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Global Citizenship Environmental Advocacy

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Global Citizenship Environmental Advocacy

Read the case study, consider different viewpoints and plan a fair, evidence-based way to speak up for the environment. Answer in your own words where asked.

Case study: A cleaner coast

At Seabreeze Bay, a popular Australian coastal community, volunteers have noticed more plastic litter after busy weekends. Some rubbish washes into the sea, where animals can become tangled in it or mistake it for food. A local science group records the types of litter found during monthly beach clean-ups. A tourism operator worries that litter may make the beach less welcoming to visitors. The Traditional Owners want caring for Country to guide decisions and ask that cultural knowledge be respected. The local council must consider costs, community needs and environmental impacts. A group of Year 6 students plans to present a proposal at a council meeting. They want to suggest more bins, clear signs and regular litter checks, while listening to the people affected.

Understand the issue

Use the case study to answer Questions 1–4.

1.Which statement best explains global citizenship in this case?

Only looking after places in your own town
Understanding that choices in one community can affect people and environments more widely
Travelling overseas to learn about other countries
Letting other people solve environmental problems

2.Give one way plastic litter at Seabreeze Bay could affect the wider environment beyond the beach.

3.The science group records the types of litter during clean-ups. How could this evidence help the students make their proposal more convincing?

4.Choose the two actions from the students’ proposal that could help reduce litter at the bay.

Provide more bins and clear signs
Stop all visitors from coming to the coast
Carry out regular litter checks
Ignore the science group’s records

Listen to different viewpoints

People may share a goal but have different priorities. Consider each perspective fairly.

5.Match each community member in the left column with the concern in the right column most closely connected to their viewpoint. The concerns are listed in a different order from the community members.

Tourism operator
Traditional Owners
Local council
Science group

Caring for Country and respecting cultural knowledge
Keeping the beach welcoming for visitors
Considering costs, community needs and environmental impacts
Recording litter and understanding its effects

6.True or false: Listening to Traditional Owners’ views can help the community make a more respectful decision about caring for the coast.

TrueFalse

7.The council is concerned about the cost of adding bins. Suggest one respectful question the students could ask the council, or one practical idea they could offer, to address this concern.

Make your voice count

An effective advocacy message explains the issue, supports it with evidence and asks for a reasonable action. Respectful language helps people work together.

8.Which advocacy message is strongest and most respectful?

“The council never does anything. Fix everything now!”
“Our clean-up records show plastic litter is a recurring problem. Could the council trial more bins and signs at busy beach entrances?”
“The beach is messy, and I do not need evidence to prove it.”
“Visitors are to blame, so they should be banned.”

9.Write a short advocacy message to the local council about litter at Seabreeze Bay. Include the problem, one piece of evidence from the case study, a specific action you want the council to take, and respectful wording.

10.Explain one way a local action at Seabreeze Bay could show global citizenship, and name one viewpoint the students should listen to before making their proposal.