The need for climate justice education
When I ask visiting 6th grade students if they have heard of the word Climate, they all say yes. I ask the same about the word Justice and again I receive a chorus of “yeses.” But when I ask if they have heard those two terms used together, a confused silence descends on their faces. Climate Justice recognizes the disproportionate impacts of climate change on low-income communities and communities of color around the world – the people and places least responsible for the problem (University of California Center for Climate Justice). 6th graders in the Howard County, MD public school system are now learning about Climate Justice as part of a systemic science unit on Climate Change called Climate kNOWledge. Teaching the science behind climate change is an important tool to engage young people in making informed decisions that will lead to a better climate future for all. But teaching climate science through the lens of climate justice, will inspire youth to look for solutions to climate change that are equitable and just. At least that’s what the Climate kNOWledge project here in Howard County, aims to do.
Below is a list of ways you can bring climate justice into your teaching about climate change.
Step 1 – Identify places in your curriculum where climate justice can be taught
If your state has adopted the Next Generation Science Standards, you are already required to teach about climate change and human impacts on the environment (MS-ESS3 Earth and Human Activity, HS-ESS3 Earth and Human Activity). While climate change is but a small part of the NGSS science curriculum, these opportunities can provide a rich dialogue about climate justice topics while also tackling many of the practices and crosscutting concepts students are expected to master. Engineering design practices can even play a part in the climate justice conversation by challenging students to not only design solutions to the impact of climate change but evaluate where those solutions are needed most.
Step 2 – Engage student interest by focusing on a locally relevant Issue
Identifying a locally relevant issue that your students can research and relate to can increase student engagement in the lesson. For example, students in the Climate kNOWledge program learn about two real flooding events that took place in a popular historic main street in their county. Most students have been to this location or at the very least, heard of it. They recognize local landmarks and buildings, know the name of the watershed that flooded, and are currently watching Howard County dismantle several buildings along main street to install a flood resilient park. When students learn about the devastating floods that destroyed this area of town in 2016 and 2018, they feel connected to the history because they are already connected to the place. Pair these place-based relevant floods with another local flooding disaster that takes place in a less affluent part of the region, and students are now faced with a dilemma. Why is their beloved main street receiving a wealth of resources to protect itself from future flooding events while a neighboring town, who suffered similarly from the same storms, is not? Answering this question takes the students on an exploration of why both communities are prone to flooding (yay science!) while exploring the inequities in access to resources that help the towns rebuild.
Step 3 – Support learning science through a climate justice framework
Using a climate justice lens to teach about the science of climate change does the double duty of teaching climate change science while helping students understand that the impact of climate change on people and communities is not equitable. Students learn about heat capacity, greenhouse gas emissions, weather and climate patterns, and other climate science topics by studying the impacts of these phenomena on different communities around the world. For example, students predict expected impacts of temperature rise on low income vs. high income communities by analyzing available data such as land cover, percentage of people in poverty, tree canopy, and human health data. Similarly, students model future global energy use to simulate temperature rise scenarios which help them predict which low lying communities are most at risk for sea level rise.
Using a climate justice framework to teach about climate change science also brings real world examples to the students. We can think of this approach as science and policy with a face. The science helps explain the “why” behind the phenomena (heat waves, sea level rise, etc.) while a study of human behavior (such as past housing policies, racist belief systems, and/or discriminatory laws – both expired and current) explains the who – who will be impacted by heat waves, sea level rise, etc.
Step 4 – Support students in learning how different groups of people are impacted by the consequences of climate change.
It can be challenging to help students with privilege and access to resources understand how climate change impacts those around them, particularly those students who haven’t had to confront the harsh realities of the impacts of climate change in their day to day lives. On the contrary, students whose lives have been directly affected by climate change are more likely to face wealth disparities and live in communities with low climate resilience and therefore feel they are unable to do anything about their circumstances. In the Climate kNOWledge unit, students play an interactive game where groups of students act as households who have access to different resources. They are faced with two natural disasters and must navigate purchasing and selling resources to best protect their households from these disasters. Those households that start with more resources tend to do better than those who start with less. The game reinforces what students already observe in the real-world, those who have access to less resources, do not fare as well as those with access to more. The game also simulates what happens when resources are shared. In other words, when the wealthier households share their resources, the end result is more positive for ALL households in the game.
