Students consider the cause and effect relationship between technological advancement and the environment. Then they learn about six of China's primary environmental concerns and discuss how societies should weigh the issues. Next, they explore the Three Gorges Dam—the reasons behind it as well as the environmental and social costs. Finally, they write an opinion piece about their position on the Three Gorges Dam.
Students are introduced to the lesson focus on how technological advances can benefit society while also harming the environment. They examine images of people using cell phones and a landfill, then complete a graphic organizer listing ways cell phones have changed modern life. Afterward, they read about both positive and negative social and environmental impacts of cell phones and connect this dilemma to the broader question of how technological advancement affects the environment, especially in China.
Teacher MovesPresent the lesson overview and objective, highlighting the focus on China’s environmental challenges and the Three Gorges Dam. Prompt students to brainstorm a range of cell phone–related changes, then guide discussion to surface both benefits and environmental costs. Use the landfill image and explanatory text to help students see that even small technologies have hidden environmental impacts, setting up the idea that they will investigate similar trade-offs in China.
Students read China’s Top 6 Environmental Concerns to gain an overview of major environmental issues in China and use a graphic organizer to take notes on the causes of each problem, including air and water pollution, desertification, biodiversity loss, cancer villages, and population growth. They then examine water issues in more depth by reading 12 Scary Facts About The Chinese Water Crisis, exploring the different water-related risks. As a class, they discuss what they have learned and consider how societies should balance technological and economic growth with environmental protection, connecting back to the earlier cell phone example.
Teacher MovesSupport students in identifying and recording key causes for each environmental concern in the organizer, checking for understanding of how human activities contribute to these problems. Facilitate a whole-class discussion of the water crisis and broader environmental situation in China, encouraging debate and multiple viewpoints. Prompt students to relate China’s issues to current environmental debates in the United States (such as fracking, mining, pollution, nuclear power, or pesticides), ideally choosing examples relevant to the local community, and emphasize that there are no single “right” answers to how societies should weigh these trade-offs.
Students view images and captions showing communities along the Yangtze River that were relocated due to flooding and consider a prompt asking how they would feel if the government required them to move so a lake could be created to help people elsewhere. They post their responses to a class wall. After discussing this scenario, they read background text about the Yangtze River’s history of deadly flooding and examine a map of the river. Students then watch Three Gorges Dam to learn how China addressed the flooding problem and read a detailed article about China’s Three Gorges Dam, noting that it was written before the dam was completed. Finally, they respond to a prompt explaining, in their own words, the problems the dam is intended to solve and the environmental and social concerns it raises.
Teacher MovesInvite students to share and compare their emotional reactions to the relocation scenario, using their posts to build empathy for people displaced by large infrastructure projects. Clarify the historical context of Yangtze River flooding and use the map to reinforce geographic understanding. After students watch the video and read the article, guide them in identifying the dam’s intended benefits—flood control and energy production—as well as concerns such as environmental disruption, concentration of pollutants, displacement of communities, loss of farmland, and destruction of archaeological sites. Provide feedback on student explanations to ensure they accurately capture both sides of the issue.
Students revisit the Three Gorges Dam and consider the dilemma of whether its benefits justify displacing an estimated two million people. Drawing on all the issues they have studied, they write a blog-style post stating and explaining their position on the dam. They then read classmates’ posts and respond to at least two with a question or a positive, constructive comment.
Teacher MovesRemind students to use evidence from their earlier notes, readings, and discussions to support their opinions in the blog post. Encourage them to acknowledge multiple perspectives and trade-offs in their reasoning. Monitor and, if needed, model respectful online discussion as students comment on peers’ posts. Highlight and share a few particularly thoughtful or well-supported responses with the class to deepen discussion about public policy decisions and environmental ethics.
Students complete the exit quiz by answering all the questions.
Teacher MovesFacilitate the assessment and use student data to evaluate understanding, address misconceptions, and identify areas for growth.
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