Education_Kit_on_Climate_Change_and_Child_Rights.pdf

education kit on

climate change

and child rights

How to defend child rights affected by

climate changeA teacher’s guide for exploration and action

with children 11–16 years old

01

Climate Change and Child Rights

1. Introduction for teachers and facilitators p.06

1.1 Whoisthisresourcefor?

1.2 Whatisinthisresource?

1.3 Doteachersneedtobeexpertsin childrightsandclimatechangeto facilitatetheseactivities?

1.4 Howshouldteachersusethis resource,andhowlongwillittake?

1.5 Backgroundbriefingforteachers

1.6 Linkstonationalschoolcurricula

2. Information background: Climate change, children and child rights p.09

2.1 Climatechangeandchildren

2.2 Responsestoclimatechange

2.3 ClimatechangeandtheConvention ontheRightsoftheChild

2.4 UNICEFresponse

2.4.1 Children’srighttohealthandto safeandadequatewater

2.4.2 UNICEFandemergencies

2.4.3 UNICEFandchildparticipation

2.5 ClimatechangeandtheMillennium DevelopmentGoals

2.6 Otherinternationalandregional treatiesandinstruments

2.7 UNICEFreferencesonclimate changeandchildren

2.8 UNICEFeducationalmaterialon climatechangeandchildren

Figures Figure1:WorldGHG emissionsflowchart

Figure2:Significantclimate changeinducedanomalies acrosstheglobe

Figure3:Howclimate changeaffectschildren

Tables

Table1:Impactsofclimate changeandtheMDGs

3. Activities

Module I : Climate change and child rights p.26

Core activities

Childrenandclimatechange

Climatechangeandchildrights

Optional activities

Exploring child rights

Gettingfamiliarwithchildrights: TheWantsandNeedsCards

Exploring climate change

Climatechangememorygame

Referencefileonclimatechange

Hastheclimatechangedwhere Ilive?

Exploring climate change and child rights

Tostayortogo?

Featureaboutclimatechange andchildren

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Module II : Actors of change p.55

Introductory activitiesCore activity

Whatcanwedo?

Optional activity

UNICEF’svideoonyouthactionto fightclimatechange

Activities to understand energy consumption habits and identify solution strategiesCore activity

Canwedobetter?Energywaste andenergysavingineverydaylife

Optional activity

Whocaresaboutclimate change?

Activities to develop advocacy skills and strategies

Climatesuperheroes

Let’schange!Createaposterora sculpturetoraiseawarenessabout theimportanceofsavingenergy

Oneminutetoconvince (elevatorspeech)

Concluding activitiesCore activity

Yes,theclimateischanging. Fortunately,wecanalldo somethingaboutit!

Optional activities

WhataboutwhereIlive?

Walkingthroughinspirations

Climatechangeandchildren: Whodoeswhat?

Annex :Student Handout p.77

Inspiration and ideas to take away1 TheCopenhagenChildren’s ClimateForumandClimate Ambassadors

2 Referencesonclimate changeandchildren

3 TheConventionontheRights oftheChild

4 Brightideas

5 Climate-friendlysolutions foryoureverydaylife

6 Yourcomments,questions andideas

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ACRONYMS

CCCs CoreCommitments forChildren

CCF Children’sClimateForum

CRC TheConventionontheRights oftheChild

DDR DisasterRiskReduction

DFID DepartmentforInternational Development(UnitedKingdom)

ECHO HumanitarianAidDepartment oftheEuropeanCommission

GHG GreenhouseGas

GPDD GlobalPartnershipfor DisabilityandDevelopment

IDP InternallyDisplacedPersons

IFPR InternationalFoodPolicy ResearchInstitute

IPCC IntergovernmentalPanelon ClimateChange

MDGs MillenniumDevelopmentGoals

UNEP UnitedNationsEnvironment Programme

UNFCCC UnitedNationsFramework ConventiononClimateChange

USAID UnitedStatesAgencyfor InternationalDevelopment

WASH Water,SanitationandHygiene

WFP WorldFoodProgramme

WMO WorldMeteorological Programme

WWF WorldWildlifeFund

YRE YoungReportersforthe Environment

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ACkNOwledgeMeNtS

This educational tool was developed by Anna Volz, Education for Developmentconsultant,inclosecollaborationwithaneditorialboardcomposedofrepresentativesofUNICEFNationalCommittees(PaulaGallo,CanadianNationalCommitteeforUNICEF;Lisa Ericson, Swedish Committee for UNICEF; Matthew King, UK Committee forUNICEF;EllenSandøe,NorwegianCommitteeforUNICEF),KerryConstabile,UNICEFSpecialist,Environment&YoungPeopleandsupportfromJohannaKurki,UNICEFChildRightsEducationOfficer.

SpecialthankstoMichaelWinterandhisgrade9studentsattheEcoleInternationaledeGenèveforlettingustestthematerial.

Supervisonandcoordinationwereensuredby:ChildRightsAdvocacyandEducationSection,UNICEF;ProgrammeManager,FrederikeSeidelandactingProgrammeManager,EstherVanderVelde.Thedocumentwascopy-editedbyKateStevensonandTamaraSutila.

Graphic Design: OliviaWermus([email protected]),ValérieMétrailler,MerjemJacksonofUNICEFgraphicdesigner

UnitedNationsChildren’sFund2011(UNICEF)

Child Rights Advocacy and Education Section

Private Fundraising and Partnerships Division

PalaisdesNations1211Genève11Switzerland

Fax:+41229095900

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1

Introduction for teachers and facilitators

This education pack is a teacher’s and/or(peer)facilitator’sguideforin-schoolandex-tracurricularexplorationandactionactivitiesinindustrializedcountriesontheissueofcli-matechangeanditsimpactonchildrights.

Thegoalofthistoolkit istohelpchildrenand young people understand the linksbetween climate change and child rightsandmakethemrealizethattheycanfight

climate change, empowering them tobecome‘actorsofchange’.

More precisely, the activities will enablechildrento:

• Explain the issue of climate change and its impact on children andchildrights.

• Explain how reducing carbon emissions in industrialized countries can reduce climate change and its negative effects, and that they can contribute personally toachievingthis.

• Develop skillstobecomeactorsof changeandundertakeaction.

Moreover, the skills that students willlearn through exploring these activitieswillservethemingoodsteadfortherestoftheirlives,astheywillsensethattheyareabletoaffectchange.

“environmentally aware and empow-ered children and adolescents are potentially the greatest agents of change for the long-term protection and stewardship of the earth. More than 46 percent of the world’s popula-tion is now younger than 25 years old–3 billion individuals in all. the deci-sions they take can and will shape the future of our world. the next 10 years are crucial, and they offer an amaz-ing window of opportunity.” (UNICeF, Children and climate change, 2007)

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1.1. who is this resource for?

The education pack was developed foractivities with young people aged 13–15living in industrialized countries. It ispossible to use it with younger andolder audiences (11–16 years), adaptingthe content depending on the children’sskillsandpreviousknowledge.

1.2. what is in this resource?

Thepackcontains18activitieswithstep-by-step instructions for facilitators andteachers. The activities were designedto involve children as much as possiblethrough role plays, simulations, games,creativewriting,etc.

Activitiesarecategorizedundertwomainmodules:

• Module 1 explores the issue of climatechangeanditslinkwithchild rights. A general overview of the issue of climate change is also provided to ensure that young people understand the need formitigation, and toprovide them with the necessary background information and knowledge to personally engage as actors ofchange.

• Module 2 is action-oriented and contains a series of activities to enhance children’s skills and motiv tion in becoming actors of change forclimatechangemitigation.Thisis achieved by changing individual orgrouphabitsandbehavioursand engagingwithdecision-makersand other adults to adopt environmen- tallyfriendlierpoliciesattheschool, communityandnationallevel.

1.3. do teachers need to be experts in child rights and climate change to facilitate these activities?

No, it is not necessary to be an expertin these issues to use the material.Of course, acquiring a basic knowl-edge before doing the activities can beuseful, but it is not necessary. It is alsopossibletosimplyfollowtheinstructionsandreadtheinformationinthetoolkit.

1.4. How should teachers use this resource, and how long will it take?

Depending on the group’s previousknowledgeof these issuesand the totaltime available for the activities, teachershavetheoptiontodoone,severalorallofthesuggestedactivities.Tohelpyouselecttheactivities,‘coreactivities’designedtoreach pedagogical objectives are clearlydifferentiated from ‘optional activities’designedtodeepenknowledgeorexplorespecificissues.

It is recommended to do at least the sixcore activities, which should altogethertakeaboutsixhours.Moreover,referencesto other pedagogical materials, websitesand documents by UNICEF and partnersare also provided. It is recommended tostartfromModule1todeveloptheknowl-edgenecessarytotakeaction(Module2).

Eachactivityispresentedusingthesamestructure: duration, objectives, over-view, materials and preparation, instruc-tions for the facilitator/teacher,debriefing,what next and, when applicable, sugges-tions for possible follow-up. However,facilitatorsalsohavetheoptionstoselectparts of activities, or to modify them astheywish.

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At the beginning of activities, studentsshould be distributed a Student Hand-out where they can note their ideas,questionsandcomments,andwheretheycanfindimportantinformation,referencesandbright ideas thatweredevelopedbyotheryoungpeoplearoundtheworld.TheStudentHandoutisannexedtothisdocu-ment (see page 77),andshouldbephoto-copiedanddistributedtostudents.

We’d like to hear your feedback! Use the feedback form at the end of this document to let us know what you think of this material.

1.5 Background briefing for teachers

• Be the change! Whenfacilitating theactivitiescontainedinthetoolkit, try to have as little carbon impact as possible. This means using recycled paper and material, and favouring online over printed communication.Also,bethefirstto change climate-unfriendly habits andbehaviours,andtalkaboutitto colleagues,friendsandfamily.

• Try to be as positive as possible. Don’tmakeyourstudentsfeelguilty or blame themselves for what is happening in the world because of climate change. Tell them that climatechangeisalreadyhappening butthatitisimportantthateveryone startstobehavedifferently.Thereis hope,butweneedtoactnow!

1.6. links to national school curricula

This toolkit was developed for use inindustrialized countries for awareness-raisingactivitieswithyoungpeople.Itcanbeusedindifferentschoolsubjects,suchas Geography, Citizenship Education,Science (Biology, Chemistry, Physics),Mathematics and English (or language

intowhichitistranslated).Examples:

• Science: Explore climate change – what it is?What are its causes? What effects does climate change haveontheenvironment,etc.?

• Geography: Explore the effects of climatechangeintheworld.Whatare the most affected populations, who arethemainpolluters?

• English: Many activities involve writing articles, reading texts and looking for information to gain knowledge of climate change and childrights.

• Citizenship Education: The goal of this toolkit is tosupportchildren intheireffortstobecomeactorsof change. Module 2 is aimed at developingthenecessaryskillsand strategies.Childrenbecomeaware, responsibleandempoweredcitizens.

Thetoolkitcanalsobeusedduringspecialweeksordaysoftheschoolyear,andofcoursealsoinextracurricularsettingssuchassummercamps,communitycentresorchurchyouthgroups.Facilitatorsworkingin extracurricular settings will easily beabletoadapttheactivitiestotheirneedsandexpectations (for instance,by takingout any references to a school or class).

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Information background: Climate change, children and child rights 2Thisisageneralintroductiontotheissueofclimatechangeandchildren.Forthosewhowish tohavemoredetailed information, alist of references available online is pro-videdattheendofthechapter.

2.1 Climate change and children

Evidencethatourclimateischangingisnowdeemed ‘unequivocal’ by the Intergovern-mental Panel on Climate Change (IPCC).1

Though the extent of human contributiontothistrendissomewhatmorefrequentlycontested, the IPCC believes“the role ofgreenhousegasesisclearlyunderstoodandtheir increases are clearly identified”, withtheneteffectofhumanactivitysince1750now“quantified” and“known to cause awarmingattheEarth’ssurface”.

Industrializedcountriesarethemainemit-ters of greenhouse gases. According totheIPCC,emissionsgeneratedbyhouse-holdsareresponsibleforanimportantpartoftheemissions,togetherwithemissionsfromagriculturalandindustrialactivity.

The world’s most vulnerable countriesandregionssuffer themost fromtheef-fectsofclimatechange.Today’sevidencesuggests that developing countries,which are mostly located in warmerregions and whose major source ofincome is agriculture, will be/are theworst hit by changes in rainfall patterns,greater weather extremes, rising sealevelsandincreasingdroughtsandfloods.Change in precipitation patterns is like-ly to affect the quality and quantity ofwatersupplies,thuscompoundingtheim-pactofpoorwaterandsanitation,aswellas malnutrition.Weather-related physicalhazards such as hurricanes and floodingare likely to intensify, resulting in moredeaths,injuriesandtrauma.2

Inthesecountries,childrenpaythehigh-est price for climate change, with thefull force of the consequences includ-ing increases inhunger,disease,popula-tiondisplacementandresourceconflicts.Their rights to survival, developmentand protection are clearly undermined.Climate is not only changing in develop-ing countries: children and communitiesin parts of the industrialized world arealsoaffectedbyclimatechange, throughchanging weather patterns, coastalerosion, a recent increase in naturaldisasters3andheatwaves,etc.

Increasing efforts have been made tomobilize young people across the worldto come together to share their experi-ences and concerns of climate change.For instance, in2009,childrenandyouthfrom some 110 countries participated indiscussion about the challenges of cli-mate change at theTUNZA InternationalChildrenandYouthConferenceinDaejeon(Republic of Korea) organized by United

“while the accelerating deteriora-tion of the global environment has its most profound effect on children and young people, environmentally aware and empowered children and adolescents are potentially the great-est agents of change for the long-term protection and stewardship of the earth.” (UNICeF, Climate Change and Children, 2007, p. 18)

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NationsEnvironmentProgramme(UNEP).4Atthe2009SecretaryGeneralHighLevelSummit on Climate Change, the UNICEFChildren’s Climate Forum (CCF) and theUnitedNationsFrameworkConventiononClimate Change (UNFCCC) in Copenha-gen, UNICEF empowered delegations ofchildrenbetweentheagesof13and17tourgeworldleaderstoactmorequicklyandcomprehensivelytostemtherisingtideofcarbon emissions. In addition, an onlinespace,‘UniteforClimate’,wasalsodevel-opedbyUnitedNations(UN)agenciesandotherinternationalorganizationstoenablechildren,youngpeopleandexpertstocol-laborateonclimatechange.

The impact of climate change on children and adolescents should be con-sidered as an integral part of all interna-tional frameworksestablished toaddressglobalclimatechange.Allnationalandlocalinitiatives aimed at adaptation to climatechange or at reducing the risks associat-edwith itmust involveadolescents fromtheoutset.5 Incorporatingyoungpeople’sperspectivesandencouragingtheirpartici-pation inthefightagainstclimatechangeis not just amatter of principle – it is anabsolutenecessity.

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2.2. Responses to climate change6

Today,twocomplementarystrategieshavebeendevelopedtoaddressclimatechange.Theseareknownas‘climatechangemiti-gation’and‘climatechangeadaptation’.

More can be done to limit humancontributions to climate change. Morecanalsobedone tosupport thepoorestand most vulnerable to cope with thelikely increase in global temperature anditseffects.

Aschildrightsareclearlyandstronglyaf-fectedbyclimatechange,UNICEF isun-dertaking action and implementing pro-grammes that both support children andcommunities in the most affected coun-triesandraiseawarenessoftheconnec-tions between climate change and childrights.

Childrenhavearighttoinformationandtoparticipate in decisions that affect them.UNICEFbelievesthatitisimperativethatchildren and young people have the op-portunitytohavetheirvoicesmeaningfullyheardonissuesofclimatechangeandtolearntoactintheirowninterestsastheygrow intoadulthood inaworld impactedbyclimatechange.

Itisthereforehighlyimportantthatchildrenlivingincountriesthatarebigemitterslearnaboutclimatechangeanditsconsequences,and feel concerned and develop attitudesandskillstobecomeactorsofchange,bothin emitter countries and affected regions.Thistoolkitisaimedpreciselyatthis.

2.3. Climate change and the Convention on the Rights of the Child

TheConventionontheRightsoftheChild(CRC)envisionsaworldinwhichchildrenhave the right to survive and grow in ahealthy physical environment. Yet childrights,andchildrenthemselves,arerarelyincluded in internationalandnationaldis-cussions on climate change and how torespond to it, despite experience andresearchindicatingthatchildrenarehighlysusceptibletoclimaticshifts.

Climatechangeexacerbatesexistingvul-nerabilitiesofchildren,renderingthefulfil-ment of their rights more difficult.Thereisan increasinglyconvincingbodyofevi-denceshowingthatthemainchildkillerssuchasdiarrhea,malnutritionandmalaria,arehighlysensitivetoclimaticconditions.Theseareexpectedtoworsenasaresultof climate change. Compared to adults,children are more susceptible to the ad-verse effects of environmental degrada-tion, because of their physical, cognitive

Definitions

Climate change mitigation includes meas-ures and actions aimed at reducing theemissionsofgreenhousegases thatcauseclimatechange,ortoenhancethesinksthatabsorbsuchemissions.

Climate change adaptation defines anyadjustment in natural or human systemsin response to actual or expected climaticstimuli or their effects, which moderatesharm or exploits beneficial opportunities.Theobjectiveofadaptationistoreducevul-nerabilitytoclimaticchangeandvariability,therebyreducingtheirnegativeimpacts.

“effective action must be taken glo-bally to limit climate change and its impacts, and this action must be evi-dent to children. we need to ensure that children and young people can learn about climate change and what can be done about it, and can play a part through their own actions and by campaigning for effective action by others.” (UNICeF Uk, Climate Change Report 2008, p. 29)

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and physiological immaturity. They aretherefore more sensitive to adverse en-vironmental conditions, such as poor airquality,contaminatedwaterandextremeheat.Inpartsoftheworldwherechildrenaremostatrisk,climatechangethreatensto further increase malnutrition, waterscarcityandratesofwater-bornediseases.

According to theWorld Food Programme(WFP), climate change is forecast to in-crease the number of malnourished chil-drenby24million,or21percent,by2050,with the biggest rise in the number ofmalnourished children predicted to be insub-SaharanAfrica,wherea26percentin-creaseisforecastinthenumberofchildren(10million) lackingadequatenutrients.7AreportbytheInternationalFoodPolicyRe-searchInstitute(IFPRI)putsthenumberofadditional children suffering malnutritionduetoeffectsofclimatechangeby2050at25million,whichrepresentsanincreaseofchildmalnutritionby20percentrelativetoaworldwithnoclimatechange.8Asgen-derdiscriminationintheallocationoffoodputsgirlsatgreaterriskthanboys,particu-lar attention must be paid to the gender-specific impact of climate change on therighttofoodandnutrition.9

Droughtsinparticularexposechildrentoabroadsetofnutritional anddevelopmen-tal risks; children born during droughtsare more likely to be malnourished orhavestuntedgrowth,withlifelongconse-quencesforlearningandearningopportu-nities.10 Overthepastfewdecades,therehasbeenasignificantincreaseinclimate-related disasters, which further under-minesthefulfilmentofchildren’srightstolife,accesstofood,waterandbasichealthservices.Climatechangealsodestabilizessocialandlivelihoodsystemsthatsupportchildren’sdevelopment,leadingtoawors-ening in educational status and genderinequality.

Climatechangeispredictedtodispropor-tionatelyaffectthepooranddisadvantagedintheworld,includingindigenousandmi-noritychildren.Minorities,whoareoftenexcludedfromsocio-economiclifeandex-periencelong-termpoverty,areparticularlyexposedastheymay,forexample,beliv-inginhomesthatareinpoorconditionandlocatedin isolatedareas,puttingthematparticularriskandmakingthemlesslikelytoreceiveassistanceinanemergency.11

Climate-relatedecosystemchangescouldmake it harder to find some wild sourc-es of food and medicinal plants, as indi-genouspeoples’knowledgeofwhereandwhentohunt,fishandgatherplant foodbecomes less reliable. Inaddition to liv-ing inpoverty, indigenouspeoplesareatahigherriskofbeingimpactedbyclimatechangebecausetheirwayoflifeiscloselylinkedtotheirtraditionalrelationshipwiththeir lands and natural resources.At thesame time, if the participation rights ofindigenouspeopleswerefullyrecognizedinnationalandinternationaldecision-mak-ingflora,theirintimateknowledgeofnatu-ralsystemscouldbeleveragedforfindingadaptationsolutions.

It is equally important to take into ac-count gender disparities in assess-ing likely impacts of climate change onpopulations. For example, the potentialloss of livelihood for millions of familiescould mean that more children will beneeded to support household income,making it more difficult for them, espe-cially girls, to attend school.The increas-ing scarcity of water and other naturalresourceswillplaceanevengreaterbur-denongirlsandwomen,whoarerespon-sible for collecting firewood and water.Aswomenandgirlsareadditionallycom-monlyexpected to takecareof thesick,particularly in times of disaster and en-vironmental stress, this combined bur-den “makes women and girls prone tostress-relatedillnessesandexhaustion”.12

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Furthermore,duringdisasterswomenandchildrenindevelopingcountriesmayfacehigher risks compared to men.The rea-sons for this are varied. For example, insocieties where women are not allowedtointeractwithmenwithwhomtheyarenotacquainted,womenare less likely toleave their homes with their children togo to shelters in case of a flood or cy-clone.13 Moreover, due to differences insocialization, women and girls may notbeequippedwiththesameskillsasmenandboys,suchas,forexample,theskilltoswim.14

Any actions taken with respect to ad-aptation or mitigation must involve theparticipation of children and young peo-ple, including from aforementioned mar-ginalized groups, and women and meninequalmeasure.TheseactionsmustbeinlinewithArticle2oftheCRC,equallyben-efitting all children within States Parties’jurisdiction,irrespectiveoftheirrace,col-our,sex,language,religion,politicaloroth-eropinion,national,ethnicorsocialorigin,property, disability, birth or other status.For example, the rights of children withdisabilitiesmeritspecialattention,astheyarelikelytobeparticularlydisadvantagedattheonsetofadisasterbybeing“leftbe-hind or abandoned during evacuation.”15

2.4. UNICeF response

In the face of climate change, countriesand communities must be enabled andempowered to manage greater shocksand fluctuations. Concretely this meansdiversification in such areas as crop andnutritional choices, skills andoccupation-al training acquired through formal andinformal education, development anddeployment of appropriate technolo-gies for development and basic servicedelivery (e.g. rainwater harvesting),and structural reinforcements of crucialinfrastructuresuchasschoolsandhealth

centres. Resilience also involves storage(of food and water), migration (e.g. agropastoral and rural-urban, often involvinghouseholdsplitting)andcommunalactionsuch as disaster preparation, includingearlywarningsystemsandpublicinforma-tioncampaigns.

