters? migrazioni! di apertamente Parliamo Ÿ Do you think that disasters could be also triggered by people? Please give examples. Ÿ Is the right to environment an important right to you? Why? Ÿ How we can help people who are environmental migrants? What do they need? Ÿ What are our responsibilities as citizens?

336 SAME World Edu-kit ACTIVITIES Expected result: Mapping and knowing main problems related to migration, environmental migration and the right to environment and raising awareness and sensitivity of the participants. Writing

Target group will gain skills for recognition of the right to environment and problems related Scrittura to environmental migration. The exercise will provide practical advices and information and will lead to drawing collectively conclusions on how and where can be found help. Young people will learn about their main rights and obligations. The discussion’s aim is to provoke sense of solidarity and to stress on the need to protect the right to environment and to protect the environment.

Pedagogical focus MIGRATION ENVIRONMENTAL

The discussion provokes critical reﬂections about the challenges of environmental migration nowadays. The pupils will have time and space so that their opinion and voice on the quoted issues will be heard. Let’s talk openly about migration! about openly talk Let’s

337

SAME World Edu-kit ACTIVITIES Migration: facts and stories 14+

Typology of the activity: Workshop Topic: migration Age: 14+ Duration: 90 min Curriculum subjects: geography, English, history

Activity by: ARTEMISSZIÓ Mathematics ENVIRONMENTAL MIGRATION ENVIRONMENTAL Content introduction

Migration is a natural process, and people have always migrated. But this is not the reason why migration is a hot topic in Europe today. We can see the news about refugees dying on the sea, Europe is building a fortress to keep migrants and refugees out, and people as well as the media tend to have serious misconceptions and prejudices about migrants and refugees. What do the facts show? What are the reasons behind migration in the world today? And what is Europe's situation in the whole picture?

Text by: ARTEMISSZIÓ Foundation

Learn more about these topics: Go to Unit 10 Migration: facts and stories and facts Migration: Activity summary

This interactive exercise presents migration in the world: the quiz teaches basic deﬁnitions and facts, while the personal stories show various motives behind migration and help us understand that there are always people behind the numbers. Finally, the spectrum line exercise gives space for discussion and arguments.

339 SAME World Edu-kit ACTIVITIES Download material

Ÿ Migration_facts_and_trend_quiz.docx Ÿ Migration_facts_and_trend_spectrum line.doc Ÿ Migration_facts_and_trends_migrant profile1.docx Ÿ Migration_facts_and_trends_migrant profile2.docx Ÿ Migration_facts_and_trends_migrant profil3.docx

Step by step Mathematics ENVIRONMENTAL MIGRATION ENVIRONMENTAL

Step 1. Quiz on migration (30')

The aim is to teach basic deﬁnitions and facts about international migration and to clarify certain myths regarding migration.

Distribute the quiz, which the students have to answer in pairs. During the discussion, make sure to clarify deﬁnitions (who is a migrant? who is a refugee ? what is the Geneva Conven- tion? what is climate migration? etc.)

Note: questions should be adapted to the speciﬁc situation in each country

See annex (quiz).

Step 2. Personal migrant stories (40') Migration: facts and stories and facts Migration: In small groups, read the story of a migrant person. Make a poster/collage of their journey. Concentrate on the process of migration taking into consideration the following turning points: at Home – leaving the country – arrival – present.

Ÿ What emotions does the person have at each stage? Ÿ Why did they leave their country? Ÿ With whom do they meet during the journey? Ÿ What resources do they have? Ÿ What diﬃculties do they meet? Ÿ What would you like to ask from this person?

340 SAME World Edu-kit ACTIVITIES The groups present their posters, and a discussion follows.

For the stories, see annex. Alternatively, you can watch a short movie on a story of a migrant person (IOM videos). If there is a possibility, you can also invite some migrants living in your country to have a discussion with the students.

Step 3. Spectrum line/opinion line (20')

Make a "spectrum line" / opinion line on migration, where the facilitator oﬀers several statements on migration to be discussed (see annex).

Statistical data for the quiz (UNHCR, IOM and other): Mathematics ENVIRONMENTAL MIGRATION ENVIRONMENTAL Ÿ http://www.unhcr.org/551128679.html Ÿ http://publications.iom.int/bookstore/index.php?main_page=index&cPath=34 Ÿ http://ejfoundation.org

Pedagogical focus Migration: facts and stories and facts Migration: This exercise teaches facts and definitions in an enjoyable way, and also offers personal stories (different motives) behind migration. It also touches on the topic of climate migration.

341

SAME World Edu-kit ACTIVITIES Are you hungry? 11+

Typology of the activity: Mathematics Topic: Environmental migration, Devastation of natural sources, Wasting of food, Environmental migrants Age: +11 Duration: 3 hours Curriculum subjects: Geography, Biology, Mathematics, Physics, Civil society

Activity by: SCCD Mathematics ENVIRONMENTAL MIGRATION ENVIRONMENTAL Content introduction

The UN Food and Agriculture Organization estimates that almost 1 billion people suﬀer from chronic undernourishment and children are the most visible victims. Moreover, climate change is expected to lower grain yields and raise crop prices (not just across the developing world), leading to another increase in malnutrition. Yes, even in the wheat-growing regions of Europe. Without considerable eﬀorts for sustainable life the risk of hunger could globally increase up to 20 % by 2050. Prevention is cheaper than cure.

Few people realize how dependent on the import of basic human needs a European country like Slovakia, for instance, really is. As much as 55% of its food is imported (that is more than hungry? you Are any other EU country), and Slovakia has emergency storage only for 30 days - and the same goes for its energy.

Text by: Silvia Szabóová, SCCD

Learn more about these topics: Go to Unit 3

Activity summary

Water resources are often polluted, and the clean are desired by foreign investors. And in the same way Slovakia sells out the soil, exploitable resources, woods... At the same time, ﬁelds and pastures are left to weeds - growing crops and herding animals is scarce, and so we are becoming dependent and vulnerable. As much as 40% of bought food goes to waste! 343 SAME World Edu-kit ACTIVITIES In many countries people, because of cooking on wood, fell entire forests, pollute rivers and because of the lack of basic resources need to be moved to another location, or suﬀer hunger. As a result of environmental devastation of natural resources on both the local and global level, people can become environmental migrants.

Objective: Students will recognize what amount of food and water people need for living, where they come from, how we access them, and how to secure and protect them. Students should become acquainted with the importance of not devastating the key-sectors (drinking water, food, energy) and with the importance of protecting and securing these resources.

Step by step Mathematics ENVIRONMENTAL MIGRATION ENVIRONMENTAL Step 1. Students form groups of 4, and each group calculates what amount of food approximately can one person eats per year (kg of vegetables, fruit, meat, dairy produce, bread, rice/potatoes, water...).

Step 2. Groups compare their estimates with the oﬃcial statistics at: http://www.efsa.europa.eu/en/datexfoodcdb/datexfooddb.htm

In each country there are similar national statistics sites, which students can ﬁnd. The groups calculate what the approximate price of yearly consumption of each item is. They obtain the

Are you hungry? you Are prices from their local stores.

Step 3. Each group selects one village that the members of the group know. Using the population size, the group calculates how much money the inhabitants spend on groceries (how much money "leaves" the village on behalf of food). They write down what their opinions are on what kind of resources the village could secure from its own resources (food, energy, building material, water...).

Step 4. After a break, the groups present their results/estimates.

Step 5. After that follows a discussion on the topics of:

Ÿ Where do we import various kinds of groceries, energy, wood from? Ÿ What are the risks and vulnerabilities of such dependence? Ÿ What could we do in the case of a crisis - when the import rates drop? 344 SAME World Edu-kit ACTIVITIES Ÿ What are our own resources? How can we strengthen and maintain self-suﬃciency of our regions in basic needs using natural resources? Ÿ Why is it necessary to protect resources?

Step 6. In this part, with the help of a waterfootprint comparison ( calculator in Slovak), student groups calculate daily water expenditure that is spent to produce the food that they eat. A presentation of the results is followed by discussion with the following questions:

Ÿ why food production requires so much water Ÿ what are the ways to reduce consumption, and what is the importance of protecting and saving water and its sources

The discussion is led by the teacher, student present their opinion in front of the on the others. Mathematics ENVIRONMENTAL MIGRATION ENVIRONMENTAL

Pedagogical focus

What is interesting in this activity:

Ÿ Students should understand the importance of needed protection in key areas (drinking water, food, energy). Ÿ Students should be able to compare own sources of natural resources for living and resources which have to be imported and they will be able to answer the question : Why

and how is it necessary to protect resources? hungry? you Are Ÿ Using appropriate tools (online calculators) they will improve not only IT skills, but also will start to be aware about using water, wood and other resources more carefully in everyday life.

This activity supports critical thinking about life in countries in which people have diﬀerent conditions for living.

345

SAME World Edu-kit ACTIVITIES Soul Maps 11+

Typology of the activity: Science - mapping Topic: Migration, human rights Age: 11+ Duration: 14h Curriculum subjects: Science, geography, art

Activity by: CIES Onlus ENVIRONMENTAL MIGRATION ENVIRONMENTAL Content introduction

Environment and climate together with economic, political and social relations are crucial and interdependent elements in building the sense of place of a community. They deﬁne its resources, values and borders - as explained in Unit 10.3 , building a separation between Science known and unknown, between danger and security. Such a place is an important part of sense of belonging of every human being, even those who live in big cities. This place is not Maps Soul necessarily just one.

Text by: Chiara Lainati; ISTITUTO OIKOS

Learn more about these topics: Go to Unit 9 , Go to Unit 10

Activity summary

Which city belongs to me? Which city do I belong to? Participants will identify the most important places for them in the cities where they live now and also the cities they visited in the past. Then they will create some maps including their memories. These maps are called "soul maps", photo by CIESphoto by Onlus connected to one's history and the construction of one's identity. pupils creating their storyboard. Rome, Istituto Mazzini, Italy

347 SAME World Edu-kit ACTIVITIES Step by step

Materials: Ÿ City map Ÿ Poster board Ÿ Colors

Step 1. The activity starts with determining the notion of "map" through a brainstorming. What is a map? Should a map only contain places or also people and their stories? Time 2h

Step 2.

ENVIRONMENTAL MIGRATION ENVIRONMENTAL Each student is asked to choose 6 places in the city he/she lives which are meaningful and important for his/her story and memories. Once the places have been chosen, they should be located on the city map Science and the students should create drawings of these places. Drawings can

Soul Maps Soul be realistic (for example, if you want to depict the memory of a fountain, you draw a fountain), metaphorical (for example, you could draw some ﬂowing water), or, simply, abstract symbols and words. credits: credits: CIES Onlus All the drawings will be inserted on the same map and the participating students will tell the rest of the class the stories and/or the people which make these places so important for them. A new shared geography of the city will then emerge. Maps can be made by hanging the drawings to a real geographical map or, as an alternative, using NatGeo Mapmaker Interactive, a tool powered by National Geo- graphic Educational, can create customized maps on the Internet, to identify geographical coordinates (latitude, longitude) and to work on several types of maps (satellite, street maps, terrain, ocean). In this case, however, it is necessary to use the symbols already included in the tool. Time 4h

Step 3. Students will be asked to think about another city they visited - or where they used to live in the past - and to create a city map based on some important places. In this case, the map will be based merely on memories and real experiences in the city. The map's creation starts from the places previously identiﬁed by students; then, some graphic symbols are created following the same recommendations as before. Once the drawings have been completed, they are 348 SAME World Edu-kit ACTIVITIES placed on a poster and the common geographical elements which could unite them together (streets, rivers, bridges, seas, stretches of land) are highlighted; whenever possible, this should be made taking into consideration real geographical parameters. credits: CIES Onlus Time 4h

Step 4. The participants will be divided into several groups; then, they will be asked to join their maps and give a name to the cities or countries generated by each participant's memory. Finally, the new cities will be presented and shared with the rest of the class. Time 2h ENVIRONMENTAL MIGRATION ENVIRONMENTAL

Step 5. Starting from the creation of the maps, discussion will be spurred based on the following question: How did you feel to remember all those diﬀerent places and persons? Do you think is it diﬃcult to leave a city for another one? Do you think there are people forced to leave their Homes? Which could be the causes? Do you think that environmental disaster could force Science people to move? Time 2h Soul Maps Soul The activity was inspired by the book: “La mia casa è dove sono” (Home is where I am), by Ital- ian-Somali writer Igiaba Shego, Rizzoli 2010.

Pedagogical focus

In the framework of intercultural pedagogy, reflection on shared places, which are meaningful in different ways, will prompt reflection on diversities we deal with everyday and that coex- ist in the same place and the same environment. At the same time, the "cities in our memory" may be important for similar reasons and have generated similar stories.

This activity is also an opportunity to reﬂect on identity and on the several elements that make it up, and to move away from the notion of a monolithic identity. Each of us is the gener- ator of stories that contributes to creating a complex and multiple identity.

This activity also encourages the exploration of the world, through localization and representation activities, the use of reference systems and map drawing. 349

SAME World Edu-kit ACTIVITIES Imaginary journey 11+

Typology of the activity: Imaginary journey, writing Topic: Environmental migration Age: 11+ Duration: 60 minutes Curriculum subjects: ethics, politics

Activity by: ARCHENOVA ENVIRONMENTAL MIGRATION ENVIRONMENTAL Content introduction

There are no exact numbers of environmental refugees. There is no clear definition either, no legal clarification and no common statistical registration of any kind. It is most likely, that there is more than one reason why environmental refugees decide to leave their Home land. Science Oftentimes those reasons do not fit into one category either. There is no clear dividing line between environmental and economic reasons, for example. Nevertheless, to get asylum in most countries of the world, both reasons are not enough. Environmental refugees are not recognized by the Geneva Convention and thus not protected by international laws. In addition, the Geneva Convention records only trans-border flight movements. However, most climate refugees are internal refugees, moving within their own country. Imaginary journey Imaginary Text by: arche noVa e.V.

Learn more about these topics: Go to Unit 10

Activity summary

The students are asked to put themselves in the position of a refugee shortly before his/her ﬂight. They should think about what they would do if they had to ﬂee.

photo by HUMANITAS workshop realized in Slovenia 351 SAME World Edu-kit ACTIVITIES Step by step

Step 1. The teacher makes copies of the text for each student. In case there are refugees in the class, they should get another exercise.

Step 2. Firstly, the students have to read the text. Then they have 30 minutes to think about the questions and write down their answers.

Step 3. Afterwards, the students present and explain their answers and decisions. Together they ENVIRONMENTAL MIGRATION ENVIRONMENTAL decide if their applications for asylum would be accepted or not.

Step 4. The teacher evaluates the session:

Science Ÿ Did you succeed to put yourselves in the position of a refugee? Ÿ Which feelings did arise during the exercise? Ÿ How realistic do you consider your strategies for the preparation of the flight? Ÿ Which information do you have about the conditions of entry and about the procedure of granting the right of asylum in different countries? Ÿ Which information do you have about the conditions of refugees in different countries? Ÿ What is the source of your information? Imaginary journey Imaginary If there is the possibility to include reports from refugees in the evaluation, the imaginary situation can be transferred into reality.

Step 5. The teacher summarizes: A flight is not a voluntary action. However, the refugee makes his/her decision on his/her own and has to act tactically. All decisions involve positive consequences but there are also certain risks and endangerments. Every flight can be considered a life-threatening situation and, therefore, every flight cannot be recognized or measured by bureaucratic criteria, which tries to define the “real” from the “unreal” refugee.

In 2013, 50% of the worldwide refugees were children below the age of 18.

The text for students age 14+: Imagine that in your country the consequences of climate change have been recorded and felt since many years. Only a few days ago, another flood hit your country. You know that the situation is not going to improve within the next years, it’ll rather get worse. If you do not leave 352 SAME World Edu-kit ACTIVITIES your country and find another place to live, you might be a victim of the following flood, which is said to occur within the next 12 hours.

A friend of yours organizes the ﬂight. You don't know much, only that you have to be at the parking space under the northern bridge at 10:15 pm. In the remaining time, you have to arrange everything for your departure. Your phone does not work anymore due to the latest ﬂood and there is a high risk that your house might collapse every minute.

What would you try to take with you? (In the getaway car, you might only have space for a small bag.)

An acquaintance is able to make a phone call for you; what shall he do for you?

Before you escape, you have to decide on a particular (non-European) country (except USA, ENVIRONMENTAL MIGRATION ENVIRONMENTAL Canada and Australia) and you have to be able to give good arguments to be accepted in this country. - Write down the country and your arguments.

Your best friend gives you 3000 Euro in cash. What would you use the money for: Ÿ to pay a fine, you are sentenced to pay, in order to avoid trouble when leaving your country? Science Ÿ for the group that organizes your flight, so the flight becomes safer? Ÿ to buy some things? Ÿ to organize a falsified second passport?

You know that you have to give an explanation about your ﬂight motive when you enter the other country, to make clear that you are a refugee and get asylum. Think of a short incident, which makes your situation clear and write it down. journey Imaginary

The text for students age 11-13: Imagine that in your country the consequences of climate change have been recorded and felt since many years. Only a few days ago, another flood hit your country. You know that the situation is not going to improve within the next years, it’ll rather get worse. If you do not leave your country and find another place to live, you might be a victim of the following flood, which is said to occur within the next 12 hours.

A friend of yours organizes the ﬂight. You don't know much, only that you have to be at the parking space under the northern bridge at 22:15. In the remaining time, you have to arrange everything for your departure. Your phone does not work anymore due to the latest ﬂood and there is a high risk that your house might collapse every minute.

Now think of the following questions and answer them: Ÿ What would you try to take with you? (In the getaway car, you might only have space for a small bag.)

353 SAME World Edu-kit ACTIVITIES Ÿ What would you do before your departure? Ÿ Would you say goodbye to someone or something? Ÿ Would you buy something with the money you have left? Perhaps something for the ﬂight or for your arrival in the new country? Ÿ Would you try to sell the rest of your things or hide them in case you return at any time. Ÿ An acquaintance is able make a phone call for you; what shall he do for you?

You do not know the destination of your ﬂight. However, you have to think of reasons and good arguments to be accepted in the new country and to get asylum. Write down your arguments.

Source: http://baustein.dgb-bwt.de/C8/StellDirVor.html ENVIRONMENTAL MIGRATION ENVIRONMENTAL

Pedagogical focus

Science On the one hand, the activity helps the students to put themselves emotionally in the position of a refugee. They change perspective and get involved. On the other hand, they get to know the circumstances in which a ﬂight can take place and learn more about the procedures of seeking asylum. They are able to analyze the consequences of political decisions. Imaginary journey Imaginary

354 SAME World Edu-kit ACTIVITIES Comics for inclusion 9+

Typology of the activity: Creativity. Art production Topic: Equality and values Age: 9+ Duration: 8h Curriculum subjects: literature, art

Activity by: CIES Onlus ENVIRONMENTAL MIGRATION ENVIRONMENTAL Content introduction

When negative stereotypes and prejudices against migrants become prevalent in a society, individual discriminatory actions as well as systemic discrimination of this group can easily emerge, become common and can have serious consequences, including processes of isolation, segregation and marginalization that make it impossible or extremely hard for the integration of this group into a reluctant society. Discrimination affects the very dignity of individuals, their basic human rights, and its consequences on the victims and their families are not only economic and social, but also psychological. It triggers a vicious cycle of exclusion that victims find it difficult to escape.

