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Papua New Guinea P

Papua New Guinea P

MODULE P

JUST WATER: Too Much or Too Little BACKGROUND INFORMATION

Just Water: Climate Change in the Pacific Resource Series

This education module is part of a series that focuses on the challenges faced by communities in the Pacific as a result of climate change. The series is entitled Just Water as many of the challenges involve water; either too much, or not enough. However, the phrase Just Water also refers to the position of the Catholic Church – that access to sufficient, safe, fresh water is a right and a matter of social justice.

How to Use this Module FOR LENT This series was launched at the time of Lent 2017 and has been designed to integrate country

MODULE P: P: PAPUA MODULE focused modules with a Lent module. Teachers and are encouraged to use the Lent module for the first and last week of Lent. The country modules (including this one) could be used as a unique focus each week with at least one lesson provided at each learning level. Common themes over between the countries and the in which they are covered does not matter.

WEEK 1 WEEK 2 WEEK 3 WEEK 4 WEEK 5 WEEK 6

MODULE MODULE MODULE MODULE LENT LENT Lent 2017 MODULE K T F Papua New Guinea P Lent 2017 MODULE

JUST WATER: JUST WATER: JUST WATER: JUST WATER: JUST WATER: JUST WATER: Climate Change Climate Change in the Pacific Rising Levels Too Much Salty Water Extreme Weather Too Much or Too Little in the Pacific This module contains: This module contains: • Background information • Background information • First Week of Lent lessons and worksheets • First Week of Lent lessons and worksheets • Holy Week lessons (on the last two pages of this module) • Holy Week lessons (on the last two pages of this module) Refer to the Teacher Booklet and other country modules for Refer to the Teacher Booklet and other country modules for more information in thisLENT series. MODULE K MODULE T MODULE F MODULE P more information in thisLENT series. MODULE KIRIBATI TONGA FIJI PNG MODULE

AS A STAND-ALONE UNIT The country modules have also been designed so that teachers can use them as separate teaching units for schools and classes. Lessons could be easily adapted to provide a range of relevant activities for students across all levels.

Online Resources and Curriculum Links All resources referred to in the lessons (including worksheets and videos) can be accessed at www.caritas.org.nz. All relevant achievement objectives can be found within the Teacher Booklet available online at the same above. This booklet also provides a good summary of the series and contains a list of all the elements available online and how they can be used together.

Look out for Links to Stories from our Environment Reports for Many of the stories that are central to the lessons in this series link with the voices that are found in Caritas’ Pacific environment reports published over the last few years. An icon of the relevant report can be found on the story and video summary pages along with the page reference where more information can be found.

CARITAS NEW ZEALAND JUST WATER: CLIMATE CHANGE IN THE PACIFIC FACT SHEETS

Country Profile: Papua New Guinea

Background: Papua New Guinea, in the south-western Pacific, encompasses the eastern half of New Guinea and its offshore . The eastern half of the of New Guinea – the second largest in the – was divided between (north) and the (south) in 1885. The latter was transferred to in 1902, which occupied the northern portion during World War I and continued to administer the combined areas until independence in 1975. A nine-year secessionist revolt on the island of Bougainville ended in 1997 after claiming some 20,000 lives. Since 2001, Bougainville has experienced autonomy and have an upcoming referendum on independence in 2019. MODULE P: PAPUA NEW GUINEA P: PAPUA MODULE Capital:

Language: Tok Pisin (official), English, some 836 indigenous languages spoken

Ethnic breakdown: Melanesian, Papuan, Negrito, Micronesian, Polynesian

Population: 7,824,283 ( 2016 figure)

Currency: Papua New Guinean kina

Religion: Roman Catholic 27%, Protestant 70%, indigenous beliefs and other 3%

Leaders: : Queen ELIZABETH II (since 1952); : Prime Minister Peter O’NEILL (since 2011);

Area: 462,840 square kilometres

Temperature: Tropical climate, averaging temperatures between 23 – 28°C. Humidity is between 70 – 90%

Natural hazards: Active volcanoes; situated along the Pacific “”, the country is subject to frequent and sometimes severe , mud slides and tsunamis.

Environmental issues: Rain forests are subject to as a result of growing commercial demand for tropical timber; pollution from mining projects; severe droughts; impacts of recent El Niño; climate change impacts.

Flag and map:

CARITAS AOTEAROA NEW ZEALAND JUST WATER: CLIMATE CHANGE IN THE PACIFIC FACT SHEETS

Climate-Related Issues

Coral Bleaching Coral reefs around the coasts of Papua New Guinea are suffering due to rising ocean temperatures and acidification with noticeable bleaching over the last couple of decades. This has influenced the abundance of marine life that lives amongst the coral with a flow on effect to local fishing output.

King Tides, Storm Surges, Rising Sea Levels and Strong Currents Many of the islands of Papua New Guinea, including , , and the , have felt the impacts of rising sea levels and stronger currents. lines have diminished

MODULE P: PAPUA NEW GUINEA P: PAPUA MODULE and people’s homes have been under threat.

Forced Relocation The Carteret Islanders have started relocating families from the low-lying Islands that they have called home to the more secure location of mainland Bougainville 86 kilometres away. In Tinputz, families have established new homes and continue to grow root crops and cocoa to provide for themselves, for families back in the Carterets, and to generate income.

Droughts In the Highlands of Papua New Guinea, especially Jiwaka , communities experienced severe droughts that lasted for a number of months. As a result, families struggled with sickness and the very real problem of starvation. At the height of the droughts, people were travelling long distances to obtain fresh water. Some estimates suggest that it may take a year or more for communities to recover after the latest drought in 2016, which was the worst experienced in more than half a century.

