Do Youth Participatory Action Research in Schools (SchYPAR)

Environmental Science

Ohio Department of Education’s High School Course Description:

How YPAR aligns: Students can build their YPAR projects by examining environmental issues that affect their lives and school experiences for their YPAR project. For example, students can … Students can also …. Lastly, students can evaluate …. For their YPAR projects, students can consult primary and secondary sources they read in class to learn more about their issues before collecting data from their classmates or school staff to use as evidence to support their arguments during the action phase of their YPAR projects.

Description of the Table: Below is a table that provides a possible YPAR sequence for an American History course with the … . We align at least one of the ________ standards with each YPAR activities. Further, in designing the first three lesson plans (sessions 1-3), we embed the environmental science topic within the YPAR lessons to support educators new to YPAR. However, the expectation is for educators to continue to engage in the creative process to: a) find the overlap between the environmental science topics and the YPAR sequence, and b) dedicate separate time to teaching YPAR’s data collection, data analysis, and take action phases. These academic standards and topic alignments is a work in progress as such additional lessons plans need to be designed to make the alignment clear and to incorporate all of the NCSS’s curricular standards.

Ohio's American History Topics	A Possible YPAR Sequence with Phase and Session Names	YPAR Activity and NCSS's Curricular Standard* Alignment
Topic 1: Historical Thinking and Skills: Students apply skills by utilizing a variety of resources to construct theses and support or refute contentions made by others. Alternative explanations of historical events are analyzed, and questions of historical inevitability are explored.	Phase 1 (Identify an Issue): Session 1: Introduction to YPAR	Students will learn about the foundations of YPAR. In alignment with the purpose of the history topic, students can identify and examine primary and secondary sources and learn more about how to use the sources to build a convincing argument through YPAR. This YPAR activity aligns with NCSS's Standards V: Individuals, Groups, & Institutions because students will be able to "explain and apply ideas and modes of inquiry drawn from behavioral science and social theory in the examination of persistent issues and social problems" (Performance Expectation "h").
Topic 1: Historical Thinking and Skills: Students apply skills by utilizing a variety of resources to construct theses and support or refute contentions made by others. Alternative explanations of historical events are analyzed, and questions of historical inevitability are explored.	Phase 1 (Identify an Issue): Session 2: Research Skills and Youth-Adult Power Sharing	Students continue learning about YPAR action research’s foundations. They will focus on developing theses, using evidence to make recommendations on an issue, and discussing youth-adult roles in the research process. This YPAR activity aligns with NCSS's Standard VI: Power, Authority, & Governance. Students will be able to "compare different political systems (their ideologies, structure, institutions, processes, and political cultures) with that of the United States, and identify representative political leaders from selected historical and contemporary settings'' (Performance Expectation "e").
Topic 1: Historical Thinking and Skills: Students apply skills by utilizing a variety of resources to construct theses and support or refute contentions made by others. Alternative explanations of historical events are analyzed, and questions of historical inevitability are explored.	Phase 1 (Identify an Issue): Session 3: Pick an Issue	Central to YPAR, is for students to choose an issue related to their school experience. In historical research, there is an understanding that historical events do not simply happen without reason. There is an event, a condition, or a decision that causes a result or consequence. Using a similar framework, YPAR research asks students to think about how issues that they may want to focus on come to happen. This YPAR activity aligns with NCSS's Standard II: Time, Continuity, & Change. Students will be able to "demonstrate that historical knowledge and the concept of time are socially influenced constructions that lead historians to be selective in the questions they seek to answer and the evidence they use '' (Performance Expectation "a").
Topic 2: Founding Documents: Some documents in American history have considerable importance for the development of the nation. Students use historical thinking to examine key documents which form the basis for the United States of America.	Phase 1 (Identify an Issue): Session 4: Identify Sources of Information	Identifying sources of information in YPAR research entails students discussing and identifying the people in their schools that can give them information about their topic. As students read the founding documents (Declaration of Independence, Northwest Ordinance, U.S. Constitution, Bill of Rights) (as sources of information), they can explore how these documents inform their YPAR topic and can serve as evidence to support their argument in the action phase of the research. This YPAR activity aligns with NCSS's standards IX: Global Connections. Students will be able to "analyze the cause, consequences, and possible solutions to persistent, contemporary, and emerging global issues, such as health, security, resource allocation, economic development, and environmental quality" (Performance Expectation "d").
Topic 3: Industrialism and Progressivism: Ignited by post-Civil War demand and fueled by technological advancements, large-scale industrialization began in the United States during the late 1800s. Growing industries enticed foreign immigration, fostered urbanization, gave rise to the American labor movement and developed the infrastructure that facilitated the settling of the West. A period of progressive reform emerged in response to political corruption and practices of big business.	Phase 1 (Identify an Issue): Session 5: Review Literature	A key element of research is writing a literature review in which students clearly explain the sources they have used to inform their issue. In this lesson, students will learn how literature reviews are systematically organized and used to inform the research process. In relating this lesson to the historical topic, the topic of industrialism and progressivism (or any other topic that follows) can be an opportunity for students to explore the historical literature and discuss how those primary and secondary sources inform what they know about their YPAR topic. This YPAR activity aligns with NCSS's standards IX: Global Connections. Students will be able to "analyze the cause, consequences, and possible solutions to persistent, contemporary, and emerging global issues, such as health, security, resource allocation, economic development, and environmental quality" (Performance Expectation "d").
