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CBSE-i,CLASS-X, POLITICAL SCIENCE

TEACHERS’ MANUAL

UNIT IV- ENVIRONMENT AND NATURAL RESOURCES IN GLOBAL POLITICS

UNIT- MATRIX

CONTENT KNOWLEDGE UNDERSTANDING APPLICATION1. Environment :

An increasing Political Concern

Concern about different environment problems like Global warming, Ozone depletion, Space debris, access to safe drinking water, depletion of natural resources.

Environmental problems are inherently global and affect the entire world.

Co-relation between environmental degradation with government policies and International Norms.

2. Environment- Global Norms.

1. International Summits like Club of Rome, UNEP, Earth Summit, Kyoto Protocol, Protection of Global Commons and Copenhagen Climate Conference.

Environmental problems have become a part of present world politics.

Realization that debate and discussions among countries can solve major problems.

3.Environmental movements

Environmental movements in India-1.Chipko movement, 2.Narmada Bachao Andolan, 3.Bolvia’s water problem

How masses can start a movement and change Government Policies.

Common man can bring a change. Our strength lies in unity

4. Rights of Indigenous people.

1. Meaning of Indigenous people.

2. Indigenous people of Africa – Massai , Bushmen

3. India- Santhals and Bhotiyas

Role of the government and International community in protecting vulnerable groups from exploitation.

Everyone has to fight for survival.

5. Impact of Globalization on Environment.

1. Environmental damage associated with movements of goods.

2. Shifting of pollution industries from developed to developing countries.

Negative and positive effect of Globalization.

Creating consensus about the negative impact of Globalization and taking measures to contain it.

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TEACHERS’ MANUAL

CONTENT

1. Environment: An increasing Political concern.

A] Global Warming B] Ozone Depletion C] Sea Pollution D] Space debris Pollution E] Depletion of Natural resources F] Clean drinking water 2. Environmental Global Norms.

A] Club of Rome. B] Earth summit. C] Kyoto Protocol. D] Copenhagen Climate Conference. 3. Environmental Movements

A] Chipko Movement. B] Narmada Bachao Andolan. C] Bolivia’s Water war. 4. Rights of Indigenous people

A]Massai of Africa B] Bushmen of Africa. C] Santhals of India. D] Bhotiyas Of India. 5.Impact of Globalization on Environment

UNIT IV- ENVIRONMENT AND NATURAL RESOURCES IN GLOBAL POLITICS

“We do not inherit the Earth from our fathers; we borrow it from our children.”

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INTRODUCTION

It is the duty of everyone to save the Earth for the next generation. Human greed and

development has brought us to this position where the temperature of Earth is increasing due

to Ozone layer depletion, Polluted Sea and Depletion of Natural Resources.

Countries all over the world are concerned about this and many summits have been organized

like Earth summit, Kyoto Protocol, Copenhagen Summit to reduce global warming. Even

common people have started many environmental movements against Governments for

protecting their environment.

Tribal have been living in forests for centuries. They have their own customs, traditions and

way of life. Depletion of forests, extraction of minerals has displaced many forest tribes and

they are also struggling for survival.

Thus Globalization has both positive and negative impact on environment.

As the Prime minister of Norway Gro Harlem Brundtland in UNCED in 1992 rightly puts it.

“We cannot betray future generations. They will judge us harshly if we fail at this critical

moment”

SCOPE

Environment has become a global concern. Effects of Global warming are seen all over the

world. The world today is witnessing an increase in temperatures due to increase in green

house gases in the atmosphere. Sea levels are rising; melting of glaciers can result in shortage

of food as these glaciers are source of water supply to many rivers. Ozone hole in the Arctic

and Antarctic regions are of grave concern to the environmentalist as the loss of Ozone

allows more Ultra violet lights to pass through the atmosphere. Pollution in the sea, especially

pollution due to oil is causing death to marine life. Depletion of forests are effecting the eco-

system as trees are homes of birds, animals, insects and their roots hold the soil and prevent

soil erosion. Students will have a clear idea about the Global problems faced by the world

today.

These Environment problems have forced the World community to take corrective measures

before it is too late. The Club of Rome wanted to unite the world in order to solve these

problems. At the Earth summit at Rio-de- Aneroid, in Brazil efforts were made to control

Green house gases concentration in the atmosphere at a level that would not harm the climate.

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The summit also dealt with the principal of ‘Common but differentiated responsibilities.’ the

developing countries blamed the developed countries for the present environmental

degradation of the world. Kyoto Protocol treaty in December 1997 and Copenhagen Summit

in December 18, 2009 in Denmark tried to control the climate change. The students will have

a clear idea of ‘World Politics’ between developed and developing countries on the issue of

environment.

Environment degradation affects the lives of common people. Many environmental conscious

citizens have also started movements all over the world for protection of their Natural

Resources. Students will have a clear idea about Chipko movement, Narmada- Bachao

Andolan and Bolivia’s Water problem and they will have a clear idea of the ‘Power of

people’ against their own government.

Indigenous people or tribal people have been living in their particular region for centuries.

They have their own culture, linguistic traditions and they have a desire to protect their way

of life from the people who came later to these regions especially European colonizers.

Students will have a clear idea of the struggle of ‘Massai’ and Bushmen of Africa, Santhals

and Bhotias of India.

Globalization thus had both Positive and negative effect on environment. Thus this unit will

give a clear picture on different environmental problems and its effect on global politics.

WHY to TEACH THIS UNIT (AIMS & OBJECTIVES)

World today is facing many environmental problems. Global warming is the most threatening

factor to our planet and our lives. The world has been alarmed by the detection and holes in

the Ozone layer. Concerned about sea pollution, waste dumped into seas, Space debris are

inherently global problems.

The students will realize that these International problems cross national boundaries and

International laws are required to curb them.

Students will have a clear idea of Global laws to protect Land ,water and Air surrounding

us.

The students will realize that Leaders of the World met at the Earth Summit in Rio, at

Copenhagen in Denmark and also signed the Kyoto Protocol to prevent climate changes.

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Many environmentally conscious citizens through their movements have made their

government and also International Communities to realize the need to protect Forests,

minerals and other natural resources. They have fought against construction of Dams and

Nuclear weapons program me of their countries. Students will understand that it is not

only government which makes laws, but the common people also fight for preserving the

environment for the next generation.

