crystals are beautiful biproducts of earths natural rock cycle, they have healing powers, and can be used to identity ones socio-ecocomonic status throughout history, and even to the present day. I think that the theme of crystals is important for it can be used as a hook to introduce a geological, a humaniatairan, and even a business perspective in your Social Studies/Geography secondary classroom. In this portfolio I focus on crystals that are associated with ones biological birth date, that is birthstones, instead of a random assortment of crystals. Those crystals include, from the website http://www.birthstonesonline.com Garnet (January, red) Amethyst (Feburary, purple) Aquamarine (March, blue) Diamond (april, clear) Emerald (May, green) Alexandrite (June, green or purple) Ruby (July, red) Peridot (August, green) Sapphire (September, blue) Tourmaline (October, pink or green) Topaz (November, light blue) Tanzanite (december, medium dark blue) Zircon (December, gold) Turquoise (December, bluey green)
The reason why I chose to find resources for these crystals is due to the fact that it allows students a chance to identify with at least one stone based on the month they were born; a form of identification with the least controversy surrounding it.
First I would begin with a geological perspective. I would teach the students about the rock cycle. The resource I acquired for this section is a non-fiction textbook. Earth Studies 12e by Tarbuck, Lutgens, and Tasa (2009) gives you scientific information based off of scientific inquiry (hypothesis, theory, and methods) on how and why crystals are formed in the earth. The third chapter of this textbook, Rocks: Materials of the Solid Earth, is an excellent resource to use for it explains the different aspects of the rock cycle, including different phenomenoms that can occur during the formation of a crystal. There are also definitions of the key terms used throughout the chapter. Any of the figures or tables in this textbook could be used as an activity for the students. The best part about this textbook is that it comes with an interactive DVD called GEODe that tests you on different parts of the chapter. I would use this at the end of a section as a type of game with my students. You could split the class in two, and have the group members discuss what the answer could be before giving me the answer to enter. You could also use this as a form of evaluation to see if the students are getting it. Hand out a printed PowerPoint of the DVD questions, and have the students write down in ink what they believe the answer is before you enter it, and have them hand it in at the end, it is up to you if you want the evaluation be worth anything. Another interactive resource this textbook provides you is a website that has quiz reviews, critital thinking excerices, internet wide key term searches, and links to specific web sources for each chapter.
Another non-fiction resource I used was Judy Halls triology of The Crystal Bible. These bibles provide information on the colour, appearance, rarity, source, additional properietes/attributes, healing, position (i.e. where to wear on the body), specific colours and forms. The next page is an example of how Hall layouts the information provided to her readers B1= The Crystal Bible: A Definitive Guide to Crystals (2003) B2= The Crystal Bible 2 (2009) B3= The Crystal Bible 3 (2012) Garnet: B1 page 135, B3 page 139+274 Amethyst: B1 page 53, B2 page 224 Aquamarine: B1 page 67/68 Diamond: B1 page 122 Emerald: B1 page 126 Moonstone: B1 page 190 Alexandrite: B1 page 83 Ruby: B1 page 250, B3 page 151+204+238 Peridot: B1 page 212 Sapphire: B1 page 252 Toumaline: B1 page 296 Topaz: B1 page 292 Tanzanite: B1 page 323, B2 page335 Zircon: B2 page 354 Turquoise: B1 page 305
To follow along with the geological perspective, I used the website www.gemstones.org to figure out where the largest depoists of crystals are around the world. I would then give the students a map of the world with each countries name on it, North Americas map would also include the names of the different states and provinces, and have the students create a legend for each crystal and have them be able to represent where each of the deposits are located. You could also create a Jeoporady version where the whole class participates orally, or have student individually or in partners fill in the blank on the Jeopardy page. Garnet : Adirondack Mountains especially the Gore Mountain in New York
Amethyst: Brazil, and Thunder Bay Ontario. All over world
Aquamarine: Brazil, Ural Mountains Russia, Angola, Kenya, Central Madagascar, Malawi, Nigeria, Mozambique, Pakistan, Tanzania, Colorado USA, Zambia
Diamond: Africa, all over world
Emerald: Columbia, Brazil, Afghanistan, Austraila, Austria, Bulgaria, China, India, Madagascar, Nambia, Nigeria, Pakistan, South Africa, Spain, Tanzanie, USA, Zimbabwe
Alexandrite: Russia, Brazil, Sri Lanka, Tanzania, India, Burma, Madagscar, Zimbabwe
