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   Environmental Education —

   Guidelines for Learning (K-12)

Strand 2.3--Humans and Their Societies

References to Standards:
Economics 1-3, 19-20
Science Benchmarks 142, 156, 160
Social Studies 121-126
Guidelines:

A) Individuals and groups--Learners understand the influence of individual and group actions on the environment, and how groups can work to promote and balance interests.

Predict how the environmental effects of their personal actions might change over time. Consider variables such as technological advances, lifestyle changes, or taking on such roles as business owners, employees in various careers, or parents.
Analyze how the actions of societal organizations such as businesses or community groups may have environmental consequences and other impacts that go beyond the intended aims of the group.
Describe how particular groups meet or balance individual needs, group goals, and the common societal good. Use examples such as conservation organizations, organizations of professionals in environmental or resource management fields, community associations, or business groups.

Civics and Government 103-105
Geography 195-196
Social Studies 111-112
B) Culture--Learners understand cultural perspectives and dynamics and apply their understanding in context.

Analyze how cultural change and altered views of the environment are related. For example, discuss how the shift away from a largely rural society to a predominantly urban one may influence changing perceptions of the environment.
Recognize diverse cultural views about humans and the environment. Anticipate ways in which people from different cultural perspectives and frames of reference might interpret data, events, or policy proposals.
Describe and compare historical and contemporary societal strategies for adapting to environmental or social change while preserving and transmitting culture. For example, describe ways resource-dependent communities (those whose economies traditionally relied on activities such as mining or timber harvest) work to maintain their identities in the face of mine closures or declining timber harvests.

Civics and Government 96-98, 110-120
Economics 5-7, 19-20, 30-33
Geography 206-207, 210- 211
Science Benchmarks 170
Social Studies 127-131
C) Political and economic systems--Learners understand how different political and economic systems account for, manage, and affect natural resources and environmental quality.

Explain the development of economic systems using the economic idea of scarcity and the geographic idea of uneven distribution of resources.
Compare the U.S. political and economic systems with other types of systems, focusing on how the systems govern the use of natural resources, control production and consumption, and protect environmental quality.
Evaluate the environmental and societal costs and benefits of allocating goods and services in different ways (e.g. through public or private sectors). For example, explain problems such as over-fishing, over-grazing, and deforestation considering what can happen to resources that are commonly owned and openly accessible. Or examine successful common property management systems that promote sustainable use of resources.
Explain current and historical environmental issues in terms of political and economic ideas. For example, analyze the role of private property rights and the concept of general welfare in shaping decisions about the use and protection of wetlands in the United States.
Evaluate the structure and functions of the United Nations and its agencies in addressing global environmental issues.

Getting Involved in a Local Landfill
From: Environmental Education Association of New Mexico
Grade Level: High School

Correlating Guidelines:
Strand 1 A, B, C, E, G
Strand 2.1 A
Strand 2.2 A, C
Strand 2.3 A, B, C, E
Strand 2.4 A, B, C, D, E
Strand 3.1 A, B, D
Strand 3.2 A

When a controversial landfill opened near their southern New Mexico community, local high school students expressed concerns to teacher, Mr. Licona. Knowing his students needed to be informed about landfills, Licona provided several avenues of investigation. Students teamed up for a year-long research project that ultimately earned university scholarships for two students, and employment at the landfill for a third.

Grants, fundraising activities, and personal funds ensured that the students' vantage point was not restricted. With these funds, the students were able to visit research areas including the proposed location for burial of low-level nuclear waste near Carlsbad and a Texas site where sewage sludge is applied to the arid desert land.

Guest speakers from New Mexico State University's Waste Management Education Research Consortium and Westex Labs spoke with the class, and students discussed liner safety issues and future reclamation plans with the landfill director. Class members attended city council meetings, and met with a community group concerned with the landfill's placement. Each student was also responsible for providing at least two related internet sources, two magazine articles, and two library sources to the class.

The students synthesized their learning through reflective papers. Using computer technology, concept maps, and other visual aids, they shared their findings and recommendations in presentations to their classmates, community agencies, and the landfill director.

Civics and Government 121-126
Economics 11-12
Geography 206-207, 210- 211
Science Benchmarks 178
Social Studies 136-138

D) Global connections--Learners are able to analyze global social, cultural, political, economic, and environmental linkages.

