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"content": "\u003cp>This past fall, at an event in New York City’s National Museum of the American Indian, a packed room of educators and federal employees applauded the release of a document titled “Climate Literacy: Essential Principles for Understanding and Addressing Climate Change.”\u003c/p>\n\u003cp>The 52-page document, released at \u003ca href=\"https://www.climateweeknyc.org/?utm_source=Climate+Change&utm_campaign=f7fe975754-EMAIL_CAMPAIGN_2024_09_25_03_28&utm_medium=email&utm_term=0_-f7fe975754-%5BLIST_EMAIL_ID%5D\">Climate Week NYC\u003c/a>, laid out principles for improving young people’s understanding of the science, skills and aptitudes required to address this fast-moving global challenge — including “hope” and “urgency.” Frank Niepold of the National Oceanic and Atmospheric Association (NOAA) \u003ca href=\"https://hechingerreport.org/column-education-that-convinces-kids-the-world-isnt-doomed/\">told\u003c/a> The Hechinger Report at the time that he hoped it would be widely adopted by states and even internationally. “We’re not just talking to classroom teachers,” he said. “This is for every kind of educator, every kind of communicator and all the decision makers.”\u003c/p>\n\u003cp>In April, the Trump administration defunded \u003ca href=\"https://www.politico.com/news/2025/04/09/trump-moves-to-hobble-major-climate-study-00280405\">the lead federal program that put out the guide, the U.S. Global Change Research Program.\u003c/a> Many of the other agencies that worked on it, including NOAA, have also been decimated by staffing cuts. And the \u003ca href=\"https://downloads.globalchange.gov/Literacy/Climate-Literacy-Guide-2024.pdf\">guide itself\u003c/a> has been taken down from its government URL, leaving nothing but an error message.\u003c/p>\n\u003cp>That same week, on April 8, the Department of Commerce \u003ca href=\"https://www.commerce.gov/news/press-releases/2025/04/ending-cooperative-agreements-funding-princeton-university\">argued in a press release\u003c/a> announcing further cuts that federally funded climate research has promoted “exaggerated and implausible climate threats, contributing to a phenomenon known as ‘climate anxiety,’ which has increased significantly among America’s youth.” The agency, which houses NOAA, said it would no longer fund educational initiatives for K-12 students.\u003c/p>\n\u003cp>Youth climate anxiety is real. But it’s likely not coming from knowing too much. In fact, climate anxiety coexists with widespread climate ignorance among America’s students. That’s \u003ca href=\"https://www.thisisplaneted.org/img/2025YouthClimateLiteracy-Snapshot.pdf\">according to a new national survey\u003c/a> of teenagers released in April by EdWeek and the Aspen Institute’s This Is Planet Ed (where, disclosure, I’m an adviser):\u003c/p>\n\u003cul>\n\u003cli>Just 12 percent of teens feel they know “a lot” about the causes of climate change.\u003c/li>\n\u003cli>Only 54 percent of teens correctly identified greenhouse gas emissions from human activity as the biggest contributor to climate change.\u003c/li>\n\u003cli>Only 42 percent of teens recognize that there is an overwhelming scientific consensus on human-caused climate change. Meanwhile, just over half, a majority, wrongly believe that scientists are divided 50-50 on the human role in climate change. This suggests a worryingly high level of exposure to climate denial and disinformation.\u003c/li>\n\u003cli>51 percent wrongly thought climate change was directly damaging the ozone layer.\u003c/li>\n\u003cli>57 percent of teens thought recycling would have a “large impact” on climate change, making it the most popular option. (In reality, \u003ca href=\"https://drawdown.org/solutions/recycling\">according to the organization Drawdown\u003c/a>, recycling is in the middle of the pack as far as climate solutions go, far behind ideas like reducing food waste or increasing solar power generation).\u003c/li>\n\u003c/ul>\n\u003cp>As the U.S. government steps back, and American teens struggle to master the basics, other countries are forging ahead. The PISA (\u003ca href=\"https://www.google.com/search?sca_esv=cdd70d77cbc6b9e0&sxsrf=AHTn8zo5YZ_IqO4fhHzdy4vS_u4xre_kug%3A1744401840133&q=Programme+for+International+Student+Assessment+%28PISA%29&sa=X&ved=2ahUKEwiLgJug49CMAxWdGFkFHaGGB0sQxccNegQIRRAB&mstk=AUtExfAo0DD0EDELhActHANm2b07BjwUF2AByQh-7eFXwrdKh_OE6lDJpQ5A1rKNNP9YJNWVk3JoFa6pd-s6dAx6wn94s46AVHl5grbgrjxHRgLHo29v-6benTsNOvgWv3WDJXAl37Yp1fb45gQXW5vu3GIfRQbV0ACqIFpiHdvT9j-4S_kXzSMH5n37QFbaDjPgSsERsTuxi59q_6qUtVdg1oWhqBVUJxmC2DURCFM1M6PGC5fP4hBx0LNMd0WmWsOmxByh0ct8B1prNv74AtwuHkQO&csui=3\">Program for International Student Assessment\u003c/a>), the prestigious international “report card” program, announced last fall that it will develop a new measure of climate literacy, to be administered as part of the 2029 test.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Andreas Schleicher, who oversees PISA at the Organization for Economic Cooperation and Development, told me that the test is designed to promote students’ sense of agency. He says it will be based in part on material that has long been covered in schools in countries including Japan and Canada.\u003c/p>\n\u003cp>Meanwhile, back home in the U.S., science educators are circulating the climate literacy guide as “samizdat” — the term for self-publication of banned books in the former Soviet Union. Colorado \u003ca href=\"https://www.chalkbeat.org/colorado/2025/04/10/climate-change-science-standards-debated-by-state-board-of-education/\">cites the guide\u003c/a> in updated state science standards, currently under review. And the University of Washington \u003ca href=\"https://stemteachingtools.org/brief/102\">added a new page\u003c/a> featuring a copy of the guide to an existing online open educational resource called STEM Teaching Tools, which gets about 10,000 to 15,000 visitors a month.\u003c/p>\n\u003cp>Education consultant Deb Morrison, who worked on the STEM Teaching Tools resource, says they rushed to release it in time for the \u003ca href=\"https://www.nsta.org/national-conference-science-education-philadelphia-2025\">National Conference on Science Education\u003c/a> in Philadelphia in March, where they held over a dozen sessions on the topic for science teachers from around the country.\u003c/p>\n\u003cp>“ I would say that educators in every state are teaching climate,” she said. “It may be framed to manage the sort of tensions that exist in different places, to be able to meet people where they’re at, but they’re still teaching climate in Florida, in Maine, in Mississippi, in Oregon, in Alabama.”\u003c/p>\n\u003cp>That said, Morrison said the removal of the guide from its dot.gov domain, not to mention the cancellation of basic government data collection on climate, poses a challenge not just to scientific knowledge, but to equity, justice and democracy.\u003c/p>\n\u003cp>“Now we’re voting based on opinion or pseudo-expertise in different spaces, and nobody’s actually learning and using evidence.”\u003c/p>\n\u003cp>For Schleicher, too, advancing climate literacy through PISA is a key part of a broader project to promote scientific knowledge as a bedrock of international cooperation. In a world where you can find entire YouTube channels dedicated to the proposition that the earth is flat, he said, “Science actually builds consensus among people on an evidence-based objective reality.” Without that, it’s hard to imagine a peaceful or prosperous future for anyone.\u003c/p>\n\u003cp>\u003cem>A note: This is my final climate and education column for The Hechinger Report with the support of This Is Planet Ed at the Aspen Institute. I’ve been contributing to this series since 2022 and have covered early education through workforce development, traditional and Indigenous knowledge, climate storytelling in children’s media and more. It’s been an honor and you can find my continued freelance coverage of these topics here at Hechinger, at Grist and at my \u003c/em>\u003ca href=\"https://thegoldenhour.substack.com/\">\u003cem>weekly newsletter\u003c/em>\u003c/a>\u003cem>. You can also sign up for Hechinger’s climate change and education newsletter \u003c/em>\u003ca href=\"https://hechingerreport.org/climate-change/\">\u003cem>here\u003c/em>\u003c/a>\u003cem>. \u003c/em>\u003c/p>\n\u003cp>\u003cem>Contact editor Caroline Preston at \u003c/em>\u003ca href=\"mailto:preston@hechingerreport.org\">\u003cem>preston@hechingerreport.org\u003c/em>\u003c/a>\u003cem>, on Signal at CarolineP.83 or 212-870-8965.\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story about climate anxiety was produced by \u003c/em>\u003ca href=\"https://hechingerreport.org/\">\u003cem>The Hechinger Report\u003c/em>\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/em>\u003ca href=\"https://hechingerreport.org/k12/\">\u003cem>Hechinger newsletter\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>This past fall, at an event in New York City’s National Museum of the American Indian, a packed room of educators and federal employees applauded the release of a document titled “Climate Literacy: Essential Principles for Understanding and Addressing Climate Change.”\u003c/p>\n\u003cp>The 52-page document, released at \u003ca href=\"https://www.climateweeknyc.org/?utm_source=Climate+Change&utm_campaign=f7fe975754-EMAIL_CAMPAIGN_2024_09_25_03_28&utm_medium=email&utm_term=0_-f7fe975754-%5BLIST_EMAIL_ID%5D\">Climate Week NYC\u003c/a>, laid out principles for improving young people’s understanding of the science, skills and aptitudes required to address this fast-moving global challenge — including “hope” and “urgency.” Frank Niepold of the National Oceanic and Atmospheric Association (NOAA) \u003ca href=\"https://hechingerreport.org/column-education-that-convinces-kids-the-world-isnt-doomed/\">told\u003c/a> The Hechinger Report at the time that he hoped it would be widely adopted by states and even internationally. “We’re not just talking to classroom teachers,” he said. “This is for every kind of educator, every kind of communicator and all the decision makers.”\u003c/p>\n\u003cp>In April, the Trump administration defunded \u003ca href=\"https://www.politico.com/news/2025/04/09/trump-moves-to-hobble-major-climate-study-00280405\">the lead federal program that put out the guide, the U.S. Global Change Research Program.\u003c/a> Many of the other agencies that worked on it, including NOAA, have also been decimated by staffing cuts. And the \u003ca href=\"https://downloads.globalchange.gov/Literacy/Climate-Literacy-Guide-2024.pdf\">guide itself\u003c/a> has been taken down from its government URL, leaving nothing but an error message.\u003c/p>\n\u003cp>That same week, on April 8, the Department of Commerce \u003ca href=\"https://www.commerce.gov/news/press-releases/2025/04/ending-cooperative-agreements-funding-princeton-university\">argued in a press release\u003c/a> announcing further cuts that federally funded climate research has promoted “exaggerated and implausible climate threats, contributing to a phenomenon known as ‘climate anxiety,’ which has increased significantly among America’s youth.” The agency, which houses NOAA, said it would no longer fund educational initiatives for K-12 students.\u003c/p>\n\u003cp>Youth climate anxiety is real. But it’s likely not coming from knowing too much. In fact, climate anxiety coexists with widespread climate ignorance among America’s students. That’s \u003ca href=\"https://www.thisisplaneted.org/img/2025YouthClimateLiteracy-Snapshot.pdf\">according to a new national survey\u003c/a> of teenagers released in April by EdWeek and the Aspen Institute’s This Is Planet Ed (where, disclosure, I’m an adviser):\u003c/p>\n\u003cul>\n\u003cli>Just 12 percent of teens feel they know “a lot” about the causes of climate change.\u003c/li>\n\u003cli>Only 54 percent of teens correctly identified greenhouse gas emissions from human activity as the biggest contributor to climate change.\u003c/li>\n\u003cli>Only 42 percent of teens recognize that there is an overwhelming scientific consensus on human-caused climate change. Meanwhile, just over half, a majority, wrongly believe that scientists are divided 50-50 on the human role in climate change. This suggests a worryingly high level of exposure to climate denial and disinformation.\u003c/li>\n\u003cli>51 percent wrongly thought climate change was directly damaging the ozone layer.\u003c/li>\n\u003cli>57 percent of teens thought recycling would have a “large impact” on climate change, making it the most popular option. (In reality, \u003ca href=\"https://drawdown.org/solutions/recycling\">according to the organization Drawdown\u003c/a>, recycling is in the middle of the pack as far as climate solutions go, far behind ideas like reducing food waste or increasing solar power generation).\u003c/li>\n\u003c/ul>\n\u003cp>As the U.S. government steps back, and American teens struggle to master the basics, other countries are forging ahead. The PISA (\u003ca href=\"https://www.google.com/search?sca_esv=cdd70d77cbc6b9e0&sxsrf=AHTn8zo5YZ_IqO4fhHzdy4vS_u4xre_kug%3A1744401840133&q=Programme+for+International+Student+Assessment+%28PISA%29&sa=X&ved=2ahUKEwiLgJug49CMAxWdGFkFHaGGB0sQxccNegQIRRAB&mstk=AUtExfAo0DD0EDELhActHANm2b07BjwUF2AByQh-7eFXwrdKh_OE6lDJpQ5A1rKNNP9YJNWVk3JoFa6pd-s6dAx6wn94s46AVHl5grbgrjxHRgLHo29v-6benTsNOvgWv3WDJXAl37Yp1fb45gQXW5vu3GIfRQbV0ACqIFpiHdvT9j-4S_kXzSMH5n37QFbaDjPgSsERsTuxi59q_6qUtVdg1oWhqBVUJxmC2DURCFM1M6PGC5fP4hBx0LNMd0WmWsOmxByh0ct8B1prNv74AtwuHkQO&csui=3\">Program for International Student Assessment\u003c/a>), the prestigious international “report card” program, announced last fall that it will develop a new measure of climate literacy, to be administered as part of the 2029 test.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Andreas Schleicher, who oversees PISA at the Organization for Economic Cooperation and Development, told me that the test is designed to promote students’ sense of agency. He says it will be based in part on material that has long been covered in schools in countries including Japan and Canada.\u003c/p>\n\u003cp>Meanwhile, back home in the U.S., science educators are circulating the climate literacy guide as “samizdat” — the term for self-publication of banned books in the former Soviet Union. Colorado \u003ca href=\"https://www.chalkbeat.org/colorado/2025/04/10/climate-change-science-standards-debated-by-state-board-of-education/\">cites the guide\u003c/a> in updated state science standards, currently under review. And the University of Washington \u003ca href=\"https://stemteachingtools.org/brief/102\">added a new page\u003c/a> featuring a copy of the guide to an existing online open educational resource called STEM Teaching Tools, which gets about 10,000 to 15,000 visitors a month.\u003c/p>\n\u003cp>Education consultant Deb Morrison, who worked on the STEM Teaching Tools resource, says they rushed to release it in time for the \u003ca href=\"https://www.nsta.org/national-conference-science-education-philadelphia-2025\">National Conference on Science Education\u003c/a> in Philadelphia in March, where they held over a dozen sessions on the topic for science teachers from around the country.\u003c/p>\n\u003cp>“ I would say that educators in every state are teaching climate,” she said. “It may be framed to manage the sort of tensions that exist in different places, to be able to meet people where they’re at, but they’re still teaching climate in Florida, in Maine, in Mississippi, in Oregon, in Alabama.”\u003c/p>\n\u003cp>That said, Morrison said the removal of the guide from its dot.gov domain, not to mention the cancellation of basic government data collection on climate, poses a challenge not just to scientific knowledge, but to equity, justice and democracy.\u003c/p>\n\u003cp>“Now we’re voting based on opinion or pseudo-expertise in different spaces, and nobody’s actually learning and using evidence.”\u003c/p>\n\u003cp>For Schleicher, too, advancing climate literacy through PISA is a key part of a broader project to promote scientific knowledge as a bedrock of international cooperation. In a world where you can find entire YouTube channels dedicated to the proposition that the earth is flat, he said, “Science actually builds consensus among people on an evidence-based objective reality.” Without that, it’s hard to imagine a peaceful or prosperous future for anyone.\u003c/p>\n\u003cp>\u003cem>A note: This is my final climate and education column for The Hechinger Report with the support of This Is Planet Ed at the Aspen Institute. I’ve been contributing to this series since 2022 and have covered early education through workforce development, traditional and Indigenous knowledge, climate storytelling in children’s media and more. It’s been an honor and you can find my continued freelance coverage of these topics here at Hechinger, at Grist and at my \u003c/em>\u003ca href=\"https://thegoldenhour.substack.com/\">\u003cem>weekly newsletter\u003c/em>\u003c/a>\u003cem>. You can also sign up for Hechinger’s climate change and education newsletter \u003c/em>\u003ca href=\"https://hechingerreport.org/climate-change/\">\u003cem>here\u003c/em>\u003c/a>\u003cem>. \u003c/em>\u003c/p>\n\u003cp>\u003cem>Contact editor Caroline Preston at \u003c/em>\u003ca href=\"mailto:preston@hechingerreport.org\">\u003cem>preston@hechingerreport.org\u003c/em>\u003c/a>\u003cem>, on Signal at CarolineP.83 or 212-870-8965.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cfigure class=\"wp-block-image size-large\">\u003cimg decoding=\"async\" src=\"https://npr.brightspotcdn.com/dims3/default/strip/false/crop/3000x1688+0+0/resize/1200/quality/75/format/jpeg/?url=http%3A%2F%2Fnpr-brightspot.s3.amazonaws.com%2F4f%2F29%2F8cace8424800920a5f66f221c2c8%2Fweek2-digital-mainimage-fullsize.gif\">\u003cfigcaption>\u003ccite> (Maria Fabrizio for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Imagine something you love. Then imagine it’s threatened.\u003c/p>\n\u003cp>That’s what Jada Alexander experienced when she was studying coral reefs in French Polynesia. During her first trip, as a student at the University of California, Santa Barbara, she was captivated. “The coral reef was vibrant. It was beautiful,” she recalls. It was teeming with life, full of crabs and fish.\u003c/p>\n\u003cp>But on a return trip one year later, much of the reef \u003ca href=\"https://www.npr.org/2024/04/17/1245085914/coral-reefs-bleaching-climate-change-algae\">appeared dead\u003c/a>. “It was dull and gray,” she says, which left her feeling hopeless.\u003c/p>\n\u003cp>Alexander is not alone. \u003ca href=\"https://www.sciencedirect.com/science/article/pii/S2542519621002783#:~:text=Findings,and%20associated%20feelings%20of%20betrayal\">Survey data \u003c/a>has shown that more than half of young adults have felt anxious, angry, powerless or helpless about human-driven climate change.\u003c/p>\n\u003cp>“If our young people can’t have hope and engage in climate action, then we’re going to have that much harder of a time bending the curve back,” says \u003ca href=\"https://profiles.ucsf.edu/elissa.epel\">Elissa Epel, \u003c/a>a renowned stress researcher at UC San Francisco.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>So, she and a group of her colleagues developed a new course, called \u003ca href=\"https://www.climateresilience.online/\">Climate Resilience\u003c/a>, which they offered for the first time at several UC campuses last spring. The goal is to turn students’ distress about the climate into collective action. Alexander signed up for the class and became a teaching assistant.\u003c/p>\n\u003cp>The course offers inspiring lectures from scientists and leaders in the climate movement to introduce a counternarrative to the doom and gloom. Many of us are living in an “information bubble” that can be devastating, Epel says. We’re inundated with negative stories about record heat, hurricanes, floods and wildfires. The challenge is real, but so too are the potential solutions.\u003c/p>\n\u003cp>And, crucially, the course teaches resilience and coping skills, including mindfulness meditation, to empower students.\u003c/p>\n\u003cp>“There’s an arc — or a process — for leading people out of these dark inner worlds where they feel alone and separate,” Epel says.\u003c/p>\n\u003cp>People who feel negative and hopeless are more likely to disengage or walk away.\u003c/p>\n\u003cp>“The great Zen master Thich Nhat Hanh says \u003ca href=\"https://plumvillage.org/podcasts/the-way-out-is-in\">the way out is in\u003c/a>,” she says. To transcend fear and anger, people need to practice compassion, not only for themselves but for others.\u003c/p>\n\u003cp>“Students do come in very skeptical,” says\u003ca href=\"https://profiles.ucsd.edu/jyoti.mishra\"> Jyoti Mishra, \u003c/a>a neuroscientist at UC San Diego and co-director of the course. But by the end of the class, there’s a shift in mindset among many, she says. Once a person feels more positive, it can be easier for them to imagine being part of the solution.\u003c/p>\n\u003cp>End-of-class surveys were very positive, and the course will be offered at 10 UC campuses next spring.\u003c/p>\n\u003cp>Students reported an increased sense of belonging and a belief that they could “work with others” on climate change, says \u003ca href=\"https://health.ucdavis.edu/nursing/ourteam/faculty/Goldin_bio.html\">Philippe Goldin\u003c/a>, a clinical neuroscientist at UC Davis who co-leads the Climate Resilience course.\u003c/p>\n\u003cp>Students in the course took action: They worked in community gardens dedicated to sustainable agriculture, a waste reduction workshop and a recycling project focused on clothing. Jada Alexander, who has graduated, is now starting \u003ca href=\"https://www.daybreakbeachclub.com/\">an initiative\u003c/a> that integrates surfing with environmental stewardship.\u003c/p>\n\u003cp>Alexander knows the solutions are complex, and she still fears for the planet, but “I think that the class increased my ability to be a part of the solution,” she says.\u003c/p>\n\u003cp>Epel says the techniques and exercises taught in the class are “universal skills” that can help people manage stress from all sorts of situations. If you want to try, here are some strategies adapted from the course.\u003c/p>\n\u003ch2>1. Slow down with moments of calm\u003c/h2>\n\u003cfigure class=\"wp-block-image size-large\">\u003cimg decoding=\"async\" src=\"https://npr.brightspotcdn.com/dims3/default/strip/false/crop/800x800+0+0/resize/1200/quality/75/format/jpeg/?url=http%3A%2F%2Fnpr-brightspot.s3.amazonaws.com%2Fec%2F23%2F4aabecba4e43b9187baeb6ed9532%2Fweek2-digital-spot-calm-beach.png\">\u003cfigcaption>\u003ccite> (Maria Fabrizio for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>If you want to stay engaged with the world’s problems, you have to start with your own well-being.\u003c/p>\n\u003cp>When you pause to be present and let go of worries, it’s a chance for a quick reset.\u003c/p>\n\u003cp>In daily life, you can look for prompts or create new rituals to help you slow down. For instance, if there’s a church, town hall or campus bell that chimes, you can use that as a moment to pause. Or you can set a reminder on your phone to take pauses throughout your day.\u003c/p>\n\u003cp>“There’s all sorts of cues and signals that can remind us to stop and take a breath,” \u003ca href=\"https://drdianahill.com/\">says Diana Hill,\u003c/a> a clinical psychologist who teaches the course at UC Santa Barbara. When we focus on breath we can activate the parasympathetic nervous system — so our body feels more at ease.\u003c/p>\n\u003cp>If you want to try a longer self-care pause, \u003ca href=\"https://ucsf.box.com/s/gw0hwww8q407wxoxerxfvvoqmnaqtmws\">here’s a nature meditation\u003c/a> used in the course from meditation teacher Mark Coleman.\u003c/p>\n\u003ch2>2. Just like me: Stare into the eyes of a stranger\u003c/h2>\n\u003cp>In the class, people are asked to pick a partner, typically someone they don’t know. Then, they’re asked to look into each other’s eyes as they’re led through a guided meditation. “This can be uncomfortable,” Hill says, so it’s OK to close your eyes.\u003c/p>\n\u003cp>You can use this \u003ca href=\"https://www.youtube.com/watch?v=o3QRFeFOlm4\">recording \u003c/a>by Jack Kornfield as a guide.\u003c/p>\n\u003cp>\u003cem>“This person was once a small child just like me. This person has had happy times, just like me,” it begins.\u003c/em>\u003c/p>\n\u003cp>The exercise is intended to help people see how much they have in common with every human, even strangers or people who see the world differently.\u003c/p>\n\u003cp>“\u003cem>This person has been hurt, just like me.\u003c/em> \u003cem>This person has experienced physical pain, just like me. This person wants to be loved, just like me.” \u003c/em>\u003c/p>\n\u003cp>The meditation ends by asking you to picture your partner’s happy moments and to send them this message: “I know you want to be happy, just like me.”\u003c/p>\n\u003cp>This practice of seeing that common humanity is pretty powerful, Hill says.\u003c/p>\n\u003cp>You can also use the \u003cem>Just Like Me\u003c/em> exercise with someone you have a difficult relationship with. Even if they’re not sitting opposite you, you can imagine looking at them.\u003c/p>\n\u003ch2>3. Honoring others’ pain: It’s OK to cry\u003c/h2>\n\u003cfigure class=\"wp-block-image size-large\">\u003cimg decoding=\"async\" src=\"https://npr.brightspotcdn.com/dims3/default/strip/false/crop/800x800+0+0/resize/1200/quality/75/format/jpeg/?url=http%3A%2F%2Fnpr-brightspot.s3.amazonaws.com%2Fd9%2Fee%2Ffba3a1344932943b9c4003494239%2Fweek2-digital-spot-honoring-pain.png\">\u003cfigcaption>\u003ccite> (Maria Fabrizio for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“To be activists for any cause, we need to work together, and that starts by expressing our grief, ” Epel says. The course adapted a practice from Joanna Macy and Molly Brown, called \u003ca href=\"https://workthatreconnects.org/resources/open-sentences-on-honoring-our-pain/\">Honoring our Pain\u003c/a>, which takes about 15 minutes.\u003c/p>\n\u003cp>Find a friend to try this with. Take turns voicing your concerns. Begin with this prompt: “What concerns me most about the world and society today is….” As one person speaks, the other listens.\u003c/p>\n\u003cp>People think no one wants to hear any thoughts of gloom or grief, Epel says. “But we need to talk about it. We need to process these very heavy emotions of sorrow.”\u003c/p>\n\u003cp>And here’s an important takeaway: Listening is a gift. “The quality with which we really listen and offer our attention to others is an act of compassion,” \u003ca href=\"https://health.ucdavis.edu/nursing/ourteam/faculty/Goldin_bio.html\">Goldin\u003c/a> says.\u003c/p>\n\u003cp>During these conversations, “you begin to experience a sense of trust in experiencing your own emotions, sitting with your own emotions and the emotions of others,” he says.\u003c/p>\n\u003cp>If you do this repeatedly, you really begin to understand what is possible in trusting and being with another person. “It’s very powerful,” Goldin says.\u003c/p>\n\u003ch2>4. Joy spreads, and so do grumbles\u003c/h2>\n\u003cfigure class=\"wp-block-image size-large\">\u003cimg decoding=\"async\" src=\"https://npr.brightspotcdn.com/dims3/default/strip/false/crop/800x800+0+0/resize/1200/quality/75/format/jpeg/?url=http%3A%2F%2Fnpr-brightspot.s3.amazonaws.com%2F60%2Ffd%2F5989bf2b41a7adf3cf93225dcb84%2Fweek2-digital-spot-spreading-joy.png\">\u003cfigcaption>\u003ccite> (Maria Fabrizio for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Partners again! This takes about 10 minutes, with each person talking about half the time. For two minutes, you get to complain. It can be a stream of consciousness gripe session — everything that annoys you, anything that’s wrong!\u003c/p>\n\u003cp>Notice how it feels to let it all out. Now it’s time to flip the script.\u003c/p>\n\u003cp>For the next two minutes, talk about things that bring you joy. What is bringing you happiness today? What are you grateful for at this moment? \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10393216/\">A recent study\u003c/a> found that people who are taught to practice gratitude have better mental health and fewer symptoms of anxiety and depression.\u003c/p>\n\u003cp>“I very distinctly remember this exercise,” says Alexander. When people complained, the negative energy spread really quickly. Then there was a distinct shift when they switched to gratitude. “People were laughing, people were smiling, and it created such a vibrant energy throughout the room, “ she says.\u003c/p>\n\u003ch2>5. Write a love letter to the Earth\u003c/h2>\n\u003cfigure class=\"wp-block-image size-large\">\u003cimg decoding=\"async\" src=\"https://npr.brightspotcdn.com/dims3/default/strip/false/crop/800x800+0+0/resize/1200/quality/75/format/jpeg/?url=http%3A%2F%2Fnpr-brightspot.s3.amazonaws.com%2F81%2F3c%2Ff4efd8b14a1daca760cc6595379b%2Fweek2-digital-spot-letter-earth.png\">\u003cfigcaption>\u003ccite> (Maria Fabrizio for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Take a short walk outside — five or 10 minutes should do it — or just sit quietly in a favorite outdoor spot. Think of it as a mini nature retreat to connect with the natural world. When you feel relaxed, you can start to write down some thoughts and compose a letter. Here are some potential prompt questions borrowed from the class.\u003c/p>\n\u003cp>What has your experience been like in nature? Have you felt love?\u003c/p>\n\u003cp>Epel says letting yourself feel love and gratitude for the Earth can elicit strong emotions, so let go and fall into the stillness. You can check out Vietnamese Buddhist monk \u003ca href=\"https://emergencemagazine.org/essay/ten-love-letters-to-the-earth/\">Thich Nhat Hanh’s love letters to the Earth\u003c/a> to help you get started.\u003c/p>\n\u003ch2>6. Letter to your future self\u003c/h2>\n\u003cp>Writing a letter to your future self is a “perspective taking” practice, says Hill. It’s a way to step away from your current struggles or stressors and shift the focus to all your potential opportunities.\u003c/p>\n\u003cp>Start by imagining yourself at some date in the future, be it one year from now or even 20 years down the road. What is it that you hope for yourself? Where do you want to be? What kind of hurdles have you overcome?\u003c/p>\n\u003cfigure class=\"wp-block-embed npr-promo-card insettwocolumn\">\n\u003cdiv class=\"wp-block-embed__wrapper\">\u003c/div>\n\u003c/figure>\n\u003cp>Maybe you can see a future where the climate crisis is being solved, where you’re working with others on solutions to specific problems. Once you have that kind of future in mind, you could start thinking about some specific goals — and steps to take — to get there. “It can be quite motivating,” Hill says.\u003c/p>\n\u003cp>Another option is to write a letter to your future self about what happens if you don’t engage in helping solve the problem. “If you bring awareness to the pain or the discomfort of what could happen if you didn’t do anything, that can be a motivating force too,” Hill says.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Stress Less editors are Carmel Wroth and Jane Greenhalgh.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cfigure class=\"wp-block-image size-large\">\u003cimg decoding=\"async\" src=\"https://npr.brightspotcdn.com/dims3/default/strip/false/crop/3000x1688+0+0/resize/1200/quality/75/format/jpeg/?url=http%3A%2F%2Fnpr-brightspot.s3.amazonaws.com%2F4f%2F29%2F8cace8424800920a5f66f221c2c8%2Fweek2-digital-mainimage-fullsize.gif\">\u003cfigcaption>\u003ccite> (Maria Fabrizio for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Imagine something you love. Then imagine it’s threatened.\u003c/p>\n\u003cp>That’s what Jada Alexander experienced when she was studying coral reefs in French Polynesia. During her first trip, as a student at the University of California, Santa Barbara, she was captivated. “The coral reef was vibrant. It was beautiful,” she recalls. It was teeming with life, full of crabs and fish.\u003c/p>\n\u003cp>But on a return trip one year later, much of the reef \u003ca href=\"https://www.npr.org/2024/04/17/1245085914/coral-reefs-bleaching-climate-change-algae\">appeared dead\u003c/a>. “It was dull and gray,” she says, which left her feeling hopeless.