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8/3/2019 Gua para profesores -JDU_teachers Guideline
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Dearteachers,
Welcometojugenddenktum.welt!
Wewouldliketothankyouandyourstudentsfortakingpartinourprojectjugenddenktum.welt
andwearelookingforwardtoworkingwithyou.Youwillbesupportingausefulinitiativewhichwill
benefitbothyouandyourstudents.Together,wewillbackeachotherupandsupporteachotherin
ordertocreateabreedinggroundforsomeexcellentworkthatweaimtodowiththeyoungpeople.
Over the coming months, the school routine will be characterised by new experiences and
encounters.Thus,youandyourstudentswillbegivenanopportunitytobreaknewgroundbesides
theconventionalcurriculumandtoexperienceglobal,interconnectedandpracticallearning.
Forus to accomplishourprojectsuccessfully we rely especially on your help andcooperation. Aproject of such potential and withDrAngela Merkel and DrHans-Gert Pttering as patrons will
attract both national and international attention. If our initiative is to set an example, the
participantsmotivation shouldbe thedriving forceforpromotingtheproject.Onourownbehalf
andalsoonbehalfofourdedicatedsponsors,wehopethatthecooperationwillbeassuccessfulas
possible.Ofcoursewehopethatthiswillnotbejustachoreforyou.Firstandforemostwewantyou
andyourstudentstoenjoyourprojectandleaveyouwitha lastingpositive impressionwhenit is
over,andtogiveyounewinsightsthatmightalsobeofuseinyourpersonaljourneythroughlife.
To give you an ideal introduction to the project and explain the thinking behind jugend denkt
um.welt,wewould now like to outline to you why a project on sustainability and ecology is so
important.Whydidwestarttheproject?Whatarethegoalsofjugenddenktum.welt?
Also, thedescriptionsof theproject stagesandthe timetablewill help youplan your classesand
workwithyourstudents.
Under the patronage ofFederal Chancellor
Dr Angela Merkelund
MEP Dr Hans-Gert
Pttering
jugend denkt um.welt Louisenstrasse 93 01099 Dresden -Germany
Projectguidelinesforteachers
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Theprojectsbackground
Newsabout climateandnaturaldisastersnowadaysseemtobepartofoureverydaylives.Atthe
sametime,weoftenreactindifferentlyorsimplycannotcope.Againandagaintherearereportson
extremedroughts andthefamines they cause,soil contaminationcausedbyoil tankeraccidents,
nuclearpowerplantsoutofcontroland thedeforestationofrainforests that isdisastrousbothto
humanbeingsandanimalsorthepollutionoftheatmospherebyCO2andmanyotherpollutants.
Each day wealsohear that Young people are our future. But are the impulses for the future
generations the right ones for them leading their own lives in a conscious, self-determined and
responsiblewayconsideringthecomplexglobalchallenges?Arethereenoughnecessaryincentives
forteenagersandyoungadultstocontributetoshapingsocietyinapositive,activeandsustainable
way?Dotheyhavetherightrolemodelsforthat?Consideringtheeffectsofglobalclimatechange,
thedestructionofnatureandthesufferingthisiscausing forsomanypeoplewealsoneedtoask
ourselveshowwecanpreventyoungpeoplefromlosingthecouragetointerveneandtakingastand
for the topics closely related to global ecology: global justiceandensuring that everyones basichumanneedsaremet.
Therefore,jugenddenktum.welttakesaholisticapproachbecauseitis notjustaboutprotecting
nature and environment but also about fundamental questions of social coexistence, students
participating in politics, international understanding and independent, reflective actions of
individualswithinabodypolitic.
Thejugenddenktum.weltinitiative
Ourinitiativeaimstoencouragestudentstoplayapositive,activeandcriticalpartinmeetingthe
challengesofthe21stcentury.Becausethreethingsdefinitelyarecertain:
First:Withourwaysofdoingbusiness,ofconsuming,ofactingpoliticallyandusingthegiftoflifeon
ourplanet,we arealreadydeprivingtodaysyoungpeopleaswell asall futuregenerationsof the
prospectsofadesirable futureindignityandharmony.Butthisgenerationbear noblameforthe
climaticandenvironmentalhangover.
Second:Ecologyisatopicthatappliestonearlyallareasoflifeandhasnoborders.Soonerorlater
thepeopleinindustrialisedcountrieswillbejustasaffectedbythedamagesasmanyemerginganddevelopingcountriesalreadyare.Itisthereforeaboutourglobalenvironmentinitsentirety.
Third:Thedestructionofourplanetcanonlybestoppedifwescrutiniseandactuallychangeour
attitudenowbeforeitistoolate.That,inturn,requiresawarenessandconsiderationand,toa
greaterextent,aradicalre-thinking.
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Theprojectsgoals
1. Raisingindividualandsocial awareness: An importantgoalofjugenddenkt um.weltistomakestudentsawareofboththedrasticdevelopmentofecocideandtheneedforaction.
Theyshoulddevelopanunderstandingforaself-responsiblelifeandsummonupthecourageto change something in their localandglobal living environment. It is about avoiding old
mistakesandactingtogetherresponsiblyinfavourofaglobalsocietyworthlivingin.
2. Breaking with counterproductive thought and action patterns: The motivation anddynamicsofyoungpeopleinparticularcanhelpgivegrown-upsanddecisionmakersawake-
upcallandwinthemoverforanenvironmentallysustainablelife.
3. Intercultural,tolerantandsociallyinclusiveinteraction:Unfortunately,xenophobia,racism,sexism, homophobia and social exclusion are still ever-present phenomena in nearly all
societiesaroundtheglobe.Wewouldliketoconsciouslysetacounterpointandunitepeople
fromasmanycultures,religions,socialbackgrounds,ethnicgroupsandlifestylesaspossible.Therefore,studentgroupsfromEurope,Africa,LatinAmericaandAsiawillbecomeapartof
jugenddenktum.weltinthesecondphaseoftheproject.Theycancontributetomakingthe
visionofoneworldarealitybythinkingandre-thinkingtogether,discussing,learningfrom
eachotherandfinallytakingaction.
4. Aimingforand implementingdiverselargeand smallsolutions:Withintheproject,actionplansshallbecreatedandapproachesdeveloped.Attimes,thesecanbeobviousandall it
takesisajointefforttoputthemintooperation.Here,theindividual,societyasawhole,
politicsandindustryhavetofulfilltheirpromises.Complexproblems,however,mayinvolve
long-term, in-depth debates and ongoing interaction with different players and
representatives from society. But the crucial message has to be: Everybody can do
something!
5. Working together - on global and local level: Local problems often result from globalproblemsandviceversa.Therefore,it isabouttakingtheserelationships intoaccountand
connectingbothgloballyandlocallyinordertobecomesustainablyactiveonbothlevels.Itis
important to differentiate between the initial situations, the potential action and the
constraints of the developing, emerging and industrialised countries without constantly
pointingthefingerateachother.
