Activity: The Asian Tsunami - what next?

Activity introduction
This activity aims to revisit the Asian tsunami disaster some months after it occurred. However, the diamond nine tool used to explore this could be applied to any disaster and the activity modified to examine, for example, the Kasmir earthquake, Hurricane Katrina or famine in Niger.

Activity summary
Many schools focused on the impacts of the Asian tsunami disaster during January 2005 and raised money or donated goods to the disaster appeal. Some months on, this activity provides an opportunity to look again at the affected countries and in particular to explore the wider context: why is it that the poor are so badly affected by disasters and what can students, individually or collectively do in the longer term to help address global poverty.

Aims of the activity

• To use a reflective and collaborative tool, the diamond nine, to encourage a discussion about global issues prompted by the tsunami or another disaster
• To take part in group discussions, sharing their own views and listening to those of others
• To encourage reflective thinking, collaborative working and consensus building on the issues raised by the tsunami or another disaster
• To help students consider the long term solutions for countries affected by the tsunami or another disaster
• To encourage students to learn more about key economic, social, environmental and political factors associated with the countries affected by the tsunami or another disaster and how these contribute towards global poverty

For details of how Global News activities meet the requirements of the national curriculum, in particular the citizenship curriculum, click here

Resources
Access to computers/internet – at least one computer for every 2-4 students.
Copies of The tsunami - what next worksheets

Activity details

Raising an issue
Essentially, for this activity, the issue is already decided. However, now that the tsunami and its aftermath have been out of the media spotlight for some months, students could be asked to brainstorm what they remember about the disaster; what things stick in their minds about the tsunami?

Questioning/Discussion
It is likely that some work has previously been done on the tsunami and the suggested ‘raising an issue’ introduction above will provide information on what the students remember about it.

Introduce the concept of the diamond nine where, following discussion, students will be asked to rank a series of statements in order of perceived priority. Introduce the statements which all suggest an important long-term solution for the countries hit by the tsunami. These can be found on the first Tsunami – what next? worksheets. Working in pairs, ask students to place these statements on the diamond nine – the second worksheet – placing the statement they consider to be the most important priority at the top, the least important at the bottom, with other statements in the middle. Allow between five and ten minutes.

Next, ask each pair to team up with another pair to compare their diamond nine. Allow a further five minutes for discussion and ask them to reach a consensus on a new diamond nine which they can all collectively agree on.

A discussion with the whole class can follow where the perceived highest and lowest priorities can be identified.

Researching/Group work
Students, in their groups, should then use the internet to research one of the issues/solutions. The box on the right contains suggested links for each issue. This could be an issue that particularly interests a group or one which they feel they need to learn more about. It is important that all the issues are covered. Students should use the third worksheet to list five things they have learnt about the issue.

Click here for information on the nine issues explored through this activity and links to help with research. This is intended as useful background information for teachers though could also be given to students

Disseminating
Ask each group to share with the whole group the five things they have learnt about the issue from their research. Finally, ask each group of students to consider whether in the light of the new information they have learned they wish to alter their diamond nine.

It is important that students realise that there is no right or wrong answer to the diamond nine formation and that all the issues and solutions are important in addressing the problems faced by countries hit by the tsunami and in tackling global poverty. Providing students with some of the statistics related to the tsunami and global poverty might further influence how they prioritise the issues.

Positive action
Hopefully some students may feel that the debate has inspired them to take further action on issues of global poverty. They may be aware of the MAKE POVERTY HISTORY campaign, which ran throughout 2005 and called for trade justice, the cancellation of debt and more and better aid. Ask students to consider the ideas on the students in action page or submit their ideas for action by contacting Global News.

Expectations:

By the end of this activity students will:

• have a more in-depth knowledge and understanding of issues related to the tsunami or another disaster and to global poverty
• have had an opportunity to research and broaden their understanding on a particular issue related to the tsunami or another disaster and to global poverty
• have had an opportunity to listen to others opinions on issues and to further develop their own opinions
• have had a chance to express and justified their opinions orally
• have worked collaboratively and had an opportunity to build consensus
• be encouraged to take action personally and collectively on issues of global poverty

The Asian Tsunami - what next activity in PDF format

 

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