Text by: Manca Šetinc Vernik, HUMANITAS Creativity Comics for inclusion for Comics Learn more about these topics: Go to Unit 12 , Go to Unit 11

Activity summary

By reading a tale from “One Thousand and One Nights,” students will be encouraged to use their creativity in order to create a comic book with diﬀerent possible endings of the tale. In particular, they will be asked to ﬁnd an alternative ending that represents an inclusive, respectful relationship between all the characters.

355 SAME World Edu-kit ACTIVITIES Step by step

Materials: Ÿ Printed storyboard template Ÿ Poster boards Ÿ Colors

Step 1. The teacher reads, with a dramatic style, the tale "Abdullah of the Land and Abdullah of the Sea" from "One Thousand and One Nights." After the reading the teacher will start a discussion to ensure that the text has been understood by all and to identify the diﬀerent characters. Par- ticular attention will be given to the end; is it possible to imagine a diﬀerent ending? Can the

ENVIRONMENTAL MIGRATION ENVIRONMENTAL friendship between the two characters continue beyond appearances? How could the two main characters act in order to change the minds of those who did not accept their diﬀer- ences? Lastly, students may imagine one or more diﬀerent endings of the story. Time 1h

Step 2. Using a simple storyboard template, the story will be divided into several parts.

STORYBOARD TEMPLATE

IMAGE IMAGE IMAGE Creativity Comics for inclusion for Comics

TEXT TEXT TEXT

For each of the chosen moments, the students will draft an image and the possible dialogues between characters. Students can work by themselves or in small groups. Time 3h

356 SAME World Edu-kit ACTIVITIES Step 3. Starting from the storyboard, the students will create a comic.

It may represent just a few episodes of the story or the entire story. They could also create a comic only with the diﬀerent endings. Time 3h

Step 4. Each comic will be pre- ENVIRONMENTAL MIGRATION ENVIRONMENTAL sented to the class. 1h

Credit: www.pixabay.com

Pedagogical focus

The activity will help develop the students’ creativity from an artistic (creation of comics) and literary (creation of diﬀerent endings) point of view. Furthermore, critical thought will be stimulated. The activity will deal with the themes of inclusion and respect for others by using a tool

(comics) close to the students’ world. Creativity Comics for inclusion for Comics

357

SAME World Edu-kit ACTIVITIES Our message! 14+ (Poster for environmental migration)

Typology of the activity: Exercise Topic/keywords: Environmental migration, advocacy, ability to formulate key messages, human rights education, citizenship, drawing Age: 14+ Duration: 80 minutes

Activity by: BGRF ENVIRONMENTAL MIGRATION ENVIRONMENTAL Content introduction

The topic of environmental migration is fundamental everywhere. The societies accept diﬀer- ent policies and developing ﬂexibility to face that problem. For a successful inclusion of migrants not only economic, social and cultural rights are necessary. Migrants should also be enjoying civil and political rights, like access to justice, participation in social and political life, access to citizenship etc. Only then we can speak of a truly inclusive society, with equal opportunities in all areas of life. We all participate in this process. What do you think? Our message! Our Text by: HUMANITAS, BGRF

Learn more about these topics: Go to Unit 12.2, Go to Unit 12.3 Creativity

Activity summary

Young people are able to learn and to present the most topical issues concerning environmental migration via creative and positive initiative. They are also stimulated to highlight the key messages from the context that helps them consider the theory through practical and amazing collaboration.

359 SAME World Edu-kit ACTIVITIES Step by step

Step 1. The students are involved in a short discussion devoted on the topics of migration with focus on environmental migration.

Key points for the discussion: Ÿ Who are environmental migrants? Ÿ What challenges do they face? Ÿ Who is vulnerable and why? Ÿ Do you have such experience and what is your impression? Ÿ What are the positive features of migration/ environmental migration? Ÿ ENVIRONMENTAL MIGRATION ENVIRONMENTAL Who and how can help environmental migrants? Ÿ Are we ready to help and what is our message? Ÿ To whom address proposal for solutions?

Other relevant questions could also be formulated.

Step 2. The whole group summarizes the discussed aspects and formulates them shortly on small pieces of paper. They must be formulated neutrally, in a way to give the direction of thinking, but not a solution/estimation/qualiﬁcation etc. Our message! Our Step 3. Then the participants are divided to work in small groups. Creativity Each group tires a piece and accepts to interpret the current challenges aﬀecting migrants/ environmental migrants right from the paper from the position of a human rights activist.

Step 4. Each group has to design an idea for a poster that touches people about environmental migration.

During the whole exercise the teachers invite students to discuss actively the following elements:

Ÿ What is the problem/aspects/ perspectives? Ÿ What is the vision for possible solutions and is it a good idea to be presented by the poster? Ÿ Who can help - institutions and messages for advocacy?

Thus they will present the problem and solutions in a creative way. 360 SAME World Edu-kit ACTIVITIES The discussion in groups will help tailoring proper messages/ slogan – the central point of the poster. The messages consist of key points/ words, must be short and impressive.

Pupils can draw/cartoon their topic to underline their messages.

Optional: Pupils can choose pictures and photos to make a collage too, selected by the teacher in advance.

Step 5. The participants start to work on the poster using cardboard, watercolor paints, pencils, brushes for drawing and etc.

The posters can be exposed at the school. ENVIRONMENTAL MIGRATION ENVIRONMENTAL Source: http://learningtogive.org

Pedagogical focus

The exercise consists of diﬀerent levels of perception of the topic that helps pupils consider message! Our the problem rationally and emotionally.

They are stimulated to: Creativity

Ÿ Share their knowledge on the topic and also to present their personal point of view. Ÿ Participate in an active discussion using argumentation. Ÿ Learn the language of neutrality and to improve their positive approach to inﬂuent the audience. Ÿ Learn more about each other through the problem. Ÿ Boost their creative point of view and ideas.

361

SAME World Edu-kit ACTIVITIES The game of links. 11 climate change + and environmental refugees

Activity type: workshop Topic: Climate change, environmental migrations Age: 11+ Duration: 1h, 30 min. Curriculum subjects: Science, geography, history

Activity by: CEVI MIGRATION ENVIRONMENTAL Content introduction Climate change causes and impacts on ecosystems and on human communities and environmental migration are interconnected phenomena. Climate change refers to global climate warming caused by human activity, particularly by the increasing level of greenhouse gases in the atmosphere, which causes the greenhouse effect. This growth is due mainly to the production and consumption models of the Global North, but climate change is having severe consequences without any direct relation to the areas from which the emissions have been produced over time and space. For human societies, the Impacts of climate change generally worsen already critical situations (poverty, lack of food, poor land management, migration due to wars, etc.), with the most negative effects on the poorest, most vulnerable people links of game The in the Global South. Thus, these environmental phenomena are expected to have growing Creativity effects on society, increasing the number of people forced to move to survive.

Text by: CEVI

Learn more about these topics: Go to Unit 6 , Go to Unit 7 , Go to Unit 11

Activity summary

The game can be played by 15-30 students, who each receive an “identity card” describing a character. One by one they read the IC. If other participants think their character is linked, the teacher connects them with a thread. Then the class discusses the issues that emerged and may further analyze the topics, starting from the results of the game.

363 SAME World Edu-kit ACTIVITIES Download material

School activity CEVI_3_Annex_Cards.doc

Step by step

Step 1. The game requires a minimum of 15 players and a maximum of 30; if the number of players is greater, the players must be divided into teams. Depending on the number of players some

ENVIRONMENTAL MIGRATION ENVIRONMENTAL optional cards may be excluded. Each player receives an “ID Card,” divided as follows: ELE- MENT, PHENOMENON, CHARACTER (Teachers may print and cut the supplied cards).

Step 2. Each participant has around half an hour to carefully read the card, ask for more information or explanations, if needed, from the teacher and draw a picture on the card about the element/phenomenon/character. He/she should carefully choose an image for his/her character, possibly searching for suggestions and ideas on-line, with the aim of communicating the content of the card as well as possible.

Step 3. Players then sit in concentric circles; those who received the ELEMENT card sit in the inner circle, those with the CHARACTER card sit in the outer circle, and the players holding a PHE- The game of links of game The NOMENON card sit in the middle circle. Creativity

Step 4. One of the players with an ELEMENT card starts the game reading out loud the text on his/her ID card and showing the picture he/she has drawn. The players who have a PHENOMENON or CHARACTER card raise their hands if they think their cards are linked with the ELEMENT card and write the name of the element to which they’re linked on their cards. The teacher connects the players with a colored thread (different colors correspond to different elements). The first phase of the game ends when all the players with an ELEMENT card have read their ID card.

Step 5. The second phase begins. One of the players who received a PHENOMENON card starts the game, reading out loud the text on his/her card and showing the picture he/she has drawn. The players who have a PHENOMENON or CHARACTER card raise their hands if they think their cards are linked with the PHENOMENON card that was just read, and write on their cards 364 SAME World Edu-kit ACTIVITIES the name of the phenomenon to which they’re linked. The teacher connects the players with a colored thread (diﬀerent from the color previously used). The second phase of the game ends when all the players with a PHENOMENON card have read their ID card.

Step 6. The last part of the game begins, following the same rules but considering the CHARACTER cards and connecting students with a thread of a diﬀerent color.

Step 7. All the students are physically connected by threads. Then, the teacher should stimulate the discussion about these links, asking, for instance, that the students explain why they felt to be connected to an element/phenomenon/character. ENVIRONMENTAL MIGRATION ENVIRONMENTAL Step 8. At the end of the activity, the cards may be put on a poster, connecting them with colored lines, thus replicating the connection experienced by students with the threads.The group production of the poster can be used for further reﬂection about the topics and to analyze the issues later. It can be also used as a tool for dissemination, for instance, toward other students or toward parents.

EXAMPLES OF IDENTITY CARDS

HI! IT’S ME... WATER! (Element)

I cover 71% of Earth's surface. I’m vital for all known forms of life on Earth! The game of links of game The I am 97 % saltwater, 2% of me is imprisoned/frozen in glaciers, only 1% of me is freshwater you Creativity can actually use, thanks to the hydrologic cycle I’m constantly renewed. Unfortunately your development patterns are threatening me.

My supply is limited and unequally distributed; some populations have plenty of me while others (approximately one billion people) still lack access to me!

You are overusing and misusing me, and most of all I’m threatened by pollution.

Climate change is making the situation even worse. I’m one of the main agents in natural disasters: my presence can cause ﬂoods, whereas my absence can cause droughts and foster a process of desertiﬁcation.

You had better learn to be more respectful as I’m now a human right!

365 SAME World Edu-kit ACTIVITIES HELLO, IT’S DESERTIFICATION! (Phenomenon)

I’m a kind of land degradation in which a relatively dry land region becomes increasingly arid, typically loosing its water as well as vegetation and wildlife.

I’m caused by a variety of factors, such as climate change and human activities: cattle breeding, over farming, excessive irrigation, deforestation, adversely impacting the ability of the land to capture and hold water.

I’m a signiﬁcant global ecological and environmental problem.

HI, MY NAME IS LUCIA!!! (Character)

ENVIRONMENTAL MIGRATION ENVIRONMENTAL I’m an Italian student. I live in Genoa with my family. On November 4th, 2011, we were hit by a heavy flood, sudden torrential rains struck our rivers, when the flow rate exceeded the capacity of the river channels water escaped its usual boundaries. I lost everything. My bedroom was covered in mud. The flood had 6 victims, including an Albanian woman and her two daughters, and a dear friend of mine, who was just 19 years old. More than 1,000 people were displaced and forced to leave Genoa and the surrounding areas.

A few days before the ﬂood, we studied environmental migration. I thought it was a phenomenon that didn’t concern me. I was wrong! Climate change aﬀected me and many other girls around the world, I lost everything because of it, and I was forced to move to my aunt and uncle house in Milan. That terrible experience I went through made me realize that I had to change my habits and my lifestyle in order to assure the well-being of the planet. I stopped going to school using my motorcycle and started riding a bike! I always talk to my friends and I The game of links of game The try to spur them to follow my example. Creativity

Pedagogical focus

The game has two pedagogical functions. At a simple level, through the game, students are encouraged to collect information about climate change, its causes and its impacts on environment and human communities.

At a deeper level, the game is based on the concept of systems thinking, which is the process of understanding how things which may be regarded as systems (such as society and ecosystems) inﬂuence one another within a complete entity, or larger system. It is based on the belief that the component parts of a system can best be understood in the context of relationships with each other and with other systems, rather than in isolation. Thus, the game lets students identify and visualize the links between human action, climate change and environmental migration, encouraging a systemic approach to global phenomena.

366 SAME World Edu-kit ACTIVITIES In the shoes of others! 9+

Activity type: Creativity Topic: Human rights, equality Age: 9+ Duration: 1 h + preparation Curriculum subjects: History, geography, art

Activity by: CEVI ENVIRONMENTAL MIGRATION ENVIRONMENTAL Content introduction

The current age can be considered “the age of migration ”, because human mobility is one of the most emblematic contemporary phenomena. The issue of migration is strongly linked to the issue of human rights. On one hand, people are often forced to migrate because in their own country human rights are not fully (or not at all) respected; people are ﬂeeing wars and other forms of violence, from human-made and natural disasters and loss of their livelihoods due to environmental injustice, etc. On the other hand, migrants often come into a vulnerable situation in the countries where they move, because of political and administrative constraints and because of persisting and often growing racism, stereotypes and prejudices that prevent the full enjoyment of human rights. Thus, it is fundamental to raise awareness in new generations about these strong disparities in the enjoyment of human rights, in order to foster a wider sense of solidarity. In the shoes of others! of shoes the In Text by: CEVI

Learn more about these topics: Go to Unit 2 , Go to Unit 11 , Go to Unit 12 Workshop Activity summary

Each student is assigned a character from a given list. He/she has to do brief research (alone or with the support of the teacher and/or parents) about the character and the social, economic, political situation in which he/she lives. In class, students stand in a line and each one will step forward every time he/she can answer "yes" to the questions the teacher asks about rights/opportunities/lifestyles. The ﬁnal "geography" of the group will be a concrete repre- 367 SAME World Edu-kit ACTIVITIES

sentation of the situation of human rights . The activity can be supplemented with the production of posters, essays, articles, short theatrical plays, and photo by HUMANITAS – workshop realized in Slovenia short videos for dissemination.

ENVIRONMENTAL MIGRATION ENVIRONMENTAL Step by step

Step 1. Before the activity, the teacher/s introduces the issue of inequalities in human rights and of environmental injustice ( see Unit 2 and Unit 11 ).

Step 2. The teacher assigns a character from the given list to each student (he/she may also add more characters, taking into consideration the examples of environmental injustice and environmental migration given in Unit 2.2 and Unit 11.3 ). The suggested characters cover a range of possible conditions in human rights, diﬀerent geographical areas and concrete examples of migration.

Step 3. In the shoes of others! of shoes the In Each student does brief research about the character and the social, economic, political situation in which he/she lives, alone or with the support of the teacher and/or parents. He/she also must create (with paper, recycled materials, fabric, etc.) a costume for the person, taking into consideration the collected information.

Workshop Step 4. In the classroom, students wear their costumes and then stand in a line. The teacher asks some questions related to rights/opportunities/lifestyles. The given list (attached) can be further supplemented or modiﬁed, depending on the age of the students and their knowledge of the topics.

Step 5. Each student steps forward every time he/she can answer "yes" to the questions the teacher asks. 368 SAME World Edu-kit ACTIVITIES Step 6. The final "geography" of the group will be a concrete, visible representation of the situation of human rights, and will be used by the teacher to fuel the discussion and reflection, encouraging the students to share the information they collected. The teacher, if possible, may take some pictures of the final “geography” of the group, in order to facilitate the discussion.

Step 7. The activity may be further supplemented by making posters, essays, articles, short theatrical plays, short videos (e.g.: short interviews with the “characters”) and so forth (depending on the age of the students), that can be useful to strengthen knowledge of the topics as well as a tool for dissemination.

Step 8.

Dissemination may be done directly with other students of the same school and/or parents: MIGRATION ENVIRONMENTAL for instance, organizing performances of the theatre plays, exhibits of the posters, photos and videos, publishing articles on the school paper, and so forth. Dissemination may also be done at a larger scale, via social media, for instance, publishing short videos on a YouTube channel, or sharing the produced materials on a Facebook page.

CHARACTERS

You are a Somali refugee living in a refugee You are a native Huaorani living in the camp in Kenya Yasuni National Park in Ecuador

You are a young Pakistani student from the You are yourself Upper Sindh region In the shoes of others! of shoes the In You are yourself You are a Syrian asylum seeker in the EU

You are an American billionaire You are a Argentinean large landowner Workshop

You are a Chinese small farmer, displaced You are the chief of a multinational from the upper Mekong due to dam corporation building

You are a recognized refugee from Darfur You are a French student, with Moroccan living in the EU origins

369 SAME World Edu-kit ACTIVITIES

You are an environmental refugee coming You are a Brazilian landless farmer from Papua New Guinea

You are an illegal migrant from Southern You are a Senegalese teacher, legally living Nigeria in EU for years, working as a steelworker

You are the owner of a large factory in You are an Afghan student, working in a Germany Turkish mine

You are a Palestinian girl living in the Gaza You are an Ukrainian caregiver, living in the Strip EU ENVIRONMENTAL MIGRATION ENVIRONMENTAL Further characters can be added by the teacher.

QUESTIONS

Ÿ Do you go regularly on vacation? Ÿ Do you spend your free time on your hobbies? Ÿ Can you invest your savings? Ÿ Do you have life insurance? Ÿ Do you have a smartphone? Ÿ Do you have a television? Ÿ Do you have a new car? Ÿ Are you allowed to practice a sport? Ÿ In your native country is there freedom of expression? Ÿ In your native country does the death penalty still exist?

In the shoes of others! of shoes the In Ÿ Do you need a visa to travel around the EU? Ÿ In the country where you live, are you entitled to access public health services? Ÿ In your native country, is obesity common? Ÿ Can you participate in local election in the city where you live? Ÿ In your native country, are free and democratic elections guaranteed? Workshop Further questions can be added by the teacher, depending on the students’ age and knowledge of the topics.

370 SAME World Edu-kit ACTIVITIES Pedagogical focus

Through a creative and entertaining game, students can directly address the issue of human rights and environmental injustice, especially linked to migration. The game can translate concepts, such as vulnerability, environmental injustice, human rights, legal/illegal status and so forth, making them accessible to students.

The activity lets students reflect on the different level of human rights in the world and it fos- ters a comparison between the rights enjoyable by different kinds of people, including the students themselves. This lets them question their own attitudes to migrants, their stereotypes and prejudices.

The game has many opportunities for additions, depending on the age of the students. The MIGRATION ENVIRONMENTAL youngest can be involved in other creative activities based on the basic game (to create a theatre play, to express their reﬂections through short stories, videos or drawing etc.), while older students can produce essays, articles, studies and so forth.