Itisthereforenotenoughtoonlyissuewarningsregardingthefutureitisnowaboutre-thinking,
actingandsettingexamples!
Thecoretopics
Climate,environmentandsustainabilityareconceptsthatcanprovideplentyofoptionsforaction.
Thefollowingsectionsgivethestudentstheopportunitytoconcentrateonreal-lifeaspectswithin
theseabstractconceptswhilebecomingactivelyinvolvedinvariouswayswithregardstotheirown
wishesandinterests.
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1.Mobility
Beingmobileoftenmeansemitting high levelsofpollution into theenvironment. Butit does not
have to be like this. There are many alternative means of transportation and ways to reduce
dependency on crude oil and other non-renewable resources. All-inclusive information and
guidancesystemsaswellasa sustainabletransport andenvironmentpolicybecomeincreasinglyimportant.Studentswilllearnaboutthistopic.Withincreasingairandroadtrafficandtheresulting
negative impacts on the environment, the students shall furthermore discuss in detail how the
transportationsystemcanfulfiltheobjectivesofamoresustainablemobilityandenergypolicy.
Guidingquestions:
Which important facts, developments and arguments can be found on the topictraffic/mobilityregardingeconomical,ecologicalandsocio-politicalaspects?
Howcananalysesofthecurrentandfuturetrafficvolumeonanationalandgloballevelbeevaluated?
Howcannegativeimpactsontheenvironmentcausedbytrafficbereduced?
Howcanbothhighlyefficientlydesigned conventionalandalternativedrivingconceptsaswellasinnovativefuelsolutionsinthetransportsectorcontributetoclimateprotection?
Whataretheeffectsofdifferent politicalmeasuresonchangestothesupplyanddemandoftransport?
Howcancompaniesmaketheirlogisticschainmoreenvironmentallyfriendly?
Howcan leisureandtourismtransportaswellasthetransportvolume beorganisedinamoreenvironmentallyfriendlyway?
Whatdoessustainable,urbantrafficplanninginvolve?Howcanitbemeasuredwithrespecttonoise reduction,roadsafety,sufficientlocalsupplyof goodsforeverydayneedsor low-
trafficsettlementstructuresforexample?
Is the short-distancepublic transport system environmentally friendly? How are citizensincorporatedinplanninganddecision-makingprocesses?Howarenon-motorisedmodesof
transportpromotedandimplementedlocally?
What kinds ofsustainable transportsystems are (financially,physically and intellectually)accessibleforeverybodyandjustasattractive(userfriendliness,inasymbolicway)?
How does the behaviour of individuals have to change in order to not endanger theenvironmentanyfurtherthroughgreatermobility?
Whattypesofenvironmentallyfriendly vehicles have been developed?What innovationsdoessciencehaveinstore(hint:electro-mobility)?
Isthereadequatesupportfortheproductionanddistributionof low-emissionvehicles (inpublicandprivatepassengertransportation)?Whatarethereasons?
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Whatisexpectedofthecarofthefuture?
How environmentally friendly mobility be implemented in industrialised, developing andemergingcountries?Whocan/hastohelphere?
Whataretherolesoftelematicsintransport,drivingassistancesystems,Mobilcard,mobilitymoneyormobilitymanagement(carsharing,forexample)whenitcomestotheconceptof
sustainability?
2.Consumption
Consumption,meaning consumingandusinggoodsandservices,especiallyinwesternindustrialised
countries,oftenreflectspersonallifestyleandinvolvesfarmorethanjustsatisfyingbasicneeds.The
resultismassivedamagetotheenvironmentandnaturecausedbyhumanconsumptionpatterns.
Sustainableconsumptionalsocalledecologicalorethicalconsumptionreferstothe deliberate
purchaseofenvironmentallyandsociallysustainablyproducedgoods.Aspart of this core topic, thestudents shall criticallyexamine theconsumptionpatterns of their
society and culture as well as their own and critically deal with the various dimensions of
consumption.
Guidingquestions:
What is the connection between climatic and environmental changes and living (power
consumption,buildingmaterials),food(localproducts,organicfarming,meatconsumption,
fairtrade),clothing(workingconditions,CorporateSocialResponsibility),mobility(car,rail
andwatertransport),tourism(airtraffic)andfinancialservices(investment)?
Whataretheconsequenceofmodernconsumptionformankindandenvironment?Howdopeople(especiallyinindustrialisedcountries)consume?
What can be done to make politics, industry and society agree on goals and innovativeapproachesforsustainableconsumption?
Howdoconsumers influencemanufacturingstructuresandprocesses?
Howisitpossibleforpeopletoconsumewithoutlivingattheexpenseoffuturegenerations(especially regarding different dimensions of consumption)? How can economic,environmentalandsocialcostsbeminimised?
Whatstrategiesforsustainableconsumptionareexpertsdiscussing?
What aboutenvironmentalandfairconsumption in thecommunity, regionorcountryofeachyouthgroup?Howcanoneappealtothoseresponsiblelocally?
Whatistheculturalandsocialrelevanceofconsumptioninthevariousworldreligions?Whatdotheyhaveincommon?Whatisdifferent?
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Whattypesofconsumptionare notharmful?Howcanwemakeourown homes,schools,youth clubs etc. environmentally friendly (for example when partying: disposable and
reusable dishes; food offered: organic, fair, regional, vegetarian alternatives, fair trade
coffee/tea;energysavingbulbs,powerstrips,recycledpaperetc.)
Whereareresourcesoftenwastedineverydaylife?Whereis toomuchbeingused?
Whatcriteria forsustainableconsumption thatcanbeused for specificrecommendationsforactionhavealreadybeenestablished?
Is theconsumptionof products labelled sustainablymanufactured amere pretence forcontinuingunchecked consumptionthatis being justifiedby that label?Does theindustry
oftenbasicallyjustgreenwashus?
Issustainableconsumptionan illusion?Istheresuchathingassustainableconsumptionorisitacontradictioninitself?
3.Energy
Oneofthemostimportanttopicsforthefutureisincreasingenergyconsumptionandtheassociated
environmental,economicandsocialproblems.
Forthestudents,itisaboutinvestigatingtheefficiencyof renewableenergysources,wheretheycan
beusedandwhatpotentialfuturedevelopments this fieldmighthold,becausejustsavingenergy
doesnothelpanyone.Itisimportanttoknowabout alternativestocrudeoil,coalandotherfossil
fuelsaswellastonuclearpower inordertoescapethetrapthatthelinkbetweengrowth,wealth
andincreasinguseoffossilfuelsforms.
Guidingquestions:
Whatarethelocal,regionalandcountry-specific scenariosandpredictionsforthefutureforfossilenergysources?
Whatrecommendationsandstrategiesforactionexistwhendealingwithandusingenergy?
What is the relation between energy consumption, contaminant impact and the socialsituation in developing and industrialised countries on one hand and the national
contaminantimpactandenergyconsumptionandthesocialsituationontheotherside?
