Social Studies 20
Dialectical Reasoning and the Environment
Unit Plan
Developed by Erin Birne
Modified by Michelle Cousin
2008/2009
2
Lesson One: Materials
(H) Unit Concept Map
To view unit concept map please see:
http://bubbl.us/view.php?sid=137852&pw=yackMkZEGBam.NzhEMms3OTd3ZH
Fpaw for printing purposes.
Materials
Materials are shown in the order that they are used in each lesson. Each set of
materials is shown with an “O” for overhead, “H” for handout.
Unit Mark Breakdown
Dialectical Mini-Essays
Song Analysis
Uncommericial Project
Debate
Self Assessment (Engagement)
20%
10%
35%
25%
10%
3
Engagement Rubric: Self Assessment
Circle the column most appropriate for yourself and write comments if there aren’t any.
4
3
2
1
Score
Relationships to I pay attention to
I do not
Ideas
ideas, actively
attempt to find
seek new
personal or
information, and
worthy
look for answers
meaning in
to my questions.
the topic.
Autonomy
I have taken
such an interest
in the topic
issues that I have
initiated change
in my life and my
world.
Relationships to
Others
I listen when
others talk, both
in groups and in
class. I
incorporate and
build on the
ideas of others. I
attempt to show
my peers what I
learn from them.
Competency
I have learned
how to: state my
opinions; listen to
the opinions of
others; find more
information from
other
perspectives;
make a wellreasoned
conclusion.
I have a plan
which I believe
will make the
world a happier
healthier place.
Potency
TOTAL
I have
developed
greater
understanding
of the topic,
but rely on
others to tell
me what to
do.
I believe I
know more
about the
topic than my
peers and
they should
listen to me
more.
I have learned
more about
the topic, but
believe I still
lack the skills
of dialectical
reasoning to
apply to
another topic.
I believe I am
too young and
unskilled to
make a
difference in
the world.
4
(H This should be discussed after the first day, and as often as necessary during
the unit. Students self- and peer-assess and should show progress. No grades
will be used.)
Participation ( Student Self & Peer) Assessment Name:______________
Category
Discussion
Attitude
Behaviour
5 Points
I/He/She
listened to
others
respectfully,
responded
when
something
needed saying,
encouraged
others to
speak, brought
others back on
topic.
I/He/She
worked
towards
achieving the
group’s goals,
and displayed
a sense of
fairness for
“other”.
I/He/She was
physically
involved in
achieving the
group’s goals,
assessed risk
and then acted
appropriately,
and was
respectful of
the well being
of others.
3 Points
I/He/She
listened to
others
respectfully,
and responded
when
something
needed
saying.
1 Point
Total
I/He/She
talked on topic,
listened to
others,
responded to
direct
questions.
I/He/She
worked
towards
achieving the
group’s goals,
and displayed
a sense of
fairness for
my/him/her
personal
situation.
I/He/She was
physically
involved in
achieving the
group’s goals,
tried to assess
risk and act
appropriately,
and was
usually
respectful of
the well being
of others.
I/He/She
worked
towards
my/his/her
personal goals,
and displayed
a sense of
fairness for
my/him/her
personal
situation.
I/He/She was
physically
involved in
achieving the
group’s goals,
recognized
that risk should
be assessed,
and was
usually
respectful of
the well being
of others.
5
(H) Independent Value Statements
I Agree
Statement
Nature should be manipulated for
human purposes.
The earth’s resources should be
used however necessary to meet
human needs and wants.
Human beings have more rights
than animals.
Cigarette smoking should be
considered a form of homicide.
If change is necessary, act only
when it is absolutely clear what
must be done.
In deciding on the wellbeing of
society, factors that protect and
care for the environment should
receive more attention than
factors that make the economy
healthy and prosperous.
We should view nature’s needs as
superior to our own.
The Canadian government should
use tax credits as a method of
protecting the environment.
It is ethical for Canadian research
agencies to use animals in
experiments if the knowledge
gained relieves human suffering.
Our long-term future will be more
secure if people learn to live in
harmony with nature.
Economic development usually
has some negative effects on the
environment and should not be
allowed until the effects can be
controlled.
I Disagree
6
(OH)
Dialectical Reasoning Process
Provide supporting arguments for your
claim
Make an initial value claim
expressing what is good/right/
worthwhile about an issue
Set out a value claim that opposes
the initial value claim
Provide supporting
arguments for this claim
Create a dialectic by acknowledging the opposing value
claim, pointing to an aspect of the opposing claim that is
worth considering or pitting the first set of opposing
arguments against the second
Come to a conclusion in which one
value claim is deemed to be correct or
both value claims are refined
7
(O) Dialectical Reasoning Instructions and
Assignment
For this unit, you will have an ongoing series of
assignments that will help you to develop and
practise your dialectical reasoning skills. There
will be four of these assignments throughout the
unit.
Assignment #1: Use your dialectical reasoning
handout to guide you in addressing the following:
Nature should be manipulated for human
purposes.
or
Human beings are members of nature with no
more/less rights than any other creature.
Today in Class we practised using the flowchart to
evaluate a value claim. Using a similar process,
respond to the above question.
Follow the dialectical reasoning process (it is there
to help!) by first making your own flowchart on a
blank piece of paper and addressing each step of
the flowchart in note form. Afterwards, use your
notes to write a one page (single sided, double
spaced) response.
8
(O)
BOTH the notes and the written response
MUST be handed in to receive full marks.
