What’s for Lunch? Martha B. Sharma APHG Workshop NCGE – Lake Tahoe, NV October 6-7, 2006 www.rettew.com

V. Agricultural and Rural Land Use Development and diffusion of agriculture Major agricultural production regions Rural land use and settlement patterns Modern commercial agriculture Unit 5 examines the primary sector of the economy Particularly agriculture and the spatial patterns associated with different production systems Because many, if not most of us live in urban areas and teach students who live in urban areas, this unit can be challenging to teach, challenging to make meaningful to students who sometimes think tomatoes just happen in a box in the back of the Safeway

Importance of Agriculture All humans depend on agriculture for food Urban-industrial societies depend on the base of food surplus generated by farmers and herders Without agriculture there could be no cities, universities, factories, or offices Today agriculture remains the most important economic activity in the world Agriculture employs 45 percent of the working population In some parts of Asia and Africa, over 80 percent of the labor force is engaged in agriculture Very few of us depend on agriculture for our livelihood -- only 2% of the labor force in the US/Canada is engaged in agriculture -- but we all depend on agriculture for food. Agricultural surplus was a necessary foundation upon which cities and ultimately our urban-industrial society were built Agriculture continues to be important, occupying a larger proportion of Earth’s land area than any other economic activity Agriculture accounts for 45% of the world’s labor force over all, and as much as 80% in some less developed areas While some historical context is necessary and important, the main focus should be on modern agriculture and food production

Agricultural Revolutions Agriculture has passed through a series of revolutionary changes Not everywhere at the same time Some places still largely unaffected Transition from predominantly subsistence activity to predominantly capital-intensive, market-oriented commercial agriculture Three distinct revolutions Since its discovery some 10,000 years ago, agriculture has passed through a series of revolutionary changes We have moved from predominantly subsistence practices to predominantly capital-intensive, market-oriented practices Three distinct revolutions

First Agricultural Revolution ~12,000 year ago Replaced hunting and gathering Involved plant and animal domestication Emergence of seed agriculture (wheat, rice) Use of the plow Use of draft animals Modest population increase and outmigration

Second Agricultural Revolution Late Middle Ages Occurred in tandem with Industrial Revolution End of feudal landholding system Enclosure of individually owned fields Emergence of urban industrial markets Modification of subsistence farming practices Crop rotation Use of natural and semi-processed fertilizers New tools and equipment Dramatic increase in crop and livestock yields Transportation technology linking farm and urban commercial food market

Third Agricultural Revolution Origins in North America Industrialization of agriculture Mechanization Replacement of human labor with machines Chemical farming Use of synthetic fertilizers, herbicides, pesticides Food manufacturing Addition of economic value through processing, canning, refining, packaging Green Revolution Plant breeding Biotechnology Genetic manipulation Unlike the first two agricultural revolutions – which originated in the Eastern Hemisphere, the third had its origins in the Western Hemisphere – North America, to be specific The Third Agricultural Revolution involves the industrialization of agriculture Mechanization Chemical farming Food manufacturing In other words, that fourth bullet in the unit description in the course outline: “modern commercial agriculture” And this is where the challenge of teaching comes into play. Most textbooks cover traditional agriculture well, but many fall short in addressing contemporary agro-industry. Most textbooks cover the Green Revolution, but give only passing reference to biotechnology – two important and quite different movements in modern agriculture

Traditional plant breeding Traditional donor Commercial variety New variety DNA is a strand of genes, much like a strand of pearls. Traditional plant breeding combines many genes at once. (many genes are transferred) X = Desired Gene (crosses) Desired gene Plant biotechnology Desired gene Commercial variety New variety Using plant biotechnology, a single gene may be added to the strand. (only desired gene is transferred) = The Green Revolution involved traditional plant breeding – [CLICK] the exchange of genetic material between related plants to achieve some measure of product improvement Biotechnology or genetic engineering, by contrast, [CLICK] involves the movement of one or more specific genes – sometimes across species – to achieve some desired product improvement It is the latter – genetic engineering … [CLICK] (transfers) Desired gene Traditional breeding involves exchanging all genetic material between two related plants. Genetic engineering usually only involves moving one or two genes and can cross the species barrier.

