Before we get too far into this expedition, let's start with some basics. I know many of you are probably wondering... What in the world is a HISTORY teacher doing hanging out in the Arctic with permafrost SCIENTISTS?

    If you had told me years ago that I'd be heading up to Northern Alaska to study permafrost I would have laughed. While I have always loved the outdoors and hiking, I haven't taken a science class since my senior year in high school (I'll round down for vanity, but we're talking 15+ years). When students ask certain questions in class, even geographic ones, I normally answer, "And then science happens."

    My perspective began to shift when I started to see science as much more than those Biology and Chemistry textbooks I hated lugging around. In 2013, I traveled with Miami University of Ohio to Thailand through their Earth Expeditions/Project Dragonfly Program. As part of this field experience, I studied how Buddhist religious principles where being used to promote conservation behaviors and policies at local and national levels. By approaching ecology, conservation, and science from an interdisciplinary lens, things started to make more sense to me. My curiosity was heightened.

    Kim in Thailand
    Shifting my perspective on science's role in the history classroom while in Thailand.

    Exploring the Arctic (Svalbard, Norway) with National Geographic/Lindblad Expeditions as a Grosvenor Teacher Fellow in May 2017 solidified my shift in perspective. I was in awe of the amazing beauty of the Arctic sea ice and the complexity of its ecosystems. I also became more acutely aware of the larger significance of the Arctic ecosystem to the rest of the world, and especially to how the Arctic is experiencing the impacts of climate change at a more rapid rate.

    Kim in Svalbard
    How could you not want to protect this beautiful landscape?

    Solutions to the world's complex and interconnected challenges will not be solved by any one discipline operating in a vacuum. Interdisciplinary teams – yes, you guessed it - of scientists and historians (along with engineers, storytellers, statisticians, etc.) will need to come together in collaboration. Education around climate action is the responsibility of all educators, not just science teachers. The more I can model interdisciplinary teamwork for my students, the more they will be prepared to engage in the same type of work. Which, in essence, is my long winded answer to why we need MORE historians hanging out with scientists in the Arctic tundra.

    My research question: How might I, as a history teacher, further engage my students in climate change education?

    My hypothesis: Interdisciplinary collaboration will expand my perspective as a history teacher and lead to the creation of dynamic, engaging, and experiential lesson plans.

    I hope you'll join me in this journey over the next month as I travel through Northern Alaska – this is where I'll be sharing all my experiences, deep thoughts, and observations related to my scientific inquiry. Subscribe, comment, and follow along! Journal Subscribe Promo

    Author
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    Comments

    Patty Miller

    How does the expedition respond to change in sunlight?This is amazing!
    Patty

    Kim Young

    Changes in sunlight in the Arctic are extreme due to its latitude (long days in summer, long nights in winter) but it is more the changes in
    temperature (temperature aka energy coming from the sun), that are
    impacting the environment. The changes are complex – gas emissions,
    snow cover, vegetation – all of which impact the Arctic in a
    interrelated manner.

    > ((