\u003c/p>\n\u003cp>Alexander is not alone. \u003ca href=\"https://www.sciencedirect.com/science/article/pii/S2542519621002783#:~:text=Findings,and%20associated%20feelings%20of%20betrayal\">Survey data \u003c/a>has shown that more than half of young adults have felt anxious, angry, powerless or helpless about human-driven climate change.\u003c/p>\n\u003cp>“If our young people can’t have hope and engage in climate action, then we’re going to have that much harder of a time bending the curve back,” says \u003ca href=\"https://profiles.ucsf.edu/elissa.epel\">Elissa Epel, \u003c/a>a renowned stress researcher at UC San Francisco.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>So, she and a group of her colleagues developed a new course, called \u003ca href=\"https://www.climateresilience.online/\">Climate Resilience\u003c/a>, which they offered for the first time at several UC campuses last spring. The goal is to turn students’ distress about the climate into collective action. Alexander signed up for the class and became a teaching assistant.\u003c/p>\n\u003cp>The course offers inspiring lectures from scientists and leaders in the climate movement to introduce a counternarrative to the doom and gloom. Many of us are living in an “information bubble” that can be devastating, Epel says. We’re inundated with negative stories about record heat, hurricanes, floods and wildfires. The challenge is real, but so too are the potential solutions.\u003c/p>\n\u003cp>And, crucially, the course teaches resilience and coping skills, including mindfulness meditation, to empower students.\u003c/p>\n\u003cp>“There’s an arc — or a process — for leading people out of these dark inner worlds where they feel alone and separate,” Epel says.\u003c/p>\n\u003cp>People who feel negative and hopeless are more likely to disengage or walk away.\u003c/p>\n\u003cp>“The great Zen master Thich Nhat Hanh says \u003ca href=\"https://plumvillage.org/podcasts/the-way-out-is-in\">the way out is in\u003c/a>,” she says. To transcend fear and anger, people need to practice compassion, not only for themselves but for others.\u003c/p>\n\u003cp>“Students do come in very skeptical,” says\u003ca href=\"https://profiles.ucsd.edu/jyoti.mishra\"> Jyoti Mishra, \u003c/a>a neuroscientist at UC San Diego and co-director of the course. But by the end of the class, there’s a shift in mindset among many, she says. Once a person feels more positive, it can be easier for them to imagine being part of the solution.\u003c/p>\n\u003cp>End-of-class surveys were very positive, and the course will be offered at 10 UC campuses next spring.\u003c/p>\n\u003cp>Students reported an increased sense of belonging and a belief that they could “work with others” on climate change, says \u003ca href=\"https://health.ucdavis.edu/nursing/ourteam/faculty/Goldin_bio.html\">Philippe Goldin\u003c/a>, a clinical neuroscientist at UC Davis who co-leads the Climate Resilience course.\u003c/p>\n\u003cp>Students in the course took action: They worked in community gardens dedicated to sustainable agriculture, a waste reduction workshop and a recycling project focused on clothing. Jada Alexander, who has graduated, is now starting \u003ca href=\"https://www.daybreakbeachclub.com/\">an initiative\u003c/a> that integrates surfing with environmental stewardship.\u003c/p>\n\u003cp>Alexander knows the solutions are complex, and she still fears for the planet, but “I think that the class increased my ability to be a part of the solution,” she says.\u003c/p>\n\u003cp>Epel says the techniques and exercises taught in the class are “universal skills” that can help people manage stress from all sorts of situations. If you want to try, here are some strategies adapted from the course.\u003c/p>\n\u003ch2>1. Slow down with moments of calm\u003c/h2>\n\u003cfigure class=\"wp-block-image size-large\">\u003cimg decoding=\"async\" src=\"https://npr.brightspotcdn.com/dims3/default/strip/false/crop/800x800+0+0/resize/1200/quality/75/format/jpeg/?url=http%3A%2F%2Fnpr-brightspot.s3.amazonaws.com%2Fec%2F23%2F4aabecba4e43b9187baeb6ed9532%2Fweek2-digital-spot-calm-beach.png\">\u003cfigcaption>\u003ccite> (Maria Fabrizio for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>If you want to stay engaged with the world’s problems, you have to start with your own well-being.\u003c/p>\n\u003cp>When you pause to be present and let go of worries, it’s a chance for a quick reset.\u003c/p>\n\u003cp>In daily life, you can look for prompts or create new rituals to help you slow down. For instance, if there’s a church, town hall or campus bell that chimes, you can use that as a moment to pause. Or you can set a reminder on your phone to take pauses throughout your day.\u003c/p>\n\u003cp>“There’s all sorts of cues and signals that can remind us to stop and take a breath,” \u003ca href=\"https://drdianahill.com/\">says Diana Hill,\u003c/a> a clinical psychologist who teaches the course at UC Santa Barbara. When we focus on breath we can activate the parasympathetic nervous system — so our body feels more at ease.\u003c/p>\n\u003cp>If you want to try a longer self-care pause, \u003ca href=\"https://ucsf.box.com/s/gw0hwww8q407wxoxerxfvvoqmnaqtmws\">here’s a nature meditation\u003c/a> used in the course from meditation teacher Mark Coleman.\u003c/p>\n\u003ch2>2. Just like me: Stare into the eyes of a stranger\u003c/h2>\n\u003cp>In the class, people are asked to pick a partner, typically someone they don’t know. Then, they’re asked to look into each other’s eyes as they’re led through a guided meditation. “This can be uncomfortable,” Hill says, so it’s OK to close your eyes.\u003c/p>\n\u003cp>You can use this \u003ca href=\"https://www.youtube.com/watch?v=o3QRFeFOlm4\">recording \u003c/a>by Jack Kornfield as a guide.\u003c/p>\n\u003cp>\u003cem>“This person was once a small child just like me. This person has had happy times, just like me,” it begins.\u003c/em>\u003c/p>\n\u003cp>The exercise is intended to help people see how much they have in common with every human, even strangers or people who see the world differently.\u003c/p>\n\u003cp>“\u003cem>This person has been hurt, just like me.\u003c/em> \u003cem>This person has experienced physical pain, just like me. This person wants to be loved, just like me.” \u003c/em>\u003c/p>\n\u003cp>The meditation ends by asking you to picture your partner’s happy moments and to send them this message: “I know you want to be happy, just like me.”\u003c/p>\n\u003cp>This practice of seeing that common humanity is pretty powerful, Hill says.\u003c/p>\n\u003cp>You can also use the \u003cem>Just Like Me\u003c/em> exercise with someone you have a difficult relationship with. Even if they’re not sitting opposite you, you can imagine looking at them.\u003c/p>\n\u003ch2>3. Honoring others’ pain: It’s OK to cry\u003c/h2>\n\u003cfigure class=\"wp-block-image size-large\">\u003cimg decoding=\"async\" src=\"https://npr.brightspotcdn.com/dims3/default/strip/false/crop/800x800+0+0/resize/1200/quality/75/format/jpeg/?url=http%3A%2F%2Fnpr-brightspot.s3.amazonaws.com%2Fd9%2Fee%2Ffba3a1344932943b9c4003494239%2Fweek2-digital-spot-honoring-pain.png\">\u003cfigcaption>\u003ccite> (Maria Fabrizio for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“To be activists for any cause, we need to work together, and that starts by expressing our grief, ” Epel says. The course adapted a practice from Joanna Macy and Molly Brown, called \u003ca href=\"https://workthatreconnects.org/resources/open-sentences-on-honoring-our-pain/\">Honoring our Pain\u003c/a>, which takes about 15 minutes.\u003c/p>\n\u003cp>Find a friend to try this with. Take turns voicing your concerns. Begin with this prompt: “What concerns me most about the world and society today is….” As one person speaks, the other listens.\u003c/p>\n\u003cp>People think no one wants to hear any thoughts of gloom or grief, Epel says. “But we need to talk about it. We need to process these very heavy emotions of sorrow.”\u003c/p>\n\u003cp>And here’s an important takeaway: Listening is a gift. “The quality with which we really listen and offer our attention to others is an act of compassion,” \u003ca href=\"https://health.ucdavis.edu/nursing/ourteam/faculty/Goldin_bio.html\">Goldin\u003c/a> says.\u003c/p>\n\u003cp>During these conversations, “you begin to experience a sense of trust in experiencing your own emotions, sitting with your own emotions and the emotions of others,” he says.\u003c/p>\n\u003cp>If you do this repeatedly, you really begin to understand what is possible in trusting and being with another person. “It’s very powerful,” Goldin says.\u003c/p>\n\u003ch2>4. Joy spreads, and so do grumbles\u003c/h2>\n\u003cfigure class=\"wp-block-image size-large\">\u003cimg decoding=\"async\" src=\"https://npr.brightspotcdn.com/dims3/default/strip/false/crop/800x800+0+0/resize/1200/quality/75/format/jpeg/?url=http%3A%2F%2Fnpr-brightspot.s3.amazonaws.com%2F60%2Ffd%2F5989bf2b41a7adf3cf93225dcb84%2Fweek2-digital-spot-spreading-joy.png\">\u003cfigcaption>\u003ccite> (Maria Fabrizio for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Partners again! This takes about 10 minutes, with each person talking about half the time. For two minutes, you get to complain. It can be a stream of consciousness gripe session — everything that annoys you, anything that’s wrong!\u003c/p>\n\u003cp>Notice how it feels to let it all out. Now it’s time to flip the script.\u003c/p>\n\u003cp>For the next two minutes, talk about things that bring you joy. What is bringing you happiness today? What are you grateful for at this moment? \u003ca href=\"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10393216/\">A recent study\u003c/a> found that people who are taught to practice gratitude have better mental health and fewer symptoms of anxiety and depression.\u003c/p>\n\u003cp>“I very distinctly remember this exercise,” says Alexander. When people complained, the negative energy spread really quickly. Then there was a distinct shift when they switched to gratitude. “People were laughing, people were smiling, and it created such a vibrant energy throughout the room, “ she says.\u003c/p>\n\u003ch2>5. Write a love letter to the Earth\u003c/h2>\n\u003cfigure class=\"wp-block-image size-large\">\u003cimg decoding=\"async\" src=\"https://npr.brightspotcdn.com/dims3/default/strip/false/crop/800x800+0+0/resize/1200/quality/75/format/jpeg/?url=http%3A%2F%2Fnpr-brightspot.s3.amazonaws.com%2F81%2F3c%2Ff4efd8b14a1daca760cc6595379b%2Fweek2-digital-spot-letter-earth.png\">\u003cfigcaption>\u003ccite> (Maria Fabrizio for NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Take a short walk outside — five or 10 minutes should do it — or just sit quietly in a favorite outdoor spot. Think of it as a mini nature retreat to connect with the natural world. When you feel relaxed, you can start to write down some thoughts and compose a letter. Here are some potential prompt questions borrowed from the class.\u003c/p>\n\u003cp>What has your experience been like in nature? Have you felt love?\u003c/p>\n\u003cp>Epel says letting yourself feel love and gratitude for the Earth can elicit strong emotions, so let go and fall into the stillness. You can check out Vietnamese Buddhist monk \u003ca href=\"https://emergencemagazine.org/essay/ten-love-letters-to-the-earth/\">Thich Nhat Hanh’s love letters to the Earth\u003c/a> to help you get started.\u003c/p>\n\u003ch2>6. Letter to your future self\u003c/h2>\n\u003cp>Writing a letter to your future self is a “perspective taking” practice, says Hill. It’s a way to step away from your current struggles or stressors and shift the focus to all your potential opportunities.\u003c/p>\n\u003cp>Start by imagining yourself at some date in the future, be it one year from now or even 20 years down the road. What is it that you hope for yourself? Where do you want to be? What kind of hurdles have you overcome?\u003c/p>\n\u003cfigure class=\"wp-block-embed npr-promo-card insettwocolumn\">\n\u003cdiv class=\"wp-block-embed__wrapper\">\u003c/div>\n\u003c/figure>\n\u003cp>Maybe you can see a future where the climate crisis is being solved, where you’re working with others on solutions to specific problems. Once you have that kind of future in mind, you could start thinking about some specific goals — and steps to take — to get there. “It can be quite motivating,” Hill says.\u003c/p>\n\u003cp>Another option is to write a letter to your future self about what happens if you don’t engage in helping solve the problem. “If you bring awareness to the pain or the discomfort of what could happen if you didn’t do anything, that can be a motivating force too,” Hill says.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This opinion column about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/column-we-want-every-major-to-be-a-climate-major/\">\u003ci>\u003cspan style=\"font-weight: 400\">sustainability courses\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was produced by \u003c/span>\u003c/i>\u003ca href=\"http://hechingerreport.org/\">\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/climate-change/\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger’s newsletter on climate change and education\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Environment and Sustainability in Enlightenment France. \u003c/span>\u003cspan style=\"font-weight: 400\">Modeling for Energy and Infrastructure Project Finance. \u003c/span>\u003cspan style=\"font-weight: 400\">Adirondack Cultural Ecology. Perspectives on the Amazon.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">These courses, offered at Dickinson College in Pennsylvania; Haas School of Business at the University of California, Berkeley; State University of New York College of Environmental Science and Forestry; and Duke University in North Carolina, respectively, illustrate how institutions are rethinking the study of sustainability at the undergraduate and graduate levels.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The new \u003c/span>\u003ca href=\"https://www.thisisplaneted.org/resources/higher-ed-climate-action-plan\">\u003cspan style=\"font-weight: 400\">Higher Ed Climate Action Plan\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from the Aspen Institute’s This Is Planet Ed (where, full disclosure, I’m a senior advisor) identifies the need to educate and support students as a top priority. No surprise there.\u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The plan further calls for this learning to be broad, interdisciplinary and future-oriented, giving students a path to a sustainable workforce.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003cspan style=\"font-weight: 400\">“The scale of the challenges we face demands that all people have baseline understanding” of climate, the plan says. “[H]igher education must advance a learning agenda…with cross-disciplinary educational offerings.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In a \u003c/span>\u003ca href=\"https://www.universityworldnews.com/post.php?story=2022110306053027#:~:text=Climate%20course%20content&text=A%20further%208%25%20said%20they,10%25%20of%20all%20their%20courses.\">\u003cspan style=\"font-weight: 400\">2022 global survey\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, 60% of higher education institutions said that climate-related content is found in fewer than 10% of their courses. But a vanguard of colleges and universities are looking to change that. Each of these diverse institutions has their own unique method and mission. They are all taking the strategy of integrating sustainability content as widely across the curriculum as is feasible. They are breaking out of traditional silos and disciplines, and ensuring that these courses are encountered by as many students as possible. \u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Toddi Steelman, \u003c/span>\u003cspan style=\"font-weight: 400\">former Stanback Dean of the Nicholas School of the Environment at Duke, was a member of\u003c/span>\u003cspan style=\"font-weight: 400\"> the Aspen Institute’s This Is Planet Ed Higher Ed\u003c/span>\u003cspan style=\"font-weight: 400\"> Task Force. Duke introduced a wide-ranging \u003c/span>\u003ca href=\"https://climate.duke.edu\">\u003cspan style=\"font-weight: 400\">climate commitment\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in 2022 that spans operations, research grants and partnerships, including with the \u003c/span>\u003ca href=\"https://nyclimateexchange.org\">\u003cspan style=\"font-weight: 400\">New York Climate Exchange\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But “education is our superpower,” Steelman said. “We want every major to be a climate major. Our responsibility is to ensure we have educated our students to capably deal with these challenges and identify the solutions. Whatever they do – preachers, teachers, nurses, engineers, legislators – if they have some sort of background in climate and sustainability, they will carry that into their first job and the next job.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Accordingly, each of the ten schools within the university is working to define for itself what it means to be aligned with what Duke calls a \u003c/span>\u003ca href=\"https://climate.duke.edu/what-were-doing/climate-and-sustainability-fluency-framework/#1713980729929-228a4a72-1d38\">\u003cspan style=\"font-weight: 400\">“fluency framework.”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> The framework spans skills, behaviors and attitudes that uphold climate and sustainability understanding. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Allowing each school to find its own way, rather than mandating a shift to climate content by fiat, will take time. Steelman is advocating for fluency for all undergraduates by 2028, she said, but “We’re working through a committee process and we’ll see what sticks.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The hope is that this process, honoring faculty expertise, results in more ownership and more meaningful integration of climate content. Steelman says the schools of nursing and medicine have been out in front, along with, fascinatingly, the French department.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“They are introducing climate change issues into conversational French,” she said. “They are also thinking about research about how you conjugate verbs. The way you talk and think about the future has consequences for climate change.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">SUNY College of Environmental Science and Forestry in Syracuse was \u003c/span>\u003ca href=\"https://www.aashe.org/wp-content/uploads/2023/09/SCI-2023-1.pdf#page=14\">\u003cspan style=\"font-weight: 400\">ranked number one in the nation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (along with two other schools) for its sustainability curriculum in 2023. So it’s perhaps surprising that it doesn’t have a single course that focuses solely on climate change. At least not yet.\u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We don’t necessarily teach specifically about climate change, at least at the introductory level,” said Stephen Shaw, the chair of the Environmental Resources Engineering department.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We definitely teach the fundamentals that let people understand the science of it, and what it means to do climate adaptation, and mitigation,” he added. Students can even work with one professor to directly build instruments that measure greenhouse gases in the field.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The faculty, said Shaw, is now debating adding an interdisciplinary, introductory course that answers questions like: “What is the basic science? What are the impacts? What are the impacts to people? What are the impacts to habitat, recreation, all across the board?”\u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Dickinson, a liberal arts college of just over 2,000 students in Pennsylvania coal country, mandated in 2019 that every student take at least one sustainability course as a requirement for graduation. In practice, said Neil Leary, \u003c/span>\u003cspan style=\"font-weight: 400\">Dickinson’s associate provost and director of the \u003c/span>\u003ca href=\"https://www.dickinson.edu/info/20052/sustainability/2278/center_for_sustainability_education\">\u003cspan style=\"font-weight: 400\">Center for Sustainability Education\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, “over 50% of students who graduated this past May had taken four or more such courses, and one in four had taken more than six.”\u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Dickinson offers more than 100 sustainability courses per semester, in departments from business to architecture. The college’s “Mosaic” courses, offered once or twice a year, are of particular interest. They are co-taught by professors in different disciplines and often include an independent study and a travel component. In a recent offering, on the energy transition in Germany, students studied representations of the environment in German literature and culture, and also traveled to Germany to see its adoption of solar and energy efficiency in practice.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Like Duke with its fluency framework, Dickinson follows a broad definition of sustainability, Leary says. He cites the Global Council for Science and the Environment, a nonpartisan nonprofit dedicated to advancing \u003c/span>\u003cspan style=\"font-weight: 400\">environmental and sustainability education and research\u003c/span>\u003cspan style=\"font-weight: 400\">, which has identified five key competencies in the field: Systems thinking, future-thinking, collaboration skills, strategic thinking and values-thinking.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003cspan style=\"font-weight: 400\">“This is not value-neutral education,” Leary said. “Sustainability has a set of values that includes taking all people’s needs into account.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For now, institutions that go all-in on sustainability are rare enough that it can serve as a selling point in the competition for students, faculty and donors. Leary says 40% of undergraduates Dickinson surveyed recently agreed that this was a major factor that brought them to the college.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But if leaders in the sector have their way, an all-sustainable curriculum will shift from a nice-to-have to table stakes. Bryan Alexander, author of Universities on Fire\u003c/span> \u003cspan style=\"font-weight: 400\">and an educational futurist with a particular focus on climate change, said, “My slogan is, climate change is the new liberal arts.”\u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This opinion column about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/column-we-want-every-major-to-be-a-climate-major/\">\u003ci>\u003cspan style=\"font-weight: 400\">sustainability courses\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was produced by \u003c/span>\u003c/i>\u003ca href=\"http://hechingerreport.org/\">\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/climate-change/\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger’s newsletter on climate change and education\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003cspan style=\"font-weight: 400\">“The scale of the challenges we face demands that all people have baseline understanding” of climate, the plan says. “[H]igher education must advance a learning agenda…with cross-disciplinary educational offerings.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In a \u003c/span>\u003ca href=\"https://www.universityworldnews.com/post.php?story=2022110306053027#:~:text=Climate%20course%20content&text=A%20further%208%25%20said%20they,10%25%20of%20all%20their%20courses.\">\u003cspan style=\"font-weight: 400\">2022 global survey\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, 60% of higher education institutions said that climate-related content is found in fewer than 10% of their courses. But a vanguard of colleges and universities are looking to change that. Each of these diverse institutions has their own unique method and mission. They are all taking the strategy of integrating sustainability content as widely across the curriculum as is feasible. They are breaking out of traditional silos and disciplines, and ensuring that these courses are encountered by as many students as possible. \u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Toddi Steelman, \u003c/span>\u003cspan style=\"font-weight: 400\">former Stanback Dean of the Nicholas School of the Environment at Duke, was a member of\u003c/span>\u003cspan style=\"font-weight: 400\"> the Aspen Institute’s This Is Planet Ed Higher Ed\u003c/span>\u003cspan style=\"font-weight: 400\"> Task Force. Duke introduced a wide-ranging \u003c/span>\u003ca href=\"https://climate.duke.edu\">\u003cspan style=\"font-weight: 400\">climate commitment\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in 2022 that spans operations, research grants and partnerships, including with the \u003c/span>\u003ca href=\"https://nyclimateexchange.org\">\u003cspan style=\"font-weight: 400\">New York Climate Exchange\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But “education is our superpower,” Steelman said. “We want every major to be a climate major. Our responsibility is to ensure we have educated our students to capably deal with these challenges and identify the solutions. Whatever they do – preachers, teachers, nurses, engineers, legislators – if they have some sort of background in climate and sustainability, they will carry that into their first job and the next job.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Accordingly, each of the ten schools within the university is working to define for itself what it means to be aligned with what Duke calls a \u003c/span>\u003ca href=\"https://climate.duke.edu/what-were-doing/climate-and-sustainability-fluency-framework/#1713980729929-228a4a72-1d38\">\u003cspan style=\"font-weight: 400\">“fluency framework.”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> The framework spans skills, behaviors and attitudes that uphold climate and sustainability understanding. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Allowing each school to find its own way, rather than mandating a shift to climate content by fiat, will take time. Steelman is advocating for fluency for all undergraduates by 2028, she said, but “We’re working through a committee process and we’ll see what sticks.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The hope is that this process, honoring faculty expertise, results in more ownership and more meaningful integration of climate content. Steelman says the schools of nursing and medicine have been out in front, along with, fascinatingly, the French department.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“They are introducing climate change issues into conversational French,” she said. “They are also thinking about research about how you conjugate verbs. The way you talk and think about the future has consequences for climate change.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">SUNY College of Environmental Science and Forestry in Syracuse was \u003c/span>\u003ca href=\"https://www.aashe.org/wp-content/uploads/2023/09/SCI-2023-1.pdf#page=14\">\u003cspan style=\"font-weight: 400\">ranked number one in the nation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> (along with two other schools) for its sustainability curriculum in 2023. So it’s perhaps surprising that it doesn’t have a single course that focuses solely on climate change. At least not yet.\u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We don’t necessarily teach specifically about climate change, at least at the introductory level,” said Stephen Shaw, the chair of the Environmental Resources Engineering department.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We definitely teach the fundamentals that let people understand the science of it, and what it means to do climate adaptation, and mitigation,” he added. Students can even work with one professor to directly build instruments that measure greenhouse gases in the field.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The faculty, said Shaw, is now debating adding an interdisciplinary, introductory course that answers questions like: “What is the basic science? What are the impacts? What are the impacts to people? What are the impacts to habitat, recreation, all across the board?”\u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Dickinson, a liberal arts college of just over 2,000 students in Pennsylvania coal country, mandated in 2019 that every student take at least one sustainability course as a requirement for graduation. In practice, said Neil Leary, \u003c/span>\u003cspan style=\"font-weight: 400\">Dickinson’s associate provost and director of the \u003c/span>\u003ca href=\"https://www.dickinson.edu/info/20052/sustainability/2278/center_for_sustainability_education\">\u003cspan style=\"font-weight: 400\">Center for Sustainability Education\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, “over 50% of students who graduated this past May had taken four or more such courses, and one in four had taken more than six.”\u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Dickinson offers more than 100 sustainability courses per semester, in departments from business to architecture. The college’s “Mosaic” courses, offered once or twice a year, are of particular interest. They are co-taught by professors in different disciplines and often include an independent study and a travel component. In a recent offering, on the energy transition in Germany, students studied representations of the environment in German literature and culture, and also traveled to Germany to see its adoption of solar and energy efficiency in practice.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Like Duke with its fluency framework, Dickinson follows a broad definition of sustainability, Leary says. He cites the Global Council for Science and the Environment, a nonpartisan nonprofit dedicated to advancing \u003c/span>\u003cspan style=\"font-weight: 400\">environmental and sustainability education and research\u003c/span>\u003cspan style=\"font-weight: 400\">, which has identified five key competencies in the field: Systems thinking, future-thinking, collaboration skills, strategic thinking and values-thinking.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003cspan style=\"font-weight: 400\">“This is not value-neutral education,” Leary said. “Sustainability has a set of values that includes taking all people’s needs into account.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For now, institutions that go all-in on sustainability are rare enough that it can serve as a selling point in the competition for students, faculty and donors. Leary says 40% of undergraduates Dickinson surveyed recently agreed that this was a major factor that brought them to the college.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But if leaders in the sector have their way, an all-sustainable curriculum will shift from a nice-to-have to table stakes. Bryan Alexander, author of Universities on Fire\u003c/span> \u003cspan style=\"font-weight: 400\">and an educational futurist with a particular focus on climate change, said, “My slogan is, climate change is the new liberal arts.”\u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This opinion column about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/column-we-want-every-major-to-be-a-climate-major/\">\u003ci>\u003cspan style=\"font-weight: 400\">sustainability courses\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was produced by \u003c/span>\u003c/i>\u003ca href=\"http://hechingerreport.org/\">\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/climate-change/\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger’s newsletter on climate change and education\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>High school freshman DeWayne Murphy has a big idea for a new green technology.