Lindsay Adams, Social Studies, JT Williams Secondary Montessori School
Synopsis
In this unit, students will participate in a kick-off, role-playing activities, projects, interviews, and lessons, based on experiences climate refugees must face in their journey towards finding a place to settle. Students will actively learn about citizenship and advocacy skills while addressing the main question “who are climate refugees?” They will use this background knowledge to participate in conversations with local Charlotte residents who are currently facing everyday hardships because of climate change. Students’ culminating project will be the creation of a digital advocacy toolkit that can be accessed and useful for climate refugees, or migrants or
refugees, depending on how they define themselves or understand what role the environment plays in their journey to find a way to be successful and supported in this country and as a tool for young adults on how to advocate for the needs of this community, world-wide. After a two-week period, this project will be presented to Williams Montessori school and local community members, potentially in partnership with their climate refugees as a culminating event. Beforehand, students will complete a pre-assessment to gather information about their prior knowledge on climate
refugees, climate change, and social justice. At the end of this unit, students will complete a thorough formative self-assessment that demonstrates their knowledge from this experience with reference to climate refugees, citizenship, climate change, and personal advocacy skills. In the
search for supporting these climate refugees, during this unit, students are encouraged and guided to find and grow their passions for advocating for others as it relates to human rights, climate change, and climate action, by using their voices in support of marginalized communities, post-secondary education.
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