|
||||||||||
|
|||||||||||
| Questions/instructions: This activity is about changes. Many changes have happened over the last 100 years that affect people’s lives and the environment. |
|||||||||||
|
%
responses
|
|||||||||||
y8
|
|||||||||||
| 1. You are going to start by working on your own. I’m going to give each of you a pair of pictures and an activity sheet. I want you to think about and write about what it would have been like living when each of these pictures was taken. You can make a list of ideas instead of writing in complete sentences. | |||||||||||
| You
have 5 minutes to do this. Give one pair of pictures and an activity sheet to each student. Allow 5 minutes. Teacher to withdraw to allow students to work on their own. |
|||||||||||
| 2. Now, working as one group, take turns at sharing your ideas with the others. | |||||||||||
|
Teacher
withdraws. After each student has shared a few ideas you can move them
on to the next question.
|
|||||||||||
| 3.
Now here’s a group worksheet. Using your ideas from the “then
and now” sheet, decide on four important changes to people’s
lives and the environment that have taken place since the older picture
was taken. Write them in the middle. Then talk about the advantages and disadvantages of the changes. For each change several good and several not so good things may have happened.Make a list of these things in the appropriate box. |
|||||||||||
| Give students the group worksheet and cue card. Allow 10 minutes. Teacher withdraws. | |||||||||||
|
Quality
of ideas about advantages and disadvantages:
|
|
21 (6) | |||||||||
|
moderately
full
|
31 (39) | |||||||||
|
some
worthwhile ideas
|
44 (45) | ||||||||||
|
16 (3) | ||||||||||
|
moderately
full
|
24 (23) | ||||||||||
|
some
worthwhile ideas
|
51 (61) | ||||||||||
|
16 (0) | ||||||||||
|
moderately
full
|
26 (32) | ||||||||||
|
some
worthwhile ideas
|
51 (61) | ||||||||||
|
11 (3) | ||||||||||
|
moderately
full
|
27 (7) | ||||||||||
|
some
worthwhile ideas
|
49 (70) | ||||||||||
|
Selection
process:
|
decisions
made by consensus, through constructive dialogue
|
36 (45) | |||||||||
|
decisions
made by consensus, without much discussion
|
57 (42) | |||||||||
|
decisions
made by one or two members without consensus
|
6 (13) | ||||||||||
|
decisions
made with unresolved disagreements
|
1 (0) | ||||||||||
| 4. Now that you’ve finished your chart, tell me what you would have liked about living when the older picture was taken. | |||||||||||
|
rich
and insightful
|
14 (7) | ||||||||||
|
moderately
full
|
30 (36) | ||||||||||
|
some
worthwhile ideas
|
46 (57) | ||||||||||
| 5.
What wouldn’t you have liked? |
rich
and insightful
|
15 (10) | |||||||||
|
moderately
full
|
39 (37) | ||||||||||
|
some
worthwhile ideas
|
41 (53) | ||||||||||
|
Total
score:
|
15–22
|
15 (3) | |||||||||
|
10–14
|
32 (31) | ||||||||||
|
5–9
|
43 (63) | ||||||||||
|
0–4
|
10 (3) | ||||||||||
| Commentary In 2001, about 15 percent more teams than in 1997 made comments about the individual changes judged to be “rich and insightful”. Smaller gains were observed in questions 4 and 5. The students gave greatest attention by far to changes in transportation, with other changes in technology and changes in buildings/houses next most prominent. Little attention was given to changes in environment, population, lifestyle, business and health. |
 |
 |
|