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EIC: 12 th Grade Social Investigation 2013-2014. Social Investigation and Presentation Students will formulate, research, analyze and complete a project.

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Presentation on theme: "EIC: 12 th Grade Social Investigation 2013-2014. Social Investigation and Presentation Students will formulate, research, analyze and complete a project."— Presentation transcript:

1 EIC: 12 th Grade Social Investigation 2013-2014

2 Social Investigation and Presentation Students will formulate, research, analyze and complete a project intended to address an aspect of heritage or preservation. Students will use existing archeological and historical data from local and regional communities to study, analyze and describe impact of changing demography, urbanization, social movements and other topics on local and regional quality of life and economy. Each teacher will choose one of the five topics for their class to focus on. This topic will then carry over to the service learning portion next semester. Students will develop a research paper project and electronic presentation (PPT or Prezi) based on one of five topic areas related to preservation and heritage in Georgia or DeKalb County: Environmental LegacyEnvironmental Justice Sustainability and Self-SufficiencyUrbanizationHistoric Preservation

3 I. Environmental Legacy Environmental legacies relate to the impacts that past and current industrial operations have had on water, soil, air and the environment. In general they can have health effects and impact ecosystems. all such activities are aimed at reducing our environmental legacy, meaning erasing as much as possible the legacy of industrial operations on the environment to avoid any health effects, whether for site personnel or for the neighboring population. A. Environmental Safety (pesticides, cleaning supplies) B. School sustainability plan C. Water Rights/Contamination Sample Service Learning Lesson Plan: Environmental Legacy: teachers/leaf-anthology-lesson-environmental-legacy-project.xml: teachers/leaf-anthology-lesson-environmental-legacy-project.xml

4 II. Environmental Justice Environmental Justice is the fair treatment and meaningful involvement of all people regardless of race, color, national origin, or income with respect to the development, implementation, and enforcement of environmental laws, regulations, and policies. Environmental justice communities are commonly identified as those where residents are predominantly minorities or low-income; where residents have been excluded from the environmental policy setting or decision-making process; where they are subject to a disproportionate impact from one or more environmental hazards; and where residents experience disparate implementation of environmental regulations, requirements, practices and activities in their communities. Environmental justice efforts attempt to address the inequities of environmental protection in these communities A. Disproportionate impact. How is pollution related to inequality? B. Demography: impacting services, voting-rights laws, immigration, the impact of foreclosures on certain neighborhoods. C. Food Deserts Sample Service Learning Lesson Plans: Environmental Justice: environmental-justice.xml environmental-justice.xml Food Deserts: deserts.xml deserts.xml

5 III. Sustainability and Self- Sufficiency Sustainability is based on a simple principle: Everything that we need for our survival and well-being depends, either directly or indirectly, on our natural environment. Sustainability creates and maintains the conditions under which humans and nature can exist in productive harmony, that permit fulfilling the social, economic and other requirements of present and future generations. Sustainability is important to making sure that we have and will continue to have, the water, materials, and resources to protect human health and our environment. A. Georgia natural resources: what is sustainable? Fisheries, forest, agriculture, kaolin. B. School sustainability plan C. Mapping environmental resources: sustainable resources and environmental hazards D. Urban runoff E. Waste Management Sample Service Learning Lesson Plans: Perception of Place/Sustainability: lesson-perception-of-place.xml lesson-perception-of-place.xml Cities of Today/Sustainability: cities-of-today.xml cities-of-today.xml Urban Runoff:

6 IV. Urbanization “Urbanization is the increase over time in the population of cities in relation to the region's rural population. Urbanization has intense effects on the ecology of a region and on its economy. The most striking immediate change accompanying urbanization is the rapid change in the prevailing character of local livelihoods as agriculture or more traditional local services and small-scale industry give way to modern industry and urban and related commerce, with the city drawing on the resources of an ever-widening area for its own sustenance and goods to be traded or processed into manufactured goods.” Retrieved from A. Beltline B. Population Growth C. Urban planning/sprawl D. Land conservation Sample Service Learning Lesson Plan: Urban Planning: anthology-lesson-progressive-city-planners.xml anthology-lesson-progressive-city-planners.xml

7 V. Historic Preservation Historic preservation is the practice of recognizing, protecting, using and appreciating our nation’s diverse cultural resources so that generations to come may benefit from them. Encompassing a wide range of resources— including houses, neighborhoods, commercial buildings, downtowns, bridges, churches, schools and battlefields—historic preservation is also an economic development tool that has proven to be an effective way to revitalize neighborhoods and downtowns. A. Oral Histories B. Architectural Preservation C. Food (history, preservation, heirloom foods) Sample Service Learning Lesson Plans: Oral Histories: Food: anthology-lesson-two-bucket-garden.xml anthology-lesson-two-bucket-garden.xml

8 EIC October- December Calendar and Social Investigation Checklist EIC focusDeliverable Points Possible Oct. 29 Social Investigation Introduce Social Investigation project and topic. Go over the project guidelines and expectations. Students should begin brainstorming a list of research questions and begin drafting a thesis statement Students need help getting started? Use the "Research Procedures and Models" pdf located on the website documents page along with additional research tools. Three possible research questions and thesis rough draft. 5 Oct. 31 Social Investigation Students should write their final research question, their thesis statement, and write a research plan for their project. Students should begin research. Research question, thesis statement, and research plan – final version 5 Nov. 12Social Investigation Students should continue researching and working on their social studies fair projects. They should have research notes from a minimum of 3 sources by the end of the class Research notes5

9 Nov. 14 Social Investigation Students should finish their research and begin organizing their research paper and presentation Research paper outlineN/A Nov. 19 Social Investigation FINAL WORK DAY FOR PAPER Students need to present evidence of a research paper rough draft and a sketch or plan for their electronic presentation (Prezi or PowerPoint) Participation grade5 Nov. 21 Social Investigation FINAL WORK DAY FOR PRESENTATION Social Investigation Paper due. 30 Dec. 03PresentPresentations Due.20 Dec. 05PresentPresentations

10 Fall Semester EIC Grading College Portfolio30pts Social Investigation Paper30pts Social Investigation Presentation20pts Social Investigation Participation20pts Total Points Possible100pts

11 Website Be sure to check the website for a resources and links document that can help you complete your research.

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