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"Technology and Society: A Futuristic Perspective" is one of the "Preparing for Tomorrow's World" (PTW) program modules. PTW is an interdisciplinary, future-oriented program incorporating information from the sciences and social sciences and addressing societal concerns which interface science/technology/society. The program promotes responsible citizenry with increased abilities in critical thinking, problem-solving, social/ethical reasoning, and decision-making. In this module, students (grades 10-11) consider ways in which technology has changed our lives and anticipate future changes. Provided in the teaching guide are discussions of the socio-scientific reasoning model (theoretical basis of PTW); module overview (including purpose; strategies employed, focusing on the dilemma/debate discussion technique; module structure/objectives; and its use in the school curriculum) and suggested time schedule. Also provided are guidelines for conducting dilemma discussions (including basic steps in the process), a chart indicating moral issues (as defined by Kohlberg) presented in the dilemmas, and teaching strategies for each of the three module parts: examination of science/technology/society relationships, study of five technologies, and simulation of a future technology. A selected bibliography is also included. The module may be used as a separate unit of study, as a mini-course, or incorporated into existing social science, history, language arts, general science, or chemistry courses. (JN)

This module is designed to provide students (grades 10-11) with experiences in examining how technology has changed our lives and in anticipating future changes. The module is divided into three sections. Role-playing simulations and readings are used in section 1 to examine the dynamic relationship between science/technology/society. Five technologies (mind control, solar energy, genetic engineering, remote sensing, computers/artificial intelligence) are examined in section 2 through readings and dilemma/discussions. Dilemmas are brief stories posing a critical decision to be made by a main character. This decision revolves around conflicts between two or more moral/ethical issues (as identified by Kohlberg) presented in the situation, and it is the moral/ethical implication that provides the thrust for later student discussions. Preceding each dilemma are readings/case studies providing background information regarding issues in the dilemma. Questions are also provided to stimulate thinking about the issues and to generate discussions. Section 3 is a simulation offering students an opportunity to select technologies for the future. The module may be used as a separate unit of study, as a mini-course, or incorporated into such subject areas as general science, history, language arts, social science, or chemistry. (JN)

"Preparing for Tomorrow's World" (PTW) is an interdisciplinary, future-oriented program incorporating information from the sciences/social sciences and addressing societal concerns which interface science/technology/society. "Beacon City," one of a series of program modules, is an urban land use simulation. Land use planning techniques patterned after the work of Ian McHarg and strategies/techniques developed in the emerging field of futuristics (such as futures forecasting) are integral parts of the module. Like other PTW modules, Beacon City promotes responsible citizenry with increased abilities in critical thinking, problem solving, social/ethical reasoning, and decision-making. Provided in this teaching guide is an overview of the module (which includes a description of the simulation, objectives, and discussion of strategies for promoting student development) and a discussion of the Socio-Scientific Reasoning Model (theoretical basis of the PTW program). Instructional strategies for module activities are also provided. These include suggestions for using the filmstrip/audio-cassette recording (complete script provided), a game, role playing cards, data files, and student worksheets. The module is recommended for such high school courses/areas as social studies, history, geography, urban studies, environmental planning, and earth science. (JN)

The purpose of this module is to introduce students (grades 7-8) to the concept of change as reflected in changes of lifestyle. The module is comprised of three major sections. Section 1 examines family roles in earlier Amerindian society (low technology) and society today (high technology). Section 2 examines the role and purpose of education, again comparing/contrasting the two cultures. Section 3 examines how lifestyle needs impact on land, its resources, and other people. Within each section are readings, student activities, dilemma discussions, and simulations. Dilemmas are brief stories posing a critical decision to be made by a main character. This decision revolves around conflicts between two or more moral/ethical issues (as identified by Kohlberg) presented in the situation, and it is the moral/ethical implication that provides the thrust for later student discussions. Preceding each dilemma are readings/case studies providing background information regarding issues in the dilemma. Questions are also provided to stimulate thinking about the issues and generate discussions. The module may be used as a separate unit of study, as a mini-course, or incorporated into such subject areas as social studies, history, general science, or language arts. (JN)