Howcanpapersoncurrentandfutureenergyconsumption(onnationalandgloballevel)beevaluated?Whatarethetextsstrengthsandweaknesses?Fromwhichpointofinterestwas
itwritten?
Whichcountrieshaveaparticularlyhighenergyconsumption,whereisitverylowandwhatarethereasonsforthis?
Who are the perpetratorsandwho are theaffected when it comes to climate-damagingenergyconsumption?
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Whatarethe interestsofthedifferentlocalandglobalpartieswhenitcomestoenergy?Howcanthisbeevaluated?Whatcanbeassumed?
What practical possibilities are there for the individual as well as for politicians andindustrytoadvocatetheincreaseduseofrenewableenergyresources?
What local, regional and international measures already exist when it comes to using
renewableenergiesandwhichshouldbetaken?
Whatcurrentactivities andprogress insocial learninganddecision-making (regionalandinternational agreements and conventions for example) are there regarding the use of
renewableenergies?
With regard to the consequences for the environment and social justice: How can theindividualwaysofusingenergythatarelinkedtotherespectivelifestylesbedescribed?
Fieldworkacentralelementofeducationalwork
Ontheonehand,fieldworkcomprisestheinvestigationandgatheringofinformation,theoretical
relationships and aha-experience concerning our climate and environment. That means: the
students aresupposedto trytounderstandand familiarize themselveswith theabove-mentioned
topics, to analyse them, to form their own opinion about them and to intensely discuss them
together with experts. This will lead the students to gain awide knowledge of this field and to
research into theirquestions:Whocanbeheldresponsible for theclimatechange?Whydoesour
world have to suffer so many different environmental disasters? What are the respective
consequencesforplants,animalsandthehumanslife?Towhatextentarepolitics,economyandthe
partly irresponsible exploitation of natural resources related to one another? Why do themajor
internationalclimateandenvironmentalconferencesfailagainandagain?Whatcanwedo?What
happensifwejustgoonasbefore?
Ontheotherhand,wewantthestudentstodevelopandtryout practicalpossibilitiesforactionin
theirrealenvironment andtoproposesolutionsorto takeconcretemeasuresfortheirownlocal
sustainability projects. When the students think about sustainability and the environmental
problemsevenwithintheirnormalrealityoflifeandoutsideofschoolandwhentheyassumeakind
of vanguard role in doing so, we may consider our project as successful. The projects quality
indicatoristhepracticalfieldworkwithintheframeofwhichthestudentsareoughttoparticipateactivelyandresponsiblyinasustainablewayin(small) environmentprojectsinitiatedbythem on
site.
Afurthercrucialpartofthefieldworkisthe creativeuseofmedia,thepublic,advertisementand
film.WithintheInternetEra,themediumfilm/videomeansacentralmediumofcommunicationand
expression, which is why the project is characterised especially by filmworkshops and intense
screenplaywork.SeePhase2andPhase3aswellasappendixITheimportanceofmediaskills
ineducationalworkforfurtherinformation.
Pleasenote:Thefieldworkmightbecarriedout inadditiontothenormallessonsand/orintegrated
intotheexistingcurriculum .Withregardtomodernlearning,theprojectstopicsandtasksshould
bedealtwithindifferentsubjectsinan interdisciplinaryway.
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Scopeoftimeofthefieldworkandprojectwork
In case of taking the interdisciplinary approach of integrating the project in different subjects,
approx. 3 to 5 hours per week should bededicated to fieldwork and research (countingall the
respectivesubjects). Iftheprojectisnotdealtwithindifferentsubjectsorifitisnotapartof the
normallessons,an individualweeklyormonthlyschedule canbeagreedonwiththecoordination
team.Furthermore,itshouldbeouraimtoinitiateexemplaryactivitiesinthestudentsfree-time,
too.
Suitablesubjects(examples)
Geography
Knowledgeaboutclimaticregionsandworldregions/countrieswhichsufferextremelyfrom
environmentaldamages/theclimatechange
Biology
Biologicalprocesseswithintheclimatechange Environmentalproblemscausedbyhumanactivity When to consider a forest as healthy? What is clean water? When to consider air as
polluted?
Whatdoesecologicalagriculturemean?
Physics/chemistry
Physical/chemicalprocessesofrenewableenergies Howdoesnuclearpowerwork?Whataretherisks? Differencebetweenenergysavingbulbsandconventionallightbulbsetc.
Englishasaforeignlanguage
AsgreatpartoftheinternationalcommunicationisheldinEnglish,thestudentscanpractice
theirlanguageskillsandatthesametimelearnabouttheprojectcontents
Nationallanguage
Textwriting:Howtoarrangeinformationonflyersinaninterestingandappealingway? Whatdoprojectapplicationtextshavetobelikeinordertoberegardedworthyofsupport
by governmental and non-governmental institutions (pragmatic, interesting, informative
etc.)?
Howtopresentaproject concept topotential sponsors/cooperationpartners/the generalpublic?
Howtoimprovewrittenandoralexpression?
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Art
Filmasamediumofart/Howtoshootaspot? Whatmightbethebenefitoffilmspots? Whatiscreativeadvertisement? Howtodesigninterestingflyers/printedmedia? Canartbesustainable/ecological?Rubbishart/recyclingart Ecologyandsustainabilityasthemesofart
Computerscience
Howdoweb-basedsocialmediawork? Thetechnicalbackgroundofleavingblogcomments Howtomaintainawebpage?
Religion/ethics
Whichethic-moralaspectsconcerningthehandlingofourenvironmentandnatureshouldbepartofourexistence?
Howdophilosopherstackletheproblemsofsustainability? Whichroledothedifferentworldreligionsconcedetoenvironmentandnature?
The new jugend denkt um.welt web portal a medium for
internationalcommunication
From themiddle of November 2011 on there will be available an interactive internet platform
serving as permanent communication and representationmedium ofjugend denkt um.welt that
allows all participating students from all over the world an intense, persistent and interculturalcommunicationwitheachother.Thestudentsaresupposedto getdirectlyintouchwitheachother,
todiscussquestionsand ideas,toextend their knowledgeandtoget internationallyconnected.
Apartfromthis,thewebpageismeanttopresent jugenddenktum.weltaswellasthestudents
resultstotheinternationalpublic.
Characteristicsandfeaturesofthewebpage:
Bilingualism. The web portal will be available in German and English. The publiccommunicationwillbeheldmainlyinEnglish.
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Videoblog.Eachparticipatinggroupofstudentswillbeaskedtokeepavideodiarywhichwillreflectina creativewaythestatusoftheirfieldwork.Thesevideodiariescanthenf.i.be
commentedbyothergroups.Besides,itwillbepossibletouploadfurthermediatotheblogs.
Via chat forums and furthersocial-media-offers the students can get in touch and swapideaswitheachother.
