Mock International Forum

Assessment: Lessons 7/8

International Forums

Objectives Students will analyze and describe the

conflict between developed and developing nations over environmental policy issues.

Students will select different countries to research, represent, and hold a mock international forum to share ideas.

Students will use the knowledge and scientific terminology that they have gained in previous lessons to enhance the forum.

Nevada State Standards:Grades 9-12

N.12.B.2 Students know consumption patterns, conservation efforts, and cultural/social practices in countries have varying environmental impacts. E/S

N.12.B Students understand the impacts of science and technology in terms of costs and benefits to society.

N.12.B.1 Students know science, technology, and society influenced one another in both positive and negative ways.

N.12.B.4 Students know scientific knowledge builds on previous information. E/S

Vocabulary

Transboundary waste: shipments of waste over one boundary to another or from one country to another.

Developed countries: countries that have a high level of development according to: national income, life expectation, industrialization, etc.

Vocabulary

Developing countries: a country that is financially poor and whose citizens are mostly agricultural workers but wants to become more advanced economically and increase educational opportunities.

International forum: an alliance formed by shareholders representing various countries to stimulate new thinking, joint activity, and public education.

Transboundary Waste

How much waste is being shipped?

Lesson: Day 1

Gather into groups representing different countries (approx. four students per group, depending on class size).

Review rubric and discuss assessment. Research or review an article for pertinent

information. Answer handout/overhead questions

independently.

Lesson: Day 2 Return to original groups and discuss answers to

questions. Students should agree on one answer. Write down one group answer. All group members should be prepared to answer

each question orally. Notes can be used, however students should be familiar with all questions and responses.

Lesson: Day 2 Continued

The teacher will organize students into a circle and ask each group to identify the country they represent.

Each group may have a leader however each member will have to speak during the forum.

The teacher will guide groups through their list of questions. Each group will share ideas and recommendations as to how the conflict should be resolved.

Be sure to follow grading rubrics.

Questions to Answer Who wrote this article

(author name, publisher, and name of article or website)?

Where did this take place? Include a map if possible or be prepared to show the class on a globe or class map.

What country do you represent and what country is illegally dumping in your country?

What is the conflict? When did this occur? When was it

stopped or was it ongoing? Why did this happen? How did this happen? How was the conflict resolved? What are your recommendations?

Questions to Answer

Grading

All statements, body language, and responses will be given in a respectful tone.

Each student will speak at least once; all members will be involved.

Each group will use at least two vocabulary words from this module and describe what it means.

Every major point will be supported with relevant facts, statistics and/or examples.

Grading

Team will consistently use gestures, eye contact, tone of voice, and a level of enthusiasm in a way that keeps the attention of the audience.

All arguments will be clearly tied to an idea (premise) and organized in a logical fashion.

Useful Links

“Montclair Environmental Forum Q&A’s”– http://www.youtube.com/watch?v=q07t8I8cR5

4 “1st Annual Aspen Environmental Forum”

– http://www.youtube.com/watch?v=Rdfx8gFQRPw

“HFS Environmental Stewardship Forum Michigan State University”– http://www.youtube.com/watch?v=6SVjuqThpF

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