\u003c/p>\n\u003cp>“There’s going to be a tank and it should be like a big giant metal tank,” he explains to climate scientist Ben Kravitz on a school day in May. “You fill it up with water, and the tank is going to heat up.”\u003c/p>\n\u003cp>The water will turn to steam, which will power a car. But it has some potential drawbacks.\u003c/p>\n\u003cp>“It’s not really designed to take any damage, like at all, so you have to be like really gentle with it,” Murphy says.\u003c/p>\n\u003cp>“What I really like about that is steam’s kind of an old tech,” Kravitz tells him. “Steam works. We know that. So, yeah, that’s a really cool idea.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>This conversation is part of a larger lesson about developing technologies that reduce planet-heating pollution. \u003ca href=\"https://scholarworks.iu.edu/journals/index.php/thst/article/view/37892/41081\">The lesson\u003c/a> was created by Kravitz, an assistant professor of earth and atmospheric sciences at Indiana University; his colleague Paul Goddard; and Kirstin Milks, DeWayne Murphy’s science teacher at Bloomington High School South in Bloomington, Ind.\u003c/p>\n\u003cp>With \u003ca href=\"https://www.kqed.org/mindshift/62303/as-classes-resume-in-sweltering-heat-many-schools-lack-air-conditioning\">heat waves\u003c/a> and extreme weather becoming more and more common, Milks \u003ca href=\"https://www.kqed.org/mindshift/63120/the-climate-change-lesson-plans-teachers-need-and-dont-have\">wants to empower her students with information\u003c/a> and the creative freedom to dream up \u003ca href=\"https://www.kqed.org/mindshift/62224/student-activists-go-to-summer-camp-to-learn-how-to-help-institute-a-green-new-deal-on-their-campuses\">big ideas for a better climate future\u003c/a>.\u003c/p>\n\u003cp>“The fact is that climate change is the story of these young people’s lives,” Milks says. “Our students need to know not just the stuff about it that is challenging and difficult, the stuff we hear about in the news, but also they need to see how change can happen. They need to feel like they understand and can actually make a difference in our shared future.”\u003c/p>\n\u003cp>Milks \u003ca href=\"https://www.kqed.org/mindshift/62349/why-schoolyards-are-a-critical-space-for-teaching-about-and-fighting-extreme-heat-and-climate-change\">teaches her students the basic facts about human-caused climate change\u003c/a>: that burning fossil fuels — like coal, oil and gas — is the biggest single driver of increased carbon dioxide in the atmosphere. Carbon dioxide heats the planet, which has led to more frequent droughts, hurricanes, floods and intense heat waves.\u003c/p>\n\u003cp>Kravitz says, “The only permanent solution to stopping that is reducing our greenhouse gas emissions.”\u003c/p>\n\u003cp>Scientists already know some \u003ca href=\"https://www.kqed.org/mindshift/60978/new-climate-legislation-could-create-9-million-jobs-will-students-be-ready-to-fill-them\">technologies that could help\u003c/a>. Solar and wind energy combined with big batteries are helping the world transition away from oil, coal and gas.\u003c/p>\n\u003cp>But Kravitz says the world isn’t moving fast enough. So he and other scientists are studying strategies to temporarily alter the Earth’s climate to reduce the effects of climate change. It’s known as climate engineering, or \u003ca href=\"https://www.npr.org/2024/04/21/1244357506/earth-day-solar-geoengineering-climate-make-sunsets-stardust\">geoengineering\u003c/a>.\u003c/p>\n\u003cp>Climate engineering covers a range of strategies, including reflecting sunlight back into space and \u003ca href=\"https://www.npr.org/2023/12/27/1210928126/oil-climate-change-carbon-capture-removal-direct-air-capture-occidental\">removing carbon dioxide from the atmosphere\u003c/a>. But these strategies can also \u003ca href=\"https://www.scientificamerican.com/article/geoengineering-is-not-a-quick-fix-for-the-climate-crisis-new-analysis-shows/\">pose significant risks\u003c/a> — like disruptions to rain patterns and impacts on global crops. Meanwhile, there’s still little regulation over how these technologies might get used.\u003c/p>\n\u003cp>“The people who are going to be voting on whether to [pursue climate engineering], or even leading the charge, are sitting in high school classrooms right now,” Kravitz says. “So if they don’t know what this topic is, that’s a real problem. So that’s why we developed the lesson.”\u003c/p>\n\u003cp>Milks says she isn’t trying to persuade students to embrace climate engineering — rather, she wants to give them the knowledge they need to make informed decisions about it, if and when the time comes.\u003c/p>\n\u003ch3>Students think up wild ideas, like covering the desert in glitter\u003c/h3>\n\u003cp>Creativity is at the core of this lesson, Milks explains. After students learn the basics of climate engineering, they’re asked to “come up with interesting wild ideas” to slow global warming.\u003c/p>\n\u003cfigure class=\"wp-block-image size-large\">\u003cimg decoding=\"async\" src=\"https://npr.brightspotcdn.com/dims3/default/strip/false/crop/1716x1080+0+0/resize/1200/quality/75/format/jpeg/?url=http%3A%2F%2Fnpr-brightspot.s3.amazonaws.com%2Fce%2Fe2%2Fa59c996f48cea345acafebf02140%2Fcelberfeld-teacher-student.jpg\" alt=\"High school freshman DeWayne Murphy consults with Milks, his science teacher, on a classroom experiment.\">\u003cfigcaption>High school freshman DeWayne Murphy consults with Kirstin Milks, his science teacher, on a classroom experiment. \u003ccite> (Chris Elberfeld/WFYI)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>At first, no idea is too out there, says Goddard, an assistant research scientist at Indiana University who helped develop the lesson.\u003c/p>\n\u003cp>“As we progress along throughout the lessons, then we add more details, more constraints to their designs,” Goddard says.\u003c/p>\n\u003cp>In the first round of brainstorming, students imagined a solar-powered helicopter; artificial trees that store rainwater to help fight wildfires; and lots of ways to reflect light back into the atmosphere, like covering the desert in shiny glitter.\u003c/p>\n\u003cp>Next, students are asked to consider the potential limitations and risks to their ideas. Take glitter in the desert, for example:\u003c/p>\n\u003cp>“How are we going to make sure that the glitter doesn’t get eaten by the rock pocket mouse … or like snakes and stuff?” Milks asks.\u003c/p>\n\u003cp>The student suggests making the glitter large and smooth enough so it won’t be eaten by animals or otherwise harm them.\u003c/p>\n\u003cp>For their final assignment, students present their concepts — including their anticipated benefits and risks — to Kravitz, Goddard and other scientists.\u003c/p>\n\u003cp>High school junior Campbell Brown has an idea for a flying air filter that sucks carbon dioxide out of the atmosphere and turns it into a harmless byproduct.\u003c/p>\n\u003cp>“It’ll decrease the amount of greenhouse gases that are in the air,” she explains during her presentation. “The risks could be that it just doesn’t work the way I want it to.”\u003c/p>\n\u003cp>Kravitz is impressed.\u003c/p>\n\u003cp>“So you want to know something? It does work,” he tells Brown. “The waste product that you get out of it is baking soda, essentially. So yeah, it works, it just can’t be widely deployed right now because it’s too expensive.”\u003c/p>\n\u003ch3>Fostering climate optimism\u003c/h3>\n\u003cp>Brown is thrilled that her idea is something scientists are currently studying, especially because she didn’t know much about climate change before this lesson.\u003c/p>\n\u003cfigure class=\"wp-block-image size-large\">\u003cimg decoding=\"async\" src=\"https://npr.brightspotcdn.com/dims3/default/strip/false/crop/1568x882+0+99/resize/1200/quality/75/format/jpeg/?url=http%3A%2F%2Fnpr-brightspot.s3.amazonaws.com%2F53%2F26%2Fa5d07ce44635b84255c97599cc1e%2Fcelberfeld-students-chat.jpg\" alt=\"Ben Kravitz, an assistant professor of earth and atmospheric sciences at Indiana University, chats with high school students DeWayne Murphy and Emerald Yee during a class at Bloomington High School South.\">\u003cfigcaption>Ben Kravitz, an assistant professor of earth and atmospheric sciences at Indiana University, chats with high school students DeWayne Murphy and Emerald Yee during a class at Bloomington High School South. \u003ccite> (Chris Elberfeld/WFYI)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>She was saddened to learn how humans have contributed to climate change and its effects on the planet, but she says she’s leaving this lesson with a newfound \u003ca href=\"https://www.kqed.org/mindshift/62894/how-to-inspire-climate-hope-in-kids-get-their-hands-dirty\">sense of hope\u003c/a>.\u003c/p>\n\u003cp>“Because rather than the old generation leaving something broken for us to fix, we’re also getting help from that generation. And so that way, we’re all helping each other out and fixing what we have caused,” she says.\u003c/p>\n\u003cp>Emerald Yee, a senior in Milks’ class, has been concerned about climate change for a while. She has a family member with a chronic health condition that’s exacerbated by heat.\u003c/p>\n\u003cp>“So for me, I’m mainly just worried about [their] safety when it comes to climate change and global warming,” Yee says. She says this lesson gave her the tools to “really think about climate change and how we can change it and make it better for not just our generation, but the younger generations, our younger siblings, or even our kids and grandkids.”\u003c/p>\n\u003cp>For Kravitz, fostering climate optimism is a big part of this lesson. And he says hearing students’ ideas for solutions always makes him feel better.\u003c/p>\n\u003cp>“The neat thing about seeing all of these ideas come out of the classroom is it’s not \u003cem>I can’t do it\u003c/em>. It’s \u003cem>we can do it\u003c/em>. Humans, when they get together, can do amazing things. And that’s what gives me hope.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Copyright 2024 NPR. To see more, visit https://www.npr.org.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>This conversation is part of a larger lesson about developing technologies that reduce planet-heating pollution. \u003ca href=\"https://scholarworks.iu.edu/journals/index.php/thst/article/view/37892/41081\">The lesson\u003c/a> was created by Kravitz, an assistant professor of earth and atmospheric sciences at Indiana University; his colleague Paul Goddard; and Kirstin Milks, DeWayne Murphy’s science teacher at Bloomington High School South in Bloomington, Ind.\u003c/p>\n\u003cp>With \u003ca href=\"https://www.kqed.org/mindshift/62303/as-classes-resume-in-sweltering-heat-many-schools-lack-air-conditioning\">heat waves\u003c/a> and extreme weather becoming more and more common, Milks \u003ca href=\"https://www.kqed.org/mindshift/63120/the-climate-change-lesson-plans-teachers-need-and-dont-have\">wants to empower her students with information\u003c/a> and the creative freedom to dream up \u003ca href=\"https://www.kqed.org/mindshift/62224/student-activists-go-to-summer-camp-to-learn-how-to-help-institute-a-green-new-deal-on-their-campuses\">big ideas for a better climate future\u003c/a>.\u003c/p>\n\u003cp>“The fact is that climate change is the story of these young people’s lives,” Milks says. “Our students need to know not just the stuff about it that is challenging and difficult, the stuff we hear about in the news, but also they need to see how change can happen. They need to feel like they understand and can actually make a difference in our shared future.”\u003c/p>\n\u003cp>Milks \u003ca href=\"https://www.kqed.org/mindshift/62349/why-schoolyards-are-a-critical-space-for-teaching-about-and-fighting-extreme-heat-and-climate-change\">teaches her students the basic facts about human-caused climate change\u003c/a>: that burning fossil fuels — like coal, oil and gas — is the biggest single driver of increased carbon dioxide in the atmosphere. Carbon dioxide heats the planet, which has led to more frequent droughts, hurricanes, floods and intense heat waves.\u003c/p>\n\u003cp>Kravitz says, “The only permanent solution to stopping that is reducing our greenhouse gas emissions.”\u003c/p>\n\u003cp>Scientists already know some \u003ca href=\"https://www.kqed.org/mindshift/60978/new-climate-legislation-could-create-9-million-jobs-will-students-be-ready-to-fill-them\">technologies that could help\u003c/a>. Solar and wind energy combined with big batteries are helping the world transition away from oil, coal and gas.\u003c/p>\n\u003cp>But Kravitz says the world isn’t moving fast enough. So he and other scientists are studying strategies to temporarily alter the Earth’s climate to reduce the effects of climate change. It’s known as climate engineering, or \u003ca href=\"https://www.npr.org/2024/04/21/1244357506/earth-day-solar-geoengineering-climate-make-sunsets-stardust\">geoengineering\u003c/a>.\u003c/p>\n\u003cp>Climate engineering covers a range of strategies, including reflecting sunlight back into space and \u003ca href=\"https://www.npr.org/2023/12/27/1210928126/oil-climate-change-carbon-capture-removal-direct-air-capture-occidental\">removing carbon dioxide from the atmosphere\u003c/a>. But these strategies can also \u003ca href=\"https://www.scientificamerican.com/article/geoengineering-is-not-a-quick-fix-for-the-climate-crisis-new-analysis-shows/\">pose significant risks\u003c/a> — like disruptions to rain patterns and impacts on global crops. Meanwhile, there’s still little regulation over how these technologies might get used.\u003c/p>\n\u003cp>“The people who are going to be voting on whether to [pursue climate engineering], or even leading the charge, are sitting in high school classrooms right now,” Kravitz says. “So if they don’t know what this topic is, that’s a real problem. So that’s why we developed the lesson.”\u003c/p>\n\u003cp>Milks says she isn’t trying to persuade students to embrace climate engineering — rather, she wants to give them the knowledge they need to make informed decisions about it, if and when the time comes.\u003c/p>\n\u003ch3>Students think up wild ideas, like covering the desert in glitter\u003c/h3>\n\u003cp>Creativity is at the core of this lesson, Milks explains. After students learn the basics of climate engineering, they’re asked to “come up with interesting wild ideas” to slow global warming.\u003c/p>\n\u003cfigure class=\"wp-block-image size-large\">\u003cimg decoding=\"async\" src=\"https://npr.brightspotcdn.com/dims3/default/strip/false/crop/1716x1080+0+0/resize/1200/quality/75/format/jpeg/?url=http%3A%2F%2Fnpr-brightspot.s3.amazonaws.com%2Fce%2Fe2%2Fa59c996f48cea345acafebf02140%2Fcelberfeld-teacher-student.jpg\" alt=\"High school freshman DeWayne Murphy consults with Milks, his science teacher, on a classroom experiment.\">\u003cfigcaption>High school freshman DeWayne Murphy consults with Kirstin Milks, his science teacher, on a classroom experiment. \u003ccite> (Chris Elberfeld/WFYI)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>At first, no idea is too out there, says Goddard, an assistant research scientist at Indiana University who helped develop the lesson.\u003c/p>\n\u003cp>“As we progress along throughout the lessons, then we add more details, more constraints to their designs,” Goddard says.\u003c/p>\n\u003cp>In the first round of brainstorming, students imagined a solar-powered helicopter; artificial trees that store rainwater to help fight wildfires; and lots of ways to reflect light back into the atmosphere, like covering the desert in shiny glitter.\u003c/p>\n\u003cp>Next, students are asked to consider the potential limitations and risks to their ideas. Take glitter in the desert, for example:\u003c/p>\n\u003cp>“How are we going to make sure that the glitter doesn’t get eaten by the rock pocket mouse … or like snakes and stuff?” Milks asks.\u003c/p>\n\u003cp>The student suggests making the glitter large and smooth enough so it won’t be eaten by animals or otherwise harm them.\u003c/p>\n\u003cp>For their final assignment, students present their concepts — including their anticipated benefits and risks — to Kravitz, Goddard and other scientists.\u003c/p>\n\u003cp>High school junior Campbell Brown has an idea for a flying air filter that sucks carbon dioxide out of the atmosphere and turns it into a harmless byproduct.\u003c/p>\n\u003cp>“It’ll decrease the amount of greenhouse gases that are in the air,” she explains during her presentation. “The risks could be that it just doesn’t work the way I want it to.”\u003c/p>\n\u003cp>Kravitz is impressed.\u003c/p>\n\u003cp>“So you want to know something? It does work,” he tells Brown. “The waste product that you get out of it is baking soda, essentially. So yeah, it works, it just can’t be widely deployed right now because it’s too expensive.”\u003c/p>\n\u003ch3>Fostering climate optimism\u003c/h3>\n\u003cp>Brown is thrilled that her idea is something scientists are currently studying, especially because she didn’t know much about climate change before this lesson.\u003c/p>\n\u003cfigure class=\"wp-block-image size-large\">\u003cimg decoding=\"async\" src=\"https://npr.brightspotcdn.com/dims3/default/strip/false/crop/1568x882+0+99/resize/1200/quality/75/format/jpeg/?url=http%3A%2F%2Fnpr-brightspot.s3.amazonaws.com%2F53%2F26%2Fa5d07ce44635b84255c97599cc1e%2Fcelberfeld-students-chat.jpg\" alt=\"Ben Kravitz, an assistant professor of earth and atmospheric sciences at Indiana University, chats with high school students DeWayne Murphy and Emerald Yee during a class at Bloomington High School South.\">\u003cfigcaption>Ben Kravitz, an assistant professor of earth and atmospheric sciences at Indiana University, chats with high school students DeWayne Murphy and Emerald Yee during a class at Bloomington High School South. \u003ccite> (Chris Elberfeld/WFYI)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>She was saddened to learn how humans have contributed to climate change and its effects on the planet, but she says she’s leaving this lesson with a newfound \u003ca href=\"https://www.kqed.org/mindshift/62894/how-to-inspire-climate-hope-in-kids-get-their-hands-dirty\">sense of hope\u003c/a>.\u003c/p>\n\u003cp>“Because rather than the old generation leaving something broken for us to fix, we’re also getting help from that generation. And so that way, we’re all helping each other out and fixing what we have caused,” she says.\u003c/p>\n\u003cp>Emerald Yee, a senior in Milks’ class, has been concerned about climate change for a while. She has a family member with a chronic health condition that’s exacerbated by heat.\u003c/p>\n\u003cp>“So for me, I’m mainly just worried about [their] safety when it comes to climate change and global warming,” Yee says. She says this lesson gave her the tools to “really think about climate change and how we can change it and make it better for not just our generation, but the younger generations, our younger siblings, or even our kids and grandkids.”\u003c/p>\n\u003cp>For Kravitz, fostering climate optimism is a big part of this lesson. And he says hearing students’ ideas for solutions always makes him feel better.\u003c/p>\n\u003cp>“The neat thing about seeing all of these ideas come out of the classroom is it’s not \u003cem>I can’t do it\u003c/em>. It’s \u003cem>we can do it\u003c/em>. Humans, when they get together, can do amazing things. And that’s what gives me hope.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This \u003ca href=\"https://hechingerreport.org/column-biden-wants-to-save-the-climate-by-deploying-young-people-hes-not-there-yet\">opinion column\u003c/a> about the \u003c/span>\u003c/i>\u003ci>\u003cspan style=\"font-weight: 400\">American Climate Corps jobs \u003c/span>\u003c/i>\u003ci>\u003cspan style=\"font-weight: 400\">was produced by \u003c/span>\u003c/i>\u003ca href=\"http://hechingerreport.org/\">\u003ci>\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/span>\u003c/i>\u003ca href=\"http://eepurl.com/c36ixT\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger’s newsletter\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">On Earth Day, 2024, the Biden White House announced “\u003c/span>\u003ca href=\"https://americorps.gov/newsroom/press-release/biden-harris-administration-announces-major-steps-stand-landmark-american\">\u003cspan style=\"font-weight: 400\">Major Steps\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">” \u003c/span>\u003cspan style=\"font-weight: 400\">toward the “Landmark American Climate Corps Initiative, Mobilizing the Next Generation of Climate Leaders.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">What that amounts to thus far is a \u003c/span>\u003ca href=\"https://www.acc.gov/\">\u003cspan style=\"font-weight: 400\">website\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, currently in beta, that, on day one, listed under 2,000 jobs. \u003c/span>\u003cspan style=\"font-weight: 400\">Many, if not most, already existed at other agencies. Yasmeen Shaheen-McConnell, the ACC’s point person at AmeriCorps, told me, “We are using existing authorities and funds to start the American Climate Corps.” Translation: There is no big new bucket of federal money for \u003ca href=\"https://www.kqed.org/news/11961947/biden-unveils-american-climate-corps-smaller-than-its-new-deal-inspiration\">this program\u003c/a>, yet. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">So, why make the announcement now? At the risk of sounding cynical, it might have something to do with shoring up the youth vote, where Biden \u003c/span>\u003ca href=\"https://news.northeastern.edu/2024/05/22/biden-young-voters-support/\">\u003cspan style=\"font-weight: 400\">seems\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to be \u003c/span>\u003ca href=\"https://www.cnn.com/2024/04/29/politics/biden-young-voters-what-matters/index.html\">\u003cspan style=\"font-weight: 400\">slipping\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">During the last Presidential election cycle, the Sunrise Movement, Green New Deal Network and other groups pushed Biden to guarantee more good, green jobs. \u003c/span>\u003cspan style=\"font-weight: 400\">Saul Levin, political and campaigns director at the Green New Deal Network, is one activist who told me the White House announcement is a win: “We certainly would like to see it dramatically scaled up, \u003c/span>\u003cspan style=\"font-weight: 400\">but I’m really optimistic. Any program has to start somewhere.” \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To be fair, this really is just the beginning. Throughout the first year, there will be 20,000 total American Climate Corps positions, ranging from summer jobs to one-year slots, Shaheen-McConnell said; 200,000 are planned within five years. Some of these will be created through three newly announced “corps” partnerships with AmeriCorps and other federal agencies and nonprofits: one for forests, one for climate-smart agriculture, and one for communities transitioning away from coal and other fossil fuel-based economies. In addition, Shaheen-McConnell said, 13 states \u003c/span>\u003ca href=\"https://www.gov.ca.gov/2024/04/24/icymi-more-states-partner-with-california-climate-corps-biden-administration-expands-american-climate-corps/#:~:text=Illinois%2C%20New%20Mexico%2C%20and%20Vermont%20created%20their%20own%20state%2D,already%20established%20a%20Climate%20Corps\">\u003cspan style=\"font-weight: 400\">thus far have launched\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> their own climate corps, most of which rely on some AmeriCorps funding. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sally Slovenski, \u003c/span>\u003cspan style=\"font-weight: 400\">the program director for Campus Climate Action Corps, told me a national call to action is “really critical.” She said it would “definitely help raise awareness and recruit.” Her group is the \u003c/span>\u003ca href=\"https://compact.org/current-programs/americorps/campus-climate-action-corps\">\u003cspan style=\"font-weight: 400\">first nationwide\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> AmeriCorps program focused only on campus-based and community-led climate action initiatives, and the source of many listings on the current American Climate Corps site.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Carla Walker-Miller, CEO of Walker-Miller Energy Services, a Michigan-based energy efficiency company, is one business leader who’s excited about the recruitment potential of a national climate service program. “The new workforce demands training and innovation to support the new economy,” she said. “\u003c/span>\u003cspan style=\"font-weight: 400\">I really appreciate the fact that the Climate Corps exists. \u003c/span>\u003cspan style=\"font-weight: 400\">There has to be an easily accessible online clearing house – a one-stop shop.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There’s some fuzziness, though, about what, exactly, makes something a climate job. Does wildfire fighting count? What about trail maintenance?\u003c/span>\u003cspan style=\"font-weight: 400\"> Or educating park visitors on “stewardship”? \u003c/span>\u003cspan style=\"font-weight: 400\">Shaheen-McConnell said her agency intentionally took a “broad lens” because “every community is facing different climate challenges.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That wide focus may be confusing to potential applicants\u003c/span>\u003cspan style=\"font-weight: 400\">. “Young people don’t understand how climate-related service work falls into what I call ‘the 4 Rs’ – reduction, response, recovery and resilience/preparedness work,” said Dana Fisher, a sociologist at American University who studies climate and social movements. \u003c/span>\u003cspan style=\"font-weight: 400\">AmeriCorps and other federal agencies have given her research funding to evaluate their climate-related service work and help them build it out in an effective way.\u003c/span> \u003cspan style=\"font-weight: 400\">For example, she’s developing a curriculum to help participants better understand how their service work relates to climate change.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Rebecca Tarczy is a current AmeriCorps member with the Campus Climate Action Corps, \u003c/span>\u003cspan style=\"font-weight: 400\">Slovenski’s \u003c/span>\u003cspan style=\"font-weight: 400\">organization. Tarczy loves animals; she graduated with an environmental studies degree in fisheries and wildlife and pictured herself working outside. Instead, her position at College of the Atlantic in Maine entails doing community education on energy efficiency. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">So far, she’s installed insulation in campus buildings, and held three public information sessions on and off campus, each of which had fewer than 10 attendees. She said it’s been a bit of a letdown for herself and peers in similar positions. “I think we were all a little disappointed that it was home-energy based.” For what it’s worth, by Fisher’s definition, this is very much a climate-action job; buildings account for \u003c/span>\u003ca href=\"https://www.c2es.org/document/decarbonizing-u-s-buildings/\">\u003cspan style=\"font-weight: 400\">around 29%\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of U.S. carbon emissions. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Tarczy, 30, is also pretty strapped for cash. AmeriCorps pays her an $18,000 salary, plus some student loan forgiveness benefits. She gets subsidized housing, too: $640 a month, including utilities and Wi-Fi. “Recently my car died and I kind of had to sell my soul to get a new one,” she said, adding that when she applied for an auto loan, “They were like, ‘Is that your correct salary?’” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The stinginess of AmeriCorps stipends has been a long-time issue that critics say prevents the program from being as equitable as it could be. “We can do so much better,” said Walker-Miller, who notes that her own employees start at $19 an hour. “\u003c/span>\u003cspan style=\"font-weight: 400\">I think that all jobs should compensate people at a reasonable minimum wage.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Shaheen-McConnell said the president is calling on Congress to raise the minimum living allowance for AmeriCorps members to at least $15 an hour (which would be approximately $30,000 as an annual salary, although AmeriCorps positions vary in duration and hours). The American Climate Corps is also seeking partnerships with philanthropies to provide support like childcare for those who need it.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The American Climate Corps is a clear historical callback to the \u003c/span>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.archives.gov/publications/prologue/2006/fall/ccc.html\">Civilian Conservation Corps\u003c/a>, created by Franklin Delano Roosevelt during the Great Depression to put people back to work. But it’s a lot smaller. For nine years, CCC employed around 300,000 people per year, at a time when the U.S. population was about 40% of its current size. Those young people, all men, planted 2 billion trees, \u003c/span>\u003cspan style=\"font-weight: 400\">built over 125,000 miles of roads and trails and \u003c/span>\u003cspan style=\"font-weight: 400\">fought forest fires (some say they went \u003c/span>\u003ca href=\"https://foresthistory.org/research-explore/us-forest-service-history/policy-and-law/fire-u-s-forest-service/u-s-forest-service-fire-suppression/#:~:text=In%201935%2C%20the%20Forest%20Service,eliminate%20fire%20from%20the%20landscape\">\u003cspan style=\"font-weight: 400\">overboard in fire suppression\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">). \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Standing up a big new public jobs program from scratch hasn’t been done in a long time. \u003c/span>\u003cspan style=\"font-weight: 400\">Fisher, of American University, said that growing the corps through a “distributed, federated” approach instead of one big, new program poses difficulties that could get in the way of the program’s effectiveness. \u003c/span>\u003ca href=\"https://americorps.gov/sites/default/files/document/American-Climate-Corps-MOU.pdf\">\u003cspan style=\"font-weight: 400\">Seven different federal agencies\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, with vastly different goals and mandates, signed the American Climate Corps Memorandum of Understanding: t\u003c/span>\u003cspan style=\"font-weight: 400\">he departments of Commerce, Interior, Agriculture, Labor and Energy, the Environmental Protection Agency and AmeriCorps.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">States, especially those with Republicans in charge, may have their own, very different view of what a climate job is. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But hopefully, Fisher said, these differences can be overcome by careful evaluation and coordination. “I am a huge supporter of the ‘let many flowers bloom’ approach,” she said, “as long as they are all blooming to solve the climate crisis.” \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This \u003ca href=\"https://hechingerreport.org/column-biden-wants-to-save-the-climate-by-deploying-young-people-hes-not-there-yet\">opinion column\u003c/a> about the \u003c/span>\u003c/i>\u003ci>\u003cspan style=\"font-weight: 400\">American Climate Corps jobs \u003c/span>\u003c/i>\u003ci>\u003cspan style=\"font-weight: 400\">was produced by \u003c/span>\u003c/i>\u003ca href=\"http://hechingerreport.org/\">\u003ci>\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/span>\u003c/i>\u003ca href=\"http://eepurl.com/c36ixT\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger’s newsletter\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This \u003ca href=\"https://hechingerreport.org/column-biden-wants-to-save-the-climate-by-deploying-young-people-hes-not-there-yet\">opinion column\u003c/a> about the \u003c/span>\u003c/i>\u003ci>\u003cspan style=\"font-weight: 400\">American Climate Corps jobs \u003c/span>\u003c/i>\u003ci>\u003cspan style=\"font-weight: 400\">was produced by \u003c/span>\u003c/i>\u003ca href=\"http://hechingerreport.org/\">\u003ci>\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/span>\u003c/i>\u003ca href=\"http://eepurl.com/c36ixT\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger’s newsletter\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">On Earth Day, 2024, the Biden White House announced “\u003c/span>\u003ca href=\"https://americorps.gov/newsroom/press-release/biden-harris-administration-announces-major-steps-stand-landmark-american\">\u003cspan style=\"font-weight: 400\">Major Steps\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">” \u003c/span>\u003cspan style=\"font-weight: 400\">toward the “Landmark American Climate Corps Initiative, Mobilizing the Next Generation of Climate Leaders.