Each climate-ambassador-to-be will be provided with an individual online user profile.Additionally, each student group will have the possibility to present themselves on their
projectandgrouppage (containinginformationaboutthegroup,ownprojects,thespecific
country,region,city,school)
Knowledgeandeducationportal.Inthecourseoftheproject,thewebplatformwillbecomea useful hotchpotch of information regarding the central climate and environment
discussions.Duringtheintroductoryphase,inparticular,whichlaststillJanuary2012,there
will be important text references and links availablehere for the students. Continuously,
therewillbemoreandmoretextdocuments,filmsandquizzesavailableduringthecourseof
theentireproject.
Presentationofthejugenddenktum.weltinitiativetothenationalandinternationalpublicinterestedintheproject.
Pleasenote:Astheinteractiveeducationandcommunicationportalisstillunderdevelopment,there
isonlyaGermanpre-versionaboutthefirsteditionof jugenddenktum.welt(2008/2009)availableat
themoment.
TheprojectphasesAstobeseenindetailinthefollowing,thefieldworkwithintheframeof jugenddenktum.weltfrom
Octoberto January2012will bedeterminedby theself-headedworkingout ofthebasicsofthe
groupoftopicsClimatechangeandsustainability.Thestudentgroupswillbesupportedintheform
ofmonthly tasks settingworking fields andsteps forthe fieldwork. FromNovember 2011 up to
February2012thefirstworkshopweekswilltakeplacewithexpertsfromjugenddenktum.weltand
otherorganisationsinthestudentgroupscities .Onthebasisoftheknowledgegainedduringthis
introductory phase, the student groups will develop their first concrete proposals for a local
sustainabilityprojectuntiltheendofJanuary2012.Theweeksbeforethe internationalfieldwork
workshop inFebruary 2012will bededicatedmostly to the elaborationof a presentationof the
plannedlocalproject.Duringtheworkshopweek,thestudentswillcommonlydevelopfurthertheproject concepts. Hereafter, it will be the students task to implement their local sustainability
projectsaswellastheirself-developedmediaposts(filmspots)inordertoacquireaninternational
voice.Thehighlightoftheprojectwillbethegroupspresentationoftheirresultstotheinternational
publicduringthe InternationalYouthClimateSummit inBerlinattheendofJanuary/beginningof
February2013.
Simultaneously, with the mentioned working fields the students will be givenmonthly subtasks
whicharetobedocumentedandpresentedonthe jugenddenktum.weltwebpageandonavideo
blog.
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Theprojectphasesindetail
Startinginthemiddle/attheendofNovember2011eachgroupofparticipantswillreceivea starter
kit containing information material as an approach to the mentioned group of topics Climate
changeandsustainabilityas well asa small surprise (give-aways). Furthermore, it is foreseen to
providethegroupswithastudent-guideline,i.e.a projectbrochurefortheambassador-to-be.Thestarterkitwillbesenttotherespectiveschooladdress.
Phase1:Warmupandintroduction(asofnow)
Before receiving the starter kit, the students are asked to attune themselves to the project, to
familiarisethemselveswiththegeneraltopicandtoalreadyproceedtoaction.Forthisreason,we
havepreparedinitialtasksforthestudentsandwewouldliketoaskyoutoworkonthemtogether
withyourstudentgroup.
Task1Attunement(15.Octoberto15.November2011)
Target:
Toapproachtheheart of the project interms of content and get a feelfor the problemdimensions.
Todo:
Despite the fact that thestudentswill receive a concrete project guideline only with thestarterkit,wewouldliketoaskyoutoexplainthemtheidea,targetsandcurrentscheduleofjugenddenktum.weltalreadyinadvance.
Please try to familiarise the students with the idea of being part of an exciting youthmovementwhichis ina position to change a little bit of ourworld every day andwhich,
however,devolvesresponsibilitytoeachofthem.
Usetheintroductorylessonstodiscusseverythingthestudentsalreadyknoworshouldknowabout theclimateandenvironmentalproblems.Discusshow togainanoverviewover the
climateandenvironmentaltopicsstepbystepandhowtoproceedinordertoachievethis.
Task2Familiarisationwiththetopicofclimatechange(15.Octoberto30.November2011)
Target:
Tofamiliariseoneselfwith thecentralaspectsofthe groupoftopics Climatechangeandsustainability.
To createan initial basis of decision-making for thedevelopmentof a local sustainabilityprojectwhichdealswithrelevantlocalproblems(seebelow,phase4).
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Todo:
Initialstructuringofthetopicofclimatechangebymeansofself-developedcentralquestions(causes,correlations,impact,countermeasuresetc.)
Pleasenote:
Fromthe15.Novemberon,the studentswill findimportantmaterialfor theintroductoryphase on thejugend denkt um.welt web platform. Furthermore, the starter kit contains
informationmaterialtobeanalysedcriticallybythestudents.
Once having finished the explained general introductory phase regarding the topic ofclimatechange,themonthlytaskssettothestudentgroupsviathewebpagearegoingto
pickupandtreatstepbystepthecentraltopicsofmobility,consumptionandenergyaswell
asthecorrespondingcentralquestions.
Task3Creationofasustainableclimateambassadorshirt(15.Octoberto15.November2011):
Target:
Tocreateajugend-denkt-um.welt-shirtforeachclimate-ambassador-to-be,producedinsituinanecofriendlywaybasedonthefairtradeprinciples.
Toknowabouttheframeworkconditionsoftheinternational,nationaland,ifany,regionaltextileproductionaswellasaboutthecorrespondingecological,socialproblems/chances.
Togainfirstexperienceinthefieldofpracticalfieldworkandprojectorganisation.
Topresenttheresultsofthisfirststeponthegrouppageoftheinternetplatformwhichwillbeavailablelateron(approx.1A4-page,theonlineformwillbeavailableasfromthe15.
November).
Todo:
Please analyse the question of what ecologically sustainable production of goods andsustainableconsumptionmeananddiscusstheecologicalconsequencesofnon-sustainable
textileproduction,inparticular.
Whichroledoesthetextileindustryplayinthehomelandofyourstudentgroup?Areclothesproducedinanecofriendlyway?Towhatextentdopeopleknowaboutthis?Arethereany
differencesfromonenationtoanother?
Drawupacriteriacatalogueforashirtproducedinasustainableway.
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Askforpossibilitiesinsitutobuyashirtthathasbeenproducedfairlyandsustainably.Isthereaproviderofecofriendlyshirtprints?Askfortheworkingandproductionconditions.
Inquirepricesandlookforpotentialsponsorstofinancetheshirts.
Hand inthe informationabout theproductionandprintingconditionsaswell aspotentialshirt sponsors until the 15. November. Once having checked the information, the
coordinationteamwillsendyoutheshirtdesignforprinting.
Should you fail in finding sponsors for buying and printing the shirts, please let the
coordinationteamknowtherespectivepricesastheywillthenpaythecostsaslongasthey
donotexceedacertainlimit.Assoonaswehaveansweredallthesequestions,theshirtscan
bepurchasedandprintedonsite.
