This course is assembled from UC-approved college preparatory courses and is designed to acquaint students with the physical, ecological, social, and political principles of environmental science. The scientific method is used to analyze and understand the inter-relationships between humans and the natural environment. The course shows how ecological realities and the material desires of humans often clash, leading to environmental degradation and pollution. The course covers: Earth's Systems, Human Population Dynamics, Natural Resources, Environmental Quality, Global Changes, and Environment and Society.

Deborah Wang reports that minority workers are underrepresented in the advertising industry. Wang interviews Bink Garrison (Ingalls, Quinn and Johnson) about the lack of minority workers in the industry. Wang's report includes footage of workers in the offices of Ingalls, Quinn and Johnson (advertising firm). Wang reports that Ingalls, Quinn and Johnson is participating in industry efforts to attract students into the industry. Wang notes that the Ad Club at English High School teaches students about advertising. Wang reports that Ad Club students wrote and acted in a public service announcement last year. Wang's report includes footage of the public service announcement produced by the Ad Club. Wang's report also features footage of Pam Piligian (Ingalls, Quinn and Johnson) working with students in the Ad Club. Piligian and Michelle Wilcox (11th grade student) talk about the Ad Club. This tape includes additional footage of workers at the offices of Ingalls, Quinn and Johnson.

Drawing on key media literacy concepts and strategies, these five media literacy lesson plans are designed for ESOL students and show how media literacy can enrich the ESOL curriculum. The lessons are appropriate for different levels of student competence in English and can be adapted to suit different student groups

African American and white students exit from separate buses and join other students entering West Roxbury High School. US Marshals stand in front of the school. Robert Donahue (District Superintendent, Boston Public Schools) greets students as they enter the school. More buses drop off students at the school. Robert DiGrazia confers with officials and enters the school. A white teacher affectionately greets some African American students as they arrive at school. Donald Burgess (headmaster, West Roxbury High School) talks to students about bus schedules as they approach the school from the parking lot.

A few police officers are stationed along Monument Square outside of Charlestown High School. Robert Murphy (Headmaster, Charlestown High School) stands in front of the school. School buses, accompanied by a police motorcycle escort, pull up in front of the school. African American students exit the buses and enter the school. A small number of photographers record the arrival of the buses from across the street. Gary Griffith reports that the arrival of school buses at Charlestown High School was routine.

Footage of Charlestown. Shots of Charlestown High School and Monument Square, Bartletts Street, Bunker Hill Street and St. Francis de Sales Church. Children ride bicycles in Monument Square. People are gathered in the park beside St. Francis de Sales Church. Shot from the park of the port. Racist, white supremacist and anti-busing graffiti is visible on buildings on Medford and Main Streets. Shots of Medford and Main Streets.

Academic artist Enrique Legaspi grew up singing, skateboarding, and creating. As a teacher, one day he realized, "I'm doing everything I can, I'm staying up late, but I'm producing the same results. What's going on?" Now that he's begun to modify and adapt his teaching to his students' interests, Enrique's students are creating, curating and sharing their work using video and social media -- and it's made all the difference.

Footage of the first day of school at South Boston High School during Phase II desegregation of Boston schools. Helmeted members of the Tactical Patrol Force and US Marshals are present in the schoolyard and on the street. Headmaster William Reid (Headmaster, South Boston High School), Charles Barry (Deputy Superintendent, Boston Police Department), Peter Meade (Mayor's Office) and others confer on the street outside of the school. White students approach on foot. Buses carrying African American students arrive with a police motorcycle escort. Two groups of press photographers are cordoned off behind ropes in front of the school. African American students exit buses. A police helicopter circles the area.

Games to help you learn and practice beginning French numbers, verbs and the names of days and months! Try each game at least once.

Boston police cars and police officers stationed on the street outside of Hyde Park High School. School buses arrive escorted by police cruiser with flashing lights. African American students exit the school and board buses. White Hyde Park residents watch the action on the street. A white student tells the camera crew that a fight broke out in the school. Police and media are gathered outside of the school.

