Activities

Activity 1: Students should define the concepts of "safety" ,  "justice", and "environment". They will write their ideas on the class board. At the end there will be a collective description of these terms. The students will then try to connect their definitions to the environment and state examples. The teacher will then develop a discussion regarding elements that may be missing from the students presentation.

 

Activity 2: The students will apply what they have learned about environmental safety and justice t based on their observations and experiences. This could be done through taking photographs and sharing them in the class portal and subsequently discussing them in a class forum.   

Activity 3: Case study: The teacher will present an actual situation (i.e. developing beachfront property for commercial use,  building an electrical power station in urban areas, building parking lots, building recreational parks, building and expanding roads, etc. ).  The class will conduct a discussion concerning the situation from the vantage point of environmental justice and safety. They will suggest means of civil action that could be taken in order to improve the situation. This could also be done as a group activity with case studies distributed to various groups within the class. This can also be done as a "role playing" activity(community interest groups, journalists, developers,etc) 

Activity 4:  Students will watch Kate Raworth, who has devised the idea of 'doughnut economics, giving a TED talk:

Doughnut Economics


Figure 1 - Securing prosperity in the years ahead involves building on secure social foundations and respecting ecological limits. (After Raworth 2017

The diagram illustrates how the things which human beings need in order to flourish are linked (a) to ecological limits and (b) based on human needs. If we put too many demands on the environment we risk degrading the planet on which we depend.  If fail to create the conditions where everyone is able to meet their fundamental needs for water, food, housing and social justice we are creating deprivation and misery which is liable to get worse as resources became scarcer. The optimum position - the green area in the diagram - is a just and safe place for everyone and which we need to promote.  Students should discuss what they think prosperity means.  Is it just that some people are very rich while many are very poor?