These additional products of the activity could be easily used both for peer-to-peer dissemination (to other students in the same school and/or, using social media, and to other young people) and for dissemination to parents or the society in general. In this way, students are able to improve their soft skills (communication, autonomy and ability to manage an assignment, critical thinking, creative thinking and so forth) and their sense of active citizenship. In the shoes of others! of shoes the In Workshop

371

SAME World Edu-kit ACTIVITIES Do you know your streets? 11+

Typology of the activity: Workshop/change attitude Topic: Global environmental citizenship and social inclusion Age: 11+ Duration: 14/18 h Curriculum subjects: literature, history

Activity by: CIES Onlus ENVIRONMENTAL MIGRATION ENVIRONMENTAL Content introduction

In the context of environmental justice, climate change and migration : what does it mean to be a „global citizen“? The U.S. Fund for UNICEF deﬁnes a global citizen as „someone who understands interconnectedness, respects and values diversity, has the ability to challenge injustice, and takes action in personally meaningful ways.“ A global citizen hence combines knowledge, values and attitudes as well as a variety of competencies.

The concept of „environmental citizenship“ extends the idea of global citizenship b y the responsibility for and action on behalf of nature and all living creatures. (see Unit 4.3 ).

Text by Judit Corbet, arche noVa e.V.

Learn more about these topics:Go to Unit 12 Do you know your streets? your know you Do

Activity summary Workshop

The workshop gives students the opportunity to delve into the notion of global and environmental citizenship via the identiﬁcation of nearby places where active citizenship is implemented.

373 SAME World Edu-kit ACTIVITIES Step by step

Materials: Ÿ Printed research model Ÿ District map

Step 1. Brainstorming on the notions of citizenship as a physical, relational, social, and conceptual place is carried out in class. The notion of participation and global citizenship is then analyzed more in depth (the teacher may make reference to Units 12 and 14). Time 2h

Step 2. ENVIRONMENTAL MIGRATION ENVIRONMENTAL A research matrix is shared, aimed at helping participants explore the school's neighborhood and identify local elements connected to participation and active citizenship. In particular, the following areas will be taken into consideration: vehicle sharing, renewable sources of energy, separate waste collection areas, community-supported agriculture groups, (unit 4.3), youth centers, shelters, associations, green areas, parks, and car-pooling.

The following model may be used to complete this mapping; furthermore, students and/or teachers may decide to include some additional elements in the mapping. Time 1h

WHAT YES/NO WHERE WHEN

Vehicle sharing (car, bike, moto)

Renewable sources of energy

Separate waste collection areas

Do you know your streets? your know you Do Community-supported agriculture groups

Youth centers Workshop Shelters

Associations

Green areas

Parks

Car-pooling

374 SAME World Edu-kit ACTIVITIES The mapping is carried out by students on several tours through the neighborhood: students are split into small groups; then, each group, accompanied by their teachers, explores a different section of the neighborhood. Time 4 - 6 tours of 2 hours each. credit: www.pixabay.com Step 3. The identified elements are put on the neighborhood map, writing the services found directly on the map. Mapping is a way to get to know one's neighborhood better and understand which services have been introduced recently, which ones are scarcely used, and which were unknown to all or some of the students. Time 1h ENVIRONMENTAL MIGRATION ENVIRONMENTAL Step 4. Final reflection aimed at answering the following questions: what can I do in order to change my family's habits and my own? How can I become a true global environmental citizen? Pedagogical focus

Which are the most interesting pedagogical aspects of this activity?

The workshop directly involves the participants in a process that leads to understanding the importance of the duty/right to be an active citizen and take part in a society built from the bottom-up. It is necessary to raise awareness among students and to promote training/information-raising activities for Participatory Citizenship Education in schools.

Global Citizenship is rooted in Active Learning, "learning by doing". The activities are also aimed at stimulating the participants' critical thinking skills. Do you know your streets? your know you Do Workshop

375

FORM EVALUATION

ENVIRONMENTAL MIGRATION

SAME World Edu-kit TEST

Evaluation Form 9+

UNIT 9. HUMANS, A SPECIES IN MOVEMENT 9.1 The Age of migration. Migration in an anthropological perspective

Question 16.

Ÿ Who is a migrant? Mark the correct answers . ❏ The person who moves permanently to live in another country. ❏ The person who moves temporary to live in another country. ❏

The person who visits other countries with aim to see nature and cultural heritages. MIGRATION ENVIRONMENTAL

Question 17.

Ÿ When did people start to migrate? Mark the correct answer. 9+

❏ In 2010 ❏ In 1970 ❏ In 1836 ❏ In 1494 ❏ In 2000 b.C. ❏ Approximately 6 million years ago

UNIT 10. 45 MILLION PEOPLE IN FORCED MOVEMENT 10.1. Environmental migration: juridical deﬁnition.

Question 18.

Ÿ Environmental migrant is a person who’s main reason for moving is climate change at

his/her home region. Mark the consequences of climate change that force people to leave Evaluation form their home.

❏ His home region has a lasting drought and food cultivation is impossible ❏ Heavy rainfalls and floods wash away fertile soil and food cultivation is impossible ❏ His home area is flooded and there is impossible to live ❏ Heat wave caused a fire that destroyed the whole village and its surrounding wildlife ❏ Fresh water disappears from her home region

379 SAME World Edu-kit TEST

UNIT 11. BEING VULNERABLE 11.3 Environmental migration in overpopulated mega deltas

Question 19.

Ÿ Figure shows migration from conﬂict zones at 2009. Look at the ﬁgure and answer the following questions. ENVIRONMENTAL MIGRATION ENVIRONMENTAL 9+

Credit: https://www.behance.net/gallery/Stages-of-Migration-Infographic/2100440

From which countries have people migrated the most? ❏ United States ❏ Canada ❏ Greenland ❏ Saudi Arabia Which countries have accepted the most migrants? ❏ ❏ ❏ ❏ Evaluation form Evaluation United States Canada Greenland Saudi Arabia How many migrants per 1000 person has Italy accepted? ❏ 1 ❏ 3 ❏ 7 How many migrants per 1000 person have left Poland? ❏ 1 ❏ 3 ❏ 6

UNIT 12. EACH ONE CAN DEFEND THE RIGHTS OF OTHERS 12.5 How can we be global and environmental citizens?

Question 20.

Ÿ Which explains the following deﬁnition: "someone who understands interconnectedness, respects and values diversity, has the ability to challenge injustice, and takes action in personally meaningful ways.“ Mark the correct answer.

❏ Citizen ❏ Cultural citizen ❏ Global citizen ❏ Social citizen 380 SAME World Edu-kit TEST

Evaluation Form 11+

UNIT 9. HUMANS, A SPECIES IN MOVEMENT

Question 16.

Ÿ Why do people migrate? Bring three examples

Question 17.

Ÿ Who are environmental migrants?

UNIT 10. 45 MILLION PEOPLE IN FORCED MOVEMENT MIGRATION ENVIRONMENTAL

Question 18.

Ÿ Explain the term "asylum" 11+ UNIT 11. BEING VULNERABLE

Question 19.

Ÿ Why are some areas of the world are called climate change „hot spots“?

Question 20.

Ÿ Mark the correct answer. How many people are aﬀected by water shortage?

❏ 1/10 (one tenth) of the world’s population Evaluation form ❏ 1/2 (half) of the world’s population ❏ 1/4 (one quarter) of the world’s population

UNIT 12. EACH ONE CAN DEFEND THE RIGHTS OF OTHERS

Question 21.

Ÿ What are human rights? name some of your’s

Question 22.

Ÿ Name reasons why do all people (including migrants) deserve equal opportunities.

381

SAME World Edu-kit TEST

Evaluation Form 14+

UNIT 9. HUMANS, A SPECIES IN MOVEMENT

Question 17.

Ÿ Why is the present age known as „the age of migration“?

Question 18.

Ÿ On which conditions will you become an environmental migrant? MIGRATION ENVIRONMENTAL

UNIT 10. 45 MILLION PEOPLE IN FORCED MOVEMENT

Question 19. 14+ Ÿ Why environmental migrations has gained attencion also under a juridical point of view?

Question 20.

Ÿ Fill the table. Bring an examples of diﬀerent types of movements.

Type of movement Example(s)

TEMPORARY MOVEMENT Evaluation form

PERMANENT MOVEMENT

FORCED MOVEMENT

VOLUNTARY MOVEMENT

BORDER CROSSING MOVEMENT

INTERNAL MOVEMENT

383 SAME World Edu-kit TEST TEST

UNIT 11. BEING VULNERABLE

Question 21.

Ÿ Describe the impacts of the ruralurban migration.

Question 22.

Ÿ Finish the scheme. Find the similarities and diﬀerences between voluntary and forced environmental migration ENVIRONMENTAL MIGRATION ENVIRONMENTAL 14+ Evaluation form Evaluation UNIT 12. EACH ONE CAN DEFEND THE RIGHTS OF OTHERS

Question 23. Scheda 14+ di valutazione Ÿ What is a discrimination and how is it connected to human rights?

Question 24.

Ÿ Why is it important to include human rights and global citizenship education into our schools as early as possible?

Evaluation text by: Aija Kosk , Lecturer of Environmental Policy and Economics 384 SAME World Edu-kit

GLOSSARY

SAME World Edu-kit

Aarhus Convention cants and products for cleaning and disinfec- Signed in Aarhus (Aarhus Convention), the tion. They cause a lot of damage, both to the Convention on Access to Information, Public environment and the health of animals and Participation in Decision-making and Access human beings. Apart from the rarer and more to Justice in Environmental Matters, usually visible acute effects, there are a variety of less known as the Aarhus Convention, was signed perceptible, and therefore more dangerous, in 1998 in the Danish city of Aarhus. It grants chronic consequences of the use of agro- the public rights regarding access to informa- toxins: retarded neurotoxic effects, chromo- tion, public participation and access to justice, somal alterations, liver and kidney damage, GLOSSARY in governmental decision-making processes peripheral neuropathies, heart dysfunction, on matters concerning the local, national and contact dermatitis, bronchial asthma, Parkin- transboundary environment. It focuses on son's disease, various types of cancer, pulmo- interactions between the public and public nary fibrosis and hypersensitivity, not to men- authorities. tion other less common or less studied conse- Keyword(s): quences. Aarhus Convention Keyword(s): Agro-toxins Accretion Gradual process in which the Earth has been Alien species formed over time. Species from one part of the world that is Keyword(s): transported beyond its natural range and Accretion becomes established in a new area. Keyword(s): Adjustment of supply and demand Alien species The process by which a market surplus leads to a cut-back in the quantity supplied or a market Biological invasion shortage causes an increase in supplied quan- Process by which species (or genetically dis- Justice Environmental tity. Quantity adjustment is the result of the tinct populations), expand to new areas, can price variation of the traded products: up if the be both human-assisted introduction and nat- demand exceeds the supply; down if the con- ural range expansion. trary occurs. Keyword(s): Keyword(s): Biological invasion Adjustment of supply and demand Carrying capacity Agro-toxins Maximum number of individuals (e.g. People) Pesticides used in farming, livestock breeding that an area's resources can sustain without sig- and domestic environments. Examples are pes- nificant degradation. ticides (e.g. insecticides) and herbicides. They Keyword(s): may also be the toxic solvents, paints, lubri- Carrying capacity 387 SAME World Edu-kit

Co-generation ular, ﬁxed investment, intermediate consump- The use of a heat engine or a power station to tion and government spending — are placed generate electricity and useful heat at the in separate categories). same time. Cogeneration may also refer to Keyword(s): trigeneration or combined cooling, heat and Consumption power (CCHP), that refers to the simultaneous generation of electricity and useful heating De-growth-inspired production and cooling from the combustion of a fuel or a models

GLOSSARY solar heat collector. De- or post-growth economy is not a unified Keyword(s): movement. Find below an overview of the Ger- Co-generation man concept of post-growth economy by Niko Paech: Post-growth economy means – in Community Supported Agriculture short – an economy, hich consists of stable con- An alternative, locally based economic model sumption and supply structures, even- of agriculture and food distribution. A CSA though, there is no growing GDP. also refers to a particular network or associa- In order to reach such a post-growth economic tion of individuals who have pledged to sup- state, the necessities for economic growth port one or more local farms, with growers and would have to be reduced. The post-growth consumers sharing the risks and benefits of production model is based on three pillars: food production. firstly, on local supply without money, sec- Keyword(s): ondly, on regional value chains based on com- Community Supported Agriculture plementary regional currencies with no interest and thirdly, on a minimum of global inter- Consumer sovereignty national labor division. The power of consumers to determine what A regional economy consists of complemen- goods and services are produced. The theory tary regional currencies and regional value Environmental Justice Environmental suggests that consumers, not producers, are chains. Regional currencies shorten value the best judges of what products benefit them chains, as they apply only to a certain region, the most. Because consumer markets depend and they ideally don't have any interest in so heavily on demand, producers must moni- order to prevent stimulation of speculation tor the needs of consumers if they want their and accumulation. Regional value chains are products to have any chance at success. short, clear and transparent, because products Keyword(s): are either produced regionally, locally or by Consumer sovereignty the consumer itself. In consequence, transport routes are shortened, which is not only better Consumption for closed product cycles, but also supports a According to mainstream economics, the final good relation between producers and con- purchase of goods and services by individuals sumers. (while other types of expenditure — in partic- As in the case of community-supported agri- 388 SAME World Edu-kit

culture, their relationship is built on mutual Degrowth trust. Transparency and direct contact also Sustainable degrowth is a downscaling of pro- reduces insecurities on both sides. A regional duction and consumption that increases economy also implies a decreasing need for human well-being and enhances ecological external supply, and therefore, for globalized conditions and equity on the planet. It calls for production and consumption. a future where societies live within their eco- This, of course, has consequences for the con- logical means, with open, localized economies sumers: they cannot buy anything at any time; and resources more equally distributed certain products will not always be available, through new forms of democratic institutions. GLOSSARY they may have to rely on self-production or Such societies will no longer have to “grow or communal production, or re-using, repairing die.” Material accumulation will no longer hold and sharing things and services – that way, con- a prime position in the population's cultural sumers and producers gradually unite. In imaginary. The primacy of efficiency will be return, this requires the design of long-lasting substituted by a focus on sufficiency, and inno- products, which can easily be repaired. Time, vation will no longer focus on technology for mechanical and improvisational skills and technology's sake but will concentrate on new social networks are important aspects of this social and technical arrangements that will form of subsistence. enable us to live convivially and frugally. Sufficiency becomes a crucial value within Degrowth does not only challenge the central- regional economy. But sufficiency should not ity of GDP as an overarching policy objective, be seen as mere abstinence, but rather as a but proposes a framework for transformation gain of time and social relations as well as the to a lower and sustainable level of production liberation of the need to consume and the fear and consumption, a shrinking of the economic of dependencies and insecurities. For further system to leave more space for human cooper- information read this: ation and ecosystems. http://www.postwachstumsoekonomie.org/P Keyword(s): aech_Oekonomie-jenseits-Wachstum.pdf Degrowth Justice Environmental article by Niko Paech, 2009 and check out the following: Disposal http://postgrowth.org/learn/about-post- Where do the e-waste, unwanted clothes and growth/">website. leftover food end up? Most of it ends up in Keyword(s): countries of the Global South challenging the De-growth-inspired production models people, environment and economy. Every year, millions of tons of electronic waste Deforestation is produced worldwide. Two-thirds of it are esti- The act or result of cutting down or burning all mated to be exported to countries of the the trees in an area. Global South, particularly Nigeria, Ghana, Paki- Keyword(s): stan, India and China. The e-waste contains Deforestation computers, televisions, refrigerators, etc. are 389 SAME World Edu-kit

declared as second-hand goods. However, the These countries do not have chances to stop biggest part of e-waste is scrap, which is the imports due to the free-trade rules and exported to avoid the expensive waste forced agreements. Thus, the local economy removal in the countries of origin. and jobs are endangered. Moreover, many In the countries where the e-waste ends up, countries cannot guarantee a closed cold people, particularly women and children, chain, many people buying the imported search the rubbish piles for their livelihoods. chicken get sick. You can read more about this They search with bare-hands in the so-called issue on the following:

GLOSSARY backyard workshops. Surely, they risk their http://www.euractiv.com/sections/developm health as they are exposed to various toxic sub- ent-policy/eu-africa-free-trade-agreement- stances without any protection. For example, destroys-development-policy-says- lead can aﬀect fertility, quicksilver can damage merkel">website. nerves and cadmium can damage the kidneys. Keyword(s): Moreover, e-waste can also result in growth dis- Disposal turbances and breathing dysfunctions as workers inhale dioxin, furans and polycyclic aromatic Distribution channel hydrocarbons. Besides, all the toxic substances The path through which goods and services end up in the environment, contaminating soil travel from the vendor to the consumer or pay- and water. Greenpeace published an ments for those products travel from the con- http://www.greenpeace.org/international/en/ sumer to the vendor. A distribution channel campaigns/detox/electronics/the-e-waste- can be as short as a direct transaction from the problem/where-does-e-waste-end- vendor to the consumer, or may include sev- up/">interactive map, which shows the elec- eral interconnected intermediaries along the tronic waste trails. way, such as wholesalers, distributors, agents Perhaps, shipping of waste to other countries and retailers. can positively aﬀect the local economy, too. Keyword(s): Environmental Justice Environmental Furthermore, new jobs are created. On the Distribution channel other hand, existing economic structures are also destroyed. A much-quoted example is the Ecological Limits one of used clothes. In Tanzania for example, The Earth Overshoot Day, a yearly campaign of the local textile production decreased due to the organization http://www.footprint- used clothes imported from countries of the network.org/en/index.php/GFN/. Global Foot- global North. print Network, is the calendar date, on which Other examples are those products, which are human demand for natural resources exceeds – due to subsidies – overproduced in countries the capacity of the earth to reproduce those of the Global North, such as chicken, milk, resources. For the rest of the year, humans live tomatoes, pork and wheat. Most parts of the at the expense of climate, biodiversity and chicken are not eaten and the waste is other natural resources. exported, particularly to countries in Africa. In 2014 the Earth Overshoot Day fell on 19th 390 SAME World Edu-kit

