Implementing Decarbonization Strategies

Lesson Plans

Grades9, 10, 11, 12Economics, Civics

Scientist Reviewed

Provided by OER Project

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What it is

In this module from the OER Project: Climate, students will evaluate the role governments have in implementing decarbonization strategies.
Students will evaluate the national and local governments as policy makers and major consumers, understanding different ways they can address climate change.
This is one of many lessons in the online Climate course by OER Project.

Teaching tips

Positives

The reading in this module contains a sidebar to conveniently define content-specific terms.
The questions and activities in this module are thought-provoking and allow for variation in students' answers.

Prerequisites

Teachers may need to define some terms for students, such as green premium, grant, and capital.
To access related materials, including a teacher guide, teachers will need to create a free account.

Differentiation & Implementation

To have the video pause and ask questions, students can mark the box below the video.
To make connections to language arts, students can write persuasive letters to their representatives, calling on them to implement the decarbonization solution they wrote about in their Implementation Plan.
Teachers can connect this lesson to the Sustainable Development Goals by asking students to consider what else governments can do to address more of the goals. Alternatively or additionally, students can consider how decarbonization strategies may help to address more of the goals in addition to Goal 13, Climate Action.

From the scientist review

This lesson investigates the implementation of decarbonization strategies at all levels of government. On the main page and in articles, key terms are clearly defined. Students engage with both news sources and government policy documents sourced from the IEA database. This lesson links sound climate science with policy and is recommended for teaching.

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At a glance

Grades: 9, 10, 11, 12
Subjects: Economics, Civics
Other types: Articles/Websites, Videos, Activity - Classroom, Worksheets
Language: English
Location: North America > United States
Provider: OER Project
Authors: OER Project: Climate
Published: August 21, 2025
Last updated: July 16, 2026
: Reviewed by our climate scientists How we review

Standards alignment · D2.Civ.1.9-12 + 18 more

Core

College, Career, and Civic Life (C3) Standards

D2.Civ.1.9-12Distinguish the powers and responsibilities of local, state, tribal, national, and international civic and political institutions.
D2.Civ.11.9-12Evaluate multiple procedures for making governmental decisions at the local, state, national, and international levels in terms of the civic purposes achieved.
D2.Civ.13.9-12Evaluate public policies in terms of intended and unintended outcomes, and related consequences.
D2.Civ.14.9-12Analyze historical, contemporary, and emerging means of changing societies, promoting the common good, and protecting rights.
D2.Civ.5.9-12Evaluate citizens' and institutions' effectiveness in addressing social and political problems at the local, state, tribal, national, and/or international level.
D2.Eco.6.9-12Generate possible explanations for a government role in markets when market inefficiencies exist.
D2.Eco.7.9-12Use benefits and costs to evaluate the effectiveness of government policies to improve market outcomes.
D2.Eco.8.9-12Describe the possible consequences, both intended and unintended, of government policies to improve market outcomes.

Oregon Climate Education Hub

English Language Arts

9-10.RI.1Analyze what the text says explicitly as well as inferentially; cite strong and thorough textual evidence to support the analysis.
9-10.RI.4Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choice on meaning and tone.
9-10.W.1Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
11-12.RI.2Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another, and matters left uncertain, in order to provide a complex analysis. Provide an evidence-based summary of the text that includes analysis.
11-12.RI.7Integrate and evaluate multiple sources of information presented in different media or formats to address a question or solve a problem.
11-12.W.7Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

Social Sciences

HS.C.PI.4:Using the Tribal History/Shared History resources and other primary and secondary source documents, identify and explain the development and mechanisms for the government-to-government relationship between Oregon and the nine federally recognized tribal governments.
HS.C.IR.9:Describe the civic behaviors that promote and strengthen a pluralistic democracy.
HS.C.DP.12:Using primary sources from multiple perspectives, identify and explain historical and contemporary efforts to narrow discrepancies between foundational ideas and values of American democracy and the realities of American political and civic life for traditionally underrepresented groups.
HS.C.DP.13:Argue and defend positions on contemporary issues in which foundational ideas or values are in tension.
HS.E.IC.10:Describe the potential intended and unintended benefits and negative consequences of government economic programs and policies on the welfare and well-being of individuals and groups including traditionally underrepresented groups

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