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.Maria Cardenas
6-8 Social Studies
John Muir Middle School
Modern East Asia
Fall 2020
China’s Environmental Crisis
Rationale:
This curriculum project consists of 5-day lessons about China’s Environmental Crisis. Students should have some idea about environmental issues, like pollution, carbon dioxide, etc. They will use maps, images, readings, and videos in order to complete different activities. On the last day students will compare and contrasts China’s Environmental Crisis and solutions to California or another country.
Curriculum Project Link : I have updated the link.
https://docs.google.com/document/d/1i_58KgCpucUYfDcGTYSc6FJKG0zL7_NMHV9ZJsbcxKs/edit?usp=sharing
Standards:
Geography Standard:
Human Environment Interaction:
IV. Human Systems
14. How Human actions modify the physical environment.
CCSS:
CCSS.ELA-LITERACY.RI.6.1 & RI.7.1
Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
CCSS.ELA-LITERACY.RH.6-8.4
Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
CCSS.ELA-LITERACY.RH.6-8.7
Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
Materials:
· World Geography by Christopher L. Salter Holt pgs. 654 & 655
· Article: China’s Environmental Crisis Authors: Eleanor Albert and Beina Xu https://china.usc.edu/sites/default/files/cfr-2016-china-environmental-crisis.pdf
· “Under The Dome” Documentary on China’s Pollution by Chai Jing (Part 1 & 4) Youtube
· TCI: Geography Alive: Regions and People (Teachers’ Curriculum Institute)
· Newsela Article: California Gov. Newsom orders 2035 phaseout of gas-powered vehicles for fracking ban. By Los Angeles Times, adapted by Newsela staff
Day 1:
Objective:
Students will integrate visual information (map) with other information in print and digital texts.
Students will cite textual answer to support which environmental problem is the most important.
1. DO NOW: KWL: China’s Environmental Challenges
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What do I KNOW |
What do I WANT to KNOW |
What did I Learn |
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At least one thing |
At least two statements |
Three things learned |
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1. |
1.
2. |
1.
2.
3. |
2. Map Activity: China’s Environmental Challenges pg. 654
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Questions |
Map China faces a number of serious environmental challenges. Pg. 654 |
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1. Identify: Which rivers does the map show as having a high risk of flooding?
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2. Interpret: Which environmental problem had the most impact on southern China? |
3. Read: China’s Environment pg. 655
As a class we will read the small section and we will discuss. “What are some of China’s environmental problems?” Students will share state which paragraph (evidence supports their answer)
4. Exit Slip: Which of China’s environmental problem is the most important? Why? (Cite textual evidence)
Day 2:
Objective:
Students will cite textual evidence to demonstrate understanding of environmental problems and to state whether China is doing enough to overcome environmental challenges.
1. DO NOW: Read the Introduction from the article: China’s Environmental Crisis Authors: Eleanor Albert and Beina Xu. Highlight or Underline the evidence that provides environmental problems in China.
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Introduction China’s environmental crisis is one of the most pressing challenges to emerge from the country’s rapid industrialization. Its economic rise, in which GDP grew on average 10 percent each year for more than a decade, has come at the expense of its environment and public health. China is the world’s largest source of carbon emissions, and the air quality of many of its major cities fails to meet international health standards. Life expectancy north of the Huai River is 5.5 years lower than in the south due to air pollution (life expectancy in China is 75.3 according to 2013 UN figures). Severe water contamination and scarcity have compounded land deterioration. Environmental degradation threatens to undermine the country’s growth and exhausts public patience with the pace of reform. It has also bruised China’s international standing and endangered domestic stability as the ruling party faces increasing scrutiny and public discontent. More recently, amid waning economic growth, leaders in Beijing appear more determined to institute changes to stem further degradation. From: China’s Environmental Crisis Authors: Eleanor Albert and Beina Xu https://china.usc.edu/sites/default/files/cfr-2016-china-environmental-crisis.pdf |
2. Read: China’s Environmental Crisis Authors: Eleanor Albert and Beina Xu.
Whole Group: A & B
Partners: C & D
Individual: E & F
a. Read A History of Pollution. Why has China Economic reform not help fix the crisis?
b. Read: How Bad Is It? How did the red already for severe pollution affect the city of Beijing? What are some water challenges? How has pollution affected water supplies?
c. Read: Cost of Environmental Damage- What are some costs and issues because of pollution?
d. Read: Citizen Outrage- Why do you think people are protesting? Would you protest?
e. Question: What do you think are some solutions to China’s environmental crisis?
f. Read: What’s being done? – Highlight Solutions.
