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lesson plan from:
C. E. Whitehead
Reader Response; Dr. P. Carroll
"3 Lenses"
3 Lenses for viewing Graham
Salisbury's story, "Get Mister Red a Beer," in Blue Skin of the Sea,
by Salisbury
(Image from Enchanted Learning,
http://www.enchantedlearning.com
)
(Part of this lesson published (January, 2006) in the English Journal 95 (3) as an online extension for
"Learning to View Literature Instruction With Literary Lenses: One Group's Story" by Pamela Sissy Carroll with
English education Graduate Students at Florida State University, under the online title "Frontiers and Barriers in Graham Salisbury's 'Get Mister Red a Beer;' original URL: http://www.englishjournal.colostate.edu/Extensions/extensionsmain.html ; see:
http://www.englishjournal.colostate.edu/Extensions/CarrollJan06.pdf)
RESOURCES
TEXT:
Salisbury, Graham. (1959;
1992). "Get Mister Red a Beer." 5 in Blue Skin of the Sea: A Novel in
Stories. New York: Delacorte Press: 76-93
FICTION:
Updike, John. (1977). "A &
P." In On the Job: Fiction About Work by Contemporary American Writers.
Ed. Bill O'Rourke. New York: Vintage Books.
NON-FICTION:
Rechy, John. (1975). "El
Paso del Norte." In Chicano Voices. Ed. Carolota Cardenas de Dwyer.
Boston: Houghton Mifflin: 56-60.
ON-LINE: Attached below!
TEACHER RESOURCE:
Besnier, Niko (1995). Literacy, Emotion, and Authority: Reading and Writing on a Polynesian Atoll. Studies in the Social and Cultural Foundations of Language 17. Cambridge, U.K.; New York: Cambridge University Press.
RATIONALE
Salisbury's "Get Mister Red
a Beer" is a short story of an experience a young man (teenager) has on his
first job, and is part of a collection about a half-Hawaiian native, half-French
youth growing up in Hawaii.
This story will be read
following a unit on the Frontier/Frontera (Frontier/Border) in literature and
history (or similar unit)--in which the literature of the frontier is
investigated in part through the historical context. Students will be
encouraged to explore diverse points of view and to compare and contrast these
as they study Salisbury's story. The story will introduce a study of Hawaii and
reef ecosystems, and island culture, as well as serve to introduce students to
diverse topics which they can choose from to explore further in their own
research projects.
Using the story as a
mirror, students will compare themselves and their communities with Sonny,
the story's hero, and his Hawaiian community. Students will also compare
Sonny's job to jobs they have had or might have one day, and will, through
discussing Sonny's problems on his first job, come to a better understanding of
problems they might deal with on a job.
Looking into the story with
a microscope, students will explore how an event in the story--the
removal of the coral and the ell that guarded and lived in it--can be a
microcosm for other things, the larger environment for example. Students will
also use this lense to explore how characters are created through dialog.
Through a telescope lense,
students will explore how the frontier in this story is like and different from
frontiers students have discussed in previous studies, and like and different
from borders/frontiers between ethnic and national groups. Students will also
explore in on-line research the eco-systems described in this story, and will
tie this understanding to how the "frontier" of Hawaiians and tourists interacts
with the environment in the story's images. From this work, students will
create a policy for dealing with reefs, and will also generate questions for
possible future research (pertaining to reefs, diving, runoff, or other related
questions), and think about ways to approach this research. (As an option,
students or groups of students may choose to do action research through which
they become involved in community environmental issues that may effect reefs,
other environmental issues, or other community issues relating to first jobs,
tourism, or the intersection of diverse cultures.)
TEACHING AND LEARNING GOALS
Mirror
·
Students will improve writing skills, including (a), descriptive writing skills
as they use descriptive writing to explore their communities; and (b),
letter-writing skills, as students use "letters" to discuss job experiences with
fictional characters
·
As
students read about and discuss Sonny's experience with his first job, and
compare it with the experience of the hero of Updike's story, "A & P," students
will begin imagining and describing possible as well as real jobs; and will
reflect about problems that they might encounter on a job, and on how on-the-job
problems are dealt with in diverse ways, with various consequences.