Phase2:Startupandvideodiary(StartingattheendofNovember2011)
OncetheWarm-upphasehasfinished,thenewjugenddenktum.weltwebplatformwillbeavailable
andyouwillreceivethestarterkitswiththevideocameras.Fromthistimeon,youwillbesentby
thejugend denkt um.welt team concrete tasks concerning a specific environmental, climate or
sustainabilityaspectfortheclimate-ambassadors-to-beonamonthlybasis.
Subsequently, the results of these tasks will be documented indifferent ways on the web page
makingthemtransparentfor theother studentgroupsaswell asforthe internationalpublic.Onepartofthemonthlytasksisthestudentsvideodiarywhichwillbeavailableonthewebpage,too.
With the help of this video blog, the students are supposed to present the development and
productsoftheirwork,theirthoughtsandideasintheformofvideodiarypostsonaregularbasis
throughouttheentireproject.
Thus,thevideoblogservesto:
makethestatusandprogressofworktransparenttotherespectivestudentgroupsandtowardsthepublic,
arousetheinterestofnon-participants,
reflecttheownprojectwork,
practice the use of themedium film (exploit creative potentials, practice different worktechniques and methods: f.i. conduct interviews with passers-by, classmates, teachers,
parents,friends,politiciansetc.(raisequestions,presentviewsandopinions), filmonesown
environment(revealdeficienciesorofferproblem-solvingapproachesinonesowncity)and
smallerclimatecampaigns (campaignseffectiveasgoodpublicity,smartmobs,information
events,)and
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usepartsofthevideopostsforthedocumentaryfilmaboutjugenddenktum.welt.
Eachstudentgroupwillbeprovidedwithavideocamera foroneprojecteditioninorderto shoot
theirownrespectivevideopostsforanonlinevideodiarywhichwillbeavailableonthewebpage,
too.
1
Procedure:
Eachstudentgroupasateamshootstheirownvideopost(duration:max.1h)respectivelywithdueregardtoaspecifictopic.
Thevideopostofeachgrouphastobe finishedbytheendofeachmonth(lastdayofthemonth).
Atthebeginningofeachmonth,the coordinationteamannounces thetopicofthevideopost,inmostcasesstronglyrelatedtothemonthlytasks.
Oncehavingfinishedshootingtheirvideo,thestudentswilluploadittoawebspace(furtherinformationtobeannounced). A video cutter will then access the raw material in the web space and bring it to the
respectiveshape.Thecutversionofthevideopostwillnotexceedthedurationof 5minutes.
Afterthat,thepostwillbeavailableonthejugenddenktum.weltwebplatform.
Therearenoextraordinary videoformatrequirements(preferredformat:.mov;1280x720HD;compression:H.264).Nevertheless,youshouldwatchoutfora goodimageandsound
quality.Thestudentswillreceiveashort introductiontofilmingwiththestarterkit.
Inthecourseofthesecondedition,thestudentsvideopostsaremeanttoanswerthefollowing
questions:
Whatistheexperiencethestudentsgainedinthecourseofthesecondeditionwiththeirown sustainability project (reactions of friends, passers-by, their hometowns
representatives etc.)? Have they detected a lot of problems and difficulties or does
everythingworkoutmucheasierthantheyhadthoughtbefore?
Anynewlessonsthestudentshave learnedthismonth?Anyaha-experiences? Arethestudentsmakingprogresswiththeir fieldwork? Have thestudents already triedandmanaged togetintouchwiththestudentsfromthe
otherparticipatingnations?Dotheylikeworkingtogetherinoneinitiativewithyoungpeople
fromotherpartsoftheworld?
Which general problems have they met related to the central topics of consumption,energy/resourcesandmobility?
Havenewquestionsintermsofcontentemerged? Whatdotheylikeaboutjugenddenktum.welt,whatseemstobedifficult?
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Phase3:Insituworkshopsconcerningthetopicsofclimatechangeandnewmedia
(fromNovemberon)
Duringafirstworkshopwithexpertsandprofessionalscarriedoutinsitutheclimate-ambassadors-
to-bewillbefamiliarisedwithimportantcontentsandskillsinthefollowingfields:
Climatechangeandsustainability:Anintensestudyofthetopicsfromaglobalpointofviewaswellaswithregardtonationalkeytopicsworkedoutbythestudentsthemselves.
Newmedia/film:Gettoknowadvertisingstrategies,practiceadvertisingmethodsandseehowtoimplementthemforownpurposes.
Theaimistoprovidethestudentswithknowledgeandtomakethemachievedesign,mediaand
communication skills through praxis-oriented training. A crucial element of this praxis-oriented
trainingisacreativesub-projectwithintheframeofwhichthestudentswillhavethepossibilitytocomeupwithideasforafilmspotregardingthetopicof climatechangeandsustainabilitytaking
intoaccountthefocusedaspectsofconsumption,energy/resourcesandmobility.
Withthehelpofprofessionalinstructionandequipment,thebestfilmideaswillbeshotduringthe
consolidation workshop (see below). Here, the students are invited to give free rein to their
creativity.Thepointistoshootinnovativespotswithaclearmessagewithreferencetotheproject
topicsaswell astoglobalandlocalproblems.For furtherinformation,pleaseseeappendix IThe
importanceofmediaskillsineducationalwork.
Timeframe:Thereshallbeapprox.5daysofworkshopswhichwilltakeplace inwinter2011/2012.
Theprojectcoordinatorswillsuggestapossibledateaccordingtothelocalschoolholidayswhichwillthenbesetupwiththeteachersofeachstudentgroupindividually.Sincetheteamofjugenddenkt
um.weltwillvisit12studentgroupsin11countrieswithinashorttime,anexactarrangementiskey
alsowithregardstoecologicallysustainablemobility.
Phase4:Draftingoflocalsustainabilityprojects(fromDecember2011)
FromOctoberuntilDecember2011,eachgroupwillworktheirwayintothetopics climatechange,
mobility,consumptionandenergysupportedbytheirmentors(teachers,experts)andwiththehelp
of thematerial provided aswell as own research material.After analysing reference points on a
global level, it is about generating reference points, problem areas and fields of action, findingpractical cases for examination (for example during field trips at school), developing solutions
especiallyregardingthetopicsenergy,mobilityandconsumptionandfinallyplanninganddefininga
concretelocalsustainabilityprojectallonalocallevel.
Theonlypremise for the localproject isthat atleast one ofthe sub-topics sustainablemobility,
sustainableconsumptionandsustainableuseofenergyand resources takesupamajorpartwithin
theproject.Thetutorsshalladviseandactivelysupportthegroupsatanytime.
Inordertoreceiveupto1.000EURforfinancial supportformakingtheirprojectreality,allstudent
groupshavetosubmittheirplansforlocalprojectstojugenddenktum.weltforexaminationusinga
provided form. Important for theevaluation of the field work projects are notonly thejustified
relevanceforlocalsustainabilitybutalsoandespeciallythe potentialforactivationforthirdparties,
measurable targets aswell as thestructural sustainability in thesense of continuing theproject
beyondthefundingperiod.
