The information in this module is fairly dense. I believe it is best to give students ample time to find an element in this module that resonates for them, and then tasting them to do as deep a dive as possible to share with the rest of the class in a final project.
Some ideas might be:
- Researching some specific Green Chemistry innovations where new chemicals were invented to replace more hazardous chemicals.
- Asking someone from the Healthy Building Network, Clean Production Action, or Environmental Working Group to be live speakers via Zoom in the class to demonstrate their databases.
- Come up with a product with hazardous components and figure out a plan to make that product with safer substitutions.
- For a critical thinking discourse, have students think of everyday items they use and consider how they were made – what were their impacts on the workers and communities where they are made? To the consumer? For communities where the product ends up when no longer functioning?
- Have students answer this question: Is it realistic to think things could be made differently or that society can stop using them?
Check out the Explorations on the assignment pages, have students pick one or more to then use as inspiration for presentations for the rest of the class.
Most of all, remember it is OK to say, “I don’t know,” and to actively learn alongside your students. An Environmental Humanities treatment of these subjects is just beginning to emerge. In this light, consider supporting artistic responses and reflections on what students learn, with creative response such as poetry, prose, visual and audio art, and other forms that enable students to engage and process the information and share their expressions with others.