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Database Provider

Authors

Hot Mess, PBS

Grades

6th, 7th, 8th, 9th, 10th, 11th, 12th

Subjects

Science, Social Studies, Geography

Resource Type

  • Videos, 6 minutes, 11 seconds, CC, Subtitles

Regional Focus

Global

Format

YouTube Video

Indigenous Communities Are on the Front Lines of Climate Change

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Synopsis
  • This video highlights the importance of knowledge from Indigenous communities about changing climates and adaptation.
  • It also highlights that valuable Indigenous knowledge is not being used or applied in many countries, but that partnerships between Indigenous communities and scientists are helping us better understand the changes occurring today.
Teaching Tips
Positives
  • The video incorporates engaging imagery and clear text captions to ensure student understanding. 

Additional Prerequisites

  • There is a commercial at the beginning of the video. The video content ends at 5 minutes, 18 seconds. 
  • Students will need to have a basic understanding of the concept of climate change. 

Differentiation

Scientist Notes
This 6-minute video discusses that the knowledge held by indigenous communities has historically been ignored. This resource showcases indigenous communities in Northern Canada as an example and presents ways that these communities have learned from (and how they understand) the ecosystems they depend on for food and shelter. This resource also presents examples of ways in which climate change is causing these indigenous communities to move away from traditional practices in order to survive. This resource is recommended for teaching.
Standards
  • Science
    • 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.
  • Social Studies
    • Geography
      • SS.Geog4.a.m Explain how place-based identities can change places over time. Investigate how place-based identity results from the characteristics of a place and can sometimes result in stereotypes of people from a specific place. Describe students’ perceptions of a place that are based on indirect sources (e.g., television, movies), versus on direct sources (e.g., residing in a place, visiting a place).
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