Microscope
·
Students will trace recurring images through the story, and investigate how
images and events in the story serve as microcosms that illuminate the story's
themes.
·
Students will explore how literary characters and their points of view are
developed through interaction and dialog.
Telescope
·
Students will connect the theme of the changing Hawaiian coast and sea in the
story to previous literature about the frontier they have read--and come to an
understanding of how frontiers are often associated with change, including
sometimes changes in the ecology of the region where the frontier is situated.
·
Students will investigate the interconnectedness of the 'web of life' in
ecosystems--like those described in Salisbury's story--surrounding tropical
island communities; these ecosystems include the coastal salt marsh; the tidal
pools; and the reef.
·
Students will--through practice--come to an understanding of some of the
complex issues that must be considered in making environmental policies.
·
Students will use their reading to generate research questions they will
ultimately investigate.
READING METHODS
The students will first view
the Camp Wanaie photos at
http://www.oceanofpotentiality.org/waianae4.html ;
Students will discuss what it might be like growing up in Hawaii. Then
students will be introduced to the character stickmen for the story's main
characters--Sonny, Sonny's uncle Raz, Mister Red, and Mister Red's new wife,
Honey. Students will make some predictions about these characters, and, after
about a half hour of discussion, students will begin the reading as a
dramatization, with students taking the main roles (there is one minor role,
where Sonny's Aunt Pearl speaks in his memory as he looks at the sea, but she is
never actually present in this story, so one student might take this role as
well; other minor characters include Sonny's dad; Sonny's cousin, Keo, and Tuto
Max). Students will work on the dramatization for the remaining class time, and
will then take the story home for further study/reading.
Students will actually
finish the dramatization the following day, working in groups of seven, with all
students taking roles--minor as well as major (one of the minor characters may
wish to 'double up' and dramatize Aunt Pearl's speach in Sonny's memory).
Groups will pick up the dramatization about where left off after getting
together as a class to summarize what they remember from the previous day's
dramatization.
The story will be available
for students to consult on several cassettes in case some students/groups want
to hear their parts read first. Students should also feel free to consult the
text and/or cassettes as they work through the different lense activities.
RESOURCES for READING
·
http://www.oceanofpotentiality.org/waianae4.html
ACTIVITIES with time frame
and evaluation:
students will be creating a portfolio of writing, including a community
description, a letter to a hero in the story, a short story, a dialog, and a
research question; at the same time, students will participate in some web
searches/quests and class discussion dealing with community, work, and
environmental issues.
Part I: Place I Grew Up
(1 day)
Standards
Reading Standard 1.4, the
student applies a variety of response strategies.
Writing Standard 1, The
student . . . uses appropriate pre-writing strategies; and drafts and revises
writing that is focused . . . and provides insight; produces final documents
that have been edited.
Listening, Viewing Speaking
Standard 1; the student uses listening strategies effectively.
Literature, Standard 2.3;
the student understands the relationships between and among elements of
literature including characters, plot, setting, tone, point of view, and theme.
Literature, Standard 2.6;
the student recognizes and explains those elements in a text which prompt a
personal response, such as connections between one's own life and the
characters, events, motives, and causes of conflict in a text.
Literature 2.8, knows that
people respond differently to texts based on their background knowledge,
purpose, and point of view.
(1) Students will view the
community map of Sonny's community at the beginning of the Blue Skin of the
Sea collection in which this story occurs, as well as an on-line or Rand
McNally map of the Hawaiian islands and the major cities--which include Sonny's
"Kona" on the 'big" island of Hawaii. Students will also view the underwater
Hawaiian photography taken off of the Kona coast
http://www.nationalgeographic.com/wildworld/profiles/g200/g227a_lg.html .
Students will then discuss as a class their home or native place and how it is
like and how different that of the hero of "Get Mister Red a Beer." (1/2 hour)
(Assessed by a teacher jot chart indicating whether students participated,
relevance of comments, and engagement)
(2) Students will write a
short paragraph (can be illustrated) describing a place in their hometown or
region, and then, on a facing page write a short paragraph describing some
aspect of the places described in "Get Mister Red a Beer" (Rest of class and for
homework) (Self-assessed by students using a writing rubric; teacher will note
if students made at least one insightful comparison)
These descriptions will be
published with the students' letters to the heros of the stories (below).
