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Subject

World Issues Theme/Unit Sustainable Agriculture

Date

Title: Introductory Lesson Introduction to Sustainability: What it is? How do we measure it? Why is it Important?! Strands and Ministry Expectations Geographic Foundations: Space and Systems (S1) Students will be able to understand the interconnections of ecology and economics from a standpoint of sustainability Geographic Foundations: Space and Systems (S5) Students will be able to understand countries and world regions are becoming increasingly dependent from a standpoint of sustainability Geographic Foundations: Space and Systems (S6) Students will be able to identify the social, economic, and ecological components of sustainability Central Question/s Materials/Resources What is Sustainability? Why is it important? How does one assess sustainable practices?

“The Resource Game” (See Handout) Interactive Power-Point (Attached) Student Power-Point Handout (See Handout)

Learning Styles Extensions Accommodations/Modifications Kinestetic (Hands On Cooperative Resource Game), Auditory (Interactive Power-Point)

Power-Point has an attached handout with key information so as students are not pre-occupied with note- during the auditory lesson (especially ESL and IEP learning disabled) During the guided practice, students will have the option of working alone, or with a partner for those students requiring additional assistance (via peer)

Assessment/Evaluation (check all that apply) √ Observations quiz/test interviews/conferences Notebook Checklists/anecdotal self/peer assessment √ Participation √ work sheets homework check Activities and Planning notes

Lesson Agenda (to be written on Blackboard for students)

1) The Resource Game 2) Interactive Power-Point Covering Key Questions outlined above with an

accompanying student handout 3) Sustainable Resource Group Task

4) Distribution and Discussion of Final Summative Assessment Expectations 5) Mini Article Assignment (Homework)

1. Prior Knowledge Required

- Students should have general knowledge of what constitutes a resource (acquired earlier in the course, as well as in Grade 9 Geography)

- Students should have general knowledge related to the inter-dependent relationship between the environmental, the global economy, and human action (acquired in earlier units)

2. Hook/Grabber: THE RESOURCE GAME

(Handout 1) - The class will be divided into five groups, and each group will

be given an envelope with the following instructions taped to the front:

OBJECTIVE: To be the first group to complete the task below (this is a competition!) TASK:

1. Cut out a blue square 15cm X 15 cm. 2. Cut out a white circle 13cm in diameter. 3. Cut out a red cross 10 cm X 10 cm. 4. Glue the red cross in the center of the white circle. 5. Glue the white circle in the centre of the blue square

NOTES: 1. The other groups do not have the same materials and tools you have. 2. Between the five groups, you have all the necessary materials. 3. You may ONLY USE the materials IN THE PACKAGES!

Time

15 Minutes

4. All work must use precise measurements and be neat and accurate.

- As the groups work together to complete their assigned task, “resources” or materials from their envelope will be taken from their group

3. Instructional Input/Modeling i) Resource Game Debrief

- At the conclusion of the “game”, the teacher will share her observations with the class. Typical observations include seeing frustration at some groups having more supplies than others – notion of “unfairness”, frustration at having resources at the outset/then having them taken away as the teacher informed them they were no longer in supply, stealing, fighting, some (but usual minimal) trading and cooperation amongst the groups complete the task

- The following questions will then be posed to the class: a. Were you able to complete the task at the outset? Why or

Why not? b. When a particular material was no longer “in supply”, did this

hinder your ability to complete the task? Why or why not? c. Can you think of particular countries that have or use more

“resources” than other countries? Do you think this is fair? d. What will happen when resources (ie. Energy sources, land,

etc) are depleted? How will that affect our lives? e. Can you think of human action and/or practices in that are

contributing to resource depletion? Ecozone destruction? Are their ways to “equalize” resources? Utilize resources in such a way that they do not hinder the environment and result in its destruction?

4. Guided Practice ii) Interactive Power-Point Lesson (Teacher-led with student

input and practice via an accompanying hand-out) (Handout 2 – Student Worksheet) (Power-Point lesson Included as an Attachment)

- An interactive power-point lesson will following introducing

the concept of sustainability, its importance, measures of sustainability, and ways to achieve sustainability

- The power-point will be interactive in nature (attached), and will include a student worksheet (attached). The teacher will facilitate discussion along the way, and encourage students to

5 Minutes 15 Minutes

question principles and definitions

iii) Individual and/or Partner Practice - The following two tasks will be given out as either individual

or partner work. - Students will be instructed to use their text books as their

primary resource TASK ONE Briefly describe (in two lines), what each of these comprehensive indicators measures: i) Ecological Footprint ii) Genuine Progress Indicator iii) Index of Sustainable Economic Welfare TASK TWO Please come up with four key points for each of the following sustainable initiatives. 1) ISO I 4000 2) Extended Producer Responsibility 3) Green Taxation 4) Citta Lente

5. Debrief/Closure (Handout 3)

1) A copy of the final summative assessment will be distributed (with the attached assessment rubric), and instructed to read over for homework. All questions regarding expectations will be addressed next class.

2) Students will then be told their pre-assigned group members for their final seminar presentations

6. Independent Practice/Homework/Plan for Assessment

(Handout 4)

3) Students will be instructed to go to one the following websites, and find an article that highlights a non-sustainable practice:

a. www.cbc.ca b. www.thestar.com c. http://www.theglobeandmail.com/ 4) They will a) Summarize the Article b) Highlight how the

practice is non-sustainable c) Suggest an alternative sustainable practice

15 Minutes 5 Minutes 5 Minutes

5) Each student will sign up for a day to present their article, with two presentations per day occurring for the rest of the unit.

6) The point of the exercise is to reinforce the importance of sustainability each day with a student presentation of a non-sustainable practice and its devastating consequences. In addition, it will reinforce the expectations for the final assignment by providing students will multiple examples (in the “suggest an alternative section”) of sustainable practices.

Ideas for Plan B HOOK Alternatives

7) Students will be put into groups of four/five and instructed to compose a working definition of “sustainability”

8) All Answers will be compiled and a working class definition will be devised and posted in the room

INSTRUCTIONAL INPUT and GUIDED PRACTICE Alternatives 9) Students will be assigned chapter 28 of the text book, and instructed to

answer numbers 1-12 at the conclusion of the book 10) Answers will be taken up as a class

Reflection (written after teaching the lesson)

Handout 1: Hook Activity (This is the sheet that will be attached to each group envelope)

THE RESOURCE GAME

OBJECTIVE: To be the first group to complete the task below (this is a competition!) TASK:

11) Cut out a blue square 15cm X 15 cm. 12) Cut out a white circle 13cm in diameter. 13) Cut out a red cross 10 cm X 10 cm. 14) Glue the red cross in the center of the white circle. 5) Glue the white circle in the centre of the blue square

NOTES:

The other groups do not have the same materials and tools you have. Between the five groups, you have all the necessary materials. You may ONLY USE the materials IN THE PACKAGES! All work must use precise measurements and be neat and accurate.

Handout 2: Student Handout (Power-Point Presentation Accompanying Hand-Out) INTRODUCTION TO SUSTAINABILITY

SLIDE ONE

1) Provide a ONE LINE definition that best defines sustainability, based on the four definitions given on the slide? What is the common theme?

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

SLIDE TWO 1) List 5 DISTINCT characteristics of sustainable development:

i) ____________________________________________________________ ii) ____________________________________________________________ iii) ____________________________________________________________ iv) ____________________________________________________________ v) _____________________________________________________________

SLIDE THREE The Sustainable Debate: Continued ______________ and ________________ cannot be sustained in a ________________________ world? SLIDE FOUR The Sustainable Debate: Side One Focus: _________________ part of the concept. Side Two Focus:__________________ aspect. SLIDE FIVE The Bellagio Principles serve as guidelines for assessing progress towards sustainable development, and for choosing sustainable development indicator. They can be used to evaluate how effective a particular sustainable development indicator is working. SLIDE SIX FREE SLIDE! SLIDE SEVEN Bellagio Principle One: Clear __________ of Sustainable Development ____________ must define that vision

SLIDE EIGHT Bellagio Principle Two: Holistic Perspective 1) Must consider the __________, _____________ and ____________ sub-systems. 2) Must consider the positive and negative consequences of _______________ activity. SLIDE NINE Bellagio Principle Three: Essential Elements Must consider equity and disparity within the current population, dealing with such concerns: 1. Resource use 2. Over-consumption (___________ vs ______________) 3. Poverty 4. __________________ 5. Access to services SLIDE TEN Bellagio Principle Four: Adequate Scope

• Must respond to the needs of 1) ______________ generations 2) Current _________________ concerns 3) Local and Long-Distance Impact on people and ecosystems SLIDE ELEVEN Bellagio Principle Five: Practical Focus

1) Vision and Goals must be linked to _______________ criteria 2) Limited Number of _____________ to ensure success 3) Standardized _______________ (to permit comparison)

SLIDE TWELVE Bellagio Principle Six: Openness Data and Methods Used Must be: 1) ___________________ to all 2) All judgments, _______________, and uncertainties in data must be made accessible as well! SLIDE THIRTEEN Bellagio Principle Seven: Effective Communication All communications should: 1) Meets the needs of the ______________ and users 2) Be simple in structure and communicated ____________ with plain language!