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">What that amounts to thus far is a \u003c/span>\u003ca href=\"https://www.acc.gov/\">\u003cspan style=\"font-weight: 400\">website\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, currently in beta, that, on day one, listed under 2,000 jobs. \u003c/span>\u003cspan style=\"font-weight: 400\">Many, if not most, already existed at other agencies. Yasmeen Shaheen-McConnell, the ACC’s point person at AmeriCorps, told me, “We are using existing authorities and funds to start the American Climate Corps.” Translation: There is no big new bucket of federal money for \u003ca href=\"https://www.kqed.org/news/11961947/biden-unveils-american-climate-corps-smaller-than-its-new-deal-inspiration\">this program\u003c/a>, yet. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">So, why make the announcement now? At the risk of sounding cynical, it might have something to do with shoring up the youth vote, where Biden \u003c/span>\u003ca href=\"https://news.northeastern.edu/2024/05/22/biden-young-voters-support/\">\u003cspan style=\"font-weight: 400\">seems\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to be \u003c/span>\u003ca href=\"https://www.cnn.com/2024/04/29/politics/biden-young-voters-what-matters/index.html\">\u003cspan style=\"font-weight: 400\">slipping\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">During the last Presidential election cycle, the Sunrise Movement, Green New Deal Network and other groups pushed Biden to guarantee more good, green jobs. \u003c/span>\u003cspan style=\"font-weight: 400\">Saul Levin, political and campaigns director at the Green New Deal Network, is one activist who told me the White House announcement is a win: “We certainly would like to see it dramatically scaled up, \u003c/span>\u003cspan style=\"font-weight: 400\">but I’m really optimistic. Any program has to start somewhere.” \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To be fair, this really is just the beginning. Throughout the first year, there will be 20,000 total American Climate Corps positions, ranging from summer jobs to one-year slots, Shaheen-McConnell said; 200,000 are planned within five years. Some of these will be created through three newly announced “corps” partnerships with AmeriCorps and other federal agencies and nonprofits: one for forests, one for climate-smart agriculture, and one for communities transitioning away from coal and other fossil fuel-based economies. In addition, Shaheen-McConnell said, 13 states \u003c/span>\u003ca href=\"https://www.gov.ca.gov/2024/04/24/icymi-more-states-partner-with-california-climate-corps-biden-administration-expands-american-climate-corps/#:~:text=Illinois%2C%20New%20Mexico%2C%20and%20Vermont%20created%20their%20own%20state%2D,already%20established%20a%20Climate%20Corps\">\u003cspan style=\"font-weight: 400\">thus far have launched\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> their own climate corps, most of which rely on some AmeriCorps funding. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sally Slovenski, \u003c/span>\u003cspan style=\"font-weight: 400\">the program director for Campus Climate Action Corps, told me a national call to action is “really critical.” She said it would “definitely help raise awareness and recruit.” Her group is the \u003c/span>\u003ca href=\"https://compact.org/current-programs/americorps/campus-climate-action-corps\">\u003cspan style=\"font-weight: 400\">first nationwide\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> AmeriCorps program focused only on campus-based and community-led climate action initiatives, and the source of many listings on the current American Climate Corps site.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Carla Walker-Miller, CEO of Walker-Miller Energy Services, a Michigan-based energy efficiency company, is one business leader who’s excited about the recruitment potential of a national climate service program. “The new workforce demands training and innovation to support the new economy,” she said. “\u003c/span>\u003cspan style=\"font-weight: 400\">I really appreciate the fact that the Climate Corps exists. \u003c/span>\u003cspan style=\"font-weight: 400\">There has to be an easily accessible online clearing house – a one-stop shop.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">There’s some fuzziness, though, about what, exactly, makes something a climate job. Does wildfire fighting count? What about trail maintenance?\u003c/span>\u003cspan style=\"font-weight: 400\"> Or educating park visitors on “stewardship”? \u003c/span>\u003cspan style=\"font-weight: 400\">Shaheen-McConnell said her agency intentionally took a “broad lens” because “every community is facing different climate challenges.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That wide focus may be confusing to potential applicants\u003c/span>\u003cspan style=\"font-weight: 400\">. “Young people don’t understand how climate-related service work falls into what I call ‘the 4 Rs’ – reduction, response, recovery and resilience/preparedness work,” said Dana Fisher, a sociologist at American University who studies climate and social movements. \u003c/span>\u003cspan style=\"font-weight: 400\">AmeriCorps and other federal agencies have given her research funding to evaluate their climate-related service work and help them build it out in an effective way.\u003c/span> \u003cspan style=\"font-weight: 400\">For example, she’s developing a curriculum to help participants better understand how their service work relates to climate change.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Rebecca Tarczy is a current AmeriCorps member with the Campus Climate Action Corps, \u003c/span>\u003cspan style=\"font-weight: 400\">Slovenski’s \u003c/span>\u003cspan style=\"font-weight: 400\">organization. Tarczy loves animals; she graduated with an environmental studies degree in fisheries and wildlife and pictured herself working outside. Instead, her position at College of the Atlantic in Maine entails doing community education on energy efficiency. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">So far, she’s installed insulation in campus buildings, and held three public information sessions on and off campus, each of which had fewer than 10 attendees. She said it’s been a bit of a letdown for herself and peers in similar positions. “I think we were all a little disappointed that it was home-energy based.” For what it’s worth, by Fisher’s definition, this is very much a climate-action job; buildings account for \u003c/span>\u003ca href=\"https://www.c2es.org/document/decarbonizing-u-s-buildings/\">\u003cspan style=\"font-weight: 400\">around 29%\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of U.S. carbon emissions. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Tarczy, 30, is also pretty strapped for cash. AmeriCorps pays her an $18,000 salary, plus some student loan forgiveness benefits. She gets subsidized housing, too: $640 a month, including utilities and Wi-Fi. “Recently my car died and I kind of had to sell my soul to get a new one,” she said, adding that when she applied for an auto loan, “They were like, ‘Is that your correct salary?’” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The stinginess of AmeriCorps stipends has been a long-time issue that critics say prevents the program from being as equitable as it could be. “We can do so much better,” said Walker-Miller, who notes that her own employees start at $19 an hour. “\u003c/span>\u003cspan style=\"font-weight: 400\">I think that all jobs should compensate people at a reasonable minimum wage.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Shaheen-McConnell said the president is calling on Congress to raise the minimum living allowance for AmeriCorps members to at least $15 an hour (which would be approximately $30,000 as an annual salary, although AmeriCorps positions vary in duration and hours). The American Climate Corps is also seeking partnerships with philanthropies to provide support like childcare for those who need it.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The American Climate Corps is a clear historical callback to the \u003c/span>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.archives.gov/publications/prologue/2006/fall/ccc.html\">Civilian Conservation Corps\u003c/a>, created by Franklin Delano Roosevelt during the Great Depression to put people back to work. But it’s a lot smaller. For nine years, CCC employed around 300,000 people per year, at a time when the U.S. population was about 40% of its current size. Those young people, all men, planted 2 billion trees, \u003c/span>\u003cspan style=\"font-weight: 400\">built over 125,000 miles of roads and trails and \u003c/span>\u003cspan style=\"font-weight: 400\">fought forest fires (some say they went \u003c/span>\u003ca href=\"https://foresthistory.org/research-explore/us-forest-service-history/policy-and-law/fire-u-s-forest-service/u-s-forest-service-fire-suppression/#:~:text=In%201935%2C%20the%20Forest%20Service,eliminate%20fire%20from%20the%20landscape\">\u003cspan style=\"font-weight: 400\">overboard in fire suppression\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">). \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Standing up a big new public jobs program from scratch hasn’t been done in a long time. \u003c/span>\u003cspan style=\"font-weight: 400\">Fisher, of American University, said that growing the corps through a “distributed, federated” approach instead of one big, new program poses difficulties that could get in the way of the program’s effectiveness. \u003c/span>\u003ca href=\"https://americorps.gov/sites/default/files/document/American-Climate-Corps-MOU.pdf\">\u003cspan style=\"font-weight: 400\">Seven different federal agencies\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, with vastly different goals and mandates, signed the American Climate Corps Memorandum of Understanding: t\u003c/span>\u003cspan style=\"font-weight: 400\">he departments of Commerce, Interior, Agriculture, Labor and Energy, the Environmental Protection Agency and AmeriCorps.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">States, especially those with Republicans in charge, may have their own, very different view of what a climate job is. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But hopefully, Fisher said, these differences can be overcome by careful evaluation and coordination. “I am a huge supporter of the ‘let many flowers bloom’ approach,” she said, “as long as they are all blooming to solve the climate crisis.” \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This \u003ca href=\"https://hechingerreport.org/column-biden-wants-to-save-the-climate-by-deploying-young-people-hes-not-there-yet\">opinion column\u003c/a> about the \u003c/span>\u003c/i>\u003ci>\u003cspan style=\"font-weight: 400\">American Climate Corps jobs \u003c/span>\u003c/i>\u003ci>\u003cspan style=\"font-weight: 400\">was produced by \u003c/span>\u003c/i>\u003ca href=\"http://hechingerreport.org/\">\u003ci>\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/span>\u003c/i>\u003ca href=\"http://eepurl.com/c36ixT\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger’s newsletter\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Kids Don't Know Enough About Climate Solutions. Children's Media Could Help.",
"headTitle": "Kids Don’t Know Enough About Climate Solutions. Children’s Media Could Help. | KQED",
"content": "\u003cp>\u003cspan style=\"font-weight: 400\">Ignorance and apathy are not a winning combination when facing down an existential threat. But that’s exactly what Susie Jaramillo, of Encantos Media, found when her team was conducting focus groups with tweens. They were working on their just-released educational video series on climate change, “This Is Cooler.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“There’s misconceptions around what is actually causing climate change,” she said. “There are so many false narratives: Kids think it’s litter, pollution or a hole in the ozone layer. Zero knowledge in terms of \u003ca href=\"https://www.kqed.org/mindshift/62349/why-schoolyards-are-a-critical-space-for-teaching-about-and-fighting-extreme-heat-and-climate-change\">solutions\u003c/a> and zero awareness in terms of the \u003ca href=\"https://www.kqed.org/mindshift/60978/new-climate-legislation-could-create-9-million-jobs-will-students-be-ready-to-fill-them\">jobs that are available\u003c/a>.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Only two of sixteen 10- to 12-year-olds interviewed could \u003ca href=\"https://www.kqed.org/mindshift/62566/how-kids-are-making-sense-of-climate-change-and-extreme-weather\">explain the basic facts of climate change\u003c/a>; one had done a fifth-grade research project and the other had visited the Climate Museum, a temporary exhibit in New York City.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">On top of not knowing the facts, kids this age expressed \u003ca href=\"https://www.kqed.org/mindshift/60498/what-parents-should-know-about-eco-anxiety-and-its-impact-on-todays-teens\">some pretty dark feelings\u003c/a>. Jaramillo said she heard “a lot of lizard brain negativity; doom and gloom. There’s a lot of cynicism, sarcasm — adults dropped the ball. There’s a fatalist mentality — ‘there’s nothing we can do, so oh, well.’”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Meanwhile, teachers \u003c/span>\u003ca href=\"https://naaee.org/sites/default/files/2023-02/NAAEE_State%20of%20Climate%20Change%20Education%20Report_SUBMITTED%2012_12_22%5B1%5D.pdf\">\u003cspan style=\"font-weight: 400\">report a confidence gap\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in teaching about climate change. Many say that they feel \u003ca href=\"https://www.kqed.org/mindshift/63120/the-climate-change-lesson-plans-teachers-need-and-dont-have\">ill-equipped to tackle it\u003c/a>, even as \u003ca href=\"https://www.kqed.org/mindshift/62105/want-teachers-to-teach-climate-change-youve-got-to-train-them\">most agree it’s important to teach\u003c/a>, and that their students are bringing up the topic and are concerned about it.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63639\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63639\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/Kamenetz-Planet-Media02-800x800.jpg\" alt=\"\" width=\"800\" height=\"800\" data-wp-editing=\"1\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/Kamenetz-Planet-Media02-800x800.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/Kamenetz-Planet-Media02-1020x1020.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/Kamenetz-Planet-Media02-160x160.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/Kamenetz-Planet-Media02-768x768.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/Kamenetz-Planet-Media02-1536x1536.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/Kamenetz-Planet-Media02-2048x2048.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/Kamenetz-Planet-Media02-1920x1920.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Planet Media supported the creation of Encantos Media’s just-released “This is Cooler” video series, which is aimed at tweens. \u003ccite>(Image provided by Encantos)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">One potential ally that could help: educational media. In \u003c/span>\u003cspan style=\"font-weight: 400\">a 2021 \u003c/span>\u003ca href=\"https://corp.kaltura.com/resources/industry-reports/state-of-video-education-2022/\">\u003cspan style=\"font-weight: 400\">survey\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of education professionals by the company Kaltura, 94% said that video increases student satisfaction and directly contributes to an improvement in student performance.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But a report I co-authored with Sara Poirer in 2022 for \u003c/span>\u003cspan style=\"font-weight: 400\">This Is Planet Ed, an initiative at the Aspen Institute (where I’m an adviser), found that children’s media is still largely silent on climate. Zero of the most popular family movies of 2021 referred to climate change or related topics, and even when reviewing educational, nature and wildlife-themed TV shows for kids, we found that only \u003c/span>\u003cspan style=\"font-weight: 400\">nine of 664 episodes, or 1.4%, referred to climate change.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To help break the silence, This Is Planet Ed now has a Planet Media initiative, dedicated to encouraging creators to make more scientifically accurate and entertaining media that engages kids on the causes, solutions and even the opportunities to be found in our changing climate.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63640\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63640\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/Kamenetz-Planet-Media03-800x800.jpg\" alt=\"\" width=\"800\" height=\"800\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/Kamenetz-Planet-Media03-800x800.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/Kamenetz-Planet-Media03-1020x1020.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/Kamenetz-Planet-Media03-160x160.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/Kamenetz-Planet-Media03-768x768.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/Kamenetz-Planet-Media03.jpg 1080w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">“This is Cooler” uses a combination of live action and animation, with snappy editing, plenty of humor and positivity, to get across some basic info in terms kids can understand. \u003ccite>(Image provided by Encantos)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Planet Media supported the creation of Encantos Media’s just-released “This is Cooler” video series, which is aimed at tweens. It uses a combination of live action and animation, with snappy editing, plenty of humor and positivity, to get across some \u003ca href=\"https://www.kqed.org/mindshift/60834/a-kids-guide-to-climate-change-plus-a-printable-comic\">basic info in terms kids can understand\u003c/a>. For example, it compares heat-trapping greenhouse gases to a too-thick blanket making the planet warmer. The series also looks at green career opportunities, like solar panel installer or sustainable fashion designer.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Jaramillo said she was inspired by successful YouTube influencers who inform while they entertain. “\u003c/span>\u003cspan style=\"font-weight: 400\">It’s super engaging,” she said. “It’s not your typical climate education video.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Just like the tweens she talked to, many children’s media creators also hold the misconception that climate change equals doom and gloom. I’m currently running an informal survey of people in the children’s media industry for a chapter in an upcoming book on climate change education. More than four out of five of our respondents agreed that “\u003c/span>\u003cspan style=\"font-weight: 400\">children’s media should cover climate change, its causes, impacts and solutions in developmentally appropriate ways.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But when asked why there isn’t more coverage of the topic to be found already, the top three responses were “creators don’t have the background knowledge,” “too scary” and “too controversial.” One respondent, who works in climate change education, said, “\u003c/span>\u003cspan style=\"font-weight: 400\">My children (ages 6 and 8) no longer want to watch nature documentaries because they always manage to describe how climate change threatens or is killing wildlife and their ecosystems. It’s too scary and they feel helpless.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One of the most successful kids’ science media creators out there says that doesn’t have to be the case. \u003c/span>\u003cspan style=\"font-weight: 400\">“It’s important to \u003ca href=\"https://www.kqed.org/mindshift/62894/how-to-inspire-climate-hope-in-kids-get-their-hands-dirty\">meet kids where they are\u003c/a>. To care about the planet \u003ca href=\"https://www.kqed.org/mindshift/62784/how-incorporating-indigenous-knowledge-can-deepen-outdoor-education\">you first have to love it\u003c/a>,” said Mindy Thomas, co-host of “Wow in the World” from Tinkercast. The kids’ science podcast reaches about 600,000 unique listeners a month. And at least one in five episodes touches on the environment.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Thomas and her team participated in Planet Media’s recent “pitch fest,” an open call for more content that puts across the core facts of climate change in an age-appropriate way, as well as depicting solutions. “We wanted to use our platform to help elevate this important initiative,” said Meredith \u003c/span>\u003cspan style=\"font-weight: 400\">Halpern-Ranzer, co-founder of Tinkercast. \u003c/span>\u003cspan style=\"font-weight: 400\">“\u003ca href=\"https://www.kqed.org/mindshift/63322/should-schools-teach-climate-activism\">Climate activism\u003c/a> is always something we’ve been really passionate about.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Often, Halpern-Ranzer and her team find their “wow” by focusing on emerging climate solutions, like a plant-based substitute for single-use plastic, or white paint that can cool down a city. Last fall, they launched Tinker Class, a National Science Foundation-funded hub for teachers to use the podcasts in their elementary school classrooms, as the instigators for “podject-based learning” activities (the “Wow in the World” team really likes puns). About 2,000 teachers have participated so far. Similarly, \u003c/span>\u003cspan style=\"font-weight: 400\">This is Planet Ed has created an “educational guide” to reinforce the key messages that Planet Media content is trying to get across.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ashlye Allison teaches fifth grade in a Title I elementary school in South Seattle. She crafts her own curriculum on climate change, following the \u003c/span>\u003ca href=\"https://www.nextgenscience.org/\">\u003cspan style=\"font-weight: 400\">Next Generation Science Standards\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which seek to improve science education using a three-dimensional approach.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I want it to be connected to their daily lives and what’s going on in Seattle, and \u003c/span>\u003cspan style=\"font-weight: 400\">about, ‘what can we do about this?’” She showed the “This Is Cooler” video to her students, and said they found it more engaging than other videos she’s used in class.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Just as Jaramillo found, Allison said her students especially liked the video’s reference to solutions like solar power and electric school buses. “\u003c/span>\u003cspan style=\"font-weight: 400\">If it’s just doom and gloom, nothing can happen, and so I don’t care. That’s what my kids took out of it: solutions. That’s what they quoted the most, is how to fix it. And I think they would be interested in more ways people are fixing different problems.”\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This column about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/column-climate-change-lessons-arrive-in-kids-entertainment/\">\u003ci>\u003cspan style=\"font-weight: 400\">climate change outreach\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was produced by \u003c/span>\u003c/i>\u003ca href=\"http://hechingerreport.org/\">\u003ci>\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/span>\u003c/i>\u003ca href=\"http://eepurl.com/c36ixT\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger’s newsletter\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n",
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"excerpt": "Kids have a lot of misconceptions about the causes of climate change. And without learning about solutions, they're likely to feel apathy.",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Ignorance and apathy are not a winning combination when facing down an existential threat. But that’s exactly what Susie Jaramillo, of Encantos Media, found when her team was conducting focus groups with tweens. They were working on their just-released educational video series on climate change, “This Is Cooler.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“There’s misconceptions around what is actually causing climate change,” she said. “There are so many false narratives: Kids think it’s litter, pollution or a hole in the ozone layer. Zero knowledge in terms of \u003ca href=\"https://www.kqed.org/mindshift/62349/why-schoolyards-are-a-critical-space-for-teaching-about-and-fighting-extreme-heat-and-climate-change\">solutions\u003c/a> and zero awareness in terms of the \u003ca href=\"https://www.kqed.org/mindshift/60978/new-climate-legislation-could-create-9-million-jobs-will-students-be-ready-to-fill-them\">jobs that are available\u003c/a>.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Only two of sixteen 10- to 12-year-olds interviewed could \u003ca href=\"https://www.kqed.org/mindshift/62566/how-kids-are-making-sense-of-climate-change-and-extreme-weather\">explain the basic facts of climate change\u003c/a>; one had done a fifth-grade research project and the other had visited the Climate Museum, a temporary exhibit in New York City.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">On top of not knowing the facts, kids this age expressed \u003ca href=\"https://www.kqed.org/mindshift/60498/what-parents-should-know-about-eco-anxiety-and-its-impact-on-todays-teens\">some pretty dark feelings\u003c/a>. Jaramillo said she heard “a lot of lizard brain negativity; doom and gloom. There’s a lot of cynicism, sarcasm — adults dropped the ball. There’s a fatalist mentality — ‘there’s nothing we can do, so oh, well.’”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Meanwhile, teachers \u003c/span>\u003ca href=\"https://naaee.org/sites/default/files/2023-02/NAAEE_State%20of%20Climate%20Change%20Education%20Report_SUBMITTED%2012_12_22%5B1%5D.pdf\">\u003cspan style=\"font-weight: 400\">report a confidence gap\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in teaching about climate change. Many say that they feel \u003ca href=\"https://www.kqed.org/mindshift/63120/the-climate-change-lesson-plans-teachers-need-and-dont-have\">ill-equipped to tackle it\u003c/a>, even as \u003ca href=\"https://www.kqed.org/mindshift/62105/want-teachers-to-teach-climate-change-youve-got-to-train-them\">most agree it’s important to teach\u003c/a>, and that their students are bringing up the topic and are concerned about it.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63639\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63639\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/Kamenetz-Planet-Media02-800x800.jpg\" alt=\"\" width=\"800\" height=\"800\" data-wp-editing=\"1\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/Kamenetz-Planet-Media02-800x800.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/Kamenetz-Planet-Media02-1020x1020.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/Kamenetz-Planet-Media02-160x160.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/Kamenetz-Planet-Media02-768x768.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/Kamenetz-Planet-Media02-1536x1536.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/Kamenetz-Planet-Media02-2048x2048.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/Kamenetz-Planet-Media02-1920x1920.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Planet Media supported the creation of Encantos Media’s just-released “This is Cooler” video series, which is aimed at tweens. \u003ccite>(Image provided by Encantos)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">One potential ally that could help: educational media. In \u003c/span>\u003cspan style=\"font-weight: 400\">a 2021 \u003c/span>\u003ca href=\"https://corp.kaltura.com/resources/industry-reports/state-of-video-education-2022/\">\u003cspan style=\"font-weight: 400\">survey\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of education professionals by the company Kaltura, 94% said that video increases student satisfaction and directly contributes to an improvement in student performance.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But a report I co-authored with Sara Poirer in 2022 for \u003c/span>\u003cspan style=\"font-weight: 400\">This Is Planet Ed, an initiative at the Aspen Institute (where I’m an adviser), found that children’s media is still largely silent on climate. Zero of the most popular family movies of 2021 referred to climate change or related topics, and even when reviewing educational, nature and wildlife-themed TV shows for kids, we found that only \u003c/span>\u003cspan style=\"font-weight: 400\">nine of 664 episodes, or 1.4%, referred to climate change.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To help break the silence, This Is Planet Ed now has a Planet Media initiative, dedicated to encouraging creators to make more scientifically accurate and entertaining media that engages kids on the causes, solutions and even the opportunities to be found in our changing climate.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63640\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-63640\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/Kamenetz-Planet-Media03-800x800.jpg\" alt=\"\" width=\"800\" height=\"800\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/Kamenetz-Planet-Media03-800x800.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/Kamenetz-Planet-Media03-1020x1020.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/Kamenetz-Planet-Media03-160x160.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/Kamenetz-Planet-Media03-768x768.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/04/Kamenetz-Planet-Media03.jpg 1080w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">“This is Cooler” uses a combination of live action and animation, with snappy editing, plenty of humor and positivity, to get across some basic info in terms kids can understand. \u003ccite>(Image provided by Encantos)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Planet Media supported the creation of Encantos Media’s just-released “This is Cooler” video series, which is aimed at tweens. It uses a combination of live action and animation, with snappy editing, plenty of humor and positivity, to get across some \u003ca href=\"https://www.kqed.org/mindshift/60834/a-kids-guide-to-climate-change-plus-a-printable-comic\">basic info in terms kids can understand\u003c/a>. For example, it compares heat-trapping greenhouse gases to a too-thick blanket making the planet warmer. The series also looks at green career opportunities, like solar panel installer or sustainable fashion designer.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Jaramillo said she was inspired by successful YouTube influencers who inform while they entertain. “\u003c/span>\u003cspan style=\"font-weight: 400\">It’s super engaging,” she said. “It’s not your typical climate education video.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Just like the tweens she talked to, many children’s media creators also hold the misconception that climate change equals doom and gloom. I’m currently running an informal survey of people in the children’s media industry for a chapter in an upcoming book on climate change education. More than four out of five of our respondents agreed that “\u003c/span>\u003cspan style=\"font-weight: 400\">children’s media should cover climate change, its causes, impacts and solutions in developmentally appropriate ways.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But when asked why there isn’t more coverage of the topic to be found already, the top three responses were “creators don’t have the background knowledge,” “too scary” and “too controversial.” One respondent, who works in climate change education, said, “\u003c/span>\u003cspan style=\"font-weight: 400\">My children (ages 6 and 8) no longer want to watch nature documentaries because they always manage to describe how climate change threatens or is killing wildlife and their ecosystems. It’s too scary and they feel helpless.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One of the most successful kids’ science media creators out there says that doesn’t have to be the case. \u003c/span>\u003cspan style=\"font-weight: 400\">“It’s important to \u003ca href=\"https://www.kqed.org/mindshift/62894/how-to-inspire-climate-hope-in-kids-get-their-hands-dirty\">meet kids where they are\u003c/a>. To care about the planet \u003ca href=\"https://www.kqed.org/mindshift/62784/how-incorporating-indigenous-knowledge-can-deepen-outdoor-education\">you first have to love it\u003c/a>,” said Mindy Thomas, co-host of “Wow in the World” from Tinkercast. The kids’ science podcast reaches about 600,000 unique listeners a month. And at least one in five episodes touches on the environment.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Thomas and her team participated in Planet Media’s recent “pitch fest,” an open call for more content that puts across the core facts of climate change in an age-appropriate way, as well as depicting solutions. “We wanted to use our platform to help elevate this important initiative,” said Meredith \u003c/span>\u003cspan style=\"font-weight: 400\">Halpern-Ranzer, co-founder of Tinkercast. \u003c/span>\u003cspan style=\"font-weight: 400\">“\u003ca href=\"https://www.kqed.org/mindshift/63322/should-schools-teach-climate-activism\">Climate activism\u003c/a> is always something we’ve been really passionate about.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Often, Halpern-Ranzer and her team find their “wow” by focusing on emerging climate solutions, like a plant-based substitute for single-use plastic, or white paint that can cool down a city. Last fall, they launched Tinker Class, a National Science Foundation-funded hub for teachers to use the podcasts in their elementary school classrooms, as the instigators for “podject-based learning” activities (the “Wow in the World” team really likes puns). About 2,000 teachers have participated so far. Similarly, \u003c/span>\u003cspan style=\"font-weight: 400\">This is Planet Ed has created an “educational guide” to reinforce the key messages that Planet Media content is trying to get across.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ashlye Allison teaches fifth grade in a Title I elementary school in South Seattle. She crafts her own curriculum on climate change, following the \u003c/span>\u003ca href=\"https://www.nextgenscience.org/\">\u003cspan style=\"font-weight: 400\">Next Generation Science Standards\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, which seek to improve science education using a three-dimensional approach.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I want it to be connected to their daily lives and what’s going on in Seattle, and \u003c/span>\u003cspan style=\"font-weight: 400\">about, ‘what can we do about this?’” She showed the “This Is Cooler” video to her students, and said they found it more engaging than other videos she’s used in class.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Just as Jaramillo found, Allison said her students especially liked the video’s reference to solutions like solar power and electric school buses. “\u003c/span>\u003cspan style=\"font-weight: 400\">If it’s just doom and gloom, nothing can happen, and so I don’t care. That’s what my kids took out of it: solutions. That’s what they quoted the most, is how to fix it. And I think they would be interested in more ways people are fixing different problems.”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"title": "Should Schools Teach Climate Activism?",