August. Of course, there are huge differences and radioactive materials), climate change, between countries and within countries con- ocean acidification, freshwater consumption cerning the use of natural resources. The date and the global hydrological cycle, land system of the Earth Overshoot Day is calculated from change (land is converted to human use such the relation between the global ecological as agricultural land), nitrogen and phosphorus footprint and the global biocapacity. flows to the biosphere and oceans (nitrogen Biocapacity refers to the capacity of a given bio- and phosphorus are both essential elements logically productive area to generate an on- for plant growth, such as fertilizer) and atmo- going supply of renewable resources and to spheric aerosol loading (influence of aerosols GLOSSARY absorb its spillover wastes. Unsustainability on Earth's climate system). Three boundaries occurs if the area's ecological footprint have been crossed already: biodiversity loss, exceeds its biocapacity. Ecological footprint is climate change and nitrogen. Read more the impact of a person or community on the about the planetary boundaries on the environment, expressed as the amount of land website of the h t t p : / / w w w. s t o c k- required to sustain their use of natural holmresilience.org/21/research/research- resources. The biocapacity and the ecological programmes/planetary-boundaries.html" footprint are measured in global hectares. As >Stockholm Resilience Center. resources and the possibility to absorb waste Similarly, peak oil and peak everything are two are limited, the biocapacity of the earth is lim- concepts. Peak oil is the concept that new dis- ited too. For example, there are natural limits coveries of commercially exploitable oil how fast fishing resources will recover or how resources do not keep pace with growing much CO2 can be absorbed by forests. The demand. In 1956, American geophysicist M. Living Planet Report by WWF, 2014 makes it vis- King Hubbert calculated that the rate of pro- ible that the resources of one and an half duction of fossil fuels would peak in the United earths would be required to meet the States in about 1970 and then start declining. demands humanity currently makes on In 2008, the Energy Watch Group published a nature. Economic growth boosts the use of nat- comprehensive report about the worldwide Justice Environmental ural resources and the generating of waste. oil production. The report states, that the The Planetary Boundaries Concept defines world oil production will not rise significantly nine control variables, that keep the Earth in a anymore and will definitely start to decline stable state and which are affected by humans. soon. Until 2030, the report predicts that the These variables are: Stratospheric ozone worldwide oil production could decline by depletion (the stratospheric ozone layer filters half. Although, there are new technologies out ultraviolet radiation from the sun), loss of (but ecologic problematic) to extract petro- biosphere integrity (biodiversity loss and leum, the downside trend cannot be stopped. extinctions), chemical pollution and the Peak Everything addresses many of the cul- release of novel entities (emissions of toxic and tural, psychological, and practical changes we long-lived substances such as synthetic will have to make as nature rapidly dictates our organic pollutants, heavy metal compounds new limits. It states that not only petroleum, 391 SAME World Edu-kit

but a wide range of other resources have actual size. The Mercator projection (1569) is reached their maximum of extraction as well, known for its angle ﬁdelity and accuracy refer- such as metals and noble earths. ring to areas around the equator, as well as its Keyword(s): extreme distortion in polar regions. The Mer- Ecological Limits cator Map is not area accurate. Keyword(s): Endemism Gall-Peters Projection Ecological phenomenon meaning that a plant

GLOSSARY or animal lives only in a particular location. Global environmental citizenship Keyword(s): An idea that each of us is an integral part of a Endemism larger ecosystem and that our future depends on each one of us embracing the challenge Extrajudicial killing and acting responsibly and positively toward The killing of a person by governmental our environment. It's about making changes in authorities without the sanction of any judicial our daily lives to be http://www.cep.unt. proceeding or legal process. This often targets edu/citizen.htm">environmental citizens all leading political, trade union, dissident, reli- day, every day. gious, and social figures and may be carried Keyword(s): out by the state government or other state Global environmental citizenship authorities like the armed forces or police. Keyword(s): Global middle class Extrajudicial killing Due to rapid economic growth and wealth accumulation in so-called emerging econo- Gall-Peters Projection mies the middle class - which is understood as The term “Gall-Peters projection“ refers to an the social class between the upper class and area accurate world map which was first pub- the blue collar working class - has reached Environmental Justice Environmental lished in 1974 by the historian and cartogra- global proportions and is estimated to com- pher Arno Peters on the grounds of the previ- prise today of more than a half of global popu- ous work by James Gall. On the Gall-Peters lation. It is comprised of professionals (aca- Map one square meter is always represented demics, teachers, lawyers, engineers, doc- as one square meter, independent of the part tors…), public servants and white-collar work- of the globe the square meter corresponds to. ers. Members of middle class share a sense of In contrast to the Mercator Map, areas near the entitlement to the privileges of their position- equator appear elongated whereas areas near ing within the social structure that they trans- the poles appear compressed. Fidelity to mit to their children, ensuring continuation of length and angle is not preserved. As opposed social stratification and a desire for upward to the commonly used eurocentric projections social mobility. (the Mercator projection), the countries of the Keyword(s): Third World are shown according to their Global middle class 392 SAME World Edu-kit

Globalized financial capitalism Grassroots organisation The current state of development of modern By definition, the grassroots is the bottom of capitalist societies. What sets this stage apart the political pyramid, opposite the "establish- from previous stages is the world-wide pre- ment”, and it includes virtually everyone, those dominance of capitalism as virtually the single common people who do not necessarily hold existing mode of production. In financial capi- any political office. A grassroots organisation is talism the processes of production (of goods a self-organised group of individuals pursuing and services) are subordinate to the accumula- common interests through a volunteer-based, tion of profit through the financial system. non-profit organisation. Grassroots organiza- GLOSSARY Trading with stocks, bonds and other deriva- tions usually have a low degree of formality, tive financial instruments by corporations, and are active on a local level. banks, investment funds and single individu- Keyword(s): als has a profound effect on the so-called real Grassroots organisation economy as profit is generated through changes in perceived values and predictions, Human Development Index (HDI) leading to highly speculative and volatile The HDI was developed in 1990 by the Paki- nature of financial markets. International rela- stani economist Mahbub ul Haq and was first tions scholar Susan Strange referred to this published in the United Nations Development stage also as Casino Capitalism. Programme. It was created to emphasize that Keyword(s): people and their capabilities should be the ulti- Globalized financial capitalism mate criteria for assessing the development of a country, not economic growth alone. The Good practices HDI combines three dimensions: - A long and The transition toward a sustainable economy healthy life: life expectancy at birth - Education does not depend only upon sustainable tech- index: years of schooling and expected years nologies and products. Before that, an essen- of schooling - A decent standard of living: GNI tial point is the way a process is organized and per capita (PPP US$) Source: Human Develop- Justice Environmental run. People engaged in the transition must be ment Index (http://hdr.undp.org/en/- aware of why they are doing it, and how to face content/human-development-index-hdi) the inconveniences bound to the new prac- Keyword(s): tices. People who have already undergone Human Development Index (HDI) such processes always have something to learn from their experience and something to Indexes teach to newcomers. Good practices catalo- The GDP has some flaws: for example, the por- gue such experiences. tion of the so-called informal sector (e.g. sales Keyword(s): of flea market) is just estimated. Good practices Unpaid/reproductive work (e.g. caring for a relative) is not measured at all. And the so-called external effects, such as consumption of 393 SAME World Edu-kit

resources or pollution of the environment, are >article Beyond GDP: The need for new mea- not measured, too. Moreover, the GDP doesn't sures of Progress, 2008. say anything about how proﬁt and income are Keyword(s): distributed. On the other hand, the GDP Indexes increases when there is a car accident, a natural disaster or a war. So the increase of the GDP Invasive-species and thus the growth of economy does not nec- Organism (plant, animal, fungus, or bacte- essarily have to be good for people and envi- rium) that is not native and has negative

GLOSSARY ronment. Originally, the GDP was invented effects on economy, environment, or health. just to measure the wealth of a society. But Not all introduced species are invasive. Inva- with time, it was thought that a growing GDP sive plants and animals are the second great- and a growing economy, is equivalent to a est threat to biodiversity after habitat loss. better life. Alternative indicators do already Keyword(s): exist. One of them is the Happy Planet Index Invasive-species (HPI), which was introduced by the ''New Eco- nomics Foundation” in 2006. The HPI measures Land grabbing the life-satisfaction and life-expectancy in a In recent years, various actors, from large for- country in relation to the therefore needed nat- eign and domestic corporate business and ural resources (Ecological Footprint). Another finance to governments, have initiated a large- indicator is the Gini-Index, which measures scale worldwide enclosure of agricultural the unequal distribution of income and prop- lands, mostly in the Global South but else- erty within one country. Similarly, there exists where as well. This is done for large-scale the Genuine Progress Indicator (GPI), which industrial and industrial agriculture ventures takes in account the GDP plus informal and and often packaged as large-scale investment unpaid work, and subtracts pollution of the for rural development. But rather than being environment and crimes. Moreover, the Social investment to benefit the majority of rural peo- Environmental Justice Environmental Progress Index 2015 was developed by the ''So- ple, especially the poorest and most vulnera- cial Progress Imperative” and has three dimen- ble, this process constitutes a new wave of sions as basis: basic human needs, founda- land and water “grabbing.” It is a global phe- tions of well-being and opportunity for indi- nomenon whereby the access, use and right to vidual development. Environmental factors land and other closely associated natural and social aspects are in the foreground. All of resources is being taken over — on a large- these indexes have advantages and disadvan- scale and/or by large-scale capital — resulting tages. At least, they make the effort to take into in a cascade of negative impacts on rural liveli- account more than just a one-sided economic hoods and ecologies, human rights, and local output. For more information about criticism food security. on GDP and the index mentioned above and Keyword(s): more indexes read the https://www.bu.edu/ Land grabbing pardee/files/documents/PP-004-GDP.pdf" 394 SAME World Edu-kit

Life cycle of a product Over-production As an ecological concept, the life cycle of è Excess of supply over demand of products product is meant as the succession of the being offered to the market. This leads to lower phases it passes through during its life, from prices and/or unsold goods along with the pos- the extraction of raw materials to its final dis- sibility of unemployment. posal or recycling. Generally, in the life cycle Keyword(s): assessment, there are four such phases: pro- Over-production duction, distribution, consumption and disposal (or recycling) and for each of them what Pachamama GLOSSARY is taken into account is the quantity of air, Pachamama is the goddess of the Earth, fertil- water, soil and energy employed during the ity and agriculture worshiped by several process. The ecological concept of life cycle of Andean cultures (such as the Aymara and the a product should not be confused with the eco- Quechua). The literal translation of the name is nomic one, which considers the different Mother Earth. The name does not refer to the phases of its marketing: from the launch of the Earth in geological terms, but to nature as a new product to its diffusion and finally to its whole. disappearance from the market due to the Keyword(s): entry of a new product better satisfying the Pachamama same needs or wishes. Keyword(s): Pedogenesis Life cycle of a product A soil formation process. Keyword(s): Lifestyle Pedogenesis May denote the interests, opinions, behaviors, and behavioral orientations of an individual, Recycling group, or culture. Broadly speaking, it refers to A process to change waste materials into new the basket of our daily consumption goods. products to prevent waste of potentially use- Justice Environmental Keyword(s): ful materials, reduce the consumption of fresh Lifestyle raw materials, reduce energy usage, reduce air pollution (from incineration) and water pollu- Migration tion (from landfilling) by reducing the need for Term related to movement of people from one "conventional" waste disposal, and lowering place in the world to another as usually the pur- greenhouse gas emissions. pose is receiving a permanent or semi- Keyword(s): permanent residence, most often across Recycling national boundary http://www.nationalgeographic.com/xpeditions/lessons/09/g68/ Renewable sources of energy migrationguidestudent.pdf Generally applies to the energy generation Keyword(s): Migration that comes from resources which are naturally 395 SAME World Edu-kit

replenished on a human timescale such as sun- the process of transforming waste materials or light, wind, rain, tides, waves, and geothermal useless / unwanted products into new materi- heat.[2] Renewable energy replaces conven- als or products of better quality / better envi- tional fuels in three distinct areas: electricity ronmental value. generation, air and water heating/cooling and Keyword(s): motor fuels. Up-cycling Keyword(s): Renewable sources of energy Vehicle sharing

GLOSSARY There are many ways of sharing vehicles. In Species addition to the vehicles of the mass transport Species is often defined as a group of individu- like bus, train, boat and aircraft, the most popu- als that actually or potentially interbreed in lar ways to deliver a door-to-door trip are nature. carpooling, car-sharing and shared taxis. Keyword(s): Carpooling is the sharing of car trips so that Species more than one person travels in a car. By having more people using one vehicle, carpooling Swapping reduces each person's travel costs such as fuel Swapping refers to the exchange of things or costs, tolls, and the stress of driving. services between single persons or within a Carsharing is a model of car rental where peo- community, without the use of money. It is an ple rent cars for short periods of time, often by alternative to financial transactions. In a lot of the hour. They are attractive to customers who cities, as well as on the internet, you can find make only occasional use of a vehicle, as well so-called “swapping circles” or “swap shops”. as others who would like occasional access to a Keyword(s): vehicle of a different type than they use day- Swapping to-day. A shared taxi is a mode of transport that falls between taxicabs and buses. These Environmental Justice Environmental Technologies vehicles for hire are typically smaller than In this context the terms refers to all processes buses and usually take passengers on a fixed and products fit to lead to a more sustainable or semi-fixed route without timetables, way of producing or utilizing natural departing instead when all seats are filled. resources, such as equipment to exploit They may stop anywhere to pick up or drop off renewable sources of energy or appliances to passengers. Often found in developing coun- get better results from the use of natural tries, new technologies now let this form of resources in terms of efficiency passenger transport be managed through Keyword(s): mobile phone calls and on-line reservations, Technologies coupling the routes of different clients that fit together. Up-cycling Keyword(s): Up-cycling means the re-use of products. It is Vehicle sharing 396 SAME World Edu-kit

Working Conditions devices and in garment factories (while spin- The working conditions in most factories, ning or sewing pesticide-loaded cotton and mines and on plantations in countries of the sandblasting cloth). Various diseases are the Global South violate human rights. There are consequence. The herbicide Glyphosat, for considerable human rights violations in facto- example, is cancer-causing agent and leads to ries for garment, electronic devices and toys, birth deformities. Sandblasting causes lung plantations of cotton, soy, palm oil, flowers disease silicosis and kills thousands of people and cocoa, mines for gold and other ores, as every year. Pesticides, which are used on cot- well as working places like spinning cotton, ton plantations are touched and inhaled GLOSSARY dyeing fabric and sandblasting cloth. directly by the workers, leading to toxication. A living wage is a human right. A worker Also, later in the product cycle, when the cot- should be able to nourish her-/himself and ton is processed, workers who spin or sew the her/his children, pay rents, be able to pay for cotton for example, struggle with dizziness, education, healthcare, clothing and transport nausea and chronic breathing diseases. Many and do some savings. According to the IAO workers live near the plantations and are in Agreement, the regular working week of 48 constant contact with those contaminations. hours should not be exceeded and the living The soil and water get toxic, too. The report by wage shall be paid within this regular working http://freesetglobal.com/uploads/images/tee week. Unfortunately, in many countries this is s/resources/the_deadly_chemicals_in_cotto not happening. While international compa- n.pdf">the Environmental Justice Foundation, nies make millions in profits every year, people 2007 provides information about chemicals in work 48 hours and still do not get a living cotton. wage. This has consequences for a quality life, Additionally, disasters are other examples of because they have to work over-shifts or take a missing labour protection and undeserving second job. When they are ill, they cannot take treatment of workers in the Global South. For a day off and often they have no other possibil- example, the collapse of the garment factory ities than taking out a loan. If they lose their in Rana Plaza (Bangladesh) 2013 killed 1137 Justice Environmental jobs, they are left with nothing. For more infor- people died and injured more than 2500. Even mation about the living wage, read the until today, international companies who https://www.cleanclothes.org/livingwage/tail owned the factory did not pay any compensa- oredwages/tailored-wage-report- tion. Read more about Rana Plaza in the pdf">report by Clean Clothes Campaign, 2014 http://www.socialeurope.eu/wp- The lack of labor protection is another big content/uploads/2015/01/SER- problem. Many workers have to inhale toxic RanaPlaza.pdf">Social Europe Report by the chemicals during work. For example, labors Friedrich Ebert Stiftung, 2015 are not provided with protective clothing or What's more, exploitative child labour has masks to get protection from spraying pesti- another huge impact. It is widespread on plan- cides on fields, during mining or metal pro- tations, in mining, in factories and on waste ceeding processes, in factories for electronic dumps. Children often work without con- 397 SAME World Edu-kit

tracts, get less or no wage at all, work long der_kenyaReport3.pdf">read the report hours, in physically demanding jobs and are about Gender, Rights & Participation in the often exposed to dangerous chemicals. Thus, Kenya Cut Flower Industry published by the they have no chance to go to school and break NRI. through the vicious circle of poverty. Statisti- Keyword(s): cally diﬃcult to ascertain is the number of chil- Working Conditions dren, especially girls, who are sold by their parents to pay debts and hence work as slaves. As World Population

GLOSSARY an example, read the http://www.saubere- The term “world population“ refers to the esti- kleidung.de/images/05_pdf/2012/2012-07- mated number of people living in the world. 23_update_maid-in-india.pdf">report by As of April 2015 the estimated figure is around SOMO & ICN, 2012 about bonded (child) labor 7.3 billion. Despite a drop in population in in the South Indian garment industry. some parts of the world, the overall trend goes Furthermore, the percentage of women work- towards an increase in world population. ers in e.g. garment factories or on flower farms According to an estimate by the United is extremely high. Many of them suffer discrim- Nations, by the year 2050 the number of peo- ination. Women have often less security in ple living in the world will have reached 9.2 bil- employment. They work without permanent lion. contracts. In case they have sole responsibility See: http://www.worldometers.info/world- for children, they have no time to care for them population/">Current World Population. when working overtime. And arranging Keyword(s): childcare is problematic when overtime is World Population required at short notice. Besides, the wages are too low to be able to afford childcare. If there is no transport provided after dark when working overtime, women are faced with Environmental Justice Environmental safety concerns. In addition, the lack of protective clothing, poses a serious problem for preg- nant women, who are exposed to chemicals. As there normally doesn't exist maternity leave, women are afraid about income security. Many women hide their pregnancy or seek abortion. Both may result in long-term health problems. In many cases, sexual harass- ment takes place during work and many women are afraid to report it as they are in vulnerable positions and management is normally male-dominated. As an example, http://www.ids.ac.uk/ids/global/pdfs/et&Gen 398 SAME World Edu-kit

Adaptation aerosols, etc). Anticipating the adverse eﬀects of climate Keyword(s): change and taking appropriate action to pre- Climate forcing vent or minimize the damage they can cause, or taking advantage of opportunities that may Earth jurisprudence arise. It has been shown that well planned, The term http://www.gaiafoundation.org/ early adaptation http://climate-adapt.eea. earth-centred-law">"earth jurisprudence" europa.eu/ action saves money and lives later. was ﬁrst used by historian Thomas Berry. It

