Lesson 6G: What Might Have Been: IMPACT!

Lesson 6G: What Might Have Been: IMPACT !                    Grade level: 10-12    Time Length: 3-4 class periods
Cross Curricular /Cross Lessons: 1B: Ecological Changes; 1C: Historical Context of Conservation; 1D: Consistent Issues; 3C: Government Power; 4A: Conservation vs Preservation; 6B: How Forests Protect Water; 6D: That’s a Wrap; 6H: Introduction to Global Climate Change
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



–Students will synthesize information obtained from several subject areas in the past unit and create their own interpretation of the variable past and future through additional research

–Students will evaluate the change in human needs over time and the way in which those needs are met.

–Students will report on the impact of government intervention



Seeking the Greatest Good


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

“Somehow our schoolbooks always seemed to make the flow of history appear to have its own logic – as if it could not have been any other way.”

Procedure:                                                                                                                                         -Anonymous

–View Seeking the Greatest Good in its entirety

Cross curricular extension activity:

–If feasible, the Social Studies and Science teachers can join together and craft units that will allow students to complete the following culminating activity.  Students will need information on ecology, forest management and other areas as well as the historical and civic lessons from previous lessons in this guide in order to complete the project.

–From your research, write a description of what you think the world would be like now if conservation had not been started in the 1880s and government mandates had not been applied.  Use scientific research on biology and ecology as well as historical information to support your description. Present your findings to the class along with recommendations for a sustainability plan that may or may not include governmental mandates, incentives, community partnerships, educational initiatives, etc.  Be sure to include a snapshot (visuals are helpful) of what our world will look like 150 years from now? What challenges will we face? What evidence do you have to support this?


Civics Extension: Research any government mandated protection 6 ways people are influenced by environmental laws: zoning permits, building permits, water treatment plants, hydro electric power stations, sewer bills, fuel efficiency mandates, hunting, emissions, etc. How do these support the “Greatest Good”?


Closure/Summary:            (3min)

Judging by the students plans, ask them the Key Question

-Has the definition of “practical conservation” changed?  If so, how?

-How does today’s practical conservation fit within the context of the phrase “The greatest good for the greatest     number in the long run”?

-Should what humans have done through industrialization be considered “progress” or “adaptation” or something       else?  Explain



Students will be evaluated based on the creativity of their assignment, the overall presentation and the inclusion of research and film information.

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