Grade 8, Vol 1 Student Handbook

Sessions 1 & 2 Peer Review

CIVICS NOW

MEET A CHANGEMAKER He Solves Conflicts With Kindness Arguments and violence have met their match in one Chicago high school: a team of students called the Peace Warriors, who help resolve disagreements BY ALEXA KURZIUS

A T THE END of the hallway, two kids are shouting. One shoves the other, and a fight breaks out. Soon, a huge crowd of students gathers to watch—and cheer them on. Suddenly, Rahmier Williams, 18, runs toward the onlookers and pushes his way through. He pulls the two teens apart, getting elbowed in the process. They stand there, still angry, staring at Rahmier, who starts talking to them—about peace. Rahmier is a member of the Peace Warriors, a group of student activists at North Lawndale College Prep in Chicago, Illinois, who are working to change their community. Following principles of nonviolence like those that guided Martin Luther King Jr., they have committed to living peacefully—and teaching others to do the same. As a result

of their work, students at their high school know each other better and have fewer fights. And when conflicts do break out, they tend to get resolved quickly. A City Plagued by Violence Rahmier’s hometown of Chicago is the third-largest city in the United States—and one of the most dangerous. “At Least 58 People Shot in Chicago This Weekend,” one newspaper headline announced recently . Violence has touched Rahmier’s life in countless ways. Three months before he was born, his father was fatally shot on the street. As a kid, Rahmier was bullied at each of the three elementary schools he went to. By the time he started ninth grade in 2014, he was shy and lonely. “I sat by myself at lunch,” he recalls.

4 Sessions 1 & 2

“We interject love and kindness, and we interrupt nonsense.” —Rahmier Williams, 18

Sessions 1 & 2 5

JS10 031119 p12-15 Facing Danger_4304319.indd 13

2/14/19 3:33 PM

Sessions 1 & 2 (cont.) Peer Review

A few years ago, Rahmier and his cousin were leaving their grandmother’s house when gang members opened fire on them. Luckily, they were unhurt, but for months afterward Rahmier was afraid to go outside. Violence often creeps into life at school too. One year, there were 100 on-campus fights at North Lawndale. “For a population of 400 students, that’s a lot,” says Tiffany Childress Price, a chemistry teacher at the school who helped found the Peace Warriors in 2009. Solving Arguments With Kindness and Humor The Peace Warriors initially caught Rahmier’s attention because of their distinctive T-shirts, which feature a giant peace sign on the back, and he decided to attend a meeting so he could get one. But after participating in just one meeting, he was hooked. The 25 or so teens and the handful

PROMOTING PEACE Rahmier and his fellow Peace Warriors pose for a group selfie.

of teacher advisers had deep discussions. They asked questions, such as “What was the saddest day of your life?” and “Talk about your experiences with violence—both physical and emotional.” “At first I only felt comfortable

sharing little bits of my life,” Rahmier says. “But when I finally shared how my dad died, it actually made me feel better.” He tried to talk his best friend, Jordan Caples, into joining the group too. “Jordan was really affected by all the violence he saw in the neighbor- hood,” Rahmier remembers. “He thought peace was a lost cause.” The Peace Warriors believe that violence doesn’t have to be met with more violence. “I had never heard this before,” Rahmier says. “My mom told me if somebody hits me, hit them back. But when I became willing to have my mind-set changed, it opened up everything.” The principles that guide the Peace Warriors hold that non- violence is actually more courageous than violence. Students learn that they can resolve conflicts by using humor, by encouraging people to talk things out, or by building a sense of community. “Different Peace Warriors will do different things to break up a fight,” Rahmier says. “For example, one

How YOU Can Help

Don’t Be a Bystander If you see students yelling at each other in the hallways, don’t just stand by and watch. Intervene (if it’s safe to do so) or get a teacher or other trusted adult to help break up the argument. Get Your Friends Involved Let your friends know that you don’t believe in violence—and are committed to stopping it in your community. Encourage them to follow your lead by pledging to fight violence with peace. Talk It Out Don’t let a disagreement with friends turn into a major confrontation. If you’re upset about something they did or said, pull them aside and let them know. Chances are, if you’re calm and respectful, they will be too.

