It has been a while since we last posted...but not to worry! We're still working hard as a group to take a stand against power plant pollution. Our service project is moving right along. We have a Facebook page, which we will present in accordance with our Economics mini lesson. The page will include status updates informing you of what has been happening in the environmentalist world and with our specific group. We will have links and information related to what our group is up to in terms of our service learning project, who we are working with, and how YOU should join us in our mission. Get ready to press that ‘Like’ button, folks!
We are currently in communication with HealthLink; a non-profit, community watchdog organization started in 1997 out of Swampscott by a group of concerned individuals dedicated to correcting and protecting the environment and its people. Their mission (...and now ours...): to protect and improve public health by reducing and eliminating pollutants and toxic substances from our environment, through research, education, and community action.
HealthLink is mainly responsible for the adjustment in stricter regulations for the Salem Harbor Generating Station, making it an ideal organization to partner with for our service learning project. They want 'good health and a clean environment' and so do we! So, here are some avenues that we are taking to help them in their cause for our project. We are each becoming members of the “Supporter Network” for HealthLink. Our membership costs ten dollars each and is considered valid for one year. Upon membership, we will sign the petition available through the HealthLink website. The organization also accepts donations from members and non-members. What will truly be our service project is working in partnership with HealthLink to relay their noble message to the college community, in conjunction with Salem State University publications, as well as our local neighborhoods through flyers and other means of communication. We will keep you informed as to more specifics as communication continues.
Contact Info:
HealthLink
P.O Box 301
Swampscott, MA 01907
781.598.115
Website: healthlink.org
Another contact has been the Environmentalist League of Massachusetts. Located in Boston, the ELM has a similar mission as HealthLink, specifically dedicated to safeguarding the land, water, and air of the Commonwealth. Because they are a larger organization working on several projects at once, it is highly possible they, too, will have an opportunity for us to complete our service learning project. We have merely emailed the Office Manager, Eileen Mullen, and if a response is not received by the end of this week, we will call George Bachrach, the President of ELM.
Contact Info:
Environmentalism League of Massachusetts
14 Beacon Street
Suite 714
Boston, MA 02108
Phone: 617-742-2553
Fax: 617-742-9656
Email: info@environmentalleague.org
Suite 714
Boston, MA 02108
Phone: 617-742-2553
Fax: 617-742-9656
Email: info@environmentalleague.org
Website: environmentalleage.org
Reconnecting with our topic…
Brad -
1.) After staying away from the blog for a while, reconnecting with it
has added a bit of perspective. Nuclear power is definitely an ever
present and looming issue. With all the risks and recent issues,
people tend to ignore the problem instead of working towards a
solution. The question I ask is why? The reasons are beginning to
become clear. People, even though they recognize nuclear power as an
issue, they see it as a passive issue, rather than an active issue.
Because of this people tend to just let it go. The best way to counter
this issue is information. The more people learn about Nuclear power
and its subsequent issues, the more they will see this as an active
issue and be much more likely to become involved. This is our goal
with this blog. Information is power.
2.) In the classroom, there should be room for students to get
involved in issues relevant tom them in which they are motivated
about. There is definitely a struggle in the modern classroom trying
to find the time to commit to it. This lies in Social Studies, and
this is the key difference between social studies and history in the
elementary classroom. With social studies, students should of the
past, and work towards their desired future through social action.
This is meant to be in the curriculum, but I feel as though it is
being systematically phased out to focus on lessons for standards
based testing. The best way to engage students in topics is to connect
the topics to the student. Make outside the class and inside the
classroom feel related and equally relevant. The best way to find out
what they are interested in is through listening. If kids are
interested in something, you as the teacher, will hear about it.
3.) There is definitely an effort to make students study both social
sciences and humanities in the idea to promote civic responsibility in
the classroom I observe. However, thirty minutes of social studies
twice a week is no where near enough time to get involved in the
students lives. I believe if you can get the students involved, they
will be civically responsible. The biggest connection I see is the
involvement. This project gets you involved in the community, with
something you are interested in. It is a great model to use with
future students.
has added a bit of perspective. Nuclear power is definitely an ever
present and looming issue. With all the risks and recent issues,
people tend to ignore the problem instead of working towards a
solution. The question I ask is why? The reasons are beginning to
become clear. People, even though they recognize nuclear power as an
issue, they see it as a passive issue, rather than an active issue.
Because of this people tend to just let it go. The best way to counter
this issue is information. The more people learn about Nuclear power
and its subsequent issues, the more they will see this as an active
issue and be much more likely to become involved. This is our goal
with this blog. Information is power.
2.) In the classroom, there should be room for students to get
involved in issues relevant tom them in which they are motivated
about. There is definitely a struggle in the modern classroom trying
to find the time to commit to it. This lies in Social Studies, and
this is the key difference between social studies and history in the
elementary classroom. With social studies, students should of the
past, and work towards their desired future through social action.
This is meant to be in the curriculum, but I feel as though it is
being systematically phased out to focus on lessons for standards
based testing. The best way to engage students in topics is to connect
the topics to the student. Make outside the class and inside the
classroom feel related and equally relevant. The best way to find out
what they are interested in is through listening. If kids are
interested in something, you as the teacher, will hear about it.
3.) There is definitely an effort to make students study both social
sciences and humanities in the idea to promote civic responsibility in
the classroom I observe. However, thirty minutes of social studies
twice a week is no where near enough time to get involved in the
students lives. I believe if you can get the students involved, they
will be civically responsible. The biggest connection I see is the
involvement. This project gets you involved in the community, with
something you are interested in. It is a great model to use with
future students.
