Explore the Educator guide, which supports the Everyday Stories graphic novel for secondary school age children and includes examples from Bangladesh, South Africa, Bolivia, Puerto Rico, and Barbuda to discover how low-income families experience climate change, and their strategies to adapt and recover.
Read the complete article on weADAPT: https://www.weadapt.org/knowledge-base/climate-adaptation-training/everyday-stories-of-climate-change-educator-guide
Sou, G., Risha, A.N., Sims, C., and Ziervogel, G. (2022). Everyday Stories of Climate Change. RMIT University and The University of Manchester.
Who would find it useful?
Secondary school teachers teaching climate change as a topic.
Students should have and secondary school level understanding of the following questions:
CLIMATE CHANGE AND THE WORLD
- What is climate change?
- Does climate change affect all regions on Earth equally?
- What kind of map is displayed on the teacher’s wall? What is its significance?
- How does climate change impact the everyday lives of families? Extension: Categorise the impacts into social, economic, political, cultural, environmental and psychological; short and long-term.
- How and why do different characters experience climate change impacts differently? You might like to create a table with different rows to represent gender, age, disability, race, ethnicity.
- Looking at your answers from question 1, evaluate which factor/s have the greatest impact on families.
ADAPTATION AND RECOVERY
- Define the difference between climate change adaptation, and recovery from climate change impacts.
Describe how people adapt to and recover from climate change in Bangladesh, South Africa, Bolivia, Puerto Rico, and Barbuda.
- Outline the resources families used to adapt to and recover from climate change.
Explain some of the challenges that the families faced when trying to put in place sustainable climate change adaptation measures.
IMPROVING ADAPTATION AND RECOVERY
- Identify who is responsible for climate change adaptation and recovery across the five neighbourhoods.
- Suggest how can the families collaborate with other families in the neighbourhood to better adapt and recover.
- Discuss how local, national and foreign governments might better support low-income families to adapt to climate change and recover from its impacts.
REPRESENTING CLIMATE CHANGE EXPERIENCES
- How does the comic’s portrayal of people impacted by climate change compare to that in mainstream media representations?
- If you created a comic about climate change, who would be your main characters? Why?
- If you created a comic about climate change, what would you like the reader to take away from it? Why?