Overview

There’s a good chance many people, adults included, may not be aware of the significant challenges facing people with disabilities during serious climate events, like a hurricane or snow storm.

After watching the news segment, “How climate change risks impact people with disabilities,” from PBS NewsHour’s Disability Reframed series, students will work in small groups to study the problem and brainstorm solutions before sharing their insights with the class.

Grade: 6-8, 9-12

Estimated time: 50-minutes

Objectives

• To comprehend specific challenges faced by individuals with disabilities during climate-related events.
• To foster listening and collaborative skills during small group discussions while also building public speaking skills in larger class settings.
• To understand how civic engagement helps solve problems in a person’s community.

Materials

• Computers or tablets with internet access
• Projector or smartboard
• Copies of the story transcript for students (printed or digital)

Introduction (5 minutes)

• Start by asking students to share their thoughts on climate change (key words, definition, etc.). Ask students how climate change may impact entire communities.
• Introduce the idea that certain groups, such as people with disabilities, may face unique challenges during these events. Ask group for examples:
  1. Who might find it difficult to follow instructions to seek safety?
  2. Who might find it difficult to access the resources they need like food, water, energy and shelter during or after emergencies?

Watch the video and annotate (15 minutes)

1. Using the class projector, watch the NewsHour video How climate change risks impact people with disabilities together as a whole class.
   
   How climate change risks disproportionately impact people with disabilities

1. Let students know that right after the video ends, they will be asked to jot down a couple of their initial gut reactions. Jot down these questions on the board as a guide:
   1. What did you hear people in the video say that stood out to you? (include any specific examples)
2. How do the challenges faced by people with disabilities differ from those in the general population?

Small group activity (15 minutes)

1. Divide the class into small groups and provide each group with a copy of the transcript from the video. Before giving the following instructions, emphasize the importance of collaboration and inclusivity in addressing these challenges and how inventiveness is a key skill or habit to develop while coming up with solutions.
2. Instruct students to read the transcript individually and annotate key points, challenges and any solutions mentioned (they may want to watch the video again as they are doing this).
   1. Each person should share one annotation with the group, letting them know why they found that part of the video important or interesting.
3. Assign each group one aspect of the video's content (e.g., physical accessibility, health care access, communication challenges). Ask each group to decide on at least 3 key points to share with the whole class on their specific aspect. Next, come up with at least one solution that addresses one of the problems your group examined.

Group presentations (15 minutes)

You may want to remind students that sharing insights with one another is helpful in fostering larger, collaborative discussions, and it’s exciting to hear new ideas from peers and the importance of listening closely and being respectful. Be sure to emphasize the importance of collaboration and inclusivity in addressing these challenges and how inventiveness is a key skill or habit to develop while coming up with solutions.

Each group presents its findings (at least 3 key points) to the class, summarizing the impact on the assigned aspect, while also sharing at least one proposed solution.

Conclusion and reflection (5 minutes)

Conclude the lesson by summarizing the key takeaways. Encourage students to reflect on the importance of considering diverse needs in climate change planning. Ask them to think about potential actions that individuals, communities or governments can take to better support people with disabilities.

Homework assignment

Assign a short written reflection where students summarize what they learned from the video, highlighting specific challenges faced by people with disabilities and proposing one actionable solution that was not discussed in class.

Assessment

Assess students based on their participation in the class discussion, the quality of their group presentations and the thoughtfulness of their written reflections. Look for evidence of critical thinking and an understanding of the intersection between climate change and the experiences of individuals with disabilities.

Extension activity

1. Big ideas often start out in small ways, including school projects! Think about sharing your ideas, questions and solutions on ways to help those with disabilities during serious climate events with a local, state or national advocacy organization. Invite them to visit and speak with your class in-person or over video conference. Chances are they’d love to hear from you and provide feedback on your solution.
2. Check out this second Disability Reframed lesson, Oklahomans with disabilities face long waitlists services.
3. Interested in solving more problems in your community or around the world? Explore NewsHour Classroom’s series on Invention Education: Lesson plans where students are the inventors!

Standards

Common Core

CCSS.ELA-LITERACY.RH.6-8.1; 9-10.2; 11-12.2

Cite specific textual evidence or central idea to support analysis of primary and secondary sources.

College, Career, and Civic Readiness (C3)

D2.Civ.2.6-8. Explain specific roles played by citizens (such as voters, jurors, taxpayers, members of the armed forces, petitioners, protesters, and office-holders).

D2.Civ.2.9-12. Analyze the role of citizens in the U.S. political system, with attention to various theories of democracy, changes in Americans’ participation over time, and alternative models from other countries, past and present.

About the lesson author

Brittany Copeland has been an educator for 15 years and proudly serves as a special education teacher for Center City Public Charter Schools, Shaw Campus, in Washington, D.C. Brittany strives to create a classroom where differences are celebrated, and success is defined by growth, not just grades. Through patience, creativity, and an understanding of diverse learning needs, Brittney nurtures the unique potential in every student.

Please fill out this form to share your thoughts on Classroom’s resources.