The Human Impact Of Climate Change
THE HUMAN IMPACT OF CLIMATE CHANGEA teaching resource for ages 11-16
OXFAM ctionPage 2About this resourcePage 3Resource structurePage 4Key ideasPage 5Which rights?Page 6Talking about intersectionality (interconnectedness)Page 7Activity 1 – Climate change, human rights and equalityPage 8Activity 2 – Climate justicePage 10Activity 3 – Critical thinking about evidencePage 13Activity 4 – A climate consequences wheelPage 16Activity 5 – The climate gamePage 20Additional resourcesPage 23Cover photo: Jessy and Isaac, two youngclimate activists, speak to secondaryschool students about their work on climatechange in Kasungu District, Malawi.Credit: Thoko Chikondi/OxfamCopyright Oxfam GB. You may reproduce this document for educational purposes only.The Human Impact of Climate Change – A teaching resource for ages 11-16Who you areand where youare in theworld matters!Page 1
OXFAM EDUCATIONwww.oxfam.org.uk/educationINTRODUCTIONWe frequently think of the climate emergency as being environmental, with its main impacts being onnature and wildlife. This is certainly true, and humans need a healthy environment for life on earth tothrive. However, the climate emergency also directly impacts on people themselves, and this humanelement of the climate crisis is the focus of this resource.Climate change is threating humankind and pushing people into poverty. While the climate crisis isaffecting us all, it’s hitting some communities harder than others – and it’s the people who’ve done theleast to cause it who are suffering the most.Over recent decades there’s been huge progress in the global fight against poverty. Across the worldthe total percentage of people living in extreme poverty declined from 36% in 1990 to 10% in 2015. ButCovid-19 and the climate emergency are now threatening this progress and pushing people back intopoverty. For example, people living with poverty find it much more difficult to build back after extremeweather events. Add to this the fact that an estimated 55 % of the global population have had noaccess to social protection during the Covid-19 pandemic. Taken together, the climate emergency andthe pandemic are a crisis on top of a crisis for millions of people around the world.During COP26 (the recent climate change conference in Glasgow), hundreds of thousands of peoplecame together to speak out for their right to a fairer and more sustainable future. World leaders need totake decisive action: to drastically cut global emissions and massively increase support to helpcommunities around the world to survive and thrive despite the changing climate. It’s not too late tomake significant and important differences to both people and the planet if we all take urgent actiontogether.Photo: Oxfam has worked with partners in Pakistan to provide training to help people adapt to the impacts of climate change.Credit: Khaula Jamil/OxfamAUSCopyright Oxfam GB. You may reproduce this document for educational purposes only.The Human Impact of Climate Change – A teaching resource for ages 11-16Page 2
OXFAM EDUCATIONwww.oxfam.org.uk/educationAbout this resourceThese activities for ages 11-16 explore the human impact of the climate emergency and provide newspaces, approaches and opportunities for climate education and social action. This is in response tothe call to action by Teach the Future (2020) who presented research on the current state and future ofclimate education in the UK. Their report discovered an overwhelming demand for climate education inschools alongside low levels of teacher knowledge about how to effectively deliver climate educationand a narrow range of curriculum areas where it is taught.This resource frames the climate emergency as a human rights and people-centred issue and supportsteachers to promote a sense of agency and empowerment within young people. This in turn isrecognised as one strategy to help young people manage eco-anxiety, as well as disillusionment anddisengagement with climate issues.This resource is suitable as both a curriculum resource and to inform social action by young people (forexample, in GCSE Citizenship Studies).Resource aims1. To explore the climate emergency from a human rights perspective.2. To start to develop understanding of intersectionality and its relevance tothe climate emergency, particularly through the lens of gender.3. To promote critical thinking, debate and discussion leading to informed,empowering and relevant action to help shape a better and fairer world.4. To apply learning to plan and carry out social action calling for climatejustice.Curriculum links England: KS3 & KS4 Citizenship Scotland: Exploring Climate Justice is a partner resource specifically tailoredfor the Curriculum for Excellence. Wales: ESDGC (Choices and Decisions) and PSE (Active Citizenship)Copyright Oxfam GB. You may reproduce this document for educational purposes only.The Human Impact of Climate Change – A teaching resource for ages 11-16Page 3