3. Exit Slip: Do you think China is doing enough to fight their environmental crisis? Use evidence from “What’s being done?” to support your answer.
Day 3:
Objective:
Students will determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
Students will integrate visual information (map) with other information in print and digital texts.
1. 
DO NOW:
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Question: 1. Why do you think the beautiful scenery in the Three Gorges area was lost after the Three Gorges Dam was built? |
Image: The Three Gorges Dam was lost. From TCI textbook pg. 436
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2. Kim’s Vocabulary Activity. Students will use their textbook to define the vocabulary words and use the Internet to insert images.
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(K) Key Word 1. Toxic Chemicals |
(I) Information/definition A chemical that is poisonous to humans or other living things |
(M) Memory Clue/Picture |
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Sentence: |
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(K) Key Word 2. Pollution |
(I) Information/definition |
(M) Memory Clue/Picture |
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Sentence: |
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(K) Key Word 3. Smog |
(I) Information/definition |
(M) Memory Clue/Picture |
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Sentence: |
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(K) Key Word 4. Consumption |
(I) Information/definition |
(M) Memory Clue/Picture |
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Sentence: |
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(K) Key Word 5. Hydroelectric power |
(I) Information/definition |
(M) Memory Clue/Picture |
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Sentence: |
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(K) Key Word 6. Reservoir |
(I) Information/definition |
(M) Memory Clue/Picture |
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Sentence: |
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(K) Key Word 7. Renewable resources |
(I) Information/definition |
(M) Memory Clue/Picture |
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Sentence: |
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(K) Key Word 8. Sites |
(I) Information/definition |
(M) Memory Clue/Picture |
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Sentence: |
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(K) Key Word 9. Ecosystems |
(I) Information/definition |
(M) Memory Clue/Picture |
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Sentence: |
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(K) Key Word 10. Habitats |
(I) Information/definition |
(M) Memory Clue/Picture |
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Sentence: |
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(K) Key Word 11. Fault |
(I) Information/definition |
(M) Memory Clue/Picture |
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Sentence: |
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3. Video: “Under The Dome” Documentary on China’s Pollution by Chai Jing. (6 minutes)
1. Make a prediction about what they believe the video is about (before we watch).
2. Why would the government lie about the impact pollution was having in China?
3. What did you think when you saw the images in the video of how different places in china look with the smog and pollution? https://www.youtube.com/watch?v=MhIZ50HKIp0
Day 4:
Objective:
Students will cite textual evidence to support: how strongly would you recommend the building of a large hydroelectric dam to meet the challenges created by a large and growing population?.
1. DO NOW: Read pg. 436 (TCI)
Question: What was the proposed solution to meet the demand of energy?
2. Read: The Benefits: Clean Energy, Flood Control and Shipping and The Costs: The Lost Cities and Habitat. Then answer the Check for Understanding: You will give drag and drop three benefits and three costs of building the Three Gorge Dam
3. Exit Slip: As a demographer, how strongly would you recommend the building of a large hydroelectric dam to meet the challenges created by a large and growing population? What evidence would you use to support your recommendation?
Day 5:
Objective:
Students will cite textual evidence to compare and contrast China’s Environmental Crisis and solution to California or a country.
1. DO NOW: Read the first three paragraphs in Newsela Article: California Gov. Newsom orders 2035 phaseout of gas-powered vehicles for fracking ban. By Los Angeles Times, adapted by Newsela staff
Question: What does Governor Newsom wants to accomplish in California?
2. Read the Rest of the article and answer quiz question.
3. Watch Video: “Under The Dome” Documentary on China’s Pollution by Chai Jing (14 minutes) https://www.youtube.com/watch?v=H2OQf213gv4
4. Compare and Contrast China’s Environmental Issues and Solutions to California or a country. Make sure you provide evidence from any of the resources we used. (3 paragraphs)
