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ENGAGING STUDENTS AND TEACHERS THROUGH FILM
D R E A M SGARBAGE
A F I L M B Y M A I I S K A N D E R
LESSON 3: We Recycle!
©Copyright2010IndependentTelevisionService(ITVS)
COMMUNITYCLASSROOMisan innovativeeducationresourceprovidingshortdocumentary filmcontentand accompanying curricular materials, lesson plans and homework assignments, to high school andcommunity college instructors and youth-serving community-based organizations. Film modules are drawnfrom documentaries scheduled for broadcast on the Emmy Award-winning PBS series Independent Lens.Contentisgroupedintosubjectspecificsegmentsthatcorrespondtolessonplansandeducationalactivities.AllCOMMUNITYCLASSROOMmaterialsaredesignedwithkeyeducationstandardsinmind,andavailable,alongwiththefilmmodules,freeofchargeonaDVDandonline.
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NationalAssociationforMediaLiteracyEducation,NationalCouncilfortheSocialStudies,NationalStateTeachersofthe
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Community Classroom LeadCurriculumDevelopers:
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61BrannanStreet,Suite410 http://www.electricfunstuff.com/
SanFrancisco,CA94107 Designers:Aidan HumrichandWilson Ling
E-mail:[email protected]
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Photo Credit: Kryollos (12 years old)
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Lesson 3We Recycle!
Objective:
Studentswilllearnaboutthebenefitsofrecyclingastheyapplymathandscienceskillstolearningaboutrecyclingintheircommunities.Subject Areas:
Mathematics,EarthScience,Economics
Materials:
PaperandmarkersChartpaperTrashSchoolpersonnel(includingmaintenanceperson,artteacher,cafeteriaworkers)GarbagebagfilledwithpapergarbageAscaleRubbergloves(4-5pairs)
Time:
Thislessonmayneedtobedoneovertwoclassperiods.Youcanreducethenumberofoptionalstepsifyouwanttodoashorterlesson.Participatingintheextensionactivitieswilladdtotheoveralllessontime.
Learning Style:
SmallgroupsActivelearning
Grades:
Highschool;grades9–12
COMMUNITY CLASSROOM GARBAGE DREAMS
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Procedures:
Before: Whole Group Instruction
1.BuildingBackground:Wasteproductionandwastemanagementareapartofeveryone’slives.Yourstudentsalreadyknowalotaboutmaking,andgettingridof,theirgarbage.Talkabouttheirwastemanagementhabitstogetthemthinkingaboutthesubjectofgarbage.
Whole Group Discussion Questions:
Askstudentsaboutwhatkindsofgarbagetheyproduceathome.Whattypesofgarbagedotheyproduceintheclassroom?Whataresomeofthedifferences?
Recordtheiranswersonasheetofchartpaperlabeled,“TypesofGarbage.”
Askstudentswhorecyclesathome.(Somecitieshaverecyclinglawsinplaceandmoststudentswillrespondthattheydorecycleatleastminimally,athome.)Whatkindsofwastedotheytypicallyrecycle?Askstudentstoestimateabouthowmuchgarbagetheypersonallycreateeachday.Abouthowmuchgarbagedotheythinktheyproduceasafamilyathome?SomestatisticsindicatethattheaveragepersonintheUnitedStatesproducesaboutfivepoundsofgarbageeachday.
Beforethelessonbegins,collectagarbagebagfullofpapergarbage.Youwantabagthatweighsaboutfivepounds.Holdupthebagandtellstudentswhatthebagweighs.Thiswillallowthemtoestimatetheweightofthegarbagetheyproduce.Remindthemthatifabagthissizehadfoodorother,heaviergarbageinside,itmightweighasmuchastwicetheamountofpapergarbage.Askstudentswhattheythinkaresomeofthebenefitsofrecycling.(Possibleanswersincludelessgarbageforlandfills,lessgarbageincinerated,reclamationofexpensiveandhard-to-findresourcessuchasmetalsandglass.)Whydocitieshaverecyclingprograms?Whatwouldhappentogarbageifitwasn’trecycled?(Possibleanswersincludeincinerators,landfills,dumpinginwatersystems.)Listtheirresponsesonaseparatesheetofchartpaperlabeled,“RecyclingBenefits.”Youwillgobacktothislistattheendofthelesson.