Evaluation (to be used for all dialectical
reasoning assignments)
Category
Excellent
4
Very Good Good
3
2
Fair
1
Use of flowchart
4
3
2
1
Value claims
stated and
supported
4
3
2
1
Dialectic Created 4
3
2
1
Clearly Stated
Conclusion
3
2
1
4
TOTAL ___________
9
(H) Dialectical Reasoning Instructions and Assignment
For this unit, you will have an ongoing series of assignments that will help
you to develop and practise your dialectical reasoning skills. There will be
four of these assignments throughout the unit.
Assignment #1: Use your dialectical reasoning handout to guide you in
addressing the following:
Nature should be manipulated for human purposes.
or
Human beings are members of nature with no more/less rights than any other
creature.
Today in Class we practised using the flowchart to evaluate a value claim.
Using a similar process, respond to the above question.
Follow the dialectical reasoning process (it is there to help!) by first making
your own flowchart on a blank piece of paper and addressing each step of
the flowchart in note form. Afterwards, use your notes to write a one page
(single sided, double spaced) response.
10
(H)
BOTH the notes and the written response MUST be handed in to receive full
marks.
Evaluation (to be used for all dialectical reasoning assignments)
Category
Excellent
4
Very Good
3
Good
2
Fair
1
Use of flowchart
4
3
2
1
Value claims
stated and supported
4
3
2
1
Dialectic Created
4
3
2
1
Clearly Stated
Conclusion
4
3
2
1
TOTAL ___________
11
Lesson Two: Materials
(O) Please use your dictionary to define the
following terms, making sure the definition you
choose relates to the topic of the environment.
NOTE: The curriculum guide offers explanations
for these terms.
Natural environment:
Habitat:
Subjective:
Objective:
Cultural Assumption:
12
Take a moment to consider this: Where does
humankind fit in terms of the environment?
Do you feel that the above diagram is a good
representation of our place in the environment?
Why or why not?
13
(Teacher use ONLY) Western View of the Natural Environment
These guiding questions might be of some use with the brainstorm for this lesson.
Use these questions first, using student answers (in their words) and underlining key
words – especially words and terms in common. Use their words to build a picture of the
group’s view of the environment.
Then, either present the picture on the handout with the question as stated, or have
them contrast this view to their own view.
Why is the natural environment important?
What do we get from the natural environment?
What do we give to the natural environment?
How often do we think about the natural environment?
How is the natural environment like a machine?
How are the natural environment and the economy related?
If we cannot use something from the natural environment is it still important?
Here are two terms used to describe a culture’s dominant values:
1. Hegemony – the values of the strongest group in the culture. These values tend
to be imposed upon the marginalized groups. The “hegemonic class” is that
group whose values have the greatest influence. This class has power.
2. Dominant discourse – there are multiple groups in every culture and all have
power. Power is displayed in language and traditions, but language and
traditions change. The dominant discourse is the language and traditions that
are most accepted by the rest of the culture, those ways of speaking and values
that are least likely to be questioned. It is not that one group or one individual
has more or less power, but that power is revealed by those values that are
accepted and those that have to be justified.
You could probably find articles from the internet, magazines, newspapers that would
help your students see that different groups have different underlying assumptions,
which means different traditions are justified in each group. In this unit, Aboriginal
values – there are many North American Aboriginal groups each with unique values –
have been contrasted with those of Western White Middle Class values (there are
multiple groups within White Middle Class!) Encourage your students to consider how
their own personal values. It is likely their own personal values do not line up with any
one group. However, from examining media, they should be able to find the hegemonic
values or the dominant discourses of Western White Middle Class.
14
(H) The Western View of the Natural Environment?
Is the traditional Western view of the natural environment
illustrated? What does this illustration imply?
15
(H) Some Traditional Aboriginal Views of the Environment
Names: _____________________________________
“If you talk with animals they will talk to you and you will know each other.
If you do not talk to them you will not know them, and what you do not
know you will fear. What one fears one destroys.”
Chief Dan George, 1974
Salish First Nations
Human views are often expressed through metaphors.
Consider as a group what the following metaphorical statement tells you
about the relationship between humankind and the earth according to a
traditional Aboriginal view (write your answer down):
“Is not the sky a father and the earth a mother, and are not all things with
feet or wings or roots their children?”
Black Elk, Sioux Nation
Your Response:
16
(H) Some Traditional Aboriginal Views of the Environment
Some traditional Aboriginal views of the environment are closely tied to
ideas of kinship and family. Many North American Aboriginal creation
stories recount how the ancestors came from nature by the will of a great
spirit. The earth is literally and metaphorically the mother of humanity,
nourishing and sustaining all life the same way that a mother nourishes and
sustains her children and her family. Nature, in these views, is family.
An aspect of some traditional views is the concept of the never-ending
circle:
“We think of the earth and the whole universe as a never-ending circle, and
in this circle, [the hu]man is just another animal.”
Leading Cloud, Rosebud Indian Reservation, 1997
All parts of the earth, including human beings, live interdependently – each
part relies on the other for survival, balance and harmony. If respect for
one part is lost, the harmony of the earth is broken.
This belief should result in a deep respect for and appreciation of the
natural environment. The earth (plants, animals, water, minerals) offers
what it can and an Aboriginal practicing the above traditions accepts this
offering with thanks. The earth’s offerings are not simply taken; humanity,
according to this tradition, is not in control.
17
According to this traditional view, human kind fits into the natural
environment in a circular way:
(H) Some Traditional Aboriginal Views of the Environment
Think back to the pyramid representation of one western view of the
natural environment. Of the two representations – pyramid and circular –
which do you prefer? Why?
Are there any similarities between the two views of nature?
What are the differences?
