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At-risk Communities

Secondary

Description

Through the examination of compelling images in a photo essay describing the effects of climate change in Alaska, students explore the themes of at-risk communities, climate refugees and migration.

The lesson  begins by discussing the connection between where a community is located and how it functions.  Students consider the different ways in which their lives might be effected if their families were forced to pick up and move to a  new and different location.

Through the photo essay, students are then introduced to the Native Alaska Inupiat people and the climate change impacts that are forcing them to leave Shishmaref Island which has been their home for more than 400 years. Guided questions are used to promote a discussion on the future of at-risk communities and what it means to be a climate refugee.

As a culminating activity, students are given a number of  prompts to use in a reflective writing exercise that demonstrates their understanding of issues raised in the photo essay.

General Assessment

What skills does this resource explicitly teach?

This lesson does not explicitly teach skills.

Strengths

The resource is interesting and thought provoking

The lesson addresses an important world issue.

It provides an interdisciplinary lens for the study of climate impacts.

It employs an effective case study approach.

It illustrates the multiple dimensions and complexity of climate change impacts.

Recommendation of how and where to use it

This is a challenging lesson suited for secondary students.  It will be of interest to science, social studies and geography teachers addressing climate change. 

Relevant Curriculum Units

The following tool will allow you to explore the relevant curriculum matches for this resource. To start, select a province listed below.

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  • Alberta
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    • Grade 12
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      • Geography
        • Step 4Relevant matches
        • World Geography 30: World Patterns of Population and Settlement
  • British Columbia
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    • Grade 11
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      • Environmental Science
        • Step 4Relevant matches
        • Environmental Science 11: Human practices affect the sustainability of ecosystems
    • Grade 12
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      • Environmental Science
        • Step 4Relevant matches
        • Environmental Science 12: Human activities cause changes in the global climate system
  • Manitoba
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    • Grade 12
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      • Geography
        • Step 4Relevant matches
        • World Geography: A Human Perspective - World Population: Characteristics, Distribution, and Growth
  • New Brunswick
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    • Grade 12
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      • Environmental Science
        • Step 4Relevant matches
        • Introduction to Environmental Science 120: An Overview of Environmental Science
      • Geography
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        • Canadian Geography 120: Patterns and Systems in the Human and Natural World
  • Newfoundland & Labrador
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    • Grade 10
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      • Geography
        • Step 4Relevant matches
        • Canadian Geography 1202: Human Population Issues in Canadian Geography
    • Grade 12
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      • Environmental Science
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        • Environmental Science 3205: The Atmosphere and the Environment
      • Geography
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        • World Geography 3200/3202: Population Distribution and Growth
      • Social Studies
        • Step 4Relevant matches
        • Social Studies 3201: Population Change
  • Nova Scotia
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    • Grade 10
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      • Geography
        • Step 4Relevant matches
        • Geography 10:Land Environment
    • Grade 11
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      • Geography
        • Step 4Relevant matches
        • Geography of Canada 11: Canadian Ecumene
    • Grade 12
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      • Social Studies
        • Step 4Relevant matches
        • Global Sustainable Solutions 12: Forced Migration
  • Ontario
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    • Grade 9
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      • Geography
        • Step 4Relevant matches
        • Issues in Canadian Geography (Academic): Interactions in the Physical Environment
        • Issues in Canadian Geography (Academic):Changing Populations
    • Grade 11
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      • Environmental Science
        • Step 4Relevant matches
        • Environmental Science (Workplace Prep.) Human Impact on the Environment
      • Geography
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        • Forces of Nature: Physical Processes and Disasters (Univ./College Prep.): The Physical Environment: Sustainability and Stewardship
    • Grade 12
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      • Geography
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        • World Geography: Urban Patterns & Populations (Univ. / College Prep.): Sustainability and Stewardship
  • Prince Edward Island
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    • Grade 12
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      • Environmental Science
        • Step 4Relevant matches
        • Environmental Science 621A: Environmental Challenges and Successes
  • Quebec
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    • Grade 9
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      • Social Studies
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        • The Contemporary World: Environment
    • Grade 11
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      • Social Studies
        • Step 4Relevant matches
        • Contemporary World: Environment
  • Saskatchewan
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    • Grade 11
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      • Environmental Science
        • Step 4Relevant matches
        • Environmental Science 20: Integrative Nature of Environmental Science
      • Social Studies
        • Step 4Relevant matches
        • Social Studies 20: World Issues - Population
  • Yukon Territory
    • Step 2Select a grade level
    • Grade 11
      • Step 3Select a subject
      • Environmental Science
        • Step 4Relevant matches
        • Environmental Science 11: Human practices affect the sustainability of ecosystems
    • Grade 12
      • Step 3Select a subject
      • Environmental Science
        • Step 4Relevant matches
        • Environmental Science 12: Human activities cause changes in the global climate system
      • Social Studies
        • Step 4Relevant matches
        • Human Geography 12: Demographic patterns and population distribution are influenced by physical features and natural resources

Themes Addressed

Air, Atmosphere & Climate (1)

  • Climate Change

Indigenous Knowledge (1)

  • Rituals, Spirituality and Worldviews

Sustainability Education Principles

Principle Rating Explanation
Consideration of Alternative Perspectives Good

After viewing the photo essay, the discussion prompts encourage  students to consider different interpretations of the images before taking a  position.

