Education:Oil: The Impact of Oil in the 21st Century: Difference between revisions

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=== Grade/Subject:  9th – World History/11th –U.S. History II  ===
=== Grade/Subject ===


=== Time Required for completed lesson: Two 80 minute blocks or four 40 minute classes ===
9th – World History/11th –U.S. History II 


=== NJCCCS:6.2.12.C.5.g, 6.1.12.C.15.a, 6.1.12.B.16.a ===
=== Time Required for completed lesson ===


=== Common Core State Standards:RH.9-10.9. Compare and contrast treatments of the same topic in several primary and secondary sources. ===
Two 80 minute blocks or four 40 minute classes
=== Materials:1. Computer with projector and screen
2. Internet access/PowerPoint (computer lab)
3. Chart paper/markers ===


=== Anticipatory Set:Have students answer this question for homework prior to the lesson: In addition to its use as an energy source, what are at least 10 additional end uses for oil? ===
=== NJCCCS ===


=== Procedures:1. Do Now: Have students work in small groups and discuss the answers they came up with for their homework question.===
6.2.12.C.5.g, 6.1.12.C.15.a, 6.1.12.B.16.a
=== 2. Have each group make a chart listing all the end-uses for oil they came up with and then share their answers as part of a class discussion. As part of the class discussion, the students will compile a class list of all the additional end uses for oil they came up with, to be used by each group going forward in the lesson.===


===3. After discussing the student answers, the students will continue to work in their groups and evaluate the economic, political, and social impact of oil use on both oil-consuming nations and oil-producing nations. Students should have access to the internet to research answers as necessary, and the availability of PowerPoint or some other presentation program to create a presentation of their information.  As part of their presentations students should address the following questions:===
=== Common Core State Standards ===


=== a. What technology is necessary to produce oil? ===
RH.9-10.9. Compare and contrast treatments of the same topic in several primary and secondary sources.
=== Materials ===


=== 2. What is the environmental impact of oil exploration and use? ===
#Computer with projector and screen
=== 3. How does the continued use of oil enhance people's lives? ===
#Internet access/PowerPoint (computer lab)
=== 4. What are the advantages and disadvantages of our dependence on oil? ===
#Chart paper/markers ===
=== 5. Do the advantages of our dependence on oil outweigh the disadvantages? ===
 
=== 6. Does the continued reliance on oil make sense from an economic standpoint?
=== Anticipatory Set ===
      Social standpoint? Political standpoint? ===
 
 
Have students answer this question for homework prior to the lesson: In addition to its use as an energy source, what are at least 10 additional end uses for oil?
4. Upon completion of their created presentations, each group will present their presentations to the class.
 
5. Upon completion of their presentations, students will view the YouTube videos:  
=== Procedures ===
Peak Oil: Gas Prices, Supply Depletion & Energy Crisis http://www.youtube.com/watch?v=DMQd5nGEkr4 , Myth: The World is Running Out of Oil (Peak Oil) http://www.youtube.com/watch?v=LHD4U2q_p4c&feature=related , and then be given the following individual assignment: Using what you have learned about the uses of oil and its economic, social and political impact, speculate on the future of our reliance on oil and what economic, political, and social impact oil consumption will have on both consuming and producing oil nations in the 21st Century. ===
 
#Do Now: Have students work in small groups and discuss the answers they came up with for their homework question.
#Have each group make a chart listing all the end-uses for oil they came up with and then share their answers as part of a class discussion. As part of the class discussion, the students will compile a class list of all the additional end uses for oil they came up with, to be used by each group going forward in the lesson.
#After discussing the student answers, the students will continue to work in their groups and evaluate the economic, political, and social impact of oil use on both oil-consuming nations and oil-producing nations. Students should have access to the internet to research answers as necessary, and the availability of PowerPoint or some other presentation program to create a presentation of their information.  As part of their presentations students should address the following questions:
##What technology is necessary to produce oil?
##What is the environmental impact of oil exploration and use?
##How does the continued use of oil enhance people's lives?
##What are the advantages and disadvantages of our dependence on oil?
##Do the advantages of our dependence on oil outweigh the disadvantages?
##Does the continued reliance on oil make sense from an economic standpoint? Social standpoint? Political standpoint?
#Upon completion of their created presentations, each group will present their presentations to the class.  
#Upon completion of their presentations, students will view the YouTube videos:
#*Peak Oil: Gas Prices, Supply Depletion & Energy Crisis http://www.youtube.com/watch?v=DMQd5nGEkr4 ,===
#*Myth: The World is Running Out of Oil (Peak Oil) http://www.youtube.com/watch?v=LHD4U2q_p4c&feature=related
#*and then be given the following individual assignment: Using what you have learned about the uses of oil and its economic, social and political impact, speculate on the future of our reliance on oil and what economic, political, and social impact oil consumption will have on both consuming and producing oil nations in the 21st Century.
=== Accommodations ===
 
#Special attention to grouping of special needs students.
#Those needing extended time to complete work will be accommodated.
   
   
=== Assessment ===
#Student created (group) presentations evaluating the economic, political, and social impact of oil use on both oil-consuming nations and oil-producing nations. You must use a minimum of 2 primary or secondary sources to support your answers and provide proper work citations.
#Student created (individual) presentations speculating on the future of our reliance on oil and what economic, political, and social impact oil consumption will have on both consuming and producing oil nations in the 21st Century.
=== Integration ===


=== Accommodations:  1. Special attention to grouping of special needs students.
Language Arts/Science/Technology
2. Those needing extended time to complete work will be accommodated.
===


=== Assessment: 1. Student created (group) presentations evaluating the economic, political, and social impact of oil use on both oil-consuming nations and oil-producing nations. 
=== Closure ===
You must use a minimum of 2 primary or secondary sources to support your answers and provide proper work citations.
2. Student created (individual) presentations speculating on the future of our reliance on oil and what economic, political, and social impact oil consumption will have on both consuming and producing oil nations in the 21st Century.
===


=== Integration:Language Arts/Science/Technology ===
Explaining the homework (assessment/evaluation) will be the closing of the lesson.