Are these traditional Aboriginal views subjective or objective? Please
explain.
How does culture affect one’s view of humanity’s place in the natural
environment?
Deeper Thinking:
If, at first contact, the Europeans had adopted these traditional Aboriginal
views of the natural world would the present health of the environment still
be at risk? Why or why not? Write your response.
Information taken from:
http://www.collectionscanada.gc.ca/obj/s4/f2/dsk3/ftp04/mq37481.pdf
18
Lesson Three: Materials
(Teacher use ONLY) Ecological Footprint Activity Guide
**You will need a long hallway or an open space to complete this activity. If you
use the gym, all students can participate.**
Ask for as many volunteers as you can fit to help you with this demonstration.
Remaining students should stand to the side to observe.
Have the students who are participating stand in a line facing you and place a
single chair directly behind them.
Explain that you will be asking them a set of questions. Based on their
responses, they will either move forward towards you, backwards or remain in
place. (The student who is closest to you at the end of the activity will be the
student with the biggest ecological footprint.)
The activity ends with you stating that there will be a prize given to the student
who can make it back to the chair that is at the back of the room. The person
with the smallest footprint should get this prize (providing he/she is listening!)
Questions
How often do you eat animal-based food, including beef, pork, chicken, fish, eggs
and dairy products?
Daily > 2 steps forward
Four times a week > 1 step forward
Twice a week > remain still
Rarely (once/week) or never > 1 step backwards
How much of your food is processed, packaged or imported?
Most of it > 2 steps forward
¾ of it > 1 step forward
½ of it > remain still
None > take one step backwards
For every two people in your home, how much garbage is thrown away?
1 grocery bag /day > 2 steps forward
1 grocery bag every other day > 1 step forward
2 grocery bags/week > remain still
1 or less than 1 grocery bag/week > take one step backwards
What category best describes your home?
Free standing house > 1 step forward
Apartment building > remain still
19
Green construction > 1 step backward
What have you done to conserve energy in your family’s home?
-Turn off lights -Wash only full loads of clothes and use only cold water
-Turn down the heat at night -Turn off water when brushing teeth
-Other things ___________________________________
None > 2 steps forward
One item > 1 step forward
Two items > remain still
Three items or more > one step backwards
How often do you: use public transportation, bicycle, walk, rollerblade, or carpool
each week?
Never > 3 steps forward
3-4 Days > 1 step forward
4 or more days > remain still
How far do you travel by car (as a driver or passenger) every week?
300-500 or more km > 2 steps forward
150-300km > 1 step forward
15-150km > remain still
0-15km > 1 step back
Does your family recycle?
Always > 1 step back
Sometimes > remain still
Never > 1 step forward
After the last question tell the students that the person to the chair first is the
winner of X (ensure the prize is environmentally friendly!) The students race to
the chair. A discussion follows about the results and about what an ecological
footprint is.
20
(O) Maslow’s Hierarchy of Needs
Maslow argued that human beings have five
levels of needs and that the needs of the bottom
levels (basic needs) must be met before the
needs of the top levels can be fulfilled.
He organized human needs into a hierarchy.
Error! Reference source not found.
Physical needs include the need to eat, drink
and breathe. A person must live in an
environment that can supply him/her with these
resources on a constant basis.
Security needs include the need for good health
and well being, the need to feel safe and the
ability to secure physical needs (money to buy
food, money for shelter).
Social needs include the need to have
emotionally-based relationships. A person’s life
is more fulfilling with interaction with friends,
family and society.
21
Esteem needs include the need to be respected
and valued by others and the need to feel in
control of one’s environment.
Self-Actualization occurs after all other needs
are met. Human beings at this level are striving
to be the best they can.
There is controversy – does a person have to
have all the lower needs met before s/he
becomes self-actualized? Might one fulfilled
need compensate for another? Are there crucial
times when a need must be filled and then it
becomes less necessary?
Nonetheless, Maslow provided an interesting
and useful model for human needs.
22
Teacher notes for next overhead:
NOTE: These definitions should be revealed in parts as the lesson progresses.
Introduce the definition of ecological footprint after the activity is completed.
Introduce the definition of standard of living and GDP per capita before allowing
the students to go online to do their independent learning assignment. Reveal
the remaining at the end of the period, before dismissing the students as a warm
up for the next day’s lesson.
23
(O) The following terms are important for our
next discussion. Please write them in your
notebooks!
Ecological footprint: A measurement of the
resources (land, water etc) that it takes to
provide us with the things we use and to absorb
our waste. It measures our impact on the earth.
Standard of living: Refers to the amount of
goods and services that a person can buy with
his/her earnings. A country with an acceptable
standard of living for all people allows for access
to the basics: food, housing, employment,
health services, education, safety and security.
Gross Domestic Product per capita: This
measurement reflects the average income of a
country’s citizens.
Consumerism: the concept that an everexpanding consumption of goods will always be
advantageous to a society’s economy.
Materialism: a preoccupation with material
objects.
24
Sustainability: The ability to keep something in
existence.
Carrying capacity: The carrying capacity of a
habitat is its ability to produce food surplus to its
needs which can be used to support other forms
of life.
25
(H) Standards of Living – Canada vs the World!
Student Names: ___________ ___________ __________ ____________
We’ve already talked about what “standard of living” means. Now you
might be wondering about Canada’s standard of living – is it high or low –
and what does high mean?
Do you think Canada has the highest standard of living?
The following online assignment will be done in small groups of 2 or 3 and
must be completed by the end of class. You will be completing self and
peer participation forms to be handed in at the end of class.
