Frontline and Fenceline Communities
Articles/Websites
Grades9, 10, 11, 12, APScience, Social Studies, English Language Arts
This resource has been reviewed by SubjectToClimate's climate scientists and verified for scientific accuracy and up-to-date information. Learn about our review process →
Provided by The Climate Reality Project
What it is
- This article details the communities that are disproportionately impacted by greenhouse gas pollution and climate change: frontline communities, and fenceline communities.
- Students will read about the communities already negatively affected by climate change, those that share borders with polluting industries, and the socially-just solutions to address both.
Teaching tips
Positives
- This article lays out complex concepts in a way that is easy to understand.
- The included links are great resources for additional learning.
Additional Prerequisites
- Students should have some prior knowledge of systemic and/or environmental racism.
Differentiation
- Connections can be made in social studies classes learning about systemic structures that affect low income communities or people of color and how different communities are impacted by similar issues.
- Health classes can use this article when discussing how climate change impacts the health of humans.
- Consider using this article with others for a more rounded understanding of the issue. Other resources that would complement this one include Environmental Racism, Environmental Justice 101, and "Asthma Alley."
- As an extension, have students research one way to help a frontline or fenceline community and consider if or how they could implement those solutions in their own household, community, or school.
From the scientist review
This is an article discussing environmental injustice and the communities that face the challenges of climate change. This is recommended for teaching.
Ready to use it?
Hosted on climaterealityproject.org
Want this to fit your class?
Add your location for local examples, questions, and action ideas.
