A People’s Curriculum for the Earth filled a very obvious gap in pedagogical methodology, between the crises of global environmental change and curriculum design. Official curricula evolve at a glacial pace, providing next to no help for practicing teachers in this context.
In my own practice, with my cohort of teacher candidates, we constructed an overview of the crisis manifestations after surveying the chapters and subchapters. We then focused on those manifestations that seemed most relevant for our local region and identified approaches for teaching & learning that could be implemented in our schools. Finally, we brainstormed on assessment measures that complement traditional standardized methods in those specific curricular areas.