Once at your computer station, access the WWW using the following
address: http://www.canadiangeographic.ca/worldmap/
Click on “A Developing World.” This interactive world map will help you to
answer the following questions about global standards of living. If you
have any questions about using the website, don’t be afraid to ask!
In the top right hand corner of the webpage you will see FIND COUNTRY,
with a drop down selection box. Choose Canada and record the following
information: life expectancy, primary (education) enrolment rate, gross
domestic product per capita, surface area, population, population with
access to safe drinking water and percentage of population
undernourished. You may have to change the THEME to find all of this
information. The THEME drop down selection box is located next to the
FIND COUNTRY box.
26
Life
Expecta
ncy
Primary GDP
Enrolme per
nt
capi
ta
Access
to safe
drinki
ng
water
Percentage
of
Undernouris
hed
Surfa
ce
Area
Populati
on
Cana
da
Given this information, what can you conclude about the standard of living
in Canada?
27
For the second part of this assignment you will compare Canada’s standard
of living with the 7 listed countries. Add one you are curious about.
Life
Primary
GDP
Access
Percentage of
Surface Population
Expectancy Enrolment per
to safe
Undernourished Area
capita drinking
water
Canada
USA
Malawi
Norway
Sierra
Leone
India
Chile
Saudi
Arabia
Looking at the statistics, rank the countries from 1 to 9 (1 being the country
with the best standard of living). What system did you use to rank standard
of living?
Based on the above data, what can be said about the relationship between
life expectancy, access to safe drinking water and the percentage of
undernourished?
List the countries with the 3 smallest surface areas.
1)
2)
3)
28
List the populations for these same countries.
1)
2)
3)
On an index of high (“wants” provided for), medium (“needs” provided
for) and low (lacking basic needs), what standard of living would you say
these 3 countries have?
How do population and surface area combine to affect standards of living?
What else might be factors affecting standards of living?
Is the world’s wealth distributed equally?
Imagine that you are a policy maker for the United Nations. Suggest one
solution to the wealth distribution problem.
29
(H) Affluenza Diagnosis
Diagnose yourself using the key below. Beside each statement write true or
false.
1. I'm willing to pay more for a t-shirt if it has a cool corporate logo on it.
2. I believe that if I buy the party dress, the party will come.
3. I have a shoe collection Imelda Marcos would envy.
4. When I'm cold, rather than put on a sweater, I turn up the heat.
5. I'm willing to work 40 years at a job I hate so I can buy lots of stuff.
6. When I'm feeling blue, I like to go shopping and treat myself.
7. I want a sports utility vehicle, although I rarely drive in conditions that
warrant one.
8. I usually make just the minimum payment on my credit cards.
9. I believe that whoever dies with the most toys wins.
10. Most of the things my friends/family and I enjoy doing together are
free.
11. I don't measure my self-worth (or that of others) by what I own.
12. I know how to pinch a dollar until it screams.
13. I worry about the effects of advertising on children.
14. To get to school, I carpool, ride my bike or use public transportation.
15. I'd rather be shopping right now.
For questions 1-9 and 15, give yourself 2 points for true and 1 point for
false. For questions 10-14, give yourself 0 points for true and 2 points for
false. If you scored: 10-15 No dangerous signs of Affluenza at this time.
Watch Affluenza to help build immunity. 16-22 Warning: You have mild
Affluenza. Watch Affluenza to help prevent a full-blown case. 23-30 Cut up
your credit cards and call a doctor! Watch Affluenza, and then watch it
again. Test taken from http://www.pbs.org/kcts/affluenza/diag/have.html
30
Lesson Four: Materials
“AFFLUENZA”
(H)Please use the documentary “Affluenza” to answer the following
questions.
Complete for in-class homework check and class discussion.
1. How does sustaining the natural environment conflict with western
standards of living?
2. What is “Affluenza?” How has it come to impact our families and
communities and the natural environment?
3. Is a high standard of living the same thing as a high quality of life?
4. What fact most disturbed or surprised you?
5. What is your reaction to “Channel 1” and the “7Up Bus?”
6. What is the GDP? What is the GPI? How are they calculated and
which is more accurate?
7. Do you believe that there is a way for us to have what we want but
still be environmentally responsible?
8. Are you suffering from “Affluenza?”
9. Is our standard of living in Canada sustainable over the long-term?
31
(O) Dialectical Reasoning Instructions and
Assignment
Assignment #2: Use your dialectical reasoning
handout to guide you in addressing the following:
Should laws be created that govern how people
consume in order to increase the sustainability of
the natural environment?
or
Should material spending and use of consumer
goods be left to the discretion of the individual?
Follow the dialectical reasoning process (it is there
to help!) by first making your own flowchart on a
blank piece of paper and addressing each step of
the flowchart in note form. Afterwards, use your
notes to write a one page (single sided, double
spaced) response.
BOTH the notes and the written response MUST
be handed in to receive full marks.
32
(H) Dialectical Reasoning Instructions and Assignment
Assignment #2: Use your dialectical reasoning handout to guide you in
addressing the following:
Should laws be created that govern how people consume in order to
increase the sustainability of the natural environment?
or
Should material spending/ use of consumer goods be left to the discretion
of the individual?
Follow the dialectical reasoning process (it is there to help!) by first making
your own flowchart on a blank piece of paper and addressing each step of
the flowchart in note form. Afterwards, use your notes to write a one page
(single sided, double spaced) response.
BOTH the notes and the written response MUST be handed in to receive full
marks.