The objective of this "Preparing for Tomorrow's World" (PTW) program module is to help students (grades 7-8) gain insight into coastal issues and confront moral dilemmas which relate to those issues. PTW is an interdisciplinary, future-oriented program incorporating information from the sciences/social sciences and addressing societal concerns which interface science/technology/society. The program promotes responsible citizenry with increased abilities in critical thinking, problem-solving, social/ethical reasoning, and decision-making. The module is comprised of two parts: estuary marshes and activities along the coast. Each is introduced by a filmstrip and followed by student activities--written exercises, role-play simulations, and dilemma discussions (available in the guide as student handouts). Dilemmas, brief stories in which two or more moral/ethical conflicts must be resolved, are accompanied by questions to stimulate thinking and/or generate discussions. In addition to student handouts and instructional strategies, the teaching guide contains module overview, chart indicating moral issues (as identified by Kohlberg) in each dilemma, suggested time schedule, bibliography, and sources for supplementary materials. The module may be used as a separate unit of study, as a mini-course, or incorporated into existing curricula where appropriate. (JN)

"Technology and Changing Lifestyles" is one of the "Preparing for Tomorrow's World" (PTW) program modules. PTW is an interdisciplinary, future-oriented program incorporating information from the sciences and social sciences and addressing societal concerns which interface science/technology/society. The program promotes responsible citizenry with increased abilities in critical thinking, problem-solving, social/ethical reasoning, and decision-making. This module introduces students (grades 7-8) to the concept of change as reflected in changing lifestyles. Subject matter is presented in three sections, examining: family roles in earlier Amerindian society (low technology) and society today (high technology); role/purpose of education by comparing/contrasting the two cultures; and how lifestyle needs impact on land, its resources, and other people. The teaching guide includes an overview of the module (purpose; strategies employed, focusing on the dilemma/debate discussion technique; module structure/objectives; and its use in the school curriculum) and instructional strategies related to the readings, dilemma disucssions, and student activities in each of the three sections. A chart indicating moral issues (as defined by Kohlberg) presented in the dilemmas and list of suggested readings are also included. The module may be used as a separate unit of study, mini-course, or incorporated into social studies, language arts, history, or general science courses. (JN)

The intent of this module is to engage students (grades 9-11) in an examination of issues that arise as a result of human activities in the physical environment. Activities are organized into two sections: the first focusing on weather modification and construction of dams as examples of planned environmental change and the second focusing on unplanned environmental changes (desertification, unintended weather modification, increases in atmospheric carbon dioxide, and erosion). To demonstrate socio-scientific conflicts, a simulation game, role-playing simulations, and dilemma/discussion formats are utilized to highlight and heighten the underlying issues. Dilemmas are brief stories posing a critical decision to be made by a main character. This decision revolves around conflicts between two or more moral/ethical issues (as identified by Kohlberg) presented in the situation, and it is the moral/ethical implication that provides the thrust for later student discussions. Preceding each dilemma are readings/case studies providing background information regarding issues in the dilemma. Questions and sample student responses (representing positions taken by typical students) are provided to stimulate thinking about the issues and generate discussions. The module may be used as a separate unit of study, mini-course, or incorporated in such subject areas as social studies, language arts, or science. (JN)

"Space Encounters" is one of the "Preparing for Tomorrow's World" (PTW) program modules. PTW is an interdisciplinary, future-oriented program incorporating information from the sciences/social sciences and addressing societal concerns which interface science/technology/society. The program promotes responsible citizenry with increased abilities in critical thinking, problem-solving, social/ethical reasoning, and decision-making. This module, a role-playing simulation, is intended for use in grades 7-12 social studies, general science, earth science, and English classes. It consists of 13 open-ended, decision-making activities related to a simulated space mission. Additional activities include large/small group dilemma discussions. Dilemmas, brief stories in which two or more moral/ethical conflicts must be resolved, are accompanied by questions to stimulate thinking and/or generate discussions. In addition to student handouts and instructional strategies, the teaching guide contains module overview, chart indicating moral issues (as identified by Kohlberg) in each dilemma, suggested time schedule, bibliography, discussion of the socio-scientific reasoning model (theoretical basis of the PTW), and bibliography. The module may be used as a separate unit of study, as a mini-course, or incorporated into existing curricula where appropriate. (JN)