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Anotherpartofsustainableprojectdevelopmentisfurthermorethatthegroupsmakeoutpotential
media partners and local sponsors in time and receive support for implementing their local
sustainabilityproject.Uponrequest,wewillgladlyprovideyouwithprojectmaterial(texts,pictures
etc.). Theaim is to include regional andnational public. Theguide projectmanagement in the
starter pack provides you with further assistance. Please see Annex II Notes on the localsustainabilityprojectsforfurtherinformation,thoughtsandideasonthesustainabilityprojects.
Timeframe: From December 2011 on, concrete project ideaswill be gathered and concept and
realisationplansforthelocalsustainabilityprojectwillbedeveloped.Theinterimtargetisthateach
grouppresentsanddiscussestheirprojectideatothestudentgroupsduringtheinternationalfield
workworkshopinWolfsburg/Germanyin February2012.Thestatusofproceedingsoftheconcept
preparation is tobe sent tothejugend-denkt-um.welt-coordination-teambefore the international
workshop.BytheendoftheworkshopweekinWolfsburg,alltheprojectconceptsshouldbeready
workedout.
Phase5:InternationalworkshopinWolfsburg/Germany(February2012)
AttheoneweekinternationalworkshopinWolfsburg/Germanyin February2012,12studentgroups
from11countrieswillmeetforthefirsttime.Duringtheworkshopweektheywillbegivenenough
spacetogettoknoweachother,toexchangeandextendtheexistingknowledgeofthegroupsand
carryoutcollectivefieldwork.Theaimsaretheinterculturalexchangeandnetworkingamongthe
studentsaswellasthepresentationanddiscussionoftheinternationaldimensionofclimatechange
fromthepointofviewofthejugend-denkt-um.welt-movement.
The supporting programme is a mix of experts' talks, practical workshops and field trips. The
studentswillalsobetaughtinthesectorsofprojectmanagement,mediaworkandPR.
InWolfsburg,eachstudentgroupwillalsopresentinterimresultsusingtheirworkedoutknowledgeand their acquired competences regarding the discussion of local sustainability problems and
solutionstrategiesaswellasafirstconceptoftheplannedlocal sustainabilityproject.
A very important question is, towhat extent local and regional characteristics require individual
solutionstrategiesandwhethertheyhaveapositiveimpactoncommonglobalproblems.
Sinceoneofthefocustopicsofjugenddenktum.weltliesintheareaof"sustainablemobility"there
willbetheopportunitytovisitthelabsand factoryhallsofVolkswagenAG inWolfsburg,tolearn
about futurologyofEurope'sbiggest representativeof the car industry and to enter intodirect
dialoguewiththecarcompany.Thestudentsalsogetthechancetodiscussandfurtherdeveloptheir
earlierworkedoutvisionsandpossiblesolutionsregarding"sustainablemobility"togetherwiththe
VWrepresentativesandexternalexperts.
AnotheradditionalmainfocusofthesupportingprogrammeinWolfsburgispersonaldevelopment(e.g.theatreworkshops),presentationtechniquesandmediaskills.
Timeframe:oneweek(approx.8days)inFebruary2012
Phase6:Follow-upworkshopclimatechange/"newmedia"onsite
(startingMarch2012)
Between spring and summer 2012, there will be another follow-up workshop for the respective
studentgroupsinWolfsburg.Oneortwomembersofthejugend-denkt-um.welt-teamwilltravelto
thegroupsandwillcarryouttheworkshopsonsiteincooperationwithlocalexperts.Duringthe
workshop, the students will be given the opportunity to creatively reflect on their experiences,
achievementsandproblemsontheirwaytowardstherealisationoftheirlocalsustainabilityproject.
TheJDUteamandtheexpertswillofferhelpandsupport.Theplanneddetailsareasfollows:
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TheIntensificationofknowledgeaboutclimatechangeandsustainability,eachmatchedwiththenationalfocuspointsthestudentshaveworkedout,
FurthertrainingintheareaofprojectmanagementandPR.Here,thestudentswillreceivehelpandadviceregardingtherealisationoftheirlocalsustainabilityproject.
Realisationofthefilmspotideas.Theearlierworkedoutconcepts(storyboard,scriptsetc.)forafilmspotaboutconsumption,mobilityandenergyregardingthesustainabilityideaand
therecentclimatechangewillnowberealisedbytheyoungparticipantstogetherwithfilm
professionals.
Thefilmspotsandothermediacontributionsbytheyoungparticipantswillalsobemadeaccessible
forthebroadaudiencethroughcorrespondinginternetchannels,filmfestivalsetc.
Timeframe: The intensification workshop on site is planned for spring/summer 2012 and will
probably take approximately a week again. The JDU-coordination-team will agree on a definite
scheduleforeachintensificationworkshopwiththeteachersofeachstudentgroupindividually.
Therequirementsofanecologicallysustainablemobility aswellasholidaysandexamperiodsof
thestudentswillbetakenintoaccount.
Phase7:Realisationofthelocalsustainabilityprojects(startingMarch2012)
BasedontheirexperiencesfromtheinternationalworkshopinWolfsburg,theparticipantswillstart
realisingtheirsustainabilityprojectsintheircities.Apreviouslyworkedoutplanoftimeandaction
(pleasehandinontime)offerthenecessaryorientation.Thefocusofthisprojectphaseisdirectedat
thepractical application, theacquired competencesand theexchange with other studentgroups
abouttheirprogressandthechallengesduringthecourseoftheproject.
Timeframe: the local sustainability projects should be carried out between March 2012 and
November2012.
Phase8:InternationalYouthSummitonClimate(approx.January2013)
At the International Youth Summit on Climate end of January/beginning of February 2013, the
studentsfromthe11participatingcountrieswillhavetheopportunitytopresenttheresultsoftheir
project,fieldworkandfilmspot andtodiscussproblemsandsolutionpossibilitiesforanincreased
sustainablechangeof thesocietywith leadingpoliticians,climateexperts, representatives of the
economyandtheinterestedcivilcompanywithinabroadrange.
Themainelementsofthesupportingprogrammeareasfollows:
Workshopswithexpertsoftheenvironment,politics,theeconomy,andthemedia (Intercultural)communicationtrainingandpersonaldevelopment, Jointpresentationsanddiscussionsoftheresults(i.a.analysisandworkedoutresults,
evaluationofthelocalsustainabilityprojects,discussionsoftheclimatespots,ofthemedia
contributions,andoftheclimatesummit'sworkshopresults),
Accordingtothejointagreements,anoutcomepapercanbepublishedincooperationwiththepatronsDrAngelaMerkelandDrHans-GertPttering.
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The event will give the participants the opportunity to evaluate their projects and it aims to
encourage the climate ambassadors to network and multiply their local commitment through
internationalcooperation.Attheendoftheproject,thestudentsshouldbeabletoinitiatesocialand
politicalprocesseslocallyandinternationallyinborder-crossingexchangeandtoactivelyparticipate
andrealise.
