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The Climate Reality Project


6th, 7th, 8th, 9th, 10th, 11th, 12th


Social Studies, English Language Arts, Justice, Social-Emotional Learning

Resource Type

  • Article

Regional Focus

Global, North America, United States, USA - South, Asia

The Climate Crisis is an LGBTQIA+ Issue

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  • This article describes how LGBTQIA+ people are disproportionately affected by climate disasters and may be excluded from the response efforts, using examples from Hurricane Katrina and the Indian Ocean Tsunami.
  • The author emphasizes the importance of LGBTQIA+ voices in climate and environmental justice.
Teaching Tips


  • The author encourages readers to take action by supporting LGBTQIA+ climate activists, educating themselves on these issues, having discussions with friends and family, and including climate issues at Pride events.

Additional Prerequisites

  • Students should understand the relationship between natural disasters and rising global temperatures.
  • Consider using this video or this article to introduce students to environmental justice prior to reading this article.


  • The resource includes many links that students can use to further explore the topic.
  • Students can identify LGBTQIA+ climate activists and organizations to support using the link at the end of the article or this list of activists by Citizen Climate Lobby.
  • Social studies classes could further explore the 17 Principles of Environmental Justice and how these principles are used to guide activism today.
  • Cross-curricular connections can be made with civics classes by further discussing the Intergovernmental Panel on Climate Change (IPCC), which is referenced in the article, or by using this lesson to explore the topic further.
Scientist Notes
By every available metric, it is continually statistically proven that people who are already subject to inequity in our society are at a disadvantage when it comes to the climate crisis. These folks are often left out of the conversation when it comes to impacts, adapation, and mitigation. To combat the climate crisis, it must be viewed through the lens of environmental justice as well. This resource is recommended for teaching.
  • College, Career, and Civic Life (C3) Standards
    • Dimension 4: Taking Informed Action
      • D4.7.6-8 Assess their individual and collective capacities to take action to address local, regional, and global problems, taking into account a range of possible levers of power, strategies, and potential outcomes.
  • Common Core English Language Arts Standards (CCSS.ELA)
    • Reading: Informational Text (K-12)
      • CCSS.ELA-LITERACY.RI.6.3 Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).
      • CCSS.ELA-LITERACY.RI.7.8 Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.
      • CCSS.ELA-LITERACY.RI.9-10.2 Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
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