The dual purpose of this module is to introduce students (grades 10-11) to current/emerging environmental issues and to emphasize the moral/ethical decision-making related to these issues. The module is organized into 12 topic areas, each containing a dilemma story, introductory reading material, sample student responses, and questions. Dilemmas are essentially brief stories which pose a critical decision to be made by a main character. This decision revolves around conflicts between two or more moral/ethical issues (as identified by Kohlberg) presented in the situation, and it is the moral/ethical implication that provides the thrust for student discussions. Preceding each dilemma are relevant readings or case studies providing basic background information regarding the environmental issue presented in the dilemma. Questions and sample student responses (representing positions taken by typical students) serve to stimulate thinking about the issues and generate discussions. Issues examined include water shortage; world food supply; protecting access to sunlight for solar heating/power purposes; microwave; nuclear power; coal; DDT (an insecticide); waste disposal/hazardous chemicals; polyvinyl chloride (PVC) and hazardous materials; wastewater treatment; and overproduction. The module may be used as a separate unit of study, mini-course, or incorporated into civics, history, biology, chemistry, environmental science and earth science courses. (JN)

"People and Environmental Changes" is one of the "Preparing for Tomorrow's World" (PTW) program modules. PTW is an interdisciplinary, future-oriented program which incorporates information from the sciences and social sciences and addresses societal concerns which interface science/technology/society. The program promotes responsible citizenry with increased abilities in critical thinking, problem-solving, social/ethical reasoning, and decision-making. This teaching guide discusses the purposes of the module (which includes an examination of issues that arise as a result of human activities in the physical environment), general strategies employed (focusing on the dilemma debate/discussion technique), module structure and objectives, and use of dilemmas in the school curriculum. Instructional strategies are provided for the readings, activities, dilemmas, and discussions presented in the two-section student manual (section 1 focusing on planned environmental changes and section 2 focusing on unplanned environmental changes). A chart indicating moral issues (as defined by Kohlberg) contained in the dilemmas presented in the student materials, suggested schedule of activities, and bibliography on environmental modification are also provided. The module may be used as a separate unit of study, as a mini-course, or incorporated into such existing subject areas as social studies, language arts, or science. (JN)

"Of Animals, Nature and People" is one of the "Preparing for Tomorrow's World" (PTW) program modules. PTW is an interdisciplinary, future-oriented program incorporating information from the sciences and social sciences and addressing societal concerns which interface science/technology/society. The program promotes responsible citizenry with increased abilities in critical thinking, problem-solving, social/ethical reasoning, and decision-making. The intent of this module is to develop in students (grades 10-11) the need to evolve an environmental ethic. Provided in the teaching guide are discussions of the socio-scientific reasoning model (theoretical basis of PTW), purpose of the module, strategies employed (focusing on the dilemma/debate discussion technique), module structure/objectives, and its use in the school curriculum. Also provided is a suggested teaching schedule, guidelines for conducting dilemma discussions (including basic steps in the process), a chart indicating moral issues (as defined by Kohlberg) presented in the 10 dilemmas, and suggested teaching strategies for the dilemmas (related to human behavior toward animals and the environment) and role-playing simulations on the use of natural resources. Additional reading material (in an appendix) and bibliography are included. The module may be used as a separate unit of study, mini-course, or incorporated into such subject areas as civics, language arts, or science. (JN)