Keyword(s): refers to a philosophy of governance and law GLOSSARY Adaptation that differs from traditional law because rather than making humanity central, it highlights Carbon Footprint our interconnectedness with nature. It is a measure of the total amount of carbon Keyword(s): dioxide (CO2 ) and methane (CH4) emissions of Earth jurisprudence a defined population, system or activity, considering all relevant sources, sinks and storage Ecological Footprint within the spatial and temporal boundary of Human activities consume resources and pro- the population, system or activity of interest. duce waste, and as our populations grow and The concept name of the carbon footprint orig- global consumption increases, it is essential inates from the Ecological Footprint. Carbon that we measure nature's capacity to meet footprints are much more specific than eco- these demands. The Ecological Footprint has logical footprints since they measure direct emerged as one of the world's leading mea- emissions of gases that cause climate change sures of human demand on nature. Simply into the atmosphere. put, Ecological Footprint Accounting Change Climate Keyword(s): addresses whether the planet is large enough Carbon Footprint to keep up with the demands of humanity. Conceived in 1990 by Mathis Wackernagel and Climate forcing William Rees at the University of British Colum- Climate forcing is defined as the difference of bia, the Ecological Footprint is now in wide use insolation (sunlight) absorbed by the Earth by scientists, businesses, governments, agen- and energy radiated back to space, and is quan- cies, individuals, and institutions working to tified in units of watts per square meter of the monitor ecological resource use and advance Earth's surface. A positive forcing (more sustainable development. The Footprint rep- incoming energy) warms the system, while resents two sides of a balance sheet. On the negative forcing (more outgoing energy) asset side, biocapacity represents the planet's cools it. Scientists regularly assess and com- biologically productive land areas including pare the climate forcing for all the possible our forests, pastures, cropland and fisheries. causes of climate change (changes in sun These areas, especially if left unharvested, can power, concentrations of greenhouse gases or also absorb much of the waste we generate, 399 SAME World Edu-kit

especially our carbon emissions. Biocapacity can be found on the Global Footprint Network can then be compared with humanity's web-site: http://www.footprintnetwork.org. demand on nature: our Ecological Footprint. Keyword(s): The Ecological Footprint represents the pro- Ecological Footprint ductive area required to provide the renewable resources humanity is using and to Ecosystem absorb its waste. The productive area currently Generally deﬁned as a community of organ- occupied by human infrastructure is also isms living in a particular environment and the

GLOSSARY included in this calculation, since built-up land physical elements with which they interact. It is not available for resource regeneration. is an open functional unit that results from the Today humanity uses the equivalent of 1.5 interactions of abiotic (soil, water, light, inor- planets to provide the resources we use and ganic nutrients and weather), biotic (plants, absorb our waste. This means it now takes the animals, and microorganisms), and cultural Earth one year and six months to regenerate (anthropogenic) components. what we use in a year. Moderate UN scenarios Keyword(s): suggest that if current population and con- Ecosystem sumption trends continue, by the 2030s, we will need the equivalent of two Earths to sup- Extreme weather conditions port us. And of course, we only have one. Turn- Unusual, severe or unseasonal weather; ing resources into waste faster than waste can weather at the extremes of the historical distri- be turned back into resources puts us in global bution — the range that has been seen in the ecological overshoot, depleting the very past. Often, extreme events are based on a resources on which human life and location's recorded weather history and

Climate Change Climate biodiversity depend. The result is collapsing defined as lying in the most unusual ten per- fisheries, diminishing forest cover, depletion cent. In recent years some extreme weather of fresh water systems, and the build up of car- events have been attributed to human- bon dioxide emissions, which creates prob- induced global warming, with studies indicat- lems like global climate change. These are just ing an increasing threat from extreme weather a few of the most noticeable effects of over- in the future. shoot. Overshoot also contributes to resource http://education.nationalgeographic.com/ed conflicts and wars, mass migrations, famine, ucation/activity/extreme-weather-on- disease and other human tragedies, and tends earth/?ar_a=1;” to have a disproportionate impact on the poor, http://education.nationalgeographic.com, who cannot buy their way out of the problem http://mentalfloss.com/article/49758/8- by getting resources from somewhere else. extreme-weather-events-seen-space" Much detailed information on the concepts, http://mentalfloss.com/ updated data and publications, different edu- Keyword(s): cational tools (as videos and an easy, on-line Extreme weather conditions footprint calculator) in different languages 400 SAME World Edu-kit

Forecast Keyword(s): A forecast provides a description of the most Gender stereotypes signiﬁcant weather conditions expected during the current and following days. The exact Greenhouse gases emissions from content depends upon the intended user, agriculture such as the Public or Marine forecast audi- Agricultural activities produce modest quanti- ences. ties of carbon dioxide, while they emit a lot of Keyword(s): nitrous oxide and methane, due to animal

Forecast farms and industrial cereal production, which GLOSSARY require a continuous soil fertilization (1 unit of Gender methane corresponds to 21 units of carbon “Term to describe socially constructed roles for dioxide, and one unit of nitrous oxide of to 310 women and men. Gender is an acquired iden- units of co2). With soil tillage, agriculture tity that is learned, changes over time and var- decreases the ability of the soil to re-absorb ies widely within across cultures.” carbon and compensate emissions from the source: energy use of industry and transport; at the http://www.osce.org/gender/26397?downlo same time the presence of plants on the soil off- ad=true sets the emissions of greenhouse gases. To fur- Keyword(s): ther exploit this potential for mitigation and Gender reduction of pollutants in the atmosphere it is necessary to consider the maintenance of envi- Gender aspects ronmental resources, which favor the use of “Those dimensions or components of an issue carbon from soil and vegetation. which addresses gender specifically and takes Keyword(s): Change Climate it into account.” Greenhouse gases emissions from agriculture source: http://www.osce.org/gender/26397?downlo Greening the cities ad=true Enlarging green spaces in the urban environ- Keyword(s): ment, better integration of the management Gender aspects and creation of these areas into the process of urban planning. Gender stereotypes Keyword(s): “Or gender bias,are generic attitudes, opinions Greening the cities or roles applied to a particular gender and which function as unjustifiably fixed assump- Gross domestic product (GDP) tions.” The value of all final goods and services pro- source: duced in a country in one year. GDP can be http://www.osce.org/gender/26397?downlo measured by adding up all of an economy's ad=true incomes- wages, interest, profits, and rents- or 401 SAME World Edu-kit

expenditures- consumption, investment, gov- Intensiﬁcation of the hydrological ernment purchases, and net exports (exports cycle minus imports). Both results should be the On the one hand, the amount of water the same because one person's expenditure is atmosphere can take in increases, as warm air always another person's income, so the sum of can absorb more water vapor. The cooling of all incomes must equal the sum of all expendi- air, on the other hand, can lead to more and tures. heavier rainfalls. Although, more rainfall can Keyword(s): supply our fresh water resources, heavier rain-

GLOSSARY Gross domestic product (GDP) fall also leads to more rapid movement of water from the atmosphere back to the Heat wave oceans, reducing our ability to store and use it. A prolonged period of excessively hot Moreover, heavier rainfalls can lead to flood- weather, which may be accompanied by high ing rivers. On the other hand, higher tempera- humidity, especially in oceanic climate coun- tures or warmer air, lead to the replacement of tries. A heat wave is measured relatively to the snowfall by rainfall. At the same time, rainfall usual weather in the area and relatively to nor- evaporates more with higher temperatures, mal temperatures for the season. leading to less rainfall, and consequently, less Keyword(s): outflow. In some regions of the world, which Heat wave already suffer from water scarcity (e.g. Parts of the sub-tropics and sub-saharan africa), cli- Industrialization mate change is likely to lead to higher evapo- The process by which a society or country (or ration, changing precipitation patterns and world) transforms itself from a primarily agri- reduced rainfall. This may lead to more severe

Climate Change Climate cultural society into one based on the manu- droughts and, in combination with changing facturing of goods and services. Individual land use, to increased desertification. As the manual labor is often replaced by mechanized demand for irrigation will rise, more ground mass production and craftsmen are replaced water will be used instead. The long-term con- by assembly lines. Characteristics of industrial- sequences are yet to be researched. ization include the use of technological inno- Keyword(s): vation to solve problems. Intensification of the hydrological cycle Keyword(s): Industrialization IPCC - Intergovernmental Panel on Climate Change Infrared IPCC is a scientific intergovernmental body The part of the invisible spectrum that com- established in 1988 by two United Nations prises electromagnetic radiation of wave- organizations, the World Meteorological Orga- lengths from 800 nm to 1 mm. nization (WMO) and the United Nations Envi- Keyword(s): ronment Programme (UNEP), to provide infor- Infrared mation and produce reports for the United 402 SAME World Edu-kit

Nations Framework Convention on Climate ability. Change (UNFCCC), which is the main interna- Keyword(s): tional treaty on climate change. The IPCC does Old and resistant varieties not carry out its own original research, nor does it do the work of monitoring climate or Participation related phenomena itself, but bases its assess- The engagement of the general public in ment on the published scientiﬁc literature. becoming involved in the political process and Keyword(s): the issues that aﬀect them. Participation has

IPCC - Intergovernmental Panel on Climate many elements, but in its most basic sense it is GLOSSARY Change about decision making, or governance over who, how, and by whom a community's Oﬀshoring resources will be allocated. The principle of The practice of moving employees or certain civic engagement underscores the most basic business activities to foreign countries as a principle of democratic governance, i.e. that way to lower costs, avoid taxes or evade envi- sovereignty resides ultimately in the people. ronmental regulations. (Read more in Unit 4.3) Keyword(s): Keyword(s): Oﬀshoring Participation

Old and resistant varieties PPM The species used today for industrial and con- PPM, or Parts Per Million, is a way of quantify- ventional agriculture have been selected ing small concentrations, usually volume of according to large scale production criteria gases in air. One part per million (ppm)

(monoculture, widespread usage of chemical denotes one part per 1,000,000 parts. This is Change Climate treatment, mechanization, premature gather- equivalent to one drop of water diluted into 50 ing and so on). These choices are only appar- liters (roughly the fuel tank capacity of a com- ently more remunerative for the productive pact car) or about 32 seconds out of a year. system. In fact, important characteristics have Keyword(s): been completely left out, such as robustness PPM and adaptability to the environment or to the climatic variability of plants. Ancient plants are Rising sea level a precious resource and an inexhaustible The http://www.ipcc14.de/ source of genetic characteristics, at the natural ipcc world climate report, 2014 states, that the basis of biodiversity. By changing the modern sea level is rising twice as fast compared to agricultural system and using a terrain with past decades. Since 1870, the sea level has good fertility, even without the use of syn- been rising approx. 19 centimeters. Where it thetic products for fertilization and defense, will arrive in the year 2100 will depend to a the old varieties would ensure healthier prod- large extent on the amount of greenhouse gas ucts, a very high yield and an amazing adapt- emissions. An average sea level somewhere 403 SAME World Edu-kit

between 26 and 82 cm is to be expected. Sustainable development The south paciﬁc island states – like carteret A process of managing a portfolio of assets to islands, kiribati, the maldives, the marshall preserve and enhance the opportunities peo- islands, palau, the solomon islands, tokelau, ple face. Sustainable development includes tuvalu and vanuatu – by now called the „sink- economic, environmental, and social ing islands“ as well as the low-lying coastal sustainability, which can be achieved by ratio- regions – like egypt's nile delta, bay of bengal, nally managing physical, natural, and human alaska, suriname, guyana, french guiana, the capital.

GLOSSARY bahamas, benin, mauritania, tunisia, the http://www.worldbank.org/depweb/beyond united arab emirates, pakistan, india, vietnam /global/glossary.html and china - will probably be most affected by Keyword(s): the rising sea level. Many of these regions can Sustainable development already feel the consequences: loss of land, salination of soil and fresh water, permanent Urban greenery relocations of inhabitants. The world ocean Plants in urban spaces, can be city parks, review estimates, that about 1 billion people alleys, flowerbeds or modern adaptations, live in low-lying coastal regions today. The del- such as green roofs. tas and coastal areas, particularly in asia and Keyword(s): africa, are densely settled and heavily urban- Urban greenery ized. More than half of the world's biggest cities are Water Footprint directly located at a sea coast. A sea level rise People use lots of water for drinking, cooking of one meter would also affect europe's and washing but even more is used for grow-

Climate Change Climate coasts, especially the netherlands, denmark ing our food and for making our clothing, cars and germany. or computers. Created in 2002 by Arjen For more information about the rising sea Hoekstra, the Water Footprint is one of the fam- level and its consequences, check out ily of environmental footprints that help us http://geology.com/sea-level-rise/ understand how our production and con- this interactive map Or http://climate.nasa. sumption choices are aﬀecting natural gov/interactives/sea_level_viewer this one . resources. The water footprint measures the Keyword(s): amount of water used to produce each of the Rising sea level goods and services we use. It has three components: green, blue and grey. Together, these Solar radiation components provide a comprehensive pic- Energy radiated from the sun in the form of ture of water use by delineating the source of electromagnetic waves. water consumed, either as rainfall/soil mois- Keyword(s): ture or surface/groundwater, and the volume Solar radiation of fresh water required for assimilation of pollutants. Green water footprint is water from 404 SAME World Edu-kit

precipitation that is stored in the root zone of Water-resources soil and evaporated, transpired or incorpo- Sources of water that are useful or potentially rated by plants. It is particularly relevant for useful. Uses of water include agricultural, agricultural, horticultural and forestry prod- industrial, household, recreational and envi- ucts. Blue water footprint is water that has ronmental activities. The majority of human been sourced from surface or groundwater uses require fresh water. resources and is either evaporated, incorpo- Keyword(s): rated into a product or taken from one body of Water-resources water and returned to another, or returned at a GLOSSARY different time. Irrigated agriculture, industry and domestic water use can each have a blue water footprint. Grey water footprint is the amount of fresh water required to assimilate pollutants to meet specific water quality standards. Water Footprint can be measured for a single process, such as growing rice, for a product, such as a pair of jeans, for the fuel we put in our car, or for an entire multi-national company. The water footprint can also tell us how much water is being consumed by a particular country – or globally – in a specific river basin or from an aquifer. It provides powerful insights for businesses to understand their water-related business risk, for governments Change Climate to understand the role of water in their economy and water dependency, and for consumers to know how much water is hidden in the products they use. Most importantly, they help drive strategic action toward sustainable, efficient and equitable water use. Much detailed information on the concepts, updated data and publications, interactive tools as a Per- sonal water footprint calculator can be found on the Water Footprint Network web-site (http://waterfootprint.org/) Keyword(s): Water Footprint

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Asylum change. A form of protection given by a State on its ter- Keyword(s): ritory based on the principle of non- Climate change “hot-spots” refoulement and internationally or nationally recognized refugee rights. It is granted to a per- Co-development son who is unable to seek protection in his or Co-development is currently intended as a her country of nationality and/or residence in development cooperation model in which particular for fear of being persecuted for rea- immigrants are considered development

GLOSSARY sons of race, religion, nationality, membership actors in the motherland societies and at the of a particular social group or political opinion. same time the dynamic actors in the construc- Keyword(s): tion of citizenship in the receptive societies. Asylum The goal of co-development thus entails a “triple implication for migrants, original societies Autopoiesis and receptive societies”: a proactive and sup- “Autopoiesis is that process through which portive integration, an accompaniment to the cheese, if is eaten by a cat becomes a cat, and if is cooperation actions with the motherlands, eaten by me becomes part of me. That biological and at the same time the promotion of devel- process that operates every living thing at the opment education in receptive societies level of cell membrane, when it selects stimulus- about the deep causes of migration” (P. es, information and external elements and Mezzetti, 2008) In this framework, one of the inserts them in its own structure” (Lorenzoni, F., most known resources are the remittances of L’ospite bambino. L’educazione come viaggio tra migrants, who play an important role because le culture nel diario di un maestro, Roma-Napoli, they contribute to the economies of the origin Edizioni Theoria, 1994, p.143). countries, sustaining economic growth and Keyword(s): the livelihoods of wide parts of the population. Autopoiesis Nevertheless, many experiences show how remittances are correlated with the economic Climate change “hot-spots” dependency of the local communities, with an

Environmental Migration Environmental This concept can be approached from the view- increase of emigration but also with the fol- point of vulnerability or from that of climate lowing disruption of the social texture, that response. In the former case a http://www.ral. becomes unable to develop its economy and ucar.edu/staff/steinhoff/Exp_summer2013/P job market. apers/Climate_change/Giorgi_2006.pdf Hot- Keyword(s): Spot can be defined as a region for which Co-development potential climate change impacts on the environment or different activity sectors can be Cohousing particularly pronounced. In the latter case, a https://it.wikipedia.org/wiki/Cohousing Hot-Spot can be defined as a region whose cli- Cohousing is an important experience of com- mate is especially responsive to global ing together and socialization inspired by the 406 SAME World Edu-kit

concept of neighborliness, sharing needs and Discrimination resources and opening towards others for A behavior that prevents certain people from shared well-being. In Italy there are many full enjoyment of their human rights and cohousing associations with Catholic and secu- everyday opportunities because of a certain lar origins. Some set goals of social inclusion characteristic (like skin color, religion, gender and foster hospitality, support, acceptance etc.). It is a form of subordination, humiliation, and inclusion to disadvantaged groups (such suppression, it can be either intentional or just as separated people in distress, families with a matter of fact. Discriminatory behavior can economic problems, disabled people, home- be both concrete actions (decisions, state- GLOSSARY less people and unemployed people).. (). In ments, refusals) or failure to act (not giving Italy, some cases of cohousing projects have someone a protection, a certain benefit etc.). been helped by local and non-profit agencies Keyword(s): that have formed a “second welfare,” a Discrimination http://www.secondowelfare.it/governi- locali/enti-locali/A%20Casa%20di%20Zia% Environmental devastation 20Jessy.html form of housing support. Change or disturbance to the environment per- Keyword(s): ceived to be deleterious or undesirable, such Cohousing as for example the depletion of natural resources such as air, water and soil; the Community mapping destruction of ecosystems and the extinction This is a tool for community participation to of wildlife. seek the best solutions for a community, start- Keyword(s): ing with an analysis of the most urgent needs Environmental devastation and the resources that belong to the involved group or a section of it. It adopts program- Flows ming, planning and evaluation techniques. “Spatial interactions (or flows), such as popula- Within international cooperation, some orga- tion migration and disease spread, naturally nizations adopted tools to promote the form a weighted location-to-location network

empowerment of certain groups, starting with (graph). Such geographically embedded net- Migration Environmental their direct involvement in decision-making works (graphs) are usually very large. For exam- processes. We can envision using this tech- ple, the county-to-county migration data in nique for post-environmental emergency the U.S. has thousands of counties and about a rebuilding or during economic crises (e.g. citi- million migration paths. Moreover, many vari- zen committees in Argentina in 2002). Com- ables are associated with each ﬂow, such as munity maps are themselves an example of the number of migrants for diﬀerent age social inclusion and can involve social inclu- groups, income levels, and occupations. It is a sion strategies for those who use them. challenging task to visualize such data and dis- Keyword(s): cover network structures, multivariate rela- Community mapping tions, and their geographic patterns simulta- 407 SAME World Edu-kit

neously” see paper http://ieeexplore.ieee.org/ Keyword(s): xpl/login.jsp?tp=&arnumber=5290710&url=h Forced migration ttp%3A%2F%2Fieeexplore.ieee.org%2Fxpls% 2Fabs_all.jsp%3Farnumber%3D5290710 Geneva Convention Flow Mapping and Multivariate Visualization The http://www.unhcr.org/3b66c2aa10.html of Large Spatial Interaction Data”. See also: 1951 Convention regarding the Status of Refu- http://blogs.scientificamerican.com/observat gees, by the General Assembly of the United ions/global-migrant-flows-an-interactive- Nations is the key legal document in defining

