1. Today students show off their country displays. To fully benefit from the
museum walk students do a comparison task. Tell students the more informed
they are about other countries and their agricultural, population and economic
issues, the better their draft on a resolution that gains support from those
countries, the ultimate goal in the forum project. Have students identify dominant
issues of their display as a class and identify one overarching issue.
2. After setting up their country displays, one student, a curator, will stand
at their display to answer questions, but the rule is they may not be asked
or answer the question “What is your countries’ dominant issue?” About
every 10 minutes have students rotate the curator role among the group allowing
all to review the displays and individually fill out the dominant issue sheet.
3. Allow 5-8 minutes at class end for groups to reconvene to identify 4 countries,
other than the U.S. or their own country, they think will be of particular
interest to them. Tomorrow the group will divide these countries and each student
will conduct a more in-depth comparison.
4. To write a successful resolution, students must consider other countries
issues and concerns. After the museum walk, their individual assessments of
all countries in the forum document what their dominant concern may be. Tell
students today’s goal is each of them gain more insight into a particular
country and share with their group so they can begin to write powerful resolutions.
5. Give students a copy of the comparison matrix. Model the process by identifying
4 issues per category using the U.S. as a model. Encourage students to draw
upon ideas they might have used during yesterday’s class and introduce
some of the more formal language surrounding the issues. Students should include
these terms in their group and individual analysis.
6. Each group works together to identify their country’s 4 issues per
category and then individual students review one of the 4 countries chosen
by the group yesterday. Individually, students compare the 3 countries on their
comparison matrix and identify some possible areas of shared concern or areas
7. Having individually identified their group’s main areas of concern,
students reconvene to share their ideas about major issues. Ask them if they
identified common themes within their group. The comparison matrix should provide
the basis for forming four resolutions that students think will address the
charge of the forum.
8. Remind students this group of countries is charged with developing recommendations
for practices that can help feed the world’s population. They should
consider agricultural practices including pesticides and genetically modified
foods, as well as trade, history, alliances and environmental health etc. They
are to develop 4 resolutions using the language they were introduced to previously.
9. Once the group has chosen the topics of 4 resolutions and discussed what
they want to say, each group member writes up a resolution.
10. They group edit each other’s resolutions using the resolution editing
form. This allows you not only to assess the student’s initial resolution
writing, but also evaluate the group process and individual’s ability
11. Once they have group edited they should rewrite the 4 resolutions onto
the resolution sheet.
activity has opportunities for teachers and students to evaluate
both social studies and language arts writing components.
The dominant issue sheet and the comparison matrix give the
teacher some idea of individual student’s grasp of identifying
issues. The resolution is a writing component to be evaluated.