1 of 37

Black Leaders in Energy

KEEP Webquest Activity for grades 5 -12

KEEP: Wisconsin’s K-12 Energy Education Program - www.uwsp.edu/keep

2 of 37

KEEP would like to acknowledge the land and water in what is now called Wisconsin. The University of Wisconsin - Stevens Point occupies the ancestral and contemporary lands of the Menominee and Ho-Chunk People. Please take a moment to acknowledge and honor this Menominee and Ho-Chunk land and the people who have worked to sustain it for many generations.

​

Acknowledge Indigenous Homeland we are on...

3 of 37

What is a WEBQUEST?

WHAT IS A WEBQUEST?

  • A webquest is a classroom or virtual-based lesson where most of the information students explore is from different locations on the internet.
  • Webquests can vary in length from one independent lesson to a full unit of study.
  • Webquests are built around resources that are vetted, in advance, by the teacher, although some activities may require students to find additional online resources of their own.
  • Webquests often involve collaboration with peers and time for discussions.

​

ABOUT THIS WEBQUEST:

  • Built around the themes of Black Leaders in Energy, Representation, & Climate Change
  • 5E lesson format: Engage, Explore, Explain, Elaborate, Evaluate
  • Each “E” can be used as an independent lesson or all five can be completed as a unit (Each “E” takes 1-2 class periods to complete)
  • Requires collaboration/discussion with peers and as a whole class
  • Can be embedded in Energy or Climate curriculum or used as stand-alone lesson/s
  • Can be modified to meet the needs of your students

4 of 37

Notes for teachers

  • Recommended for grades 7-12
  • This lesson requires use of the internet.
  • Use this slideshow with the Black Leaders in Energy Webquest Activity Sheet.
    • If students are utilizing a digital copy of the activity sheet, all links provided are active.
    • If students are utilizing a paper copy of the activity sheet, please share a copy of the slideshow with them so they have easy access to links needed for the webquest.
  • Make a copy of this slideshow to have a version you can edit to meet your needs.
  • Remove this slide before using with students.
  • Slides with the logo on lower right of this slide are NOT part of this lesson and should be hidden or removed from your copy of the slide deck PRIOR to using it with students.

​

5 of 37

STANDARDS supported by this lesson

Wisconsin Standards for Environmental Literacy and Sustainability

  • ELS.C1.A: Perspective
  • ELS.C1.B: Sense of Place
  • ELS.EX2.C: Cultural Systems Emphasis
  • ELS.EX3.A: Multiple Perspectives
  • ELS.EX3.C: Cultural Systems Emphasis
  • ELS.EX4.B: Cultural Systems Emphasis
  • ELS.EX5.C: Cultural Systems Emphasis
  • ELS.EN6.A: System Structures & Outcomes
  • ELS.EN6.B: Rights & Responsibilities
  • ELS.EN6.D: Models of Sustainability

​

Wisconsin Common Career and Technical Education Standards

  • Environment, Health & Safety
  • Global & Cultural Awareness

Wisconsin Standards for Social Studies

  • SS.Geog2.d: Urbanization
  • SS.Geog5.a: Human Environment Interaction
  • SS.Geog5.b: Interdependence

Wisconsin Standards for Science (based on NGSS)

  • SCE.ESS3.D: Global Climate Change
  • SCI.ESS3.A: Natural Resources

Wisconsin Standards for ELA:

  • Theme: Students in Wisconsin come to understand other perspectives and cultures.
  • ELA.R.7-12.1: Cite Evidence & Make Inferences
  • ELA.R.7-12.2: Summarize Texts

This lesson supports the practice of these standards but is not a tool for evaluation.

6 of 37

LESSON OVERVIEW

  • Students will discover contributions of black inventors and pioneers in the field of energy efficiency and the assets they possessed that helped them overcome challenges.
  • Students will explain how present Black leaders in the clean energy�sector use their skills to create a diverse and sustainable energy �future.
  • Students will explore why representation is important.
  • Students will examine the challenges climate change presents to �different groups of people.
  • Students will evaluate how climate change increases the need for �representation among policy makers and in the clean energy �sector.

7 of 37

ENGAGE

DIRECTIONS:

You will have 2 minutes to make observations at each of the patent documents displayed around the room (and/or on the next slides).

