Freshmen Explore Climate Through a Worldwide Lens

Contribution by LHSS Social Science Department: Scott Akerson, Mary Aitken, Joel Gilbert, Nathan Johnston

As part of an innovative geography unit, the Social Science department sought to help freshman students gain a global perspective on climate, geography, and politics. The lesson, focusing on understanding climate debates from various countries’ viewpoints, emphasized the importance of stepping outside the U.S. context and broadening students’ understanding of global issues.

Calibrating Expectations for Global Learning

One of the key insights of this lesson was the need to “calibrate expectations.” The team recognized that it is crucial for students to first develop a deep understanding of global perspectives on climate change before connecting it back to the U.S. context. The lesson avoided rushing into familiar discussions about the U.S. climate debate. Instead, students were encouraged to explore international viewpoints in detail, allowing them to think critically about climate issues without being pressured to provide the “right” answer too quickly.

By focusing on international perspectives, the lesson planted seeds of inquiry that would be revisited in future courses, such as geography and social science, where students can gradually connect global perspectives to their own national context

Broadening Student Exposure Beyond the U.S.

In most cases, students’ views on climate are shaped by their parents or friends, often centered on a U.S.-centric viewpoint. This lesson changed that. By examining the policies, economies, and government actions of various countries, students learned that the U.S. is not the only nation addressing climate issues. Each country’s unique geography, economy, and politics influenced its stance on climate action.

Students analyzed their assigned countries and participated in presentations, learning not just about the country they were assigned, but also from listening to their peers’ analysis of other nations. This collaborative approach broadened their understanding of the global climate debate and the diverse factors that shape different perspectives.

The Importance of Listening

A central goal of the lesson was fostering the ability to “listen” to different viewpoints, a skill that became a key theme in classroom discussions. Observational evidence showed that students began to understand the importance of recognizing why different countries might hold divergent views on climate change.

This emphasis on listening encouraged students to move beyond their preconceptions and engage with differing opinions, an essential skill that the teaching team believes will serve them well in future courses and discussions on a variety of topics.

Applying the “Global to National” Scale

One of the most powerful outcomes of the lesson was the opportunity for students to apply global perspectives to their understanding of national issues. By examining U.S. history and politics through the lens of international climate perspectives, students began to develop a new framework for analyzing domestic issues. This approach allows them to think more critically about the U.S.’s role in global climate debates and reflect on how their own country is shaped by larger, international forces.

Deliberate Selection of Diverse Perspectives

The teaching team took a strategic approach to selecting countries for the lesson, ensuring that students would be exposed to a wide range of perspectives. Rather than limiting the discussion to a binary U.S.-Europe or U.S.-China comparison, students explored the climate policies of nations as varied as Brazil, Saudi Arabia, and Niger. This deliberate choice allowed for a richer, more nuanced conversation, demonstrating to students that global climate debates are far from homogeneous.

Preparing Students to Analyze Quality Sources

Another key element of the lesson was preparing and modeling the use of high-quality sources. The teaching team invested considerable time in identifying reliable information and pre-selecting sections of key sources for students to focus on. This approach allowed students to focus on understanding the core perspectives and challenges each country faces, rather than getting bogged down in unnecessary details.

The team also recognized the need to gradually release responsibility for research to students. While this lesson was highly scaffolded, future lessons will give students more autonomy in finding and analyzing their own sources, building their capacity for independent research.

Encouraging Students to Think Outside Themselves

One of the long-term goals of this lesson was to help students step outside their own perspectives and think critically about why they hold certain views. While difficult to measure directly, modeling this type of thinking for freshmen is a crucial first step toward fostering deeper insights in later years.

Overall, this lesson not only broadened students’ understanding of climate debates but also equipped them with essential skills such as listening, critical thinking, and applying global insights to national contexts. The emphasis on building a strong foundation of global knowledge before tackling domestic issues will serve as a valuable learning progression for students as they continue their academic journey.