6 Sessions 1 & 2

JS10 031119 p12-15 Facing Danger_4304319.indd 14

2/15/19 2:16 PM

KEY MOMENTS A History of Peaceful Protests

student is the class clown. So when he says something totally outrageous like ‘Whale blubber,’ everybody’s just going to laugh. We interject love and kindness, and we interrupt nonsense.” Spreading Peace In addition to breaking up fights, the Peace Warriors cheerfully greet students at the entrance to school, lead daily peer mediation to help their classmates resolve disagree ments, and write condolence cards to students who are dealing with a death in the family. Rahmier has taught nearly 1,000 kids and adults in the Chicago community how to live nonviolently. Last year, he and his fellow Peace Warriors even trained adults who had recently been released from jail. When the adults got their certifi cates for finishing the Peace Warriors program, Rahmier says, “they just started crying. One of them told us, ‘This is the first thing I ever got that means something to me.’” And when Rahmier’s friend Jordan eventually decided to join the Peace Warriors, he told Rahmier, “Oh, this is actually powerful. I’m sorry that I didn’t start this earlier.” “This is my calling,” Rahmier says. In college, he plans to study communications to continue learning how to teach people about the power of nonviolence. “It changed my life by changing my community,” he says. “I know it can work anywhere.” ◆

Nonviolence is a powerful tool. Throughout history, demonstrators have stood up for important causes by marching, sitting, or even lying down.

1930 Indian independence leader Mohandas Gandhi leads thousands of people in a 240-mile-long march across India to protest British rule of their country.

1960 Four black college students stage a sit-in at a whites- only Woolworth’s lunch counter in Greensboro, North Carolina, to protest segregation .

2016 Ieshia Evans stands still while facing armed officers of the Baton Rouge Police Department during a Black Lives Matter demonstration.

2018 Dozens of students stage a “lie-in” outside the White House in Washington, D.C., to call for stricter gun laws.

WRITE ABOUT IT! Research a nonviolent activist, such as Martin

Luther King Jr. or Mohandas Gandhi. Then write an essay comparing that person’s actions with those of the Peace Warriors.

Sessions 1 & 2 7

JS10 031119 p12-15 Facing Danger_4304319.indd 15

2/14/19 3:33 PM

Sessions 1 & 2 (cont.) Peer Review

SKILLS SHEET Junior Scholastic ®

KEY STANDARD RI.6-8.1 In “He Solves Conflicts With Kindness”, you read abou high school student in Chicago, Illinois, who teaches p peacefully. Review the article closely, then answer the Standing Up to V Close Reading

In “He Solves Conflicts With Kindness”, you read about 18-year-old Rahmier Williams, a high school student in Chicago, Illinois, who teaches people in his community how to live peacefully. Review the article closely, then answer the questions. Standing Up to Violence Close Reading

1. What is the Peace Warriors’ philosophy based on

1. What is the Peace Warriors’ philosophy based on?

2. How has Rahmier been personally affected by vio

2. How has Rahmier been personally affected by violence?

3. Why did Rahmier initially join the Peace Warriors

3. Why did Rahmier initially join the Peace Warriors? What made him become more involved in the group?

4. In addition to breaking up fights, what else do the

4. In addition to breaking up fights, what else do the Peace Warriors do?

JUNIOR

JUNIOR SCHOLASTIC

8 Sessions 1 & 2

Junior Scholastic ®

Date: SKILLS SHEET Junior Scholastic ®

Name:

SKILLS SHEET

Know the News: He Solves Conflicts With Kindness Test Prep

In “He Solves Conflicts With Kindness”, you read abou high school student in Chicago, Illinois, who teaches p peacefully. Review the article closely, then answer the Standing Up to V Close Reading

Read the article on pp. 12-15, then answer the questions.

6. What’s the main purpose of the section “A City Plagued by Violence”? A to state that Rahmier’s father was fatally shot B to explain when the Peace Warriors was founded C to describe how violence has affected Rahmier D to persuade readers to visit Chicago 7. On p. 14, the author writes that the Peace Warriors’ “distinctive T-shirts” caught Rahmier’s attention. Something that is distinctive is _____. A boring C loud B brightly colored D unique 8. Which statement is an opinion? A More students should stand up to violence in their communities. B A chemistry teacher at Rahmier’s school helped found the Peace Warriors. C Rahmier plans to study communications in college. D Chicago is the third-largest city in the U.S. 9. What’s the main purpose of the sidebar “Key Moments: A History of Peaceful Protests”? A to provide examples of people who used nonviolence to stand up for important causes B to explain why black college students staged a sit-in at a Woolworth’s lunch counter in 1960 C to describe Gandhi’s importance to history D to state that many students called for stricter gun laws in 2018 10. Why did the author include the detail that “Rahmier has taught nearly 1,000 kids and adults in the Chicago community how to live nonviolently”? A to show how Rahmier spends his free time B to explain that Rahmier teaches the principles of nonviolence to people outside his school C to encourage Rahmier to spread his message of nonviolence to people in other communities D to reinforce the idea that Chicago is one of the most dangerous cities in the U.S.