"headTitle": "Should Schools Teach Climate Activism? | KQED",
"content": "\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This opinion column about \u003ca href=\"https://hechingerreport.org/column-should-schools-teach-climate-activism/\">teaching climate activism\u003c/a> was produced by \u003c/span>\u003c/i>\u003ca href=\"http://hechingerreport.org/\">\u003ci>\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/span>\u003c/i>\u003ca href=\"http://eepurl.com/c36ixT\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger’s newsletter\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Yancy Sanes teaches a \u003ca href=\"https://www.kqed.org/mindshift/63120/the-climate-change-lesson-plans-teachers-need-and-dont-have\">unit on the climate crisis\u003c/a> at Fannie Lou Hamer High School in the Bronx – not climate change, but the climate\u003c/span> \u003cspan style=\"font-weight: 400\">crisis. He is unequivocal that he wants his high school students to be climate activists.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I teach from a mindset and lens that I want to make sure my students are becoming activists, and it’s not enough just talking about it,” the science and math teacher said.\u003c/span>\u003cb> “\u003c/b>\u003cspan style=\"font-weight: 400\">I need to take my students outside and have them actually do the work of protesting.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The school partners with local environmental justice organizations to advocate for a greener Bronx. Sanes recently took some students to a rally that called for shutting down the jail on Rikers Island and replacing it with a solar energy farm, wastewater treatment plant and battery storage facility.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sanes gets a lot of support for this approach from his administration. Social justice is a core value of Fannie Lou Hamer Freedom High School, and the school also belongs to a \u003c/span>\u003ca href=\"https://www.performanceassessment.org/\">\u003cspan style=\"font-weight: 400\">special assessment consortium\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, giving it more freedom in what is taught than a typical New York City public high school.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For Sanes, who grew up in the neighborhood and graduated from Fannie Lou Hamer himself, getting his \u003ca href=\"https://www.kqed.org/mindshift/62224/student-activists-go-to-summer-camp-to-learn-how-to-help-institute-a-green-new-deal-on-their-campuses\">students involved in activism\u003c/a> is a key way to give them agency and \u003ca href=\"https://www.kqed.org/mindshift/60498/what-parents-should-know-about-eco-anxiety-and-its-impact-on-todays-teens\">protect their mental health\u003c/a> as they learn what’s happening to the planet. “This is a topic that is very depressing. I don’t want to just end this unit with ‘things are really bad,’ but ‘what can we do, how are we fighting back’.” Indeed, climate anxiety is \u003c/span>\u003ca href=\"https://www.thelancet.com/journals/lanplh/article/PIIS2542-5196(21)00278-3/fulltext\">\u003cspan style=\"font-weight: 400\">widespread\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> among young people, and collective action has been identified as one way to \u003c/span>\u003ca href=\"https://ysph.yale.edu/news-article/collective-action-helps-young-adults-deal-with-climate-change-anxiety/\">\u003cspan style=\"font-weight: 400\">ameliorate\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> it. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63324\" class=\"wp-caption aligncenter\" style=\"max-width: 589px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-63324\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/kamenetz-activism02.jpeg\" alt=\"\" width=\"589\" height=\"438\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/kamenetz-activism02.jpeg 589w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/kamenetz-activism02-160x119.jpeg 160w\" sizes=\"(max-width: 589px) 100vw, 589px\">\u003cfigcaption class=\"wp-caption-text\">Yancy Sanes (front left, with green sign) brings his students to rallies to advocate for a greener Bronx.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sanes is at the far end of the teaching spectrum when it comes to promoting climate activism, not to mention discussing controversial issues of any kind in his classroom. Conservative activists have already begun branding even basic instruction about climate change as \u003c/span>\u003ca href=\"https://www.eenews.net/articles/no-left-wing-indoctrination-climate-science-under-attack-in-classrooms/#:~:text=Conservative%20activists%20and%20politicians%20in,gender%20identity%20and%20the%20environment\">\u003cspan style=\"font-weight: 400\">“left-wing indoctrination.”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> The think tank Rand \u003c/span>\u003ca href=\"https://www.rand.org/pubs/research_reports/RRA1108-10.html\">\u003cspan style=\"font-weight: 400\">recently reported\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in its\u003c/span> \u003cspan style=\"font-weight: 400\">2023 State of the American Teacher survey that two-thirds of teachers nationally said they were limiting discussions about political and social issues in class. The authors of the report observed that there seemed to be a spillover effect from states that have passed new laws restricting topics like race and gender, to states where no such laws are on the books.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The current level of political polarization is \u003ca href=\"https://www.kqed.org/mindshift/63250/politicians-love-to-talk-about-race-and-lgbtq-issues-in-school-teachers-and-teens-not-so-much\">having a chilling effect\u003c/a>, making civics education into a third rail, according to \u003c/span>\u003cspan style=\"font-weight: 400\">Holly Korbey, an education reporter and the author of a 2019 book on civics education, \u003c/span>\u003cspan style=\"font-weight: 400\">\u003cem>Building Better Citizens: A New Civics Education for All\u003c/em>. “\u003c/span>\u003cspan style=\"font-weight: 400\">We are living in this time where there’s increased scrutiny on what schools are telling kids,” she said.\u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She said that, as a mom living in deep-red Tennessee, she wouldn’t be happy to have a teacher bringing her kids to protests. “I really don’t want schools to tell my kids to be activists. I think about how I personally feel about issues and flip that around. Would I be okay with teachers doing that? And the answer is no.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even Sanes has a line he won’t cross. He taught his students about Greta Thunberg and her school strikes, but he stopped short of encouraging his students to do the same. “\u003c/span>\u003cspan style=\"font-weight: 400\">I specifically cannot tell students, you gotta walk out of school,” he said. “That goes against my union.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And yet, there is a broad bipartisan consensus that schools have an obligation to prepare citizens to participate in a democracy. And, emerging best practices in civics education include something called “\u003c/span>\u003ca href=\"https://hechingerreport.org/teaching-action-civics-engages-kids-and-ignites-controversy/\">\u003cspan style=\"font-weight: 400\">action civics\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” in which teachers in civics and government classes guide kids to take action locally on issues they choose. Nonprofits like Generation Citizen and the Mikva Challenge, Korbey said, cite internal research that these kinds of activist-ish activities improve knowledge, civic skills, and motivation to remain involved in politics or their local community. Others have argued that without a robust understanding of the workings of government, “action civics” \u003c/span>\u003ca href=\"https://www.aei.org/multimedia/what-would-you-do-taking-the-action-out-of-civics/\">\u003cspan style=\"font-weight: 400\">provides a “sugar rush”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> without enough substance.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even at the college level, it’s rare for students to study climate activism in particular, or political activism more generally. And this leads to a broader lack of knowledge about how power works in society, say some experts.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Having visited many, many departments in many schools over the years, I’m shocked at how few places, particularly policy schools, teach social movements,” said sociologist Dana Fisher. \u003c/span>\u003cspan style=\"font-weight: 400\">Fisher is currently teaching a graduate course called “\u003c/span>\u003cspan style=\"font-weight: 400\">Global Environmental Politics: Activism and the Environment,” and she also has a new book out about climate activism,\u003c/span> \u003cem>\u003cspan style=\"font-weight: 400\">Saving Ourselves: From Climate Shocks to Climate Action\u003c/span>\u003c/em>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i> \u003cspan style=\"font-weight: 400\">She’s taught about social movements for two decades at American University in Washington, D.C., and the University of Maryland-College Park.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s crazy to me that, given that the civil society sector is such a huge part of democracy, there would not be a focus on that,” she added. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Through empirical research, Fisher’s work counters stereotypes and misconceptions about climate activism. For example, she’s found that disruptive forms of protest like blocking a road or throwing soup on a masterpiece are effective even when they’re unpopular. ”It doesn’t draw support for the disruption. It draws support for more moderate parts of the movement,” she said. “And so it helps to expand the base.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As an illustration of the ignorance about disruptive action and civil disobedience in particular, Fisher noted that K-12 students rarely hear about the topic unless studying the 1960s era and “a very sanitized version. They don’t remember that the Civil Rights Movement was really unpopular and had a very active radical flank that was \u003ca href=\"https://www.kqed.org/mindshift/63266/a-half-century-later-students-at-the-university-of-mississippi-reckon-with-the-past\">doing sit-ins and marches\u003c/a>.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In 12 years of public school in Shreveport, Louisiana, for example, Jada Walden learned very little about activism, including environmental activism. She learned a bit in school about the Civil Rights Movement, although most of what she remembers about it are “the things your grandmother teaches you.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Walden didn’t hear much about climate change either until she got to Southern University and A&M College, in Baton Rouge. “When I got to college, there’s activism everywhere for all types of stuff,” she said.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63325\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-large wp-image-63325\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/kamenetz-activism03-scaled-e1710126180540-1020x1360.jpeg\" alt=\"\" width=\"640\" height=\"853\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/kamenetz-activism03-scaled-e1710126180540-1020x1360.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/kamenetz-activism03-scaled-e1710126180540-800x1067.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/kamenetz-activism03-scaled-e1710126180540-160x213.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/kamenetz-activism03-scaled-e1710126180540-768x1024.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/kamenetz-activism03-scaled-e1710126180540-1152x1536.jpeg 1152w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/kamenetz-activism03-scaled-e1710126180540-1536x2048.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/kamenetz-activism03-scaled-e1710126180540.jpeg 1920w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">When she got to college, Jayda Walden discovered urban forestry and climate activism. “I am a tree girl,” she said. “The impact that they have is very important.” \u003ccite>(Image provided by Jada Walden)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">She’d enrolled with the intention of becoming a veterinarian. “When I first got there. I just wanted to hit my books, get my degree,” she recalled. “But my advisors, they pushed for so much more.” She became passionate about climate justice and the human impact on the environment and ended up majoring in urban forestry. She was a student member of This Is Planet Ed’s Higher Education Climate Action Task Force (where, full disclosure, I’m an advisor).\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If it were up to her, Walden would require all college students to study the climate crisis and do independent research to learn how it will affect them personally. “Make it personal for them. Help them connect. It will make a world of difference.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Korbey, the \u003c/span>\u003cspan style=\"font-weight: 400\">\u003cem>Building Better Citizens\u003c/em> author,\u003c/span>\u003cspan style=\"font-weight: 400\"> would agree with that approach. “\u003c/span>\u003cspan style=\"font-weight: 400\">Schools exist to give students knowledge, not to create activists,” she said. “The thing we’re doing very poorly is give kids the knowledge they need to become good citizens.” \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This opinion column about \u003ca href=\"https://hechingerreport.org/column-should-schools-teach-climate-activism/\">teaching climate activism\u003c/a> was produced by \u003c/span>\u003c/i>\u003ca href=\"http://hechingerreport.org/\">\u003ci>\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/span>\u003c/i>\u003ca href=\"http://eepurl.com/c36ixT\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger’s newsletter\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This opinion column about \u003ca href=\"https://hechingerreport.org/column-should-schools-teach-climate-activism/\">teaching climate activism\u003c/a> was produced by \u003c/span>\u003c/i>\u003ca href=\"http://hechingerreport.org/\">\u003ci>\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/span>\u003c/i>\u003ca href=\"http://eepurl.com/c36ixT\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger’s newsletter\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Yancy Sanes teaches a \u003ca href=\"https://www.kqed.org/mindshift/63120/the-climate-change-lesson-plans-teachers-need-and-dont-have\">unit on the climate crisis\u003c/a> at Fannie Lou Hamer High School in the Bronx – not climate change, but the climate\u003c/span> \u003cspan style=\"font-weight: 400\">crisis. He is unequivocal that he wants his high school students to be climate activists.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I teach from a mindset and lens that I want to make sure my students are becoming activists, and it’s not enough just talking about it,” the science and math teacher said.\u003c/span>\u003cb> “\u003c/b>\u003cspan style=\"font-weight: 400\">I need to take my students outside and have them actually do the work of protesting.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The school partners with local environmental justice organizations to advocate for a greener Bronx. Sanes recently took some students to a rally that called for shutting down the jail on Rikers Island and replacing it with a solar energy farm, wastewater treatment plant and battery storage facility.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sanes gets a lot of support for this approach from his administration. Social justice is a core value of Fannie Lou Hamer Freedom High School, and the school also belongs to a \u003c/span>\u003ca href=\"https://www.performanceassessment.org/\">\u003cspan style=\"font-weight: 400\">special assessment consortium\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, giving it more freedom in what is taught than a typical New York City public high school.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For Sanes, who grew up in the neighborhood and graduated from Fannie Lou Hamer himself, getting his \u003ca href=\"https://www.kqed.org/mindshift/62224/student-activists-go-to-summer-camp-to-learn-how-to-help-institute-a-green-new-deal-on-their-campuses\">students involved in activism\u003c/a> is a key way to give them agency and \u003ca href=\"https://www.kqed.org/mindshift/60498/what-parents-should-know-about-eco-anxiety-and-its-impact-on-todays-teens\">protect their mental health\u003c/a> as they learn what’s happening to the planet. “This is a topic that is very depressing. I don’t want to just end this unit with ‘things are really bad,’ but ‘what can we do, how are we fighting back’.” Indeed, climate anxiety is \u003c/span>\u003ca href=\"https://www.thelancet.com/journals/lanplh/article/PIIS2542-5196(21)00278-3/fulltext\">\u003cspan style=\"font-weight: 400\">widespread\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> among young people, and collective action has been identified as one way to \u003c/span>\u003ca href=\"https://ysph.yale.edu/news-article/collective-action-helps-young-adults-deal-with-climate-change-anxiety/\">\u003cspan style=\"font-weight: 400\">ameliorate\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> it. \u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63324\" class=\"wp-caption aligncenter\" style=\"max-width: 589px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-63324\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/kamenetz-activism02.jpeg\" alt=\"\" width=\"589\" height=\"438\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/kamenetz-activism02.jpeg 589w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/kamenetz-activism02-160x119.jpeg 160w\" sizes=\"(max-width: 589px) 100vw, 589px\">\u003cfigcaption class=\"wp-caption-text\">Yancy Sanes (front left, with green sign) brings his students to rallies to advocate for a greener Bronx.\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">Sanes is at the far end of the teaching spectrum when it comes to promoting climate activism, not to mention discussing controversial issues of any kind in his classroom. Conservative activists have already begun branding even basic instruction about climate change as \u003c/span>\u003ca href=\"https://www.eenews.net/articles/no-left-wing-indoctrination-climate-science-under-attack-in-classrooms/#:~:text=Conservative%20activists%20and%20politicians%20in,gender%20identity%20and%20the%20environment\">\u003cspan style=\"font-weight: 400\">“left-wing indoctrination.”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> The think tank Rand \u003c/span>\u003ca href=\"https://www.rand.org/pubs/research_reports/RRA1108-10.html\">\u003cspan style=\"font-weight: 400\">recently reported\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in its\u003c/span> \u003cspan style=\"font-weight: 400\">2023 State of the American Teacher survey that two-thirds of teachers nationally said they were limiting discussions about political and social issues in class. The authors of the report observed that there seemed to be a spillover effect from states that have passed new laws restricting topics like race and gender, to states where no such laws are on the books.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The current level of political polarization is \u003ca href=\"https://www.kqed.org/mindshift/63250/politicians-love-to-talk-about-race-and-lgbtq-issues-in-school-teachers-and-teens-not-so-much\">having a chilling effect\u003c/a>, making civics education into a third rail, according to \u003c/span>\u003cspan style=\"font-weight: 400\">Holly Korbey, an education reporter and the author of a 2019 book on civics education, \u003c/span>\u003cspan style=\"font-weight: 400\">\u003cem>Building Better Citizens: A New Civics Education for All\u003c/em>. “\u003c/span>\u003cspan style=\"font-weight: 400\">We are living in this time where there’s increased scrutiny on what schools are telling kids,” she said.\u003c/span>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">She said that, as a mom living in deep-red Tennessee, she wouldn’t be happy to have a teacher bringing her kids to protests. “I really don’t want schools to tell my kids to be activists. I think about how I personally feel about issues and flip that around. Would I be okay with teachers doing that? And the answer is no.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even Sanes has a line he won’t cross. He taught his students about Greta Thunberg and her school strikes, but he stopped short of encouraging his students to do the same. “\u003c/span>\u003cspan style=\"font-weight: 400\">I specifically cannot tell students, you gotta walk out of school,” he said. “That goes against my union.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And yet, there is a broad bipartisan consensus that schools have an obligation to prepare citizens to participate in a democracy. And, emerging best practices in civics education include something called “\u003c/span>\u003ca href=\"https://hechingerreport.org/teaching-action-civics-engages-kids-and-ignites-controversy/\">\u003cspan style=\"font-weight: 400\">action civics\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” in which teachers in civics and government classes guide kids to take action locally on issues they choose. Nonprofits like Generation Citizen and the Mikva Challenge, Korbey said, cite internal research that these kinds of activist-ish activities improve knowledge, civic skills, and motivation to remain involved in politics or their local community. Others have argued that without a robust understanding of the workings of government, “action civics” \u003c/span>\u003ca href=\"https://www.aei.org/multimedia/what-would-you-do-taking-the-action-out-of-civics/\">\u003cspan style=\"font-weight: 400\">provides a “sugar rush”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> without enough substance.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Even at the college level, it’s rare for students to study climate activism in particular, or political activism more generally. And this leads to a broader lack of knowledge about how power works in society, say some experts.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Having visited many, many departments in many schools over the years, I’m shocked at how few places, particularly policy schools, teach social movements,” said sociologist Dana Fisher. \u003c/span>\u003cspan style=\"font-weight: 400\">Fisher is currently teaching a graduate course called “\u003c/span>\u003cspan style=\"font-weight: 400\">Global Environmental Politics: Activism and the Environment,” and she also has a new book out about climate activism,\u003c/span> \u003cem>\u003cspan style=\"font-weight: 400\">Saving Ourselves: From Climate Shocks to Climate Action\u003c/span>\u003c/em>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i> \u003cspan style=\"font-weight: 400\">She’s taught about social movements for two decades at American University in Washington, D.C., and the University of Maryland-College Park.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It’s crazy to me that, given that the civil society sector is such a huge part of democracy, there would not be a focus on that,” she added. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Through empirical research, Fisher’s work counters stereotypes and misconceptions about climate activism. For example, she’s found that disruptive forms of protest like blocking a road or throwing soup on a masterpiece are effective even when they’re unpopular. ”It doesn’t draw support for the disruption. It draws support for more moderate parts of the movement,” she said. “And so it helps to expand the base.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">As an illustration of the ignorance about disruptive action and civil disobedience in particular, Fisher noted that K-12 students rarely hear about the topic unless studying the 1960s era and “a very sanitized version. They don’t remember that the Civil Rights Movement was really unpopular and had a very active radical flank that was \u003ca href=\"https://www.kqed.org/mindshift/63266/a-half-century-later-students-at-the-university-of-mississippi-reckon-with-the-past\">doing sit-ins and marches\u003c/a>.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In 12 years of public school in Shreveport, Louisiana, for example, Jada Walden learned very little about activism, including environmental activism. She learned a bit in school about the Civil Rights Movement, although most of what she remembers about it are “the things your grandmother teaches you.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Walden didn’t hear much about climate change either until she got to Southern University and A&M College, in Baton Rouge. “When I got to college, there’s activism everywhere for all types of stuff,” she said.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_63325\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-large wp-image-63325\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/kamenetz-activism03-scaled-e1710126180540-1020x1360.jpeg\" alt=\"\" width=\"640\" height=\"853\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/kamenetz-activism03-scaled-e1710126180540-1020x1360.jpeg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/kamenetz-activism03-scaled-e1710126180540-800x1067.jpeg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/kamenetz-activism03-scaled-e1710126180540-160x213.jpeg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/kamenetz-activism03-scaled-e1710126180540-768x1024.jpeg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/kamenetz-activism03-scaled-e1710126180540-1152x1536.jpeg 1152w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/kamenetz-activism03-scaled-e1710126180540-1536x2048.jpeg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/03/kamenetz-activism03-scaled-e1710126180540.jpeg 1920w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">When she got to college, Jayda Walden discovered urban forestry and climate activism. “I am a tree girl,” she said. “The impact that they have is very important.” \u003ccite>(Image provided by Jada Walden)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">She’d enrolled with the intention of becoming a veterinarian. “When I first got there. I just wanted to hit my books, get my degree,” she recalled. “But my advisors, they pushed for so much more.” She became passionate about climate justice and the human impact on the environment and ended up majoring in urban forestry. She was a student member of This Is Planet Ed’s Higher Education Climate Action Task Force (where, full disclosure, I’m an advisor).\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">If it were up to her, Walden would require all college students to study the climate crisis and do independent research to learn how it will affect them personally. “Make it personal for them. Help them connect. It will make a world of difference.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Korbey, the \u003c/span>\u003cspan style=\"font-weight: 400\">\u003cem>Building Better Citizens\u003c/em> author,\u003c/span>\u003cspan style=\"font-weight: 400\"> would agree with that approach. “\u003c/span>\u003cspan style=\"font-weight: 400\">Schools exist to give students knowledge, not to create activists,” she said. “The thing we’re doing very poorly is give kids the knowledge they need to become good citizens.” \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This opinion column about \u003ca href=\"https://hechingerreport.org/column-should-schools-teach-climate-activism/\">teaching climate activism\u003c/a> was produced by \u003c/span>\u003c/i>\u003ca href=\"http://hechingerreport.org/\">\u003ci>\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/span>\u003c/i>\u003ca href=\"http://eepurl.com/c36ixT\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger’s newsletter\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This opinion column about \u003ca href=\"https://hechingerreport.org/column-the-climate-change-lesson-plans-teachers-need-and-dont-have\">climate change lessons\u003c/a> was produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/\">\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletter\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>“Mom, are there any more Earths?”\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Angelique Hammack, a teacher in California, creates lesson plans about climate change for the website \u003c/span>\u003ca href=\"https://subjecttoclimate.org/\">\u003cspan style=\"font-weight: 400\">SubjectToClimate\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. She often starts from a question posed by one of her four children.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Her 7-year-old, who has autism, has been really interested in space lately. “He was asking me questions about the solar system and about black holes, and I started pulling out all these books I had on outer space,” she said. “He’s got a telescope for his birthday, he’s been looking at the moon.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When he asked the question about whether there were more Earths, Hammack saw the opening to create a climate-related lesson that explains how Earth is a “Goldilocks planet,” with \u003ca href=\"https://video.kqed.org/video/pbs-space-time-exoplanets/\">just-right conditions\u003c/a> for life to thrive. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">New York state is currently considering several climate education bills. If the proposed policies become law, the state will join California and \u003ca href=\"https://www.kqed.org/mindshift/62261/new-jersey-requires-climate-change-education-a-year-in-heres-how-its-going\">New Jersey\u003c/a> in mandating that climate topics be introduced across grade levels and subjects, not just confined to science class. A wide range of science and environmental groups such as the National Wildlife Federation and \u003c/span>\u003ca href=\"http://earthday.org\">\u003cspan style=\"font-weight: 400\">Earthday.org\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> back this interdisciplinary approach to climate education. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But as the movement for teaching climate grows, thanks to new standards and \u003ca href=\"https://www.kqed.org/mindshift/62566/how-kids-are-making-sense-of-climate-change-and-extreme-weather\">increasing student curiosity\u003c/a>, teachers are on the hunt for \u003ca href=\"https://www.kqed.org/mindshift/62349/why-schoolyards-are-a-critical-space-for-teaching-about-and-fighting-extreme-heat-and-climate-change\">materials and lessons they can rely on\u003c/a>. “I think there’s a big disconnect,” said \u003ca href=\"https://twitter.com/EnvSusTCNJ\">Lauren Madden,\u003c/a> professor of elementary science education at The College of New Jersey. “Teachers really need materials that they can use\u003c/span> \u003cspan style=\"font-weight: 400\">tomorrow\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For the last few years, Madden has been researching the experiences of teachers who are tackling this topic. She shared some of her results with The Hechinger Report. SubjectToClimate, a large free repository of climate change lessons, also shared some data on its most popular lessons and materials. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Madden said that what teachers need most are \u003ca href=\"https://www.kqed.org/mindshift/62105/want-teachers-to-teach-climate-change-youve-got-to-train-them\">clear strategies that allow them to plug climate lessons into existing curricula\u003c/a>, so that climate can be interwoven with existing requirements, rather than wedged into an already-packed schedule. “Teachers want and need straightforward starting points in terms of instructional materials,” she said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Yen-Yen Chiu, director of content creation for SubjectToClimate, agreed. In response to demand, she said, the organization is beginning to create teacher pacing guides, like a middle school math pacing guide that maps specific climate resources from their database to math standards. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Here’s an overview of more key findings from Madden, and from Hammack and Chiu at SubjectToClimate. \u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cb>Younger learners have big questions:\u003c/b>\u003cspan style=\"font-weight: 400\"> At SubjectToClimate, the most-searched lessons are \u003ca href=\"https://www.kqed.org/mindshift/60834/a-kids-guide-to-climate-change-plus-a-printable-comic\">for grades K-5\u003c/a>; and there is unmet demand for grades 3-5. Hammack said it can be tough to find materials that are simple enough for the youngest students. “I created a unit on energy — I intended it for K-2 but we ended up changing it to 3-4,” she said. “Energy is so abstract for a K-2nd audience.” \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Energy, extreme weather and humanities: \u003c/b>\u003cspan style=\"font-weight: 400\">Energy is the most popular topic on SubjectToClimate. There’s also growing interest in lessons related to extreme weather, and lessons that relate to non-science subjects, such as writing and public speaking. One art lesson related to energy is among the top 10 most popular on the site. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Facts and evidence: \u003c/b>\u003cspan style=\"font-weight: 400\">Madden finds teachers (especially new ones) want to gain familiarity with facts they might not have learned in a general education curriculum. They also need to be able to clearly and simply attribute scientific findings to specific data: i.e., how we know that atmospheric carbon is rising or that storms are getting bigger. This presents a bigger challenge, requiring the development of scientific literacy, Madden said: “I think it’s important that we explain what counts as evidence.” \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Debate, but not doubt:\u003c/b>\u003cspan style=\"font-weight: 400\"> In the United States, climate change is still a highly politicized topic. Teachers need help to present debates in an evolving field of research without losing sight of the overwhelming scientific consensus. This also includes lessons that directly combat misinformation or disinformation that students might bring in from outside the classroom. “Teachers want to know where scientific debate is appropriate. For example, wind vs. solar is a topic that can yield productive discussion, while whether climate change is exacerbated by human activity is not,” said Madden. The New York Times recently \u003c/span>\u003ca href=\"https://www.nytimes.com/2024/01/22/nyregion/nyc-climate-change-education.html\">\u003cspan style=\"font-weight: 400\">reported\u003c/span> \u003c/a>\u003cspan style=\"font-weight: 400\">that a Republican state representative wants to \u003c/span>\u003ca href=\"https://www.cga.ct.gov/2023/TOB/H/PDF/2023HB-05063-R00-HB.PDF\">\u003cspan style=\"font-weight: 400\">amend standards\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in Connecticut in a way that would obscure that consensus in the name of open debate. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Climate brings up feelings: \u003c/b>\u003cspan style=\"font-weight: 400\">While a lot of \u003ca href=\"https://www.kqed.org/mindshift/62784/how-incorporating-indigenous-knowledge-can-deepen-outdoor-education\">introduction of climate topics\u003c/a> is happening in response to new state standards, Madden said students are also bringing up the topic, for example, in response to extreme or unseasonable weather. And that’s making some teachers nervous. “Teachers worry that they are not knowledgeable enough about the science of climate change to answer students’ questions appropriately,” she said. “There is also concern about inciting dread and anxiety in children, especially at the lower grade levels.” Hammack said that she finds herself wondering how deep to go: “Some of the videos I’ve been watching are scaring me and I’m 44!” And Madden said those climate emotions are, if anything, stronger among kids in higher grades. “In my experience, it’s preteens and teenagers who have that sense of understanding the scope of these problems,” she said. “They are very concerned.” \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>English Language Learners: \u003c/b>\u003cspan style=\"font-weight: 400\">There’s a gap in resources for these learners. Madden points out that in Spanish, “clima” is the word for both “weather” and “climate,” which can at times cause confusion. SubjectToClimate lists 93 resources suitable for Spanish speakers and/or Spanish classes. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Focus on solutions:\u003c/b>\u003cspan style=\"font-weight: 400\"> Related to \u003ca href=\"https://www.kqed.org/mindshift/60498/what-parents-should-know-about-eco-anxiety-and-its-impact-on-todays-teens\">concerns about climate anxiety\u003c/a> is a clear desire for lessons that deal with solutions. Among the SubjectToClimate top 10 most-trafficked lesson plans are two that deal with renewable energy, one about conservation, one about reducing, reusing and recycling, and one about green transportation. Underscoring the demand, This Is Planet Ed (where, full disclosure, I’m an advisor) and The Nature Conservancy are\u003c/span>\u003ca href=\"https://www.thisisplaneted.org/initiatives/planet-media\">\u003cspan style=\"font-weight: 400\"> currently collaborating on an initiative\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to create more short-form content for children focused on \u003ca href=\"https://www.kqed.org/mindshift/62894/how-to-inspire-climate-hope-in-kids-get-their-hands-dirty\">hope and solutions\u003c/a>. \u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I have to say that the message that comes across loud and clear to me has been — telling the truth is really important, and focusing on areas for solutions and optimism,” said Madden. “There are really great things happening at the edges of what humans are capable of right now.”\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Teacher-recommended climate change resources:\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.teacherspayteachers.com/\">Teachers Pay Teachers\u003c/a> has several thousand climate-related resources \u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://climatekids.nasa.gov/\">NASA Climate Kids\u003c/a>\u003c/span>\u003c/li>\n\u003cli>\u003ca href=\"https://kids.nationalgeographic.com/\">\u003cspan style=\"font-weight: 400\">National Geographic Kids\u003c/span>\u003c/a>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.getepic.com/\">Epic\u003c/a> is a paid platform for digital children’s books that are sorted by topic and age group \u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.youtube.com/channel/UCRFIPG2u1DxKLNuE3y2SjHA\">SciShow Kids\u003c/a> channel on YouTube\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This opinion column about \u003ca href=\"https://hechingerreport.org/column-the-climate-change-lesson-plans-teachers-need-and-dont-have\">climate change lessons\u003c/a> was produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/\">\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletter\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This opinion column about \u003ca href=\"https://hechingerreport.org/column-the-climate-change-lesson-plans-teachers-need-and-dont-have\">climate change lessons\u003c/a> was produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/\">\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletter\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>“Mom, are there any more Earths?”\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Angelique Hammack, a teacher in California, creates lesson plans about climate change for the website \u003c/span>\u003ca href=\"https://subjecttoclimate.org/\">\u003cspan style=\"font-weight: 400\">SubjectToClimate\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. She often starts from a question posed by one of her four children.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Her 7-year-old, who has autism, has been really interested in space lately. “He was asking me questions about the solar system and about black holes, and I started pulling out all these books I had on outer space,” she said. “He’s got a telescope for his birthday, he’s been looking at the moon.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When he asked the question about whether there were more Earths, Hammack saw the opening to create a climate-related lesson that explains how Earth is a “Goldilocks planet,” with \u003ca href=\"https://video.kqed.org/video/pbs-space-time-exoplanets/\">just-right conditions\u003c/a> for life to thrive. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">New York state is currently considering several climate education bills. If the proposed policies become law, the state will join California and \u003ca href=\"https://www.kqed.org/mindshift/62261/new-jersey-requires-climate-change-education-a-year-in-heres-how-its-going\">New Jersey\u003c/a> in mandating that climate topics be introduced across grade levels and subjects, not just confined to science class. A wide range of science and environmental groups such as the National Wildlife Federation and \u003c/span>\u003ca href=\"http://earthday.org\">\u003cspan style=\"font-weight: 400\">Earthday.org\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> back this interdisciplinary approach to climate education. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But as the movement for teaching climate grows, thanks to new standards and \u003ca href=\"https://www.kqed.org/mindshift/62566/how-kids-are-making-sense-of-climate-change-and-extreme-weather\">increasing student curiosity\u003c/a>, teachers are on the hunt for \u003ca href=\"https://www.kqed.org/mindshift/62349/why-schoolyards-are-a-critical-space-for-teaching-about-and-fighting-extreme-heat-and-climate-change\">materials and lessons they can rely on\u003c/a>. “I think there’s a big disconnect,” said \u003ca href=\"https://twitter.com/EnvSusTCNJ\">Lauren Madden,\u003c/a> professor of elementary science education at The College of New Jersey. “Teachers really need materials that they can use\u003c/span> \u003cspan style=\"font-weight: 400\">tomorrow\u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\">” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For the last few years, Madden has been researching the experiences of teachers who are tackling this topic. She shared some of her results with The Hechinger Report. SubjectToClimate, a large free repository of climate change lessons, also shared some data on its most popular lessons and materials. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Madden said that what teachers need most are \u003ca href=\"https://www.kqed.org/mindshift/62105/want-teachers-to-teach-climate-change-youve-got-to-train-them\">clear strategies that allow them to plug climate lessons into existing curricula\u003c/a>, so that climate can be interwoven with existing requirements, rather than wedged into an already-packed schedule. “Teachers want and need straightforward starting points in terms of instructional materials,” she said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Yen-Yen Chiu, director of content creation for SubjectToClimate, agreed. In response to demand, she said, the organization is beginning to create teacher pacing guides, like a middle school math pacing guide that maps specific climate resources from their database to math standards. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Here’s an overview of more key findings from Madden, and from Hammack and Chiu at SubjectToClimate. \u003c/span>\u003c/p>\n\u003cul>\n\u003cli style=\"font-weight: 400\">\u003cb>Younger learners have big questions:\u003c/b>\u003cspan style=\"font-weight: 400\"> At SubjectToClimate, the most-searched lessons are \u003ca href=\"https://www.kqed.org/mindshift/60834/a-kids-guide-to-climate-change-plus-a-printable-comic\">for grades K-5\u003c/a>; and there is unmet demand for grades 3-5. Hammack said it can be tough to find materials that are simple enough for the youngest students. “I created a unit on energy — I intended it for K-2 but we ended up changing it to 3-4,” she said. “Energy is so abstract for a K-2nd audience.” \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Energy, extreme weather and humanities: \u003c/b>\u003cspan style=\"font-weight: 400\">Energy is the most popular topic on SubjectToClimate. There’s also growing interest in lessons related to extreme weather, and lessons that relate to non-science subjects, such as writing and public speaking. One art lesson related to energy is among the top 10 most popular on the site. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Facts and evidence: \u003c/b>\u003cspan style=\"font-weight: 400\">Madden finds teachers (especially new ones) want to gain familiarity with facts they might not have learned in a general education curriculum. They also need to be able to clearly and simply attribute scientific findings to specific data: i.e., how we know that atmospheric carbon is rising or that storms are getting bigger. This presents a bigger challenge, requiring the development of scientific literacy, Madden said: “I think it’s important that we explain what counts as evidence.” \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Debate, but not doubt:\u003c/b>\u003cspan style=\"font-weight: 400\"> In the United States, climate change is still a highly politicized topic. Teachers need help to present debates in an evolving field of research without losing sight of the overwhelming scientific consensus. This also includes lessons that directly combat misinformation or disinformation that students might bring in from outside the classroom. “Teachers want to know where scientific debate is appropriate. For example, wind vs. solar is a topic that can yield productive discussion, while whether climate change is exacerbated by human activity is not,” said Madden. The New York Times recently \u003c/span>\u003ca href=\"https://www.nytimes.com/2024/01/22/nyregion/nyc-climate-change-education.html\">\u003cspan style=\"font-weight: 400\">reported\u003c/span> \u003c/a>\u003cspan style=\"font-weight: 400\">that a Republican state representative wants to \u003c/span>\u003ca href=\"https://www.cga.ct.gov/2023/TOB/H/PDF/2023HB-05063-R00-HB.PDF\">\u003cspan style=\"font-weight: 400\">amend standards\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in Connecticut in a way that would obscure that consensus in the name of open debate. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Climate brings up feelings: \u003c/b>\u003cspan style=\"font-weight: 400\">While a lot of \u003ca href=\"https://www.kqed.org/mindshift/62784/how-incorporating-indigenous-knowledge-can-deepen-outdoor-education\">introduction of climate topics\u003c/a> is happening in response to new state standards, Madden said students are also bringing up the topic, for example, in response to extreme or unseasonable weather. And that’s making some teachers nervous. “Teachers worry that they are not knowledgeable enough about the science of climate change to answer students’ questions appropriately,” she said. “There is also concern about inciting dread and anxiety in children, especially at the lower grade levels.” Hammack said that she finds herself wondering how deep to go: “Some of the videos I’ve been watching are scaring me and I’m 44!” And Madden said those climate emotions are, if anything, stronger among kids in higher grades. “In my experience, it’s preteens and teenagers who have that sense of understanding the scope of these problems,” she said. “They are very concerned.” \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>English Language Learners: \u003c/b>\u003cspan style=\"font-weight: 400\">There’s a gap in resources for these learners. Madden points out that in Spanish, “clima” is the word for both “weather” and “climate,” which can at times cause confusion. SubjectToClimate lists 93 resources suitable for Spanish speakers and/or Spanish classes. \u003c/span>\u003c/li>\n\u003cli style=\"font-weight: 400\">\u003cb>Focus on solutions:\u003c/b>\u003cspan style=\"font-weight: 400\"> Related to \u003ca href=\"https://www.kqed.org/mindshift/60498/what-parents-should-know-about-eco-anxiety-and-its-impact-on-todays-teens\">concerns about climate anxiety\u003c/a> is a clear desire for lessons that deal with solutions. Among the SubjectToClimate top 10 most-trafficked lesson plans are two that deal with renewable energy, one about conservation, one about reducing, reusing and recycling, and one about green transportation. Underscoring the demand, This Is Planet Ed (where, full disclosure, I’m an advisor) and The Nature Conservancy are\u003c/span>\u003ca href=\"https://www.thisisplaneted.org/initiatives/planet-media\">\u003cspan style=\"font-weight: 400\"> currently collaborating on an initiative\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to create more short-form content for children focused on \u003ca href=\"https://www.kqed.org/mindshift/62894/how-to-inspire-climate-hope-in-kids-get-their-hands-dirty\">hope and solutions\u003c/a>. \u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I have to say that the message that comes across loud and clear to me has been — telling the truth is really important, and focusing on areas for solutions and optimism,” said Madden. “There are really great things happening at the edges of what humans are capable of right now.”\u003c/span>\u003c/p>\n\u003cp>\u003cstrong>Teacher-recommended climate change resources:\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.teacherspayteachers.com/\">Teachers Pay Teachers\u003c/a> has several thousand climate-related resources \u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://climatekids.nasa.gov/\">NASA Climate Kids\u003c/a>\u003c/span>\u003c/li>\n\u003cli>\u003ca href=\"https://kids.nationalgeographic.com/\">\u003cspan style=\"font-weight: 400\">National Geographic Kids\u003c/span>\u003c/a>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.getepic.com/\">Epic\u003c/a> is a paid platform for digital children’s books that are sorted by topic and age group \u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.youtube.com/channel/UCRFIPG2u1DxKLNuE3y2SjHA\">SciShow Kids\u003c/a> channel on YouTube\u003c/span>\u003c/li>\n\u003c/ul>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This opinion column about \u003ca href=\"https://hechingerreport.org/column-the-climate-change-lesson-plans-teachers-need-and-dont-have\">climate change lessons\u003c/a> was produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/\">\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletter\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>A composting program at \u003ca href=\"https://www.wesleyschool.org/\">The Wesley School\u003c/a> in Los Angeles is helping kindergarten through eighth grade students get hands-on experience with making dirt while also teaching them ways to address human-driven climate change.\u003c/p>\n\u003cp>For the past year, all the leftover food waste from the school has gone into composting containers rather than a landfill where it would just decompose and produce planet-warming gasses.\u003c/p>\n\u003cp>\u003ca href=\"https://www.jennisilverstein.com/\">Jennifer Silverstein,\u003c/a> a therapist, a social worker, and part of the \u003ca href=\"https://www.climatepsychology.us/\">Climate Psychology Alliance of North America, \u003c/a>says the school’s composting program checks a lot of the boxes for effective, positive climate education.\u003c/p>\n\u003cp>“Instead of [teaching kids] just, ‘all these horrible things are happening,’ it’s like, ‘all these horrible things are happening, and there’s all these adults out there who are really actively trying to make it better. And here’s ways you can participate,'” Silverstein says.\u003c/p>\n\u003cp>The school’s composting program started in 2022, and in October this year, the school held a celebration to reveal what happened inside a series of five-foot-tall containers.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“Ok! Want to crack this baby open?” says Steven Wynbrandt, a \u003ca href=\"https://www.wynbrandtfarms.com/\">local farmer\u003c/a> and composting consultant who has helped the school with its program.\u003c/p>\n\u003cp>The “Yeah!” from the dozens of students to his question is deafening.\u003c/p>\n\u003cfigure id=\"attachment_62896\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-62896\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/img_1256-2a9c0c13ec997120703bcbfba5582a06db9d3633-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/img_1256-2a9c0c13ec997120703bcbfba5582a06db9d3633-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/img_1256-2a9c0c13ec997120703bcbfba5582a06db9d3633-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/img_1256-2a9c0c13ec997120703bcbfba5582a06db9d3633-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/img_1256-2a9c0c13ec997120703bcbfba5582a06db9d3633-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/img_1256-2a9c0c13ec997120703bcbfba5582a06db9d3633-1536x1152.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/img_1256-2a9c0c13ec997120703bcbfba5582a06db9d3633-2048x1536.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/img_1256-2a9c0c13ec997120703bcbfba5582a06db9d3633-1920x1440.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Kindergarten through eighth grade students at The Wesley School celebrate the harvest of the school’s first compost with a banner marking how much food waste has been diverted from landfill. \u003ccite>(Steven Wynbrandt./Steven Wynbrandt)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>They pepper Wynbrandt with questions as he breaks the ties that hold the container closed: “Is it going to smell?” “What’s it going to look like?” “Is it going to spill out?”\u003c/p>\n\u003cp>Rich black compost spills out from the container.\u003c/p>\n\u003cp>“It doesn’t stink at all!” says one of the kids. “It smells earthy!”\u003c/p>\n\u003cp>The 5,200 pounds of food waste diverted from a landfill is \u003ca href=\"https://www.epa.gov/snep/composting-food-waste-keeping-good-thing-going#:~:text=In%20addition%2C%20composting%20lowers%20greenhouse,in%20the%20presence%20of%20oxygen.\">great news for the climate\u003c/a>. Food that breaks down in a landfill produces \u003ca href=\"https://www.epa.gov/gmi/importance-methane\">methane\u003c/a> – one of the most potent planet-warming gasses. But transforming organic material into compost means there’s less methane going into the atmosphere.\u003c/p>\n\u003cp>The Wesley School staff could have easily tossed the school’s food waste into a city-provided green bin. California law requires municipal food waste to be recycled. But taking it out of sight, which would have been easier, would have missed the point, says science teacher Johnna Hampton-Walker.\u003c/p>\n\u003cp>“When it’s invisible like that, they don’t see it,” she says. “They know, but it doesn’t sink in.”\u003c/p>\n\u003cp>When sixth grader Finn saw the finished compost pile, it sank in.\u003c/p>\n\u003cp>“That’s my orange chicken in there,” he says. “That’s not just like any food. Somewhere in there is \u003cem>my \u003c/em>food.”\u003c/p>\n\u003cp>The school will use the compost on plants around campus. Some will be offered to families that want to use it at home, and whatever is left will be donated.\u003c/p>\n\u003cfigure id=\"attachment_62897\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-62897\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/img_0612-d04d519c2c6d76eeeba2c000c1916150725d07c8-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/img_0612-d04d519c2c6d76eeeba2c000c1916150725d07c8-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/img_0612-d04d519c2c6d76eeeba2c000c1916150725d07c8-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/img_0612-d04d519c2c6d76eeeba2c000c1916150725d07c8-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/img_0612-d04d519c2c6d76eeeba2c000c1916150725d07c8-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/img_0612-d04d519c2c6d76eeeba2c000c1916150725d07c8-1536x1152.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/img_0612-d04d519c2c6d76eeeba2c000c1916150725d07c8-2048x1536.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/img_0612-d04d519c2c6d76eeeba2c000c1916150725d07c8-1920x1440.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">The compost predictions graph was one of many compost assignments in Johnna Hampton-Walker’s science class. \u003ccite>(Caleigh Wells/KCRW)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Fifth grader Kingston was excited to learn his food waste will help grow new food on campus. “It feels good that you’re doing something that helps the planet, instead of just sitting and watching it get destroyed,” he says.\u003c/p>\n\u003cp>That’s the response Wynbrandt wants. He wants to work with more schools like The Wesley School to start these composting programs. “A lot of us, especially kids, feel really overwhelmed and powerless and don’t know what to do,” Wynbrandt says about the climate crisis. “This is quite an existential crisis, and how do we make a difference? How do we make a dent?”\u003c/p>\n\u003cp>Therapist Jennifer Silverstein says part of helping youth understand the gravity of human-caused climate change is to build their tolerance to new – and sometimes devastating – information. She says during those difficult conversations, it helps to allow them to be outside in nature, and participate in collective action.\u003c/p>\n\u003cp>Fifth grader Sloan felt so empowered by the school’s compositing program she decided to take climate action outside of school. Along with several other fifth graders, Sloane says, “We did a lemonade stand at our friend’s house and we made over $200, and we donated it to the \u003ca href=\"https://www.nrdc.org/\">NRDC\u003c/a>,” the Natural Resources Defense Council. They also helped create a petition to replace the plastic forks and spoons in the school cafeteria with compostable ones.\u003c/p>\n\u003cp>Fifth grader Leo says he’s found the composting program helpful.\u003c/p>\n\u003cp>“Knowing I’m a part of something good just helps me sleep at night,” he says. “If we can just work together, it’s all going to be okay and everything’s going to work out fine.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>In October it took two hours for the container of compost to be emptied and prepared to receive the next day’s lunch leftovers. The other four containers remain full of food waste that’s in the process of breaking down. Decorated posters on the outside of each container indicate when in the new year they can be opened so that the next generation of plants on campus can benefit from the rich soil.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2024 KCRW. To see more, visit \u003ca href=\"http://www.kcrw.com\">KCRW\u003c/a>.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=How+to+inspire+climate+hope+in+kids%3F+Get+their+hands+dirty&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>A composting program at \u003ca href=\"https://www.wesleyschool.org/\">The Wesley School\u003c/a> in Los Angeles is helping kindergarten through eighth grade students get hands-on experience with making dirt while also teaching them ways to address human-driven climate change.\u003c/p>\n\u003cp>For the past year, all the leftover food waste from the school has gone into composting containers rather than a landfill where it would just decompose and produce planet-warming gasses.