Education Standards
2. WA SCA Front Matter
3. Science_Background_Knowledge_Chart
4. Assessing_Prior_Knowledge_in_Science
5. WA_SCA_Appendix
6. Pacific Education Institute website
Washington Student Climate Assembly: Climate Change in the Civics Classroom
Overview
The Student Climate Assembly (SCA) curriculum equips students with the knowledge and skills to engage meaningfully with climate change by integrating social studies and science for a holistic understanding of its social, economic, political, and environmental impacts. It aligns with Washington state civics standards, teaching students about government structures and local climate action plans. Through critical analysis, recommendation writing, and advocacy, students learn to influence climate solutions.
Key themes include civic engagement, climate justice, governmental responsibility, scientific understanding, and tribal perspectives. These elements empower students to participate in democratic processes and advocate for inclusive, effective climate policies.
Curriculum at a Glance
Sequence of Phases
The unit follows a structured sequence to guide students to learn and apply civics content and skills as described in the WA Civics Standards. It teaches students to be “active, informed, and engaged citizens” by addressing a some of the six content areas required to be taught in Washington state civics classes, particularly #3: “Current issues addressed at each level of government” (Source: RCW 28A.230.094). In this case, climate change is the current issue. Given that it is regularly debated and discussed at all levels of government, it is a perfect fit for civics education.
- Phase 1: Climate Change, Climate Assemblies and Civics
- Phase 2: Analyze and Recommend Local Climate Actions
- Phase 3: Deliberation and Voting
- Phase 4: Taking Action and Presenting to Decision-Makers
Core Themes
The curriculum is built around core themes and ideas that are essential for understanding and addressing climate change. They include:
- Theme 1: Deliberative Democracy and Civic Engagement
- Theme 2: Climate Justice and Equity
- Theme 3: Governmental Responsibility and Policy Action
- Theme 4: Scientific Understanding and Solutions
- Theme 5: Tribal Perspectives
Key Objectives and Skills
Based on the phases and unit themes, we identified key objectives for this course.
Key Objectives
- Students will understand the foundational science of climate change, including its causes, effects, and the role of human activities in driving these changes.
- Students will explore the concepts of climate justice and equity, including how climate change disproportionately impacts marginalized communities. Students will practice incorporating these considerations, along with Indigenous knowledge and perspectives, into their policy analyses.
- Students will learn about the roles and powers of local, tribal, state, national, and international governments and the importance of democratic participation in addressing climate change.
Key Skills
- Students will participate in a climate assembly to practice deliberative democracy and collective decision-making.
- Students will enhance their research, source evaluation, critical-thinking, writing, and communication skills by analyzing climate issues, developing policy recommendations, and presenting their findings to stakeholders.
- Students will engage in discussions about climate anxiety, learning strategies to cope with these feelings. They will also gain an understanding of the value of their contributions to climate action, fostering a sense of agency and hope.
A Note on Student Voice
When students are able to present to their mayor, city council members, and/or other government or tribal decision makers, students’ are motivated to do their best work. This curriculum is not a simulation. Students use evidence to analyze and advocate for the climate solutions that they think will work in their community, or to advocate against those they think will not work. The choice will be theirs.
As we move forward, it's important to acknowledge that many students may feel overwhelmed or even hopeless about the future. The Climate Emotions section in the appendix explores how to address these feelings, offering strategies to help students cope with climate anxiety and maintain a hopeful outlook about the future. Some of these strategies are included in phase 1 and phase 2 lessons.
For more information about this curriculum, support and training opportunities contact Lisa Eschenbach at eschenbach.lisa@gmail.com
Click on the images below to access the lessons and resources for each phase.
Scroll down for brief introductions to each phase.
WA SCA Front Matter: Introduction and Table of Contents
The Front Matter for this curriculum (posted in the Resource Library) provides teachers with a thorough overview of the unit including its history, content, process, themes, standards alignment, assessments and rationale. For a quick overview of the unit and to find information useful in determining whether this unit is a good fit for your classes, skip to Sections III and IV. To see lessons and materials for each of the four phases, click on the icons below.
