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

2. 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

3. 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

4. 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

5. 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

6. 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

7. 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

8. 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.

9. 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

10. 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

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

12. Increase in Genetically Engineered Crops in the U.S.
The US is a leader in innovation and application of biotechnology in agriculture
Source:

13. 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.

14. 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

15. 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

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

17. 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

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

19.                                                                                                                                                                                                                                                                      
                                                                  
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

20. 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

21. 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

22. 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.

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