OXFAM EDUCATIONwww.oxfam.org.uk/educationResource structureUsing the activitiesThe five learning activities may be:The purpose of this resource is to reframe theclimate emergency in the context of humanrights and equality, and not to view it as anenvironmental emergency alone. At the end ofteaching, we recommend you set some timeaside to complete a social action as this willreinforce learners’ sense of agency andcounteract the potential for eco-anxiety. Additional activity sheets are also included inthis pack. Images referred to in the activitiesare displayed in the accompanying slideshow.The case study films used in Activity 3 can beaccessed through the Oxfam educationwebsite. Taught sequentially as a short programmeof study or selected depending on theavailability of time and other learning takingplace.Delivered as stand-alone lessons. Theactivity notes and this teachers’ guide helpyou to provide context and background tolearners.Integrated into an existing programme ofstudy. This document explains the purpose,background and context of the overallresource and each activity has separatenotes to make doing this as flexible andeasy as possible.Activity 1 - Climate change, human rights and equalityAn activity to introduce the links between climate change and human rights.Activity 2 - Climate justiceA mystery activity to demonstrate the inequalities inherent in the global interconnectedness ofclimate change. All people are affected in some way by the climate emergency but who you are andwhere you are in the world matters.Activity 3 – Critically thinking about evidenceAn activity to examine case study films and make conclusions about which human rights are mostthreatened by climate change, which groups in society are most affected and what the solutions are.Activity 4 – A climate consequences wheelA consequences wheel activity using evidence from one case study film to make inferences about thedifferent impacts of climate change on members of a community with different personalcharacteristics (for example: male or female).Activity 5 – The climate gameA role play activity for which a clear space, either indoors or outdoors, is required. Learners comparethe impacts of climate change on people from different backgrounds and in different circumstances.For some participants, the impacts of climate change overlap and are amplified. This starts to developlearners’ understanding of intersectionality and interconnectedness.Copyright Oxfam GB. You may reproduce this document for educational purposes only.The Human Impact of Climate Change – A teaching resource for ages 11-16Page 4
OXFAM EDUCATIONwww.oxfam.org.uk/educationKey ideasThere are three key ideas at the core of this resource.People and their rightsThis resource is about people and their rights. Its purposeis not to explore climate science, the ecological crisis orbiodiversity loss. Though these are vitally important issueswith damaging impacts on people as part of nature, theyare well covered in other resources. There are links toadditional resources at the end of this pack.Image: From Kate Crowley at the Scottish ClimateCitizen’s Assembly, Nov 2020, 12:03 mins intothis talk: https://youtu.be/-4eLuFDslAMProvided on slide 2 of the slideshow.Who you are and where you are in the world mattersThe climate emergency impacts people unequally and it’s hitting people living with poverty the hardest.What’s more, the people on this climate change frontier are the people who have done the least to causethe crisis. The idea of climate justice explores the fact that the people who are the least responsible forcausing the emergency in the first place are the people who are impacted by it the most. This is seenmost clearly by comparing high-income with low-income countries. However, inequalities also existbetween people and social groups living within both high-income and low-income countries.Intersectionality and interconnectednessThe term intersectionality, first coined by legal scholar Kimberlé Crenshaw in 1989, describes the way inwhich different forms of inequality or oppression can overlap and amplify the discrimination anddisadvantage faced by an individual. It is associated with a long history of Black feminists speaking outabout how these interlocking systems affect their lives and experiences.This resource explores how the unequal human impacts of the climate emergency relate tointerconnectedness or overlapping of different structural inequalities. Factors such as race, age, gender,ethnic background and disability – combine and amplify how a person is affected by the climateemergency.Here’s a hypothetical example.For historical reasons families from an indigenous group occupy poor quality farmland in their community.The climate emergency, in the form of unpredictable weather patterns, means that the families’ incomesare disproportionally reduced by poorer harvests, and they are forced to take their daughters out ofschool. The girls miss school and grow up with less knowledge than their peers about how to adapt toclimate change in the future. As they reach adulthood, the impact of the climate emergency upon theseyoung indigenous women is further amplified by their continued poor access to land and in addition theirpoor education.The reverse may also happen. People with greater wealth and assets may have more opportunities tomitigate the impacts of climate change upon their lives, at least in the short and medium terms. Forexample, they may occupy better land, live in a better-built house, be better educated, have betterhealth care, be insured against misfortune and so on.Copyright Oxfam GB. You may reproduce this document for educational purposes only.The Human Impact of Climate Change – A teaching resource for ages 11-16Page 5
