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Dawn of New Revolutions - Major Projects:
Youth Voices


The Youth Voices Forum is the major project for the ‘Dawn of New Revolutions’ unit. Student delegates conduct a “United Nations” style session in which they are challenged to develop a resolution or resolutions that address how to feed a growing population, taking into consideration quality of life and the impact on the environment. Prior to the forum students have been assigned countries, practiced debate, conducted research, developed a country display, and written final resolutions. This activity is the summation of the quarter’s work, allowing students to demonstrate an integrated understanding of biological and social issues that impact how we might feed the world’s human population. Both short-term and long-term costs and benefits must be taken into account when students address the forum’s charge. Invariably, environmental health and biomedical matters are one of the central points of discussion.

All classes
- Ongoing research for country portfolio.
- Exploring Issues
Major Project Lessons
Description
Time
Week in the Unit
Youth Voices: You can make a difference In this engag lesson, students are introduced to the countries they will be researching through out the unit.
1 day
1
The Youth Voices Project is described.
2 days
1
In this explore lesson, students take diverse information from their reseach to create visual displays, do additional research on their country and create visually appealing displays.
2 - 6 days
6 & 7
Students share the information from their research and displays through a museum activity
3
7
Students will learn how to write a resolution in the format employed by the United Nations.
3
8

 



PULSE is a project of the Community Outreach and Education Program of the Southwest Environmental Health Sciences Center and is funded by:


an
NIH/NCRR award #16260-01A1
The Community Outreach and Education Program is part of the Southwest Environmental Health Sciences Center: an NIEHS Award

LOGO - SWEHSC
LOGO - NIEHS Center LOGO - NIEHS

Supported by NIEHS grant # ES06694


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Last update: November 10, 2009
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