GLOSSARY map/" Interactive map of migration flows who is a refugee, their rights and the legal obli- Keyword(s): gations of states. The 1967 Protocol removed Flows geographical and temporal restrictions from the Convention. Forced environmental migration Keyword(s): Migration which could be caused by extreme Geneva Convention weather events such as cyclones, floods or droughts, which in combination with a lack of Global Citizenship adaptation action causes a humanitarian Depending on the context, there are multiple catastrophe. Such crises can lead to the dis- interpretations of global citizenship. The gen- placement of entire families into nearby eral idea is to place one’s citizenship above geo- unaffected areas, to their relatives or to refu- graphic or political borders with a broader gee camps. In case the situation is stabilized, community - humanity. The concept is based usually families return after a few weeks fami- on the premise that all things are intercon- lies and begin reconstruction. nected in a whole. It is used in education, phi- Keyword(s): losophy and social movements (e.g. “World Citi- Forced environmental migration zen“ movement, Mondialisation movement). The concept of a global citizen mainly refers to Forced migration personal preconditions, whereas global citi- The end of the Second World War represents a zenship also implies the question about social

Environmental Migration Environmental fundamental step for the evolution of the requirements. It looks at international prob- juridical tools that protect human rights, in par- lems and developments as well as the world ticular towards those categories of people order in general. The concept of global citizen- forced to leave their territory of origin. Forced ship is based on the idea of world domestic pol- migration identiﬁes the movement of people itics without a world government. This means that leave their territory for personal persecu- that the standards of individual democratic tion reasons, or because of generalized con- states – like democracy, human rights, separa- ﬂict situation in the Region of origin. This can tion of powers, global concepts of justice and also be determined by environmental disas- transnational citizenship – should apply to the ters, that jeopardize their very existence or the whole world. Critics stress that the concept of quality of their life. global citizenship was developed from a 408 SAME World Edu-kit

“western“ perspective and that, therefore, it Keyword(s): has to be questioned. On the one hand, “west- Identity ern“ thinking has to deal with colonialism and examine the existing geopolitical constella- Knowledge, values, attitudes and tions and economic structures of globaliza- competences of a global citizen tion, created by a “western“ dominance. On The Austrian Commission for UNESCO elabo- the other hand, the “western“ idea of global citi- rates on this idea: In terms of knowledge, a zenship has to consider concepts from the global citizen is able to recognize worldwide

Global South. In fact, this is a fundamental problems in its social, political, cultural, eco- GLOSSARY topic for global citizens, too: How can we pre- nomic and environmental dimension. For a vent the continuation of post-colonial tradi- global citizen, national, religious, cultural and tions, e.g. paternalism, while trying to act as a social identities play a minor role compared to global citizen? a common greater identity as a human being. Keyword(s): Relating to values, a global citizen promotes Global Citizenship universal values such as justice, equality, dignity and respect. Regarding competencies, a Humanitarian protection global citizen is able to question and reflect In some national legal systems, in addition to him-/herself and his/her own situation. subsidiary protection and refugee status, He/She is aware of connections between humanitarian protection is also provided; this his/her acting and global impacts, such as form of protection is recognizable for example social structures and economic processes. when the person's return to the country of ori- He/She recognizes forms of inequality and gin would put the same person in a vulnerable injustice on different levels and knows about position such as to compromise the exercise of possibilities to act. A global citizen considers his fundamental rights. issues from different perspectives, thus, is able Keyword(s): to understand topics from different positions. Humanitarian protection He/She has a variety of social competencies, such as empathy, cooperation, responsibility

Identity and social interactions with people from Migration Environmental Individual identity is a part of a group identity, diﬀerent backgrounds. For more detailed it’s the way through which the individual con- information read the following http:// siders and constructs himself/herself as a mem- unesdoc.unesco.org/images/0022/002277/2 ber of diﬀerent social groups: nation, gender, 27729E.pdf document social class, profession, religion, age, sexual ori- Keyword(s): entation, etc. The identities of an individual Knowledge, values, attitudes and compe- and of his/her group are multiple and change tences of a global citizen in time and space. They are not biologically inherited but rather individual and social pro- Long-distance migrants cesses in constant transformation. People who move from one country to 409 SAME World Edu-kit

another or from one continent to another, per- standing the phenomena of poverty, inequality manently or temporally. Generally they are the and social exclusion, recognizing its complex, ones who have the economical means to do multidimensional nature”. The multidimen- the trip and to face the first phase of settle- sional approach takes into account the differ- ment before finding a job to be autonomous. ent dimensions of social inclusion, such as They are not the poorest but the low and mid- income, opportunities, freedom, vulnerability dle classes of a country. and social cohesion. ISFOL launched a Keyword(s): http://www.isfol.it/temi/Inclusione_sociale

GLOSSARY Long-distance migrants research project about poverty and well-being, considered from a multidimensional a perspec- "Movement" tive, using Amartya Sen's Capability Approach See book of Dirk Hoerder, https://www.dukeu- as a theoretical framework. The research project press.edu/Cultures-in-Contact?viewby= sub- was based on the multidimensional analysis of ject&categoryid=68&sort=newest Cultures in poverty based on a speciﬁc measurement con- Contact(2002), a landmark work on human sidering the many dimensions of individuals' migration around the globe. It provides a his- lives. This model is called MACaD (Multidimen- tory of the world told through the movements sional Analysis of Capability Deprivation). Fur- of its people. It is a broad, pioneering interpre- ther suggested reading on this: tation of the scope, patterns, and conse- http://bw5.cilea.it/ bw5ne2/opac.aspx? quences of human migrations over the past web=ISFL&opac=Default&ids=20248 the Occa- ten centuries. In this magnum opus thirty sional Paper Social and Economic Exclusion in years in the making, Dirk Hoerder reconce- Naples' Metropolitan Area. ptualizes the history of migration and immi- Keyword(s): gration, establishing that societal transforma- Multidimensional approach/nature tion cannot be understood without taking into account the impact of migrations and, Nomadic cultures indeed, that mobility is more characteristic of Communities of people who have long tradi- human behavior than is stasis tion in living in diﬀerent locations, moving

Environmental Migration Environmental Keyword(s): from one place to another. there are two main "Movement" kinds of nomadism: 1. nomadic pastoralists herd their livestock moving from one place to Multidimensional appro- another to ﬁnd fresh pastures in order to pre- ach/nature vent the drain of the natural resources. 2. http://www-3.unipv.it/webdsps/docenti/ nomadic hunters and gatherers, the oldest chiappero/papers/150101Multidimensionalita human lifestyle. They base their subsistence %27%20nelle%20analisi%20di%20benessere% mainly on wild plants and animals, moving sea- 20e%20problemi%20di%20comparazione.pdf sonally from one place to the other Over the last twenty years, the academic litera- Keyword(s): ture has devoted growing research to under- Nomadic cultures 410 SAME World Edu-kit

Pull factors well-founded fear of being persecuted for rea- According to http://www.students.uni- sons of race, religion, nationality, membership mainz.de/jkissel/Skripte/Lee.pdf The Theory of a particular social group, or political opinion of Migration by Everett S. Lee, we find both forc- and requires protection to the State in which ing motives (push factors), and attracting he/she is, that will have to evaluate the exis- drives (pull factors) among the reasons of tence of the danger and the possibility of per- migration. Pull factors are for example: job secution in case of repatriation. opportunities, political stability, freedom of Keyword(s): religion, better climate, education, already Refugee GLOSSARY existing migrant community etc. Keyword(s): Resources Pull factors Resources are all those sources or means that are needed to provide help, aid, support in a sit- Push factors uation of need. They are defined as natural if According to The Theory of Migration by present in nature and can be renewable or Everett S. Lee, we find forcing motives (push nonrenewable. From this definition it is clear factors), and attracting drives (pull factors) that resources are defined by human groups in among the reasons of migration. Push factors a different way according to the use they can are for example: overpopulation, lack of job make of them to develop their own activities. opportunities, hunger, poverty, drought, dis- There are resources that have been important crimination, war etc. in some historical phases (just think of coal) Keyword(s): and that have stopped being so in following Push factors periods. It is very important to understand that a resource becomes so on the basis of it Quota system human usage and that this usage varies A system that is still under debate in the EU, by according to the culture and the way of think- which each EU member state would take in a ing to the environment. Every resource is thus proportionate number of migrants and refu- a relational good: its value depends on how we

gees depending on various criteria, from the use it and how we represent it (see Unit 9.2 ). Migration Environmental state’s national wealth levels to unemploy- Let’s take a look at the map “Presence of ment rates. resources in the African continent” (https:// Keyword(s): africapoor.wordpress.com/2014/12/30/africa- Quota system or-how-the-rest-of-the-world-is-stealing-all- the-goods-in-the-name-of-democracy-from- Refugee deep-green-resistance/) that represents a In 1951 the United Nations Assembly adopts denunciation of how western countries are the Geneva Convention, relative to the status exploiting the resources of the african conti- of refugees. A refugee is someone who ﬂees nent. If we confront it with the map of the from her/his Country of Origin because of ongoing conﬂicts and wars, we can under- 411 SAME World Edu-kit

stand the strict relation between the presence Attachment, edited by Irwin Altman and Setha of resources, the usage of resources and the Low. New York: Plenum Press) international economic interests. Keyword(s): Keyword(s): Sense of place Resources Social enterprise Scapegoating In recent years, the European Commission has A form of human behaviour where one (or a focused on developing a plan for social enter-

GLOSSARY group) irrationally accuses a certain person or prise. With the programming period group of people and make him/her/them bear 2014–2020, new EU tools will be operative for the blame for something negative (i.e. disaster, the qualitative growth of social enterprises, economic crisis, crime etc.). designed following the Social Business Initia- Keyword(s): tive and the Europa 2020 strategy Scapegoating (http://www.rivistaimpresasociale.it/compon ent/k2/item/101-imprese-sociali-e- Segregation ﬁnanziamenti-europei-quale-rapporto-il- A systemic separation of people into certain caso-del-veneto.html groups of people (e.g. according to race) in http://www.rivistaimpresasociale.it/). everyday life. It may involve strict separation in Keyword(s): activities such as going to pubs, eating in res- Social enterprise taurants, drinking from a water fountain, using a public toilet, attending school, riding on a Stateless person bus, renting or purchasing a home. In 1954 the United Nations General Assembly Keyword(s): adopted the Convention on the Status of Segregation Stateless Persons, who are individuals not included within the scope of the Geneva Con- Sense of place vention of 1951. A stateless person is an indi- “Place attachment is the symbolic relationship vidual who is outside the State of citizenship,

Environmental Migration Environmental formed by people giving culturally shared and not in a position to be able to reacquire it, emotional/aﬀective meanings to a particular as well as to obtain that of the other State in space of piece of land that provides the basis which he/she lives. for the individual’s and group’s understanding Keyword(s): of and relation to the environment.... Thus, Stateless person place attachment is more than an emotional and cognitive experience, and includes cul- Stereotypes and prejudice tural beliefs and practices that link people to We are living in a very diverse and complex place.” Setha Low, anthropologist (Low, Setha world. It is precisely this diversity, inspiring on M. 1992. "Symbolic Ties that Bind: Place the one hand and surprising on the other, that Attachment in the Plaza." Pp. 165-186 in Place when combined with our abstract mind 412 SAME World Edu-kit

pushes us into categorizations and generaliza- tim of discrimination doesn’t want to interfere tions. We are at the same time bombarded or stand up to the aggressor in order to avoid with new information at every corner and conflict or further victimization. every second of the day. To simplify things, our Keyword(s): brain starts the simplification process called Thick skin generalizing and stereotyping. There is nothing wrong with that per se, however these Trauma same processes, if left without reflection, are Trauma is a medical term and it refers to an one of the major reasons for the emergence of injury or wound. In Greek, trauma means GLOSSARY discrimination. Like prejudice (a usually nega- wound, injury, and it comes from the verb tive attitude toward a group of people or an titrosko – to pierce. Thus, the original meaning individual who is a member of that group), a of trauma is the mark, the injury that is left as a stereotype is in fact based on faulty and inflexi- result of the skin being pierced. Recent investi- ble generalizations and can create and main- gations into the etymology of the word tain hierarchical status relations (subordina- trauma (Papadopoulos 2000; 2001; 2002) tion) between different groups. revealed interesting new perspectives which Keyword(s): show that titrosko comes from the verb teiro Stereotypes and prejudice which means ‘to rub’ and had, in ancient Greek, two connotations: to rub in; and to rub off, to Subsidiary protection rub away. Therefore, trauma is the mark left on Following the world wars, in many other areas persons as a result of something being rubbed of the planet serious internal conflicts onto them. Then, in so far as the rubbing is of aroused, causing forced migrations; at interna- two kinds, we could have two different out- tional level and in the European Community comes: from ‘rubbing in’ an injury or a wound; there has been the need of new protection and from ‘rubbing off’ or ‘rubbing away’, as in instruments. Among them, subsidiary protec- cleaning a surface where there were marks pre- tion, recognizable to those forced to leave viously (like when we use an eraser to remove their country of origin because of the risk of writing on a piece of paper). With reference to

serious harm to their person, also if arising refugees, persons may be either injured (psy- Migration Environmental from conﬂicts or generalized violence. chologically) to varying degrees of severity as Keyword(s): a result of being exposed to violent events Subsidiary protection (‘rubbed in’), or alternatively, they may experience (in addition to the distress) a sense of Thick skin renewal, rejuvenation and revitalization when The ability to ignore personal criticism. In the powerful and potentially injurious experi- response to being subjected to prejudice and ences erase previous values, routines and life stereotypes for a long time, one can develop a styles and introduce new meaning to their sort of non-conﬂictual stance, withdrawal, lives. This second outcome of rubbing is not a invisibility, submissiveness, isolation. The vic- linguistic invention or a theoretical abstrac- 413 SAME World Edu-kit

tion but it corresponds to the reality when people, following a painful (‘traumatic’) event, are shaken and gradually become aware that they now look at themselves and the world in a diﬀerent way, for example by appreciating life, friendship and warmth more than the pursuit of petty and meaningless quests” (Papadopoulos R.K. 2006 Refugees and Psy-

GLOSSARY chological trauma: psychosocial perspectives) Keyword(s): Trauma

Voluntary environmental- migration Migration which is caused by gradual environmental degradation, which can lead to rural overpopulation. In addition to other migration push factors, it forces poor people to seek for new jobs. Therefore voluntary environmental migration is highly selective and usually poorly perceived because it normally occurs within the economic migration. Keyword(s): Voluntary environmental-migration

Voluntary migration When people migrate at their own interest, will or internal motivation.

Environmental Migration Environmental Keyword(s): Voluntary migration

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BIBLIOGRAPHY (Sources in English)

Full bibliography on the site edu-kit.sameworld.eu SAME World Edu-kit

A boy and his world (O menino eo future scenarios and learns that we can only mundo) avoid collapse by unplugging the exponential The story of a countryside boy who goes on a growth in population (two billions people in journey to ﬁnd his father is apparently simplis- the past 20 years) and industrial production tic, but tackles some serious themes such as (doubled in the past 20 years). website: poverty, industrial revolution and consumer- Authors: Journal name: Editor: Year of publica- ism. A cautionary tale of globalization in a tion: 1992 refreshingly original animated ﬁlm from Brazil,

with music and sounds from various instru- Biodiversity regulation of ecosys- BIBLIOGRAPHY ments as a way to propel the story. tem services Year of publication: 2013 The book chapter on ecosystem services Editor: Hassan R., Scholes R., Ash N. Beyond the limits: global collapse Year of publication: 2005 or a sustainable future. In 1972 The Limits of Growth , sponsored by Ejolt - Environmental Justice the Club of Rome and produced by a research Organisations, Liabilities and team on a MIT computer programmed with a Trade World3 model, created a stormy sensation. Ejolt is an FP7 project supported by the Euro- Denounced as eco-gloom and doom, the pean Commission that run from 2011-2015. book also became a keystone of the era's envi- The project supports the work of Environmen- ronmentalism. Now on the eve of the June tal Justice Organisations, uniting scientists, U.N. Earth Summit, three of the researchers activist organisations, think-tanks, policy- give World3 another run. Although many makers from the fields of environmental law, books and reports examine "sustainability," environmental health, political ecology, eco- the authors provide unique insights thanks to logical economics, to talk about issues related their background in systems analysis. Society to Ecological Distribution. website: has gone into overshoot, they argue, a state of www.ejolt.org Justice Environmental being beyond limits without knowing it. These limits are more like speed limits than barriers Environmental Conflicts in Italy - at the end of the road: the rate at which renew- Poster Presentation able resources can renew themselves, the rate The visual maps summarizes case studies and at which we can change from nonrenewable research about the over 330 open environ- resources to renewable ones, and the rate at mental conflicts in Italy. This synthesis high- which nature can recycle our pollution. With- lights the tension between modernization out being a catch-all on the environmental cri- and environment. sis, the book shows how we are overshooting Year of publication: 2015 such crucial resources as food and water while overwhelming nature with pollutants like Environmental footprint calculator those causing global warming. World3 runs 13 Our lifestyle choices make up our environmen- 417 SAME World Edu-kit

tal footprint. Measuring yours takes less than 5 http://www.soc.hawaii.edu/mora/PressNumb Pollination services sustainable paper offers partial conceptual tools for analy- minutes and could change the way you live… erOfSpeciesPaper/Mora%20033.pdf agriculture ses and articulations that intend to work How big is your environmental footprint? How Year of publication: 2011 The material on pollination sustainable strate- through the difficulties of teaching and learn- many planets will you consume today? Download file: 1.2c gies elaborated by FAO ing about inequalities and complicities, the website: http://footprint.wwf.org.uk/ website: type of learning that tends to be resisted by Juice Rap News: The New World http://www.fao.org/fileadmin/templates/agp those over-socialised and highly invested in Environmental Justice Atlas Order home/documents/Biodiversity-pollination/ modernist ideals (which often represents the The environmental justice atlas documents A short video from australian rap duo Pollination-FolderFlyer_web.pdf majority of students). The second part pres-