RESOURCES for "Place I Grew
Up"
Part II: First "Job"
(2 days)
Standards
Reading Standard 1.4, the
student applies a variety of response strategies.
Speaking Standard 2; The
student uses speaking strategies effectively: 2.1, uses volume, stress,
enunciation, pacing, eye contact, and gestures that meet the needs of the
audience and topic.
Listening, Viewing Speaking
Standard 1; the student uses listening strategies effectively.
Literature, Standard 2.3;
the student understands the relationships between and among elements of
literature including characters, plot, setting, tone, point of view, and theme.
Literature, Standard 2.6;
the student recognizes and explains those elements in a text which prompt a
personal response, such as connections between one's own life and the
characters, events, motives, and causes of conflict in a text.
Literature 2.8, knows that
people respond differently to texts based on their background knowledge,
purpose, and point of view.
(1) Students will discuss
with a partner an event on their first job--which can be babysitting, cutting
the grass, or volunteering if the students have had no other jobs; or it can be
a more formal summer job through a youth program. Or if they have not had a
first job at all, they can imagine one they might have in a few years and
describe an imaginary event. They should make comparisons between themselves,
their background, their job, and their experience; and the person, background,
job, and experience of the narrator of "Get Mister Red . . . ." (1/2 hour)
(Teacher will note on a jot chart which students contribute, whether they cite
incidents from the story, whether they cite real-world experience and/or
possibilities for themselves, whether they make insightful comparisons; which
students engaged)
(2) Students will
read/listen on cassette to John Updike's story about another young man's
experience on a first job, "A & P" (1/2 to 1 hour plus for homework if
necessary);
(3) And then with a partner,
choose roles--either that of the hero of "A & P" or that of the hero of "Get
Mister Red a Beer." Student pairs will then create and exchange a
series of letters talking about their jobs, asking advice on the job, comparing
their situations.
Teacher will
introduce students to the openings and closures expressing greeting, love, and
longing in letters created by Polynesians for friends and kin on other islands,
described in Besnier (1995). While Tuvalu and Nukulaelae is not entirely
like Hawaii, it is likely that Hawaiian islanders too maintain some kinship ties
across other Pacific groups and may use similar kinds of expressions of longing
and concern in cross-island communication. Students may--if they feel
comfortable--include Polynesian-style greetings in their letters.
Students will read in
partner groups their letter sets to the class. (This is useful because it
gives the students a chance to perform and also to note anything they did not
get that will help them compare and contrast the young workers--such as age; how
they got the job--both obtained theirs via parental influence; characters each
meets at work [other workers, customers]; problem of each; how resolved [quite
differently in each case as one youth quits and one does not].) (1 hour)
(Each student will complete a checklist rubric for the writing pieces they
select to read to the class; and also help his/her partner create checklists for
the writing pieces he/she selects to read--presenting the other character's
perspective; teacher will also note on a jot chart whether students seemed to
understand the differing points of view of the two characters; whether the
letters responded to each other with depth, sympathy, comparisons, reflection;
students will be informed that the goals here are to respond to each other; and
to recreate in the letters the characters ideas and feelings--though events can
be inserted into the stories as occasions for actually writing)
(4) Students will discuss
briefly their responses to the readings and then write their own letter--in
their own voice as a young worker or wanna-be worker--to the hero of "Get Mister
Red a Beer" (and, if they want to do extra--for extra points--to the hero of "A
& P"). Students will select, and read the letter/one of the two letters--if two
created--to peers. (1 hour) (Students will again complete a rubric checklist for
the letter; teacher will note and jot down whether students drew on real or
imagined work experience/knowledge; teacher will also note growth in students'
understandings of literary characters)
(5) Ultimately, the letter
sets will be published with the community descriptions (above).
RESOURCES for "First Job"
Part I: The Eel, the Coral,
and Microcosm
(21/2 days)
Standards
Reading Standard 1.4, the
student applies a variety of response strategies.