SLIDE FOURTEEN Bellagio Principle Eight: Broad Participation This means participation of key: 1) _________________________ 2) ___________________ and Technical Social Groups 3) Youth, _____________, Indigenous and ___________ Involvement In a nutshell – Ensure the recognition of diverse and changing values SLIDE FIFTEEN Bellagio Principle Nine: On-going Assessment

1) Develop a capacity for _____________________ to determine trends 2) Adjust goals, ___________, and _____________ as new insights are gained 3) Promote the development of __________ ____________ and feedback to

decision making SLIDE SIXTEEN Bellagio Principle Ten: Institutional Capacity Institutional Measure In Place to:

1) Assign _____________ and provide ongoing ___________ in the decision making process

2) Support the _____________________________________________ Ability. SLIDE SEVENTEEN Indicators of Sustainable Development

• Specific Indicators - Single measure, often collected for different statistical purposes, that shows in one specific area

Please provide an example: ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

• Comprehensive Indicator - Shows OVERALL progress towards sustainability Examples Include:

i) Ecological _______________ ii) ______________________________ iii) Index of Sustainable ____________________

SLIDE EIGHTEEN YOUR TASKS! ONE Briefly describe (in two lines), what each of these comprehensive indicators measures: i) Ecological Footprint ii) Genuine Progress Indicator iii) Index of Sustainable Economic Welfare TWO Please come up with four key points for each of the following sustainable initiatives. 1) ISO I 4000 2) Extended Producer Responsibility 3) Green Taxation 4) Citta Lente NOTES:

- You will need your textbooks (Chapter 28), so please take them out and begin your work!

- We will take your responses first thing tomorrow! You may work individually, or with a partner.

Handout 3 Mini-Homework Assignment for Introductory Lesson

IDENTIFICATION OF A POTENTIALLY NON-SUSTAINABLE PRACTICE Task: Mini Oral Presentation 1) Search for a newspaper article that highlights a practice that is not sustainable 2) Provide a brief, 5-point summary of the article. 3) Highlight WHY the practice does not promote sustainability? What are the detriments associated with its use? 4) Suggest an alternative, more sustainable practice! You are to locate your article from one of the following sources: 1) www.cbc.ca 2) www.thestar.com 3) http://www.theglobeandmail.com/ Teacher Instruction: “I have placed all your names in a hat. As I pull your name out of the hat, you may choose a presentation day” Monday Tuesday Wednesday Thursday Friday Week One Intro Name Name Name Name Week Two Name Name Name Name Name Week Three Name Name Name Name Name Week Four Name Name Name Name Name Reminders:

1) Your oral presentation of the article should be no longer than 5 minutes in length 2) You are required to hand-in a hard copy of the article, with your point-form

summary notes.

Subject

World Issues Theme/Unit Sustainable Agriculture

Date

Title: Lesson 1 Sustainable Agriculture – An Investigation of Farming Practices Through History Strands and Ministry Expectations GFSO1‐explainhowtheearth’snaturalandhumansystemsareinterconnectedinmultiple,complexways;UMC1.3–explainhownewtechnologyaffectsemployment(e.g.,skillrequirements,proportionofworkersindifferentsectorsoftheeconomy)andresourcemanagement(e.g.,rateofresourceuse,labourrequirements). Central Question/s Materials/Resources What is Sustainable Agriculture? What are the links between economy and community? How are agriculture and economy connected?

The History of Agriculture handout part 1

Learning Styles Extensions Accommodations/Modifications Visual, Auditory and Tactile

-Article can be broken down and the reading shared amongst a group of students.

Assessment/Evaluation (check all that apply) X Observations quiz/test Interviews/conferences Notebook Checklists/anecdotal Self/peer assessment X Participation X work sheets Homework check

Activities and Planning notes Lesson Agenda (to be written on Blackboard for students)

1) Introducing Sustainable Agriculture!!! Ahh.. what’s that? 2) Outline of the next 3 classes

3) Explanation of assessment 4) Begin reading and answering questions assigned for homework

7. Prior Knowledge Required

- Basic understanding of Modern Agriculture - Oil Crisis theories and Global Warming - Basic understanding of human impacts locally and

internationally

8. Hook/Grabber - True/False QUIZ with discussion - Some of the food we eat is as high tech as the Internet - ~30% of the energy corn needs to grow comes from

fossil fuels - For most of human agricultural history farms did not

Have tractors (All answers are true)

- Introduction of this mini unit and summative assignment which is a definition and reflection paper included in lesson 3.

9. Instructional Input/Modeling

- Through small group discussion begin a working definition of sustainable - Through small group discussion begin a working definition of farming - In a large group discussion summarize and post responses. Mention these definitions will be continually revised throughout the next 2 lessons - Hand out – History of Agriculture Part 1

10. Guided Practice - Begin reading and answering the attached questions – Finish for homework

11. Debrief/Closure -Remind students that they will continue working on this definition and need

Time 15 m 5 m 20 m Rest of Period

to explain it in their own words for the summative.

12. Independent Practice/Homework/Plan for Assessment -Students will receive on going feedback about their definition ideas throughout the next 3 lessons -Questions assigned for homework (which will also be taken up and discussed further in class) relate to the learning expectations for that lesson.

Ideas for Plan B -Work out of World Issues text book

Reflection (written after teaching the lesson) Resources: http://www.adbio.com/science/agri-history.htm -History Handout – Part 1 is from the beginning until the just before the Scientific Agriculture section and Part 2 is from there until the end. LESSON 2 Subject

World Issues Theme/Unit Sustainable Agriculture

Date

Title Sustainable Agriculture – Continuing Explorations – Lesson 2 Strands and Ministry Expectations

UMC O2 - evaluatethecultural,economic,andenvironmentalimpactofchangingtechnology; MGIC2.7–explainthedifferentpointsofviewonageographicissuethatare,ormightbeheldbyvariousstakeholders.

Central Question/s Materials/Resources What is agriculture? What is sustainability? What is Sustainable Agriculture?

www.meatrix.com Homework questions and History of Agriculture Part 2 Being Critical of Information worksheet

Learning Styles Extensions Accommodations/Modifications Visual, Auditory

-Reading can be broken down and shared amongst students who may have difficulty

Assessment/Evaluation (check all that apply) Observations quiz/test Interviews/conferences Notebook Checklists/anecdotal Self/peer assessment Participation work sheets Homework check Activities and Planning notes

Lesson Agenda (to be written on Blackboard for students) 1) THE MEATRIX IS COMING!!

2) Re-examine our definitions of sustainable and agriculture 3) Create a definition of sustainable agriculture

4) Evaluating sources exercise 5) Homework assignment

1. Prior Knowledge Required -Homework is completed

2. Hook/Grabber

Watch the Meatrix One and begin discussion around sustainability

3. Instructional Input/Modeling

Hook discussion transfers to a discussion about sustainable farming taking up the homework and another look at the classes definitions. Handout ‘Three Myths About World Hunger’ and discuss as a class. Incorporate genetically modified food and modern food processing and their impacts on sustainability. But who do you trust? –Small group discussion around the homework reading and Meatrix’s, three food myths and the History of Agriculture handout’s credibility as sources. –See Lesson 2 appendix Large group discussion about findings and points of interest from the small group discussions. This conversation should be directed towards generating unanswered questions about our information sources. These questions are assigned as homework for discussion next class. History of Agriculture Part 2 is handed out with questions for homework.

4. Guided Practice -The rest of the class is for working on the homework.

5. Debrief/Closure -Remind class about summative assignment

6. Independent Practice/Homework/Plan for Assessment -Questions and reading as assigned above and answers to the questions generated from the critical sources discussion.

5 m 10 m 20 m 10 m 10 m 20 m

Ideas for Plan B -Watch all of the MEATRIX films and discuss. -Check out the MEATRIX web site in the computer lab

Reflection (written after teaching the lesson) Appendix – Lesson 2: Critical Sources Questions –to initiate class discussion and spur further investigation for homework. Who or what organization wrote this article? What else do they do? Do they have a bias? If so what do you think it is? How long ago was the information created? Are there more recent sources? Considering your previous answers, what effect(s) do you think these factors have had on the information presented in the article? How and or why do you think these bias’s come about? LESSON 3 Subject

World Issues Theme/Unit Sustainable Agriculture

Date

Title Sustainable Agriculture – Continuing Explorations – Lesson 3 Strands and Ministry Expectations HE 2.2 analysetheimpactonnaturalandhumansystemsofpastandcurrenttrendsinagriculture(e.g.,GreenRevolution,corporatefarming,biotechnology,monoculture,organicfarming); Central Question/s Materials/Resources What is the culture aspect of agriculture? How does this change our definition?

www.meatrix.com Myths about food Handout

Learning Styles Extensions Accommodations/Modifications Visual, Auditory -Homework can be broken down

and shared in a small group

Assessment/Evaluation (check all that apply) X Observations quiz/test Interviews/conferences Notebook Checklists/anecdotal Self/peer assessment X Participation x work sheets x Homework check Activities and Planning notes

Lesson Agenda (to be written on Blackboard for students) Hook: Watch another Meatrix installment

1) Take up homework questions from History of Agriculture 2 reading 2) Re-examine our definitions of sustainable and agriculture

3) Discuss the connections between culture and agriculture. Summative assignment is presented.

3) Share our findings about our sources 4) Time for rough work on summative assignment.

1. Prior Knowledge Required -Homework is completed 2. Hook/Grabber -Meatrix.com part 2 & 3

3. Instructional Input/Modeling

-Take up the homework questions in small groups -Bring still unanswered questions to a large group discussion -Make any necessary changes to our definitions and initiate a discussion about the connections between culture and agriculture. Bring the discussion to a present time frame and discuss some current issues; such as: Green Revolution, corporate farming, biotechnology, monoculture, organic farming. This discussion introduces the summative assignment for the mini unit. -Share findings around the critical analysis of our sources. From whom did this information come? How ‘legitimate’ is it? (is it frequently referenced?, dated, opinion or fact?) This discussion may lead to further research to figure out the credibility of the information presented; finding facts in encyclopedias or other web sites could facilitate this.

4. Guided Practice

-Begin rough work on summative assignment addressing questions as they

Time 10 m 10 m 10 m 5 m 20 m 10 m 15 m

come up.

5. Debrief/Closure

-Remind students of the deadline and any further research they are going to do for the critical sources assessment task.