UNICEFcountryprogrammesspanthena-tionalandsub-nationallevels,andareidealvehicles to prepare for, prevent and miti-gateclimateanddisasterrisk.UNICEFhasrelationships at the national, subnationaland local/community level for local-levelservicedelivery.UNICEFsupporttowater,sanitation and hygiene (WASH), educa-tion,nutritionandchildprotectioncanof-feranintegratedapproachtocommunity-levelresiliencewhereprogressisneededand where disaster risk is shaped most.UNICEF’s work in the education sectoris an important platform for disaster riskreduction and climate change education.Crucially,giventhatultimatelytoday’sandtomorrow’schildrenwillbetheonesmostimmediately impactedbyclimatechange,UNICEFcanplayanimportantroleinsup-portingyouthmobilizationand leadershipdevelopment for climate action; throughyouthnetworking,awarenessraisingandskill building for mitigation and disasterriskreduction.

Some details are presented in the following sections.

2.4.1 Children’s right to health and to safe and adequate water

Article 24 of the CRC obliges StatesParties to pursue full implementation ofthe right to the highest attainable stand-ard of health and, in particular, to takeappropriatemeasurestoprovideadequatenutritiousfoodsandcleandrinkingwater.

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Climate change, which was defined in astudy thatappeared inTheLanceton16May2009as“thebiggesthealththreatofthetwenty-firstcentury”,seriouslythreat-enschildren’sfullenjoymentoftherighttohealth,foodandwater.

Climate change has the potential toworsen existing health challenges, suchas control of water- and vector-bornediseases, particularly for the poorestpopulations of women and children.During disasters and their aftermath,healthproblemsarecompoundedbygen-eral infrastructure breakdown, notablywith respect to water supply, sanitation,and drainage. Droughts, a major healthconcern,can lead to increasedmorbidityandmortalityfromacombinationofdiar-rhea and dehydration.16 Seasonal peaksin diarrheal disease are, in some cases,also associated with seasonal rains andfloods,17asarecholeraoutbreaks.18

UNICEF response: Improving access to safe water, sanitation; promote hygiene awareness

UNICEF’s daily work, with governmentsand other partners, is to provide accesstosafewaterandsanitation,andimproveapproaches to water resource manage-ment. UNICEF’s response to the issueofclimatechangemustconsiderthevari-ous aspects affecting sustainable action,including: technological; behavioural; lo-gistical; andpolitical.Toseekappropriateadaptation solutions at scale, UNICEFhas launched a WASH-focused vulner-ability and capacity assessment tool toanalyze available climate change impactdata at country and community levelsand tomapcurrentUNICEFandpartner-ledactions in60countries.Theobjectiveis to incorporate climate risk intoWASHprogrammes.PilotsareunderwayinBang-ladesh,SudanandIndonesia.

ManyUNICEFofficesarealreadyactivelypursuingclimateaction intheWASHsec-tor:forexample,UNICEFChinaissupport-ingaproject focusedoncapacitybuildingforgroundwatermonitoring,modellingandclimatechangeimpactadaptation(throughpolicy)inthreeprovincesandatthecentrallevel. TheUNICEFoffice inSierra Leone(through a project funded by the UnitedKingdom’sDepartmentforInternationalDe-velopment–DFID)hassupportedrainwaterharvestinginthreeschoolstosupplementsupplyduringthedryseason.TheUNICEFSudanofficeissupportingaprojectfundedby the Humanitarian Aid Department oftheEuropeanCommission(ECHO)andtheUnitedStatesAgencyforInternationalDe-velopment(USAID)ongroundwatermoni-toring and evaluation of camps for inter-nallydisplacedpersons (IDP) inDarfur, toidentify groundwater capacities, rechargeandvulnerabilitiesduetoexcesspumping.It isexpected thatUNICEF’scountrypro-grammeswillincreasinglyengageinactivi-tiesofthissort.

2.4.2 UNICeF and emergencies

Article 6 of the CRC on the child’s rightto life and maximum survival and devel-opment, isageneralprincipleandcrucialtothe implementationof theConventionoverall. According to the Committee onthe Rights of the Child, the right to sur-vival and development must be imple-mentedinaholisticmanner,“throughtheenforcementofalltheotherprovisionsoftheConvention,includingrightstohealth,adequate nutrition, social security, anadequatestandardofliving,[and]ahealthyandsafeenvironment…”

UNICEF response: Strengthening disaster preparedness via improved early warning systems and disaster risk reduction

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UNICEFtreatsemergenciesaspartofitscorebusiness.In2009,UNICEFrespond-edtoover230emergenciesinmorethan90 countries, with 45 per cent triggeredby natural disasters and an additional 33percentconstitutinghealthandnutritionalcrises. If climate-related disaster trendscontinue in line with current predictions,UNICEF – with its humanitarian clusterlead roleonnutritionandWASH,and itsco-leading role in education and protec-tion–willbefacedwitharesponsibilitytorespondtoapotentiallysignificantlylargerincidence of emergencies. Disaster riskreduction (DRR) isspecificallyaddressedin the Core Commitments for Children(CCCs) in emergencies, spanning pre-paredness, response and early recovery.As outlined in the CCCs, UNICEF andpartners reinforce a human rights-basedapproachtoprogramminginhumanitarianactionsby:

• Child-led adaptation: to ensure the active participation of chil- drenandyoungpeopleinadaptation activities in areas most vulnerable toclimatechangeimpacts.

• Promoting the participation of children, adolescents, women and affectedpopulationsintheanalysis, designandmonitoringofhumanita- rianprogrammes;

• Strengthening the capacities of state authorities and non- governmental and community organizations;and

• Advocating for the rights and voicesofchildrenandwomenasan integralcomponentofhumanitarian action.

Schools are key avenues for disaster re-duction. UNICEF advocates for sustain-able school construction and disaster-orientededucationinrisk-pronecountriesand regions. For example, recently com-pletedschools inMyanmararedesignedso that they can be used as shelters in

the faceoffloods,earthquakesandhighwindforces.AndinBangladesh,UNICEFsupports the design and construction ofraised hand-pumps in schools located inflood-proneareas.ThisdesignwasfoundtobeveryeffectiveinBangladesh’s2004floods and has since been considereda useful DRR strategy to alleviate watersupplyproblemsinfuturefloodingevents.

2.4.3 UNICeF and child participation

CRC Article 12 (respect for the viewsof the child) is a general principle of theConventionand isof fundamental impor-tance and relevant to all aspects of theimplementation of the Convention.Children and adolescentshave an impor-tantroletoplayasagentsforchange,forgovernment advocacy and implementingmitigationandadaptationactionsinlocal,nationalandinternationalflora.

UNICEF response: Enhancing child and youth participation

As the manifestations of climate changeimpact at local level, there is a need foradjustments in technology and bottom-uptransformationalchange.Participatorydevelopment is necessary to implementcommunity-driven adaptation to institu-tionalize climate change resiliency. Theengagement of children and young peo-ple is essential to such a community-basedshiftindevelopmentastheyarethebearersoffutureresponsibility.UNICEFisthereforeincreasinglyworkingon:

• Child-led adaptation: to ensure the active participation of children and young people in adaptation activ- ties in areas most vulnerable to climatechangeimpacts.

Climate Change and Child Rights 18

• Child-led DRR: to engage children and young people located in disaster-proneareas toassess risksand develop DRR skills that effectively protect their development and livelihoods.

• Climate change and urbanization: to ensure children are actively involved in urbanization adaptation processes.

TheCCFandtheengagementofchildrenintheSecretaryGeneral’sHighLevelSum-mitonClimateChangeon22September2009 were UNICEF’s launching pads forbroader youth engagement on climatechange. At the CCF, 164 children from44 countries gathered together inCopenhagen the week before theUNFCCC. The forum focused on skills-basedtrainingsinadvocacyandlobbying,social media campaigning, small-scaleenergy technology construction, pro-gramme management and low-coststrategies to adapt to climate change(e.g. drip irrigation). In the forum's finaldeclaration, the delegates emphasizedthe importance of community-based ac-tion and put forward that: industrializedcountries ramp up adaptation spending;cities be well planned and sustainable;and safety standards, regulations andemergency protocols be established toprepare for climate-induced disasters.At country level, UNICEF highlights theimportanceofchildandyouthparticipationinclimatechange.Anexampleofthis istherecentreplicationoftheCCFmodelinZambiaandSouthAfrica.Meanwhile,theAdolescent Citizenship Programme inBrazil empowers indigenous youth andwomen to participate in policy formula-tionintheirterritories,throughwhichtheypromote environmental preservation andreforestation.

Some of the additional articles of theConventionenunciaterightsthatarecon-nectedtotheissueofclimatechangeandchildren.

Theseinclude:

• Article 2: Allchildrenhavetheright tobetreatedequally,nomattertheir age,iftheyareboysorgirls,ifthey come from poor countries, if they arenationalsofthecountrytheylive in, etc. Special attention should be giventothemostvulnerablegroups ofchildrenandtoreducingexisting differencesanddisparities.

• Article 3: The best interests of the child are expected to be a guiding concern in all decisions thatmayhaveanimpactonchildren – includingwhen lawsareenacted and enforced, policies are shaped andimplementedandresourcesare mobilizedandallocated.

• Article 6: The promotion of thechild’s right to life, survival and development to the maximum extentpossible.

• Article 12: Therespectoftheviews of the child and the involvement of children in decisions affecting theirlives.

• Article 23,2(c): The provision of (access to) adequate nutritious foods and clean drinking water, taking into consideration the dangersandrisksofenvironmental pollution.

• Article 23,2(e): Theassurance that allmembersofsociety,inparticular parents andchildren, are informed, have access to education and are supported in the use of basic knowledge of child health and nutrition, environmental sanitation andthepreventionofaccidents.



Thus, the call for the concerted engage-mentofchildrenandyoungpeople inef-forts to meet and exceed the MDGs isstrongly justified. Interventions to sup-port DRR, sustainable livelihoods andcommunity resiliencewillbecritical,andchildren and young people need to becastascentralagentsofchangeinthesedramatictransformations.

2.6. Other international and regional treaties and instrumentsA number of other international and re-gional treaties and instruments are rel-evanttoissuesrelatedtoclimatechangeandchildren,mostnotably: the1972UNConference on the Human EnvironmentDeclaration; the 1992 Rio Declaration onEnvironment and Development (Principle10,onaccesstoinformation,participationand effective remedies) that has playedanimportantroleinfosteringconnectionsbetween human rights and environmen-tal approaches at the national level; theAarhusConvention,whichcoverstheEu-ropeanRegion;Article6oftheUNFrame-workConventiononClimateChange;andthe Hyogo Framework for Action 2005–2015.

2.7. UNICeF references on climate change and children

If you would like more information onthese topics, including examples ofUNICEF’s work in this area, we strong-ly encourage you to read the followingpublications:

UNICeF, Climate Changeand Children, december 2007

http://www.unicef.org/publications/ index_42166.html

2.5. Climate change and the Millennium development goals20

The scope of climate change is suchthat the consequences threaten overallprogress of societies toward eradicatingpovertyandachievingtheMDGs.Climatechange threatens to set back progresson the whole range of MDGs, fromnutritionsecuritytohealth.Muchprogresshas been made in recent years in vitalareasforchildren,includingnutrition,safewater and child survival. Climate changethreatens these gains, and efforts tosupport the adaptation of vulnerablecommunities are of paramount impor-tance.According to theHumanDevelop-ment Report 2007/2008, climate changeis already slowing progress towards theMDGs and increasing inequalities withinandamongcountries.Unlessaddressed,this trendwillcausereversals insustain-able human development in the yearsahead.

This has major implications for children.Not only are all the MDGs critically im-portant and relevant to the lives of chil-dren today,but theirachievement isalsocrucial to the world we leave to tomor-row’s adults and to future generations.

About the Millennium Development Goals (MDGs)

In2000, leaders from190countriesaroundtheworldadoptedaDeclarationandcom-mittedthemselvestoachievingasetofeightMDGs.TheMDGsoutlineacomprehensiveandambitiousplantoendextremepovertyand hunger, ensure that all boys and girlscomplete primary school, promote genderequality,improvethehealthofchildrenandmothers, reverse the spread of HIV/AIDSandotherdiseases,andprotecttheenviron-ment. The ultimate objective of this agree-mentistomaketheworldabetterplaceforallbytheyear2015.

20


Thispublicationexaminestheeffectsofclimate change on children – and howclimatechangehasevolvedfromanen-vironmentalissueintoonethatrequirescollectiveexpertiseinsustainabledevel-opment,energysecurity,andthehealthandwell-beingofchildren.Youngpeoplespeak directly through comments andletters collected by UNICEF’sVoices ofYouth,childdelegatestothe2007UNEPAfrican Regional Children’s ConferencefortheEnvironmentandthe2007WorldScout Jamboree, in cooperation withUNDP.

UNICeF Innocenti Research Centre, Climate Change and Children, A Human Security Challenge, Policy Review Paper, November 2008

http://www.unicef-irc.org/publications/pdf/climate_change.pdf

This study reviews the implications ofclimate change for children and futuregenerations, drawing on relevant experi-ences in different sectors and countriesof promoting child rights and well-being.It traces in considerable detail the path-ways through which shifts in tempera-ture and precipitation patterns createseriousadditionalbarrierstotheachieve-ment of the child survival, developmentand protection goals embraced by theinternational community. The role ofchildren as vital participants and agentsofchangeemergesasakeytheme.

UNICeF Uk, Our climate, our children, our responsibility: the implications of climate change for the world’s children, 2008

http://www.crin.org/docs/climate-change.pdf

This report shows how climatechange may impact on every as-pect of the lives of the most vulner-able children and how children them-selves can be central to the response.

UNICeF’s video on climate change and children(4:14 minutes)

http://www.youtube.com/watch?v=2e75_sYvOOU

UNICeF’s engagement of young people in the Secretary general High level Summit on Climate Change (film and live presentation by young people to Heads of State): (UN tV 4:39 minutes)

http://www.youtube.com/watch?v=0LOY-1qgSTw

UNICeF’s video on child-led initiatives to fight climate change

http://uniteforclimate.org/2011/02/video/

This film shows different ways in whichyouthallaroundtheworldarecombatingclimatechangeonalocal,nationalandin-ternationalleveltoensurethatchildrightsarefulfilled.

2.8 UNICeF educational material on climate change and children The material below is complementary tothisresourceguideandcanbeusedbyfa-cilitatorswishing todevelopparticular as-pectsof the issueof climatechangeandchildren.

21


UNICeF and the Alliance of Youth CeOs22, Climate Change: take Action Now! A guide to supporting the local ac-tions of children and young people, with special emphasis on girls and young women, 2010

http://scout.org/en/information_events/library/environment/climate_change_take_action_now

Thisbookletisaguideonhowfacilitators,peereducators,projectofficers,teachersoryouthworkers(mainlyworkingincoun-triesmostaffectedbyclimatechange)cansupportyoungpeopleinnon-formallearn-ingsettings,bothinandoutofschool,totakeactioninaddressingthechallengesofclimatechange.Itaimstosupportfacilita-torstofocustheenergyandideasofchil-drenandyoungpeopleintoeffectiveactiv-ism.Thiscantakearangeofforms,frompractical projects such as tree plantingor making solar cookers, to awareness-raisingworkshopsorperformances,com-munitymappingandpreparingfornaturaldisasters.

UNICeF Canada, Climate Change, Children and Youth: local Connections to global Issues, teachers’ Resource guide (grades 9–12), 2010

http://globalclassroom.unicef.ca/en/ resources/resource_guide.htm

Thisguideexploresthescientificfactsofclimate change without leaving studentswith a feeling of despair. Educators canprovideyouthwiththeknowledgeoftheissuesfacingtheirfuture,thetoolstoex-ploresolutionsandasenseofawarenessthattheyhavethecapacitytomakeadif-ference.Thegoalofthisguideistoinspirebothteachersandstudentstoconnectlo-calissuestoglobalconcernsanddeveloptheattitudesneededtochangeourworldforthebetter.

UNICeF Uk/tagd, Heat up over climate change – exploring climate change and its ef-fects on the world’s children. A peer education and action pack

http://www.tagd.org.uk/campaigns/ climatechange/climatepeeredpack.aspx

The Heat up over climate changepackcanbeusedbypeereducators,youthworkersandteachers.Itisdesignedtogetgroupsthinking about and taking action on cli-matechange.Thepackisdividedintofoursections:Knowmore/Exploremore/Domore/Sharemore.

‘Unite for Climate’ website

http://uniteforclimate.org/

‘UniteforClimate’isaglobalonlinecom-munity of young people and organiza-tionsworkingtogetheronyouth-poweredsolutions. Its aim is to support existingyouth actions by facilitating the sharingofresourcesandknowledge,andtheco-ordination of youth action globally. Thiscommunity (coordinated by UNICEF)brings together diverse actors from theNGO world, academia, international or-ganizationsandtheprivatesector.Thesitefeatures the results of their work, opin-ionsandexperiences.

world wildlife Fund International, the New climate deal, A pocket guide, 2009

http://assets.panda.org/downloads/

Ahandyall-in-onepocketguidetoclimatechange, its impacts, thepolitics, thehis-toryandthediscussionsat theUNFCCCnegotiation process held in CopenhageninDecember2009.Whilethisguidewasdeveloped for Copenhagen, it is still rel-evantforthenextstepsinourjourneytosecuring a strong, fair and ambitious cli-matechangeagreement.

22


22TheAllianceofYouthCEOsiscomposedoftheWorldOrgani-zationofScoutMovement, theWorldAssociationofGirlGuidesand Girl Scouts, the World Alliance of Young Men’s ChristianAssociations,theWorldYoungWomen’sChristianAssociation,theInternationalAwardAssociationandtheInternationalFederationofRedCrossandRedCrescentSocieties.

1IPCCistheleadingbodyfortheassessmentofclimatechange,establishedbyUNEPandtheWorldMeteorologicalOrganization(WMO) to provide the world with a clear scientific view on thecurrentstateofclimatechangeanditspotentialenvironmentalandsocioeconomicconsequences.http://www.ipcc.ch/2UNICEF,Climate Change and Children,2007,p.43A correlation – but not causation – is established betweenclimate change and a dramatic increase over the past fewdecadesofclimate-relatednaturaldisasters.4UNEP, TUNZA: The UNEP Magazine for Youth, UNEP, NairobiInstituteofDevelopmentStudies,‘ChildreninaChangingEnviron-ment:LessonsfromResearchandPractice’, IDS inFocusPolicyBriefing,Issue13,November20095Twentypercentofhouseholdsreportedthattheyhadstoppedsending children to school in order to cope with these shocks.(UNICEF2008BangladeshCountryReport)6InformationonthissectionisadaptedfromUNICEFUK,ClimateChangeReport2008.7InformationonthissectionisadaptedfromUNICEFUK,Climate Change Report 2008.8WFP, Climate Change and Risk of Hunger: The Scale of the Challenge and Required Response, 2009 (http://documents.wfp.org/stellent/groups/public/documents/newsroom/wfp208099.pdf).8IFPRI,‘ClimateChange:ImpactonAgricultureandCostsofAdap-tation’,Food Policy Report,21September20099BRIDGE, Gender and climate change: mapping the linkages, 2008,p.3.10In Ethiopia and Kenya respectively, children aged five andunderwere36and50percentmorelikelytobemalnourished;inNigerchildrenagedtwoorlesswere72percentmorelikelytobestunted,ifbornduringadrought.(UNDP,Fighting Climate Change, Human Solidarity in a Divided World, Human Development Report 2007/2008,2007). InBangladesh in2008, in response tofloodsandadevastatingcyclonecoupledwiththeincreaseinglobalfoodprices,nearlythreequartersofhouseholdswerereducingthesizeof theirmeals,62percentwere reducing thenumberofmealseatenperday,and15percentweregoing forentiredayswith-out food.Twentypercentofhouseholds reported that theyhadstopped sending children to school in order to cope with theseshocks.(UNICEF,BangladeshCountryReport2008)11Minority Rights Group International, The Impact of Climate Change on Minorities and Indigenous Peoples,200812BRIDGE,op.cit,,p.3.13UNICEF, Climate Change, Human Security and the World’sChildren,2008,p.6.14BRIDGE,op.cit.,p.615GlobalPartnershipforDisabilityandDevelopment(GPDD)andThe World Bank (Human Development Network – SocialProtection/Disability and Development Team), 8 July 2009,The Impact of Climate Change on People with Disabilities, reportone-discussion,p.9.16Checkley,W.,EpsteinL.D.,GilmanR.H.,FigueroaD.,CamaR.I.,PatzJ.A.andBlackR.E.,‘EffectsofElNinoandambienttempera-tureonhospitaladmissionsfordiarrhealdiseasesinPeruvianchil-dren’,TheLancet,Vol355,Issue9202,5February2000,p442–45017Few,R.,Ahern,M.,Matthies,F.andKovats,S.,‘Floods,healthand climate change:A strategic review’, Tyndall Centre Working Paper No. 63.TyndallCentreforClimateChangeResearch,200418Koelle.K,Rodo.X,Pascual.M,Yunus.MandMostafa.G,‘Re-fractoryperiodsandclimateforcing incholeradynamics’,Nature Magazine,Vol436|4,August2005|doi:10.1038/nature03820.19CommitteeontheRightsoftheChild,‘Implementingchildrightsinearlychildhood’,GeneralCommentNo.7(2005),para.1020Adapted from UNICEF Innocenti Research Centre, Climate ofClimate Change on People with Disabilities, report on e-discus-sion,p.9.21Sources: UNFCCC, Climate Change; Impacts, Vulnerabilities and Adaptation in Developing Countries, Bonn: United NationsFramework Convention on Climate Change Secretariat, 2007;UNDP,Climate Change Affects All the MDGs,2009

23


Table 1: Impacts of climate change and the MDGs21

MDG Potential impacts of climate change

goal 1Eradicateextremepovertyandhunger

• Damage to livelihood assets, including homes, water

supply, health and infrastructure can undermine people’s

abilitytoearnaliving.

