Starter:  Map Your World Project  (Kids taking action!)

• Listen for the Why, Mission, and Vision....

Today's Goals

• Break through on your Take Action Project
• Have epiphanies about your Sense of Place writing
• Full speed ahead!  Project GO

Take Action Project Proposal due Friday: CLICK HERE TO REVIEW PROJECT GUIDELINES

TAKE ACTION PROJECT TUNE

In groups of 3, follow the steps to “tune” each other’s’ Take Action project ideas.  Spend around 20 or so minutes on each, give or take.  Be authentic, specific, helpful, and kind.  #goldenrule #ospreysrule

Separate if you are working collaboratively!  
1 timekeeper
1 task master

Step 1:  Presenter shares project and focusing question  (3-5 minutes)

PRESENTER:  Go through all three facets of your project (the “why,” the vision, the mission).  Share the perspective you are trying to convey with your project. Share struggles and a focusing question for the group.

TUNERS:  Listen and think of questions you may have about the project

Step 2.  Clarifying Questions (2-3 minutes)

TUNERS:  Ask clarifying questions to better understand the project idea and where the presenter wants to take it, that is, to gain clarity. These questions are to get information about the concrete details of the project.  They are matter of fact, and should not delve into deeper issues.

Examples:

• What materials will you need?
• Where will you display your sculpture?
• Will you need a city permit for that?

 PRESENTERS:  Answer the questions.  Verbally process the details.  Take notes as needed.

Step 3.  Probing Questions (5-7 minutes)

TUNERS:  Ask probing questions that help the presenter process the potentials and possibilities of his or her project ideas. The purpose of probing questions is NOT to give suggestions, but to help the presenter think more deeply about their project and what they are trying to do with it.  Probing questions should be big open-ended questions (think: seminar questions). Write these questions on post-its and hand them to the presenter as you ask them.  Every group member must contribute at least one probing question.  More are encouraged.

Examples:

• What emotional tone are you trying to create with your art?  How do you hope your audience will respond to your piece?
• How can you use community resources and contacts to help you achieve your goals?
• IF NECESSARY:  Why?  (because….)  Why?  (because…)  Why?  Etc.

PRESENTERS:  Answer the questions OR don’t.  Verbally process the details OR just think about them.  Take notes as needed.

Step 4.  Participant Discussion (5-7 minutes)

ALL:  Have an open discussion about the project and share ideas. Address the focusing question and help the presenter get unstuck or figure out his or her direction.  Be thoughtful and intellectual Ospreys.  Presenter should take notes as need.

Step 5.  Rotate and repeat

WORK TIME

• Revise Sense of Place
• Take Action Project Proposal
• Conferences with Jessica
• Honors: read Their Eyes

2nd period:  Guest Speaker
Welcome, Steve Struna!



3rd period:  Work Time

• Sense of Place Revisions
• Posters
• Conferences with me?

Honors:  brief meeting @ lunch for clarifying questions

This Week's Goal:

• Finalize your Take Action project proposal and take action!

Why?

• So that you can develop the strategic planning and leadership skills necessary to make impactful change both now and in the future!

Why?

• Because, those who feel they have ownership over their lives, do work that they are passionate about, and can create their own reality, report being happier and feeling more successful in life. 

Work Time 
1. By the end of class on Monday, get a draft of your Take Action proposal done that answers all components (#s 1-5 ) on Rachel's workshop document: RACHEL'S WORKSHOP WORKSHEET. 

• Take Action Project Resources
• Check out this list of project ideas and organizations in our area

Wednesday, we will have a "project tune" to refine your ideas for your Take Action project.  Final Proposal due Friday!

