Empowering Global Citizens

choices in terms of global security (e.g., war—torn countries and oil), work—
ing conditions (e.g., historic coal miners in Appalachia), and the environ—
ment (e.g., desertification and drought due to climate change).

Aoflvuy7fl4
TheIfiokensIflanenulflu:BoyVVhoiknnessedthe
“find

Through this activity, students will learn to critically evaluate the persuasive—
ness of an argument.

Students will learn about the lives of T. Boone Pickens and William
Kamkwamba and their trajectories to becoming activists for wind energy.
First, using what they learned in the previous activity, they will brainstorm
as a group on what information they would want and need in order to make
a decision regarding an energy plan. Next they will visit pickensplan.com
and williamkamkwamba.typepad.com and evaluate the websites for their
persuasiveness. They will see whether those websites provide all of the infor—
mation that they think they need to make a decision, and they will discuss
what additional information those websites provide.

Resources

° Advanced Placement Environmental Science, Topic V: Energy
Resources and Consumption (https://apstudent.collegeboard.org/
apcourse/ap—environmental—science/course—details)

' Frontlz'ne’s “The Spill” (a sixty—minute—long episode)

° W/orltl Development Report 2010: Development and Climate C/mnge

° PBS’s Bart/J Days (a two—hour-long film)

267