After the debate, teachers could have students write an essay on the pros and cons of the topic they debated.
The resource provides students deep analytical prowess on energy debates and lobbying for sustainable and efficient energy production and consumption. This is recommended for teaching.
Science and Engineering
ESS3: Earth and Human Activity
MS-ESS3-1 Construct a scientific explanation based on evidence for how the uneven distributions of Earth’s mineral, energy, and groundwater resources are the result of past and current geoscience processes.
MS-ESS3-4 Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth’s systems.
English Language Arts
Speaking and Listening (K-12)
SL.6-8.1 Prepare for and participate in conversations across a range of topics, types, and forums, building on others' ideas and expressing their own.
SL.6-8.3 Present information and supporting evidence appropriate to task, purpose, and audience so listeners can follow the line of reasoning and incorporate multimedia when appropriate.
Civics & Government
Civics & Government 1 (D2): Students understand the basic ideals, purposes, principles, structures, and processes of constitutional government in Maine and the United States as well as examples of other forms of government in the world by comparing how laws are made in Maine and at the federal level in the United States.
Personal Finance & Economics
Personal Finance (F1): Students understand the principles and processes of personal finance by explaining how scarcity influences choices and relates to the market economy.