Could Everyone Have Solar Power?

Videos

Grades6, 7, 8, 9, 10, 11, 12Civics, Engineering

Scientist Reviewed

Provided by Hot Mess

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What it is

This short and engaging video from Hot Mess briefly describes the increasing popularity of solar panels as a source of renewable energy, outlines the history of solar technology, gives reasons for choosing solar power, highlights reasons that prevent some people from obtaining solar power for their homes or communities, and cites California, Colorado, and Texas as leaders in solutions for these circumstances.
The last part of the video introduces shared solar as a potential solution to these barriers, including the option for shared solar gardens or community solar arrays.

Teaching tips

Positives

This resource explains the potential challenges associated with converting to solar power in an easy-to-understand format.
This tool is helpful for introducing the topics of climate or environmental justice.

Prerequisites

Students should already have a basic understanding of renewable energy sources and how they work to reduce carbon emissions.

Differentiation & Implementation

Younger students may benefit from some background knowledge about climate change and renewable energy sources before being introduced to this topic.
Playing the video more than once may help students fully take in all of the information that is covered in this resource.
Social studies or engineering design classes can use this video to discuss the history of solar and the milestones in the historical development of renewable energy technologies.
Other resources to consider on this topic include this video about enacting solutions to climate change, this StC lesson plan about environmental justice, and this StC lesson about renewable energy.

From the scientist review

This resource underscores the benefits of shared solar, a strategy to reduce CO2 emissions, which will scale up solar energy to low-income households and achieve SDG 7. This is recommended for teaching.

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At a glance

Grades: 6, 7, 8, 9, 10, 11, 12
Subjects: Civics, Engineering
Format: YouTube Video
Language: English
Location: Earth, North America > United States, North America > United States > California, North America > United States > Colorado, North America > United States > Texas
Provider: Hot Mess
Authors: Hot Mess
Published: April 27, 2021
Last updated: July 16, 2026
: Reviewed by our climate scientists How we review

Standards alignment · D2.Civ.14.6-8 + 13 more

Core

Core Standards legacy

D2.Civ.14.6-8D2.Civ.14.6-8 Compare historical and contemporary means of changing societies, and promoting the common good.
CCSS.ELA-LITERACY.SL.8.2CCSS.ELA-LITERACY.SL.8.2 Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.
HS-ESS3-4.HS-ESS3-4. Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.
HS-ETS1-3.HS-ETS1-3. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts.
D2.Civ.14.9-12D2.Civ.14.9-12 Analyze historical, contemporary, and emerging means of changing societies, promoting the common good, and protecting rights.
CCSS.ELA-LITERACY.SL.9-10.3CCSS.ELA-LITERACY.SL.9-10.3 Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
HS-ESS3-A.2.HS-ESS3-A.2. All forms of energy production and other resource extraction have associated economic, social, environmental, and geopolitical costs and risks as well as benefits. New technologies and social regulations can change the balance of these factors. (HS-ESS3-2)

Connecticut Climate Education Hub

Connecticut Climate Education Hub Standards legacy

CCSS.ELA-LITERACY.SL.8.2CCSS.ELA-LITERACY.SL.8.2 Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.
CCSS.ELA-LITERACY.SL.9-10.3CCSS.ELA-LITERACY.SL.9-10.3 Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
6.Civ.14.a.6.Civ.14.a. Compare how individuals and groups have affected change in a region using historical and contemporary examples (e.g., World Wildlife Fund, Malala Yousafzai, Mohandas Gandhi, women’s rights in Saudi Arabia, Free Thai Movement).
MW.Civ.14.a.MW.Civ.14.a. Analyze means of protecting or limiting human rights in the 20th century (e.g., Universal Declaration of Human Rights, United Nations Resolution 181, Partition of India, Dirty War in Argentina, Cultural Revolution in China, Khmer Rouge, Stolen Generations in Australia).
HS-ESS3-4.HS-ESS3-4. Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.
HS-ESS3-A.2.HS-ESS3-A.2. All forms of energy production and other resource extraction have associated economic, social, environmental, and geopolitical costs and risks as well as benefits. New technologies and social regulations can change the balance of these factors. (HS-ESS3-2)
HS-ETS1-3.HS-ETS1-3. Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts.

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