Writing Standard 1, The
student . . . uses appropriate pre-writing strategies; and drafts and revises
writing that is focused . . . and provides insight; produces final documents
that have been edited.
Listening, Viewing Speaking
Standard 1; the student uses listening strategies effectively.
Speaking Standard 2; The
student uses speaking strategies effectively: 2.1, uses volume, stress,
enunciation, pacing, eye contact, and gestures that meet the needs of the
audience and topic.
Literature Standard 2.4,
understands the use of images and sounds to elicit the reader's emotions in . .
. fiction . . . .
Literature Standard 2.8,
knows that people respond differently to texts based on their background
knowledge, purpose, and point of view.
Students will trace through
the story natural images of the sea, the beachside vegetation, the eel, and the
coral, and will imagine the points of view of the non-humans in the story.
Students will pay particular attention to the eel and the coral--before and
after the eel is killed and the coral is removed (pp. 81, 83 (the "before");
pp. 89, 90-91 (the "after") as follows:
(1) Students retell the
story (in small groups to peers and then in writing), using images from the
on-line images below--which students have explore--as props, of the removal of
the coral from the sea--from the eel's or coral's point of view; eels paired
with corals, sharing, discussing, and writing their stories; and then, reading
these as pairs these to the class. As students talk about the retellings
students will focus discussion on microcosms--what might the eel, the coral and
this event be a microcosm for? (1 to 1 1/2 hour) (Assessed by students' own
evaluations of themselves and peers' interactions, and by teacher's jot notes
during the class reading indicating whether students' retellings were
imaginative, insightful, well developed.)
(2) Students will compare
and describe orally the different depictions of the eel and the coral before and
after the removal of these from the sea, and then compare these with other
images of the sea in the story. (1/2 to 1 hour) (Assessed by teacher's jot
notes on whether students commented, relevance of comments, and engagement
during discussion.)
(3) After reading stories,
students will review and discuss briefly some of the quotations at the NOAA
site. (1/2 hour) (Teacher will jot notes about participation, engagement,
connections made between the images of the coral and eel in students' stories
and in Salisbury's and the descriptions here)
(4) Stories will be
published.
RESOURCES for "The Eel, the
Coral, and Microcosm
"The bottom was absolutely
hidden by a continuous series of corals, sponges, actiniæ [sea anemones] and
other marine productions, of magnificent dimensions, varied forms, and brilliant
colours. . . .In and out among [the rocks and living corals] moved numbers of
blue and red and yellow fishes, spotted and banded and striped in the most
striking manner, while great orange or rosy transparent medusæ [jellyfish]
floated along near the surface. It was a sight to gaze at for hours, and no
description can do justice to its surpassing beauty and interest. For once, the
reality exceeded the most glowing accounts I had ever read of the wonders of a
coral sea."(Alfred R. Wallace, "The Malay Archipelago." London: Macmillan and
Company, 1869)
"We feel surprise when
travellers tell us of the vast dimensions of the Pyramids and other great ruins,
but how utterly insignificant are the greatest of these, when compared to these
mountains of stone accumulated by the agency of various minute and tender
animals!" (Charles Darwin, "The Voyage of the Beagle." New York: Mentor, New
American Library, 1988, originally published 1839)
"There is something in the
psychology of mankind to which coral reefs never fail to appeal."(Stanley J.
Gardiner, "Coral Reefs and Atolls." London: Macmillan and Company, 1931.)
"Every one must be struck
with astonishment, when he first beholds one of these vast rings of coral-rock,
often many leagues in diameter, here and there surmounted by a low verdant
island with dazzling white shores, bathed on the outside by the foaming breakers
of the ocean, and on the inside surrounding a calm expanse of water, which, from
reflection, is of a bright but pale green color."(Charles Darwin, "The Structure
and Distribution of Coral Reefs." Tucson: The University of Arizona Press, 1984,
originally published 1842.)
"It is impossible to behold
these waves without feeling a conviction that an island, though built of the
hardest rock ... would ultimately yield and be demolished by such an
irresistible power. Yet these low, insignificant coral-islets stand and are
victorious: for here another power, as an antagonist, takes part in the contest.