\u003c/p>\n\u003cp>\u003ca href=\"https://www.jennisilverstein.com/\">Jennifer Silverstein,\u003c/a> a therapist, a social worker, and part of the \u003ca href=\"https://www.climatepsychology.us/\">Climate Psychology Alliance of North America, \u003c/a>says the school’s composting program checks a lot of the boxes for effective, positive climate education.\u003c/p>\n\u003cp>“Instead of [teaching kids] just, ‘all these horrible things are happening,’ it’s like, ‘all these horrible things are happening, and there’s all these adults out there who are really actively trying to make it better. And here’s ways you can participate,'” Silverstein says.\u003c/p>\n\u003cp>The school’s composting program started in 2022, and in October this year, the school held a celebration to reveal what happened inside a series of five-foot-tall containers.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“Ok! Want to crack this baby open?” says Steven Wynbrandt, a \u003ca href=\"https://www.wynbrandtfarms.com/\">local farmer\u003c/a> and composting consultant who has helped the school with its program.\u003c/p>\n\u003cp>The “Yeah!” from the dozens of students to his question is deafening.\u003c/p>\n\u003cfigure id=\"attachment_62896\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-62896\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/img_1256-2a9c0c13ec997120703bcbfba5582a06db9d3633-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/img_1256-2a9c0c13ec997120703bcbfba5582a06db9d3633-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/img_1256-2a9c0c13ec997120703bcbfba5582a06db9d3633-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/img_1256-2a9c0c13ec997120703bcbfba5582a06db9d3633-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/img_1256-2a9c0c13ec997120703bcbfba5582a06db9d3633-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/img_1256-2a9c0c13ec997120703bcbfba5582a06db9d3633-1536x1152.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/img_1256-2a9c0c13ec997120703bcbfba5582a06db9d3633-2048x1536.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/img_1256-2a9c0c13ec997120703bcbfba5582a06db9d3633-1920x1440.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Kindergarten through eighth grade students at The Wesley School celebrate the harvest of the school’s first compost with a banner marking how much food waste has been diverted from landfill. \u003ccite>(Steven Wynbrandt./Steven Wynbrandt)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>They pepper Wynbrandt with questions as he breaks the ties that hold the container closed: “Is it going to smell?” “What’s it going to look like?” “Is it going to spill out?”\u003c/p>\n\u003cp>Rich black compost spills out from the container.\u003c/p>\n\u003cp>“It doesn’t stink at all!” says one of the kids. “It smells earthy!”\u003c/p>\n\u003cp>The 5,200 pounds of food waste diverted from a landfill is \u003ca href=\"https://www.epa.gov/snep/composting-food-waste-keeping-good-thing-going#:~:text=In%20addition%2C%20composting%20lowers%20greenhouse,in%20the%20presence%20of%20oxygen.\">great news for the climate\u003c/a>. Food that breaks down in a landfill produces \u003ca href=\"https://www.epa.gov/gmi/importance-methane\">methane\u003c/a> – one of the most potent planet-warming gasses. But transforming organic material into compost means there’s less methane going into the atmosphere.\u003c/p>\n\u003cp>The Wesley School staff could have easily tossed the school’s food waste into a city-provided green bin. California law requires municipal food waste to be recycled. But taking it out of sight, which would have been easier, would have missed the point, says science teacher Johnna Hampton-Walker.\u003c/p>\n\u003cp>“When it’s invisible like that, they don’t see it,” she says. “They know, but it doesn’t sink in.”\u003c/p>\n\u003cp>When sixth grader Finn saw the finished compost pile, it sank in.\u003c/p>\n\u003cp>“That’s my orange chicken in there,” he says. “That’s not just like any food. Somewhere in there is \u003cem>my \u003c/em>food.”\u003c/p>\n\u003cp>The school will use the compost on plants around campus. Some will be offered to families that want to use it at home, and whatever is left will be donated.\u003c/p>\n\u003cfigure id=\"attachment_62897\" class=\"wp-caption aligncenter\" style=\"max-width: 800px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-medium wp-image-62897\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/img_0612-d04d519c2c6d76eeeba2c000c1916150725d07c8-800x600.jpg\" alt=\"\" width=\"800\" height=\"600\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/img_0612-d04d519c2c6d76eeeba2c000c1916150725d07c8-800x600.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/img_0612-d04d519c2c6d76eeeba2c000c1916150725d07c8-1020x765.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/img_0612-d04d519c2c6d76eeeba2c000c1916150725d07c8-160x120.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/img_0612-d04d519c2c6d76eeeba2c000c1916150725d07c8-768x576.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/img_0612-d04d519c2c6d76eeeba2c000c1916150725d07c8-1536x1152.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/img_0612-d04d519c2c6d76eeeba2c000c1916150725d07c8-2048x1536.jpg 2048w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/12/img_0612-d04d519c2c6d76eeeba2c000c1916150725d07c8-1920x1440.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">The compost predictions graph was one of many compost assignments in Johnna Hampton-Walker’s science class. \u003ccite>(Caleigh Wells/KCRW)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Fifth grader Kingston was excited to learn his food waste will help grow new food on campus. “It feels good that you’re doing something that helps the planet, instead of just sitting and watching it get destroyed,” he says.\u003c/p>\n\u003cp>That’s the response Wynbrandt wants. He wants to work with more schools like The Wesley School to start these composting programs. “A lot of us, especially kids, feel really overwhelmed and powerless and don’t know what to do,” Wynbrandt says about the climate crisis. “This is quite an existential crisis, and how do we make a difference? How do we make a dent?”\u003c/p>\n\u003cp>Therapist Jennifer Silverstein says part of helping youth understand the gravity of human-caused climate change is to build their tolerance to new – and sometimes devastating – information. She says during those difficult conversations, it helps to allow them to be outside in nature, and participate in collective action.\u003c/p>\n\u003cp>Fifth grader Sloan felt so empowered by the school’s compositing program she decided to take climate action outside of school. Along with several other fifth graders, Sloane says, “We did a lemonade stand at our friend’s house and we made over $200, and we donated it to the \u003ca href=\"https://www.nrdc.org/\">NRDC\u003c/a>,” the Natural Resources Defense Council. They also helped create a petition to replace the plastic forks and spoons in the school cafeteria with compostable ones.\u003c/p>\n\u003cp>Fifth grader Leo says he’s found the composting program helpful.\u003c/p>\n\u003cp>“Knowing I’m a part of something good just helps me sleep at night,” he says. “If we can just work together, it’s all going to be okay and everything’s going to work out fine.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>In October it took two hours for the container of compost to be emptied and prepared to receive the next day’s lunch leftovers. The other four containers remain full of food waste that’s in the process of breaking down. Decorated posters on the outside of each container indicate when in the new year they can be opened so that the next generation of plants on campus can benefit from the rich soil.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2024 KCRW. To see more, visit \u003ca href=\"http://www.kcrw.com\">KCRW\u003c/a>.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=How+to+inspire+climate+hope+in+kids%3F+Get+their+hands+dirty&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp class=\"p1\">\u003ci>This opinion column about outdoor learning was produced by \u003c/i>\u003ca href=\"https://hechingerreport.org/\">\u003cspan class=\"s1\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003cspan class=\"s1\">\u003ci>Hechinger newsletter\u003c/i>\u003c/span>\u003c/a>\u003ci>.\u003c/i>\u003c/p>\n\u003cp class=\"p1\">As part of a new program, every third grader in Albuquerque Public Schools spends a day at the Los Padillas Wildlife Sanctuary just outside the city. There, a wide variety of local landscapes are packed into five acres: a meadow, pi\u003cspan class=\"s3\">ñ\u003c/span>on, juniper and cottonwood trees, an arroyo and even a pond — a rarity in the desert.\u003c/p>\n\u003cp class=\"p1\">“All the way into October they can fish in the pond with a net,” said Monie Corona, an environmental education resource teacher for the district. “There’s cattails, dragonflies. For the kids to feel like they’re playing, but they’re actually learning — that to me is the key thing.”\u003c/p>\n\u003cp class=\"p1\">The sanctuary borders the black mesas to the west and to the east and the Rio Grande bosque — a term for a forest near a river bank. To the south is the Pueblo of Isleta, one of New Mexico’s many Native American communities: There are 19 different sovereign Pueblos, plus Apache and Navajo communities, across the state.\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s2\">\u003ca href=\"https://eric.ed.gov/?id=EJ1167782\">Research\u003c/a>\u003c/span> on the physical, psychological and \u003ca href=\"https://www.frontiersin.org/articles/10.3389/fpsyg.2019.00305/full\">\u003cspan class=\"s2\">academic\u003c/span>\u003c/a> benefits of \u003ca href=\"https://www.kqed.org/mindshift/tag/outdoor-education\">\u003cspan class=\"s2\">outdoor learning\u003c/span>\u003c/a> for kids is \u003ca href=\"https://hechingerreport.org/for-preschoolers-after-the-pandemic-more-states-say-learn-outdoors/\">well-established\u003c/a>, and is now informing the development of climate education. What’s also becoming well-known is the essential role of traditional and Indigenous ecological knowledge in the effort to cope with the climate crisis. Authorities as disparate as \u003ca href=\"https://www.unesco.org/en/links/climate-change#:~:text=Local%2520and%2520Indigenous%2520knowledge%2520systems%2520contribute%2520to%2520the%2520achievement%2520of,contributing%2520to%2520global%2520mitigation%2520efforts\">\u003cspan class=\"s4\">UNESCO\u003c/span>\u003c/a> and the\u003ca href=\"https://www.fs.usda.gov/Internet/FSE_DOCUMENTS/fseprd1057516.pdf\">\u003cspan class=\"s4\"> U.S. Forest Service \u003c/span>\u003c/a>have underlined the value, not only of specific place-based and historical knowledge of flora and fauna, but of \u003ca href=\"https://hechingerreport.org/column-want-teachers-to-teach-climate-change-youve-got-to-train-them/\">\u003cspan class=\"s2\">traditional ways of relating to\u003c/span>\u003c/a> and \u003ca href=\"https://www.kqed.org/mindshift/56735/how-outdoor-learning-can-bring-curiosity-and-connection-to-education-in-tough-times\">understanding humans’ place\u003c/a> in the natural world as we seek to adapt to and mitigate climate change.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp class=\"p1\">And, as recently noted in a \u003ca href=\"https://www.thisisplaneted.org/img/PlanetED-EducationUncapped-Screen-1.pdf\">\u003cspan class=\"s2\">review\u003c/span>\u003c/a> of the potential impact the education sector can have on U.S. cities’ climate plans by This Is Planet Ed (where, full disclosure, I’m a senior advisor), Albuquerque Public Schools is among those pioneering the attempt to connect outdoor learning with local and Indigenous knowledge.\u003c/p>\n\u003cp class=\"p1\">During Los Padillas field trips, the children spend time with Indigenous educators like Jered Lee, whose ancestral roots are in the Naschitti Region of the Navajo reservation in the northwest corner of the state.\u003c/p>\n\u003cp class=\"p4\">\u003cb>“\u003c/b>What they learn in the classroom is very important, yes. But what they learn through their own healthy exploration of their senses, that’s also important,” he said. “Even though I don’t live in a dirt floor hogan like our ancestors, their values can still be applied to my livelihood today.”\u003c/p>\n\u003cp class=\"p1\">Perhaps surprisingly, Lee doesn’t much care for the term “climate change”; he finds it too political. “We hear that we live in unprecedented times; well, when was it ever precedented? As far as I have understood, as far as our traditional stories, the world has always been changing\u003ci>,” \u003c/i>he said.\u003ci> \u003c/i>What he seeks to instill in his brief time with the children is a sense of gratitude for being alive, and connection to other living things.\u003c/p>\n\u003cp class=\"p1\">“They sit on the grass, and I sit on the earth with them, and try to see things from their eyes … I ask them to name their five senses, which they all know, and then I say, ‘Who taught you how to use them?’ And they might say ‘My mom,’ and then they think about it … and it’s almost like they refer to a divine source. They didn’t have to be instructed, and it’s in line with other growth processes in the natural world.”\u003c/p>\n\u003cp class=\"p1\">Lee shares with the children a version of the Navajo creation story, and another one about horses, but he won’t tell them to a reporter on tape: They are part of an oral tradition passed down to him from his elders. He will say that he talks to the children about the rhythms of nature, and humans’ place in the world.\u003c/p>\n\u003cfigure id=\"attachment_62788\" class=\"wp-caption alignright\" style=\"max-width: 160px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-thumbnail wp-image-62788\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/11/kamenetz-outdoored02-160x213.jpg\" alt=\"Children crouched and seated near a shallow pond with tall grasses\" width=\"160\" height=\"213\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/11/kamenetz-outdoored02-160x213.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/11/kamenetz-outdoored02-800x1067.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/11/kamenetz-outdoored02-1020x1360.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/11/kamenetz-outdoored02-768x1024.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/11/kamenetz-outdoored02-1152x1536.jpg 1152w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/11/kamenetz-outdoored02-1536x2048.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/11/kamenetz-outdoored02-scaled.jpg 1920w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003cfigcaption class=\"wp-caption-text\">Students fish in the pond at Los Padillas Wildlife Sanctuary. \u003ccite>(Steven Henley/Albuquerque Public Schools)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp class=\"p4\">“The movement of nature, the rising of the dawn, the daytime sky, the evening light and the darkness of night, and how that process regenerates itself and the elongation of that process creates the spring, summer, fall, winter, and creates our being, our livelihood … for many it’s like we’re separate from that, we’re above that and we’re more intelligent than that. But the most intelligent people I know adhere to nature and know there isn’t a knowledge that surpasses that. It’s a humbling realization for people but it’s also good.”\u003c/p>\n\u003cp class=\"p1\">Some 80% of the students enrolled in Albuquerque Public Schools are people of color. Around 5.3% are American Indian and are served by the district’s Indian Education Department.\u003c/p>\n\u003cp class=\"p1\">Monie Corona works within that department in a newly created position, supporting Los Padillas and other outdoor programming. Her watchwords are “cultural humility, cultural relevance and the cultural landscape.” She said this collaboration, bringing Indigenous learning to all students in an outdoor setting, “has been a long time coming, let’s put it that way. As a [white] teacher coming in 30 years ago, I was not prepared for working with Native American students and their culture. There’s a lot of things we have to understand and be able to respect as well.”\u003c/p>\n\u003cp class=\"p1\">She said her focus and that of her colleagues sharpened in 2018, after a state court’s decision in \u003ca href=\"https://www.kunm.org/show/lets-talk-new-mexico/2023-03-10/lets-talk-yazzie-martinez-update\">Yazzie/Martinez v. State of New Mexico\u003c/a> found that the state wasn’t doing enough to meet its obligation to help all students become college and career ready, especially low-income students, Native Americans, English language learners and students with disabilities. New Mexico’s high school graduation rate is consistently among the lowest in the nation; Albuquerque’s is even lower, at 69% in 2022.\u003c/p>\n\u003cp class=\"p1\">Corona hopes that the Los Padillas program, as well as aligned efforts to bring Indigenous traditions into the school garden program and into outdoor learning opportunities at all grade levels, will enhance student engagement, particularly for those with Native heritage.\u003c/p>\n\u003cp class=\"p4\">“Making sure the kids know their culture — it’s not easy,” she said. \u003cb>“\u003c/b>We want to build up their self esteem, their motivation to be at school.” \u003cb> \u003c/b>\u003c/p>\n\u003cp class=\"p4\">Lee said that just about every time he speaks to a class, one or two children will raise their hand and say, “I’m Navajo, too!” or name another tribe. But his aim is to share his culture and language and find commonalities with students, no matter their background. “Here in Albuquerque there’s different cultures. And I’ve realized this about many cultures around the world, the more you talk to them, our language, our customs may be different but the root of our cultural values are very similar.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp class=\"p7\">\u003ci>This opinion column about outdoor learning was produced by \u003c/i>\u003ca href=\"https://hechingerreport.org/\">\u003cspan class=\"s6\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003cspan class=\"s6\">\u003ci>Hechinger newsletter\u003c/i>\u003c/span>\u003c/a>\u003ci>.\u003c/i>\u003c/p>\n\n",
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"headline": "How Incorporating Indigenous Knowledge Can Deepen Outdoor Education",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp class=\"p1\">\u003ci>This opinion column about outdoor learning was produced by \u003c/i>\u003ca href=\"https://hechingerreport.org/\">\u003cspan class=\"s1\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003cspan class=\"s1\">\u003ci>Hechinger newsletter\u003c/i>\u003c/span>\u003c/a>\u003ci>.\u003c/i>\u003c/p>\n\u003cp class=\"p1\">As part of a new program, every third grader in Albuquerque Public Schools spends a day at the Los Padillas Wildlife Sanctuary just outside the city. There, a wide variety of local landscapes are packed into five acres: a meadow, pi\u003cspan class=\"s3\">ñ\u003c/span>on, juniper and cottonwood trees, an arroyo and even a pond — a rarity in the desert.\u003c/p>\n\u003cp class=\"p1\">“All the way into October they can fish in the pond with a net,” said Monie Corona, an environmental education resource teacher for the district. “There’s cattails, dragonflies. For the kids to feel like they’re playing, but they’re actually learning — that to me is the key thing.”\u003c/p>\n\u003cp class=\"p1\">The sanctuary borders the black mesas to the west and to the east and the Rio Grande bosque — a term for a forest near a river bank. To the south is the Pueblo of Isleta, one of New Mexico’s many Native American communities: There are 19 different sovereign Pueblos, plus Apache and Navajo communities, across the state.\u003c/p>\n\u003cp class=\"p1\">\u003cspan class=\"s2\">\u003ca href=\"https://eric.ed.gov/?id=EJ1167782\">Research\u003c/a>\u003c/span> on the physical, psychological and \u003ca href=\"https://www.frontiersin.org/articles/10.3389/fpsyg.2019.00305/full\">\u003cspan class=\"s2\">academic\u003c/span>\u003c/a> benefits of \u003ca href=\"https://www.kqed.org/mindshift/tag/outdoor-education\">\u003cspan class=\"s2\">outdoor learning\u003c/span>\u003c/a> for kids is \u003ca href=\"https://hechingerreport.org/for-preschoolers-after-the-pandemic-more-states-say-learn-outdoors/\">well-established\u003c/a>, and is now informing the development of climate education. What’s also becoming well-known is the essential role of traditional and Indigenous ecological knowledge in the effort to cope with the climate crisis. Authorities as disparate as \u003ca href=\"https://www.unesco.org/en/links/climate-change#:~:text=Local%2520and%2520Indigenous%2520knowledge%2520systems%2520contribute%2520to%2520the%2520achievement%2520of,contributing%2520to%2520global%2520mitigation%2520efforts\">\u003cspan class=\"s4\">UNESCO\u003c/span>\u003c/a> and the\u003ca href=\"https://www.fs.usda.gov/Internet/FSE_DOCUMENTS/fseprd1057516.pdf\">\u003cspan class=\"s4\"> U.S. Forest Service \u003c/span>\u003c/a>have underlined the value, not only of specific place-based and historical knowledge of flora and fauna, but of \u003ca href=\"https://hechingerreport.org/column-want-teachers-to-teach-climate-change-youve-got-to-train-them/\">\u003cspan class=\"s2\">traditional ways of relating to\u003c/span>\u003c/a> and \u003ca href=\"https://www.kqed.org/mindshift/56735/how-outdoor-learning-can-bring-curiosity-and-connection-to-education-in-tough-times\">understanding humans’ place\u003c/a> in the natural world as we seek to adapt to and mitigate climate change.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"p1\">And, as recently noted in a \u003ca href=\"https://www.thisisplaneted.org/img/PlanetED-EducationUncapped-Screen-1.pdf\">\u003cspan class=\"s2\">review\u003c/span>\u003c/a> of the potential impact the education sector can have on U.S. cities’ climate plans by This Is Planet Ed (where, full disclosure, I’m a senior advisor), Albuquerque Public Schools is among those pioneering the attempt to connect outdoor learning with local and Indigenous knowledge.\u003c/p>\n\u003cp class=\"p1\">During Los Padillas field trips, the children spend time with Indigenous educators like Jered Lee, whose ancestral roots are in the Naschitti Region of the Navajo reservation in the northwest corner of the state.\u003c/p>\n\u003cp class=\"p4\">\u003cb>“\u003c/b>What they learn in the classroom is very important, yes. But what they learn through their own healthy exploration of their senses, that’s also important,” he said. “Even though I don’t live in a dirt floor hogan like our ancestors, their values can still be applied to my livelihood today.”\u003c/p>\n\u003cp class=\"p1\">Perhaps surprisingly, Lee doesn’t much care for the term “climate change”; he finds it too political. “We hear that we live in unprecedented times; well, when was it ever precedented? As far as I have understood, as far as our traditional stories, the world has always been changing\u003ci>,” \u003c/i>he said.\u003ci> \u003c/i>What he seeks to instill in his brief time with the children is a sense of gratitude for being alive, and connection to other living things.\u003c/p>\n\u003cp class=\"p1\">“They sit on the grass, and I sit on the earth with them, and try to see things from their eyes … I ask them to name their five senses, which they all know, and then I say, ‘Who taught you how to use them?’ And they might say ‘My mom,’ and then they think about it … and it’s almost like they refer to a divine source. They didn’t have to be instructed, and it’s in line with other growth processes in the natural world.”\u003c/p>\n\u003cp class=\"p1\">Lee shares with the children a version of the Navajo creation story, and another one about horses, but he won’t tell them to a reporter on tape: They are part of an oral tradition passed down to him from his elders. He will say that he talks to the children about the rhythms of nature, and humans’ place in the world.\u003c/p>\n\u003cfigure id=\"attachment_62788\" class=\"wp-caption alignright\" style=\"max-width: 160px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-thumbnail wp-image-62788\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/11/kamenetz-outdoored02-160x213.jpg\" alt=\"Children crouched and seated near a shallow pond with tall grasses\" width=\"160\" height=\"213\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2023/11/kamenetz-outdoored02-160x213.jpg 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/11/kamenetz-outdoored02-800x1067.jpg 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/11/kamenetz-outdoored02-1020x1360.jpg 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/11/kamenetz-outdoored02-768x1024.jpg 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/11/kamenetz-outdoored02-1152x1536.jpg 1152w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/11/kamenetz-outdoored02-1536x2048.jpg 1536w, https://cdn.kqed.org/wp-content/uploads/sites/23/2023/11/kamenetz-outdoored02-scaled.jpg 1920w\" sizes=\"(max-width: 160px) 100vw, 160px\">\u003cfigcaption class=\"wp-caption-text\">Students fish in the pond at Los Padillas Wildlife Sanctuary. \u003ccite>(Steven Henley/Albuquerque Public Schools)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp class=\"p4\">“The movement of nature, the rising of the dawn, the daytime sky, the evening light and the darkness of night, and how that process regenerates itself and the elongation of that process creates the spring, summer, fall, winter, and creates our being, our livelihood … for many it’s like we’re separate from that, we’re above that and we’re more intelligent than that. But the most intelligent people I know adhere to nature and know there isn’t a knowledge that surpasses that. It’s a humbling realization for people but it’s also good.”\u003c/p>\n\u003cp class=\"p1\">Some 80% of the students enrolled in Albuquerque Public Schools are people of color. Around 5.3% are American Indian and are served by the district’s Indian Education Department.\u003c/p>\n\u003cp class=\"p1\">Monie Corona works within that department in a newly created position, supporting Los Padillas and other outdoor programming. Her watchwords are “cultural humility, cultural relevance and the cultural landscape.” She said this collaboration, bringing Indigenous learning to all students in an outdoor setting, “has been a long time coming, let’s put it that way. As a [white] teacher coming in 30 years ago, I was not prepared for working with Native American students and their culture. There’s a lot of things we have to understand and be able to respect as well.”\u003c/p>\n\u003cp class=\"p1\">She said her focus and that of her colleagues sharpened in 2018, after a state court’s decision in \u003ca href=\"https://www.kunm.org/show/lets-talk-new-mexico/2023-03-10/lets-talk-yazzie-martinez-update\">Yazzie/Martinez v. State of New Mexico\u003c/a> found that the state wasn’t doing enough to meet its obligation to help all students become college and career ready, especially low-income students, Native Americans, English language learners and students with disabilities. New Mexico’s high school graduation rate is consistently among the lowest in the nation; Albuquerque’s is even lower, at 69% in 2022.\u003c/p>\n\u003cp class=\"p1\">Corona hopes that the Los Padillas program, as well as aligned efforts to bring Indigenous traditions into the school garden program and into outdoor learning opportunities at all grade levels, will enhance student engagement, particularly for those with Native heritage.\u003c/p>\n\u003cp class=\"p4\">“Making sure the kids know their culture — it’s not easy,” she said. \u003cb>“\u003c/b>We want to build up their self esteem, their motivation to be at school.” \u003cb> \u003c/b>\u003c/p>\n\u003cp class=\"p4\">Lee said that just about every time he speaks to a class, one or two children will raise their hand and say, “I’m Navajo, too!” or name another tribe. But his aim is to share his culture and language and find commonalities with students, no matter their background. “Here in Albuquerque there’s different cultures. And I’ve realized this about many cultures around the world, the more you talk to them, our language, our customs may be different but the root of our cultural values are very similar.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"p7\">\u003ci>This opinion column about outdoor learning was produced by \u003c/i>\u003ca href=\"https://hechingerreport.org/\">\u003cspan class=\"s6\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003cspan class=\"s6\">\u003ci>Hechinger newsletter\u003c/i>\u003c/span>\u003c/a>\u003ci>.\u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"title": "Little kids need outdoor play — but not when it’s 110 degrees",
"headTitle": "Little kids need outdoor play — but not when it’s 110 degrees | KQED",
