JUST WATER: Climate Change

in the Pacific

LENT 2017

Y9-10 Lessons and Worksheets

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All the lessons and worksheets for Y9-10 students for Lent 2017 can be found here.

These pages have been compiled to help teachers easily focus on a particular level. The full modules from the Just Water: Climate Change in the Pacific resource series can be found at www.caritas.org.nz with all the relevant PowerPoints, videos and other key resources to complement the lessons and worksheets.

NOTE: It is recommended that units start and end with the Lent module lessons. However, the order of the country lessons can be changed based on needs. So the order provided here does not have to be followed in exactly the same way.

(Y9-10)

Climate change and caring for creation

LEARNING OUTCOMES • Understand that the weight of scientific evidence indicates that the current rate of global

warming is caused by human actions • Explain the main message of the Pope’s encyclical, Laudato Si’

SETTING THE SCENEIn his 2015 encyclical on the environment, Laudato Si’, Pope Francis said...

A very solid scientific consensus indicates that we are presently witnessing a disturbing warming of the climatic system. In recent decades this warming has been accompanied by a constant rise in the sea level and, … by an increase of extreme weather events… Humanity is called to recognise the need for changes of lifestyle, production and consumption, in order to combat this warming…

Laudato Si #23

Pope Francis also makes the point that climate change is having the greatest effect on the poorest people in the world who directly rely on the earth and sea to provide them with livelihoods.

For more background reading for teachers and students, go to the following online resources:

• Fact Sheet 6: The Royal Society of New Zealand and Climate Change

• Laudato Si’ animation for secondary schools at www.youtube.com/watch?v=o3Lz7dmn1eM.

VIEWWatch the climate change animation at www.youtube.com/watch?v=B9l3BjfyS9Q that lists the causes of climate change and provides some suggested solutions. It makes several references to living in the United Kingdom, but the messages are just as relevant to the New Zealand situation.

ACTIVITY Year 9 students can complete Worksheet C5a: A Global Challenge and Year 10 students can complete Worksheet C5b: Inspiring Men and Women Confronting Climate Change.

C5FIRST WEEK OF LENT LESSON PLAN

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C5a

A Global Challenge

In his encyclical, Laudato Si’, Pope Francis says that climate change is one of the greatest challenges facing humanity today. He reminds us of the covenant that God established with our ancestors to protect creation and all living things. However, humans are plundering the earth’s resources and polluting its atmosphere.

This responsibility for God’s earth means that human beings, endowed with intelligence, must respect the laws of nature and the delicate equilibria existing between the creatures of this world.

Laudato Si’, #68

Pope Benedict XVI said, ‘We need a decisive ‘yes’ to care for creation and a strong commitment to reverse those trends that risk making the situation of decay irreversible.’

QUESTIONS FOR DISCUSSION:1. How does harming the earth risk damaging our relationship with God?2. How does harming the earth risk damaging our relationships with each other?

Chris Bain, Director of CAFOD, the Catholic international development charity in England and Wales, says…

We have a stark choice: either we confront climate change, or we won’t be able to end poverty. We have partners on the ground… telling us it’s desperately poor people who are hardest hit when a harvest fails, when their animals are weakened by drought, or when the glacier that supplies water for their crops is melting and shrinking.

FIND OUT:Find out about the flooding in Whanganui in 2014, or the ongoing summer droughts in South Canterbury.

Could these weather events be related to climate change?

What are people who live in rural New Zealand saying about the effects of climate change on their livelihoods?

What can you do to make a difference to your local environment? How can you protect New Zealand’s environment so that it can sustain future generations?

How can you reduce your own carbon footprint, so that you are contributing less to climate change?

Check out www.enviro-mark.com/tools-and-resources/for-individuals.

Use a carbon footprint calculator. Make a pledge to do something differently this Lent that will help protect the environment.

WORKSHEET

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

Inspiring Men and Women Confronting Climate Change

Pope Francis says that climate change is one of the greatest challenges facing humanity today. He reminds us of the covenant that God established with our ancestors to protect creation and all living things. However, humans are plundering the earth’s resources and polluting its atmosphere.

This responsibility for God’s earth means that human beings, endowed with intelligence, must respect the laws of nature and the delicate equilibria existing between the creatures of this world.

Laudato Si’, #68

Pope Benedict XVI said, ‘We need a decisive ‘yes’ to care for creation and a strong commitment to reverse those trends that risk making the situation of decay irreversible.’

Find examples of New Zealanders who are contributing to a low-carbon future for New Zealand.

