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.