Global Impact of Climate Change

  • Publication date January 3, 2025

Jana Jimison

Introduction and Rationale

Climate change refers to long-term changes in Earth’s temperature, precipitation, and other atmospheric conditions.1 Burning fossil fuels and deforestation have contributed to the increase in greenhouse gases in the atmosphere and global warming temperatures. The climate crisis is a real threat that is creating challenges all around the world. This unit will focus on teaching students about climate change and exploring its impact on a global scale. The essential question for students is: How will climate change impact our lives and how we do things around the world? The climate crisis is changing the way people live their daily lives and work. Globally, various industries and businesses are already experiencing many of these changes. Climate change and the transition to zero emissions will create new industries and opportunities for economic growth. These adaptations will also create new job opportunities and profoundly affect global economies. Climate change will impact individuals, businesses, and industries worldwide, either directly or indirectly. Throughout the unit, students will learn how changing climate impacts the economy on a micro and macro scale. They will also consider the physical environmental risks of climate change and predict future global market trends. Students will learn about the threats to the physical environment, such as flooding, hurricanes, drought, wildfires, and other natural disasters caused by the climate crisis. Weather or climate-caused events can heavily impact businesses across the global economy. Finally, students will learn about ways companies can help mitigate climate change and adapt towards a carbon-net-zero future. Learning how the climate crisis is changing how humans create and consume energy is essential. The future of energy production is evolving from primarily burning fossil fuels for energy to renewable energy production, such as solar or wind energy. Earth’s future will depend on adequate adaptation and mitigation efforts by humans to combat climate change. Burning fossil fuels and releasing carbon emissions into the environment negatively impacts everyone worldwide. Students must understand how global warming is shifting the energy industry toward a more sustainable future and how this will have a significant impact on Earth.

School Demographics

I teach at East Central Middle School in East Tulsa. It is the highest-populated middle school in the Tulsa Public Schools district. Our student body is just under a thousand (981) sixth, seventh, and eighth grade students. The student population represents various ethnicities, which helps create a highly diverse atmosphere. The school’s minority enrollment is 90.5%, representing the following populations: 59.2% Hispanic/Latino, 13% Black or African American, 9.5% White/Caucasian, 8.1% two or more races, 4.6% Asian, 4% American Indian or Alaska Native, and 1.7% Native Hawaiian/Pacific Islander. The student-to-teacher ratio is approximately 24:1, and the student population is 50% female and 50% male students.2 East Central Middle School is considered a Title I school, and 89% of students are economically disadvantaged. 

My class is an elective for gifted and talented in the sixth, seventh, and eighth grade. As a gifted and talented educator, I teach students different ways of thinking critically and creatively while analyzing topics across multiple subjects. In class, I use problem-based learning projects to teach course content within the framework of a realistic problem. These projects allow students to learn about a subject by collaborating in small groups to design and create solutions to open-ended problems. In class, I encourage students to look at things from multiple perspectives or points of view. Students learn to apply the critical thinking skills of deduction, analysis and reasoned judgment while learning course content.

Climate change is a real problem that students can see happening in their lives and around the globe. It is an issue that students are interested in because they are witnessing the destruction of their environment. Students are concerned about their future and problems such as pollution and climate disasters happening around them. They are also interested in ways they can make changes or help mitigate climate change. Middle school students are at an age where they can see that the world has lots of problems and people contribute to many of the Earth’s environmental catastrophes. This unit will inform students about Earth’s environmental challenges and empower them to think about how they can help be a part of the solution, not the problem. The quote by the Lorax, “Unless someone like you cares a whole awful lot, nothing is going to get better. It’s not,” is a powerful reminder of our responsibility towards our environment and the urgent need for action.4 I also want to challenge students to look at the issue of climate change through different lenses or perspectives and consider how different people or groups could view the same thing differently. The climate crisis is an ethical challenge where humanity is still trying to figure out how we should fix things. Climate change presents a severe ethical challenge, forcing us to confront difficult questions as individual moral agents and even more so as members of larger political systems. It is genuinely global and seriously intergenerational and crosses species boundaries.5 Aside from differing opinions, some people’s perspectives may provide more insight and prove more beneficial than others, especially during environmental challenges or crises.