"content": "\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This opinion column about \u003ca href=\"https://hechingerreport.org/column-little-kids-need-outdoor-play-but-not-when-its-110-degrees\">outdoor play temperature guidelines\u003c/a> was produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/\">\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletter\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Dora Ramos is a family child care provider in Stamford, Connecticut, where the temperature climbed above 90 degrees for a few days in July. She takes care of children in her home, which has a large backyard, and was able to adapt, still getting the children outside, even on the hottest days.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Our parents bring the children at 7:10 a.m., so we bring them outside very early — first thing,” she said. “We have sprinklers; they use the hose to fill up pots with water and ‘cook.’”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But in Dallas, \u003c/span>\u003ca href=\"https://www.extremeweatherwatch.com/cities/dallas/year-2023\">\u003cspan style=\"font-weight: 400\">where the high hit 110 degrees on August 18\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, it wasn’t safe or possible to play outside for weeks-long stretches this summer, said Cori Berg, the director of Hope Day School, a preschool there. “It was cranky weather for sure,” she said. “What most people don’t really think about is what it’s like for a child in a center. They’re cooped up in one room for hours and hours and hours.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Much research supports \u003ca href=\"https://www.kqed.org/mindshift/60248/the-complex-world-of-pre-k-play-young-kids-benefit-from-play-but-what-should-it-look-like\">young children’s need for movement\u003c/a>, \u003ca href=\"https://www.kqed.org/mindshift/56742/5-tips-for-embracing-outdoor-learning-in-any-setting\">outdoor play\u003c/a> and time in nature. \u003c/span>\u003ca href=\"https://ocfs.ny.gov/programs/childcare/regulations/418-1-DCC.pdf\">\u003cspan style=\"font-weight: 400\">Regulations\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in many places require kids in child care facilities to have access to outdoor play space, \u003c/span>\u003ca href=\"https://www.hhs.texas.gov/sites/default/files/documents/doing-business-with-hhs/provider-portal/protective-services/ccl/min-standards/chapter-746-centers.pdf\">\u003cspan style=\"font-weight: 400\">weather permitting.\u003c/span>\u003c/a>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But increasingly, the weather does not permit. And leaders in the world of early childhood development are starting to call attention to the imperative to design and upgrade child care centers — and the cities where they are located — for our climate-altered world, with the needs of the youngest in mind.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“They have the least responsibility for causing the climate crisis but will bear the brunt of it,” said Angie Garling, vice president for early care and education for the Low Income Investment Fund, and a member of the Early Years Climate Action Task Force, which has just issued its first \u003c/span>\u003ca href=\"https://www.thisisplaneted.org/blog/early-years-climate-action-task-force-report\">\u003cspan style=\"font-weight: 400\">set of recommendations\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. (Full disclosure, I’m an advisor to This Is Planet Ed, which convened the task force in collaboration with the think tank Capita.)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“One of the things we have to do is \u003ca href=\"https://www.kqed.org/mindshift/60630/7-steps-schools-can-take-to-benefit-the-climate-and-save-money\">take the climate resources coming through the Inflation Reduction Act\u003c/a>, and make sure that we prioritize young children, both in multifamily housing and early care/education,” said Garling. But while children under 5 have a developmental need to spend time outside, extreme weather — whether heat, wildfire smoke or other air pollution — is particularly dangerous for this age group. Young children breathe twice as much air per pound of body weight, Garling pointed out. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ankita Chachra is a designer, architect and new mother working on the issue of climate-resilient cities for children at the think tank Capita. She recently \u003c/span>\u003ca href=\"https://www.capita.org/capita-ideas/2023/09/28/chasing-sunshine-beating-storms\">\u003cspan style=\"font-weight: 400\">blogged\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> about choices made in cities around the world, from Copenhagen to her native Delhi, that can help preserve outdoor play. These can sometimes be simple adaptations. When it’s very hot, Ramos, for example, takes her children outside first thing in the morning. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Copenhagen has parks that do flood with extreme rain,” Chachra said, but permeable surfaces, like grass, allow the water to drain away quickly. “Asphalt, rubber, and metal get extremely heated when you don’t have shade to protect those surfaces. Grass, mulch and wood absorb heat differently. A shaded street or area is 4 degrees Celsius cooler than those that don’t have shade,” she added. And when cities make room for parks over cars, there is more equitable access to safe, cooler outdoor space. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Cori Berg, in Dallas, is grateful for her yard’s “two giant pecan trees — those giant shade structures are really expensive.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When children just can’t go outside, early child care educators said they have to improvise. Jessica Sager, whose network All Our Kin supports in-home family child care providers in 25 states, did an informal survey at The Hechinger Report’s request to ask providers how they are coping with extreme weather.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I heard a lot of stories about the wildfires in particular,” she said — the smoke from Canadian fires affected at least \u003c/span>\u003ca href=\"https://www.scientificamerican.com/article/americans-have-breathed-more-wildfire-smoke-in-eight-months-than-in-entire-years1/\">\u003cspan style=\"font-weight: 400\">120 million Americans this summer\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “Our educators had air purifiers — we had gotten them during Covid. Our coaches had already worked with educators about doing indoor gross motor play — obstacle courses, scavenger hunts. Balls, scarves, parachutes. Putting a mattress on the floor and letting kids jump up and down. A lot of song and dance activities. Or putting colored tape on the floor and pretending it’s a balance beam. ”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">On a city-wide level, some have proposed bringing back free or cheap indoor play spaces, such as the McDonald’s ball pit, perhaps repurposing disused shopping malls.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But despite all this creativity, it’s emotionally difficult for both providers and children when children can’t play outside because of severe weather and other hazards — Berg’s “cranky weather.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“During the smoke some kids felt very sad that they couldn’t go outside,” said All Our Kin’s Sager. “And the caregivers had to explain to them what was wrong.” There’s a “real parallel to what caregivers had to do during Covid,” to make a scary reality understandable for little kids, she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Garling and other policymakers are conscious that they are bringing up climate threats at a time when the early childhood sector already feels besieged.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The United States government spends \u003c/span>\u003ca href=\"https://qz.com/2119811/us-lags-oecd-average-spending-on-early-education-and-child-care\">\u003cspan style=\"font-weight: 400\">much less than the average of its peer countries\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on early child development in a good year, and supplemental funds provided during the pandemic have \u003c/span>\u003ca href=\"https://tcf.org/content/report/child-care-cliff/\">\u003cspan style=\"font-weight: 400\">just fallen off a cliff\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, leaving the sector even more cash starved. Group child care in private homes is often parents’ most affordable solution: The \u003c/span>\u003ca href=\"https://nces.ed.gov/fastfacts/display.asp?id=4\">\u003cspan style=\"font-weight: 400\">National Center for Education Statistics \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">says 1 in 5 children under 5 spend time in these settings. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But these home-based programs\u003c/span>\u003cspan style=\"font-weight: 400\"> pose a major infrastructure challenge. Garling’s organization recently released a\u003c/span> \u003ca href=\"https://storymaps.arcgis.com/stories/55b348cdd1e24a8a895147342d42b6dd\">\u003cspan style=\"font-weight: 400\">new interactive map\u003c/span>\u003c/a> \u003cspan style=\"font-weight: 400\">showing that\u003c/span>\u003cspan style=\"font-weight: 400\"> in New York City, these centers often — \u003c/span>\u003cspan style=\"font-weight: 400\">37.2% of the time — \u003c/span>\u003cspan style=\"font-weight: 400\">include basement space. And \u003c/span>\u003cspan style=\"font-weight: 400\">1,638 centers, serving 22,000 children, are at risk of flooding in storms such as the one that hit the city with more than \u003c/span>\u003ca href=\"https://www.cnn.com/2023/09/29/weather/new-york-city-northeast-rain-flood-forecast-climate-friday/index.html#:~:text=More%20rain%20fell%20in%20a,intense%20rainfall%20rates%20Friday%20morning.\">\u003cspan style=\"font-weight: 400\">8 inches of rain on September 29\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“At times it feels overwhelming. There’s so many things early care and education professionals have to worry about,” Garling said. But on the other hand, she argued, there are federal funds the sector can and should claim for retrofitting and upgrades now. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I feel like there are current opportunities through [the Inflation Reduction Act] that are creating more urgency — in a good way,” she said. “This is not something I was talking about two years ago and now it is 80% of what I talk about all the time. “\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the meantime, early childhood educators are working hard to instill a love of nature in the children they care for, in all kinds of weather. Berg has been taking her teachers on nature walks, and introduced a curriculum about Texas’s many state parks. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The Connecticut child care owner, Ramos, who grew up visiting a farm in her native Peru, sees empathy blooming in her toddlers as they encounter the natural world. “One day a one year old was walking and saw a little slug on the ground,” she recounted. “He points — ‘Oh no, oh no!’ He was so sad. The father immediately went down, picked it up and put it on the grass. It made my day.” \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This opinion column about \u003ca href=\"https://hechingerreport.org/column-little-kids-need-outdoor-play-but-not-when-its-110-degrees\">outdoor play temperature guidelines\u003c/a> was produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/\">\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletter\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This opinion column about \u003ca href=\"https://hechingerreport.org/column-little-kids-need-outdoor-play-but-not-when-its-110-degrees\">outdoor play temperature guidelines\u003c/a> was produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/\">\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for the \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletter\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Dora Ramos is a family child care provider in Stamford, Connecticut, where the temperature climbed above 90 degrees for a few days in July. She takes care of children in her home, which has a large backyard, and was able to adapt, still getting the children outside, even on the hottest days.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Our parents bring the children at 7:10 a.m., so we bring them outside very early — first thing,” she said. “We have sprinklers; they use the hose to fill up pots with water and ‘cook.’”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But in Dallas, \u003c/span>\u003ca href=\"https://www.extremeweatherwatch.com/cities/dallas/year-2023\">\u003cspan style=\"font-weight: 400\">where the high hit 110 degrees on August 18\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, it wasn’t safe or possible to play outside for weeks-long stretches this summer, said Cori Berg, the director of Hope Day School, a preschool there. “It was cranky weather for sure,” she said. “What most people don’t really think about is what it’s like for a child in a center. They’re cooped up in one room for hours and hours and hours.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Much research supports \u003ca href=\"https://www.kqed.org/mindshift/60248/the-complex-world-of-pre-k-play-young-kids-benefit-from-play-but-what-should-it-look-like\">young children’s need for movement\u003c/a>, \u003ca href=\"https://www.kqed.org/mindshift/56742/5-tips-for-embracing-outdoor-learning-in-any-setting\">outdoor play\u003c/a> and time in nature. \u003c/span>\u003ca href=\"https://ocfs.ny.gov/programs/childcare/regulations/418-1-DCC.pdf\">\u003cspan style=\"font-weight: 400\">Regulations\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in many places require kids in child care facilities to have access to outdoor play space, \u003c/span>\u003ca href=\"https://www.hhs.texas.gov/sites/default/files/documents/doing-business-with-hhs/provider-portal/protective-services/ccl/min-standards/chapter-746-centers.pdf\">\u003cspan style=\"font-weight: 400\">weather permitting.\u003c/span>\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But increasingly, the weather does not permit. And leaders in the world of early childhood development are starting to call attention to the imperative to design and upgrade child care centers — and the cities where they are located — for our climate-altered world, with the needs of the youngest in mind.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“They have the least responsibility for causing the climate crisis but will bear the brunt of it,” said Angie Garling, vice president for early care and education for the Low Income Investment Fund, and a member of the Early Years Climate Action Task Force, which has just issued its first \u003c/span>\u003ca href=\"https://www.thisisplaneted.org/blog/early-years-climate-action-task-force-report\">\u003cspan style=\"font-weight: 400\">set of recommendations\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. (Full disclosure, I’m an advisor to This Is Planet Ed, which convened the task force in collaboration with the think tank Capita.)\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“One of the things we have to do is \u003ca href=\"https://www.kqed.org/mindshift/60630/7-steps-schools-can-take-to-benefit-the-climate-and-save-money\">take the climate resources coming through the Inflation Reduction Act\u003c/a>, and make sure that we prioritize young children, both in multifamily housing and early care/education,” said Garling. But while children under 5 have a developmental need to spend time outside, extreme weather — whether heat, wildfire smoke or other air pollution — is particularly dangerous for this age group. Young children breathe twice as much air per pound of body weight, Garling pointed out. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ankita Chachra is a designer, architect and new mother working on the issue of climate-resilient cities for children at the think tank Capita. She recently \u003c/span>\u003ca href=\"https://www.capita.org/capita-ideas/2023/09/28/chasing-sunshine-beating-storms\">\u003cspan style=\"font-weight: 400\">blogged\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> about choices made in cities around the world, from Copenhagen to her native Delhi, that can help preserve outdoor play. These can sometimes be simple adaptations. When it’s very hot, Ramos, for example, takes her children outside first thing in the morning. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Copenhagen has parks that do flood with extreme rain,” Chachra said, but permeable surfaces, like grass, allow the water to drain away quickly. “Asphalt, rubber, and metal get extremely heated when you don’t have shade to protect those surfaces. Grass, mulch and wood absorb heat differently. A shaded street or area is 4 degrees Celsius cooler than those that don’t have shade,” she added. And when cities make room for parks over cars, there is more equitable access to safe, cooler outdoor space. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Cori Berg, in Dallas, is grateful for her yard’s “two giant pecan trees — those giant shade structures are really expensive.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">When children just can’t go outside, early child care educators said they have to improvise. Jessica Sager, whose network All Our Kin supports in-home family child care providers in 25 states, did an informal survey at The Hechinger Report’s request to ask providers how they are coping with extreme weather.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I heard a lot of stories about the wildfires in particular,” she said — the smoke from Canadian fires affected at least \u003c/span>\u003ca href=\"https://www.scientificamerican.com/article/americans-have-breathed-more-wildfire-smoke-in-eight-months-than-in-entire-years1/\">\u003cspan style=\"font-weight: 400\">120 million Americans this summer\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. “Our educators had air purifiers — we had gotten them during Covid. Our coaches had already worked with educators about doing indoor gross motor play — obstacle courses, scavenger hunts. Balls, scarves, parachutes. Putting a mattress on the floor and letting kids jump up and down. A lot of song and dance activities. Or putting colored tape on the floor and pretending it’s a balance beam. ”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">On a city-wide level, some have proposed bringing back free or cheap indoor play spaces, such as the McDonald’s ball pit, perhaps repurposing disused shopping malls.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But despite all this creativity, it’s emotionally difficult for both providers and children when children can’t play outside because of severe weather and other hazards — Berg’s “cranky weather.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“During the smoke some kids felt very sad that they couldn’t go outside,” said All Our Kin’s Sager. “And the caregivers had to explain to them what was wrong.” There’s a “real parallel to what caregivers had to do during Covid,” to make a scary reality understandable for little kids, she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Garling and other policymakers are conscious that they are bringing up climate threats at a time when the early childhood sector already feels besieged.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The United States government spends \u003c/span>\u003ca href=\"https://qz.com/2119811/us-lags-oecd-average-spending-on-early-education-and-child-care\">\u003cspan style=\"font-weight: 400\">much less than the average of its peer countries\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on early child development in a good year, and supplemental funds provided during the pandemic have \u003c/span>\u003ca href=\"https://tcf.org/content/report/child-care-cliff/\">\u003cspan style=\"font-weight: 400\">just fallen off a cliff\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, leaving the sector even more cash starved. Group child care in private homes is often parents’ most affordable solution: The \u003c/span>\u003ca href=\"https://nces.ed.gov/fastfacts/display.asp?id=4\">\u003cspan style=\"font-weight: 400\">National Center for Education Statistics \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">says 1 in 5 children under 5 spend time in these settings. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But these home-based programs\u003c/span>\u003cspan style=\"font-weight: 400\"> pose a major infrastructure challenge. Garling’s organization recently released a\u003c/span> \u003ca href=\"https://storymaps.arcgis.com/stories/55b348cdd1e24a8a895147342d42b6dd\">\u003cspan style=\"font-weight: 400\">new interactive map\u003c/span>\u003c/a> \u003cspan style=\"font-weight: 400\">showing that\u003c/span>\u003cspan style=\"font-weight: 400\"> in New York City, these centers often — \u003c/span>\u003cspan style=\"font-weight: 400\">37.2% of the time — \u003c/span>\u003cspan style=\"font-weight: 400\">include basement space. And \u003c/span>\u003cspan style=\"font-weight: 400\">1,638 centers, serving 22,000 children, are at risk of flooding in storms such as the one that hit the city with more than \u003c/span>\u003ca href=\"https://www.cnn.com/2023/09/29/weather/new-york-city-northeast-rain-flood-forecast-climate-friday/index.html#:~:text=More%20rain%20fell%20in%20a,intense%20rainfall%20rates%20Friday%20morning.\">\u003cspan style=\"font-weight: 400\">8 inches of rain on September 29\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“At times it feels overwhelming. There’s so many things early care and education professionals have to worry about,” Garling said. But on the other hand, she argued, there are federal funds the sector can and should claim for retrofitting and upgrades now. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I feel like there are current opportunities through [the Inflation Reduction Act] that are creating more urgency — in a good way,” she said. “This is not something I was talking about two years ago and now it is 80% of what I talk about all the time. “\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the meantime, early childhood educators are working hard to instill a love of nature in the children they care for, in all kinds of weather. Berg has been taking her teachers on nature walks, and introduced a curriculum about Texas’s many state parks. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The Connecticut child care owner, Ramos, who grew up visiting a farm in her native Peru, sees empathy blooming in her toddlers as they encounter the natural world. “One day a one year old was walking and saw a little slug on the ground,” she recounted. “He points — ‘Oh no, oh no!’ He was so sad. The father immediately went down, picked it up and put it on the grass. It made my day.” \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"title": "How kids are making sense of climate change and extreme weather",
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"content": "\u003cp>When three fifth-graders in Washington state sat down to make a podcast, they didn’t have to look far to find a good topic.\u003c/p>\n\u003cp>“Wildfires are a problem and they’re dangerous,” they say in their podcast from Chautauqua Elementary School, on Vashon Island. “But there’s ways to prevent them, so respect wildfire safety precautions and do your best to prevent these fires.”\u003c/p>\n\u003cp>\u003ca href=\"https://soundcloud.com/erin-kealy-546152272/wildfire-set-ablaze?utm_source=clipboard&utm_medium=text&utm_campaign=social_sharing\">This entry\u003c/a> from Roz Hinds, Jia Khurana and Sadie Pritsky was among more than 100 podcasts this year in \u003ca href=\"https://www.npr.org/series/662609200/npr-student-podcast-challenge\">NPR’s Student Podcast Challenge\u003c/a> that touched on a topic that’s increasingly important to young people: \u003ca href=\"https://www.npr.org/series/1199537689/climate-week\">climate change\u003c/a>. Over and over again, student journalists tried making sense of extreme weather events that are becoming more common or more intense: flash floods, hurricanes, droughts, wildfires.\u003c/p>\n\u003cp>Here are four student podcasts that offer a glimpse into the minds of students and what they have to say about climate-related news in their communities — and what they hope to do about it.\u003c/p>\n\u003cp>\u003ca href=\"https://soundcloud.com/andrea-brown-29328181/gt-fire-final?si=138ad790033e4391acc62d2a07d2db01&utm_source=clipboard&utm_medium=text&utm_campaign=social_sharing\">\u003cem>\u003cstrong>Behind the Scenes of the Mosquito Fire\u003c/strong>\u003c/em>\u003c/a>\u003cem>\u003cstrong>\u003cbr>\n\u003c/strong>\u003c/em>In a 10-episode series, a sixth-grade class at the Georgetown School of Innovation in Georgetown, Calif., shares stories from the devastating \u003ca href=\"https://www.npr.org/2022/09/10/1122195246/california-heat-wave-kay-mosquito-firehttps://www.npr.org/2022/09/10/1122195246/california-heat-wave-kay-mosquito-fire\">Mosquito\u003c/a> \u003ca href=\"https://www.npr.org/2022/09/10/1122195246/california-heat-wave-kay-mosquito-firehttps://www.npr.org/2022/09/10/1122195246/california-heat-wave-kay-mosquito-fire\">Fire in 2022\u003c/a>. This group of eight students asks two firefighters from the Georgetown Fire Department what it’s like to fight fires and protect loved ones in their hometown.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca href=\"https://soundcloud.com/erin-kealy-546152272/wildfire-set-ablaze?utm_source=clipboard&utm_medium=text&utm_campaign=social_sharing\">\u003cem>\u003cstrong>Fires: Set Ablaze\u003c/strong>\u003c/em>\u003c/a>\u003cem>\u003cbr>\n\u003c/em>At Chautauqua Elementary, the Vashon fifth-graders talk about the far-reaching and lasting impact of wildfires and wildfire smoke — and the direct effects on their lives, like waiting for the school bus on a smoky day. The students also interview experts and share their research on wildfire precautions.\u003c/p>\n\u003cp>\u003ca href=\"https://soundcloud.com/peak-academy-965420380/newer-flowing-through-time\">\u003cem>\u003cstrong>Flowing Through Time: The Past, Present, and Future of Water\u003c/strong>\u003c/em>\u003c/a>\u003cstrong>\u003cbr>\n\u003c/strong>In this podcast from Peak Academy, a group of eight middle schoolers reports on dealing with water shortages in Bozeman, Montana. They trace the history of their growing hometown’s water supply, which has been dependent on mountain snowmelt. As that source becomes less reliable in a warming world, the students turn to the grown-ups to ask what they can do to conserve water.\u003c/p>\n\u003cp>\u003ca href=\"https://soundcloud.com/carolina-johnson-176832121/washed-away-1?ref=clipboard&p=i&c=1&si=4547ECA9C74449CE8C5AD8926CA14533&utm_source=clipboard&utm_medium=text&utm_campaign=social_sharing\">\u003cem>\u003cstrong>Washed Away\u003c/strong>\u003c/em>\u003c/a>\u003cem>\u003cstrong>\u003cbr>\n\u003c/strong>\u003c/em>The \u003ca href=\"https://www.npr.org/2022/09/13/1122042884/a-month-after-record-flooding-a-crooked-road-lies-ahead-for-eastern-kentucky\">deadly flooding in eastern Kentucky\u003c/a> last year forever changed the lives of high schoolers Ryley Bowman, Carolina Johnson and Hunter Noble. The three classmates at Morgan County High School in West Liberty, Ky., share firsthand accounts of their own and their family’s experiences during the floods.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>Audio story produced by Michael Levitt\u003cbr>\nVisual design and development by LA Johnson\u003cbr>\nEdited by Steve Drummond and Rachel Waldholz\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2023 NPR. To see more, visit https://www.npr.org.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=How+kids+are+making+sense+of+climate+change+and+extreme+weather&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>When three fifth-graders in Washington state sat down to make a podcast, they didn’t have to look far to find a good topic.\u003c/p>\n\u003cp>“Wildfires are a problem and they’re dangerous,” they say in their podcast from Chautauqua Elementary School, on Vashon Island. “But there’s ways to prevent them, so respect wildfire safety precautions and do your best to prevent these fires.”\u003c/p>\n\u003cp>\u003ca href=\"https://soundcloud.com/erin-kealy-546152272/wildfire-set-ablaze?utm_source=clipboard&utm_medium=text&utm_campaign=social_sharing\">This entry\u003c/a> from Roz Hinds, Jia Khurana and Sadie Pritsky was among more than 100 podcasts this year in \u003ca href=\"https://www.npr.org/series/662609200/npr-student-podcast-challenge\">NPR’s Student Podcast Challenge\u003c/a> that touched on a topic that’s increasingly important to young people: \u003ca href=\"https://www.npr.org/series/1199537689/climate-week\">climate change\u003c/a>. Over and over again, student journalists tried making sense of extreme weather events that are becoming more common or more intense: flash floods, hurricanes, droughts, wildfires.\u003c/p>\n\u003cp>Here are four student podcasts that offer a glimpse into the minds of students and what they have to say about climate-related news in their communities — and what they hope to do about it.\u003c/p>\n\u003cp>\u003ca href=\"https://soundcloud.com/andrea-brown-29328181/gt-fire-final?si=138ad790033e4391acc62d2a07d2db01&utm_source=clipboard&utm_medium=text&utm_campaign=social_sharing\">\u003cem>\u003cstrong>Behind the Scenes of the Mosquito Fire\u003c/strong>\u003c/em>\u003c/a>\u003cem>\u003cstrong>\u003cbr>\n\u003c/strong>\u003c/em>In a 10-episode series, a sixth-grade class at the Georgetown School of Innovation in Georgetown, Calif., shares stories from the devastating \u003ca href=\"https://www.npr.org/2022/09/10/1122195246/california-heat-wave-kay-mosquito-firehttps://www.npr.org/2022/09/10/1122195246/california-heat-wave-kay-mosquito-fire\">Mosquito\u003c/a> \u003ca href=\"https://www.npr.org/2022/09/10/1122195246/california-heat-wave-kay-mosquito-firehttps://www.npr.org/2022/09/10/1122195246/california-heat-wave-kay-mosquito-fire\">Fire in 2022\u003c/a>. This group of eight students asks two firefighters from the Georgetown Fire Department what it’s like to fight fires and protect loved ones in their hometown.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
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"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
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"marketplace": {
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"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
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"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
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"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
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"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
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"politicalbreakdown": {
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"title": "Political Breakdown",
"tagline": "Politics from a personal perspective",
"info": "Political Breakdown is a new series that explores the political intersection of California and the nation. Each week hosts Scott Shafer and Marisa Lagos are joined with a new special guest to unpack politics -- with personality — and offer an insider’s glimpse at how politics happens.",
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"possible": {
"id": "possible",
"title": "Possible",
"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
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"pri-the-world": {
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"title": "PRI's The World: Latest Edition",
"info": "Each weekday, host Marco Werman and his team of producers bring you the world's most interesting stories in an hour of radio that reminds us just how small our planet really is.",
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"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-World-Podcast-Tile-360x360-1.jpg",
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"radiolab": {
"id": "radiolab",
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"info": "A two-time Peabody Award-winner, Radiolab is an investigation told through sounds and stories, and centered around one big idea. In the Radiolab world, information sounds like music and science and culture collide. Hosted by Jad Abumrad and Robert Krulwich, the show is designed for listeners who demand skepticism, but appreciate wonder. WNYC Studios is the producer of other leading podcasts including Freakonomics Radio, Death, Sex & Money, On the Media and many more.",
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"reveal": {
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"info": "Created by The Center for Investigative Reporting and PRX, Reveal is public radios first one-hour weekly radio show and podcast dedicated to investigative reporting. Credible, fact based and without a partisan agenda, Reveal combines the power and artistry of driveway moment storytelling with data-rich reporting on critically important issues. The result is stories that inform and inspire, arming our listeners with information to right injustices, hold the powerful accountable and improve lives.Reveal is hosted by Al Letson and showcases the award-winning work of CIR and newsrooms large and small across the nation. In a radio and podcast market crowded with choices, Reveal focuses on important and often surprising stories that illuminate the world for our listeners.",
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},
"rightnowish": {
"id": "rightnowish",
"title": "Rightnowish",
"tagline": "Art is where you find it",
"info": "Rightnowish digs into life in the Bay Area right now… ish. Journalist Pendarvis Harshaw takes us to galleries painted on the sides of liquor stores in West Oakland. We'll dance in warehouses in the Bayview, make smoothies with kids in South Berkeley, and listen to classical music in a 1984 Cutlass Supreme in Richmond. Every week, Pen talks to movers and shakers about how the Bay Area shapes what they create, and how they shape the place we call home.",
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"order": 16
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},
"science-friday": {
"id": "science-friday",
"title": "Science Friday",
"info": "Science Friday is a weekly science talk show, broadcast live over public radio stations nationwide. Each week, the show focuses on science topics that are in the news and tries to bring an educated, balanced discussion to bear on the scientific issues at hand. Panels of expert guests join host Ira Flatow, a veteran science journalist, to discuss science and to take questions from listeners during the call-in portion of the program.",
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"snap-judgment": {
"id": "snap-judgment",
"title": "Snap Judgment",
"tagline": "Real stories with killer beats",
"info": "The Snap Judgment radio show and podcast mixes real stories with killer beats to produce cinematic, dramatic radio. Snap's musical brand of storytelling dares listeners to see the world through the eyes of another. This is storytelling... with a BEAT!! Snap first aired on public radio stations nationwide in July 2010. Today, Snap Judgment airs on over 450 public radio stations and is brought to the airwaves by KQED & PRX.",
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