6. Independent Practice/Homework/Plan for Assessment -This unit is cumulative with the students effort and knowledge being reflected in the summative assignment. Formative feedback has been provided along the way through discussions and roll modeling around creating and refining definitions of sustainability and agriculture.

Ideas for Plan B -Jump to summative assignment if necessary

Reflection (written after teaching the lesson) Summative Assignment Taking your notes from the past three classes, construct your own definition of sustainable agriculture. Explain the connection between culture and agriculture and how this influenced your own sustainable agriculture definition. Make connections to your life and local community. Do you see your local community as sustainable?

Assignment Details: This assignment is:

-due one week from today. -between 200 – 500 words -directly reflects and expands upon the themes studied in

class -incorporates two sources not used in class

This assignment is marked for completion and is worth 5% of your final grade. Homework Questions >> Complete 4 entries for each class, 2 for part 1 and 2 for part 2, and answer the section specific questions below. Completing the following questions will provide information about the transformation of agriculture throughout modern human history. Choose 2 periods to investigate per section of article for a total of four. Date:_________________ Location:________________________________ Type of homes and buildings:________________________________________

The community looked like…_________________________________________ The tools used for farming at the time were__________________________________ Most of the work on the farm was done by____________________________________ The purpose of farming at this time was to____________________________________ Other interesting and relevant points are_____________________________________ Date:_________________ Location:________________________________ Type of homes and buildings:________________________________________ The community looked like…_________________________________________ The tools used for farming at the time were__________________________________ Most of the work on the farm was done by____________________________________ The purpose of farming at this time was to____________________________________ Other interesting and relevant points are_____________________________________ Section Specific Questions: Explain how the Earth’s systems are interconnected with human systems. Explain how changes in farming technology affected employment, food production and economics. Homework Questions ->> Complete 4 entries for each class, 2 for part 1 and 2 for part 2, and answer the section specific questions below. Completing the following questions will provide information about the transformation of agriculture throughout modern human history. Choose 2 periods to investigate per section of article for a total of four. Date:_________________ Location:________________________________ Type of homes and buildings:________________________________________ The community looked like…_________________________________________ The tools used for farming at the time were__________________________________

Most of the work on the farm was done by____________________________________ The purpose of farming at this time was to____________________________________ Other interesting and relevant points are_____________________________________ Date:_________________ Location:________________________________ Type of homes and buildings:________________________________________ The community looked like…_________________________________________ The tools used for farming at the time were__________________________________ Most of the work on the farm was done by____________________________________ The purpose of farming at this time was to____________________________________ Other interesting and relevant points are_____________________________________ What is the agricultural revolution and what were the advances that lead to the Agricultural Revolution? What consequences did this have for the world? What date is the first famine that is mentioned in the article?__________________________ Looking exclusively at the Recent Changes section of the article, discuss the impacts of the changes in agriculture on North American culture. http://www.adbio.com/science/agri-history.htm - part 1 February 15th 2007 HISTORY The history of agriculture may be divided into four broad periods of unequal length, differing widely in date according to region: prehistoric; historic through the Roman period; feudal; and scientific. Prehistoric Agriculture. Early agriculturists were, it is agreed, largely of Neolithic culture. Sites occupied by such people are located in southwestern Asia, in what are now Iran, Iraq, Israel, Jordan, Syria, and Turkey; in southeastern Asia, in what is now Thailand; in Africa, along the Nile River in Egypt; and in Europe, along the Danube River and in Macedonia, Thrace, and Thessaly. Early centers of agriculture have also been identified in the Huang He (Yellow River) area of China; the Indus River valley of India and Pakistan; and the Tehuacan Valley of Mexico, northwest of the Isthmus of Tehuantepec.

The dates of domesticated plants and animals vary with the regions, but most predate the 6th millennium bc, and the earliest may date from 10,000 bc. Scientists have carried out carbon-14 testing of animal and plant remains and have dated finds of domesticated sheep at 9000 bc in northern Iraq; cattle in the 6th millennium bc in northeastern Iran; goats at 8000 bc in central Iran; pigs at 8000 bc in Thailand and 7000 bc in Thessaly; onagers, or asses, at 7000 bc in Jarmo, Iraq; and horses at 4350 bc in Ukraine. The llama and alpaca were domesticated in the Andean regions of South America by the middle of the 3d millennium bc . According to carbon dating, wheat and barley were domesticated in the Middle East in the 8th millennium bc; millet and rice in China and southeastern Asia by 5500 bc; and squash in Mexico about 8000 bc. Legumes found in Thessaly and Macedonia are dated as early as 6000 bc. Flax was grown and apparently woven into textiles early in the Neolithic period. The farmer began, most probably, by noting which of the wild plants were edible or otherwise useful and learned to save the seed and to replant it in cleared land. Long cultivation of the most prolific and hardiest plants yielded a stable strain. Herds of goats and sheep were assembled from captured young wild animals, and those with the most useful traits-such as small horns and high milk yield-were bred. The aurochs seems to have been the ancestor of European cattle, and an Asian wild ox of the zebu, the humped cattle of Asia. The cat, dog, and chicken were domesticated very early. The transition from hunting and food gathering to a dependence on food production was gradual, and in a few isolated parts of the world has not yet been accomplished. Crops and domestic meat supplies were augmented by fish and wildfowl as well as by the meat of wild animals. The Neolithic farmers lived in simple dwellings-in caves and in small houses of sun-baked mud brick or of reed and wood. These homes were grouped into small villages or existed as single farmsteads surrounded by fields, sheltering animals and humans in adjacent or joined buildings. In the Neolithic period, the growth of cities such as Jericho (founded c. 9000 bc) was stimulated by the production of surplus crops. Pastoralism may have been a later development. Evidence indicates that mixed farming, combining cultivation of crops and stock raising, was the most common Neolithic pattern. Nomadic herders, however, roamed the steppes of Europe and Asia, where the horse and camel were domesticated. The earliest tools of the farmer were made of wood and stone. They included the stone adz; the sickle or reaping knife with sharpened stone blades, used to gather grain; the digging stick, used to plant seeds, and, with later adaptations, as a spade or hoe; and a rudimentary plow, a modified tree branch used to scratch the surface of the soil and prepare it for planting. The plow was later adapted for pulling by oxen. The hilly areas of southwestern Asia and the forests of Europe had enough rain to sustain agriculture, but Egypt depended on the annual floods of the Nile to replenish soil moisture and fertility. The inhabitants of the so-called Fertile Crescent, around the Tigris and Euphrates rivers, also depended on annual floods to supply irrigation water. Drainage was necessary to prevent the carrying off of land from the hillsides through which the rivers ran. The farmers who lived in the area near the Huang He developed a system of irrigation and drainage to control the damage caused to their fields in the floodplain of the meandering river. Although the Neolithic settlements were more permanent than the camps of hunting populations, villages had to be moved periodically in some areas, as the fields lost their fertility from continuous cropping. This was most necessary in northern Europe, where fields were produced by the slash-and-burn method of clearing. The settlements along the Nile, however, were more permanent, because the river deposited fertile silt annually. See also Archaeology . Historical Agriculture Through the Roman Period.

With the close of the Neolithic period and the introduction of metals, the age of innovation in agriculture was largely over. The historical period-known through written and pictured materials, including the Bible, Near Eastern records and monuments, and Chinese, Greek, and Roman writings-was devoted to improvement. A few high points must serve to outline the development of worldwide agriculture in this era, roughly defined as 2500 bc to ad 500. For a similar period of development in Central and South America, somewhat later in date, see American Indians . Some plants became newly prominent. Grapes and wine were mentioned in Egyptian records about 2900 bc, and trade in olive oil and wine was widespread in the Mediterranean area in the 1st millennium bc. Rye and oats were cultivated in northern Europe about 1000 bc. Many vegetables and fruits, including onions, melons, and cucumbers, were grown by the 3d millennium bc in Ur. Dates and figs were an important source of sugar in the Near East, and apples, pomegranates, peaches, and mulberries were grown in the Mediterranean area. Cotton was grown and spun in India about 2000 bc, and linen and silk were used extensively in 2d-millennium China. Felt was made from the wool of sheep in Central Asia and the Russian steppes. The horse, introduced to Egypt about 1600 bc, was already known in Mesopotamia and Asia Minor. The ox-drawn four-wheeled cart for farm work and two-wheeled chariots drawn by horses were familiar in northern India in the 2nd millennium bc. Improvements in tools and implements were particularly important. Metal tools were longer lasting and more efficient, and cultivation was greatly improved by such aids as the ox-drawn plow fitted with an iron-tipped point, noted in the 10th century bc in Palestine. In Mesopotamia in the 3d millennium bc a funnel-like device was attached to the plow to aid in seeding, and other early forms of drills were used in China. Threshing was done with animal power in Palestine and Mesopotamia, although reaping, binding, and winnowing were still done by hand. Egypt retained hand seeding through this period, on individual farm plots and large estates alike. Storage methods for oil and grain were improved. Granaries-jars, dry cisterns, silos, and bins of one sort or another containing stored grain-supported city populations. Indeed, without adequate food supplies and trade in food and nonfood items, the high civilizations of Mesopotamia, northern India, Egypt, and Rome would not have been possible. Irrigation systems in China, Egypt, and the Near East were elaborated, putting more land into cultivation. The forced labor of peasants and the bureaucracy built up to plan and supervise the work of irrigation were probably basic in the development of the city-states of Sumer. Windmills and water mills, developed toward the end of the Roman period, increased control over the many uncertainties of weather. The introduction of fertilizer, mostly animal manures, and the rotation of fallow and crop land made agriculture more productive. Mixed farming and stock raising were flourishing in the British Isles and on the continent of Europe as far north as Scandinavia at the beginning of the historical period, already displaying a pattern that persisted throughout the next 3000 years. According to region, fishing and hunting supplemented the food grown by agriculturists. Shortly after the time of Julius Caesar, the Roman historian Cornelius Tacitus described the "Germans" as a tribal society of free peasant warriors, who cultivated their own lands or left them to fight. About 500 years later, a characteristic European village had a cluster of houses in the middle, surrounded by rudely cultivated fields comprising individually owned farmlands; and meadows, woods, and wasteland were used by the entire community. Oxen and plow were passed from one field to another, and harvesting was a cooperative effort. Rome appears to have started as a rural agricultural society of independent farmers. In the 1st millennium bc, after the city was established, however, agriculture started a capitalistic development that reached a peak in the Christian era. The large estates that supplied grain to the cities of the empire were owned by