• Reductionofcropyieldsaffectsfoodsecurity.

• Changes in natural systems and resources, infrastructure

and labour productivity may reduce income opportunities

andaffecteconomicgrowth.

• Socialtensionsoverresourcecanleadtoconflict,destabiliz-

inglivesandlivelihoodsandforcingcommunitiestomigrate.

goal 2Achieveuniversalprimaryeducation

• Lossof livelihoodassetsandnaturaldisasters reduceop-

portunitiesforfulltimeeducation.Morechildren(especially

girls)arelikelytobetakenoutofschooltohelpfetchwater,

earnanincomeorcareforillfamilymembers.

• Malnourishmentandillnessreduceschoolattendanceand

theabilityofchildrentolearn.

• Displacementandmigrationcanreduceaccesstoeducation.

goal 3Promotegenderequalityandempowerwomen

• Gender inequality isexacerbatedaswomendependmore

on the natural environment for their livelihoods, including

agricultural production.This may lead to increasingly poor

healthandlesstimetoengageindecision-makingandearn-

ingadditionalincome.

• Womenandgirlsaretypicallytheonestocareforthehome

and fetch water, fodder, firewood, and often food. During

timesofclimatestress,theymustcopewithfewerresourc-

esandagreaterworkload.

• Female-headedhouseholdswithfewassetsareparticularly

affectedbyclimaterelateddisasters.

24


goal 4Reducechildmortality

• Deathsandillnessduetoheatwaves,floods,droughtsand

hurricanes.

• Childrenandpregnantwomenareparticularlysusceptible

to vector-borne diseases (e.g. malaria and dengue fever)

andwater-bornediseases(e.g.choleraanddysentery)that

mayincreaseand/orspreadtonewareas.

• Reducedwaterandfoodsecuritynegativelyaffectschildren.

goal 5Improvematernalhealth

• Reductioninthequalityandquantityofdrinkingwaterhas

negativeeffectsonmaternalhealth.

• Foodinsecurityleadstoincreasedmalnutrition.

• Flood and droughts spread water-borne illness, impacting

maternalhealth.

goal 6CombatHIV/AIDS,malariaandotherdiseases

• Waterstressandwarmerconditionsincreasevulnerability

todisease.

• Households affected by HIV/AIDS have lower livelihood

assets, and malnutrition accelerates the negative effects

ofthedisease.

goal 7Ensureenviron-mentalstability

• Alterationsandpossible irreversibledamageinthequality

andproductivityofecosystemsandnaturalresources.

• Decreaseinbiodiversityandworseningofexistingenviron-

mentaldegradation.

• Alterationsinecosystem-humaninterfacesandinteractions

lead to lossofbiodiversityand lossofbasicsupport sys-

temsforthelivelihoodofmanypeople,particularlyinAfrica.

goal 8Developaglobalpartnershipfordevelopment

• Climatechangeisaglobalissueandaglobalchallenge:re-

sponses requireglobalcooperation,especially tohelpde-

velopingcountriesadapttotheadverseeffectsofclimate

change.

• Internationalrelationsmaybestrainedbyclimateimpacts.

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3ActivitiesModule I : Climate change and child rights

Objectives: Bytheendofthemodule,childrenwillbeableto:

• Explainwhatclimatechangeis,

• Explain the main causes and the consequencesofclimatechange,

• Explain the main impacts of climatechangeontheplanet’smost vulnerablechildren,

• Explain the link between climate changeandchildrights,and

• Explain the concept of mitigation andtheroleofyoungpeople.

26


Core activities

Children and climate change

Duration

• 45minutes

Overview

Startingwithtestimonialsbythreeyoungclimate ambassadors, participants iden-tifytheimpactsofclimatechangeontheworld’schildren,especiallythoselivinginthemostvulnerablesituations.

Objectives

Bytheendoftheactivity,participantswillbeableto:

• Provide examples on how climate change is affecting the lives of manychildren.

Materials

• Flipchartandmarkers

• Photocopiesoftestimonials

Preparation

• Get familiar with the testimonials andwiththe‘Solutions’document

• Preparecopiesofthestories.

Instructions for the facilitator

1. As an introduction, ask the groupwhat they already know about climatechange. Have they already studied it atschool?Doa roundof thewordassocia-tiongame.Askparticipantstosaythefirstwordthatcomestomindwhentheythinkofthephrase‘climatechange’.Notedownall the key words on the flipchart. Readthemaloud,andgroupthemundervariousmainthemes.

2. Explain that in some countries, cli-mate change is visible and has affectedthewaymanypeople–includingchildren–live.Explainthattheywillnowreadtes-timonial case studies on three differentcountriesproducedbyyoungClimateAm-bassadors (explain what ClimateAmbas-sadorsare–seeboxbelowand refer tothespecificsectiononthisintheStudentHandout).

3. Formthree(orsix,dependingonthesizeofyourgroup)smallgroupsanddis-tributeastorytoeachgroup/person.Givethema fewminutes to read thecontentindividually(or,dependingonyourclass’sreadingskills,youcanchoosetonominateonereaderpergroup).

4. Ask each group to identify, discussandnotedownthefollowingelementsintheirtexts.Writedownthethreequestionsontheflipchartsothattheyarevisible:

a. What are the effects of climate change? (What has changed in thesecountriesbecauseofclimate change?E.g.weather,poverty,etc.)

b. Whatarethespecificimpacts/co sequences of climate change for childrenlivinginthesecountries?

c. Howarepeopleinthesecountries reactingtothis?

Give participants some time to discussthisinternallyandtheninviteeachgrouptoreportbacktotheclassasawholeby(1)presentingtheirstoriestotheothers,and(2)explainingtheirfindingsforquestionsa,bandc.Notethosedownontheflipchartandcompletewithwhatismissing.

5. Referbackto the initialbrainstorm.Lead a discussion about climate changeanditseffectsonchildren,linkingtogetherall the elements identified by the threegroups.

27


Debriefing

• Ask participants to provide a short reviewonhowtheactivitywent.Did they know that climate change couldhavesuchabigimpactonthe livesof children?Areall children in theworldconfrontedwiththesame risks?Why?

• Continuewithadiscussiononwhat participantslearnedinthisactivity.

What next?

• You can distribute copies and discuss the graphs from Figure 2 and/orTable1.

• If you want to further explore the concept of climate change (definition, causes, consequences), proceedwith theoptionalactivities onclimatechange.

• Otherwise, continue with the next core activity ‘Climate change and child rights’ to identify which child rights are affected by climate change.

About Climate AmbassadorsIn early December 2009 the world’s leadersgatheredinCopenhagen(Denmark)todiscussclimatechangeandtrytoreachan agreement on how to reduce the emis-sionofgreenhousegases.Priortothisevent,UNICEFandtheCityofCopenhageninvited164 youth delegates from 44 countries to participate in the CCF. Young people expressedtheirthoughts,ideasandcallsforactiononhowtocreateasustainableworldforfuturegenerations,whichisamatterofsecuring the rights of children in a world affected by climate change. The forum resultedintheadoptionofafinalresolutionwith recommendations for world action onclimatechange.Alldelegateswhoattendedthe CCF became global Climate Ambassa-dors.Theprogrammeisdesignedtocreatea network of young climate activists that empowersandtrainsyoungpeopletoengagetheirlocalcommunitiesintheclimatedebate.Formoreinformation:http://uniteforclimate.org/

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Iaoniman (boy),17yearsold,fromKiribati

Kiribati (pronounced Kiribas) is an independent republic within the Commonwealth of

Nations, located inthecentralPacificOceanabout4,000km(about2,500miles)south-

westofHawaii.ItispartofthedivisionofthePacificislandsknownasMicronesia.Kiribati

consistsof33coralislands,21ofwhichareinhabited.Themajorityoftheatollsarebarely

morethan6metres(20feet)abovesealevel.23

Climatechangehasmanyvisibleeffectsinmycountry.Theonethataffectsusmostisthe

rise insealevel,whichcausescoastalerosionandthecontaminationofwellwater.Since

thewellwater24iscontaminated,wemustrelymoreonrainasasourceofwater,butitis

raininglessandless,whichmeansthatwedon’thavemuchcleanwaterforourdailyliving.

Also,manyplantsinmycountrydiebecauseofthechangeinrainyseasons.

Since the sea is covering our lands, the soil is becoming infertile and it is becoming very

difficulttogrowcropsandotherplants.Moreover,wemostlyrelyontheseaasasourceof

living:wegetfoodfromtheseaandfishisasourceofincomeformanyfamilies.

Asaconsequence,somefamiliesinKiribati,andespeciallyinthecapitalislandTarawa,were

forcedtomoveoutoftheirhouses,whichwereclosetothecoast.Theseawasgettingtoo

closetotheirhomesandevenruinedsomeofthem.Somefamilies,whoareconcernedabout

losingtheirland,arebuildingseawallsattheirowncosts.Thisisveryexpensiveandsome

families don’t have any money left. As a consequence, many fathers become depressed

becausetheycannotsupporttheirfamilies;someofthemleaveandsomeotherswastethe

littlemoneyleftonalcohol.

Allthisseriouslyaffectschildren.Someofthemcannotgotoschoolanymorebecausethe

familyhasnomoneytopayforthefeesandmaterial.Younggirlsgetmarriedveryearly

justtogetawayfromtheirfamily’sproblems.Teenagepregnancyandfamilycorruptionare

common.Also,moreandmorechildrencanbeseenbeggingforloosechangeorfoodin

thestreets.

Since theeffectsofclimatechangearebecomingmorevisible, thepopulation isawareof

whatishappening,buttheydon’tunderstandwhyitishappeningtothemsincetheyarenot

responsibleforthecauses.Thegovernmentisputtingupprojectstofightalltheseproblems.

Rightnow theyarebuildingpipes that transportwater to thewholecapital islandandare

workingonmoreprojectsthatwillbenefitourcountry.But,still,weneedmoreassistance

fromothercountriesbecausewelackresources.”

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Ndeye (girl), 16 years old, from Senegal

Senegal is a country in western Africa. It is externally bound by the Atlantic Ocean to

thewest,Mauritaniatothenorth,Malitotheeast,andGuineaandGuinea-Bissautothe

south;internallyitalmostcompletelysurroundstheGambia,namelyonthenorth,eastand

south,exemptingGambia’sshortAtlanticOceancoastline.Theclimateistropicalwithtwo

seasons:thedryseasonandtherainyseason.

Climatechangehasnumerousvisibleeffectsinmycountry,Senegal.Themostimportantare

flooding,drought,thespreadoftheSaharaDesert,theincreaseoftemperaturesandcoastal

erosionduetotheriseinsealevels(forinstance,afishingvillagecalledDjiffer,locatedinthe

SaloumDelta,isdisappearing).

Iwould like to talkabout recentheavy rainfalls,whichcausedflooding.Many families lost

theirhousesandhavenowheretolive.Somechildrenhaven’tgonebacktoschoolafterthe

flooding,becausetheschoolbuildingswerenotrepaired.Also,somechildrencaughtmalaria

becausestagnantwatermultipliedthemosquitoes.Othervector-bornediseasesthatspread

arebilharzias25andcholera.26

Unfortunately,peoplearegenerallynotworriedaboutclimatechange.But,togetherwithother

ClimateAmbassadors,Iamgoingtoorganizecampaignsandotherprojectstoraiseawareness

amongthepopulation.TheSenegalesegovernmentisalsoinitiatingprojects,forinstanceone

togetherwithotherAfricancountriescalled‘GreatGreenWall’,whosegoalistoplant7,000km

(4,350miles)oftrees,inalinefromDakartoDjibouti,tohaltdesertspread.

30


Sabrina (girl), 16 years old, from Canada

Canada is a country in NorthAmerica. It is bordered by theAtlantic Ocean in the east,

thePacificOceaninthewest,theArcticOceaninthenorthandtheUnitedStatesinthe

south.Canada'sclimate isnotascoldall year longassomemaybelieve. In thewinter,

temperaturesfallbelowfreezingpointthroughoutmostofCanada,butthesouthwestern

coasthasarelativelymildclimate.Duringthesummermonthsthesouthernprovincesoften

experience high levels of humidity with temperatures that can surpass 30 degrees Cel-

sius(86degreesFahrenheit)regularly.WesternandsoutheasternCanadaexperiencehigh

rainfall,butthePrairiesaredry.

“Climatechangehashadavarietyofeffectsinmycountry.Firstofall,thepermafrostinthe

north ismeltingatadazzlingspeeddueto the increasingtemperatureof theearth. In the

northern towns, houses built directly on the ground are collapsing and families then have

to move to other places.Also, while winters are getting warmer and wetter, summers in

southern Canada are getting warmer than the global average and drier. These changes

dramatically affect the ecozones and the natural environment across Canada.The recent

increases of climatic and extreme weather phenomena have caused significant losses of

forests by fires, floods, detachment of ice platforms from the Antarctic Peninsula and an

increasedfrequencyofstrongwinterstormsandhurricanes.ClimatechangeinCanadaisalso

affectingchildrenandtheirlives,especiallythosewholiveinthenorthernpartofthecountry

whereclimatechangestrikesmost.

Overthelastfewyears,peoplehavechangedtheirmindsabouttheenvironmentandhave

started to recycle and do some gestures to show that they care about it. Now, I can say

thatyoungCanadiansandCanadiansingeneralareawareofwhatisgoingonallaroundthe

world.Whileourgovernmentstilldoesn’twanttofacetheproblem,thepopulationisreadyto

commit.TheclimatechangeissueisactuallyahottopicinCanada.Itisevenbeingdiscussed

ontelevision,radioandinnewspapers!

As usual, young people are much more aware about this international issue than older

citizens.Therefore,wemustnotonlyactbyourselves,wealsoneedtoempowerthepeople

aroundustogooutandmakeachange.Ontheotherhand,wemustnotforgetthatthereis

stillalotofsensitizationworkinthepopulationtodo,evenonaninternationalscale.”

If you want to find out what Sabrina and her fellow Climate Ambassadors are doing in Canada to

inform and educate others about climate change, read the ‘Bright Ideas’ sections in the Student

Handout. There, you will also find many other bright ideas from other countries around the world!

31

Question Iaoniman (Kiribati) Ndeye (Senegal) Sabrina (Canada)

Effects of climate change

•Riseinsealevel•Coastalerosion•Contaminationofwellwater•Lessrain/changeinrainyseasons•Manyplantsdie•Scarcityoffish

= Rise in sea level and drought

•Flooding•Riseinsealevel•Coastalerosion•Highertemperatures•SpreadoftheSaharadesert•Drought

= Flooding, rise in sea level and drought

•Warmerandwetterwinters•Increaseofstrongwinterstormsandhurricanes•Changesinecozonesandnaturalenvironment•LossofforestsbyfiresandfloodsInnorthernCanada:•Permafrostmeltingquickly•Detachmentoficeplatforms•HousescollapsingInsouthernCanada:•Warmeranddriersummers

= Melting of ice, extreme events, change in seasons

Consequences for people and children

•Movefromhousesbythecoast•Buildprotectionwalls(expensive)•Poverty•Manyfathersbecomealcoholicorleave•Girlsgetmarriedearlier/pregnancy•Corruption•Childrenhavetobegforloosechange

= Poverty

Becauseofflooding:•Manyhousesweredestroyed•Manyschoolsweredestroyed•(Asaconsequence):interruptionofschooling•Spreadofwaterbornediseases(malaria,bilharzias,cholera)

= School dropout, spread of diseases

•Becauseofpermafrostmelting,manyfamiliesinnorthernCanadahavetomovesome-whereelse

= Forced migration

Reactions •Peopledon’tunderstandwhythisishappeningtothem•Governmentisbuildingpipestotransportcleanwater•Internationalcommunityshouldhelp

•Populationnotveryconcernedbyclimatechange•Climateambassadorsaresettingupaware-ness-raisingprojects•Government:‘GreatGreenWall’project

•Population,esp.youngpeople,moreandmoreconcerned,readytocommit(recycling,etc.)•Governmentdoesnotwanttofacetheproblem•Climatechangeisdiscussedinthemedia


tool 1: Solutions (for facilitator)

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Climate change and child rights

Duration

• 1hour

Overview

ParticipantsreceivecardswitharticlesoftheCRCandhavetoidentifywhichoneshaveaconnectiontoclimatechange.

Objectives

Bytheendoftheactivityparticipantswillbeableto:

• Explainwhyandhowchildrightsare affectedbyclimatechange,and

• List (at least) five child rights thatcanbeunderminedbyclimate change.

Materials

• SetsofCRCcards


• Scissors

Preparation

• GetfamiliarwiththeCRC,thecards andthesolutions

• Photocopy and cut the cards (one set for every three to four participants)


1. Begin the activity by brainstorming about child rights to determine how familiar the group is with the CRCand/orremindingthemofwhat they may previously have learned about child rights. If the group is unfamiliarwithchildrights,youmay want to do an introductory activity

first (Wants and Needs activity, in thistoolkit).

2. Formsmallgroupsof threeor four anddistributeasetofcardstoeach group.Invitethemtogothroughthe cardsandselecttherightsthatare affectedbecauseofclimatechange. Givethemabout10minutes.Inform participants that they can find the fulltextoftheCRCintheirStudent Handout.

3. Ask one of the groups to present one right identified and explain why they chose it and how it relates to climatchange. Then ask another group to present and explain another one, and so on. Continue until there are no further suggestions. Note down all the rights on the flipchart. Complete if anyaremissing.

Debriefing

• Refer back to the flipchart with causes,consequences,impactsand rights to make sure that all the participantshaveunderstoodallthe connections.

• Ask participants what they learned inthisactivity.Aretheysurprised?

What next?

• Depending on the time available, itmightbe interesting todistribute the introductory text on climate change and child rights, and orga- nizeadiscussionaroundit.

• Youmaycontinuewiththeoptional activitiesofthismodule,ormoveto Module2.

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tool 2: CRC cards (to be photocopied and cut)

Article 1: Child=0–18years

Article 2: Allrightsforallchildren(non-discrimination)

Article 3: Bestinterestsofthechild

Article 4: Fullenjoymentofrights

Article 5: Parentalguidance(rightto)

Article 6: Life(survivalanddevelopment)(rightto)

Article 7: Birthregistration(rightto)

Article 8: Identity(name,nationality)(rightto)

Article 9: Keepingfamilyties(rightto)

Article 10: Familyreunification(rightto)

Article 11: Internationalkidnapping(protectionfrom)

Article 12: Respectfortheopinionsofthechild

Article 13: Freedomofexpression(rightto)

Article 14: Freedomofthought,conscienceandreligion(rightto)

Article 15: Freedomofassociation(rightto)

Article 16: Privacy(rightto)

Article 17 Accesstochild-friendlyinformation(rightto)

Article 18: Parentalresponsibilities;stateassistance

Article 19 Violence(protectionfrom)

Article 20: Alternativecare(rightto)

Article 21: Adoption

Article 22: Refugeechildren

Article 23: Childrenwithdisabilities

Article 24: Healthandhealthcare(rightto)

Article 25: Reviewoftreatmentincare(rightto)

Article 26: Socialsecurity(rightto)

Article 27: Adequatestandardofliving(rightto)

Article 28: Freeeducation(rightto)

Article 29: Goalsofeducation

Article 30: Protectionofchildrenofminorities/indigenousgroups

Article 31: Leisure,playandculture(rightto)

Article 32: Childlabour

Article 33: Drugabuse(protectionfrom)

Article 34: Sexualexploitation(protectionfrom)

Article 35: Abduction,saleandtrafficking(protectionfrom)

Article 36: Otherformsofexploitation(protectionfrom)

Article 37: Detentionandpunishment

Article 38: Warandarmedconflicts

Article 39: Rehabilitationofchildvictims

Article 40: Childrenintroublewiththelaw

Article 41: Respectforsuperiornationalstandards

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tool 3: CRC articles that are linked to climate change (for the facilitator)You can also deals with the part of theintroduction section that refers to theCRC.

Article 6: Right to life

Climate change can have an impact onfoodandcleanwateravailability, andun-derminethechancesofdevelopmentandsurvivalofaffectedchildren.

Article 12: Respect for the opinions of the child

Children have the right to express theiropinionsonallmattersaffectingthem.Asclimate change is clearly affecting theirpresentandfuturelives,theyshouldhavetheirsay.

Article 22: Refugee children

Climatechangecreates‘climaterefugees’.Thesearepeopleand familieswhohavetoleavetheirhomesbecausetheycannotsurvivethereanylonger(drought-affectedzones,coastalareasaffectedbyriseinsealevel,etc.).

Article 24: Right to health and health care

Consequencesofclimatechangesuchasdrought, flooding, increase in diseases,etc.,haveadirectimpactonthehealthofchildren.

Article 28: Right to a free education

Whennaturaldisasterssuchasflooding,hurricanes and other extreme eventsoccur, schools can remain closed for alongtime,eitherbecausetheyhavebeendestroyed or because children are keptat home to help with the reconstructionwork.

Article 38: War and armed conflict

Climate change can cause conflicts overresources that have become scarcerbecause of changes in the environment(suchasdrought,risingsealevels,etc.).

