Lesson Plan June 13, 2017
The World's Most Toxic Town
Country:
Warm Up Discussion Questions:
- What do you think of when you hear the term “toxic”?
- What does it mean if a town is “toxic”?
- What do you know about lead poisoning?
- Where is Zambia? What do you know about Zambia?
- Why does journalist Damian Carrington begin his story with “I’d like to be a doctor”?
- How do Larry Price’s photographs contribute to the overall message of the article?
- If you were the editor, what additional images would you request that Larry Price shoot as part of this story? Why?
- What are the long-term negative effects of lead poisoning?
- Why is lead poisoning a “highly sensitive issue” in Kabwe?
- Why is Eilford Chipeta doubtful of the government’s plan?
- What is the World Bank’s involvement in Kabwe? Research the World Bank. How does this fit with the overall mission of the World Bank?
Extension Activities
- Spend an hour exploring http://www.pureearth.org/. What most resonated with you? Why?
- Use an Internet search engine to find the 1920's ad "the Dutch boy's hobby a paint book for boys and girls" as a starting point to analyze the changes and continuities of Americans relationship with lead over the last 100 years. Students could create a timeline articulating these changes and continuities or create a T-chart.
- Research lead poisoning rates around the world. Create a map that visually illustrates these findings.
- Research lead poisoning in your city/town. Compare and contrast the causes, effects and responses to lead poisoning in Kabwe, Zambia with the causes, effects and responses to lead poisoning in your city/town.
- Encourage students to test their home's water for lead. Some municipalities offer this service free of charge. For example, in Chicago, residents call 311to request a free water quality test kit. More information can be found at http://www.chicagowaterquality.org/
- Using reputable sources like the CDC and Mayo Clinic, research lead poisoning prevention. Using social media, teach others about your findings.
COMMON CORE STANDARDS
CCSS.ELA-LITERACY.RH.9-10.1
Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
CCSS.ELA-LITERACY.RH.9-10.2
Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.
CCSS.ELA-LITERACY.RH.9-10.3
Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
CCSS.ELA-LITERACY.RH.9-10.4
Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social studies.
CCSS.ELA-LITERACY.RH.9-10.5
Analyze how a text uses structure to emphasize key points or advance an explanation or analysis.
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OBJECTIVES
- Students will analyze textual and visual elements of the article to assess the value of language and imagery in storytelling.
- Students will critically consider the causes of, effects of and responses to lead poisoning.
- Students will assess the various stakeholders responsibilities.
