In this lesson, students investigate climate change and search for and evaluate evidence of change. Students will then write a scientific argument using evidence and reasoning to support claims. Students will also be able to reflect on the weaknesses in their own arguments in order to improve their argument and then respond to other arguments.
In this lesson, students will recognize cultural attributes beyond typical definitions including how people dress, what they eat, and the holidays they celebrate. Students will understand culture as something that is complex, non-static, and evolving. Students will encounter a definition of culture closer to the way the term is used by anthropologists to represent the totality of learned human behavior. Students will also be able to define how subcultures emerge within cultural groups.
In this lesson, students consider discrimination and discuss some examples. They will then investigate how our brains and our cultures make it difficult for us to ethically interact with people who are different than us and discuss the concept of empathy vs. sympathy. Students will read "Diary of a Teenage Refuge" and complete a writing assignment.
In this lesson, students will come to understand the different types of energy sources and how they affect the people living around them by looking at energy use in Japan and the United States. Students will also compare and contrast the nuclear events at Fukushima and Three Mile Island. Then, students will write essays on energy options and effects.
In this lesson, students will identify differences and similarities between their own lives and the lives of other children living in a different country. Students will be able to value the differences that may seem strange to them by allowing themselves to walk in the shoes of other children, and to think about similarities as well as differences.
In this lesson, students will read articles related to a misstatement of future glacier health in the Himalayas that was reported in the 2007 United Nation’s Intergovernmental Panel on Climate Change Assessment Report 4. The class will discuss the articles and ramifications of inaccuracies in scientific literature as well as the importance of validating sources as peer-reviewed. As this topic is complex, the students will need guidance in the form of an introduction to peer-reviewed literature, which is outlined here. Furthermore, the objective of this lesson is not to vilify the IPCC or any other well-intentioned group, but rather to elucidate the use of proper references and procedure when summarizing a contentious scientific issue with broad geopolitical implications.
In this lesson, students will read articles related to water shortages around the world and answer questions about them. The class will discuss the articles.
In this lesson, students will generate questions about what has happened to the environment and the people of Fukushima as a result of the tsunami and flooding of the nuclear power plant. Students will use primary source video testimony and interviews to gather information from many perspectives, share information orally, and take notes on ideas expressed by others. Then, students will integrate information on Fukushima into an opinion paper.
This supplemental material is meant to be used in conjunction with the lesson: "Voices From Fukushima." It covers the main concepts of the lesson as well as provides a glossary.
In this lesson, students consider how water is a finite natural resource whose quantity and quality must be responsibly preserved, protected, used, and reused.