Frosts At high altitude locations in the Highlands, repeated frosts caused major problems to communities growing crops on their . The severe of the frosts occurring at the same time as the droughts killed off , kaukau (), , bananas, pandanus and other crops.

Food Security With frosts and droughts destroying crops and rising sea levels leading to the extinction of some of the staple crops in some of the islands (such as giant swamp taro), it is little wonder that food security has been an issue for many communities throughout Papua New Guinea. With a reduction in the supply of food, many villagers have been forced to purchase rice to provide enough for their families to eat, or rely on rice provided by the government and international aid agencies.

CARITAS AOTEAROA NEW ZEALAND JUST WATER: CLIMATE CHANGE IN THE PACIFIC FACT SHEETS

Caritas in Action

Much of Papua New Guinea’s economic activity is centred on subsistence farming. Generally, families are in a position where income does not cover living costs (including education and expenses). Caritas’ development work in Papua New Guinea focuses on sustainable livelihoods, improving health, disaster preparedness and education.

Sustainable Agriculture and Community Resilience Project This project assists ten communities in the of West New Britain, Bougainville and Manus to improve their quality of life by providing agriculture and fishery-based alternative livelihoods, clean water supply, and sanitation and hygiene needs. Each of the communities are located on

MODULE P: PAPUA NEW GUINEA P: PAPUA MODULE small outlying islands that are very susceptible to the effects of climate change. Started in 2013, Caritas supports this project with financial help from the New Zealand Aid Programme funded by the government. It follows on from a very successful pilot project in the Kapo area of West New Britain. This project focuses on supporting the production of cocoa (Carteret Islanders in Tinputz), enhancing economic development through fishing (in Manus and Bougainville), and poultry and pigs (in Manus).

Gender Violence Awareness Programme in The Catholic Diocese of Wabag approached Caritas Aotearoa New Zealand to request support for a pilot -awareness project in Enga Province. The province is the scene of many tribal fights, domestic violence against women and particularly allegations of sorcery against women, who are then tortured and often killed. The pilot project has attracted strong support in the areas in which it has been held, and plans are underway to extend the project to other areas in Enga Province, with a special focus on combating allegations of sorcery against women.

Emergency Relief An extreme El Niño weather pattern, which brings high temperatures and low rainfall for most of Oceania, led to disastrous effects around the Pacific and particularly in Papua New Guinea. Government agencies reported that 2.7 million people had their livelihoods, food and water supplies affected. Caritas worked with partners on the ground to respond to the El Niño crisis by providing emergency supplies to those in need and supporting government-led rapid drought assessment teams. Part of this support included the installation and rehabilitation of and bore water systems to ensure longer-term water security.

CARITAS AOTEAROA NEW ZEALAND JUST WATER: CLIMATE CHANGE IN THE PACIFIC FACT SHEETS

Cultural Connection: Iou Naiong

An example of a traditional in Papua New Guinea is Iou Naiong, a hide-and-seek game that comes from the Madok people of in of the . Iou Naiong is normally played by both boys and girls, who divide themselves into two teams (generally between five to eight players). Both teams agree to the boundaries of the playing area and the duration of each round. These two factors are very important to the game otherwise it will not work very well. Captains are chosen and decide on who will hide first (by flipping a coin for example). In the game, those on the team to hide leave their opponents lying on the ground with their faces

MODULE P: PAPUA NEW GUINEA P: PAPUA MODULE down and eyes closed. At the shouting of the word niongua by the last player to hide, are then allowed to open their eyes and go out searching. When a player who was hidden is found they must join the searcher but must remain quiet. A team can win the game two ways: 1. If the seeking team find all of their opponents within the time allowed, then the seekers win. 2. If the hiding team is able to elude their opponents in the given time, then the hiding team wins. After a win, the teams can be mixed up and a new round can start. This may go on for hours.

CARITAS AOTEAROA NEW ZEALAND JUST WATER: CLIMATE CHANGE IN THE PACIFIC FACT SHEETS

Science Says: Ocean Acidification

The islands of Papua New Guinea are surrounded by the and tropical (Bismarck, Solomon and Coral). Marine life around Papua New Guinea is simply stunning and has been allowed to thrive in a stable, balanced environment for a long time. This steady environment has allowed the amazing web of life under the water to flourish for so long. But research shows that this balance is being undone by a rapid change in acidity levels that could lead to many problems in the future. The rise of fossil fuel usage and the reliance on industry has led to the emission of billions of tons of carbon dioxide and other gases into our atmosphere. Scientific research says that around half of this carbon dioxide has been absorbed by our oceans. This has helped slow the rate of climate change as these emissions had been removed from our MODULE P: PAPUA NEW GUINEA P: PAPUA MODULE atmosphere. New research is finding that the introduction of huge amounts of carbon dioxide into our oceans is altering water chemistry and impacting marine life. There has been a 25 per increase in acidity over the past two centuries according to the latest research. When carbon dioxide dissolves in this ocean, carbonic acid is formed, which can hinder the growth and health of marine life (such as fish, shellfish and corals). The oceans currently absorb an estimated 22 million tons of carbon dioxide a day. Soon it is predicted that the ocean’s ability to store gas will diminish. This means more of the gas will remain in our atmosphere and become even more of a factor in global climate change. Scientific awareness of ocean acidification is quite new but we all need to be aware of the impacts of climate change on our oceans as there are many direct consequences for us and our treasured life below the waves.

