“What is Germany doing to address their impact on the environment?” by Jody Chamberlin
Middle School Inquiry Lessons
What is Germany doing to address their impact on the environment? C3 Framework Indicators
D1.2.6-8. Explain points of agreement experts have about interpretations and applications of disciplinary concepts and ideas associated with a compelling question. D1.5.6-8. Determine the kinds of sources that will be helpful in answering compelling and supporting questions, taking into consideration multiple points of views represented in the sources. D2.Civ.1.6-8. Distinguish the powers and responsibilities of citizens, political parties, interest groups, and the media in a variety of governmental and nongovernmental contexts.
Staging the Compelling Question
Supporting Question 1 What kind of changes is Youth Activism bringing to Germany? Formative Performance Task Students will use at least two of the featured sources to create slides answering the given questions. They may use the Graphic Notes Organizer. Featured Sources
Students will investigate how youth activists are fighting for change, how the community is taking action to get outside, and how the government is creating legislation to help protect long-term goals for the environment Supporting Question 2 What community Actions are being used to support the environment in Germany? Formative Performance Task Students will write an editorial for a newspaper/magazine. In the editorial they will explain what urban gardening is and the differences of urban gardening in places like Munich and Berlin.
What kind of legislation is the Administration creating to help protect the environment? Formative Performance Task Students will compare and contrast laws that Germany has put into place to protect the environment.
Featured Sources
Source A: German Youth Activists Graphic Organizer (Handout 2)
Source A: The Editorial Newspaper (Handout 4)
Source B: German Youth Activists Slides Template (Handout 3)
Source B: “About the Prinzessinnengarten“ (Prinzessinnengarten)
Source C: “Climate Protests: Germany‘s New Green Youth Movement Takes to the Streets“ (Cwienk)
Source C: “A Brief Guide to German Garden Colonies“ (Grenier)
Source D: Gruene Jugend
Supporting Question 3
Source D: OBZ Website
Featured Sources Source A: Evaluating Laws (Handout 5) Source B: “Germany‘s Climate Action Law Takes Shape“ (Clean Energy Wire) Source C: “The Environment“ (Time) Source D: “German Greens Want to Ban Domestic Flights by 2035“ (Florence) Source E: “Germany: Environmental Issues, Policies and Clean Technology“ (Smith)
Source E: Greta Thunberg (TED) Source F: Greta Thunberg (Facebook) Summative Performance Task
Argument: Students will create a presentation for their classmates, which answers the compelling question: “What is Germany doing to address their impact on the environment?” Students will focus on what Germany is doing to create change. The main focus of that change should be centered around the environment. Extension: Students will add a PSA to their presentation.
Taking Informed Action
Understand: Research the government plan to not allow Germans to fly within Germany by 2025. Assess: Make a list of pros and cons and then create a Venn diagram to compare and contrast both sides of the issue. Act: Write a letter to the Chancellor with your supported opinion.
16 | Top Lessons | Teach Germany
