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Database Provider

Author

Climate Reality Project

Grades

9th, 10th, 11th, 12th, AP® / College

Subjects

Science, Social Studies, English Language Arts

Resource Type

  • Article

Regional Focus

Global

Frontline and Fenceline Communities

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Synopsis
  • 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. 
Scientist Notes
This is an article discussing environmental injustice and the communities that face the challenges of climate change. This is recommended for teaching.
Standards

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

  • English Language Arts
    • Reading: Informational Text (K-12)
      • RI.11-12.1 Accurately cite strong and thorough textual evidence, (e.g., via discussion, written response, etc.), to support analysis of what the text says explicitly as well as inferentially, including determining where the text leaves matters uncertain.
      • RI.11-12.2 Determine two or more central ideas of a text and analyze their development and how they interact to provide a complex analysis; provide an objective summary of the text.
      • RI.11-12.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).
  • Science
    • 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.
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