The programme and the realisationof the climate summit will approach the 1. European YouthSummitonClimate(2009)instructureincooperationwiththeinternationallyrenownedPotsdamer
Klima-Forschungsinstitut(climateresearchinstituteinPotsdam)andtherenowned Umwelt-NGOs
(i.a.Germanwatch)andimportantrepresentativesoftheeconomy(e.g.VWandVdVintheareaof
mobility).
Timeframe:approx.January/February2013,approx.8-10daysinBerlin/Germany.
Paralleltophases1to8:Shortinterimreportsbytheteachers
Pleasesendasummaryofyourworkwiththestudentsregardingjugenddenktum.weltviae-mailtothecoordinationteam([email protected] )atleastonceamonth.
Itcouldcontain1-3shortbulletpointsperteachingunit.Theseshortinterimreportswillmakethefurtherplanninganddocumentationoftheprojecteasier
forthecoordinators.Theworkschedulesandtargetsforthefieldwork canbediscussedwitheach
groupindividuallyinconsiderationofthe localconditionsandthestudents'concerns .Ourproject
coordinatorsinDresden/Germanywillbegladtoassistyouwithanyquestionsyoumighthave.They
willbeyourcontactpersonsduringallprojectphases(contactdetailsattheendofthebrochure).
Thecompetencetargetsoftheclimateandsustainabilityambassadors
Competencesthatareusefulforovercomingandself-determinedstructuringofthedailylifeandalso
for the organisation of life in the world of tomorrow are very important. For that we need
competence-orientededucationconceptsthataimontheorganisationalcompetenceasoutputof
education. By maintaining these concepts, the students can develop the important ability to
recognise problems of non-sustainable developments. Their subsequently drawn conclusions
regardingecological,economic,andsocialdevelopmentsintheirmutualdependencewillhelpthem
totakefundamentaldecisionsofactionandtorealisethem.
Thepartialcompetencesoftheorganisationalcompetenceandtheircommunication
Partialcompetenceof
theorganisational
competence
Directingtowardsthepartial
competences
Suitablemethods
Constructing
knowledgeliberally
andintegratingnew
perspectives
Arethestudentsabletorecognise
importantpointsintheperspectives
ofdifferentcultures,toacknowledge
themandusethemcomprehensively?
Situatedlearning,roleplays,
puppetshows,research,
gathering,andevaluating
information,interviews,student
companies
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Thinkingandacting
foresightedly
Aretherethoughtsonthefuture?Is
thepresentlookedatfromthefuture
perspective?
Dothestudentsdevelopvisionsoflife
inthefutureconcerning
sustainability?Dotheyconnecttheimaginationof
thefuturewiththecurrentacting?
Fantasytravels,idea
competitions,creativewriting,
futureworkshops,
creatingdrawingsorcollagesof
lifeinthefuture,modelling,
mentalexercises(whatif...),scenariotechnique,experimental
games,roleplays
Gaining
interdisciplinary
insightandacting
Arethestudentsabletorecognise
problems,toexpressquestionsandto
thinkinterdisciplinary?
Dotheyfindownsolutionsandare
theyabletousethegainedknowledge
insimilarconnections?
Aretheyabletopresentconceptsof
sustainabilityinareasastechnology,economy,trade,mobility,
consumption,andleisurewith
individualexamples?
Projects,discoverylearning,
learningonstands,workshops,
independentworkingoutof
questionsandsolutions,
studentcompanies
Beingabletoplanand
actincooperation
withothers
Istheindividualstudentabletoplan?
Isthestudentabletoplan,actand
doess/hetrytoconnectelementsof
sustainability?
Arethestudentsabletoapplytheir
knowledgeaboutsustainable
developmentinsimpleplanning
scenarios?
Projectsinreallifesituations,
fieldtrips,researchevents,
interviews,formsofparticipation,
self-organisedlearning,student
companies
Takingpartin
decision-making
processes
Didthestudentsacquirea
competenceofmethodand
communicationaccordingtotheir
age?
Dotheyknowhowandwherethey
cantakepartindecisions?
Arechildrenabletoresolveand
manageconflictspeacefullyamong
eachother,tocooperateandto
establishrelationstoothers?
Mediation(harmonicmediation
throughconversationsforprivate
andsocialconflicts),discussion
groups,rituals,exercisesforteam
building,integrationofnon-
scholarpartnersandlearning
locations,useofnew
technologies
Beingabletomotivate
otherstobecome
active
Dolessonsandschoollifeoffer
occasionstomakesustainable
behaviourandlifestyleexperienceable
anddidthestudentslearnthrough
theiractionsthatstandingupfor
somethingpaysoffandisfun?
Didtheysupportotherswiththeir
actionsanddidtheyexperience
appreciationforit?
Areofferschosenexplicitlyaccordingtotheirvalueofexperienceand
attractivenessforstudents?
Expositions,advertising
promotions,competitions,press
work,fifty-fifty-projects,wall
news-sheets,internet
appearances,creationofparties
andevents,intergenerational
helpevents,studentcompanies
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Arethechildrenandteenagersready
totakeresponsibilityfortheir
learning?
Arethechildrenandteenagersableto
turntheirknowledgeintomotivation
techniquesandpassiton?
Beingabletoreflect
ontheownand
foreignmodels
Arethestudentsabletorecogniseand
reflectonculturalbehaviour?
Aretheyabletoperceivethemselves?
Aretheyabletocomparetheirlifeand
experienceswiththelifeofother
populationgroups?
Gamesofperception,in
particularthenowunusual
sensualperceptionslikesilence,
darknessorphysicallyhardwork,
philosophising,analysing,
scenariogames,travellogsabout
otherpeopleandcultures,action-
orientedworklikecookingor
playing
Beingabletoplanand
actindependently
Arethechildrenabletoplanandact
independentlyanddotheytryto
connectelementsofsustainability?
Arethestudentsabletoapplytheir
knowledgeaboutsustainable
developmentinsimpleplanning
scenarios?
Projectsinreallifesituations,
fieldtrips,researchevents,
interviews,formsofparticipation,
self-organisedlearning,student
companies
Beingabletoshow
empathyand
solidaritytowardsdiscriminatedpeople
Arethechildrenandteenagersableto
empathisewiththelivingconditions
ofotherpeople?Dothestudentsknowtheterms
solidarity,fairnessandsenseof
communityandtheproblemsofthe
oneworld?
Arechild-appropriatesolutions
accordingtotheirpossibilitiesshown?
Arecomprehensibleproblemsoffair
tradeintensifiedforthestudents?
Partnerships,helpevents,fair
tradeprojects,letterexchange,e-
mailcontacts,one-world-breakfast,sponsorships,settlinga
dispute,community-oriented
learning
Beingabletomotivate
oneselftobecomeactive
Doestheindividualcomfortplayarole
duringtheplanningandrealisationofscholarplan?
Didthestudentslearnthroughtheir
actionsthatstandingupforsomething
isfun?
Didtheyreceiveappreciationfortheir
actions?
