High Speed Rail in East Asia

After learning a bit about the transportation infrastructure of East Asian countries, I have several ideas for lessons. One might be for students to analyze the effects of mass transportation in Japan, specifically the development of the 'bullet train'. Students can use their findings as well as research the positive and negative effects of developing high speed rail in California. Students can then participate in a debate and eventually come to a conclusion on whether California should continue with their plan to develop a bullet train.
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As an instructional coach, my colleagues and I have created an instructional model that provides students with an avenue to take informed action based on in depth inquiry and investigation. Within this model we have five distinct but interrelated components that students engage in including: Developing inquiry questions, investigation, civil dialogue, communicating conclusions and taking informed action.
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Developing Inquiry Questions:
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At the beginning of class students will be posed the question: What are some of the challenges we face living in a large city? In groups of four the students will brainstorm as many possible challenges as they can. Groups will then share out and ideas will be posted on the board. The teacher will center in on ideas pertaining to challenges associated with lack of affordable and rapid transportation. As a class students and the teacher will a questions that addresses this issue. An example could be: Should the city of Los Angeles spend money to create an extensive mass transit system?
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Investigation:
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After the inquiry question is developed students will be required to conduct in-depth research on the pros and cons of building an extensive mass transit system in Los Angeles. They can be provided with readings and guidance that will allow them to explore the nature and history of transit systems in major East Asian cities including Tokyo, Shanghai and Seoul. As they research they will record their findings on a T-chart.
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Civil Dialogue:
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After the students have researched this issue and have sufficient understanding of both sides, students will then participate in a Philosophical Chairs debate. In this debate, students will choose between either the PRO side or the CON side. They will stand on the corresponding side of the room. Students are allowed to move sides if they change their mind during the debate and the teachers serves as the moderator. This strategy allows students to explore multiple perspectives and gain a deeper understanding of the issue.
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Communicating Conclusions:
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Following the debate, students will be required to finally decide on the initial inquiry question: Should the city of Los Angeles spend money to create an extensive mass transit system? This can be done in the form of a reflection or a more thorough persuasive essay.
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Taking Informed Action:
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The final part of the lesson requires the students to take their learning and apply it outside the four walls of the classroom. Students can take this action in a number of ways including writing a letter to a government official, creating a PSA, create a blog or draft a petition. This will allow students to participate in civic learning that is rigorous and authentic.
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