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Description

This activity aims to explore the impacts of climate change and how they are linked to gender equality.

Resources

• Role Cards

Instructions

1. Give each Senior Brancher a role card (see below). Ask them to read through their card and familiarise themselves with their role (think about who they are, where they live, their family, etc.)
2. Ask them to stand in character at the back of the room in a single row.
3. Explain that you will read out a number of statements (see below). After each statement is read out, each person must take:
a. A giant step if their character can do the action or if the statement fully applies to them.
b. A baby step if they can do it with difficulty or if the statement applies to them a little bit.
c. No step at all if they can’t do it, or the statement doesn’t apply to them.
4. Allow time for the group to reflect on each statement and then decide if they should take a step
5. As the statements are read out, everyone should begin to spread throughout the activity space, with some taking giant steps and others hardly moving at all.

I live in a peaceful environment in a secure home
I have enough food to eat and water to drink
It is likely that I have or will finish secondary school
I have, and will continue to have access to good healthcare
I could go to college when I finish school
It is likely that I take part in unpaid domestic labour (cooking, cleaning, childcare, etc.)
There are no money worries in my house
I would have access to adequate savings to cover losses in an emergency
I live in a safe place
I can travel on my own safely
I look forward to my life ahead and my future is secure
It is likely that I would face discrimination when working or getting my own land

6.
Afterwards, take the group out of their roles, and ask them to discuss as a group the following questions.
• Who moved furthest and why?
• Who got left behind and why?
• How did you feel if you were moving fast and taking lots of steps?
• How did you feel if you were moving slowly and not taking many steps?
• Are there treats that apply to a lot of the characters?
• Are there characters who faced a threat that no-one else or very few others faced?

Tags

• GACTive
• gce
• global citizenship education
• SDG 13 Climate Action
• SDG 5 Gender Equality

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