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   Environmental Education —

   Guidelines for Learning (K-12)

Strand 3.2--Decision-Making and Citizenship Skills

References to Standards:
Geography 219-222
History 70
Social Studies 121-123
Guidelines:

A) Forming and evaluating personal views--Learners are able to communicate, evaluate, and justify their own views on environmental issues and alternative ways to address them.

Articulate a position on an environmental issue. Justify the position based on an analysis of information from a variety of sources, personal beliefs and values, and clear reasoning.
Evaluate personal beliefs and values using criteria such as personal wellbeing; social and environmental welfare; economic vitality; and concern for other living beings.
Articulate elements of their own environmental ethic and discuss whether personal positions on issues are consistent with this ethic.
Consider viewpoints that differ from their own, and information that challenges their position. Evaluate whether and how such information might affect their views.

Geography 55
B) Evaluating the need for citizen action--Learners are able to decide whether action is needed in particular situations and whether they should be involved.

Evaluate whether action is warranted in specific situations, accounting for factors such as available evidence about the issue and proposed solutions; the scale of the issue; legal, social, economic, and ecological consequences; and alternatives to citizen action.
Evaluate whether personal involvement in particular actions is warranted, considering factors such as their own values, skills, resources, and commitment.
Communicate decisions clearly, articulating well-reasoned arguments supporting their views and decisions.

Civics and Government 128-132
Social Studies 139-141
C) Planning and taking action--Learners know how to plan for action based on their research and analysis of an environmental issue. If appropriate, they take actions that are within the scope of their rights and consistent with their abilities and responsibilities as citizens.

Develop plans for individual and collective action involving groups such as a small group of classmates, a school club, a community organization, or a church. Include clear reasons and goals for action. In planning, refer to their knowledge of a range of citizen action strategies and the results of their environmental issue investigations.
Develop action plans based on an understanding of the complexity of the issue. Set realistic goals and include measures of success consistent with their abilities and the capacities of the groups involved.
Decide whether their plan should be implemented immediately or at another time, modified, or abandoned; and carry through with action when appropriate.

History 70
Social Studies 139-141
D) Evaluating the results of actions--Learners are able to evaluate the effects of their own actions and actions taken by other individuals and groups.

Discuss the intended and unintended effects of citizen actions on specific environmental issues. Consider the apparent effects of citizen action on the environment, the political situation, and the individuals involved. Illustrate with examples such as a demonstration at a nuclear test facility, a local watershed festival, or a citizen lobbying effort against proposed environmental regulations.
Analyze their own actions, evaluating apparent effects in terms of learners' goals, ethics, and broader societal goals. Develop a "lessons learned" document or presentation.
Account for some of the difficulties they encounter in evaluating the results of their actions.

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	Strand 3.2--Decision-Making and Citizenship Skills
References to Standards: Geography 219-222 History 70 Social Studies 121-123	Guidelines: A) Forming and evaluating personal views--Learners are able to communicate, evaluate, and justify their own views on environmental issues and alternative ways to address them. Articulate a position on an environmental issue. Justify the position based on an analysis of information from a variety of sources, personal beliefs and values, and clear reasoning. Evaluate personal beliefs and values using criteria such as personal wellbeing; social and environmental welfare; economic vitality; and concern for other living beings. Articulate elements of their own environmental ethic and discuss whether personal positions on issues are consistent with this ethic. Consider viewpoints that differ from their own, and information that challenges their position. Evaluate whether and how such information might affect their views.
Geography 55	B) Evaluating the need for citizen action--Learners are able to decide whether action is needed in particular situations and whether they should be involved. Evaluate whether action is warranted in specific situations, accounting for factors such as available evidence about the issue and proposed solutions; the scale of the issue; legal, social, economic, and ecological consequences; and alternatives to citizen action. Evaluate whether personal involvement in particular actions is warranted, considering factors such as their own values, skills, resources, and commitment. Communicate decisions clearly, articulating well-reasoned arguments supporting their views and decisions.
Civics and Government 128-132 Social Studies 139-141	C) Planning and taking action--Learners know how to plan for action based on their research and analysis of an environmental issue. If appropriate, they take actions that are within the scope of their rights and consistent with their abilities and responsibilities as citizens. Develop plans for individual and collective action involving groups such as a small group of classmates, a school club, a community organization, or a church. Include clear reasons and goals for action. In planning, refer to their knowledge of a range of citizen action strategies and the results of their environmental issue investigations. Develop action plans based on an understanding of the complexity of the issue. Set realistic goals and include measures of success consistent with their abilities and the capacities of the groups involved. Decide whether their plan should be implemented immediately or at another time, modified, or abandoned; and carry through with action when appropriate.
History 70 Social Studies 139-141	D) Evaluating the results of actions--Learners are able to evaluate the effects of their own actions and actions taken by other individuals and groups. Discuss the intended and unintended effects of citizen actions on specific environmental issues. Consider the apparent effects of citizen action on the environment, the political situation, and the individuals involved. Illustrate with examples such as a demonstration at a nuclear test facility, a local watershed festival, or a citizen lobbying effort against proposed environmental regulations. Analyze their own actions, evaluating apparent effects in terms of learners' goals, ethics, and broader societal goals. Develop a "lessons learned" document or presentation. Account for some of the difficulties they encounter in evaluating the results of their actions.