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Authors

Xinran Wang, Anthony Leiserowitz

Grades

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

Subjects

Social Studies, Economics, Geography

Resource Types

  • Interactive Media
  • Data

Regional Focus

North America, United States

Support for Making Fossil Fuel Companies Pay for Climate Damages

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Synopsis
  • This map shows how Americans feel about making fossil fuel companies pay for climate damage.
  • The map is interactive. Students can zoom in and click on different demographic areas to view data by metro area, congressional district, state, or county.
Teaching Tips

Positives

  • This beautiful interactive map is incredibly useful in exploring Americans' attitudes on the question "who should pay for climate change?"
  • Students will enjoy interacting with the map because they can view local climate opinions as well as climate opinions from any other place in the United States.

Additional Prerequisites

  • On the left side, students can sort by national, state, congressional district, metro area, or county.
  • Teachers should remind students to pay careful attention to how the key changes when a new question is selected.

Differentiation

  • This map can be used at the end of a climate change lesson to show the link between burning fossil fuels and climate change. Students can interact with their map while responding to the following prompt: who should pay for climate change?
  • Social studies classes could discuss the connection between the opinions in each region and the local industries in that region. Students could use this map of fossil fuel resources to understand which regions rely on fossil fuel companies to keep their economies going.
  • Other resources on this topic include this video on carbon taxes and this video on who should pay to fix climate change.
Scientist Notes
This resource presents data on the American people who want to hold fossil fuel companies responsible for the local damages of global warming. Notably, burning fossil fuels accelerates greenhouse gas concentrations in the atmosphere which in turn increases global mean temperatures. The model used in this study simplifies the dataset on the perception of lawsuits against fossil fuel companies. The sample size is representative of the population with a 95% level of confidence. This resource is recommended.
Standards
  • Social Studies
    • Geography
      • Geography 1 (F1): Students understand the geography of the community, Maine, the United States, and various regions of the world, and geographic influences on life in the past, present, and future by using the geographic grid and a variety of types of maps, including digital sources, to locate and access relevant geographic information that reflects multiple perspectives.
      • Geography 1 (D3): Students understand the geography of the United States and various regions of the world and the effect of geographic influences on decisions about the present and future by describing the major regions of the Earth and their major physical, environmental, and cultural features using a variety of geographic tools, including digital tools and resources.
    • Personal Finance & Economics
      • Economics (F1): Students understand the principles and processes of personal economics, the influence of economics on personal life and business, and the economic systems of Maine, the United States, and various regions of the world by describing the functions of financial institutions
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