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Overview:
This lesson encourages students to think about where the natural resources we use come from and the processes by which these resources are extracted. Students will also consider the environmental, cultural, and human rights issues that are frequently associated with the extraction of natural resources. They will conduct Internet research on specific resources and create presentations to showcase what they have learned.
Connections to the Curriculum:
Geography, current events, economics
Connections to the National Geography Standards:
Standard 11: "The patterns and networks of economic interdependance on Earth's surface"
Standard 14: "How human actions modify the physical environment"
Standard 16: "The changes that occur in the meaning, use, distribution, and importance of resources"
Time:
Three to five hours
Materials Required:
- Computer with Internet access
- Materials for either a multimedia presentation (e.g., software such as PowerPoint) or a traditional presentation (e.g., posterboard and drawing materials)
Objectives:
Students will
- list the natural resources we depend on for our modern lifestyle, and discuss their lists;
- research a particular natural resource to see how it's used, where it comes from, how it's extracted, and what concerns are associated with this extraction process; and
- create posters or multimedia presentation to show the results of their research.
Geographic Skills:
Acquiring Geographic Information
Organizing Geographic Information
Answering Geographic Questions
S u g g e s t e d P r o c e d u r e
Opening:
Ask students to list the types of natural resources that we depend on for our modern American lifestyle. Have them think of as many examples as they can; some good examples would be oil, aluminum, and coffee.
Development:
Discuss students' lists. Have they ever thought about where these materials come from? Have they thought about the people and processes involved in getting these materials to our markets? What types of processes do they think would be used, and what might be some of the impacts of these processes?
Remind students that all types of resource extraction have impacts on the environment and, frequently, on human cultures that live near the resources. Tell the class that many of the resources that we take for granted, such as oil and coffee, have actually become quite controversial because of the environmental and cultural impacts of extracting these resources.
Divide the class into small groups or pairs, and have each group choose one of the following resources: oil, diamonds, aluminum, gold, or coffee. Have them conduct Internet research to answer as many of the following questions as they can:
- How is this resource used in the United States, and why do we "need" it?
- Where does this resource come from?
- What are the environmental, cultural, and human rights concerns, if any, concerning this resource?
- What is industry doing to address these concerns?
- What, if anything, are governments doing to assist the industries and to address these concerns? (Students may or may not be able to find answers to this question.)
Make sure they are aware that many of these resources are published by organizations and companies with specific agendas (e.g., environmental organizations and petroleum industry trade organizations).
Students must check the sources of their information very carefully to make sure they understand why opinions differ among the resources they examine.
Closing:
Have each group briefly present the results of its research, and discuss the things students have learned from this investigation.
Suggested Student Assessment:
Have each group compile its research into posters or multimedia presentations that contain the following sections:
- How this product is used in the United States
- The environmental consequences of extracting this product
- The cultural consequences of extracting this product
- What the industry says it's doing about the environmental and cultural issues related to its business
- What students think should be done about issues regarding this resource
Extending the Lesson:
Have students go to the Xpedition Hall and explore the Sushi Bar for an introduction to the issue of overfishing and fish depletion. Ask them to take notice of where most of these fish come from.
Ask students to pretend they have been hired as environmental consultants to a world conference on fishing. Their job is to explain the main issues concerning commercial fishing in the oceans and to recommend what should be done to maintain viable ocean fish populations. They should conduct research on the Internet and/or in print resources, and present oral or written reports addressing the following questions:
- Why are some fish populations dwindling?
- What species of fish are in the most trouble?
- What types of fish people should avoid eating (because they are endangered)?
- What non-fish species (reptiles or mammals) face danger from commercial fishing, and why is this the case?
- What are the major economic arguments both for and against taking action to protect fish populations?
- What can and should be done about these problems?
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