Arethechildrenandteenagersready
totakeresponsibilityfortheir
learning?
Expositions,advertising
promotions,competitions,presswork,fifty-fifty-projects,wall
news-sheets,internet
appearances,creationofparties
andevents,intergenerational
helpevents,studentcompanies
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Thesecompetencetargetscannotbereachedwithinaday,ofcourse.Butwewouldliketheteachers
andmentorstonotloosetheirrealisationoutofsightandtoofferthestudentsmotivationandhelp.
Thecoordinationteamwilldotheirbesttohelpyouwithanyquestionsandissues.
Documentationanddistribution:Themediapack
Theendoftheprojectseesthepublicationofaneducationallyedited handbookofenvironmentforstudents
andteachersandaprofessionallyshotdocumentaryaboutthesecondseasonofthejugenddenktum.welt
project.
Overviewofthetimeandtaskschedule
StartingOctober2011:
o Startoftheprojectwithphase1"Warmup"
StartinghalfwayNovember2011:
o Receptionofthestarterpack(i.a.withvideocameraandguideforthestudents)
o Relaunchofthejugenddenktum.weltwebsite
o Startofphase2"Startupandvideodiary"
o Startofphase3"On-siteworkshopsaboutclimatechangeandnewmedia"(individualappointments)
StartingDecember2011:
o Startofphase4"Conceptingthelocalsustainabilityprojects"andapplicationoftheprojectsat"jugenddenktum.welt"
PreparationalworkshopfortheGermanyouthgroupinWolfsburg(endofNovember
2011)
January2012:
o PreparationofthepresentationsfortheinternationalworkshopinWolfsburg
February2012:
o Phase5"InternationalworkshopinWolfsburg"
Spring/Summer2012:
o Phase6:"Nationalfollow-upworkshopsfortheyouthgroupsonsite"o Phase7:"Startofthelocalsustainabilityprojectswiththeyouthgroupsonsite"o Productionoftheeducationalspotsregardingthetopic"climatechangeand
sustainability"bythestudents
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January/February2013:
o Phase8:"InternationalYouthSummitonClimate"inBerlin/Germanyo Startoftheevaluationofthemediaworkresultsoftheyouthgroups
StartingSpring2013:
o Startofthedistributionofthemediapack
Thepatrons,sponsorsandpartnersofjugenddenktum.welt
TheGermanChancellor Dr AngelaMerkel andDrHans Gert Pttering, former President of the
EuropeanParliamenthavetakenonthepatronageoftheinitiativejugenddenktum.welt.
Further important material, logistic and also idea support are generously offered by many
institutionsofwhichthemostimportantonesarelistedbelow:
VolkswagenAG:VWincludesninewell-knowncarbrandsandmajorityinterestsofPorsche.VWis
alsoEurope's biggestcarmanufacturer:One outofevery five soldnew carsis aVWbrand. This
carriesabigsocialresponsibility.VolkswagenAGpresidentMartinWinterkornandcentralandgroup
works council chairmanBerndOsterlohpromised toturnVW into theeconomicalAND ecological
number one worldwide until 2018. As the main sponsor of jugend denkt um.welt, VW finances
importantpartsofthesecondseasonofjugenddenktum.welt.Duringtheintensiveworkshopweek
inVW-headquartersWolfsburg,thestudentswillamongotherthingsbeofferedfirst-handinsightsin
theareas"sustainabilityandmobility".
StiftungMercator:StiftungMercatorisaoneofthebigrenownedprivatefoundationsinGermany
with their headquarters in Essen/Germany. The foundation supports projects which promote
toleranceand activeexchangeofknowledgebetweenpeoplewithdifferentnational,culturaland
socialbackgroundsinthespiritofGerhardMercator.StiftungMercatorimplementsitsownprojects
andsupportsexternalprojectsinitscentresforscienceandhumanities,educationandinternational
affairs.Itpursuesclearlydefinedobjectivesinitsthematicclustersofintegration,climatechangeand
artseducation.
Germanwatch: Germanwatch is a charitable organisation based in Bonn/Germany promoting
sustainable development. The NGO concentrates on social fairness, ecological compatibility,
economically sustainable north-south-relations and themaintenance of the basis for life. In our
project,Germanwatchactsasanadvisorypartnerinthefield"climatechangeandsustainability"and
helpswithplanningandrealisingthenationalandinternationalworkshops.
Konrad-Adenauer-Stiftung(KAS):TheKonrad-Adenauer-Stiftunge.V.isaparty-linkedfoundationof
theGerman Christian Democratic Union (CDU) based in Sankt Augustin/Germany. Nationally and
internationally,thefoundationpromotespoliticaleducationandthesupportofEuropeanunification,
supports art and culture, grants scholarships to talented students and doctoral candidates and
researchesthehistoricaldevelopmentsoftheChristian-democraticmovement.Justasotherparty-
linked foundations, the Konrad-Adenauer-Stiftung tries to affect society in an opinion-shaping
mannerasafactoryofthoughtsfortheirparty.TheKASisapartnerduringtherealisationofthe
InternationalYouthSummitonClimateattheendof2012inBerlin.
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GoetheInstitut: Theinstitute isa charitableorganisationbasedinMunich/Germanyand isnamed
aftertheGermanpoetJohannWolfgangvonGoethe.Theirtaskistosupporttheknowledgeofthe
Germanlanguageabroad,tocultivateinternationalculturalcooperationandtomediateanextensive
currentimageofGermany.TheGoetheInstitutsupportstheworkregardingcontentofourinitiative
jugenddenktum.weltwiththeircompetenceabroad.Theinstitutealsooffershelpwithdistribution
ofthesustainabilityspotsabroad.
Additionally,ourinitiativereceivesimportantsupportbytheGermanBundestiftungUmwelt(DBU,
Osnabrck/Germany),theSparkassenstiftungLKOsnabrckandtheBingo-Stiftung.Therearealso
plansforarepeatedcooperationwiththePotsdamInstituteforClimateImpactResearch(PIK) just
asthefirstseasonofourproject.
Wehopetohaveansweredthemostimportantquestionswiththisprojectguideandwearelooking
forwardtoworkingwithyouandyourstudentsatjugenddenktum.welt. Weunderstandthatthe
communicationbetweenyouandusasthecoordinationteamimpliescertaindifficulties,especiallyoverthelongdistances.Weconsideropenandfriendlycommunicationaveryimportantcomponent
forthesuccessofthisproject.
Pleasedonothesitatetocontactusifyouhaveanyquestions,nomatterhowlittletheyseem.We
tryourbesttoalwaysbethereforyouifyouhavequestions,ideasandproblemsbutwewouldalso
liketoaskforyourunderstandingifwesometimesneedafewdaystoansweryoure-mails.
Wearehopingforasuccessfulstartoftheproject!
WarmgreetingsfromGermany,
Your coordination team in Dresden (Josephine Koch, Sascha Kornek and Franziska Walther) and
HelmutSpiering(initiatoroftheproject)inBadIburg