ABSTRACT
This chapter focuses on how to begin addressing climate change in the English classroom. It shares carefully selected examples from the author's classrooms along with comments, feedback, and suggestions from other language arts teachers. The chapter talks about short stories, writing assignments, nonfictional essays, book chapters, and documentaries that can be quickly and easily integrated into teaching of almost any secondary English language arts class. It describes a critical inquiry approach, sometimes called a critical inquiry stance, where students pose questions that matter and undertake meaningful research. The chapter discusses first steps, and where they can take one. The students also thought about how their knowledge of climate change might impact their future choices so they wrote blog posts about how in the careers they envisioned for themselves they would address climate change. Teaching about climate change should foster critical inquiry where students' questions guide further learning.
