Fracking Debate
Classroom Videos
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Pros and Cons
New York Times Natural Gas News
Economy: This group should identify the economic opportunities, including job creation, and challenges that arise with hydrofracking, including housing concerns. Students should also consider broad impacts on local businesses and town services.
Land: This group should explain the amount of land required for natural gas development, including pipelines. They should be able to illustrate how gas extraction might change the use of land and roads in the community. They should also explore whether or not local governments can regulate hydrofracking, in their towns.
Water: This group should describe the amount of water required for hydraulic fracturing, where the water comes from, and how the volume compares to other uses. This group should also be able to explain protections against drinking water contamination, and examples of possible contamination in Wyoming and Pennsylvania.
Waste: This group should explain the types of waste produced by hydrofracking, including radioactive material, what processes produce the waste, what happens to it, and how it can be recycled. Additionally, students should explain the requirements for disclosing the chemicals used in fracking.
Air: This group should address how natural gas development influences air quality (PDF), including greenhouse gas emissions and health problems.(Video) Students should also explain federal emissions regulations.
When students have finished their presentations, the class will annotate the map with effects of natural gas development. There will be a wrap-up discussion that turns back to the original questions: What is hydraulic fracturing and why is it so controversial?
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