Indigenous people were treated as ‘primitive’ or ‘savages’ to be dominated and changed.

Many International laws have been made to protect this vulnerable section of the society.

Students will be able to acknowledge the Rights of people over their culture, tradition and

environment.

Students will also understand the co-relation between Globalization and degradation of

Environment. Emission from fossil fuels, oil spills, introduction of exotic species, shifting

of Polluting Industries from developed to developing countries needs to be checked.

International laws need to be made to curb them.

Finally by the end of the Unit the student will have a clear picture that the issues of

environment and natural resources are Political in nature.

Student will be able to comprehend the three deeply political questions.

1. What causes environmental degradation?

2. Who pays the prize? And

3. Who is responsible for taking corrective action?

LEARNING OBJECTIVES

At the end of this unit the learner will be able to:

Identify the different Global problems facing the world today.

Understand the relation between developed and developing countries in World Politics on

the issue of Environment.

Acknowledge and appreciate the role of common people in their struggle for protecting

their environment.

Acquaint themselves with different Indigenous people in their struggle to preserve their

identity.

Appreciate both the positive as well as Negative effect of globalization on Environment.

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Environment: An Increasing Political Concern

Environment became an increasing political concern because after rapid industrialization of

the world in 1960’s many environmental problems started. These problems were inherently

global in nature and their effects crossed national boundaries. To control them strong

National and International laws were required.

Before we talk about how these environmental problems became part of “world politics” we

will first discuss some of these problems and how their effect was felt by the world

community.

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Warm Up Activity 1

The following cartoon strip tells us something. Attempt a short note of 100 words after reading through the strips.Cartoon strip :

Source: Joy Of Tech.com


TEACHERS’ MANUAL

I. Global Warming

The world today is witnessing increase in temperature due to increase in green house gases in

the atmosphere. Scientists have found that the Earth’s temperature has increased by 0.6oc

(1oF) during the 20th century. If the green house gases will continue to increase further

warming will take place, perhaps up to 3.5oc (6.3oF) over the coming decades.

Effects of global warming are seen all over the world.

Firstly Large scale food and water shortage will have catastrophic effect on wildlife.

Secondly, Sea levels could rise between 7 and 23 inches by century’s end. This could flood

many South Sea Islands and swamps large part of South East Asia. For example, if sea level

will raise then Maldives in Indian Ocean which is made up of 1190 islands will be submerged

under water. The state of Florida will be completely covered with water. Netherland also

faces a serious threat of flooding if sea level rises.

Thirdly, glaciers around the world will melt, due to which there will be shortage of food and

these glaciers are sources of water supply to many rivers. Glaciers in the Himalayas and in

the Tibet-Qinghai plateau are melting. Gangotri glacier provides water to Ganges all through

year around which in turn helps in the increase in food crops in Northern

India. If this glacier will stop supplying water to river Ganges, then the river will turn into a

seasonal river, having water only during rainy season.

Practice: - worksheet no.1&4

Activity-2

a) Look at the picture below and discuss the impact of global warming on climate change and explore how it can have global political

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repercussion. Imagine that you are representatives of various countries. Talk about the priorities you will set in your agenda.

b) You can borrow ideas by exploring the various summits, protocols and conventions conducted in various parts of the world. The discussion is to be undertaken in a group of four.

Polar bears will become extinct by the end of this century. They are very

unlikely to survive in the increased temperatures.

Diseases like Malaria, west Nile fever, Dengue fever and River blindness

will spread to large area.

One third of all land living species will be threatened by 2050.

Rain forests of Brazil and S.Africa will be affected because of high temperature and less

rainfall.

Strong Hurricanes, droughts, heat waves, wild fires will become common Phenomena in

many parts of the world. All these effects are global in nature as they will affect the entire

World community. Therefore, need was felt to have International laws and participation of

countries all over the world.

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ACTIVITY-3

Think! THNK!- Class room discussion

1) How to arrest this meltig of Ice Caps????2) Suggest 5 possible ways

Practice: - worksheet no.2

II. Ozone Depletion:

Ozone layer absorbs UVB (Ultra Violet Rays) from the sun. CFC (chlorofuoro carbons) is the

major cause of global warming. The loss of ozone layer allows more Ultra Violet light to pass

through the atmosphere at a sufficient rate to warm the Earth by 0.48oc.

Effect of Ozone depletion can be seen in the Polar Regions. It has caused Permafrost to melt

which is releasing captious quantities of methane estimated at 100 times that of man made

Co2 releases. Ozone hole has been seen over Arctic, Tibet and Antarctica. The Ozone hole

over Antarctica has grown so large as to cover southern parts of Australia, New Zealand,

Chile, Argentina and South Africa.

Environmentalists all over the world are concerned about skin cancers, cataracts, damage to

plants and reduction of plankton population in the ocean.

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Activiy-4

1) What do you infer from the above Cartoon??

2) Suggest ways to protect our environment & ozone layer.

III. Pollution in the Sea

Third environmental problem which concerns the world community is pollution in the

sea.Tankers wash their hold in the sea killing many sea birds. Sewage lines are opened into

the sea, radioactive waste is thrown into the sea causing sea pollution.

Effects of sea pollution can be seen in Gulf of Mexico which has become a dead zone due to

pollution. Mississippi which is the second largest river in America passes through 31 states

before it reaches the Gulf of Mexico. People living near this river throw household waste;

fishermen throw litter out of their boats. The pollution increases due to oil spills which occur

when oil is transported from rigs to oil refineries. Discharge of fertilizers from farms adds

Nitrates and Phosphates into the Mississippi river. The nutrients allow Algae growth in the

Gulf. This algae blocks sunlight on the top that marine life needs to survive. Fish and other

mobile animals move away and those who cannot move away die, thus, creating a dead zone

there.

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Another effect which shook the world community was the fallout at Chernobyl reactor in the

Soviet-Union. On 26th April 1986, an explosion took place in the nuclear plant at Chernobyl

releasing radioactive material into the atmosphere. The amount of radiation that emitted from

the plant was 200 times higher than that released from the atom bombs that were dropped at

Hiroshima and Nagasaki. It poisoned lakes, rivers, streams and ground water sources in and

around. Even the soil got contaminated. It led to brain tumors; leukemia, blood related

diseases and the babies born after this disaster had many birth defects.