  1. Record the inventor, invention, & date for each patent in the ENGAGE: PATENT GALLERY WALK section of the KEEP Black Leaders in Energy Webquest Activity Sheet
  2. Record 3-5 notices about each patent and 3-5 wonders about each patent
  3. Begin thinking about the discussion questions

​

Patent Gallery Walk

8 of 37

Gallery Walk Slide 1

Patent 129,843 https://drive.google.com/file/d/123x5iAy8TXFohushD-_J0AfYLqzokAll/view?usp=sharing

​

9 of 37

Gallery Walk Slide 2

Patent 247,097 https://drive.google.com/file/d/1YnZUBdkOiKJBurQDB8qEJ3DdVuyMXRyx/view?usp=sharing

​

​

10 of 37

Gallery Walk Slide 3

Patent 373,915 https://drive.google.com/file/d/14xPjeh4zuSlIDxA4gKoZBWOvJRDRypAU/view?usp=sharing

​

​

​

11 of 37

Gallery Walk Slide 4

Patent 1,727,965 https://drive.google.com/file/d/1MEU6m8l3MDJy3V00ZolOyqN7k9Bstq3R/view?usp=sharing

​

​

​

​

CONTINUED…Click link above.

12 of 37

Gallery Walk Slide 5

Patent 2,476,841https://drive.google.com/file/d/1bmwYtojs0BleiMK9jZH1Rtw3kGXww7YB/view?usp=sharing

​

​

​

​

​

CONTINUED…Click link above.

13 of 37

DISCUSSION - Engage

What is a patent?

What similarities do you see in the patents/inventions from the gallery walk?

What differences do you see in the patents/inventions from the gallery walk?

What is the significance of each of these inventions today?

What additional information would you like to know about these inventions OR their inventors?

14 of 37

EXPLORE

part 1

Diving Deeper…Lewis Howard Latimer

https://www.youtube.com/watch?v=vnehQD9NCrE&list=PLtlC0J_-ClBvw-2X3prFZB3wTmNsOV-kz&index=7

As you watch the Difference Makers video, Lewis Howard Latimer Life Story - Inventor and Innovator, think about discussion question five…does this video provide any of that additional information you wanted to know?

​

15 of 37

DISCUSSION - Explore part 1

Return to the Black Leaders in Energy Webquest Activity Sheet. Take a few moments to jot down new information you learned about Lewis Howard Latimer from the video.

Share what stood out to you with a peer; discuss as a class

What were some of the challenges Lewis Latimer encountered as a person?

​

What were some of the challenges Lewis Latimer encountered as an inventor?

What attributes (character traits) did Lewis Latimer possess that helped him overcome challenges?

​

How did the challenges Lewis Latimer faced help him become a better inventor? Person? Member of society?

Share what stood out to you with a peer; discuss as a class

Share what stood out to you with a peer; discuss as a class

How would your life be different had Latimer not become the great inventor he was?

Share what stood out to you with a peer; discuss as a class

16 of 37

EXPLORE

part 2

Similar to Lewis Latimer, the other inventors from the Patent Gallery Walk made significant contributions to the field of energy / efficiency.

Select one of the following Black inventors to research.

  1. Write five questions that will help you learn more about the inventor and their life.
  2. Use at least 2-3 different sources to answer your questions.
  3. You may use the links to the bios provided below as ONE of your sources.
  4. Complete this work in the Explore Part 2 Section of your Black Leaders in Energy Webquest Activity sheet.

Inquiry - Black Energy Pioneers

Elijah J McCoy - Automatic lubricating system

Granville T Wood - Synchronous multiplex railway telegraph

David Crosthwait - HVAC

Frederick McKinley Jones - Refrigeration

17 of 37

DISCUSSION - Explore part 2

Think…Pair…Share

Think about each question

Pair up with a peer who researched a different Black inventor than you

Share your answer

  1. What attributes did the Black inventor you researched possess that helped them be successful?

2. How has your life benefited from the scientific

contributions of the Black inventor you � researched?

3. Why is it important to learn about the contributions of � Black inventors in the field of energy / energy efficiency?

18 of 37

EXPLORE

part 3

Inquiry - Black Leaders in Clean Energy

The Green Program blog, “19 Black Leaders on the Forefront of Clean Energy” published on June 19, 2020, highlights nineteen current black business and governmental leaders who are at the forefront of creating a diverse and sustainable energy future.

Select one of the 19 Black Leaders to research.