BIBLIOGRAPHY and catalogues social conflict around environ- Girodanno Nanni and Hugo Farrant. In this Editor: FAO ents reflections on the translation of these BIBLIOGRAPHY mental issues. It is a teaching, networking and video clip the authors use the power of rap Year of publication: 2015 insights into in-service and pre-service educa- advocacy resource for whom want to learn poetry and visual animation to convey the Download file: 1.3b tional contexts, conceptualised as a renegoti- more about the often invisible environmental message of our shared participation in perpet- ation of epistemic privilege. conflicts taking place in the world. uating systemic exploitation and violence. Psychoanalysis and development: Year of publication: 2013 website: http://ejatlas.org/ Through a rap-duet of two fictional characters contributions, examples, limits. Year of publication: 2014 (a conspiracy theorist and a representative of Drawing on the work of Lacan and Žižek, the Review of experience with ecolog- the world elite) the discuss our need to deny article emphasises three key points: (1) psy- ical networks, corridors and buffer Environmental Justice Atlas complicity in systemic harm - in order that we choanalysis can help uncover the unconscious zones The EJ Atlas collects stories of communities can keep reproducing the kind of lifestyles we of idea of development – its gaps, dislocations, Review of experience with ecological net- struggling for environmental justice from are accustomed to. They also take an ironic blind spots (2) the important psychoanalytic works, corridors and buffer zones around the world. It aims to make these mobi- view of the psychological crutch that shifting notion of jouissance (enjoyment) can help website: www.cbd.int/doc/publications/cbd- lization more visible, highlight claims and tes- responsibilites solely on political and eco- explain why development discourse endures, ts-23.pdf timonies and to make the case for true corpo- nomic elites provide for the preservation of that is, why it has such sustained appeal, and Editor: Secretariat of the Convention on Bio- rate and state accountability. It also attempts our positive self-image and assumed inno- why we continue to invest in it despite its logical Diversity to serve as a virtual space for those working on cence. (subtitles available in many languages) many problems; and (3) psychoanalysis can Year of publication: 2006 EJ issues to get information, find other groups Year of publication: 2014 serve as an important tool for ideology cri- Download file: 1.5a.pdf working on related issues. tique, helping to expose the socioeconomic Environmental Justice Environmental website: http://ejatlas.org/ Oil for nothing contradictions and antagonisms that devel- The darker side of western moder- Justice Environmental Oil for nothing starts from a simple question: opment persistently disavows (eg inequality, nity Global allinace for rights of nature where does the gasoline we use every day domination, sweatshop labour). During the Renaissance and the Enlighten- The web site of Global Alliance for Rights of come from? And the answer: largely from Nige- Year of publication: 2014 ment, coloniality emerged as a new structure Nature, 'a worldwide movement creating ria, sub-Saharan Africa's largest oil exporter but of power as Europeans colonized the Americas human communities that respect and defend also one of the poorest countries in the conti- Renegotiating epistemic privilege and built on the ideas of Western civilization the rights of Nature'. nent. In the Niger Delta the devastating and enchantments with moder- and modernity as the endpoints of historical website: http://therightsofnature.org/ impacts of oil extraction are found everywhere, nity: the gain in the loss of the enti- time and Europe as the center of the world. stretching over 50 years of oil exploitation with tlement to control and define Walter D. Mignolo argues that coloniality is the How many species are there on no visible benefit to local communities. everything. darker side of Western modernity, a complex Earth and in the ocean? Year of publication: 2012 This paper addresses challenges of theorizing matrix of power that has been created and con- The paper on global species richness. the renegotiation of epistemic privilege in the trolled by Western men and institutions from website: discipline of education. The first part of the the Renaissance, when it was driven by Chris- 418 419 SAME World Edu-kit SAME World Edu-kit

tian theology, through the late twentieth cen- sil fuels when in fact we know exactly how to farmers’ life conditions in Africa and South tury and the dictates of neoliberalism. This do it—it just requires breaking every rule in America. cycle of coloniality is coming to an end. Two the “free-market” playbook: reining in corpo- Year of publication: 2005 main forces are challenging Western leader- rate power, rebuilding local economies, and ship in the early twenty-ﬁrst century. One of reclaiming our democracies. Why I think this world should end? these, dewesternization, is an irreversible shift website: http://thischangeseverything.org/ Young raper Prince Ea talks about the need to to the East in struggles over knowledge, eco- Editor: Simon & Schuster end our world - not in terms of physcial nomics, and politics. The second force is Year of publication: 2015 destruction, but in terms of re-orienting our

BIBLIOGRAPHY decoloniality. Mignolo explains that aspirations, our desires and re-establishing BIBLIOGRAPHY decoloniality requires delinking from the colo- Towards environmental justice suc- connections between people and the world nial matrix of power underlying Western cess in mining conflicts: An empiri- around us. He challenges the mainstream per- modernity to imagine and build global futures cal investigation ceptions of benefits of technological and eco- in which human beings and the natural world This report sets out to provide evidence-based nomic progress and speaks about resulting are no longer exploited in the relentless quest support for successful environmental justice alientation and destitution. Prince Ea's lyrics for wealth accumulation. (EJ) activism and assess the constituents and suggest the need for an existential, rather than Year of publication: 2011 outcomes of contemporary socio-environ- a political paradigmatic shift - a shift in being, mental mining conflicts by applying a col- not a shift in doing. laborativ statistical approach to the political Year of publication: 2014 The Environmentalism of the Poor: ecology of mining resistances. The empirical evi- A study of ecological conflicts and dence covers 346 mining cases from around the Wild law. A manifesto for earth jus- valuation world, featured on the EJOLT website as The tice A fundamental essay to delve into the issue of EJOLT Atlas of Environmental Justice. The author describe the 'Earth governance' Environmental Justice. Alier explains why the website: and 'Earth jurisprudence' and gives practical traditional “Northen” Environmentalism never http://www.ejolt.org/wordpress/wp- guidance on how to begin moving towards it, succeded, clearly defining how social prob- content/uploads/2015/04/EJOLT_14_ fusing politics, legal theory, quantum physics lems are always created by ecological distribu- Towards-EJ-success-mining-low.pdf and ancient wisdom. Environmental Justice Environmental tive conflicts, and that environmental issues Editor: EJOLT Report No. 14 Year of publication: 2011 Justice Environmental cannot be separated by the economic and Year of publication: 2015 social ones. Download file: EJOLT_14_Towards-EJ- Editor: Edward Ellgar Publishin Limited success-mining-low.pdf Year of publication: 2002

This Changes everything, Capital- We feed the world ism vs the Climate The documentary provides an analysis of mod- Klein exposes the myths that are clouding the ern agriculture and industrial livestock pro- climate debate. We have been told the market duction highlighting the distorted dynamics will save us, when in fact the addiction to proﬁt that characterize global food production and and growth is digging us in deeper every day. distribution. It highlights how European We have been told it’s impossible to get oﬀ fos- Union export subsidies are destroying local 420 421 SAME World Edu-kit SAME World Edu-kit

350.org website: https://chasingice.com/ Climate change and health Fact Collapse. How societies choose to 350.org is building a global climate move- Year of publication: 2012 sheet N°266 fail or succeed ment. Their online campaigns, grassroots orga- Concise fact sheet provided by the World Collapse is a 2005 book by academic and popu- nizing, and mass public actions are coordi- Climate Change 2013: The Physical Health Organization with data and brief expla- lar science author Jared M. Diamond, which nated by a global network active in over 188 Science Basis nations of the impacts of climate change on reviews the causes of historical and pre- countries. website: http://350.org/ The IPCC has produced a video on its Fifth human health. Website: historical instances of societal collapse - par- Assessment Report (AR5). The first part on the http://www.who.int/mediacentre/factsheets/ ticularly those involving significant influences A cultural history of the climate Working Group I contribution to AR5 is now fs266/en/ from environmental changes, the effects of cli-

BIBLIOGRAPHY Earth's climate has always been variable. Cli- available. The other parts will be released with mate change, hostile neighbors, and trade BIBLIOGRAPHY mate change will cause adaptations, migra- the successive approvals of the other two Climate change and the most vul- partners - and considers the responses differ- tions, wars or developments. The climate is Working Group contributions and the Synthe- nerable countries: the imperative ent societies have had to such threats. part of the history of man as well as the devel- sis Report in the course of 2014. to act Editor: Viking opment of civilization. A book that allows you Year of publication: 2013 Combating climate change requires con- Year of publication: 2005 to have information on climate change certed action to adapt and mitigate the throughout human history and to discover the Climate change affects the poorest effects. Even the most stringent mitigation Environment and security issues in consequences and adaptation strategies. in developing countries efforts will not be sufficient to alleviate the the southern mediterranean Editor: Politybook Year of publication: 2009 As the impact of climate change gains pres- future impacts of climate change. Being pre- region ence in our everyday lives, many countries pared to address near-term impacts is there- If not addressed and resolved, environmental

A Year in the Life of Earth's CO2 have engaged in efforts to mitigate the emis- fore particularly important. However, over the problems – water shortages, land degrada- An ultra-high-resolution NASA computer sion of global greenhouse gases (GHGs) in long term unmitigated climate change would tion, pollution – can become security threats. model has given scientists a stunning new innovative and cost-effective ways to scale up likely to exceed the capacity of natural, man- In this respect the Mediterranean is one of the look at how carbon dioxide in the atmosphere emissions reductions and foster financial aged and human systems to adapt. world’s most vulnerable areas. Its basic clima- travels around the globe. Plumes of carbon flows, including through so-called carbon mar- Year of publication: 2008 tic and environmental features, combined

Climate Change Climate dioxide in the simulation swirl and shift as ket instruments. To support, facilitate and with its cultural, geopolitical and economic Change Climate winds disperse the greenhouse gas away from build "readiness" for such instruments, the Climate Change updates for sci- complexity, have high potential for social and its sources. The simulation also illustrates World Bank established a grant-based global ence teachers political instability. Year of publication: 2009 differences in carbon dioxide levels in the partnership of developed and developing This is a very good website what is specialize in Download file: Environment and Security in northern and southern hemispheres and dis- countries that provides funding and technical materials for teaching weather and climate to the SouthernMeditteranean region. tinct swings in global carbon dioxide concen- assistance for the collective innovation and children. You can find and use weather and cli- trations as the growth cycle of plants and trees piloting of market-based instruments for the mate materials in your classroom. There is Environmental Inequalities in changes with the seasons. reduction of greenhouse gases emissions. information on the latest IPCC findings and Europe Year of publication: 2014 website: much more for Science Teachers. Website: The WHO Regional Office for Europe has car- http://www.worldbank.org/en/news/feature/ http://www.metlink.org/climate/pcc- ried out a baseline assessment of the magni- Chasing Ice 2014/03/03/climate-change-affects-poorest- updates-science-teachers/ tude of environmental health inequality in the Follow National Geographic photographer developing-countries European Region based on a core set of 14 James Balog across the Arctic as he deploys Year of publication: 2014 Climate change: How do we know? inequality indicators. The main findings of the time-lapse cameras designed for one purpose: Download file: WorldBank2014.pdf Here you can read more about the evidence of assessment report indicate that socioeco- to capture a multi-year record of the world's climate changes website: nomic and demographic inequalities in risk changing glaciers. http://climate.nasa.gov/evidence/ exposure are present in all countries and need 422 423 SAME World Edu-kit SAME World Edu-kit

to be tackled throughout the Region. How- cies and actions that enhance gender equality Global Climate Risk Index 2014. Who agement and assessment, capacity building ever, the report also demonstrates that each and the full enjoyment by women and girls of Suffers Most from Extreme Weather services, outreach and communication tools, country has a specific portfolio of inequalities, their human rights. Events? Weather-Related Loss methodologies and products. documenting the need for country-specific Year of publication: 2014 Events in 2012 and 1993 to 2012 website: http://www.grida.no/about/ inequality assessments and tailored interven- The Global Climate Risk Index 2014 analyses to tions on the national priorities. Website: Gender, Climate change and Health what extent countries have been affected by Home http://www.euro.who.int/__data/assets/pdf_ The effects of climate on human society, and the impacts of weather-related loss events In the past 200,000 years, humans have upset file/0010/157969/e96194.pdf our ability to mitigate and adapt to them, are (storms, floods, heat waves etc.). The most the balance of planet Earth, a balance estab-

BIBLIOGRAPHY Year of publication: 2012 mediated by social factors, including gender recent data available—from 2012 and lished by nearly four billion years of evolution. BIBLIOGRAPHY Download file: WHO2012.pdf This report provides a first review of the inter- 1993–2012—were taken into account. The We must act now. It is too late to be a pessimist. actions between climate change, gender and countries affected most in 2012 were Haiti, the The price is too high. Humanity has little time European Parliament resolution of health. It documents evidence for gender Philippines and Pakistan. For the period from to reverse the trend and change its patterns of 20 April 2012 on women and cli- differences in health risks that are likely to be 1993 to 2012 Honduras, Myanmar and Haiti consumption. mate change (2011/2197(INI)) exacerbated by climate change, and in adap- rank highest. Website: https://germanwatch. Year of publication: 2009 European Parliament resolution of 20 April tation and mitigation measures that can help org/en/download/8551.pdf 2012 on women and climate change to protect and promote health. The aim is to Year of publication: 2012 Impacts of climate change (2011/2197(INI)) provide a framework to strengthen World Download file: Germanwatch2012.pdf TEACHING AND LEARNING FOR A SUSTAIN- website: http://www.europarl.europa.eu/ Health Organization (WHO) support to Mem- ABLE FUTURE, A multimedia teacher educa- ber States in developing health risk assess- Global ice viewer tion program by UNESCO. Examine the Flood Map ments and climate policy interventions that Ice, which covers 10 percent of Earth's surface, impacts of climate change predicted for differ- Flood Map may be useful to some extent for are beneficial to both women and men. is disappearing rapidly. You can select a topic ent continental regions of the world, including flood risk assessment or in flood management, website: below to see how climate change has affected climate change hot spots. Website: flood control etc. It can help to perform eleva- http://www.who.int/globalchange/GenderCli glaciers, sea ice, and continental ice sheets http://www.unesco.org/education/tlsf/mods/

Climate Change Climate tion analysis of an are a for any purpose like mateChangeHealthfinal.pdf worldwide. theme_c/mod19.html?panel=3#top Change Climate city/town planning, new construction etc. Year of publication: 2010 website: http://ngm.nationalgeographic.com Global Sea Level Rise Map Poverty and Climate Change. Year of publication: 2013 Global climate change - Vital signs An interactive map showing what it means on Reducing the Vulnerability of the of the planet the map of the world if the sea level rises for a Poor through Adaptation Gender Equality and Sustainable A fantastic variety of multimedia interactive meter, 2 meters, 3 meters etc… One can pick While climate change is a global phenome- Development, World survey on the features from NASA’s Global Climate Change also certain areas, i.e. Netherlands, Venice, non, its negative impacts are more severely role of women in development website. From Climate Change Time-machine, etc… to see what happens to them. felt by poor people and poor countries. They The World Survey 2014 is a serious and to Sea Level Viewer, and Global Ice Viewer, etc. website: http://geology.com/sea-level-rise/ are more vulnerable because of their high thoughtful contribution to our understanding including a set of quizzes. Very interesting and dependence on natural resources, and their of how gender equality relates to sustainable informative! Website: GRID Arendal limited capacity to cope with climate variabil- development. This is a resource that strength- http://climate.nasa.gov/climate_resource_ce Web Site of GRID - Arendal , a center collabo- ity and extremes. Experience suggests that the ens the hands of policy actors in different parts nter/interactives rating with the United Nations Environment best way to address climate change impacts of the world – whether in government, civil Programme ( UNEP ). On the web site it is pos- on the poor is by integrating adaptation society, international agencies, or the private sible to find projects, maps, graphics and pho- responses into development planning. This is sector. It is my firm hope that it will lead to poli- tos about Environmental information man- fundamental to achieve the Millennium 424 425 SAME World Edu-kit SAME World Edu-kit

Development Goals, including the over- Terrestrial essential climate vari- The Global Call for Climate Action tic system, and unveils the negationist arching goal of halving extreme poverty by ables for climate change assess- The GCCA is a diverse network of more than approach (toward the anthropogenic causes 2015, and sustaining progress beyond 2015. ment, mitigation and adaptation 450 nonproﬁt organizations in more than 70 of Climate Changes) which is counteracting website: FAO report on terrestrial essential climate vari- countries with a shared goal — a world safe any real change . Klein also makes an inventory http://www.oecd.org/env/cc/2502872.pdf ables for climate change assessment, mitiga- from runaway climate change. The GCCA har- of the successful experience around the World Year of publication: 2002 tion and adaptation. Website: nesses the strengths of faith, development, sci- in the path of cutting greenhouse emissions Download ﬁle: PovertyandClimateChange.pdf http://www.fao.org/gtos/doc/pub52.pdf ence, environment, youth, labour, and other and reducing global environmental inequali- Editor: FAO civil society organisations to mobilise citizens ties.

BIBLIOGRAPHY Scales of governance and environ- Year of publication: 2008 and galvanise public opinion in support of Editor: Simon & Shulster BIBLIOGRAPHY mental justice for adaptation and Download file: 5.1a urgent climate action. Year of publication: 2014 mitigation of climate change website: http://tcktcktck.org/ The paper examines the issue of scale of gov- The countries most vulnerable to Women, Gender Equality and Cli- ernance relevant for adaptation. It illustrate, in climate change, in 3 maps These Are The Countries Most Vul- mate Change particular, the adaptation in agriculture and The article by Ana Swanson poses questions nerable To Climate Change The threat of climate change, manifested in outline the insights from interdisciplinary like What is the best place to weather climate Which countries will be the most affected? The the increase of extreme weather conditions development studies that can inform the cli- change? Research by the Notre Dame Global ones that have contributed the least to alter- such as, droughts, storms or floods, has been mate change debates. Website: Adaptation Index, or ND-GAIN, suggests it is ing the planet. A deeply unfair consequence of recognized as a global priority issue. Climate http://www.researchgate.net/profile/W_Adg Scandinavia. In a pinch, though, any devel- climate change is that those who've done least change is a sustainable development chal- er/publication/23992035_Scales_of_governa oped country will do. As these maps by ND- to cause it are likely to be most affected. Most lenge, with broad impacts not only on the envi- nce_and_environmental_justice_for_adaptat GAIN illustrate, developed countries are far of the historical build-up of gases in the atmo- ronment but also on economic and social ion_and_mitigation_of_climate_change/link less vulnerable than developing countries to sphere has come from countries in the North. development. The effects of climate change s/5472217f0cf216f8cfae818d.pdf the risks of climate change. ND-GAIN ranks And yet, it's the Global South that will bear the will vary among regions, and between differ- Year of publication: 2001 175 countries both by vulnerability and readi- brunt in flooding, storms, and droughts. These ent generations, income groups and occupa-

Climate Change Climate ness to adapt to climate change. The group countries tend to have fewer defenses and tions as well as between women and men. Change Climate Selected significant climate anom- measures vulnerability by considering the emergency resources and more of their econ- Due, in part, to their lower adaptive capacities, alies and events in 2014 potential impact of climate change on six omies at risk from extreme weather. developing countries and people living in pov- This is a map. Material provided in this map areas: food, water, health, ecosystem service, website: erty are likely to experience significant was compiled from NOAA's NCDC State of the human habitat and infrastructure. The readi- http://www.fastcoexist.com/3031376/these- impacts. Climate Reports and the WMO Provisional Sta- ness rank weights portions of the economy, are-the-countries-most-vulnerable-to- tus of Climate in 2014. There is overview where governance and society that affect the speed climate-change was the warmest or wettest year ect. and efficiency of adaptation projects. Year of publication: 2014 website: website: Download file: Countries Most Vulnerable To https://www.ncdc.noaa.gov/sotc/service/glo http://www.washingtonpost.com/news/ener Climate Change_Article.pdf bal/extremes/201413.gif gy-environment/wp/2015/02/03/the- Year of publication: 2014 countries-most-vulnerable-to-climate- This changes Everything: Capital- change-in-3-maps/ ism vs the Climate Year of publication: 2015 The direct connection of the present - Download file: AnaSwanson.pdf unprecedented environmental crisis with our whole production and consumption capitalis- 426 427 SAME World Edu-kit SAME World Edu-kit