OXFAM EDUCATIONwww.oxfam.org.uk/educationWhich rights?Linking to the Sustainable Development GoalsThere are many human rights frameworks which could be used in this resource, for example, thefoundational 1948 UN Declaration of Human Rights. However, we use the seventeen universalSustainable Development Goals (SDGs) as an accessible and straightforward checklist of social,economic and environmental rights and targets.Note that, except for Goals 16 and 17, the SDGs omit explicit direct reference to political rights and thatGoals 14 and 15 address the rights of non-human life.Image: munications-material/Provided on slide 3 of the slideshow.Photo: Collecting water from a solar powered water pump in the Garu District of Ghana.Credit: Nana Kofi Acquah/OxfamCopyright Oxfam GB. You may reproduce this document for educational purposes only.The Human Impact of Climate Change – A teaching resource for ages 11-16Page 6
OXFAM EDUCATIONwww.oxfam.org.uk/educationTALKING ABOUT INTERSECTIONALITY(interconnectedness)How does the resource frameintersectionality?Intersectionality is a complex and importantissue (see the additional resources for somefurther sources of information). This shortresource starts to develop learners’understanding of intersectionality by exploringhow the impacts of the climate emergency arenot felt equally across humankind. Theseimpacts are interconnected, historically orsocially, to other forms of injustice andinequality. Sometimes the phrase ‘we’re all inthis together’ is used in relation to the climateemergency. The idea of intersectionality andevidence from around the world challenges thisnotion and suggests that ‘we’re not all equallyin this together’. Another word which may helpyoung people to understand the overlapping ofdifferent structural inequalities is‘interconnectedness’.An excellent practical example of this approachis David Lammy MP explaining theintersectionality of climate justice and racialjustice in this TED talk. He uses a justiceframework to strongly connect two apparentlyunconnected issues, the climate emergencyand structural racism. This connection isn’tsimply a product of geography and science. Ithas deep historical, political and cultural roots.Image: UNCRC Article 2 – ‘All children have theserights’: (Children & Young People’s Commissioner,Scotland)Provided on slide 4 of the slideshow.This has implications for how climate change isexperienced, taught and understood.We suggest watching and discussing this filmwith students. Some other films and usefulinformation sources are provided in theAdditional resources on p. 24.How to introduce intersectionality toyoung peopleThe United Nations Convention of the Rights ofthe Child (UNCRC) lists the 54 universally agreedrights of children which every state has theresponsibility to uphold. Article 2 (nondiscrimination) is one of the UNCRC’s four‘General Principles’ (along with Article 12 – theright to be heard) and it provides a useful way tobegin framing intersectionality(interconnectedness) with young people.Article 2 states that no child should bediscriminated against, and this is representedin the CYPCS symbol below. The symbol drawsexplicit attention to gender justice, racialjustice and disability justice, and that meetingchildren’s rights is inclusive and must addressthese intersectional inequalities fairly. Manychildren possess more than one of thecharacteristics highlighted in the diagram. Forexample, a child may be black, be a girl andhave a disability. How do we ensure that therights of these children are protected andupheld alongside other children?The symbol could therefore be used to begin adiscussion about intersectionality and to listother examples of intersectionality which youngpeople can identify. Once young people grasphow different factors are interconnected toshape a person’s characteristics, they willquickly realise that a blanket ‘one size fits all’solution to the climate emergency will not bringabout climate justice for all.Copyright Oxfam GB. You may reproduce this document for educational purposes only.The Human Impact of Climate Change – A teaching resource for ages 11-16Page 7