3. Begin working on the "how" (your approach and strategies)

4. Bring your project to life! Take Action! Don't forget to document it! (see Step 3 on pages 3-4 of Take Action Guidelines doc)

5. Honors: Read Their Eyes Were Watching God  and work on seminar prep

6. Native American Studies Poster Project

• I will continue to have personal conferences with everyone.
• Poster is now optional.  They will be displayed on the walls of the school  You will get 50 points if your poster meets these criteria.
• Everyone will put the project on your DP.
• Brief project description
• Written analysis (either annotated or essay form)
• Image(s) 
• 2-3 paragraph reflection that addresses the following:

Native American Studies Reflection:  Explain your personal process with this assignment.  How did learning about these topics impact you personally.  What enduring understandings about the essential questions did you come away from the project with?  

1. How do the historical experiences and ideologies of America’s indigenous tribes impact their contemporary identity?

2. How can an examination of multiple sources and perspectives lead to a more enlightened understanding of history AND contemporary social, cultural and political realities?

3. Where do history and creative expression intersect to reveal the human experience?

Starter:  Here is what an environmental ethics poem/rap looks like:  Prince Ea's Earth Day Contribution: "Dear Future Generations: Sorry"

Discuss:

• What is his environmental ethic?
• How can you relate this video to the course content?
• How is this an example of taking action as we are defining it for this project?
• What is his "WHY"?

TO DO
1. Add your idea to the class brainstorm if you haven't done so already.

2. By the end of the hour, show me that you have a draft of your project proposal based on the handout Rachel gave you.  Final Proposal for this is due next Friday, May 1.


3. Sense of Place Draft due at midnight!
When you submit your draft to me, include in the body of the email...

• Identify what is strong about your writing at this point.  In which content areas is your strong?  RUBRIC
• Identify which relationship(s) to place and/or community attachment(s) you are trying to reflect in your essay.
• Identify which content areas of the rubric you think you need to work on most.
• A focusing question or an explanation of how you want me to focus my feedback.  

4.  Conference with me on NAS project.

5. If you are finished with your draft, work on your Take Action proposal.

6. Honors, read Their Eyes Were Watching God

Today's Goals

• Get critiqued!
• Get 'er done!

Draft  Due to me by midnight tomorrow!

Critique Protocol

1. On the top of your draft, write a focusing question for your peers to address as they critique.  (Think:  What do you want them to look for?  What are you struggling with most?)

2.  Look at the "content" section of the rubric.  On the the top of your drafts, please jot down which two content areas that you need to work on most.  (Sense of Place, Environmental Ethic, Descriptive language/Grand Style, and/or Cohesiveness/Integration)

3. Do a three way exchange.  Critiquers, give feedback to the draft in the margins (use the "review" and "track changes" functions for electronic documents.  Focus on giving feedback to the two content areas and try to answer the focusing question.

4.  When everyone is done, discuss your feedback and clarify any confusion.

5.  REVISE YOUR OWN DRAFT!!

Work Time

• Sense of Place draft due to me tomorrow
• Work on Response/Action Project

2nd period:  Rachel Landis in the Commons!


3rd period

Announcements

• Did anyone leave a rad easel at FLC for the LINK exhibit?  If so, go tell Zoe now!
• Honors, do you want to push back the meeting for the first part of the book?
• Tomorrow is Round 2 of peer critique.  Everyone must show evidence of having had a peer critique in order to get my feedback.

Agenda

• Take Action project guidelines
• Resources in this folder.
• Brainstorm Take Action Project! 
• TASK:  Brainstorm your project and your "why."  Finish Rachel's activity by Friday. Final, more detailed proposal due next Friday, May 1st.
• Last 20 minutes:  #EarthDay.  Let's go outside and give thanks. Selfies posed with Gaia in the background!  #earthday #intrinsicvalue #springissprung #conserve #transcendental #takeitinkids

Starter:  Ted Talk, "How Great Leaders Inspire Action"

• Food for thought:  What might be your "why" in terms of your Take Action project?
• Tomorrow:  Rachel Landis from FLC Environmental Center
• If you were absent yesterday, review the Take Action project guidelines.  
• Resources in this folder.