=== Closure: Explaining the homework (assessment/evaluation) will be the closing of the lesson.  ===
=== Resources ===


=== Resources: Oil Facts for Kids http://www.sciencekids.co.nz/sciencefacts/chemistry/oil.html
*Oil Facts for Kids http://www.sciencekids.co.nz/sciencefacts/chemistry/oil.html
US Energy Information Administration http://www.eia.gov/kids/energy.cfm?page=oil_home-basics
*US Energy Information Administration http://www.eia.gov/kids/energy.cfm?page=oil_home-basics
Institute for Energy Research http://www.instituteforenergyresearch.org/gas/us-energy-facts/
*Institute for Energy Research http://www.instituteforenergyresearch.org/gas/us-energy-facts/
Products from petroleum  http://www.ranken-energy.com/Products%20from%20Petroleum.htm
*Products from petroleum  http://www.ranken-energy.com/Products%20from%20Petroleum.htm
Howstuffworks: How oil refining works  http://science.howstuffworks.com/environmental/energy/oil-refining2.htm
*Howstuffworks: How oil refining works  http://science.howstuffworks.com/environmental/energy/oil-refining2.htm
Petroleum http://en.wikipedia.org/wiki/Petroleum  
*Petroleum http://en.wikipedia.org/wiki/Petroleum  
YouTube videos:  Peak Oil: Gas Prices, Supply Depletion & Energy Crisis http://www.youtube.com/watch?v=DMQd5nGEkr4 ,  Myth: The World is Running Out of Oil (Peak Oil) http://www.youtube.com/watch?v=LHD4U2q_p4c&feature=related
*YouTube videos:  Peak Oil: Gas Prices, Supply Depletion & Energy Crisis http://www.youtube.com/watch?v=DMQd5nGEkr4 ,  Myth: The World is Running Out of Oil (Peak Oil) http://www.youtube.com/watch?v=LHD4U2q_p4c&feature=related ===


Submitted by: Thomas Glen, Social Studies, Arts High School
Submitted by: Thomas Glen, Social Studies, Arts High School
  ===


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Revision as of 13:32, 2 July 2012

Grade/Subject

9th – World History/11th –U.S. History II

Time Required for completed lesson

Two 80 minute blocks or four 40 minute classes

NJCCCS

6.2.12.C.5.g, 6.1.12.C.15.a, 6.1.12.B.16.a

Common Core State Standards

RH.9-10.9. Compare and contrast treatments of the same topic in several primary and secondary sources.

Materials

  1. Computer with projector and screen
  2. Internet access/PowerPoint (computer lab)
  3. Chart paper/markers ===

Anticipatory Set

Have students answer this question for homework prior to the lesson: In addition to its use as an energy source, what are at least 10 additional end uses for oil?

Procedures

  1. Do Now: Have students work in small groups and discuss the answers they came up with for their homework question.
  2. Have each group make a chart listing all the end-uses for oil they came up with and then share their answers as part of a class discussion. As part of the class discussion, the students will compile a class list of all the additional end uses for oil they came up with, to be used by each group going forward in the lesson.
  3. After discussing the student answers, the students will continue to work in their groups and evaluate the economic, political, and social impact of oil use on both oil-consuming nations and oil-producing nations. Students should have access to the internet to research answers as necessary, and the availability of PowerPoint or some other presentation program to create a presentation of their information. As part of their presentations students should address the following questions:
    1. What technology is necessary to produce oil?
    2. What is the environmental impact of oil exploration and use?
    3. How does the continued use of oil enhance people's lives?
    4. What are the advantages and disadvantages of our dependence on oil?
    5. Do the advantages of our dependence on oil outweigh the disadvantages?
    6. Does the continued reliance on oil make sense from an economic standpoint? Social standpoint? Political standpoint?
  4. Upon completion of their created presentations, each group will present their presentations to the class.
  5. Upon completion of their presentations, students will view the YouTube videos:
    • Peak Oil: Gas Prices, Supply Depletion & Energy Crisis http://www.youtube.com/watch?v=DMQd5nGEkr4 ,===
    • Myth: The World is Running Out of Oil (Peak Oil) http://www.youtube.com/watch?v=LHD4U2q_p4c&feature=related
    • and then be given the following individual assignment: Using what you have learned about the uses of oil and its economic, social and political impact, speculate on the future of our reliance on oil and what economic, political, and social impact oil consumption will have on both consuming and producing oil nations in the 21st Century.

Accommodations

  1. Special attention to grouping of special needs students.
  2. Those needing extended time to complete work will be accommodated.

Assessment

  1. Student created (group) presentations evaluating the economic, political, and social impact of oil use on both oil-consuming nations and oil-producing nations. You must use a minimum of 2 primary or secondary sources to support your answers and provide proper work citations.
  2. Student created (individual) presentations speculating on the future of our reliance on oil and what economic, political, and social impact oil consumption will have on both consuming and producing oil nations in the 21st Century.

Integration

Language Arts/Science/Technology

Closure

Explaining the homework (assessment/evaluation) will be the closing of the lesson.

Resources

Submitted by: Thomas Glen, Social Studies, Arts High School

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