absentee landowners and were cultivated by slave labor under the supervision of hired overseers. As slaves, usually war captives, decreased in number, tenants replaced them. The late Roman villa of the Christian era approached the medieval manor in organization; slaves and dependent tenants were forced to work on a fixed schedule, and tenants paid a predetermined share to the estate owner. By the 4th century ad , serfdom (q.v.) was well established, and the former tenant was attached to the land. Feudal Agriculture. The feudal period in Europe began soon after the fall of the Roman Empire, reaching its height about ad 1100. This period was also that of the development of the Byzantine Empire and of the power of the Saracens in the Middle East and southern Europe. Spain, Italy, and southern France, in particular, were affected by events outside continental Europe. In the Arab period in Egypt and Spain, irrigation was extended to previously sterile or unproductive land. In Egypt, grain production was sufficient to allow the country to sell wheat in the international market. In Spain, vineyards were planted on sloping land, and irrigation water was brought from the mountains to the plains. In some Islamic areas, oranges, lemons, peaches, and apricots were cultivated. Rice, sugarcane, cotton, and such vegetables as spinach and artichokes, as well as the characteristic Spanish flavoring saffron, were produced. The silkworm was raised, and its food, the mulberry tree, was grown. By the 12th century agriculture in the Middle East was static, and Mesopotamia, for example, fell back to subsistence level when its irrigation systems were destroyed by the Mongols. The Crusades increased European contact with Islamic lands and familiarized western Europe with citrus fruits and silk and cotton textiles. The structure of agriculture was not uniform. In Scandinavia and eastern Germany, the small farms and villages of previous years remained. In mountainous areas and in the marshlands of Slavic Europe, the manorial system could not flourish. Stock raising and olive and grape culture were normally outside the system. A manor required roughly 350 to 800 ha (about 900 to 2000 acres) of arable land and the same amount of other prescribed lands, such as wetlands, woodlots, and pasture. Typically, the manor was a self-contained community. On it was the large home of the holder of the fief-a military or church vassal of rank, sometimes given the title lord-or of his steward. A parish church was frequently included, and the manor might make up the entire parish. One or more villages might be located on the manor, and village peasants were the actual farmers. Under the direction of an overseer, they produced the crops, raised the meat and draft animals, and paid taxes in services, either forced labor on the lord's lands and other properties or forced military service. A large manor had a mill for grinding grain, an oven for baking bread, fishponds, orchards, perhaps a winepress or oil press, and herb and vegetable gardens. Bees were kept to produce honey. Woolen garments were produced from sheep raised on the manor. The wool was spun into yarn, woven into cloth, and then sewn into clothing. Linen textiles could also be produced from flax, which was grown for its oil and fiber. The food served in a feudal castle or manor house varied-depending on the season and the lord's hunting prowess. Hunting for meat was, indeed, the major nonmilitary work of the lord and his military retainers. The castle residents could also eat domestic ducks, pheasants, pigeons, geese, hens, and partridges; fish, pork, beef, and mutton; and cabbages, turnips, carrots, onions, beans, and peas. Bread, cheese and butter, ale and wine, and apples and pears also appeared on the table. In the south, olives and olive oil might be used, often instead of butter.

Leather was produced from the manor's cattle. Horses and oxen were the beasts of burden; as heavier horses were bred and a new kind of harness was developed, they became more important. A blacksmith, wheelwright, and carpenter made and maintained crude agricultural tools. The cultivation regime was rigidly prescribed. The arable land was divided into three fields: one sown in the autumn in wheat or rye; a second sown in the spring in barley, rye, oats, beans, or peas; and the third left fallow. The fields were laid out in strips distributed over the three fields, and without hedges or fences to separate one strip from another. Each male peasant head of household was allotted about 30 strips. Helped by his family and a yoke of oxen, he worked under the direction of the lord's officials. When he worked on his own fields, if he had any, he followed village custom that was probably as rigid as the rule of an overseer. About the 8th century a 4-year cycle of rotation of fallow appeared. The annual plowing routine on 400 ha would be 100 ha plowed in the autumn and 100 in the spring, and 200 ha of fallow plowed in June. These three periods of plowing, over the year, could produce two crops on 200 ha, depending on the weather. Typically, ten or more oxen were hitched to the tongue of the plow, often little more than a forked tree trunk. The oxen were no larger than modern heifers. At harvest time, all the peasants, including women and children, were expected to work in the fields. After the harvest, the community's animals were let loose on the fields to forage. Some manors used a strip system. Each strip, with an area of roughly 0.4 ha (about 1 acre), measured about 200 m (about 220 yd) in length and from 1.2 to 5 m (4 to 16.5 ft) in width. The lord's strips were similar to those of the peasants distributed throughout good and bad field areas. The parish priest might have lands separate from the community fields or strips that he worked himself or that were worked by the peasants. In all systems, the lord's fields and needs came first, but about three days a week might be left for work on the family strips and garden plots. Wood and peat for fuel were gathered from the commonly held woodlots, and animals were pastured on village meadows. When surpluses of grain, hides, and wool were produced, they were sent to market. About 1300 a tendency to enclose the common lands and to raise sheep for their wool alone first became apparent. The rise of the textile industry made sheep raising more profitable in England, Flanders, Champagne, Tuscany, Lombardy, and the region of Augsburg in Germany. At the same time, regions about the medieval towns began to specialize in garden produce and dairy products. Independent manorialism was also affected by the wars of 14th- and 15th-century Europe and by the widespread plague outbreaks of the 14th century. Villages were wiped out, and much arable land was abandoned. The remaining peasants were discontented and attempted to improve their conditions. With the decline in the labor force, only the best land was kept in cultivation, and in southern Italy, for instance, irrigation helped to increase production on the more fertile soils. The emphasis on grain was replaced by diversification, and items requiring more care were produced, such as wine, oil, cheese, butter, and vegetables. http://www.adbio.com/science/agri-history.htm -part 2 February 15th 2007 Scientific Agriculture. By the 16th century, population was increasing in Europe, and agricultural production was again expanding. The nature of agriculture there and in other areas was to change considerably in succeeding centuries. Several reasons can be identified. Europe was cut off from Asia and the Middle East by an extension of

Turkish power. New economic theories were being put into practice, directly affecting agriculture. Also, continued wars between England and France, within each of these countries, and in Germany consumed capital and human resources. A new period of exploration and colonization was undertaken to circumvent Turkey's control of the spice trade, to provide homes for religious refugees, and to provide wealth for European nations convinced that only precious metals constituted wealth. Colonial agriculture was carried out not only to feed the colonists but also to produce cash crops and to supply food for the home country. This meant cultivation of such crops as sugar, cotton, tobacco, and tea and production of animal products such as wool and hides. From the 15th to the 19th century the slave trade provided needed laborers, replacing natives killed by unaccustomed hard labor in unfavorable climates and substituting for imported Europeans on colonial plantations that required a larger labor force than the colony could provide. Slaves from Africa worked, for instance, in the Caribbean area on sugar plantations and in North America on indigo and cotton plantations. Indians were virtually enslaved in Mexico. Indentured slaves from Europe, and especially from the prisons of England, provided both skilled and unskilled labor to many colonies. Ultimately, however, both slavery and serfdom were substantially wiped out in the 19th century. See Peonage; Plantation; Slavery . When encountered by the Spanish conquistadors, the more advanced Indians in the New World had intensive agricultural economies but no draft or riding animals and no wheeled vehicles. Squash, beans, peas, and corn had long since been domesticated. Land was owned by clans and other kinship groups or by ruling tribes that had formed sophisticated governments, but not by individuals or individual families. Several civilizations had risen and fallen in Central and South America by the 16th century. Those met by the Spanish were the Aztec, Inca, and Maya. The scientific revolution resulting from the Renaissance and the Age of Enlightenment in Europe encouraged experimentation in agriculture as well as in other fields. Trial-and-error efforts in plant breeding produced improved crops, and a few new strains of cattle and sheep were developed. Notable was the Guernsey cow breed, still a heavy milk producer today. Enclosure was greatly speeded up in the 18th century, and individual landowners could determine the disposition of land and of pasture, previously subject to common use. Crop rotation, involving alternation of legumes with grain, was more readily practiced outside the village strip system inherited from the manorial period. In England, where scientific farming was most efficient, enclosure brought about a fundamental reorganization of landownership. From 1660 on, the large landowners had begun to add to their properties, frequently at the expense of small independent farmers. By Victorian times, the agricultural pattern was based on the relationship between the landowner, dependent on rents; the farmer, producer of crops; and the landless laborer, the "hired hand" of American farming lore. Drainage brought more land into cultivation, and, with the Industrial Revolution, farm machinery was introduced. It is not possible to fix a clear decade or series of events as the start of the agricultural revolution through technology. Among the important advances were the purposeful selective breeding of livestock, begun in the early 1700s, and the spreading of limestone on farm soils in the late 1700s. Mechanical improvements of the traditional wooden plow began in the mid-1600s with small iron points fastened onto the wood with strips of leather. In 1797, Charles Newbold (1764-1835), a blacksmith in Burlington, N.J., introduced the cast-iron moldboard plow. John Deere, another American blacksmith, further improved the plow in the 1830s and manufactured it in steel. Other notable inventions included the seed drill of the English agriculturist Jethro Tull, developed in the early 1700s and progressively improved for more than a century; the reaper of Cyrus McCormick in 1831; and numerous new horse-drawn threshers, cultivators, grain and grass cutters, rakes, and corn shellers. By the late 1800s, steam power was frequently used to replace animal power in drawing plows and in operating threshing machinery. The demand for food for urban workers and raw materials for industrial plants produced a realignment of world trade. Science and technology developed for industrial purposes were carried over into agriculture, eventually resulting in the agribusinesses of the mid-20th century.

