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Photo by Alfred Derks via Pixabay

Author

Dea Larsen Converse

Grades

9th, 10th, 11th, 12th, AP® / College

Subjects

Social Studies, Civics

Resource Type

  • Article

Regional Focus

North America, United States, USA - Midwest, South and Central America, Wisconsin, Capital (CESA 2)

Youth Perspectives on Climate Change

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Synopsis
  • This written interview with a climate activist touches on the efforts of young Wisconsinites to fight climate change, climate justice, climate anxiety, and the need for inclusion within environmentally-focused movements.
  • Students will learn about the Youth Climate Action Team in Wisconsin that was started to address climate justice and mobilize youth to take action.
Teaching Tips

Positives

  • This interview provides a personal story that students may connect with. 
  • This interview is concise and thought-provoking.

Additional Prerequisites

  • Students should understand how BIPOC communities and other groups globally may be disproportionately impacted by natural disasters.
  • Students should understand the following terms: BIPOC, ethnocentric, tokenize, and First Nations.

Differentiation

  • This article could supplement a lesson on the social and emotional impacts of climate anxiety.
  • This article could enhance a lesson about environmental racism and how it fits within the context of climate change.
  • After reading the article, the teacher could lead a classroom discussion on why different parts of the world are more vulnerable to climate change than others.
  • This article could augment a classroom discussion on why young people are so motivated to act on climate change.
Scientist Notes
This resource from the Wisconsin Initiative on Climate Change Impacts is an interview with Youth Climate Action Team's co-founder, Stephanie Janeth Salgado Altamirano. After discussing the work of the Youth Climate Action Team, the interview turns to issues of environmental injustice and climate anxiety. More than anything, this resource shows students how youth, particularly those from marginalized communities, can effectively advocate for climate justice. Closing with a hopeful tone, this interview reassures young people that they are not fighting a losing battle. This resource is recommended for teaching.
Standards

This resource addresses the listed standards. To fully meet standards, search for more related resources.

  • English Language Arts
    • Reading: History/Social Studies (6-12)
      • RH.9-10.4 Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history and the social sciences; analyze the cumulative impact of specific word choices on meaning and tone.
    • Reading: Informational Text (K-12)
      • RI.11-12.2 Determine two or more central ideas of a text and analyze their development and how they interact to provide a complex analysis; provide an objective summary of the text.
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