Content Objectives

The unit is divided into four sections: 1) How does the changing climate impact the global economy on a micro and macro level? 2) Physical environmental risks or threats of climate change (i.e., flooding, hurricanes, droughts, wildfires, etc.) 3) Industrial solutions for mitigating the impact on the climate and adapting to the changes posed by a carbon-net-zero future 4) The energy crisis and the future of renewable energy. Climate change already affects everyone worldwide, changing how we live and work. The climate crisis also changes how businesses in various industries function as they strive for net zero emissions. These changes are already having a significant impact and shifting the global economy. Physical and environmental threats can also affect global market trends. Climate-caused disasters or events can have a profound impact on businesses across the globe. Whether directly or indirectly, all companies and every industry will be affected by climate change because of the interconnectedness of global markets. Humans need to learn how to adapt to these changes and help mitigate the effects of climate change. Specifically, the energy industry is shifting to renewable energy production, such as solar and wind. These changes in industry will create new opportunities and jobs in the energy field.

Global Economies

Climate change is already happening and affecting people worldwide. The crisis has created global problems and, based on current predictions, they will continue to worsen. Scientific predictions suggest that climate change will lead to sea level rise, increased intensity and frequency of storms, and more significant variability in temperature and precipitation. The consequences of these changes include losses of wetlands and fisheries, more significant flooding and drought, stress on physical infrastructure and buildings, and alterations in food security, livelihoods, and human health and safety.6 Climate disasters have occurred worldwide, often resulting in the destruction of physical structures or buildings following storms or earthquakes. The damage to the environment from prolonged conditions like flooding or drought caused by climate change will profoundly impact the agricultural and food industries.

Increased flooding and drought are extreme conditions not conducive to farming or sustaining food for the population. Less food production or scarcity could result in higher prices for food because the demand would be high, and there would be a low supply. Climate change-related food production issues could potentially create issues with human health or safety for people all around the globe. If left unchecked, climate change will place tremendous and overwhelming stress on food availability. Most agriculture worldwide relies on rainfall and is vulnerable to changes in precipitation as well as to temperature increases and extremes. 7 The rising temperatures, or global warming, will continue to impact the food supply. Increased temperatures will influence agriculture and cause ocean and wetland temperatures to rise. This temperature increase will create several challenges and issues for fisheries. It is not just agriculture that is important for ensuring the availability of nutritious food. Fisheries and aquaculture represent an essential source of nutrition for many of the world’s peoples, and the Food and Agriculture Organization (FAO) regards the protection of fisheries and aquaculture as necessary for ensuring global food security.8 Recent research focusing specifically on the effects of climate change on average temperatures points in this direction. Temperature has been found to affect income via agricultural yields, the physical and cognitive performance of workers, demand for energy, and the incidence of crime, unrest, and conflict.9 

Ocean acidification is another climate related issue with disastrous effects on marine life and ecosystems. It can lead to decreased fish population and destroy entire marine ecosystems. Emissions of CO2 since the Industrial Revolution have had a considerable impact on ocean acidity. Since the early nineteenth century, there has been a 26% increase in acidity, and the IPCC’s recent estimates suggest that if current trends persist, there could be an increase in oceanic acidity by the end of the twenty-first century of as much as 109% (IPCC,2014b).10 A decrease in fish populations can affect people and communities who rely on fish for their entire livelihood and create food insecurity. The fishing industry needs to adopt sustainable practices to ensure the long-term health of marine ecosystems and the livelihoods of those who depend on them.