"Perspectives on Transportation" is one of the "Preparing for Tomorrow's World" (PTW) program modules. PTW is an interdisciplinary, future-oriented program which incorporates information from the sciences and social sciences and addresses societal concerns which interface science/technology/society. The program promotes responsible citizenry with increased abilities in critical thinking, problem-solving, social/ethical reasoning, and decision-making. This module examines land, sea, and air transportation and also briefly considers future prospects. Provided in the teaching guide are discussions of the socio-scientific reasoning model (theoretical basis of PTW), purpose of the module, strategies employed (focusing on the dilemma/debate discussion technique), module structure and objectives, and its use in the school curriculum. Also provided are a suggested teaching schedule, guidelines for conducting dilemma discussions (including basic steps in the process), a chart indicating moral issues (as defined by Kohlberg) contained in the dilemmas presented in the student material, suggested teaching strategies for the filmstrip used to introduce the module and for activities related to each form of transportation, bibliography, and appendices containing teacher background information. The module may be used as a separate unit of study, as a mini-course, or incorporated into such subject areas as social science, language arts, or science. (JN)

"Future Scenarios in Communications" is one of the "Preparing for Tomorrow's World" (PTW) program modules. PTW is an interdisciplinary, future-oriented program incorporating information from the sciences and social sciences and addressing societal concerns which interface science/technology/society. The program promotes responsible citizenry with increased abilities in critical thinking, problem-solving, social/ethical reasoning, and decision-making. Compared in this module (for students in grades 7-8) is the development of two communications systems, past and future, and their impact on changes in life-styles. The module is comprised of two sections, the first examining development of the telephone system in the United States and the second examining the development and applications of the computer. Futures forecasting techniques (Delphi probe, trend analysis, cross-impact analysis, scenario writing) are used in both sections. The teaching guide includes a discussion of the socio-scientific reasoning model (theoretical basis of the PTW), module overview (purpose; strategies employed; module structure/objectives; and its use in the school curriculum), and suggested instructional strategies. A bibliography and list of Kohlberg's stages of moral development are included. The module may be used as a separate unit of study, as a mini-course, or incorporated into social studies, language arts, history, or general science courses. (JN)

In this module students (grades 7-9) examine some of the many issues related to transportation and consider how different problems impact upon their lives and the lives of others. Student material consists of readings, dilemmas, and activities. These are presented in four sections focusing on land transportation, water transportation, air transportation, and future perspectives. In addition to role playing and simulation exercises, dilemma/discussion formats are utilized to highlight and heighten the underlying issues. Dilemmas are brief stories posing a critical decision to be made by a main character. This decision revolves around conflicts between two or more moral/ethical issues (as identified by Kohlberg) presented in the situation, and it is the moral/ethical implication that provides the thrust for later student discussions. Preceding each dilemma are readings/case studies providing background information regarding issues in the dilemma. Questions are also provided to stimulate thinking about the issues and generate discussions. The module may be used as a separate unit of study, as a mini-course, or incorporated in such subject areas as social studies, language arts, or science. (JN)

Developing an awareness of the need to evolve an environmental ethic is the intent of this module, designed for the senior high school level (grades 10-11). The module is divided into two sections. Section 1 contains a series of dilemma/discussion activities raising issues regarding human behavior toward animals and the natural environment. Dilemmas are brief stories posing a critical decision to be made by a main character. This decision revolves around conflicts between two or more moral/ethical issues (as identified by Kohlberg) presented in the situation, and it is the moral/ethical implication that provides the thrust for later student discussions. Preceding each dilemma are readings/case studies providing background information regarding issues in the dilemma. Questions are also provided to stimulate thinking about the issues and generate discussions. Section 2 contains two role-playing simulations, the first addressing issues related to appropriate use of national/state parks and "right" of inanimate objects and the second addressing issues related to use of the oceans. The module may be used as a separate unit of study, as a mini-course, or incorporated into such subject areas as science, psychology, history, philosophy, language arts, or civics. (JN)

