Climate Change and Resilience · Term 3

Adaptation vs. Mitigation Strategies

Distinguishing between climate change mitigation efforts (reducing emissions) and adaptation efforts (living with changes).

About This Topic

Indigenous peoples are on the front lines of climate change, but they are also leaders in climate action. This topic highlights how First Nations, Métis, and Inuit communities are using Traditional Ecological Knowledge (TEK) alongside Western science to monitor and adapt to environmental changes. Students learn about Indigenous-led projects, from renewable energy in the North to forest management in BC.

This unit also addresses why Indigenous peoples are disproportionately affected by climate change due to their close relationship with the land and the legacy of colonialism. This topic benefits from collaborative investigations where students engage with Indigenous narratives and case studies, fostering a more respectful and nuanced understanding of climate leadership.

Active Learning Ideas

Inquiry Circle: Indigenous Climate Projects

Groups research a specific Indigenous-led climate project (e.g., the T'Sou-ke Nation's solar farm or Inuit sea-ice monitoring). They present on how the project uses both TEK and modern technology.

⏱ 60 min·Small Groups

Generate mission

Gallery Walk: TEK in Action

Display examples of Traditional Ecological Knowledge (e.g., understanding animal migration, controlled burns). Students rotate and discuss how this knowledge can help us understand climate change better than science alone.

⏱ 40 min·Whole Class

Generate mission

Think-Pair-Share: Disproportionate Impacts

Pairs discuss why a melting Arctic or a drying prairie affects Indigenous communities more deeply than people living in Southern cities. They share their thoughts on the concept of 'climate justice'.

⏱ 30 min·Pairs

Generate mission

Watch Out for These Misconceptions

Common Misconception

Indigenous knowledge is 'unscientific' or just 'folklore'.

What to Teach Instead

TEK is a sophisticated system of observation and data collection built over thousands of years. Showing how TEK and Western science can 'braid' together (Two-Eyed Seeing) helps students respect both systems.

Common Misconception

Indigenous people are only 'victims' of climate change.

What to Teach Instead

Indigenous communities are some of the most proactive and innovative leaders in climate adaptation and renewable energy. Using 'success stories' helps students see this agency and leadership.

Frequently Asked Questions

How can Traditional Ecological Knowledge (TEK) help with climate change?

TEK provides long-term, local observations of the environment that Western science often lacks. It can help identify subtle changes in animal behavior, plant growth, and weather patterns over generations.

Why are Indigenous peoples more affected by climate change?

Many Indigenous communities rely directly on the land and water for food and culture. Changes in the environment can disrupt traditional ways of life, and many communities also face infrastructure challenges due to remote locations.

What is 'Two-Eyed Seeing'?

It is a concept from Mi'kmaw Elder Albert Marshall that refers to learning to see from one eye with the strengths of Indigenous knowledge and from the other eye with the strengths of Western knowledge.

How can active learning help students understand Indigenous climate leadership?

Active learning encourages students to move from 'learning about' to 'learning from' Indigenous perspectives. By investigating real-world projects and analyzing the concept of Two-Eyed Seeing, students develop a more respectful and critical understanding of climate action. These strategies help surface and challenge colonial biases, allowing for a more authentic exploration of how different ways of knowing can work together to solve global problems.

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