During Small Group Work:
2.Dividetheclassintogroups.Eachgroupisresponsibleforadifferentgarbage“set.”Assignonegrouptotheclassroomgarbage.Assignanothergrouptogarbageproducedbyaspecialtysubject,suchasArtclass.Assignanothergrouptothecafeteria.Assignafinalgrouptotheschooloffice(ifthisisnotavailabletoyou,tryanotheradministrativeareaoftheschool).Eachgroupisgivenapairofrubberglovesandanemptytrashbag.
3.Sendeachgrouptotheirareasorclassrooms(havingprearrangedaheadoftime,sothatstudentswillshowupintheclassroomsatthistime).Oncethere,eachgroup,neatlyandwithoutmakingamess,emptiesthegarbagecansfromthatclassroomintoonegarbagebag.Thisshouldbedonewearingrubbergloves.Eachgroupshouldaimtocollectonemedium-sizebagofgarbageweighingabout5-10pounds.Studentsassignedtothecafeteriamightwanttotakethegarbagefromjustoneofthetrashcans,sotheydon’tendupwithtoomuchgarbage.
4.Backinyourclassroom,arrangestudentdesksasworktables—oneforeachgroup.Whenstudentsarefinishedcollectingtheirtrash,havethemreturntotheclassroomandbringtheirgarbagebagtotheirworkstation.Havestudentscovertheirtableswitholdnewspaper(youmaywanttotapethisdowntothetables).Beforestudentsemptyouttheirtrashbags,havethemestimatetheweightoftheirtrash.Ifyouhaveascaleavailable,theycanweightheirbagsandrecordtheweightontheirsheets.Nowaskstudentstoneatlyemptytheirbagsontotheirworkstations.
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5.Usingrubbergloves,havestudentssortthroughthetrash.Groupsworktogethertocreatetrashcategories.Itwillbeuptothemtochoosethesizeoftheircategories.Theymightcreatecategoriessuchaspaper,metal,glass,etc.Or,theymaywanttomakemorespecificcategoriessuchasconstructionpaper,computerpaper,looseleafpaper,etc.
6.Askstudentstoassignonememberofthegrouptographtheirinformation.HandoutWorksheet #4 Recycling Graph.Instructthe“grapher”ineachgrouptomakeatallyofthetotalnumberofpiecesofgarbageundereachcategory.Iftheydecidedtodividetheirtrashintomorespecificcategories,theycanshowthatonthegraphaswell.Forinstance,underthecategory,FOODWASTE,inadditiontorecordingthetotalnumberofpiecesoffoodwaste,studentsmayalsowishtorecordthenumberofapplecoresversusbananapeels.
After: Sharing Results
7.Whengroupshavecompletedtheirgraphicexercise,askthemtoreporttheirresultsbacktotheclass.Onapieceofchartpaper,createatable.Listthegarbagecategoriesacrossthetopofthechart(xaxis).Ontheleftcolumnofthechart(yaxis),listthenameofeachgroup(classroom,Artroom,cafeteria,etc).Askeachgrouptoreporttheirspecifictalliesforeachcategory,andrecordthenumbersbythegroupname.Youcanalsolistthespecifictypesofgarbageineachcategoryifstudentshaveprovidedthisinformation.
8.Whenyouarefinishedrecordingtheinformationonthechartpaper,discussyourresultswiththeclass.Whatwerethedifferencesthatyourstudentsnoticedbetweenthedifferentclassroomareas?Whatdotheythinkabouttheoverallamountofwasteineachclassroom?Wasmostofthegarbagenecessaryordidsomeoftheitemsnotneedtobecomegarbage?Howmuchoftheschoolgarbagedotheythinktheyarepersonallyresponsiblefor?Isthereanythingtheycandotoreducethatamount?Howdoesthegarbageproducedatschoolcomparetothegarbageproducedathome?Aretheredifferenttypesofgarbageproducedathomeandschool?Whatabouttheoverallamount?
(Steps9-10areoptional)
9.Whatdostudentsthinkhappenstothegarbageonceitisinthewastebaskets?Haveeachstudentwritedownatleastonequestionaboutwhathappenstothegarbagetheyproduceatschool.Askthemtovolunteertheirquestionsandlisttheontheboard.
