In this video and article, a teen named Kami in Louisiana's Gulf Coast describes how the fossil fuel industry affects her local environment, causing smells, air pollution, and health hazards to residents.
She calls for an end to fossil fuel development in her community and states that it is an environmental injustice that her region is disproportionately affected by this industry's pollution.
Kami discusses how she cares about her family's health and organizes within her community to prevent the fossil fuel industry from continuing to pollute her region.
The teen's perspective and voice in speaking out against the fossil fuel industries polluting her community is powerful, and many teens may relate to feelings of injustice from harmful facilities in their communities.
The video addresses environmental racism and social justice themes as the teen wants to prevent her community from being a "sacrifice zone" by the fossil fuel industry.
Students should understand that fossil fuel production and use causes air pollution and contributes to climate change.
Students should be aware of alternative, cleaner energy sources.
Before watching this video, ask students if and how they think teens can make a difference in the fight against climate change.
To further understand the topic of fossil fuel extraction, investigate different fossil fuel facilities in your state as a class.
As an extension activity, have students make a testimonial video about an environmental issue they care about in their community.
Lead a discussion about actions students can take to support greener and cleaner energy solutions.
In civics classes, explore measures teens can take to affect change in public policy to reduce the facilities contributing to pollution.
The fossil fuel industry and the pollution it causes disproportionately affect lower-income and communities of color. This short video resource adds a personal story to that fact and how continued investment in fossil fuels puts us in danger of not reaching our climate goals.
Next Generation Science Standards (NGSS)
ESS3: Earth and Human Activity
MS-ESS3-5 Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century.
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.14.6-8 Compare historical and contemporary means of changing societies, and promoting the common good.
Dimension 4: Taking Informed Action
D4.7.6-8 Assess their individual and collective capacities to take action to address local, regional, and global problems, taking into account a range of possible levers of power, strategies, and potential outcomes.
Common Core English Language Arts Standards (CCSS.ELA)
Reading: Science & Technical Subjects (6-12)
CCSS.ELA-LITERACY.RST.6-8.2 Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.
CCSS.ELA-LITERACY.RST.6-8.6 Analyze the author's purpose in providing an explanation, describing a procedure, or discussing an experiment in a text.
Speaking & Listening (K-12)
CCSS.ELA-LITERACY.SL.6.2 Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
CCSS.ELA-LITERACY.SL.7.3 Delineate a speaker's argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.
National Health Education Standards
Standard 1: Students will comprehend concepts related to health promotion and disease prevention to enhance health.
1.8.3 Analyze how the environment affects personal health.