← Climate Justice and Active Citizenship
Climate game
Inequality is the heart of climate justice. This game puts it in the room. Everyone starts on one line, and by the end nobody is standing on it.
Two notes. The manual’s 69-entry reference list was attached to this session because the bibliography followed the activity onto the same page in the source; it now sits in Before you start, where the compendium’s sources belong, and the prompts below are this session’s own. Separately, the ROLE CARDS and the scenario list were laid out in two columns in the source and were flattened into a single run of text on extraction, so the roles read as pairs spliced together — print them from the original rather than from this page.
How it runs
The teaching sequence as the manual gives it.
-
01
Give every learner a role card (Activity sheet below). Each card describes a real kind of life, almost all of them in India. There are 13 cards. Hand the same card to two or three learners in a large group, or leave cards out in a small one. -
02
Learners keep their role to themselves. Give them a few quiet minutes to imagine that person’s day — what time they wake, what work they do, what the house is made of, who else is in it. They will answer as that person. There are no right answers; they use their own judgement. -
03
Clear a space, or go outside. Line everyone up shoulder to shoulder, facing you. Read the 15 statements one at a time. A learner whose character would agree takes one step forward. A learner whose character would not stands still. Keep the steps roughly the same size — it is not a race. By the end the line will have broken apart. Then ask each learner in turn to say who they were. Ask whether they think they are standing in the right place compared with everyone else, and let anyone who wants to move, move.
Talking about it
Discussion points, worked examples and the handouts the manual prints with this session.
Points for discussion
Look at the shape of the group and talk about it. Who was pushed furthest forward, and in what ways is climate change already inside their life? Who barely moved? Why those people and not others? Is it fair?
Every role carries a gender. Ask learners whether the game would have gone differently if their character had been a man instead of a woman, or the other way round. The cards use male and female only, to keep the question answerable. Other descriptions can be used, and it is worth agreeing the words with the class first.
Then ask what else, apart from the weather, decided where a character ended up. Money. Work. Gender. Schooling. Whether the family could move. Whether anyone in it had a job that still pays when you cannot go to it. Some learners will reach for the pandemic here, and it is a good example — a shock everybody met, and nobody met on equal terms. Climate change never arrives on its own. It lands on top of whatever is already there. Let learners argue it out.
CLIMATE GAME ROLES
Play the role of Play the role of A teenage girl who’s been excluded from A jet-setting international businesswoman school. You live in an urban slum next to who exports tropical fruit from India to one of New Delhi’s busiest European supermarkets. You live in a luxury neighbourhoods. villa on the beach in Goa, India.
Play the role of Play the role of A male sheep farmer living in the A female secondary school student living Mountains of Uttarakhand. You use the on Island, at risk of rising sea levels and farming methods you learned from frequent severe tropical storms. your parents and grandparents.
Play the role of Play the role of A skilled male worker in a car factory A male farmer with a small landholding in making petrol engine cars in Mumbai. North Western India, which has been affected by drought for the last six years. This year the rain has not arrived in time for you to plant your crops on time. Play the role of Play the role of A wealthy male lawyer who studied at A teenage girl who dropped out of school one of the most prestigious and sells snacks on the street for a living. international universities. You live in a Your home is situated in the crowded urban large farm house with a big garden in slum of Dharavi in Mumbai. the outskirts of Bangalore. Play the role of Play the role of A female part-time hotel worker without A fisherman living on the coast of Tamil Nadu any qualifications in a popular Indian where rising sea levels are eroding the beach holiday resort. You make beds and clean and making the fresh water supply salty. You rooms. need the beach to land your catch of fish every day. Play the role of Play the role of A highly educated female office worker A male who herds cattle in Shimla. Ground with a well- paid job in the IT sector in Water is becoming scarcer every year and Chennai, one of India’s fastest growing you have tried several times to seek help coastal cities. from the Government, with no positive response. Play the role of A low-paid female worker with basic skills at a new computer factory in Hyderabad.
CLIMATE GAME SCENARIOS
Read the scenarios out one at a time. A learner either takes one step forward or stands still.
Take one step forwards if:
1. Climate change has already made your everyday life worse in some way. 2. It has already cost you money, or made your life harder. 3. It has broken into your schooling, or your child’s. 4. You expect to change your work in the next ten years because of it. 5. You expect to leave your home in the next ten years because of it. 6. You expect to have to move to another country because of it. 7. You expect to be poorer in ten years because of it. 8. Your family faces the risk of going hungry because of it. 9. It is damaging the land, water or wildlife where you live. 10. Your life and your work put very little carbon into the air. 11. It is making it harder to get clean water for your family. 12. It is making you more likely to fall ill. 13. It will change your children’s lives a great deal. 14. It puts your life at risk. 15. You — the character, not yourself — would become a climate campaigner.
Where this comes from
Bridge the Gap is a compilation. This is what the manual records for this session.
The manual prints no source for this session. It is published here as Swechha has used it, adapted over years of classroom work; if you recognise its origin, tell us and we will credit it.
Before you start sets out where the compendium as a whole comes from.
Next
Where to go from here.
Previous session
The climate justiceClimate Justice and Active Citizenship, 3 of 4The theme
Climate Justice and Active Citizenship4 sessions and the background readingAll eight themes
Teach43 sessions across 8 themesUnderstand the data
- How India counts<br>environmental deathsOne annual table, one cause per death — and the largest killer in it is the one nobody writes about.
- What is a heatwave?In India it is a defined meteorological event, and the definition is not simply "very hot".
- What counts as extreme rainfall?IMD's day categories — and the reason a day is the wrong unit for a cloudburst.
