Eighth Grade ELAú Minnesotaú  Climate Justice in MN 
 
 

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Climate Justice in Minnesota 
Eighth Grade 
Language Arts 

Minnesota 
 
 
 

   
  
 
We, at my school, are blessed to live on the land of the Bdewakantunwan Dakota homelands. It is 
our job to honor the history of our land.  

(L-R) Student art in front of the high school Tipi, tipi sponsored by our Native American Parent Committee and Native 
American Student Association, outdoor classroom on Bdewakantunwan Dakota homelands. 

 



Climate Literacy in Education, Volume 3, Issue 2 (Special Issue) 
 
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I understand climate justice as such: the climate crisis affects people differently depending 
on where they live, their resources, and their ability to recover from disasters. Poor communities 
often struggle more to rebuild after climate-related disasters compared to wealthier areas. Ensuring 
fair treatment and equitable distribution of the burdens and benefits related to the climate crisis is 
essential to making its effects more equal for everyone. In the city where I teach, transportation is 
easier, allowing for lower emissions, while in Minneapolis, navigating the city can be more 
challenging. To make a positive impact, we can focus on reducing pollution, using less oil, cutting 
back on coal power, and shifting toward greener solutions. Taking steps to lessen reliance on fossil 
fuels and adopt sustainable practices can help fix the world and create a more resilient future. 

Our high school offers various ways for students to engage in climate justice and climate 
literacy. While specific programs aren't explicitly listed online, the school emphasizes student 
voice, innovation, and meaningful educational experiences.  Students can choose clubs that focus 
on climate issues such as the sustainability club.  The Native American Student Association, also 
known as NASA, is a student-led organization dedicated to raising the voices of Native American 
students every day in our public schools. Every year, NASA holds several events to celebrate and 
to educate.  Students in NASA coordinate celebrations on Indigenous People’s Day at all of our 
city’s schools. NASA students have also had opportunities to visit the prairie farms on the Nation 
and learn to cook healthy and native foods. Visits to the Prairie Island Buffalo Project are available 
to students.   

He Mni Can, also known as Barn Bluff, is an important cultural and spiritual site for the 
Dakota people. For centuries, it has served as a place for gathering, ceremonies, and worship. 
Recognizing the need to preserve this history, the Prairie Island Indian Community collaborated 
with the city on a multi-year restoration 
project, which was completed in 2021. This 
effort ensured the Bluff remains accessible 
for the Dakota people and continues to be a 
place of cultural significance for future 
generations. Beyond restoration, the project 
also aimed to educate the broader 
community about the site’s historical 
importance, reinforcing the connection 
between Red Wing’s natural landscapes and 
Indigenous heritage. 
  As a teacher in this place, I believe it’s essential for our students to understand the deep 
history of this land—especially the Dakota people. At the same time, climate justice is a necessity 
due to the treatment of Indigenous people in our city. We have faced climate-related challenges, 
and our community is actively working toward solutions. From our city’s Climate Action Work 
Plan—which aims to drastically cut emissions by 2040—to the ways we come together after 

Dakota Restoration Project at He Mni Can 
 



Eighth Grade ELAú Minnesotaú  Climate Justice in MN 
 
 

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environmental hardships, I want my students to see that climate action is possible and necessary. In 
our classroom, we explore local partnerships, sustainability efforts, and the intersection between 
social and environmental justice to prepare students to be engaged citizens. 
  I am excited to collaborate with others to enhance my facilitation of climate studies for my 
students. By incorporating children's literature, biographies, interviews, and personal narratives 
from the people of our city, I aim to make climate education more engaging and locally relevant. 
Through storytelling, students can connect deeply with environmental issues, understand diverse 
perspectives, and recognize the impact of climate change on our community. This approach 
fosters critical thinking, empathy, and active participation in climate justice initiatives. 

Mural dedication