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| Core Learning Goal: 3 |
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The student will demonstrate an understanding of geographic concepts and processes to examine the role of culture, technology, and the environment in the location and distribution of human activities throughout history.
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| Expectation: 1 |
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The student will demonstrate an understanding of the relationship of cultural and physical geographic features in the development of government policy.
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| Indicator: 3.1.2 |
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The student will evaluate the role of government in addressing land use and other environmental issues.
Assessment Limits:
- International, national, state, and/or regional issues.
- Regional means both different areas within Maryland and
the United States and different areas of the world.
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In this lesson students will examine Maryland's air pollution problem. They will identify federal and state actions to improve air quality and propose further actions needed. |
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Students will analyze data on air pollution in Maryland. |
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Students will evaluate the effectiveness of government actions to improve
air quality. |
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Overhead transparency: Maryland Air Pollution Fact Sheet |
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Student Handout: Pollution Data (3 pages) |
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Recommended teacher resource:
Maryland Department of the Environment |
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Useful website:
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- Ask students "What state regulations must you follow if you own an automobile? Direct their responses toward the auto emissions testing requirement in some Maryland counties. Point out that not all states require emissions testing.
- Show students a transparency of the Maryland Air Pollution Fact Sheet. Discuss the information, and ask students to suggest some possible causes of air pollution in Maryland.
- Divide students into small groups. Distribute the Pollution Data handouts and have each group:
- Write a summary on the extent of air pollution in Maryland.
- Identify actions taken by the federal and state governments.
Examples of actions may include:
- Federal: Requiring catalytic converters, suing Midwest utilities
- State: Issuing permits to pollution sources, auto emissions testing
- Ask each group to recommend actions that would improve air quality. Record their recommendations on the chalkboard in these categories:
- Federal Actions
- State Actions
- Individual Actions
Summarize by asking: "Which level of action - federal, state, or individual - would most likely be successful in reducing air pollution?"
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Have students answer this Brief Constructed Response item:
- How is the government involved in protecting air quality?
- What is the most effective action the government can take to reduce
air pollution? Justify your choice.
- Include examples and details to support your answer.
Use the Social Studies Rubric to score student responses.
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 Print Version: Government Lesson Plan (Acrobat 6k)
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