Environmental Threats

Climate change is creating several environmental threats, including rising sea levels, more frequent and severe natural disasters, loss of biodiversity, and disruptions to ecosystems. These changes have the potential to significantly impact human health, agriculture, water resources, and economies worldwide. Global warming is causing ice caps to melt, which can lead to rising sea levels that threaten coastal communities and islands worldwide. The increase in frequency and intensity of natural disasters such as hurricanes, wildfires, and droughts are linked to climate change and pose a significant risk to human lives and infrastructure. Climate change also threatens biodiversity and ecosystems, as rising temperatures can disrupt delicate ecological balances and lead to species extinction. Protecting these diverse habitats is crucial for maintaining a healthy planet for future generations.

Throughout the unit, students will learn about climate disasters and threats to physical environments worldwide. Students will explore the potential causes of weather events or disasters and how to adapt to the changes the world is facing because of the climate crisis. These disasters, such as floods, hurricanes, wildfires, droughts, and volcanoes, can impact countries and their economies. A climate disaster directly impacts various sectors. Students will learn about how disasters affect agriculture, infrastructure, tourism, health, businesses, and financial markets. We are already seeing the economic impacts of the changing climate. According to Morgan Stanley, climate disasters have cost North America $415 billion (about $1,300 per person in the US) in the last three years, much of that due to wildfires and hurricanes.11 About a dozen states in the Midwest are very dependent on agriculture, and they could take quite a big hit. Extreme rainfall events have increased by 37 percent in the Midwest since the 1950s, and this year the region has experienced above-average amounts of rain and snowmelt that have caused historic flooding.12

Mitigation and Adaptation

We need to address climate change immediately to mitigate its negative impacts on the environment, society, and economy. Failure to act could result in irreversible damage to ecosystems and threaten the well-being of future generations. Given the limited scope of current climate change mitigation policies and sustainable development practices, the Intergovernmental Panel on Climate Change (IPCC) estimates that global GHG (greenhouse gasses) emissions will increase by 25 to 90 percent between 2000 and 2030, leading to an increase in average global temperatures of 1.8 to 4 degrees Celsius by 2090.13 Mitigation and adaptation include carbon emission reduction and switching to renewable energy options. Mitigation efforts are concerned with reducing the emissions of greenhouse gases (GHGs), while adaptation efforts are focused on enhancing our ability to live with the changes that will occur.14 There is also a need to create reforestation projects to help mitigate or manage CO2 emissions. Investing in communities and infrastructure will not only fight against extreme weather events but create a more resilient future. Promoting sustainable transportation methods and green building practices can help reduce air pollution and mitigate the effects of climate change.

International agreements and policies, such as the Paris Agreement, are crucial in coordinating global efforts to fight climate change and reduce greenhouse gas emissions. Collaborative efforts among nations are essential to address the interconnected challenges of air quality, climate change, and renewable energy solutions. Community-based initiatives focused on promoting sustainable practices and raising awareness about environmental issues can also significantly address climate change. Engaging local communities in sustainability efforts can create a more resilient and environmentally conscious society. Public participation plays a central role in helping to define impacts and prioritize adaptation responses and is integral to promoting governance and building strong institutions for adaptation.15

Renewable Energy

Investing in renewable energy sources, such as solar and wind power, is one way we can reduce the world’s reliance on fossil fuels and decrease carbon emissions. A transition to clean energy sources can help fight climate change and improve outcomes for future generations. There is still a need for more sustainable energy options and better emission reduction strategies to mitigate the impact of climate change. Reducing reliance on fossil fuels and promoting clean energy alternatives can help improve air quality and combat climate change, benefiting human health and the environment. Renewable energy solutions can create new opportunities for economic growth and jobs in the renewable energy sector. By investing in renewable energy sources, communities could improve their environmental impact and grow their local economies. Students will learn about the history of geology and the creation of fossil fuels and explore why they are bad for the environment. Building a sustainable energy future will require progressive advances in technology and policy.

