Title: Fracking: Environment vs. Economics
A study of the benefits and fall out of hydraulic fracturing
Author: Jennifer Maldonato
Grade Level: 7-12
Subject/Content: Social Studies (U.S. History),
Summary of Lesson: Students will learn about the controversial practice of fracking or hydraulic
fracturing. Students will evaluate evidence from both sides of this issue to determine if they would
support or deny access to oil companies wishing to lease land in a fictional town hall setting.
Focus Question: Would you support or deny access to oil companies wishing to lease land for fracking
purposes?
Databases: Global Issues in Context
Timeframe: 3-4 Class Periods
Objectives:
1. Define fracking/hydraulic fracturing
2. Analyze environmental impact of fracking
3. Evaluate the economic impact of fracking in both the community as well as larger economic
issues associated with fracking
4. Compare environmental issues and energy dependence
Materials:
1. Access to computers – subscription to Global Issues in Context
2. Handouts: Fracking Notes Sheet and Fracking Ballot
3. Index cards
Vocabulary: Students should be familiar with the following terms: hydrocarbon, extraction, natural gas,
methane, fracturing, aquifer
Steps/Activities by the Teacher:
Day 1
1. Build background knowledge of the topic by having students read the article on Fracking by
Alyson Heimer, MA. The Gale Encyclopedia of Environmental Health, Vol. 1, 2013. Students may
read independently or in pairs. Use the note taking sheet to gather key data to be used in class
discussion.
Start at Global Issues in Context>Browse Issues and Topics choose the “view all”>scroll down and
select Fracking>scroll to Reference>click on Fracking article that provides a Topic Overview
2. After reading the article, discuss as a class the concepts related to fracking and what the
controversy is about. Use the following questions to guide discussion.
a. Define fracking in your own words.
b. What has led to an increase in interest in natural gas?
c. What areas of the country are favorable for fracking?
d. What are some of the key environmental concerns?
3. Students will use an index card to write down if they are PRO fracking or CON for fracking. They
must include a reason for their choice.
4. Teacher will designate one area of the classroom for all students who are PRO to meet and
another area for CON
5. Students will take their card and meet with their PRO/CON groups and find a partner to share
their reason with.
6. Teacher will gather reasons from both groups to create a class PRO/CON list to be used in the
Town Hall Meeting.
Day 2
7. Teacher will share that students will be members of a town in which there is oil company
interest in fracking. Students will be assigned various roles in which they must research the
assigned position.
a. Oil company representatives
b. Environmental scientists in favor of fracking
c. Environmental scientists against fracking
d. Property owners
e. Lawyers protecting the rights of the property owners
f. Lawyers protecting the rights of the oil company
g. Local politicians
8. The teacher may add roles as needed. Students will either select or be assigned a role and will
utilize Global Issues in Context to research how fracking will impact the community. The use of
Global Viewpoints, Videos, News and Statistics will be useful in providing all materials needed to
prepare for the Town Hall Meeting.
9. Allow at least one class period for research.
10. Students should use the Building an Argument Worksheet to prepare for the Town Hall Meeting
– find this under “Research Tools”>”Tools for Wrapping it Up”>”How to Build an Argument”
Day 3-4
11. Teacher will moderate the Town Hall Meeting or appoint a student as the Mayor who will lead
the discussion/debate.
12. Each student group will be invited to state their position as to how fracking will help or hurt the
town and provide evidence for their claim.
13. Each student group will have the opportunity to answer questions from opposing groups.
14. After each group has presented their evidence, all students will become voting members of the
town council.
15. Teacher should post the initial PRO/CON list created by the students as an aid.
16. Using the ballot, students will make their decision based upon all evidence presented at the
meeting and are free to vote outside of their role in the meeting.
17. Votes will be tallied and the Mayor will share the town’s decision to allow or not allow fracking
in their community.
Extension Activities:
Research how lobbyists and politicians manipulate energy policy in America.
Research how people on both sides of the issue use emotion to sway public opinion including the use of
celebrities.