In the 17th and 18th centuries the first systematic attempts were made to study and control pests. Before this time, handpicking and spraying were the usual methods of pest control. In the 19th century, poisons of various types were developed for use in sprays, and biological controls such as predatory insects were also used. Resistant plant varieties were cultivated; this was particularly successful with the European grapevine, in which the grape-bearing stems were grafted onto resistant American rootstocks to defeat the Phylloxera aphid. See Pest Control . Improvements in transportation affected agriculture. Roads, canals, and rail lines enabled farmers to obtain needed supplies and to market their produce over a wider area. Food could be protected in transport and shipped more economically than before as a result of rail, ship, and refrigeration developments of the late 19th and early 20th centuries. Efficient use of these developments led to increasing specialization and eventual changes in the location of agricultural suppliers. In the last quarter of the 19th century, for example, Australian and North American suppliers displaced European suppliers of grain in the European market. When grain production proved unprofitable for European farmers, or an area became more urbanized, specialization in dairying, cheese making, and other products was emphasized. The impetus toward more food production in the era following World War II was a result of a new population explosion. A so-called green revolution, involving selective breeding of traditional crops for high yields, new hybrids, and intensive cultivation methods adapted to the climates and cultural conditions of densely populated countries such as India, temporarily stemmed the pressure for more food. A worldwide shortage of petroleum in the mid-1970s, however, reduced the supplies of nitrogen fertilizer helpful to the success of the new varieties. Simultaneously, erratic weather and natural disasters such as drought and floods reduced crop levels throughout the world. Famine seemed to be imminent in the Indian subcontinent and was common in many parts of Africa south of the Sahara. Economic conditions, particularly uncontrolled inflation, threatened the food supplier and the consumer alike. These problems became the determinants of agricultural change and development. See Energy Supply, World; Environment; Food Supply, World . AGRICULTURE IN THE U.S. In North America, agriculture had progressed further before the coming of the Europeans than is commonly supposed. Until the 19th century, agriculture in the U.S. shared the history of European and colonial areas and was dependent on European sources for seed, stocks, livestock, and machinery, such as it was. That dependency, especially the difficulty in procuring suitable implements, made American farmers somewhat more innovative. They were aided by the establishment of societies that lobbied for governmental agencies of agriculture (see Agriculture, Department of); the voluntary cooperation of farmers through associations (see Cooperatives; National Grangem); and the increasing use of various types of power machinery on the farm. Government policies traditionally encouraged the growth of land settlement. The Homestead Act of 1862 and the resettlement plans of the 1930s were the important legislative acts of the 19th and 20th centuries. In the 20th century steam, gasoline, diesel, and electric power came into wide use. Chemical fertilizers were manufactured in greatly increased quantities, and soil analysis was widely employed to determine the elements needed by a particular soil to maintain or restore its fertility. The loss of soil by erosion (q.v.) was extensively combated by the use of cover crops (quick-growing plants with dense root systems to bind soil), contour plowing (in which the furrow follows the contour of the land and is level, rather than up and down hills that provide channels for runoff water), and strip cropping (sowing strips of dense-rooted plants to serve as water-breaks or windbreaks in fields of plants with loose root systems). See also Dust Bowl . Selective breeding produced improved strains of both farm animals and crop plants. Hybrids of desirable characteristics were developed; especially important for food production was the hybridization of corn in the 1930s. New uses for farm products, by-products, and wastes were discovered. Standards of quality, size, and packing were established for various fruits and vegetables to aid in wholesale marketing. Among the first to be standardized were apples, citrus fruits, celery, berries, and tomatoes. Improvements in

storage, processing, and transportation also increased the marketability of farm products. The use of cold-storage warehouses and refrigerated railroad cars was supplemented by the introduction of refrigerated motor trucks, by rapid delivery by airplane, and by the quick-freeze process of preservation, in which farm produce is frozen and packaged the same day that it is picked. Freeze-drying and irradiation have also reached practical application for many perishable foods. Scientific methods have begun to be applied to pest control, limiting the widespread use of insecticides and fungicides and applying more varied and targeted techniques. New understanding of significant biological control measures and the emphasis on integrated pest management have made possible more effective control of certain kinds of insects. Chemicals for weed control have become important for a number of crops, in particular cotton and corn. The increasing use of chemicals for the control of insects, diseases, and weeds has brought about additional environmental problems and regulations that make strong demands on the skill of farm operators. In the 1980s high technology farming, including hybrids for wheat, rice, and other grains, better methods of soil conservation and irrigation, and the growing use of fertilizers has led to the production of more food per capita, not only in the U.S., but in much of the rest of the world. U.S. farmers, however, still have the advantage of superior private and government research facilities to produce and perfect new technologies. Recent Changes. The history of agriculture in the U.S. since the Great Depression has been one of consolidation and increasing efficiency. From a high of 6.8 million farms in 1935, the total number declined to 2.1 million in 1991 on a little less than the same area, about 397 million ha (about 982 million acres). Average farm size in 1935 was about 63 ha (about 155 acres); in 1991 it was about 189 ha (about 467 acres). About 4.6 million people lived on farms in 1990, based on a new farm definition introduced in 1977 to distinguish between rural residents and people who earned $1000 or more from annual agricultural product sales. The farm population continues to constitute a declining share of the nation's total; about 1 person in every 54, or 1.8 percent, of the nation's 250 million people were farm residents in 1990. Total value of land and buildings on U.S. farms in 1990 was $658 billion, substantially less than the value in 1980. Value of products sold was $170 billion per year. Overall net farm income was more than $46 billion in 1989, of which government subsidies accounted for 23 percent. Not including real estate, major expenditures by farmers in 1989 were for feed ($22.7 billion); fuel, lubricants, and maintenance ($13.1 billion); hired labor ($11.9 billion); fertilizer ($7.6 billion); and seed ($3.7 billion). Outstanding farm debt in 1989 was $146 billion, of which about 55 percent was owed on real estate. Interest payments on the mortgage debt were about $7.6 billion per year. In 1980, a report based on projections by the U.S. government stated that in the next 20 years world food requirements would increase tremendously, with developed countries requiring most of the increase, and food prices would double. Less than five years later, however, the U.S. farmer was enveloped in a major crisis caused by exceptionally heavy farm debts, mounting farm subsidy costs, and rising surpluses. A number of farmers were forced into foreclosure. The ailing Farm Credit System, a group of 37 farmer-owned banks under the Farm Credit Administration (q.v.) appealed to the government for a $5 to $6 billion fund that would keep the system solvent despite the weak national farm economy. After initial resistance, President Ronald Reagan signed legislation in December 1985 designed to create the Farm Credit System Capital Corp. to take over bad loans from the system's banks and to assume responsibility for foreclosing or restructuring distressed loans.

In December President Reagan also signed the Food Security Act of 1985, legislation designed to govern the nation's farm policies for the next five years, trim farm subsidies, and stimulate farm exports. Agricultural Exports. The U.S. is the world's principal exporter of agricultural products. In 1989 the value of produce exported was about $39.7 billion, including roughly $1.5 billion in donations and loans to developing nations. A substantial percentage of the wheat, soybeans, rice, cotton, tobacco, and corn for grain produced in the U.S. is exported. The principal foreign markets for the products are Asia, Western Europe, and Latin America. Japan heads the list of individual countries that import U.S. farm products. For further information on this topic, see ~Biblio. Agriculture, ~Biblio. Forest, ~Biblio. Horticulture, ~Biblio. Animal husbandry .

Subject

World Issues Theme/Unit Urban Growth Date Feb. 23,2007

Title Are Urban Systems Sustainable

In 1975 one third of world’s population lived urban areas, by 2025 almost two thirds will live in urban areas. The cities are seen as a place of innovations and inventions and the driving force of the economic development. Political and cultural opportunities are found in cities. However, cities can be crowded, dirty and dangerous to live. They can breed antisocial behaviour and destroy local environment with global implications. Strands and Ministry Expectations

Strand: Human Environment Interactions HE2-03 Analyse the impact on natural and human systems of some of the side-effects of urbanization and urban growth (eg the destruction of wildlife habitat, traffic congestion, land-use conflicts). Strand: Global Connections GC3-01 Assess the relative importance of the various factors that influence the quality of life. Strand: Methods of Geographic Inquiry and Communication MC2-05 Develop possible solutions to geographic problems or issues, using appropriate forecasting, decision-making and/or problem-solving strategies.

Central Question/s Materials/Resources 1. What is the impact of urbanization on human and natural systems? 2. Identify local/global sustainability issues and environmental threats? 3. Explain how community participation can help build sustainable communities. 4. Evaluate ways of promoting sustainability and assess it effectiveness at the local, national and global levels.x

•chart paper and markers •magazines and newspapers TEXTBOOKS: Draper, Graham, and Patricia Healy. GeoNexus: Canadian and World Issues. Toronto: Nelson, 2003. Duany, Andres and Elizabeth Plater-Zyberk. Towns and Town Making Principles. New York: Rizzoli International Publications, Inc., 1992. Bennet, Barrie, and Rolheiser, Carol. Beyond Monet: The Artful Science of Instructional Integration. Toronto:Bookation Inc., 2006.

