UNEQUAL RESOURCES

Jane Weber

Preview of Main Ideas

In today's world with the population standing at 5.9 billion and expected to double by the year 2025 we are becoming a nation held in the grasp of needing to soon be the caretaker of the world. The rapid rise of the world's population is centered in the major cities of developing nations. By the year 2000, eight of the ten most populated cities will be in the third world countries. These nations and cities do not stand a chance of achieving adequate health care, advanced technology, an advanced transportation system, an advanced educational system, high GNP, and a decrease in population growth. Instead of conditions getting better, these nations will only experience continued deprivation and overuse of the land and its natural resources. These nations are, likewise, unable to compete in world economy, because they lack the necessary resources and a skilled labor force to produce materials of good quality to be sold or traded in the world's marketplaces.

Connection with the Curriculum

This activity will serve to demonstrate the dilemma many nations of the world are experiencing with the unequal distribution of the world's resources. A class focusing on environmental studies could utilize this activity to its fullest. However, this lesson is also applicable to a class studying current events and world problems.

Teaching Level: 5-8 (This lesson can be adapted to all grade levels.)

Objectives Classification Outline (Also see objectives classification matrix below.)

Objectives #1: The student will be able to analyze the outcomes of the Unequal Resources activity to determine the ramifications of the unequal distribution of resources among nations on Earth.

Essential Element: Environment and Society.

Standard #16: The changes that occur in the meaning, use, distribution, and importance of resources.

Knowledge Statement #1: The worldwide distribution of resources.

Skill Set #4: Analyzing Geographic information.

Skill #3: Interpret and synthesize information obtained from a variety of sources- graphs, charts, diagrams, texts, photographs, documents, interviews.

Theme: Human-Environment Interaction

Objective #2: The student will be able to identify examples of conflict and cooperation between countries and explain how resources contribute to such human behavior.

Essential Element: Human Systems.

Standard #13: How the forces of cooperation and conflict among people contribute to economic and social divisions of Earth's surface.

Knowledge Statement #3: how cooperation and conflict among people contribute to economic and socail divisions of Earth's surface.

Skill Set #4: Analyzing Geographic Information.

Skill #3: Interpret and synthesize information obtained from a variety of sources- graphs, charts, tables, diagrams, texts, photographs, documents, interviews.

Theme: Place.

Materials

Assemble the following materials in task envelopes in advance. Tape or glue a copy of the task sheet on the outside of each envelope and then enclose these materials in the four envelopes.

Task Envelope #1: Two scissors, one ruler, twenty paper clips, two 4" squares of red paper and two 4" squares of white paper.

Task Envelope #2: One scissors, one bottle of glue, and sheets of paper (two each of the following colors: blue, white, gold or yellow).

Task Envelope #3: Two felt pens and sheets of paper (two each of the following colors: green, white, gold).

Task Envelope #4: Sheets of paper (one of each of the following colors: green, gold, blue, red, purple).

Suggestions for Teaching the Lesson

Opening the Lesson

1.      Divide the student into four groups. Each group represents a country.

2.      Assign each group a work area.

3.      Distribute the task envelope with instructions.

4.      Explain to the groups that materialize in the task envelopes represent resources and that resources vary from country to country. The groups may trade items from their envelopes to obtain the needed resources to complete their tasks. All groups must complete the same tasks.

5.      Ask students to notify the teacher when their group has completed all the tasks listed.

6.      Give the signal to begin and observe the students interacting.

Developing the Lesson

1.      Once the group completes its task, check the group's work and draw attention to the fact that the country has completed all its tasks. While the teacher does not want to stress competition, competition will be keen.

2.      Once all countries have completed their tasks, draw attention to the variation in products produced by each country.

3.      Distribute a copy of the discussion questions to each group and ask students to discuss the questions as a group and be prepared to share their response with the class.

Concluding the Lesson

1.      Begin debriefing by using four general discussion topics provided on the discussion sheet.

2.      Then, depending on the ability of the group, select some of the more specific questions listed below for a class discussion.

1. What resources did the countries have? (Let the groups report on what they were given in the envelopes.)
2. Which country was rich in capita? Which country was rich in natural resources?
3. Can you give examples of innovative or unusual ways in which countries completed their tasks?
4. Why do you think there was a wide variation in the way the tasks were completed?
5. How did the countries get the materials necessary to complete their tasks? (Generally, trading, loaning, and giving foreign aid will be exhibited in the simulation.)
6. What countries of the real world are most like Country A, B, C, and D? (Insert the names groups have given to their countries.) How are these countries interdependent?

Extending the Lesson

This lesson could be used with a high school economics class studying the importance of foreign trade and the consequences faced by developing nations in the world economy. This lesson could also be used in a conflict resolution class.

Assessing Student Learning

To bring closure to the lesson, ask the students to summarize either orally or in writing what they learned from this activity.

Acknowledgements

This lesson is adapted from a lesson written by Dr. Margit McGuire, Seattle University

Task Sheet

Your group is in the position of trying to provide certain needs and wants for your country. These needs and wants are met by completing the tasks listed below.

1.      Food- Make four 3" x 1" strips with gold (yellow) paper.

2.      Clothing- make a 4" 'T' with green paper

3.      Industry- Make a four-link paper chain, each a link of a different color.

4.      Shelter- Make a 2" x 2" square with white paper and attach a gold (yellow) triangle to one side of the square.

5.      Education- Make a four page book out of two different colors of paper. Remember that the book must have printing or pictures on each page.

Discussion Questions

1.      Could you have completed your task without getting resources from another country? Why or why not?

2.      How did your country solve the problem of not having all the resources it needed?

3.      Were there any conflicts between countries? Why or why not? How does the availability of the resources contribute to conflict?

4.      How did you feel when you realized the resources were unequally distributed?

GEOGRAPHY STANDARDS CLASSIFICATION MATRIX – GRADES           5-8   

Title:          Unequal Resources          Author:     Jane Weber

Note:  See also Objectives Classification Outline in the lesson.

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