Ashley –
1. I researched a bit to see if there is any news around my topic. I did not come up with anything on a local level. However, the historic earthquake in Japan that happened almost eight months ago, of course, continues to raise concern around the Tokyo Electric Power Company. According to a CNN article (http://www.cnn.com/2011/11/03/world/asia/japan-nuclear), a rare type of radioactive decay was discovered. Tokyo Electric investigated, making sure that this was not a renewed chain reaction from the damaged fuel build up at the bottom of the reactor vessel. Japan continues to make weekly checks on xenon levels to make sure they are consistent with spontaneous fission. In all honesty, this and other articles that get pretty specific about the toxins and chemicals and levels involved in the power plants can be rather confusing. But all of this specific science is the key behind determining how potentially dangerous/harmful these power plants can be if not treated with the upmost caution. In that sense, I suppose discovering that a power plant eight months after a catastrophe is still a major concern validates how I feel about these power plants in general and reconnects me with my topic.
2. I’m sure as a teacher is often feels like there is no more space for anything! But citizenship and taking action on issues of important should absolutely be made a part of the curriculum. I do not necessarily view it as an additional feature for which space and scheduling is (always) required, but rather an underlying or intertwined consideration throughout other curriculum areas. Social studies is an obvious way to promote citizenship and to have specific subject area designated for students. However, I would use other subject areas as an opportunity to spark interest in topics. Language and literacy could involve reading books or other text involving the subject. Writing activities could be geared toward the topic…for example, a writing piece using rhyming could also be an opportunity to write a poem/rap about the topic. Math could involve statistics or number values related to the issue. Like anything else in school, we do not want to overdo something to the point where it becomes monotonous for the student. Instead, we should give them ample opportunities to embrace and explore what it is that they feel has meaning. As their teacher, it would be my responsibility to motivate these young individuals to identify and acknowledge the issues they feel strongly about and to motivate them to conduct the appropriate research and action necessary/related to citizenship. Whatever it takes – adjustments in teaching methods, different or additional materials, or even more class and one-on-one discussions geared toward students values – a classroom alone is room enough for citizenship in the curriculum.
3. I believe the school where I am conducting my fieldwork is effectively teaching in accordance with the NCSS social studies definition and standards. I take note of children transforming into thoughtful, considerate, and motivated individuals dedicated to making a difference in their classroom, their school, and even in their community. The school is helping promote civic competence with each grade level. This service learning project does help me make the connection between teacher and student and modeling inquiry. As I participate in the project, I am reminded of what ‘taking action’ entails, which has definitely affected how I think in terms of what I believe it will be like to, as a teacher, encourage students to get involved in their own topics. When I re-read the definition, I am reminded that promoting civic competence in my students , in a way that embraces who they are as individuals and encourages them to unite collectively , should be a constant goal for me as a teacher.
Kyle -
1. After working with our group to create this blog, my knowledge about nuclear energy has certainly grown. Nuclear energy remains a "hot topic" in the media, often showing up in popular newspapers and magazines. This is issue is so widespread, that it can be examined on a global level. Although this blog is dedicated to a local issues, it is good that this issue receives recognition on a global scale. This fact makes our topic timely, important, and relevant to our lives.
I was able to find a really great website that helps illustrate the United States' over indulgence of nuclear power:
^this site provides accurate and current statistics about nuclear power as well as nuclear timeline highlighting the birth of nuclear power in the united states. From here, the website offers current articles on issues surrounding nuclear power. There are links to other sites that are dedicated to moving away from nuclear energy by exploring new technologies and systems to provide harm-free, renewable energy. This site provides hope that our Department of Energy is realizing that coal-burning nuclear power plants are outmoded and can be replaced. Although nuclear power plants are still prevalent in the eastern part of the U.S., there are strives being made to shift the way we view and produce energy. With enough organizations supporting renewable energy sources and technological advance, there appears to be hope for our well-being.
2. I firmly believe that citizenship should be embedded in the curriculum for students. Current event issues effect every American citizen and can help provide concrete, real-life application to social studies concepts studied in the classroom. As evident in many school curriculums, students are usually not fully involved in issues happening outside the classroom. Local, state, and national issues can be easily be intertwined with social studies standards. Unfortunately, this sometimes does not get exercised enough as teachers fail to find space in the curriculum. As a future educator, I think it is vital to have my students be actively involved in current event issues. This can be accomplished by activating students' background knowledge of timely issues of the day. A teacher could start by presenting their students with a few "hot topics" circulating in the news and have students openly discuss a topic by sharing their ideas and opinions. From here, students can understand different perspectives on the topic. As a discipline, social studies connects us to the world around us--whether it is local issues or worldly affairs. As responsible citizens, teachers and students must be actively involved.
3. I believe that the definition of social studies as provided by NCSS stands true at my elementary school, but not as extensively as it could be. In the lower elementary grades, this definition is harder to implement and is less prevalent. I think there is always room to improve curriculum to promote civic competence. I definitely think that the new frameworks that NCSS is implementing is healthy for the social studies classroom. Being connected and tied into timely topics and issues can definitely help reach the goal of producing productive students, but more importantly, productive citizens. After a few months of being involved with our group's topic on nuclear energy, we are certainly modeling one way to achieve civil competence. This blog directly correlates to the definition of social studies and how social studies should be taught. We are taking our knowledge of nuclear power, taking a side, and applying our knowledge by investigating and getting involved.
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