1. Which is a central idea of the article? A Rahmier Williams was bullied in elementary school. B Before Rahmier was born, his father was killed. C A group of students called the Peace Warriors help solve conflicts at their school. D The Peace Warriors was founded in 2009. 2. Which detail best supports that central idea? A The Peace Warriors break up fights and lead daily peer mediation. B Rahmier convinced his friend Jordan Caples to join the Peace Warriors. C Rahmier’s life has been affected by violence. D About 25 teens are part of the Peace Warriors. 3. What does condolence mean in this sentence? “The Peace Warriors cheerfully greet students at the entrance to school, lead daily peer mediation to help their classmates resolve disagreements, and write condolence cards to students who are dealing with a death in the family.” A amusing C sympathy B anxious D upsetting 4. Which phrase from the article best helps the reader understand the meaning of condolence ? A “cheerfully greet students” B “daily peer mediation” C “help their classmates resolve disagreements” D “dealing with a death in the family” 5. Which detail would be most important to include in a summary of the article? A Tiffany Childress Press is a chemistry teacher. B The Peace Warriors follow principles of nonviolence like those that guided Martin Luther King Jr. C The Peace Warriors wear T-shirts with a giant peace sign on the back. D Indian independence leader Mohandas Gandhi was a nonviolent activist.

1. What is the Peace Warriors’ philosophy based on

2. How has Rahmier been personally affected by vio

3. Why did Rahmier initially join the Peace Warriors

4. In addition to breaking up fights, what else do the

JUNIOR SCHOLASTIC

JUNIOR

Sessions 1 & 2 9

Sessions 3 & 4 Life Hacks

SPOTLIGHT

10 Sessions 3 & 4

JS2 092319 p14-16 FakeNews_4562719.indd 14

7/18/19 4:56 PM

As You Read, Think About: How can we stop the spread of fake news? Y ou’re scrolling through your Twitter feed when all of a sudden, a shocking headline fills your screen: “England BANS VIDEO GAMES!!” Outraged, you text your friends, who in turn text their friends. Could the United States be next, you wonder? Soon, millions of people across the country

Check out our video at junior.scholastic.com for easy tips on how to spot made-up stories, evaluate an author’s sources, and identify ads on social media. VIDEO

one of the nation’s founders, was himself guilty of spreading false stories. He attempted to increase support for the war by writing articles that falsely claimed that the British had teamed up with

Native Americans to murder colonial women and children. In the late 1800s, newspapers competed for readers by printing shocking headlines and overdramatizing stories. Sometimes writers made up quotes altogether and cited experts who didn’t exist. The practice of creating scandalous news came to be known as yellow journalism. False Stories Spread Online But fake news really took off with the rise of the internet and social media. When your parents and grandparents were kids, most people learned about current events from a few respected newspapers or national news shows on major TV networks. For the most part, that

are sharing the article on Facebook and Twitter. Within hours, the story has gone viral. The only problem? The article is fake—and you fell for it. Made-up stories like that one are designed to look real but are completely or partly untrue. Sometimes it’s easy to tell when an article is false—words might be misspelled or randomly capitalized, or the headline might contain multiple exclamation points. But more often than not, fake-news writers are careful to make their stories seem real by including headlines, details, and data that sound believable. Such articles may seem harmless, but they can have real consequences. For example, experts say that false stories may have influenced the 2016 U.S. presidential election. During the campaign,

news came straight from professional journalists, who had been trained to conduct thorough research, fact-check their stories, and report the facts. Today, however, almost anyone can write and post articles online—and potentially reach a large audience. Many fake news sites currently exist, including ones with official-sounding names, such as The Political Insider. Of course, plenty of trustworthy websites report news, including The New

Many experts worry that fake news stories could influence next year’s presidential election.

made-up articles about the two main candidates—including current president Donald Trump—were shared on Facebook nearly 38 million times. Many people now worry that deceptive stories could affect the outcome of next year’s presidential election. That would be a major problem, says Alan C. Miller. He’s the founder of the News Literacy Project, an organization that helps students learn how to spot

misinformation. Part of being a good citizen means knowing what’s happening in the world around us— and being mindful that not everything we see on the internet and social media is true. “The overwhelming majority of information available online has not been verified,” says Miller. “It has not been approved by an editor or signed off on by a fact-checker. So we all need to have a healthy amount of skepticism about what we see.” History of Lies The act of influencing people with fake stories may seem new, but it’s been around for centuries. During the American Revolution (1775-1783), Benjamin Franklin,

York Times (nytimes.com), The Wall Street Journal (wsj.com), and Junior Scholastic (junior.scholastic.com). In addition, many politicians have begun using the term fake news to refer to factual stories they simply disagree with or don’t like. That’s making it even harder for Americans to distinguish fact from fiction—and discouraging people from believing stories that are real. Fake News Means Big Money Why might someone want to post a fake story in the first place? During presidential campaigns, people may be trying to influence Americans’ beliefs and, in turn, how they vote in the election. In other cases, the answer is simple: to make money.