10.Invitethemaintenanceworkerintoyourclassroom.Askthispersonthequestionsfromthelisttheclassgenerated(youmaywishtoinviteyourstudentstoconducttheinterviewusingtheirindividualquestions).Havethemtakenotesabouttheanswers.TheywillusethesenotestocompletetheExtensionActivity,ifdesired.
COMMUNITY CLASSROOM GARBAGE DREAMS
Photo Credit: Christine (11 years old)
INDEPENDENT TELEVISION SERVICE (ITVS) 651 BRANNAN STREET, SUITE 410 SAN FRANCISCO, CA 94107 PHONE: 415.356.8383 EMAIL: [email protected] WEB: WWW.PBS.ORG/INDEPENDENTLENS/CLASSROOM PAGE 4
Assessment:
Useclassparticipationandthegraphstoassessthestudents’work.Thefollowingrubriccanhelpguideyourassessment.
Basic Understanding Proficient Understanding Advanced Understanding
Participated in Class Discussion
Providedminimalideasduringgroupdiscussion,orcontributedideasthatwerenotrelevanttothediscussion
Activelyparticipatedingroupdiscussionswithideasthatwereontopic
Activelyparticipatedingroupdiscussionwithuniqueideasthatfurtheredtheconversation
Understood the Benefits of Recycling
Demonstratedlimitedunderstandingofrecycling
Demonstratedunderstandingoftherecyclingincludingsomebenefits
Demonstrateddeepunderstandingoftheproblemswithwastemanagement,andwhyrecyclingwasapotentialsolution
Categorized Types of Garbage
Wasnotabletocreatecategoriesfromthegarbagecollected
Identifieddifferentcategoriesandwasabletoplacemostofthegarbageintocorrectcategories
Identifieddifferentcategories,placedtheobjectsintheappropriatecategoriesandcreatednewandmoredetailedcategoryheadings
Created a Graph from Collected Information
Includedinformation,butdidnotputthisingraphform
Usedtheinformationtocreateabargraph
Usedtheinformationtocreateabargraph,addedadditionalfeaturesorideastocommunicateadditionalinformation
COMMUNITY CLASSROOM GARBAGE DREAMS
Photo Credit: Marina S. (10 years old)
INDEPENDENT TELEVISION SERVICE (ITVS) 651 BRANNAN STREET, SUITE 410 SAN FRANCISCO, CA 94107 PHONE: 415.356.8383 EMAIL: [email protected] WEB: WWW.PBS.ORG/INDEPENDENTLENS/CLASSROOM PAGE 5
Extension Activities:
I. Visit to a Facility:
Findoutwherethewasteprocessingfacilityisinyourcommunity.Havestudentsfindthefacilityonamap,andthenmapthedistancebetweentheschoolandtheplant.Whatistheroutethattheschoolgarbagetakestogettotheprocessingplant?Isitcloseenoughforavisit?Ifso,visitthewasteprocessingfacilityonaclasstrip.Askstudentstotakenotesaboutwhattheyfindout.Howdoeswhattheylearnaffecttheirrecyclingbehavior?
II. Research Paper:
Havestudentsdoaresearchprojectaboutthebenefitsandchallengesofrecycling.Studentscanchoosefromavarietyofhypothesisstatements.Somepossibilitiesare:
• Recyclingisbeneficialtotheenvironment.• Compostingorganicwasteisbeneficialtotheenvironment.• Choosingitemswithlesspackagingwillreduceoverallgarbageproduction.• Dumpingwasteinlandfillsisapotentialenvironmentalproblem.
Somematerialsaremoredifficultandthereforecostliertorecycle.Othermaterialscannotberecycledbytheavailablefacilitiesinacommunity.Truckingthosematerialstoadifferentcommunityusesenergyandcausespollution.Someitemsaremadeofmultiplematerials,andthereforecannotbeeasilyrecycled.Students’researchshouldfocusonunderstandingthechallengesofrecyclingandalsolearningmoreaboutthebenefits.Oncetheysettleontheirhypothesisstatement,theirresearchshouldbefocusedonprovingordisprovingthatthesis.TheycanusethelinksprovidedintheAdditional Resourcessectionofthispackettohelpguidetheirresearch.