OXFAM EDUCATIONwww.oxfam.org.uk/educationActivity 1Climate change, Human rights and equalityTime: 30 minutesAims1. To recognise the climate emergency as a human rights issue.2. To begin to understand and explain that the climate emergency doesn’t affect all people equally.BackgroundThe Sustainable Development Goals (SDGs) are 17 global goals agreed by the United Nations in 2015 whichapply to every country in the world. They may be viewed as human rights which everyone on earth shouldhave if we all are to live a good life. For example, the right to good health and well-being (SDG 3), a qualityeducation (SDG 4) and so on. This activity assumes that learners have some awareness and understanding ofthe SDGs, the 17 SDG icons are provided on slide 3 of the slideshow.Running the activity1. Young people should work in groups of three orfour. Give each group a copy of Connections(Activity sheet 1).2. For each SDG, learners should suggest oneconnection linking the goal to the climateemergency. An example has been given for SDG3 (Good Health and Well-being).3. Learners should work through the list quickly. Ifit’s not possible to think of a connection, theyshould leave it out. However, encouragelearners to try to do as many as possible. Someare easier than others.4. Next, learners should give a score between -10and 10 to say how strong they think the linkthey have identified is. There is no ‘rightanswer’ but some links will be stronger thanothers. Some links may be negative (a badimpact) while others may be positive (a goodimpact). Scores may be awarded as negative(e.g. -10) or positive (e.g. 10).5. Finally, learners should take a coloured pen orpencil and highlight any SDGs where they thinkthe connection identified affects every personon our planet equally. If the impact isn’t equalfor everyone, they shouldn’t highlight it.Follow up discussion1. Ask learners to identify approximately five SDGswith the strongest links to the climateemergency. Then, ask them to briefly explainthe link, why they think it is strong and whetherit is negative or positive. Write the SDG on theboard or stick up the SDG logo (available todownload here).2. Then, ask learners to explain whether they thinkthese links affect every person on earthequally. The answer in each case should be ‘no’although the degree of difference may varyfrom case to case.In the example provided for SDG 3 below, thedifference may be because people living withpoverty in tropical countries affected by hotter,wetter weather caused by the climateemergency are more likely to fall ill. This isbecause the mosquitos that carry lifethreatening malaria are better able to breed butthose living in poverty cannot afford protectivenets or health care when they become ill. Theirhomes are also more likely to be near placeswhere mosquitos breed.Copyright Oxfam GB. You may reproduce this document for educational purposes only.The Human Impact of Climate Change – A teaching resource for ages 11-16Page 8
OXFAM ainableDevelopment GoalActivity sheet 1One example of how this goal links with the climate emergency. Itmay be positive ( ) or negative (-). Leave the space blank if youcan’t think of a link.How strong is this link?Choose a scorebetween 10 and -10.In some places hotter and wetter weather caused by climate change leadsto the spread of mosquito-borne diseases like malaria.-51. No Poverty2. Zero Hunger3. Good health & Wellbeing4. Quality Education5. Gender Equality6. Clean Water &Sanitation7. Affordable & CleanEnergy8. Decent Work &Economic Growth9. Industry, Innovation &Infrastructure10. Reducing Inequality11. Sustainable Cities &Communities12. ResponsibleConsumption &Production13. Climate Action14. Life Below Water15. Life on Land16. Peace, Justice &Strong Institutions17. Partnership for theGoalsCopyright Oxfam GB. You may reproduce this document for educational purposes only.The Human Impact of Climate Change – A teaching resource for ages 11-16Page 9
OXFAM EDUCATIONwww.oxfam.org.uk/educationActivity 2Climate JUSTICETime: 30 minutesAims1. To understand two key elements of climate justice: inequality and interconnectedness.2. To think in greater detail about how the lifestyles of people in the world’s high-income countries,which emit the greatest amounts of carbon dioxide per capita, impact on people in the world’s lowincome countries, which have lower carbon dioxide emissions.BackgroundClimate change may have environmental impacts which areconsistent over large areas or even the entire planet – forexample, a particular global rise in temperature or an increase insea levels. However, how these impacts are experienced by peoplevaries greatly depending on people’s access to resources, theirknowledge, and their capabilities (the things they are able to do).Who and where you are in the world really matters.On the right are some of the factors which may influence how aperson is affected by climate change. The climate doesn’t knowwho individual people are or anything about their backgroundsany more than Covid-19 knows who it infects and makes unwell.However, people’s backgrounds and their everyday lives greatlyinfluence how they will be affected.Image: From Kate