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“Hundreds of leaders who live in different places and speak different languages came together to make a decision about something that affects the whole world,” I explained. conference panning all of the global leaders as they announced the agreement in various languages. To begin this unit, I showed students a short clip from the U.N. The conference was the culmination of students’ learning about the topic, and led to students taking action around Congress’ upcoming decision to adopt the U.N. I created a unit around a “People’s Climate Summit” in which 3rd graders would present mostly underepresented voices of people around the world in a conference-like group performance. I was inspired by the active, yet profound way high school students were learning about the climate crisis and believed my 3rd-grade students could too.
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In the introductory activity, each student takes on the role of someone affected by climate change and, walking around the room, meets people from the world as they tell their stories based on short autobiographies. The inspiration for this unit came from Bill Bigelow’s article “Climate Change Mixer” in Rethinking Schools’ A People’s Curriculum for the Earth. I wanted to not just teach what climate change is, but to frame it as a social and environmental justice issue my students could directly relate to and take action to change. With a majority African American and low-income student population, and a full-inclusion model, my school is known as one of the most diverse public charters in the city. While most white and middle-class children attend private schools in New Orleans, my public charter has prioritized creating an institution that reflects the diverse neighborhood around it. Changing weather patterns, sea levels, and temperatures influenced the magnitude of Hurricane Katrina rapid coastal erosion - at the rate of a football field per hour - is compounded by rising sea levels and the continued destruction of wetlands for human use (including for the Gulf Coast oil industry) and “Cancer Alley” is the nearby petrochemical industrial corridor in predominantly poor, African American communities between Baton Rouge and New Orleans. In Louisiana, there are pretty clear real-life examples of climate change negatively affecting my students in their own backyard. I knew my students would have myriad experiences relating to this crucial topic, and that most of their knowledge wasn’t coming from school. Was this global concern too big and abstract to address with 3rd graders? How could I bring up an issue so complex, so gloom and doom? How could I not? I was concerned about how environmental issues are often taught to young children in a way that is artificially divorced from social concerns, and I felt learning about the pressing issue of climate change could not wait until my students were older.
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When I began brainstorming this unit, the 2015 United Nations Climate Conference in Paris had just ended I thought about how I could use this significant event as a way to teach my students about climate change.
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This was one moment, of many, when I wondered how to answer an 8-year-old. “I didn’t know we had glaciers, are they melting here too? Isn’t that bad?” Paris asked. Most of my New Orleanian students hadn’t heard of Oregon before. “No, Nancy Tanaka lives in Oregon,” he responded. But does your character live in the North Pole?” That’s what’s melting in the North Pole!” Adrian exclaimed. Paris, her partner Adrian, and I looked at their script and sounded out the word “glacier” together.