Environmental Laws Timeline Activity
Grade Level:
Middle/High
Overview:
Students will have to select 25 environmental laws in American history from a much larger list. Their goal is to produce their own timeline of American environmental law history to present to the rest of the class. In doing so, they will develop critical thinking and analytic skills and articulate the importance of the Rule of Law to protecting the environment.
Time Needed:
1 class period
Objectives
During your session, students will:
- Prioritize historical facts and events in order to develop the “discerning memory” needed for critical thinking and judgments;
- Analyze the historical significance of events; and how historical events impact present circumstances;
- Recognize the roles of popular culture, federal, state, and local governments; and how such roles and relationships demonstrate change and continuity over time; and
- Appreciate and articulate the importance of the Rule of Law for protecting the environment.
Materials Needed:
- Timeline Handout
- Procedure Sheet
- Large paper (enough for each group)
- Glue, tape, markers
Procedure
Introduction
- Distribute the single-sided copy of the timeline events sheet to all students.
- Ask students to glance through the timeline events and answer any questions they might have. Point out important events that you’ve studied already, or other events you think are important.
Activity
- Divide the students into small groups according to your class size.
- Distribute the packets to all students, ask them to read it, and go over any questions they have. Check for understanding to make sure they understand the assignment: cut event strips, select timeline events, and assemble on the paper as a timeline. Ask groups to begin discussing possible events from the list that they would like to put on their timelines.
- Give each group a large rectangular sheet of paper, several scissors, and several glue sticks or rolls of tape.
- Facilitate the timeline creation process as needed. Allow students 20-30 minutes to complete the activity.
Debrief
- When groups are finished, ask them to hang their timelines around the room for viewing.
- If time allows, ask each group to present their timeline to the class. Why did they choose the events that they did? Why are they important? Limit time to keep things short.
- Debrief with discussion questions or homework assignment. Potential debrief questions include:
- What events are on your timeline? Why? What events did you leave off of your timeline? Why?
- Was it difficult to choose one event over another for your timeline exhibit?
- Look around at your classmates’ timelines. Are there events that everyone chose to put on their timelines? Why do you think this is? Are there events that everyone chose to leave off of their timelines? Why do you think this is? What does this say about the historical significance of the event?
- Are there events that were left off of the timelines that you would have liked to see included?
- How would your timeline look different if you lived in Alaska?
- How does your timeline reflect all of the environmental laws and Supreme Court decisions in American history?
National Curriculum Standards for Social Studies, National Council for the Social Studies
Theme 2: Time, Continuity, and Change