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  • Environmental Justice
  • Climate Action


  • Social and Emotional Learning

Regional Focus

  • Europe

Sara Blazevic | New York, New York

Author: Our Climate Voices
Grades: 3rd, 4th, 5th, 6th, 7th, 8th, 9th, 10th, 11th, 12th
Subjects: Science, Social Studies
Resource Type:
  • Article
  • Sarah, co-founder of the Sunrise Movement, describes the impact of climate change on her family members in Croatia.
  • She explains the devastating flooding that has happened in Croatia, the long-term impacts of climate change on the environment in Croatia, and the lack of media coverage on the topic.
  • The article concludes with information for further reading and action steps the reader can take. 
Teaching Tips


  • Pictures are included with this first-person narrative to help students engage.
  • This article allows for a discussion of environmental justice, as Croatia has very low carbon dioxide emissions but is greatly impacted by climate change.
  • Action steps toward reducing the impacts of climate change are located at the end of the article.

Additional Prerequisites

  • Students should be familiar with the connection between flooding and climate change.
  • Students should be familiar with Croatia's geographic features and location.
  • Note: all of the hyperlinks in the Further Reading section are broken, but you can search for the articles identified by name.
  • One of the action items is no longer applicable.


  • Reading the article as a class, with frequent checks for understanding, may be helpful for this lengthy article.
  • This lesson could be used in a geography or economics class as students learn about the negative impacts that climate change has had on the tourism industry.
  • Using a graphic organizer could assist students in retaining key information from the article.
  • Students could brainstorm additional ways that they could help take action to prevent climate change.

Scientist Notes
The resource presents the difficult situation communities in Croatia face. Natural disasters and flood events have ravaged livelihoods, lives, and properties. This is an opportunity for students to take climate action by speaking up, engaging in a climate march, and using other tools to address climate change in their communities. This resource is recommended.
  • Common Core English Language Arts Standards (CCSS.ELA)
    • Reading: Informational Text
      • CCSS.ELA-LITERACY.RI.6.7 Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.
  • Next Generation Science Standards (NGSS)
    • ESS2: Earth's Systems
      • 3-ESS2-2 Obtain and combine information to describe climates in different regions of the world.
  • College, Career, and Civic Life (C3) Standards
    • Dimension 2: Geography
      • D2.Geo.12.3-5 Explain how natural and human-made catastrophic events in one place affect people living in other places.
  • College, Career, and Civic Life (C3) Standards
    • Dimension 4: Taking Informed Action
      • D4.7.3-5 Explain different strategies and approaches students and others could take in working alone and together to address local, regional, and global problems, and predict possible results of their actions.
  • Common Core English Language Arts Standards (CCSS.ELA)
    • Reading: Informational Text
      • CCSS.ELA-LITERACY.RI.4.8 Explain how an author uses reasons and evidence to support particular points in a text.
  • Common Core English Language Arts Standards (CCSS.ELA)
    • Reading: Informational Text
      • CCSS.ELA-LITERACY.RI.9-10.6 Determine an author's point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.


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