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Author

Hot Mess

Grades

3rd, 4th, 5th, 6th, 7th, 8th, 9th, 10th, 11th, 12th

Subjects

Social Studies, Economics, Civics, Geography

Regional Focus

Global

Format

YouTube Video

Rich vs. Poor: Who Should Pay to Fix Climate Change?

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Synopsis
  • This engaging video discusses the argument of who should be paying to fix climate change. 
  • The video clearly outlines the arguments on both sides of the story, leaving it open for discussion between students. 
Teaching Tips

Positives

  • The video uses a variety of music, graphics, and text to increase student engagement and understanding.
  • Discussion and debate among students can easily stem from the neutral evaluation of both sides of the story.

Additional Prerequisites

  • Students would benefit from a basic understanding of fossil fuels and climate change.
  • There is an advertisement in the video. Content finishes at 4 minutes, 15 seconds.

Differentiation

Scientist Notes
This resource highlights the need to support poor countries to respond to climate change. It provides in detail the importance of taking global climate actions by both rich and poor countries to reduce consequences of climate change at the present and in the future. This resource is suitable and recommended for teaching.
Standards

This resource addresses the listed standards. To fully meet standards, search for more related resources.

  • College, Career, and Civic Life (C3) Standards
    • Dimension 2: Civics
      • D2.Civ.10.6-8 Explain the relevance of personal interests and perspectives, civic virtues, and democratic principles when people address issues and problems in government and civil society.
      • D2.Civ.13.6-8 Analyze the purposes, implementation, and consequences of public policies in multiple settings.
      • D2.Civ.8.3-5 Identify core civic virtues and democratic principles that guide government, society, and communities.
    • Dimension 2: Geography
      • D2.Geo.4.6-8 Explain how cultural patterns and economic decisions influence environments and the daily lives of people in both nearby and distant places.
      • D2.Geo.11.9-12 Evaluate how economic globalization and the expanding use of scarce resources contribute to conflict and cooperation within and among countries.
      • D2.Geo.8.9-12 Evaluate the impact of economic activities and political decisions on spatial patterns within and among urban, suburban, and rural regions.
    • Dimension 4: Communicating and Critiquing Conclusions
      • D4.1.6-8 Construct arguments using claims and evidence from multiple sources, while acknowledging the strengths and limitations of the arguments.
      • D4.1.3-5 Construct arguments using claims and evidence from multiple sources.
      • D4.2.3-5 Construct explanations using reasoning, correct sequence, examples, and details with relevant information and data.
      • D4.1.9-12 Construct arguments using precise and knowledgeable claims, with evidence from multiple sources, while acknowledging counterclaims and evidentiary weaknesses.
    • Dimension 4: Taking Informed Action
      • D4.6.6-8 Draw on multiple disciplinary lenses to analyze how a specific problem can manifest itself at local, regional, and global levels over time, identifying its characteristics and causes, and the challenges and opportunities faced by those trying to address the problem.
      • D4.7.3-5 Explain different strategies and approaches students and others could take in working alone and together to address local, regional, and global problems, and predict possible results of their actions.
    • Dimension 2: Economics
      • D2.Eco.15.9-12 Explain how current globalization trends and policies affect economic growth, labor markets, rights of citizens, the environment, and resource and income distribution in different nations.
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