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Database Provider
Author
Grist
Grades
9th, 10th, 11th, 12th
Subjects
Science, Social Studies, Civics, English Language Arts, Justice, Social-Emotional Learning
Resource Type
- Article
Regional Focus
Global
- Synopsis
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- This article highlights how members of the trans and queer community are disproportionately impacted by climate change and the reasons why climate justice is especially important for this community.
- Students will learn about the strides that trans and queer climate justice advocates have already made and the climate risks for LGBTQ+ individuals, paying particular attention to those who are black, Hispanic/Latinx, Indigenous, or low-income.
- This article highlights how members of the trans and queer community are disproportionately impacted by climate change and the reasons why climate justice is especially important for this community.
- Teaching Tips
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Positives
- This article references the specific struggles of one of the authors, which makes the content especially powerful.
- This resource includes nine links within the text to other related resources.
Additional Prerequisites
- It may help to have a map available to point out the locations referenced in the article, where many trans and queer communities exist.
Differentiation
- Students could work in groups to discuss ways that public policies could shift to protect and serve all people.
- Teachers could assign each link within the article to a different group, asking the groups to present their findings to the class.
- After reading this article, art classes could come up with an artistic expression of climate justice or explore the artwork created by other young artists as they express their grief about climate change and their desire for environmental and climate justice.
- Scientist Notes
- People at the margins of society, particularly young, displaced members of the LGBTQ community, are some of the most vulnerable to the climate crisis, and in order to fully address the climate crisis, this inequity needs to be addressed. This resource is recommended for teaching.
- Standards
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This resource addresses the listed standards. To fully meet standards, search for more related resources.
- English Language Arts
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Reading: Informational Text (K-12)
- RI.6.2 Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
- RI.8.6 Determine an author's point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints.
- RI.9-10.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).
- RI.9-10.6 Determine an author's point of view or purpose in a text and analyze how an author uses rhetorical devices to advance that point of view or purpose.
- RI.11-12.1 Accurately cite strong and thorough textual evidence, (e.g., via discussion, written response, etc.), to support analysis of what the text says explicitly as well as inferentially, including determining where the text leaves matters uncertain.
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Reading: History/Social Studies (6-12)
- RH.11-12.8 Evaluate an author's claims, reasoning, and evidence by corroborating or challenging them with other sources.
- Science
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ESS3: Earth and Human Activity
- HS-ESS3-1. Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity.
- English Language Arts
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