balancing interests in global sustainable development: a multidisciplinary simulation barbara...
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Balancing Interestsin Global Sustainable
Development:
A Multidisciplinary Simulation
Barbara Segnatelli , PH.D. , NBCTSue Barnes Hannahs, NBCT
Anne Arundel County Schools © 2012 BSEGNATELLI@aacps.orgSHANNAHS@aacps.org
Energy Use is at the intersection for much of what we study
Human Health & Quality of Life
Pollution
Economics, Politics, and Ethics
Energy
Resources
NEGOTIATING ENVIRONMENTAL POLICY
REQUIRES INTERNATIONAL COOPERATION AND THE CAREFUL BALANCING OF
MANY CONFLICTING INTERESTS
A look at past APES Exams• 2010:10 MC on energy resources, 25 on pollution
• Global mean on energy resources: 4.4• Global mean on pollution:11.7
• 2011: 13 MC on energy resources, 28 on pollution
and FRQ#3 was on Energy Use and GDP• Global mean on energy resources: 7.2• Global mean on pollution: 14.4• Global mean on FRQ#3 was 2.4 (lowest of all 4
FRQ’s)• 2012: 13 MC on energy resources, 27 on pollution
• Global mean on energy resources: 7.0• Global mean on pollution: 14.9
Balancing Interests: Understanding International Cooperation and Competition
through Multidisciplinary Experiential Learning
• Opening ActivityStudents are given a list of definitions for the concept of Sustainable Development:
(See sample handout & resource page) • In pairs, students are asked to find three
commonalities, and three factors that help or hinder a nation in its attempt to reach sustainable development. Students illustrate the concept using Marzano Vocab Strategies.
»Whole class discussion of commonalities and factors follows. (20-25 minutes)
NIGERIA…RUSSIA…CHINA…MEXICO…UNITED KINGDOM…IRAN…UNITED
STATESNIGERIA MEXICO
RUSSIA
Simulation Introduction - Country & Role Identification
Teacher hands out simulation:
* Explains scenario,
* Assigns students to countries,
* introduces roles (interests).• Students are invested in the outcome…• Students read or research their country
summary, and their role description.
STUDENT ROLES - INTERESTS
NGO’s
CITIZENS
POLITICIANS
OIL EXECS
WORLD BANK - IMF
Simulation Jigsaw
• Students taking on similar roles meet for 10 -15 minutes to discuss their particular role’s perspective and the priorities and constraints that this role must operate within.
• After students are somewhat comfortable with their individual roles, they move into country groups and discuss the negotiation questions. Each country should prepare a list of talking points by the end of the period
Day 3 – 5: The Sustainable Development Working Group
• Two negotiators from each country are nominated to meet and present their talking points.
• The room should be set up in a “fishbowl” format.• Teacher may introduce a “Real World Incident”at any
time.• The Working Group prepares a “Global Sustainable
Development of Oil Proposal” summarizing agreements.• This proposal is presented to the Secretary General of
the United Nations. • Teachers may use the rubric to assess student
performance during the simulation.
FOLLOW UP - DEBRIEFING
From the readers of FRQ#3
• Based on your experience of student responses at the AP Reading, what message would you like to send to teachers that might help them to improve the performance of their students on the exam?
• Spend time with students discussing traditional and alternate energy resources, including pros and cons of each of those sources.
• Review the criteria for air pollutants, their sources and their impacts on human health.
• And from 2009: Ensure that students can identify the specific effects of human impacts on the environment.
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