Crowley at the Scottish ClimateCitizen’s Assembly, Nov 2020, 12:03 mins into thistalk: https://youtu.be/-4eLuFDslAMProvided on slide 2 of the slideshow.Starter discussion1. Show learners this photograph showing farmers’ homes inBangladesh (provided on slide 5 of the slideshow). Explainthat these farmers, who live in poorly constructed homesclose to rivers which frequently flood, were more seriouslyaffected by Cyclone Bulbul than wealthy people living inwell-constructed homes on drier land. Among the farmingcommunities along the river, women, children and the oldwere often more severely impacted than young menbecause these groups have less money and educationthan the young men. In addition, their ability to move awayand look for work outside the community is morerestricted.Photo: Fabeha Monir/Oxfam. Provided on slide 5 of theslideshow.2. Ask learners to think about this example from Bangladesh. They should try to identify other similarexamples they have heard of and suggest how the different factors in the Who and where you are mattersdiagram above may apply in other real-life situations.Copyright Oxfam GB. You may reproduce this document for educational purposes only.The Human Impact of Climate Change – A teaching resource for ages 11-16Page 10
OXFAM EDUCATIONwww.oxfam.org.uk/education3. Empathise that these inequalities occur both between different countries and inside the same country. Insome cases, inequalities within countries may be greater than inequalities between countries. Forexample, South Africa is frequently cited as the world’s most unequal country. It has wealthy suburbslocated near informal settlements which lack basic services and are vulnerable to crises, as when the cityof Cape Town experienced a severe drought and water shortage during 2017 and 2018. It was thecommunities experiencing poverty which found it most difficult to access the limited water supplies.Inequality is the first key element of climate justice. The second element is the result ofinterconnectedness, whereby the people who are affected the most by climate change are also thepeople who are least responsible for causing it. This can be explained and understood by asking learnersto solve a mystery activity and following this activity up with a discussion.Running the activityFor further details see Oxfam’s Global Citizenshipin the Classroom guide (p. 15).A Mystery involves learners in piecing together‘clues’ printed on separate pieces of paper toanswer a question or tell a story. This is anexcellent tool for exploring globalinterconnectedness.1. Learners should work in groups of three or four.Their task is to solve a mystery which has onecentral question: ‘Why did Runa’s street foodstall close down?’2. To answer the question, learners should have aset of the Clue cards (Activity sheet 2). Someclues may be more important than others insolving the mystery.3. Emphasise that it’s not enough to simplysequence clues in the correct order. Learnersshould be able to explain how they solved themystery and reflect on the message the activityis communicating.Follow up discussion1. The climate emergency is complex. There areseveral reasons why Runa’s stall closed,including her gender and her subsequentdifficulty in accessing a loan. There are alsogood reasons why Shrafaz is driven to schooldespite the environmental impact. The point ofthe activity is not to blame a global problem onone young person’s actions, but to illustrateinterconnectivity and inequality betweenpeople on a global scale.2. The per person carbon emissions for an averageperson in the UK in 2018 were 5.6 metric tons.The comparable carbon emissions for anaverage person in Bangladesh were 0.6 metrictons. UK carbon emissions per person aretherefore more than six times greater than theemissions of an average Bangladeshi. Noteveryone in the UK or Bangladesh emit equalamounts of carbon. These figures are averagesand conceal wide in-country differences.3. The climate emergency impacts both Shafrazand Runa. For example, the air quality, publichealth and environment of Sparkbrook aredamaged by carbon emissions. However, Runahas completely lost her livelihood and will find itdifficult to find a new way to make a living. Shehas few available alternatives and no socialprotection ‘safety net’. Runa has sufferedpersonal loss and damage and cannot yetadapt to the disastrous impact the climateemergency is having on her life. Her genderexcludes her from accessing a loan to repair herstall. This type of scenario is being repeatedmillions of times in countries across the world.4. The people who have done the least to causethe climate emergency (such as Runa) arethose who suffer from it the most. Meanwhilethe people who do the most to contributetowards the emergency (such as people in theUK and other high-income countries) have sofar suffered relatively few impacts whileenjoying the benefits of modern life. Theclimate emergency is also an inequalityemergency. The debate rarely focuses on howmillions of people like Runa will be supportedthrough this emergency which they did notcause.Copyright Oxfam GB. You may reproduce this document for educational purposes only.The Human Impact of Climate Change – A teaching resource for ages 11-16Page 11