State governments, major corporations, and nations worldwide have pledged to address the worsening climate crisis by transitioning to 100% renewable energy over the next few decades. Turning those statements of intention into reality means undertaking unprecedented efforts and collaboration between disciplines ranging from environmental science to economics.16 Solar power is a promising renewable energy source and offers a clean and renewable alternative to traditional fossil fuels. Making the switch to solar can significantly reduce greenhouse gas emissions and help address the climate change dilemma. Wind power is another type of renewable energy that provides a reliable power source without creating any pollution or emissions. By harnessing the power of the wind, communities can further reduce their reliance on fossil fuels and move towards a more sustainable future.

Teaching Strategies

The essential question for students to answer throughout the unit will be: How will climate change impact our lives and how we do things on a global scale? Students will be challenged to think about the physical threats of climate change and how it impacts society and industries worldwide. When considering the climate crisis, it is essential to take a step back and identify who has opinions and what their perspective may be. Students will think about how people have differing views on climate change and, while doing so, will consider different people or groups who could view the same thing in several ways. The climate crisis is a global problem, but it does not impact everyone the same way. Everyone has a unique experience, people from similar backgrounds might react to events or form different opinions on climate change.

Close Reading

To introduce the unit, students will read The Lorax by Dr. Seuss and explore the themes of the destruction of natural environments and the treadmill of consumption. Students will compare the similarities and differences between the book and real life. This reading will introduce the idea of environmental destruction and how it can lead to loss of biodiversity and disruptions to ecosystems. Deforestation is a theme in the Lorax and an issue that contributes to a rise in greenhouse gases in the atmosphere.

Students will learn about environmental threats by researching and reading articles on environmental disasters happening worldwide. They will examine how climate change has created environmental physical disasters such as: floods, hurricanes, wildfires, droughts, and volcanoes. Students will also research and read articles on Earth’s rising temperatures and sea levels, mitigation/adaptation efforts, and renewable energy sources. Students will organize their notes in a graphic organizer or create a most surprising list or facts about climate related physical threats to the environment.

Data Analysis

Students will use the EPA (Environmental Protection Agency) government website to research the sources of greenhouse gas emissions. Greenhouse gases trap heat and make the planet warmer. Human activities are responsible for all the increase in greenhouse gas emissions in the atmosphere over the last 150 years. The largest source of greenhouse gas emissions from human activities in the United States are burning fossil fuels for electricity, heat, and transportation.17 Students will view graphs, charts, and data showing CO2 emission trends by economic sector or source (i.e., transportation, electricity production, industry, commercial/residential, agriculture, and land use/forestry) in the United States. Then, students will compare the data with emission trends in various developed and developing countries. Students will use the data to compare how countries contribute more greenhouse gas emissions than others. Students will report their findings on emission trends through a group discussion and which countries contribute the most.

Figure 1. Total U.S. Greenhouse Gas Emissions by Economic Sector in 2022.18

Gallery Walk

A gallery walk aims to create a thought starter or spark a class discussion around a topic. For this strategy, I will hang up six photos around the classroom, each depicting a different type of climate disaster or environmental catastrophe (i.e., floods, hurricanes, wildfires, droughts, and volcanoes). Students will be paired or placed into small groups and travel together to each viewing area. At each station, students will be given a type of person in society who plays a specific role or has a profession/mastery within a particular field (i.e., environmentalist, emergency services, electric company technician, or insurance agent). While considering the type of person, students will think of how that person would react to the different photographs at each station. This activity is designed to help students identify other points of view on a topic. An extension or a way to think deeper is to have students travel back to a photo they previously viewed and consider a different type of person/professional and compare. For example, looking at the photograph below, how would an environmentalist react to this photograph versus an insurance agent? How would they respond differently?

Figure 3. A flooded intersection in Baton Rouge, Louisiana, on August 14, 2016.19

Classroom Activities

Mitigation vs. Adaptation: Brainstorming

The anticipated changes in the Earth’s global climate and their impact on people and ecosystems can be minimized through mitigation and adaptation.20 Students will complete a series of brainstorming activities to understand the difference between mitigation and adaptation. First, students will think of actions or ways humans can mitigate or reduce emissions that cause climate change. Second, students will brainstorm actions or ways humans can adapt or manage the risks of climate change impacts. Some ideas that students produce could be similar or have crossover themes on both lists. The idea for this activity is to get students to think about mitigation and adaptation efforts to combat climate change.