GO TO JUNIOR.SCHOLASTIC.COM FOR:

Leveled Text

Video

Skill Builders

Sessions 3 & 4 11

Sessions 3 & 4 (cont.) Life Hacks

Many companies pay to place ads online—and websites that get a lot of visitors can charge high fees to run those ads. That’s because the more visitors a site has, the more views the ads get. Fake news websites often attract a lot of readers— and thus, a lot of money from ads—by posting stories with outrageous headlines that people are likely to click on and share. “I make like $10,000 a month,” fake-news writer Paul Horner told The Washington Post in 2016. In fact, one recent study from the Massachusetts Institute of Technology (MIT) found that, on Twitter, false stories spread six times as fast as factual ones— and reach far more readers. MIT researchers discovered that, on average, a false story can spread to 1,500 Twitter users in just 10 hours. By comparison, a factual story can take 60 hours to reach that many people. Don’t Be Fooled The good news is that a lot is being done to stop the spread of fake news. In recent years, for example, Google and Facebook have banned fake news sites from advertising on their pages. Facebook is also working with fact-checking organizations around the world, including PolitiFact.com and FactCheck.org, to help identify and flag made-up articles that are posted on its platform so they can be deleted. In addition, lawmakers in several states, including Connecticut, New Mexico, and Washington, have recently passed or introduced bills requiring public schools to teach media literacy. Such lessons would show students how to analyze information from websites, TV, and other forms of media, and how to detect bias.

In the end, however, it’s up to each of us to be skeptical of what we see online. For starters, if a story doesn’t seem quite right or appears too good to be true, investigate it. Spend a few minutes researching the headline, the author, the sources, and the website it came from. And if you suspect a story might be false, don’t share it on social media. “It’s our responsibility to stop the spread of fake news,” says Jonathan Anzalone, the assistant director of the Center for News Literacy at Stony Brook University in New York. “We need to be committed to seeking out the truth.” ◆ Write About It! Why is fake news a major problem? What can people do about it? Make sure to cite evidence from the text in your response.

How to Spot a False Story Research shows that many middle schoolers can’t tell the difference between a factual story and a fake one. But don’t worry—we’ll show you how! Just ask yourself these questions.

WHO’S BEHIND THE ARTICLE?

WHAT’S THE EVIDENCE?

WHAT DO OTHER SOURCES SAY?

Start by researching the author of the story and the website it came from. Does the writer or site often publish stories making outlandish claims? Also, look at the URL itself. Sites ending in .com.co often can’t be trusted.

Evaluate whether the writer has backed up his or her claims with valid reasons and facts. What sources does the author cite— and are they trustworthy? Does the writer quote experts qualified to comment on the topic?

Conduct research to find out whether respected news outlets have published the same information. Or try to verify the story on a fact-checking website, such as PolitiFact.com or FactCheck.org.

12 Sessions 3 & 4

SKILL BUILDER Junior Scholastic ®

Textual Evidence Close-Reading Questions: Fake News Invasion! Refer to the article to respond to the questions below. Include evidence from the text that supports your responses.

KEY STANDARD RI.6-8.1

1. What is fake news? What are some clues that an article might be fake?

2. According to the text, why do some people try to spread misinformation?

3. How are companies and lawmakers trying to stop the spread of fake news?

Sessions 3 & 4 13

Sessions 3 & 4 (cont.) Life Hacks

SKILL BUILDER Junior Scholastic ® Know the News: Fake News Invasion! Comprehension

SKILL BUILDER Junior Scholastic ®

Comprehension

Know the News: Fake News Invasi 1. Which is a central idea of the article? A During the 2016 U.S. presidential campaign, made-up articles about the two main candidates were shared on Facebook 38 million times. B The internet is filled with false stories, so people should be skeptical about what they read online. C The News Literacy Project helps students learn how to spot misinformation. D The practice of making up scandalous news is known as yellow journalism. 2. What is the main purpose of the article’s first two paragraphs? A to illustrate how a fake news story can spread B to caution people against using social media C to warn people not to believe anything they read on Twitter D to prove that most Americans won’t believe a story unless they can be sure it’s true 3. Which of the following is a fake news website? A The New York Times B The Political Insider