The purpose of this module is to introduce students (grades 7-8) to the concept of change and factors influencing change. The module is composed of two major sections. Section 1 examines the development of the telephone system in the United States and introduces four futures forecasting techniques (Delphi probe, cross-impact matrix, trend analysis, and scenario development). In section 2, students use the forecasting techniques they have learned to examine the development and applications of the computer. In addition to futures forecasting techniques, readings, role-playing simulations, and small/large group discussions are employed. The module may be used as a separate unit of study, as a mini-course, or incorporated into social studies, history, general science, or language arts courses. (JN)

"Energy: Decisions for Today and Tomorrow" is one of the "Preparing for Tomorrow's World" (PTW) program modules. PTW is an interdisciplinary, future-oriented program incorporating information from the sciences and social sciences and addressing societal concerns which interface science/technology/society. The program promotes responsible citizenry with increased abilities in critical thinking, problem-solving, social/ethical reasoning, and decision-making. This module, designed for grades 7-8 (social studies, general science, earth science, language arts, health education), examines issues underlying the "energy crisis" and values involved in decisions regarding such energy-related issues as energy consumption, distribution, and sources. Subject matter is presented in three sections (oil and transportation, nuclear energy, and coal). The teaching guide includes an overview of the module (purpose; strategies employed, focusing on the dilemma/debate discussion techniques; module structure/objectives; and its use in the school curriculum) and instructional strategies related to the readings, dilemma discussions, and students activities in each of the three sections. A chart indicating moral issues (as defined by Kohlberg) presented in the dilemmas, suggested schedule of activities, and bibliography are also included. The module may be used as a separate unit of study, as a mini-course, or incorporated into existing curricula where appropriate. (JN)

"Environmental Dilemmas" is one of the "Preparing for Tomorrow's World" (PTW) program modules. PTW is an interdisciplinary, future-oriented program which incorporates information from the sciences and social sciences and addresses societal concerns which interface science/technology/society. The program promotes responsible citizenry with increased abilities in critical thinking, problem-solving, social/ethical reasoning, and decision-making. The dual purpose of the module is to introduce students (grades 10-11) to current/emerging environmental issues and to emphasize the moral/ethical decision-making related to the issues. This teaching guide discusses the purposes of the student module, strategies employed (focusing on the dilemma debate/discussion technique), module structure and objectives, and use of dilemmas in bioethics in the school curriculum. The module may be used as a separate unit of study, as a mini-course, or incorporated into existing subject areas, including civics, history, biology, chemistry, environmental science, and earth science. Theoretical basis for the PTW program (considering the social-scientific reasoning model used), and final student activity (developing guidelines for environmental policy) are discussed. A chart indicating moral issues (as defined by Kohlberg) contained in the 12 dilemmas presented in the student material, and selected bibliographies on moral/social/ethical development and the environment are included. (JN)

"Preparing for Tomorrow's World" is an interdisciplinary, future-oriented program which incorporates information from the sciences and social sciences and addresses societal concerns which interface science/technology/society. The program promotes responsible citizenry with increased abilities in critical thinking, problem-solving, social/ethical reasoning, and decision-making. "Dilemmas in Bioethics" is designed to introduce senior high students (grades 10-11) to a sample of critical bioethical issues by considering moral dilemmas and knowledge of biomedical advances. This teaching guide discusses the purposes of the student module, strategies employed (focusing on the dilemma debate/discussion technique), module structure and objectives, and use of dilemmas in bioethics in the school curriculum. The module may be used as a separate unit of study, as a mini-course, or incorporated into existing subject areas, including biology, genetics, civics, history, philosophy, anthropology, health education, and family living. Discussion of the final, optional student activity (developing guidelines for human experimentation), chart indicating moral issues (as defined by Kohlberg) contained in the 12 dilemmas presented in the student material, and a bibliography on selected bioethical issues are also included. (JN)