The organic forces separate the atoms of carbonate of lime, one by one, from the
foaming breakers, and unite them into a symmetrical structure. Let the hurricane
tear up its thousand huge fragments; yet what will that tell against the
accumulated labor of myriads of architects at work night and day, month after
month? Thus do we see the soft and gelatinous body of a polypus, through the
agency of the vital laws, conquering the great mechanical power of the waves of
an ocean..."(Charles Darwin, "The Voyage of the Beagle." New York: Mentor, New
American Library, 1988, originally published 1839
Part II: Getting to Know
Mister Red and Honey Through Dialog
(1 day)
Standards
Reading Standard 1.4, the
student applies a variety of response strategies.
Language Standard 1 ; 1.2, makes appropriate adjustments for language use for
social, . . . and [different] life situations; and 1.3, understands that there
are differences among various dialects of English.
Language Standard 2; The
student understands the power of language: 2.1 understands the specific ways
that language shapes the reactions, perceptions, and beliefs of . . .
communities
Speaking Standard 2; The
student uses speaking strategies effectively: 2.1, uses volume, stress,
enunciation, pacing, eye contact, and gestures that meet the needs of the
audience and topic.
Literature, Standard 2.3;
the student understands the relationships between and among elements of
literature including characters, plot, setting, tone, point of view, and theme
(1) Students will try get
to know Mister Red & his new wife and their language--paying close attention to
how the couple talks and interacts in this story. (Locate examples of
speech/interaction and discuss what type of character each is.) (Half hour)
(Teacher will just make sure that students locate in story most of the couple's
speech/interaction with each other and with other characters, and discuss it;
and that all students participate.)
(2), From this, imagine
their meeting in the Show Dance place Mister Red owns; some students can enact
orally the interview where he first meets Honey--either in hiring her to work in
one of his clubs, or in buying the club and meeting the staff there, Honey among
them already hired (students decide how the couple met since Salisbury does not
say); some the event when Mr. Red asks Honey for a date; and some the couple's
discussion of the event with the eel--either after the event at their motel; or
later, at the club, when the coral is put on display!!! Students will try to
re-create the couple's language. (1/2 hour) (Students will assess, using a
rubric, their group work creating the dialog; teacher will observe groups
interacting; jot who is participating, contributing, etc.; and also assess
dialogs for authenticity of talking style, development of dialog, participation
of all group members)
Part III: Mapping the
Action (1/2 day)
(1) Students will create an
imaginary map of the charter boat trip with Sonny and Uncle Raz hosting Mr. Red
and Honey as passengers, after exploring several maps of the ocean region and
its reefs. Students will use one of the maps below to map the action (probably
the third). Students can refer back to the original community map and map
showing cities (The Mirror: Part I, above) to locate Kona, if needed, before
proceeding with these. (1/2 hour) (Teacher will note participation,
engagement)
RESOURCES for "Mapping the
Action"
Part I: Images of the
Frontier (About 3
days)
Reading, Standard 2.4, the
student locates and evaluates written information for . . . research projects.
Listening, Viewing Speaking
Standard 1; the student uses listening strategies effectively.
Literature, Standard 1; the
student identifies universal themes prevalent in the literature of all cultures.
Literature, Standard 2.3;
the student understands the relationships between and among elements of
literature including characters, plot, setting, tone, point of view, and theme.
Literature Standard 2.4,
understands the use of images and sounds to elicit the reader's emotions in both
fiction and non-fiction.
Literature, Standard 2.6;
the student recognizes and explains those elements in a text which prompt a
personal response, such as connections between one's own life and the
characters, events, motives, and causes of conflict in a text.
Additional science and
social studies standards.
(1) Students will discuss
and compare images of the Frontier they have seen in their previous studies--of
Indian-White conflicts on the Plains; of other frontier/border conflicts with
which they are familiar. (1/2 hour) (Teacher will use jot chart to indicate
participation, relevance of comments, and student engagement.)