Brainstorm Take Action Project!

Peer Critique:  Today or Thursday

Critique Protocol

1. On the top of your draft, write a focusing question for your peers to address as they critique.  (Think:  What do you want them to look for?  What are you struggling with most?)

2.  Look at the "content" section of the rubric.  On the the top of your drafts, please jot down which two content areas that you need to work on most.  (Sense of Place, Environmental Ethic, Descriptive language/Grand Style, and/or Cohesiveness/Integration)

3. Do a three way exchange.  Critiquers, give feedback to the draft in the margins (use the "review" and "track changes" functions for electronic documents.  Focus on giving feedback to the two content areas and try to answer the focusing question.

4.  When everyone is done, discuss your feedback and clarify any confusion.

5.  REVISE YOUR OWN DRAFT!!

WORK TIME!

1.  Work on Draft

2.  Brainstorm and/or work on Take Action project.

STARTER

Final Journal:  PROCESS REFLECTION

How are you currently answering the project's essential questions?

1. How does energy production impact* place?
2. How does your sense of place**, environmental ethic and understanding of our energy needs influence your perception and decisions regarding energy production

*In defining “impact” you can think about it in terms of the impact on the culture, the health of individuals, the land, the economy, technology and scientific progress, future generations, and/or the sustainability of the resources of a specific location or the planet as a whole.

**“Sense of Place” is a concept that describes the quality of people’s relationship with a place. However, you will develop a definition of sense of place that most resonates with you. Some questions you may consider include: Does sense of place include a connection to the natural world separate from people? Does it include people? Does it include a local sense of place or global? Do you define your sense of place as one of economic positioning, social class, geographic location, and/or connection to community and people? Do you define it as very particular spot that holds special meaning to you? Does your connection to land shape your identity? Do you feel rootless or disconnected from community and/or place?

TURN IN:  Inspiration Journal with Completed Rubric, self-assessed

PREVIEW:  Take Action Project

LINK to Google folder with project resources

Essay Draft Deadline Review and Announcements

• Peer critique is TOMORROW.  Bring a printed copy if you prefer that, otherwise, your critiquers can track changes electronically.  (How are we looking for this draft, kids?)
• Drafts are due to me electronically for feedback this FRIDAY, April 24th, by midnight. You must submit evidence of 1 peer critique  BEFORE I will critique it.  If you cannot make this deadline, talk to me.
• You'll need to work on your take action project between now and its deadline of May 21st.
• Check out the helpful resources below for your sense of place writing assignment
• This Wednesday, Rachel Landis is coming from the FLC Environmental Center for a workshop on taking action!
• A word on Native American Studies projects....CONFERENCES in the next two weeks.

HELPFUL SENSE OF PLACE RESOURCES

• Sense of Place Essay Task Statement, Rubric + Examples and Sources for Inspiration 
• Google Doc Folder to all project resources
• Quick link to writing mini-lessons folder 
• Elements of Nature Writing handout + Metaphors/Similes/Analogies/Alliteration/Assonance
• List of poetic devices
• Categories of Sense of Place

WORK TIME

Draft due for Peer Critique tomorrow!

HONORS:  Read Their Eyes

Today's Goals

• Improve our drafts by adding some descriptive details (SHOW, DON'T TELL!) and figurative language.
• Keep Drafting!  You should have at least one developed, descriptive paragraph done by 10:55.

Starter:  Check in (write down on paper, post-it, or index card)

1. Where are you in your project? What is your topic/idea for your essay?  Which category of relationship to place and community attachment(s) are you focusing on?

2. What do you need? From me, from each other, from class today, from yourself?

(Put your name on it and hand in to Jessica!)

WORK TIME (until 10:55)

• Watch this video mini-lesson on "Show, Don't Tell."  
• INSPIRATION JOURNAL Entry:  "Showing" (explained in video)
• Read pages 3-5 of the handout on elements of nature writing to learn about Similes, Analogies and Metaphors in nature writing
• Also, see this list of poetic devices
• DRAFT!

