Lesson 6D: That’s a Wrap

Lesson 6D: That’s a Wrap     Grade level:   6-10                 Time Length:  1-2 class periods

Cross Curricular/Cross Lessons: 1B: Ecological Changes; 1D: Consistent Issues; 6A: Sustaining Forests; 6E: Pol. Cartoons; 6H: How Do Others See Us?

PDE Academic Standards: 1.1.8/11; 1.2.8/11; 1.4.8/10; 1.6.8/11; 4.2.8/10; 4.3.7/10; 4.8.7/10/12; 4.9.11; 5.1.9/12; 5.2.9/12; 5.3.9/12; 6.2.9; 6.4.9; 6.5.9/12; 7.1.9/12; 7.4.9/12; 8.1.9/12; 8.2.9/12; 8.3.9/12

 

Objectives:

–Students will trace human interaction with the environment over the last several centuries and evaluate its consequences

–Students will use language to connect emotion with human action

–Students will make a value judgment on the capabilities of human beings to grapple with daunting issues

 

Materials:

Seeking the Greatest Good

 

Anticipatory Set:  (2min)      “Moment of Zen”       Discuss the quote as it relates to both students and the topic.

What we make of ourselves and of our society is linked to what we

make of the Earth and how we let the Earth make us

                                                                                                            – David Landis Barnhill

Procedure:

–View the film Seeking the Greatest Good in its entirety

–What word would you use to describe human activity over the last 200 years?

Progress           adaptation        manipulation    abuse    prosperous       advantageous                inventiveness

–Students should use their historical and scientific knowledge from the unit as evidence.

https://www.gilderlehrman.org/history-by-era/politics-reform/resources/theodore-roosevelt-and-conservation

–Give each student a “theme word” or have them pick. The theme words are listed below. Once students have their words, they must make a written connection between their words and the conservation movement from 1850- present, and explain how their word applies or does not apply.  Students should include historical facts as well as their own views.  It is up to the instructor if students can use the opposite of their theme word in the writing.

–Students must then make a connection between their theme word and the current agencies and policies of the United States government. This written connection can be one to two paragraphs in length.

Theme Words

Prosperity                    Change             intervention                 Fear                             Anger               loss

Power                          Greed               Freedom                       Aggression                   Trust                opulence

Pride                            Loyalty                        Shame                          Pain                             Ambition         democracy

Invention                     strength                       bully                             awe                              wealth              compromise

 

–Discuss how word choice affects how we feel about a certain topic.  Did the word that the student was assigned make them think positively or negatively?  Did that affect their line of thinking?

–Ask them to find other examples of how writing and language affect the way we tend to view certain subjects or viewpoints

 

Closure/Summary:            (3min)

Students should answer the Key Question:
Should what humans have done through industrialization be considered “progress” or “adaptation” or something else?  Explain

 

In the end, the biggest question remains for our students:

Will we be able to live within our limits and safeguard the natural world in the decades ahead? Do human beings even have the ability to think bigger than themselves?

 

Evaluation:

Students will be evaluated on the quality of their responses


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