(2) Students will read
Rechy's "El Paso del Norte" (available on cassette recording). (Rest of class;
students may finish reading at home; the cassette will continue to be available
as a reference) (Teacher will observe reading/listening, make sure everyone is
on task.)
(3), and then work in small
groups to recreate images of the community in "El Paso del Norte," and the
border(s) in Rechy's "El Paso del Norte," referring back to the essay as needed
(1/2 to 1 hour). (Students will assess using a check-list rubric group
interaction, and whether activity helped them to picture world described by
Rechy. Teacher will observe groups, who in group is participating, how on task,
and whether group is working together, and trying to understand the story; and
indicate this on a jot chart.)
(3) Students will compare
the border in Rechy's story set in El Paso, Texas, on the Mexican border, with
changing borders in Sonny's Hawaiian world in Salisbury's "Get Mister Red a
Beer." Where are the changing borders in "Get Mister Red?" What are the
implications of the border, of changing it? Is the border connected with the
environment here? Has the border been connected with the environment in
previous literature--for example, on the Plains border. (Half hour). (Teacher
will use jot chart to indicate participation, relevance of comments, and student
engagement.)
(3) Individual and small
group web explorations (in a computer lab?)--to learn about Hawaiian eco-system,
reef and tide pool ecologies--students/groups will report briefly on sites they
investigated (from those listed below, and from sites explored previously
above):
"Coral reefs are the most biodiverse of all known marine ecosystems, and maintain much higher genetic
diversity than tropical rainforests. They therefore represent the world’s most
significant storehouse of potential future products." (John McManus, The
International Coral Reef Initiative: Partnership Building and Framework
Development, report of the ICRI Workshop, Dumaguete City, The Philippines, 29
May-2 June 1995.)
(Half hour to hour)
(Teacher will observe students working on computer, note who is on task and
student engagement; and also note depth of information brought back in student
reports)
(4) Students will create a
"Frontier, Border, and Environment" questions journal, in which they ask several
questions about the frontier/border/'environment in Salisbury's story as they
see it, beginning each with a relevant quotation in the story that has inspired
the question, illustrating each with a drawing or cut out or illustration found
on-line (must cite source), and reflecting briefly on how this question might
lead to an investigation and presentation--or optionally, to action research.
(half hour to hour and for homework) (Teacher will note whether each student
created at least 2-3 questions, illustrated each with a quotation, whether the
question seemed at all related to the quotation (teacher will at some point
discuss questions and interests individually with students, and how
quotation/story experience led to question and student interest in this area),
whether students illustrated questions, whether students reflected on how they
might research their questions.)
RESOURCES for "Images of the
Frontier"
"Coral reefs are the most biodiverse of all known marine ecosystems, and maintain much higher genetic
diversity than tropical rainforests. They therefore represent the world’s most
significant storehouse of potential future products." (John McManus, The
International Coral Reef Initiative: Partnership Building and Framework
Development, report of the ICRI Workshop, Dumaguete City, The Philippines, 29
May-2 June 1995.)
Part II:
Creating Reef
Policy (2+ days)
(1) Students will explore
individually additional on-line resources--on threats to reefs, particularly
from fishing, recreational activities, water pollution, and stream runoff; on
economics of reefs; on need for reef biodiversity; and on possibilities for
management/action, including ways of dealing with urban streams/water runoff;
fishing policy options; artificial reefs. Students will take notes on these
sources. (1 hour) (Teacher will observe students working on computer, note who
is on task and student engagement; and also note depth of information brought
back in student reports--below)
(2) Students will work in
groups of 4, each group tackling one aspect of reef policy--tourism and
recreation, economics, fishing & overfishing, runoff, reef diversity. Students
will discuss what they see as problems and possibilities for management. (1/2
hour) (Teacher will note participation, engagement, give-and-take, relevance of
comments, documentation with on-line resources as teacher circulates among the
groups with a jot chart)
(3) Each group will present
problems and possibilities for management of issue to the class. (1/2 hour)
(Teacher will note relevance and cohesiveness of each group's presentation;
documentation with on-line sources; and insightfulness of recommendations)
(4) The class will discuss
and draft a possible policy based on the various groups' recommendations. (1/2
hour) (Teacher will note whether students participate, are engaged, make
comments relevant to their classmates' comments and to the policy
recommendations, show insight and reflection in making suggestions)
(5) The policy will be
published as a letter (sent possibly to Hawaii, or the U.S. NOAA or EPA, or to a
local paper).