What do our teachers say?
We asked one of the 6th grade science teachers in the Climate kNOWledge program to share how she felt about introducing Climate Justice into her Climate Change lessons.
“Studying Climate Change through the lens of climate justice has been transformative for my students. By examining how climate change affects people in different parts of the world (or even within a community right next door!) students build empathy and a sense of urgent advocacy on behalf of those who are experiencing more significant impacts. Additionally, my students’ anger towards the injustice of climate change is tempered by hope when they learn about how various communities around the world are innovatively adapting. Ultimately, by the end of the unit my students feel inspired by the climate stories of others and empowered to address the climate injustices within their own community.”
-Katie White, 6th grade science teacher, Howard County Public School System
Including Climate Justice in your teaching may seem like a far reach. But with proper planning, a connection to real science and your students’ first hand experiences, this topic can fit seamlessly into your curriculum. For more information on the Climate kNOWledge project, visit their website.
The Climate kNOWLedge program is funded through a NOAA BWET grant.
Bess Caplan is the Climate Change Program Manager for the Howard County Conservancy, a private non profit organization in central Maryland that connects thousands of people a year to nature through environmental education programs. Ms. Caplan completed her B.S. in Environmental Science and Policy at the University of Maryland in 2002 and her M.S. in Environmental Science with a concentration in water resource management from Towson University in 2006. Prior to her current position, Bess spent 13 years as the Ecology Education Program Manager for the Baltimore Ecosystem Study where she helped infuse local ecology into school curriculum working with students and teachers of all ages. Bess is a certified Maryland Master Naturalist, a Maryland Association for Environmental Education certified Environmental Educator, certified Weed Warrior and founder and chair of Wilde Lake CARES, a grassroots movement to organize and educate residents of her home town on environmental issues.
The post Building a science-based climate justice lesson for middle school students appeared first on Climate Generation.
Building a science-based climate justice lesson for middle school students
Climate Change
DeBriefed 15 August 2025: Raging wildfires; Xi’s priorities; Factchecking the Trump climate report
Welcome to Carbon Brief’s DeBriefed.
An essential guide to the week’s key developments relating to climate change.
This week
Blazing heat hits Europe
FANNING THE FLAMES: Wildfires “fanned by a heatwave and strong winds” caused havoc across southern Europe, Reuters reported. It added: “Fire has affected nearly 440,000 hectares (1,700 square miles) in the eurozone so far in 2025, double the average for the same period of the year since 2006.” Extreme heat is “breaking temperature records across Europe”, the Guardian said, with several countries reporting readings of around 40C.
HUMAN TOLL: At least three people have died in the wildfires erupting across Spain, Turkey and Albania, France24 said, adding that the fires have “displaced thousands in Greece and Albania”. Le Monde reported that a child in Italy “died of heatstroke”, while thousands were evacuated from Spain and firefighters “battled three large wildfires” in Portugal.
UK WILDFIRE RISK: The UK saw temperatures as high as 33.4C this week as England “entered its fourth heatwave”, BBC News said. The high heat is causing “nationally significant” water shortfalls, it added, “hitting farms, damaging wildlife and increasing wildfires”. The Daily Mirror noted that these conditions “could last until mid-autumn”. Scientists warn the UK faces possible “firewaves” due to climate change, BBC News also reported.
Around the world
- GRID PRESSURES: Iraq suffered a “near nationwide blackout” as elevated power demand – due to extreme temperatures of around 50C – triggered a transmission line failure, Bloomberg reported.
- ‘DIRE’ DOWN UNDER: The Australian government is keeping a climate risk assessment that contains “dire” implications for the continent “under wraps”, the Australian Financial Review said.
- EXTREME RAINFALL: Mexico City is “seeing one of its heaviest rainy seasons in years”, the Washington Post said. Downpours in the Japanese island of Kyushu “caused flooding and mudslides”, according to Politico. In Kashmir, flash floods killed 56 and left “scores missing”, the Associated Press said.
- SOUTH-SOUTH COOPERATION: China and Brazil agreed to “ensure the success” of COP30 in a recent phone call, Chinese state news agency Xinhua reported.
