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Activity
1-1
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Objectives · To see the present juncture in history as significant with regard to economics and therefore to see economics as exciting · To understand the connection between economics, ecology and ethics
Materials Student Handout: The Three E's of the 1990's by Rushworth Kidder
Time One to two class periods
Evaluation Completion of handout and participation in small group discussion should be evaluated.
Vocabulary economics ecology ethics materialism
Suggested Procedure 1. a) Give students three to five minutes to brainstorm their immediate associations with the term economics and record them on a sheet of paper. [Use media messages newspapers, magazines, T.V. news to stimulate brainstorm, if available.] b) List these associations on the board circling any response that is given more than once. c) As a class, focus on the words and phrases that are circled and generate a popular definition of economics based on them. [Sample definitions: The production and consumption of goods and services , or the general pursuit of money and things. If factors like greed, competition, status and corruption are mentioned, they should be included in the definition.]
2. Read the article aloud in class (it's a bit difficult for silent reading) and have the students answer the 'checking for understanding' questions individually.
3. Have students trade papers and grade this first portion of the worksheet.
4. Divide students into five groups and have each group take one of the discussion questions.
5. Ask the students to write individually on their question first for 3 minutes.
6. Have them discuss the question and record their responses. (This works best if you appoint a recorder, a facilitator and a reporter for each group.)
7. Have each group then report back to the whole class and use this as an opportunity to facilitate a whole group discussion of each of the five questions and how economics could be redefined (compared to initial discussion in step 1). "The Three E's of the 1990's" Study Questions
Checking for Understanding: 1. While the 1980's are commonly referred to as the "me" decade, Rushworth Kidder says the 1990's are likely to be the "E" decade. What are the three E's he is speaking of?
2. Why were economics and ecology seen to be at loggerheads? How is this changing?
3. How have ethics been separated from economics and ecology?
4. According to the State of the World 1990 report, what must happen if we are to create a lasting world? What, does the author say will not survive a transition to a sustainable society?
Discussion Questions: 1. If a family owns 2,000 acres, should they have to consider the effects of their actions on the environment and on future generations before they build on that land? before they log that land? before they open that land up to strip mining?
2. Do you see yourself, your family and/or your friends as materialistic? Would you be willing to give up some of your material comforts if it meant a better quality of life for everyone, for future peoples and for the earth?
3. Wordsworth was quoted in the article as saying that 'getting and spending' were what human life was all about. Do you agree with this? What other things do you think should be included in our definition of human life?
4. Do you agree that the 1990's is the "E" decade? Illustrate your perspective with specific examples.
5. Rushworth Kidder speaks of "a transformation of individual priorities and values." What do you think the top 5 priorities for most individuals are now? Which of these (if any) do you think might have to change in order to have a sustainable society? Activity 1-1
Objectives · To see the present juncture in history as significant with regard to economics and therefore to see economics as exciting · To understand the connection between economics, ecology and ethics
Materials Student Handout: The Three E's of the 1990's by Rushworth Kidder
Time One to two class periods
Evaluation Completion of handout and participation in small group discussion should be evaluated.
Vocabulary economics ecology ethics materialism
Suggested Procedure 1. a) Give students three to five minutes to brainstorm their immediate associations with the term economics and record them on a sheet of paper. [Use media messages newspapers, magazines, T.V. news to stimulate brainstorm, if available.] b) List these associations on the board circling any response that is given more than once. c) As a class, focus on the words and phrases that are circled and generate a popular definition of economics based on them. [Sample definitions: The production and consumption of goods and services , or the general pursuit of money and things. If factors like greed, competition, status and corruption are mentioned, they should be included in the definition.]
2. Read the article aloud in class (it's a bit difficult for silent reading) and have the students answer the 'checking for understanding' questions individually.
3. Have students trade papers and grade this first portion of the worksheet.
4. Divide students into five groups and have each group take one of the discussion questions.
5. Ask the students to write individually on their question first for 3 minutes.
6. Have them discuss the question and record their responses. (This works best if you appoint a recorder, a facilitator and a reporter for each group.)
7. Have each group then report back to the whole class and use this as an opportunity to facilitate a whole group discussion of each of the five questions and how economics could be redefined (compared to initial discussion in step 1). "The Three E's of the 1990's" Study Questions
Checking for Understanding: 1. While the 1980's are commonly referred to as the "me" decade, Rushworth Kidder says the 1990's are likely to be the "E" decade. What are the three E's he is speaking of?
2. Why were economics and ecology seen to be at loggerheads? How is this changing?
3. How have ethics been separated from economics and ecology?
4. According to the State of the World 1990 report, what must happen if we are to create a lasting world? What, does the author say will not survive a transition to a sustainable society?
Discussion Questions: 1. If a family owns 2,000 acres, should they have to consider the effects of their actions on the environment and on future generations before they build on that land? before they log that land? before they open that land up to strip mining?
2. Do you see yourself, your family and/or your friends as materialistic? Would you be willing to give up some of your material comforts if it meant a better quality of life for everyone, for future peoples and for the earth?
3. Wordsworth was quoted in the article as saying that 'getting and spending' were what human life was all about. Do you agree with this? What other things do you think should be included in our definition of human life?
4. Do you agree that the 1990's is the "E" decade? Illustrate your perspective with specific examples.
5. Rushworth Kidder speaks of "a transformation of individual priorities and values." What do you think the top 5 priorities for most individuals are now? Which of these (if any) do you think might have to change in order to have a sustainable society? |
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