A theory of migration Year of publication: 2011 down the pace of development of the rural migration remains limited. Information is What are the drivers of migration, what makes Download file: Schraven2011.pdf areas.It is recommended that the Government broadly lacking on how households in vulner- people migrate. should strive to provide social amenities and able areas perceive changes in the climate, Year of publication: 1966 Brief for GSDR 2015 facilities in the rural areas and also provide how they are affected by extreme weather Climate Change Responses: Miti- jobs for the citizens in the rural areas.In addi- events, whether they benefit from community Abu Haraz gation and Adaptation for Whom? tion to this Vocational training centres should and government programs to help them cope A film about a small village of Abu Haraz in This brief summarises some recent critiques of be established in the rural centres for training with and adapt to a changing climate, and northern Sudan, which does not exist any- our responses to climate change and high- of the productive youths for self emplyment. how these conditions influence the decision of BIBLIOGRAPHY

BIBLIOGRAPHY more due to the construction of the Merowe lights the ways in which the global poor, who website: household members to migrate, either tem- Dam. For 7 years Polish filmmaker Maciej will suffer the most from climate change, are http://www.ajbms.org/articlepdf/ajbms_201 porarily or permanently. This introductory Drygas followed the daily lives of the commu- being further marginalised as a result of miti- 1_1130.pdf chapter summarizes briefly the main results of nity that had to escape the flood and leave gation and adaptation responses, through Download file: BornoState.pdf the study which relied on existing data as well behind their beloved ancestral land. hierarchies and social stratification at all scales. as focus groups and new household surveys Year of Publication: 2013 Year of publication: 2015 Climate change and forced migra- collected in 2011 in Algeria, the Arab Republic tion of Egypt, Morocco, the Syrian Arab Republic, Action Approaches for Environ- Causes and effects of rural - urban In this article the author first tries to under- and the Republic of Yemen mentally Induced Migration migration in borno state: a case stand why the environmental aspect of the website: http://www-wds.worldbank.org/ This paper addresses some key points regard- study of maiduguri metropolis study of migration and refugees has, up until external/default/WDSContentServer/ ing this issue; first, it reflects on some of the In recent years the rate of rural-urban migra- now, been neglected. Then he proposes a defi- WDSP/IB/2014/07/17/000442464_20140717 most recent arguments in the international tion has become alarming as more people drift nition of population movements induced by 131124/Rendered/PDF/893710PUB0978000 debate on environmentally induced migra- into the urban centres from the rural areas; it is environmental factors, before concentrating Box385270B00PUBLIC0.pdf tion. By doing so, several questions shall be against this backdrop that this paper exam- on climate aspects by providing a synthesis of Editor: The World Bank answered: how severe is the problem of (ex- ined the causes and effects of rural-urban results put forward by researchers. Finally, we Year of publication: 2014 pected) environmentally induced migration migration in Borno state with particular refer- will he examines forecasts for future develop- Download file: Climate_change_and_ from a global perspective, and what do we ence to Maiduguri Metropolis. A survey was ments. migration_WorldBank.pdf know about the complex linkages between carried out amongst 150 respondents drawn website: environmental factors and migration? Fur- from within the metropolis and the results indi- http://www.unhcr.org/47a316182.html Defining ‘environmental migra- thermore, how can environmental migration cates that the major causes of rural urban UNHCR Year of publication: 2008 tion'

Environmental Migration Environmental be classified according to the different envi- migration are; search for better education, Download file: Piguet_2008.pdf There is currently no consensus on definitions Migration Environmental ronmental factors that are impacting human employment, and business opportunities. on environmental migration. The resulting vari- livelihoods and what are its implications? Others are identified as poverty, unemploy- ety of terms is not just confusing but unhelp- Reflecting on the current literature in different ment,famine, and inadequate social amenities Climate change and migration - evi- ful. A short synthesis on the factors in the cur- disciplines dealing with this issue, this paper in the rural areas. While some of the effects of dence from the Middle East and rent debate that could damage those in need finally comes up with some policy recommen- rural-urban migration are; rural-urban migra- North Africa of most the protection. dations on how to face and govern environ- tion brings pressure on urban housing and the A World Bank study on climate change and website: mentally induced migration on several levels. environment,high rate of population growth migration. Climate change and migration are http://www.fmreview.org/climatechange Website: http://www.network-migration.org/ in the urban centres also lessens the quality of major concerns in the MENA region, yet the Year of publication: 2008 rethinking-migration-2011/2/papers/ life,overpopulation encourages crime rate in empirical evidence on the impact of climate Download file: DunGemenne2008.pdf Schraven.pdf the society and rural-urban migration slows change and extreme weather events on 428 429 SAME World Edu-kit SAME World Edu-kit

Disasters and displacement in a Enviromental Degradation and Pov- system. The series promotes scientiﬁc under- Internal Labor Migration in China: changing climate erty in Less Industrialized Nations standing of population issues among Govern- Trends, Geographical Distribution A collection of articles and case studies about There is empirical evidence that local environments, national and international organiza- and Policies disasters and displacement and climate mental problems and low per capita income tions, research institutions and individuals Topics: - Hukou - System and Migration - Statis- change, issued in the Forced Migration review. are geographically correlated. Most of what is engaged in social and economic planning, tics - Migration Trends - Geography - Polici Existing national, regional and international written about linkages between environmen- research and training. website: legal regimes respond to only some of the pro- tal degradation and poverty focuses on why Website: http://www.un.org/esa/population/meetings tection concerns arising from displacement in the poor use their natural resources in an http://www.un.org/en/development/desa/p /EGM_PopDist/Chan.pdf BIBLIOGRAPHY

BIBLIOGRAPHY the context of disasters. Crafting an appropri- unsustainable manner. This paper emphasizes opulation/migration/publications/technicalp Year of publication: 2008 ate response will demand a cross-sectoral first the damage which environmental degra- apers/docs/EGM.Skeldon_17.12.2013.pdf Download file: Chan2008.pdf approach – technical and scientific, political, dation does to the poor. Next it reviews the Year of publication: 2013 humanitarian, human rights and develop- standard environmental economics explana- Download file: Skeldon2013.pdf International Migration 2013 mental, among others – that addresses differ- tion for why the poor accept high levels of pol- website: ent forms of human mobility (displacement, lution, and argues that some notion of power Human Evolution: An Illustrated http://www.un.org/en/development/desa/p migration and planned relocation). must be added to the standard analysis. Then Introduction opulation/migration/publications/wallchart/ website: http://www.fmreview.org/en/ it examines the role of high discount rates, The text places human evolution in the con- docs/wallchart2013.pdf climatechange-disasters.pdf rapid population growth, incentive structures text of humans as animals, while also showing Year of publication: 2013 Year of publication: 2015 and institutions in the poverty-environment the physical context of human evolution, Download file: climatechange-disasters.pdf link. Finally, some general policy conclusions including climate change and the impact of International Migration: Globaliza- regarding poverty and environmental degra- extinctions. It also talks about archaeological tion's Last Frontier Disciplining the transnational dation are drawn. evidence from Africa on the origin of modern Jonathon Moses makes moral, political and mobility of people Year of publication: 1994 humans. Editor: John Wiley & Sons Year of pub- economic arguments in favor of the free A core feature of contemporary migration poli- lication: 2009 mobility of human beings across national bor- tics lies in the claim to regulate and discipline Global Migration and Regiona- ders. Pointing to the importance of immigra- the cross- border mobility of people "through", lization, 1840-1940 Human security tion to the success of many nations, he shows "in the interest of" and "with the help of" the The mass migrations of the nineteenth and Human security will be progressively threat- that Europe itself now faces a falling popula- very individuals that cross national borders. early twentieth centuries were a global phe- ened as the climate changes. Human insecu- tion, and has over the past fifty years actively Popularized by notions such as "smart bor- nomenon. The paper is about the trends and rity almost never has single causes, but instead encouraged huge immigration from other

Environmental Migration Environmental ders" or "migration management", these prac- characteristics of the migration ﬂows in this emerges from the interaction of multiple fac- countries. There is near consensus across the Migration Environmental tices and technologies raise important ques- period. tors Climate change is an important factor political spectrum that the free movement of tions regarding strategies of migration con- Editor: Year of publication: 2007 threatening human security through under- goods and free movement of capital are good trol, the exercise of power, and their eﬀects on mining livelihoods (2) compromising culture for economies, and therefore should apply to individuals, societies and states. Global Migration: Demographic and identity ; increasing migration that people people as well. Editor: Zed Books Year of publi- Editor: Houndmills, Basingstoke, Palgrave Aspects and Its Relevance for would rather have avoided ; andchallenging cation: 2006 Macmillan Development the ability of states to provide the conditions Year of publication: 2014 The purpose of the Technical Paper series is to necessary for human security. International Organization for publish substantive and methodological Year of publication: 2014 Migration (IOM): Migration and Cli- research on population issues carried out by mate Change experts within and outside the United Nations It is the perspective of the International Orga- 430 431 SAME World Edu-kit SAME World Edu-kit

nization for Migration (IOM) on migration and raphy, geography, law, political science and years. The scope of this report is international: across the worl have been compiled from local climate change, with informative and easily sociology, providing a valuable synthesis of it examines global migration trends, but also news reports, academic journals and inter- understandable description of the context research and debate. internal migration trends particularly within views recorded by civil society groups. and the connection between the migration website: low-income countries, which are often more website: and the eﬀects of climate change. http://www.cambridge.org/gb/academic/subjec important in this context. http://www.droughtmanagement.info/literat website: https://www.iom.int/migration-and- ts/politics-international-relations/ international- website: ure/COIN_moving_stories_environmental_c climate-change relations-and-international-organisations/ https://www.gov.uk/government/uploads/syst hange_2014.pdf migration-and-climate-change#contents em/uploads/attachment_data/ﬁle/287717/11- Editor: The Climate Outreach and Information BIBLIOGRAPHY

BIBLIOGRAPHY IOM outlook on migration, envi- TabAnchor 1116-migration-and-global-environmental- Network ronment and climate change Editor: Cambridge University Press change.pdf Year of publication: 2014 IOM's publication is a resource for specialists Year of publication: 2011 Authors: Global citizenship and generalists alike: it brings together the Year of publication: 2011 Patterns and Trends in Migration resources on migration, environment and cli- Migration and climate change: an Download file: MigrationAndGlobalEnviron- and Sustainable Development mate change that IOM has developed over the overview mentalChange2011.pdf A growing interest in the migration-develop- years. The result is a rich overview of the Orga- Climate change has become a major concern ment nex us has led to an increase in research nization’s understanding of migration, envi- for the international community. Among its Migration in World History on the subject. Expanded efforts to collect and ronment and climate change, emphasized by consequences, its impact on migration is the The book traces the connections among analyze da ta 2 have resulted in significant examples of activities and key messages. object of increasing attention from both pol- regions brought about by the movement of progress in the understanding of migration Year of publication: 2014 Download file: IOM icy-makers and researchers. Yet, knowledge in people, diseases, crops, technology and ideas. aspirations (economic, r isk diversification and Migration and climate change.pdf this field remains limited and fragmented. This Drawing on examples from a wide range of environmental factors etc.). The consequences paper therefore provides an overview of the cli- geographical regions and thematic areas, of movement on receiving an d sending coun- Migration and climate change: an mate change – migration nexus: on the basis noted world historian Patrick Manning guides tries (remittances, social effects, and transna- overview of available empirical findings, it investigates the reader through from the earliest human tional networks) and the role o f development Migration and Climate Change provides the the key issues at stake, including the social and migrations to the resurgence of migration in in fueling migration are also better grasped. first authoritative overview of the relationship political context in which the topic emerged; the later twentieth century, including move- But understanding of the highly com plex sys- between climate change and migration, states? policy responses and the views of ment to cities, refugees and diasporas, the vari- tem of demographic, economic, social and bringing together both case studies and syn- different institutional actors; critical perspec- ous leading theories and debates surrounding environmental factors remains incomplete. theses from different parts of the world. It dis- tives on the actual relationship between the the subject of migration. Editor: Routledge website: https://sustainabledevelopment.un

Environmental Migration Environmental cusses policy responses, normative issues and environment and (forced) migration; the con- Year of publication: 2013 .org/content/documents/1743migrationback Migration Environmental critical perspectives from the point of view of cepts and notions most adequate to address ground.pdf human rights, international law, political sci- this relationship; gender and human rights Moving stories - The voices of peo- Year of publication: 2013 ence, and ethics, and addresses the concepts, implications; as well as international law and ple who move in the context of Download ﬁle: Patterns2013.pdf notions and methods most suited to confront- policy orientations. environmental change ing this complex issue. The book constitutes a Year of publication: 2010 The voices of people who move in the context Peoples and Empires: A Short His- unique and thorough introduction to one of of environmental change are currently absent tory of European Migration, Explo- the most discussed but least understood con- Migration and Global Environmen- from the debate about how this issue is ration, and Conquest, from Greece sequences of climate change and brings tal Change addressed. Moving Stories highlights these to the Present together experts from diﬀerent disciplines, This report considers migration in the context powerful, inspiring and often traumatic Written by one of the world’s foremost histori- including anthropology, climatology, demog- of environmental change over the next 50 stories.They are testimonies from ten regions ans of human migration, Peoples and Empires 432 433 SAME World Edu-kit SAME World Edu-kit

is the story of the great European empires - the Poverty and Environmental Degra- mate change threatens their survival, they http://www.psc.isr.umich.edu Roman, the Spanish, the French, the British - dation: a Literature Review and face a painful decision: to leave their ancestral Year of publication: 2013 and their colonies, and the back-and-forth Analysis land in search of a new place to call home. Download file: PSCResearchReport2013.pdf between “us” and “them,” culture and nature, There is much controversy surrounding the website: civilization and barbarism, the center and the poverty-environmental degradation nexus. http://suncomeup.com/film/Home.html The future we want periphery. It’s the history of how conquerors The predominant school of thought argues Year of publication: 2011 Outcome document of the United Nations justified conquest, and how colonists and the that poverty is a major cause of environmental Conference on Sustainable Development Rio colonized changed each other beyond all rec- degradation and if policy makers want to The causal effects of rural-to-urban de Janeiro, Brazil, 20–22 June 2012 BIBLIOGRAPHY

BIBLIOGRAPHY ognition. Editor: Random House Publishing address the environmental issues, then they migration on children's wellbeing website: Group Year of publication: 2007 must first address the poverty problem. in China https://sustainabledevelopment.un.org/cont Another school of thought argues that this China’s rural - to - urban migration has affected ent/documents/733FutureWeWant.pdf Podcast: when people move. causal link is too simplistic and the nexus is gov- 12.6 million school - age rural children who Year of publication: 2012 Understanding how climate erned by a complex web of factors. In this have migrated with their parents and another Download file: FutureWeWant2012.pdf change creates the movement of paper, a formal structure for analyze the com- 22 million who have been left behind by their people plex web of factors is formulated and used to migrant parents. Not enough is known, either The journey home Recorded testimonies from people who have review the existing literature on the links theoretically or empirically, about the causal The climate is changing A polar bear, a panda, moved as a result of climate-linked disasters. between poverty and the degradation of four impact of migration on the well-being of this an elephant and a chimpanzee are forced to By exploring these stories we can answer ques- natural resource sectors. The analysis high- large number of Chinese children affected by leave to find a new home .. The journey is long tions about how climate change is creating lights the institutional and market failures migration. and and the desire to return to their old homes new patterns of migration and displacement. which encourage unsustainable activities, We conceptualize two counterfactual models is strong. On a remote island they meet ... a We can also ask how life on a hotter planet which in turn forces some income groups into to understand the causal impact of migration Dodo. When they can go back? When forests might mean living with new kinds of disasters, poverty. Another important factor is the role of on children. We draw upon data from the 2010 grow back, the ice will reform and ... A book to and coping with the displacement they create. conflicts between different agents (income baseline survey of the China Family Panel Stud- deal in a simple way the theme of climate website: groups) in the poverty-environmental degra- ies, a nationally representative, annual longi- change and that of those who are forced to http://climatemigration.org.uk/podcast- dation nexus. The analysis also highlighted the tudinal survey of Chinese communities, fami- find a new place to live. when-people-move-understanding-how- presence of feedback loops between environ- lies, and individuals. We poolthe origin- Editor: Paperback climate-change-creates-the-movement-of- mental degradation and poverty. destination child samples to form appropriate Year of publication: 2012 people/ website: comparisons and apply propensity score

Environmental Migration Environmental Year of publication: 2015 http://pubs.iied.org/pdfs/8127IIED.pdf matching methods to estimate the average The myth of invasion Migration Environmental Year of publication: 1996 treatment effects for the treated. We find sig- a a deconstruction of the common perception Population Pyramids of the World Download file: nificant positive effects of child migration on about fast raising of migration and its connec- from 1950 to 2100 PovertyEnvironmentalDegradation1996.pdf their objective well- being but no negative tion with environmental factors demography, population pyramid, age pyra- effects on their subjective well-being. We also Website: mid, aging, retirement. Sun come up find little difference between the left-behind http://heindehaas.blogspot.it/2015/05/the- website: Sun Come Up shows the human face of climate and non-migrant children across multiple life myth-of-invasion.html http://populationpyramid.net/world/2015/ change. We follow the relocation of the domains. The findings highlight the important Year of publication: 2015 Year of publication: 2015 Carteret Islanders, living on the remote islands role of migration in narrowing the longstand- in the South Pacific, and now, some of the ing rural-urban gap in child development in world’s first environmental refugees. When cli- China. Website: 434 435 SAME World Edu-kit SAME World Edu-kit

The World Bank Note Agriculture & Rural Development. website: http://data.worldbank.org/topic/agriculture- and-rural-development

UNHCR Global Trends 2013 The annually published Global Trends report

BIBLIOGRAPHY by UNHCR provides information about migration, including data on individual countries, graphics, numbers of people returning to their countries, and available estimates of stateless people. website: http://www.unhcr.org/5399a14f9.html Authors: UNHCR Journal Year of publication: 2013

United Nations Water scarcity. website: http://www.unhcr.org/5399a14f9.html

Unpacking Green Growth: Global Flows of Energy, Materials and Peo- ple

Environmental Migration Environmental Outline: - Key migration trends - Migration linked to the environment - Outlook: Migra- tion - a chance for green growth? website: http://global-systems-science.org/wp- content/uploads/2014/10/Melde-Susanne- Migration-and-Environment.pdf Year of publication: 2014 Download ﬁle: Melde2014.pdf

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The World Bank Note Agriculture & Rural Development. website: http://data.worldbank.org/topic/agriculture- and-rural-development

UNHCR Global Trends 2013 The annually published Global Trends report

United Nations Water scarcity. website: http://www.unhcr.org/5399a14f9.html

Unpacking Green Growth: Global Flows of Energy, Materials and Peo- ple

436 SAME World Edu-kit SAME World Edu-kit

Note Note SAME World Edu-kit SAME World Edu-kit

Note Note SAME World Edu-kit

Note

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ENVIRONMENTAL JUSTICE CLIMATE CHANGE ENVIRONMENTAL MIGRATION

Contents, class activities and online resources for educators are available at the link

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