- PLASTIC ‘DEADLOCK’: Talks on a plastic pollution treaty have failed again at a summit in Geneva, according to the Guardian, with countries “deadlocked” on whether it should include “curbs on production and toxic chemicals”.
15
The number of times by which the most ethnically-diverse areas in England are more likely to experience extreme heat than its “least diverse” areas, according to new analysis by Carbon Brief.
Latest climate research
- As many as 13 minerals critical for low-carbon energy may face shortages under 2C pathways | Nature Climate Change
- A “scoping review” examined the impact of climate change on poor sexual and reproductive health and rights in sub-Saharan Africa | PLOS One
- A UK university cut the carbon footprint of its weekly canteen menu by 31% “without students noticing” | Nature Food
(For more, see Carbon Brief’s in-depth daily summaries of the top climate news stories on Monday, Tuesday, Wednesday, Thursday and Friday.)
Captured
Factchecking Trump’s climate report
A report commissioned by the US government to justify rolling back climate regulations contains “at least 100 false or misleading statements”, according to a Carbon Brief factcheck involving dozens of leading climate scientists. The report, compiled in two months by five hand-picked researchers, inaccurately claims that “CO2-induced warming might be less damaging economically than commonly believed” and misleadingly states that “excessively aggressive [emissions] mitigation policies could prove more detrimental than beneficial”80
Spotlight
Does Xi Jinping care about climate change?
This week, Carbon Brief unpacks new research on Chinese president Xi Jinping’s policy priorities.
On this day in 2005, Xi Jinping, a local official in eastern China, made an unplanned speech when touring a small village – a rare occurrence in China’s highly-choreographed political culture.
In it, he observed that “lucid waters and lush mountains are mountains of silver and gold” – that is, the environment cannot be sacrificed for the sake of growth.
(The full text of the speech is not available, although Xi discussed the concept in a brief newspaper column – see below – a few days later.)
In a time where most government officials were laser-focused on delivering economic growth, this message was highly unusual.
Forward-thinking on environment
As a local official in the early 2000s, Xi endorsed the concept of “green GDP”, which integrates the value of natural resources and the environment into GDP calculations.
He also penned a regular newspaper column, 22 of which discussed environmental protection – although “climate change” was never mentioned.
This focus carried over to China’s national agenda when Xi became president.
New research from the Asia Society Policy Institute tracked policies in which Xi is reported by state media to have “personally” taken action.
It found that environmental protection is one of six topics in which he is often said to have directly steered policymaking.
Such policies include guidelines to build a “Beautiful China”, the creation of an environmental protection inspection team and the “three-north shelterbelt” afforestation programme.
“It’s important to know what Xi’s priorities are because the top leader wields outsized influence in the Chinese political system,” Neil Thomas, Asia Society Policy Institute fellow and report co-author, told Carbon Brief.
Local policymakers are “more likely” to invest resources in addressing policies they know have Xi’s attention, to increase their chances for promotion, he added.
What about climate and energy?
However, the research noted, climate and energy policies have not been publicised as bearing Xi’s personal touch.
“I think Xi prioritises environmental protection more than climate change because reducing pollution is an issue of social stability,” Thomas said, noting that “smoggy skies and polluted rivers” were more visible and more likely to trigger civil society pushback than gradual temperature increases.
The paper also said topics might not be linked to Xi personally when they are “too technical” or “politically sensitive”.
For example, Xi’s landmark decision for China to achieve carbon neutrality by 2060 is widely reported as having only been made after climate modelling – facilitated by former climate envoy Xie Zhenhua – showed that this goal was achievable.
Prior to this, Xi had never spoken publicly about carbon neutrality.
Prof Alex Wang, a University of California, Los Angeles professor of law not involved in the research, noted that emphasising Xi’s personal attention may signal “top” political priorities, but not necessarily Xi’s “personal interests”.
By not emphasising climate, he said, Xi may be trying to avoid “pushing the system to overprioritise climate to the exclusion of the other priorities”.
There are other ways to know where climate ranks on the policy agenda, Thomas noted:
“Climate watchers should look at what Xi says, what Xi does and what policies Xi authorises in the name of the ‘central committee’. Is Xi talking more about climate? Is Xi establishing institutions and convening meetings that focus on climate? Is climate becoming a more prominent theme in top-level documents?”