Click here to watch a short animation explaining ocean acidification: www..com/watch?v=Wo-bHt1bOsw

Read more about ocean acidification here: www3.epa.gov/climatechange/kids/impacts/signs/acidity.html www.us-ocb.org/publications/oa_guide_english.pdf climatekids.nasa.gov/ocean/

CARITAS AOTEAROA NEW ZEALAND JUST WATER: CLIMATE CHANGE IN THE PACIFIC KEY STORIES

Story A: On the Move – Ursula Rakova’s Story P65

LOCATING THE CARTERET ISLANDS The Carteret Islands, off the coast of Bougainville in eastern Papua New Guinea, are actually one atoll consisting of six islets. They are home to 2,700 people. Unusual and severe weather patterns are impacting their way of life and survival. They have been among the first to navigate their way through the impact of climate change.

MODULE P: PAPUA NEW GUINEA P: PAPUA MODULE THE PROBLEM “The sea is basically eroding our shorelines,” says Ursula Rakova. “We have lost 60–70 metres of land. The shorelines are really getting smaller.” Her own island of Huene was cut in two in 1984 by the rising sea. “The weather patterns are changing so much,” says Ursula. “Previously the islanders were able to tell when the strong winds were coming. Now it’s more frequent, it’s almost regularly… this isn’t the time for the strong winds,”

THE IMPACTS From coastal erosion, to sea and inland flooding, loss of food sources and disputes over land, it has not been an easy journey for those on the Carteret Islands. The disappearance of the island’s food staple – giant swamp taro – was a huge loss. The species was lost when king tides hit the island in 1992 and it no longer grows there. The small “banana boats” that ferry people to the Carterets are supposed to carry up to 10 people with cargo, but are often overfilled with up to 25 passengers. In recent years, a number of these boats have capsized and people have drowned. Often the schools on the islands are forced to close because the children are not getting enough food to concentrate on their learning.

MEET URSULA RAKOVA Ursula Rakova is the Executive Director of Tulele Peisa (which translates to “Sailing in the wind on our own”), a home-grown community organisation helping Carteret Islanders adapt to a changing environment. Her great grandmother grew up in Papua New Guinea’s Carteret Islands in what was a paradise, but Ursula will not remember it as such. Even less so, her daughter. Instead it will be the place they fled from to seek safety from rising seas. “I come from a matrilineal society, where land is passed on from to daughter,” says Ursula. “I will not be able to pass land to my daughter anymore, because my atoll is divided in half, and that’s basically my inheritance – my future inheritance – my daughter’s future inheritance. And so we are beginning to lose this connectedness to the islands we love, and we are being forced to move because of situations where rising sea levels are basically forcing us to move from our homeland.”

CARITAS AOTEAROA NEW ZEALAND JUST WATER: CLIMATE CHANGE IN THE PACIFIC In the absence of official climate funding, the Carteret Islanders have taken their climate future in their own hands. They have relied on their own tenacity and ingenuity, and the support of the local Catholic Church, charities such as Caritas and , and government funding from Finland and New Zealand.

THE TINPUTZ SOLUTION In 2006, Ursula answered the call of her elders to set up the organisation Tulele Peisa. She had earlier been involved in environmental work and community education. But this new work was to carve out a new future for her people on mainland Bougainville where they successfully negotiated with the Catholic Church there for

MODULE P: PAPUA NEW GUINEA P: PAPUA MODULE four land areas on the mainland. In Tinputz on Bougainville, they have set up houses and land to grow food crops, cash crops such as cocoa, and trees for food, timber and ecosystem restoration. Those remaining on the islands are supplying fish to those on Bougainville, while those on the mainland provide vegetables and other food crops. “This has been an ongoing exchange since the relocated families moved to Tinputz in 2009,” she says. “It is just a kind of reciprocal giving where families in Tinputz continue to supply their families on the island with food crops to sustain the very simple diet of fish they have every day. When families started to produce enough food for their own sustenance they started to worry about their other family members on the island, wondering what they were having for their meals.” Cash of cocoa and is the main activity for those on the mainland, but Ursula says they are integrating this with food crops as a family activity. “The families work together in what they call ‘community days’ where support for each other is highly appreciated.” Ursula says that in a short time, each of the eight families who have moved to the mainland have planted 300 cocoa trees. “If you really manage these 300 cocoa trees, you are able to harvest four bags every month after five years of the growth of these trees,” says Ursula. “So far we’ve planted about 6,500 cocoa trees on 14 hectares of land.” Together, they have also planted a mini-forest of indigenous trees: more than three hectares in soft and hard trees, trees, fruit trees and palms. The trees will provide timber, food and medicine. “Hornbills are beginning to come back and nest,” adds Ursula, “That’s one of the things that really encourages us to come back.” “We are planting short, medium and long-term good crops and want to build our own seedbank.” The people of the Carterets are grateful to Caritas for providing a dryer for their cocoa beans, and training staff. “We are trying to give our islanders new hope, emphasising mitigation, resilience and adaptation.”

FROM ANGER TO ADVOCACY “When I started this programme, I was really, really angry about what my people were going through. But over the years I realised that I just couldn’t sit down and become angry. I’ve got to tell the world: this is happening and we are all in this together. We all need to walk our talk. If we are going to look at Mother Earth as something that’s going to support us, we’ve got to protect this Mother Earth, and we will all have to do it together.”