IV. Debris Pollution in Space

Space may be infinite but Earth’s orbital space is finite. Space debris was created at the time

of cold war. There was a race for space and military superiority between USA and former

USSR which led to many space missions creating space debris.

There are four kinds of debris in space:-

1. Inactive pay loads- which mean these satellites have run out of fuel or are not fit enough

to function. They are repaired and debris is created during that process.

2. Operational debris- it includes debris left in space after launching a satellite.

3. Fragmentation Debris- is created when there is explosion or collision in the space.

4. Micro particulate matter- is created due to surface degradation. Surface of space craft is

exposed to Space environment and debris are created due to gradual disintegration. This

space debris is cause of concern for the future as space debris can lead to chain of

collisions in the coming years. Space debris will collide with satellites and other space

objects and will become the most important debris generating mechanism in future.

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TEACHERS’ MANUAL

Depletion of Natural Resources

Depletion of natural resources especially non-renewable resources like forests, minerals and

fossil fuels are of great concern to the world community. It has taken millions of years to

form these natural resources and the world community has to use it judiciously keeping in

mind their present needs without compromising the needs of future generations. With this we

enter the realm of sustainable development. In this development that takes place without

damaging the environment.

Forests are the breathing lungs of the civilization and therefore are very important for the

survival of life on Earth and the Ecosystem. It holds the soil, attracts rain and is the habitat of

millions of wild animals, birds and insects.

Indiscriminate cutting of these forests is the matter of great concern for the world community.

By the end of 19th century, most of the forests of North America, Australia and New Zealand

had been cleared.

World community has seen the example of America when it was levied from the bread basket

to dust bowl. When Europeans started settling in America they slashed, burnt forests, pulled

out stumps, and cleared the land for agriculture. Gradually, America became the largest

wheat producing nation of the world.

In 1930’s dust storms began to blow black blizzards, varying from 7000 to 8000 feet high,

rising like monstrous waves of muddy water. Dust storms affected day after day, year after

year, throughout the 1930’s. People became blind and got choked. Cattles were suffocated to

death, their lungs choked with dust and mud. Dead bodies of birds and animals were strewn

all over the land. Ordinary dust storms became black blizzards because land was devoid of

trees and grass which held the soil together. After 1930 the settlers realized that they had to

respect nature.

Minerals and Fossil fuels are non-renewable resources. Minerals like Iron, Bauxite, Copper,

Mica, Manganese, Limestone, Gold, Diamonds and fossil fuels like Petroleum has taken

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millions of years to form. They are exhaustible resources. We have to conserve them for

future generations and use them economically.


CLEAN DRINKING WATER

Earth is known as ‘Blue Planet’ because water covers three quarters of its surface and makes

it looks Blue from Space. Almost 97% of the water found on the Earth is Oceans’ water. The

salinity of the water in oceans and seas makes it unsuitable to drink. The fresh water that

people need to drink makes up only 3% of Earth’s water. Almost all of this is found in the

form of Ice at the North and South Poles. Only 1%of fresh water is found at the surface-

rivers, lakes and wet lands. This 1% of water is getting polluted by Industries and human

waste, garbage and toxins. There is a dire need to produce clean drinking water for living

beings survival.

Thus, the concern about global warming, Ozone depletion, Space debris, depletion of natural

resources forced the world community to make laws as their consequences were not limited

to the boundaries of the concerned countries. These issues had political consequences and we

enter the world of global politics.

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Activity - 5Position paper making Topic-Green House emission and its effect on environment1. Allot each student a country.2. Let them write a Position Paper based on these outlines.General Information Name of the country _______________________________

Name of committee ________________________________First paragraph- Opening Statement (2-3 sentences)1. Why is this topic important for the committee to address?2. Why does your country care about this topic in general?3. What is your country’s policy on this topic?Second Paragraph- National Actions (4-6 sentences)1. Is the topic an issue in your country?2. What actions has your country done to address the issue on a national level?

Third Paragraph- International Actions (4-6 sentences)1. How has your country addressed the issue on an international level?2. What actions has your country taken on the issues on an international level?3. What conventions, treaties and/or resolutions has your country supported on this

issue?4. What organizations address this issue is your country a member?5. Do you have quotes from government officials on this issue?

Fourth Paragraph- Recommendation for Action (3-4 sentences)

1. What recommendation would your country like to see the international community take to address the problem?

2. What role would your country like to see the international community take to address the problem?


TEACHERS’ MANUAL

Environmental Global Norms

We have just studied about the various environmental problems which should be studied in

geography rather than in political science. But if various governments of the world will take

steps to check environmental degradation of this kind, these issues will have political

consequences and will become part of world politics.

“Issues of environment and natural resources are political in another deeper sense.

Who causes environmental degradation? Who pays the price? And Who is responsible for taking corrective action? Who gets to use how much of natural resources of Earth?

All these raise the issue of who wields how much power. They are therefore, deeply political

questions”

Environmental consequences of economic growth acquired a political character from 1960

onwards.

THE CLUB OF ROME

The club of Rome was founded in 1968 in Bellagio, Italy. This club is a global think tank that

deals with International political issues. It describes itself as “A group of World citizens,

sharing a common concern for the future of humanity” and they want to act as a “global

catalyst for change”.

Their book “the limits to growth” published in 1972 dealt with the issue that economic

growth is related to depletion of natural resources especially oil. In their second report

“Mankind at the turning point” they stressed on the fact that economic growth is still in the

hands of the humans and environmental catastrophe can be avoided. In 1993, the club also

published “the first global revolution” in which they stressed that pollution, threat of “global

warming, water shortages and famines” should unite the different nations of the world and

they should work towards preventing the environment degradation and building a better

world.

UNEP- United Nations Environmental Programme

UNEP began holding International conferences and started

encouraging detailed studies to get a more coordinated and effective response to

environmental problems. Since then, the environment has emerged as a significant issue of

global politics.

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EARTH SUMMIT

We do not inherit the earth from our fathers; we borrow it from our children.