Buses pull up in front of English High School. Robert Peterkin (Headmaster, English High School) stands out front as buses arrive. Students exit buses and congregate by race in front of school. Judy Stoia interviews African American and white students outside of the school about how they like school. Students talk about the school and report no racial tensions so far. Stoia interviews a white female student who says that she would prefer to attend Brighton High School. Stoia interviews two African American female students who says that the school is disorganized this year. The two girls complain about problems with their class schedules. Stoia interviews a group of African American female students who say that they like the school. One of the students says that African American and white students can get along fine if their parents leave them alone. Stoia interviews two white male students from Brighton who like the facilities at the school. Stoia interviews Chris Lane (Flexible Campus Coordinator, English High School) about the opening of the school and school programs offered in conjunction with area colleges including Brandeis University. Lane says that attendance has increased since yesterday.

Carmen Fields reports that James Weldon Johnson was a poet, lawyer, diplomat, composer, and former director of the NAACP. Fields notes that the US Postal Service will issue a postage stamp bearing Johnson's image in honor of Black History Month. Fields interviews Samuel Allen (professor, Boston University) about Johnson's life and his legacy. Allen reads two of Johnson's poems. Fields notes that Johnson is the composer of 'Lift Every Voice,' which is known as the 'black national anthem.' Fields report is accompanied by photos of Johnson and a shot of the postage stamp bearing his image. Field's report also includes footage of the Madison Park High School Choir performing 'Lift Every Voice.'

Assistant high school principal Elise Abbott is disturbed by the autocratic decision-making of the interim principal Marla Richardson. She meets with Marla to discuss Marla's approval of the English department chair's removal of master teacher Alice Tremont from gifted/talented courses. The chair reassigned the courses to herself. Although the department chairs are supervised by the principal, the English department teachers are supervised by Elise. Prior to being named interim principal, Marla had been an assistant principal. She and Elise had both been selected as assistant principals two years earlier. Both of them had taught for years in the English department. Until Elise became an assistant principal, she had been the English department chair. This case is designed to provoke student discussion about power, decision-making, and the relationships among school personnel. Students are encouraged to reflect on their own assumptions about power and leadership as they consider the conduct of the assistant principal and principal.

Kaycee Eckardt teaches reading to high school students in New Orleans' 9th Ward. Her goal, to equip all scholars for world-changing pursuits, requires taking a chance on innovative teaching, prototyping and piloting new ideas. "To pause, or to hesitate, or to forget to innovate because of fear, that's the only moment that we will fail."

This module talks is an intro to using podcasting in a secondary history classroom. Though it is intended for history teachers, much of the content of this module would be useful to teachers of other content areas. This module talks about different ways a teacher might use podcasting in his or her classroom, and the drawbacks and possible benefits of doing so.

Hope Kelly reports on the Madison Park High School Choir's tribute to Roland Hayes (African American classical singer), who was the first African American singer to achieve recognition on the classical stage. Kelly notes that the Roland Hayes Music Center is based at Madison Park High School. Kelly reviews Hayes's career. Kelly's report is accompanied by photos and footage of Hayes. Kelly's report includes footage from interviews with Elma Lewis (African American community leader), Robert Winfrey (Director, Roland Hayes Music Center), Anthony Walker (graduate, Roland Hayes Music Center), and Afrika Hayes (daughter of Roland Hayes) discussing Hayes's music and legacy. Kelly's report also includes footage of the choir's performance and footage from interviews with members of the choir about Hayes's legacy.