CARITAS AOTEAROA NEW ZEALAND JUST WATER: CLIMATE CHANGE IN THE PACIFIC KEY STORIES

Story B: El Niño Impact P39

By the middle of 2016, the El Niño cycle had affected more than two million people in Papua New Guinea. Extreme events followed consecutively on top of each other. A drought and frost were experienced in the Highlands after intense rains earlier in the year. The severe nature of the frost and drought killed off potato, kaukau (sweet potato), taro, bananas, pandanus and other crops in the Highlands. A devastating bush fire resulted from the drought in the Kapo area of Kimbe and destroyed 25,000 cocoa trees. The loss of these key crops as well as water shortages led to starvation in parts of the country. El Niño defined: A periodic warming of in the Pacific Ocean near the equator, which in turn leads to drier and warmer weather for much of the South Pacific, and the risk of more cyclones. MODULE P: PAPUA NEW GUINEA P: PAPUA MODULE VOICE FROM WABAG: “I went to Laiagam last week and on my way I saw a lot of the food gardens being affected by the frosts…” “The newly planted potatoes and other vegetables were destroyed…” “This frost has affected parts of Enga Province which have never been affected before…” “The effects will be felt for a longer period of time…” “We will definitely need some assistance.” — Arnold Orowae (Catholic Diocese of Wabag)

VOICE FROM WESTERN HIGHLANDS: “The unusually severe frosts have caused huge damage to food gardens…” “Bushes looked like they had been set on fire…” “Kaukau was rotten all over and not suitable for consumption…” “People will survive for a few weeks…” — Jenny Mek (Caritas Co-ordinator for Mt Hagen Diocese)

VOICES FROM KIMBE: “When fire destroyed the cocoa trees, we all wept, as it was like losing a child.” — Robert Kamo “Now that our cocoa trees have been destroyed, our hopes and plans have been shattered.” — Michael Vovola

Since the mid-1970s, El Niño events have been happening more frequently and with greater intensity (in line with predicted effects of global warming). During this time, the population of Papua New Guinea has more than tripled (from 2.4 million), so the impact of events like the El Niño cycles are even more severe.

CARITAS AOTEAROA NEW ZEALAND JUST WATER: CLIMATE CHANGE IN THE PACIFIC KEY STORIES

Story C: New Britain – Losing Ground P28

Many communities on low-lying islands and coastal areas of Papua New Guinea are making their own sea walls to minimise coastal erosion. Mathias Ire, Kimbe Diocesan Caritas Coordinator in West New Britain, says people use stones, logs, coral and even large shells to make sea walls. Vertical sticks or posts are placed in the shore to mark the wall, then logs or planks nailed across them. Finally, stones are put in behind the logs or sticks. Such walls tend to last two to three years, though some that are bound together with wire mesh may last longer. Mathias says that “once these sea walls are destroyed by the sea, the sea keeps coming, it doesn’t stop. Once the sea breaks the wall down it continues to dig into the beach.” In West Nakani, the coastline has moved 100-200 metres inland. Mathias’ village of only 500 people is MODULE P: PAPUA NEW GUINEA P: PAPUA MODULE among the worst affected coastal villages, where the sea is slowly carving into the main road. Residents first noticed large-scale erosion about 15 years ago. People closest to the beach began to move inland when the sea began cutting into occupied land. “So far, seven families have moved for fear of being washed away” says Mathias. “Their movement affects community life and how they organise and do things. When they move to new areas, they have to adjust to their new environment and they miss the community where families have closer ties with each other and assist each other in times of need. The people have come to accept that this is the way it is.” Moving inland from the coast is a short term solution but the question is what will happen when the land is gone? “We are concerned about our village being eroded but there is nothing much we can do. Sea walls are too expensive. We will keep moving inland but for how long?”

CARITAS AOTEAROA NEW ZEALAND JUST WATER: CLIMATE CHANGE IN THE PACIFIC KEY STORIES

Story D: Manus Island – Food Chain Change

In Papua New Guinea, Fr Dominic Maka from Manus Island in the north says changing weather patterns are affecting crops, food plants and food chains. Some species are finding new ways to survive, while others are struggling or fading away. “Animals and fish patterns of feeding have changed. They are not feeding on things that we normally know so they can be easily located and

MODULE P: PAPUA NEW GUINEA P: PAPUA MODULE be caught for human consumption. Behaviour patterns change as well as feeding grounds.”

Example ONE: Flying foxes (a type of bat) can’t find the same abundance of fruit up in trees, so they come down to eat root plants like tapioca and sweet potatoes. are doing the same. This impacts the food supply for the people on Manus Island as a result.

Example TWO: Cocoa pests are also increasing with warmer, more humid weather. Cocoa pod borer and black pod fungal disease are attacking cocoa plants at a high rate, affecting the industry. Most farmers are feeling the impact as they are getting poor returns because of the impact on the quantity and quality of their cocoa beans. There is a real need to ensure that crops grown are resistant to any pests or diseases.

CARITAS AOTEAROA NEW ZEALAND JUST WATER: CLIMATE CHANGE IN THE PACIFIC VIDEOS

Video A: Ursula Rakova on Climate-Induced Relocation

CLICK HERE TO WATCH: www.youtube.com/watch?v=ZB6jyFaW79E

SUMMARY: • Source: ABC News • Duration: 4m51 • This short interview with Ursula Rakova took place before the Paris Agreement at the end of 2015.

MODULE P: PAPUA NEW GUINEA P: PAPUA MODULE • Ursula highlights that the Carteret Islands have been impacted severely by climate change. • King tides, rising sea levels, frequent storm surges and strong currents are many of the issues faced due to climate change. • So far 10 families have been relocated to Bougainville. • 150 families still need to move. • The distance from the Carteret Islands to Bougainville is 86 Kms (usually by small banana boats). • Tulele Peisa prepares houses and provides counselling before and after moving. • Counselling is required because people are moving from their home and become detached from their island, identity and way of life. • Bougainville is still recovering from civil unrest and relationships are being built with the host community in Tinputz. • It is good to talk about targets but Governments need to put themselves in shoes of those who are facing impacts already. You can talk about planning and targets but people need to get to safe and secure places first.

