Climate Activism Case Studies

Overview

This is lesson 7 of 30 in the unit Climate Change in the Pacific. Students review historical and contemporary examples of climate activism, then compare how people and groups have used social action to influence decision-making about a geographic challenge. The lesson builds on prior learning about climate change impacts, Pacific perspectives and responses.

Learning intentions

• WALT describe different forms of climate activism in the wider Pacific region.
• WALT explain the perspectives, values and viewpoints that shape climate action.
• WALT use evidence and geographic terminology to compare case studies.
• WALT evaluate how effectively social action influences decision-making.

Success criteria

• I can accurately describe two climate activism case studies.
• I can identify the perspectives and viewpoints represented in each case study.
• I can use specific evidence and geographic terms to explain how activism responds to climate change.
• I can make a supported judgement about the effectiveness of one form of activism.

Curriculum links

• Geography: demonstrating understanding of decision-making in response to a geographic challenge in the wider Pacific region.
• Social Sciences Learning Area: understanding how people participate in communities and how perspectives influence decisions and actions.
• New Zealand Curriculum key competencies: thinking; participating and contributing; relating to others; managing self; using language, symbols and texts.
• Science: connecting human-induced change in the Earth system with social and community responses.

Lesson structure (60 minutes)

1. 0–7 min · Hook and retrieval. Teacher opens with the provocative opening question and climate activism image: “When governments are slow to act, what can ordinary people do?” and briefly revisits the previous lesson’s climate-change impacts. Students complete a silent quick-write, then share one remembered Pacific impact and one possible response.

2. 7–17 min · Direct teaching: activism and evidence. Teacher defines climate activism, social action, perspective, viewpoint, advocacy, protest, adaptation and mitigation, using the key concepts and case-study timeline. Introduce four case studies: Pacific Climate Warriors’ campaigns and symbolic actions; the 2019 Pacific-led climate strike movement; Tuvalu’s advocacy for climate justice and survival; and Greenpeace’s Pacific nuclear and climate campaigning as an example of longer-term environmental activism. Students create a two-column note: “What happened?” and “Why did people act?”

3. 17–32 min · Case-study jigsaw. Teacher forms six mixed-ability groups of five and gives each group one case-study section from the climate activism case-study organiser. Model how to identify the geographic challenge, actors, action taken, perspective, viewpoint and evidence. Students read their assigned case study, annotate key information, and prepare a two-minute briefing for classmates. Assign roles such as facilitator, evidence finder, recorder, speaker and questioner to support accountability.

4. 32–45 min · Peer teaching and comparison. Teacher directs students into new groups containing representatives from each case study and displays the jigsaw instructions and comparison prompts. Students teach their case study to the group and complete the comparison table on the worksheet. They must record at least two specific details, such as a place, organisation, action, date or stated demand, and identify whether the action is local, national, regional or international.

5. 45–55 min · Evaluation discussion. Teacher presents the question, “Which form of climate activism is most likely to influence decision-making, and why?” using the evaluation question and continuum. Students place their group’s chosen action on a continuum from “limited influence” to “strong influence”, then justify their position with evidence. Lead a short discussion that recognises different perspectives, including economic, political, social, indigenous and spiritual viewpoints. Emphasise that perspectives may overlap rather than simply oppose each other.

6. 55–60 min · Exit ticket and link forward. Teacher asks students to complete the final section of the evidence-based exit response before collecting it. Students answer: “One climate activism case study that influenced decision-making was… This was effective/to a limited extent because…” and identify one question they still have for the next lesson.

Resources

• the climate activism lesson deck
• the climate activism case-study organiser
• Four short, teacher-checked case-study information sheets
• Projector or interactive display
• Whiteboard and pens
• Highlighters or coloured pens
• Timer
• Group role cards written on the board or displayed on a slide

Assessment

• Check retrieval responses for understanding of prior learning and clarify misconceptions before the jigsaw.
• Circulate during group work, questioning students about the difference between a perspective and a viewpoint and checking that evidence is specific.
• Use the comparison table and exit ticket to assess whether students can describe, explain and begin to evaluate decision-making in response to a geographic challenge.

Differentiation

• Provide students who need support with a partially completed organiser, a glossary, colour-coded evidence and sentence starters: “The geographic challenge is…”, “This group’s perspective is…”, and “Their action influenced decision-making by…”.
• Use mixed-ability groups and assign roles so that students can contribute through reading, speaking, recording or questioning. Allow students to rehearse their briefing with a partner before presenting.
• For EAL learners, pre-teach key terms, use images and place names, and accept labelled diagrams or supported oral explanations before requiring extended writing.
• Extension: students evaluate whether the case study represents meaningful decision-making influence or mainly raised awareness, then rank two actions using the criteria of scale, participation, evidence, media attention and policy impact.