Stimulus Material: Fact Sheet 6: The Royal Society of New Zealand on Climate Change.

Investigate what some businesses and organisations in New Zealand are doing in order to adapt to a low-carbon economy.

The following groups are worth researching:

• Pure Advantage (an initiative of leading business people advocating ‘green growth’ for New Zealand’s economy)

• Drive Electric• Air New Zealand• Gull New Zealand (selling biofuel at the pump)• MAERSK Line shipping company• EECA (Energy Efficiency and Conservation Agency)• Sustainable Business Network• Mahana Blue (heat pump)

C5bWORKSHEET

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

LEARNING OUTCOMES: • Understand the damage caused by Cyclone Winston and the response in Fiji• Find examples of leaders bringing hope out of hopelessness

SETTING THE SCENEIn any natural disaster or traumatic event, there is a cycle that people have to go through before they can completely recover.

People who work as humanitarian workers for aid agencies like Caritas, use the follow diagram to help people understand this recovery process. The first phase is the emergency response phase where the priority is getting essential supplies to people, like water, food, and tarpaulins for shelter.The second phase is about recovery. In this phase people begin to rebuild their homes or replant crops that have been destroyed. It is also at this stage that people begin to recover mentally and emotionally from the shock of the disaster.The third stage is about rebuilding in such a way that future disasters will not cause so much disruption and damage. This can include rebuilding stronger houses, or emergency shelters that can keep people safe the next time a disaster occurs. The readiness phase involves such things as pre-positioning of emergency supplies close to a disaster-prone area, so that if a disaster occurs again, people are prepared.

BRAINSTORMWhich aspects of the disaster do you think would be the most difficult to recover from: the physical damage to property, or the emotional damage to people’s sense of security and well-being?

VIEWWatch Video D: Loss and Community and find out how neighbouring parishes assisted the people of Natovi, and how people have begun to recover emotionally from Cyclone Winston.

DISCUSSIONHow does Fr Eliesa describe the way that people were acting after the cyclone? Why were they so shocked?

How does Fr Papila describe the way he felt during the cyclone? What has helped him and his community to recover?How are the members of the CJD helping those traumatised by the disaster?

READ Read Story C: CJD Response to find out about Petero who works for the Suva Commission for Justice and Development. You might also like to view PowerPoint F1: Caritas and Fiji, for more background material about the work of the Suva Diocesan Commission for Justice and Development.How might the actions of Petero helped Anna to recover emotionally from the cyclone?

BRAINSTORMWho are the traumatised and isolated people in our communities? (e.g. the homeless). How can we help these people?

ACTIVITYComplete Worksheet F5: Leaders Bringing Hope.

PRAYERLoving God,a disaster can damage our homes, schools and precious things,but it can also damage our confidence, our faith, our resilience, our trust.We pray in thanksgiving for the generous people who go out of their way to help someone who has suffered trauma or shock.Thank you for those who make cups of tea and sit down and listen to those with a frightening story to tell. May we be brave and generous enough to truly ‘encounter’ those in need of our time and emotional support.

ACTIONPope Francis suggests we must have the courage to go against the tide of this culture of efficiency, to encounter and welcome everyone. Who is someone we can ‘waste time’ with this weekend? Maybe someone who is housebound and would love a visitor, or a friend who’s a bit down and could do with getting out with you and your friends.

(Y9-11) F5LESSONS

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Leaders Bringing Hope

Read Story C: CJD Response that tells the story of Petero who works for the Suva Commission for Justice and Development. How might the actions of Petero helped Anna to recover emotionally from the cyclone?

BRAINSTORMWho are the traumatised and isolated people in our communities? (eg. the homeless).

How can we help these people?

RESEARCHFind out about an individual or an organisation that helped people in Christchurch recover emotionally after the 2011 earthquake. Don’t limit yourself to just thinking about the emergency rescue workers and those who helped with the clean-up, such as the Student Volunteer Army. Think of other community groups and individuals who helped people with their emotional recovery, such as artists, performers, counsellors, etc.

What sort of support was offered to school students to help with their recovery?

The following websites might be useful:

www.cera.govt.nz/sites/default/files/common/the-psychosocial-service-response-following-christchurch-earthquakes.pdf

Watch artofrecoveryfilm.com

ACTIVITYReport back your findings to the class.

Street art from Christchurch during the earthquake recovery.

Report back to your class about what you have learned.

F5WORKSHEET

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LEARNING OUTCOMES: • Describe the situation in Kiribati with the impacts of coastal erosion• Explain how people in Kiribati are adapting to rising tides

SETTING THE SCENERecap what you know already about the challenges faced by Pacific Islanders due to climate change and how they are adapting to these.