*III. Calculating the Amount of Garbage Produced:
Itisestimatedthateachpersongeneratesapproximately5poundsofgarbageeachday.Further,it’sestimatedthatmorethan75percentofthatgarbagecouldberecycled,butonlyabout1percentis,inmostcommunities(thecommunitiesthatevenrecycleasmuchas30percentaretheonesthathaverecyclingprogramssetup).Further,theaveragecostofdealingwithgarbageisabout$40pertonofgarbage.However,ifthisgarbagewasrecycled,ratherthanpayingmoneytohavethegarbagecollected,thecitywouldgetmoneybackfromsellingbacktherecycledmaterials.Studentscanuseanumberof$10pertontoestimatetheaveragepaymentthecitywouldreceivefordepositingtheirrecycledmaterials.
Usingthenumbersabove,firstaskstudentsiftheythink5poundsadayperpersonisarealisticnumber.Usingthenumberthattheythinkiscorrect,havestudentsestimatetheamountofwastegeneratedbytheircommunityinonemonth.Theycanusetheschoolcommunity,theirneighborhood,ortheircityasthemultiplier.Nowhavethemdothemath.(Remember,1tonequals2,000pounds).Asamplecalculationisdoneforyoubelow.StudentscanuseWorksheet #5 Garbage Math toguidetheirwork.
COMMUNITY CLASSROOM GARBAGE DREAMS
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Sample Calculation:
Asanexample,let’sworkwiththenumbersof1,000studentsintheschoolcommunity,eachproducing5poundsofgarbageaday.
The1,000peopleintheschooleachproduce5poundsofgarbageaday.
1,000x5=5,000
If5,000poundsofgarbageareproducedeachday,howmuchgarbageisproducedinonemonth?
5,000x30=150,000pounds.
Thereis2,000poundsineachton,sohowmanytonsequal150,000pounds?
150,000/2,000=75tonsofgarbagepermonth.
Ifitcosts,onaverage,$40pertonto“throwaway”garbage,howmuchwoulditcosttothrowawaytheschool’sgarbageeachmonth?
75tonsx40dollars/ton=$3,000permonth.Ifinstead,50%ofthatgarbagewererecycled,therewouldbe50%ofthe75tonstorecycle.
75tons/50%=37.5tonsofgarbage.
Ifthecityweretobepaidat$10pertonfortherecycledgarbage,howmuchmoneywouldtheyget?
37.5tonsx$10perton=$375.
Therewouldalsobeonlyhalfasmuchgarbagetopayfor,or
3,000/50%=1,500dollarstothrowawaythegarbage.So,ratherthanspending3,000dollarsamonthtothrowawayallthegarbageproducedbythe1,000studentsinaschoolinonemonth,thecitywouldspendonly1,500dollarsandwouldgetbackanadditional375dollar.Thiswouldmeantheywerespendingabout1,125dollarsamonth,insteadof3,000onwastemanagement.
NowhavestudentsuseWorksheet #5 Garbage Mathtodotheirowncalculations.
* The activity and estimates for this extension activity were developed by Carl Hursh from for the Bureau of Land Recycling and Waste Management for the Pennsylvania Department of Environmental Protection website. Pennsylvania, 2010.
COMMUNITY CLASSROOM GARBAGE DREAMS
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Worksheet #4 Garbage Graph
Lesson Three: We Recycle!
Garbage Graph
Yourcollectionarea____________________________________________
Abouthowmuchdoesyourbagweigh?____________
Usethechartbelowtographthegarbageyoucollected.Fillthecolumnwithcoloruptothenumberofitemsyoucollected,tomakeabargraph.
Organic (Food) Paper Plastic Glass Metal
20
19
18
17
16
15
14
13
12
11
10
9
8
7
6
5
4
3
2
1
ListsomeoftheindividualtypesofgarbagethatyoufoundinyourCollectionAreainthespacebelow.
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
COMMUNITY CLASSROOM GARBAGE DREAMS
INDEPENDENT TELEVISION SERVICE (ITVS) 651 BRANNAN STREET, SUITE 410 SAN FRANCISCO, CA 94107 PHONE: 415.356.8383 EMAIL: [email protected] WEB: WWW.PBS.ORG/INDEPENDENTLENS/CLASSROOM PAGE 8
Worksheet #5 Garbage Math
Lesson Three: We Recycle!
Garbage Math
Whatisthecommunityyouwillbeanalyzing?Writeithere.__________________
Howmanypeopleareinthatcommunity?Writeithere.___________________
Assumethateachpersoninyourcommunityproduces5poundsofgarbageperday.