Evaluation (to be used for all dialectical reasoning assignments)
Category
Excellent
4
Very Good
3
Good
2
Fair
1
Use of flowchart
4
3
2
1
Value claims
stated and supported
4
3
2
1
Dialectic Created
4
3
2
1
Clearly Stated
Conclusion
4
3
2
1
TOTAL ___________
33
Lesson Five: Materials
NOTE: The curriculum guide offers explanations for these terms.
(O) Important Concepts to Understand
Please use your dictionary to define the
following terms to the best of your ability.
Include an example of each with your
definition.
free resource
renewable resource
continuous resource
non-renewable resource
recyclable resource
sustainable yield
resource mining
34
(H) Important Concepts to Understand
Please use your dictionary to define the following terms to the best of your
ability. Include an example of each with your definition.
free resource
renewable resource
continuous resource
non-renewable resource
recyclable resource
sustainable yield
resource mining
35
(H) Technology around the time of First Contact(s)
How do the technological needs of a culture determine what it values as a
resource? (Use a piece of loose-leaf to record your answers.)
Pre-contact North American Aboriginal Technologies
Farm implements
Pottery
Medicines
Canoes – different types
Snowshoes – different types
Toboggans
Bow and Arrow
Shelters – permanent and temporary
Clothing
Kayak
Stories, Guides, Markings for traveling
European Technology – brought by the Norse, Spanish, British
Farm Implements
Pottery
Alcohol
Domesticated livestock
Muskets
Clothing
Clocks
Jewellery
Blacksmith tools for working iron
Maps, Compasses, Sextants, and Guides for travelling
Looking at this short list of technological achievements, what might you
determine about what was considered valuable by each culture?
Information adapted from: Fergus, W. (2005) Canadian history for dummies 2nd
edition. Ontario: Wiley & Sons
36
(H) Technology: Then and Now
Has technology changed what western cultures consider valuable? If so,
how?
1500s
Feasts, plays,
festivals, bear
baiting
1800s
Concept of
leisure
introduced –
circus, zoos,
magic shows
2. Communication
Letter, face to
face,
messengers,
town criers
Telegraph,
telephone late
1800s
3. Transportation
Horse, coach,
cart, foot
Stage coach,
horse, train
4. Medicine
Knew very little,
basic guess
work, herbs and
blood letting
Anaesthesia
discovered
5. Food
Onions,
cabbages, red
meat, fish and
bread daily
staples
Invention of
the steam
engine allows
for quicker
transport of
food from
country to city
1. Entertainment
Present Day
37
Chart-Aboriginal Technologies
Research different Aboriginal technologies to fill in the chart.
Aboriginal
Technology
(Please name the
particular
Aboriginal group)
1. Entertainment
2. Communication
3. Transportation
4. Medicine
5. Food
1500’s
How has it
developed?
1800’s
How is this
technology used
today?
38
Lesson Six: Materials
(H) Spheres of the Environment
Use this handout for your in-class group work assignment.
Atmosphere
The atmosphere is a layer of gases
surrounding Earth, protecting life by
absorbing solar radiation and
reducing temperature extremes.
Current Conditions:
Hydrosphere
The Earth’s water in all forms.
Current Conditions:
Biosphere
The part of the earth within which
life occurs. It includes land, air,
water, surface rocks.
Current Conditions:
Lithosphere
The Earth’s crust and upper mantle.
Soil, minerals and the resources that
we use on a daily basis are found
here.
Current Conditions:
These spheres do not exist independently of one another; they are
continuously interacting with and reacting to each other.
39
(H) “State of the Spheres” Group Assignment
In your groups, use the library or the computer lab and internet to answer
the following questions about your sphere.
Answer all questions completely, as your responses will be shared with the
rest of the class at the end of this period.
It is also important that you take your time because this group assignment
will serve as the base for your upcoming “Uncommercial” assignment.
1. Answer the following to define “_____sphere” in greater detail.
 What parts of the earth does the sphere include?
 What resources can be found in this sphere?
 How is this sphere important in everyday life?
2. What are the current environmental issues associated with this
sphere?
 Define each in detail (causes, effects)
 What is the scope of this issue in Canada?
 What is being done about this issue?
 What is being done in Canada or by Canadians specifically? (You
can include things that you do here!)
3. Which of the environmental issues identified in question 2 is your
sphere’s biggest threat? Why?
4. List as many ways as you can think of to clean up your sphere – BE
CREATIVE!
5. Do a search on the WWW for a list of environmental agencies that
deal specifically with the environmental issues related to your
sphere. Include their website address, their goals, previous
accomplishments and anything else of interest or importance.
Include international, Canadian and local agencies on the list. As a
group choose an agency to which you could write for further
information or to which you could submit your own ideas about
helping the planet. Make sure to indicate your choice to the teacher.
40
(O) Dialectical Reasoning Instructions and
Assignment
Assignment #3: Use your dialectical
reasoning handout to guide you in
addressing the following:
Is the long term future of humanity better
served:
when people learn to integrate with nature
so that they can live in harmony with it?
Or
when people learn to control nature so that
they can be increasingly independent from
its power?
Follow the dialectical reasoning process (it is
there to help!) by first making your own
flowchart on a blank piece of paper and
addressing each step of the flowchart in note
form. Afterwards, use your notes to write a
one page (single sided, double spaced)
response.
BOTH the notes and the written response
MUST be handed in to receive full marks.
41
(H) Dialectical Reasoning Instructions and Assignment
Assignment #3: Use your dialectical reasoning handout to guide you in
addressing the following:
“Is the long term future of humanity better served:
when people learn to integrate with nature so that they can live in harmony
with it?
Or
when people learn to control nature so that they can be increasingly
independent from its power?”
