This article highlights how members of the trans and queer community are disproportionately impacted by climate change and the reasons why climate justice is especially important for this community.
Students will learn about the strides that trans and queer climate justice advocates have already made and the climate risks for LGBTQ+ individuals, paying particular attention to those who are black, Hispanic/Latinx, Indigenous, or low-income.
This article references the specific struggles of one of the authors, which makes the content especially powerful.
This resource includes nine links within the text to other related resources.
It may help to have a map available to point out the locations referenced in the article, where many trans and queer communities exist.
Students could work in groups to discuss ways that public policies could shift to protect and serve all people.
Teachers could assign each link within the article to a different group, asking the groups to present their findings to the class.
After reading this article, art classes could come up with an artistic expression of climate justice or explore the artwork created by other young artists as they express their grief about climate change and their desire for environmental and climate justice.
People at the margins of society, particularly young, displaced members of the LGBTQ community, are some of the most vulnerable to the climate crisis, and in order to fully address the climate crisis, this inequity needs to be addressed. This resource is recommended for teaching.
Next Generation Science Standards (NGSS)
ESS3: Earth and Human Activity
HS-ESS3-1 Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity.
College, Career, and Civic Life (C3) Standards
Dimension 2: Civics
D2.Civ.13.9-12 Evaluate public policies in terms of intended and unintended outcomes, and related consequences.
D2.Civ.7.9-12 Apply civic virtues and democratic principles when working with others.
Dimension 4: Taking Informed Action
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)
Reading: History/Social Studies (6-12)
CCSS.ELA-LITERACY.RH.11-12.8 Evaluate an author's premises, claims, and evidence by corroborating or challenging them with other information.
Reading: Informational Text (K-12)
CCSS.ELA-LITERACY.RI.9-10.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).
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.
CCSS.ELA-LITERACY.RI.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.