Reflection: Student Ownership Environmental justice (1 of 3) - Section 7: EVALUATE: Water as weapon

 

I want my student to take ownership of their learning processes and products early and often.  One way I push students to own their understanding of concepts is to refuse to provide "sage on the stage" style definitions.  In fact, for a term like environmental justice I love to elicit multiple definitions from students and sanction all of them as "correct."  This, of course, drives students crazy.  They want to know the "right" answer, as if conceptual definitions are a murder mystery.  Providing definitions undermines my purpose; I want students to see themselves as constructors of knowledge and I want them to understand that concepts are always constructed by somebody.  When students work to develop definitions and then fight with each other about which definition is "correct" is an exciting example of students engaging with high-level concept formation.

  Environmental justice means...
  Student Ownership: Environmental justice means...
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Environmental justice (1 of 3)

Unit 3: Environmental justice
Lesson 2 of 16

Objective: Students will be able to 1) analyze multiple resources in order to synthesize a definition for environmental justice through the lens of clean water access; and 2) propose a policy solution to foster environmental justice as it relates to water rights.

Big Idea: Worldwide, access to clean water is not a fundamental human right. How might we link the idea of water as "blue gold" to the concept of environmental justice?

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  55 minutes
environmental justice
 
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