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These activities explore the human impact of the climate emergency and provide new spaces, approaches and opportunities for climate education and social action The resource frames the climate emergency as a human rights and people-centred issue and supports teachers to promote a sense of agency and empowerment within young people. This in turn is recognized as one strategy to help young people manage eco-anxiety, as well as disillusionment and disengagement with climate issues.
The resource includes five activities:
Students have an opportunity to strengthen those skills associated with critical thinking, debate and discussion, and social action
The resource approaches the topic of climate change from a unique perspective in examining the impact of climate change within the context of human rights.
The resource adopts a pedagogy that effectively engages students by providing concrete examples that served to illustrate how the impact of climate change depends upon who and where you are. It further allows considerable flexibility to teachers in choosing those topics which are of particular relevance to their curriculum obligations.
The resource can be used to complement and supplement any study of climate change or any study of the conditions faced by particular peoples in the developing world, or as an example of the concepts of social justice within the context of global citizenship.
The following tool will allow you to explore the relevant curriculum matches for this resource. To start, select a province listed below.
|Consideration of Alternative Perspectives||Good|
Although the resource starts with the assumption that the negative impacts of climate change is unevenly felt by people around the world and the injustice of this should be recognized, it allows students to consider, discuss and debate this assumption by involving the students in a series of activities that encourage the discussion.
|Consideration of Alternative Perspectives: |
|Multiple Dimensions of Problems & Solutions||Very Good|
The resource helps students focus on the impact of climate change on people rather than on the environment. The environmental consequences are recognized but the resource explores the uneven economic and social consequences of the changes in the environment and frames the climate emergency as a human rights and people-centred issue.
|Multiple Dimensions of Problems & Solutions: |
Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
|Respects Complexity||Very Good|
The resource helps students understand the concept of intersectionality or interconnectedness as it applies in investigating the impact of climate change on people. It recognizes that the impacts of the climate emergency are not felt equally across humankind but are interconnected, historically or socially, to other forms of injustice and inequality.
|Respects Complexity: |
The complexity of the problems/issues being discussed is respected.
|Acting on Learning||Satisfactory|
No action component is prescribed by the resource but the resource does include links to a number of learning and social action materials.
|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
|Values Education||Very Good|
The issue of climate change is examined through the lens of human rights and by so doing, students begin to appreciate the inequalities that exist within the world and how these inequalities are sometimes heightened by climate change. Students are asked to think about who is responsible for and who is harmed by climate change.
|Values Education: |
Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.
|Empathy & Respect for Humans||Very Good|
The purpose of this resource is to reframe the climate emergency in the context of human rights and equality, and not to view it as an environmental emergency alone.
The climate emergency impacts people unequally and it’s hitting people living in the world’s poorest communities the hardest. What’s more, the people on this climate change frontier are the people who have done the least to cause the crisis. The idea of climate justice explores the fact that the people who are the least responsible for causing the emergency in the first place are the people who are impacted by it the most. This is seen most clearly by comparing high-income with low-income countries. However, inequalities also exist between people and social groups living within both high-income and low-income countries.
|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||Satisfactory|
Attention is paid to the effect of climate change on the environment but the emphasis is on the consequences for those people living in the affected environment.
|Personal Affinity with Earth: |
Encourages a personal affinity with -the natural world.
The lessons explore the impact of climate change on those who are often least able to deal with those impacts and least responsible for causing climate change. Certain of the individual activities, however, asks students to examine their own situation and to compare that to the lives of others. The effects of climate change may be unequal but climate change has relevance for all.
|Locally-Focused Learning: |
Includes learning experiences that take advantage of issues/elements within the local community.
|Past, Present & Future||Good|
The activities describe the economic and social setting for selected peoples before their lives were dramatically altered by climate change and show how their future prospects are dim unless steps are taken to accommodate and mitigate climate change.
|Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.|
Each of the activities engage learners in a discussion and consideration of the link between climate change and human rights. Learners are asked to suggest how climate change may be relevant for the Sustainable Development Goals; to think about how different factors related to who and where you are matters with respect to the impact of climate change; to identify evidence of human upheavals due to climate change; to create their own climate consequence wheels; and to visualize and internalize the unequal burden that climate change imposes on people.
Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.
|Integrated Learning||Very Good|
The various topics and activities included in the resource have relevance for geography (where is climate change most visible and why?), economics (how does climate change create challenges for people's efforts to make a living?), ethics and citizenship (how is climate change related to issues of social justice?).
|Integrated Learning: |
Learning brings together content and skills from more than one subject area
The individual lessons explore different elements in illustrating the link between climate change and social justice and it does this by engaging students in activities that allow them to arrive at their own understandings that "we are not in this all together" but that the harm is unequally felt.
|Inquiry Learning: |
Learning is directed by questions, problems, or challenges that students work to address.
|Differentiated Instruction||Very Good|
The lessons allow students to work in small groups to identify connections between climate change and the SDGs, to examine pictures and view films designed to illustrate how climate change affects different individuals and groups, to create mind maps or consequence wheels that illustrate who you are and where you are matters with respect to climate change, to role play different people to better understand the inequalities associated with the impact of climate change.
|Differentiated Instruction: |
Activities address a range of student learning styles, abilities and readiness.
The resource uses role playing and other activities that engage students in exploring the real but not well addressed issue of climate change and social justice.
|Experiential Learning: |
Authentic learning experiences are provided
Students have the opportunity to work in small groups and to share their perspectives with their classmates
|Cooperative Learning: |
Group and cooperative learning strategies are a priority.
|Assessment & Evaluation||Good|
The many activities allow teachers to make formative evaluations about student understanding of the issues raised by the resource.
|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.|
There is considerable sharing among students in both investigating the issues raised and articulating their understanding of and perspectives on these issues.
|Peer Teaching: |
Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.
|Case Studies||Very Good|
The resource uses pictures and film clips to introduce students to different individuals and groups in the developing world who are struggling with the consequences of 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||Good|
The lessons are organized in accordance with the principle of guided inquiry. The issues are identified and activities are designed to help students arrive at their understanding of the issues.
|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.|