WEBSITES: http://www.alexmarshall.org/am_articleFolder/trainSiSprawlNo.htm

www.smartgrowth.bc.ca/ www.greenontario.org

Learning Styles Extensions Accommodations/Modifications Verbal/Linguistic-Read,Write, Listen, Apply Logical/Mathematical- chart, analyze, interpret data, use statistics Visual/Spatial- Mind maps, graphic organizers, make a chart, create a poster Kinesthetic-walkabout, role play Interpersonal- Think-pair-share, jigsaw, cooperative groups, debates

Use the following presentation titled “Maintaining Prosperity and Creating Places to Grow” presented by a development firm, Malone Given Parsons Ltd.

http://www.udiontario.com/reports/pdfs/May06_Prosperity_Given.pdf

Field trip to Oak Ridges Moraine. See Field Trip to Oak Ridges Moraine (December 2006)

Also visit websites to make further arrangements.

ESL/ELD students should receive reference notes, outlines, as well as models of charts, timelines or diagrams, group students according to first language for brainstorming sessions, provide dictionaries, extra time to complete assignment/HW, read questions together/clarify, post timetable, break tasks, allow practice sessions for oral presentations, pair students with the same linguistic background. Special Education students should get exemplars, extra time, paired reading, post timetable, break tasks down.

www.stormcoalition.org

www.oakridgesmoraine.org

(See IEP for individual accommodations) Behaviour Related students should have priority seating and be separated from peer group.

Assessment/Evaluation (check all that apply) x Observations quiz/test x interviews/conferences x Notebook x Checklists/anecdotal x self/peer assessment x Participation x work sheets homework check

Activities and Planning notes

Lesson Agenda (to be written on Blackboard for students) Introduction to urbanization

Mental Map-Process of urbanization (Geonexus pp.286-287) Collage of urban problems-Galley Tour

Placemat-Sustainable Cities (Geonexus p. 293) Pros/Cons of urban sprawl

Smart Growth-Case Study of Seaside, Florida Article reading of Peurto Rico Builds a Train in the Sky.

Debate on “Is Smart growth sufficient to make cities more sustainable?” Smart growth strategy – PMI

Keys to Success Debrief/Closure- Three Step Interview on urbanization and sustainability

13. Prior Knowledge Required Understand population explosion and policies from Chapter 10 and Chapter 11 of GeoNexus.

14. Hook/Grabber

Ask students to raise hand if they were born in a city or a rural area. Ask them to describe the physical features of the city they were born. Group students in 3-4 (not more than 2 people born from same continent in group) and ask them to draw a mind map of what a city offers versus what rural area offers. Groups to share with class.

15. Instructional Input/Modeling •Ask them if we have more urban areas or more rural areas in Canada/World. •Create a mental map to organize ideas on the process of urbanization. From pp. 284 in Geonexus (Urban systems, global patterns of urbanization) •Rank nine facts in groups of 3-4 about urbanization after reading Urbanization and Developing Countries (p.286-287 in Geonexus)

16. Guided Practice • Identify problems with rapid urban growth and general urban problems. Using a collage from magazines (in stock or ask students to bring in magazines, photos) such as shantytowns or street children. In groups’ collage, attempt to show how urbanization is connected to the problems associated with that topic and suggest ideas for solutions. Display as a Gallery Tour. • How can cities be made sustainable? Create a placemat from “What are characteristics of Sustainable Cities?” (Read chart on p. 293 Geonexus) • Discussion on “What is urban sprawl and Why Is It An Issue Today?” Overall Pros and Cons of Sprawl. Can use whiteboard to keep track of

Time 20 min 20 min 40 min 15 min 20 min

pros/cons. • What is smart growth & How Can Smart Growth Use Policy Levers? Visit website www.smartgrowth.bc.ca/ and through a Case Study of Town of Seaside, Florida (Neo-Traditional Community) use the following book as further reinforcement.

Duany, Andres and Elizabeth Plater-Zyberk. Towns and Town Making Principles. New York: Rizzoli International Publications, Inc., 1992.

• Article reading of Peurto Rico Builds a Train in the Sky. Download from and see attached Appendix A. Think –Pair Share from reading.

http://www.alexmarshall.org/am_articleFolder/trainSiSprawlNo.htm

• Debate on “Is Smart growth sufficient to make cities more sustainable?” Ask students to visit website www.smartgrowth.bc.ca/ for further research and preparation of debate.

• Evaluate the Smart growth strategy through the PMI (Positive, Minus, Interesting strategy in Beyond Monet, pp. 96-97)

• Discuss the Keys to Success. An evaluation of the Smart Growth in Ontario by visiting the following site: www.greenontario.org

17. Debrief/Closure Use the Three Step Interview from Beyond Monet p.167 to close the lesson on urbanization and sustainability. Can ask questions such as:

Will Smart Growth Last?

What are trends locally and globally, related to consumption of earth’s resources?

Is continued urbanization going to lead to the destruction of the earth and its resources or will the innovations from cities save us?

18. Independent Practice/Homework/Plan for Assessment

Students will prepare a case study of one of the world’s largest cities. It can be the city the student was born in or any other city. Students should note its growth rate, problems that result from growth and local problem solving initiatives. Identify whether urbanization has been a positive change for the city. Evaluate the effects of urbanization on its people, environment at local, national and global level. Include pictures and statistical data in written report. (See Appendix B for Holistic Rubric)

20 min 15 min 35 min 20 min HW 20 min HW

Ideas for Plan B This lesson has been designed to cover a 225 minute time span. Adjust material as needed. Note, this does not include any of the extension activities.

Reflection (written after teaching the lesson)

Appendix A Puerto Rico builds a train in the sky By ALEX MARSHALL , Metropolis Magazine October 2001

The startling truth about San Juan, a metropolitan area of 1.4 million people in Puerto Rico,

is that most of it looks like New Jersey. It is a landscape of ugly roadways lined with strip

malls, American franchise restaurants, and glass office towers overlooking impenetrable

limited-access highways. Sure, there is Old San Juan, the sixteenth-century fortified city

with its tiny cobblestone streets. But that citadel of the picturesque, which sits on a point

of land in the harbor, is a tiny speck in San Juan's overall breadth. The bulk of the city was

developed after World War II, when tax breaks and other incentive programs brought in

industry. And in good postwar fashion, American and Puerto Rican engineers and urban

planners heavily promoted the highway as the proper spine for development.

With the construction of the Tren Urbano (Urban Train), San Juan, Puerto Rico, hopes to find a mass transportation solution to its dependency on congested highways.

Two generations later, San Juan has reaped the result. Although its citizens earn

substantially less than stateside Americans, they actually own more cars per capita. In fact,

Puerto Rico has one of the highest car-ownership rates in the world. Traffic is horrible.

Residents tell stories of once ten-minute drives that now take several hours. Buses exist,

both public and private, but they are trapped in the same traffic jams as the private cars.

Enter the Tren Urbano (Urban Train), a 10.7-mile, $2 billion heavy-rail system scheduled for

completion in 2003. Its planners are attempting something extremely difficult: altering a

landscape produced by one type of transportation, the highway, by introducing a different

type of transportation, an elevated train line. The risk in this type of urban surgery is that

the patient will reject the alien transplant. Parts of the line travel through older streetcar

suburbs, which have remnants of a traditional urban fabric. But the bulk of the project goes

through postwar highway-oriented development, which is the most difficult to adapt to

mass transit.

Elmo Ortiz, the urban design manager for the project, is well aware of the challenges it

faces. Like most of the staff, Ortiz works in a blockish brick building located off a busy

highway. "We have sprawl, sprawl, sprawl," says Ortiz, whose face is ringed with a corona of

white beard and hair. "The transformation of the geography of this place is incredible."

Tren Urbano has a chance of working, Ortiz says, because it is intended to facilitate the

development of a new type of city, not just to transport people: "We are trying to create a

new urban form." He and others envision the conversion of the rail corridor into

destinations where people can live, shop, and work around the stations.

"We need to bring development back into the cities, instead of continuing with the sprawl

that we have throughout the island," says Javier Mirandés, manager of architecture at Tren

Urbano. "We need higher-density housing with minimum parking and good access to transit.

This is the first time in sixty years that there will be a dependable transit system on the

island."

In this, Puerto Rico is not unlike so many other American cities trying to fight sprawl with

new passenger rail systems: Portland, Los Angeles, Baltimore, and even Las Vegas have

adopted similar projects in recent years. The greater challenge is that Puerto Rico

resembles other Latin American cities in its high levels of crime and general paranoid

atmosphere of security. Even convenience stores often buzz in customers. Apartment

towers have double-entry security at the parking lot and inside the building. Wrought-iron

gates and bars, which at first might appear decorative, encase many suburban homes. Many

once accessible public streets have been gated and locked, privatized by their community.

"How do you create housing around stations where people want to live in a gated

community?" Ortiz ponders out loud, grimacing at the challenge.

Mass transit is difficult in such high-crime, high-fear regions, because people don't want to

associate with strangers. A related problem is race: lower-class Puerto Ricans tend to be

dark-skinned, and whiter upper-class citizens may shy from using mass transit if it requires

them to encounter poorer commuters.

But as in other countries, Puerto Ricans are now talking about "smart growth," environmental

protection, and different living patterns. "There has been a big shift in environmental

consciousness, and that is going to help us redevelop cities and control sprawl," Mirandés

says.

A specter hanging over the project is the fate of another expensive elevated train line: in

1984 a $1 billion, 21-mile elevated Metrorail line opened in Miami. Isolated by sprawl, it has

attracted few riders and is widely considered an enormous white elephant.

