Introducing Climate Project // April 2024

Wow!

I agree, Janet Mann . My students have done some interesting job research in the name of "green" action. Last year one of my students said that she knew she was already going into cosmetology and wasn't interested in researching climate-friendly careers. So, instead we research climate-friendly salons! 

We found so much new information about products and suppliers that help cut down on packaging and harmful salon chemical waste. But the truly amazing find was what is being done with all the HAIR clippings! Way beyond just donating your pony tails for wigs, there are products actually being made with recycled hair! You just have to be a "green salon" to take part in the movement. 

That extra research showed that even a chosen career could have climate solution options that a person could prioritize in their future. 

My people- great job on the new layout and sequencing of the course! From Big History to Origins to now Climate Project, I have always maintained that the intentionality of the course designs allows educators to focus more on the students. So in short, thank you for allowing me to focus on student feedback and student needs. 

I look forward to teaching the early lessons on the Climate Disagreement and the Case for Optimism. I included similar lessons when I went rogue in Big History two years ago and when I taught the Climate Project as a semester course this past Fall. I believe those concepts provide proper framing for the rest of the course and enable civil civic discourse. Something that is not always easy to come by. 

Besides those two lessons, where would you tell somebody who taught the extension course in the past to focus their planning to adapt the past course structure to the new course plan and lessons? 

Janet I would like to chat about how you bring more civic lessons to the course. For the past two years, I have invited in our mayors (district town mayor and sending district) for the Climate Summit presentations. This year we were able to partner with our town's Environmental Commission. We are working on a Rain Garden Project with them. I would love to hear about some of the civic lessons you bring into the course so I can build out better classroom lessons. Thank you!

It's not your grandaddy's textbook. 

Hi Mike Skomba looks like you are already headed in the right direction with civics!  Brining in community leaders and partnering with non profits is a great way for students to have change makers listen to their ideas!

When I did the Extension course last year, I had a group of students work after the project to figure out what they could share with community members to get attention and support.  I encouraged them to continue so that they could earn the California State Seal of Civic Engagement.  One actually did AND additionally  got an award that had $$ attached!

Mostly what I do is coach.  I ask questions to lead them to think about an actual project or change they could make and then I support them in figuring out who the "change maker" or person(s) with the power is to make change so that they can contact them and/or work with them, attempt to make policy change or bring an issue to them.

I have had a lot of students present to our school board about food waste, plastics, dress code, feminine products (CA law says female bathrooms have to be stocked with supplies and our weren't!). I have had students work with political candidates on issues they support, as well.

I think just letting students know they have a voice and helping them find it and use it is what I do.  Not all students take me up on it, but some have circled back as juniors or seniors to continue getting support or guidance.

Hopefully that wasnt too general.  Hit me up 1:1 if you have specific questions.  I have used curriculum called Y-Plan as well as the Mikva curriculum of of Illinois.

Hi! I’m homeschooling an 8th grader. Can I start off the year with climate change ( as my child is interested in the topic) or would it more helpful to start off with the BHP?

thanks

Hello Benji Ra ,

I think starting off with a genuine interest and a spectacular hook into learning is always a good idea.

Something I've heard others are thinking about doing (Andrea Wong ) is to start off with a Climate Project introduction, and then sprinkle in other climate lessons as they continue with their regular course. 

I think that BHP lends itself well to this approach.

Any input from others?

Hey Folks-- when we didn’t have time to develop a standalone CP course in 22-23, I ran CP out of BHP. I introduced it throughout the year and based on student interest, we ran with the Climate Summit instead of the Little Big History. It wasn’t perfect but it fit the interests of the students and was a valuable educational experience.

 Mike Skomba That's a great adaptation and integration.

I think any project like Little Big History or Climate Summit, while beneficial to their respective content, has a broader learning benefit as a culmination of sustained study. 

We all need a few of those BIG moments to enjoy the accomplishment and reflect on learning.