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Think Locally, Act Globally! Linking Local and Global Communities Through Democracy and Environment

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Think Locally, Act Globally! Linking Local and Global Communities Through Democracy and Environment DOCUMENT RESUME ED 438 201 SO 031 085 AUTHOR Dowler, Lorraine TITLE Think Locally, Act Globally! Linking Local and Global Communities through Democracy and Environment. Hands-On! Developing Active Learning Modules on the Human Dimensions of Global Change. INSTITUTION Association of American Geographers, Washington, DC. SPONS AGENCY National Science Foundation, Arlington, VA. ISBN ISBN-0-89291-237-5 PUB DATE 1996-00-00 NOTE 199p. CONTRACT NSF-DUE-9354651 AVAILABLE FROM Association of American Geographers, 1710 Sixteenth Street NW, Washington, DC 20009-3198. Tel: 202-234-1450; Fax: 202-234-2744; Web site: http://www.aag.org. PUB TYPE Guides Classroom Teacher (052) EDRS PRICE MF01/PC08 Plus Postage. DESCRIPTORS *Citizenship Education; Community; *Concept Formation; Democracy; Elementary Secondary Education; Environment; Foreign Countries; *Geography; *Geography Instruction; *Global Approach; Social Studies; Thematic Approach IDENTIFIERS *Global Change; *Global Issues; World Citizenship ABSTRACT Designed so that it can be adapted to a wide range of student abilities and institutional settings, this learning module on the human dimensions of global change seeks to: actively engage students in problem solving, challenge them to think critically, invite them to participate in the process of scientific inquiry, and involve them in cooperative learning. The module includes more student activities and suggested readings than most instructors will have time to cover in their courses. Instructors will need to select those readings and activities best suited to the local teaching conditions. At the heart of the module are two basic geographic themes: scale and human relations with other people and their environments. In the module, students examine the concept of community, beginning with the one in which they live. The module helps them to look at the democratic values that are the ideal foundation of community in U.S. society. It explores linkages between the local community and communities at larger scales. In the module, students: investigate how these linkages affect their daily lives; assess the concept of "global citizenship"; encounter the forces that shape the world; and finally, explore the world as an interdependent partnership where all partners are vulnerable to environmental degradation and the deterioration of social conditions. For the instructor, the module begins with a brief summary of general module objectives; skills emphasized; student activities included (reading critically, writing essays, interpreting documents and maps, making sense of statistical information, confronting values, and weighing costs and benefits); material requirements; concepts focused on; and time requirements and difficulty level. Appendices include a 60 item annotated bibliography and reprints of three related articles, each of which has its own references. (BT) Reproductions supplied by EDRS are the best that can be made from the original document. N 00 4.1 Ds, fiikt Think Locally, Act Globally! Linking Local and Global Communities Through Democracy and Environment U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) 1, This document has been reproduced as received from the person or organization originating it. Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. An Active Learning Module on the Human Dimensions of Global Change BEST COPY AVAILABLE-1 DEVELOPING ACTIVE LEARNING MODULES ON THE HUMAN DIMENSIONS OF GLOBAL CHANGE Think Locally, Act Globally! Linking Local and Global CommunitiesThrough Democracy and Environment Module developed for the AAG/CCG2 Project "Developing Active Learning Modules on the Human Dimensions of Global Change" by Lorraine Dow ler Syracuse University Maxwell School of Citizenship and Public Affairs Maxwell Undergraduate Teaching Grant 306F Eggers Hall, Syracuse, NY 13244-1090 With: David H. Bennett, Mehrzand Boroujerdi, Michael Bowler, Peter Castro, PaulChristensen, Mary Croft, James R. Follain, Linda Fowler, Ralph Ketcham, Julia Loughin, FredMarquardt, Katanu Mwosa, Peter Marsh, Audrey Meleshevich, Yang Ni, Terrel Northrup, David Paccone, Deborah Pellow, William S. Pooler, David Richardson, Mark Rupert, M. Segal, 0. Scruggs, Kathleen Skoczen, A. Dale Tussing, Molly Voorheis, Kelley Walker, Judy Walton, Anke Wessels, John Western, and Dave Wharton. Significant revisions contributed by CCG2 Summer 1995 workshop participants Michelle Behr (Western New Mexico University), Susanne Moser (Clark University), Thomas Orf (Prestonburg Community College), Matthew Shumway (Brigham Young University), and Robert Wright (Metropolitan State College Denver) and by Holly Morehouse Garriga (Clark University) and Jeremy Holman (Clark University), Project Staff. 