10:55:  Share out and "Tune"

• Groups of 3-4: share your sample, talk it out, get feedback 
• Does the sample SHOW the place? 
• Do you know what environmental ethic(s) you're trying to develop? 
• Do you have a SPECIFIC relationship OR attachment to place you're going to be developing?
• What ideas does the group have for the presenter?
• 1-2 volunteers to share a sample of your writing with the class

HOMEWORK

Inspiration Journal Due Monday!  

·       See rubric for a complete list of what should be in there!

Draft for peer critique due next Tuesday April 21!

REMINDERS: 

• TURN IN:  Abbey assignment (by the end of the hour today!).  You should turn in the physical annotations as well as share the partner discussion notes on a Google Doc 
• INSPIRATION JOURNAL DUE NEXT MONDAY, 4-20!  You should be doing the out-of-class assignments as homework.  (RUBRIC)
• Honors:  Get a copy of Their Eyes Were Watching God if you haven't already!

TODAY'S GOALS

• Understand the guidelines for the Sense of Place writing piece
• Critique student example sense of place writings
• Generate ideas and creative thought for your own writing!

AGENDA

1. Go over the Sense of Place Writing Task Statement andRubric 

2. JOURNAL #10: Critique student examples (Call this "Student Critiques")

Read the 3 student examples in this folder and as you do, jot down notes in your journal that answer these questions under the heading "Student Critiques":

• What is this student's environmental ethic?
• Does he/she use elements of the “Grand Style” to SHOW the place to the reader?  (at least two of the following should be present: metaphor, simile, analogy, alliteration, assonance, onomatopoeia, sensory images like sight, taste, touch, sound, smell).  QUOTE the lines from the writing and explain which element of the Grand Style it uses.
• Overall, what is your reaction to this piece? Do you like it? What specifically do you like? What questions did it raise for you?  

3. WORK TIME!
*Finish partner discussion in Abbey assignment:  due today!

*Brainstorm/draft your sense of place essay

*Work on Inspiration Journal (if you want me to print your images, put them together in a document and send/share with me)

• Stuck? Look through the list of examples and inspiration provided on the task statement document.  Re-read all your starters, journals, and assignments to rediscover your own ideas.

HOMEWORK:

• INSPIRATION JOURNAL
• YOU SHOULD HAVE A WORKING DRAFT OF YOUR SENSE OF PLACE WRITING FOR THURSDAY...

Let's help Marisa with her senior project:  Take this survey!

Starter:  Edward Abbey short film

WORK TIME:  

• Edward Abbey Critique Assignment
• Here is a template for organizing your notes for the discussion
• Inspiration Journal
• Begin to draft your own essay?

Starter: Pair share Journal #8.  After reading your partner's entry, try to identify how they are characterizing their relationship with place.  Have a brief discussion about your project ideas thus far for your own sense of place essay.

Goals for Today

• Understand the four elements of nature writing
• Define (and practice!) the "Grand Style" of rhetoric
• Critique Edward Abbey's personal place essays for the elements of Nature Writing

1. Nature Writing Lesson and Examples

2.  INSPIRATION JOURNAL #9:

Call this entry "The Grand Style"

Write a passage to describe your place (or any place) using the Grand Style.

"Strike the Senses!"  Sensory Images!!  Figurative Language!! Rich Details!!

3. Assignment for today and tomorrow:

Edward Abbey's Personal Non-Fiction Essays

Here is an optional template for organizing your notes for parts 2 and 3.

My advice is to try to get done with the readings and Part 1 (annotation) today and tonight to buy yourself time to start drafting your essay tomorrow after doing Parts 2 and 3 with a partner.  Does this mean you might have HOMEWORK?  Your choice.  Assignment due at midnight tomorrow.