DISCUSSIONWhere are the islands found that make up the nation of Kiribati? What do students already know about Kiribati?

VIEWWatch Video B: Kiribati: The Islands Being Destroyed by Climate Change and take note of the challenges faced by people in Kiribati and their response and fears.

ACTIVITYWrite down all the challenges you heard from the Video and circle each in a bubble. Then beside each challenge write down an effect or adaptation that is mentioned. What are the most damaging challenges and is it possible for these to be avoided through adaptation?

VIEWCaritas supports a youth group in Kiribati who are helping others adapt to the challenges they face on a daily basis.

Watch Video D: Boore, James and the Caritas Kiribati Youth Group and Video E: Mangroves – An Excellent Solution to find out how the youth of Kiribati are combating climate change impacts and helping others adapt.

DISCUSSIONWhat stands out the most about the effort of the young people? How does it make you feel?

VIEWRead the following article written by teenager Kirita Moote titled Climate change: ‘I fear Kiribati will be gone forever’. Click on the following link to hear Kirita’s voice: www.stuff.co.nz/environment/80764635/Climate-change-I-fear-Kiribati-will-be-gone-forever. Add any additional challenges and adaptations to your original list after reading the article. What is your response after reading her final words?

PRAYERShare one of the prayers from the Climate Change Prayer Booklet at www.caritas.org.nz. Read the words silently a couple of times reflecting on what you are saying to God. After a moment of silence say the prayer together.

RESEARCHGo to Fact Sheet 9: New Zealand’s Greenhouse Gas Emissions Reduction Plan on the Caritas website under Lent Resources 2017. Go to the websites referred to on the fact sheet and find out more about how New Zealand’s plan stacks up next to international targets.

ACTIVITYAfter learning about the situation in Kiribati and finding out more about New Zealand’s emission targets, write a letter using Worksheet K5 addressed to your local Member of Parliament. Let them know what you think of the current situation and let them know that you feel New Zealand needs to take greenhouse gas emission reductions more seriously.

(Y9-10) K5LESSONS

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Share Your Thoughts

Write a letter to your local Member of Parliament explaining why New Zealand needs to take greenhouse gas emission reductions more seriously.

K5WORKSHEET

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

SETTING THE SCENELocate Papua New Guinea on a world map and determine where its borders can be found and how many islands it comprises. Almost half the population are subsistence farmers relying on their own self-sustainable natural lifestyle growing and selling their own crops. More than 80 per cent of the country live outside of urban centres in rural areas.

BRAINSTORMBased on existing knowledge of Papua New Guinea and what is known already about climate change impacts in the Pacific, write down some expected challenges for people in PNG. Share these before hearing the story and watching the video. Find out if anyone knows what the El Niño cycle is and its effects.

VIEWRead Story B: El Niño Impact as a class and get a number of students to be the individual voices explaining the impact of the changing weather patterns and the devastation caused by the droughts, frosts and fires.

DISCUSSIONAsk students to share how they feel after hearing what was experienced in PNG as a result of the El Niño.

VIEWWatch Video C: Sinking Paradise – Carteret Islands and ask students to take note of the many challenges faced by the Carteret Islanders as they listen to Nicholas explain the situation. Get students to share their initial thoughts after watching the video and then look closer at Ursula Rakova as an example of an inspiring leader by watching Video A: Ursula Rakova on climate-induced relocation.

RESEARCHComplete a Google search of ‘Ursula Rakova’ and find out how long she is been campaigning for her people on the Carteret Islands. Make a list of the number of organisations (such as Caritas) that she has worked with to get her message out for people to take seriously the plight of the Carteret Islanders. You can go to www.tulele-peisa.org/about/ursula-rakova/ to find out more too.

ACTIVITYComplete Worksheet P5 to identify the inspiring attributes that Ursula Rakova teaches us to have. As part of the activity look at the ways in which you can stand up for people in your community and our neighbours in Pacific countries impacted by a changing climate.

PRAYERSelect a prayer to share together from the Climate Change Prayer Booklet at www.caritas.org.nz and remember the people impacted by climate change around the world – including those in Papua New Guinea.

ACTIONChoose one of the attributes you identified in Ursula Rakova from Worksheet P5 and write this down in a place you will see regularly. Keep this as a personal challenge and whenever you see this attribute, be continually inspired to be a leader for justice, to live for those in need, and to stand up for those closest to you when they need support.

