Since I will be absent this hour, my students will review the historical context of the unit with a quiz using their self-generated Post-Modernism historical context notes as a reference. This quiz will test both main ideas directly stated in the chapter and inferences that can be made from the text. Like all reading quizzes, this quiz should be easy to pass as long as students critically read the assignment and thoughtfully took notes over the material. Since it is heavier in details than usual, I am allowing students to use their notes, though normally I wouldn't do so.
Immediately after the quiz, students will move on to the next independent part of their task-list for today.
Finally, students will read "Rachel Carson & the Silent Spring" by Douglas Allchin, stopping along the way to answer the questions embedded in the text (pages 188, 190, 192, & 195) and questions #3-7 at the end of the article. This informational text adds an additional layer to this project, as it provides commentary on Rachel Carson's ground-breaking work and offers students a rigorous text about a complex, relevant, and meaningful social issue. The answers to these questions should also appear on the Google Doc that students have been working on throughout the day.
For homework (or in class if students finish with their day's assignment early and have headphones), watch the video compilation of DDT advertising & coverage.
While viewing, students need to add the arguments that DDT-advocates make to their Rachel Carson documents. Then, answer the following questions:
Finally, students will need to choose and claim (by writing their name next to a topic on the spreadsheet) a topic listed on the Environmental Topics Spreadsheet, then find credible research about the topic. Use the Environmental Research Outline document to outline the modern-day environmental issue, which you'll present next time.
Students will present their environmental issues topics next class period when I return!