Impact of Extractive Industries: Think-Pair-Share

Many corporations and industries are responsible for creating greenhouse gas emissions and contributing to deforestation, but other extractive industries are also destroying habitats. Drilling and mining are two industries that have destroyed ecosystems and created long-term difficulties or damage to entire cities or communities. The fishing industry is another industry that needs to switch to more sustainable practices to prevent a decline in fishing populations. Students will consider the major extractive industries and think about how these industries impact different economic sectors or groups in society. Students will specifically look at these four major extractive industries: drilling, mining, logging, and fishing. After identifying the industries, students will consider different economic sectors or groups and think about their perspective or how they feel about the extractive industries. For example, how do corporations feel about drilling or how do communities feel about mining? After students finish thinking of how different sectors/groups react or feel about the extractive industry, students will partner up and share their ideas.

Climate Crisis Concerns: Multiple Perspectives

Climate change is an ethical dilemma where people or groups with specific values may have differing concerns when considering the impact of climate change. This activity is designed to have students look at the climate crisis in six different ways or through the lens of six distinct values. For example, if a person/group values sustainability, what concerns might they have about the climate crisis? Students will answer the same question in six different ways with each of the six given values (i.e., life, hope, justice, progress, unity, and trust). An extension to this activity could be having students think of a type of person in society with different values or beliefs.

Resources

Key Vocabulary for Students

  • Adaptation: a change or the process of change by which an organism or species becomes better suited to its environment.
  • Biodiversity: is the variety of life on Earth, in all its forms, from genes and bacteria to entire ecosystems such as forests or coral reefs.
  • Climate Change: the long-term changes in temperature and weather patterns.
  • Communities: a group of people living in the same place or having a particular characteristic in common.
  • Corporation: a company or group of people authorized to act as a single entity and recognized as such in law.
  • Deforestation: the purposeful clearing of forested land.
  • Drilling: the action of making a hole in something by boring with a drill.
  • Drought: a prolonged dry period in the natural climate cycle that can occur anywhere in the world.
  • Earthquake: any sudden shaking of the ground caused by the passage of seismic waves through Earth’s rocks.
  • Economy: an area of production, distribution, and trade, as well as consumption of goods and services.
  • Ecosystem: all the plants and animals living in an area and their interactions with their physical environment.
  • Environment: the surroundings or conditions in which a person, animal, or plant lives or operates.
  • Ethical dilemma: a situation in which a difficult choice has to be made between two courses of action, either of which entails transgressing a moral principle.
  • Fishing: the activity of catching fish, either for food or as a sport.
  • Flood: an overflowing of a large amount of water beyond its normal confines, especially over what is normally dry land.
  • Fossil Fuels: materials that are made from ancient plants, animals, and other living things. Petroleum, coal, and natural gases are examples.
  • Global Economy: the global economic system, which includes all economic activities conducted both within and between nations, including production, consumption, economic management, work in general, exchange of financial values and trade of goods and services.
  • Global Market Trends: market trends apply to all assets and markets such as foreign exchange, commodities, stocks, and bonds, where prices and trading volumes fluctuate.
  • Global Warming: the rise of global temperatures due to the increasing concentrations of greenhouse gases in the atmosphere.
  • Greenhouse Gases: gases in the atmosphere that trap heat from the sun. Water vapor, carbon dioxide, methane, ozone, nitrous oxide, and chlorofluorocarbons are examples.
  • Health: the state of being free from illness or injury.
  • Hope: a feeling of expectation and desire for a certain thing to happen.
  • Hurricane: a tropical storm with winds that have reached a constant speed of 74 miles per hour or more.
  • Justice: just behavior or treatment.
  • Life: the condition that distinguishes animals and plants from inorganic matter, including the capacity for growth, reproduction, functional activity, and continual change preceding death.
  • Logging: process of harvesting trees, sawing them to appropriate lengths, and transporting them to a sawmill.
  • Macroscale: a relatively large scale.
  • Microscale: a very small scale.
  • Mining: the process or industry of obtaining coal or other minerals from a mine.
  • Mitigation: reducing the risk of loss from the occurrence of any undesirable event.
  • Natural Disaster: natural hazards or extreme sudden events caused by environmental factors such as storms, floods, droughts, fires, and heatwaves.
  • Net-zero emissions: cutting greenhouse gas emissions to as close to zero as possible, with any remaining emissions re-absorbed from the atmosphere.
  • Progress: forward or onward movement toward a destination.
  • Sustainability: protecting and conserving global ecosystems and natural environments.
  • Treadmill of Consumption: consumption of substantial goods in which people believe they will become happier just by acquiring enhanced material goods.
  • Trust: firm belief in the reliability, truth, ability, or strength of someone or something.
  • Unity: the quality or state of being one, single, whole, or the same.
  • Value: the regard that something is held to deserve; the importance, worth, or usefulness of something.
  • Wildfire: a large, destructive fire that spreads quickly over woodland or brush.