6. Which detail would be least important to include in a summary of the article? A Experts say that every person needs to help stop the spread of false stories. B Jonathan Anzalone works at the Center for News Literacy at Stony Brook University. C Many people worry that false stories could influence next year’s presidential election. D The problem of fake news has been around for centuries. 7. Which best describes the structure of the section “Don’t Be Fooled”? A compare and contrast B description C problem and solution D sequence 8. Which two words from the article are most similar in meaning? A verified and banned B respected and trustworthy C harmless and mindful D completely and potentially 9. Details from the sidebar on page 16 would best fit into which section of the main article? A “History of Lies” C The Wall Street Journal D The Washington Post

1. Which is a central idea of the article? A During the 2016 U.S. presidential campaign, made-up articles about the two main candidates were shared on Facebook 38 million times. B The internet is filled with false stories, so people should be skeptical about what they read online. C The News Literacy Project helps students learn how to spot misinformation. D The practice of making up scandalous news is known as yellow journalism. 2. What is the main purpose of the article’s first two paragraphs? A to illustrate how a fake news story can spread B to caution people against using social media C to warn people not to believe anything they read on Twitter D to prove that most Americans won’t believe a story unless they can be sure it’s true 3. Which of the following is a fake news website? A The New York Times B The Political Insider

C The Wall Street Journal D The Washington Post

4. Why might the author have included the detail that Benjamin Franklin spread false stories? A to provide an example of fake news from the past B to show how quickly a fake news story can spread during war C to illustrate that fake news is not a new problem D both A and C 5. Which of the following is not suggested in the article as a way to spot fake news? A Research the author of the story. B Try to verify the story on a fact-checking site. C Share it on social media to find out if it’s false. D Look at the URL of the website.

B “False Stories Spread Online” C “Fake News Means Big Money” D “Don’t Be Fooled”

10. Which of the following statements can be supported by information in the article?

A Fake news has been around for only a few years. B Most people won’t share a story online unless they’re certain it’s accurate. C The internet and social media have contributed to a rise in fake news. D Americans don’t need to be concerned about the spread of false information.

14 Sessions 3 & 4

SKILL BUILDER Junior Scholastic ®

In “Fake News Invasion!”, you read about the spread of fake news. The cartoon below comments on the topic. Study it, then answer the questions. Fake News Cartoon Analyzing a Political Cartoon

KEY STANDARD RH.6-8.7 In “Fake News Invasion!”, you read about the spread of below comments on the topic. Study it, then answer the Fake News Cartoo Analyzing a Political Cartoon

Questions 1. Who are the characters in the cartoon? Why might the cartoonist have included them?

4. Write a headline for the cartoon that explains its message.

5. How does the cartoon support what you read in the article?

2. What do the characters represent in this cartoon? How can you tell?

3. What point is the cartoonist trying to make? (Hint: Look at the speech bubbles above the characters.)

Sessions 3 & 4 15

Sessions 7 & 8 Science World

CHEMISTRY: Elements, Compounds // EARTH SCIENCE: Minerals // PHYSICS: Electricity

THE REAL

COST OF

BATTERIES

INTO THE DEPTHS:

A miner descends

into a tunnel in the

Democratic Republic

of the Congo.

In the heart of Africa, miners risk their lives

for a vital element in your favorite devices

22 Sessions 7 & 8

VISIT SCHOLASTIC.COM/SCIENCEWORLD TO:

Watch a video Download skills sheets

View leveled text

KEY INGREDIENT: KEY INGREDIENT: Cobalt nuggets

Cobalt nuggets

( left ) and refined

CAPTION TK:

( left ) and refined

metal ( right )

CAPTION TK:

Caption here tk

metal ( right )

Caption here tk

caption tk.

Cobalt is used in many products, including jet engines, paint, and magnets. But its fastest- growing application is lithium-ion batteries . These rechargeable batteries power cell phones, laptops, and even electric vehicles. Inside a lithium-ion battery are compounds containing lithium and cobalt, such as lithium cobalt oxide (LiCoO 2 ). They are the source of lithium ions . These positively-charged atoms move through a salt solution, producing the electrical current that powers devices ( see How a Lithium-Ion Battery Works ). Batteries made with lithium-cobalt compounds are a Lithium-Ion Battery Works ). Batteries made with lithium-cobalt compounds are relatively lightweight but still powerful. That’s why they’re so popular in mobile devices and electric vehicles. Today about 110,000 tons of cobalt are mined every year. Roughly half of that goes to batteries. Demand for the metal is expected to increase dramatically, says analyst Caspar Rawles, who studies the global cobalt trade. He predicts that the amount of cobalt needed for battery manufacturing will likely double by 2025 ( see Booming Cobalt Demand, p. 17 ). mined every year. Roughly half of that goes to batteries. Demand for the metal is expected to increase dramatically, says analyst Caspar Rawles, who studies the global cobalt trade. He predicts that the amount of cobalt needed for battery manufacturing will likely double by 2025 ( see Booming Cobalt Demand, p. 17 ). GOING TO THE SOURCE The DRC produces 60 percent of the world’s cobalt. The mining process is hazardous, and sometimes deadly. Many mines have been dug by hand using shovels, hammers, and chisels. Without proper supports, these mines are at risk of collapsing. Miners descend hundreds of feet without safety equipment such as helmets, Continued on the next page Continued on the next page Cobalt is used in many products, including jet engines, paint, and magnets. But its fastest- growing application is lithium-ion batteries . These rechargeable batteries power cell phones, laptops, and even electric vehicles. Inside a lithium-ion battery are compounds containing lithium and cobalt, such as lithium cobalt oxide (LiCoO 2 ). They are the source of lithium ions . These positively-charged atoms move through a salt solution, producing the electrical current that powers devices ( see How relatively lightweight but still powerful. That’s why they’re so popular in mobile devices and electric vehicles. Today about 110,000 tons of cobalt are GOING TO THE SOURCE The DRC produces 60 percent of the world’s cobalt. The mining process is hazardous, and sometimes deadly. Many mines have been dug by hand using shovels, hammers, and chisels. Without proper supports, these mines are at risk of collapsing. Miners descend hundreds of feet without safety equipment such as helmets,

