Climate Change Impact on Pacific Rim Indigenous Resources

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Climate Change Impact on Pacific Rim Indigenous Resources

Grade 7Social Studies4 days

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In this project, 7th-grade students act as documentary filmmakers to explore the impact of climate change on indigenous communities and their resources in the Pacific Rim. Students investigate how climate change affects these communities' economies and cultures, and what solutions are being developed. The project culminates in a documentary film proposal that synthesizes research, outlines a compelling narrative, and plans for filming and interviews. This project encourages students to develop filmmaking skills while understanding the complex relationship between climate change, resource management, and economic stability.

Climate ChangeIndigenous CommunitiesPacific RimResource EconomicsDocumentary FilmmakingSustainabilityCultural Impact

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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How can we, as documentary filmmakers, tell the story of how climate change is impacting resources and economies of indigenous communities in the Pacific Rim, and what solutions are being developed?

Essential Questions

Supporting questions that break down major concepts.

How does climate change affect indigenous communities in the Pacific Rim?
What resources are most threatened by climate change in these communities?
How do these environmental changes impact the economies of indigenous peoples?
What are the cultural and social implications of resource loss due to climate change?
What solutions are indigenous communities and others developing to combat these challenges?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:

Understand the effects of climate change on indigenous communities in the Pacific Rim.
Identify resources threatened by climate change and their importance to indigenous communities.
Analyze the economic and cultural impacts of resource loss on indigenous communities.
Evaluate solutions developed by indigenous communities to combat climate change.
Develop documentary filmmaking skills, including research, interviewing, and storytelling.
Communicate findings effectively through a documentary film format.
Understand the relationship between climate change, resource management, and economic stability in indigenous communities of the Pacific Rim

Teacher-Provided Standards

RW7.2

Primary

Investigate the influence of resources upon economic conditions of peoples in circumpolar and Pacific Rim countries.Reason: Directly addresses the impact of resources on economic conditions, aligning with the project's focus on climate change and indigenous economies.

Entry Events

Events that will be used to introduce the project to students

A World in Transition

The teacher shows a short, powerful film featuring time-lapse footage of melting glaciers, shrinking coastlines, and extreme weather events in the Pacific Rim, juxtaposed with interviews of Indigenous elders sharing their traditional knowledge and concerns. This visual and emotional experience serves as a springboard for discussion and inquiry into the project's focus.

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Portfolio Activities

These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.

Activity 1

Lights, Camera, Action Plan: Documentary Proposal

Students synthesize their research and findings from previous activities to create a documentary film proposal. This activity focuses on refining their understanding and preparing for the practical filmmaking stage.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Review all the research and analysis conducted in the previous activities, focusing on the key themes, economic impacts, and potential solutions related to climate change and indigenous communities.

2. Develop a compelling narrative for the documentary film. Consider the story you want to tell, the message you want to convey, and the audience you want to reach.

3. Create a preliminary outline or storyboard for the film, including key scenes, interview segments, and visual elements. This will serve as a roadmap for the filmmaking process.

4. Identify potential interview subjects, including community members, experts, and policymakers. Develop a list of questions to ask them during the interviews.

5. Create a plan for filming locations and logistics, including necessary permits, equipment, and travel arrangements. Consider the environmental impact of the filmmaking process and implement sustainable practices.

6. Compile all the elements into a detailed documentary film proposal that clearly outlines the project's goals, scope, and methodology.

Final Product

What students will submit as the final product of the activityA detailed documentary film proposal including: A synopsis of the film's narrative, Identification of key themes and messages, A preliminary outline or storyboard, A list of potential interview subjects, and A plan for filming locations and logistics.

Alignment

How this activity aligns with the learning objectives & standardsRW7.2 (Investigate the influence of resources upon economic conditions of peoples in circumpolar and Pacific Rim countries.) Culminates the project by synthesizing research and presenting a comprehensive view of the resource-economy relationship under climate change, fulfilling the standard's requirements.

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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Documentary Film Proposal Rubric

Category 1

Documentary Proposal Quality

Assesses the student's ability to develop a coherent, well-researched, and feasible documentary film proposal that addresses the driving and essential questions of the inquiry framework.