Consideration of Alternative Perspectives:
  • Satisfactory: absence of bias towards any one point of view
  • Good: students consider different points of view regarding issues, problems discussed
  • Very good: based on the consideration of different views, students form opinions and  take an informed position
Multiple Dimensions of Problems & Solutions Very Good

Understanding the climate change impacts on the environmental, social and economic life on Shishmaref Island is at the heart of this lesson.

Multiple Dimensions of Problems & Solutions:

Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.

  • Satisfactory: resource supports the examination of  these dimensions
  • Good:  resource explicitly examines the interplay of these dimensions
  • Very Good:  a systems-thinking approach is encouraged to examine these three dimensions
Respects Complexity Very Good

This is a definite strength of the lesson.

Respects Complexity:

The complexity of the problems/issues being discussed is respected.

Acting on Learning Poor/Not considered

Action opportunities are not provided.

Acting on Learning:

Learning moves from understanding  issues  to working towards positive change — in personal lifestyle, in school, in the community,  or for the planet

  • Satisfactory: action opportunities are included as extensions 
  • Good: action opportunities are core components of the resource
  • Very Good: action opportunities for students are well supported and intended to result in observable, positive change
Values Education Very Good

The guiding questions do an excellent job in encouraging students to identify, clarify and express their own beliefs.

Values Education:

Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.

Empathy & Respect for Humans Very Good

The lesson does an excellent job in promoting empathy and respect for the Inupiat people.

Empathy & Respect for Humans: Empathy and respect are fostered for diverse groups of humans (including different genders, ethnic groups, sexual preferences, etc.).
Personal Affinity with Earth Good

Students will appreciate the importance of the close relationship between the natural world and the life of the Inupiat people of Alaska.

Personal Affinity with Earth:

Encourages a personal affinity with -the natural world.  

  • Satisfactory: connection is made to the natural world
  • Good: fosters appreciation/concern for the natural world
  • Very Good: fosters stewardship though practical and respectful experiences out-of-doors 
Locally-Focused Learning Good

The opening discussion around how physical place impacts all aspects of community life is made relevant when students discuss how forced migration would effect them.

Locally-Focused Learning:

Includes learning experiences that take advantage of issues/elements within the local community. 

  • Satisfactory: learning is made relevant to the lives of the learners
  • Good: learning is made relevant and has a local focus
  • Very Good: learning is made relevant, local and takes place ‘outside’ , in the community 
Past, Present & Future Very Good

The past, present and future of life in remote Alaskan communities is well revealed; especially the rapid changes to the present brought on by climate change and the perilous nature of the future.

Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.

Pedagogical Approaches

Principle Rating Explanation
Open-Ended Instruction Very Good

The lesson design does not steer students but rather promotes independent analysis.

Open-Ended Instruction :

Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.

Integrated Learning Very Good

The lesson incorporates concepts/themes in environmental science, geography and social studies.

Integrated Learning:

Learning brings together content and skills  from more than one  subject area

  • Satisfactory: content from a number of different  subject areas is readily identifiable
  • Good:  resource is appropriate for use in more than one subject area
  • Very Good:  the lines between subjects are blurred 
Inquiry Learning Good

Students are provided with images to interpret with some guiding questions.

Inquiry Learning:

Learning is directed by questions, problems, or challenges that students work to address.   

  • Satisfactory: Students are provided with questions/problems to solve and some direction on how to arrive at solutions.
  • Good: students, assisted by the teacher clarify the question(s) to ask and the process to follow to arrive at solutions.  Sometimes referred to as Guided Inquiry
  • Very Good:  students generate the questions and assume much of the responsibility for how to solve them.  . Sometimes referred to as self-directed learning.

 

Differentiated Instruction Satisfactory

This is not a strength of the lesson. 

Differentiated Instruction:

Activities address a range of student learning styles, abilities and readiness.

  • Satisfactory:  includes a variety of instructional approaches
  • Good: addresses  the needs of visual, auditory &  kinesthetic learners
  • Very Good: also includes strategies for learners with difficulties
Experiential Learning Poor/Not considered

Experiential learning experiences are not included.

Experiential Learning:

Authentic learning experiences are provided

  • Satisfactory: learning takes place through ‘hands-on’ experience or simulation
  • Good: learning involves direct experience in a ‘real world context’
  • Very good: learning involves ‘real world experiences’ taking place’ beyond the school walls.
Cooperative Learning Satisfactory

Group discussions are encouraged.

Cooperative Learning:

Group and cooperative learning strategies are a priority.

  • Satisfactory:  students work in groups
  • Good: cooperative learning skills are explicitly taught and practiced
  • Very Good: cooperative learning skills are explicitly taught, practiced and assessed
Assessment & Evaluation Good

The discussion questions  and a writing reflection exercise allow students to demonstrate their understanding.

Assessment & Evaluation: Tools are provided that help students and teachers to capture formative and summative information about students' learning and performance. These tools may include reflection questions, checklists, rubrics, etc.
Peer Teaching Poor/Not considered
Peer Teaching:

Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.

  • Satisfactory: incidental teaching that arises from cooperative learning, presentations, etc.
  • Good or Very Good: an opportunity is intentionally created to empower students to teach other students/community members. The audience is somehow reliant on the students' teaching (students are not simply ‘presenting')
Case Studies Very Good

The photo essay provides an excellent case study of an at-risk community due to climate change.

Case Studies:

Relevant case studies are included.  Case studies are thorough descriptions of real events from real situations that students use to explore  concepts in an authentic context.

Locus of Control Satisfactory

Students have some latitude in the choice of topics for their written reflection.

Locus of Control: Meaningful opportunities are provided for students to choose elements of program content, the medium in which they wish to work, and/or to go deeper into a chosen issue.

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