E very day, millions of people casually turn on a smartphone or laptop. The screens light up almost instantly, allowing people to study, work, or connect with friends anywhere at any time. But many people don’t realize that this familiar act is made possible thanks to miners in the Democratic Republic of the Congo. The DRC, as it is also called, is a country in Central Africa ( see map ). The miners work in dangerous conditions to collect cobalt (Co), an essential ingredient in the rechargeable batteries that power electronic devices. Cobalt is a toxic material that can cause serious health problems. Miners—some as young as 7—gather it wearing no protective gear. The work is also problematic for people living near mining operations. Pollution from cobalt production contaminates residents’ homes and food supplies. And experts say that the problems surrounding cobalt mining may worsen as consumer demand for electronics continues to grow. POWERHOUSE ELEMENT Cobalt is a silvery-gray metal. Pure cobalt isn’t found in nature because it reacts easily with other elements to form compounds. A compound is made of two or more chemically combined elements. Compounds containing cobalt are found in rocks and minerals. Workers mine and extract cobalt from these sources. POWERHOUSE ELEMENT Cobalt is a silvery-gray metal. Pure cobalt isn’t found in nature because it reacts easily with other elements to form compounds. A compound is made of two or more chemically combined elements. Compounds containing cobalt are found in rocks and minerals. Workers mine and extract cobalt from these sources. ESSENTIAL QUESTION: Where do the materials used ESSENTIAL QUESTION: Where do the materials used to make electronic devices come from? very day, millions of people casually turn on a smartphone or laptop. The screens light up almost instantly, allowing people to study, work, or connect with friends anywhere at any time. But many people don’t realize that this familiar act is made possible thanks to miners in the Democratic Republic of the Congo. The DRC, as it is also called, is a country in Central Africa ( see map ). The miners work in dangerous conditions to collect cobalt (Co), an essential ingredient in the rechargeable batteries that power electronic devices. Cobalt is a toxic material that can cause serious health problems. Miners—some as young as 7—gather it wearing no protective gear. The work is also problematic for people living near mining operations. Pollution from cobalt production contaminates residents’ homes and food supplies. And experts say that the problems surrounding cobalt mining may worsen as consumer demand for electronics continues to grow. to make electronic devices come from?

HOW MUCH COBALT? HOW MUCH COBALT?

SMARTPHONE SMARTPHONE 0.3 ounces

0.3 ounces

(the weight of

3 pennies)

LAPTOP LAPTOP 1 oz

1 oz

(the weight of a

slice of bread)

ELECTRIC CAR ELECTRIC CAR 15 pounds

15 pounds

(the weight

of about

2 gallons

of milk)

SOURCE: THE

WASHINGTON POST

SOURCE: THE

WASHINGTON POST

Sessions 7 & 8 23

sw-021317-swop p0tk.indb 15

1/4/17 2:14 PM

Sessions 7 & 8 (cont.) Science World

CHILD LABOR:

Children wash

cobalt ore in a

river in the DRC.

AT HOME IN THE DRC:

Cobalt dust that

gets into local homes

poses a health risk,

especially for children.