Goals for today:  

• Familiarize yourself with some frameworks of "sense of place" as characterized by relationships to place and community attachments. 
• See how others establish their sense of place.
• Begin to generate ideas for your sense of place essay

1. Categories of Sense of Place: Relationships to Place and Community Attachments

• Starter:  Read through the categories.  Circle at least one of each that resonates with you in terms of your sense of place.

2. Sense of Place Essays from Orion Magazine

TOGETHER:  Read "Traverse City, MI" 

• PAIR SHARE:  Which of the categories of sense of place seem to apply here?  What sort of relationship to the place does the author have?  How would you characterize is his community attachment?  

READ AT LEAST 3 OF THE ESSAYS ON orionmagazine.org, asking the same questions of each.  Think about how the authors establishes sense of place in ways that are personal and authentic.  Each has his or her own style and distinct connection to place.

INSPIRATION JOURNAL #7:  “ORION ESSAYS”

Note your connections and observations in your journal.  For each of the three essays you read, quote the text where you see these elements.  (Label the entry "Orion Essays" and indicate which essay you read.)

• Which of the categories of sense of place seem to apply here?  
• What sort of relationship to the place does the author have?  
• How would you characterize his/her community attachment?  
• Does the author reveal his/her environmental ethic?  

Suggested reads:

Sioux Falls, SD

The Backcountry

Chunky, Missippissippi

The Bluffs: Pacific Palisades, CA

Oakland, CA


INSPIRATION JOURNAL #8:  "My Place"
Name the journal entry after a place, such as in the titles of the Orion essays, i.e. “Weminuche Wilderness” (rather than “My Place”).  This can be an expansion of yesterday's freewrite.  Write about that place with details that attempt establish your connection to that place.

Pair share journal entry.  After reading your partner's entry, try to identify how they are characterizing their relationship with place.  Have a brief discussion about your project ideas thus far for your own sense of place essay.

WORK TIME:  Work on Inspiration Journals #7 and #8

There will be a robust amount of Edward Abbey to read next week.  If you want to work ahead and begin to peruse the readings, here they are:

Freedom and Wilderness, Wilderness and Freedom

Excerpts from Desert Solitaire

Thursday, April 9

Starter:  Why stay in Chernobyl?  Because it's home.

Goals for today:  

• Define SENSE OF PLACE 
• Familiarize yourself with some frameworks of "sense of place" as characterized by relationships to place and community attachments. 
• See how others establish their sense of place.
• Begin to generate ideas for your sense of place essay

1. Sense of Place Essay

BEGIN THINKING ABOUT WHICH PLACE YOU MAY WANT TO CENTER YOUR PROJECT ON!

"A sense of place is the sixth sense, an internal compass and map made by memory and spatial perception together.” —Rebecca Solnit

2. Defining Sense of Place

3. Welcome, Ashley!!

Today's Goals:

• Understand a broader context of nuclear power and continue to develop your views on mutation and how humans should respond to "mutating ecologies "
• Understand innovation as an ethic
• Practice writing descriptively about images

Agenda
1. Starter:  Artistic Response to Energy "1945-1998"

2. Continue Part 1: Nuclear and Mutation lesson

• Do you have anything to add to your journal "Reaction to Nuclear"?

Part 2:  Mutation and Innovation

• Do we have an ethical obligation to innovate?

3. Inspiration Journal Assignment &  Inspiration Journal Rubric

4. Journal #6: "Writing Visually"
Link to images to inspire the activity

Announcements

• Did you turn in Activities 1-3 on Friday?
• Did you turn in your  NAS project writing?
• Email Jessica your Town Hall Debate Prep Notes (@BOC for full credit!)

Today's Goal:
Evaluate the reasons for or against uranium mining in Naturita based on your assigned interest group

Starter
Watch these 2 two-minute videos about Nuclear Power, how it works and risks of it

Agenda
1. Get into your assigned interest group and prepare for the  Town Hall Meeting on the Pinon Ridge Mill (see below for revised links!)
2. Town Hall Meeting!

