Student Letters for Environmental Change

Lesson Summary

Students chose to research a proposed bill connected to environmental policy, law, or regulation. This research included engaging and collaborative review of fact vs. opinion, source credibility, and source citation resources. Students then wrote their local representative or Senator, outlining details found in their research, their stance on the issue, and a proposed means of action. Through individual and team reflection, students revised and edited their work to create a final product that if students wanted was sent forward to local and state political offices as a means to institute change and advocate for environmental protection.

TIPC Ratings

Research & Information Fluency

Rating:Ideal –

Explanation: Students were given the opportunity to select (or choose their own) current environmental political bill scheduled to appear before the House or Senate Committee Hearings. Students chose their own research methodology after reviewing databases, internet research protocol, and source credibility with librarians and ITRT. Each student was required to evaluate each source he/she used for its credibility by using multiple resources. Finally, each student revised and edited another classmate’s letter using this checklist, and had the option to work collaboratively with a Writing Center mentor.

Communication & Collaboration

Rating: Ideal –

Explanation: Students worked both independently and collaboratively on this project. While each student completed their own research and wrote their own letter, they collaborated in the revision process. They helped one another create a well-worded letter that would impact political decision-makers’ actions on impending environmental policy. They helped one another craft a product that had real and far-reaching effects.

Critical Thinking & Problem Solving

Rating: Ideal –

Explanation: Students used essential questions such as
-How can an individual most effectively challenge current ways of thinking and bring positive change to the world?
-How can we evaluate, interpret, and dissect the information that is available to determine our own thoughts and opinions?
to guide their research and letter-writing, but what is important to note, is that students in effect created this project themselves.  Their research became a catalyst toward activism.  They answered their own questions through quality research, discussed real problems facing our community and nation, and proposed their own solution to decision-makers.

Creativity & Innovation

Rating: Approaching –

Explanation: Students created their own letter to a government official, which was the result of their independent research, collaborative revision and discussion, and reflection. This letter was sent to the official’s office mailing address, giving the project itself authenticity and real-world application in its follow-through. Students were made more knowledgeable of environmental issues, local government representation, and their own voice in the democratic process.