Balancing Interests in Global Sustainable Development: A Multidisciplinary Simulation Barbara...

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Balancing Interestsin Global Sustainable Development: A Multidisciplinary SimulationBarbara Segnatelli , PH.D. , NBCTSue Barnes Hannahs, NBCTAnne Arundel County Schools 2012 [email protected]@aacps.org

Energy Use is at the intersection for much of what we study

NEGOTIATING ENVIRONMENTAL POLICYREQUIRES INTERNATIONAL COOPERATION AND THE CAREFUL BALANCING OF MANY CONFLICTING INTERESTS A look at past APES Exams2010:10 MC on energy resources, 25 on pollutionGlobal mean on energy resources: 4.4Global mean on pollution:11.72011: 13 MC on energy resources, 28 on pollutionand FRQ#3 was on Energy Use and GDPGlobal mean on energy resources: 7.2Global mean on pollution: 14.4Global mean on FRQ#3 was 2.4 (lowest of all 4 FRQs)2012: 13 MC on energy resources, 27 on pollutionGlobal mean on energy resources: 7.0Global 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)

NIGERIARUSSIACHINAMEXICOUNITED KINGDOMIRANUNITED STATES

NIGERIAMEXICORUSSIASimulation Introduction - Country & Role Identification

Teacher hands out simulation: * Explains scenario, * Assigns students to countries,* introduces roles (interests).Students are invested in the outcomeStudents read or research their country summary, and their role description.

STUDENT ROLES - INTERESTS

NGOs CITIZENS POLITICIANSOIL EXECSWORLD BANK - IMFSimulation JigsawStudents taking on similar roles meet for 10 -15 minutes to discuss their particular roles 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 Incidentat 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 - DEBRIEFINGFrom the readers of FRQ#3Based 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.