There are many other articles of the CRC that can be linked to climate change and its consequences for children. We are sure that you and your group will come up with many more! Here are some ideas:

• Article 11 (protectionfrominternational kidnapping)

• Article 16 (righttoprivacy)

• Article 21 (adoption)

• Article 27 (righttoadequatestandard ofliving)

• Article 31 (righttoleisure,playandculture)

• Article 34 (protectionfromsexualexploitation)

• Article 35 (protectionfromabduction,sale andtrafficking)

• Article 36 (protectionfromotherformsof exploitation)

35


Activities using the Wants and Needs cards

Activity 1:

• Inpairs,dividethesecardsintothe followingcategories:

•MOSTIMPORTANT

•IMPORTANT

•LEASTIMPORTANT

• In fours, decide which are the six mostimportantcards.

• Asaclass,sharethegroups’findings and decide on the six most impor- tantrightsfortheclass.(remindthe classthatallrights(needs)areequa- ly important, even if they had to choosesixofthem).

• Discuss: Do all children in our societyhavetheserightsmet?Ifyou have any resources that contain casestudiesofthelivesofchildren inothercountries,thenthiscouldbe asuitableprompttothisdiscussion.

• Discuss:What can be done to en- surethatchildreneverywherehave theirrightsmet?

Optional activities

Exploring child rights

Getting familiar with child rights: The Wants and Needs cards27

Going deeper: Climate change

TheWantsandNeedscardswereproducedbyUNICEFtointroducechildrenandyoungpeopletotheir rightsbyhelpingthemfirstconsiderwhat thedifference isbetweenaWANTandaNEED.ThebasicNEEDSthatshouldbemetsochildrenandyoungpeo-plegrowuptoreachtheirfullpotentialareenshrined in theCRC.Whengovernmentsratify theConvention—and191outof 193countries have ratified—they commit theircountrytofulfillingtheserightsinthebestwaytheycan,andasfastastheycan.

36


Activity 2:

From this first activity you can move todiscuss the terms ‘wants’ and ‘needs’.Thenpupilsdividethecardsagainintotwocategories: WANTS / NEEDS.You couldthenexplain thatchildren’sneedsshouldbemetbecausetheycannotprovidemostofthemforthemselves,butinsteadmustrelyonadults.

However,therearesomeneedsthattheypersonallycanhelpprotectandprovideforotherchildren:protectionfromdiscrimina-tion,opportunity toexpressyouropinionandtobeeducated.

Discusshowparticipantscanensurethattheydonotdenyanychildrentheyknowoftheserights.

Activity 3:

Havingmultiplesetsofcards indifferentcoloursallowsforallsortsofcardgamestobeplayed:

• Memory game–twosetsofcardsofthesamecolourarelaidfacedownandpupilstaketurnsatturningovertwoatatime.Iftheyarethesametheykeepthem;if not they turn them face down again.Pupilsneedtorememberwherecardsaresotheycaneventuallymakeamatch.TheythensaywhethertheirpairisaWANToraNEED.

• Rummy – again using two sets ofcards, pupils play in the traditional way.Thetwosetsareshuffledandtwotofourchildrenareeachgivenfourorfivecards.Inturns,theytakeacardoffthepile,whichtheykeepordiscardastheytrytocollectpairsofcards.Theycanlaypairsdowninfront of them, having said whether theyareaWANToraNEED.Thefirsttogetridofallofhisorhercardswins.

More activities on child rights education

UNICeF, Stand Up for Children’s Rights, A teacher’s guide for explora-tion and Action with 11–16 year olds (2009)

http://www.unicef.org/rightsite/files/stan dupfinal.pdf

This guide is based around the story ofAnna,ayoungperson learningabouttherightsofchildren.Theresourceoffersgui-danceonhowtouseAnna’sexperiencesto develop young people’s awareness oftheir rights. A flexible toolkit of accom-panying activities leads young people toexplore the people and policies in placeintheircommunitiestoprotectchildren’srights.Wehopethatthisresourcewillhelpyoutosupportyoungpeopletostandupfortheirrightsandtherightsofothers.

37

Rights, Wants & Needs cards

NEEDS/RIGHTS WANTS

*

* Thanks to UNICEF Canada for providing this tool. More activities for educationalsettings can be found on http://globalclassroom.unicef.ca

* Some items classified as "wants" may be needs in certain circumstances. For example, access to television or a computer may be an importantsource of information gathering or sharing conducive to the protection of rights to healthy development and protection from violence and abuse.



mitigation (youwillfind information andreferencesinPartI).

• Photocopy the cards (you may want to photocopy them on thick paper). Prepare one set for each group of three or four participants. Cutthe20cardsandmixthem.


1. Memory game: Explain that there are 10 pairs of cards with images related toclimatechange.The task istoidentifythepairsandtomatch them(classicmemorygame).

Form small groups of three to four anddistribute a set of cards to each group.Explain how to play: Each group shouldspreadthecardsfacedownonthefloor.Inturn,eachpersonturnsovertwocards.Whenaplayerfindsamatchingpair,thenhe/shecanhaveanothergo. If thecardsdon’t match, they will have to be turnedoverfacedownagain,exactlyinthesamespotastheywerebefore.Thenextplayerthenturnsovertwocards,andsoon.Thewinner istheplayerwhoholdsthemostpairsofcardsattheendofthegame.

2. Classification of ‘definition’, ‘causes’ and ‘consequences’ of climate change: Ask participants to identify, from each pair of the memorycardsthattheyareholding, information on climate change; namely elements of its definition, its causes and its consequences. Write CLIMATE CHANGE in the centre of the flipchart/blackboard. On the left write CAUSES, and on therightCONSEQUENCES.

Giveeachgroupafewminutestodotheexercise on their own, and then inviteparticipants to tape their cards on theflipchart/blackboard in the right category.Depending on the group’s prior knowl-edge about climate change, it might be

Exploring climate change

Climate change memory game

Duration

• 40minutes

Overview

This is a memory game in whichparticipantsneedtoassociatetwocards.Cards contain illustrations representingclimate change. After the game, partici-pantsareinvitedtoidentify(ontheircards)elements of the definition as well asinformationoncausesandconsequencesof climate change.The teacher/facilitatorthen introduces the concept of ’climatechangemitigation’asoneofthesolutionstoovercomethisproblem.

Objectives


• Provide a basic definition of the issueofclimatechange,

• Describe the main causes and consequencesofclimatechange,and

• Explaintheneedformitigation.

Material

• A set of memory cards for groups of three to four participants (see Tool4onpage44).

• Scissorsandtape

• Blackboard or flipchart with chalks andmarkers

Preparation

• Get familiar with the cards as well as the classification of causes/ consequences and the concept of

42


necessary to provide explanations andexamplesforeachimagetoillustratetheirlinktoclimatechange.

3. Link to children and child rights: Refer to the previous activity on climatechangeandchildrights.Ask participants to explain how climate change affects children and child rights. Come up with examples (you can use the rights cards of the second core activity, ‘Climate changeandchildrights’).

4. Conclusion: Ask participants to come up with ideas on actions to reduce the impact of climate change due to human activity, so that the situation does not get worse. Is there anything that we can do from here?The discussion shouldtouchontheneedtoreduce carbon emissions in industrialized countries, and participants should realize that everyone, including themselves and their families, can dosomethingaboutit.Forexample, ifeveryonestoppedusingtheircars to go to work and took public transport instead, this would lower emissions. Another example would be people wearing warmer clothes in the winter instead of turning up the thermostats in their houses. Can they come up with moreideas?

Explainthatactionsandinitiativesaimedatreducingcarbonemissionsarealsoknownas climate change mitigation. Tell themthatlaterontherewillbespecificactivitiesinthistoolkitwheretheywillexplorehowtheycancontributetomitigation.

Debriefing:

• Askparticipantsiftheywerealready awareofall/partofthisidea.Where didtheyhearitfrom?Whataretheir

feelingsaboutthis?Explainthatthe goal of these activities is to make them understand what is going on and to make them realize that this can be overcome if everyone (including them) starts acting differently. Tell them that they willfindouthowlater.

What next ?

• If you want to further explore the issue of climate change, you can continuewiththenexttwooptional activities.

• Important:This toolkit isnotmeant to provide in-depth scientific facts and information about climate change.Ifyouwouldliketoexplore these aspects in more detail, we encourage you to use other educational material developed by UNICEF and partner organizations. You will find a list of references in the introduction section of this toolkit.

• If you don’t want to expand on the issue of climate change, you can skip the next two activities and go on to the other optional activities of Module 1 on climate change and children,ormovedirectlytoModule2.

Definitions The term ‘climate change mitigation’ refers to all actions taken to reduce gas emissions. This might mean using less energy or using it more efficiently (doing the same things with less energy or better technology).

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tool 4: Memory cards

These cards can also be used independently from the activity and the toolkit to raise awareness on the issue of climate change.

• 1 x ‘Information’• 3 x ‘Causes’• 4 x ‘Consequences’• 2 x ‘Solutions’

Information1.Greenhouseeffect

Causes2.Industries:greyfactorieswithsmokychimneys3.Transportation:cars,trucks,airplanes,boats(withgases)4.Deforestation:cuttingoftreesinaforest

Consequences5.Meltingofice(NorthPole)/riseinsealevels6.Extremeweatherconditions+drought:typhoon;flooding(heavyrains)7.Heat/droughts/nowater:hotdesertwithpeopletryingtogrowvegetables8.Vector-bornediseases:(malariamosquito?)

Solutions9.Youngpeopleonbicycle,compactfluorescentlightbulbs,etc.(climatechangemitigation)10.Youngpeoplenearanewwellinadrycountry

44


Reference file on climate change

Duration

• 2hours

Overview

Information-seeking activity involvingcriticalthinkingabouttheissueofclimatechange(andchildren/childrights)

Participants should either have alreadycarried out the second optional activity,‘Climate change memory game’ in thisModule, or be familiar with the issue ofclimatechange.

Objectives


• Provide a detailed explanation of climate change, of how it impacts children/child rights or of specific aspectsofthesetopics.

• Know how to gather and select validandrelevantinformationonthe issue of climate change, including informationfromwebsitesforyoung people.

Material

• Printedmaterialsuchasmagazines (with pictures) on climate change, the environment and the effects onpopulations,andmorespecifically on children. It is important to provideawiderangeofliteratureso that participants can find as much informationaspossible.

• Access to other sources of informations-(library,Internetetc.), withalistofreferencesandwebsite (availableintheStudentHandout)

• Paper(A3andA4)

• Tapeandscissors

• Pensandmarkersofdifferentcolours

• Photocopier(optional)

Preparation

• Gather as much information on climatechangeaspossible.Sugges- tions of links and references are providedintheintroductionsection and in the Student Handout. You might want to research local information/references.

• Gather together newspapers, magazines, leaflets, brochures, calendars and postcards that may becutupforillustrations.


1. Start with a discussion with participants.Aretheyworriedabout what they have just learned about climate change, regarding, for example, the future of the planet and the rights of children? Were theysurprisedorhappytohearthat solutions exist and that everyone, youngpeople included,canbepart of the solution? Do they have any commentsorquestionsaboutcaus- es or consequences of climate change, about mitigation, about actionthatyoungpeoplecanunder takeoraboutanyotherrelatedissue that they would like to explore further? Note issues of interest ontheflipchart/blackboard.

2. Ask each participant to choose an issue that they would like to work on,preferablyfromamongtheones brought up in the discussion (the older the students, the more complex the issue to research can be–forinstance,olderstudentscould include not only research about climate change, but also, for

45


Debriefing

• Ask participants to provide a short review on how the activity went: Was it interesting? Did they enjoy it? Was it easy/difficult to gather interestinginformation?Why?

• Continuewithadiscussiononwhat participants learned in this activity. What was the most interesting in formation they found? Was all the informationconsistent?Were there any contradictions or errors?What is their main conclusion about the issueofclimatechange,etc.?

Possible follow-up

• Theclasscouldcombine itsefforts and make one resource file to be kept in the school library and availabletoeveryoneasaresource.

• Theactivitycouldbeextended into a weekly ‘TV news on climate change’ presentation that participants could perform. Each week a group of participants would keep trackofclimatechange-relatednews ontelevision, in thenewspaper,on the Internet, etc.They would then preparea5-to10-minutesummary of their content to present to the rest of the class during aTV news simulation.Tomakethislivelier,the class might also prepare a mock televisionmadeofacarton,orcome upwithanewsjingle,etc.Through thisactivity,theclasswouldremain informed and concerned about climatechangeinthelongerterm.

What next?

• Go on to the next activity if you want to explore if and how the climatehaschangedlocally.

• If youdon’twant toworkmoreon the issue of climate change, you canskipthenextactivityandgoon

example, about the related issues and the difference in their impact in industrialized and industrializing countries.

3. Small working groups should then be formed. Explain that the aim of thisactivityistocreateaninforma- tive resourcefilepresenting terms, facts and illustrations associated with climate change and children, andmorespecificallywiththeissue that they have selected. The out- comescanbeputintheclass/school library or uploaded on the school’s website, so that other people can be informed. They will have one hour (or more, if you wish) to do this.

4. Show participants the resource materials and emphasize that they should feel free to go through the availableliterature,aswellasonthe Internet and in the school library (where available), and be creative. Explain that during the research, especially if theydo iton the Inter- net, they might find controversial information about climate change. Invite them to ask you whenever they have any doubts about any informationtheyfind.

The chosen topic should be the startingpointtolookforrelevantinformation,buttheycanfeelfreetogobeyondit.Theyarealsofreetochoosethefinal layoutform.The product could be a poster, a book-let, factsheets, etc. Emphasize that theconcepts should be explained as clearlyand concisely as possible. Give partici-pants at least an hour, or have them doit as a homework assignment with adeadline.

5. When they are finished, ask each group to briefly share their work withtherestoftheparticipants.

46


to the other activities of Module 1 on climate change and children, ormovedirectlytoModule2.

Has the climate changed where I live?

Duration

• 30minutesforpreparation

• Conducting the interview (as hom workorgroupactivity)

• One hour for reporting back and discussion

Overview

Participants prepare and conduct inter-viewswithlocalpeopletoseeifandhowtheclimatehaschanged in their town inthelast20to50years.

Objectives


• Explainifandhowinthepastyears climate has also changed where theylive,and

• Prepareandconductaninterview.

Materials

• Flipchartorblackboard

Preparation

• Youwillneedtoplantheactivity in twoparts(ontwodifferentdays),as childrenwillneedtointerviewolder peopleathome/inthecommunity.

• Research a little about changes in the climate in your town/region country.


1. Discussion:Askparticipantsifthey think the climate has changed in their town (free discussion). If any do,askthemtoprovidesomeexam- ples (possible examples – depend- ingontheplace–couldbe:wetter summers, more snow in the winter, more storms in the summer,changes in animal migration patterns, changes in plants or flowers,etc.).Thenaskaboutchange in behaviours and activities that have had an effect on climate change:Werethereasmanycars50 years ago as there are today? Did peoplebuyasmanythingsas they dotoday?Dotheyknowifpeople50 years ago recycled any of their garbage?Wasthereanypollution?

Note for the facilitator: It is important to explain to participants thathavingonewarmerwinterdoes notnecessarilymeanthattheclimate has changed. Climate change is aboutlong-termchangesandunpre- dictability.This is why this activity aims at seeing if and how the climate has changed in the last 20to50years.

Tellparticipants that inorder tobestdis-coverifandhowtheclimatehaschanged,theyshould identifyanadultwhom theyknow – the older the better – and inter-view them. Another option could be toorganizeaclassvisittoalocalretirementhomeandholdtheinterviewsthere.

Asagroup,agreeonalistofquestionstobeaskedintheinterviews,suchas:

• Have you noticed changes in the climate (weather) here in your lifetime?

• Whathaschanged?

• Canyouprovidesomeexamples?

• Sincewhenhaveyounoticedthese changes?

47


• Have these changes affected anything in your life (habits, behaviours)?Ifyes,how?

• Have you noticed any changes regarding polluting habits? (more/ fewercars,more/lessgarbagerecy- cling,more/lessenvironmentalcon- sciousness,etc.)

These are just general guiding questionsto inspireyouandyourclass tocomeupwithmoreconcreteandpreciseinterviewquestions.Thefacilitatorshouldreviewthequestionspriortoholdingtheinterviews

2. Interview: Askparticipants tonote down all the questions, and to conduct the interview (in the evening/duringtheweekend,orset a date for the visit to the senior citizen’s home if you chose that option).Tell them to note down all the answers of the interviewees, which will be presented to the wholeclass.Theycanalsorecordor film the interview and have it transcribedlater.

Tellparticipantstoalsolookforoldpicturesoftheirtownandtoidentifyanychanges.They can ask the person they interviewif they have any photos that they couldborrow or photocopy, but they shouldalsosearchontheInternetorinthelocallibrary.Youmaywant toorganizeaclasstriptothetown’s libraryoranotherplacewherethiscanbefound.

3. Reporting back: Ask the group if anyone interviewed a person who answered that the climate has in- deed changed (ask them to raise their hands). Go through the questions; note the answers on the blackboard/flipchart.

Debriefing

Askparticipants:

• Did they learn anything with this activity?

• Didtheyknowthattheclimatehas changedsomuch?(ifapplicable)

• Howdidtheyfindthisactivity?

• Has it encouraged them to do anythingdifferently?

Possible follow-up

• Youcanputall theresultstogether andpreparean informativepublica- tiontobedistributedtoparents,or organize an exhibition (online or real).Another idea is to organize a presentationattheretirementhome to report back on the results and discusstheclimatechanges.

What next?

• Go on with the other activities of Module 1 on climate change and children, or move directly to Module2.

Exploring climate change and child rights

To stay or to go? 28

Duration

• 40minutes

Overview

Thissimulationgamehastwomainparts.Inthefirstpart,participantsareconfrontedwith three different situations regardingthree families living in a small villagein Swaziland that is highly affected byclimate change.They have to take deci-sionsonwhattodotoadapttothisnewsituation.

Inthesecondpart,theyallplaytheroleofapoorfamilythathastoleavethevillage.Theyhavetomakequickdecisionsaboutthings/people to take with them; then,theyimaginehowtheywouldstartanewlifeinanewplace.

48


Objectives


• Explain how climate change can affect the lives and destinies of manychildrenandfamilies,andpro- videconcreteexamples.

Materials

• Copiesofthesituationcards

• Aclockorastopwatch

Preparation

• Prepare copies of the situation cards.


1. Context; situation card no. 1; situation card no. 2 and situation cardno.3

Explain that for thedurationof this activity, we move to a village in Swaziland(explainwhereitislocated inAfrica29).Readthemthefollowing scenario:

‘Youandyour family live inasmall village in Swaziland. As a result of climatechange,theweatherinyour village has changed dramatically and there has been very little rainfall for months. The well is drying up and you don’t have a nearby river. There is not enough watertodrinkforthewholevillage’.

Formthreegroups.Giveeachgroup a differents situation card. Explain thatstartingfromthesituationthat you just presented, each card describes the situation of a diffe rentfamily.Eachgroupisthatfamily and should discuss internally what they should do (e.g. Stay in the village or go? Why? What would theydothen?etc.).Givethem5to 10minutestodiscuss.

In plenary, let each group present thesituationofitsfamilyandexplain whatitdecidedtodo.

First debriefing

• Askparticipantsifitwasdifficultor easytodecidewhattodo,andwhy. Explainthatforthosewhodecideto stay, it is important toadapt to the new situation by anticipating the events and getting ready through training andotherpreparations.Tell them that many families in Africa havehadtoleavetheirhomes.They arecalled’climatemigrantsorrefu- gees’.Thiswillbethethemeofthe secondpartofthisactivity.

2. (See Tool 5: Situation card no. 4 Explain that for the second part of theactivity,thethreegroupswillbe playingthesameroleofaverypoor family thatdecidesto leavethevil- lage.Giveeachteamsituationcard no. 4. Explain that there is more informationabout theirsituationon the card, including a set of things that they can potentially take with them from the village. Each group must work together and choose only 10 of these options, some ofwhichmightbepeople (suchas doctors)andothersmightbeitems (such as clothes).They have three minutestodecide.

After three minutes, ask everyone to stop their discussion. Explain thatbecausethereisverylittletime left before their family leaves and resourcesarestretched, theymust now choose only five items/people to take with them.They have one minutetodecide.

After theminute isup,bringevery onetogetherandaskeachgroupto sharewhattheirfiveitemswere.

49


Second debriefing

• Askparticipantshowtheyfeltabout havingtomaketheirchoicesinsuch a rushed way. Can they imagine whatitwouldfeelliketoleavetheir homessoquickly?Andtoleavebe- hindmostoftheirthingsandpeople they know and love? Which child- rightswereaffectedinthissituation?

3. SeeTool5:situationcardno.4

Explainthattheirfamilieshavenow arrived at their new home, a little village in the western part of the country, where some distant relatives have a small farm. Ask each group to sit together and discuss how their families could adapt to their new life, knowing that they have few possessions (only the ones they brought with them), but that their relatives,even if theyare poor,arewillingtoletthemlivewith them. Ask each group to imagine and describe how the first two monthswouldbe.Givethem5to10 minutes, and then discuss this all togetherinplenary.

Third debriefing

• Askparticipantsiftheyfounditeasy or difficult to imagine how it would feel to start everything over again in an other place, far away from friends and familiar places. Maybe some of them already experienced something similar when they had to move with their family? What is important whensuchthingshappen?

do you want to know more about this?Refugees Studies Center, environ-mentally displaced People: Under-standing the linkages Between environmental Change, livelihoods and Forced Migration, 2008

http://www.childtrafficking.com/Docs/rsc_env_displaced_people_0309.pdf

“There is increasingevidence thatse-riousand relatively rapidalterations toecosystemsinducedbyclimaticandan-thropogenicfactorswillhavedirectandindirect impacts on societies which,when other coping mechanisms areovercome,willhavenootheroptionbutto migrate as a permanent or tempo-rarycopingstrategy.Althoughithasnointernationalstanding,widespreaduseof the term ‘environmental refugees’drawsattentiontotheincreasingsignif-icanceofprotectionandhumanrightsissuesofthoselikelytobedisplacedbyenvironmentalchange.”