OXFAM EDUCATIONwww.oxfam.org.uk/educationCLUE CARDSActivity sheet 2Cut out the cards and place them in envelopes for group workShafraz is driven to schooleach day in his parents’ car.Runa cannot afford to repairher damaged stall. Themoneylender she asks for aloan only lends money to men.Climate change contributestowards rising sea levels andthe risk of extreme weather.Bangladesh is in South Asia. Itis one of the countries thatare most at risk from theeffects of sea levels risingand extreme weather.Sea levels are rising, andstorms are stronger and morefrequent because of climatechange.Shafraz’s parents say thetraffic in Sparkbrook is toodangerous for him to walk theshort distance to school onhis own.Runa’s street food stall hashad to close down. Runa hasno way to make a living.Carbon dioxide is agreenhouse gas whichcontributes to climatechange.After her husband died, Runaworked hard and saved up themoney to set up her stall. It’sunusual for a woman to be inbusiness by herself and shedoesn’t make much money.Shafraz lives two kilometresfrom his school in Sparkbrook,Birmingham.Last week very heavy rainsand winds badly damagedRuna’s stall for the secondtime.Birmingham’s traffic is mostlymade up of cars. Some drivershave large SUVs.Local workers and peoplecatching a bus visit Runa’sstall for a snack or a drink.Bad storms and rain havebeen flooding the roads inChattogram. Fewer workersstop for a snack or a drink.Cars produce carbon dioxidefrom the burning of petrol.Chattogram is a large port cityon the south-eastern coast ofBangladesh.Runa’s stall is on a main roadnext to Chattogram’s port.The morning bus to Shafraz’sschool is often held up byheavy traffic.Copyright Oxfam GB. You may reproduce this document for educational purposes only.The Human Impact of Climate Change – A teaching resource for ages 11-16Page 12
OXFAM EDUCATIONwww.oxfam.org.uk/educationActivity 3Critically thinking about evidenceTime: 60 minutesAims1. To examine case studies of the climate emergency to identify how the rights of people are beingaffected2. To review possible solutions to the climate emergency in each case and decide whether these areexamples of adaptation or mitigation.BackgroundThe climate emergency is a human rights issue as well as an ecological crisis. People facing poverty arebeing affected the most by an emergency which they have done the least to cause. The purpose of theactivity is to introduce the human experience of the climate emergency and to ask young people to think ingreater detail about some of the solutions required to tackle it.This activity asks learners to critically examine five real-life examples of how the climate emergency impactson the lives of people in low and lower middle-income countries. All these examples emphasise the urgentneed for funding for adaptation so that those affected are able to live positively with climate change. Someexamples also highlight how funding is needed to mitigate against climate change by reducing global carbonemissions.These film clips are not comprehensive, either geographically or thematically, and it is not necessary to showlearners all the film clips if time is short. As an alternative you could use film clips you have sourced yourself,and several are suggested at the end of the resource.Films1. Ghana – 3 min. 45 sec.2. Kenya – 1 min. 54 sec.3. The UK and Malawi – 2 min. 14 sec.4. Burkina Faso – 2 min. 18 sec.5. Guatemala – 4 min. 10 sec.Photo: An aerial view of the sea defence at Axim,Ghana – one the communities featured in the films.Credit: Nana Kofi Acquah/OxfamCopyright Oxfam GB. You may reproduce this document for educational purposes only.The Human Impact of Climate Change – A teaching resource for ages 11-16Page 13
OXFAM EDUCATIONwww.oxfam.org.uk/educationRunning the activity1. Learners should work in small groups.2. Print and cut out the 17 SustainableDevelopment Goal icons (available to downloadhere). Give a set to each group.3. Learners should then watch the films. Whenthey see evidence, however small, of one ofthese seventeen rights being affected by anyevents shown or discussed in the film, learnersshould place the relevant SDG icon card(s) inthe centre of the table in front of them.Learners could use Activity sheet 3 (Criticallythinking about evidence) to record their ideas.4. After each film, allow time for the class topause and review the decisions each group hasmade. Is ther
This is certainly true, and humans need a healthy environment for life on earth to thrive. However, the climate emergency also directly impacts on people themselves, and this human . The Human Impact of Climate Change - A teaching resource for ages 11-16 OXFAM EDUCATION ' OXFAM EDUCATION . OXFAM EDUCATION . OXFAM EDUCATION .
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