Unit 4:  Our Common Global Future(s) 
             Answers to Activities
 
 
Activity 4.1 Back to the Future
 
Student responses to the questions on the Student Worksheet will vary depending on the individual.  The questions are  intended to make students imagine a future world and the changes that need to happen to make that world a reality.  Students should be allowed a lot of room for creativity, and for this reason, we’d suggest that their answers not be “graded” in a traditional sense.  Use their responses instead as a way to begin a lively class discussion.
 
 
Activity 4.2   Visions of Our Environmental Future
 
There are no right or wrong answers to the questions on the Student Worksheet.  After the film clip when students get into their groups to discuss the questions, walk around the room and make sure that the conversations are on track and that all group members are participating.  The first question makes students aware of how they themselves and how others imagine the future.  The second question is intended to make students aware of how their own personal values and beliefs can affect this vision.  The third question is intended to encourage students to envision a positive future and to consider why having a positive vision may be necessary to help confront the challenges of global environmental change.
 
 
Activity 4.3   Debate of Visionaries
 
Because this activity is a role play, there are no right or wrong answers.  The content of the debates should allow you to assess whether students have prepared for the class and whether they have read the suggested readings.  You should insure that the debates run smoothly and that all students take part, both in the debate and in the duties associated with it (i.e., leader, reporter, or note-taker).

 
Activity 4.4  Debate of Scales Representatives
 
Because this activity is a role play, there are no right or wrong answers.  The content of the debates should allow you to assess whether students have prepared for the class and whether they have read the suggested readings.  You should insure that the debates run smoothly and that all students take part, both in the debate and in the duties associated with it (i.e., leader, reporter, or note-taker).  Students may need some assistance in understanding how their “scale” will affect their perspective on the future.
 
 
Activity 4.5  Our Common Global Future(s)
 
Use the following criteria to assess students’ papers:

For additional suggestions on evaluating student writing, see Notes on Active Pedagogy.