Climate Change and displacement, Forced Migration Review 31, 2008

http://www.childtrafficking.com/Docs/fmr_31_change_displacement_0109.pdf

“Inresponsetogrowingpressuresonlandscapesandlivelihoods,peoplearemoving, communities are adapting.ThisissueofForcedMigrationReviewdebates the numbers, the definitionsand the modalities – and the tensionbetweentheneedforresearchandtheneedtoact.ThirtyeightarticlesbyUN,academic, international and local ac-torsexploretheextentofthepotentialdisplacementcrisis,communityadap-tation and coping strategies, and thesearchforsolutions.”

What next?

• Go on with the other activities of Module 1 on climate change and children,ormovedirectlytoModule2

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You and your family live in a small village in Swaziland. As a result of climate change, the weather in your village has changed dramatically and there has been very little rainfall for months. The well is drying up and you don’t have a nearby river. There is not enough water to drink for the

whole village.

• Situation card no. 1 (Family 1) Yourfamilyisverypoorandyou nolongerhaveenoughwatertofeed youranimalsortowaterthe vegetablesyougrow.

(Fordiscussion:Doyoudecidetostayortoleave?Why?Whatdoyoudowhenyouhavetakenthedecision?)

• Situation card no. 2 (Family 2) Oneday,peoplefromaUNagency arriveinyourvillageandtellyouthat theywouldliketoteachyouhow tocollectanduserainwaterinamore efficientway.Theyalsosaythatthey arewillingtofinancesomeconstruc- tionthatwillhelpyouwiththewater problem.


tool 5: Situation cards

• Situation card no. 3 (Family 3) Youarethewealthiestfamilyinthe village.Youhaveabigfarm. Youhavelostsomecattleanddrought isaffectingyourfields,too,butyou canstillsurviveeasily,atleastfor afewextraseasons.


• Situation card no. 4 Yourfamilyisverypoorandcannot survivemuchlongerinthevillage. Youdecidetoleavethevillage. Youwillhavetoleavetheareavery sooninordertosurvive. Youwillnotbeabletotake everythingyouneed.

Besidesyourmumanddad,you willbeleavingwithyourelderly grandmother,yoursister(age1), yourbrother(age7)andyourfamily’s sixgoats.Youaren’tsurewhereyou aregoing,butyourfamilyhassome relativesinthewestandyouare hopingtherainfallwillbebetterthere. Theseasonsarechangingandthe nightsaregettingcolder. Youdon’tknowhowlongyouwillbe travelling.Yourfamilydoesnothave anycarsoroxen,soyouwilltherefore havetofindalternativemeansof transportation.

(Thingsyoucouldtake:blankets,warmclothes,water,cornmeal,bread,nappies/diapers,medicalsupplies,books,doc-tor,teacher,religiousleader,plates,pots,firewood,radio,TV,tent,canvas,ropes,bucket,fruit,milk,pillow,shoes,etc.)

Context

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Feature about climate change and children

Duration

• 20minutes(plushomework/ assignment)

Overview

Participantsbecomejournalistsandprepareafeaturetoinformothersabouttheviolationofmanychildrightsbecauseofclimatechange.

Objectives


• Synthesize in writing what they learnedandunderstandtheconnec- tion between climate change and childrights

Materials

• Paperandpens

• CopiesofTool1

Preparation

• Gather together the material on climate change and children. Make theseavailabletoparticipants.

• Photocopy the tool to this activity with adviceonhow towrite a fea- turearticle.


1. Start with a discussion on what participantshavejustlearnedabout climate change and its impact on children and child rights. Do you think that people know enough about this issue? How could we raiseawarenessaboutthis?Explain that a way to raise awareness is throughthemedia(TV,press,etc.).

2. Tellparticipantstoimaginethatthey are journalists and have to prepare afeatureaboutclimatechangeand children.This could beTV news, a newspaperarticleorafeatureona website or other media. Another option – depending on your class’s and your technical skills – could be toprepareshort clips toputup onYouTube.What are the five key messages thatshouldbedelivered to the audience? Brainstorm toge- therandwritethekeymessageson theflipchart.

3. Tell participants that they can base theirfeatureononeofthethreetes- timonials by Climate Ambassadors from Kiribati, Senegal or Canada (seethefirstcoreactivityonpages 56). They can also choose other countries,butthiswillinvolvemore research.

4. Wheneveryonehaschosenatopic, form small groups that will each workonafeatureaimedatinforming people in your country about the impact of climate change on children in these countries. Distribute and/or discuss the document with advice on writing a feature (see Tool 6 on pages 50). Depending on the time available, you can decide to give this activity as homework, or to do this in class, individuallyorinpairssmallgroups.

5. Organize a creative reporting session in which each group can choose how to present its feature. For instance, ifagroupchooses to prepare a piece for the eveningTV news, they might build up a tem- poraryTV studio; for a newspaper article,theymightphotocopyareal newspaperandaddtheirarticletoit, etc.

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Debriefing

• Askparticipantshowtheyfoundthe activity. Was it easy/difficult to identifyanddeliverkeymessagesto anaudience that, ingeneral, isnot veryinformedaboutatopic?Wasit easy/difficulttopreparethefeature?

Possible follow-up

• Youcouldcontactthelocalmediato ask them if they would be inter- ested in talking about the issue of climate change and children, ex- plaining that your class/group has beenworkingonthisandthatthey couldbeinvolved.

• If your group was very motivated withthisactivity,youcouldprepare, forexample,awholenewspaperon climate change and children, with different articles on specific issues written by participants. Thenewspapercouldbedistributed to the school’s students and their families.

What next?

As a conclusion to Module 1, the group can watch UNICeF’s video on climate change and children

(http://www.youtube.com/watch?v=2e75_sYvOOU)

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tool 6: working on a feature (to photocopy and distribute to participants)

• When you write, use simple lan-guage that almost resembles conversa-tionallanguage.Useshortsentences,andwriteinshortparagraphs.Mostparagraphsconsistofonlyonesentence,sometimestwo,rarelythreeandneverfour.

• Organizingalsomeansdeterminingwhich information to use and which todiscard.Youdonothavetouseallthema-terialyouhavegatheredforastory.Donotfeelthatyoumustusealltheinformationyougather.Yourstorycouldbecome toolongandcausethereadertoloseinterest.

• Write a forceful or interesting firstparagraphortwo,calleda‘lead’.Thepara-graphmustmakethereaderthink,‘I’dliketoknowmoreabout this’.Youcandeter-

minetheleadofyourstorybyaskingyour-selfwhatthesinglemostimportantorin-terestingaspectofthestoryis–theonething that grabs attention first and holdsit. Some reporters start off by writing aleadandthenproceedingwith thestory,whilesomewritethebodyofastoryfirstandthengobacktodevelopthebestlead.Trybothapproaches toseewhichworksbetter for you. If you continue to find itdifficult to start the story, talk with yourteacheroradviseraboutit.Asyouexplainthestory, youprobablywill begin toseewhatthemostimportantelementsare.

• Quotepeoplethroughoutthestory.While some shorter stories can be writ-tenwithoutasinglequotation,featureandnewsfeaturestoriesmustcontainplentyofquotationstobeinteresting.Makesurethequotationsaccuratelyreflectwhatthesubjectsaid.

• Next, be sure that your story isobjective.Donot injectyouropinion intothestory.Besuretogiveabalancedviewofatopic,especiallyifitisacontroversialmatter. Don’t be satisfied with just onesidetoastory,evenifitisaninterestingviewpoint. Don’t hesitate to talk to any-onewhocanhelpyou–andthereader–understand all the different aspects of atopic.Theinformationandquotationsyouobtainfromotherpeopleandputintoyourstorywillhelpthereaderdrawhisorherownconclusionaboutthestory.

• Last, be sure all facts are correct.Check and double-check dates andnumbers and other factual information.Check and double-check the spellings ofnames. Use correct courtesy titles suchasMr.orMs.(ifyourpaperusescourtesytitles), and use complete identificationsofpeoplequotedorreferredtoinstories.When turning inyourstory, forexample,make sure the editor knows that youcheckedthespellingofanunusualnamebymarking‘c.q.’afterthename.

A feature might or might not be related to a news event. It generally involves an element of human interest.

• ‘Feature’ vs. ‘News’ approach Featurewritingrequiresalighter, morecreativetouchthanstraight newswriting.Whereastheprimary purposeofanewsstoryistoinform, afeaturecanalsoentertain,interpret, amuseorsurprise.Featurestories oftendiscusssurprisingfactsor unexpectedevents.

• Feature writing - do’s and don’ts Afeatureassignmentusuallygives thewritermoreliteraryflexibility. Youcanbedescriptive,use anecdotes,playwithwordsand surprisethereader.

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Module II :Actors of change

Objectives:

Bytheendofthemodule,participantswillbeableto:

• Explain how they and other young people can become active in combatingclimatechange,

• Explainhowandwhytheiractioncan contribute to combating climate change,

• Implement energy-saving strategie in their everyday lives (individually orasagroup),and

• Plan and implement strategies to convince peers and adults of the needtochangetheirhabitsandsave energytoincreasemitigation.

Activities


Introductory activities

Core activity

What can we do?

Duration

• 1hour

Overview

ThisistheintroductoryactivitytoModule2.Participantscomeupwithideasaboutallkindofpossibleactionsandmeasuresthatcouldbeundertakentoincreasemiti-gation.Theythenidentifythekeyactor(s)responsible for their implementation atdifferentlevelsanddiscusswhatthey(asyoungpeople)coulddotoencourageandincreasemitigation.

Objectives

Bytheendofthisactivityparticipantswillbeableto:

• Presentstrategies toencouragean increasemitigation.

• Namesomeofthemainstakeholers responsible for the implementation of actions and policies aimed at in creasingmitigation.

• Explainhowtheyandyoungpeople in general can become active and supportmitigation.

Materials


• Post-its

• Paperandpens

Preparation

• Getfamiliarwiththe‘responsibabili- ties socio-ecological model’ (see Tool7onpage58).


1. Refer back to a sentence in the testimonial from Iaoniman, the Cli- Climate Ambassador from Kiribati (see Module 1, first core activity, ‘Children and climate change’) and read it aloud:“Since theeffects of climatechangearebecomingmore visible, the population is aware of what is happening, but they don’t understand why it is happening to themsincetheyarenotresponsible forthecauses”.

2. Ask students what they think of this (let them express their ideas themselves). Remind students that the effects of climate change are strongerinsomepartsoftheworld, mainly in developing countries that already face other problems (poverty, hunger, HIV/AIDS, etc.). This isnotfair,butitisthereality.Howe- ver, people in industrialized count- tries can do something about this, and the key work is ‘mitigation’ (“taking action to reduce green house gas emissions. It is about transforming the way that individuals, governments and industry pro- duce and use energy, changing activities to reduce or eliminate emissionsanddevelopingcleanand efficientinfrastructurewhereitdoes notcurrentlyexist.”31)

3. Brainstorm all possible strategies that could be implemented to increase mitigation in your country. List themon theflipchart until you have about 10 suggestions from participants.

4. Draw a six-level ‘responsibilities socio-ecological model’ on another flipchart (see Tool 7 on page 58 for an example of the model) andnameeachlevel:

•YOU •FAMILY •SCHOOL

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•LOCAL •COMMUNITY •NATIONAL •GOVERNMENT •INTERNATIONAL.

Explain that this represents the different levels of responsibility to implementthedifferentactions.

5. Explaintoparticipantsthatforeach ofthesuggestedactions,theyshall nowidentifyone/severalactorswho canberesponsibleforitsimplemen- tation at different (one or more) levels of the model.Tell them that they might find that some of the actions could be implemented by different actors at different levels settings. For instance, if the sug- gestedactionis‘savewater’,some thing can be done at each level of themodel: by yourself by lowering your consumption (‘you’ level), by other members of your family at home (‘family’ level), by theschool by deciding to change broken taps or issue new water-use rules (‘school’ level), at the ‘local community’ level and at the ‘national government’level,whichmight,for instance,issueanewlaw.Dooneor twoexamplesalltogether.

6. Formsmallgroupsoftwoorthree. Randomly distribute the actions suggested at the beginning of the activitytothedifferentgroups.Give them a few minutes to discuss andfigureoutwhichactors(s) they thinkshouldbe responsible for the implementation of each action, at which level/setting and what they could do.Then, ask each group to note their ideas on Post-its (next totheaction)andstickthemonthe right spot in the responsibility scheme,providinganexplanation.

7. Nowthattheyhaveanoverviewof the different levels of responsa- bilities,ask thegroups if theyhave

anynewideasforactions.Addthese tothescheme.

8. Ask the groups if and how they, as young people, could contribute to implemantation of these action by the different actors. Of course, someactionsclearlyconcern them directly(those in the ’you’ level), but what can young people do to get action implemented at the communityorevennational levels? The key word here is ‘advocacy’, that is, exerting pressure to bring those actors to implement these actions.How?Brainstormadvocacy strategies (e.g. campaigns, public debates,awareness-raisingactions, etc.). Note those down on the flipchart.

Debriefing

• Ask participants what they learned in this activity. Did they know that youngpeoplecoulddosomuch?

Wouldtheyfeelreadytoundertake actions,ortochangesomeoftheir habits?Do they think that itwould beeasy/difficult?Why?

What next?

• Goonwiththeotheractivitiesof Module2.

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INTERNATIONAL

NATIONAL GOVERNEMENT

LOCAL COMMUNITY

FAMILY /HOME

YOU

tool 7: Responsibilities scheme (socio-ecological model)

Optional activity

UNICEF’s video on youth action to fight climate change

If you have access to the Internet, you can introduce Module 2 by watching UNICeF’s video on child-led initiatives to combat climate change : http:// uniteforclimate.org/2011/02/video/

This film shows different ways in whichyouthallaroundtheworldarecombatingclimate change on a local, national andinternational level to ensure that childrightsarefulfilled.

• Youth in Turkey take action by startingarecyclingprogramme.

• High school students in California hadSmartMeters installedat their schoolandsavedalotofenergy.

• TheparticipantsofScotland’sYouth Parliamentmaketheirvoicesheard inthebattleagainstclimatechange by staging a Green Mile March in Edinburgh.

• 164 young delegates from 44 countries around the world gather at the UNFCCC COP15 to discuss climatechange.Inthefilm,anumber of the forum’s participants explain what they are doing in their coun- triestocombatclimatechangeand raiseawarenessaroundthisissue.

After having watched the video, start adiscussion with your students. Guidingquestionsmayinclude:

• Whathaveyoulearnedfromwatch- ingthisvideoabouthowtoaddress climatechangeinyourcommunity?

• What have you learned about the importance of young people taking actionintheircommunities?

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Activities to understand ener-gy consumption habits and identify solution strategies

Core activity

Can we do better? Energy waste and energy saving in everyday life

Duration

• 15minutes(brainstorm)

• Homework

• 1hour(discussion)

Overview

Participants observe and report on en-ergy consumption habits and behaviourathome,on theirway to/fromschool,atschoolandintheircommunity/neighbour-hood. For each element, participants areinvited to come up with energy-savingsolutionsorstrategiesindividuallyorasagroup.

Objectives


• List five environmentally-friendly strategiesintheireverydaylifethat theycanimplementpersonally.

Material


• ListofexamplesintheStudent Handout

Preparation

• Get familiar with the list of examplesofenvironmentally-friendly habits.


1. Brainstorm energy consumption habits (electricity, fuel, water, etc.) in participants’ everyday life. Are they driven to school?What about electricity consumption at home? Andatschool?

2. Tell participants that without changing their habits or saying any thingtoothers,theyshouldnowob- servethemselvesandtheirfamilies over a defined period of time (one day to one week) and note down their own energy consumption habits (and whether they are good or bad for the environment) in the followingsettings:athome;ontheir way to/from school; at school; and in thecommunity (neighbourhood). Toassesswhether theyhavegood orbadhabits, theycanrefertothe (non-exhaustive!) list in their StudentHandoutonhowtoreduce theircarbonfootprint.

3. Whentheobservingperiod isover, discuss the experience with all participants.Howdid theyfind this experience?Didtheydiscover/learn anythingnew?

Letoneor twoparticipantspresent theirobservations. Note their findings (abouthabits) on the flipchart. Let other partici-pants complete the lists with their ownobservations until there are no furthersuggestions. All together, discuss howhabitsorbehaviours thatarebad for theenvironment could be transformed intogoodones.

Form small groups of four to five. Askeachgroup togo through the liston theflipchartanddecideforeachsuggestioniftheythinkitwouldbedifficult,somewhatdifficult or easy for them to personallyimplement the changes on the list rightaway.After10minutes,invitethegroupstoreportbackontheirdiscussions.

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Ask them if they would be ready to un-dertakeat leastoneactionclassifiedun-dertheir‘easytochange’category.Whatwouldtheyneedtodo?Wouldtheyhavetoconvinceparents,brothersandsisters,friendsorcouldtheydoitalone?Howcanthey persuade their families to changetheirhabits,too?Discusstogetherstrate-giestoraisetheirfamilies’awareness.Thiscouldleadtopreparingaleafletororgan-izing an informative meeting led by yourstudents,withyoursupport,ofcourse.

Debriefing

• Did they learn or understand any thingnewthroughthisactivity?Can they imagine what would happen ifeachstudentintheschoolchanged atleastonebadhabit?

Possible follow-up

• To assess more precisely the impact that your students’ activitie have on the environment, and in particular on climate change, you mightinviteparticipantstocalculate their personal or their household’s carbon footprint. There are many calculatorson theweb;some references are provided in the StudentHandout.

• To ensure some sustainability, itmightbeinterestingtoreferback to this activity on a regular basis (e.g.everytwomonthsorso)tosee ifstudentswereabletomodifytheir habits in the medium-term, and to discusschallengesandsolutionsto overcomeobstacles.

What next?

• Go on with the next two activities ifyouwanttoworkmoreonhabits andbehaviours.

• Skip the next two activities if you prefer to go directly on with activities aimed at developing your students’advocacyskills.

Optional activity

Who cares about climate change?

Duration

• 1hour

Overview

Volunteer participants improvise a short(given) scene about an everyday climate-unfriendlyhabit.Thesceneisplayedoncewithoutinterruption,sothateveryonecanappreciate the roleofactors (who'swho,who does what).Then it is played again,and participants from the audience caninterrupttheplayandtaketheplaceofoneoftheactorstotransformthesituationintoamorepositive(climate-friendlier)one.

Thisactivity isasimplifiedversionoftheoriginal Forum Theatre (see box on thenextpageforanexplanation).

Objectives


• Present strategies to develop climate friendlier habits in their everydaylives,and

• Presentstrategiestoconvincetheir families as well as friends and relatives to adopt environmentally friendlyhabits.

Material

• Situationcards

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Preparation

• Preparecopiesofthesituationcards.


1. Form small groups of five or six participants.Giveeachgrouptwoor three situation cards (see Tool 8 on page 62). Ask them to choose one among these. Explain that each group will have to prepare a short scene describing the situation on the card. They can invent the dialogues. Give them 10 to 15 minutes to prepare the scenes.

2. Explain the origin and the rules of theForumTheatre:

3. Let the first group perform their scene once without interruption, and when they repeat it for the second time, let participants from theaudienceinterruptitandreplace one/severalcharacters(onereplace- mentatatimeisbetter).Whenitis over,askthegroupiftheycanthink of an even better ending. If they can,repeatthesceneoncemore.

4. Repeat theexercisewith theother groups’scenes.Debriefing

• Ask participants if they learned/ understood anything new with this activity. Did they find it difficult/ easy?Arethesesituationscommon in their families or among their friends?Couldtheydosomethingto changethemintheirreallife?How?

Possible follow-up

• If the group finds it useful, the discussion on how to convince family and peers to change some habitscouldbecontinuedtodevelop commonstrategies.

What next?

• Goonwith the following activity if you want to work more on habits andbehaviours.

• Skip thenext activities if youwant to go directly to the activities aimedatdevelopingyourstudents’ advocacyskills.

Forum Theatre It is a type of theatre created by the inno-vative and influential practitioner AugustoBoal as part of what he calls his ‘Thea-tre of the Oppressed’. In this process the actors or audience members can stop aperformance,oftenashortsceneinwhichacharacterisbeingoppressedinsomeway.Theaudiencecansuggestdifferentactionsfor the actors to carry out on stage in an attempttochangetheoutcomeofwhattheyare seeing. This is an attempt to undo thetraditional actor partition and bring audi-encemembersintotheperformance,sothatthey may have an input into the dramatic actiontheyarewatching.

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6. Everymorning,RobdrivesSarah, JohnandElisetoschool.Ittakes 5minutestogettoElise’sschooland 10moreminutestogettoSarahand John’sschoolontheothersideof town.ThenRobdrivestohiswork inthetowncentre(3minutesfrom theirschool).There’salsoaschool busservicetoElise’sschool,butthe familyfeelsitisnotveryconvenient, asthestopistwoblocksawayfrom theirhouse.

7. TheSmiths’houseisquiteold. Inwinter,thecentralheaterisnot enoughtokeepeveryonewarm. Thefamilythereforehastwosmall portableelectricheatersthatthey switchonwhenevertheyfeelcold.

8. Robwantstobuyanewcomputer forthefamily.Theoldoneisstill functioningbutisgettingslower. Hecouldaddsomeextramemory, butthelocalcomputerstoreis currentlyhavingsales.

9. Meganwouldliketostartgrowing vegetablesinthegarden,butsheis afraidthatshewon’thavethetimeto takecareofit.Atdinner,shetellsher familyaboutthis.Robthinksthatitis moreconvenienttobuythevegeta- blesatthelocalsupermarket.