CARITAS AOTEAROA NEW ZEALAND JUST WATER: CLIMATE CHANGE IN THE PACIFIC VIDEOS

Video B: Life on Han Island

CLICK HERE TO WATCH: www.telegraph.co.uk/news/earth/carteret-islands/6762507/Carterets-diary-day-three-life-on-Han- island.html

SUMMARY: • Source: Daily Telegraph • Duration: 1m38 • Roland Hancock, a video journalist, from , describes the journey to Han

MODULE P: PAPUA NEW GUINEA P: PAPUA MODULE Island as part of a five-day diary. • Bernard, the chief, explains that when tides originally began to rise they thought their ancestors were not happy with them. • Rafina, an elder, remembers where the coast used to be before all the storms. • There are now many more storms than in the past, according to Rafina. • In the evening, there is no electricity so everyone relaxes and enjoys singing.

CARITAS AOTEAROA NEW ZEALAND JUST WATER: CLIMATE CHANGE IN THE PACIFIC VIDEOS

Video C: Sinking Paradise – Carteret Islands

CLICK HERE TO WATCH: ourworld.unu.edu/en/how-to-guide-for-environmental-refugees

SUMMARY: • Source: University video (OurWorld 2.0) • Duration: 6m37 • From the view of a local Han Islander (translated with subtitles). • Powerful message that Han Island is being eaten by the sea. MODULE P: PAPUA NEW GUINEA P: PAPUA MODULE • The impact on students at school is mentioned. • The impacts on malaria are discussed. • King tides are shown to have reached the middle of the island. • The Papua New Guinean Government has not helped. • So Tulele Peisa was set up by the community to find a solution. • The regular supply is shown to be stuck on the reef. • Carteret Islanders have been forced to leave and find ways to go to Bougainville to look after themselves. • 120 families are to be relocated to Tinputz. • 6 million kina is required to cover the cost of the relocation and resettlement. • The importance of protecting the reef is highlighted as it will be the source of income for children to return in the future.

CARITAS AOTEAROA NEW ZEALAND JUST WATER: CLIMATE CHANGE IN THE PACIFIC LESSONS (Y1-2) P1

LEARNING OUTCOMES: • Understand that food and homes are different in the Pacific • Recognise that land is a gift from God

SETTING THE SCENE DISCUSSION What do we mean when we refer to the Homes and land are very important to Pacific? Who has heard of these countries: people all over the world. In many places, Fiji? Tonga? ? Papua New Guinea? We land has belonged to families for hundreds of are all neighbours like people in your street years and has become part of who they are. yet we all are quite different. Unfortunately, in some parts of Papua New Guinea, people are losing their land and their BRAINSTORM

MODULE P: PAPUA NEW GUINEA P: PAPUA MODULE homes because the sea level is getting higher. What are some common foods that we eat People have been forced to move away from in New Zealand? Write these on the board. the coast or to a new island altogether. Which of these are enjoyed in other Pacific How do you feel knowing that some people countries? Circle these. have lost their homes due to warmer temperatures causing the sea level to go up? VIEW Look at Poster P: Homes in Papua New PRAYER Guinea to see homes found in Papua New Choose a prayer from the Climate Change Guinea. Reflect on the questions. Prayer Booklet at www.caritas.org.nz Watch together PowerPoint P1: PNG: Food to pray for people impacted by climate and Homes to find out more about food and change. Remember to thank God for all the houses in Papua New Guinea. good things we have including our homes. Remember those who have lost their homes DISCUSSION and are moving to a new place to live. What were some of the differences to the New Zealand foods you listed on the board ACTION and the types you saw in the PowerPoint? Create little signs to put up at home that will Did you notice any differences in the houses act as a reminder to either: found in Papua New Guinea with the ones we 1. Pray for people without a home or those have in New Zealand? What are the reasons moving to a new home; or for this? 2. Remember how lucky we are to have the ACTIVITY things that we do at home. Think about your own home. Close your eyes and picture yourself in different places (bedroom, lounge, kitchen, backyard?). What do you like about your home? What things make it special? After some initial sharing complete Worksheet P1: Home Sweet Home to show what makes our home special.

CARITAS AOTEAROA NEW ZEALAND JUST WATER: CLIMATE CHANGE IN THE PACIFIC LESSONS (Y3-4) P2

LEARNING OUTCOMES: • Realise the impact when people are forced to leave their home • Understand how Caritas is helping in the Pacific

SETTING THE SCENE VIEW Get students to show on their ten fingers how Watch PowerPoint A: Caritas helping in the important land and creation are to: Pacific and write down all of the good things a) God; you can see that Caritas is doing to help people b) people around the world; and in need. Can you picture yourself helping like c) themselves this when you are older? (10 = Very important and 0 = Not important ACTIVITY

MODULE P: PAPUA NEW GUINEA P: PAPUA MODULE at all). Was there any difference? How important did Ask students to imagine that they had all the class think land and creation are? the money they ever dreamed of and could transport themselves anywhere at the click BRAINSTORM of their fingers. On the board, or a large chart, write up all of Then based on what they have found out the reasons why land and our created world about Ursula’s story and the challenges faced are important to us. Think in terms of how it by the Carteret Islanders, get students to helps us to live, how it makes us feel, and what share or dramatize what they would do to it enables us to do. help. VIEW PRAYER Watch PowerPoint P2: Ursula Rakova’s Story Ask students to sit and reflect for a few and share with the people around you at minutes in silence about what has been least five new things you didn’t know before discussed today. On small strips of paper get and have learnt after hearing Ursula’s story. students to write down a single line prayer for the people of the Carteret Islands to then ACTIVITY place in a box or display on a wall in the Complete Worksheet P2: How I Feel to show classroom. Students can share these out loud the feelings of Ursula and the Carteret if you have time. Islanders at different points on their journey from leaving home to starting again on ACTION Bougainville. Check out the Keep it Simple for Lent Calendar again and choose two actions this DISCUSSION week to make a difference to the world by Turn to the person next to you and explain reducing your impact on the environment or how you would have felt if you were living on by remembering those who are struggling the Carteret Islands in PNG and were forced from the impacts of climate change or losing to move to a new home. What would you their homes. miss the most? Thinking back to Worksheet P2, can you describe what your face would look like (in terms of emotion)? How do you think God feels when he sees what is happening to his created world?