Section I: Climate Assemblies—Integrating Climate Change into Civics
Section II: The Context of Climate Change
Section III: About the Unit
Section IV: WA SCA Curriculum Plan
Section V: Preparing for your Student Climate Assembly
Section VI: SCA Unit Overview and Assessments Sheet for Teachers
Section VII: Understanding and Using This Curriculum
WA SCA: Phase Introductions
Phase 1: Learning SessionsIn Phase 1, students explore how various levels of government address climate change, meeting C2.11-12.1 (analyzing citizens’ and institutions’ effectiveness in addressing social and political problems). They also critically examine how governments take climate actions at local, state, tribal, and national levels. More specifically, students start by exploring the structure and purpose of student climate assemblies, reviewing the current science and status of climate change, potential solutions, and the role of government at the local, state, tribal, national, and international levels. This foundational phase provides students with the necessary background knowledge and motivation to analyze their local government’s or tribe’s climate action plan and participate in a climate assembly, including:
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Phase 2: Action Analysis and RecommendationsIn Phase 2, students apply the STEEP framework to analyze climate actions, focusing on evaluating policies and government actions, addressing C4.11-12.2 (analyzing ways of influencing governments to promote the common good). This phase is about structured analysis rather than deliberation. More specifically, students will conduct in-depth research to analyze actions proposed by local or state decision makers, identify the most promising ideas and proposals, develop well-reasoned recommendations, and create compelling presentations. This phase emphasizes critical thinking, effective communication, and persuasive writing. Through their participation in this phase students:
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Phase 3: Deliberation and VotingIn Phase 3, students use appropriate deliberative processes, meeting C4.11-12.1 (using deliberative processes in multiple settings). During this phase, they present findings, deliberate, and build consensus on climate actions. More specifically, students will participate in a classroom-based climate assembly, practicing the processes of deliberation and democratic decision-making. They will present their analysis and recommendations, engage in deliberations, and vote to determine the best recommendations. Through their participation in this phase, students foster their collaboration, deliberations, and consensus-building skills through:
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Phase 4: Advocating for ActionIn Phase 4, students apply C1.11-12.3 (applying civic virtues and democratic principles) by working together to advocate for their climate action recommendations to local government leaders, promoting civic responsibility and collaboration. More specifically, the curriculum culminates in this phase with students choosing and carrying out an action to advocate for their recommendations with a focus on organizing and presenting their recommendations to local decision-makers. This real-world application highlights the practical relevance of their work and provides a platform for students' voices to be heard by advocating for their recommendations. Students also reflect on what they have learned. Key components of this final phase include:
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WA SCA Appendix: Introduction and Table of Contents
Introduction
The Appendix (posted in the Resource Library) includes several sections designed to deepen teachers understanding and engagement with topics related to climate change.
Table of Contents
Appendix A: Climate Assemblies
Provides guidance and resources for organizing and facilitating community discussions around climate solutions.
Appendix B: Climate Change - Digging Deeper
Offers a comprehensive exploration of the science behind climate change, its causes, and impacts.
Appendix C: Climate Justice
Examines the intersection of climate change and social equity, highlighting its disproportionate effects on marginalized communities.
Appendix D: Tribes, Sovereignty and Climate Change
Focuses on the role of Indigenous communities in climate resilience, emphasizing sovereignty and stewardship.
Appendix E: Climate Emotions
Addresses the emotional impact of climate change, offering strategies to navigate feelings like eco-anxiety and grief.
Appendix F: Extension and Enrichment Learning Opportunities
Presents additional activities and projects to expand learning beyond core lessons.
Appendix G: Glossary
Defines key terms to support clear communication and comprehension of climate concepts.
Acknowledgments
This project was made possible by funding from the Washington State Legislature to support the development of deliberative democratic student climate assemblies in high-school civics classes. We want to thank the legislature and our three participating pilot schools: Heritage High School in Marysville, Glacier Peak High School in Snohomish, and Ellensburg High School.
Project Managers: Lisa Eschenbach & David Ketter
Curriculum Writers: Fernando Reyes, David Ketter, and Ryan Hauck
For Pacific Education Institute, Kathryn Kurtz, Executive Director
Curriculum Reviewers: Molly Griffiths, and Megan Rivard, Pacific Education Institute
OSPI Contract Manager: Lori Henrickson, Climate Science Curriculum Integration Consultant
Pilot teachers: Christie Ryba-Johnson, Eric Wickwire and Ryan Hauck
Copy Editors: Melanie Austin, Nancy Haight, Sharon Ezzeldin
Graphic Designer: Julianna Patterson
Advisory Council Members:
Mark Windschitl, PhD. Professor Emeritus, UW College of Education.
- Deb Morrison, PhD. Research Scientist, UW College of Education
- Molly Sinnot, MA. Climate Project Coordinator, Gates Ventures OER Project
- Paul Williams, Shellfish Biologist and Policy Coordinator, Suquamish Tribe
- Brad Street, M.Ed. Senior Manager of Professional Development, Islandwood Environmental Learning Center
- Johanna Lundahl, deliberative democracy and public engagement specialist, originally with People’s Voice on Climate
- Hanna Jaramillo, Science Teaching & Learning Manager, Educurious
- Molly Griffiths, MA. Pacific Education Institute
- Megan Rivard, Pacific Education Institute
Attribution and License
Attribution
This resource was developed by Pacific Education Institute for the Washington Office of Superintendent of Public Instruction Deliberative Democratic Climate Change Education Program.
Project Leads: Lisa Eschenbach, David Ketter
Instructional Materials Author: Fernando Reyes, Ryan Hauck
Thank you to the following educators who contributed to planning, development, and material review:
Steven Ayers, Ryan Hauck, Christie Ryba-Johnson and Eric Wickwire
The Washington Social Studies Learning Standards by the Office of Superintendent of Public Instruction are available under a Creative Commons Attribution 4.0 International License.
Graphic design by Julianna Patterson.
This work was funded by the Washington State Legislature and administered by the Washington Office of Superintendent of Public Instruction.
License
Except where otherwise noted, Washington Student Climate Assembly: Climate Change in the Civics Classroom, copyright Office of Superintendent of Public Instruction, is available under a Creative Commons Attribution License. All logos, trademarks, and video are property of their respective owners. Sections used under fair use doctrine (17 U.S.C. § 107) are marked.
This resource may contain links to websites operated by third parties. These links are provided for your convenience only and do not constitute or imply any endorsement or monitoring by OSPI. If lessons in this work are adapted, note the substantive changes and re-title, removing any Washington Office of Superintendent of Public Instruction logos.