Explain regional and national economic specialization and international trade in terms of uneven distribution of resources and differing costs of producing similar goods (due to factors such as climate, labor costs, and energy costs).
Describe global connections in systems such as the economy, transportation, and communication. Evaluate the effects of changes in these systems on communities and the environment on a global scale. Consider instances in which global linkages are strong, and in which they are relatively weak.
Evaluate the connections among interests, decisions, and actions taken at the individual, community, regional, national, and global levels. Consider their effect on global issues such as human rights, economic development, health, resource allocation, and environmental quality. For example, examine the influence of factors such as consumer preferences, U.S. foreign policy, international treaties and governing bodies, international nongovernmental organizations, and corporate operations on agricultural practices in developing nations.

Economics 19-20
Geography 210-211
Science Benchmarks 163, 166, 173
Social Studies 124-129

E) Change and conflict--Learners understand the functioning of public processes for promoting and managing change and conflict, and can analyze their effects on the environment.

Explain how public decision-making about the environment takes into account (or fails to account for) uneven distribution of, or different types of, costs and benefits; future or distant consequences; and difficulties assessing the value of certain costs or benefits such as ecosystem services or clean air.
Evaluate the role of social, political, and economic institutions in the United States in managing change and conflict regarding environmental issues. Account for the influence of institutions such as the legal system and property rights as well as organizations such as banks, nonprofit groups, corporations, and special interest groups.
Evaluate the conditions and motivations that lead to conflict, cooperation, and change among individuals, groups, and nations. Look particularly at the effects of these forces on the control of natural resources. For example, examine the origins and effects of international treaties and accords on whaling or commercial fishing.
Evaluate various governmental and non-governmental strategies for promoting social change. For example, trace the strategies used by different groups to reduce energy use in the U.S.

Next Page

	Strand 2.3--Humans and Their Societies
References to Standards: Economics 1-3, 19-20 Science Benchmarks 142, 156, 160 Social Studies 121-126	Guidelines: A) Individuals and groups--Learners understand the influence of individual and group actions on the environment, and how groups can work to promote and balance interests. Predict how the environmental effects of their personal actions might change over time. Consider variables such as technological advances, lifestyle changes, or taking on such roles as business owners, employees in various careers, or parents. Analyze how the actions of societal organizations such as businesses or community groups may have environmental consequences and other impacts that go beyond the intended aims of the group. Describe how particular groups meet or balance individual needs, group goals, and the common societal good. Use examples such as conservation organizations, organizations of professionals in environmental or resource management fields, community associations, or business groups.
Civics and Government 103-105 Geography 195-196 Social Studies 111-112	B) Culture--Learners understand cultural perspectives and dynamics and apply their understanding in context. Analyze how cultural change and altered views of the environment are related. For example, discuss how the shift away from a largely rural society to a predominantly urban one may influence changing perceptions of the environment. Recognize diverse cultural views about humans and the environment. Anticipate ways in which people from different cultural perspectives and frames of reference might interpret data, events, or policy proposals. Describe and compare historical and contemporary societal strategies for adapting to environmental or social change while preserving and transmitting culture. For example, describe ways resource-dependent communities (those whose economies traditionally relied on activities such as mining or timber harvest) work to maintain their identities in the face of mine closures or declining timber harvests.
Civics and Government 96-98, 110-120 Economics 5-7, 19-20, 30-33 Geography 206-207, 210- 211 Science Benchmarks 170 Social Studies 127-131	C) Political and economic systems--Learners understand how different political and economic systems account for, manage, and affect natural resources and environmental quality. Explain the development of economic systems using the economic idea of scarcity and the geographic idea of uneven distribution of resources. Compare the U.S. political and economic systems with other types of systems, focusing on how the systems govern the use of natural resources, control production and consumption, and protect environmental quality. Evaluate the environmental and societal costs and benefits of allocating goods and services in different ways (e.g. through public or private sectors). For example, explain problems such as over-fishing, over-grazing, and deforestation considering what can happen to resources that are commonly owned and openly accessible. Or examine successful common property management systems that promote sustainable use of resources. Explain current and historical environmental issues in terms of political and economic ideas. For example, analyze the role of private property rights and the concept of general welfare in shaping decisions about the use and protection of wetlands in the United States. Evaluate the structure and functions of the United Nations and its agencies in addressing global environmental issues.