CARITAS AOTEAROA NEW ZEALAND JUST WATER: CLIMATE CHANGE IN THE PACIFIC LESSONS (Y5-6) P3

LEARNING OUTCOMES: • Love others through our actions • Identify the challenges faced by people in Papua New Guinea

SETTING THE SCENE RESEARCH Review what has been learnt already about Over the next week, take note of any current life in the Pacific and the impacts of climate events in New Zealand that are climate change. Get students to share their goals for change related and compare them with those Lent with those around them. you have identified in PNG. Are there any differences? BRAINSTORM ACTIVITY

MODULE P: PAPUA NEW GUINEA P: PAPUA MODULE See how many things your class knows about Papua New Guinea. Add up your existing Complete Worksheet P5: Leader and Role knowledge one fact at a time. Students may Model to summarise the impacts felt in PNG. have lots of questions too and these can be Also record any national climate change recorded also to find out about later. related current events news you find. Compare the two lists on the back of the ACTIVITY sheet. Read Story C: New Britain – Losing Ground out loud to the class and ask them to PRAYER close their eyes and imagine what is being Assign each of the issues identified by the described. If there is time, ask students to class in Worksheet P3 to different small draw the image that stood out to them in groups to focus on. Ask each group to write their mind after hearing what is happening a short prayer to then share with the class. with coastal erosion in West New Britain. This may be read out loud, displayed as a poster, or presented in some way (song, VIEW drama etc…). Find Manus Island on a map for the students and share Story D: Manus Island – Food ACTIVITY Chain Change. Ask students to identify Write a newspaper article as a journalist two big problems on Manus Island that the witnessing some amazing action (in either communities are facing as a result of climate New Zealand or PNG) where a person or change. group have made a change in order to reduce the impacts of climate change. Try to include VIEW a couple of quotes in the article from the Watch PowerPoint P2: Ursula Rakova’s Story people involved and the people who are to see the problems faced by the people of feeling the positive impact on their lives. the Carteret Islands who are starting to move Display these around the class or share them from their homes due to rising sea levels and if you have typed them electronically. Inspire coastal erosion. each other to make these articles a possible reality! DISCUSSION After watching the video get students to share how they feel. How do Carteret Islanders show love to each other through their actions? How can we show love to people living such a long way away?

CARITAS AOTEAROA NEW ZEALAND JUST WATER: CLIMATE CHANGE IN THE PACIFIC LESSONS (Y7-8) P4

LEARNING OUTCOMES: • Follow the example of Jesus as an advocate for people in need • Explain the challenges faced by Carteret Islanders having to relocate their home

REFLECTION ACTIVITY Reflect on examples found in the Gospels Worksheet P4: Plan B presents five different where Jesus was an advocate for people scenarios where a community is faced with in need. What was his motivation to help losing their land and home. Divide the class vulnerable people? What was the common into five groups and assign a scenario to each reaction after Jesus showed love through his of them. Ask them to read their situation actions? and work out a way to present the scenario effectively to the class through drama or

MODULE P: PAPUA NEW GUINEA P: PAPUA MODULE DISCUSSION freeze frames. Then groups can explain what Who are the people most in need in today’s their plan B would be to solve the problem. world? Who do you see and meet that needs help? Is it easy for us to help them? How can RESEARCH we be advocates for them? Use the Internet to find other countries where communities are becoming refugees SETTING THE SCENE searching for a new home due to climate One third of the population of Papua New change or other factors. See if you can find Guinea (PNG) lives below the poverty line. out how many people each year are forced to Life is challenging in PNG and the country leave their homes. ranks near the bottom of the (HDI). Climate change PRAYER affects many local Papua New Guineans Become an advocate for others by choosing severely, due to their heavy reliance on from the Climate Change Prayer Booklet and growing local produce and fishing from praying for people in need across the world. coastal areas. In particular, remember those who are forced to leave their homes and become strangers in VIEW a new place. One extreme example of a community in PNG having to adapt to the challenges caused by ACTIVITY climate change are the people of the Carteret Create a plan for being an advocate for the Islands. Get students to read Story A: On the people of the Carteret Islands to find ways Move – Ursula Rakova’s Story and watch to raise awareness about their enforced Video A: Ursula Rakova on climate-induced relocation and to be a source of hope and relocation to understand the situation faced love like Jesus was over 2,000 years ago. This by Ursula Rakova and her people. may be on an individual level, for the class as a whole, or the entire school. DISCUSSION As a class, try to summarise both the ACTION challenges and the response by the people of Review the daily actions on the Lent Calendar the Carterets in less than five sentences. Put and continue the challenge to find small ways yourself in the shoes of Ursula Rakova or her to minimise your impact on climate change granddaughter and imagine how you would as felt by people throughout the Pacific and feel. Could you imagine being forced to leave across the world. your home because the waters were getting closer by the day?