Protests at WTO Meetings …that has become the focus of much discussion, fierce controversy, and sometimes even violent protest – all ingredients for a great classroom lesson

Biotechnology Manipulation and management of biological organisms Recombinant DNA techniques Tissue culture (cloning) Cell fusion Embryo transfer Positive: high yielding, disease resistant “super” plants Negative: periphery excluded by distance and cost + concerns about safety The more recent trend in agriculture has been in the area of biotechnology and genetic engineering [CLICK] Positives [CLICK] Negatives

Globalization has taken GM crops/food products worldwide But it has not been without strong reactions Note: see Biotechnology folder on CD for readings

Increase in Genetically Engineered Crops in the U.S. The US is a leader in innovation and application of biotechnology in agriculture Source: http://www.ers.usda.gov/Data/BiotechCrops/

More than 50 biotech food products have been approved for commercial use in the United States Canola Corn Cotton Papaya Potato Soybeans Squash Sugarbeets Sweet corn Tomato In the United States, more than 50 new agricultural products have completed all the federal regulatory requirements (from all relevant agencies) and may be sold commercially. They range from longer-lasting tomatoes to pest-resistant corn.

Four crops accounted for nearly all of the global biotech crop area in 2002 But from a practical standpoint, the “big four” biotech crops – both in the United States and globally – are soybeans, corn, cotton and canola. Together they accounted for more than 99 percent of the global biotech planted area in 2001, according to the International Service for the Acquisition of Agri-biotech Applications. Source: International Service for the Acquisition of Agri-biotech Applications

Four countries accounted for 99 percent Four countries accounted for 99 percent* of the global biotech crop area in 2002 Four countries – the United States, Argentina, Canada and China – accounted for more than 99 percent of the global biotech crop area in 2001. The remaining nine countries accounted for the other 1 percent. Within the “1 percent” group, South Africa and Australia were the only countries that grew more than 100,000 hectares of transgenic crops. (A hectare equals 2.47 acres.) *Australia, Bulgaria, Colombia, Germany, Honduras, India, Indonesia, Mexico, Romania, South Africa, Spain and Uruguay accounted for the remaining 1 percent of biotech crop acres. Source: International Service for the Acquisition of Agri-biotech Applications

Some Benefits of Genetically Modified Foods As with most controversial topics, there are two sides to this debate

Some Concerns about Genetically Modified Foods Possible adverse effects on human health Introduction of new allergens Antibiotic-resistant genes in foods Production of new toxins Concentration of toxic metals Enhancement of toxic fungi Environmental impacts Dangers not yet identified http://www.ucsusa.org/food_and_environment/

Bringing It Into The Classroom “Harvest of Fear” A Learning Activity But now it is time to bring this hot topic into the classroom

                                                                                                                                                                                                                                                                                                                                         This learning activity is based on the PBS/Frontline film, “Harvest of Fear” The video is available for purchase for $19.95 The run-time is approximately 120 minutes – or two-three class periods unless you are on a block schedule http://www.pbs.org/wgbh/harvest/

Harvest of Fear -- Synopsis In "Harvest of Fear," FRONTLINE and NOVA explore the intensifying debate over genetically-modified (gm) food crops. Interviewing scientists, farmers, biotech and food industry representatives, government regulators, and critics of biotechnology, this two-hour report presents both sides of the debate, exploring the risks and benefits, the hopes and fears, of this new technology. The video presents well-balanced arguments for both sides of this complicated issue with credible spokespersons who support the use of biotechnology and others who strongly oppose it. The companion web site includes a rich selection of resources and references that support use of the film in class http://www.pbs.org/wgbh/harvest/

Eight Main Themes GM foods: pros and cons Pests, pesticides, GM capabilities Conflicts with mixed crops Pesticide resistance Attitudes toward GM foods Intellectual property rights and GM foods Organic farming Green Revolution The film is segmented around eight main themes If time is an issue (when is it not in this course?), you can skip some segments without undercutting the message since some segments repeat certain points with different or multiple examples

Using the Class Activity Student resources provided: Page 1 – Viewing Guide Main Themes in the video Important terms (21) used in the video Questions to consider while watching the video Page 2 – Taking a Position Questions (6) to guide development of a position statement Selected web sites to begin research This is a one-week activity – assuming 50-minute classes that meet five days a week [CLICK] The first two and a half days are devoted to watching the video and using the first handout to direct information gathering In the time remaining on day 3, divide the class into two groups and introduce the second handout, “Taking a Position” [CLICK] Explain that Group A will develop a position in support of the use of genetic engineering, and Group B will develop a position in opposition. Each group should use the remaining time on Day 3, homework time, and Day 4 to develop their position, using the questions provided as a guide. On Day 5, set up the classroom for a debate. Allow each group 10 uninterrupted minutes to present their position. Remind students that opinion must be supported by documented evidence. Allow 5 minutes each for rebuttal. Allow each side to ask questions of the other in turn. At the conclusion of class, take a vote – “for” or “against” biotechnology in food production.

FOR Two other resources (links to both on the workshop CD) AGAINST