Multiplythenumberofpeopleinyourcommunitywiththeamountofgarbagetheyproduceeachday.
_____________(numberofpeople)X5=_______poundsofgarbageeachday
Multiplythatnumberwith30togetthepoundsofgarbageproducedinonemonth.
__________poundsx30days=_______________pounds
Nowdividethenumberofpoundsby2,000tofindouthowmanytonsareproduced.
_______pounds/2,000=________tonsofgarbagepermonth
Itcoststhecity,onaverage,40dollarspertonto“throwaway”theirgarbage.Howmuchdoesthecityspendthrowingawaythegarbagefromyourcommunity?
________tonsofgarbagepermonthX$40perton=_$__________.THIS IS THE COST OF HANDLING THE COMMUNITY’S GARBAGE, WITHOUT RECYCLING.
Nowdividethenumberoftonsofgarbagepermonthby50%(orinhalf)tofindouthowmuchofthegarbagecouldberecycled.
________tonsofgarbage/50%=_________tonsofgarbagetoberecycled.
Takethenumberofgarbagethatcouldberecycledandmultiplyitby$10tofindouthowmuchmoneythecitywouldmakebyrecyclinghalfitsgarbageeachmonth.______tonsofgarbage/50%=______tonsx$10perton=_$___________permonth.
Takethenumberthecitywouldhavetopayfortheirgarbagewithoutrecyclinganddivideitinhalf.Thatiswhattheywouldpayfortheirgarbageiftheydidrecycle.
_________dollarspermonthforgarbagedisposal/50%.
Nowsubtractthemoneythatthecitywillearnbyrecyclingfromtheamountthecitywillhavetopaytogetridofitsgarbage.Thisistotalcostofgarbagedisposaltothecity,ifthecityrecycles.Comparethisnumbertotheoriginalcostofgarbagedisposal.Isrecyclingcosteffectivetoacommunity?
COMMUNITY CLASSROOM GARBAGE DREAMS
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Additional Resources
UsetheselinkstoreviewedwebsitestolearnmoreabouttheZaballeenpeople,theGarbage Dreams film,thescienceofwastemanagement,andrecycling.Youwillalsofindsiteswithadditionallessonplansonrecyclingandonlearningaboutothercultures.
About the Film
TheofficialGarbage Dreamswebsite
http://www.garbagedreams.com
TheIndependentLens/PBScompanionsite
http://www.pbs.org/independentlens/garbage-dreams/.html
ThisDiscussionGuideforthefilm(PDF):
http://www.pbs.org/independentlens/garbage-dreams/resources/garbagedreams_discussion.pdf
Additional Lesson Plans
Scholastic Teachers:Lessonplanactivityonpapermaking
http://www2.scholastic.com/browse/lessonplan.jsp?id=1329
The National Health Museum:AccessExcellence:WasteManagement:Activitiesforreusingandrecycling
garbagehttp://www.accessexcellence.org/AE/AEPC/WWC/1991/waste.php
The Educator’s Reference Desk: Pollution and Recycling
http://www.eduref.org/cgi-bin/printlessons.cgi/Virtual/Lessons/Health/Environmental_Health/ENH0002.html
Pennsylvania Department of Environmental Protection
Eightqualitylessonplansonrecycling,packagingandwaste
http://www.dep.state.pa.us/dep/deputate/enved/Rec_lessons/contents.htm
Recycling
EnvironmentalProtectionAgency(EPA):RecyclingGames&Activities
http://www.epa.gov/recyclecity/activity.htm#Information
UniversityofOregon:TheRecyclingProcessAfterCollection
http://www.uoregon.edu/~recycle/after_collection.html
Offerscleardetailsongarbageprocessingtechniques.
COMMUNITY CLASSROOM GARBAGE DREAMS
INDEPENDENT TELEVISION SERVICE (ITVS) 651 BRANNAN STREET, SUITE 410 SAN FRANCISCO, CA 94107 PHONE: 415.356.8383 EMAIL: [email protected] WEB: WWW.PBS.ORG/INDEPENDENTLENS/CLASSROOM PAGE 10
Environmental Issues
No-Burn.org: The Global Alliance for Incinerator Alternatives
http://www.no-burn.org
Providesfactsandcalls-to-actioninoppositiontoincinerationasawastemanagementstrategy.
