HS+ Contemporary World Problems, Environmental Science & English (2020)
This theme-based English course integrates reading, writing, listening, speaking, and critical thinking skills around assignments and activities focusing on Environmental Science and Contemporary World Problems. This course meets the statutory requirement for lab science in Washington State. This competency-based class allows students to work at their own pace, exit at a level appropriate to demonstrated skills and knowledge, and earn possible high school completion English, Lab Science, Contemporary World Problems and/or elective credits.
About this Course
This theme-based English course integrates reading, writing, listening, speaking, and critical thinking skills around assignments and activities focusing on Environmental Science and Contemporary World Problems.
- Global History And Interdependence
- Survey And Analysis Of Global Issues
- Environmental Justice
- Focus Issues Of Water, Food System And Waste
This course meets the statutory requirement for lab science in Washington State. This competency based class allows students to work at their own pace, exit at a level appropriate to demonstrated skills and knowledge, and earn possible high school completion English, Lab Science, Contemporary World Problems and/or elective credits.
Culturally Responsive Approach
This course was intentionally developed to align with the Washington State Board for Community and Technical College’s vision, mission, values, and strategic plan. The Culturally Responsive Scorecard, developed by NYU Steinhardt, was a guiding document in the development of this course. Sincere efforts were made to develop a culturally responsive curriculum that is inclusive of all students, with particular emphasis on highlighting the histories, experiences, and strengths of historically underserved populations. Faculty planning to teach this course should review modules thoroughly prior to presenting material to students. The HS+ Instructor Resource Guide provides resources and strategies that may be a useful starting place for faculty to address gaps in knowledge and confidence.
- Evaluate information scientifically in the context of his/her own life.
- Identify and evaluate instances where population growth and humans' use of resources impacts the natural environment.
- Actively participate in solutions to environmental problems.
- Interpret and explain basic scientific data represented in graphs and charts.
- Utilize academic research skills; such as evaluate the quality/credibility of information from various kinds of sources.
- Narrow topics and discern the most important information from texts.
- Employ strategies to build and retain vocabulary.
- Identify how authors organize text both written and oral and use vocabulary for specific purposes and audiences.
- Utilize the writing process to write academic essays.
- Improve sentence clarity and structure by addressing errors in the context of their own writing.
- Assess options for individual and collective action to address local, regional, or global problems by engaging in self-reflection, strategy identification, and complex causal reasoning.
- Investigate global themes rooted in environmental issues, economic development, human rights, and civic action and responsibility
College and Career Readiness Standards
Throughout the course students demonstrate the following:
- Reading anchor standard 7: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
- Writing Anchor Standard 1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
- Writing anchor standard 5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
- Writing anchor standard 6: Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
- Speaking and Listening anchor standard 4: Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience