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Must We Change? Can We Change? Will We Change?

Current Events with Parker Parent James Grove in Ms. Gibba’s 6th Grade History and Social Studies Class

By 6th Grade History and Social Studies teacher Keedra Gibba

The largest Climate Strike in history happened on Friday, September 20, 2019 in Chicago and in nearly 150 other countries around the world. Young people led the strike.

In 6th grade History and Social Studies, students received optional homework to participate in the Youth Climate Strike; Victoria Grove probably would have participated regardless of whether or not she was assigned to do so. She marched with thousands of Chicago youth starting at Grant Park just days before the United Nations Climate Action Summit. Youth from around the world convened in New York City last month to present solutions to reducing and eliminating emissions.

Students were shocked that they were “allowed” to strike. I asked them, “Is it common to ask permission to strike?” Students learned that youth climate activists Greta Thunberg and Isra Hirsi did not ask permission. It is a question to revisit.

On the eve of Indigenous Peoples’ Day, as recognized by more than 130 cities and counties, students will hopefully connect our study of history with our study of current events. Indigenous people, for more than 500 years without permission, have resisted colonization and genocide. They have been protecting the land ever since Christopher Columbus spurred European settler-colonialism and enslavement here in the Americas, as we learned by reading primary sources from the 15th century. Columbus Day became a U.S. federal holiday in 1937.

Our class reserves every Thursday for Current Events. This year, I wanted to formally include at least one full class period weekly to engage students on local, national and global topics in the news. Students find current events very relevant and appreciate space to grapple with such issues in school. Current events also provide an opportunity for family engagement with the curriculum. I encourage families to discuss with students at home, and in this week’s case, at Parker. A student remarked after today’s lesson, “My dad can talk to us too!”

James Grove gave his daughter permission to strike and also offered to come to the class to present to 6th graders about the effects of climate change and the capacity we have to make change. He challenged us to act collectively. Students saw action in class this week from a parent engaged with our curriculum and a leader with The Climate Reality Project.

“Climate change is also a social justice issue,” Mr. Grove reiterated. In a previous class, students listened to a podcast describing the poorest areas of Baltimore as also the hottest and less likely to have much green space and trees. Mr. Grove showed an image of a toxic plant immersed in water from flooding. Why are poorer populations and people of color more likely to live near toxic plants and in the hottest areas of the city? In the United States, climate change impacts those who are impoverished, disproportionately black and indigenous, elderly, disabled, immigrants, farmers and young people the most. Where are the voices of those most impacted by climate change? What are their needs?

Did students remember 17-year-old Nasratullah Elham from Afghanistan, who was denied entry into the U.S.? He was chosen as the one out of 700 applicants from his country hoping to attend the UN Youth Climate Summit like Greta Thunberg. She sailed to New York on a non-emissions boat from Sweden to attend the summit. Elham wanted people in wealthy countries, responsible for much more of the emissions in the atmosphere, to understand that, though his country is responsible for significantly fewer emissions, they pay a larger price. Who has a seat at the table? Who is missing? These questions connect to yearlong themes of power, perspective and identity.

Prior to Thursday’s class, students learned about the millions of dollars the fossil fuel industry poured into downplaying the effects of climate change. Is it a hoax? Mr. Grove taught the class that even though President Trump wants to withdraw from the 2015 Paris Agreement that aims to lessen emissions globally, this would not be possible until after the 2020 elections. A student recalled an earlier current events assignment: to watch the full Democratic Primary Debate on September 12, 2019. “What did candidates say about climate change during that debate?” A student remembered Kamala Harris’s commitment to cleaner energy and a sustainable future for her young nieces. Young people may not be able to vote for candidates who care about this issue, but what power do they have?

Our approach in 6th grade History and Social Studies is to struggle to imagine what change could look like while also considering the words of Mahatma Gandhi: “The true measure of any society can be found in how it treats its most vulnerable members.”

Mr. Grove asked, “Must we change? Can we change? Will we change?” The students gave a resounding, “YES!”
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Francis W. Parker School educates students to think and act with empathy, courage and clarity as responsible citizens and leaders in a diverse democratic society and global community.