  • Write five questions that will help you learn more about WHO the leader is AND how they are at the forefront of creating a diverse and sustainable energy future.

Pdf of text: https://drive.google.com/file/d/1yI_qMm6zx6B9aTRmYj5c7bWzZXDzDxQc/view?usp=sharing

2. Use “19 Black Leaders” and 1-2 additional sources to answer your� questions.

3. Complete this work in Explore Part 3 on your Black Leaders in Energy� Webquest Activity sheet.

19 of 37

DISCUSSION - Explore part 3

Stand up, Hand up, Pair up

When you have an answer ready, stand up, put your hand up, and find a peer to pair up with. Introduce your leader and then share the answer to the question with them.

  • What is your leader best known for?

2. What contribution/s did your leader make to a Diverse � Energy Economy?

3. What contribution/s did your leader make to a � Sustainable Future?

4. What challenges has your leader encountered?

5. What attributes does your leader possess that helped � them overcome challenges and become a successful � leader in clean energy and/or their community?

20 of 37

EXPLAIN

Why is it important to learn about current Black leaders in clean energy and sustainability?

21 of 37

EXPLAIN

Watch this PBS Newshour - Student Reporting Lab feature, “Why on-screen representation matters, according to these teens.” �

Think about what the students in the video are saying about representation?

https://www.youtube.com/watch?v=Iv3W6C3JBLY

​

Why is it important to learn about current Black leaders in clean energy and sustainability?

22 of 37

DISCUSSION - Explain

Whole Class Discussion - Representation

  • Why did teens say on-screen representation matters to them?

3. Do you think most � students have similar � feelings about � representation? Do � you? Explain.

4. Can you think of

areas other than in � the media where � students might feel � better representation � is needed? Explain.

2. How does the video � capture/highlight � the importance of � representation to � these students?

https://www.youtube.com/watch?v=Iv3W6C3JBLY

​

23 of 37

ELABORATE

Climate Change is Impacting Health in Wisconsin

Download and read the EXECUTIVE SUMMARY of the document, Climate Change is Harming Our Health in Wisconsin, published by the Global Health Institute at the University of Wisconsin-Madison.

Answer the questions below. Be prepared to discuss your answers with your class.

  1. Describe some of the health problems associated with climate � change.

2. Why are certain groups of people at greater risk of health � problems associated with climate change than others?

PDF Executive Summary: https://drive.google.com/file/d/1ICTJBQDJvGkbVPETqDCMLMBneN3jRlQh/view?usp=sharing�PDF Full Text: https://drive.google.com/file/d/1AUO1dTOCWRWo72Ux4wRrjJyX9JRaZ4Hm/view?usp=sharing

3. What are some initial ideas you have (innovations) that could � help decrease the risk of climate-related health problems?

24 of 37

ELABORATE

Watch the CLIMATE WISCONSIN STORIES FROM A STATE OF CHANGE video, Extreme Heat. (For this video, you will need to click the link.)

What words and phrases does Elijah Furquan, Spoken Word Artist, use to depict the experiences and feelings of Milwaukee residents during extreme heat events?

​

Explain your favorites and what makes them powerful.

EXTREME HEAT - CLIMATE WISCONSIN VIDEO

https://pbswisconsineducation.org/climate-wi-story/extreme-heat/

​

What images does the videographer use to emphasize these experiences and feelings?

25 of 37

ELABORATE

Q1: Who are the victims of extreme heat in the Climate Wisconsin video? How are they impacted by climate change and extreme heat? What are they doing to cope with the issues caused by extreme heat?

Socratic Seminar - Climate Wisconsin Video

Q3: How does the Climate Wisconsin video make a case for greater representation of black people among policy makers - especially those making decisions about climate change prevention and impacts?

Q2: Why might a video like this be more effective than articles and news reports in raising awareness about climate change impacts like extreme heat?

DIRECTIONS:

  1. Review the text (Climate Wisconsin Video)
  2. Collect your thoughts about each of the questions
  3. You will be divided into 3 groups (X, Y, Z).

Group X: Q1 Respond Q2 Notes Q3 Listen

Group Y: Q1 Notes Q2 Listen Q3 Respond

Group Z: Q1 Listen Q2 Respond Q3 Notes

  • Sit in a circle and discuss each question
  • Responders are the only students who may speak during a question, they should sit in the middle of the circle, all others must remain silent

26 of 37

ELABORATE

Extreme Heat & Health

Build Background Knowledge:

Select any one (or more) of the articles to read.