Ruby: 1800 miles of Himalayas. Streching from Tajikistan-Afghanistan-Pakistan-Kashmir-Nepal-China- Veitnam
Peridot: 45 miles out of Red Sea off Eqyptian coast at Aswan Kashmir region
Sapphire: India, Burma, Ceylon, Thialand, Veitnam, Australia, Brazil, Africa
Tourmaline: Brazil, Sri Lanka, South Africa, Nigeria, Zimbabwe, Kenya, Tanzia, Mozambique, Madagascar, Pakistan, Afghanistan, Califorina and Maine USA
Topaz: Brazil, Ural Mountains Russia, China, Pakistan, Germany, Namiba, Poland, Zimbabwe, Nigeria, Mexico, USA (Nevada, Texas, and New Hampshire)
Tanzanite: Tanzania
Zircon: Cambodia, Sri Lanka, Thialand, Myanmar, Austria
Turquoise: Mexico, various USA locations, Israel, Iran, Afganistan, China
photo by Peter Klages, found on planetariums webpage You can even take an astrological spin on said crystals. The next page is a highlighted list of the crystals that connect to the Zodiac, found in Judy Halls first of three guide books Crystal Bible: A Definitive Guide to Crystals (2003). An assignment you could do with your students is have them draw out the constellation of their zodiac identity. If because of geographical position one can not view the constellation of their zodiac, they could draw one of the major constellations found in their sky. You could also take your students to a planetarium if that is something available within the proximity of your school. One in Halifax can be found at Saint Marys University. The website states that its size is ideal for small groups (up to 30) and allows for a close interaction between the operator and the audience. It also asks teachers to contact them, which I am hoping means they will direct their show to base it on what you are trying to teach; in this case the presentors would show the students the constellations of Zodiacs, so that they could try to draw it. This is the link to the planetarium: http://www.astronomynovascotia.ca/index.php/planetarium I would next introduce a more humanitiarian perspective of crystals. The blog posted August 30 th 2009 on the website www.mindbodygreen.com explains the first seven Chakras. An activity you can do with your students after introducing the Chakras is have them fill in the blanks of location, emtotional issues, colour, healing, and ask them to include a crystal that could be related to healing/aligning the Chakras. Another activity you can do visually and physically enhances the students involvement in the class is to have, depending on the number of crystals you have at your disposal, a student or one from a small group lay on the floor and have students place the proper crystal in the Chakra layout. Place a brown stone between and slightly beneath your feet, a red stone on root chakra, an orange stone below navel, a yellow stone on solar plexus, pink stone on heart, blue stone on throat, indigo on third eye, purple stone at crown (Judy Hall, 373). 1) Root Chakra a. Represents our foundation and feeling of being grounded i. Location: base of spine in tailbone area ii. Emotional issues: survival issues such as financial independence, money, and food iii. Colour: red iv. Healing: Kundalini (bridge pose) yoga, red foods, hot spices 2) Sacral Chakra a. Our connection and ability to accept others and new experiences i. Loaction: lower abdomen, 2 inches below navel, 2 inches in ii. Emotional issues: sense of abundance, well being, pleasure, sexuality iii. Colour: orange iv. Healing: cobra pose, orange food, nuts 3) Solar Plexus Chakra a. Our ability to be confident and in control of our lives i. Location: upper abdomen in the stomach area ii. Emotional issues: self-worth, self confiendence, self esteem iii. Colour: yellow iv. Healing: Kundalini (boat pose) yoga, dancing (hips), yellow foods such as grains and fiber 4) Heart Chakra a. Our ability to love i. Location: center of chest just above heart ii. Emotional issues: love, joy, inner peace iii. Colour: green iv. Healing: Bikram yoga, green food and tea 5) Throat Chakra a. Our ability to communicate i. Location: thoart ii. Emotional Issues: communication, self expression of feelings, the truth iii. Colour: blue iv. Healing: shoulder stand, singing, chanting, juices and teas, blue fruits 6) Third Eye/Brow Chakra a. Our ability ot focus on and see the big picture i. Location: forehead between the eyes ii. Emotional Issues: intuition, imagination, wisdom, ability to think and make decisions iii. Colour: indigo iv. Healing: childs pose, forward fold, eye exercises, herbal oil treatment, purple fruit, chocolate, lavender 7) Crown Chakra a. Our ability to be fully connected spiritually i. Location: very top of head ii. Emotional Issues: inner and outer beauty, our connection to spirituality, pure bliss iii. Colour: violet iv. Healing: meditation, running or cardio, breathing fresh clean air, sunshine
The next page is also from Judy Halls first guide. It lists off the first ten charkas and the highlighted crystals are the birthstones associated with the healing and bonding of the Chakras.