Follow the dialectical reasoning process (it is there to help!) by first making
your own flowchart on a blank piece of paper and addressing each step of
the flowchart in note form. Afterwards, use your notes to write a one page
(single sided, double spaced) response.
BOTH the notes and the written response MUST be handed in to receive full
marks.
Evaluation (to be used for all dialectical reasoning assignments)
Category
Excellent
4
Very Good
3
Good
2
Fair
1
Use of flowchart
4
3
2
1
Value claims
stated and supported
4
3
2
1
Dialectic Created
4
3
2
1
Clearly Stated
Conclusion
4
3
2
1
TOTAL ___________
42
Lesson Seven: Materials
(H) “(Nothing But) Flowers” by The Talking Heads
Respond to the “(Nothing But) Flowers” music video by answering the
following questions. We will discuss these questions in class.
1. What might the purpose be of introducing the birth place of each
band member?
2. Within the first 60 seconds of the video a number of graphic devices
are employed. Record as many as you can, noting the effect that
each has on the lyrics.
3. There are numerous points in the song where the line “You’ve got it”
is repeated. What do you notice about what you are seeing as this
line is spoken? What is the effect of this particular audio-visual
pairing?
4. How do the lyrics scrawling up David Byrne’s (the lead singer) face
pertain to the meaning of the words?
5. What role (think literary device) does the apple play?
6. Note any other important images or devices and explain why you
believe them to be important.
43
(H) Individual Song Analysis
For this assignment you must choose any song within a specific (teacher
assigned) genre that you feel delivers a powerful message about the
environment in general or about a specific environmental issue. Your
analysis of the song will be completed in three stages:
1) Analyze the lyrics.
 Decide on the message that is being delivered. Reflect on
more than just the words. How does the tempo, beat,
instruments used and decibel level (is the song loud or quiet)
add to the power of the lyrics?
2) Analyze the song’s accompanying music video.
 Does it reflect the meaning that you gathered from the lyrics?
What graphic or visual devices do you note? Does the video
make the song more powerful – why or why not?
3) See what you can find out about what the musician/music group
intended in writing the song. Does the intention match your
interpretation?
4) Explain your position on the following: music videos are/are not a
great way to spread a message because ….
Use the rest of the class to begin your research for this assignment in the
computer lab. Whatever you don’t finish must be completed for homework
and is due two weeks from today.
This must be between 1 – 2 pages long. The paper must be typed, and
double-spaced, font 12, with 2.5 cm margins. Make sure that your analysis
includes an introductory paragraph with a thesis statement, a body of
paragraphs which support your thesis and a conclusion which ties
everything together. Make sure that your ideas flow and that one
paragraph follows the next in a noticeably logical order.
44
Suggestions for songs:
*Teachers, please google the lyrics online to double check that they are
appropriate for your school’s beliefs and your community*
• “Long Line of Cars” by Cake
• “Big Yellow Taxi” by Joni Mitchell
• “Everybody Knows” by Leonard Cohen
• “Blackened” by Metallica
• “The 3 R’s” by Jack Johnson
• “Garbage” by Pete Seeger
• “What Do You Love More Than Love” by Dar Williams
• List of 15 Recycling Songs:
http://www.opala.org/solid_waste/media/Recycling_Songs.htm
45
(O) Individual Song Analysis
This assignment will be evaluated using the rubric
we co-construct. Consider the criteria for the
assignment. What dimensions do you believe
your paper should be assessed on? What would
the descriptors for each level be?
1. Brainstorm a number of ideas for assessment.
Once you have a list, ensure they match the
criteria, and put similar ones together. Each
bigger group will form a dimension.
2. Make the descriptors so that we are all clear on
what the assessor must look for in the product.
For example: “creative” does not indicate what
the assessor should be able to see. However, “The
paper includes relevant metaphors to exemplify
the song’s ideas” tells the assessor to look for
metaphors. To help make descriptors clear, write
them in parallel construction; make them all
positive; make them all refer to the product not to
the person who made the product.
3. Level 1 is proficient.
46
Exemplary
(4)
Accomplished
(3)
Developing
(2)
Beginning
(1)
Score
47
Lessons Eight - Twelve: Materials
(H) Current Approaches to Solving our Environmental Crises
NOTE: Adaptation of material from curriculum guide.
Anytime a society faces a major problem, a variety of solutions based on
different assumptions are proposed. The environmental crisis is no
different.
In the case of this issue, suggested approaches to solving it range from
maintaining the earth’s status quo with only a few, small changes to
fundamentally changing society’s basic values.
The five different approaches that you should know and understand are:
the market place approach, the ecological engineering approach, the deep
ecology approach, the GAIA perspective and the social ecology approach.
In each case, think of the kinds of people who might prefer this approach,
and why. Also consider what problems there might be with that approach.
48
The Market Place Approach
This approach argues that the economy does the best job of balancing the
state of the earth’s scarce resources. People who use this approach also
argue that it is more important for a society to give people freedom of
choice so that the democratic decision making process is protected;
enacting laws that stop people from using resources is undemocratic.
Q: What kind of people do you think would like this approach? Why? What
problems do you anticipate with this approach?
49
The Ecological Engineering Approach
Ecological engineering is the process of finding and bringing together
organisms from the environment and putting them into a new
environment where they can be manipulated to benefit society.
Preservation of wilderness areas, such as rainforests and coral reefs is
considered critical because of the still unknown creatures which live within
them.
People who like this approach believe that the environment is full of
“natural inventions” which are useful for humans. For example, “living
machines,” made out of interacting organisms, could one day replace
mechanical machines – which would prevent many industries from
polluting.
