Teachers should note the misspelling of "Celsius" in the subtitles starting at 2:19 in the video.
Social Studies classes could use this resource to discuss how local and state governments can and should legislate, advocate, and work towards lessening the impacts of global warming for their residents.
Consider using this video to discuss how often the impacts of global warming are felt by the most vulnerable. What examples are discussed in the video? What other examples can students brainstorm?
As an extension, have students consider which of the action items explained in the video would have the biggest impact. How can students, at an individual or group level, advocate for them?
The video presents the cascading impact of ground-level ozone and particulates on air quality. In New Jersey, the low-income and vulnerable groups are worst hit by air pollution. Notably, the government is making efforts to transition the energy, transportation, residential, commercial and industrial sectors to low-carbon sectors to limit air pollution and improve air quality in NJ. This resource is recommended for teaching.
ESS3: Earth and Human Activity
HS.ESS3.1 Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity.
LS1: From Molecules to Organisms: Structures and Processes
6.LS1.5 Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.
Social Science Analysis (K-12)
6.27 Assess individual and collective capacities to take action to address local and regional issues, taking into account a range of possible levers of power, strategies, and potential outcomes.
8.34 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.