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Project Look Sharp, Sox Sperry


6th, 7th, 8th, 9th, 10th, 11th, 12th, AP® / College


Social Studies, Health

Resource Types

  • Activity - Classroom, 15-30 minutes
  • Lesson Plans
  • Videos, 3 minutes, 5 seconds
  • Videos, 4 minutes, 22 seconds

Regional Focus

North America, United States


PDF, Downloadable MP4/M4V

Youth, Hip Hop & Climate Change

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  • In this media literacy activity, students will watch two hip-hop music videos on climate change activism and analyze the videos' messages and approaches to educating viewers. 
  • This resource includes a teacher guide, a lesson plan, and two video clips. 
Teaching Tips
  • The lesson plan offers discussion questions for several academic subjects.
  • The media literacy questions require students to think critically about their own biases.
Additional Prerequisites
  • Teachers must create a free account to access the materials.
  • This handout will help students determine if the sources are reliable.
  • Music classes could use these videos in a lesson on political music.
  • After discussing the pros and cons of the two videos, students could write, rehearse, and record their own climate change music videos.
  • Because the music videos were produced in 2011 and 2009, it might be interesting for students to compare them to more modern climate change music videos such as Prince EA's video.
Scientist Notes

There is no contradiction in the resource as it explores site-specific ways to prevent ecosystem degradation. This resource is suitable for teaching students about environmental management, resource management, and social change. The resource is recommended.

  • 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.
      • HS-ESS3-5 Analyze geoscience data and the results from global climate models to make an evidence-based forecast of the current rate of global or regional climate change and associated future impacts to Earth systems.
    • ETS1: Engineering Design
      • HS-ETS1-1 Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants.
  • College, Career, and Civic Life (C3) Standards
    • Dimension 2: Civics
      • D2.Civ.5.9-12 Evaluate citizens' and institutions' effectiveness in addressing social and political problems at the local, state, tribal, national, and/or international level.
    • Dimension 2: Geography
      • D2.Geo.4.9-12 Analyze relationships and interactions within and between human and physical systems to explain reciprocal influences that occur among them.
    • Dimension 4: Taking Informed Action
      • D4.7.9-12 Assess options for individual and collective action to address local, regional, and global problems by engaging in self-reflection, strategy identification, and complex causal reasoning.
  • Common Core English Language Arts Standards (CCSS.ELA)
    • Speaking & Listening (K-12)
      • CCSS.ELA-LITERACY.SL.9-10.3 Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
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