UNESCO: Teaching and Learning for a Sustainable Future
http://www.unesco.org/education/tlsf/
Vermont Education for Sustainability
http://www.vtefs.org/index.html
Providesinformationaboutsustainabilitycurriculaandotherresources.
Green Learning
http://www.greenlearning.ca/
ComprehensiveCanadiansiteincludesavarietyofdownloadablecurriculaonsustainability.
The Zaballeen
Coptic Cairo
http://www.coptic-cairo.com
ProvidesabackgroundonCopticChristianculture.
The Zaballeen Recycling School Fan Page on Facebook
http://www.facebook.com/group.php?v=wall&ref=search&gid=121855759600
Independent Lens Garbage Dreams Discussion Guide
http://www.pbs.org/independentlens/garbage-dreams/getinvolved.html
COMMUNITY CLASSROOM GARBAGE DREAMS
GUIDE CREDITS
CURRICULA DEVELOPERS
Anne Schreiber is a thought leader in new media and education with over 20 years experience as a multi-media publisher, product designer and educator. She is currently consulting for various publishing and media companies as founder of Indigo Media. David Langendoen is a founding partner of Electric Funstuff, a company that specializes in applying game design to experiences with educational outcomes.
ITVS STAFF
Duong-Chi DoAssociate Director of Communications
Annelise WunderlichNational Community Engagement and Education Manager
Cathy FischerSenior Content Producer for ITVS Interactive
COMMUNITY CLASSROOM NATIONAL ADVISORS
Carole LesterAmerican Association of Community Colleges
Maxine EinhornKQED Education Network
Kara ClaytonNational Association for Media Literacy Education
Wendell Bourne & Michael YellNational Council for the Social Studies
Joseph FathereeNational State Teachers of the Year
Donelle Blubaugh & Jenny BradburyPBS Teachers
SPECIAL THANKS TO:
Mai IskanderDirector of Garbage Dreams
Jeremy BernsteinLead Designer/Producer for Garbage Dreams the Game
Duane DunfieldLead Developer for Garbage Dreams the Game
Julie SmithEditorial review of the lesson plans
About ITVS:The Independent Television Service (ITVS) funds and presents award-winning documentaries and dramas on public television, innovative new media projects on the Web and the Emmy Award-winning weekly series Independent Lens on Tuesday nights at 10 PM on PBS. ITVS is a miracle of public policy created by media activists, citizens and politicians seeking to foster plurality and diversity in public television. ITVS was established by a historic mandate of Congress to champion independently produced programs that take creative risks, spark public dialogue and serve underserved audiences. Since its inception in 1991, ITVS programs have revitalized the relationship between the public and public television, bringing TV audiences face-to-face with the lives and concerns of their fellow Americans. More information about ITVS can be obtained by visiting itvs.org. ITVS is funded by the Corporation for Public Broadcasting, a private corporation funded by the American people.
About Independent Lens:Independent Lens is an Emmy® Award-winning weekly series airing Tuesday nights at 10 PM on PBS. Hosted this season by Maggie Gyllenhaal, the acclaimed anthology series features documentaries and a limited number of fiction films united by the creative freedom, artistic achievement and unflinching visions of their independent producers. Independent Lens features unforgettable stories about a unique individual, community or moment in history. Presented by ITVS, the series is supported by interactive companion websites, and national publicity and community engagement campaigns. Further information about the series is available at pbs.org/independentlens. Independent Lens is jointly curated by ITVS and PBS, and is funded by the Corporation for Public Broadcasting (CPB), a private corporation funded by the American people, with additional funding provided by PBS and the National Endowment for the Arts. The series producer is Lois Vossen.
About PBS:PBS is a media enterprise that serves 354 public noncommercial television stations and reaches almost 90 million people each week through on-air and online content. Bringing diverse viewpoints to television and the Internet, PBS provides high-quality documentary and dramatic entertainment, and consistently dominates the most prestigious award competitions. PBS is a leading provider of educational materials for K-12 teachers, and offers a broad array of other educational services. PBS’ premier kids’ TV programming and Web site, PBS KIDS Online (pbskids.org), continue to be parents’ and teachers’ most trusted learning environments for children. More information about PBS is available at pbs.org, one of the leading dot-org Web sites on the Internet.
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COMMUNITY CLASSROOM GARBAGE DREAMS