Maurice Ferre, mayor of Miami from 1973 to 1985 and a native of Puerto Rico, predicts a

better chance for the Tren Urbano because it goes through more work centers, such as the

university and Rio Piedras. But San Juan will have to expand its system if it wants long-term

success, he says: "Metrorail in Miami is a failure because it is an unfinished system. It's like

taking a table with four legs, and only building one leg and expecting it to stand. Structurally

the two are similar, but I think the one in San Juan will be more successful."

Aníbal Sepúlveda, professor of urban planning at the University of Puerto Rico and author

of the book San Juan: An Illustrated History of Its Urban Development, is pessimistic

about the project's chances, even while he hopes for its success. "I have not seen enough

effort to plan around the stations," he says. "It will not come automatically. There is such a

low density. At the same time, we are still building highways and making it easier for

developers to build tract houses."

Sepúlveda also questions the appropriateness of an elevated train line. "We chose the most

expensive project for the city, but not necessarily the best one," he says. "It's too much

money. We will not be able to build future lines with the same technology."

Because it is a heavy-rail system, Tren Urbano can move immense numbers of people

cheaply. But it will only be cost-effective if enough people actually use it. Officials project

an initial ridership of 100,000 a day, which is predicted to rise to 115,000 by year 2010. At

those levels, revenues from the fares would pay about half the operating costs, which is

typical for mass transit.

Ironically, the key factor in the project's favor is San Juan's horrible and worsening traffic, which may motivate commuters to take the train. With a $2 billion investment, San Juan and Puerto Rico have placed an expensive bet on the table. They may win a city with choices other than highways and sprawl, or lose both money and hope that a sprawl-oriented city and its citizens can ever be changed.

APPENDIX B Name:___________________________________________________________ Holistic Rubric Level 4 Level 3 Level 2 Level 1 Conveyed all issues and problems of urbanization and sustainability of selected city in a coherent and persuasive manner.

Conveyed most issues and problems of urbanization and sustainability of selected city in a coherent and persuasive manner.

Conveyed some issues and problems of urbanization and sustainability of selected city in a somewhat coherent and persuasive manner.

Was unable to convey issues and problems of urbanization and sustainability of selected city in a coherent and persuasive manner.

Provided excellent resources, data, images to promote key findings.

Provided good resources, data, images to promote key findings.

Provided a few resources, data, images to promote key findings.

Was unable to provide resources, data, images to promote key findings.

Comments: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Subject

CGW4W Canadian and World Issues

Theme/Unit Sustainability Date Feb 23, 2007

Title Sustainable Populations: Developing vs. Developed Perspectives Strands and Ministry Expectations GF1.05 – identify ways in which countries and regions of the world are becoming increasingly inter-related HE2.05 – Evaluate the effectiveness of various policies and practices used to promote sustainable developments UMC1.01 – explain how economic and cultural considerations influence country’s population policies MGIC2.09 – draw conclusions or make judgments or predictions on the basis of reasoned analysis Central Question/s Materials/Resources Are population policies sustainable in Canada, India and China?

- Geonexus textbook

Learning Styles Extensions Accommodations/Modifications Linguistic Interpersonal

ESL or students with I.E.P’s may be given more time to do the reflection task if needed.

Assessment/Evaluation (check all that apply) * Observations quiz/test interviews/conferences * Notebook * Checklists/anecdotal * self/peer assessment * Participation work sheets homework check Activities and Planning notes

Lesson Agenda (to be written on Blackboard for students)

- demographic issues in developed countries - population policy in Canada and sustainability

19. Prior Knowledge Required - Knowledge of concepts as population growth and sustainability - Population issues facing developing nations as India and China 20.

21. Hook/Grabber - Students will be asked to brainstorm as a class as to what rate is

population growing in Canada compared to India and China - Do they think that Canada faces the similar problems as developing

nations to sustain its population growth

22. The class will be divided in to pairs. Students will be assigned to read p 278-281 of the Geonexus text. If the textbook is not available, then these pages will be photocopied. Students will be asked to discuss 5 questions on page 281. The teacher must circulate around the classroom for observation to see the student grasp of knowledge and concepts. The teacher must also ensure that students stay on task.

23. The answers will be briefly taken up in class.

Time

5 min 5 min 25 min 10 min

24. Four Corners: A bristol board will be placed in the middle of the class. The question “Should Canada adopt a national policy to address population growth”? Four Corners of the class will be labeled as “strongly agree”, “agree”, “disagree” and “strongly disagree”. Students will be asked to pick a corner and defend their position with an explanation for a class discussion.

25. Reflection: Students will be assigned to reflect on the question whether governments have a role to design policy to control population. The reflection should be no longer than one page.

Students will be asked to reflect on the number of children they plan to have (the number they wrote down the previous day). In light of new information, would they consider making different choices – increase or decrease the number of children they plan to have. Also, they must answer the question if governments are justified to tell its citizens as to how many children could they have? Which policy do they think is sustainable in the long run: China –one child policy or India’s voluntary approach or Canada’s lack of policy to control population growth. They must choose one country as a case study for their reflection. The reflection will be marked for completion. The following checklist will be used to assess the reflection. __ the student takes a position on the role of the government to control population __ the student has supported his position with evidence __ the student reflects on his/her plans for the future

15 min 10 minutes & assigned for homework

Ideas for Plan B If students do not finish their reflection task in class, it would be assigned for homework.

Reflection (written after teaching the lesson)

Subject

CGW4W Canadian and World Issues

Theme/Unit Sustainability Date Feb 23, 2007

Title Sustainable Populations: Developing vs. Developed Perspectives Strands and Ministry Expectations GF1.05 – identify ways in which countries and regions of the world are becoming increasingly inter-related HE2.05 – Evaluate the effectiveness of various policies and practices used to promote sustainable developments UMC1.01 – explain how economic and cultural considerations influence country’s population policies MGIC2.09 – draw conclusions or make judgments or predictions on the basis of reasoned analysis Central Question/s Materials/Resources Are population policies sustainable in Canada, India and China?

- TV/VCR - Global Connections: Canadian and

World Issues textbook - Video: World population: How many is

too many (055654)

Learning Styles Extensions Accommodations/Modifications - Linguistic - Spatial - Interpersonal

ESL or students with I.E.P’s may be given more time to do the Think-Share-Pair activity.

Assessment/Evaluation (check all that apply) * Observations quiz/test interviews/conferences * Notebook Checklists/anecdotal * self/peer assessment * Participation work sheets homework check

Activities and Planning notes

Lesson Agenda (to be written on Blackboard for students)

- Population policy and Sustainability - Developing perspectives

26. Prior Knowledge Required - Knowledge of concepts as population growth and sustainability - If there are gaps in student knowledge, then these concepts will be

explained at the beginning after the hook.

27.

28. Hook/Grabber - The students will be asked how many children do they plan to have (in

the future/currently). - The students will be asked to write down their response on a piece of

paper - Next, a question will be posed whether they think it is appropriate

for any government to determine how many children can they have? - The responses will be discussed in the class 29. Video: World population: How many is too many (055654)

This video provides an historical background to population growth and presents different perspectives on how many people the earth's resources can support. Through sample studies, the issues surrounding population change and growth are explored: *India: Fertility rates & wealth, education, status of women *China: The One Child Policy & population control Distributor/Producer: Classroom Video While watching the video, students will be asked to jot down notes by

Time 5 min 5-7 min 22 min

drawing a line in the middle of the page and contrasting the two policy models of India and China to control population After the video, a discussion will be initiated as to whether the two policy measures adopted by India and China are viable in terms of sustainability. Are these measure extreme or not enough to control rapid population growth in these countries 5.) Think-Share-Pair: To reinforce the concepts from the video, students will be divided in to groups of three and assigned to read p 80-84 of Geonexus text book and asked to answer questions on p 84. The teacher must circulate around the classroom for observation to see the student grasp of knowledge and concepts. The teacher must also ensure that students stay on task.

15 min

30 min

Ideas for Plan B If the TV/VCR is not available, then the teacher has to lecture students on the subject to give them the background information.

Reflection (written after teaching the lesson)

Handout 4: Final Culminating Activity

Culminating Activity Unit: Sustainability of Communities

General Description You must choose a global environmental problem that is present within your local community. A list of possible topics has been included with this assignment sheet. As a group, you will research the problem in depth, and prepare a seminar presentation that highlights the complexity of the issue (specific details highlighted below). The final component of the assignment is the completion of a written report, to be submitted to the environment minister that highlights the key recommendations/resolutions you devise. Component Parts:

1) Seminar Presentation (60%) Your seminar presentation must cover the following key criteria:

a. Presentation of the Issue/Problem (15%) i. Who are the key players in your community? Who or what is

‘responsible’ for the problem? Who is being affected by the problem?

ii. What is the specific nature of the problem/issue? What are the effects of the problem? What are the benefits (if any)? What are the detrimental affects?

iii. Where is the source of the problem? In what part of your community? What other regions has the problem (arising from your community) negatively affected?

iv. When did the issue/problem arise? For how long has it been an issue?

v. Why is this problem? Why does it need our attention? vi. How did the issue become a problem?

b. Context – National, Global (15%) i. How is the issue affecting your community part of a larger

national and global problem? Provide a brief description of the national and global nature of your problem.

c. Recommendations / Alternatives (20%) i. Compile a list of possible solutions/recommendations for

implementation that will address the problem from a sustainable standpoint (This means your problem must cover the long-term problem, and not simply offer a short term solution – it must be sustainable!)

ii. Cite specific EVIDENCE from other organizations, governments or industries (local, national, or global), that have implemented such resolutions, to highlight the effectiveness of the sustainable method you have chosen.

d. Action Plan (10%) i. Produce an action plan for implementation within your local

community that adequately addresses the problem based on your recommendation section.