CARITAS AOTEAROA NEW ZEALAND JUST WATER: CLIMATE CHANGE IN THE PACIFIC LESSONS (Y9-10) P5

LEARNING OUTCOMES: • Recognise attributes in Pacific leaders that we can be inspired by and follow • Explain the climate-related challenges faced in PNG

SETTING THE SCENE RESEARCH Locate Papua New Guinea on a world map Complete a Google search of ‘Ursula and determine where its borders can be Rakova’ and find out how long she is found and how many islands it comprises. been campaigning for her people on the Almost half the population are subsistence Carteret Islands. Make a list of the number farmers relying on their own self-sustainable of organisations (such as Caritas) that she natural lifestyle growing and selling their own has worked with to get her message out for

MODULE P: PAPUA NEW GUINEA P: PAPUA MODULE crops. More than 80 per cent of the country people to take seriously the plight of the live outside of urban centres in rural areas. Carteret Islanders. You can go to www.tulele- peisa.org/about/ursula-rakova/ to find out BRAINSTORM more too. Based on existing knowledge of Papua New Guinea and what is known already about ACTIVITY climate change impacts in the Pacific, write Complete Worksheet P5 to identify the down some expected challenges for people in inspiring attributes that Ursula Rakova PNG. Share these before hearing the story and teaches us to have. As part of the activity watching the video. Find out if anyone knows look at the ways in which you can stand what the El Niño cycle is and its effects. up for people in your community and our neighbours in Pacific countries impacted by a VIEW changing climate. Read Story B: El Niño Impact as a class and get a number of students to be the individual PRAYER voices explaining the impact of the changing Select a prayer to share together from the weather patterns and the devastation caused Climate Change Prayer Booklet at www. by the droughts, frosts and fires. caritas.org.nz and remember the people impacted by climate change around the DISCUSSION world – including those in Papua New Ask students to share how they feel after Guinea. hearing what was experienced in PNG as a result of the El Niño. ACTION Choose one of the attributes you identified VIEW in Ursula Rakova from Worksheet P5 and Watch Video C: Sinking Paradise – Carteret write this down in a place you will see Islands and ask students to take note of regularly. Keep this as a personal challenge the many challenges faced by the Carteret and whenever you see this attribute, be Islanders as they listen to Nicholas explain the continually inspired to be a leader for justice, situation. Get students to share their initial to live for those in need, and to stand up for thoughts after watching the video and then those closest to you when they need support. look closer at Ursula Rakova as an example of an inspiring leader by watching Video A: Ursula Rakova on climate-induced relocation.

CARITAS AOTEAROA NEW ZEALAND JUST WATER: CLIMATE CHANGE IN THE PACIFIC LESSONS (Y11+) P6

LEARNING OUTCOMES: • Understand climate-related challenges faced in PNG and how people are adapting • Consider ways to be in solidarity with others facing difficult situations

SETTING THE SCENE RESEARCH Review what has been learnt so far about Find out more about the experiences of other climate change and how people in the Pacific communities in PNG in regard to impacts are adapting. Find out if anyone has been to caused by a changing climate. Write down Papua New Guinea before so they can share where they come from and what they need. their stories. Or get students to predict what Read some of the related articles at the back challenges are faced in PNG as a result of of this unit. Look at Story C and Story D for

MODULE P: PAPUA NEW GUINEA P: PAPUA MODULE climate change related issues. more information too if required.

VIEW ACTIVITY Read Story B: El Niño Impact as a class and Find out what Caritas Aotearoa New Zealand get a number of students to be the individual is doing to support communities in Papua voices explaining the impact of the changing New Guinea as they attempt to adapt to the weather patterns and the devastation caused effects of climate change. Go towww.caritas. by the droughts, frosts and fires. org.nz/where-we-work/papua-new-guinea Complete Worksheet P6: Caritas and PNG DISCUSSION and discover how the work of Caritas How much did you hear in 2015 and 2016 demonstrates many of the Catholic social about the impacts of the El Niño throughout teaching principles the Pacific? Were you aware of the scale of damage to livelihoods in PNG? Is there PRAYER anything we can do in response? As an act of solidarity, write a short prayer for the millions around the world who are VIEW impacted by a changing climate and the lost Watch Video B: Life on Han Island and hear connection with their home. Keep this prayer from a couple of the elders on Han Island in a place where you see it regularly to help as they talk about rising sea levels and their you remember these people in your prayers. cultural and historical connection. ACTION DISCUSSION Use the prayers you have written for PNG Was anything surprising in Video B? What in your class prayers at the beginning of RE were Bernard and Rafina’s key messages? lessons. How does it make you feel? Is there any way

we can respond?

VIEW Watch Video A: Ursula Rakova on climate- induced relocation and find out the problems faced by the people of the Carteret Islands off the coast of Bougainville and the solution they have found as explained by Ursula Rakova. What is the hope that comes through in Video A?

CARITAS AOTEAROA NEW ZEALAND JUST WATER: CLIMATE CHANGE IN THE PACIFIC WORKSHEET P1

Home Sweet Home

In each of the houses on this sheet, draw an object or write a word that you feel is important in your home. MODULE P: PAPUA NEW GUINEA P: PAPUA MODULE

I love my home because of my…

CARITAS AOTEAROA NEW ZEALAND JUST WATER: CLIMATE CHANGE IN THE PACIFIC WORKSHEET P2

How I Feel

Fill in the faces beside each event below to show how you think Ursula and the people of the Carteret Islands felt at different stages of their journey. Use the following KEY to help you think of what each of the faces may look like: KEY

Excited Happy Hopeful Sad Scared Angry MODULE P: PAPUA NEW GUINEA P: PAPUA MODULE

EVENT A – Noticing sea levels rising for the first time

Feeling: Why?

EVENT B – Talking together to find a solution of a new home

Feeling: Why?

EVENT C – Finding a new home on Bougainville

Feeling: Why?

EVENT D – Finding people to provide support for setting up the new home

Feeling: Why?

EVENT E – Leaving home behind

Feeling: Why?

EVENT F – Seeing new families with homes on Bougainville and with crops that are growing

Feeling: Why?