(Y9-10) P5LESSONS

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Leader and Role Model

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

P5WORKSHEET

Her achievements:

Her attributes:

Tulele Peisa Director

Inspiring Leader

Advocate for Change

Following in her footsteps

URSULA RAKOVA

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LEARNING OUTCOMES: • Define the term ‘advocate’• List the qualities of an effective advocate

SETTING THE SCENEAmelia Ma’afu is an example of someone who brings about the Kingdom of God in practical ways. She works tirelessly to help people in Tonga who are facing difficulties as a result of climate change.

BACKGROUND INFORMATION FOR TEACHERSAs the Climate Change Officer her jobs include:• prepositioning emergency supplies and

distributing these supplies if a natural disaster occurs

• gathering information from communities about the traditional farming practices which will help crops to grow in difficult climates

• assisting communities to have enough fresh water supplies

• speaking at public meetings about the effects of climate change in her country

• working with communities and the Tongan government to come up with plans to adapt to climate change

• advocating for those who don’t have a voice at local and international levels.

For more background reading about Amelia, read Story C.

MORE BACKGROUND INFORMATION FOR STUDENTS AND TEACHERSRead Fact Sheet 1: Facts and Figures about Water

Read Fact Sheet 2: Sustainable Development Goal #6

Read Fact Sheet 3: Remarkable and Alarming facts about water

BRAINSTORMWhen you think of jobs that you might do when you leave school, have you ever thought about being a climate change officer? What do you think a climate change officer might do? Do you think we need climate change officers in New Zealand?

VIEWView the PowerPoint, Tonga’s Climate Change Officer – Amelia Ma’afu.

DISCUSSIONWhy do you think Caritas Tonga decided to employ a climate change officer? What are some of the things that Amelia does? What personal qualities would Amelia need to have in order to do her job well? Which part of Amelia’s job would you enjoy the most? What does it mean to be an advocate for others? Do you think Amelia is an inspiring person? Why or why not?

How is Amelia contributing to the United Nations Sustainable Development Goal #6? See Fact Sheet 2: Sustainable Development Goal #6

ACTIVITYChoose one of the activities listed on Worksheet T4/5, and express your concern about global warming in either a speech, a haka or clap dance, or in a poem.

VIEWView 350pacific.org/warrior-videos/ for ideas about creating hakas or clap dances about climate change.

Listen to Kathy Jetnil-Kijiner speaking at the opening ceremony of the UN Climate Leaders Summit in New York City in 2014, for ideas about using poetry to persuade people to act to stop climate change: www.youtube.com/watch?v=L4fdxXo4tnY

PRAYERHelp us Lord to be advocates for Pacific Island peoples who are suffering from the effects of climate change. Help us to speak out and share with others the need to reduce greenhouse gas emissions in our own country.

May we lead by example, and take steps to reduce our own carbon footprint.

ACTIONInvite students to choose an action from the Lent Calendar that will help them to reduce their carbon footprint. They can focus on this action for a week or for the whole of Lent.

(Y9-10) T5LESSONS

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Advocate for the Vulnerable

She also speaks out for the rights of Pacific people who are facing rising sea levels and more frequent extreme weather events as a result of climate change.

In 2014 Amelia attended the 20th COP (Conference of Parties of the United Nations Framework Convention on Climate Change) meeting. She took with her a Caritas report called ‘Small, yet strong’, which contains stories about facing the challenge of climate change in the Pacific region.

She said in her blog:

It (the report) is a compilation of the voices of the poor who are the first casualties of the effects of climate change. In it we see that although the Oceania region may be small geographically, the strong voices of its people resonate from the Pacific Ocean in calling for climate justice!

WAYS OF SPEAKING OUTChoose one of the following activities:

Imagine you are Amelia and you have been asked to speak at a climate change conference. Write a speech to deliver to world leaders to convince them that they need to take action to stop global warming.

Watch the following video from the 350 Pacific Warriors movement

350pacific.org/warrior-videos/

Create a haka or clap dance to communicate your message about climate change in the Pacific. How will you persuade people to take the issue of climate change seriously?

Listen to Kathy Jetnil-Kijiner speaking at the opening ceremony of the UN Climate Leaders Summit in New York City in 2014.

www.youtube.com/watch?v=L4fdxXo4tnY

Create your own poem about the effects that climate change will have on New Zealand. For information on the projected effects of climate change in this country, go to www.royalsociety.org.nz/climate-change-implications-for-new-zealand

As climate change officer for Caritas Tonga, Amelia Ma’afu works hard to help those Tongans who are most at risk from the effects of climate change.