Christopher Lydon presents a six-part series on mayoral candidates Mel King and Ray Flynn. In the first report, Lydon talks about the similarities between the two candidates. Lydon notes that both men are social workers from working class backgrounds and that both men have worked with teenagers. This report includes interviews with Kathy Flynn (wife of Ray Flynn) and Joyce King (wife of Mel King), who talk about the generous natures of both men. Lydon interviews Robert Flaherty (South Boston resident), Paul Parks (architect), Edward McCormack (attorney), and Ed Domit (social worker) about the backgrounds of both candidates. Lydon interviews Kenneth Hudson (Boston Neighborhood Basketball League), Robert Shagoury (computer manufacturer), and Walter Byers (Chairman, Massachusetts Boxing Commission) about the community work of both men. The second report explores Flynn's exceptional athletic career at South Boston High School and Providence College. Lydon interviews James Kelly (South Boston High School, class of 1958), Gertrude Morrissey (teacher, South Boston High School), and Jerome Wynegar (Headmaster, South Boston High School) about Flynn's athletic achievements. Lydon interviews Flynn about his experiences as an athlete; Flynn talks about being the only white player to play on an African American basketball team. The report includes interviews with Ruth Batson (civil rights activist) and Lawrence DiCara (former member of the Boston City Council) about Flynn's leadership abilities. The report includes footage of Flynn playing for Providence College at the National Invitational Basketball Tournament at Madison Square Garden on March 19, 1963. The third report examines Mel King's background and early days as a social worker in a Settlement House in the South End. The report includes footage from interviews with John O'Bryant (Boston School Committee), Paul Parks (architect), and Joyce King (wife of Mel King), who talk about the diverse neighborhood where King grew up. Lydon interviews Ed McClure (US Justice Department) and Herbert Gleason (former Chairman, United South End Settlements) about King's early years as a social worker. Lydon also interviews Robert Shagoury (computer manufacturer), Edward Domit (social worker), Thomas Shea (retailer), and Chuck Turner (teacher), all of whom comment on King's social work. In the fourth report, Lydon discusses Flynn's evolving political views. Lydon notes that Flynn has changed positions on many issues since the 1970s, and that Flynn was a leading opponent to busing for school integration. The report includes footage of Flynn talking about his role in the busing crisis. Lydon also interviews Jerome Wynegar and James Kelly about Flynn and the busing crisis. The report also includes footage of Lawrence DiCara, Edward McCormack, Kathy Flynn, Ruth Batson, Domenic Bozzotto (labor leader), and Peter Dreier (professor, Tufts University) discussing Flynn's political beliefs. The report features photographs of Flynn's anti-busing activities in the 1970s. The fifth report explores King's political beliefs and his activism on behalf of people of color. Lydon notes that the white community tends to see King as a protest leader. Lydon reviews King's involvement in political issues in the 1960s and 1970s. Lydon interviews Paul Parks, Herbert Gleason, Ruth Batson, Andrew Natsios (State Representative), Tunney Lee (professor, MIT), and Chuck Turner about King's beliefs and his record as a legislator. The report also includes footage from an interview with King. King talks about his quiet nature and his political philosophy. The report features photographs of King's political activities in the 1960s and 1970s.Christopher Lydon examines differences and similarities between Ray Flynn and Mel King In the sixth report, Lydon interviews King and Flynn about their similarities and differences. Lydon notes that Flynn emphasizes the similarities between him and King, while King accuses Flynn of practicing 'me, too' politics. King and Flynn each speak about their approaches to politics. The report includes footage from an interview with Kenneth Hudson, who talks about the similarities between King and Flynn. Lydon interviews Domenic Bozzotto and Andrew Natsios about each candidates' relations with organized labor. Lydon interviews Herbert Gleason and Jerome Wynegar about why they support Flynn; he interviews Ruth Batson and Chuck Turner about why they support King. Produced by Christy George.

Graffiti written in large white letters on G Street reads, 'Go home, Jerome. You failed.' (Graffiti refers to South Boston High School Headmaster Jerome Wynegar.) African American and white members of a girls' softball team stand on the steps outside of South Boston High School. A few school officials, police officers and others, including Eric Van Loon (attorney for the plaintiffs, Morgan v. Hennigan), are gathered on the steps of the school. Police are stationed along G Street as school buses pull up in front of the school. African American students exit the school and board the buses. The softball team boards a bus parked in front of the steps to the school. The buses depart.

African American students board buses at South Boston High School. Boston Police officers are stationed near the school. Police cruisers escort buses to and from the school. Jerome Wynegar (Headmaster, South Boston High School) stands in the schoolyard. White students exit the school after the buses depart. A passerby tells the camera crew that their presence causes a disturbance.