3 Developing Active Learning Modules on the Human Dimensions of Global Change "Think Locally, Act Globally: Linking Local and Global Communities Through Democracy and Environment" ISBN 0-89291-237-5 © 1996 by the Association of American Geographers 1710 Sixteenth Street NW Washington, DC 20009-3198 Phone: (202) 234-1450 Fax: (202) 234-2744 Internet: [email protected] All materials included in this module may be copied and distributed to students currently enrolled in any course in which this module is being used. Project director, Susan Hanson, Clark University, acknowledges the support of the National Science Foundation (NSF) to the Association of American Geographers (AAG) (Grant No. DUE-9354651) for the development of these teaching materials. Administrative support is provided through the AAG's Second Commission on College Geography (CCG2) and the AAG's Educational Affairs Director, Osa Brand, and her staff. General project support is provided by Clark University, Worcester, Massachusetts which also hosted a workshop to develop the modules further. The hard work of the conference participants evident in these materials is greatly appreciated. Kay Hartnett, Clark University, gave most generous and proficient graphic design advice. Module authors, co-authors, and other contributors are solely responsible for the opinions, findings, and conclusions stated in this module which do not necessarily reflect the views of the NSF or AAG. This module is printed on recycled paper. Please recycle what you don't use. 4 Editor's Note A major goal of this project "Developing Active Learning Modules on the Human Dimensions of Global Change," is to disseminate instructional materials that actively engage students in problem solving, challenge them to think critically, invite students to participate in the process of scientific inquiry, and involve them in cooperative learning. The materials are appropriate for use in any introductory and intermediate undergraduate course that focuses on human-environment relationships. We have designed this module so that instructors can adapt it to a wide range of student abilities and institutional settings. Because the module includes more student activities and more suggested readings than most instructors will have time to cover in their courses, instructors will need to select those readings and activities best suited to the local teaching conditions. Many people in addition to the principle author have contributed to the development of this module. In addition to the project staff at Clark University, the participants in the 1995 summer workshop helped to make these materials accessible to students and faculty in a variety of settings. Their important contributions are recognized on the title page. This module is the result of a truly collaborative process, one that we hope will enable the widespread use of these materials in diverse undergraduate classrooms. We have already incorporated the feedback we have received from the instructors and students who have used this module, and we intend to continue revising and updating the materials. I invite you to become part of this collaborative venture by sending your comments, reactions, and suggested revisions to us at Clark. To communicate with other instructors using hands-on modules, we invite you to join the Hands-on listserve we have established. We look forward to hearing from you and hope that you will enjoy using this module. Susan Hanson Project Director School of Geography Clark University 950 Main St. Worcester, MA 01610-1477 [email protected] Table of Contents Page Editor's Note A Guide to This Module vi Summary 1 Module Overview 3 A Note About This Module 4 Citizenship and the American Democracy-- Background Information 5 Instructor's Guide to Activities 8 Student Worksheets 19 Answers to Activities 25 The Nation-State within the Global Community -- Background Information 27 The Nation-State 27 The Global Economy 28 Instructor's Guide to Activities 32 Student Worksheets 45 Answers to Activities 51 Local Communities and Global Processes-- Background Information 55 Instructor's Guide to Activities 58 Student Worksheets 73 Answers to Activities 78 Our Common Global Future(s)-- Background Information 81 Instructor's Guide to Activities 82 Student Worksheets 89 Answers to Activities 93 iii References to All Units 95 Supporting Materials 98 Appendices 108 A: Annotated Bibliography 108 B: Selected Readings 124 '7 iv ThisGuide guide is meant to to helpthis you navigateModule this module. Module TheandsectionsIn addition, thatmodule could,that isthe are divided if module thematically necessary, into contains
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