Environment issues were further discussed by world community in June 1992,

at Rio-de-Janerio, in Brazil. This is also called as Earth summit. It was attended

by government officials from 178 countries and between 20,000 and 30,000 individuals from

government, non government organizations and the media participated in it.

More than 130 nations signed the convention on climate change. All of them agreed on

Agenda 21, an action plan for developing the planet sustainability through the 21st century

and a broad statement of principles of protecting forests.

I. The main objective of the convention was to have green house gas concentration in

the atmosphere at a level that would not harm the climate system.

II. The developed world must take the lead in combating climate change and its adverse

effect.

III. U.N Intergovernmental Panel on climate change predicts that if present emission

trends for green house gases continue, the average global temperature will increase by

1.5-4.5oC by the middle of next century.

IV. There should be transfer of technology to developing countries and an institutional

mechanism to enable the international community to manage climate change problem.

Agenda 21 which was accepted to ensure that development proceeds in a sustainable

manner.

Another goal is to remove poverty throughout the world with better management of

energy and natural resources.

It also ensures sustainable use of global regional resources such as atmosphere,

oceans, seas fresh water and marine organisms.

Agenda also wants to improve the management of chemicals and waste.

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Many contentious issues were not agreed upon like, Protection of forests, desertification,

financing and who would oversee implementation of Agenda 21.

In Rio Summit the developed and rich countries of the world generally referred to as ‘Global

North’ had different environmental agenda. They were more concerned with ozone depletion

and global warming. The third world and developing countries were called ‘Global South’

were more concerned with economic development and environment management.

The summit also dealt with the principle of ‘Common but differentiated responsibilities’. The

global south i.e. the developing countries blamed the developed countries for the present

environmental degradation of the world. Since industrialization started in developed countries

they should bear more responsibility.

The developing countries are in the process of Industrialization and should not be subjected

to the same kind of restrictions. Due to different contribution of global environmental

degradation, states have common but differentiated responsibilities.

Protection of Global Commons

The term ‘global commons’ refers to the Earth's un-owned natural resources, such as the

oceans, the atmosphere, and space. Atmosphere, Sea beds, Outer space and Antarctica comes

under the jurisdiction of global commons.

There are many agreements such as 1959 Antarctica Treaty, 1987 Montreal Protocol and

1991 Antarctic Environmental Protocol. The discovery of the ozone hole over the Antarctic

in the mid 1980 revealed the dangers in tackling global environmental problems.

There is North-South inequalities in global commons. The developed north is technologically

superior as compared to the developing south. As a result, the exploitative activities in outer

space are far from being equal.

KYOTO PROTOCOL

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Kyoto Protocol treaty was negotiated in December, 1997 at the city of Kyoto, Japan and

came into force on February 16th, 2005.

The protocol was developed under UNFCCC (The United Nations Framework Convention on

Climate Change).

This protocol was a legally binding

agreement under which

industrialized countries would

reduce their collective emissions of

green house gases by 5.2%

compared to the year 1990. The

green house gases include carbon

dioxide, methane, nitrous oxide, sulphur, and hexafluoride, HFC’s and PFC’s calculated as

and average over the five years period 2008-12. National targets range from 8% reductions

for the European Union and some others to 7% for the US, 6% for Japan, 0% for Russia and

permitted increase of 8% for Australia and 10% for Iceland.

India and China are not obliged to

reduce green house gas

production at the moment as they

are developing countries. They

were not seen as the culprits for

emissions during the period of

industrialization.

Copenhagen Climate Conference

Another conference by the world community to solve global environmental problems was

held at Copenhagen on December 18, 2009 in Denmark under United Nations climate change

conference. Copenhagen Conference was not successful because there was an enormous

divide between rich and poor countries. Poor countries wanted deep cuts in emissions by the

industrialized world but the developed countries resisted cuts and legally binding targets.

Common but Differentiated Responsibility Principle Sidelined

Common but differentiated responsibility principles were also sidelined. Rich nations had

emitted most of the green house gases during the period of industrialization. Therefore,

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responsibilities to reduce green house gases lie with the developed countries. Developing

countries emissions are likely to rise on their path to industrialization and trying to meet

basic, social and development needs. India and China were blamed for being non co-

operative and reacting negatively when faced with pressure to submit to emission reduction

targets.

Lowered expectations and outcomes

Four essential issues were to be addressed at Copenhagen:-

i. How much are the industrialized countries willing to reduce their emissions of green

house gases?

ii. How much are major developing countries such as China and India willing to limit

the growth of their emissions?

iii. How is the help needed by the developing countries to engage in reducing their

emissions- going to be financed?

iv. How is the money going to be managed?

In the end there was a vague agreement, thus, environment degradation and efforts to curb it

by world powers are definitely political issues for the developed and developing countries.

These issues fall within the scope of world politics.

Environmental Movements

We have so far studied about the work of governments on national and international forums

working for the protection of the environment. Many environmental conscious citizens have

also started movements all over the world for the protection of their natural resources. These

environmental movements are amongst the most vibrant, diverse and powerful social

movements across the globe.


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Activity 6

PREPARE A REPORT1. Divide the class into 3-4 groups.2. Let them identify any Tribal or Indigenous people living in their

area/google search.3. Prepare a report based on-

a. Name of the Tribeb. Number of years they have been living in that area.c. Dress, food habits, music and dance of the tribes.d. Any typical custom they continue to follow till date.e. How are they struggling to survive in the modern world?


TEACHERS’ MANUAL

Environmental Movements in India

Chipko Movement

AIM: - The main aim of this movement was to protect the forests in Garhwal Himalayas of

Uttrakhand. This movement is also known as ‘Tree Hugging Movement’ and later it inspired

many eco groups who wanted to stop rapid deforestation, increase ecological awareness and

demonstrate the strength of people’s power. “India Today” mentioned the people behind the

‘Forest Satyagraha’ of the Chipko movement as amongst 100 people who shaped India.

REASON: - After the Indo-China war of 1962 in which India faced heavy losses, a need was

felt to secure its borders. Government started building roads, army bases, into the upper

reaches of Garhwal as this region shares its boundaries with Chinese ruled Tibet.

Garhwal, which was inaccessible till now because of its dense forests and difficult terrain,

opened up to the people living in plains of India. With subsequent development, came mining

projects for limestone, magnesium and potassium. Timber merchants and commercial

foresters also had access to these areas.

