Unit
3: Local Communities and Global Processes
Answers to Activities |
| Activity 3.1: The Green Revolution
Game |
Because this activity is a role-playing game, there are no specific
answers to it. It is helpful to play the game several times with
slight variations in order to highlight the differences among scenarios.
Follow up each round with a discussion using the questions provided in
the Instructor’s Guide for this activity.
| Activity 3.2: Inequity and Poverty
in Bangladesh |
Because this activity is a role-playing game, there are no specific
answers to it. You should be able to assess from the discussions
and the short presentations how well students have prepared for the class
and whether they read the background materials you provided.
| Activity 3.3: Technological Change
= Social and Environmental Change |
Students projects will vary depending upon the activity they choose
to examine and upon the format they use to present their work. You
can either assign the format of the presentations or allow students to
be creative and decide for themselves. If you choose a poster session
or exhibit, invite faculty and other students to the event. Regardless
of the format used, student projects should contain:
-
a variety of qualitative data sources, including interviews, photographs,
and other publications
-
a variety of quantitative data sources, including data from the census
and from local organizations
-
effective visuals and/or text such as graphs, photographs, drawings, interview
excerpts, and written summaries
| Activity 3.4: Development
(f)or Water?! and the Daily Water Log |
Part A
In this part of the activity, students should provide a comprehensive
assessment of water resources in the community and related concerns.
Students have the option of presenting a slide show, writing a film script,
or creating a water conservation education brochure. Student presentations
should address the following questions:
-
What are the water needs of the community?
-
Is there a water surplus or shortage?
-
Who are the big “water suckers” (certain industries, agriculture, households
-- proportional shares)?
-
From where does the community/region obtain its water (groundwater, reservoir,
import, etc.)?
-
What is the quality of that water? Does it need to be cleaned before
usage?
-
Where does the waste water go? Is there a water treatment plant (capacity,
cost of operation, level of treatment)?
Part B:
In this part of the activity, students keep track of their water usage
for a normal day. Students should prepare a short paper that lists
their activities and the amount of water they consumed. Alternatively,
students can prepare tables, charts, or graphs that illustrate the same
information. Make sure that students have included most of the routine
uses of water and that they have not left out any “hidden” consumptive
uses.
| Activity 3.5: What if...?
Is Your Community Ready for Disaster? |
Students should prepare a comprehensive assessment of the city’s emergency
preparedness. Their reports should rely on a variety of sources but
must evaluate any existing city-wide emergency plans. A good project
will include interviews with local authorities, maps, existing plans, a
disaster scenario, and/or recommendations on how to implement or improve
emergency services. Student projects should also address the questions
presented on the Student Worksheet. For additional suggestions on
evaluating students’ work, see Notes
on Active Pedagogy.
| Activity 3.6: Think the Unthinkable! |
This is primarily an activity to encourage a lively class discussion.
During the discussion, assess whether students have been realistic about
their disaster scenarios and whether they have adequately identified the
first and higher order impacts.
| Activity 3.7: The Media -- Living by
Disaster? |
In the first portion of this activity, students prepare a short (1-2
page) paper that addresses the questions in the Instructor’s Guide for
this activity. Students should try to find as many articles
as possible to enrich their comparisons.
In the second portion of the activity, students write a two scripts
for a TV report -- one that is heavily slanted toward First world concerns
and one that is more balanced. Students’ scripts will vary depending
upon the disaster they choose to research. Be certain that both scripts
are realistic, demonstrate a thorough knowledge of the event, and are not
too extreme in their attempt to characterize the perspectives.
| Activity 3.9: Response Paper |
Use the following criteria to assess students’ papers:
-
Does it answer all aspects of the question as posed?
-
Does it demonstrate a thorough understanding of the concepts covered in
the suggested readings and throughout the module?
-
Is it concise and well-written?
-
Does it present a balanced account of perspectives?
-
Does it discuss the tensions between the two perspectives of the global,
free market economy and how they might be lessened?
For additional suggestions on evaluating students’ writing, see Notes
on Active Pedagogy.