guía para profesores -jdu_teachers guideline

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.

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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

guía para profesores -jdu_teachers guideline

Documents