Essential Question
- Does how humans perceive the environment affect how they choose to modify it?
- What can be learned from human modification to the environment?
Delaware State Standards
Integrated in the Instructional Strategies
Social Studies
Geography Standard Two 9-12a: Students will understand the Earth’s physical environment as a set of interconnected systems (ecosystems) and the ways humans have perceived, reacted to, and changed environments at local to global scales.
Economics Standard Three 9-12a: Students will analyze the wide range of opportunities and consequences resulting from the current transitions from command to market economies in many countries. English Language Arts
Background
The World Bank was established in 1944, one year prior to the formation of the United Nations. The Bank was set up as an independent, specialized agency of the UN as well as a member an observer in many UN bodies. The World Bank and the UN cooperate closely in areas of mutual concern, with particular focus on economic and social issues. The Bank works with UN agencies through the coordination of policy, implementation of projects, and coordinating and co-financing aid.
In April 1997, with support from the World Bank and The World Conservation Union, representatives of diverse interests met in Switzerland to discuss the role of large dams in development. The breakdown of dialogue on the construction of dams worldwide - between NGOs (non-governmental organizations), the private sector, governments and international organizations such as the World Bank - was imposing considerable social, economic, and environmental costs. The consensus proposal that came out of the meeting was for all parties to work together in establishing the World Commission on Dams (WCD) with a mandate to review the development effectiveness of large dams and develop internationally acceptable criteria, guidelines and standards for large dams.
The World Commission on Dams commenced its activities in May 1998 under the chairmanship of Professor Kader Asmal, then Minister of Water Affairs and Forestry in the South African Government. The Commission's Secretariat was located in Cape Town - South Africa, reinforcing its intention to serve developing countries.
Instructional Strategies
Strategy 1
Gathering Information: Graphic Organizers
Have students work cooperatively to research differing perceptions of how resources in the environment should be used. The following resources for student research might be used:
- International Rivers Network: Three Gorges
- Three Gorges -- Page 1
- Environment Well Protected at Three Gorges Dam Area
- Migrants of Three Gorges Dam Area Embrace New Life
- Three Gorges Project Has No Obvious Influence
on Water Quality of Yangtze River
Have students use the Case Analysis Worksheet to organize information about issues related to how people perceive their environment.
- Recognize potential issues related to the environment.
- List terms or phrases that seem to be important for understanding the impacts of a dam on the environment.
- Brainstorm for connections between how people perceive the environment and how they interact with it.
Check for Understanding = Formative Assessment
- What impact might the credibility of the chosen website have on the information gathered from the site?
- How have the predictions made in Lesson 1, Strategy 3 held up to what you have now learned? What new predictions might you now make?
Strategy 2
Gathering Information: Graphic Organizers
Have students in small groups (2-3) review what they know about the Three Gorges Dam Project by constructing a graphic organizer of their own design. Students should explain their design to the class.
Students should consider the environmental, social, and economic impact of construction of the dam. What was the distribution of benefits, costs, impacts – who gained and who lost?
Check for Understanding = Formative Assessment
Writing in the Social Studies Classroom
- How did your graphic organizer design reflect your understanding of consequences of human modifications to the environment?
Strategy 3
Extending and Refining: Comparing and Contrasting
Have students read letters from people with a stake in the construction of the Three Gorges Dam and complete a graphic organizer to help understand the effects of dam construction. Teachers might wish to use the Reciprocal Teaching strategy from Lesson 1, Strategy 4.
How is construction of the Three Gorges Dam perceived by different people?
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Effects of Dam Construction on…
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Perception of supporters of the Three Gorges Dam
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Perception of those opposed to the Three Gorges Dam
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Chinese economy
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Chinese environment
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Use a Think–Pair–Share strategy for students to first summarize the information and clarify it with a partner.
Ask students the following questions to highlight the potential lack of credibility for the sources.
For both the supporters and opponents of the Three Gorges Dam, consider the following:
- Where did they get their information?
- What factors may have influenced their point of view?
- How much is based on facts and how much is based upon interpretation?
Check for Understanding = Formative Assessment
- Why might people perceive the same place differently?
- Why might citizens of China question whether an increase in the standard of living improves the quality of life? Do the economic benefits outweigh the costs?
Strategy 4
Extending and Refining: Simulation/Role Play
The World Commission of Dams has been formed to discuss the role of large dams in development. Its goal is to review the effectiveness of large dams and develop internationally acceptable criteria, guidelines and standards for large dams.The Commission is planning to release a final report, Dams and Development: A New Framework for Decision Making, after it hears testimony from those affected by the construction of large dams.
Divide the class into groups one of these perspectives:
- Local Residents
- Chinese Government Officials
- Environmental Group
- Power Company
Check for Understanding = Formative Assessment
- Student groups should present their script to the whole class.
- Construct a T-chart that identifies similarities and differences in the perspective presented by each group.
- What is a reason for the differing perspectives? Explain your answer.
Strategy 5
Application: Socratic Seminar
Socratic Seminars collaboratively build meaning for student understanding. Prior preparation is an integral role in this process.
Have students read the text from Divided Over Dams. Each student should highlight, underline, make notes, pose questions, etc. The goal is for the students to "interact" with the text before the Socratic Seminar takes place. To ensure preparation has taken place, require an entrance ticket on which students must answer questions, pose questions, write main ideas, etc.
During the seminar the students begin by responding to an open-ended essential question posed by the teacher who acts as the facilitator. Use this open-ended question:
- What lessons might be learned from the controversy over the construction of large dams?
- setting clear expectations & a positive climate where students can speak in positive environment;
- arranging the classroom in a circle;
- redirecting discussion back to the text when tangents begin.
The assigned text is the common experience that binds the group together, so the discussion should revolve around it. The facilitator should frequently pose the question, “Where did you find that in the text?” so that everyone understands the evidence for their opinion. However, the students should realize that during most Socratic Seminars there is no one right answer. The goal is to critically think about the concept or topic and create meaning.
After the seminar, critique or debrief. Questions may include: "What did you notice about this seminar?" "What were the strengths, weaknesses?" Then after the informal discussion a written reaction or essay is assigned. If possible, it is a good idea to provide a few choices where the student is expected to take a position while referring back to the text. For assessment purposes both the entrance ticket and essay is graded.
Check for Understanding = Formative Assessment
- Which is the strongest argument for the construction of large dams? Explain your answer. Which is the weakest argument for the construction of large dams? Explain your answer.