Books for Students

  • The Lorax, written by Dr. Seuss

Reading List for Teachers

  • Climate Change and Society-Sociological Perspectives edited by Riley E. Dunlap & Robert J. Brulle
  • Climate Change and The People’s Health by Sharon Friel

Bibliography

Bookey. n.d. “30 Best The Lorax Quotes With Image.” Bookey. Accessed March 25, 2023. https://www.bookey.app/quote-book/the-lorax.

Chandy, Laurence. 2023. “Economic Development in an Era of Climate Change.” Carnegie Endowment for International Peace. January 4, 2023. https://carnegieendowment.org/2023/01/04/economic-development-in-era-of-climate-change-pub-88690#.

Cho, Renée. 2019. “How Climate Change Impacts the Economy.” State of the Planet. June 20, 2019. https://news.climate.columbia.edu/2019/06/20/climate-change-economy-impacts/.

Dunlap, Riley E., and Robert J. Brulle. 2015. Climate Change and Society: Sociological Perspectives. Oxford University Press, USA.

Friel, Sharon. 2019. Climate Change and the People’s Health. Small Books Big Ideas in Popul.

Gardiner, Stephen. 2021. “Why Climate Change Is an Ethical Problem.” Washington Post, October 28, 2021. https://www.washingtonpost.com/news/in-theory/wp/2016/01/09/why-climate-change-is-an-ethical-problem/.

Louisiana Department of Transportation and Development. 2016. Baton Rouge Flooded Intersection. National Oceanic and Atmospheric Administration. https://www.noaa.gov/media-release/climate-change-increased-chances-of-record-rains-in-louisiana-by-at-least-40-percent.

Shivanna, K. R. 2022. “Climate Change and Its Impact on Biodiversity and Human Welfare.” Proceedings of the Indian National Science Academy. Part a, Physical Sciences 88 (2): 160–71. https://doi.org/10.1007/s43538-022-00073-6.

U.S. Environmental Protection Agency. 2024. “Sources of Greenhouse Gas Emissions.” April 11, 2024. https://www.epa.gov/ghgemissions/sources-greenhouse-gas-emissions.

U.S. News. n.d. “East Central Junior High School.” Accessed March 15, 2024. https://www.usnews.com/education/k12/oklahoma/east-central-junior-high-school-255092#students-teachers.

Wigley, Reed. 2023. “The Future of Sustainable Energy.” MA In Sustainable Energy. November 3, 2023. https://energy.sais.jhu.edu/articles/the-future-of-sustainable-energy/.

