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Topic Overview

The topic of sustainability is one that is under-discussed yet strongly encouraged to teach in the social studies curriculum . With the new BC curriculum, there is almost too much autonomy given to the teacher when it comes to which topics get covered in the classroom. The greater emphasis on student inquiry has its benefits, but can sometimes mean many things - like sustainability and environmentalism - are at risk of being overlooked in the course of a semester. Teachers must intentionally choose to incorporate these topics in their course unit plans, in order for students to be given the opportunity to explore the issues and potential solutions around the current climate crisis. The way the curriculum is designed though, would allow for a unique learning experience for students should their teacher choose to focus on environmentalism and sustainability in the classroom. There is room for students to take their learning in many directions depending on the inquiry questions posed to t
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Resource 1: Little Mexico - Carlos Colin

Colin, C. (2019). Little México. Retrieved December 10, 2020, from http://carloscolin.mx/portfolio/uncategorized/little-mexico/ Carlos Colín is an artist who had his own art installation at the Reach Art Gallery in Abbotsford, BC. He focused on the work that Mexican men contribute to the Canadian economy by working in the farm fields every year, often for long hours and little pay. His exhibit depicted a mix of human and physical geography and can be included in lessons on migration, physical geography, agriculture, and climate change. This  resource is a strong addition to lesson plans as it is both interactive and informative. Given the lack of field trips in schools because of the pandemic, this website allows students to still have an experience of walking through and browsing the exhibit. Another benefit to this is that even if field trips were permitted, this art exhibit is considered a travelling one and is no longer physically available. By “walking through” the exhibit, stud
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Resource 2: Smoky Air

Raeside, A. (2020, September 19). Smoky Air [Digital image]. Retrieved December 09, 2020, from https://www.timescolonist.com/opinion/editorial-cartoon/adrian-raeside-cartoon-smoky-air-1.24206052 This political cartoon is an image that conveys to students the long-developing consequences of climate change. The top image is set to be in 1990 and it suggests to students that the measures implemented up to now are not as effective as they may have been intended originally. The image does a really good job of conveying to students the deteriorating air quality as well as relates forest fires to climate change. The year 2020 has not been the first year of global warming forest fires and I believe this image is a strong support to emphasize that. This image can be used as a warm-up image in a lesson on natural disasters connected to climate change. Especially in the younger grades of the curriculum, there are opportunities for teachers to focus on natural disasters and so by showing this im
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Resource 3: Indigenous and Western Worldviews

Joseph, B. (2016, January 26). Indigenous Peoples Worldviews vs Western Worldviews. Retrieved December 10, 2020, from https://www.ictinc.ca/blog/indigenous-peoples-worldviews-vs-western-worldviews This website’s article defines what a western worldview is and goes further to compare those worldviews with some that are held by Indigenous groups. This resource stood out to me for two reasons. One reason is I feel that it expands my own knowledge and therefore benefits how I teach. Although I recognize that incorporating Indigenous material into my lessons is important, I am still building my resource bank of materials. This article is one that I plan to keep in my resource bank as I think it is a helpful breakdown of how Indigenous and Western worldviews differ. A second reason I feel this is a strong resource is because it seems to be a strong invitation to students to wonder why there are such noticeable differences between the two worldviews. A lot of the Indigenous worldviews can l
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Resource 4: Waste in a Mason Jar

Lowery, A. (2014, December 23). 'All My Trash Fits in a Single Mason Jar'. Retrieved December 09, 2020, from https://nymag.com/intelligencer/2014/12/all-my-trash-fits-in-a-single-mason-jar.html This resource is an excellent approach to teach sustainability because it demonstrates a practical activity that students can do. The article is an interview of Lauren Singer, a young woman in New York who has made a habit of minimizing her annual waste contribution. She has ensured that her waste from the whole year is enough to fit in one mason jar. This is an incredible and at first seemingly impossible task to undertake. Without seeing how an activity like this could actually look in completion, students may feel overwhelmed at the thought of doing something this “drastic” in the name of sustainability. However, this resource is a good way to show students that there are so many ways for them to implement sustainable practices in their own lives. Singer’s actions can be viewed as i
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Resource 5: Cookie Mining

 Filyk, H., Kandola, S., Lum, A., Pitches, A., & Ewanick, S. (2020, October 13). Mining Activity Worksheet. British Columbia. https://docs.google.com/document/d/1W0PQXnw07wsDJsag5lrwj_AVFDKMC264E2KrWV63f00/edit?usp=sharing This mining activity worksheet was created by some of my peers in another course I am currently taking. I think it is a great activity that can be adapted to fit with any grade level, and also can be adapted if none of the physical materials are available. I first completed the activity online and didn’t have access to all the materials, yet I still found the exercise of having to choose where to place my “cookie” a challenging one. By having students consider the benefits and risks of building more climate damaging infrastructure, they will become more exposed to the ethical and economic dilemmas that are posed in reality. Ethically speaking, we see that there are many factories, mines, landfills, and other health compromising infrastructures, that often get p
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Resource 6: Justin Trudeau on Indigenous Issues in Canada

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VICE News. (May 2, 2016). Justin Trudeau on Indigenous Issues in Canada: The VICE News Interview [Video]. Youtube. https://www.youtube.com/watch?app=desktop&v=U9zDYXqJusk       This Vice News interview with Prime Minister Justin Trudeau is an excellent resource for including in a lesson plan. It is under 10 minutes long and so does not require students to keep an attention span for very long. It is informative as it exposes students to the diverse realities of climate change in different Canadian communities. Recognizing that the interview took place in 2016, there is also an opportunity for students to analyze the influence that the government can have on improving or worsening the climate crisis.  In his interview, Trudeau speaks heavily about his government budgeting and prioritizing the care of Indigenous communities. He seems to express recognition that the particular community he is in does not have access to clean water yet the city of Winnipeg’s water source is located in t
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Resource 7: Intersectional Environmentalism

 Zero, B. (2020, July 01). Intersectional Environmentalism: A Crash Course. Retrieved December 09, 2020, from https://medium.com/climate-conscious/intersectional-environmentalism-a-crash-course-6a0c495ace91 I chose to include this article in my resource guide, as it highlights the importance of recognizing the intersectional effects that are deeply connected to advocacy for the environment. It is a simple read and I would therefore consider assigning it to my student’s to read, as I think it is important they recognize that there is often a lot of overlap with the many social justice fights. For myself as the teacher, I believe that a resource such as this one, is influential in forcing me to also recognize those same things that I want my student’s to understand. An article like this, that suggests there are more in depth analyses on the topic, will remind me to approach the topic of environmentalism and sustainability from a more empathetic view. From the beginning of my time at UB
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