How Racial Discrimination and Oppression are Harming the Climate Justice Movement
MATT EDWARDS, Bellevue Community College
The movement is too white, too privileged, and needs to be inclusive of the voices of black, brown, indigenous, and those who are disproportionately affected by climate impacts.

The Food We Eat Can Have a Positive Impact on Climate Justice
Deepti Karkhanis, Bellevue Community College
Does the food on my plate impact my happiness and/or climate change, and if yes, how and what can I do about it?

Blogging about Nature and Politics: A Weekly Journal Activity for Building Resilient and Active Students
David Spataro, Bellevue Community College

Connecting Climate Change and Environmental (Un)Justice: Food Security, Water Quality, and Air Pollution Case Studies in Environmental Science
Brian Saunders, Seattle Community College-South Campus
In a series of discussion-based assignments, students learn about environmental and climate justice through case studies conveyed mostly through online videos and documentaries. Students explore connections between climate change and fossil fuel extraction and processing activities and social injustices affecting people living in different parts of the world, through case studies on food insecurity, degraded water quality, and poor air quality that highlight the systemic nature of these problems. This activity also helps students recognize examples of civic engagement for climate justice and supports students' own actions and understandings of types of civic engagement that are effective.

Systems Thinking and Civic Engagement for Climate Justice in General Chemistry: CO2 and PM 2.5 Pollution from Coal Combustion
Sonya Doucette, Bellevue Community College
Students apply chemistry to a climate justice case study using a systems thinking perspective in class and discuss the connections between chemistry and climate justice in a conversation with a community outside of the classroom for civic engagement. The instructor offers formative feedback during class time and in response to discussion posts. Feedback is meant to build understanding and application of concepts important to learning chemistry within a systems thinking context and using civic engagement to communicate how chemistry relates to climate justice.

Climate Justice and Health Impacts of Methane (so-called Natural Gas) in General or Introductory Chemistry
Heather Price, Seattle Community College-North Campus
In this activity, students explore the chemical forms of methane (CH4), learn about the various sources and uses of methane, and gain knowledge of human health impacts and the disproportionate impact of extraction pollution on poor and racialized communities. They also connect the social justice impacts of methane to methane chemistry and exercises in the classroom.

Carbon Dioxide Birthday
Heather Price, Seattle Community College-North Campus

Threading Climate Justice, an Equity Ethic, and Systems Thinking Through a General Chemistry Course
Sonya Doucette, Bellevue Community College
Using a series of case studies incorporated into lectures, activities, and laboratory sessions, I thread climate justice throughout the first quarter of General Chemistry. Case studies highlight social justice issues exacerbated by the climate crisis, which humanizes abstract chemistry content and engages students with an equity ethic. For some case studies, students use systems thinking to identify the compositions and phases of matter present in real-world environments and contexts.

Bridging Computer Science and Sustainable Transportation for an Equitable Green Future
Fatma Serce, Bellevue Community College

Climate Justice, Life Expectancy, and Gender Disparities in Intermediate Algebra
Tatiana Mihaylova, Bellevue Community College
After an introduction to climate justice and life expectancy, students complete a two-part project. For the first part of the project, students use life expectancy data and plots using the Cartesian coordinate system to make conclusions about the impact of climate change on health and longevity and to explore gender differences. For the second part of the project, students continue to practice math skills, and also practice math communication and build their math literacy, by engaging civically through conversation about the first part of their project, as well as how they can take action to support gender equity through family planning and education for women and girls as a way to address climate change.