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Climate Justice Issues DRC

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Photo stimulus and making links

Reading document on Climate Justice/Injustice

Reading background information on the Democratic Republic of the Congo

Simulation exercise based on the development of a new mining project

Guide students to plan and design a potential action to address climate injustice

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Rana Plaza Collapse; Where is the justice in this?

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1. Photo stimulus of the Amazon

2.Video for 'battle for the Amazon'. Filmed in the 2010. Students can then be asked to research what has occurred in the Amazon since then

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Learner Experience: Case study research into El Nino events

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Learner Experience: Case study research into El Nino events

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What Learning Outcomes did you engage with?

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What Learning Outcomes did you engage with?

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-News articles

-Storm formation (link with geo department)

-Guest speakers

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Climate Change in Chad

-Lake Chad

-Desertification

-Climate Change

-Declining Fish Stocks

-Biodiversity loss

-Soil Degradation (overgrazing, overcropping & deforestation)

-Migration

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Fact file - Population, location, GDP, primary, secondary, tertiary, HDMI, carbon footprint ,

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Fact file - Population, location, GDP, primary, secondary, tertiary, HDMI, carbon footprint ,

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Politics/History

Simulation Game: each group has is given a stakeholder (farmer, fisherman, NGO, government department, MNC, local family, government of bordering country) with a goal and a list of resources available to them. They work together to figure out how to achieve their goal while climate issues like flooding and drought crop up.

Students present their journey through the simulation in their choice of form: e.g. poster, skit, podcast, speech.

Exit Key: Students leave a suggestion on how they can advocate for climate justice in their locality. On a post-it on the door while leaving / exit ticket / metimeter.

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-As an introductory task, students conduct research in pairs on the Rana Plaza Collapse.

-Teacher observes the students' research to ensure their sources are informative and reliable.

-The teacher may have reliable sources ready to share with students, to differenciate for those who may be struggling with the higher-order nature of this task.

-Once students have gained an insight into the various sources, the class as a group discusses their research and collates information, which is presented on the whiteboard, either digitally or otherwise.

-The teacher then presents a list of statements, taken from the learning outcomes, and the students must partake in a walking debate based on their own opinions and beliefs. This is in an aim to allow students to connect with this case study.

-The teacher then facilitates a mock trial and gives each student a side: the victims vs the factory owners.

-The students are then asked to present a case for the side which they've been assigned. They are allowed a period of time to prepare their arguments and statements, regardless of their personal beliefs.

-Once the arguments from both sides have been presented, the students all reflect on what they've heard and choose a winning side, regardless of which side they themselves were on.

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What Learning Outcomes did you engage with?

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What Learning Outcomes did you engage with?

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What Learning Outcomes did you engage with?

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What Learning Outcomes did you engage with?

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What Learning Outcomes did you engage with?

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What Learning Outcomes did you engage with?

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What Learning Outcomes did you engage with?

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What Learning Outcomes did you engage with?

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What Learning Outcomes did you engage with?

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What Learning Outcomes did you engage with?

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What Learning Outcomes did you engage with?

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What Learning Outcomes did you engage with?

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What Learning Outcomes did you engage with?

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What Learning Outcomes did you engage with?

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What Learning Outcomes did you engage with?

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What Learning Outcomes did you engage with?

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2.3 Outline and identify root causes of climate injustice

1.6 Illustrate how biodiversity loss is occurring due to a number of main drivers

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How well do climate laws help reduce global warming?

Focus in Ireland:

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Applied Learning task 2.1 Explore meanings and principles of climate justice

Applied Learning Task 1.2 Discuss how values relating to nature can vary between people and across time

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What Key Competencies did you engage with during the learner experience?

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What Key Competencies did you engage with during the learner experience?

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What Learning Outcomes did you engage with?

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What Learning Outcomes did you engage with?

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Thinking and problem solving: as students use a range of thinking strategies and develop potential solutions to problems. They approach their learning with an open mind, actively seeking out different points of vie

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1.7: Human induced global warming

2.2 appreciate how differences in social position and power in society affects capacity for action.

3.3: Sustainable development goals, inequality

3.4: Misinformation, disinformation, greenwashing

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Outline: give the main points; restrict to essentials

Illustrate: use examples to describe something

Explore: observe, study, in order to establish facts

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Concern.net

Photo Stimulus

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1.1

2.3

2.4

3.3

ALT 2.1

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1.2, 1.3, 1.4, 1.7, 1.8

2.2, 2.3

3.2, 3.5, 3.7

ALT2

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1.1 outline the Earth systems and the interconnections
between global ecosystems

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1.1 outline the Earth systems and the interconnections
between global ecosystems

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1.4 explore activities causing the enhanced greenhouse effect

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1.4 explore activities causing the enhanced greenhouse effect

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2.7 - evaluate the implementation of a national policy decision in ireland that has an impact on the environment, taking into account the influence of economic, political, cultural, and ethical factors on the policy decision

4.2.3- Explain the role political and economic systems have on sustainable behaviour and actions

4.3.2- Analyse data to identify patterns and relationships

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Engaging in dialogue about climate action and sustainable development.

Researching action

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ALT 1: Engaging in dialogue about climate action and sustainable development.

ALT 2: Research Action - Learning about the actions of others, how actions have been taken.

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1.6 illustrate how biodiversity loss is occurring due to a number of main drivers

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1.6 illustrate how biodiversity loss is occurring due to a number of main drivers

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1.1

1.2

ALT 2: Research a movement 2.1,2.2,2.3

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Alt2

Alt 3

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Group on each sector - economic, climate, creation of graphs to represent information 

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Group on each sector - economic, climate, creation of graphs to represent information 

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ALT 1

ALT 2

ALT 4

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Communicating

Working with others

Thinking and problem solving

Being creative

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ALT 1: facilitate inclusive dialogue around climate action and sustainable development

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What Key Competencies did you engage with during the learner experience?

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What Key Competencies did you engage with during the learner experience?

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ALT 2 Research project, research a conservation movement currently operational in the area

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What Key Competencies did you engage with during the learner experience?

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What Key Competencies did you engage with during the learner experience?

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What Key Competencies did you engage with during the learner experience?

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What Key Competencies did you engage with during the learner experience?

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What Key Competencies did you engage with during the learner experience?

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What Key Competencies did you engage with during the learner experience?

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What Key Competencies did you engage with during the learner experience?

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What Key Competencies did you engage with during the learner experience?

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What Key Competencies did you engage with during the learner experience?

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What Key Competencies did you engage with during the learner experience?

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What Key Competencies did you engage with during the learner experience?

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What Key Competencies did you engage with during the learner experience?

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What Key Competencies did you engage with during the learner experience?

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What Key Competencies did you engage with during the learner experience?

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What Key Competencies did you engage with during the learner experience?

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What Key Competencies did you engage with during the learner experience?

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Being creative

Communicating

Thinking and solving problems

Working with others

Participating in society

Literacy

Numeracy

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Working with others

Communicating

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Literacies

Numeracy

Communicating

Working with others

Managing learning and self

Thinking and problem-solving

Being creative

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Working with Others

Problem Solving

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Analyse

Describe

Explain

Explore

Identify

Outline

Research

Reflect

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Evaluate

Explain

Analyse

Identify