10. Sixmonthsago,afterwatchinga veryinterestingdocumentaryon television,theSmithsstarted recyclingandseparatingtheir garbage.Butnow,sixmonthslater, theytendtothroweverythinginthe samebinagain.Thebinsforpaper, aluminiumandothermaterialsare inthegarage.Theydiscussthisat dinner.

1. Itisbreakfasttime.Everyoneneeds toleaveforschoolorworkandisin ahurry.Wheneveryoneisfinally outsideandreadytoleave,theysee thatthekitchenlightisstillon,but theydon’thavethetimetogobackin andswitchitoff.

2. Thefamilyneedsanewwashing machine.OnSaturdaytheygotoa storeanddecidetobuythecheapest butlessecologicalmodel.

3. EverySaturdaymorningthewhole Smithfamilygoesgroceryshopping. RoblovesavocadosandMeganjust can’tresistbuyingmangoesevery week.

4. TheSmithseatredmeateveryday. Theysayitisverygoodforthe childrenbecausetheyarestill growing.

5. Everyevening,Sarahtakesa 20-minutepower-shower.Hermother saysthatsheshouldtakeshorter showersbecausewaterisprecious, butSarahsaysthatshedoesn’twant togivethisup,asitrelievesherstress fromtheday.

tool 8: Situations

•Smith Family

•Mother:Megan,age45,worksatthelocalbank

•Father:Rob,age51,nurseatthetownhospital

•Daughter1:Sarah,age14,student

•Daughter2:Elise,age8,student

•Son1:John,age11,student

The family lives in a small four-bedroom house near the town centre. They have a small garden. They own a car and the three children each own a bike.

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Activities to develop advocacy skills and strategies

Climate superheroes 32

Duration

• 1hour

Overview

Role play in which eight potential candi-datesareinterviewedtojointhe‘ClimateChange Superhero Dream Trio’. Candi-dates include: a journalist, a politician, abusiness leader, a campaigner, a youngperson,ascientist, anNGOworker (inaclimate change-affected country), an ac-tivist (in an industrialized country) and ateacher. Individually or in groups, eachcandidate is given two minutes to con-vinceotherswhyheorsheshouldbeontheteam.Thenthewholegroupvotesforthethreemostconvincingcandidates. Inthreesmallergroups(onepersuperhero),participantsarethenaskedtosuggestac-tionsthattheirsuperheroescouldinitiateintheirpositionstosupport/increasemiti-gation.

Objectives


• Explain that action towards more mitigation can be supported by differentstakeholderswithcomple- mentaryroles,and

• Presenttheroleandpossibleaction of (at least) three of those stake- holders.

Material


• Charactercards

Preparation

• Prepare copies of the characters cardstobedistributed.


1. Introducetheactivitybyaskingthe group who are the people or institutions that are important for combating climate change, and why? (E.g. politicians/authorities, the media, the school, associa- tions,etc.)

2. Tell the group that in this activity theyaregoingtointerviewpotential candidates to join the Climate Change Superhero DreamTrio.The entire group will be the interview panel. Present the candidates, makingsurethateveryoneisfamiliar withtheirusualactivities.

3. Formeightsmallgroups.Giveeach group a character card (one copy per participant). Explain that they willbe thatcharacterandwillhave toconvincetheinterviewpanel(the restof thegroup)why theyshould get to join the Climate Change SuperheroDreamTrio.

4. Give them a few minutes to read through their character cards individually and then invite groups to have a discussion about why their character is essential for combatingclimatechange.Tellthem thattheshouldprepareatwo-minute speechorpresentationtoconvince the interview panel. Give them 10minutestopreparethis.

5. When everyone is ready, get the group together and give each character group two minutes to convince the interview panel why theyshouldbeonthetrio(onlythree placesareavailable!).

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6. When everyone has had a go, get the groups to vote on the three charactersthattheythinkshouldbe in the trio (they can’t vote for their owncharacter).

7. Whenthetrioissortedout,splitthe groupinthree(onepersuperhero), andaskeachgrouptocomeupwith alistofactionsthattheirsuperhero could initiate to combat climate change. Give 5 to 10 minutes for thisand then leteachgroup report backandconcludetheactivitywith thedebriefingdiscussion.

Debriefing

• Ask thegrouphowthey foundthis activity.Was iteasy/difficult toplay theroleofsomeoneelse?Didthey learnanythingfromthisactivity?

• Dotheythinkthatthethreesuperh- roes could combat climate change alone?What/whoelseisneededto succeedatthisbigchallenge?What abouttheothercharacters?

• Explain that in order to combat climatechange,everyonemustact, andthattherearemanythingsthat canbedonedependingonwhoyou are and what your position/job is, butthatifwewanttoachievesome- thing, action is needed by every singleperson!

What next?

• Go to the next two activities if you want to further develop your students’advocacyskills.

• Otherwise, go directly to the core conclusionactivity.

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JOURNALISTSYoucanhelpuncovertherealsituationandtell others! You can keep the pressure ongovernmentsandscientistsbyreportingonprogress.Youcanalsotelltheworldaboutcommunities already affected by climatechange and highlight where support andassistanceisneeded.BUT–Peoplecouldignorewhatyousay,orthe newspaper you work for might not beinterestedinprintingstoriesaboutclimatechange.Theremightnotbeenoughpeoplewhowillreadwhatyouwrite.

POLITICIANSYouhavethepowertomakeimportantdeci-sionsandlawsthatcanlimittheamountofcarbonthatbusinessesareallowedtopro-duce.Youcanmakesureanycars inyourcountry are fuel efficient. You can investmoneytosupportscientiststoinnovateandcomeupwithnewgreentechnology.BUT – Your elections are coming up andyou don’t want to make any changes thatwillmakeyouunpopular(likechargingpeo-plemore toflybyaeroplane).Youwant tostayinpower.And,evenwithoutyourelec-tionslooming,theremaybealackofpublicsupportforbolddecisions!

BUSINESS LEADERS Youhavegreatpowertomakechanges.Ifyouareacarmanufactureryoucouldmakesureallyourcarsarefuelefficient.Orifyouareanelectricitycompanyyoucouldbuildwind farms instead of coal-powered gen-erators.Thiswouldhaveamassiveimpactonclimatechange!BUT–Youhavetomakeasmuchmoneyaspossibleforyourshareholders,orelseyouwillloseyourjob.

NGO WORKERS IN COUNTRIES AFFECTED BY CLIMATE CHANGE You can help the communities alreadyfacing the devastating effects of climatechange.Youcanprovidemosquitonetsandtrainingforpeoplewhoaren’tusedtodeal-ingwithmalaria.Youcansupportcommuni-ties in finding solutions to water and foodshortages.Youcanalsouseyourinfluenceto lobby governments and businesses tocutcarbonemissions.

BUT–Therearesomanyproblemsyouarealreadydealingwith,suchassupportingef-fortsagainstpovertyandHIV.Andyouonlyhavea limitedamountofmoneyandjustafew staff members. You get funding fromindividual donations, businesses and gov-ernments, none of which is guaranteed tocontinueatthesamelevels.

SCIENTISTSYoucanmakenewdiscoveriesand inventnew ways of making energy that produceno carbon. Your inventions could revo-lutionize the world. You could also comeup with things that will help communities already affected by climate change dealwiththeirsituation.BUT – You rely on funding from govern-ments and businesses, and you can onlyexplore the things they ask you to. Plusyour inventions will take years to developandwillneedtobetestedbeforetheycanbeproduced.

CAMPAIGNERS AND ACTIVISTSYou can research what governments andbusinesses are doing to address climatechange,andyoucancampaignand lobbyfor them to do more. You can encouragecommunities to get involved – and givethem the tools to contact their MPs tokeepthepressureongovernmentstomakeimportantdecisionsonclimatechange.BUT–Youhaveverylittlemoneytosupportyourefforts.Peoplemightnotlistentoyou.Youmightbegoingupagainstverywealthyandpowerfulpeople.

TEACHERSYoucaninformyourstudentsaboutclimatechangeand its impactonchildrenaroundtheworld.Youcandiscusswiththemaboutstrategies to reduce theircarbon footprintaswellastheirfamilies’footprints.Youcanalsoinformyourcolleaguesandtheschoolstaff about how to reduce your school’scarbonfootprint.BUT–Youonlyhavealittletimetoworkonthesetopics,asyouhavetofollowateachingprogramme with very little room and timeforextratopics.

tool 9: Character cards

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Let’s change! Create a poster or a sculpture to raise awareness about the impor-tance of saving energy

Duration

• 1.5hours(atleast)

Overview

Thegroupcreatesoneorseveralpostersor sculptures to be exhibited, aimed atraising awareness about the importanceofchangingenergyconsumptionhabits.

Objectives


• Deliver key messages about climate-friendlyhabitsatschoolorin thecommunityinacreativeway.

Material

• Large (recycled!) paper, coloured paper, old magazines and new papers etc., pencils, coloured markers scissors, paint, glue and othermaterialtomaketheposter


Preparation

• Preparethematerial


1. Start with a brainstorming session aboutenergyconsumptionatschool or in the community. Refer back to the core activity, ‘Can we do better?’in which participants had to observe and report on their energy consumption habits. You can prompt them with questions such as: Are there any energy wastes that could be easily modi- fied (e.g. lights that remain on all

day, water overused, etc.? Are studentsmainlydriven toschool/to the community centre – and are thereanyotheralternativesalready availableorpossible?

2. Then,askthegrouptocomeupwith examples of key messages that could be delivered to peers and adults to change their habits into climate-friendlier ones. They can find inspiration in their Student Handout, which contains ideas to reduce their carbon footprints at home,inschoolorinthecommunity. Note down their ideas on the flipchart.

3. Explain that theaimof thisactivity istocreateone(orseveral)posters, collagesorsculptures(whynothave it made with recycled material?) to display, aimed at raising aware- nessamongfriends,colleaguesand people in general about climate- friendly habits. For example, the following motto could be used: The climate is changing!YOU can dosomethingaboutitNOW!”

4. If the size of the group is big, you mightwant to formsmallergroups toeachcreatesomething.Tellpartici- pants that they can be as creative astheywant,andthattheycanuse allthematerialavailable(aslongas it is recycled!). Have them do re- searchinthelibraryorontheInter- net (ifcomputersareavailable)and distributetasksamongthemselves. Givethematleastonehour(moreif youwant/ifitispossible).

Debriefing

• Askparticipantsiftheyenjoyedthe activity.Was itdifficult tocomeup with advertising-style messages to deliver to a specific audience? Do theythinkthattheirmessageswere powerful?

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• What do they think about awareness-raising campaigns? What is theirrole?Cantheybeuseful?What else needs to be done to change habits?

Possible follow-up

• When the activity is over, ask participants tosuggest ideasabout what could be done with the posters.Ideasinclude:hangingthem on the school walls; setting up a meeting with the school’s direc- tor; organizing an exhibition that couldbelinkedwithinformationon climatechange–forexample,ifthe activity was done, the exhibition couldbelinkedwiththereferences filescreatedinModule1;organizing a conference;discussing this issue withtheschool’sstudentcouncil,etc.

• You might want to do a similar activity to create, for example, leafletswithinformationonclimate- friendly habits at home or in the community.

Be the change!

As a teacher or facilitator, you couldinformyourcolleaguesandotherstaffabouthowyourschoolorcommunitycentrecouldbecome climate-friendlier. You could, for example, distribute leaflets (prepared byyour students) in the teachers’ room or duringastaffmeeting.

Ask your students if they have other ideas or suggestions!

What next?

• Go on with the next activity if you want to further develop your students’advocacyskills.

• Otherwise, go directly to the conclusionactivities.

One minute to convince (elevator speech)

Duration

• 1hour

Overview

In small groups, participants prepare‘speaking points’ that they could use ifthey found themselves, by chance, inan elevator with the president of theircountry or their favourite singer. Theirgoal is toconvincethemabout theneedto fight against climate change. Themeetingsarethensimulated.

Objectives


• Develop to-the-point messages for specificinfluentialpeople,and

• Simulate a discussion with an influentialadult.

Material

• Paperandpens

Preparation

• Nonenecessary

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1. Start with a discussion about the roleofpoliticiansandotherinfluen- tial people (people whose opinions canmakeadifference– for instance, popular TV journalists, rock stars,businesspeople,etc.)indeal- ing with climate change issues. Whoarethey?Namesomeofthem (theycanbeatdifferentlevelssuch as school, community, regional, national, international.) What are theyresponsiblefor?Whataretheir main problems and challenges? Do you know any leaders or well- known people who are known for having taken environmentally- friendlyaction?

2. Explain that if participantsever get the chance to meet with one of theseVIPs,even foroneminute, it wouldbeapitynot tobe ready to try and convince them about the need for stronger climate-friendly policies and to provide information on what they should do about it. Tell participants that this activity is aimed exactly at this: developing and delivering such key messages (inasimulation).

3. Formsmallgroupsofthreeorfour. Tell them that they will have 10 minutes to develop key messages toconvince:a)thepresidentoftheir country to adopt stronger climate change mitigation policies, or b) their favourite singer (they should pick one) to contribute to raising awareness about climate change bywritingasongaboutit.Tellthem to choose between the president and the singer, and note their key pointsdowninordertopreparefor asimulatedmeetingwiththem.

4. When everyone is ready, get the grouptogetherandexplainthatthey willnowsimulatethemeeting.They will have only two minutes to

convincetheperson(playedbyyou orsomeoneelsewhoyouwillhave designated).Simulate themeeting. Thepersonplayingthepresidentor singershouldmakesurethatheor sheactslikeone,listeningbutalso interrupting the speaker or asking provocative questions if necessary, like these people would probably do.

5. When the first simulation is over, step clearly out of your role (becoming the facilitatoragain)and asktheperson(s)whotookpartinthe simulation:What went well?What did not go so well?Were you able to deliver all your messages as planned?Then ask the rest of the group what they thought of the meeting.

6. Simulate the meetings with other groupsandaskthesamequestions.

Debriefing

• Askparticipantswhat they thought oftheactivity.Didthemeetingsgo as they expected they would? Did they learn anything new? Would they feel ready to meet with ‘real’ importantpeople?

Possible follow-up

• Ifthegroupwishestodoso,areal meetingwiththeheadteacherora localauthoritycouldbearranged.

What next?

• Gonowtotheconclusionactivities.

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Concluding activities

Core activity

Yes, the climate is changing. Fortunately, we can all do something about it!

Duration

• Atleast30minutes

Overview

Thisistheconcludingdebriefingaftertheclass/grouphasgonethroughModules1and2(coreonlyorcore+optionalactivi-ties).Studentssharethethoughts,ques-tions and comments that they noted ontheir Student Handout. The facilitatormoderates a discussion about climatechangeandhowyoungpeopleaswellasadultscanbecomeactorsofchange.

Objectives


• Explainwhattheylearnedthrough thetoolkit,and

• Explain why and how everyone should contribute to combating climatechange.

Material


• Post-its

• Participants’notesfromtheirhandouts

“64%ofasampleofyoungpeople7–14yearsoldlivinginFrancein2007thinkthattheendoftheworldwillhappenwithinthenext100years.”33

Askparticipantswhattheythinkaboutthis.Aretheysurprised?Dotheyagree/disagree?Why?Isclimatechangereallygoingtoendtheworld?Isthereanyhope?TellthemthattheactivitiesinthetoolkitwereaimedatmakingthemunderstandthatthingsCANchangebutthateverybodymustbecomeconcernedandmodifytheirhabitstowardsclimate-friendlierbehaviourandenergyconsumption.Askthemiftheyagreeordisagreewiththis.


1. Writeontheflipchart:

2. Askstudents if theywant toshare anything that they noted down on their handouts (questions, comments, ideas, etc.). Based on this, lead a concluding discussion. Gui- ding questions may include: Why is action needed? What needs to change and how? What are the mainchallenges?Whatistheirvision forasustainablelocalcommunity?

On a more personal level: Are participants going to change some of their habits? Which ones? Are theygoingtotryandconvincetheir parents and relatives to change theirs?How?

3. Ask participants if they think they have acquired new skills by taking partintheactivities,andifso,which ones.Forinstance,theymighthave learnedhowtoprepareaspeechto convince a decision-maker, or they might have learned how to gather informationonaspecifictopic,etc.

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4. InviteparticipantstowriteonaPost- itonetothreekeyword(s)thatcan illustrate what he or she learned throughoutalltheseactivitiesoncli- mate change and mitigation. Then invite everyone to present their word(s)tothegroupandthenstick it/themontheflipchart.Toconclude thisseriesofactivities,youcanpho- tocopy the list of ‘one words’ and distributeittoalltheparticipants.

Possible follow-up

• You can use the students’ final word(s)totogethercreatewallpaper ora‘speechchoir’withmusic.34

• To ensure some sustainability, you could organize a follow-up session in three to six months to discuss whatstudentshavebeendoing,or to see if they have managed to change their own and/or their families’habits.

What next?

• You can choose to stop now with theeducationalpack.

• Otherwise,goonwiththeoptional conclusionactivities.

Optional activities

What about where I live?

Duration

• 15minutesfortheintroduction(plus homework/assignment)

Overview

The class investigates if and how theirtown / localauthoritiesare implementingclimate changemitigationpolicies (publicbuildings, legislation, environmental mea-sures,recycling,promotingcomposting).

Objectives


• Know where to find information regarding measures taken by local authoritiestosupportmitigation,

• Develop advocacy actions directed attheirauthorities,and

• Develop an action plan to raise awareness among the population about the need to fight climate change by changing some behaviours.

Material

• Access to the Internet and other sourcesofinformation

Preparation

• Before running the activity, get familiarwiththelocalenvironmental policy, and find out whether politicians have committed to fighting climatechange.

• Identify the person or service responsibleforenvironmentalissues atthelocallevel.

• Find out whether there is any national legislation about climate change mitigation (gas emissions etc.).


1. Explain to the class that now that theyknowmoreabouttheneedand the reasons to increase mitigation, theyshouldcheckifthelocalauthor- ities have already undertaken any measures,andifso,whichones.

2. It might be interesting, if this is possible,toinvitethepersonwhois inchargeofenvironmentalissuesin yourtown,orsomeonefromhis/her staff, to come and present the

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measures that have already been undertaken, and have a discussion withthegroup.

3. Tell students that they will now investigate if and how their local authorities implement environmental/mitigation policies. Give them some time (a few days or so) to research different aspects of the situationontheInternet,inlocalnews- papers, by visiting the town’s authorities or an environmental service,etc.Distributethetasks.

4. Whenthetimeisover,inviteevery- onetoreportbackontheirfindings. Aftereveryonehashadago,ask if theythinkthatwhatisalreadybeing doneisenough,oriftheythinkthat moreeffortscouldbeundertaken.If so,whichones?

5. Ask how they think we could contribute to the change. Develop a strategyanddiscusshowthegroup couldimplementit.Usetheknowl- edgeandskillsthatyougotthrough the toolkit to plan and implement actions!

Debriefing

• Ask students if they think that the skillslearnedthroughouttheeduca- tion pack were useful to do this activity.

• Was it interesting to research real issues?Whatdidtheylearn?

Possible follow-up

• The findings and action plan could bepresented to the school council oranotherbodyorinstitution.

What next?

• You can choose to stop now with theactivities.

• Otherwise, go on with the other conclusionactivities.

Walking through inspirations

Duration

• 1hour

Overview

Quotes on climate change, the environ-mentandcitizenactionbypoliticians,envi-ronmentalistsandotheractivistsarehungon the walls. Participants walk aroundthe roomand read thequotes, and thenchooseonethatspeaksthemosttothem.In groups (organized by favourite quote),they thenexplain to thegroupwhy theyfound that particular quote so inspiring.Theyaretheninvitedto(individually)writealettertotheauthorofthequote.

Objectives


• Expresstheirmotivationtobecome actors of change to fight against climatechange.

Material

• Printoutsofquotes–butfacilitators can add/take out quotes as the wish)

• Paper,tape

Preparation

• Hangquotesonthewalls(onequote persheet).


1. Explain that there are quotes by politicians, environmentalists and other activists on the walls. Invite

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participantstowalkaroundandread them.

2. Afterafewminutes,tellparticipants that they shall now choose the quote that inspires them the most andstandnexttoit.Invitethenew formed groups to discuss together whythey likedthequoteandwhat they found inspiring about it. Ask them to also discuss if their quote inspired them to take action to come actors of change. What are they ready to do? And how? What could that quote inspire someone else to do? How would theydoit?

3. After a few minutes ask each grouptosharetheirthoughtswiththe othergroups.

4. Asaconclusion,askparticipantsto individually write a letter to the author of the quote. Explain that it is a sort of conclusion of all the activitiesofthetoolkit,achancefor everyone to have a last (written) reflectionontheissueandtheirrole as actors of change. This can be givenashomework.Iftheauthoris stillalive,participantscanchooseto actuallysendhim/hertheletter.

Debriefing

• Ask participants if they liked the activity. Had they already heard about any of the authors of these quotes?

What next?

• You can choose to stop now with thetoolkit.

• Otherwise,goontothelastconclu- sionactivity.

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tool 10: Quotes

1. "Bethechangeyouwanttoseein theworld."

(MahatmaGandhi,Indianphilosopher,internationallyesteemedforhisdoctrineofnonviolentprotest,1869–1948)

2. "Itisnotbecausethingsaredifficult thatwedonotdare;itisbecausewe donotdarethattheyaredifficult."

(Seneca,5BC–79AD,Romandramatist,philosopherandpolitician)

3. "Themajorproblemsintheworldare theresultofthedifferencebetween hownatureworksandthewaypeople think."

(GregoryBateson,1904–1980,anthropologist,socialscientist,cyberneticist)

4. "Theearthiswhatweallhavein common."

(WendellBerry,1934–,Americanwriter)

5. "Theroleofthemarketplaceistobe aninstrumentofenvironmental changeandpolicy-making.Weare allconsumerswithagreatpotential forchange.Environmentalprotection beginsathome."

