GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: CLIMATE CHANGE

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GLOBAL PERSPECTIVE CAMBRIDGE IGCSE: CLIMATE CHANGE. Definitions, questions for the research project, global/international perspectives, local/national perspectives, family/personal perspectives, useful websites.

Education

CLIMATE CHANGE
GLOBAL PERSPECTIVES
CAMBRIDGE IGCSE P4

CLIMATE CHANGE DEFINITION
• climate change refers to any significant change in the measures of
climate lasting for an extended period of time. In other words, climate
change includes major changes in temperature, precipitation, or wind
patterns, among other effects, that occur over several decades or
longer.
https://www.epa.gov/climatechange/climate-change-basic-information

GLOBAL/INTERNATIONAL PERSPECTIVES
• What causes climate change?
• What are the effects of climate change?
• Is the present climate change a natural phenomenon or human
induced?
• How do different countries approach climate change?

LOCAL/NATIONAL PERSPECTIVES
• How does my country approach climate change?
• What facilities or laws exist to help reduce the impact?
• What measures are taken in the local community?

FAMILY/PERSONAL PERSPECTIVES
• Are my family and friends really aware of the issues?
• Do I, my family or my friends do anything that might contribute to
climate change?
• Are there further steps we could take?

WEBSITES 1
www.ace.mmu.ac.uk/eae/english.html - Information about the atmosphere,
climate and environment.
www.atlanticrising.org/ - Atlantic Rising explores what will be lost around the
Atlantic Ocean if sea levels rise by one metre. Links to resources for schools.
www.yourclimateyourlife.org.uk/ - Royal Geographical Society (based in
London) website to highlight the issues of climate change for young people.
www.foe.co.uk - Friends of the Earth website.
www.cat.org.uk/education/ed_content.tmpl?subdir=education&sku=ED_50
Centre for Alternative Technology in Wales, United Kingdom. A centre
dedicated to promoting alternative technology for energy, building, food
production, etc. and a greener lifestyle.
www.coolkidsforacoolclimate.com - Student-centred website offering
information on climate change.

WEBSITES 2
www.carbontrust.co.uk/publications - Free energy-saving guides available for
download.
epa.gov/climatechange/kids/index.html - United States Government
Environmental Protection Agency site for children, with information on
climate change and resources for teachers.
www.epa.gov/climatechange/kids/links.html - Information for students.
gcmd.gsfc.nasa.gov/Resources/FAQs/glob_warmfaq.html - Global warming
and the greenhouse effect.
www.pewclimate.org/global-warming-basics - Information about global
warming.
tiki.oneworld.net/global_warming/climate_home.html - Climate change for
children.

WEBSITES 3
globalwarmingkids.net/ - Global warming for children.
www.rafi.ki/gemin-iplus/ - Rafiki project on Carbon footprint.
www.rafi.ki/gemin-iplus/ - Rafiki project on Climate change.
www.rafi.ki/gemin-iplus/ - Rafiki project on Recycling.

Disease is defined as an abnormal condition that affects an organism, while health is the level of functional and metabolic efficiency of a living being. The document discusses disease and health from global, national, and personal perspectives. It provides questions to consider for a research project on factors that influence health and disease internationally, within individual countries, and among communities and families. A number of websites are also listed as resources on related health topics such as life expectancy, infant mortality, obesity, and access to healthcare worldwide.

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This document provides information about biodiversity and ecosystem loss from global, international, local, and personal perspectives. It defines biodiversity as the variety of life on Earth and lists questions for research projects on threats to plant species, maintaining resources, and judging the loss of plant and animal species. Additionally, it suggests ways to maintain habitats and reduce ecosystem loss at the family and personal levels. Finally, it includes several websites with further information on biodiversity, threats to the natural world, and educational resources.

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This document outlines a Global Perspectives course that aims to encourage awareness of global issues and solutions through cooperation. The course helps students deal with an interconnected world by gaining a sense of their place in it and how to cope with changes. Students will explore topics of global significance like child labor, aging, salt pan workers, public transport, HIV/AIDS, and women's safety. They will critically assess information, collaborate with others from different cultures, and develop independent thinking. Students will be assessed through a group project where they research a topic and create an outcome, showing evidence of cross-cultural collaboration, and an individual evaluation of the project.

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07. DEPTH STUDY GERMANY: NAZI REGIME - REICHSTAG FIRE On February 27, 1933, the German parliament (Reichstag) building burned down. The Nazi leadership and its coalition partners used the fire to claim that Communists were planning a violent uprising. They claimed that emergency legislation was needed to prevent this. The resulting act, commonly known as the Reichstag Fire Decree, abolished a number of constitutional protections and paved the way for Nazi dictatorship.

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2. CLIMATE CHANGE DEFINITION • climate change refers to any significant change in the measures of climate lasting for an extended period of time. In other words, climate change includes major changes in temperature, precipitation, or wind patterns, among other effects, that occur over several decades or longer. https://www.epa.gov/climatechange/climate-change-basic-information

3. QUESTIONS FOR YOUR RESEARCH PROJECT

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5. LOCAL/NATIONAL PERSPECTIVES • How does my country approach climate change? • What facilities or laws exist to help reduce the impact? • What measures are taken in the local community?

6. FAMILY/PERSONAL PERSPECTIVES • Are my family and friends really aware of the issues? • Do I, my family or my friends do anything that might contribute to climate change? • Are there further steps we could take?

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