CARITAS AOTEAROA NEW ZEALAND JUST WATER: CLIMATE CHANGE IN THE PACIFIC WORKSHEET P3

Impacts

Summarise the impacts of climate change felt in Papua New Guinea. Follow the news this week and take note of any climate change related stories from New Zealand. Compare these two lists on the back of this worksheet.

Papua New Guinea: Impacts of climate change…

IMPACT 1: IMPACT 2: MODULE P: PAPUA NEW GUINEA P: PAPUA MODULE

IMPACT 3: IMPACT 4:

New Zealand: Impacts of climate change in the news …

CARITAS AOTEAROA NEW ZEALAND JUST WATER: CLIMATE CHANGE IN THE PACIFIC WORKSHEET P4

Plan B

Read the following scenarios and present your assigned situation to the class as a drama or freeze frame. Then explain how you would respond. Would you follow the suggestion? Or do you have another plan B?

SCENARIO 1 SCENARIO 2 Location: Han Island, Carteret Location: Tebunginako village, Islands, Papua New Guinea Kiribati MODULE P: PAPUA NEW GUINEA P: PAPUA MODULE Problem: Rising sea levels Problem: Rising sea levels have destroyed your gardens have eroded the coast and and now your home is under broken your sea wall and has threat. entered your home. Suggestion: An elder is Suggestion: Your neighbours suggesting that you move your moved to South and family to Bougainville. suggest you follow.

SCENARIO 3 SCENARIO 4 Location: Jiwaka Province, Location: Ponsonby, Papua New Guinea Problem: Jobs are hard to Problem: Your supply of water find and your seems to be and food is very low after getting higher. continued droughts and frosts. Suggestion: Your family Suggestion: Your grandfather members are in agreement suggests that you move closer that it may be time to move to the coast and not as far to a place that is cheaper and above sea level. more affordable.

SCENARIO 5 Location: Aleppo, Syria Problem: You can hear ongoing bomb blasts outside your home and you fear for your family’s safety. Suggestion: There is a chance to leave your home and find shelter in a in neighbouring Lebanon.

CARITAS AOTEAROA NEW ZEALAND JUST WATER: CLIMATE CHANGE IN THE PACIFIC WORKSHEET P5

Leader and Role Model

List down the many attributes that make Ursula Rakova, the Director of Tulele Peisa, an inspiring leader. Considering these attributes, identify actions you could take to follow her lead on being an advocate for others impacted by climate change.

URSULA RAKOVA

MODULE P: PAPUA NEW GUINEA P: PAPUA MODULE Tulele Peisa Director

Inspiring Leader

Advocate for Change

Her attributes:

Her achievements:

Following in her footsteps

CARITAS AOTEAROA NEW ZEALAND JUST WATER: CLIMATE CHANGE IN THE PACIFIC WORKSHEET P6

Caritas and PNG

Go to www.caritas.org.nz/where-we-work/papua-new-guinea and find out about how Caritas Aotearoa New Zealand is supporting various communities in PNG as they adapt to the effects of climate change. Summarise the different projects here: MODULE P: PAPUA NEW GUINEA P: PAPUA MODULE

How is Caritas living out its ethical principles through the work they are engaged in? Fill in the table below. (Think about how their work demonstrates some of the CST principles, particularly solidarity, preferential option for the poor, human dignity, subsidiarity and the universal destination of goods.)

CST Principle An example of how this principle is being applied by Caritas in PNG Solidarity

Preferential Option for the Poor and Vulnerable

Human Dignity

Subsidiarity

Universal Destination of Goods

CARITAS AOTEAROA NEW ZEALAND JUST WATER: CLIMATE CHANGE IN THE PACIFIC PowerPoint Stories and Videos

PowerPoint A: Caritas helping in the Pacific PowerPoint P1: PNG: Food and Homes PowerPoint P2: Ursula Rakova’s Story Story A: On the Move – Ursula Rakova’s Story Story B: El Niño Impact Story C: New Britain – Losing Ground Story D: Manus Island – Food Chain Change

MODULE P: PAPUA NEW GUINEA P: PAPUA MODULE Video A: Ursula Rakova on climate-induced relocation Video B: Life on Han Island Video C: Sinking Paradise – Carteret Islands

Related Articles

From climate change victims, a message to UN negotiators: ‘They’ve been talking, talking, talking. Why don’t they act?’ (PRI) www.pri.org/stories/2015-12-09/climate-change-victims-message-un-negotiators-they-ve-been- talking-talking “We have to move now”: Islanders watch as their home disappears in the sea (Catholic Leader) catholicleader.com.au/news/we-have-to-move-now-islanders-watch-as-their-home-disappears-in- the-sea Islands advocate Ursula rises above sinking feeling (NZ Catholic) www.nzcatholic.org.nz/2015/08/05/islands-advocate-ursula-rises-above-sinking-feeling/ The struggle to help Bougainville’s Carteret Islanders () www.radionz.co.nz/international/programmes/datelinepacific/audio/201761808/the-struggle-to- help-bougainville’s-carteret-islanders Meet The First Pacific Island To Relocate Thanks To Climate Change (Climate Progress) thinkprogress.org/climate/2014/08/18/3472645/pacific-island-town-relocate-climate-change/ The world’s first climate change “refugees” (IRIN) www.irinnews.org/feature/2008/06/08 Local communities of Papua New Guinea are committed to fight climate change (UNDP) www.pg.undp.org/content/papua_new_guinea/en/home/ourwork/environmentandenergy/ successstories/communities-of-papua-new-guinea-are-committed-to-fight-climate-c.html

Relevant Websites

www.tulele-peisa.org/ www.caritas.org.nz www.pacificclimatechange.net

CARITAS AOTEAROA NEW ZEALAND JUST WATER: CLIMATE CHANGE IN THE PACIFIC

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