History Lesson: Climate Solutions to Ecocide
Lesson Plan
2 hoursGrades8, 9, 10, 11, 12Social Studies
This resource has been reviewed by SubjectToClimate's climate scientists and verified for scientific accuracy and up-to-date information. Learn about our review process →
Written by Breck Foster
About this lesson
Students analyze climate solutions in terms of climate justice, feasibility, and effectiveness at the local and global levels, then compare and contrast the results of their analysis in class discussions. Students write and present a persuasive pitch to implement a specific climate solution that benefits the planet and promotes human rights.
Inquire: Students reflect on art that depicts ecocide and brainstorm ideas about climate solutions.
Investigate: Students compare and contrast climate solutions scenarios, including potential outcomes for people and the planet.
Inspire: Students develop a proposal in the form of an elevator pitch to advocate for the immediate implementation of a climate solution.
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Suggestions
- Each section of this lesson (Inquire, Investigate, and Inspire) can be completed during separate class periods.
- This lesson could be taught in a U.S. or world history class within the context of the long-term effects of the Industrial Revolution, or challenges arising from globalization or economic development.
- This lesson could be taught in a social studies class studying international law and human rights, or the United Nations’ Sustainable Development Goals (SDGs).
- This lesson could connect to a study of the COP meetings, including COP28, where for the first time nations mentioned fossil fuels and agreed to work toward phasing them out.
- SubjectToClimate’s lesson Environmental Restoration: Social Studies Lesson can be taught between Lessons 2 and 3, or after Lesson 3, of this unit.
- This lesson can be taught in conjunction with SubjectToClimate’s lesson En-ROADS Climate Change Solutions.
- Teachers can use the Ecocide Evaluation Tool in this lesson and across any lesson or unit for students to evaluate acts of environmental damage. The tool includes a definition chart, primary and secondary resources, a chart, and a final reflection for students to complete.
Prerequisites
- This is lesson 3 of 3 in our 8th-12th grade History Unit Plan: Ecocide.
- This lesson builds on students’ understanding of ecocide explored in Lessons 1 and 2.
- It is assumed that students have a general understanding of the terms economic growth, sustainability, and sustainable development.
- Teachers should review the Ecocide Evaluation Tool prior to the lesson as an optional teaching resource, homework assignment, or for further discussion.
Differentiation
- Instead of the jigsaw in the Investigate section, teacher may want the entire class to focus on one climate solutions approach.
- Students can explore the following resources as a foundation for understanding the Restorative Pathway, the scenario developed by an Oregon-led team of climate scientists:
- As an introduction to the challenges of implementing climate solutions, students can begin the Inspire section by listening to and discussing the ideas in the podcast, What Are Governments Doing About Climate Change?
- As part of the “elevator pitch” in the Inspire section, students can identify to whom they would make their pitch and why.
- As an alternative to the “elevator pitch,” the teacher can assign pairs of students different climate solutions to investigate and present to the class. After listening to all the presentations, the class can choose which climate solution should be prioritized and create a plan to advocate for this solution at the global, local, and individual levels.
- Students can learn more about the Oregon scientists featured in this lesson by viewing the 2022 35-minute film from Oregon State University, “The Scientist’s Warning.”
From the scientist review
The idea of ecocide is examined in this lesson, along with its effects on the climate. Learners are also given the opportunity to create a concept note that outlines practical strategies and best-fit solutions for preventing the loss of biodiversity and the environment from adverse anthropogenic activities. We reviewed the lesson thoroughly, and it passed our assessment of its scientific plausibility.
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About the teacher writer
Breck Foster
Oregon State Lead
Breck Foster, M.Ed., is SubjectToClimate's Oregon State Lead. She holds a Bachelor of Arts in Development Studies from the University of California, Los Angeles, and a Master of Education in Educational Administration from the University of California, Berkeley, and brings 21 years of experience in education. She engages students in climate action through her school's Green Team and is active in statewide initiatives, including Oregon Educators for Climate Education and the Oregon Climate Education Thought Leaders Committee. Fun fact: she enjoys cooking and neighborhood walks with friends, family, and their dog.
