History & Geography · Grade 7

Active learning ideas

Role of NGOs and the UN

Active learning helps students grasp the complex, interconnected nature of climate justice by letting them take on roles and analyze real-world systems. When students simulate negotiations or investigate case studies, they see how policies and actions at different levels—NGOs, the UN, and individuals—shape global responses to climate change.

• Ontario Curriculum Expectations
• ON: Natural Resources around the World: Use and Sustainability - Grade 7

• 25–60 min
• Pairs → Whole Class
• 3 activities

Activity 01

• Simulation Game
• 60 min · Whole Class

Simulation Game: The Global Climate Summit

Students represent different countries (e.g., Canada, a small island nation, a rapidly industrializing nation). They must negotiate a plan to reduce global emissions while considering each country's unique needs and responsibilities.

Explain the specific contributions of NGOs like Doctors Without Borders to global well-being.

Facilitation Tip

For the Think-Pair-Share on personal vs. government action, provide sentence starters to help students frame their thoughts clearly before sharing with the class.

What to look for

Pose the question: 'Imagine you are a volunteer for an NGO. What is one specific challenge you might face while delivering aid in a remote region, and how could the UN potentially help overcome it?' Facilitate a class discussion, encouraging students to connect NGO actions with UN support.

• Apply
• Analyze
• Evaluate
• Create
• Social Awareness
• Decision-Making

Activity 02

• Inquiry Circle
• 50 min · Pairs

Inquiry Circle: Climate Justice Case Study

Pairs research how climate change is affecting a specific vulnerable community (e.g., the Inuit in the Arctic or people in Bangladesh). They create a presentation explaining why this is an issue of 'justice.'

Analyze the United Nations Sustainable Development Goals and their global impact.

What to look for

Provide students with a short case study about a global issue, such as a drought in the Sahel region. Ask them to identify: 1) One way an NGO could help, and 2) One way the UN could support long-term solutions. Collect responses to gauge understanding.

• Analyze
• Evaluate
• Create
• Self-Management
• Self-Awareness

Activity 03

• Think-Pair-Share
• 25 min · Pairs

Think-Pair-Share: Personal vs. Government Action

Students discuss which is more important for fighting climate change: personal choices (like biking) or government laws (like a carbon tax). They share their thoughts on how the two can work together.

Evaluate the challenges faced by international organizations in achieving their objectives.

What to look for

On an index card, ask students to write the definition of one Sustainable Development Goal in their own words and name one specific action an NGO or the UN might take to help achieve it.

• Understand
• Apply
• Analyze
• Self-Awareness
• Relationship Skills

A few notes on teaching this unit

Teachers should balance empathy with rigor when teaching climate justice, helping students care about the issue without oversimplifying its complexity. Use real data and case studies to ground abstract concepts like 'climate justice' in tangible examples. Avoid framing the topic as hopeless; instead, focus on the power of collective action through institutions like NGOs and the UN.

Students should leave with a clear understanding of how NGOs and the UN address climate injustice through cooperation, funding, and policy. Successful learning means students can explain the difference between short-term aid and long-term systemic change, and they can identify responsibilities across regions and income levels.

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Watch Out for These Misconceptions

• During the Global Climate Summit simulation, watch for students who assume climate change only involves rising temperatures. Redirect them by including extreme weather events in their briefing materials and asking them to prioritize actions accordingly.

  During the Global Climate Summit simulation, watch for students who assume climate change only involves rising temperatures. Redirect them by including extreme weather events in their briefing materials and asking them to prioritize actions accordingly.

• During the Climate Justice Case Study, watch for students who believe Canada’s small population size limits its global impact. Redirect them by providing a per capita emissions comparison chart in their research packet to highlight Canada’s disproportionate responsibility.

  During the Climate Justice Case Study, watch for students who believe Canada’s small population size limits its global impact. Redirect them by providing a per capita emissions comparison chart in their research packet to highlight Canada’s disproportionate responsibility.

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Methods used in this brief

• Simulation Game
• Inquiry Circle
• Think-Pair-Share