Criterion 1

Narrative Clarity and Structure

The clarity and coherence of the documentary's narrative structure, including a logical flow of ideas and a compelling storyline.

Exemplary

4 Points

The narrative is exceptionally clear, engaging, and logically structured, creating a compelling and insightful viewing experience. The storyline expertly weaves together different elements to create a cohesive and impactful message.

Proficient

3 Points

The narrative is clear, well-structured, and engaging. The storyline is logical and easy to follow, effectively conveying the film's message.

Developing

2 Points

The narrative shows some coherence, but may lack clarity or logical flow in certain parts. The storyline may be difficult to follow at times.

Beginning

1 Points

The narrative lacks clarity and coherence, making it difficult to understand the film's intended message. The storyline is disjointed and lacks logical flow.

Criterion 2

Research Quality and Depth

The depth and breadth of research conducted to support the documentary's content, including the use of credible sources and accurate information.

Exemplary

4 Points

Demonstrates exceptionally thorough and insightful research, drawing on a wide range of credible sources to provide a comprehensive and nuanced understanding of the topic. Information is meticulously accurate and effectively integrated into the proposal.

Proficient

3 Points

Demonstrates thorough research, drawing on credible sources to provide a solid understanding of the topic. Information is accurate and well-integrated into the proposal.

Developing

2 Points

Demonstrates some research, but may rely on limited or less credible sources. Information may contain minor inaccuracies or be poorly integrated into the proposal.

Beginning

1 Points

Demonstrates minimal research, relying on unreliable sources or lacking sufficient information. Information is inaccurate or irrelevant to the proposal.

Criterion 3

Feasibility and Logistics

The feasibility and practicality of the proposed filming locations, logistics, and interview subjects, considering budget, time constraints, and environmental impact.

Exemplary

4 Points

The plan for filming locations, logistics, and interviews is exceptionally well-developed, demonstrating a keen understanding of practical constraints and a commitment to sustainability. All aspects are feasible and thoughtfully considered.

Proficient

3 Points

The plan for filming locations, logistics, and interviews is well-developed and feasible, demonstrating a good understanding of practical constraints. Sustainability is considered.

Developing

2 Points

The plan for filming locations, logistics, and interviews is partially developed, but may lack feasibility or consideration of practical constraints. Sustainability is not adequately addressed.

Beginning

1 Points

The plan for filming locations, logistics, and interviews is poorly developed and lacks feasibility. Practical constraints and sustainability are not considered.

Criterion 4

Alignment with Inquiry Framework

The extent to which the documentary proposal addresses the driving and essential questions related to climate change, indigenous communities, and resource economics.

Exemplary

4 Points

The proposal comprehensively and insightfully addresses the driving and essential questions, demonstrating a deep understanding of the complex issues at hand. The film's focus is sharply aligned with the inquiry framework.

Proficient

3 Points

The proposal thoroughly addresses the driving and essential questions, demonstrating a strong understanding of the key issues. The film's focus is clearly aligned with the inquiry framework.

Developing

2 Points

The proposal partially addresses the driving and essential questions, but may lack depth or clarity in certain areas. The film's focus is loosely aligned with the inquiry framework.

Beginning

1 Points

The proposal fails to adequately address the driving and essential questions, demonstrating a limited understanding of the key issues. The film's focus is not aligned with the inquiry framework.

Reflection Prompts

End-of-project reflection questions to get students to think about their learning

Question 1

What was the most surprising thing you learned about the impact of climate change on indigenous communities' resources and economies?

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Question 2

To what extent do you feel your documentary proposal effectively addresses the driving question: 'How can we, as documentary filmmakers, tell the story of how climate change is impacting resources and economies of indigenous communities in the Pacific Rim, and what solutions are being developed?'

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Question 3

Which aspect of the documentary proposal process (research, narrative development, outlining, interview planning, logistics) did you find most challenging, and why?

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Question 4

How did your understanding of the relationship between climate change, resource management, and economic stability in indigenous communities evolve throughout this project?

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Question 5

If you were to continue with the documentary filmmaking process, what is one thing you would do differently based on what you learned during the proposal stage?

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