There is little safety supervision for the miners. Thirteen people died in a mine collapse in 2015. The year before, 16 miners died in a landslide, and a fire killed another 15. In addi- tion to accidents and injuries, the work carries long-term health risks. Cobalt dust, for example, can eventually cause lung disease. Child labor is also common. The United Nations Children’s Fund (Unicef) estimated in 2012 that about 40,000 children work in the mining industry in the southern DRC, mainly in cobalt and copper mines. In 2015, researchers from two human rights organizations visited five cobalt mines and interviewed 90 workers, including 17 children. A 14-year-old described working underground at age 12, sometimes for 24-hour shifts. “I arrived in the morning and would leave the following morning,” he said. Many children work at the surface, sorting through and washing ore brought up from the mines. Ore is the raw material containing valu- able minerals, in this case cobalt. Miners collect as much cobalt ore as they can. They transport it by bicycle or bus to nearby shops. On a good day, they may make $2 or $3 for their haul. DANGEROUS DUST Miners aren’t the only ones who face health consequences as a result of cobalt extraction. Nemery and his colleagues tested the urine of people who live near mines. “We found that they have very high levels of cobalt and other

gloves, or face masks. An estimated 100,000 people mine cobalt this way in the country. “These miners go down with only rudi- mentary tools,” says Benoit Nemery, a public health researcher at the University of Leuven in Belgium who has studied the environmental and human consequences of the DRC’s mining industry. “The work is very dangerous. Accidents are common.”

HOW A LITHIUM-ION

BATTERY WORKS

Batteries convert chemical energy into electrical

energy to power devices such as smartphones.

CATHODE:

ANODE:

Negative terminal

Positive terminal that

that receives the

lithium ions flow away

lithium ions as a

from, releasing electrons

battery is used.

as a battery is used.

battery

ELECTROLYTE:

lithium

Chemical solution that lithium ions flow

ions

through to get from the anode to the

cathode. When a battery is recharging,

the ions flow in the opposite direction.

24 Sessions 7 & 8

sw-021317-swop p0tk.indb 16

1/4/17 2:14 PM

GETTING TO

MARKET: Miners

transport sacks

of cobalt ore by

bicycle.

EUROPE

ASIA

DEMOCRATIC

REPUBLIC OF

damage the kidneys, and arsenic can cause cancer.

metals—even if they don’t work in the mines,” says Nemery. Not only is cobalt toxic at high levels, but to make matters

THECONGO

AFRICA

CORE QUESTION

INDIAN

OCEAN

ATLANTIC

NO EASY FIX The DRC is one of the poorest

OCEAN

worse, it’s almost always found with uranium (U) and often with arsenic (As). “So these communities are being exposed to a whole cocktail of toxic metals,” says Nemery. People who live near mines or ore-processing areas are exposed to these elements through foods they eat, like fruits and vegetables. These crops take up pollutants when dust from the mines or from trucks transporting ore settles on the soil. Dust also makes its way into yards and homes, and children who play there get it in their mouths. Cobalt can cause problems affecting the heart, blood, and thyroid gland , which helps regulate growth and development. Uranium can

Imagine you

are explaining

countries in the world, so the problems of its mining industry aren’t easy to address. The country already has some environmental regulations and laws protecting children, for example, but they often aren’t enforced, says Nemery. Following an investigative report by The Washington Post in September 2017 , some companies that produce or use lithium-ion batteries promised to do a better job of making sure their cobalt is mined safely. In the meantime, says Nemery, it’s important to understand that “our smartphones and computers, and many other products we use every day, come at a very high human cost.” 9 —Jennifer Barone

the human

toll of making

rechargeable

batteries to

your friends.

What would

you tell them?

BOOMING COBALT DEMAND

As electronic devices continue to grow in popularity, more cobalt is needed to make the batteries that power them.

This graph shows the amount of cobalt used for batteries since 2000 (with future projections through 2025).

2015

2000

2005

2010

2020

2025

YEAR

SOURCE: CHRISTOPHE PILLOT/AVICENNE ENERGY AND

THE WASHINGTON POST

SCHOLASTIC.COM/SCIENCEWORLD

Sessions 7 & 8 25

sw-021317-swop p0tk.indb 17

1/4/17 2:14 PM

Sessions 7 & 8 (cont.) Science World

BIOLOGY: PAIRED TEXTS

BIOLOGY: PAIRED TEX

NECESSARY OR HARMFUL? In “The Real Cost of Batteries”, you learned how people mine cobalt to make batteries for electronic devices. In this passage, you’ll learn more about the potential health effects of exposure to cobalt. Read the passage, and then use complete sentences to answer the questions that follow.