Appendix on Implementing District Standards

NAGC Standards: Evidence-Based Practices

  • 3.1.3. Educators adapt, modify, or replace the core or standard curriculum to meet the interest, strengths, and needs of students with gifts and talents and those with special needs such as twice exceptional, highly gifted, and English language learners.
  • 3.1.4. Educators design differentiated curriculum that incorporates advanced, conceptually challenging, in-depth, and complex content for students with gifts and talents.
  • 3.4.2. Educators provide opportunities for students with gifts and talents to explore, develop, or research in existing domain(s) of talent and/or in new areas of interest.
  • 3.4.3. Educators use models of inquiry to engage students in critical thinking, creative thinking, and problem-solving strategies, particularly in their domain(s) of talent, both to reveal and address the needs of students with gifts and talents.
  • 3.5.2. Educators model and teach cognitive learning strategies such as rehearsal, organization, and elaboration.

NAGC Standards: GETD (Gifted Education and Talent Development) Psycho-Social Development

  • 1.2. Self-Understanding: demonstrate understanding of how they learn and recognize the influences of their identities, cultures, beliefs, traditions, and values on their learning and behavior.
  • 1.5 Psycho-social and affective growth: demonstrate cognitive growth and psychosocial skills that support their talent development as a result of meaningful and challenging learning activities that address their unique characteristics and needs.
  • 3.3. Responsiveness to Diversity: develop knowledge and skills for living in and contributing to a diverse and global society.
  • 4.1. Personal Competence: demonstrate growth in personal competence and dispositions for exceptional academic and creative productivity. These include self-awareness, self-advocacy, self-efficacy, confidence, motivation, resilience, independence, curiosity, and risk taking.
  • 4.2. Social Competence: develop social competence manifested in positive peer relationships and social interactions.
  • 4.4. Cultural Competence: value their own and others’ language, heritage, and circumstance. They possess skills in communicating, teaming, and collaborating with diverse individuals and across diverse groups. They use positive strategies to address social issues, including discrimination and stereotyping.
  • 4.5. Communication Competence: develop competence in interpersonal and technical communication skills. They demonstrate advanced oral and written skills and creative expression. They display fluency with technologies that support effective communication and are competent consumers of media and technology.

NAGC Standards: GETD Cognitive Development

  • 1.5 Psycho-social and affective growth: demonstrate cognitive growth and psychosocial skills that support their talent development because of meaningful and challenging learning activities that address their unique characteristics and needs.
  • 3.2. Talent Development: demonstrate growth in social and emotional and psychosocial skills necessary for achievement in their domain(s) of talent and/or areas of interest.

Oklahoma Academic Standards (English Language Arts)

  • Standard 1: Speaking and Listening- Students will speak and listen effectively in a variety of situations including, but not limited to, responses to reading and writing.
  • Standard 3: Critical Reading and Writing- Students will apply critical thinking skills to reading and writing.
  • Standard 4: Vocabulary- Students will expand their working vocabulary to effectively communicate and understand texts.
  • Standard 7: Multimodal Literacies- Students will acquire, refine, and share knowledge through a variety of written, oral, visual, digital, on-verbal, and interactive texts.
  • Standard 8: Independent Reading and Writing- Students will read and write for a variety of purposes including, but not limited to, academic and personal, for extended periods of time.

Notes

  1. (Shivanna 2022)
  2. (US News n.d.)
  3. (US News n.d.)
  4. (Bookey n.d.)
  5. (Gardiner 2021)
  6. (Dunlap and Brulle 2015, 164)
  7. (Friel 2019, 13)
  8. (Friel 2019, 14)
  9. (Chandy 2023)
  10. (Friel 2019, 12)
  11. (Cho 2019)
  12. (Cho 2019)
  13. (Dunlap and Brulle 2015, 199)
  14. (Dunlap and Brulle 2015, 199)
  15. (Dunlap and Brulle 2015, 187)
  16. (Wigley 2023)
  17. (US EPA 2024)
  18. (US EPA 2024)
  19. (Louisiana Department of Transportation and Development 2016)
  20. (Dunlap and Brulle 2015, 199)