Teaching Resource
Design
The "Phenomenon of Opportunities" teaching resource has been designed to provide in-depth and nuanced knowledge of the El Niño phenomenon in northern Peru. It seeks to do so through a multidisciplinary approach which reflects both the nature of Geography as a discipline, as well as that of the "El Niño: Phenomenon of Opportunities" research project. As such, it presents a series of disciplinary perspectives (each geographic sub-discipline granted one chapter) which, by complementing each other like pieces of a puzzle, create a holistic understanding of the topic.
How do I use it?
Please read the resource guide (below) for detailed guidance on how to use these chapters.
Each chapter has been designed as individual Powerpoint presentation which can be projected in class, accompanied by its supporting text which can be used as guidance to present the PowerPoint. We recommend presenting the Introduction first, then choosing two or three topics which align with your learning objectives.
The chapters can be accessed in their original, editable form (.pptx and .docx) to be adjusted for your own classroom needs, or as a smaller-sized PDF format. You can select these from the "Quick download" selection below, scroll down for descriptions of the individual chapters, or access the complete resource folder using the link at the bottom of the page.
Chapters:
1. Introduction
The introduction to the “Phenomenon of Opportunities” teaching resource explains four central components: Peru’s development characteristics; the El Niño phenomenon; how El Niño benefits northern Peru; and the disaster narrative.
This chapter is available either as a PowerPoint or as an ArcGIS StoryMap.
2. Development
The “Development” chapter explores what development and sustainable development are by providing a discussion on subsistence livelihoods; development measures; the characteristics of northern Peru; and challenges and strategies for development.
This chapter includes a worksheet, which engages with the “Dollar Street” resource by Gapminder to visualise development for the discussion of measures of wellbeing and how they differ.
3. Children and Disasters
The “Children and Disasters” chapter explores the El Niño phenomenon through the disaster equation (disaster risk = hazard x vulnerability / capacity), using children as an example of how this differs between social groups, and addresses disaster risk reduction with an example of participative education. This chapter includes a worksheet about actions for disaster risk reduction.
This approach is different to the natural hazard-oriented focus opted for in A-Levels, and may serve to further challenge students to consider potential opportunities for their research assignment or those who may be interested in studying Geography in higher education.
4. History
The “History” chapter explores how we learn about the history of El Niño through physical sciences (instrumental measures and natural records) as well as human sciences (archaeology and archives) to demonstrate the occurrence of the phenomenon in ancient civilisations.
5. Economics
The “Economics” chapter delves into the impact of El Niño on the economic activities of fishing, agriculture, and livestock production through a value chain analysis, as well as addressing resource management.
This chapter relies on box plots to visualise the economic impact of El Niño: you may choose between an easier visual comparison of results or a deeper understanding of box and whisker plots.
6. Climate and Environment
The “Climate and Environment” chapter addresses four different sources through which we gather data about the El Niño phenomenon and what they tell us: precipitation; GIS; cores and sediments; and tree rings.
7. Geographical Research
The “Geographical Research” chapter seeks to empower young researchers by introducing how research is conducted. It covers the importance of knowledge production, introduces multiple data sources, and then discusses the ethics of research and the co-production of knowledge. It includes a worksheet in which students can analyse four different data sources.
8. Intergenerational Education
The “Intergenerational Education” chapter replicates the participative educational programme implemented with secondary students in northern Peru, “Using Oral Histories to Save Ancestral Knowledge”. The two central axes - methodology for community ties and content for disaster preparedness - shape the programme’s impact on resilience.
The attached worksheet seeks guides students through the steps. These seek to empower children as development actors through interviews, storytelling, and presentations.