In this video and brief article, students will learn how women are affected differently by climate change, how they are more vulnerable to the impacts of climate change, and that they are often excluded from climate decision-making.
The resource details the steps to promote and finance gender-responsive climate projects, which are necessary to address gender equality and ensure equitable, effective, and efficient climate action.
Teaching Tips
Positives
The hand-drawn illustrations are unique and engaging.
The video is solution-oriented with specific steps we can take to create both a more equitable world for women and a healthier planet.
Additional Prerequisites
The IUCN Gender resource link under the Related Links section is broken.
Differentiation
Using the example of public transport from the video, students can evaluate the need for more safety when it comes to women and girls traveling alone on public buses, trains, etc. and brainstorm solutions that could make this climate solution more equitable. Students can assess each other's proposed solutions and discuss other social solutions to make it safer for women to walk, run, ride, and bike in public spaces.
Economics students can research climate financing organizations and determine their gender-responsiveness using the four criteria from the video.
Discussing issues of equality and vulnerability can be sad and frustrating for students. Consider having students journal about their emotions and experiences after watching the video.
To extend the lesson, have students research other resources related to gender and climate change, such as this scientific report and this TED video.
This lesson plan could be used prior to this video to introduce students to the concept of gender inequality around the world.
Scientist Notes
This video resource from the UNFCCC serves as a great primer on the gender inequity of the climate crisis and its solutions. The gender responsive climate financing appears to be a great model to respond to the impact of climate change, particularly on women. This resource is recommended for teaching.
Standards
College, Career, and Civic Life (C3) Standards
Dimension 2: Civics
D2.Civ.6.9-12 Critique relationships among governments, civil societies, and economic markets.
Dimension 2: Economics
D2.Eco.2.9-12 Use marginal benefits and marginal costs to construct an argument for or against an approach or solution to an economic issue.
Dimension 4: Taking Informed Action
D4.6.9-12 Use disciplinary and interdisciplinary lenses to understand the characteristics and causes of local, regional, and global problems; instances of such problems in multiple contexts; and challenges and opportunities faced by those trying to address these problems over time and place.
D4.7.9-12 Assess options for individual and collective action to address local, regional, and global problems by engaging in self-reflection, strategy identification, and complex causal reasoning.
Common Core English Language Arts Standards (CCSS.ELA)
Speaking & Listening (K-12)
CCSS.ELA-LITERACY.SL.11-12.3 Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.