(NoelBrown,formerdirectorofthe UNEnvironmentalProgramme)

6. "Youcannotgetthroughasingleday withouthavinganimpactontheworld aroundyou.Whatyoudomakesa difference,andyouhavetodecide whatkindofdifferenceyouwant tomake."

(JaneGoodall,1934–,Englishanthropologist,UNMessengerofPeace,1999WorldEcologyAward)

7. "Theecologicalcrisisisdoingwhat noothercrisisinhistoryhaseverdone –challengingustoarealizationofa newhumanity."

(JeanHouston,1937–,Americanauthorandspeaker)

8. “Theyounggenerationcaninfluence theireldersandcanmakethem understandtheenvironmental problemsthatarefacedbyustoday. Theyouthcanmakethemseethat ourenvironmentisdeterioratingday byday."

(ChiefOrenLyons,1930–,NativeAmericanfaithkeeperoftheWolfClanandindigenousrightsadvocate

9. “Everyoneofuscanmakeacontribu- tion.Andquiteoftenwearelooking forthebigthingsandforgetthat, whereverweare,wecanmakea contribution.SometimesItellmyself Imayonlybeplantingatreehere,but justimaginewhat'shappeningifthere arebillionsofpeopleouttheredoing something.Justimaginethepowerof whatwecando."

(WangariMaathai,1940–,Kenyanenviron-mentalandpoliticalactivist,winnerofthe2004NobelPeacePrize)

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Climate change and children: Who does what?

Duration

• 30 minutes in class as well as individual/group research time (as homework)

• 1hourtoreportback

Overview

Thisisamappingactivityinwhichpartici-pants have to research regional, nationaland international initiatives by individuals(including young people), NGOs, govern-mentofficesandotherbodiesaroundtheissueofclimatechangemitigation.

Thisactivityiscomplementarytothefirstoptional activity in theconclusion, ‘WhataboutwhereIlive?’,whichexploreslocalinitiatives.

Objectives


• Find information on different kinds of initiatives aimed at supporting climatechangemitigation,

• List a number of initiatives already in place to support mitigation efforts,and

• Present one of these initiatives indetail.

Material

• Access to the Internet and printed material

Preparation

• Research regional, national and international initiatives. If you find written information, prepare copies foryourstudents.

• Visit http://uniteforclimate.org to find out about initiatives by young people in your country and in the restoftheworld.


1. Ask students if they have heard aboutany initiatives (projects,campaigns,publications,meetings,con- ferences, demonstrations, etc.) ontheissueofclimatechange.

2. Explain that therearemanyorgani- zations,individuals(includingyoung people)andotherbodiesthatrunall kinds of activities to support or encourage mitigation at the local, regional, national and also international level. Tell participants that they will now come up with a mappingofthoseinitiatives,focusing on projects conceived and impl- mented by young people (refer toorreadtogetheroneortwoexam- ples of ‘Bright Ideas’ from the StudentHandout).

3. Form groups to research initiatives attheregional,nationalandinterna- tional level.Tell each group to look (mainlyontheInternet)forinitiatives and other activities at their res- pective levels, and to prepare a list with a short description for each item. Invite them to visit the ‘Unite for Climate’ website: http://uniteforclimate.org.Youmight give this as homework, as it will takesometime.

4. When the deadline has passed, inviteeachgroupto reportbackon theinitiativesitdiscovered.Itmight be useful to prepare copies for everyone.

5. Askeachparticipant tochooseone activity (among the four lists) that they find particularly interesting; it is better if everybody chooses a differentactivity.Explainthatthey

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will now each prepare a one-page presentation about their initiative. All together,comeupwithastruc- ture for the presentation (for instance: title; location; short presentation of the organization; short description of the project/ activity; objective(s), target groups, duration, etc.). Give them some timetopreparethis,possiblygiving itashomework.

6. Wheneveryoneisfinished,letsome of them present their findings.You mightalsohaveallthepapersputon the classroom’s walls and invite students to walk around and read moreaboutthedifferentinitiatives.

Debriefing

• Askparticipantshowtheyfoundthis activity. Were they aware that there were this many initiatives on climatechangemitigation?Didthey findanynewideas,somethingthat theyhadnotthoughtaboutbefore? Would they be ready to set up a project or an activity, or to link up with an organization and get involved?(Ifso,invitethemtodoso!)

Possible follow-up

• Some or all of the students might comeupwithideasforarealproject, action or activity. Try to support them as much as you can, helping themdirectlyorputtingthemincon- tactwithlocalorganizations.

Theeducationkitonclimatechangeandchildrightsisnowfinished!Youandyourclasscannowstartimplementingalltheideas,suggestionsandactionplansthatweredevelopedinthedifferentactivities!

23Source:KiribatiNationalTourismOrganisation24Awaterwellisanexcavationorstructurecreatedinthegroundbydigging,driving,boringordrillingtoaccessgroundwaterinun-dergroundaquifers.25Bilharziaisahumandiseasecausedbyparasiticwormscalledschistosomes.26Choleraisaninfectiousgastroenteritis.Transmissiontohumansoccurs through eating food or drinking water contaminated byothercholerapatients.27ThecolourWantsandNeedscardsaswellasmanyother re-sourcesonchildrightscanbepurchasedfromUNICEFUK.Pleasegotohttp://www.unicef.org.uk/resources28Adapted from ‘Ready togo?’, activity from the resourcepackHeat up over climate change by tagd/UNICEF UK, http://www.tagd.org.uk/campaigns/climatechange/climatepeeredpack.aspx29TheKingdomofSwazilandisaland-lockedcountryinsouthernAfrica.ItisborderedbyMozambiqueintheeastandSouthAfricaontheothersides.30TakenfromUNICEFInnocentiResearchCentre,Climate Change and Children: A Human Security Challenge,November2008,p.2131Adapted from the original activity ‘Superheroes’ from the re-source pack Heat up over climate change, developed by tagd/UNICEF UK, http://www.tagd.org.uk/campaigns/climatechange/climatepeeredpack.aspx32Source:InterventionbytheFrenchpedagogue,PhilippeMérieu,Professor in Education Sciences at the University of Lyon, at asymposiumonChildRightsorganisedinParisinNovember2009byUNICEFFranceandSciencesPo.33A speech choir is not ‘a lot of people speaking at once’, buta group of speakers who are as controlled, unified and har-monized as a choir of singers. The most important of all re-quirements is unity, and both a unity of articulation and syllabi-fication as well as a unity of pitch and inflection are necessary.http://www.loiswalker.com/choralsp.html

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thank you for your time! Pleasesendusyourfeedback:

Post:UnitedNationsChildren’sFund(UNICEF)

Child Rights Advocacy and Education Section

Private Fundraising and Partnerships

PalaisdesNations1211Genève11Switzerland

Fax:+41229095900

Email:[email protected]

tell us what you think!

Wehope thatyouand theyoungpeopleyouworkedwithhaveenjoyedusingthistoolkit.Pleasetakeamomenttosendusyourfeedback.

Age of participants

Setting (e.g. secondary school, youth club, etc.)

Country

1. What did young people with whom you worked think of the resource?

2. What did you like/ dislike about the resource?

3. Do you think that the young people have developed new skills to become ‘actors of change’ to combat climate change?

4. What would you like to see changed in this resource?

5. Any other comments?

76

Climate Change and Child Rights Student Handout

Annex:Student Handout

77

Inspiration and ideas to take away

1 TheCopenhagenChildren’sClimate ForumandClimateAmbassadors

2 Referencesonclimatechange andchildren

3 TheConventionontheRights oftheChild

4 Brightideas

5 Climate-friendlysolutions foryoureverydaylife

6 Yourcomments,questions andideas

1 the Copenhagen Children’s Climate Forum and Climate Ambassadors

What is the Copenhagen Children’s Climate Forum?

In early December 2009, the state lead-ersoftheworldgatheredinCopenhagen,Denmark, todiscussclimatechangeandtotrytoreachanagreementonhowtore-ducetheemissionofgreenhousegases.Priortothisevent,UNICEFandtheCityofCopenhagen invited164youthdelegatesfrom 44 countries to participate in theChildren’s Climate Forum. Young peopleexpressedtheirthoughts, ideasandcallsforactiononhowtocreateasustainableworld for future generations, which is amatter of securing the rights of childrenin a world affected by climate change.The forum resulted in the adoption of a

Climate Change and Child Rights Student Handout 78

finalresolutionwithrecommendationsforworldactiononclimatechange.

Who are the Global Climate Ambassadors?

AlldelegateswhoattendedtheChildren’sClimate Forum 2009 became Global Cli-mate Ambassadors. The programme isdesignedtocreateanetworkofyoungcli-mate activists that empowers and trainsyoungpeople toengage their local com-munitiesintheclimatedebate.

The Copenhagen Youth Delegates’ Declaration

After a week of intensive work and de-bate, the forum’s participants adopteda Declaration, committing to personalchangesintheirownlivesanddemandingthatgovernmentsworldwidetakeactionstoprotectourplanetfromtheimpactsofclimatechange.

The main recommendations are that in-dustrialized countries ramp up spendingonadaptation;thatcitiesbewellplannedand sustainable; that safety standards,regulations and emergency protocols beestablishedtoprepareforclimate-induceddisasters; that better water conservationbepractised;thateducationonrisingsealevels, flooding and biodiversity-relatedprojectsbeprovided.

Link to the full text of the Declaration:http://www.unicef.org/media/media_51997.html

TheDeclarationwaspresentedtothepar-ticipants of the United Nations ClimateChangeConferenceinCopenhagen,whichstartedjustaftertheChildren’sForum.

Formoreinformation:

http://uniteforclimate.org

2 References on climate change and children: list of websites and publications to further explore these issues

Hereisaselectionofmaterialonclimatechangeandchildrendevelopedforyoungpeople. Of course, this list is absolutelynotexhaustive,butitisagoodbeginningifyouneedtoexplorethisissuefurther,asitcontainsinformationaswellaslinkstootherwebsitesorinitiatives.

Climate Change and Child Rights Student Handout79

Websites• UniteforClimate: http://uniteforclimate.org

‘Unite for Climate’ is your entry pointintotheworldofyouthactiononclimatechange.Youcan join thecommunity andthe discussions, discover and participatein global campaigns and work to extendthe impact of the Copenhagen Confer-enceonClimateChange.

• UNICEFUKtagd: ChildrenandClimateChange http://www.tagd.org.uk/campaigns/ climatechange/childrenclimate.aspx

UNICEF UK tagd is a network of youngpeople in the UK who are committed tochildren's rights. By fundraising, cam-paigningandspreadingtheword,youcanreachouttoalltheworld’schildren,addingyourvoicetotheirs.

Other websites (in English; non-exhaus-tivelist):

• EcoSchools: http://www.ecoschools.org.uk

EcoSchoolsisaninternationalawardpro-grammethatguidesschoolsontheirsus-tainablejourney,providingaframeworktohelpembedtheseprinciplesintotheheartofschoollife.

• GlobalWarmingKids: http://globalwarmingkids.net

Awebdatabaseadaptedtoyoungpeoplewhereyoucanfindmanyuseful links toother websites, online games, publica-tionsandscienceprojects,andgetideasonhowtobestfightclimatechange.

• YoungReportersfortheEnvironment: http://www.youngrporters.org

YoungReportersfortheEnvironmentisaprogrammeoftheFoundationforEnviron-mentalEducationdesignedforsecondary

school pupils and teachers. Each groupmustdefine itsown investigationprojectabouta localenvironmental issue (whichtopic,whichactivities,whichproduction).There are six main investigation topics:agriculture, cities, coastline, energy, wa-ste and water.The goal of each projectistocommunicaterelevantinformationtoa local public.An international website isthetoolofthemembersofthecommunitytosharenewsandinformation.

ENO-EnvironmentOnline:http://www.joensuu.fi/eno/basics/briefly.htm

Aglobalvirtualschoolandnetworkforsus-tainable development and environmentalawareness. Environmental themes arestudiedwithinaschoolyearonaweeklybasis. Thousands of schools from 124countrieshavetakenpart.

Publications

• UNICEF,Climate Change and Children,December2007

http://www.unicef.org/publications/ index_42166.html

This publication examines the effects ofclimate change on children – and exam-ineshowclimatechangehasevolvedfroman‘environmental’issueintoonethatre-quires collective expertise in sustainabledevelopment, energy security and thehealth and well-being of children.Youngpeoplespeakdirectlythroughcommentsandletterscollectedduringdifferentinter-nationalyouthevents.

World Wildlife Fund International, The NEW climate deal, A pocket guide,2009http://assets.panda.org/downloads/wwf_climate_deal_mar10.pdf

Ahandyall-in-onepocketguidetoclimatechange,itsimpacts,thepolitics,thehistoryandthediscussionsattheUnitedNationsFrameworkConventiononClimateChangenegotiation process held in Copenhagen


(Denmark) in December 2009.While thisguidewasdevelopedforCopenhagenitisstillrelevantforthenextstepsinourjour-neytosecureastrong,fairandambitiousclimatechangeagreement.

Videos

• UNICEF’svideoonclimatechange andchildren(4:14minutes): http://www.youtube.com/ watch?v=2e75_sYvOOU

• UNICEF’svideoonchild-led initiativestofightclimatechange: http://uniteforclimate.org/2011/02/ video/


• UNICEF’sengagementofyoung peopleintheSecretaryGeneral HighLevelSummitonClimate Change(filmandlivepresentation byyoungpeopletoHeadsofState): (UNTV4:39minutes) http://www.youtube.com/ watch?v=0LOY-1qgSTw

• TheGirlWhoSilencedtheWorld forFiveMinutes: http://www.youtube.com/ watch?v=uZsDliXzyAY

Thirteen-year-old Severn Suzuki, whospoke at the 1992 UN Earth Summit, isknown as ‘The Girl Who Silenced theWorld for Five Minutes’ – and she hassignificantly influenced millions of youngpeople toengageglobaldecision-makingprocessesaroundenvironmentalsustain-ability,urbanhealthandclimatechange.


3 the Convention on the Rights of the Child

A child is defined as any person under18 years of age.Today almost everyoneagrees that anyone below that age hasthe right to special care and protection.Butthathasnotalwaysbeenthecase.Ithasonlybeensince20November1989,whentheUnitedNationsGeneralAssem-blyadoptedtheConventionontheRightsoftheChild(CRC),thattheworldhasben-efited fromonesetof legal rights for allchildrenandyoungpeople.

Onlya fewmonthsafter itwasadopted,20 countries had already ‘ratified’ theConvention (given it legal force).And to-day, over 190 countries have ratified theCRC. Infact, todayonlytwocountries intheworld–SomaliaandtheUnitedStates–havenotyetgiventheCRC legal force(both have signed it, showing that theyintendtogive it legalforce,buthavenotdonesoyet).

The CRC is the most widely ratified hu-manrightsagreementintheworld.Itde-tailsyour rightsandhow theyshouldbeappliedinits54articles,plustwooptionalextras(or‘protocols’).

The Convention starts off by saying thateveryoneundertheageof18(thedefini-tionofachild),regardlessofgender,origin,religionorpossibledisabilities,needsspe-cialcareandprotectionbecausechildrenare often very vulnerable (Articles 1 and2 – the numbers in brackets correspondtotherelevantarticle intheConvention).It also says thatgovernmentsmust takeaction to ensure that your rights are re-spected (4). It ends by describing waysofputting theory intopracticeandmoni-toring progress (41–54; see the feature‘Promisestokeep’formoreaboutthis).

AlthoughtheConventionhas54articlesinall,itisguidedbyfourbasicprinciples:

• Non-discrimination (2): Childrenshouldneitherbenefitnorsufferbecauseoftheirrace,colour,gender,language,re-ligion, national, social or ethnic origin, orbecauseofanypoliticalorotheropinion;because of their caste, property or birthstatus;orbecausetheyaredisabled.

• The best interests of the child (3):Lawsandactionsaffectingchildrenshouldput their best interests first and benefittheminthebestpossibleway.

• Survival, development andprotection(6):Theauthoritiesinthecoun-trywherechildrenlivemustprotectthemandhelpensuretheirfulldevelopment—physical,spiritual,moralandsocial.

• Participation (12): Children have aright to have their say in decisions thataffect them, and to have their opinionstakenintoaccount.

The Convention on the Rights of the Child in child-friendly language

YoucanfindthefulltextoftheCRCathttp://www.unicef.org/crc.

Article 1: Definition of the child

IntheConvention,theword‘child’meansapersonbelowtheageof18,unlessthelawsofaparticularcountryset the legalageforadulthoodyounger.

Article 2: Non-discrimination

The protection given by the Conventionapplies fully and equally to all children,whatever their race, religion or abilities;whatevertheythinkorsay;whatevertypeoffamilytheycomefrom.Itdoesn’tmat-terwherethechildrenlive,whatlanguagetheyspeak,whattheirparentsdo,wheth-


ertheyareboysorgirls,whattheircultureis,whetherornottheyhaveadisabilityorwhethertheyarerichorpoor.

Article 3: Best interests of the child

Whendecisionsaremadethatwillaffectchildren individually or as a group, deci-sion-makers must always consider whatwouldbebestforthechildrenconcerned.Thisparticularlyappliestobudgets,policyand law making, as well as to decisionsaboutindividualchildren’sfuturelives.

Article 4: Protection of rights

Governments must take the necessarymeasures to make sure that children’srights are respected, protected and ful-filled.They need to review existing andnew laws relating to children, and makechanges where necessary. They alsoneedtomakesurethatlegal,health,edu-cationalandsocialserviceshaveenoughresourcestoeffectivelyprotectchildren’srights and create an environment wherechildrencanreachtheirpotential.

Article 5: Parental guidance

Familiesareresponsiblefordirectingandguiding their children so that, as theygrow,theyareincreasinglyabletouseanddefendtheirrightsproperly.Governmentshavetheresponsibilitytoprotectandas-sistfamiliesinfulfillingthisessentialroleasnurturersofchildren.

Article 6: Survival and development

Governments must do everything possi-bletoensurethatchildren’slivesaresafe-guardedandthattheydevelopinahealthyway.

Article 7: Registration, name, nationality, care

Allchildrenhavetherighttobelegallyreg-istered when they are born, and for the

nametheyaregiventobeofficiallyreco-gnized.Childrenhavetherighttoanationa-lity(tobelongtoacountry).Childrenalsohavetherighttoknowand,asfaraspos-sible,tobecaredforbytheirparents.

Article 8: Preservation of identity

Childrenhavetherighttoanidentity–anofficial record of their name, nationalityand family ties– andgovernmentsmustensurethatthisisnotalteredillegally.

Article 9: Separation from parents

Children have the right to live with theirparent(s),unlessitisbadforthem.Childrenwhoseparentsdonotlivetogetherhavetheright to stay in contactwithbothparents,unlesstheparent(s)mighthurtthechild.

Article 10: Family reunification

Ifachildandparentsliveindifferentcoun-tries, theyshouldbeallowedtomovetoor fromthosecountriessothat theycanstayincontact,orgetbacktogetherasafamily.

Article 11: Kidnapping

Governments must take steps to keepchildren from being illegally taken out oftheir own country.This article is particu-larlyconcernedwithabductionsbyoneofachild’sparents.

Article 12: Respect for the views of the child

When adults are making decisions thataffect children, children have the rightto say what they think should happenandtohavetheiropinionstakenintoac-count.The Convention recognizes thatthelevelofachild’sparticipationindeci-sionsmustbeappropriatetothechild’slevelofmaturity.


Article 13: Freedom of expression

Children have the right to get and shareinformation,aslongastheinformationisnotdamagingtothemorothers.Indoingso,childrenalsohavetheresponsibilitytorespect the rights, freedomsand reputa-tions of others.The freedom of expres-sion includes the right to share informa-tioninanywaytheychoose,includingbytalking,drawingorwriting.

Article 14: Freedom of thought, con-science and religion

Children have the right to think and be-lievewhattheywantandtopractisetheirreligion,as longastheyarenotstoppingother people from enjoying their rights.Parents should guide their children inthesematters.

Article 15: Freedom of association

Childrenhavetherighttomeetwithoneanother and to joingroups andorganiza-tions, as long as it does not stop otherpeoplefromenjoyingtheirrights.

Article 16: Right to privacy

Children have a right to privacy.The lawmust protect them from unjustified in-terference in theirprivate lives (includingtheirfamilylife)andfromattacksontheirgoodname.

Article 17: Access to information / mass media

Childrenhavetherighttogetinformationthatisimportanttotheirhealth,well-beingandculture.Governmentsshouldencour-agemassmedia–radio,television,news-papers and Internet sites – to provideinformation that children can understandand to not promote materials that couldharmchildren.

Article 18: Parental responsibilities / state assistance

Both parents share responsibility forbringing up their children, and should al-waysconsiderwhatisbestforeachchild.Governmentsmustrecognizethisjointre-sponsibility andprovidesupport servicestoparents,especiallyifbothparentsworkoutsidethehome.

Article 19: Protection from all forms of violence

Children have the right to be protectedfrom being hurt and mistreated, physi-cally or mentally. Any form of disciplineinvolving violence is unacceptable. Gov-ernments must ensure that children areproperlycaredforandprotectthemfromviolence, abuseandneglectby theirpar-ents,oranyoneelsewholooksafterthem.

Article 20: Children not living in a fam-ily environment

Children who cannot be looked after bytheirownfamilieshavea right tospecialcare.The government must ensure thatthey are looked after properly by peoplewho respect their ethnic group, religion,cultureandlanguage.

Article 21: Adoption

Ifachildistobeadopted,thebiggestcon-cernmustbetofindafamilythatisbestfortheminallrespects.Alltheirrightsmustbe protected, whether they are adoptedin the country where they were born orare to live with their adoptive parents inanothercountry.

Article 22: Refugee children

If children are refugees (if they havebeenforcedtoleavetheirhomeandliveinanothercountry), theyhave the righttospecialprotectionandhelpinadditiontotheotherrightsinthisConvention.


Article 23: Children with disabilities

Childrenwhohaveanykindofdisabilityhavetherighttospecialcareandsupportinaddi-tiontotheotherrightsintheConvention,sothattheycanlivefullandindependentlives.