Topic 4: Foreign Affairs from Imperialism to Post-World War I: The industrial and territorial growth of the United States fostered expansion overseas. Greater involvement in the world set the stage for American participation in World War I and attempts to preserve post-war peace.	Phase 2 (Data Collection): Session 6: Decide Research Method	In the data collection phase, students will learn about qualitative research methods that can be used to gather additional information needed to understand the YPAR issue better. Qualitative research methods will focus on existing sources, designing interview protocols, and engaging in participant observations. This YPAR activity on the methods that can be used to collect data aligns with NCSS's standards VIII: Science, Technology, & Society. Students will be able to "recognize and interpret varied perspectives about human societies and the physical world using scientific knowledge, ethical standards, and technologies from diverse world culture" (Performance Expectation "e").
Topic 5: Prosperity, Depression and the New Deal: The post-World War I period was characterized by economic, social and political turmoil. Post- war prosperity brought about changes to American popular culture. However, economic disruptions growing out the war years led to worldwide depression. The United States attempted to deal with the Great Depression through economic programs created by the federal government.	Phase 2 (Data Collection): Session 7: Planning for Data Collections and Decide on Your Research Question / Phase 2 (Data Collection): Session 8: Existing Data Research / Phase 2 (Data Collection): Session 9: Interviews and Focus Groups / Phase 2 (Data Collection): Session 10: Basic Skills of Observation	In these sessions, students will plan for data collection, creating a timeline for their research and action projects as well as transforming these into research question(s) that can be answered. We have included three lessons that each break down the qualitative methods (existing data research, interviews, and observations). Students and teachers can decide if they will learn about one or all three methods to answer their research question.
Topic 6: From Isolation to World War (1930-1945): The isolationist approach to foreign policy meant U.S. leadership in world affairs diminished after World War I. Overseas, certain nations saw the growth of tyrannical governments which reasserted their power through aggression and created conditions leading to the Second World War. After Pearl Harbor, the United States entered World War II, which changed the country’s focus from isolationism to international involvement.	Phase 2 (Data Collection): Session 11: Collect Data	The data collection will require as many sessions as needed and are designed for students to collect their data. The data collection can happen in the classroom or during students' own time.
Topic 7: The Cold War (1945-1991): The United States and the Union of Soviet Socialist Republics (U.S.S.R.) emerged as the two strongest powers in international affairs. Ideologically opposed, they challenged one another in a series of confrontations known as the Cold War. The costs of this prolonged contest weakened the U.S.S.R. so that it collapsed due to internal upheavals as well as American pressure. The Cold War had social and political implications in the United States.	Phase 3 (Data Analysis): Session 12: Planning for Data Analysis / Phase 3 (Data Analysis): Session 13: Identifying Themes (Interviews, Focus Groups, Observations, and Existing Sources)/ Phase 3: Data Analysis: Session 13: Identifying Themes (Interviews, Focus Groups, Observations, and Existing Sources) / Phase 3 (Data Analysis): Session 14: Reflexivity: Evaluate the Progress of the Research Project	During this phase, students will learn qualitative techniques to analyze, summarize and interpret the data collected to find meaning to answer their research question. They will use these answers as supportive evidence to create change in schools. This YPAR activity on the methods that can be used to collect data aligns with NCSS's standards X: Civic Ideals & Practices. Students will be able to "locate, access, analyze, organize, synthesize, evaluate, and apply information about selected public issues--identifying, describing, and evaluating multiple points of view" (Performance Expectation "c").
Topic 8: Social Transformations in the United States (1945-1994): A period of post-war prosperity allowed the United States to undergo fundamental social change. Adding to this change was an emphasis on scientific inquiry, the shift from an industrial to a technological/service economy, the impact of mass media, the phenomenon of suburban and Sun Belt migrations, the increase in immigration and the expansion of civil rights.	Phase 4 (Take Action): Session 15: Planning for action: Goals and Audiences / Phase 4 (Take Action): Session 16: Planning for action: Using your Findings to Make Recommendations/ Phase 4 (Take Action): Session 17: Presentation Skills: Do's and Don'ts and Tips for a successful Presentation/ Phase 4: (Take action): Session 18: Answering the "so what?" and Engaging Adults (i.e., School Principal, district leaders, etc.) to create change/ Phase 4: (Take action): Session 19: Writing Your Findings	Students will analyze their goals, findings, and target audiences to make recommendations about what needs to change and how their school leaders can support the change. Specifically, this session, "planning for action: goals and audiences'' aligns with NCSS's standards X: Civic Ideals & Practices because students will be able to "participate in activities to strengthen the "common good," based upon careful evaluation of possible options for citizen action." (Performance Expectation "j"). Students will also brainstorm together, learning about presentation tips, and writing skills needed to make recommendations, which aligns with NCSS's standards X: Civic Ideals & Practices because students will be able to "construct a policy statement and an action plan to achieve one or more goals related to an issue of public concern" and "practice forms of civic discussion and participation consistent with the ideals of citizens in a democratic republic" (Performance Expectation "i" and "d").
Topic 9: United States and the Post-Cold War World (1991 to Present): The United States emerged from the Cold War as a dominant leader in world affairs amidst a globalized economy, political terrorism and the proliferation of nuclear weapons.	Phase 4: (Take Action): Session 20+: Celebration and Presentations!	Students can use this time to present their YPAR projects.This YPAR activity aligns with NCSS's Standard VI: Power, Authority, & Governance because students will be able to "prepare a public policy paper and present and defend it before an appropriate forum in school or community" (Performance Expectation "j").