Building Support for Electric Vehicles

Articles/Websites

Grades6, 7, 8, 9, 10, 11, 12Social Studies, English Language Arts, Mathematics

Scientist Reviewed

Provided by Yale Program on Climate Change Communication

Open Resource

What it is

This article shows the effect of positive radio stories on people's perceptions of electric vehicles in Norway and the United States.
It shows how media messaging changes popular opinions about electric vehicles.

Teaching tips

Positives

The article describes an easy-to-follow experiment and includes data to support the findings.
This can be a significant component of a media literacy, advertising, or literacy lesson.

Additional Prerequisites

The article links to the two stories mentioned in the experiment.
Students should understand what standardized mean difference is to properly analyze the data.

Differentiation

Teachers can preview essential vocabulary terms, such as EV and emissions, to help students' comprehension.
ELL students can be given the article beforehand to read.
After reading the article, students can create a podcast story about an aspect of sustainability, such as eating less meat, EVs, solar power, buying recycled items, or composting. Then students can run an experiment to see if their podcast story influenced people's attitudes or beliefs.
Other resources related to these topics include this video analyzing the impact of various types of cars on the climate and this video about the history of electric cars.

From the scientist review

To transit from gas-powered vehicles to electric vehicles is one of the efficient ways to reduce global warming. Selecting 912 random samples was effective to study this risk perception of transitioning. An Independent sample t-test would have also been a good technique to experiment with this type of data. However, this resource is recommended.

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At a glance

Grades: 6, 7, 8, 9, 10, 11, 12
Subjects: Social Studies, English Language Arts, Mathematics
Other types: Data, Graphs, and Maps
Language: English
Location: Europe, North America, North America > United States
Provider: Yale Program on Climate Change Communication
Authors: Abel Gustafson, Matthew Goldberg
Published: April 27, 2021
Last updated: July 16, 2026
: Reviewed by our climate scientists How we review

Standards alignment · HS-ESS3-1. + 21 more

Core

Core Standards legacy

HS-ESS3-1.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.
CCSS.ELA-LITERACY.RI.11-12.10CCSS.ELA-LITERACY.RI.11-12.10 By the end of grade 11, read and comprehend literary nonfiction in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11-CCR text complexity band independently and proficiently.
CCSS.ELA-LITERACY.RST.11-12.2CCSS.ELA-LITERACY.RST.11-12.2 Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms.

New Jersey Climate Education Hub

New Jersey Climate Education Hub Standards legacy

HS-ESS3-1.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.

Oregon Climate Education Hub

Oregon Climate Education Hub Standards legacy

11-12.RI.1011-12.RI.10 By the end of grade 11, read and comprehend literary nonfiction in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11-CCR text complexity band independently and proficiently.
11-12.RST.211-12.RST.2 Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms.
HS.ESS3.1HS.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.

Wisconsin Climate Education Hub

Wisconsin Climate Education Hub Standards legacy

HS-ESS3-1.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.
R.11-12.2R.11-12.2 Objectively and accurately summarize a complex text to determine two or more themes or central ideas and analyze their development, including how they emerge and are shaped and refined by specific details. (RI&RL)

Maine Climate Education Hub

Maine Climate Education Hub Standards legacy

HS-ESS3-1HS-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.
R.9-12.12R.9-12.12 Read with sufficient accuracy and fluency to support comprehension.

New York Climate Education Hub

New York Climate Education Hub Standards legacy

HS-ESS3-1.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.

Connecticut Climate Education Hub

Connecticut Climate Education Hub Standards legacy

CCSS.ELA-LITERACY.RI.11-12.10CCSS.ELA-LITERACY.RI.11-12.10 By the end of grade 11, read and comprehend literary nonfiction in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11-CCR text complexity band independently and proficiently.
CCSS.ELA-LITERACY.RST.11-12.2CCSS.ELA-LITERACY.RST.11-12.2 Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms.
HS-ESS3-1.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.

ECCLPs Climate Education Hub

ECCLPs Climate Education Hub Standards legacy

HS-ESS3-1.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.

Michigan Climate Education Hub

Michigan Climate Education Hub Standards legacy

HS-ESS3-1HS-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.
RI.11-12.10.RI.11-12.10. By the end of grade 11, read and comprehend literary nonfiction in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11–CCR text complexity band independently and proficiently
RSLSTS.11-12.2.RSLSTS.11-12.2. Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms.

Illinois Climate Education

Illinois Climate Education Standards legacy

RI.11-12.10.RI.11-12.10. By the end of grade 11, read and comprehend literary nonfiction in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 12, read and comprehend literary nonfiction at the high end of the grades 11–CCR text complexity band independently and proficiently.
RST.11-12.2.RST.11-12.2. Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms.
HS-ESS3-1.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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Teaching tips

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