Reckless deforestation led to many incidences of landslides. Soon, villagers started

organizing themselves under several small groups and started to cut the forests.

The first occasion occurred in 1972 when the forest department gave permission to

company from Allahabad to cut 300 trees to make tennis rackets. When the contractor came

to this region on April, 24 1973, he was met with workers beating drums and shouting

slogans.

The final flash point came on June 1974, for 2,500 trees

near Reni village, overlooking the Alaknanda River. When

the men came to cut the trees, the villagers decided to

protest against the actions of the government by hugging

the trees. Over the next few weeks, rallies and meeting

continued.

On March 26, 1974 when the contractor came to cut the

trees, the girl on seeing them rushed to inform Gaura Devi, the head of the village Mahila

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“Maatu hamru, Paani hamru, hamra hi chhan yi baun bhi…Pitron na lagai baun, hamunahi ta bachon bhi” Soil ours, water ours, ours are these forests. Our forefathers raised them, it’s we who must protect them – Old Chipko song in Garhwali


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Mangal Dal. Gaura Devi with 27 other women confronted the loggers. When all the talks

failed and the loggers started threatening them with guns, the women hugged the trees and

stopped them from felling. The women kept an all night vigil guarding their trees from the

cutters. Next day when the men returned, people from neighboring villages joined them and

compelled the contractor to leave.

The news reached the state capital, the Chief Minister, Hemwati Nandan Bahugana set up a

committee to look into the matter, which ruled in favor of the villagers. This became the

turning point in the history of eco-development struggles in the region. It became a bench

mark for socio-ecological movements in India.

“Embrace the trees and Save them from being felled

The property of our hills, Save them from being looted”

Narmada Bachao Andolan

Narmada Bachao Andolan was another mass movement against the construction of Sardar

Sarovar Dam built across Narmada River, Gujarat in India. On October 6, 1969 30 major,

135 medium and 3000 small dams were granted approval for construction including raising

the height of Sardar Sarovar Dam.

This was a multi crore project that would generate big revenue for the government. The

Narmada Valley Development plan is the most promised and most challenging plan in the

history of India. It would produce 1450 MW of electricity and pure drinking water to 40

million people covering thousands of villages and lawns.

In 1985, when Medha Patekar and her colleagues visited the construction site, she came to

know that the tribal and villagers who will be displaced due to construction of dam were not

given any kind of rehabilitation. The project was financed by the World Bank but no sanction

was taken from the ministry of

environment and forests.

Medha Patekar established Narmada

Bachao Andolan in 1989. Many groups

joined this movement like environment

and human rights activists, scientists,

academics and project affected people.

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She went on a fast for 22 days. The fast almost took her life. Her action led to an

unprecedented review of the World Bank. The Morse Commission was appointed in June

1991 at the recommendation of World Bank. President Barber Coinable conducted its first

independent review of a World Bank project. This independent review stated that

“performance under these projects has fallen short of what is called as under bank policies

and guidelines and the policies of the government of India.” The World Bank’s participation

in these projects was cancelled in 1995.

Patekar led Narmada Bachao Andolan had filed a written petition with the Supreme Court of

India, the nation’s apex court, seeking stoppage of the construction on the Sardar Sarovar

Dam. The court ruled the decision in agitators’’ favour thereby effecting an immediate

stoppage of work at the dam and directing the concerned states to first complete the

rehabilitation and replacement process. The court introduced a mechanism to monitor the

progress of resettlement.

Subsequent to the court’s verdict Press Information Bureau (PIB) featured an article which

states that: “The Narmada Bachao Andolan has rendered a Yemen’s service to the country by

creating a high level of awareness about the environmental and rehabilitation and relief

aspect of Sardar Sarovar and other projects on Narmada. But, after the court verdict it is

incumbent on it to adopt a new role. Instead of damming the dam any longer, it could assume

the role of vigilant observer to see that the resettlement work is as human and painless as

possible and that the environmental aspects are taken care of.”


Bolivia’s Water Supply

Bolivia is a country located in the heart of South America. Its struggle against privatization of

water and the right of elected government to sell the natural resources of a country is a very

interesting example of a struggle of people for the protection of their natural resources.

In order to establish its economy the government of Bolivia took loan from the World Bank.

Bolivia privatized its railways, telephone system, national airlines and hydro carbon industry.

The World Bank declared that it will not renew a 25million USD loan to Bolivia unless it

privatized its water services.

Water works of Cochabamba were controlled by the state agency SEMAPA. Due to the

pressure from the World Bank, the Bolivian government put SEMAPA up for auction for

privatization. Aguas del Tunari bought the company immediately. Immediately it increased

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TEACHERS’ MANUAL

the price of water by four times. Many people received monthly water bill of Rs.1000 in a

country where average income is around Rs.5000 a month. Water is essential for living. This

led to a spontaneous popular protest. The inhabitants of Cochabamba, the peasants, the

farmers, all reacted against the multinational company. Protestors were able to halt

Cochabamba’s economy by holding a general strike that shut down the city for four days.

The government agreed to negotiate and the strike was called off. On February 4, 2000,

thousands of protesters clashed with the police. Almost 200 demonstrators were arrested, 70

protestors and 51 policemen were injured.

On April 8, 2000 the President declared a state of emergency. Information minister Ronald

Mac Lean said “We find ourselves with a country with access roads to the cities blocked with

food shortages, passengers stranded and chaos beginning to take hold in other cities”.

After a televised recording of Bolivian army captain firing a rifle into a crowd of

demonstrators wounding many and hitting high school students Victor Hugo Daza in the face,

killing him, intense anger erupted. The police told the executives of the consortium that their

safety could no longer be guaranteed. After coming out of four days of hiding, Oscar Olivera

signed an agreement with the government guarantying the removal of Aguas del tunari and

turning Cochabamba’s water works cover to the municipality at old rates.

This came to be known as Bolivia’s Water War.

Thus it is not only the Government at National and International levels which are concerned

about protecting the World from environment degradation but common people have also led

movements against exploitation of their Natural Resources.