TOXIC ELEMENT? Like many naturally occurring elements, cobalt can be healthy or dangerous depending on the amount of exposure. While exposure to normal levels of the element is not harmful, too much can cause serious health problems. Cobalt forms some chemical compounds that are essential for human health. Vitamin B12 is a complex compound made of cobalt bonded with several other elements. The vitamin is found naturally in animals and animal products, including fish, eggs, and milk. Your body needs this vitamin to form healthy red blood cells . These cells carry oxygen through your body and move waste carbon dioxide to the lungs to

be exhaled. Cobalt is also critical for building DNA —the molecule that carries genetic instructions inside cells. Some people are exposed to abnormally high levels of cobalt—such as miners who collect rocks that contain the element. If the workers breathe air with high levels of cobalt dust, they can experience problems such as asthma, pneumonia, and lung disease. Workers can also ingest dust containing the element, or cobalt can enter the bloodstream through cuts in the skin. Some forms of cobalt can be radioactive . The atoms decay , or break down, into other elements—releasing high-energy particles or waves that can damage human cells.

QUESTIONS 1. What is the central idea of the passage?

4. What are two ways cobalt from the environment can enter a person’s body?

2. What are two pieces of evidence from the text that support the central idea?

5. How do you think the conditions in cobalt mines in the Democratic Republic of the Congo might increase a miner’s risk of developing health problems from exposure to the element? Explain.

3. Explain two functions of red blood cells.

26 Sessions 7 & 8

earth science: ANALYZING DATA

earth science: ANALYZING DA

MINING COBALT In “The Real Cost of Batteries”, you learned about the hazards of mining cobalt. This element is found in small amounts combined with other elements in minerals , naturally occurring solid substances that make up rocks. Countries around the world mine these minerals to collect cobalt. The table below shows the top cobalt-producing countries. Use the data in the table to complete the skills sheet.

COBALT AROUND THE WORLD

Cobalt Production (metric tons)

Country, Continent

Democratic Republic of the Congo, Africa

63,000

Democratic Republic of the Congo, Africa

63,000

China, Asia

7,200

China, Asia

7,200

Canada, North America

6,300

Canada, North America

6,300

Russia, Europe & Asia

6,300

Russia, Europe & Asia

6,300

Australia, Australia

6,000

Australia, Australia

6,000

Zambia, Africa

5,500

Zambia, Africa

5,500

Philippines, Asia

4,600

Philippines, Asia

4,600

Cuba, North America

4,200

Cuba, North America

4,200

Source: U.S. Geological Survey 2015

GRAPH IT: Use the data in the table to create a bar graph that compares the amount of cobalt produced by all the countries— EXCEPT the top cobalt producer—shown. Be sure to include a title and label your x - and y -axes.

GRAPH IT: Use the data in the table to create a bar graph that compares the amount of cobalt produced by all the countrie EXCEPT the top cobalt producer—shown. Be sure to include a title and label your x - and y -axes.

QUESTIONS 1. Each year, about 110,000 metric tons of cobalt are mined worldwide. What percent of that total does the Democratic Republic of the Congo produce?

4. Why do you think you were instructed not to include the Democratic Republic of the Congo—the top cobalt producer—on your graph?

4. Why do you think you were instructed not to include the Democratic Republic of the Congo—the top cobalt producer— your graph?

2. How many of the top eight cobalt-producing countries are located in Africa?

5. Large amounts of cobalt are found in rocks on the seafloor. Do you think this is a good source for mining the element? Support your answer with evidence from the article.

2. How many of the top eight cobalt-producing countries are located in Africa?

5. Large amounts of cobalt are found in rocks on the seafloo you think this is a good source for mining the element? Suppo your answer with evidence from the article.

3. In 2014, Cuba produced 3,700 metric tons of cobalt. By how much did the production change in 2015?

Sessions 7 & 8 27

tion: LEGE

CHO-050118-QuadBook.indb 15

4/10/18 4:48 PM

Scholar Zone Extended Learning gratefully acknowledges content provided by the following Scholastic magazines: Choices magazine, Junior Scholastic magazine, and Science World magazine. Photo © Nathaniel Welch/Redux (Diontae Atkins).

Excepting those parts intended for classroom use, no part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without written permission of the publisher. For information regarding permission, write to Scholastic Inc., 557 Broadway, New York, NY 10012. Scholastic Inc. grants teachers who have purchased this product permission to reproduce from this book those pages intended for use in their classrooms. Notice of copyright must appear on all copies of copyrighted materials.

Compilation copyright © 2021 by Scholastic Inc. All rights reserved. Published by Scholastic Inc. Printed in the U.S.A. ISBN 978-1-338-82024-9 SCHOLASTIC and associated logos are trademarks and/or registered trademarks of Scholastic Inc. 1 2 3 4 5 6 7 8 9 10 40 30 29 28 27 26 25 24 23 22 21 Scholastic Inc., 557 Broadway, New York, NY 10012

Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7 Page 8 Page 9 Page 10 Page 11 Page 12 Page 13 Page 14 Page 15 Page 16 Page 17 Page 18 Page 19 Page 20

Made with FlippingBook - Online catalogs