Human activity is the primary driver of the current climate crisis, with scientists cautioning that our planet cannot withstand a temperature increase of 1.5°C above pre-industrial levels. Today, as the majority of the global population resides in urban areas, cities worldwide face escalating social, economic, and environmental challenges. These challenges disproportionately affect economically and socially marginalized communities, who contribute the least to greenhouse gas emissions yet are most vulnerable to climate hazards. Despite advances in science and technology, there is a need for a historical approach that transcends technocratic solutions and Eurocentric scientific paradigms. In this course, we will advocate for integrating indigenous knowledge into climate action for climate justice. In this course, we will be looking at contexts such as the Middle East, Africa, Central and South Asia, and South America to examine indigenous building technologies, cultures, and practices. The course challenges the marginalization of these communities' material and architectural cultures, which are often dismissed with reductive and colonial terms such as “vernacular,” “traditional,” “primitive,” or “premodern” architecture. By questioning these colonial presumptions, we aim to re-evaluate vernacular architecture, and reframe this cultural heritage as a resource in climate justice, mitigation, and adaptation. Unlike traditional courses, laboratories in the field of History of Architecture and Cities adopts unique experimental learning-by-doing methods. Students actively engage and enhance their research skills through practical involvement and hands-on activities. The emphasis on active learning and applying theoretical concepts to real-world scenarios fosters a deeper understanding of the subject matter. The main aim is to equip students with the skills necessary to conduct basic historical research—including the use of literature, secondary, and primary sources—and apply these findings to climate action, with a focus on traditional and indigenous knowledge that is often overlooked in architectural and urban history. Each laboratory session focuses on a specific theme, object, or case study, selected by the professor. For the academic year 2024/25, the theme of "Indigenous and Traditional Knowledge for Climate Justice" will explore the role of architecture and urban planning in framing an alternative historical narrative that intersects climate, architecture, landscape, history, and indigenous knowledge. We will be using Moodle for all the classroom assignments and submissions.