The purpose of this module is to engage students (grades 7-8) in examining issues that underlie the "energy crisis" and in considering value aspects involved in decisions regarding energy consumption, distribution, sources, and other energy-related issues. The module is comprised of three parts, each focusing on a current, major source of fuel energy and its related issues. These include oil and transportation, nuclear energy, and coal. To demonstrate some of the many aspects of the subject, dilemmas or role-playing situations highlight the effects and problems posed by increased consumption of these fuels. Dilemmas are brief stories posing a critical decision to be made by a main character. This decision revolves around conflicts between two or more moral/ethical issues (as identified by Kohlberg) presented in the situation, and it is the moral/ethical implication that provides the thrust for later student discussions. Preceding each dilemma are readings/case studies providing background information regarding issues in the dilemmas. Questions are also provided to stimulate thinking about the issues and generate discussions. The module may be used as a separate unit of study, as a mini-course, or incorporated into social studies, general science, earth science, health education, or language arts courses. (JN)

The purpose of this module is to introduce students (grades 10-11) to critical bioethical issues by considering moral dilemmas and knowledge of biomedical advances. The module is organized into 12 topic areas, each containing a dilemma story, introductory reading material, sample student responses, and questions. Dilemmas are essentially brief stories which pose a critical decision to be made by a main character. This decision revolves around conflicts between two or more moral/ethical issues (as identified by Kohlberg) presented in the situation, and it is the moral/ethical implication that provides the thrust for student discussions. Preceding each dilemma are relevant readings or case studies providing basic background information regarding the bioethical issue presented in the dilemma. Questions and sample student responses (representing positions taken by typical students) serve to stimulate thinking about the issues and generating discussions. Issues examined include organ transplantation; kidney dialysis patient selection; drug experimentation; fetal research; human behavior control; mass screening for genetic disorders; the terminally ill; mass screening for psychological disorders; eugenics; infanticide; test tube babies; and recombinant DNA. The module may be used as a separate unit of study, as a mini-course, or incorporated into biology, genetics, civics, history, philosophy, anthropology, health, or family-living courses. (JN)

This teacher's guide was designed to be used with senior high school level classes as a supplement to existing programs in the areas of science and social studies. Each of the 12 chapters included in the guide may be used independently or may be combined into a separate course on the relationships between science, technology, and society. The separate chapters deal with: (1) technology; (2) decision making in a high-tech world; (3) genetic engineering; (4) artificial intelligence; (5) nuclear energy; (6) acid precipitation; (7) hazardous wastes in the environment; (8) food and agriculture; (9) organ transplantation; (10) transportation; (11) robotics; and (12) technology and decision making. The teacher's guide includes lesson plans, teaching tips, and student handouts and worksheets. (TW)

This student guide was designed to be used with senior high school level classes as a supplement to existing programs in the areas of science and social studies. Each of the 12 chapters included in the guide may be used independently or may be combined into a separate course on the relationships between science, technology, and society. The separate chapters deal with: (1) technology; (2) decision making in a high-tech world; (3) genetic engineering; (4) artificial intelligence; (5) nuclear energy; (6) acid precipitation; (7) hazardous wastes in the environment; (8) food and agriculture; (9) organ transplantation; (10) transportation; (11) robotics; and (12) technology and decision-making. Each chapter of the student guide contains independent reading assignments, discussion questions, activities, and simulations. (TW)

This teacher's guide was developed to assist teachers in supplementing junior high and high school science and social studies programs with a study of the relationships between science, technology, and society (STS). The program is intended to focus on the improvement of student knowledge about STS issues and the teaching of skills related to logical reasoning, critical thinking, problem solving and decision-making. The document contains major sections on: (1) science education for the 1980s and beyond; (2) preparing today's students for tomorrow's world; (3) the science-technology-society program (providing information on the audience, program usage, program objectives, theoretical basis, the development of mental structures, the development of thinking skills, the acquisition of knowledge and information, and the socio-scientific reasoning model); and (4) teaching approaches (including readings, development of critical thinking through reading, classroom discussion activities, questioning strategies, writing activities, dilemma discussions, and debates). (TW)