(e.g. “I still need to understand”) contribute to a deeper conversation.
GIRLS AND CLIMATE CHANGE – GRETA THUNBERG
We launched into the activist portion of the unit by learning about one of the most famous climate activists, Greta Thunberg. We read the book Greta and the Giants by Zoë Tucker, a fictionalized account of Greta’s life and her role in the global cli- mate movement. We discussed the various themes of the book and explored how Greta inspired others to stand with her against gi- ants who had been cutting down forests and destroying habitats.
We then learned more about the real life
story of Greta Thunberg and watched the video of her 2019 speech to the United Na- tions (available on YouTube). Reading the story, and then “meeting”
the real Greta, created a strong emotional connection for students. In a class discus- sion, students reflected on Greta’s ideas, information and passion and incorporated learning about media texts (meeting Me- dia Literacy expectation 1.3) by expressing their opinions about the issues presented, using evidence from the video to support their opinions. My students were inspired by her bravery and passion. When I asked them who was an-
gry at what has been done to the planet, they all raised their hands.
WATER PROTECTORS – AUTUMN PELTIER
It was important to include an Indigenous perspective, both to understand the strong connection Indigenous Peoples have to the land and to learn about the impact a fossil- fuel-based economy has on the lives of Indig- enous Peoples. The entry point for this discussion was
two separate read alouds. The first, We Are Water Protectors by Anishinaabe/Métis au- thor Carole Lindstrom, is beautifully il- lustrated by Michaela Goade (of Tlingit
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