Q: Which cultural perspective does this approach remind you of? In what
ways?
50
The Deep Ecology Approach
People who like this approach believe that human beings are simply
another species of life on earth with no more rights than any other species.
These people have no economic motives for wanting to protect and
preserve the environment. They believe the environment has intrinsic
value.
They also believe that current generations are responsible for keeping the
environment safe so that it can be passed on intact for future generations.
Q: What does intrinsic value mean?
Q: Which cultural perspective does this approach remind you of? In what
ways?
51
The GAIA Perspective
This is a scientific hypothesis which argues that life on earth produces and
regulates its own environment. This production and regulation occurs in a
feedback system known as cybernetics. When one part of the environment
affects or changes another, the affected part in turn affects or changes the
first part.
People who agree with this perspective argue that the environment was
not created to sustain life. Instead, life created an environment to suit
itself. Therefore, the environment is in balance and not in danger.
Humans, however, are not necessarily a part of the environment’s future.
Q: What might a diagram of this perspective look like?
52
The Social Ecology Approach
This approach argues that ecology includes both natural and human
relations, and because human relations are so damaged nothing can be
done to help the environment until they are repaired.
People who agree with this approach believe that humans have developed
a need to dominate both other humans and nature. No progress in saving
the environment will be made until humans can give up their need to
dominate.
Q: How do people try to dominate one another?
Which perspective do you most believe? Use dialectical reasoning to
support your view.
53
(O) The Problem Solving Process
Problem Solving
Define the problem.
Define goals and
evaluate each possible
solution according to
these goals.
Generate a number of
possible solutions to
the problem.
Choose the course of action.
Decide how you will
determine that your course
of action was successful.
Determine your level of success.
Q
Questions to ask yourself when completing this process:
1. Has enough information been gathered so that the problem is
completely understood?
2. Have a number of ideas for solving the problem been generated?
3. Have the various alternative solutions been evaluated according to
what you hope to achieve?
4. Have all steps of your solution been identified?
5. Have all of the resources that you need for your solution been
identified?
6. Has a timeline for success been identified?
7. Have the outcomes of your solution been compared with your
objectives?
54
(Teacher’s Notes) Uncommercial Assignment
The purpose of this assignment is to assess how much students understand
about the problem solving process and current environmental issues.
It also directly assesses their communication skills, their ability to work in a
group, their creative and critical thinking skills and their writing level /
grammatical ability.
The students should be placed into the same groups they were in for lesson 6 –
the “State of the _____sphere” group assignment. They will use the work that
they did for that assignment as a basis for the research that they will do for this
assignment.
The assessment format that you give to the students should reflect all of these
things.
Allowing the students to evaluate their participation, as well as the participation of
their peers, is also vital.
5 lessons have been marked for in class work periods; however, it is likely that
more time will be necessary.
To make this assignment (and the unit) really meaningful, it would be great to
somehow involve the whole school. The instructions to the students currently
include a class presentation at a school assembly. During the presentation, the
students would briefly explain their issues and then present their uncommercials.
This could be used to kick start a school wide campaign.
Another option might be to have the students invite local media to the school or
to have them send copies of their commercials to local conservation groups –
who might then include them in a link on a website, or mention their efforts in a
newsletter.
55
(H) Uncommercial Assignment
So far in this unit we have talked about:
√ the effect of culture on how people view the environment
√ current environmental issues
√ opposing views on how to heal the environment
√ how to solve a problem
The purpose of the “Uncommercial” Assignment is to assess your
understanding of the above topics, while at the same time evaluating your
creativity, your ability to work in a group and your grammatical skills.
DON’T PANIC!!! This might seem overwhelming to you right now, but
remember you are working in a group and everything you need to know in
order to be successful with this assignment you have already learned. ☺
Instructions
1. Return to the small group that you were in for the “State of the
_____sphere” assignment (lesson 6).
2. As a group, choose ONE of the current environmental issues from
your sphere for this assignment.
3. Dividing the work equally amongst yourselves, you will:
a. Add to what you already know about the issue through further
research
i. Places to look: local conservation groups (call, email,
write letters), the internet, the library.
b. Choose one of the current problem solving approaches
discussed in class to guide you as you develop your own
solution to the issue. (For example: Your environmental issue
is species endangerment and you choose the Ecological
Engineering approach as your guide. Therefore, your solution
could possibly be that the only animals that humans are
allowed to kill are those that are of a direct benefit to human
health).
i. Your solution should be CREATIVE! This could mean that
you invent a new technology, issue a new law, begin an
awareness campaign …. Etc.
c. Apply the problem solving process to your issue. You must
show that you have completed all steps of the process in jot
note format – similar to what you have been doing for your
dialectical reasoning assignments.
d. Show your awareness of the effect of culture on how we view
the environment by developing an Uncommerical (can be
radio, print, tv, music) about your issue and its solution.
56
e. Complete a formal write up on your issue. This must be at
least 3 typed pages long, no more than 4.
f. Present your research and your uncommercial to the rest of the
class.
g. As a class, present your uncommericals to the rest of the
school.
h. As a class, contact the local paper or environmental action
groups to interest them in attending your presentations – let
the community know about what you have learned! (I will help
you with this). There are non-profit radio stations, You-Tube,
etc. where you could display your uncommercial.
What is an “uncommercial ?”
An uncommerical is a commercial that is NOT about making money.
Instead of encouraging people to buy things, an uncommercial encourages
them to live a happy healthy sustainable life.
For your purposes, your uncommercial should encourage people to let go
of their current view of the environment in favour of whatever it is that you
want them to believe.
