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This article explores the concepts of understanding and teaching climate change, with a focus on climate justice and storytelling. It discusses the science of climate change, including feedback loops and the scales of climate change. The article highlights the disproportionate impact of climate change on marginalized communities and provides case studies from Bangladesh and Alaska. It emphasizes the importance of connecting climate change to students' own experiences and provides strategies for teaching climate change through storytelling, writing, and creative activities. The author acknowledges the contributions of students and other teachers and expresses a desire to learn from their experiences. [Extracted from the article]

Because contemporary climate change is driven by anthropogenic forcings, it is necessary to factor humanity's impact into climate models. Given that not all humans are responsible for current climate change, and that many people are already unequally impacted by climate change, it is necessary to develop a more nuanced understanding of the human in climate modeling. Without this nuance, future climate policy, as determined by climate modeling, will potentially replicate historic inequalities that are already present in attributions to and impacts from a rapidly changing climate. This paper begins by briefly outlining how climate models are built, and the ways they are used in climate politics. Then, borrowing methods from climate modelers, this paper turns towards Sylvia Wynter's work to model the human. The ultimate aim of this paper is to think more expansively and creatively about how genres of humanity can better be represented in climate science and policy with an eye towards more just futures. [ABSTRACT FROM AUTHOR]