Related cases that are designed to illustrate multiple perspectives or interpretations of similar problems.
[Instructor's note: Please refer to suggestions regarding forming groups in the Instructor Guide ]
1. General problem: Fish (renewable resource)
Fish reserves around the world shrinking as demand for seafood continues to rise.
xxxxxxxxxSolvable problem: Japan leads the world in fish consumption, with demand for seafood rising in both rich xxxxxxxxxcountries and countries whose economies are growing. What are some ways high seafood-consuming xxxxxxxxxcountries can meet growing demands for seafood without depleting this renewable natural resource?
xxxxxxxx To facilitate learner understanding of the case, learners will complete the following classroom activities:
xxxxxxxxx Activity 1. Individually, read the following web page and explore this map . xxxxxxxxx Activity 2. Individually, or within a small group, explore the following web site . Ask learners to pay particular xxxxxxxxxxxxxxxxxx attention to where the different types of sushi come from. xxxxxxxxx Activity 3. Within a small group, identify some ways countries can continue to meet rising demand for seafood xxxxxxxxxxxxxxxxxx without depleting this renewable natural resource. Learners may wish to utilize this handout. xxxxxxxxx Activity 4. Groups share their answers, with the instructor recording the answers on a whiteboard or overhead xxxxxxxxxxxxxxxxxx Instructor facilitates evaluation of answers.
2. General problem: Diamonds (non-renewable resource)
Diamonds are an example of a resource whose value springs from cultural and societal norms. The extraction of this resource is associated with human rights abuses in many parts of the world; poor countries that are diamond-rich often see little benefit from the extraction and sale of this resource.
xxxxxxxxx Solvable problem: Almost one half (50 %) of the world's diamonds come from central and southern Africa. xxxxxxxxx These countries remain poor and diamond-mine workers suffer from dangerous working conditions. What are xxxxxxxxx some ways rich countries might address this problem?
xxxxxxxxx To facilitate learner understanding of the case, learners will complete the following classroom activities:
xxxxxxxxx Activity 1. Individually, read this web page and explore links [Instructor may assign this activity as a pre-classxxxxxxxxxassignment] xxxxxxxxx Activity 2. Individually, or in a group, explore this web page and map xxxxxxxxx Activity 3. As a class, view streaming video concerning "conflict diamonds" xxxxxxxxx Activity 4. Individually, review this document, paying close attention to information related to how diamonds xxxxxxxxx are mined and its impact on the environment xxxxxxxxx Activity 5. Within a small group, identify some ways to improve the lives of people living and working in poor xxxxxxxxx diamond-producing countries. Learners may wish to utilize this handout . xxxxxxxxx Activity 6. Groups share their answers, with the instructor recording the answers on a whiteboard or overhead. xxxxxxxxx Instructor facilitates evaluation of answers.
Related cases that are designed to illustrate multiple perspectives or interpretations of similar problems.
[Instructor's note: Please refer to suggestions regarding forming groups in the Instructor Guide ]
1. General problem: Fish (renewable resource)
Fish reserves around the world shrinking as demand for seafood continues to rise.
xxxxxxxxxSolvable problem: Japan leads the world in fish consumption, with demand for seafood rising in both rich xxxxxxxxxcountries and countries whose economies are growing. What are some ways high seafood-consuming xxxxxxxxxcountries can meet growing demands for seafood without depleting this renewable natural resource?
xxxxxxxx To facilitate learner understanding of the case, learners will complete the following classroom activities:
xxxxxxxxx Activity 1. Individually, read the following web page and explore this map .
xxxxxxxxx Activity 2. Individually, or within a small group, explore the following web site . Ask learners to pay particular xxxxxxxxxxxxxxxxxx attention to where the different types of sushi come from.
xxxxxxxxx Activity 3. Within a small group, identify some ways countries can continue to meet rising demand for seafood xxxxxxxxxxxxxxxxxx without depleting this renewable natural resource. Learners may wish to utilize this handout.
xxxxxxxxx Activity 4. Groups share their answers, with the instructor recording the answers on a whiteboard or overhead
xxxxxxxxxxxxxxxxxx Instructor facilitates evaluation of answers.
2. General problem: Diamonds (non-renewable resource)
Diamonds are an example of a resource whose value springs from cultural and societal norms. The extraction of this resource is associated with human rights abuses in many parts of the world; poor countries that are diamond-rich often see little benefit from the extraction and sale of this resource.
xxxxxxxxx Solvable problem: Almost one half (50 %) of the world's diamonds come from central and southern Africa. xxxxxxxxx These countries remain poor and diamond-mine workers suffer from dangerous working conditions. What are xxxxxxxxx some ways rich countries might address this problem?
xxxxxxxxx To facilitate learner understanding of the case, learners will complete the following classroom activities:
xxxxxxxxx Activity 1. Individually, read this web page and explore links [Instructor may assign this activity as a pre-class xxxxxxxxx assignment]
xxxxxxxxx Activity 2. Individually, or in a group, explore this web page and map
xxxxxxxxx Activity 3. As a class, view streaming video concerning "conflict diamonds"
xxxxxxxxx Activity 4. Individually, review this document, paying close attention to information related to how diamonds xxxxxxxxx are mined and its impact on the environment
xxxxxxxxx Activity 5. Within a small group, identify some ways to improve the lives of people living and working in poor xxxxxxxxx diamond-producing countries. Learners may wish to utilize this handout .
xxxxxxxxx Activity 6. Groups share their answers, with the instructor recording the answers on a whiteboard or overhead. xxxxxxxxx Instructor facilitates evaluation of answers.