Uncommercials are often ironic and funny.
Assessment
This is worth 35% of your final mark for this unit.
This is a group activity, so you will be using the same self/peer participation
assessment sheets as always.
My assessment of your project will be done for the final product. You will
also self-assess your participation which will form 5% out of the 35%. You
must justify your 5%!
In order to receive a grade for this assignment, your learning journal and
work audit must be handed in, along with the finished report. There MUST
be evidence of the transition from rough draft to final good copy.
57
(O) Evaluation Rubric – Uncommercial
Assignment
As for the evaluation of the Individual Song
Analysis, we will develop this rubric together.
In this case, however, I have identified the
dimensions of the rubric. You must now
determine the descriptors for each
dimension.
Exceptional
(4)
Research
5%
Uncommercial
10%
Paper part of
assignment
10%
Oral
Presentation
5%
Self-Assessment
5%
Total
Excellent
(3)
Good
(2)
Fair
(1)
58
Lesson Thirteen & Fourteen: Materials
(Teacher’s Notes) Class Discussion on Technology
These are some basic/initial ideas to help you get your students talking!
Technologies that affect our Standard of Living:
- plastics
- electricity
- water treatment plants
- computers and internet
- communication devices – cell phones
- transportation – cars etc
- entertainment – video games
- war technologies
Negative Effects of Technology
Technological advances don’t necessarily mean progress!
Social
- pirating of copyrighted materials
- human relationships deteriorate
- human health deteriorates
- education might suffer
- crime increases
Environmental
- loss of non-renewable resources
- increased waste
- ozone destruction
- general pollution
- species loss
- loss of habitat
Sociotechnology:
A social process where knowledge is created by sciences and technology is put
at the disposal of people who may not understand these knowledge bases and
may use them for narrow personal purposes.
Current/Historical Examples: Misuse of Technology
- atom bomb - cyberbullying - CFCs in air conditioners - identity theft
59
(H) Environmental Debate
In order to debate successfully, it is important to follow certain guidelines.
Use this handout to guide you and your group members through your
preparation process. You will be given the rest of the class, as well as time
tomorrow to complete your research and preparation for this debate.
There are four debate teams.
Teams A (FOR) and B (AGAINST) will debate the following:
“Be it resolved that, since humans cannot survive without fossil fuel
technologies, Saskatchewan has a moral obligation to allow its fossil fuels
to be extracted and sold to other countries.”
Teams C (FOR) and D (AGAINST) will debate the following:
“Be it resolved that, since DDT is known to kill malarial spreading
mosquitoes, the ban on its use should be lifted for developing African
nations where malaria is a significant killer.”
Teams E (FOR) and F (AGAINST) will debate the following:
“Be it resolved that the Canadian government should use tax credits as a
method of protecting the environment.”
Teams G (FOR) and H (AGAINST) will debate the following:
“Be it resolved that Canadian research agencies should only be allowed to
use animals in research with the same standard of care as they use for
humans.”
Fill out the following debate preparation sheet to help you with this
assignment.
As always, you will be asked to do a self/peer participation assessment.
I will be looking for the following:
1) a demonstration of your understanding of the topic through the facts
and arguments that you present
2) a demonstration of critical thought through your ability to support your
position and to refute the arguments of the opposing team
3) a demonstration of clear communication through your ability to
articulate your viewpoint, critique the opposition and summarize your
arguments.
60
(H) Debate Preparation Sheet
Please fill out the following:
1. Names of debate team members: ____________________________
2. Position being argued: FOR
AGAINST
3. Complete your research using a table similar to the following.
Your Initial Arguments
-
Possible Counter
Arguments from
Opposition
-
Your Rebuttal to
Opposition’s Counter
Arguments
-
4. Assign responsibilities for each group member
Introduction – defines key terms, states the position of his/her group and
his/her fellow debaters (2 minutes)
Name:
Speaker 1 FOR – introduces the main argument with facts and examples
that support group’s position (3-4 minutes)
Name(s):
Rebuttal 1 AGAINST – presents counter arguments to the opposition groups
and/or weaknesses in the opposing group’s arguments or use of facts (2
minutes)
Name:
Conclusion 2 FOR 2 AGAINST – summarizes the key points made by the
group and answers questions (1 minute for summary, some time for
questions)
Name:
61
Moderator: The teacher will moderate the proceedings of the debate. The
teacher calls the debate to order, poses the debatable point/question,
introduces the debaters and their roles, and keeps the time.
Assessment of Debate
Use rubrics found on the Saskatchewan Debate Society website.
http://www.saskdebate.com/pdf/resources/classroom/Grading
%20Rubrics.pdf
62
Lesson Fourteen: Materials
(H) Dialectical Reasoning Instructions and Assignment
Assignment #4: Use your dialectical reasoning handout to guide you in
addressing the following:
The Canadian government should raise gasoline taxes to generate revenue
for eliminating automobile pollution and to preserve fossil fuels. Yes/no.
Follow the dialectical reasoning process (it is there to help!) by first making
your own flowchart on a blank piece of paper and addressing each step of
the flowchart in note form. Afterwards, use your notes to write a one page
(single sided, double spaced) response.
BOTH the notes and the written response MUST be handed in to receive full
marks.
Evaluation (to be used for all dialectical reasoning assignments)
Category
Excellent
4
Very Good
3
Good
2
Fair
1
Use of flowchart
4
3
2
1
Value claims
stated and supported
4
3
2
1
Dialectic Created
4
3
2
1
Clearly Stated
Conclusion
4
3
2
1
TOTAL ___________