Article 24: Health and health services

Children have the right to the best careavailable,aswellastosafedrinkingwater,nutritiousfood,acleanandsafeenviron-ment,and information tohelp themstayhealthy.Richcountriesshouldhelppoorercountriesachievethis.

Article 25: Review of treatment in care

Childrenwhoaresentfortreatmentorcareoutsidetheirfamilyhomehavetheright to have their living arrangementslookedatregularlytoseeiftheyremainappropriateandnecessary.

Article 26: Social security

Children–throughtheirparentsorguard-ians,ordirectly–havetherighttoreceivehelpfromthegovernmentiftheyarepoororinneed.

Article 27: Adequate standard of living

Children have the right to a standard ofliving that is good enough to meet theirphysicalandmentalneeds.Governmentsshould help families and guardians whocannot afford to provide this, particularlywithfood,clothingandhousing.

Article 28: Right to education

Allchildrenhavetherighttoaprimaryeduca-tion,whichshouldbefree.Wealthycountriesshould help poorer countries achieve thisright.Youngpeopleshouldbeencouragedtoreachthehighestlevelofeducationofwhichtheyarecapable.Forchildrentobenefitfromeducation,schoolsmustberuninanorderlyway – but discipline must always respectchildren’sdignityandnotinvolveviolence.

Article 29: Goals of education

Children’seducationshoulddevelopeachchild’spersonality, talentsandabilities tothe fullest. It should encourage childrento respect other people, human rightsandtheirowncultures.Itshouldalsohelpthem learn to live peacefully and to pro-tecttheenvironment.

Article 30: Children of minorities/ indigenous groups

Minority or indigenous children have therighttolearnaboutandpracticetheirownculture, language and religion, as is thecaseforallchildren.

Article 31: Leisure, play and culture

Childrenhave the right to relaxandplay,andtojoinawiderangeofcultural,artisticandotherrecreationalactivities.

Article 32: Child labour

The government must protect childrenfromworkthatisdangerousormightharmtheirhealthortheireducation.Whenchil-drenhelpoutathome,oratafamilyfarmor business, their tasks should be safe,appropriatetotheirageandconformingtonationallabourlaws.Workshouldnotpre-ventchildrenfromenjoyingtheirrights,inparticulartheirrightstoeducation,relaxa-tionandplay.

Article 33: Drug abuse

Governments must use all means pos-sible to protect children from the use ofharmfuldrugsandfrombeingusedinthedrugtrade.

Article 34: Sexual exploitation

Governmentsmustprotectchildrenfromallformsofsexualexploitationandabuse.


Article 35: Abduction, sale and trafficking

Thegovernmentmust takeallmeasurespossible to make sure that children arenotabducted,soldortrafficked.Countriesthat have signed up to the Convention’sOptionalProtocolonthesaleofchildren,child prostitution and child pornographyhave agreed to undertake even greaterprotectionmeasures.

Article 36: Other forms of exploitation

Children should be protected from anyactivitythattakesadvantageofthemandcouldharmtheirwelfareanddevelopment.

Article 37: Detention and punishment

Noone is allowed to treat or punish chil-dren in a cruel or harmful way. Childrenwhobreakthe lawshouldbetreated inahumanemanner.Theyshouldnotbeputinprisonwithadults,shouldbeabletokeepincontactwiththeirfamiliesandmustnev-erbesentencedtodeathortolifeimpris-onmentwithoutpossibilityofrelease.

Article 38: War and armed conflicts

Governments must do everything theycantoprotectandcareforchildrenaffect-edbywar.Childrenunder15shouldnotbeforcedorrecruitedtotakepartinawarortojointhearmedforces.Countriesthathave signed up to the Convention’s Op-tionalProtocolontheinvolvementofchil-dreninarmedconflicthavefurtheragreedto make sure that children younger than18 do not participate directly in armedconflict and arenot recruited formanda-torymilitaryservice.

Article 39: Rehabilitation of child victims

Children who have been neglected,abusedorexploitedshouldreceivespecialhelptorecoverphysicallyandmentallyandreintegrate into society. Particular atten-

tionshouldbepaidtorestoringthehealth,self-respectanddignityofthechild.

Article 40: Juvenile Justice

Children who are accused of breakingthe law have the right to legal help andfairtreatmentinajusticesystemthatre-spects their rights. Governments shouldset an age below which children cannotbe prosecuted, and should put in placestandardsforthefairnessandquickreso-lutionofallproceedings.Asageneralrule,childrenshouldbehelpedtoavoidbreak-ingthelawinthefuture,ratherthansim-plybeingpunishedforpastoffences.

Article 41: Respect for superior nation-al standards

Ifthelawsofacountryprovidebetterpro-tectionofchildren’srightsthanthearticlesinthisConvention,thoselawsshouldapply.

Article 42: Knowledge of rights

Governments must make the Conven-tionknowntoadultsandchildren.Adultsshould help children learn about theirrights,too.

Articles 43 to 54:

Thesearticlesdiscusshowgovernmentsand international organizations such asUNICEF should work to ensure childrenareprotectedintheirrights.


4 Bright ideas

United Kingdom - Don't Bake the Planet Campaign

Cressida, Climate Ambassador from theUK, has been active in Gloucestershire(her localarea),whereshegives talks inschools about the declaration from theChildren’sClimateForum.Shehasspokenin both primary and secondary schools.Her presentation has included practicaltipsonwhatyoungpeoplecandototakeaction on climate change in 2010, basedon the recommendations of the declara-tion. She has also been involved in de-velopingherown‘Don’tBakethePlanet’campaign, which focuses on encourag-ingyoungpeopletofundraiseforclimatechange projects and raise awareness ofclimatechangeasachildren’srightsissue.HerFacebookgroupforthiscurrentlyhas1,000members.

Turkey – A new school financed through selling recyclable waste

More than 1,000 young UNICEF volun-teersjoinedhandsforthebuildingofthePeaceSchoolinBursainordertoprovidefortherighttobasiceducationforevery-one.Thevolunteerchildrencollectedtonsofrecyclablewastefromtheirschoolstofund the building of this school on landdonatedbytheNiluferMunicipality.Inad-dition to the funds they raisedbysellingrecyclable waste, they prevented 4,240treesfrombeingcutdown,soldUNICEFproducts, developed personal projectsandcompletedtheroughconstructionoftheschool.Theschool,forwhichthechil-dren were awarded with a ‘contributiontoeducation’award,willbereadyforthe2010/2011schoolyear.

Denmark – CO2 Students Committee: Children are the best teachers!

VanløseSchoolinCopenhagen,Denmark,hassetupa ‘CO2StudentsCommittee’.

OneoftheDanishClimateAmbassadorsat the United Nations Climate ChangeConference in Copenhagen, Adile, is amemberof thiscommittee.Sheexplainsthatthecommitteeorganizesawareness-raisingactivitiestoeducatewhatshecallsthe ‘climategeneration’.Thegroupholdsdiscussionsonwhatstudentsandyoungpeoplecandotoaffecttheschool’syoung-erstudentsandmakeadifferencefortheclimate. They have launched campaignsfor the school, such as introducing newtrashcans (for papers, organic food andplastic) so that all the school’s studentslearnwhatthisisandhowtheyshouldre-cycleandsortouttrash.

The committee’s goal is to make theirschool carbon-neutral.Their dream is toseethishappeninalltheschoolsinDen-mark,then intherestofEuropeandtherestoftheworld.“Justlikeringsinthewa-ter,”saysAdile,“Whenyouthrowastoneintothewateritsinksbutthestonemakesringsaroundit.Theringsbecomesbiggerand bigger.And we focus on our schoolas thestone.Wewillbeat thecorebutwewillcreatetheringsinthewater.Butsomeone has to start from somewhere,andhereinourschoolwewillstart.”

South Korea – Awareness raising and lobbying campaigns to ride bicycles

ClimateAmbassadorYongha, fromSouthKorea,isamemberofthePEACEclubinherschool.PEACErunsawareness-raisingcampaigns to ride bicycles in Seoul. AsYongha explains, most people living inSeoulseebicycleridingmoreasahobbythanasameansoftransportation.PEACEgives out flyers with information on thepositiveimpactofbicyclesfortheenviron-ment.Informationalsoincludesthequan-tity of carbon dioxide that is avoided bychoosingbicyclesovercars.PEACEisalsocarrying out lobbying activities in two ofSeoul’slocaldistrictstoasktheauthoritiestosupportthisinitiative.


Greece – Eco Schools to reduce water waste

TheprimaryschoolofPanagiaThassossetupanEcologicalCommitteetodealwiththe issue of water. In fact, although wa-terisgenerallyavailableinthevillage,theflowisalwaysverylowandthecommitteefoundit importanttotakeactiontodayinordertoavoidfutureproblems.

Thefollowingactivitiesaroundwaterandits use in the village were carried out intheschool:

• Analysing the local meteorological phenomena to see if there is a connection with the availability of springwater,

• Visiting the springs and following the course of the river from the springtothetapsatschool,

• Followingthewater’spathfromthe drains,throughbothsurfacestreams andbiologicalsewagecleaningsys- temsandallthewaytothesea,and

• Examining the use of water as irrigation,aswellasotheruses(such as to extinguish fire, to wash, to cook,toconstruct,etc.).

Thechildrensharedtheirfindingsaswellasanumberofsolutionstoovercometheproblems.To do this, they put on a playfor the local residentsanddistributed in-formativepamphlets.Ameetingwithlocalauthoritiesalsotookplace.

The students found that there was a lotof water being wasted in the local area.An ECO-CODE was therefore developedtoindicatehowtoreducethewaterwasteathome,atschool, in thegardenandatthecouncil.

This initiative was a success, becausechildren changed their attitudes towardtheuseofwater.Therewasamarkedre-

ductionintheamountofwaterusedwhentheyfollowedthecommittee’sguidelinesfor savingwater.Residents also showedmorecarewhendisposingofrubbish.

Panagia Thassos’s ECO-CODE:

At school:

1. Everychildshoulduseacuptodrink waterandnotdrinkfromtheirhand.

2. Don’tflushthetoiletwithoutreason.

3. Don’tleavetapsrunning.

4. Broken pipes or taps should be mendedimmediately.

At home:

1. Don’tleavetapsrunning.

2. Don’t wash vegetables under fast- runningtaps.

3. Don’t use washing machines or dishwashersunlessfull.

4. Small amounts of washing should bedonebyhand.

5. Putbottlesofwaterinthefridgeto save you running the tap until the watercomescold.

6. When brushing our teeth, don’t leavethetaprunning.

7. Whenshowering,turnoffthewater whilstwashingwithsoap.

8. Don’t wash cars on the road.The oil,dirtandotherpollutantspollute thegroundandthespringwater.

9. Onlychangeoilinsuitableareas.

10. Care should be taken where we dumpourrubbishtoavoidpollution ofspringsandundergroundstreams.

11. Don’tthrowwasteintothestreams carryingwatertothegardens.


In the garden:

1. Collect rainwater in barrels for watering.

2. Don’twaterusingtapwater.

3. Usedrippingpipesforirrigation.

4. Avoid fertilizing gardens. Fertilizers pollutethespringwater.

5. Insecticides should be used carefully as they are poisonous and pollutetheairandwater.

At the council:

1. Developbiologicalsewagecleaning systemsandlinkthemtoallbuildings.

2. Rubbishbinsshouldbeplacedcare- fullytoavoidpollutionofspringwater.

3. Licensesforkeepinglargenumbers of animals should be given with care. Ranches shouldn’t be placed overundergroundwatersources,as theycouldbepolluted.

4. Wells should be opened carefully and infrequently, as too much pumping can cause sea water to pollutethewatersupply.

5. Recyclerubbishtoavoidpollutionof springwater.

United Kingdom – Introduction of a new local currency to promote local business and production

In September 2009, the area of Brixtonin South London introduced a new localcurrency (complementary to the Britishpoundsterling)forusebyindependentlo-calshopsand traders.36Thegoalof thisinitiativeistosupportlocalbusiness,pro-ductionandtrade,andtoraiseawareness

around theneed to reducecarbonemis-sionsthrough–amongotherthings–buy-ing local products. This initiative is oneprojectamonghundredsofothersundertheumbrellaof‘TransitionInitiatives’thatarebeingdevelopedintheUKandaroundtheworld.

About Transition Initiatives

TransitionInitiativesare initiativesof indi-viduals–includingyoungpeople–withinacommunitywhoshareconcernsabouttheenvironmentandclimatechange.Theybe-ginbyformingagrouptostart the initia-tive, and then engage in a collaborative,comprehensiveandcreativeprocessof:

• Awareness raising around peak oil, climatechangeandtheneedtoun- dertakeacommunity-ledprocessto rebuildresilienceandreducecarbon emissions;

• Connecting with existing groups in the community, including local government;

• Forming groups to look at all the keyareasof life (food,energy, transport, health, heart and soul, economicsandlivelihoods,etc.);

• Kicking off practical projects aimed at building people’s resilience, understanding of climate change relatedissuesandincreasecommu- nityengagement;

• Engaging in a community-wide visioning process to identify the futurewewantforourselvesrather than waiting for someone else to createafuturethatwewon'tlike;

• Eventually launching a community- defined, community-implemented ‘EnergyDescentActionPlan’overa 15-to20-yeartimescale;

• Implementing the Energy Descent ActionPlanwithfullengagementof thelocalcommunity.


Thisresultsinacoordinatedinitiativeacrossalltheseareasoflifethatstrivesbothtore-buildtheresiliencewe'velostasaresultofcheapoilandalsotodrasticallyreducethecommunity'scarbonemissions.For more information: http://www.transitionnetwork.org/

William Kamkwamba

Attheageof15WilliamKamkwambabuilta39-footwindmillfromlocalresourcesinhis Malawian village, to power his fami-ly’shomeandcommunity.Sincethen,hehasgainedfamefromadvocatingforlocalclimate and small-scale energy solutionsandforyoungpeopletobecomeengagedinthequestforsuchsolutions.For more information : http://en.wikipedia.org/wiki/William_Kamkwamba

Videos

UNICEF’s video on child-led initiatives tofightclimatechangehttp://uniteforclimate.org/2011/02/video/


UNICEF'sengagementofyoungpeopleattheSecretaryGeneralHighLevelSummiton Climate Change in September 2009,whoemphasizelocalactioninafilm,withalivepresentationto100+HeadsofState:http://www.youtube.com/ watch?v=0LOY-1qgSTw

37Source:www.statistiques-mondiales.com/emissions_co2.htm


5 Climate-friendly solutions for your everyday life

Contribute to climate change mitiga-tion by reducing your family’s and your carbon footprint.

A‘carbonfootprint’isameasureoftheimpactour activitieshaveon theenvi-ronment, and in particular on climatechange. It relates to the amount ofgreenhousegasesproducedinourday-to-daylivesthroughburningfossilfuelsfor electricity, heating and transporta-tion,etc.Acarbonfootprint isameas-urement of all the greenhouse gaseswe individuallyproduce; ithasunitsoftonnes(orkilograms)ofcarbondioxideequivalent.

On average, every European is respon-sible forabout10 tonsofcarbondioxideemissions every year (a North Americanis responsible for about 20 tons).37Thatisfarabovetheworldaverageof4.3tonsperperson.

If youwant tofindout theexact sizeofyourcarbonfootprint,therearemanyfoot-printcalculatorsontheweb.Herearetworeferencesforyou:

• http://www.unicef.org.uk/ carbonpositive• http://www.carbonfootprint.com

Therearemanywayspeoplecanreducetheir carbon footprint inexpensively bytakingsomesimplesteps.Herearesomeideas,38 but we are sure that you cancomeupwithmanymore!

At home

Use compact fluorescent bulbsReplace frequently used light bulbs withcompactfluorescentbulbs.

Fill the dishwasher, washing machine or dryer before useOnlyrunyourdishwasherwithafullload.One full loaduses lessenergy than twohalfloads.

Adjust your thermostatMoveyourheaterthermostatdown1de-greeinthewinterandup1degreeinthesummer.

Use recycled paperMake sure your printer paper is 100 percentpost-consumerrecycledpaper.

Check your water tapsAdrippinghotwatertapwastesenergy—inoneweek itwastesenoughhotwatertofillhalfabathtub.Fix leakingtapsandmakesurethey’refullyturnedoff!

Check your water heaterKeep your water heater thermostat nohigherthan50°C/120°F.

Change the AC filterCleanorreplacedirtyairconditionerfiltersasrecommended.

Take shorter showersShowersaccountfortwo-thirdsofallwa-ter-heatingcosts.

Install a low-flow showerheadUsing less water in the shower meanslessenergytoheatthewater.

Insulate your water heaterKeeping your water heater insulated cansavealotofenergy.


Replace old appliancesInefficientapplianceswastelotsofenergy.

Weatherize your homeCaulk and weather-strip your doorwaysandwindows.

Unplug un-used electronicsEvenwhenelectronicdevicesareturnedoff,theyuseenergy.Don’tleaveapplianceson standby and remember to not leavelaptopsandmobilephonesonchargeun-necessarily.

Put on a sweaterInstead of turning up the heat in yourhome,putonanotherlayerofclothing.

Insulate your homeMakesureyourwallsandceilingsarein-sulated.

Air-dry your clothesLine-dry your clothes in the spring andsummerinsteadofusingthedryer.

Switch to double-pane windowsDouble-panewindowskeepmoreheatin-sideyourhomesoyouuselessenergy.

Turn off your computerShutoffyourcomputerwhen it isnot inuse.Conserveenergybyusingyourcom-puter's sleep mode instead of a screen-saver.

Be a meat reducerTheaveragedailydietintheUnitedStatescontributestoanextra1.5tonsofgreen-house gases per year compared with avegetarian diet. Eliminating meat anddairy intakeonedayaweekcanmakeabigdifference.

Ditch the plasticMillionsofindividualplasticwaterbottlesare thrown away every day. Start usinga reusable water bottle and avoid usingplasticglassesorcups.

When driving

Buy a fuel-efficient carGettingafewextramilesperlitremakesabigdifference.

Carpool when you canOwnabigvehicle?Carpoolingwithfriendsandco-workerssavesfuel.

Inflate your tyresKeepthetiresonyourcaradequately in-flated.Checkthemmonthly.

Don’t let your car idleIdlingwastesmoneyandgasandgener-atespollutionandglobalwarming-causingemissions. Except when in traffic, turnyourengineoffifyoumustwaitformorethan30seconds.

Change your air filterCheckyourcar'sairfiltermonthly.

Buy a hybrid carTherearemoreandmorehybridcarsonthemarket.

Use public transportation or your bike instead of a carAvoidbeingdriven toschoolasmuchasyoucan.Ifpossible,usepublictransporta-tion,oruseyourbiketogotoschool.

Out shopping

Buy products locallyTry to buy food that is produced locally,shippedoverlandandnotairfreightedin.

Buy minimally packaged goodsLesspackagingcouldreduceyourgarbagebyabout10percent.

Buy organic foodThechemicalsusedinmodernagriculturalproduction pollute the water supply andrequireenergytoproduce.


Bring cloth bags to the marketUsingyourownclothbaginsteadofplas-tic or paper bags reduces waste and re-quiresnoadditionalenergy.

Buy and sell second-hand clothesVintage clothes are fashionable, cheapandenvironmentallyfriendly!

Reduce garbageBuyproductswithlesspackagingandre-cyclepaper,plasticandglass.

Out in the garden

Plant a treeTrees soak up carbon dioxide and makecleanairforustobreathe.

Use a push mowerUse your muscles instead of fossil fuelsandgetsomeexercise.

Grow your own fruit and vegetablesGrow your own fruit and vegetables inyourgardenorlocalallotments.

At school

Replace school light bulbsStartacampaigntoreplacealllightbulbsinyourschoolwithcompactfluorescents.

Switch off the lightsAlwaysturnoffthelightswhenyouleavearoom.

Use timersHaveyourschoolsetlightsandaircondi-tionersonefficiencytimers.

RecycleMake sure your class has recycling binsforpaperandplastics.

Cut back on paperEncourage administrators to only pur-chasepost-consumerrecycledpaperprod-ucts(includingtoiletpaper,papertowels,napkins,etc.)atyourschool.Setagoaltomakethisswitch.Setarulethatallmulti-pagedocumentsaretobeprinteddouble-sided.Keeplookingforwaystoeliminatepaper.

Review school’s purchasesLook into the food,wasteandpackagingpurchasesofyourcafeteria.

No waste at school meals and eventsReduceuseofjuiceboxes,waterbottles,plasticbags,etc.,inyourcafeteria,inyourlunchboxandatschoolparties.

Replace oil-burning furnacesFindoutwhatyearyourschool’soil-burn-ingfurnacewasinstalled.Ifitismorethanfiveyearsold,anewonewouldgreatlyre-ducecarbonemissions.Planafundraisertohelppayforit.

Plant treesHave a tree-planting day at your school.Plant trees that are local to your area,whichwillreducecarbondioxideandcre-atecleanairtobreathe.

Conduct a school energy auditHaveautilitycompanycomedoanenergyauditontheschool.

Travelling

Considertravellingoverland(trainorbus)ratherthanflyingtonear-bydestinations.

36Source:Article ‘Will theBrixtonpoundbuyabrighter future?’,TheGuardian,16September2009.37Source:http://www.statistiques-mondiales.com/emissions_co2.htm38Source:www.stopglobalwarming.org/


6 Your comments, questions and ideas

Activity: ............................................................

A space to note down your comments, ideas and questions before, during and after participating in the activities

What I know now and did not know before:

Ideas / random thoughts:

What I did not understand / questions:

What I’m taking home with me:

What I found particularly interesting:


Activity: ...........................................................

What I know now and did not know before:

What I found particularly interesting:

What I’m taking home with me:

What I did not understand / questions:

Ideas / random thoughts:

Education_Kit_on_Climate_Change_and_Child_Rights.pdf

Documents

Transcript of Education_Kit_on_Climate_Change_and_Child_Rights.pdf