Theories of Abundance/Art/Jewelry Throughout history, Kings and Queens from all over the world wanted crowns and pieces of jewelry that were full of beautiful crystals from their respective country. There was an abundance of crystals upon first finding them, and therefore royalty was able to purchase said crystals to show their status. The photograph below of a couple of Denmarks Crown Jewels captured by artist Dennis Jarvis, whom travels the world to capture images he believes represents a country, is one example of abundance. An assignment you can do with your students is to have them make a choice of which of the fourteen crystals associated with birthstones they would like to focus on. That is your basis for dividing them into small groups. Said group is responsible for making a PowerPoint presentation on how said crystal has been used throughout history, and even today to show an individuals socio-economic status, they should use narratives as at least one of their references. Individually get students to write what they think their crystal could represent in the future, any future (1 day from now or 16,738 days).
Music You can use this in your teaching as a type of background noise for when students are working on assignments or their projects. You could even bring in a crystal singing bowl so that the students can try their hand at making music, and have them reflect on how making those sounds made them feel. Below each address is YouTubes description of the video.
http://www.youtube.com/watch?v=w_XZl-DwXls Crystal singing bowl music resonance with 13 Hz binaural alpha waves which balance the brain hemispheres and bring clarity and visual meditation to the listeners. -Active Meditation -Brain healing -Accessing the subconscious
Sound healing ceremony with crystal bowls, gongs, and drums http://www.youtube.com/watch?v=8Dbyt_sCYTg Energy medicine therapist Jason Wood conducts a meditative sound healing ceremony at the Unitarian Society of Ridgewood NJ. During this spontaneous presentation, Jason uses the alchemy of sound to assist the listener in achieving a state of heightened awareness and a space for transformative emotional healing. Composition has been developed specifically to invite a multidimensional experience, leading the listener to an altered state For a business perspective on crystals I turn to the mining and the importation and exportation of crystals. Here is one example of a video you could have your students watch and respond/reflect to.
https://www.youtube.com/watch?v=0wPSo1Qv6Rk After viewing this video, students are to individually respond to the following questions: 1) What role do women have in this this mining experience?
2) What are some of the dangers miners in this mine face on a daily basis? a. While working b. Their relationships with others
3) Did the mining in this video reflect the type of mining you envision? Explain how it was either similar or different.
4) Amethyst in this mine is surround by what type of soil?
5) Do you think that the mining of Amethyst in Canada is similar or different? Explain your perspective.
This final project is one that links all three perspectives of the geography of crystals. The students in groups no larger than six will do research on the mining of crystals. They can choose from 1) Topaz 2) Ruby 3) Diamond 4) Aquamarine 5) Amethyst The students are to focus on the possible positive and negative impacts mining said crystal has on society and the environment, one of the resources must be one of the two articles below. Give students a copy of both abstracts found below and get the groups to choose from there. In this project students must also include the geological facts (colour, appearance, rarity, source, and healing) of their crystal, and the crystals major source of need in importing and exporting said crystal (mining companies, jewelry shops, rock shops, specialty light shops, yoga studios, etc.). To be handed in and presented to the class. Preferably done on poster board, or Bristol board so that it can be hung up in the hallway so that all students can view their findings. Sustainable development in the mining industry: clarifying the corporate perspective (2000) Gavin Hilson a, Barbara Murock b
This paper examines sustainable development in the corporate mining context, and provides some guidelines for mining companies seeking to operate more sustainably. There is now a burgeoning literature that examines sustainable development in the context of minerals and mining, most of which is concerned with sustainability at global and national scales. What is often challenging to ascertain, however, from these numerous perspectives on sustainable mineral extraction, minerals and metals recycling, environmental management, and social performance, is how sustainable development applies to mining companies themselves, and what steps a mine must take in order to improve the sustainability of operations. Since mining processes have the potential to impact a diverse group of environmental entities, and are of interest to a wide range of stakeholder groups, there is ample opportunity for the industry to operate more sustainably. Specifically, with improved planning, implementation of sound environmental management tools and cleaner technologies, extended social responsibility to stakeholder groups, the formation of sustainability partnerships, and improved training, a mine can improve performance in both the environmental and socioeconomic arenas, and thus contribute enormously to sustainable development at the mine level.
Sustainable development: can the mining industry afford it? (2001) D. Humphreys
Adopting the values of sustainable development implies an increase in the mining industrys environmental and social costs. For an industry already offering poor returns on capital this is potentially a problem. An examination of the historical record, however, reveals that past increases in environmental and social costs have been more than offset by developments in industry productivity. The emergence of information and communication technologies seems likely to extend this trend into the future. The particular challenges being faced by mining in the US appear to be less to do with rising environmental costs than with competition from countries which have recently opened up to foreign mining investment and to a strong dollar. It seems likely that industrys adoption of more sustainable practices will require, and could even promote, improved returns to capital in mining.