The presentation about hydro fracking was informative, concise, and heavily biased. Now, I do agree that the dangers and negative aspects of hydro fracking far outweigh any possible benefit, but the monetary gain was only briefly mentioned. Am I to assume that money is the only benefit to such technologies? I don’t know, yet I think not. Having family who have leased their land for other reasons and are considering the implications for hydro fracking I am interested to hear both sides of the argument equally, and that was not the case here.
In terms of classroom application I would hope that both sides of an idea would be thoroughly explored before students, or myself, jump to hasty conclusions. In light of the imminent possibility of hydro fracking coming to New York, and specifically the Cortland area, I would suggest that students interested in the topic do their own background check. This could mean writing to other students in states where hydro fracking has been in practice, calling state and local leaders to give their opinions, and talking or writing to pro and anti fracking agencies, citizens, and even other students within their school or district. After hearing both sides there could be a debate (with rules and parameters) in which the proponents and opponents discuss their points, and a panel of peers decides who has the better argument.
This type of fact finding and democratic decision making could have several potential advantages, and link into several curricular areas. There are also many more options that would vary based on age/grade level, appropriateness, and interest. While initially I believe I fall on the anti-fracking side of the argument, I think it would be interesting to see what the students could find out and how they would present their ideas (without me just presenting mine).
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