Use the graph in Global Issues in Context that shows a shift in public opinion over the last year, what
might be causing the shift?
Town Hall Meeting Assignment Rubric
4
Preparation Student is
fully prepared
and has
researched
fracking
extensively
Student fully
Active
Participation participates in
town hall
meeting
Effective
Argument
Roleplay
Comments
frequently
help to
progress the
discussion
Student fully
embodies
assigned role
and models
argument
accordingly
Criteria
3
Student is
somewhat
prepared and
is familiar
with the topic
2
Student is
poorly
prepared and
is vaguely
familiar with
the topic
Student
Student rarely
somewhat
participates in
participates in town hall
town hall
meeting
meeting
Comments
Comments
mostly help
sometimes
to progress
help to
the discussion progress the
discussion
Student
Student
embodies
barely
assigned role embodies
but does not
assigned role
model
and does not
argument
model
accordingly
argument
accordingly
Pts.
1
Student is
unprepared
and
unfamiliar
with the topic
Student does
not
participate in
town hall
meeting
Comments do
not help to
progress the
discussion
Student does
not embody
assigned role
Total
Teacher Comments:
Letter to an Official Assignment Rubric
Introduction
Argument
Conclusion
Formatting
4
Purpose of
letter is well
defined
Student uses
many
supporting
facts
Student
restates intent
of letter
clearly and
concisely
All elements
of letter
formatted
correctly
Criteria
3
Purpose of
letter is
somewhat
well defined
Student uses
some
supporting
facts
Student
restates intent
of letter
clearly
Most
elements of
letter
formatted
correctly
Pts.
2
Purpose of
letter is
poorly
defined
Student uses
few
supporting
facts
Student
restates intent
of letter
somewhat
clearly
Few elements
of letter
formatted
correctly
1
Purpose of
letter is
undefined
Student uses
no supporting
facts
Student does
not restate
intent of letter
Letter is nor
formatted
correctly
Total
Teacher Comments:
National Curriculum Standards
Common Core State Standards:
Reading: Informational Text: RI.7-12.8 Trace and evaluate the argument and specific claims in a text,
assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the
claims.
Science and Technical Subjects: RST.7-12.2 Determine the central ideas or conclusion of a text; provide
an accurate summary of the text.
RST.7-12.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases
as they are used in a specific scientific or technical context relevant to grades 7-12 texts and topics.
Speaking and Listening: SL 7-12.1 Engage effectively in a range of collaborative discussions (one-on-one,
in groups and teacher led) with diverse partners on grades 7-12 topics, texts, and issues, building on
others’ ideas and expressing their own clearly.
Writing: WHST.7-12.9 Draw evidence from informational texts to support analysis, reflection and
research.
Partnership for 21st Century Skills
ENVIRONMENTAL LITERACY:
• Demonstrate knowledge and understanding of the environment and the circumstances and
conditions affecting it, particularly as relates to air, climate, land, food, energy, water and ecosystems
• Demonstrate knowledge and understanding of society’s impact on the natural world (e.g., population
growth, population development, resource consumption rate, etc.)
• Investigate and analyze environmental issues, and make accurate conclusions about effective solutions
• Take individual and collective action towards addressing environmental challenges (e.g., participating
in global actions, designing solutions that inspire action on environmental issues)
CRITICAL THINKING AND PROBLEM SOLVING
Reason Effectively
• Use various types of reasoning (inductive, deductive, etc.) as appropriate to the situation
Use Systems Thinking
• Analyze how parts of a whole interact with each other to produce overall outcomes in complex
systems
Make Judgments and Decisions
• Effectively analyze and evaluate evidence, arguments, claims and beliefs
• Analyze and evaluate major alternative points of view
• Synthesize and make connections between information and arguments
• Interpret information and draw conclusions based on the best analysis
• Reflect critically on learning experiences and processes
NSTA Standards
ESS3.A -Resource availability has guided the development of human society and use of natural resources
has associated costs, risks, and benefits.
ESS3.C -Sustainability of human societies and the biodiversity that supports them requires responsible
management of natural resources, including the development of technologies.