Indigenous People

Warm up Activity -7

Watch this video link produced by the Indigenous Peoples of Africa Co-coordinating Committee (IPACC) and the Technical Centre for Agricultural and Rural Cooperation ACP-EU (CTA)

http://vimeo.com/7851815

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TEACHERS’ MANUAL

Indigenous people are those who historically belonged to a particular region or country,

before its colonization or transformation into a nation State. They have different culture,

linguistic traditions from those who came later to that region.

As defined by the United Nations “They form at present non dominant sector of society and

are determined to preserve, develop, and transmit to future generations their ancestor’s

territories, and their ethnic identity, as the basis of their continued existence as peoples, in

accordance with their own cultural patterns, social institutions and legal systems”

Attitude of Europeans towards Indigenous people:-

Two important reasons for European conquest of Asia and Africa was first to civilize the

Blacks and Browns. The second reason was to spread Christianity. The Europeans saw them

as ‘savages’ who could be saved by civilizing them and converting them into Christians.

Condition of Indigenous people

Indigenous people throughout the world share one thing in common- a history of injustice.

They have been killed, tortured and enslaved. They have been the victims of genocide and

conquest. Colonization has attempted to steal their dignity and identity as indigenous people

as well as their fundamental right of self determination.

In India, Brazil, Thailand and Malaysia Multinational companies have been accused of

participating in ‘bio piracy’ where by biological resources used by them for centuries have

been patented away. Construction of dams, roadways and other infrastructure gets built

without compensating indigenous people.

CASE STUDY-1 MASSAI OF AFRICA

The Maasai are ethnic group of semi-nomadic people located in Kenya and northern Tanzania.

They are pastoralists, and are famous for their fearsome reputations as warriors and cattle

rustlers. The title Maasai derives from the word Maa. Maa-sai means ‘My People’

The Maasai are traditionally nomadic and Pastoral people who depend on milk and meat for

sustenance.

With the creations of Nation States of Kenya and Tanzania the tribal people lost their

sovereignty and system of Government. Maasai who were a strong sovereign and indigenous

nation became powerless. They had to struggle to maintain their identity in a hostile Political

environment.

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TEACHERS’ MANUAL

In the late 19th century, European Imperial Powers divided Africa into different Colonies. In

1885, Massai Land was cut into half with an International Boundary between British Kenya and

German Tanganiyaka.

The best grazing land were gradually taken over for white settlement and the Maasai were

pushed into a small area in south Kenya and north Tanzania. The Maasai lost about 60% of their

pre-colonial lands and were restricted to a dry region with little rainfall and poor pastures.

Main source of income of the British was taxes; therefore they encouraged local peasants’

communities to expand cultivation. Pasturelands were turned into cultivation fields. Large areas

of their grazing land were also turned into game reserves like the Maasai Mara Samburu

National Park in Kenya. Serengeti National Park was created over 14,760 km of Maasai grazing

land.

Maasai were bound down to a restricted area and they could not shift their cattle to places where

pastures could be found. An enquiry in 1930 showed that the Massai in Kenya possessed

720,000 cattle, 820,000 sheep and 171,000 donkeys. In just two years – 1933 - 1934, over half of

their cattle died.

The Europeans also brought with them diseases like they did in America. Africans had not

developed immunity for these diseases like bovine pleuropneumonia rinderpest and smallpox.

90% of their cattle and half of wild animals perished from rinderpest. According to the German

doctor every second African had a pock-marked face as the result of small pox.

Austrian explorer Oscar Bauman travelled in Massai lands in 1891-93. He wrote in his book

‘Through the land of Maasai to the source of the Nile.’ “There were women wasted to skeletons

from whose eyes the madness of starvation glared – warriors scarcely able to crawl on all fours,

and apathetic languishing elders. Swarms of vultures followed them from high awaiting their

certain victims.”

Exploitation of this kind needs International laws and strong Intervention.

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TEACHERS’ MANUAL

Activity-8

Read the above case study and answer the following

1) What does the word Massai mean?

2) Why the Massai are called nomadic?

3) What’s the main occupation of Massai

4) What’s the main source of income for Massai

5) If you are a child of Massai, suggest ways for their Development.

Case Study- 2 BUSHMEN OF S.AFRICA

The Indigenous people of southern Africa whose territory spans most areas of South Africa,

Zimbabwe, Lesotho, Mozambique, Switzerland, Botswana Namibia and Angola are variously

referred to as Bushmen, San, Sho Barwa, Kung or Khwe. These people were traditionally

hunter-gatherers, part of the Khoisan group and are related to the traditionally pastoral

Khoikhar.

The Bushmen are said to be more than 10,000 years old and are the second oldest people on

the Earth. The Bushmen are “the forgotten people”, have been in their area hunting/

gathering and living their traditional life-style. There are approximately 200 families in

existence.

They speak a click dialect that only a few know and understand. Their innate hunting

abilities and fierce survival skills have little documentation. These living treasures are being

pushed further and further away from the land that they knew, to drier pastures. They believe

that their traditional lifestyle is coming to an end and their usefulness is finished.

Problems and the struggles

In the early 1980s, diamonds were discovered in the reserve. Soon after, Government

Ministers went into the reserve to tell the Bushmen living there that they would have to leave,

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TEACHERS’ MANUAL

because of the discovery of diamonds.

In three big clearances, in 1997, 2002 and 2005, virtually all the Bushmen were forced out.

Their homes were dismantled, their school and health post were closed, their water supply

was destroyed and the people were threatened and trucked away.

The Government since mid 1990’s started relocation policy and tried to move the Bushmen

out of their ancestral land on the Central Kalahari Game reserve. The Government wanted to

remove them for the lucrative tourist trade and diamond mining.

Political Struggle

1. One December 13, 2006, the Bushmen won a historic ruling in their long running court

case against the Government. The court ruled the refusal to allow the Baser was into the

Central Kalahari Game reserve without a permit, and the refusal to issue special game

licenses to allow the Bushmen to hunt was “unlawful and unconstitutional.”

2. In April 2008 the United Nations Human Right Council (UNHRC) criticized Botswana’s

Government for not allowing certain Bushmen to return.

3. In January 27, 2011 the Bushmen woman appeal against the Government in Botswana

High Court after they were initially prohibited from accessing drinking water inside the

Reserve through Bore hole. Barrister Gorden Benett found the Government guilty of

‘degrading treatment’ and described the case as ‘a harrowing story of human suffering

and despair’.