Town Hall Committees:

·         Mothers and Wives Concerned For Their Children and Husbands’ Health

o   Lacey

o   Rowan

o   Cameron

o   Charles

o   Samantha S.

o   Daniel

·         Industry Reps and Safety Inspectors from Fuel Energy

o   Turco

o   Lia

o   Noah

o   Becca

o   Vivi

o   Chris

·         Telluride Residents (NIMBY!) and Local Environmentalists

o   Cameron

o   Samantha D.

o   Hayden

o   Sonya

o   Alicia

o   Lyle 

·         Local miners in Naturita (Economic boom incentives)

o   Ellen

o   Lawson

o   Bryce

o   Bekah

o   Max

o   Ellie

3. Nuclear Power and Mutations Powerpoint

4. Journal #5:  What is your own personal view of uranium mining and nuclear power?  How do you see nuclear playing a role in our energy future?


Better Links for Town Hall Debate Prep (Activity 4):
§  Watch the film trailer to Uranium Drive-In and read the film summary to the right of the video on this website : http://uraniumdrivein.com/ 

 §  Check out some Google Images of Uranium Mills


§  Energy Fuels Website: The old company that owned the mill

·         This is the website for Energy Fuel, the nuclear power development company in charge of building and running uranium mills


·         ***Use this sub-link particular to find out about another Uranium mine in Blanding Utah that is similar to proposed Pinonridgemill
http://www.energyfuels.com/white_mesa_mill/

·         Use this link for more specifics on history of and uses of Uranium

§  http://www.examiner.com/article/pinon-ridge-uranium-mill-one-step-closer-to-special-use-permit

·         This article summarizes a town meeting in 2009 to hear from opponents and proponents to the mill.  It summarizes pros and cons.

§  http://www.huffingtonpost.com/2013/02/28/fukushima-cancer-rates-risks_n_2779729.html 

·         This article discusses the cancer risks after the Fukishima nuclear power plant explosion

§  http://www.hcn.org/wotr/a-uranium-mill-makes-no-sense-in-western-colorado

·         This is an article in High Country News by a Telluride resident who argues against the mill.

§  Optional: Colorado Government Report on Health Risks of the Pinon Ridge Mill

• Health and Safety Measures for the Mill taken by the company as stated by Energy Fuels:

Numerous safety systems will be present in the Piñon Ridge Mill to protect workers from being exposed to excess levels of radiation. Area air monitors will be located throughout the Piñon Ridge Mill to monitor the concentrations of uranium dust in the mill. Workers involved in potentially dusty operations will wear breathing-zone air monitors to monitor the air that they breathe. For those workers exposed to higher concentrations of uranium dust, urine samples will be collected and analyzed to determine the total uranium that has been inhaled and ingested. In addition those workers exposed to the highest levels of gamma radiation will wear gamma-monitoring badges, similar to what x-ray technicians and airline screeners wear. Other protections include regular power washing of equipment and vehicles, monitoring of the amount of time a worker is exposed to radiation, and general housekeeping and personal hygiene.

Working in the Piñon Ridge Mill will be no more dangerous than working in any other industrial facility.
Some Additional Benefits of Nuclear Power according to Energy Fuel (The Company)

• Nuclear power - like wind, hydro and solar energy - can generate electricity with no carbon dioxide or other greenhouse gas emissions. The critical difference is that nuclear energy is the only proven option with the capacity to produce vastly expanded supplies of clean electricity on a global scale.
• The United States currently derives 20% of its electricity from nuclear technology. This makes the United States the biggest producer of nuclear power in the world. Interestingly, the United States currently imports 90% of its nuclear fuel from other countries. Therefore, the United States is in danger of falling into the same “dependence trap” we have with oil.