Watch, read, listen
TRUMP EFFECT: The Columbia Energy Exchange podcast examined how pressure from US tariffs could affect India’s clean energy transition.
NAMIBIAN ‘DESTRUCTION’: The National Observer investigated the failure to address “human rights abuses and environmental destruction” claims against a Canadian oil company in Namibia.
‘RED AI’: The Network for the Digital Economy and the Environment studied the state of current research on “Red AI”, or the “negative environmental implications of AI”.
Coming up
- 17 August: Bolivian general elections
- 18-29 August: Preparatory talks on the entry into force of the “High Seas Treaty”, New York
- 18-22 August: Y20 Summit, Johannesburg
- 21 August: Advancing the “Africa clean air programme” through Africa-Asia collaboration, Yokohama
Pick of the jobs
- Lancaster Environment Centre, senior research associate: JUST Centre | Salary: £39,355-£45,413. Location: Lancaster, UK
- Environmental Justice Foundation, communications and media officer, Francophone Africa | Salary: XOF600,000-XOF800,000. Location: Dakar, Senegal
- Politico, energy & climate editor | Salary: Unknown. Location: Brussels, Belgium
- EnviroCatalysts, meteorologist | Salary: Unknown. Location: New Delhi, India
DeBriefed is edited by Daisy Dunne. Please send any tips or feedback to debriefed@carbonbrief.org.
This is an online version of Carbon Brief’s weekly DeBriefed email newsletter. Subscribe for free here.
The post DeBriefed 15 August 2025: Raging wildfires; Xi’s priorities; Factchecking the Trump climate report appeared first on Carbon Brief.
DeBriefed 15 August 2025: Raging wildfires; Xi’s priorities; Factchecking the Trump climate report
Climate Change
New York Already Denied Permits to These Gas Pipelines. Under Trump, They Could Get Greenlit
The specter of a “gas-for-wind” compromise between the governor and the White House is drawing the ire of residents as a deadline looms.
Hundreds of New Yorkers rallied against new natural gas pipelines in their state as a deadline loomed for the public to comment on a revived proposal to expand the gas pipeline that supplies downstate New York.
New York Already Denied Permits to These Gas Pipelines. Under Trump, They Could Get Greenlit
A “critical assessment” report commissioned by the Trump administration to justify a rollback of US climate regulations contains at least 100 false or misleading statements, according to a Carbon Brief factcheck involving dozens of leading climate scientists.
The report – “A critical review of impacts of greenhouse gas emissions on the US climate” – was published by the US Department of Energy (DoE) on 23 July, just days before the government laid out plans to revoke a scientific finding used as the legal basis for emissions regulation.
The executive summary of the controversial report inaccurately claims that “CO2-induced warming might be less damaging economically than commonly believed”.
It also states misleadingly that “excessively aggressive [emissions] mitigation policies could prove more detrimental than beneficial”.
Compiled in just two months by five “independent” researchers hand-selected by the climate-sceptic US secretary of energy Chris Wright, the document has sparked fierce criticism from climate scientists, who have pointed to factual errors, misrepresentation of research, messy citations and the cherry-picking of data.
Experts have also noted the authors’ track record of promoting views at odds with the mainstream understanding of climate science.
Wright’s department claims the report – which is currently open to public comment as part of a 30-day review – underwent an “internal peer-review period amongst [the] DoE’s scientific research community”.
The report is designed to provide a scientific underpinning to one flank of the Trump administration’s plans to rescind a finding that serves as the legal prerequisite for federal emissions regulation. (The second flank is about legal authority to regulate emissions.)
The “endangerment finding” – enacted by the Obama administration in 2009 – states that six greenhouse gases are contributing to the net-negative impacts of climate change and, thus, put the public in danger.
In a press release on 29 July, the US Environmental Protection Agency said “updated studies and information” set out in the new report would “challenge the assumptions” of the 2009 finding.
Carbon Brief asked a wide range of climate scientists, including those cited in the “critical review” itself, to factcheck the report’s various claims and statements.
The post Factcheck: Trump’s climate report includes more than 100 false or misleading claims appeared first on Carbon Brief.
https://www.carbonbrief.org/factcheck-trumps-climate-report-includes-more-than-100-false-or-misleading-claims/
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