4. Hoodia traditional knowledge agreement

Hooida gordenii, used by San Bushmen was patented by the South African Council for

Scientific and Industrial Research (CSIR) in 1998. Without the knowledge of the San, the

CSIR patented the plant for its appetite suppressing quality. Once their Patent was

brought to the attention of the San, a benefit sharing agreement was reached between

them and the CSIR in 2003. This would award royalties to the San for the benefits of

their indigenous knowledge. San was represented by a regional organization formed

under San leadership, the working group of indigenous Minorities in Southern Africa

(WIMSA). The San have yet to profit from this agreement.

Activity-9

Read The Above Case study and answer the following

1) What does the word Bushmen mean?

2) Why the Bushmen were thrown out of their native land?

3) What was the political struggle undertaken by the Bushmen to establish their rights?

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TEACHERS’ MANUAL


After 30 years of struggle by Indigenous People, the United Nations finally passed the

declaration on the Right of Indigenous People. The Declaration – with its attention to

equitable and sustainable developments, protecting the Earth’s dwindling natural resources

and biodiversity, and human rights – Four of the principles embraced by the Declaration have

particular relevance for supporting environmentally sustainable development.

TRIBES OF INDIA

The Santhals are Indigenous tribes of India. They used to live in the region of Mayurbhanj,

Chhotanagpur, Palamau, Hazaribagh, Midnagar, Bankura and Birbhum. They were confined

to their forests and were engaged in hunting for subsistence. Britishers started claiming their

lands. British policy was to increase agricultural lands as they wanted taxes from the farmers

which were their main source of income. The simple and honest Santhals were cheated and

turned into slaves by zamindars and money lenders. They first turned them into debt by

giving those loans for goods. Santhals tried to repay these loans but the interest was so high

and the debts multiplied to an amount for which generation of the Santhal family had to work

as slaves. The Santhals women were disgraced and abused. The loss of freedom that they

once enjoyed turned them into rebels.

On 30 June 1855, two great Santhal rebel leaders, Sidhu Murmu and his brother Kanhu,

mobilized ten thousand Santhal and declared a rebellion against British colonists.

In the battle which followed, the British, equipped with modern firearms and war elephants

subdue the rebellion. The British attacked every village of the Santhals and brutally

suppressed the Santhals. This was a struggle of tribes against the exploitative policy of the

British on their native land and also against zamindars who worked on behalf of the British.

27

United Nations Declaration on the Right of Indigenous People

Article: 1 – Indigenous people have the right to the full enjoyment, as a collective or as individuals, of all human rights and fundamental freedoms as recognized in the Charter of the United Nations, the Universal Declaration of Human Rights and International Human Rights law.Article: 2 – Indigenous people and individuals are free and equal to all other people and individuals and have right to be free from any kind of discrimination, in the exercise of their rights, in particular that based on their indigenous origin or identity.Article: 3 – Indigenous people have the right to self-determination. Article: 4 – In exercising their rights to self-determination, have the right to autonomy or self-government in matters relating to their internal and local affairs, as well as ways and means for financing their autonomous functions.


TEACHERS’ MANUAL

Bhotiyas of Kumaon

Bhotiyas are a tribal people who live in bhot, a region of highland valleys bordering Tibet

situated in Kumaon Himalayas of Northern India. They were nomads who used to trade and

travelled with their huge flock of goat sheeps and ponies from the trade posts of Gartak and

Gyanima in Tibet to ridges and valleys of Kumaon into the Gangetic plains.

Nomadic trade was in their blood. Tibetan wool, gold dust, borax and rock salt packed on the

back of their ponies and they used to travel down to the plains of India. In mid March they

used to climb the mountains to reach Tibet. There life changed with the Indo-China war in

1962 and occupation of Tibet by China. The link between the two countries was cut off all of

a sudden and their life changed. Their struggle increased with the construction of road by the

Indian Government and commercialization of forests. Fuel wood and fodder became scarce

and water sources dried up. The government in order to help them started giving wool to

Bhotiya women. But the wool was of poor quality and middlemen started to exploit these

women. Once a nomadic tribe, who used to move from one place to another for centuries now

had to face a bleak future. Even today they are trying hard to survive.

This tribe has expanded, migrated and readapted to present day life.

Thus depletion of Natural Resources, cutting of forests, mining by the modern industrialized

world has brought lot of hardship to the Indigenous people and now they are demanding

Rights to protect their culture.

Practice: worksheet 4.

GLOBALISATION AND ITS EFFECTS ON ENVIRONMENT

Globalization has direct and indirect effect on environment.

1. The direct effect or the negative effect of Globalization includes emissions and

environmental damage associated with physical movements of goods between exporters and

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Activity- 10 DEBATE

1. Divide the class into two groups.2. Write the topic “World has become a Global village”3. One group will speak ‘for’ the topic and the other group will speak

‘against’ the topic.4. Guide both the groups on positive as well as negative effects of being part

of a Global village.


TEACHERS’ MANUAL

importers. This includes emissions from fossil fuel, oil spills, and introduction of exotic

species.

Surface transport -Only one quarter of global trade is between countries sharing land borders

.Trade between North America and Europe is 25% to 35%, between Africa, Asia and Middle

East 1-5% only. Environmental damages arise from land transport. Shipping related

emission – When goods are transported from one country to another by ships there is a risk of

oil spills. The average spill rate is only 24,243 tons. The global transport sector accounts for

14% of green house gas emission

Biological invasion –Another direct channel through which trade and transport impact

environment is through introduction of non active, or exotic, species. These species came

through contaminants of trade products, especially food products or nursery stock, packing

material and modes of transport particularly contaminated ballast water.

ACTIVITY –11

Visit your nearest hospital and find out the reasons for the following diseases and co-relate

with global climatic changes& human lifestyle change

2. Globalization’s indirect effect on environment –

Positive impact- Due to trade liberalization, if the country’s service sector expands and its

heavy industry contract, the country’s total emission is likely to fall. This is a positive impact

of globalization. Trade liberalization changes relative prices. As tariff barriers are not there

the price of import competing good is very less. Many countries are expanding these

industries which are less pollution intensive and contracting those industries which are more

pollution intensive.

