Youth Climate Story: The Gulf Is Not a Sacrifice Zone

Articles/Websites

Grades6, 7, 8, 9, 10Civics

Scientist Reviewed

Provided by ACE

Open Resource

What it is

In this video and article from ACE, 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.

Teaching tips

Positives

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.

Prerequisites

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.

Differentiation & Implementation

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.

From the scientist review

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.

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At a glance

Grades: 6, 7, 8, 9, 10
Subjects: Civics
Other types: Videos
Language: English
Location: North America > United States > Louisiana
Provider: ACE
Authors: ACE
Published: October 30, 2023
Last updated: July 16, 2026
: Reviewed by our climate scientists How we review

Standards alignment · D2.Civ.14.6-8 + 11 more

Core

College, Career, and Civic Life (C3) Standards

D2.Civ.14.6-8Compare historical and contemporary means of changing societies, and promoting the common good.
D4.7.6-8Assess 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.

Next Generation Science Standards (NGSS)

MS-ESS3-5.Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century.

Wisconsin Climate Education Hub

English Language Arts

SL.6.2Interpret information presented in diverse media and formats and explain how it contributes to a topic, text, or issue under study.
SL.7.3Understand and evaluate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.
R.8.2Summarize texts, from a variety of genres, to determine one or more themes or central ideas and analyze their development over the course of the text. (RI&RL)
R.8.6In literary texts, analyze how the differences between the point of view, perspectives, and possible biases of the characters, the audience, or the reader create effects such as mood and tone. (RL) In informational texts, explain how an author’s geographic location, identity, and/or culture affect perspective. Analyze how the author addresses conflicting evidence or viewpoints. (RI)
SL.9-10.3Understand and evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
R.11-12.2Objectively 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)

Health

1:3:A4Describe how physical and social environments can affect personal health.

Science

HS-ESS3-2.Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios.

Social Studies

SS.PS3.d.mAnalyze how governments address and solve problems through the public policy process.

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