Her job involves very practical things like making sure there are plenty of prepositioned supplies in case of a natural disaster, and helping to put together disaster kits when an extreme weather events occur.

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AT5WORKSHEET T4

LEARNING OUTCOMES: • Understand the importance of being co-creators of the environment• Explain how people in Vanuatu demonstrate resilience

SETTING THE SCENEIn 2015, Cyclone Pam did extensive damage to the buildings and gardens of Montmartre High School, Port Vila. Students spent weeks picking glass and other debris out of the ground, and re-planting the crops that were destroyed by the cyclone.

Students and teachers at the high school are well aware of the need to be self-sufficient in terms of their food supplies. It is part of their disaster preparedness plan.

BRAINSTORMWhat does it mean to be co-creators of our natural environment?

What are some things that human beings have done to enhance the natural world in your local area?

What are some ways that the natural creation has been harmed in your local area? Can we put it right?

VIEWWatch PowerPoint Story B: Montmartre High School and/or Video C: Sustainability at Montmartre to find out more about the experiences of students at Montmartre High School.

DISCUSSIONIn what ways are the students at Montmartre High School co-creators of the natural world?

Is there anything that surprises or impresses you about the way the students care for their environment?

How have the students prepared themselves for future extreme weather events?

ACTIVITYUse Worksheet V5: Resilience to explore the concept of resilience.

PRAYERGo to the Climate Change Prayer Booklet at www.caritas.org.nz and find the prayer May It Please You, in the Secondary Prayers section.

ACTIONFind out what opportunities exist in your area to be involved in community co-creation projects, such as tree planting, beach clean-ups, and recycling drives. Also find out if there are any groups in your area that run classes in how to compost, build a worm farm, or build a water collection tank.

(Y9-10) V5LESSONS

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Resilience

When we’re talking about people, resilience means the ability to recover from difficult situations. Young people growing up in Pacific nations which are repeatedly experiencing extreme weather events, are learning to be resilient and to rebuild and recover emotionally from natural disasters.

Look at the following images of Montmartre school buildings and gardens before and after Cyclone Pam.

Do you think resilience is just about being able to rebuild your physical surroundings?Give a reason for your answer.

How can people prepare themselves for a possible natural disaster in such a way that they will be able to bounce back more easily after the event?

Why does rebuilding their physical environment help people to recover emotionally?

What do you think might have helped the students to recover from the emotional trauma of the disaster?

Do you think you would be as resilient as these students if you experienced a similar event? Why or why not?

V5WORKSHEET

March 2015 September 2016

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Secondary (Y9-13)

Reflection on Lenten actions

• Ask students to recall the action they chose to carry out during Lent which would increase their stewardship of the environment and combat climate change.

• Have they managed to consistently carry out this action during the 6 weeks of Lent?

• What was difficult about sticking to their chosen action?

• What did they learn by carrying out this action?

• Can students identify any positive outcomes from carrying out their chosen action: for themselves, for their families, or for their environment?

• Are there any actions that students will keep doing even though Lent is over?

ENCOURAGE OLDER STUDENTS TO GET INVOLVED Students might like to contact Caritas Aotearoa New Zealand and subscribe to our e-newsletter to keep them informed about the work of Caritas in the Pacific region. Go to www.caritas.org.nz and click on Sign up to the Caritas monthly e-newsletter. There is no cost involved. Students just need to provide a name and an email address.

350.org is a world-wide network of predominantly young people who are concerned about climate change and engage in practical actions to try to reduce global warming.

Students can go to www.350pacific.org to find out more.

Students might also be encouraged to find out about a similar organisation called Generation Zero at www.generationzero.org

HOLY WEEK LITURGYUse the Stations of the Cross Powerpoint Liturgy available at www.caritas.org.nz. Liturgy Notes for Secondary Schools can be used to help guide the leaders during the 15 stations. There are the traditional 14 stations followed by station 15, which is based on the Resurrection.

This liturgy is suitable for class groups or for a whole school assembly. The slides depict some of the situations in the Pacific countries that the students have studied during Lent. Students can meditate on Jesus’s journey to the Cross whilst reflecting on the lives of our Pacific neighbours who are struggling with the effects of climate change.

It is an opportunity for us to do as Pope Francis encourages us, to see Christ’s face in the poor and the vulnerable.

‘Lent is a favourable season for opening the doors to all those in need and recognising in them the face of Christ.’

Pope Francis, Lenten Message, 2017

HOLY WEEK LESSON PLAN

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