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TEACHERS’ MANUAL

Demand for environmental quality increases with income. As we get richer we demand more

environmental amenities that influence environmental regulations. High income countries are

likely to set stricter environmental regulations as compared to low income countries,

liberalization leads clean industries to expand in rich countries and dirty industries (polluted

industries) will expand in poor countries. For e.g. In 2006 Saunders and Taylor in U.K found

out that importing dairy and meat into U.K from New Zealand would lead to fewer carbon

releases than producing the same goods ideally. One ton carcass of lamb in New Zealand

results in 688 kilograms of carbon dioxide emissions, while producing that same amount of

lamb in U.K would result in 2,849 kilograms of carbon dioxide emissions.

Another positive effect of globalization is transfer of technologies. How much pollution a

country emits per unit of a particular good produced depends on the technique of production.

Engineering firms that develop clean technologies engage in the direct sale of their

technologies to firms overseas. Rich countries can have these technologies and limit their

pollution level.

Thus globalization has positive as well as negative impact on the environment.

Environmental degradation has political effect it’s an integral part of our present “World

Politics”

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TEACHERS’ MANUAL

ASSESMENT RUBRICS

All assessment with regards to the Worksheets shall be done in marks and then converted into

grades.

To be selected by the teacher as per the nature of the worksheet.

GRADE GRADE POINTS[out of five]

GRADE POINTS[out of 10]

PERFORMANCE TO BE MARKED AS

A 4.1-5.0 8.1-1.0 EXCELLENTB 3.1-4.0 6.1-8.0 V.GOODC 2.1-3.0 4.1-6.0 GOODD 1.1-2.0 2.1-4.0 FAIRE 0-1.0 1.1-2.O NEEDS IMPROVEMENT

Following assessment criteria to be applied for the worksheet numbers:-

1, 2, 3, 4, 7,8,10

GRADE PARAMETER- If the childA/EXCELLENT Answers all the questions in detail/explanation/content/with

examples.B/ V.GOOD Attempts all the questions and does not provide required

explanation for any one of the answer.C/GOOD Fairly attempts all the questions and does not provide necessary

explanation.D/ FAIR Attempts very few questions and does not provide necessary

explanation.E/ NEEDS IMPROVEMENT

Does not attempt any of the questions or answers all the questions in correctly.

Following assessment for Worksheet 5, 6, 9.

No. of Points Parameter- if the child is able to--1. Could identify the tribe or movement for study.1 Systematically explore the traces and underline basic concept of the

movement/tribe.2 Systematically explore and synthesize information from variety of sources.1. Explore the traces and underline basic concept of the movement.

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TEACHERS’ MANUAL

1. Understand their struggle.

Total these points and convert them into respective grades.

References and Links

1. Global Warming http:// platform.youngeporters.net/post/

o Why did the environment as a political issue at the end of 20th century. http://news.nationalgeographic.com/news/2004/12/1206041206globalwarminghtml . http:/news.nationalgeographic.com/news/2004/12/1206041206globalwarming.html.

4. Ozone Depletion http://omsriram.com/globalwarming.html

5. Sea Pollution http://www.goodplanet.info/org/pollution/oceans/sea pollution http://www.yple.org.ok/environmental/sea-pollution/36 http://www.offshore-environment.com/oilpollution.html.

8. Space Debris Space Debris Pollution: A Convention Proposal –Thierry seneschal.

9. Depletion of Natural Resources. http://www.isabelperez.com/selectforest.htm.

10. Waters Green Alert/Polluted Waters Jennifer Stefanow

11. The Club of Rome http://www.mega.nu/ampp/car.html.

12. Earth Summit

[email protected]://www.fao.org/sard/en/sard/en/sard/2070/2071/index.html13.http:/www.johannesburgzsummit.org/html/media_info/pressreleases_factsheats/wssd2_progress_rio.pdf14. Global Commons

http://www.actnow.com.au/issues/Global_commons.aspx .15.http://www.gci.org.uk/16.Kyoto Protocol

http:/www.kyotoprotocol.com/ http:/www.globalissues.org/issue/178/climate_change_and_global_warming http://www.globalissues.org/article/231/climate_justice_and_equity . .http://news.nationalgeographic.com/news/2004/12/1206041206global

warming.html.20.Copenhagen Climate Conference

Copenhagen Summit :The Verdict21. Chipko Movement

32

http://www.globalissues.org/article/231/climate_justice_and_equity

http://www.actnow.com.au/issues/Global_commons.aspx

mailto:[email protected]://www.fao.org/sard/en/sard/en/sard/2070/2071/index.html

http://www.mega.nu/ampp/car.html

http://www.isabelperez.com/selectforest.htm

http://news.nationalgeographic.com/news/2004/12/1206041206globalwarminghtml


TEACHERS’ MANUAL

http://www.ecoindia.com/education/chipko_movement.html 22. http://www.rightlivelihood.org/chipko.pdf

23. Narmada Bachao Andolan Fisher, William(1995).Towards Sustainable Development ?: Struggling over India’s

Narmada River.M.E.sharpe.p.166.24.Bolivia’s Water Supply- N.C.E.R.T X Democratic Poltics II25. Indigenous people

http://www.globalissues.org/article/ 26. 693/rightsof_indigenous_people

http://www.un.org/esa/socdew/un/offi/en/driphtml .27. NCERT-X India and the contemporary WORLD-I28. http://www.culturalsurvival.org/ourpublications/csq/article/masai_autonomy_and_sovereignty_kenya_and_tenzania29. Santhals –http://www.ecoindia.com/tribes/khasi.html

ACKNOWLEDGEMENTS

Heartfelt thanks to our coordinator Mrs.Varsha Seth for her support and guidance and

Chandni Mathur for her help and support.

33

http://www.culturalsurvival.org/ourpublications/csq/article/masai_autonomy_and_sovereignty_kenya_and_tenzania

http://www.culturalsurvival.org/ourpublications/csq/article/masai_autonomy_and_sovereignty_kenya_and_tenzania

http://www.un.org/esa/socdew/un/offi/en/driphtml

http://www.globalissues.org/article/

http://www.rightlivelihood.org/chipko.pdf

http://www.ecoindia.com/education/chipko_movement.html

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