(6) Students may use the
ideas and problems encountered here to add to their "Questions Journal"
RESOURCES for "Creating Reef
Policy"
"Every conservationist
understands how socioeconomic and often also personal aspects can impact
conservation. In my opinion 90% of any conservation issue deals with humans,
whatever species or habitat we are dealing with."(Fabio Ausenda, 1997)
"You talk to people who use
blasting or cyanide and they say they have to do it to eat." (Nenny Babo,
Indonesian environmental activist, 1996.)
-
http://www.msnbc.msn.com/id/12082349/?GT1=7850
(Find out about die-off of Caribbean coral since 2005 in: 'Unprecedented die-off' of Caribbean Coral)
-
http://www.aims.gov.au/pages/research/coral-reefs/at-the-crossroad.html
(find out about Hawaii's Reefs)
"Most reefs on the main Hawaiian Islands suffer from
sediment pollution, tourism pressures and over-fishing, with markedly reduced
fish populations." under NE American Pacific also explore more in "Reefs at
Risk"
-
http://www.nationalgeographic.com/seas/ (Explore coastal reefs around the world
here--maps and descriptions)
-
http://www.nationalgeographic.com/wildworld/ (Click to choose maps of
Terrestrial Ecoregions of the World and of Priority Areas for Conservation)
-
http://www.stemworks.org/digests/dse98-12.htmll (Issues in Sustainable Development by David L. Haury [December, 1998; updated June. 2003], Digest, ERIC Clearinghouse for Science, Mathematics, and Environmental Education;
Also contains resources on sustainable development)
-
http://www.hawaii.edu/ssri/hcri/t/index.htm (Threats to Hawaii's Reefs)
-
http://www.hawaii.edu/ssri/hcri/ev/coral_reefs.htm (Economic Value of Hawaii's
Reefs)
-
http://www.hawaii.edu/ssri/hcri/am/coral_monitoring-03.htm (Reef Genetics and
Need for Diversity)
-
http://www.hawaii.edu/ssri/hcri/t/water_pollution.htm (Threats--water
pollution, stream runoff);
-
http://www.hawaii.edu/ssri/hcri/t/water_pollution-02.htm (Explore stream
runoff)
-
http://www.epa.gov/owow/oceans/factsheets/fact4.html (Fact Sheet on Coral
Reefs and Coastal Watershed)
-
http://www.hawaii.edu/ssri/hcri/rp/reports_by_principal_investigator-laws.htm
(Power point presentations depicting management models for runoff)
-
http://www.hawaii.edu/ssri/hcri/t/water_pollution-04.htm (Heavy Surf Areas)
-
http://www.hawaii.edu/ssri/hcri/t/nearshore_recreation.htm (Threats--recreation)
-
http://www.hawaii.edu/ssri/hcri/t/fishing_pressure.htm (Threats--overfishing)
-
http://www.hawaii.edu/ssri/hcri/t/fishing_pressure-03.htm (Options in
Management--Comparison of fishing policies)
-
http://www.bigshipwrecks.com/ (Artificial Reefs--site)
-
http://news.nationalgeographic.com/news/2001/02/0201_artificialreef.html ;
(News Release on Artificial Reefs
-
http://www.gomr.mms.gov/homepg/regulate/environ/rigs-to-reefs/artificial-reefs.html
(Oil Rigs Converted to Artificial Reefs)
-
http://www.nurp.noaa.gov/Spotlight%20Articles/gashydrates.html (Sea as a Source
of Energy--not quite Reefs, an optional research issue)
-
http://www.aims.gov.au/pages/research.html (Australia's Model Optional Site)
-
http://www.csc.noaa.gov/techniques/volunteer/ ; (Volunteer Opportunities helping
with oceans, lakes, rivers)
Addendum:
Mathematics of the Bends (2-3 days)
Other Resources
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