Your seminar presentation must:

1) Include a minimum of 2 visuals aids (video, poster display, internet clip, power-point presentation, ect)

2) Include a map (Highlights the specific location of the problem) 3) Be a maximum of 20 minutes in length 4) Acknowledge all Sources in an appropriate manner

2) Recommendation Letter to the Minister (40%)

The letter you devise to the Minister must include the following: a. Brief description of the problem that highlights the detrimental affects,

and a rationale for why this issue needs to be addressed. You must also identify how the local issue is contributing to a larger national / global issue (20%)

b. Include your primary recommendations and action plan. You must show how your recommendation / action plan will alleviate the problem from a SUSTAINABLE standpoint! (20%)

Key Criteria for assessing the letter:

1) Spelling and grammar will be evaluated. 2) 500-750 Words (2-3 Pages) 3) It must be PERSUASIVE! You are making an argument to a Minister to have your

action plan implemented – cite specific evidence to support your arguments to strengthen your standpoint.

Seminar Presentation Dates (To Occur During Week Five) Week Five Culminating Activity Seminar Presentations

Group One Group Two Group Three Group Four Group Five

Culminating Activity Unit: Sustainability of Communities

Assessment Rubric

Criteria/Component

Parts Level 4

Achieves the Standard with

Distinction

Level 3 Achieves the

Standard

Level 2 (Almost Achieves Standard/Some Deficiencies)

Level 1 (Does Not Meet

Standard)

Presentation content was accurate, well thought

out, and displayed a high level of content comprehension

Students displayed a considerable grasp of material comprehension, and included all required content components

Content errors were made in presentation

delivery, but some level of comprehension was

evident

Students displayed a limited grasp of

material comprehension

Additional content components not

prescribed in the outlines were included

No inaccuracies were made during delivery

Not all content components (Know were

sufficiently covered.

Key content components were missing from the

presentation The presentation structure/format

followed a logical path (introduction and conclusion), and

transitions were smooth. Students did not let

class questioning disrupt the flow of the

presentation

The presentation structure was

considerably well organized, with smooth

transitions between activities.

The presentation followed a somewhat logical structure, but transitions between

material were undefined/abrupt.

The presentation exhibited limited

structure (no introduction,

conclusion), and was difficult to follow

Oral Presentation: Content (Knowledge)

Oral Presentation: Format/Delivery (Communication) Analysis Recommendations and Action Plan for Seminar and Letter to the Minister (Thinking)

Recommendations and Action Plan reflect an accurate and high level

of analysis; Action plan is well

articulated, researched and persuasive in nature

Students displayed a considerable degree of

analysis in their recommendations/action plan components; Action

plan is detailed and complete

Students displayed a limited level of analysis,

as reflected in their non-logical

recommendations/action plan; Action plan is

descriptive rather then persuasive in nature

Recommendations and Action plan do not fit

the identified problem; Argument is non-

persuasive, and contains a high level of content

errors.

Visuals utilized were appropriate, well thought-out, and

enhanced the presentation; Mapping was accurate and clear

Visuals used by the students were

appropriate, and used in contextually appropriate

manners; Mapping was evident

Some visuals were used during the presentation,

but a lack of variety was evident (both visuals were of the

same source); Errors were displayed in

mapping skills

Limited or no visuals were utilized; Mapping

was inaccurate or incomplete

Use of Visuals / Map in Oral Presentation (Communication)

Additional visuals (beyond the required

two) were utilized by the group

Visuals were utilized from a variety of

technologies/sources

The relevance of the visuals was sometimes

questionable

Visuals were utilized incorrectly and in the

wrong context

Letter was completed with a high level of

accuracy, and exceeded content requirements

Letter was considerably well done, with all key components included

Letter included some of the key components, but accuracy was not

always correct

Letter displayed limited and incorrect content, with entire components

missing

Letter to the Minister (Knowledge)

Letter Layout

Content was organized in a logical fashion, ensuring

easy readability;

Letter was organized logically and persuasively

A few spelling and grammatical errors

were present, making

Spelling and grammatical errors

were evident

(Communication)

Letter was presented in a persuasive manner

communication and ease in readability somewhat

problematic

throughout the letter; Language did not flow,

and key component parts were missing

Resources / Sources (Communication)

All resources were appropriately

acknowledged during the presentation; Group

utilized outside resources above and

beyond the stipulated requirements

All resources were appropriately

acknowledged during the presentation

Some resources were acknowledged during

the presentation, some were not

No acknowledgement of resources occurred

throughout the presentation

Sustainability A Brief

Introduction

SUSTAINABILITY

The ability of an ecosystem to maintain vital ecological processes, functions,

biodiversity, & productivity indefinitely into the future.

Making things last into the future without wearing them out or

using them up

People must live within the limits of the earth’s carrying

capacity

Excessive consumption by some may prevent

others from the opportunity to improve

their lives

Sustainable Development

Using the Earth’s Resources to Improve the Qualify of Life for All

WITHOUT Degrading and Using up those Resources

“Development that meets the needs of the present, without compromising the ability of future generations to meet their own needs”

(World Vision on Environment and Development)

“Involves the simultaneous pursuit of economic prosperity,

environmental quality, and social equity”

(World Business Council on Sustainable Development)

“To be sustainable, development must be economically viable, ecologically supportive, and socially acceptable … It must redistribute wealth and power, reduce material and energy use, foster civility, and build cooperative and social involvement”

(Robert Gibson, Faculty of Environmental Studies, U of Waterloo)

THE SUSTAINABLE DEVEVOPMENT DEBATE! (1)

•  Some people say it is impossible to have the two words together because …

“continued growth and development cannot be sustained in a finite world”

Hmmmmmmmmmmmmm …

•  Let’s think about this for a second!

THE SUSTAINABLE DEVEVOPMENT DEBATE! (2)

SIDE ONE:

•  FOCUS: Sustainable part of the concept

•  The belief we must consider the health of the Earth’s life support systems and its biodiversity as long-term priorities in our decision making and behaviours.

SIDE TWO:

•  FOCUS: The development side: In favour of continued growth and an increase in demands on the planet’s resources.

•  Technology and substitution of one resource for another will enable us to say within acceptable limits of growth

WHICH SIDE (IF ANY) DO YOU SUPPORT???

Is it possible to have both??? We will come back to this question a little bit later on!

THE BELLAGIO PRINCIPLES

•  The Bellagio Principles serve as guidelines for assessing progress towards sustainable development, and for choosing a sustainable development indicator.

•  They can be used to evaluate how effective a particular sustainable development indicator is working.

How to Measure Sustainable Development: The Bellagio Principles

1) Guiding Vision and Goals 2) Holistic Perspective’ 3) Essential Elements 4) Adequate Scope 5) Practical Focus 6) Openness 7) Effective Communication 8) Broad Participation 9) Ongoing Assessment 10) Institutional Capacity

Guiding Vision and Goals (Bellagio 1)

•  CLEAR VISION of sustainable development

•  GOALS must define that vision

Holistic Perspective (Bellagio 2)

1)  Must consider the SOCIAL, ECOLOGICAL, and ECONOMIC sub-systems (their well-being, direction/rate of change, component parts and interaction between parts)

2) Consider the POSITIVE and NEGATIVE consequences of HUMAN ACTIVITY, in a way that reflects the costs/benefits for human and ecological systems, in monetary and non-monetary terms

Essential Elements (Bellagio 3)

•  Must consider equity and disparity within the current population, dealing with such concerns

1. Resource use 2. Over-consumption (Developing vs Developed) 3. Poverty 4. Human rights 5. Access to services

Adequate Scope (Bellagio 4)

•  Must respond to the needs of:

1) FUTURE generations

2) Current SHORT-TERM concerns

3) Local and Long-Distance Impact on people and ecosystems

Practical Focus (Bellagio 5)

1)  Vision and Goals must be linked to assessment criteria

2)  Limited Number of Key Issues to ensure success

3)  Standardized Measurement (to permit comparison)

Openness (Bellagio 6)

Data and Methods Used Must be:

1) Accessible to all

2) All judgements, assumptions, and uncertainties in data must be made accessible as well!

Effective Communication (Bellagio 7)

All communications should:

1) Meets the needs of the audience and users

2) Be simple in structure communicated clearly with plain language!

Broad Participation (Bellagio 8)

This means participation of key:

1) Grassroots Groups 2) Professional and Technical Social Groups 3) Youth, Women, Indigenous and Minority

Involvement

In a nutshell – Ensure the recognition of diverse and changing values

Ongoing Assessment (Bellagio 9)

1)  Develop a capacity for REPEATED measurement to determine trends

2)  Adjust goals, frameworks, and indicators as new insights are gained

3)  Promote the development of collective learning and feedback to decision making

Institutional Capacity (Bellagio 10)

Institutional Measure In Place to:

1) Assign responsibility and provide ongoing support in the decision making process

2) Support the development of local assessment ability

Indicators of Sustainable Development

•  Specific Indicators - Single measure, often collected for different statistical

purposes, that shows progress in one specific area Example: - Living Planet Index (Measures the diversity of species

in forests, and freshwater & marine ecosystems) •  Comprehensive Indicator - Shows OVERALL progress towards sustainability Examples: i) Ecological Footprint ii) Genuine Progress Indicator iii) Index of Sustainable Economic Welfare

Current Sustainable Initiatives or “Smart Growth”

YOUR TASKS!

ONE Briefly describe (in two lines), what each of these comprehensive indicators measures: i) Ecological Footprint ii) Genuine Progress Indicator iii) Index of Sustainable Economic Welfare

TWO Please come up with four key points for each of the following sustainable initiatives. 1) ISO I 4000 2) Extended Producer Responsibility 3) Green Taxation 4) Citta Lente

NOTES: -  You will need your textbooks (Chapter 28), so please take them out and begin your work! -  We will take your responses first thing tomorrow!