As you read the article, make note of the following on the table in the ELABORATE section of your student sheet:

  • Health risks related to extreme heat
  • Factors that increase a person’s vulnerability to extreme heat
  • Actions individuals can take to protect themselves and others from extreme heat
  • Actions organizations, businesses, communities, and governments can take to protect all community members from extreme heat

27 of 37

EVALUATE

Report to the Governor’s Task Force on Climate Change

Wisconsin Initiative on Climate Change Impacts (WICCI)

July 31, 2020

“The health impacts of climate change are not felt equally by all. Groups more vulnerable include communities of color, children, and pregnant women, the elderly, immigrant groups, Tribal Nations, certain occupational groups, lower income households, and persons living with disabilities or chronic diseases. When considering climate policy to protect the health of Wisconsin communities, it is imperative that policies address historical injustices and not exacerbate already existing health and equity issues.”

Read the following excerpt from page 25 of the “Report to the Governor’s Task Force on Climate Change”.

28 of 37

EVALUATE

How can representation of Black people amongst policy-makers and in clean energy professions help solve the problems of those who are most vulnerable to climate change?

“The health impacts of climate change are not felt equally by all.”

WICCI

What evidence from this lesson supports the statement above?

  • Remember to include the source of the evidence in your answer.

Think about the original inventors introduced in this lesson, can any of their inventions be modified to help solve the problems of those who are most vulnerable to climate change?

  • If so, how do you think the inventor would feel about this?

Reflect on the work the 19 Black Leaders in Clean Energy are currently doing. How can their innovative ideas support a solution to the problems of those who are most vulnerable to climate change?

How can representation of Black people amongst policy-makers inspire future innovators and/or clean energy leaders?

29 of 37

EXTEND

EXTEND & INSPIRE

Works like that of spoken word artist Elijah Furquan often inspire others to think and act on issues.

  • Reflect on a climate-related topic that is of concern to you and research it further
  • Consider the skills you possess that could be used to inform and / or influence people about your topic
  • Determine an appropriate audience for your information
  • Use your skills to create a project (video (tik-tok, flip-grid, youtube), piece of art, poem, essay, photo essay, song, poster, infographic, etc.) to motivate others to think about your issue and work for change?
  • Include evidence and cite it correctly (either within your piece or following)
  • Share your creation

30 of 37

FEATURED CAREER - Solar Energy Technician

A solar energy technician is responsible for the construction, repair, maintenance and general operation of solar energy systems.

Learn more about solar energy technicians:

View a Solar Career Map:

Watch a solar energy careers video:

How do solar energy technicians help solve the problems of those who are most vulnerable to extreme heat and other climate change impacts?

31 of 37

FEATURED CAREER

Fleet Technician - Youth Apprentice

A Youth Apprenticeship integrates school-based and work-based learning to instruct students in employability and occupational skills defined by Wisconsin industries.

An Automotive Technician diagnoses vehicle malfunctions, performs appropriate repairs and recommends/conducts regular vehicle maintenance.

Learn more about youth apprenticeship:

Learn more about automotive technicians:

Watch a video on the role youth apprenticeship - fleet technicians and electric vehicles:

​

How do automotive technicians of electric vehicles help solve the problems of those who are most vulnerable to extreme heat and other climate change impacts?

32 of 37

FEATURED CAREER

Fleet Superintendent - Electric Vehicles

A Fleet Superintendent plans, directs, manages, coordinates and supervises programs for the acquisition, utilization, maintenance, repair, replacement, and disposal of fleet vehicles.

Learn more about fleet superintendents / managers:

Watch a video on the role of fleet superintendents and use of electric vehicles

How can fleet superintendents help solve the problems of those who are most vulnerable to extreme heat and other climate change impacts?

​

33 of 37

Additional Resources

Additional resources to further your learning about Black inventors:

34 of 37

KEEP Solar Lessons / Resources

35 of 37

KEEP values your feedback.

Please use the QR code to fill out a brief evaluation about this resource.

Thank you for using this resource.

Stay Connected

​

  • uwsp.edu/keep
  • keep@uwsp.edu
  • 715-346-4770

​

KEEP’s mission is to initiate and facilitate the development, dissemination, implementation, and evaluation of energy education programs within Wisconsin schools.

36 of 37

37 of 37