Balancing Interests in Global Sustainable Development: A Multidisciplinary Simulation Barbara Segnatelli, PH.D., NBCT Sue Barnes Hannahs, NBCT Anne Arundel County Schools © 2012

Energy Use is at the intersection for much of what we study Human Health & Quality of Life Pollution Economics, Politics, and Ethics Energy Resources

NEGOTIATING ENVIRONMENTAL POLICY REQUIRES INTERNATIONAL COOPERATION AND THE CAREFUL BALANCING OF MANY CONFLICTING INTERESTS

A look at past APES Exams 2010:10 MC on energy resources, 25 on pollution Global mean on energy resources: 4.4 Global mean on pollution: : 13 MC on energy resources, 28 on pollution and FRQ#3 was on Energy Use and GDP Global mean on energy resources: 7.2 Global mean on pollution: 14.4 Global mean on FRQ#3 was 2.4 (lowest of all 4 FRQ’s) 2012: 13 MC on energy resources, 27 on pollution Global mean on energy resources: 7.0 Global mean on pollution: 14.9

Balancing Interests: Understanding International Cooperation and Competition through Multidisciplinary Experiential Learning Opening Activity Students are given a list of definitions for the concept of Sustainable Development: (See sample handout & resource page)sample handout resource page In pairs, students are asked to find three commonalities, and three factors that help or hinder a nation in its attempt to reach sustainable development. Students illustrate the concept using Marzano Vocab Strategies.Marzano Vocab Strategies »Whole class discussion of commonalities and factors follows. (20-25 minutes)

NIGERIA…RUSSIA…CHINA…MEXICO… UNITED KINGDOM…IRAN…UNITED STATES NIGERIAMEXICO RUSSIA

Simulation Introduction - Country & Role Identification Teacher hands out simulation: * Explains scenario,scenario * Assigns students to countries, * introduces roles (interests).roles Students are invested in the outcome… Students read or research their country summary, and their role description.

STUDENT ROLES - INTERESTS NGO’s CITIZENS POLITICIANS OIL EXECS WORLD BANK - IMF

Simulation Jigsaw Students taking on similar roles meet for minutes to discuss their particular role’s perspective and the priorities and constraints that this role must operate within. After students are somewhat comfortable with their individual roles, they move into country groups and discuss the negotiation questions. Each country should prepare a list of talking points by the end of the periodnegotiation questions

Day 3 – 5: The Sustainable Development Working Group Two negotiators from each country are nominated to meet and present their talking points. The room should be set up in a “fishbowl” format. Teacher may introduce a “Real World Incident”at any time.Real World Incident The Working Group prepares a “Global Sustainable Development of Oil Proposal” summarizing agreements. This proposal is presented to the Secretary General of the United Nations. Teachers may use the rubric to assess student performance during the simulation.rubric

FOLLOW UP - DEBRIEFING

From the readers of FRQ#3 Based on your experience of student responses at the AP Reading, what message would you like to send to teachers that might help them to improve the performance of their students on the exam? Spend time with students discussing traditional and alternate energy resources, including pros and cons of each of those sources. Review the criteria for air pollutants, their sources and their impacts on human health. And from 2009: Ensure that students can identify the specific effects of human impacts on the environment.